Top Science 3 - Teacher's Book.pdf

Top Science 3 PRIMARY TEACHER’S BOOK

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Contents Introduction Student’s Book organisation

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Teacher’s Book organisation

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iv viii

Teacher’s resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi Student and digital resources Key competences

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Xii

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xiii

Student’s Book contents . . . . . . . . . . . . . . . . . . . . . . . . . . xIV

Teacher’s Book lesson plans Welcome to Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

First term Unit 1

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

Unit 2

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

18

Unit 3

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

30

Unit 4

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42

Unit 5

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54

6

Second term Unit 6

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66

Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Third term Unit 11

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126

Unit 12

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136

Unit 13

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148

Unit 14

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160

Unit 15

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170

GlossarY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Audio transcripts Answer key

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192

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200

Photocopiable materials

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211

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Introduction

Top Science 3 PRIMARY Top Top Science Science 3 3 PRIMARY PRIMARY Top Science 33PRIMARY Top Science PRIMARY STUDENT’S MATERIAL Student’s Book

Teacher’s Book

• Language Companion CD-ROM

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Student’s Book Student’s Book Student’s Student’s Book Book Student’s Book Student’s Book Book Student’s

Teacher’s Book

Top Science 3 PRIMARY

• To provide a solid base for values education through the course contents so learners develop scientific curiosity as well as responsibility for the world they live in. Activity Book

TEACHER’S MATERIAL


3

Teacher’s Book Teacher’s Book Teacher’s Book Teacher’s Book Teacher’s Teacher’s Teacher’s Book Book Book Teacher’s BookBook

STUDENT’S MATERIAL

9 788429 477672

ISBN 978-84-294-7767-2


Top Science

TEACHER’S MATERIAL TEACHER’S MATERIAL TEACHER’S TEACHER’S MATERIAL MATERIAL TEACHER’S MATERIAL TEACHER’S MATERIAL Top Science 3 TEACHER’S MATERIAL

• To offer a content-based approach to Science through which other interdisciplinary skills will develop: language, inquiry, learning to learn and making decisions.

Top Science 3 PRIMARY PRIMARY Top Science 3 Top Science 3 PRIMARY PRIMARY Top Science PRIMARY Top Top Science Science PRIMARY 3 Top Science 333PRIMARY Top Science Science 33PRIMARY PRIMARY Top

PRIMARY PRIMARY

Science 3PRIMARY PRIMARY Top Science 3PRIMARY Top Top Science Science 3 PRIMARY Top Science 33PRIMARY Top Science Science 33PRIMARY PRIMARY Top

PRIMARY

Class Audio CD

Teacher’s Resource Book

Teacher’s Book

DIGITAL MATERIAL

ALSO AVAILABLE

• Digital Flashcards, Posters and Web bank • Teacher’s Resources and Maps

• Science Posters • Science Tasks Booklet • Language Companion CD-ROM

PRIMARY

UNIT

TRACKS

1 2

1.1-1.5 2.1-2.5

1-5 6-10

3 4

3.1-3.6 4.1-4.5

11-16 17-21

5 6

CD No.

5.1-5.4 6.1-6.5

22-25 26-30

7 8

7.1-7.5 8.1-8.6

31-35 36-41

9 10 11

9.1-9.5 10.1-10.5 11.1-11.5

42-46 47-51 52-56

12 13 14

12.1-12.6 13.1-13.5 14.1-14.4

57-62 63-67 68-71

15

15.1-15.5

72-76

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Class Audio

Activity Book Activity Book Activity Book Activity Book Activity Book Activity Book Book Activity

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• To provide opportunities whereby young learners can put into practice their personal and social skills.

Activity Book

9 788468 000688

• Interactive Whiteboard Activities

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• Language Companion CD-ROM

• Science Tasks Booklet

i-solutions

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Teacher’s Book

• Science Posters

• Teacher’s Resources and Maps • i-book

• i-book


ALSO AVAILABLE • Digital Flashcards, Posters and Web bank

Teacher’s Resource Book Teacher’s Resource Resource Book Book Teacher’s Teacher’s Resource Book Teacher’s Teacher’s Teacher’s Teacher’s Resource Resource Resource Resource Book Book Book Teacher’s Resource BookBook

Teacher’s Book


• Science Posters • Science Tasks Booklet

• Teacher’s Resources and Maps


Student’s Book

Class Audio CD

DIGITAL MATERIAL

ALSO AVAILABLE

• Digital Flashcards, Posters and Web bank

i-solutions




Teacher’s Book

• To promote understanding and appreciation of the natural and social environment through situations which reflect the young learner’s real world. DIGITAL MATERIAL

Activity Book


3

Class Audio CD


Teacher’s Book


TEACHER’S MATERIAL


P RI M A RY

The main aims of Top Science are:

Top Top Science PRIMARY Top Science Science 33PRIMARY PRIMARY Top Science 3 PRIMARY Top Top Science Science 3 PRIMARY 3 Top Science 3 PRIMARYPRIMARY Top Science Science 33PRIMARY PRIMARY Top

Activity Book Activity Book Activity Book Activity Book Activity Activity Activity Activity Book Book Book Book Activity Book

Activity Book

PRIMARY PRIMARY PRIMARY

Top Science 3 PRIMARY PRIMARY Top Top Science Science PRIMARY 3 Top Science 33PRIMARY Top Science Science 33PRIMARY PRIMARY Top Top Science 3 PRIMARY

TEACHER’S MATERIAL Top Science 3 PRIMARY

ISBN 978-84-680-0068-8

PRIMARY



Activity Book

Student’s Book


St u d e n t ’ s B o o k


Activity Book


STUDENT’S MATERIAL STUDENT’S STUDENT’S MATERIAL MATERIAL STUDENT’S MATERIAL Top Science 3 STUDENT’S STUDENT’S MATERIAL Top Science 3 Top Science 3MATERIAL

9 788429 455120

ISBN 978-84-294-5512-0

PRIMARY

T o p Sc i e n c e

Top Science is a six-level Primary course which progressively introduces the core curricular Top Science 3 objectives of Natural Science, Geography and History. The course has been designed as an effective, user-friendly tool in the classroom.


Class Audio CD Class Audio CD Class Audio CDCD Class Audio Class Audio CD Class Audio Audio CD CD Class

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• i-book


Special attention has been paid to the following aspects: i-solutions

Teacher’s Book Teacher’s Book Teacher’s Teacher’s Book Book Teacher’s Book Teacher’s Book Book Teacher’s

Teacher’s Resource Book Teacher’s Resource Book Teacher’s Resource Book Teacher’s Resource Book Teacher’s Resource Book Teacher’s Resource Resource Book Book Teacher’s


• i-book


• Careful grading of the level of English throughout the course www.richmondelt.com

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• Digital flashcards • Digital posters • Web bank

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••• Science Science Posters Science Posters PostersBooklet Tasks • •Science Posters • Science Tasks Booklet • Science Posters Posters Science •• Science Tasks Tasks Booklet Booklet CD-ROM Language Companion • •Science Tasks Booklet • Language Companion CD-ROM • Science Tasks Booklet Science Tasks Booklet • Language • Language Companion Companion CD-ROM CD-ROM • Language Companion CD-ROM Language Companion Companion CD-ROM CD-ROM •• Language



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• IWB Activities

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i-solutions i-solutions i-solutions i-solutions i-solutions i-solutions i-solutions

CD 2

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P R I MA R Y

• Complementary components in both printed and digital format to suit all teaching situations.

• i-book

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Minimum requirements and instructions: See readme·txt file in each CD.


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CD 3 CD 4

CD 2


CD 2


ALSO AVAILABLE ALSO AVAILABLE ALSO ALSO AVAILABLE AVAILABLE ALSO AVAILABLE •ALSO ScienceAVAILABLE Posters AVAILABLE ALSO

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Top Science 3 PRIMARY CD 2

Top Science i-solutions has these components: CD 1

• Digital Flashcards, Posters Web bank Posters Digital Flashcards, Posters • Digital •• and Digital Flashcards, Flashcards, Posters • Digital Flashcards, Posters and Web bank and and Web Web bank bank Digital Flashcards, Posters Teacher’s Resources •• Digital Flashcards, Posters and Web bank and Web Web bank Maps bank •• and Teacher’s Resources Teacher’s Teacher’s Resources Resources • •Teacher’s Resources and Maps Resources and and Maps Maps Teacher’s •• Teacher’s i-book Resources and Maps and Maps and Maps • i-book i-book i-book • Interactive Whiteboard • •i-book i-book Whiteboard Activities ••• i-book Interactive Whiteboard • Interactive Interactive Whiteboard • Interactive Whiteboard Activities Activities Activities Interactive Whiteboard Whiteboard •• Interactive Activities Activities Activities 8 431300 115 309

Top Science i-solutions is a box set containing four CDs which offer digital components for the CLIL Science classroom.

• Clarity of the illustrations and visual explanations


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PRIMARY

i-solutions

Top Science

T o p S cie n c e i- s o lut io ns

• Graded level of difficulty in both the explanations and the activities 3

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DIGITAL MATERIAL DIGITAL MATERIAL DIGITAL DIGITAL MATERIAL MATERIAL DIGITAL MATERIAL DIGITAL MATERIAL MATERIAL DIGITAL

• Quantity and diversity of the activities

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CD 4

• Sequencing of the contents


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CD 2

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The Student’s Book General organisation Top Science Student’s Book consists of fifteen core units, organised into three terms. In addition there are three revision units after each term. Each main unit comprises 10-12 pages and contains the following sections:

Opening page

Photographs accompanied by short texts and questions to stimulate observation skills, to activate previous knowledge and to introduce the main theme of the unit.

What do you remember?

An opportunity to activate previous knowledge. Concise texts revise previously taught concepts, necessary for studying the unit.

Information and practice pages

The main theme is divided into various topics. Each topic is presented in numbered sections which provide texts and full-colour illustrations on the main concepts. The Questions boxes offer questions to improve oral and written comprehension. Around five listening activities per unit are recorded on the Class Audio CD.

Hands on!

The Hands on! section teaches scientific procedures in a practical way. The activities are graded in difficulty throughout the course.

Your turn!

In this section, students learn to apply the scientific method to specific examples related to the main concepts.

Activities

A full page of activities provides practice of the main concepts from the unit.

Revision

The main concepts of the unit are summarised in a short text. Students copy and complete a chart based on the summary.

I can

This page provides a reading text related to one of the main concepts of the unit, contextualised in the young learner’s world. Students apply their recently acquired knowledge to reflect on the situation and to solve problems.

Our world

Contemporary issues help students relate to the real world. They have the opportunity to express personal opinions, listen to others and reflect on educational values.

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Opening pages

1

Number and title of the unit

Short summaries of main concepts learned in previous levels

WHAT DO YOU REMEMBER?

Your body

Full-colour images help students relate the learning process to their own world

Parts of the body

IN THIS UNIT, YOU WILL…

The main parts of the body are the head, trunk and limbs. You bend your body at the joints.

• Learn parts of the body.

• Identify organs inside

1. Point to your limbs. How many have you got?

your body.

• Learn how to describe

1.1

people.

2. Name the joints A – D in the picture below.

• Discover how bones and muscles move your body.

• Learn about joints and ligaments.

Unit objectives in simple English

• Learn how your body

changes as you grow.

D

B C

Short texts related to the images to introduce the main theme of the unit

A Astronauts in space

THINK ABOUT

Astronauts have to be very healthy and physically

Questions to stimulate previous knowledge and to introduce the main theme

Bones support your body. Bones are joined together to form the skeleton. Your muscles help you move your body.

heavy or light?

in space are very different to conditions on Earth.

• Are the astronauts in the pictures walking or floating?

There is no oxygen in space. Astronauts wear special suits so they can breathe oxygen.

• When you float, do you exercise your muscles?

Astronauts cannot walk or run in space. They can only float!

3. Which of these are bones? Which are muscles?

• What do you do to keep your muscles healthy?

6

Numbered activities to revise main concepts and language from previous levels

Bones and muscles

• Are astronauts’ suits

fit to travel into space. This is because conditions

a. biceps

d. calf muscle

b. femur

e. skull

c. ulna

f. abdominals

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Information and practice pages The Science content is made accessible by careful language grading and constant recycling of vocabulary and structures. The guided questions for each section aid comprehension.

The topic title introduces a new concept within the main theme

The human body 1 Parts of the body The main parts of the body are the head, the trunk and the limbs.

• The head includes the face, the

Head • forehead • face • chin

Trunk

Hands on!

• thorax • abdomen

These are some of the things that make people different:

• back

Upper limb: arm

the abdomen.

• We have four limbs. • The upper limbs are the arms. They

include the forearms and the hands.

hair, their skin, the shape of their face, etc.

• forearm • hand

• thigh • foot

• The lower limbs are the legs. They

Lower limb: leg

PHYSICAL DESCRIPTION OF A PERSON

include the thighs and the feet.

Labelled illustrations and diagrams to practise both concepts and language

General characteristics

Personal traits

• Sex, age • Colour of skin: fair, olive,

• Hair: colour, short, long,

dark

Main parts of the body.

• Tall, short, robust, slim 2 Inside your body You body is covered with skin. Your muscles are underneath the skin, and your bones are underneath your muscles. Inside your body are the organs. The brain, the heart, the lungs and the stomach are organs. Organs make your body function.

The Hands on! sections teach scientific procedures in a practical way. The activities are graded in difficulty throughout the course

• Sexual characteristics. Women and men have different bodies. • General characteristics. People can be tall or short. They can be robust or slim. • Personal traits. People look different because of the colour of their eyes, their

forehead and the chin.

• The trunk has two parts: the thorax and

Describing people

wavy, straight

• Eyes: colour, large, small • Mouth and nose: large,

Other characteristics

• Wears glasses • Has braces • Type of clothes

small

Clarity of presentation: short, clear texts and charts make studying easier

brain 1.2

lungs heart stomach

Read the description of Joanna. Joanna is eight years old. She is short and slim and has fair skin. She has long, straight, brown hair. She has small, black eyes. Her nose is straight and small. She has a small mouth with thin lips.

kidney

NOW YOU!

Activities to personalise the contents

1. Which organs are in the thorax? 2. Ask a partner questions: Where are the kidneys?

intestines muscles

Main organs.

8

eight

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bones

Describe the boy and girl in these photos. Use the chart to help you. Describe your best friend. Say three things that make you different from your friend.

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Information and practice Simple, repetitive structures to aid comprehension and make language progress

Your body moves Questions

3 Muscles

1 Bones Bones are hard, strong, rigid organs. They form the skeleton. The skeleton supports the weight of the body.

Muscles are organs which are attached to the bones and help them to move. They move the part of the body they are connected to. Muscles change in size.

Short bone: vertebrate

Bones are living things. They grow as your body grows. Broken bones can heal.

Muscles are flexible: they can contract and extend, then contract again without breaking.

Bones can have different shapes. They can be long, short or flat, depending on their function.

1.3

4 How do you bend your arm? Flat bone: sternum Long bone: femur Different types of bones.

Key vocabulary highlighted within the texts

The skeleton cannot move by itself. Bones and muscles work together to move your body.

Questions to aid comprehension

3. ‘Our bones and muscles work together to make us move.’ True or false? How do these organs work together? 4. Find out how many bones there are in the human body. How many bones can you name?

The humerus is the bone in the upper arm. The radius and the ulna are the bones in the forearm. The elbow is the joint between the humerus and the bones in the forearm.

Task listening activities based on the illustrations are recorded on the Class Audio

These muscles help us to control the movement of our arms.

Bones join together at joints. These are two types of joints:

• Fixed joints are found where the bones

ligaments

do not move. For example, the skull.

A

The biceps contracts.

B

• Moveable joints are found where the

The triceps contracts.

Bones and muscles work together.

bones move in one direction. For example, the knee or the elbow. These joints are held together by ligaments.

radius biceps

radius

humerus

A When the biceps contracts, it pulls the forearm and the arm bends at the elbow. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm stretches.

ulna

NOW YOU! bones

ulna

humerus

triceps

triceps

1. What is the name of the joint where your arm bends?

A When the biceps contracts, it pulls the forearm and the arm bends B When the triceps contracts, it pulls the forearm in the opposite direction and the arm

Bones and muscles work together.

2. In your notebook, write as many joints as you can remember.

10

2. What are muscles like? How do they move your bones?

There are two muscles in the upper arm: the biceps in the front and the triceps in the back.

2 Joints

Activities to recycle previous knowledge

1. Which organs form the skeleton? Describe what they are like.

at the elbow. The elbow joint and ligaments.

stretches.

ten

eleven

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Photos and illustrations related to the young learner’s world

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Activities 1 Copy the drawing in your notebook and write the words.

A variety of activity types to practise the main concepts

YOUR TURN !

forearm head abdomen leg thorax thigh arm

2 Copy and complete these sentences in your notebook. You body is covered by .......... . Underneath are your .......... and your .......... .

brain heart skin muscles bones

Iris. This is the coloured part in the centre of the eye. Everybody has different irises.

In your head is your .......... which gives you the ability to think. In your trunk you have several organs, for example your .......... .

3 What differences can you see between the boy and girl? Write sentences in your notebook.

▲

Prompts to aid oral and written production

Learner autonomy: tasks to apply unit concepts in reallife situations

How can you identify Paul? It is very important to be able to identify people. For example, if you are looking for your friends, you need to be able to describe them. Here are some ways to identify people.

Example: The boy has got fair skin and the girl has got olive skin.

Fingerprints. The pattern on your fingertips is unique. Everybody has different fingerprints.

The girl has got .......... hair and the boy has got .......... hair.

Facial features. Facial features are unique. However, photographs can be changed!

Teeth. Everyone has different teeth. An x-ray of teeth can help to identify a person.

Signature. Everyone has a different signature. But sometimes people copy another person’s signature!

Activities to personalise recently acquired knowledge

4 Look at the illustration and answer the questions. a. Which letters indicate muscles? Which letters indicate a bone and a joint?

A C B

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b. What will happen when the biceps contracts and the triceps stretches? Will the glass rise or fall?

a. Which is the surest way to identify Paul? Which is the easiest way?

c. What can you do to keep your bones and muscles healthy?

b. Stamp your fingerprint in your notebook. Compare it with a partner’s fingerprint. c. Look at your friend’s eyes. What colour are the irises? fifteen

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Revision and I can Revision

I can

1 Read the summary.

Skin covers and protects your body. It is flexible and waterproof. Some people have fair skin and some have dark skin. This is because skin contains a substance called melanin. The more melanin you have, the darker your skin. Melanin is also responsible for the colour of your eyes and hair.

The human body There are three main parts to your body: the head, the trunk and the limbs. The outside of your body is covered with skin. There are different organs inside your body.

Summary of the most important concepts to revise both content and language

I can: Extension activities are contextualised in the young learner’s world

Look after my skin

1.5

Melanin protects your body from the Sun. When you are on a sunny beach, your body produces more melanin. But be careful! Melanin production takes time.

Your skeleton is made up of bones. It supports your body. Muscles are connected to your bones. They are flexible. Bones and muscles work together to move your body.

In pairs, talk about ways to protect your skin on a sunny beach.

Your body changes throughout your life. The main stages are: childhood, adolescence, adulthood and old age.

A

B

C

2 Copy and complete. Use the information from the summary.

YOUR BODY

OUR WORLD Who is the best?

The summary charts help students organise and memorise the unit content

Some people seem to be especially attractive. But is an attractive appearance so important? Do you prefer a friend to be attractive or fun to be with?

goes through these stages

is made up of

Choose the best option from these sentences. head

..........

Explain your answers.

..........

It is best to… a. ..........

16

..........

adulthood

old age

have beautiful eyes. b.

have a thin body.

have good eyesight.

be the right weight.

c.

be tall. be healthy.

sixteen

seventeen

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Our world: Contemporary issues to reflect on educational values

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Special sections Term revision Two pages of activities revise the key concepts, vocabulary and structures taught during the term. These pages can be used for either formal or informal assessment. The answer key to all the Student’s Book activities is provided at the end of this Teacher’s Book. Term revision UNIT 1

UNIT 3

1 Identify the body parts.

5 What life process is shown in each photograph? Explain.

C

E

D

F

A

B

C

B A 2 Write the word for each definition.

6 Explain why plants do not eat food. How do they carry out the function of nutrition?

a. Strong and rigid organs. They make up the skeleton. b. Places where the bones join together. c. Elastic organs which are attached to the bones and help them to move.

UNIT 4

7 Guess the animal.

A

I live in water. I breathe in oxygen from water using my gills. I was born from an egg.

B

UNIT 2

I live in water. I am an excellent diver. I need to come to the surface of the water to breathe oxygen from the air. I was born from my mother’s womb.

C

I live in water. I breathe oxygen from the air. I have a hard shell to protect my body. I was born from an egg.

3 Match the words in each box and write sentences in your notebook. sight touch hearing smell taste

nose tongue skin eye ear

retina touch receptors smell receptors cochlea taste buds

▲

Example: The sense organ of sight is the eye. The retina captures light.

4 How does the sense of hearing work? Put the sentences in order. a. The brain recognises a song. b. The ear captures a series of sounds. c. The auditory nerve sends the information from the ear to the brain.

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sixty-four

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Dolphin.

Carp.

Turtle.

UNIT 5

8 Write the body parts of the insect.

A

D

B

E

C

F sixty-five

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Glossary The glossary at the back of the Student’s Book provides definitions in simple English of the main concepts studied throughout the course. Entries are organised by unit, and in alphabetical order. Encourage students to consult the glossary when necessary to aid comprehension with reading texts, and before and after revision activities and assessment tests.

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The Teacher’s Book General organisation The Teacher’s Book reproduces the pages of the Student’s Book in full colour. In addition, it provides programming and lesson plans for each unit.

Unit programming

1

An overview of the content objectives and language objectives as well as the assessment criteria for each unit

Competence in linguistic communication

Knowledge and interaction with the physical world

Processing information and digital competence

• Pronouncing and using the unit vocabulary correctly (SB p. 9: Read this description of Joanna; p. 13: Questions; p. 14: Activities)

• Understanding physical changes during the four main stages of life (SB p. 12 and 13: You grow and change)

• Interpreting labelled diagrams (SB p. 8: The human body; p. 10 and 11: Your body moves)

• Learning how to protect one’s skin from the Sun (SB p. 17: I can look after my skin)

Unit content Content objectives

Contents

• To learn the parts of the head, trunk and limbs

• The head, trunk and limbs

• To identify and locate internal organs

• The main internal organs

• To differentiate between bones and muscles

• Different types of bones

• To learn about joints and ligaments

• Joints and ligaments

• To learn how to describe people

• Muscles and body movement

• To name and describe the four main stages of life

• The four main stages of life

• To learn how to protect one’s skin from the Sun.

• How to protect one’s skin from the sun

A list of the competences students are expected to develop during the unit, with reference to specific activities

• Using charts to organize and classify information (SB p. 9: Physical description of a person; p. 16: Copy and complete.

Unit outline Unit 1. Your body

• How to identify people

Language objectives

• Focusing on a photo and identifying the main parts of the body

• To express facts using the present simple: The trunk has got two parts.

The human body

Your body moves

A visual map providing an at-a-glance summary of the unit theme, topics and special sections

You grow and change

• Observing a diagram to locate and identify internal organs

• To describe the functions of different parts of the body using the impersonal you / your: You bend your body at the joints.

• Studying and completing a chart to learn how to describe a person

• To give explanations using the conjunction because of: People look different because of the colour of their eyes.

• Reading a text about the main stages of life

Your turn!

Hands on!

• Observing a diagram to identify the main bones and joints

How can you identify Paul?

Describing people

• Completing reading comprehension activities based on the text

• To express possibility using can: People can be tall or short.

• Completing a chart to summarise information about the body

Revision

• Discussing how to protect one’s skin in pairs

Assessment criteria • Locate and identify the main internal organs

• Showing interest in learning the names of different parts of the body

• Differentiate between bones and muscles

Identification of possible difficulties

Competences

Your body

• Explain the difference between joints and ligaments

• Accepting that everyone is different

• Describe people

• Appreciating the importance of protecting the skin from the Sun

Our world Who is the best?

Possible difficulties

• Showing interest in learning about the four stages of life

• Describe the four main stages of life

I can Look after my skin

• Explain how to protect one’s skin from the Sun

Suggested timing for the unit

• Content: understanding the interaction between the bones, joints, muscles and ligaments

September

October

November

December

January

• Language: memorizing the new vocabulary; spelling words that feature different vowel-consonant combinations: thigh, straight, stretch, weight

February

March

April

May

June

6B

6A

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A calendar to help organise the year plan for Science

Opening pages

1

Objectives

Objectives: the main objectives for each lesson Key language: a summary of the main vocabulary and structures for the lesson

• To revise the main parts of the body: head, trunk and limbs

UNIT

• To revise the skeleton

Parts of the body


Parts of the body


• Learn parts of the

• Read the text. Remind Ss that limbs are arms and legs.


1. Ss point to their limbs and answer the question as a whole class.


2. Ask Ss to do different exercises: Bend your legs. Where do you bend your legs? (At the knee.) Bend your arms. Where do you bend your arms? (At the elbow.) Move your hands and feet in circles. Where do you bend them? (At the wrist / ankle.) Ss name the joints in the picture.

1. Point to your limbs. How many have you got?

• To understand that muscles move bones

1.1 1.1


body.

your body. people.


Key language

• Learn about joints

• Vocabulary and structures: astronaut, oxygen, space, suit; head, limb, trunk; bones: femur, skull, ulna; muscles: abdominals, biceps, calf muscle; joint, skeleton; fit, healthy, heavy, light; bend, breathe, float, join together, support, travel

and ligaments.


D

B


Play track 1.1. Ss listen and say which child.

C

• Read the text and revise concepts: Are bones hard or soft? (Hard.) They are hard to support your body and give it shape. Are muscles hard or soft? (Soft.) They are soft so they can move your body.

A

Diagnostic Test

Diagnostic Test

Astronauts in space

Before beginning the year Ss take the Diagnostic Test. After the test, record their results on the individual Results Chart.

Astronauts have to be very healthy and physically fit to travel into space. This is because conditions in space are very different to conditions on Earth. There is no oxygen in space. Astronauts wear Astronauts cannot walk or run in space. They can only float!

• Ss look at the large photograph. Ask: Is the astronaut in space or on Earth? What can you tell me about space? • Read the text. Ask: Are the conditions in space the same as on Earth? Is there oxygen in space? Can astronauts walk in space? • Ss look at the small photograph: Look at the other astronauts. Are they inside or outside the spaceship? Are they wearing special suits? Are they walking or floating? Do you think astronauts move fast or slowly in space? • Explain: Astronauts must be strong and healthy because of the conditions in space. In space, they can’t do much exercise. Do they exercise their muscles when they float? What do you think astronauts need to do every day to keep their muscles healthy?

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Activities to activate previous knowledge Prompts for each activity

Bones and muscles


Presentation

Suggestions to highlight education values in the lesson



special suits so they can breathe oxygen.

A step-by-step model lesson for each page of the Student’s Book

1


Your body

THINK ABOUT • Are astronauts’ suits heavy or light?


• When you float, do you

exercise your muscles?


6

Bones and muscles

Show images of a human skeleton and musculature. Point to different parts and ask questions: Is this an ulna or a vertebra?


3. Ss answer the questions in pairs and then check as a whole class.

3. Which of these are bones? Which are muscles? a. biceps

d. calf muscle

b. femur

e. skull

c. ulna

f. abdominals seven

six

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Values education Our bodies need exercise to function well. Daily exercise is important. Ss list ways to keep their muscles healthy. Volunteers demonstrate exercises.

Further activities Show Ss pictures of people doing different activities. Ask: Which part of the body are they using? Ss name jobs that require physical exercise and special suits to protect their bodies: firefighters, construction workers, police officers, racing car drivers, etc. Ask what type of protection they need and why: Firefighters need to protect their bodies from fire. Construction workers need to protect their heads.

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Recording transcripts are referenced to the appendix at the back of this Teacher’s Book

7 20/12/10 18:08

Further activities Name bones and muscles. Ss say if they are in the head, limbs or trunk. Ss draw a simple human figure and label the main bones: femur, ulna, skull, etc. SS cut index cards in half to make vocabulary cards. Elicit definitions for page 7 vocabulary and write them on the board: Ss copy each definition on one side of the card and write the word on the other.

1.1

See transcripts, page 192

7

Further activities: a section offering reinforcement and extension activities

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Information and practice pages

• To understand how the human body moves

UNIT

Your body moves

Objectives

Bones are hard, strong, rigid organs. They form the skeleton. The skeleton supports the weight of the body.

• To learn how bones, joints and muscles work • To learn about flat bones, short bones and long bones

Musclesare areflexible: flexible:they theycan cancontract contractand and Muscles extend,then thencontract contractagain againwithout without extend, breaking. breaking.


1.3 1.3

How do do you you bend bend your your arm? arm? 44 How

Key language • Vocabulary and structures: biceps, elbow, femur, humerus, joint, knee, ligament, radius, skeleton, skull, sternum, triceps, ulna, vertebrate; weight; broken, fixed, flat, flexible, hard, moveable, rigid, strong; be attached / connected, contract, heal, hold / work together, pull, extend, support

Flat bone: sternum Long bone: femur Different types of bones.


2 Joints • Ss look at the girl’s elbow: Muscles help your bones to move. Ligaments connect muscles to bones. Do you think ligaments are hard or soft? Why? • Read the text. Point out the difference between fixed and moveable joints: The bones in your skull are joined together. They do not move. They have fixed joints. Moveable joints can move. Ss say which joints in their bodies are moveable.


• Ss look at the girl. Explain: Muscles are attached to bones. When they extend or contract, they move the bones. Muscles are flexible: they shorten when they contract and they get longer when they extend. 4 How do you bend your arm? • Ss look at the photographs of the girl: Point to the girl’s bones. Point to her muscles. In A, is her biceps bigger or smaller than her triceps? And in B? • Ss contract and extend their biceps by moving their arms. Say: Touch your biceps. Is it hard or soft? Repeat the question.


Bones and muscles work together. biceps

radius

• Play track 1.3. Ss listen and point to

humerus

the biceps contracts, it pulls the forearm and the arm bends at the elbow. A When the muscles in the girl’s arm. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm stretches.

ulna

NOW YOU!

ulna

humerus

bones

10

• Revise the main muscles in the body.

4. Find out how many bones there are in the human body. How many bones can you name?

B

radius

Bones and muscles work together. at the elbow. The elbow joint and ligaments.


triceps

Reinforcement Worksheet 2

triceps

1. What is the name of the joint where your arm bends? 2. In your notebook, write as many joints as you can remember.

3 Muscles

3. ‘Our bones and muscles work together to make us move.’ True or false? How do these organs work together?

Thehumerus humerusisisthe thebone boneininthe theupper upperarm. arm. The Theradius radiusand andthe theulna ulnaare arethe thebones bonesinin The theforearm. forearm.The Theelbow elbowisisthe thejoint jointbetween between the thehumerus humerusand andthe thebones bonesininthe theforearm. forearm. the

A


• Read the text. Ss look at the diagram of the skeleton. All bones are hard, strong and rigid. Bones are organs. They are living. They help your body function.

2. What are muscles like? How do they move your bones?

ligaments



• Bring images of athletes practising different sports: Look at the athlete. What’s he / she doing? Can you (do this)? What part of (his / her) body is (he / she) using? Look at his / her legs. Are the muscles strong or weak? Explain that sport makes your muscles strong.

1. Which organs form the skeleton? Describe what they are like.

Thesemuscles muscleshelp helpus usto tocontrol controlthe the These movementof ofour ourarms. arms. movement


Presentation

Theskeleton skeletoncannot cannotmove moveby byitself. itself.Bones Bones The andmuscles muscleswork worktogether togetherto tomove moveyour yourbody. body. and

• Ss do the Now you! section individually or in pairs.

Thereare aretwo twomuscles musclesininthe theupper upperarm: arm: There thebiceps bicepsininthe thefront frontand andthe thetriceps tricepsinin the theback. back. the

2 Joints

1 Bones

• Explain that bones are different shapes (flat, large, short). This is because they do different jobs in the body. The bones in your backbone are small so you can bend and move your trunk well. Why is your femur large and straight?

Musclesare areorgans organswhich whichare areattached attachedto to Muscles thebones bonesand andhelp helpthem themto tomove. move.They They the movethe thepart partof ofthe thebody bodythey theyare are move connectedto. to.Muscles Muscleschange changeininsize. size. connected



• To differentiate between fixed joints and moveable joints

1

Now you!

Questions

Muscles 33 Muscles

1 Bones

B

eleven

Values education It is important to look after your bones. Tell Ss they should do a lot of exercise and eat lots of foods which contain calcium to make their bones strong. Ask: Which foods are good for your bones? (Yoghurt, milk, cheese, etc.)

Further activities

Pages 6 and 7

stretches.

ten

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Activity Book

A When the biceps contracts, it pulls the forearm and the arm bends

When the triceps contracts, it pulls the forearm in the opposite direction and the arm

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Further activities Introduce vocabulary studying techniques. Write key word lists on the board. Ss copy them: BONES: hard, rigid, organs, support weight; JOINTS: fixed (skull), moveable (ankle, knee, shoulder), ligaments; MUSCLES: soft, flexible, extend, contract. Ss bring in photographs of people doing sports, and label the joints. Discuss in pairs or small groups.

Play Name it! Divide the class into two teams. Name a joint. Team 1 names one of the bones that is connected to the joint. Team 2 names the other.

1.3


10

11

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Language support • Model word or sentence prompts in each lesson plan. • Listening activities on the Class Audio CD. In addition, the summaries of each unit on the Revision pages are recorded. The transcripts are printed at the end of this Teacher’s Book. • The Glossary on the last pages of the Student’s Book provides definitions in simple English of the key vocabulary and concepts. • Activities in the Student’s Book focus on both oral and written practice. Further activities • Reinforcement and extension activities for each lesson plan address the diversity of levels in the classroom. • Values education. The area of Natural Science is the appropriate scientific context in which to encourage students to reflect on issues related to health and to the environment. In Top Science 3, the topics presented for discussion include the importance of physical exercise, respect for other people and saving water and natural resources. Exploiting the illustrations Illustrations are essential in the context of Science. They can be used to help students quickly grasp a concept or a process, to support an explanation or to develop observation skills. • Identify the type of illustration and say what it represents: This is a photo of a girl. Look at the diagram showing her elbow and ligaments. This is a diagram of the water cycle. • Read the labels that flag the different parts of the illustration and make sure students know how to pronounce the words.

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R

Revision and I can Revision Objectives • To revise the key concepts of the unit • To give Ss the opportunity to evaluate their own learning

There are three main parts to your body: the head, the trunk and the limbs. The outside of your body is covered with skin. There are different organs inside your body.

Key language

• Volunteers read the text aloud. Ask questions to check understanding: Skin is waterproof. What other things are waterproof? • Explain that melanin is the substance that protects our skin from the Sun: It takes a long time for your skin to produce melanin and to go brown. What happens if your skin gets too much sun? (It burns and gets red.) Is this good or bad for your skin?

Melanin protects your body from the Sun. When you are on a sunny beach, your body produces more melanin. But be careful! Melanin production takes time.


• Vocabulary and structures: head, limb, trunk; eyesight, melanin, organ, skeleton, skin; stages: childhood, adolescence, adulthood, old age; attractive, dark, fair, flexible, waterproof; look after, produce, protect

In pairs, talk about ways to protect your skin on a sunny beach.


A

Revision

B

YOUR BODY

C

Our World

OUR WORLD

• Explain that some people give too much importance to physical appearance.

Who is the best?

2 Copy and complete. Use information from the summary.

Some people seem to be especially attractive. But is an attractive appearance so important? Do you prefer a friend to be attractive or fun to be with?


is made up of

• Read the text aloud. In groups of three or four, Ss discuss the answers to the questions and choose the best options.

Choose the best option from these sentences. head

..........

Explain your answers.

..........

• Ss copy the chart and complete it in pairs or individually.

It is best to… a. ..........

..........

adulthood

old age

T

• In pairs, Ss look at the photographs and brainstorm ways to protect your skin on a sunny beach. (A: Use sun protection. B: Wear a sun hat. C: Use a sun umbrella.)


• Play track 1.5. Ss read and listen to the summary. Pause to ask questions: What are the three main parts of your body? (Head, trunk, limbs.) What’s on the outside of your body? (Your skin.) What is inside? (Your organs.)

T

Look after my skin

Some people have fair skin and some have dark skin. This is because skin contains a substance called melanin. The more melanin you have, the darker your skin. Melanin is also responsible for the colour of your eyes and hair.

The human body

1

I can

Look after my skin Skin covers and protects your body. It is flexible and waterproof.

• To practise summarising a text

1 Read the summary.

UNIT

I can

1.5

1 Read the summary.


have a thin body.

have good eyesight.


c.

• Groups share their answers in class: It is best to have good eyesight. It is best to be the right weight.


Teacher’s Resource Book 16

sixteen

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Further activities

1.5

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17

Assessment Worksheet 1 Test 1

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Further activities

P lay a team game. Use the summary to make true and false statements. If one team answers incorrectly, the other wins a point.

S s note key vocabulary and write an example sentences for each word: Skin covers and protects my body.

D ivide the class into teams. Write the names of the three main parts of the body on the board. Say one part and a category: bones, organs, muscles or joints. The first student to name a correct bone / organ / muscle / joint writes the word in the corresponding column on the board and wins a point for his / her team.

I n pairs, Ss invent dialogues, giving advice about how to look after your skin. Volunteers act out their dialogues in front of the class. E xplain that the World Health Organisation (WHO) is an international organisation that protects human health all over the world. Ask Ss to look at the homepage of www.who.int/en for information about World Health Day by clicking on ‘Programmes and projects’, and then looking under ‘W’ for ‘World Health Day’. When is World Health Day? What is the theme this year?


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18

R

Revision and assessment

T r

• Assessment is an integral part of the learning process. Its purpose is to provide information on what progress is being made and to allow modifications to be made to suit the circumstances.

T a R

• The Revision page summarises the most important concepts taught in the unit. This page provides students with the opportunity to revise both content and language before the Unit test. At the same time, students can assess their own progress on a regular basis, from the beginning of the course.

T r

In the I can sections, students apply their recently acquired knowledge by reflecting on situations in the real world. These activities are designed to stimulate learner autonomy and personal initiative. The situations presented are ideal for group work or pair work. Students learn to give their opinions and to listen to and respect the opinions of others. Among the different activities, students exchange opinions on how to protect their skin on a sunny beach, they choose the best products from various options, they reflect on the most appropriate way to reproduce plants, they talk about the pros and cons of choosing a pet, they make a list of ways to save water, and make decisions on ways to improve life in their town.

Top Science 3 PRIMARY UNIT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

TRACKS

CD No.

1.1-1.5 2.1-2.5 3.1-3.6 4.1-4.5 5.1-5.4 6.1-6.5 7.1-7.5 8.1-8.6 9.1-9.5 10.1-10.5 11.1-11.5 12.1-12.6 13.1-13.5 14.1-14.4 15.1-15.5

1-5 6-10 11-16 17-21 22-25 26-30 31-35 36-41 42-46 47-51 52-56 57-62 63-67 68-71 72-76

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Learning to learn and personal initiative

Resources Teacher’s Resources


Teacher’s Resource Book Top Science 3 PRIMARY

Extension worksheets There are three categories of photocopiable worksheets: reinforcement, extension and assessment. The answer key to all the activities is provided.

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Reinforcement worksheets The Teacher’s Resource Book provides a total of forty reinforcement worksheets. These worksheets are a flexible tool and can be used after the relevant section in each unit, before or after the Revision section, or as extra preparation for the Unit test.

CD No.

1.1-1.5 2.1-2.5 3.1-3.6 4.1-4.5 5.1-5.4 6.1-6.5 7.1-7.5 8.1-8.6 9.1-9.5 10.1-10.5 11.1-11.5 12.1-12.6 13.1-13.5 14.1-14.4 15.1-15.5

1-5 6-10 11-16 17-21 22-25 26-30 31-35 36-41 42-46 47-51 52-56 57-62 63-67 68-71 72-76

www.richmondelt.com

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

TRACKS

Class Audio

The worksheets can be filed in a folder and used for revision when needed.

UNIT

Assessment worksheets The Teacher’s Resource Book offers a set of six double-page Diagnostic tests to be completed by the students at the beginning of the school year, in order to assess their needs.

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There are fifteen double-page extension worksheets. These are reading comprehension activities. These worksheets can be photocopied and handed out to the most advanced students for independent work in the classroom or at home, or can be used for whole class activities.

Class Audio CD


There are fifteen two-page Unit assessment worksheets and fifteen multiple-choice Unit tests. In addition, for each term there is one double-page Term assessment and one multiple-choice Term test. Finally, the Teacher’s Resource Book contains assessment worksheets and multiple choice tests to be done at the end of the school year to certify the student’s progress. Science posters

The skeleton skull

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CD.indd 1

Teachers can record each student’s initial level on the Individual results chart.

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The Class Audio CD includes around five recordings for each unit. All the recordings are linked to activities in the Student’s Book. They include short dialogues, statements of fact, questions, descriptions of processes and true or false questions. In addition, the summaries on each Revision page are recorded.

clavicle /collarbone

Attractive illustrations are an essential classroom tool, especially for young learners. The following classroom posters are available to accompany Top Science 3: Our senses, The skeleton, Our muscles, Insects, and Landscapes.

jawbone

sternum /breastbone

ribs

vertebra

humerus

spinal column /backbone

radius ulna

pelvis

femur /thighbone

phalanges /finger bones

patella /knee cap tibia /shinbone

fibula

phalanges /toe bones

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Student’s resources

Activity Book

ce 3 PRIMARY

9 788468 000688

ISBN 978-84-680-0068-8

PRIMARY


Science 3 PRIMARY

Class Audio CD

Resource Book

ALSO AVAILABLE

rds, Posters

• Science Posters

ources

• Science Tasks Booklet • Language Companion CD-ROM

iteboard

Science tasks booklets levels 1-6 provide pull-out tasks to practise basic Science concepts. The booklets come complete with instructions and an answer key.

Within the Activity Book, the Term Activities are of two types: the Let’s do it! activities are a selection of crafts and practical tasks. The Read and do! sectionsScience Tasks 3 provide reading passages accompanied by reading skills practice. The readings are based on concepts selected from the Student’s Book.

Science Tasks

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The Answer key to all the activities is provided on the Richmond website: www.richmondelt.com

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3

9 788429 486971

www.santillana.es

ISBN: 978-84-294-8697-1

Science Tasks 1-6 provide further practice in the basic concepts of Science, Geography and History. Each of the six levels contains pull-out tasks with instructions and answers.

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Cian Magenta Amarillo Negro Pantone376

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CD 4

PRIMARY

• i-book

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• The digital posters cover various topics throughout the course. These can be printed when required. • The web bank includes some of the best, free web links for teaching Science, Geography and History. There are websites to help with lesson planning, as well as ways to personalise classes and cater to students’ needs, learning styles and abilities.

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Teacher’s Resources and Maps CD


• The flashcard bank has over 200 images which can be projected onto a whiteboard, printed and used as conventional flashcards, or used to create worksheets. The flashcard bank offers the possibility of creating personalised sets of flashcards to cater for mixed ability groups. Each image offers the option of listening to the audio and viewing the written word.


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This CD contains the digital version of the Teacher’s Resource Book in PDF format. The worksheets can be printed for individual use, or projected on an interactive whiteboard for whole group activities. In addition, this CD provides blank and completed physical and political maps of the world, Europe and the Autonomous Top Science 3 Communities. These can be printed out or used on the interactive whiteboard. CD 2

This CD contains three sections:

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Digital Flashcards, Posters and Web bank

PRIMARY

• IWB Activities

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CD 2

The Interactive Whiteboard Activities CD contains three interactive activities per unit. These can be used to help reinforce the Top Science 3 main concepts of each unit in a different and fun way.

CD 2

www.santillana. es

cianallomagentanegro

The i-book contains the core course material from the Teacher’s Book and the Student’s Book in interactive format. It can Top Science 3 be used in the classroom or for class planning.

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PRIMARY

ww.richmondelt.com

Each level of Top Science offers four CDs designed to bring digital resources to the classroom. These CDs provide materials for interactive whiteboard presentations and practice, hands-on experiments and computer work for students.

CD 2

3

IWB Activities

CD 3


i-book

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• Teacher’s Resources and Maps • i-book

D4

inimum requirements and instructions: ee readme·txt file in each CD.

i-solutions

CD 2

D2

D3


CD 1


i-solutions

op Science i-solutions has these components:

Top Science i-solutions

op Science i-solutions is a box set containing four Ds which offer digital components for the CLIL cience classroom.

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Digital resources


D1

Science Tasks

The Activity Book provides further practice for both the content and the language objectives of the course. It contains full-colour photographs, illustrations and diagrams, and a complete range of graded activity types to reinforce the course content and to encourage learner autonomy.

Activity Book

PRIMARY


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Key competences

6 e Key competences are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. These competences have the following characteristics: • They encourage the development of skills rather than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively. • Competences develop progressively and can be acquired in different learning situations and institutions. • They are interdisciplinary because they integrate knowledge that originates in different academic disciplines.

Key competences in Science Competence in linguistic communication This is the ability to interpret and use language as a tool for oral and written communication. Verbal communication is fostered by the exchange of opinions, the narration of personal experiences and oral expositions on different topics. Reading simple texts and basic writing skills also develop this competence.

1 18:41

Mathematical competence This competence is the ability to use numbers, perform basic operations, understand symbols and solve problems in order to interpret the physical world. Natural Science includes mathematical interpretations and expression of natural facts and phenomena. Knowledge and interaction with the physical world This competence develops the ability to interact with the physical world and apply the scientific method to explain its phenomena. At primary level, students are encouraged to define and solve problems, design and carry out simple experiments, work out solutions, analyse results and communicate them.

Processing information and digital competence This is the ability to use both traditional and modern technologies to obtain, process and transmit information found in traditional and digital media. Students learn how to use lists, tables and file cards to classify information. They develop confidence in and a critical use of information and communication technology (ICT). Social competence and citizenship This competence refers to the ability to understand and participate successfully in the society in which we live. At primary level, this is developed by promoting group cooperation, solidarity and satisfaction at successfully completing given tasks. An understanding of codes of conduct and customs in different environments is essential. This is achieved through the presentation and discussion of appropriate and inappropriate behaviour in situations at home, at school, and by reflecting on cultural differences. Cultural and artistic competence This competence involves the appreciation of the importance of artistic creations and cultural productions at various times in history and in different cultures. It includes the appreciation of the visual arts, music and literature. The systematic interpretation of illustrations and photographs helps to develop this competence. Competence in ‘learning to learn’ This competence is acquired by learning how to apply different techniques aimed at selecting, organising, interpreting and memorising information. At the end of each unit, students are given the opportunity to summarise what they have learnt. The main concepts are also revised periodically. Autonomy and personal initiative The study of Science demands autonomy and initiative. From the moment a hypothesis is formulated, until conclusions are reached, students need to plan and organise their work creatively and with critical sense.

XIII

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Student's Book CONTENTS UNIT

1

Your body

2

Our senses

3

Living things

4

Vertebrate animals

5

Invertebrate animals

TOPICS The human body. Your body moves. You grow and change.

D

Sight. Hearing. Smell, taste and touch.

H

Nutrition. Sensitivity. Reproduction.

C s

Mammals. Reptiles and birds. Fish and amphibians.

M D

Invertebrate animals. Insects.

H

Machines. Simple and compound machines.

M

The Earth, the Sun and the Moon. The Earth and the Moon move. Maps and globes.

U

The different states of water. Water in nature. The water cycle.

H a

Air. Weather and climate. Weather and the seasons.

W

Inland landscapes. Coastal landscapes. Rivers, lakes and reservoirs.

I

Villages. Cities.

H

Crop farming. Stockbreeding and fishing. Factory work.

U

Services. Trade. Transport and communications.

R la

Local councils. Municipal services.

H

The passing of time. Memories from the past. The past and present of cities and villages.

M

6

18

30

42

54

TERM REVISION

6

Machines

7

Planet Earth

8

Water

9

Air and weather

10

Landscapes

66

76

88

100

112

TERM REVISION

11

Villages and cities

12

Jobs

13

Work and services

14

Local government

15

Finding out about the past

TERM REVISION

2

126

136

148

160

170

GLOSSARY

two

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HaNdS ON!

YOUr TUrN!

Describing people

I CaN

How can you identify Paul? 9

How to label a sketch

17

27

A shepherd and his sheep 33

Make an animal index card Drawing a sequence

29

39

41

51

53

61

73

69

81

75

85

91

105

87

109

111

121

131

133

145

157

173

159

167

159

Reaching agreements

169

Find out about the past 179

147

Voluntary workers

Take part in decisions about my town

The Great Wall of China

135

Protecting baby fish 147

153

163

Make a timeline

135

Select different means of transport

Festivals

123

Learning from people from other countries

Organise my time

139

Advertising

How to make a survey

Protecting natural heritage sites

Describe where I live

Viticulture: growing grapes

Reading and interpreting labels and instructions

111

123

Road safety rules

Using a thematic map

99

A cleaner atmosphere

Choose the best route

How to read a street map

87

Clean water for everyone!

99

Choose activities according to the weather

Interpreting a relief map

75

Penguins and polar bears

Identify ways to save water

97

How a weather station works

63

Safe machines and tools

Choose a scientific instrument

How drinking water gets to our homes

Weather charts

The Spanish moon moth

Choose a machine

The eight planets of the Solar System

How does temperature affect melting ice?

53

63

The history of the plough

Using a compass

41

Don’t take them home!

Classify animals

Make a model windmill

29

Protected species

Choose a pet

How to draw an animal

17

Helping blind people

Choose different ways to reproduce a plant

Endangered vertebrates

47, 49

Who is the best?

Protect my eyesight

21

Comparing details in sketches

Look after my skin

15

Taking care of your ears

OUr wOrld

169

Graffiti: art or vandalism? 181

181

three

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Welcome to your Science book!

Objectives • To introduce Top Science 3 • To stimulate curiosity about the course contents

Look at these pictures. Then, find them in your book.

• To activate previous knowledge

Write the number and title of the unit for each picture.

Presentation • Explain that the photos are taken from the Science book to be studied this year.

1

• Point to the photos at random and ask: What can you see? Ss name as much vocabulary as they can.

Your body

• Ss look through the Student’s Book in pairs, find the photos, one per unit, and write the number and the title of the unit in the space provided. • Ask general questions about Top Science 3: How many units are there? How many pages are there in each unit? What do you think you will study in Unit (1)? Which units are about (animals)? Is there a unit about (plants)?

4

four

Further activities R In pairs, Ss look through the Student’s Book and decide which unit they like best, based on the photos and diagrams. Take a class vote on the favourite unit. R Ss read the titles of the units. For each title, Ss say what they think each unit is about. Write their ideas on the board. Ss write sentences to describe each unit.

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WELCOME TO SCIENCE

• Activating previous knowledge: Select an illustration at random and brainstorm all the words the Ss associate with the picture. Write the words on the board. • More advanced students can write their own lists of words, in pairs.

five

5

Further activities R Play Bingo. Ss cover up five or six photographs from pages 4 and 5. Describe a picture at random. The first student to uncover all his / her pictures is the winner. E Ss play Guess which unit in pairs. One student describes one of the pictures. The other guesses the picture and the unit.

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1

Your body


Contents

• To learn the parts of the head, trunk and limbs

• The head, trunk and limbs

• To identify and locate internal organs

• The main internal organs


• Different types of bones

• To learn about joints and ligaments

• Joints and ligaments

• To learn how to describe people

• Muscles and body movement

• To name and describe the four main stages of life

• The four main stages of life

• To learn how to protect one’s skin from the Sun

• How to protect one’s skin from the sun

Language objectives • To express facts using the present simple: The trunk has got two parts.

• How to identify people

• Focusing on a photo and identifying the main parts of the body • Observing a diagram to locate and identify internal organs

• To describe the functions of different parts of the body using the impersonal you / your: You bend your body at the joints.

• Studying and completing a chart to learn how to describe a person

• To give explanations using the conjunction because of: People look different because of the colour of their eyes.

• Reading a text about the main stages of life

• To express possibility using can: People can be tall or short.

Assessment criteria • Locate and identify the main internal organs • Differentiate between bones and muscles

U

• Observing a diagram to identify the main bones and joints • Completing reading comprehension activities based on the text • Completing a chart to summarise information about the body • Discussing how to protect one’s skin in pairs • Showing interest in learning the names of different parts of the body

P

• Explain the difference between joints and ligaments

• Accepting that everyone is different

•

• Describe people

• Showing interest in learning about the four stages of life • Appreciating the importance of protecting the skin from the Sun

•

• Describe the four main stages of life • Explain how to protect one’s skin from the Sun

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Competences Competence in linguistic communication



• Pronouncing and using the unit vocabulary correctly (SB p. 9: Read this description of Joanna; p. 13: Questions; p. 14: Activities)

• Understanding physical changes during the four main stages of life (SB p. 12 and 13: You grow and change)

• Interpreting labelled diagrams (SB p. 8: The human body; p. 10 and 11: Your body moves) • Using charts to organize and classify information (SB p. 9: Physical description of a person; p. 16: Copy and complete.

• Learning how to protect one’s skin from the Sun (SB p. 17: I can look after my skin)

Unit outline Unit 1. Your body

The human body

Your body moves

Your turn!

Hands on!

How can you identify Paul?

Describing people

Revision


You grow and change

I can

Our world

Look after my skin

Who is the best?


• Content: understanding the interaction between the bones, joints, muscles and ligaments

September

October

November

December

January

• Language: memorizing the new vocabulary; spelling words that feature different vowel-consonant combinations: thigh, straight, stretch, weight

February

March

April

May

June

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1

Objectives • To revise the main parts of the body: head, trunk and limbs

W

Your body

• To differentiate between bones and muscles • To revise the skeleton

1.

• To understand that muscles move bones

1.1 1.1

2.

Key language • Vocabulary and structures: astronaut, oxygen, space, suit; head, limb, trunk; bones: femur, skull, ulna; muscles: abdominals, biceps, calf muscle; joint, skeleton; fit, healthy, heavy, light; bend, breathe, float, join together, support, travel

Teacher’s Resource Book Diagnostic tests

Diagnostic tests

Astronauts in space

• Before beginning the year, Ss take the Diagnostic tests. After the tests, record their results on the Individual results chart.

Astronauts have to be very healthy and physically fit to travel into space. This is because conditions in space are very different to conditions on Earth. There is no oxygen in space. Astronauts wear special suits so they can breathe oxygen.

Presentation

Astronauts cannot walk or run in space. They can only float!

• Ss look at the large photograph. Ask: Is the astronaut in space or on Earth? What can you tell me about space? • Read the text. Ask: Are the conditions in space the same as on Earth? Is there oxygen in space? Can astronauts walk in space? • Ss look at the small photograph: Look at the other astronauts. Are they inside or outside the spaceship? Are they wearing special suits? Are they walking or floating? Do you think astronauts move fast or slowly in space? • Explain: Astronauts must be strong and healthy because of the conditions in space. In space, they can’t do much exercise. Do they exercise their muscles when they float? What do you think astronauts need to do every day to keep their muscles healthy?

THINK ABOUT • Are astronauts’ suits heavy or light?


• When you float, do you

3.

exercise your muscles?


6

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Values education Our bodies need exercise to function well. Daily exercise is important. Ss list ways to keep their muscles healthy. Volunteers demonstrate exercises.

Further activities Show Ss pictures of people doing different activities. Ask: Which part of the body are they using? Ss name jobs that require physical exercise and special suits to protect their bodies: firefighters, construction workers, police officers, racing car drivers, etc. Ask what type of protection they need and why: Firefighters need to protect their bodies from fire. Construction workers need to protect their heads.

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e

UNIT

1


What do you remember? Parts of the body


Parts of the body


• Learn parts of the

• Read the text. Remind Ss that limbs are arms and legs.


1. Ss point to their limbs and answer the question as a whole class.


2. Ask Ss to do different exercises: Bend your legs. Where do you bend your legs? (At the knee.) Bend your arms. Where do you bend your arms? (At the elbow.) Move your hands and feet in circles. Where do you bend them? (At the wrist / ankle.) Ss name the joints in the picture.

1. Point to your limbs. How many have you got? 1.1 1.1


body.

your body. people.


• Learn about joints and ligaments.


D

B


Play track 1.1. Ss listen and say which child.

C

Bones and muscles • Read the text and revise concepts: Are bones hard or soft? (Hard.) They are hard to support your body and give it shape. Are muscles hard or soft? (Soft.) They are soft so they can move your body.

A

Bones and muscles

Show images of a human skeleton and musculature. Point to different parts and ask questions: Is this an ulna or a vertebra?


3. Ss answer the questions in pairs and then check as a whole class.

3. Which of these are bones? Which are muscles? a. biceps

d. calf muscle

b. femur

e. skull

c. ulna

f. abdominals seven

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Further activities Name bones and muscles. Ss say if they are in the head, limbs or trunk. Ss draw a simple human figure and label the main bones: femur, ulna, skull, etc. SS cut index cards in half to make vocabulary cards. Elicit definitions for page 7 vocabulary and write them on the board: Ss copy each definition on one side of the card and write the word on the other.

1.1


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The human body

Objectives • To identify parts of the body

1 Parts of the body

• To learn the main internal organs

The main parts of the body are the head, the trunk and the limbs.

• To understand that organs make the body function

• The head includes the face, the • The trunk has two parts: the thorax and the abdomen.

• We have four limbs. • The upper limbs are the arms. They

Key language

include the forearms and the hands.

• Vocabulary and structures: abdomen, chin, forearm, forehead, thigh, thorax; organs: brain, heart, intestine, kidney, lung, stomach, skin; personal trait, sexual characteristic; braces, glasses; robust, short, slim, tall; dark, fair, olive; straight, wavy; underneath; describe

2 Inside your body You body is covered with skin. Your muscles are underneath the skin, and your bones are underneath your muscles. Inside your body are the organs. The brain, the heart, the lungs and the stomach are organs. Organs make your body function.

Lower limb: leg

brain 1.2

lungs heart stomach kidney

NOW YOU!

• Explain that upper limbs are arms and lower limbs are legs: Are your hands part of your upper limbs or your lower limbs? What about your forearm?

Now you!

• thigh • foot

Main parts of the body.

• Ss point to their own bodies and repeat vocabulary: First point to your chin, then your forehead.

• Explain that organs make your body function: You can feel some of these organs working inside your body, like your heart. Can you sometimes feel your stomach working?

• forearm • hand

include the thighs and the feet.

• Name the body parts in the photo: Look at the boy’s head. Point to his face. Where is his forehead? And his chin?

2 Inside your body

Trunk

• thorax • abdomen

Upper limb: arm

• The lower limbs are the legs. They

1 Parts of the body

• Introduce thorax and abdomen: The upper part of your trunk is the thorax and the lower part is the abdomen. Point to the boy’s thorax and abdomen. Now point to yours.

• back

forehead and the chin.

• To describe basic physical features and characteristics

Presentation

Head • forehead • face • chin

1. Which organs are in the thorax? 2. Ask a partner questions: Where are the kidneys?

intestines muscles

bones

Main organs.

8

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Further activities Play 20 Questions. A volunteer chooses a body part or organ from the illustrations. The rest of the class asks yes / no questions until they discover the body part or organ. Write parts of the body on cards. Draw a large stick person on the board. Volunteers pick a card, read the body part and place the word on the stick person.

• Ss look at the illustration and answer the questions. Make sure Ss use complete sentences and use the preposition in: Your lungs are in your thorax.

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UNIT

Hands on!

Hands on!

Describing people

Describing people

These are some of the things that make people different:

en

• Show images of a man, woman, boy and girl. Ss describe the people: tall, short, man, woman, brown hair, etc. Write the words on the board.

• Sexual characteristics. Women and men have different bodies. • General characteristics. People can be tall or short. They can be robust or slim. • Personal traits. People look different because of the colour of their eyes, their hair, their skin, the shape of their face, etc.

• Read the text. Emphasise that personal traits describe specific features that people have. • Refer to the descriptions on the board. Colour code the words to show what they describe: sexual characteristics, general characteristics or personal traits.

PHYSICAL DESCRIPTION OF A PERSON General characteristics

Personal traits

• Sex, age • Colour of skin: fair, olive,

• Hair: colour, short, long,

dark

•

1.2

1

Tall, short, robust, slim

wavy, straight

• Eyes: colour, large, small • Mouth and nose: large,

Other characteristics

• Wears glasses • Has braces • Type of clothes

Physical description of a person • Read the chart with the class. Show images of people to illustrate examples.

small

• Ss look at the photo of Joanna. Play track 1.2. Ss listen and read the description of Joanna.

Read the description of Joanna. Joanna is eight years old. She is short and slim and has fair skin. She has long, straight, brown hair. She has small, black eyes. Her nose is straight and small. She has a small mouth with thin lips.

• Divide the class into two groups: photo of boy and photo of girl. Each group takes turns describing their photo: The boy is 9 years old. He has brown hair. The girl is 8 years old. She has fair skin.

Describe the boy and girl in these photos. Use the chart to help you.

• Individually, Ss write about their best friend, using the description of Joanna and the chart as aids.

Describe your best friend. Say three things that make you different from your friend.

nine

• Ss tell their partner three things that make them different from their friend.

9

Teacher’s Resource Book Reinforcement worksheet 1

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Values education Talk about how people are all different. For example, different races have different coloured skin and different hair. However, no race is superior. We should always treat people as equals.

Activity Book Pages 4 and 5

Further activities Ss invent true / false sentences describing a classmate. The class corrects the false statements. Ss write a simple description of themselves on a piece of paper: I am nine years old. I’ve got... . Collect and read aloud. The class tries to guess who it is. 1.2


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Your body moves

Objectives • To understand how the human body moves

M 33 Mu

1 Bones Bones are hard, strong, rigid organs. They form the skeleton. The skeleton supports the weight of the body.

• To learn how bones, joints and muscles work



• To learn about flat bones, short bones and long bones

M Mu ex ext br bre


• To differentiate between fixed joints and moveable joints

1.3 1.3

H 44 Ho

Key language • Vocabulary and structures: biceps, elbow, femur, humerus, joint, knee, ligament, radius, skeleton, skull, sternum, triceps, ulna, vertebrate; weight; broken, fixed, flat, flexible, hard, moveable, rigid, strong; be attached / connected, contract, heal, hold / work together, pull, extend, support

Different types of bones.

• Ss look at the girl’s elbow: Muscles help your bones to move. Ligaments connect muscles to bones. Do you think ligaments are hard or soft? Why? • Read the text. Point out the difference between fixed and moveable joints: The bones in your skull are joined together. They do not move. They have fixed joints. Moveable joints can move. Ss say which joints in their bodies are moveable.

Th The th the th the

2 Joints

Th The m mo



ligaments




• Bring images of athletes practising different sports: Look at the athlete. What’s he / she doing? Can you (do this)? What part of (his / her) body is (he / she) using? Look at his / her legs. Are the muscles strong or weak? Explain that sport makes your muscles strong.

2 Joints

Th The Th The th the th the

Long bone: femur

1 Bones

• Explain that bones are different shapes (flat, long, short). This is because they do different jobs in the body. The bones in your backbone are small so you can bend and move your trunk well. Why is your femur long and straight?

Th The an and

Flat bone: sternum

Presentation

• Read the text. Ss look at the diagram of the skeleton. All bones are hard, strong and rigid. Bones are organs. They are living. They help your body function.

M Mu th the m mo co con

NOW YOU! bones

1. What is the name of the joint where your arm bends? 2. In your notebook, write as many joints as you can remember.

10

The elbow joint and ligaments.

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Values education It is important to look after your bones. Tell Ss they should do a lot of exercise and eat lots of foods which contain calcium to make their bones strong. Ask: Which foods are good for your bones? (Yoghurt, milk, cheese, etc.)

Further activities Play Name it! Divide the class into two teams. Name a joint. Team 1 names one of the bones that is connected to the joint. Team 2 names the other.

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UNIT

1

Now you!

Questions

Muscles 33 Muscles Musclesare areorgans organswhich whichare areattached attachedto to Muscles thebones bonesand andhelp helpthem themto tomove. move.They They the movethe thepart partof ofthe thebody bodythey theyare are move connectedto. to.Muscles Muscleschange changeininsize. size. connected Musclesare areflexible: flexible:they theycan cancontract contractand and Muscles extend,then thencontract contractagain againwithout without extend, breaking. breaking. 1.3 1.3

How do do you you bend bend your your arm? arm? 44 How Theskeleton skeletoncannot cannotmove moveby byitself. itself.Bones Bones The andmuscles muscleswork worktogether togetherto tomove moveyour yourbody. body. and

• Ss do the Now you! section individually or in pairs.

1. Which organs form the skeleton? Describe what they are like. 2. What are muscles like? How do they move your bones?

3 Muscles • Revise the main muscles in the body.

3. ‘Our bones and muscles work together to make us move.’ True or false? How do these organs work together?

• Ss look at the girl. Explain: Muscles are attached to bones. When they extend or contract, they move the bones. Muscles are flexible: they shorten when they contract and they get longer when they extend.

4. Find out how many bones there are in the human body. How many bones can you name?

Thehumerus humerusisisthe thebone boneininthe theupper upperarm. arm. The Theradius radiusand andthe theulna ulnaare arethe thebones bonesinin The theforearm. forearm.The Theelbow elbowisisthe thejoint jointbetween between the thehumerus humerusand andthe thebones bonesininthe theforearm. forearm. the

4 How do you bend your arm? • Ss look at the photographs of the girl: Point to the girl’s bones. Point to her muscles. In A, is her biceps bigger or smaller than her triceps? And in B?

Thereare aretwo twomuscles musclesininthe theupper upperarm: arm: There thebiceps bicepsininthe thefront frontand andthe thetriceps tricepsinin the theback. back. the Thesemuscles muscleshelp helpus usto tocontrol controlthe the These movementof ofour ourarms. arms. movement

A


B

• Ss contract and extend their biceps by moving their arms. Say: Touch your biceps. Is it hard or soft? Repeat the question.


Bones and muscles work together. radius biceps

radius

• Play track 1.3. Ss listen and point to

humerus

the biceps contracts, it pulls the forearm and the arm bends at the elbow. A When the muscles in the girl’s arm. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm

ulna

ulna

humerus


triceps

Reinforcement worksheet 2

triceps

Activity Book

A When the biceps contracts, it pulls the forearm and the arm bends B When the triceps contracts, it pulls the forearm in the opposite direction and the arm

Bones and muscles work together. at the elbow.

Pages 6 and 7

stretches.

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Further activities Introduce vocabulary studying techniques. Write key word lists on the board. Ss copy them: BONES: hard, rigid, organs, support weight; JOINTS: fixed (skull), moveable (ankle, knee, shoulder), ligaments; MUSCLES: soft, flexible, extend, contract. Ss bring in photographs of people doing sports and label the joints. Discuss in pairs or small groups.

1.3


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You grow and change

Objectives • To identify the four main stages of life: childhood, adolescence, adulthood and old age • To recognise the characteristics of each stage

There are four main stages throughout your life.

From 3 to 9 years, children grow very rapidly. Milk teeth start to fall out and permanent teeth grow at about 6 years old.

3 years

ADOLESCENCE

2 Adolescence During adolescence your body prepares to become an adult. Adolescents grow very rapidly. Boys grow facial and body hair and their voices get deeper. Girls develop breasts.

1

3 Adulthood

ADULTHOOD

When you are an adult, your body is fully developed and doesn’t change much. Many adults have children. In addition, they look after their home and go out to work.

• Ask: Which child in the illustration is your age? How are you different from last year? Have you got all your teeth? How will you be different in five years?

• Ask the class about their families: How old is your father? Are there any adolescents in your family? Are there any old people?

1.4 1.4

Little by little, they take solid food. Their milk teeth appear. They learn to walk and talk.

You grow and you change

• Show photographs of people at different stages of their lives. Ss put them in order on the board and label the stages.

8 years

Childhood is the first stage of life. Many changes take place. Newborn babies drink milk from their mother.

Presentation • Read with Ss, pausing after each paragraph to look at the illustrations. Ask questions: Are you a child or an adolescent. What can you do?

CHILDHOOD

1 Childhood

Key language • Vocabulary and structures: stages: childhood, adolescent / adolescence, adult / adulthood, old age; breast, facial hair, height, milk teeth, voice, wrinkle; active, deep, fragile, newborn, solid, weak; rapidly; appear, become, look after, spend time, take place

1 year

2

4 Old age Old people have wrinkles. Their bones become fragile and their muscles grow weaker. Their hair goes grey. Most old people do not work, but they remain active.

12

OLD AGE

twelve

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Further activities Ss make a class poster of all the things they can do now that they are nine years old. Ss find out about their early childhood by asking their parents. Ss copy and complete sentences in class: When I was born, I was __ kilos and __ cm. I got my first tooth when I was __. My first word was __.

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UNIT

A

B

C

D

E

1

At what stage of life are these people? • A volunteer reads each sentence. The class points to the corresponding illustration: 1. A (Sally and Ian); 2. B (Ana); 3. C (David); 4. D (Fernando); 5. E (Henry).

1.4 1.4

• In small groups, Ss read the sentences again and name the stage of life of each person.

At what stage of life are these people? 1. Sally has got a baby boy called Ian.

Play track 1.4. Ss listen and check their answers.

2. Ana is Ian’s sister. She is 9 years old. 3. David is Ian and Ana’s cousin. He is older than they are. His voice is beginning to change.


4. Fernando is Sally’s husband. They work together in the same office.


5. Henry is the grandfather. He spends a lot of time with his grandchildren because he doesn’t work anymore.

Activity Book

▲

Example: 1. Adulthood: Sally is an adult. Childhood: lan is a baby.

Pages 8 and 9

Questions 1. In which stage of your life do these things happen? a. There are few changes in your body. b. You lose your milk teeth. c. If you are a boy, your voice gets deeper. d. Your bones become fragile. 2. This is Mark as a child, as an adolescent, and as an adult. Tick the changes. His voice His height The colour of his eyes His muscles The colour of his hair

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Values education Explain that elderly people have more physical limitations than younger people. We can learn a lot from elderly people so we should respect them.

Further activities In small groups, Ss look at a photo of a person and write sentences. Display the photos. Groups read their sentences and the class identifies the photo. Ss make a scrapbook of their childhood with photos, tickets, drawings, etc. They write sentences in their scrapbook: This is my first tooth / drawing, etc. Ss write a short description of four family members, each in a different stage of life. Ss discuss physical differences and what they do.

1.4


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Activities Objectives • To revise the key concepts of the unit

1 Copy the drawing in your notebook and write the words.

• To give Ss the opportunity to evaluate their own learning

forearm head abdomen leg thorax thigh arm

Key language • Vocabulary and structures: abdomen, biceps, bone, brain, forearm, heart, muscle, skin, thigh, thorax, triceps; facial feature, fingerprint, iris, signature, tooth / teeth; dark, fair, healthy, olive, unique; contract, fall, identify, rise, extend, stretch

2 Copy and complete these sentences in your notebook.

Activities 1 Copy the drawing in your notebook

and write the words.

In your head is your .......... which gives you the ability to think. In your trunk you have several organs, for example your .......... .

3 What differences can you see between the boy and girl? Write sentences in your notebook.

▲

• Revise body vocabulary: Where is your forearm? What are the three main parts of the body? What are the two parts of your trunk?

You body is covered by .......... . Underneath are your .......... and your .......... .

brain heart skin muscles bones

• Ss label the picture.

Example: The boy has got fair skin and the girl has got olive skin. The girl has got .......... hair and the boy has got .......... hair.

2 Copy and complete these sentences

in your notebook.

4 Look at the illustration and answer the questions.

• Revise vocabulary with flashcards: What’s this? (A bone.) What’s it like? (It’s strong and rigid.) What does it do? (It supports the body.)

C

• Ss complete the sentences with the words in the box. 3 What differences can you see

between the boy and girl? Write sentences in your notebook. • As a whole class, Ss describe the two photographs. • Ss complete the sentences individually.

a. Which letters indicate muscles? Which letters indicate a bone and a joint?

A D

B

14

b. What will happen when the biceps contracts and the triceps stretches? Will the glass rise or fall?

a.

c. What can you do to keep your bones and muscles healthy?

b.

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• Volunteers read their sentences. 4 Look at the illustration and answer

Further activities

• Ss look at the illustration: Ask: Is this an arm or a leg? What muscles can you see? Name the joint. • In small groups, Ss answer the questions in their notebooks. • Compare answers as a whole class.

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Values education Explain the importance of taking care of your body. Ask Ss what we can do to keep our body healthy: Do plenty of exercise, eat a balanced diet, get plenty of sleep, drink plenty of water.

the questions.

c.

In pairs, Ss write physical descriptions of famous people, for example singers. They swap descriptions. Other pairs guess which person it is. Can they add anything? Use an anatomical lab model to show Ss what a human body looks like inside: Look at how the skeleton protects your organs. These are your lungs. Which bones protect the lungs? And your brain?

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UNIT

1

Your turn! How can you identify Paul? • Read the introductory text and ask: When do you need to use identification? What do you use to identify yourself? Help Ss elicit situations where identification is important. (Travelling, driving a car, at the library, etc.)

YOUR TURN ! How can you identify Paul? It is very important to be able to identify people. For example, if you are looking for your friends, you need to be able to describe them. Here are some ways to identify people. Iris. This is the coloured part in the centre of the eye. Everybody has different irises.

• Read the texts with the class. Explain difficult vocabulary.

Facial features. Facial features are unique. However, photographs can be changed!

• Two volunteer boys write their names on the board and stand in front of the class for comparison: They both have brown irises. (John) has long hair. (John) is missing three teeth. (Tom) is very tall.

Teeth. Everyone has different teeth. An x-ray of teeth can help to identify a person.

Fingerprints. The pattern on your fingertips is unique. Everybody has different fingerprints.

• Take their fingerprints (with diluted tempera paints or an ink pad) and pass them around the classroom: Are they the same? Which is the easiest way to compare the two boys?

Signature. Everyone has a different signature. But sometimes people copy another person’s signature!

d ?

a. Which is the surest way to identify Paul? Which is the easiest way?

es

b. Stamp your fingerprint in your notebook. Compare it with a partner’s fingerprint.

• Ss complete the activities in pairs.

Teacher’s Resource Book Extension worksheet 1

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Values education Everyone is unique. Explain: There is no other person exactly like you in the world. The important thing is to accept ourselves and others as we are and respect people, regardless of the differences.

Further activities Show Ss examples of fingerprints, iris close-ups, dental X-rays. Blindfold volunteers. They identify classmates in different ways: listening to their voice, touching their faces, etc. Write your signature on the board. Ask Ss if they have a signature. Ask them to write their name, and then invent a signature that is difficult to copy. Ss exchange signatures with a partner and try to copy the signature.

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Revision Objectives

I

1.5

• To revise the key concepts of the unit

1 Read the summary.

• To practise summarising a text • To give Ss the opportunity to evaluate their own learning

The human body There are three main parts to your body: the head, the trunk and the limbs. The outside of your body is covered with skin. There are different organs inside your body.

Key language


• Vocabulary and structures: head, limb, trunk; eyesight, melanin, organ, skeleton, skin; stages: childhood, adolescence, adulthood, old age; attractive, dark, fair, flexible, waterproof; look after, produce, protect


Revision 1 Read the summary.


• Play track 1.5. Ss read and listen to the summary. Pause to ask questions: What are the three main parts of your body? (Head, trunk, limbs.) What’s on the outside of your body? (Your skin.) What is inside? (Your organs.)

YOUR BODY


is made up of

2 Copy and complete. Use information

from the summary.

head

..........

..........

• Ss copy the chart and complete it in pairs or individually. ..........

16

..........

adulthood

old age

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Further activities Play a team game. Use the summary to make true and false statements. If one team answers incorrectly, the other wins a point. Divide the class into teams. Write the names of the three main parts of the body on the board. Say one part and a category: bones, organs, muscles or joints. The first student to name a correct bone / organ / muscle / joint writes the word in the corresponding column on the board and wins a point for his / her team.

1.5


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UNIT

I can I can

Look after my skin

Look after my skin

Skin covers and protects your body. It is flexible and waterproof.

• Volunteers read the text aloud. Ask questions to check understanding: Skin is waterproof. What other things are waterproof?

Some people have fair skin and some have dark skin. This is because skin contains a substance called melanin. The more melanin you have, the darker your skin. Melanin is also responsible for the colour of your eyes and hair.

• Explain that melanin is the substance that protects our skin from the Sun: It takes a long time for your skin to produce melanin and to go brown. What happens if your skin gets too much sun? (It burns and goes red.) Is this good or bad for your skin?

Melanin protects your body from the Sun. When you are on a sunny beach, your body produces more melanin. But be careful! Melanin production takes time. In pairs, talk about ways to protect your skin on a sunny beach.

A

B

• In pairs, Ss look at the photographs and brainstorm ways to protect your skin on a sunny beach. (A: Use sun protection. B: Wear a sun hat. C: Use a sun umbrella.)

C

Our World

OUR WORLD

• Explain that some people give too much importance to physical appearance.

Who is the best? Some people seem to be especially attractive. But is an attractive appearance so important? Do you prefer a friend to be attractive or fun to be with?

• Read the text aloud. In groups of three or four, Ss discuss the answers to the questions and choose the best options.

Choose the best option from these sentences. Explain your answers. It is best to… a.

1


have a thin body.

have good eyesight.


c.

• Groups share their answers in class: It is best to have good eyesight. It is best to be the correct weight.


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17

Assessment worksheet 1 Test 1

20/12/10 18:08

Further activities Ss note key vocabulary and write an example sentence for each word: Skin covers and protects my body. In pairs, Ss invent dialogues, giving advice about how to look after your skin. Volunteers act out their dialogues in front of the class. Explain that the World Health Organisation (WHO) is an international organisation that protects human health all over the world. Ask Ss to look at the homepage of www.who.int/en for information about World Health Day by clicking on ‘Programmes and projects’, and then looking under ‘W’ for ‘World Health Day’. When is World Health Day? What is the theme this year?

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2

Our senses


Contents

• To name the five senses

• The sense of sight

• To identify the sense organs

• The parts of the eye

• To identify the function of each sense organ

• The sense of hearing

• To learn how the brain interprets the information from the sense organs

• The parts of the ear

• To learn how to protect one’s hearing and eyesight

• The parts of the nose, mouth and skin

• To learn how to help blind people

Language objectives • To describe the functions of different organs with the impersonal you / your: You feel heat and cold with your skin. • To express propriety or necessity with should: A sketch should have a title. • To express agency with the preposition by: The sound captured by the ear is received by the cochlea. • To describe manner with the preposition by + -ing: Eyelids protect the eye by opening and closing. • To use the affirmative and negative imperative to give advice: Keep your ears clean. Don’t put the volume to maximum.

Assessment criteria • Identify the senses and the sense organs • Describe how the brain interprets the information it receives from the sense organs • Explain how to protect one’s hearing and eyesight

U

• The senses of smell, taste and touch • How to take care of one’s ears • How to protect one’s eyesight • Observing diagrams to identify the internal parts of the eye, ear, nose, mouth and skin • Drawing and labelling a sketch of the eye • Completing a chart to present the functions and parts of the eye and ear • Completing a chart to classify foods according to their basic flavour • Reading advice on how to using earphones safely • Completing reading comprehension activities based on the text • Reading a text on the five senses • Completing a chart to summarise information about the senses • Reading advice on how to protect one’s eyes from sunlight and irritants

P

• Showing interest in learning how the brain interprets the information it receives from the sense organs

•

• Appreciating the importance of taking care of one’s ears and eyes

•

• Describe how to help blind people

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Competences Processing information and digital competence


Cultural and artistic competence

• Interpreting written explanations with the use of diagrams (SB p. 20: The eyes; p. 22: The ears; p. 24 and 25: Smell, taste and touch)

• Looking after one’s hearing and eyesight (SB p. 27: Taking care of your ears; p. 29: I can protect my eyesight)

• Completing charts to organize and classify information (SB p. 23: Copy and complete; p. 25: Copy and complete. Add more food.)

• Being aware of the needs of blind people (SB p. 29: Helping blind people)

• Drawing and labelling sketches and diagrams (SB p. 21: How to label a sketch; p. 26: Copy the diagram and label the parts.)

• Summarising information on a chart (SB p. 28: Revision)

Unit outline Unit 2. Our senses

Sight

Revision

Smell, taste and touch

Hearing

Hands on!

Your turn!


Taking care of your ears

I can

Our world

Protect my eyesight

Helping blind people

Possible difficulties • Content: understanding the complexities of information transmission from the sense organs to the brain • Language: pronouncing the 3rd person singular of the present simple: mixes, captures, consists, reaches, etc.

Suggested timing for the unit September

October

November

December

January

February

March

April

May

June

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2

Objectives • To learn that our senses help us understand the world around us

W

Our senses

• To identify the information each sense perceives 1.

Key language • Vocabulary and structures: artist, cook, musician, perfumer; ear, eye, nose, skin, tongue; heat, painting, perfume, sound; beautiful, cold, delicious, pleasant; farther, nearer; create, feel, hear, recognise, see, smell, taste

2.

Presentation • Bring objects to class to talk about the senses: Look at this orange. Can you smell it? Can you feel it? What colour is it? Continue with different objects. • Ss associate each sense to its sense organ: Which sense do you use to touch the orange? (I feel / touch it with my skin.) And to see it? (I see it with my eyes.)

Our senses are very important. Artists create paintings that are beautiful to see. Musicians play songs that are pleasant to hear. Cooks

• Ss look at the photograph: What is the man doing? What sense is he using? What do you think is in the bottles? Point to the smaller photos of the perfume bottles. Read the first paragraph. Ss raise their hands every time they hear one of the senses. • Read the second paragraph: What sense does the man use to distinguish the perfumes? (Smell.) What is the man’s job? (He mixes smells to make perfumes.) Explain how sometimes our sense of smell detects danger: a fire, poisonous gas, foods that are not fresh, etc. • The class answers the questions. (The sense of touch is not referred to in the text.)

prepare food that is delicious to taste. The man in the picture is a perfumer. He can recognise thousands of different smells. He mixes different smells to make perfumes.

THINK ABOUT

2.1

3.

• There are five senses. Four

of them are referred to in the text. Which ones are they? What is the other sense?

A

• Which sense is the most

important for a perfumer?

• How good is your sense of

smell? Would you like to be a perfumer?

18

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Values education Talk about people with impaired senses: Some people are blind. They cannot see. Some people are deaf. They cannot hear. Blind and deaf people deserve our respect and need our help. How can we help them?

Further activities Bring in different products for the class to smell. Blindfold volunteers to recognise fruit and vegetables by their smell. Do they smell good or bad? Play I spy with the senses: I spy with my little eye something beginning with A. (An apple.) I hear with my little ear something beginning with S. (A song.) I smell with my little nose…; I feel with my little fingers…, etc.

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UNIT

2


What do you remember? Eyes and ears


Eyes and ears

You see colours, shapes and sizes with your eyes. You hear sounds with your ears.

• Understand what each

• Read the text. Ask: What do we hear with? What do we see with?

sense is used for.

1. Ss look at the illustrations of the cars. Explain that objects that are nearer look bigger. Show pictures from magazines with more examples of perspective. Does this (building) look bigger or smaller? It is nearer or farther away?

• Identify the sense 1. Which car is nearer? How do you know?

B

A

organs.

• Learn how the sense organs work.

• Learn how to draw

and label a sketch.

• Learn how to take

care of your sense organs.

2. Look around you. Name three objects that can produce sound.

The skin, nose and tongue You feel heat and cold with your skin. You smell with your nose.

2. Ss brainstorm things that produce sound. Write them on the board. Does a drum make a sound? What about a dog? Etc.

• Learn how to use

earphones safely.

• Understand why it is

In pairs, Ss select three things that produce sound. They take turns asking these questions: A: What can produce sound? B: A door can produce sound. Etc.

important to protect your eyes in bright sunlight.

• Learn ways to help a blind person.

You taste with your tongue.

The skin, nose and tongue • Read the text. Ask: What do we feel with? What do we smell with? What do we taste with?

2.1

3. Which sense are they using in each illustration?

e

B

A

3. Ss look at the illustrations. Play track 2.1. They listen and say which illustration.

C

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Further activities Make a chart on the board with three headings: sense, sense organ, information. Write each sense in the left column: sight, hearing, etc. Ask: Which sense organ do we use for sight? (Eyes.) What information does sight give us? (Size, shape, colour.) Fill in the chart with their answers. Ss copy the chart. In groups, Ss draw a human figure on card. They write the names of the sense organs on it. Around the outside they stick pictures from magazines to illustrate what is perceived by each sense organ.

2.1


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Sight

Objectives • To learn the different parts of the eye

1 The sense of sight

• To understand how the eyes work

The sense of sight is used to distinguish shapes, colours, size and distance.

• To understand how information travels from the eye to the brain

A

A

In order to see: There must be light. The light must reach your eyes.

Key language • Vocabulary and structures: eye: cornea, eyebrow, eyelash, eyelid, iris, lens, optic nerve, pupil, retina, ring, tear; butterfly, dirt, distance, sunflower; delicate, exterior, interior, moist, transparent; capture, connect, distinguish, focus, interpret, protect, reach

Look at the photos of the sunflowers. When there is little light, you see things in black and white. A When there is enough light, you see things in colour. B

B

2.2 2.2

3 Th

Th th thr br bra

2 The eyes The eyes are the sense organs of sight. Their function is to capture light.

Presentation

eyebrow

iris

pupil

eyelid

eyelashes

Eyes are very delicate and need protection.

1 The sense of sight

Eyelids protect the eyes by opening and closing.

• Ss look at the photographs. Ask: What colour are the sunflowers in each photo? What time of day do you think it is?

Eyebrows and eyelashes protect the eyes from dirt. Tears keep the eyes moist.

• Read the text. Explain that to see colours, shapes and sizes well, there must be a lot of light: If there is little light, we see things in black and white. Without light we cannot see colours.

There are five main parts: the cornea, the pupil the iris, the lens, and the retina. How does light enter through the eyes? First, light passes through the cornea. The cornea is transparent.

iris

pupil

lens

retina

Then, light passes through the pupil. The pupil is the hole in the centre of the iris.

2 The eyes

The level of light is controlled by the iris. The iris is a coloured ring.

• Ss look at the photograph of the outer eye. Introduce: eyebrow, eyelid, eyelashes. • Introduce the main parts of the eye with the illustration. Read the text. Ss follow by pointing to each part of the eye. • Demonstrate how the iris works: The iris is the coloured part of the eye. It opens and closes to control light going into the pupil. Turn the lights off in the classroom, then turn on the lights again. Ss see how their partner’s pupils get smaller when there is more light. • Explain that the optic nerve at the back of the eye transmits information to the brain.

The lens helps the eye to focus. Finally, the retina captures the light.

20

cornea optic nerve Parts of the eye.

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Further activities On the board, draw two columns with headings: word, definition. Define each part of the eye: Cornea. It’s a transparent cover. Write the outer parts in green (eyebrow, iris, pupil, eyelid, eyelashes, cornea) and inner parts in red (lens, retina, optic nerve). An optical illusion. Ss draw an empty bird cage on one half of a sheet of paper and a bird on the other. They stand a notebook between the pictures. Ss rest their chins on the top edge of the notebook and look at the two pictures from above, with each eye on a different picture. Ss will see the bird slowly go into the cage.

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UNIT

A

B

2

C 3 The eyes and the brain • Read the captions below the illustrations. Ss point to each illustration. The boy’s eyes see a flying object. Point to illustration A. • Read the text, referring again to the illustration. Check understanding: Point to the retina in the illustration on page 20. Where is the optic nerve? Is the nerve like a wire or a long stick? Etc.

A The boy’s eyes see a flying object. B This information is sent to his brain through the optic nerve. C His brain knows that it is a butterfly and not a bird. 2.2 2.2

3 The eyes and the brain

• Play track 2.2. Ss listen, point to the illustration and repeat.

The retina captures light from an object. This information is sent to the brain through the optic nerve. This nerve is like a wire that connects the eye to the brain. The brain interprets the information.

Hands on! Hands on!

es



• Ss look at the sketch. Explain that a sketch is a simplified drawing.

A sketch is a simplified drawing of something real. Sketch of the outer eye eyebrow

eyelids

A sketch should have clear lines and colours.

s

eyelashes

pupil

iris

A sketch should have a title.

• Read the texts around the sketch and check comprehension. What are the labelled parts on this sketch? Name them. These are the important parts of the outer eye.

The parts should be labelled. Connect the labels to the sketch using arrows.

• Ss copy the illustration of the inner eye and label it following the instructions.


a

Copy, colour and label this sketch of the inner eye. Don’t forget the title, the names of each part, and arrows.

e

Questions


1. Which part of the eye captures light?

Activity Book

2. Which part of the eye can be a different colour?

Pages 10 and 11

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Values education Talk about the importance of sight. Ss close their eyes and imagine they are blind. Discuss how aids help blind people: Braille, guide dogs, white stick, auditory traffic signals, etc. If possible, bring a sample of Braille to class.

Further activities Divide the class into groups. Prepare areas with pictures for Ss to look at: colour images (with / without dark sunglasses), 3D pictures (with / without 3D glasses), optical illusions, puzzles, etc. Ask: What colours can you see without the sunglasses? Can you see this optical illusion? Etc. Place an object in the classroom. Blindfolded volunteers look for the object. Ask: What was difficult? Did you have to slow down? Which other senses did you use?

2.2


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Hearing

Objectives

3 Th

2.3

• To understand that our sense of hearing lets us capture sounds

1 The sense of hearing

Th re se ne

When something makes a noise, it vibrates and sends vibrations, or sound waves, through the air. Hearing is the sense you use to capture sounds. Ears are the sense organs of hearing.

• To learn the parts of the ear • To understand how sounds travel from the ear to the brain

Some sounds are pleasant. Others can be very irritating.

Th Th dif di vo

When a guitar string vibrates, it produces sound.

Key language • Vocabulary and structures: ear: auditory nerve, cochlea, ear canal, eardrum, inner ear, middle ear, outer ear, pinna, small bones; direction, hearing, noise, sense, sound wave, vibration, voice; external, irritating, pleasant; vibrate

2 The ears You have two ears, one on each side of your head. This is how you know which direction a sound is coming from. The ears capture sound vibrations and send them to the brain. The ear has three parts: the outer ear, the middle ear and the inner ear.

Presentation

The outer ear is external. It captures sound through the pinna.

1 The sense of hearing

The sound travels through the ear canal to the middle ear.

• Pluck at guitar strings to demonstrate how sound waves are vibrations that move through the air. Our ears capture these sound vibrations.

The sound reaches the left ear first. That’s how you know that the person speaking is on your left side.

The middle ear is internal. It consists of the eardrum and three small bones.

• Ss look at the photo and read the text. Check for comprehension.

When sound reaches the eardrum, it vibrates.

• Play track 2.3. Ss listen and identify the sounds.

The small bones make the sound louder.

outer ear

middle/inner ear

pinna

small bones

ear canal

eardrum

cochlea

The inner ear is inside your head. It is very delicate. It consists of the cochlea.

2 The ears • Ss look at the first illustration. Read the first paragraph and the caption. We have two ears to tell where a sound is coming from. Ss experiment in pairs, one student closes their eyes and decides which side the other is speaking from. • Ss look at the diagram of the ear. Explain that an ear has three main parts, but we can only see the outer ear. The middle ear and the inner ear are inside our head. Introduce the new vocabulary. • Draw a simple diagram of the ear on the board. Mark the outer, middle and inner ear. Read the text. Ss follow the text and point to the illustration.

The cochlea receives the sound vibrations.

22

auditory nerve

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Values education Talk about noise pollution in large cities: traffic noise, pneumatic drills, loud music, etc. Ss think of ways to combat noise pollution. (Make laws so that discotheques close earlier at night. Soundproof residential areas from noisy roads. Etc.)

Further activities Say the parts of the ear. Ss say whether they belong to the outer, middle or inner ear and look for the definition on page 22: The pinna. Ss: In the outer ear. It captures sound.

2.3


Ss experiment with different musical instruments to see which parts vibrate and where the sound comes from.

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UNIT

3 The ear and the brain

3 The ear and the brain

• Ss look at the illustrations: What kind of music is the boy listening to? And the girl? What kind of music do you like?

The sound captured by the ear is received by the cochlea. The cochlea sends the sound through the auditory nerve to the brain.

• Read the text. Ss locate the cochlea on the diagram of the ear on page 22.

The brain interprets the information. This is how you can distinguish different sounds: music, a human voice or a barking dog.

s

2

• Show a paper cup telephone (two paper cups joined with a string). Explain: The pinna is like this cup. It captures the sound. The sound vibrates along this string into the other cup. Sound reaches your ear in a similar way: vibrations travel through the ear canal to the small bones, making them vibrate. Then, this information goes to the cochlea. The cochlea sends the sound through the auditory nerve to the brain. The brain tells you what sound you are hearing.

Questions 1. What part of the ear captures sound? 2. Describe the outer ear and the inner ear. 3. Copy and complete. Sight The sense organ is the…

Hearing

• Explain that the eardrum becomes harder as we get older, making it difficult to vibrate. This is why many old people can’t hear well and need hearing aids.

eye

It allows us to capture…

sound

The parts are…

a


4. Use the words to complete the text. head

ear

outer


eardrum

Activity Book

The ear

Pages 12 and 13

You have one ear on each side of your .......... . The pinna is the .......... part of the .......... . The .......... is in the middle ear. It vibrates when it receives sound.

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Values education Ask: How can we avoid disturbing people around us? (Lower the volume of your music or TV. Close the windows. Etc.)

Further activities Role play. Copy the diagram of the ear on page 22 on the board. As a class, write definitions for the parts of the ear. Divide the class into groups of six or more. Each S acts out a part of the ear, starting with the pinna and ending with the auditory nerve. (Two or more Ss act out the small bones.) The groups present their role play to the class. In pairs, Ss make paper cup telephones with different types of string: Does the string need to be pulled tight? Does one type of string vibrate better than another?

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Smell, taste and touch

Objectives

2.4 2.4

4 To

• To learn that the nose, tongue and skin are the organs of smell, taste and touch

1 Smell The sense organ of smell is inside your nose. In order to capture a smell, an odour must travel through the air, enter the nose through the nostrils and reach the nasal lining inside the nasal cavity.

• To understand that the sense of smell captures smells and the sense of taste captures flavours

The smell receptors send signals to the olfactory bulb in the brain. The brain interprets the information. We can distinguish lots of different smells.

Key language

nasal cavity

By ho

Diagram of the nasal cavity. When we breathe in air, we capture smells.

These taste buds distinguish five basic flavours: sweet, salty, sour, bitter and umami. An apple tastes sweet, and tuna fish tastes salty. A lemon tastes sour, and coffee tastes bitter. Umami is difficult to recognise. You can taste unami all over the tongue.

3 How taste works

bitter umami

sour salty sweet

Diagram of the tongue. Taste buds are found on different parts of the tongue.

1

The inside of the mouth and the nose are connected. So, when food enters your mouth, it reaches the tongue and the nose. Taste and smell work together to distinguish different flavours.

• Read the text. Ss locate the new vocabulary on the diagram. 2 Taste

• Explain that umami is not associated with one part of the tongue, but can be tasted evenly over the whole tongue: Umami is a Japanese word meaning good flavour or good taste. Most people don’t recognise umami when they taste it, but it is important in making food taste delicious.

So an

The tongue is inside the mouth. It is covered with small bumps called taste buds.

• Explain that smells are in the air we breathe and that the sense organ for smell is inside the nose.

• Read the text. Check understanding: What are the small bumps on your tongue called? What flavours do taste buds detect?

nostrils

The sense of taste allows you to capture different flavours of food. The tongue is the main sense organ of taste.

1 Smell

• Ss look at the diagram of the tongue: The tongue is the main sense organ of taste.

Th yo te tem se

2 Taste

Presentation

• Ss look at the diagram of the nose. Read the words.

nose

The nasal cavity has special smell receptors that capture the odour.

• To understand that the sense of touch allows us to identify characteristics of objects around us

• Vocabulary and structures: smell: nasal cavity, nasal lining, nostril, odour, olfactory bulb, smell receptor; taste: flavour, taste buds, tongue; touch: pain, pressure, skin, temperature; bitter, dry, hard, salty, soft, sour, sweet, wet, umami

Th ch Yo

nasal lining

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Further activities Bring items to class for Ss to smell and taste: cooking spices, flowers, fruit, vegetables. Brainstorm adjectives for these items and write them on the board. For example: an apple: sight - red, shiny; touch - hard, smooth; hearing - loud; taste - sweet; smell - sweet, fruity. In small groups, Ss use the information to make sentences: An apple smells sweet. A carrot feels smooth. A crisp tastes salty. Etc.

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UNIT 2.4 2.4

3 How taste works

4 Touch

• Explain: When we taste food, our senses of smell and taste work together.

The sense of touch allows you to identify characteristics of the objects around you. Your skin is the sense organ of touch.

• Demonstrate with pieces of apple and onion. Blindfolded volunteers pinch their noses tightly and taste both. Can they tell the difference between them?

The skin has sensitive touch receptors that allow you to distinguish different sensations, for example, temperature, pressure and pain. Touch receptors send this information to the brain. Some parts of your skin, for example your fingertips and lips, are more sensitive to touch than others.

4 Touch

By touching things, you can distinguish if objects are hot or cold, soft or hard, or wet or dry.

• Put different objects in an opaque bag. Ss identify the objects with their sense of touch. Which were the easiest / hardest to identify?

touch receptors Touch receptors in the skin.

NOW YOU! Copy and complete. Add more food. Sweet

Salty

lemon

Sour

• Ss look at the diagram of the skin. Read the text. Explain that the skin has many nerves that send information to the brain quickly and directly. This helps the body avoid immediate danger. (Burning or pricking your finger.)

Bitter

X

sardines

r

• Draw a simple diagram of the human body on the board linking a skin prick to the brain.

banana coffee

• Explain that some parts of the skin are more sensitive. Ss touch a piece of fruit with their fingers, then with their lips. They compare the two sensations.

Questions 1. Match the parts of the body to the organs and their function. Write sentences. eye

Light passes through it.

eardrum

nose

It transmits sound.

smell receptors ear

They perceive flavours.

taste buds

They feel heat or cold.

skin

▲

pupil

touch receptors tongue

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• Play track 2.4. Ss listen and say True or False.

Example: The pupil is in the eye. Light passes through it.

Now you! • Bring in foods of contrasting flavours. As a class, decide what the flavours are. Write them on the board. Revise the meaning of umami.

They perceive smells.

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Further activities In groups of three, assign each student a sense: smell, taste, touch. Draw a sample word map for SIGHT on the board: Eye: cornea, pupil, iris, retina; See: shapes, sizes, colours, distances. Ss draw word maps for their sense in their notebooks. Ss share their word maps with their group. Experiment. Prepare three bowls: cold, hot and warm water. A blindfolded volunteer puts one hand in cold water for 30 seconds, then in warm water. Does the water feel cold or warm? Now they put the other hand in hot water, then in warm water. Does the water feel cold or warm? Explain: The warm water feels hot to the cold hand, but cold to the hot one. Repeat without the blindfold. Do the results change?

18:08

• Ss complete the food chart in pairs. They think of three more foods to add to their lists.



2.4


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1 Copy and complete the text with these words.


lens

pupil

retina

cornea

• Learn how to look after your ears How light travels through the eye First, light passes through the .......... , which is transparent. Then, it passes through a hole called the .......... , which is surrounded by the iris. After that, it passes through the .......... , which helps the eye to focus. Finally, it reaches the .......... .

Key language • Vocabulary and structures: ear: cochlea, earache, eardrum, ear infection, outer ear, pinna, small bones; cotton bud, headphones, mp3 player, volume; eye: cornea, iris, lens, pituitary, pupil, retina; sense organ; loud, soft; permanently; avoid, dry, damage, keep

2 Copy the diagram and label the parts.

C cochlea pinna eardrum three small bones

Activities 1 Copy and complete the text with

B

these words. • In their own words, Ss narrate how light travels through the eye.

3 Copy and complete the sentences with these words.

• Ss complete the text with the given words.

skin smells taste buds tastes nasal cavity

2 Copy the diagram and label the parts. • Revise the vocabulary with the diagram of the ear on the poster. What’s this? (The eardrum.) What does it do? (It vibrates.)

• Revise which sense organs are associated with each sense. • Ss complete the sentences individually. 4 These sentences are false. Correct

them in your notebook. • Read the sentences to the class and check understanding.

b. You capture .......... through the .......... on the tongue. c. The sense organ of touch is the .......... .

W a. Wh

4 These sentences are false. Correct them in your notebook.

26

–

a. People can detect four basic smells.

c. The sense organ of touch is the hand.

b. Wh W

b. The basic tastes are sweet and salty.

d. To taste food, you only use your sense of taste.

c. Wh W

▲

with these words.

a. You capture .......... through the .......... in the nose.

–

• Ss copy and label the diagram with the words. 3 Copy and complete the sentences

D

A

fo for

Example: People can detect many different smells.

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Further activities Show flashcards of different objects. Ss describe them, using verbs related to the senses: A rose: S1: It smells nice. S2: It feels soft. Ss bring in a favourite object to class. They write a paragraph describing it, using vocabulary related to the senses.

• In pairs, Ss correct the false sentences. • Compare answers with the whole class.

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UNIT

2

Your turn! Taking care of your ears

YOUR TURN !

• Ss look at the top photo of the boy. A doctor is examining the boy’s ears. Read the four ways to avoid ear troubles. Ask: Have you ever had earache?

Taking care of your ears Follow this advice in order to look after your ears: Keep your ears clean. Dry your ears after having a shower or a bath.

• Check comprehension: Is it good for your ears to dry them after a shower?

Don’t use cotton buds. They can damage your eardrum. Ear infections are very common. They can cause earache and damage your hearing. Visit the doctor if you have an ear infection.

• Ss look at the second photo: The boy is listening to music. Is it loud or soft? Do you think this is good for his ears?

Can listening to loud music damage your hearing? It is fun to listen to music through the headphones of your mp3 player. But be careful! When the volume is too loud, even for just five minutes, it can damage your hearing permanently.

• Read the text about listening to loud music. Ask: Who has got an mp3 player? Who listens to loud music?

So what can you do?

• Read the recommendations. Play some music. Is this music at maximum volume or low volume?

If you are listening in a very noisy place, don’t put the volume up to maximum. Use large headphones that cover the entire ear. This keeps out exterior sounds, so you can keep the volume low. Lower volume means there is a lower risk of damaging your hearing.

• Ss look at the photographs A and B. In pairs, they refer back to the text then say which are better for their hearing.

You can listen to any type of music on your mp3. But keep the volume down!

• Read question c. Talk about different types of music: classical, jazz, rock. Ss decide the answer.

a. Which can damage your hearing most? – Listening to two hours of soft music on your mp3. – Listening to five minutes of loud music.

A

Teacher’s Resource Book B

Extension worksheet 2

b. What type of music is more dangerous?

.

e

c. Which of these, A or B, is better for your hearing? Why?

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Values education Discuss ways to look after our sense organs: Don’t drink or eat things that are too hot, they could burn your tongue. Wear sunglasses in bright sunlight. Wear sun screen. Don’t put objects in your ears, etc.

Further activities Ss search for information about hearing in different animals. (Dogs can hear sounds that we can’t. Dog trainers use whistles that only dogs can hear. Whales have better hearing than sight and use sounds to find their way in the dark sea). Ss listen to different types of music at different volumes. The class votes on their favourite music. Play it again and ask: Which volume is best for listening?

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Revision Objectives

I

2.5

• To revise the key concepts of the unit

1 Read the summary.


The senses


• The sense of sight allows you to know what is around you whenever there is light. The eyes are the sense organs of sight. Eyes capture light through the retina.

Key language

• The sense of hearing allows you to capture sounds. The ears are the sense organs of hearing. The pinna captures sounds that travel to the cochlea. The cochlea sends the sounds to the brain.

• blind, eyesight, guide dog, sight; chlorine, conjunctivitis, dirt, dust, sunglasses; obstacles, ray; detect, send

• The sense of smell allows you to capture smells. The nose is the sense organ of smell.

Revision

• The sense of taste allows you to capture basic tastes. The tongue is the sense organ of taste.

1 Read the summary. • Ss brainstorm the main parts of each sense organ. Write up their answers. Ss add them to the charts: eyes: cornea, pupil, iris, lens, retina. • Play track 2.5. Ss read and listen to the summary. Pause to ask questions: Which sense captures light? What are the sense organs of sight? Which part of the eye captures light?

• The sense of touch allows you to identify many

characteristics of objects around you. The skin is the sense organ of touch.


2 Copy and complete. Use the

OUR

information from the summary.

SENSES

• Complete the chart orally with the whole class. Ss copy the chart and complete it in pairs or individually as a written assignment.

28

The eye

is the sense organ of

..........

The ear


..........

The nose


..........

The tongue


..........

..........


..........

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Further activities In pairs, Ss look through the unit, choose one of the senses and write two questions to ask the class. In teams, Ss take turns to ask the questions. Ss sit in two large groups, each with a soft ball. S1 throws the ball to another student and says sight. S2 says eyes, and then throws the ball to S3. S3 says: eyelash. Once all the vocabulary for sight has been mentioned, they start with another sense.

2.5


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UNIT

I can I can

Protect my eyesight

Protect my eyesight

Your eyes are very delicate organs. You need to protect them from sunlight and from dirt. Too much light can hurt your eyes.

• Ask Ss where they go on holidays: Do you go to the beach? Do you go swimming / skiing? Show the class sunglasses and goggles, and teach the words.

How to protect your eyes:

• Never look directly at the Sun. • Wear protection in bright sunlight, especially in the snow, the mountains, or on the beach.

When your eyes get irritated, they become red. This is called conjunctivitis. If you have conjunctivitis, see a doctor. Conjunctivitis is often caused when you get dust or dirt in your eyes. Chlorine from swimming pools can also irritate your eyes.

• Read the text. Check comprehension: How can you protect your eyes? What things can irritate your eyes? • Give advice: You should wear sunglasses in bright sunlight. You should wear goggles when you ski. You should go to the doctor if your eyes are red.

Imagine you are going on a skiing holiday. Which product would you buy?

A

B

These are very stylish sunglasses. They aren’t very expensive. I can wear them in the park with my friends.

• Ss look at the illustrations. Read the text. In pairs, they choose the best protection for a skiing holiday.

These ski goggles aren’t very stylish and they are expensive. But they cover my eyes completely and protect me from harmful rays from the Sun.

Our world

OUR WORLD

• Ss look at the photograph: This woman is blind. She cannot see. She has a guide dog to help her walk through the streets.

Helping blind people Blind people cannot see. They use other senses to move about. Guide dogs help blind people walk through city streets. Blind people also use white sticks to help them detect obstacles, stairs, walls…

• Read the text. • Explain ways blind people use other senses: They can distinguish coins by their size and marks. They ‘feel’ Braille books to read. Pass around real coins and Braille samples. Students close their eyes and feel them.

If you see a blind person getting on a bus, ask if you can help. Your kindness will be appreciated. Think of two other situations in which a blind person might need your help. Write down how you would help.

Guide dogs help blind people walk safely in the street.

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Further activities

• In pairs, Ss write down two situations where they can help. They share them with the class. 18:08

Teacher’s Resource Book Assessment worksheet 2 Test 2

Ss draw themselves on holiday, wearing ski or swimming goggles or sunglasses. They write a sentence below: I should wear (sunglasses / goggles / ski goggles) to protect my eyes (at the beach / when swimming / when skiing). Make a poster about ways we can help blind people and deaf people. Ss draw or cut out pictures from magazines and write sentences under them. For example, a picture of a news reader: Have subtitles on the television for deaf people. Learn sign language. Sponsor a guide dog. Ask the town hall to take away obstacles on pavements.

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3

Living things


Contents

• To identify the three life processes: nutrition, sensitivity and reproduction

• Nutrition in animals and plants

• To learn about the process of nutrition in animals and plants

• Reproduction in animals and plants

• Sensitivity in animals and plants

• To learn about sensitivity in animals and plants

• Difference between sexual and asexual reproduction in living things

• To learn about the process of reproduction in animals and plants

• A shepherd and his sheep

• To learn the difference between sexual and asexual reproduction in living things.

Language objectives • To describe processes using the passive voice: Water and mineral salts are taken from the soil through the roots.

• Protected species around the world • Observing a diagram to understand the process of plant nutrition • Drawing and labelling sketches of carnivore and herbivore skulls and teeth • Completing a chart to summarize the differences between animals and plants

• To express possibility with can: You can reproduce geraniums from cuttings.

• Completing a chart to classify animals according to the food they eat

• To express purpose with the preposition to: The incisors are sharp to cut grass.

• Reading a text about a shepherd and his sheep

Assessment criteria

• Reading a text on geranium seeds and cuttings

• Identify the three life processes: nutrition, sensitivity and reproduction

• Reading a text about protected species

• Describe the process of nutrition in animals and plants • Describe the importance of sensitivity in animals and plants • Describe the process of reproduction in animals and plants

U


• Creating a poster or a fact file on endangered species • Showing interest in learning how animals and plants feed themselves and reproduce

P

• Showing interest in learning about endangered species

•

•

• Explain the difference between sexual and asexual reproduction in living things.

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• Interpreting written explanations with the use of diagrams (SB p. 33: Nutrition in plants; Hands on!; p. 34: Sensitivity in animals; p. 37: Questions)

• Carrying out an experiment to see how plants grow towards the light (SB p. 35: Sensitivity in plants) • Understanding the needs of domestic animals (SB p. 39: A shepherd and his sheep)

• Completing charts to organize and classify information (SB p. 31: Copy and add to the lists; p. 38: Copy and complete the chart.)

• Discovering that many plants and animals are endangered species (SB p. 41: Protected species)

• Summarizing information on a chart (SB p. 40: Revision)

Unit outline Unit 3. Living things

Nutrition

Sensitivity

Reproduction

Hands on!

Your turn!

Comparing details in sketches

A shepherd and his sheep

Revision

I can

Our world


Protected species

Possible difficulties • Content: understanding the complex interaction between animals, plants and human beings • Language: the pronunciation of compound words: sunlight, offspring, starfish, countryside, sheepdog; recognizing and using the passive voice


October

November

December

January

February

March

April

May

June

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3

Objectives • To differentiate between living and nonliving things

W

Living things

• To learn characteristics of living things • To discover that living things need food and nutrients to live 1.

Key language • Vocabulary and structures: living things: cuckoo, human being, insect; non-living things: air, rock; feather, nest; nutrient, root, soil, sunlight; unusual, young; fly, incubate, lay, produce, raise, reproduce

2.

Presentation • Ss say as many things as they can about birds. Write them on the board. • Ss look at the photo of the birds. Ask: Which bird is a baby? Which bird is a mother. Do they look the same? Explain that the baby bird is a cuckoo, and the small mother bird is not its mother.

3.1

3.

The cuckoo looks like a normal bird. It has

• Read the text. Explain new vocabulary with synonyms: unusual = strange; incubate an egg = to look after the egg and keep it warm. • Explain that raising chicks is a great responsibility for birds and is hard work. The cuckoo lays its eggs in another bird’s nest. Another mother bird feeds it. She has to fly in and out of the nest many times to bring food to the cuckoo. She also has to feed her own chicks. Do you think the cuckoo is good or bad?

got feathers and it can fly. It eats insects. However, the cuckoo has a very unusual way of reproducing. Cuckoos lay their eggs in the nests of other birds. These other birds incubate the eggs and raise the young cuckoos.

THINK ABOUT • Look at the photo. Which bird is the cuckoo? Is it the same as the other bird?

• Do you know what ‘incubate’ means?

• What else do you know about birds?

• How many birds can you name?

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Further activities Remind Ss that all living things reproduce. Some are born from eggs and others from their mother’s womb. Brainstorm different types of animals. Ss say if they are oviparous or viviparous. Ss find pictures of birds and research facts about each one. They print or photocopy one picture and write the bird’s name and information below.

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d e

’

ut

UNIT

3


What do you remember? Living things and non-living things


In nature, there are living and non-living things. Human beings, trees, birds and insects are living things. Rocks and air are non-living things.

• Identify three life

• Read the text with the class. Show flashcards of different things. Ss decide if they are living or non-living. Place the flashcards under the headings: Living and Non-living on the board.

processes: nutrition, sensitivity and reproduction.

• Understand the

1. Copy and add to the lists. Living things

Living things and non-living things

process of nutrition in living things.

Non-living things

a horse

a watch

a flower

a stone

……….

……….

1. Ss copy and add words to the lists, using the flashcards on the board as examples.

• Understand the process of reproduction in living things.

2. Elicit differences between living and non-living things: Do non-living things move about? Do they eat? Do they reproduce? Explain: All living things are born. They grow. They reproduce. They die.

• Learn that all living things have sensitivity.

2. Study your lists. How are the living things different from the non-living things?

• Learn how to study and compare sketches.

Animals and plants Animals and plants are living things. Animals eat food. Plants produce their own food. To do this, they need water, air, sunlight and nutrients from the soil.

Ss look at their lists and say how the living things are different from the non-living things.

• Learn how a shepherd takes care of sheep.

• Find out how to plant a geranium.

• Learn why some living 3. Copy and complete the chart.

They eat other living things.

Animals and plants

things are protected.

3.1

Animals

Plants

Yes

No

• Write Animals and Plants on the board. Read the text with the class. Pause after each sentence. Check understanding: Do animals produce their own food? What about plants? Etc.

They have leaves.

3. Ss copy and complete the chart in pairs.

They move about.

Play track 3.1. Ss listen and check their answers.

They have roots which grow in the ground. They produce their own food.

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Further activities Make true / false statements about living and non-living things: Humans are living things. Ss say if they are true or not and correct the false statements. Make a poster. Each S cuts out photographs of a living thing and a nonliving thing from magazines. In groups, they pool their pictures to make a poster called Living and non-living things. They label all the drawings. At the bottom of the poster they write: All living things are born. They grow. They reproduce. They die.

3.1


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Nutrition

Objectives

3.2 3.2

• To learn about the three life processes: nutrition, sensitivity, reproduction

4 Nu

1 Life processes

Pla an pro Pla

Birds, trees and people are living things. All living things carry out life processes. Rocks, metal and glass are non-living things. Non-living things do not carry out life processes.

• To understand that nutrition gives the body the energy and nutrients it needs • To learn that food is an essential part of nutrition

Three of the life processes are:

• To learn that plants make their own food

Bears are living things. They carry out life processes.

Nutrition Sensitivity

Key language • Vocabulary and structures: life processes: nutrition, sensitivity, reproduction; canine tooth, incisor, molar; carnivore, herbivore, omnivore; photosynthesis: carbon dioxide, chlorophyll, mineral salts, nutrient, sunlight; chew, grind, tear

Reproduction

2 All living things need nutrition Do you know why you eat food? You need food for the process of nutrition. Nutrition provides you with: Nutrients to grow and be healthy During the process of nutrition, living things take in food and absorb the essential nutrients for life.

Presentation 1 Life processes • Ss look at the photograph of the brown bear. Ask: Is it a living thing or a nonliving thing? (A living thing. Bears are born, they grow, they reproduce and they die.)

3 Nutrition in animals • Read the text. Ss say what the zebra in the photo is eating. (Grass.) Ss name other herbivores. Explain that the brown bear is an omnivore. It eats other animals, but it also eats plants.

2

All animals need to eat in order to carry out nutrition. All animals eat other living things. There are three types of animals: Carnivores eat other animals. Herbivores eat plants. Omnivores eat other animals and plants.

2 All living things need nutrition

• Read the text. Ss look at the photograph: What are these people doing? (They are running. They are athletes.) Remind Ss that athletes need to eat a lot of foods which contain carbohydrates and protein. Brainstorm foods which contain these.

Athletes need correct nutrition to provide them with a lot of energy.

3 Nutrition in animals

• Tell Ss that only living things carry out the life processes of nutrition, sensitivity and reproduction.

• Explain: Nutrition is one of the life processes. Through nutrition, living things get energy to walk, to run and to play. Food gives us nutrients so we can grow.

1

Energy to run, play and study

Zebras are herbivores. What other animals are herbivores?

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Values education Talk about the need to preserve animal habitats: If we destroy habitats by building, plants can’t grow, so herbivores have nothing to eat. They die, so carnivores have nothing to eat. How can we protect habitats? (Create conservation areas; provide information for people, etc.)

Further activities Show pictures or flashcards of different animals. Ss say if they are herbivores, carnivores or omnivores. Play 20 Questions. A volunteer chooses an animal flashcard or picture. The rest of the class asks yes / no questions until they discover the animal: Is it a herbivore? Has it got four legs? Ss research an example of how building has destroyed an animal habitat.

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a

UNIT

4 Nutrition in plants

3.2 3.2

4 Nutrition in plants

• Revise what all plants need. (Sunlight, water, soil, air.) Ss locate these things in the diagram.

sunlight

Plants carry out nutrition in a different way from animals. They do not eat other living things. They produce their own food through photosynthesis. Plants need four things to carry out photosynthesis: Water and mineral salts are taken from the soil through the roots.

• Continue: Plants make their own food. Plants need sunlight. They take in carbon dioxide from the air through their leaves. They get water and mineral salts from their roots.

carbon dioxide

Carbon dioxide, a gas, is taken from the air through the leaves. Energy from sunlight is taken through the leaves by a green substance called chlorophyll. water

• Read the text. Check comprehension: What gas do plants take from the air? What is the green substance in leaves?

mineral salts

• Play track 3.2. Ss listen to the definitions and say the correct words.

Plant nutrition.

Questions 1. Copy and complete the sentence about nutrition. energy

food

Hands on!

nutrients

• Ss look at the sketches of the lion’s and rabbit’s skulls. Explain that animals’ bodies have adapted to the types of foods they eat: Lions need strong teeth to eat meat. Rabbits have sharp teeth to cut grass.

……… provides us with ……. and ……. . 2. Can plants live and grow in the dark? Explain.

Hands on!

• Read the labels. Explain: Molars are the large, back teeth. Incisors are sharp front teeth.

Comparing details in sketches These sketches show the skulls of a carnivore and a herbivore.

• Ss make sketches of two animals as in the activity below. Remind them to label their sketches to show how the animals have adapted to where they live.

The molars are flat to grind grass, herbs and seeds.

The molars are strong to chew meat.

Canine teeth are long to kill prey and tear off the meat.

3

Lion’s skull

Rabbit’s skull

The incisors are sharp to cut grass.


Draw two sketches: an eagle’s beak and a stork’s beak. thirty-three

33


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Pages 16 and 17

Values education Talk about healthy nutrition. Tell Ss that too many carbodydrates and lack of exercise is bad for you. Too much protein is also bad for you. Brainstorm food groups and the nutrients and energy they contain.

Further activities Bring healthy plants to class. Leave one in the sunlight and one in a cupboard. Monitor what happens over the next few days. Bring pictures of different animals and plants to show Ss how they have adapted to their nutritional needs: a camel’s hump, cactus needles, a giraffe’s long neck. 3.2


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Sensitivity

Objectives

A

3 Se

• To learn that through sensitivity living things respond to their environment

1 All living things have sensitivity

Pl Pla no or org Ho

Sensitivity means the ability to respond to changes in the environment.

• To understand that animals use their sense organs, muscles, brain and nervous system to respond to the environment

Your sense organs provide sensitivity. For example, you hear the telephone ring. Your ears send this information to the brain. You pick up the phone. That is how you respond to your environment.

• To comprehend that sensitivity in plants is different from sensitivity in animals

Th th the

B

•

•

•

•

Key language • Vocabulary and structures: nervous system: brain, nerve, sense organ; environment, sensitivity; towards; catch, grow, interact, jump, respond, send

Example of sensitivity. A Carol is waiting at the crossing while the traffic light is red. B When the traffic light turns green, she crosses the street.

•

3.3

2 Sensitivity in animals

brain

People and animals use sense organs, muscles, and the nervous system to respond to the environment. The most important part of the nervous system is the brain.

Presentation 1 All living things have sensitivity • Talk about how people respond to their environment: Imagine a person is walking across the road. A car is coming. What do you do? (Ss wave their hands, call out a name.) What if you hurt your finger? What do you do? (Ss mimic their reactions.)

The sense organs send information to the brain through the nerves. The brain studies this information and decides what to do. Then, the brain sends an order to the muscles.

1 nerves

For example, a cat sees a bird. The cat’s eyes send this information to the brain. The brain studies this information. The brain sends an order to the muscles in the legs, telling the cat to jump and catch the bird.

• Explain that these are examples of sensitivity. Ask: How do you know what’s going on around you? (You use your sense organs. You hear, smell, see, touch, taste.) Where does this information go? (To the brain.) • Sensitivity is the process that involves your sense organs. Ss look at the illustrations. Read the caption. What senses is the girl using to cross the street? (Sight, hearing.)

•

2

3

The nervous system of a cat.

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Further activities 2 Sensitivity in animals • Ss look at the illustration of the cat. Point to the nerves and say: Nerves send information from the senses to the brain. Play track 3.3. Ss listen and point to the parts of the illustration. • Read the text with the class. Check comprehension.

3.3

Give another example of sensitivity causing a response. Ss act out the process: The school bell rings. Your ears hear the bell. Your ears send this information to your brain: “Time to go home!” The brain sends an order to your leg muscles. You walk out of the classroom. Ss draw a dog chasing a cat. They complete sentences from the board: The dog (sees) the cat. Its (eyes) send a message to the brain through the (nerves). The brain sends a message to the (muscles) in the dog’s (legs). The dog chases the cat.


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he

UNIT

3

3 Sensitivity in plants

3 Sensitivity in plants

• Explain that plants are living things, so they have sensitivity. But it is not the same as sensitivity in animals. Ask: Have you ever seen a plant walking or running? Do plants move about? No, but they do move a bit.

Plants are very different from animals. They do not have legs to move. They do not have sense organs. They do not have a nervous system. However, they do have sensitivity. These are examples of how plants interact with the environment: • Plants grow towards light. Light is necessary for photosynthesis.

• Read the first paragraph. Ss try and think of ways plants respond to the environment. Mime a flower opening with your hand.

• Plant roots grow towards water. • Some plants close their leaves if you touch them. • Some plants wrap themselves around other plants as they grow.

• Read the first example. Plants grow towards light. Ss look at the photographs of the plant. How does the growing plant know where the hole in the box is? (Because light comes in through the hole.)

• Some plants open their flowers during the day. • Some plants open their flowers at night. Experiment to show how plants grow towards the light. Light enters through the hole in the lid. (The side is only opened to take photos.)

• Read the other examples. Check comprehension. Bring in plants to demonstrate the examples. Show flashcards or video clips as visual support: sunflowers, mimosa pudica (sensitive plant).

Questions 1. Which of these organs are not involved in sensitivity? the nerves

the stomach

the brain


the ears

Reinforcement worksheet 8 2. Give one example of sensitivity in plants. 3. Copy and complete the text with these words. nerves sense organs muscles brain

Activity Book

Sensitivity

Pages 18 and 19

You receive information from your surroundings through the .......... . This information travels through the ......... and reaches the ......... . The brain decides what to do and sends orders to the ......... .

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Further activities Using the examples on page 35, Ss mime plants in groups of six. In turn, each member acts out his / her example of sensitivity. Ss guess which example he / she mimed. Ss carry out the plant experiment on page 35 in class. They can plant lentils or chickpeas on damp cotton wool inside a shoe box with a hole in the lid.

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Reproduction

Objectives

4 Re

• To learn about the process of reproduction in plants and animals

1 The process of reproduction

• To differentiate between sexual and asexual reproduction • To reinforce the concept that animals are oviparous or viviparous

2 Reproduction in animals Human beings and animals can be male or female. Females are the feminine sex. Males are the masculine sex.

Key language

In order to reproduce, the male and female must come together. This union is called mating. Human beings and most animals create offspring through sexual reproduction.

• Vocabulary and structures: sexual reproduction: mating, offspring, womb / carpel; female / feminine, male / masculine; oviparous, viviparous; asexual reproduction: branch, cutting, root, seed, stem; cut off, germinate, reproduce

Presentation

Mo ta tak ma

Reproduction is the ability of all living things to produce new living things of their own kind. This is how life continues on Earth.

Some animals reproduce asexually. This means they do not mate. For example, if a starfish breaks in two, each half produces a new starfish.

3 Animals and their offspring

3.4 3.4

5 As Silk moths mating. Silk moths can lay hundreds of eggs after mating. Silkworms hatch from the eggs.

Ma wi wit oli cu pla ne

A

After mating, the offspring starts to grow. In some animals, the offspring grows in an egg outside the mother. In other animals, the offspring grows inside the mother’s womb.

1 The process of reproduction • Ss look at the photograph of the silkworm moths. Explain that they are two moths of different sexes which have come together to reproduce. How many eggs does the female silkworm lay? (Hundreds.) Remind Ss that silkworms will hatch from the eggs and these will later turn into silk moths.

Q

1

Animals can be oviparous or viviparous. Oviparous: the offspring grows inside an egg, laid by the mother. Examples: birds and insects.

2

B

3

Viviparous: the offspring grows inside the mother’s womb. Examples: humans and other mammals.

2 Reproduction in animals

A A chick growing inside a hen’s egg. B A calf growing inside the cow’s womb. Which

• Show Ss pictures of animal pairs: Animals are male or female. Which one is the female? Do they look the same? • Define mating as the union of a male and a female. This is called sexual reproduction. • Explain that some animals do not mate, because they do not have males and females. New living things are created by asexual reproduction.

animal is oviparous? Which is viviparous?

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Values education

• Read the text. Show a picture of a starfish.

Discuss the importance of respecting the nesting and mating areas of animals: When you are in the countryside you shouldn’t disturb animals. Should you touch nests? Why / why not?

3 Animals and their offspring

Further activities

• Define the word offspring. (Baby animal.) Ss look at illustrations A and B. Read the caption and check undersdanding: Does a chick grow inside or outside a hen’s body? • Read the text. Elicit more examples of oviparous and viviparous animals.

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Revise baby and adult animals. Ss say if they are viviparous or oviparous. Draw the different stages of a silkworm’s life cycle on the board. Ss copy and label the pictures: 1. Adult silkworm moths mate. 2. The female moth lays hundreds of eggs. 3. Silkworms hatch from the eggs. 4. The silkworms make silk cocoons and become moths. 5. Silkworm moths come out of the cocoons and become adults.

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UNIT

4 Reproduction in plants

4 Reproduction in plants

• Explain that most plants have male and female parts. These are parts of the flowers. Ss look at the illustration of how fruit is formed from the flower of the plum tree. Read the text with the Ss. Define the term germinate: This is when a new plant grows from a seed.

Most plants have sexual reproduction. This takes place in the flowers, which have a male part and a female part. In spring, the plum tree grows flowers. The carpel of the flower turns into a plum. The plum grows. The seeds are inside the plum. The seeds fall to the ground and germinate. They grow small roots and a stem. A new plum tree grows.

Diagram showing how fruit is formed.

5 Asexual reproduction

3.4 3.4

• Explain that some plants reproduce asexually. This is when plants reproduce without male and female parts. Show the example in the illustration.

5 Asexual reproduction Many plants also reproduce asexually, without flowers or seeds. For example, olive trees can grow from cuttings. The cuttings are branches that are cut off and planted. They grow roots and produce a new plant.

• Bring a cutting of a Brazil palm to class and place it in water. Ss monitor the growth of the roots over the following weeks.

A plant cutting.

• Play track 3.4. Ss listen and say sexual or asexual reproduction.

Questions 1. What is sexual reproduction in animals?


The apple tree grows flowers.

2. Name an oviparous animal that is not a bird.


The apples grow.

3. Copy the life cycle. Draw the two missing pictures.


A new apple tree grows.

h

3

The ripe apples have seeds inside.

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Further activities Summarise main points on the board for Ss to copy, as follows: ANIMALS: feminine sex + masculine sex → mate → offspring (womb = viviparous) (egg = oviparous); PLANTS: flowers (feminine sex + masculine sex) → produce seeds → germinate on the ground. Ss experiment germinating legume seeds in cotton wool. Ss place the wet cotton wool in a glass jar so they can see how the seeds grow into seedlings with roots. Wet the cotton wool every day. Ss transplant their seedlings into small pots and observe how they bend towards the light.

3.4


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1 Copy and complete the chart.


Types of animals according to the food they eat

Key language • Vocabulary and structures: carnivore, herbivore, omnivore; oviparous, viviparous; asexual reproduction, sexual reproduction; nutrition, sensitivity; carbon dioxide, chlorophyll, leaf / leaves, mineral salts, sunlight, root; countryside, field; lamb, sheep, shepherd; look after, take in

Carnivores

..........

..........

Food

..........

Plants

..........

Examples

..........

..........

Bears, pigs, human beings

2 Copy and complete the sentences in your notebook. water sunlight carbon dioxide food mineral salts

Activities

a. Plants do not need ………. because they produce it themselves. b. Plants take in ………. and ……… through the roots. c. Plants take in a gas called ………. through the leaves. d. Chlorophyll helps plants use ………. .

1 Copy and complete the chart. • Revise unit vocabulary: What do carnivores eat? What do you call animals that eat plants? Are people herbivores?

3 Match and explain.

• Brainstorm examples. Write up the ideas. Ss complete the chart individually.

in your notebook. • Ss revise photosynthesis from page 33: What two things do plants take in through their leaves? (Sunlight and carbon dioxide.) What part of the plant is in the soil? (The roots.) What things do plants take in through their roots? (Mineral salts and water.) • Ss complete the sentences using the words from the list and then check with a partner. 3 Match and explain. • Ss look at the two illustrations. Help Ss elicit the differences between sexual and asexual reproduction. • Use their answers to write simple explanations on the board: A male and a female mate during sexual reproduction. There is no mating in asexual reproduction.

B

ASEXUAL REPRODUCTION

▲

2 Copy and complete the sentences

SEXUAL REPRODUCTION

A

4

Match and copy the life processes and their definitions. Sensitivity Nutrition Reproduction

38

Example: Drawing A represents .......... because .......... .

Living things need food to produce energy and matter. All living things produce more of their own kind.

a. Ar b. Ca c. Ar

Living things move and react to their environment.

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Further activities Ss write nutrition, sensitivity and reproduction on separate pieces of paper. Describe different examples of each. Ss hold up the correct piece of paper: A female lion has baby cubs. (Reproduction.) Photosynthesis takes place in a plant. (Nutrition.) The barking of a big dog scares you. (Sensitivity.) Bring two or three plant cuttings to class. Place them in water. Ss observe and draw the plants over the weeks as they grow.

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s.

UNIT

3

4 Match and copy the life processes

and their definitions.

YOUR TURN ! 3.5

• As a whole class Ss revise the meanings of nutrition, reproduction and sensitivity.

A shepherd and his sheep

• Ss copy and match the words and definitions in their notebooks.

Sheep like to eat grass and weeds. Lightning and Sparky are his sheepdogs. They help look after the flock.

Peter lives in the countryside. When the weather is nice, he takes his flock of sheep out to the fields.

• Volunteers read out the words and the correct definition.

Your turn! A shepherd and his sheep

A In the evening, Peter takes his flock back to the sheep pen.

• Ask Ss what they know about a shepherd’s life: What does a shepherd do? Where does he live? Write up words related to the topic: flock, sheep, field, wool, etc.

B

• Ss look at the photos and describe each of them in turn. Read the text, stopping to check comprehension: What’s the shepherd’s name? What animals does Peter take care of? What kind of dogs has he got? What are their names? What do sheep give us?

C

The male sheep is called a ram. Some rams have horns like this one.

Young sheep are called lambs. When they are born, lambs drink their mother’s milk.

E

Sheep are very useful to human beings. We use sheep for milk, cheese, wool and meat.

D

• Play track 3.5. Ss read and listen to the text. • Ss complete the activities in pairs or small groups.

F


a. Are sheep carnivores or herbivores? Are they oviparous or viviparous? b. Can you name other animals that are raised for their milk and meat? c. Are there any flocks of sheep in your area? What other animals are there?


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Values education Talk about the importance of farming: Farm work is hard work and very tiring, but it provides us with food and other products. What products do we get from animals? What products do we get from plants?

Further activities Use flashcards to revise the products people get from animals: wool, leather, cheese, eggs, meat, milk, etc. Ss research farms in the area: crops, livestock, the daily jobs, products. If possible, take a field trip to the nearest farm. Ss compile a visual journal of the things they see at the farm by drawing or taking photographs.

3.5


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Revision Objectives

I

3.6

• To revise and apply the key concepts of the unit

1 Read the summary.


Living things


Living things carry out life processes. Three of these life processes are nutrition, sensitivity and reproduction.

• Nutrition provides the body with energy so we can move and nutrients so we can grow and develop. Animals eat food to carry out nutrition. Plants produce their own food through photosynthesis.

Key language • Vocabulary and structures: life processes: nutrition, reproduction, sensitivity; energy, nutrient, photosynthesis; protected species: black stork, brown bear, holly bush, Iberian lynx, Spanish imperial eagle; cutting, geranium, pot, seed; abundant, rare; disappear, reproduce, transplant

• Sensitivity is the ability of living things to react to

their environment. Animals react to the environment using sense organs, the nervous system and muscles. Plants also have sensitivity.

• Reproduction is the ability of living things to produce

new living things of their own kind. Most animals and plants reproduce sexually. However, some animals and plants reproduce asexually.

Revision 1 Read the summary. • Play track 3.6. Ss read and listen to the summary. Pause to ask questions: What are the three life processes? What do we call the process when living things produce new living things? What do we call the process when living things get the energy and nutrients they need? What do we call the process when living things react to their environment?


LIVING THINGS carry out

which are

nutrition


..........

..........

information from the summary. • Ss copy and complete the chart individually. • Correct on the board.

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Further activities Read key words from the summary. Ss say if the word has to do with nutrition, sensitivity or reproduction: gives the body energy (Nutrition.); reproduce asexually (Reproduction.); nervous system. (Sensitivity.) Divide the class into three groups: nutrition, sensitivity, reproduction. Each group uses the information from the summary to add more information to the chart on the board. Ss update their own charts.

3.6


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UNIT

I can I can



Sam wants to grow geraniums in his bedroom window. He loves flowers. He can choose to plant a cutting or seeds.

• Revise concepts and vocabulary: What ways can you reproduce plants? Are cuttings a form of sexual or asexual reproduction? And planting seeds?

You can reproduce geraniums from cuttings. It is very easy. They don’t need much care. They grow roots quickly. You should plant cuttings in spring. By summer, they will produce flowers and be as big and beautiful as the mother plant.

• Volunteers read the text aloud. Stop occasionally to check comprehension: Do cuttings grow slowly or fast? When does Sam need to plant the cuttings?

You can also reproduce geraniums from seeds. Plant the seeds in a tray filled with soil. Once they begin to grow, transplant them into pots. They usually produce flowers the second year.

• Explain that many plants can reproduce with both types of reproduction.

In your opinion, should Sam plant cuttings or seeds? Explain.

• In pairs or small groups, Ss decide the best way for Sam to reproduce his geraniums. Sam should take cuttings. Then they will have flowers by the summer

OUR WORLD Protected species We share the world with millions of different living things. Many living things are very abundant, for example, daisies. Other living things are very rare, for example, some orchids.

Our world • Explain: Some animals are protected because there are not many of them. The government makes laws to protect these rare animals. Find the names of two protected mammals in the text. (Iberian lynx, the brown bear.) Repeat with protected birds (Spanish imperial eagle, black stork) and plants (Orchid, holly bush).

When a species of living things is so rare that it is in danger of disappearing, it is declared a ‘protected species’. In Spain, there are many protected species. Some examples are the Iberian lynx, the brown bear, the Spanish imperial eagle, the black stork and the holly bush. Find illustrations of the protected species mentioned in the text. You can use books, magazines and the Internet. Make a drawing of each one.

3

The Iberian lynx.

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41

• Explain that all living things have an important function in their surroundings: When one species is gone, it can change the lives of others around it. This is why it is so important to protect all living things. Give examples of food chains.

20/12/10 18:12

Further activities Divide the class into two groups: cuttings and seeds. They use their corresponding paragraphs from the text to make a poster showing step by step instructions for how to grow geraniums by both methods: First, you cut a branch from the plant. Then you plant the cuttings in soil. Etc.


Explain that the World Wildlife Fund (WWF) is an international organisation that has been promoting the protection of animals since 1961. Ss research the animals mentioned on the homepage of www.worldwildlife.org by clicking on ‘SPECIES’.

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4

Vertebrate animals


Contents

• To identify vertebrate animals

• Characteristics of land, flying and marine mammals

• To learn the main characteristics of mammals

• Distinguishing features of primates

• To learn how mammals reproduce

• How mammals reproduce

• To learn the main characteristics of reptiles and birds

• Characteristics of reptiles and birds

• To learn how reptiles and birds reproduce

• Characteristics of fish and amphibians

• To learn the main characteristics of fish and amphibians

• How fish and amphibians reproduce

• To learn how fish and amphibians reproduce

• Endangered vertebrates in the Iberian peninsula

Language objectives

• Creating animal index cards

• To express necessity with need to: However, they need to come to the surface of the water to breathe oxygen from the air.

• Sequencing drawings to explain a process

• To indicate manner with the preposition through: All reptiles breathe through lungs.

• How reptiles and birds reproduce

• Transformation of a tadpole into an young frog

• Filling in blanks to complete a text • Reading descriptions to guess the animals • Writing a paragraph about an endangered vertebrate • Completing a chart to summarize the characteristics of vertebrate animals

Assessment criteria

• Completing a chart to decide which pet to choose

• Enumerate the main characteristics of vertebrate animals

• Reading a text to discover why wild animals must not be taken home

• Describe the main characteristics of mammals


• Describe how mammals reproduce

U

• Describe characteristics of reptiles and birds • Describe how reptiles and birds reproduce

• Showing interest in learning about primates

• Describe the main characteristics of fish and amphibians

• Showing interest in discovering the connection between dinosaurs and birds

• Describe how fish and amphibians reproduce

• Showing interest in learning about endangered species of the Iberian peninsula

P

•

•

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Social competence and citizenship

• Using drawings and photos to complement written explanations (SB p. 44: Characteristics of mammals; p. 45: Primates; p. 47: Hands on!; p. 49: Hands on!)

• Completing a chart to decide on the suitability of a pet (SB p. 53: Choose a pet) • Discussing endangered animals of the Iberian peninsula (SB p. 51: Endangered vertebrates)

• Solving riddles in order to guess animals (SB p. 50: Guess the animal.)

• Understanding why wild animals mustn’t be taken from their habitats (SB p. 53: Don’t take them home!)

Unit outline Unit 4. Vertebrate animals

Mammals

Reptiles and birds

Fish and amphibians

Hands on!

Your turn!

Make an animal index card

Endangered vertebrates

Revision

I can

Our world

Choose a pet

Don’t take them home!

Possible difficulties • Content: understanding the distinguishing characteristics of primates; understanding the differences between reptiles and amphibians • Language: the pronunciation of polysyllabic words: vertebrate, amphibian, crocodile, oviparous, prohibited; using the prepositions through, by, from, with correctly


October

November

December

January

February

March

April

May

June

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4

Objectives • To activate previous knowledge about vertebrates

W

Vertebrate animals

• To discover how bones can teach us about extinct animals • To revise the five groups of vertebrates: mammals, birds, reptiles, amphibians and fish

1.

A

Key language • Vocabulary and structures: vertebrate: amphibian, bird, fish, mammal, reptile; chimpanzee, dinosaur, frog, python, shark, swift; explorer, hunter, scientist; bone, egg, skeleton; enormous; find, travel

Presentation 4.1 4.1

• Show photos or illustrations of different vertebrate animals. Ask Ss to describe them: What animal is this? How do (elephants) move? What do they eat?

2.

• Emphasise similarities and differences: How many legs has a monkey got? And a frog? Have they got tails? Have they got fur or bare skin?

Dinosaur hunters Some scientists are also explorers. They travel to different places like the Gobi Desert to find dinosaur bones and eggs. Many dinosaurs were

• Explain that, like humans, animals have changed over time. Talk about fossils: The remains of animals and plants that lived a very long time ago are called fossils. We study them to learn what animals and plants were like in the past. They help us understand how living things have changed. • Ss look at the photograph: What animals do these skeletons come from? Do dinosaurs exist today? (No, they lived millions of years ago.) • Talk about the inset photograph: These scientists are called archaeologists. What are they looking at? (Dinosaur eggs.) • Define unfamiliar vocabulary before reading the text with the class: The Gobi Desert is the largest desert in China.

enormous. You can see dinosaur skeletons in museums. Imagine such large animals being born from eggs!

THINK ABOUT • Are dinosaurs vertebrate animals?

p

• What bones can you see in the picture?

• Can you name other vertebrate animals?

• Do you visit museums to see dinosaur skeletons?

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Further activities In pairs, Ss find images of dinosaurs. They draw one on card and paint it. Next to it, they make the dinosaur skeleton using pieces of dried pasta. Ss find illustrations or photos of different fossils. They make their own fossil, using a piece of clay, smoothing the surface and making imprints with different objects (leaves, coins). Play with the fossil skeleton jigsaws on the BBC Science and Nature website: www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw.

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UNIT

4


What do you remember? Vertebrate animals

IN THIs UNIT, YOU WIll…

Vertebrate animals have a skeleton made up of bones.

• Identify different

Vertebrate animals • Read the text with the class. Show flashcards of vertebrate and invertebrate animals. Include a mammal, a bird, a reptile, an amphibian and a fish.

vertebrate groups.

• Learn characteristics

1. Which of these animals is a vertebrate?

of mammals.

• Identify different

A

B

Ss identify the vertebrates. Place them on the board.

mammals.

C

• Learn characteristics of reptiles and birds.

1. Ss compare the flashcards to the three animals in the illustrations. Have these animals got a skeleton? Which of these animals is the vertebrate?

• Learn characteristics of fish and amphibians.

• Learn how different vertebrate groups reproduce.

Groups of vertebrate animals There are five groups of vertebrate animals: mammals, birds, reptiles, amphibians and fish.

Groups of vertebrate animals

• Learn about

• Read the text with the class. Write the five categories on the board. Point to the flashcards. These are all vertebrates. They all have a skeleton. But they are also different. Volunteers match the flashcards to the correct category.

endangered vertebrates.

4.1 4.1

2. Which group do these animals belong to?

2. Ss look at the photographs and answer: Is the python a reptile or bird? Is the swift a bird or a fish? Etc.

swift

e

Play track 4.1. Ss listen to the animals and say the vertebrate group.

python

e

chimpanzee

o ?

shark frog

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Further activities Play a matching game with animal flashcards. Place the names of the five vertebrate groups around the classroom. Five volunteers are given a flashcard. The volunteers run to the correct vertebrate group. If all five Ss are in their correct places within 30 seconds, they win a class point. If not, the teacher gets a point. The class corrects any errors.

4.1


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Mammals

Objectives • To identify the main characteristics of mammals

4 Fl

Th th the lay Ba

• To learn how mammals reproduce • To learn the main groups of mammals: marine mammals, flying mammals, primates rabbit

Key language • Vocabulary and structures: mammal: badger, bat, bear, calf, chimpanzee, cow, dolphin, gorilla, horse, kangaroo, lamb, lion, monkey, rabbit, squirrel, whale, wildcat; brain, fin, fur, hair, limb, lung, pouch, thumb, wing, womb; bare, marine; breathe (through), grip, hunt

• Show flashcards of mammals: Is this a fish or an amphibian? • Compare similarities between the mammal flashcards and the animals at the top of the page: they live on land; they’ve got hair / fur, upper / lower limbs; they breathe through lungs. • Write these on the board in a chart with the heading: Mammal characteristics.

• Continue: What do baby mammals drink? Add their mother’s milk to the chart.

5 Pr

Hu ch pr pri fro ob

Mammals are vertebrates. Dogs, cats, cows, horses, bears, lions and kangaroos are mammals. Most mammals live on land and use their legs to move around. They breathe through lungs. Their skin is usually covered with fur or hair.

2 How mammals reproduce Mammals are viviparous. This means that they are born from their mother’s womb and drink their mother’s milk. Some babies, like lambs, can walk when they are born. Others cannot. Baby kangaroos stay in the mother’s pouch for some time.

A cow and its calf. All baby mammals drink their mother’s milk.

3 Marine mammals Marine mammals, like dolphins or whales, live in the sea. They have bare skin and they swim using their fins. Marine mammals are excellent divers. However, they need to come to the surface of the water to breathe in oxygen from the air.

44

Marine mammals come to the surface to breathe.

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Values education

3 Marine mammals

Discuss the importance of respecting all forms of wildlife and their habitats. How can we protect the sea and the land? (Control fishing, recycle plastics, control disposal of waste, protect land from destruction due to building, etc.)

• Compare what Ss know about dolphins and whales to the characteristics on the board. They are viviparous animals.

Further activities

• Point out that because marine mammals haven’t got gills, they need to come to the surface to breathe. They look like fish, but they breathe through lungs.

4.2 4.2

wildcat

1 Characteristics of mammals

2 How mammals reproduce • Ask: How do mammals reproduce? Ss scan the text for the answer. (They are born from their mother’s womb.) Add the word viviparous.

badger

Mammals. Name three mammals which are not illustrated.

Presentation 1 Characteristics of mammals

Ba Th

squirrel

Show illustrations of different marine animals. Ss say if they are mammals or not. Explain that mammals’ physical differences result from their adaptation to their surroundings: A rabbit has got long ears so it can hear danger nearby. A giraffe has got a long neck to eat the leaves on the high branches of trees.

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UNIT

4

4 Flying mammals • Explain: Many people think bats are birds, but they are mammals.

4 Flying mammals There are many different types of bats. Bats fly using their upper limbs, which are wings. The wings have layers of skin stretched over the arms and fingers. Bats have a thumb and four fingers, like people. Bats hunt insects at night but they cannot see them. They use their big ears to help them find the insects.

• Illustrate the meaning of stretched using gestures. Explain that bats’ wings are skin stretched over their arms and fingers.

Bats fly usng their upper limbs.

4.2 4.2

5 Primates

5 Primates

• Refer Ss to the photographs on both pages: Which is most similar to humans? (The chimpanzee.)

Humans belong to this group of mammals. Gorillas, chimpanzees and monkeys are also primates. All primates have big brains and their eyes are at the front of their face. They use their hands to grip objects and use them as tools.

• Explain that this is because humans and chimpanzees are both primates. Read the text. List the three characteristics that primates share: big brains, eyes at the front of their face, hands to grip objects.

This chimpanzee is a primate.

• Ss think of other primates. (Gorillas, monkeys.)

NOW YOU!


Questions

1. Humans are mammals. Explain why. 2. Look at the photos. Which animal is a primate? Give reasons.

A

B

1. Write a list of the different mammals you know. Then, compare it with your partner. How many different mammals have you got?

Now you!

2. Do all mammals walk using four legs? Give examples and explain.

• Using the photographs, discuss why primates have developed their special characteristics: Bigger brains make primates more intelligent. What do intelligent animals use their hands for?

3. Can marine mammals breathe underwater? Explain.

• Explain that two eyes at the front of the head help primates see better to use tools.

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Further activities Play 20 Questions. A volunteer chooses a mammal flashcard or photo. The rest of the class asks yes / no questions to guess the animal: Has it got legs? Can it fly?



In pairs, Ss do experiments to see how two eyes increase depth perception: 1. Ss hold two pencils horizontally out in front of them. They try to join the ends of the pencils. First, with the left eye open, then with the right eye, then with both eyes open, and compare the results. 2. Ss place a paper cup on the floor. They hold a coin at arm’s length and try to drop it in. First, with the left eye open, then with the right eye, and finally with both eyes open. 4.2


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Reptiles and birds

Objectives • To learn the main characteristics of reptiles and birds

1 Reptiles In the reptile group, you can find very different animals: lizards, snakes, tortoises...

• To discover how reptiles and birds reproduce

All reptiles breathe through lungs and have skin covered with scales. Most of them live on land and walk using their legs. However, some reptiles are different:

• To create animal index cards

Key language

Tortoises and turtles have a hard shell to protect their body. Turtles are aquatic, but they breathe oxygen from the air.

So th tha th the Fo ar are

lizard

snake

Crocodiles are protected by bony scutes where their scales are very thick.

2 How reptiles reproduce

Presentation

Reptiles are oviparous animals: the offspring grows in an egg outside the mother. Reptiles lay their eggs on land to reproduce. Most reptiles do not incubate their eggs or feed or take care of their babies.

1 Reptiles • Ss look at the reptiles and describe them. Read the text.

• Tell Ss that fish scales and reptile scales are different.

Di m mi bu

Snakes have no legs and they slither.

• Vocabulary and structures: reptile: crocodile, dinosaur, lizard, snake, tortoise, turtle; lung, scale, scute, shell; bird: beak, crane, feather, wing; aquatic, enormous, extinct, oviparous, thick; breathe, fly, hatch, incubate, slither

• Write the words All, Most and Some on the board in three columns. Ss find characteristics for each column: What have all reptiles got? (All: breathe through lungs, have got scales; Most: live on land, have got legs; Some: haven’t got legs; have got hard shells.)

5 Bi

tortoise

Nile crocodile

3 Birds Birds breathe through lungs. They have a beak and their skin is covered with feathers. Birds have two wings to fly and two legs covered with scales. 4.3

4 How birds reproduce Birds are oviparous animals. They hatch from eggs laid on land. Birds incubate their eggs, feed and take care of their babies.

2 How reptiles reproduce • Ss read. Then add ‘oviparous’ to the All column on the board.

46

1

2

3 A crane. Observe the wing feather.

4

forty-six

3 Birds • Ss name as many types of birds as they can. • Explain that birds need feathers to fly and to keep warm. • Explain: Some of their bones are hollow to make their skeletons lighter for flight.

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Further activities Write the headings Mammal, Reptile, Bird on the board. Ss work in groups and make lists of as many animals as they can under the headings. Ask each group to read out their list. Award points to groups which have an animal on their list that no other group has. Ss draw or bring in a picture of their favourite reptile and make a poster. They add some information from the text on page 46.

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UNIT

4

4 How birds reproduce • Ss compare the way birds and reptiles reproduce: How are they similar? (They're oviparous). How are they different? (Reptiles do not incubate or take care of their young, but birds do.)

5 Birds and dinosaurs Dinosaurs were reptiles that lived on Earth millions of years ago. They are extinct now, but scientists can study their bones. Some dinosaurs were enormous, bigger than elephants. Others were small and their bodies were covered with feathers. For this reason, scientists think that birds are descended from dinosaurs.

• Play track 4.3. Ss listen say reptiles, birds, or both. 5 Birds and dinosaurs The Archaeopteryx was like a bird.

• Explain that most dinosaurs were big reptiles. There were also smaller dinosaurs that were like birds. • Ss infer the meaning of descended from.

Hands on!

Name: tortoise

Make an animal index card

Vertebrate group: reptile

Read the example. Then, find a picture of a bird, copy the headings and make your own bird index card.

limbs: 4 legs

Hands on!

skin: covered by a hard shell

• Ss read the index card. Do another example together on the board about geckos: reptile (lizard), scales, four legs, carnivorous, uses lungs, oviparous.

Food: carnivorous Breathing: lungs Reproduction: the babies grow inside eggs (oviparous)

• In pairs, Ss choose a reptile and make a card.


Questions


1. How are birds and reptiles similar? How are they different?

Activity Book

2. Can crocodiles breathe underwater? Why? / Why not?

Pages 24 and 25

3. Do birds have scales? 4. Can you name birds that cannot fly? Can you name a bird with no feathers?

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Further activities Revise birds and reptiles. Divide the class into two teams. Ask questions and award points for correct answers: How do reptiles reproduce? What is the difference between a bird’s upper and lower limbs? Bring bird feathers to class. Show how tail feathers and wing feathers are different. Explain that they have different functions: for keeping warm, for flying, for speed, and steering, etc. Bring in a chicken’s skeleton. Explain that a bird’s sternum is large because it contains important wing muscles for flying.

4.3


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Fish and amphibians

Objectives • To learn the main characteristics of fish and amphibians • To learn how fish and amphibians reproduce • To illustrate and label a sequence of drawings

Key language

Some fish, like trout and carp, live in fresh water. Others, like hake, sardines or sharks, live in salty water.

Presentation

Fish are oviparous animals. They lay many small eggs in water. These eggs have no protective covering, and the fish do not incubate them. Fish do not take care of the baby fish.

Amphibians have bare skin and they can breathe through lungs and through their skin. They have four legs. Frogs and toads have longer hindquarters and no tail. Newts and salamanders have four equal legs and a long tail.

• Explain: Mammals and reptiles breathe oxygen from the air. Oxygen is also in water. What do fish use to breathe oxygen? (Gills.)

Amphibians are oviparous and do not take care of their babies.

Am lai Th Th leg

anal fin gills

pectoral fin

pelvic fin

A

B

C

A Eggs. B Baby fish. C Adult fish.

Amphibians.

• Ss scan for further answers: What kind of scales have fish got? What are fins for?

salamander frog

• Explain that sharks are fish: The largest fish is called a whale shark. Show Ss an photograph.

• Read the text and Ss point to the appropriate photos.

4 Ho H

3 Amphibians

• Ss look at the illustration. Name the parts. Read the text with the class.

• Ask about the three photos: Are fish born from eggs or their mother’s womb? Do the eggs look hard or soft? Do fish lay a lot of eggs at one time? Do they incubate their eggs?

4.4 4.4

2 How fish reproduce

1 Fish

2 How fish reproduce

caudal fin

1 Fish Fish are aquatic animals. They breathe in oxygen from water using their gills. Their bodies are covered with shiny scales, and they swim using their fins.

• Vocabulary and structures: fish: anal / caudal / dorsal / pectoral fin, gill, pelvic fin, scale; amphibian: frog, frog spawn, salamander, tadpole, toad; lung, oxygen, skin, tail; aquatic, bare, oviparous; breathe (in), incubate, hatch, lay (eggs), swim, take care of

dorsal fins

1

2

toad

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Values education Polluted water is dangerous for fish and amphibians. Ss think of ways to keep river water clean. Control disposal of waste water in rivers. Buy cleaning products that don’t harm the environment. Don’t pollute water with toxic waste. Etc.

3 Amphibians • Ss look at the illustrations of amphibians. Define bare skin: this means amphibians haven’t got hair, fur, feathers or scales. They’ve got wet skin that is very thin. So amphibians can also also breathe oxygen through their skin. • Explain that amphibians evolved from fish and other aquatic animals.

Further activities Ss often confuse reptiles and amphibians. Bring in illustrations of both. Write amphibians in red and reptiles in blue. Show an illustration and Ss hold up either a red or blue pen. Introduce the names of fish found in the market or in the area. Which ones do Ss eat? (Tuna, swordfish, cod, hake, halibut, sea bream.)

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UNIT 4.4 4.4

4 How amphibians reproduce

4 How amphibians reproduce Amphibians are oviparous. Tadpoles hatch from eggs laid in water. Tadpoles are different from the adults. They breathe through gills and have a tail to swim. They live in water. As they develop, tadpoles grow legs. They leave the water and live on land.

Hands on!

4

• Ss look at the frog tadpole and read the text. Compare the way amphibians and fish reproduce: How are they similar? (They lay their eggs in the water. They hatch from soft eggs.) How are they different? (Baby fish look like adult fish. Frog tadpoles look different from adult frogs.)

tadpole

Drawing a sequence This sequence shows how a tadpole turns into a young frog. The tadpole hatches from the egg

Drawings are simple

The tadpole grows back legs

Hands on! • Explain that the diagram shows the life cycle of a frog. Read the labels and check understanding.

Arrows show the sequence

TADPOLE

FROGSPAWN

• Play track 4.4. Ss listen and follow the sequence of drawings with their finger.

The tadpole grows front legs

Write the names below each drawing

The tail gets TADPOLE WITH YOUNG FROG shorter FOUR LEGS

• In groups of three, Ss copy the sequence of pictures of the swallow and write the labels for the last two pictures.

Put explanations next to the arrows

• They cut out their illustrations and make a group poster, using the life cycle of the frog as a model.

Copy and complete the following sequence of drawings. female lays the eggs

after 15 days

Teacher’s Resource Book a pair of swallows

………………

………………


Questions

Activity Book

1. What do animals use gills for? What vertebrates have gills? 2. Where do fish and amphibians lay eggs?

Pages 26 and 27

3. Do fish breathe in oxygen from air? 4. Do amphibians breathe through gills or lungs?

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Further activities Describe the life cycle of the frog, sentence by sentence, leaving gaps for the Ss to say the missing word: In spring, a female adult frog hops to a pond. It lays frog eggs in the … (water). These eggs are called frog … (spawn). A … (tadpole) hatches from each egg. Etc. In small groups, Ss make posters about vertebrates. They draw or bring illustrations to class, deciding together which group(s) their vertebrates belong to: I think this is an (amphibian). You’re right. / I don’t think so. I think it’s a (reptile).

4.4


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1 Use the words to complete the text.


limbs feathers

Key language

hair lungs

fur head

gills skin

mammals scales

tail egg

The bodies of vertebrates have a ……… , a trunk and ……… . Many vertebrates also have a ………. .

• Vocabulary and structures: feather, fur, gill, hair, head, limb, lung, mammal, scale, skin, tail, trunk, womb; pollution; endangered; breathe (through)

Fish and reptiles have ……… all over their bodies. Amphibians have bare ……… . Birds have ……… and mammals have ……… or ……… . Birds breathe using their ……… . Fish breathe using their ……… . ……… grow inside the mother’s womb. Fish grow inside an ……… .

Activities 1 Use the words to complete the text.

Ibe It on som in th Pen

2 Copy and colour the sketch. Then, complete the characteristics of mammals.

• Revise unit vocabulary: Which words describe mammals? Ss name appropriate words from the word box. (Limbs, hair, lungs, fur, head, skin, mammals, tail.) Repeat with reptiles, birds and amphibians.

Its skin is covered with .……… . It breathes through .……… . The babies are born from .……… .

• Ss complete the sentences with the list of words. New born babies drink .……… .

2 Copy and colour the sketch. Then,

complete the characteristics of mammals. • Ss name all the characteristics they remember about mammals. Write them on the board.

A

• Ss brainstorm examples. Write down their ideas.

• Divide Ss into groups of three and assign each group a paragraph. Each member reads their paragraph individually and thinks of the answer. • The group discuss their answers and decide if they agree or not: Yes, you’re right. / No, I don’t think this is the answer because... • Compare answers as a whole class.

Re

B

I have scales and live in water. I hatch from an egg and breathe through gills.

• Ss use the words to help label their sketches. 3 Guess the animal.

a. lo

3 Guess the animal.

I also have scales and hatch from an egg, but I breathe through lungs and do not have legs.

C I can fly, but I come from my mother’s womb and drink her milk.

Th

b. W

cla

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Further activities Do a quiz to revise unit concepts and vocabulary. Prepare questions about each vertebrate group. Bring in images of these animals. Divide the class into teams A and B. Award team points for correct answers. (Name three vertebrate groups that are oviparous. True or false: Birds are the only vertebrates that can fly. Look at this photograph: Is it an amphibian or a reptile? Etc.) In groups, Ss invent a new riddle about an animal. They exchange riddles with another group and try to solve each other’s riddles.

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UNIT

4

Your turn! Endangered vertebrates

YOUR TURN !

• Read the texts with the class. • Check understanding: Where does the Iberian lynx live? What is dangerous for the European turtle?

Iberian lynx. It only lives in Spain. There are very few pairs.

• Ss write the name of their favourite animal and any information they already know about it.

Imperial eagle. This Iberian eagle is rare, but its population is growing.

• Ss research more information about their chosen animal and bring it to class.

European turtle. It lives in quiet rivers and ponds. Pollution is very dangerous for it!

Iberian barbel. It only lives in some rivers in the Iberian Peninsula.

• Ss should try to write their own sentences. Help by writing stem sentences on the board: The ... is an endangered vertebrate. It is (oviparous) / (viviparous). It lives... . We can protect it by... .

Alpine newt. It lives in the mountains of Cantabria and near Madrid. It needs clean water to live and reproduce.

ed

• Ss write a rough paragraph. Correct it so they can copy it onto coloured card. Display these animal cards in the classroom.

.

• As a whole class, discuss why it is important to protect endangered animals. Encourage Ss to respect each other’s turn to speak and opinions. Write appropriate ways of disagreeing on the board: I agree. / I disagree because... .

EndangErEd vErtEbratEs a. look for information and write a short paragraph about one of these animals. Remember to include: – where it lives

– what it eats

– how it reproduces

– how we can protect it


Then, draw a picture or glue a photo.

b. Why is it important to protect endangered animals? share your opinions with your


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Values education Talk about the balance of nature: Herbivores eat plants. If there aren’t enough plants, what happens to herbivores? How does this affect carnivores? What do they eat? How can we protect the balance of nature? (Create preservation areas. Don’t destroy trees.)

Further activities Ss list their ten favourite vertebrates from the unit. Make a class list. Ss make a vocabulary list. Ss find out about endangered species in their area. They make a poster using the one in their books as a model, with the slogan: All animals are important!

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Revision Objectives

I

4.5


1 Read the summary.


Vertebrate animals


Mammals breathe through lungs and most of them have fur or hair. They are viviparous and the babies drink their mother’s milk.

Key language

Reptiles breathe through lungs and have scales. They are oviparous and do not take care of their babies.

• Vocabulary and structures: vertebrates: amphibian, bird, fish, mammal, reptile; beak, feather, fur, gill, hair, lung, scale, skin, wing; endangered species, environment, pet; bare, oviparous / viviparous, prohibited; breathe (through), take care of, take home

Birds breathe through lungs and have feathers, wings and a beak. They are oviparous and take care of their babies. Amphibians are born in water and breathe through gills. When they are adults, they live on land and breathe through lungs. They are oviparous and do not take care of their babies. Fish live in water, breathe through gills and have scales. They are oviparous and do not take care of their babies.



• Play track 4.5. Ss read and listen to the summary. Pause to ask questions: What are the five vertebrate groups? Which group is viviparous? Which group has scales? Which group has feathers? Which groups breathe through gills?

Fish They breathe through

Amphibians

Reptiles

gills

Their bodies are covered with

The reproduction is


Mammals lungs

bare skin two wings and two legs

The limbs are


Birds

oviparous

• Ss copy the chart and complete it in small groups. • Combine small groups to correct.

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Further activities Read key words from the summary and Ss name the vertebrate group. T: oviparous, limbs, bare skin. Ss: Amphibians. Ss choose a favourite vertebrate animal and make an index card with the headings: Name, How it breathes, Body covering, Limbs, Reproduction.

4.5


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UNIT

I can

4

I can

Choose a pet Do you have a pet? Would you like to have one?

Choose a pet

You need to choose your pet carefully and then take care of it. Fill in the chart, writing YES or NO to help you decide.

• With their books closed, Ss brainstorm pets for two minutes. Write the words on the board.

Hamster

Dog

Cat

Bird

• Ask the two opening questions. Conduct a survey by raise of hands.

Fish

• Explain that a pet is an important responsibility: You must take good care of your pet, so you need to choose the best pet for you and your family.

i like it. i can play with it.

• Ss copy and complete the charts individually.

My parents agree. i can take care of it.

• In pairs, Ss discuss which pet is their best option.

it is expensive.

Our world

i have time and a place for it.

• Define wild animals. Explain that they are happier and healthier when living in their natural surroundings: Would a lion make a good pet? What happens when a baby lion gets bigger?

OUR WORLD Don’t take them home! Some people take home animals they find in the countryside.

• Read the text. Stress that laws make it illegal to take endangered species from their natural habitats.

Many frogs, lizards and birds are protected and it is prohibited to have them as pets. It is very important to leave these endangered species in their natural environment.


Do you think that it is a good idea to have forest or wild animals as pets?

Assessment worksheet 4

Is it easy to take care of these animals at home?

Test 4

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Further activities Divide the class into five groups, one for each pet. Ss brainstorm all the positive aspects of their animal as a pet. For example: A hamster isn’t expensive. Find out about local organisations that protect animals and offer pets to adopt. Ss make publicity posters with the slogan: Adopt a pet! Ss practise taking care of a pet by choosing a virtual pet on the Internet (www.adoptme.com) either individually or as a class. There is no need to register and the pet is free.

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5



Contents

• To learn the main characteristics of jellyfish, worms, molluscs and spiders

• Characteristics of jellyfish, worms, molluscs and spiders

• To learn the main characteristics of insects

• The life cycle of insects

• To study the life cycle of insects

• The production of honey

• To learn how bees make honey

• The classification of animals

• To draw animals

• The Spanish moon moth

• Characteristics of insects

U

• To classify animals • To read about the Spanish moon moth

• Observing labelled photos

Language objectives

• Reading descriptions in order to identify and draw the animals

• To indicate similarity with the preposition like: They look like bags of jelly. • To describe frequency using usually: They usually have hard shells for protection. • To introduce an alternative with the conjunction or: Is this a bird or an insect?

Assessment criteria • Describe the main characteristics of jellyfish, worms, molluscs and spiders • Describe the main characteristics of insects • Explain the life cycle of insects • Describe how bees make honey

• Studying the life cycle of insects through a sequence of photos • Following steps to produce a scientific drawing • Studying the process of honey production through a sequence of photos • Completing a chart to summarise the characteristics of invertebrate animals • Classifying animals • Reading a text about the Spanish moon moth • Completing reading comprehension activities based on the text • Showing interest in learning about the work of honey bees

• Produce a scientific drawing of an animal

• Understanding the importance of beneficial insects

• Understand how animals are classified

• Showing interest in producing competent scientific drawings

• Explain how the Spanish moon moth was discovered

P

•

• Showing interest in learning about the endangered Spanish moon moth

•

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Competences Knowledge and interaction with the physical world


Autonomy and personal initiative

• Studying the process of honey production (SB p. 59: Why insects are important)

• Appreciating the beauty of animal forms (SB p. 54: The nautilus: living in a submarine; p. 58: Body parts of a locust; p. 63: The Spanish moon moth)

• Revising some key concepts of the unit (SB p. 62: Revision)

• Observing an animal in order to reproduce it correctly (SB p. 61: How to draw an animal)

• Revising the key concepts acquired during the term (SB p. 64 and 65: Term revision)

• Completing a scientific drawing of an animal (SB p. 61: How to draw an animal)

Unit outline Unit 5. Invertebrate animals


Insects

Hands on! How to draw an animal

Revision

I can

Our world

Classify animals

The Spanish moon moth

Possible difficulties • Content: understanding the life cycle of insects; managing to produce scientific drawings • Language: the pronunciation of sting, snail, scallop, spider, spin, scared, Spanish; correct use of the unit structures


October

November

December

January

February

March

April

May

June

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5

Objectives • To differentiate between vertebrates and invertebrates

W


• To learn some invertebrate animals

The nautilus: living in a submarine

Key language

The nautilus is a marine animal. It lives in one part of its big,

• Vocabulary and structures: invertebrates: ant, beetle, butterfly, fly, insect, jellyfish, mussel, prawn, snail, spider, tarantula, worm; vertebrates: mouse, snake, trout; aquarium, backbone, compartment, nautilus, shell, submarine, surface; full; float, sink

beautiful shell. The other part 5.1

of the shell has compartments.

1.

When these compartments are full of water, the nautilus sinks to the sea bed. When the compartments are full of air, the nautilus floats to the surface of the sea. It’s just like

Presentation

a submarine!

• Ss look at the photographs of the nautilus. Ask questions: Where does the nautilus live? In the sea or on land? Does it walk or float? Do you think its shell is hard or soft? Read the text about the nautilus. • Ss look at the cross section of the shell. Which part does the nautilus live in? Point to the compartments. When the nautilus floats, are the compartments full of air or water?

THINK ABOUT • Is the nautilus a vertebrate or an invertebrate?

• What makes the nautilus float?

• Give a definition of an invertebrate: Invertebrate animals haven’t got a backbone. Ask: Do you think the nautilus is a vertebrate or an invertebrate? • Point out that the nautilus looks like a snail because it has a shell, but it has tentacles to catch sea animals.

• Can you name other

invertebrate animals?

• Do you know the names of other animals with shells?

2.

• Do you ever visit marine parks or aquariums?

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Further activities In pairs Ss make a list of invertebrate animals they can remember. Ask Ss to call out the names of animals and make a class list on the board. Show pictures of a hermit crab. Explain how hermit crabs do not have a shell of their own. In order to protect their bodies, they take over an empty shell from another animal.

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UNIT

5


What do you remember? Invertebrate animals


Invertebrate animals haven’t got a backbone. Jellyfish, worms, snails, mussels and spiders are invertebrates.

• Discover the

Insects are also invertebrates. For example, butterflies, ants, flies and beetles are invertebates.

al.

5.1

.

1. Copy and complete the chart.

Invertebrate animals • Read the text. Check understanding: Is a snake a vertebrate or an invertebrate? It is a vertebrate because it has a backbone.

characteristics of jellyfish.

• • • • •

Find out about worms.

1. Ss copy the chart and decide which group each animal belongs to: I think (the snake) is a vertebrate because it’s got a backbone. I agree. / I don’t think so.

Learn about molluscs. Learn about spiders. Learn about insects. Study the life cycle of insects.

Play track 5.1. Ss listen and check their charts.

• Compare animal drawings.

he

f

2. In small groups, Ss brainstorm and write a list of invertebrates.

• Read about the

snake mussel

mouse

Spanish moon moth.

Groups take turns reading their lists out loud. Write the animals on the board.

prawn

trout

3. Volunteers from each group come to the board and write the name of an insect.

tarantula

or Vertebrates

Invertebrates

snake

2. Name three more invertebrates. 3. Name three more insects. fifty-five 20/12/10

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Values education Talk about the importance of the diversity of animal species to the Earth’s ecosystem. Some insects help decompose organic matter which provides the nutrients that plants take from the soil. Some insects help to pollinate plants. What would happen if there were no insects? (There would be no pollination, therefore no flowers.)

Further activities Divide the class into pairs. Hand each pair two flashcards, one vertebrate and one invertebrate. Pairs come to the front of the class and describe their pictures: A mouse has got a backbone. It’s a vertebrate. Ss choose an invertebrate animal and make an index card with the headings: Name, Where it lives, How it moves, What it eats.

5.1


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Objectives • To learn about different types of invertebrates: jellyfish, worms, molluscs, spiders • To identify the main characteristics of these invertebrates

There are many different types of invertebrate animals. Some live on land and some live in water.

1 Jellyfish

mouth

Adult worms have a bump on the body called a clitellum. It is part of their reproductive system.

Sp ca an

Sp we th tha

Jellyfish. This type of jellyfish is common on the Mediterranean coast. Its tentacles sting.

1

2 mouth

• Point to the tentacles. Explain that jellyfish use them to help catch their prey and to protect themselves. The tentacles release poison which stings the prey. They also have a mouth for feeding, and a bell to cover their soft body.

bump (clitellum)

• Read the text, pausing at the words sting, float and currents to check understanding.

• Brainstorm how invertebrates protect their soft bodies. (With their shells; by hiding underground; with poison in their skin, etc.)

4 Sp

Worms are long and thin. Their bodies are soft, and they do not have legs. Many worms live underground, while others live in the sea. Some worms, such as the tapeworm, live inside the human body. They can make people very ill.

• Ss look at the diagram of the jellyfish. Ask if they have ever seen one in the sea.

• Read the text with the Ss.

So ex

2 Worms

1 Jellyfish

• Ss look at the photograph of the worm. Ask: Are worms long or short? Have they got any legs? Where is their mouth? Do they live on land or in the soil? Have they got tentacles?

Sn on

tentacles

Presentation

2 Worms

Th mo ha cla

bell

Jellyfish are invertebrates that live in the sea. They look like bags of jelly. They have tentacles that sting. Jellyfish do not swim using fins like fish. They float with the sea currents and use propulsion.

Key language • Vocabulary and structures: invertebrates: arthropod, centipede, clam, crab, insect, jellyfish, mollusc, mussel, octopus, scallop, slug, snail, spider, tapeworm, worm; anus, bell bump (clitellum), mouth, shell, tentacle; float, spin, sting, trap

3 M

anus

Earthworm. Earthworms make tunnels in the soil. This lets in air which is good for the soil.

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Values education Talk about the importance of maintaining the balance of nature. Ask Ss to think of invertebrates that are useful, so they shouldn’t harm them. (Worms are good for the soil. Jellyfish are a vital part of the ocean’s food chain.)

Further activities Divide Ss into two groups: jellyfish and worms. Name characteristics of each animal. The group stands up if their animal has the characteristic. Ss look on the Internet for pictures of a giant squid. Explain that this is one of the biggest animals in the world. It is an invertebrate that lives deep in the sea. Its tentacles can measure up to eight metres. Giant squid are difficult to see because they rarely come to the surface.

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UNIT shell

tentacles for the sense of touch

tentacles with eyes

3 Molluscs

head

3 Molluscs There are many types of molluscs. All molluscs have soft bodies. They usually have hard shells for protection. Snails, clams, scallops and mussels are molluscs.

• Ss look at the photograph of the snail Ask: How does it protect its body? (With a shell.) Where are its eyes? (On the end of its tentacles.) Point to the two sets of tentacles on the snail’s head and explain: Two tentacles contain the eyes. The snail uses the other tentacles to feel things.

foot

Snails have a hard, spiral shell. They have one flat foot for moving. They eat plants. Some molluscs do not have shells. For example, the slug and the octopus.

• Volunteers read the text. Talk about the different types of mollusc: The octopus has got tentacles, but it hasn’t got a shell. Snails are herbivores, but octopuses are carnivores.

Snails. They hide in their shells when they sense danger.

4 Spiders

5

Spiders belong to a group of animals called arthropods. Centipedes, crabs and insects are also arthropods. Spiders have eight legs. Most spiders spin webs to trap insects. They eat the insects that they catch in their webs.

4 Spiders • Read the text. Explain that arthropod means ‘articulated legs’: All arthropods have legs with joints. Insects have six articulated legs, and spiders have eight.

Questions 1. What part of its body does the jellyfish use for stinging? 2. Name two molluscs that haven’t got a shell.

Now you!

Spider’s web.

• Revise the four invertebrate groups. • Play track 5.2. Ss read, listen and say the invertebrate. Ss draw the animals.

NOW YOU! 5.2

What animal is each child talking about? Draw each animal.

A

It floats in the water. It can sting you with its tentacles.

B

It spins webs to trap insects.

C


It has a flat foot. It hides in its shell when it is scared.


Activity Book

.

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Further activities Show photographs or flashcards of invertebrate animals. Ss say which group they belong to: jellyfish, worms, molluscs or spiders. If possible, bring live snails to class in a transparent box with leaves and stones, for Ss to see. They can draw the snails and label the shell, mouth, foot and two sets of tentacles. Bring in open mussels to class. Let the students examine them. Then they draw the animal and its shell. Explain that some molluscs produce pearls. The oyster is a typical example.

5.2


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Insects

Objectives • To learn the main parts of an insect’s body: head, thorax and abdomen

1 What are insects like? Insects are the largest group of animals. They are invertebrates. Ants, beetles, cockroaches, butterflies, flies and mosquitoes are all insects.

• To learn the life cycle of some insects • To appreciate the importance of insects

antennae

legs

eyes and two antennae.

F

• The thorax contains six legs and four wings.

head

• The abdomen contains the organs. abdomen

thorax

Body parts of a locust.

2 The life cycle of insects

A

B

Insects are oviparous. When the egg hatches, the offspring looks like a worm. It hasn’t got any wings or antennae. It is called a larva for some insects, and a caterpillar for butterflies and moths. Larvae and caterpillars eat all the time.

1 What are insects like? • Ss scan the text for names of insects. Explain that insects are the most numerous species in the animal world. Read the first paragraph.

In the case of the silk moth, when the caterpillar grows large, it makes a cocoon. It goes through many more changes. Finally, an adult silk moth emerges from the cocoon.

• Read the second paragraph. Ss look at the photograph of the locust. Point out that although there are many different types of insects, they have common features: They all have a head with a mouth, eyes and antennae. They all have six legs, four wings and an abdomen with organs.

• Ss to look at the photographs of the silkworm. Ask the class if they have ever had silkworms at home. Explain that silkworms eat mulberry leaves.

eye

• The head contains the mouth, the

• Vocabulary and structures: abdomen, antenna / antennae, head, thorax, wing; invertebrates: ant, bee, beetle, butterfly, cockroach, fly, locust, mosquito, silk moth; life cycle: cocoon, caterpillar, larva / larvae, offspring; beehive, beekeeper, comb, honey, nectar, wax; damage, hatch, pollinate, preserve, sting, transform

2 The life cycle of insects

wings

Insects’ bodies are divided into three main parts:

Key language

Presentation

A

5.3 5.3

3 W

In Ins

D

• • • •

C

So be

• • • •

The life cycle of a silk moth. A Eggs. B Caterpillar. C Cocoon. D Silk moth.

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Further activities

• Volunteers read the sentences. Ss decide which photograph is being described.

Ss examine an ant farm in class or watch ants in the playground: What different kinds can you see? How do they move? What food do they transport?

• Explain difficult vocabulary: The cocoon is the silk covering that protects the caterpillar.

Ss examine insects with a magnifying glass: under rocks, on tree trunks or under fallen leaves. Remind Ss to leave things as they found them. Ss draw the insects in a field journal. In class, Ss name the insects in their journals. If Ss capture specimens in a transparent jar for study, remind them to return the specimens to their natural habitats afterwards.

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UNIT

B

A

C

5

3 Why insects are important • Say: Although insects are small, their role in nature is very important.

Bees drink the nectar of flowers.

e

F

They take the nectar to the beehive.

E

• Ss look at the illustrations of how honey is made. Explain: Bees produce honey, which people eat. This is the how honey is made. Read the texts for each illustration. First, bees drink the nectar from flowers. Next, they take the nectar to the beehive. Etc.

The nectar is collected in the cells of the comb, which are made of wax.

D

• If possible, bring in a honey comb and products made from bees wax for the class to examine.

d

The beekeeper collects the honey and wax from the comb.

Other bees cover the honey with wax to preserve it.

• Ask questions: Where is the nectar collected? What do the bees cover the honey with? What do you call the person who looks after the bees and collects the honey?

After two or three weeks the nectar is transformed into honey.

• Explain that although some insects can be harmful to people, they are a necessary part of the life cycle of many living things: They help plants reproduce and grow, and they are food for other animals.

How honey is made.

5.3 5.3

3 Why insects are important Insects are important for many reasons:

• They provide food for other animals. • They eat dead animals and plants. • They help pollinate plants. • Some make honey or silk.

1. What is an easy way to tell if an animal is an insect?

Some insects can also be harmful because:

2. Discuss the benefits of insects with your classmates.

• They sting. • They transmit diseases. • They damage crops. • They eat our food, clothes and wood.

3. Some insects can be harmful. Do you think it would be a good idea to eliminate many insects? Discuss with your partner.


Questions

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Values education Explain that all animals are important to the Earth’s ecosystem. Talk about ways to protect the ecosystem. (Limit the use of pesticides and insecticides. Buy organically-grown food.) Divide the class into groups. Assign a new vocabulary word to each group. They think of a definition for their word and write it on the board: Insect offspring. The class says the word. (Larva.) Organise a field trip to a Natural Science Museum to look at the insects on display. Remind Ss that these collections are created by scientists. We shouldn’t collect insects ourselves. Bring in a box of silkworms. Allow Ss to observe the life cycle of the silk moth. Every day, Ss draw or photograph the changes.

5.3


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1 Copy and complete the following sentences.


legs head

Key language • Vocabulary and structures: abdomen, antennae, thorax, wing; butterfly, cocoon, caterpillar, larva / larvae; jellyfish, mollusc, spider, worm; beetle, dragonfly, magnifying glass, sketch

antennae thorax

wings eyes

abdomen

• Insects’ bodies have three main parts, the .......... , the .......... and the .......... . • The .......... and the .......... are part of the insect’s head. • The thorax contains six .......... and four .......... . 2 In your notebook, write what is happening in each picture.

q

w

e

r ▲

Activities 1 Copy and complete the following

sentences.

Example: There is a caterpillar in the first picture.

• Revise the parts of an insect. • Ss complete the sentences.

•

3 What group of animals does each silhouette belong to? Explain your answer. worms

2 In your notebook, write what is

molluscs

spiders

jellyfish

happening in each picture. • Revise the life cycle of insects.

A

• Ss describe the sequence of pictures.

B

C

D

• Write up their answers. Ss copy them in their notebooks.

4 Write two invertebrates for each category. 3 What group of animals does each

silhouette belong to? Explain your answer. • Ss answer in their notebooks and then compare with a classmate. S1: I think number 1 is a jellyfish because it’s got tentacles... . 4 Write two invertebrates for each

60

with a soft body

with a shell

with legs

without legs

land

aquatic

•

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category • In pairs, Ss think of two invertebrates for each category. • Ss read their answers out loud. The class decides if they are correct: Pair 1: A worm and a slug are invertebrates with a soft body. (Yes.)

Further activities Ss play Hangman to revise the unit vocabulary. Ss write their sentences from activity 2. Underneath, they draw the pictures from the book out of order. They exchange notebooks with a partner and match each other’s pictures to the sentences. In groups of three, Ss make a wordsearch with unit vocabulary. They exchange puzzles with another group and do each other’s wordsearches.

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UNIT

5

Hands on! How to draw an animal

Hands on!

• Refer Ss back to page 58: What are the main parts of an insect? Explain that these are important details to remember when drawing an insect.

How to draw an animal First, look at the animal through a magnifying glass. Compare the photograph of a fly with the drawings.

B

A

• Ss focus on each step of the sketch. Read the texts below them.

C

• Start the first stage of the sketch on the board. Volunteers add more details. Label each part of the fly: head, wings, legs, eyes, abdomen, thorax, antennae. Use a pencil to draw the basic shape of the body.

Add more details.

Trace over the pencil lines with a permanent marker. Erase the pencil lines.

Draw the beetle in the photo. Use the sketch to help you. • Ss copy and complete the sketch of the beetle in their notebooks.

• Draw the beetle in the photo. Use the sketch to help you.

• Remind Ss to use a sharp pencil and a rubber, if they make mistakes.

Draw a picture of this dragonfly in your notebook. Label the body. • Tell Ss that this animal is called a dragonfly. Ask: Is it an insect? How can you tell? What are its main parts? • Ss draw and label the dragonfly in their notebooks. Point out that, like the fly, the dragonfly has tiny antennae on the top of its head.

• Draw a picture of this dragonfly in your notebook. Label the body. abdomen legs

head wings

thorax antennae

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Further activities Give Ss pictures of insects. They cut them out, stick them on card, and then label the main parts. Hand out pictures of other insects. Ss write three or four sentences about their insect. Post them on a class bulletin board like insect exhibits at a museum.

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Revision Objectives

I

5.4


1 Read the summary.




Invertebrate animals can be classified into groups: jellyfish, worms, molluscs and arthropods.

Key language

• Jellyfish are marine animals. They have

• Vocabulary and structures: invertebrates: arthropod, crab, earthworm, insect, jellyfish, mollusc, mussel, octopus, snail, spider, worm; abdomen, antennae, shell, tentacle, thorax, wing; larva / larvae, Spanish moon moth, species; capture, classify, discover, dry, sting

• Worms are long and soft. They do not have legs. • All molluscs have soft bodies. Snails and mussels


tentacles that sting.

have shells. The octopus does not have a shell.

• Spiders, crabs and insects are all arthropods. • Insects’ bodies are divided into three main parts: head, thorax and abdomen. The head contains the antennae. The thorax contains six legs and four wings. The abdomen contains the organs.


• Play track 5.4. Ss read and listen to the summary. Pause to ask questions: What are the five invertebrate groups? Which group has articulated legs? Which group are marine animals? Which group usually has shells?

INVERTEBRATE ANIMALS can be classified into groups

jellyfish


information from the summary. • Ss copy the chart in their notebooks and complete it in pairs or individually.

62

..........

molluscs

..........

for example

for example

for example

earthworms

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

spiders crabs insects

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Further activities Read key words from the summary (Marine, tentacles, sting). Ss name the invertebrate group. (Jellyfish.) Ss cut index cards in half to make four invertebrate group cards. Ss copy the key words in a vertical list on one side of the card and write the invertebrate group on the other: long bodies, soft bodies, no legs; worms.

5.4


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UNIT

I can I can

Classify animals

Classify animals

When you classify animals, you say what group they belong to. For example, ‘Snails are molluscs’.

• Revise vertebrates and invertebrates. Ask questions: Is a bee a vertebrate or an invertebrate? Ss: It’s an invertebrate because it hasn’t got a backbone.

Answer these questions and explain your answers.

A

B

Is this a bird or an insect?

Is this a vertebrate or an invertebrate?

5

C

• Ss look at the photographs. In pairs they answer the questions. Check as a whole class. Ss write the answers in their notebooks. A. This is a bird because it’s got a beak and feathers. B. This is a vertebrate because it’s a reptile and it’s got a backbone. C. This is an insect because it hasn’t got bare skin like an amphibian.

Is this an insect or an amphibian?

OUR WORLD The Spanish moon moth

Our world

Every year, scientists and ordinary people discover new species of animals all over the world.

• Explain that every year new animals and plants are discovered in the world.

In 1848, a Spanish scientist named Mariano Paz Graells discovered a beautiful, large butterfly. He captured and dried it. Then, he gave it to Queen Isabel II of Spain as a gift. The butterfly was so beautiful that she wore it on her dress. Now, the Spanish moon moth is a protected species because it is very rare.

• Read the text with the class. Check understanding: Is this a butterfly or a bee? Who discovered it? What is it called? • The class answers the questions orally. Explain that a city isn’t a good place to discover new species because man destroys animal habitats to build cities.

Maybe one day you will discover a new species! Describe the Spanish moon moth in the photo. Why do you think people discover more insects than other animals? Is a city a good place to discover new species of animals? Look for new species of animals discovered in your country recently. Make one list with your classmates.

Teacher’s Resource Book Assessment worksheet 5 Test 5 sixty-three

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Further activities Ss draw the Spanish moon moth from the photograph and label the main parts. Divide the class into small groups. Assign each group a picture of an invertebrate. Each group writes down three questions about their picture. They exchange pictures and questions with another group. Combine two groups and Ss take turns reading each other’s questions aloud and answering them orally.

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Term revision

Objectives • To revise the key concepts of the term

UNI

UNIT 1


5 5Wha W

1 Identify the body parts.

C

• To formally test knowledge acquired during the term

E

D

F

B

Key language • Term vocabulary and structures: body: abdomen, arm, forearm, leg, thigh; auditory nerve, bone, brain, joint, muscle, organ, skeleton; hearing, sight, smell, taste, touch; ear, eye, nose, skin, tongue; cochlea, olfactory bulb, retina, smell receptor, taste bud, touch receptor; nutrition, reproduction, sensitivity; photosynthesis: carbon dioxide, chlorophyll, mineral salts, nutrient, sunlight; carp, dolphin, turtle; antenna, diver, gill, surface, wing, womb; elastic, strong, rigid; attach, be born, breathe, capture, join together, make up, recognise

A 2 Write the word for each definition. a. Strong and rigid organs. They make up the skeleton.

sight touch hearing smell taste

nose tongue skin eye ear

retina touch receptors smell receptors cochlea taste buds

Do

Example: The sense organ of sight is the eye.eye. TheThe retina captures light. Example: The sense organ of sight is the retina captures light.

UNI

8 8Write W

4 How 4 How doesdoes the sense of hearing work? Put Put the the sentences in order. the sense of hearing work? sentences in order. a. The brain recognises a song. a. The brain recognises a song. b. The ear captures a series of sounds. b. The ear captures a series of sounds. c. The auditory nerve sends the information from the ear to the brain. c. The auditory nerve sends the information from the ear to the brain.

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Further activities Ss copy and label the illustration of the main organs on page 8. Ss copy the diagram of the ear on page 22 in their notebooks. Underneath, they write and number sentences using the text in Activity 3 on page 22, and label their diagram with the sentence numbers and arrows, showing how sound travels from the ear to the brain. Ss bring an object to class which emits an odour. They keep their objects hidden. In small groups, they allow the other Ss to smell their object and guess what it is: It smells sweet. I think it’s fruit. / I think it is a peach. / I think it’s an orange. / I’m not sure, maybe it is a banana. / I agree. / I don’t think so. Etc.

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I o g

3 Match 3 Match the words in each box box andand write sentences in your notebook. the words in each write sentences in your notebook.

▲

• The nose, tongue and skin are the sense organs of smell, taste and touch.

A

UNIT 2

• The main stages of life are: childhood, adolescence, adulthood, old age.

• The ears are the sense organs of hearing.

7 7Gues Gu

c. Elastic organs which are attached to the bones and help them to move.

Revise key concepts from Units 1 and 2.

• The eyes are the sense organs of sight. They send visual information through the optic nerve to the brain.

UNI

(Reproducir SB3, b. Places where the bones join together. p. 64: código 179203)

Term revision • Bones and muscles work together to move your body.

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TERM REVISION

1

Term revision Revise key concepts from Units 3, 4 and 5:

UNIT 3

5 5What lifelife process is is shown in in each photograph? What process shown each photograph?Explain. Explain.

A

B

• Living things carry out three life processes: nutrition, sensitivity, reproduction.

C

• Plants are living things. They cannot move around, but they can make their own food through photosynthesis. • Mammals, birds, reptiles, amphibians and fish are vertebrate animals.

6 6Explain why plants dodo notnot eat food. How dodothey Explain why plants eat food. How theycarry carryout outthe thefunction functionofofnutrition? nutrition? UNIT 4

• Jellyfish, worms, molluscs and spiders are invertebrates. Insects are the largest group of invertebrates.

(Reproducir SB3, p. 65: código 179203)

7 7Guess thethe animal. Guess animal.

A

I live in water. I breathe in oxygen from water using my gills. I was born from an egg.

B

I live in water. I am an excellent diver. I need to come to the surface of the water to breathe oxygen from the air. I was born from my mother’s womb.

Carp.

Dolphin.

C

I live in water. I breathe oxygen from the air. I have a hard shell to protect my body. I was born from an egg.

Teacher’s Resource Book Term 1 assessment Term 1 test

Turtle.

UNIT 5

8 8Write thethe body parts of of thethe insect. Write body parts insect. A

D

B

E

C

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Further activities Make statements about concepts learned during the term. Ss say if they are true or false and correct the false ones: a. Bones are hard and rigid and make up the skeleton. (True.) b. Light first enters the eye through the lens. (False. Through the cornea.) c. Plants make their food through photosynthesis. (True.) d. Birds breathe with gills. (False. They breathe with lungs.) e. Insects have eight legs. (False. They have six legs.)

Activity Book Ss can do the activities for the first term, pages 94-97.

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6

Machines


Contents

• To define machines

• Definition of a machine

• To learn what machines are used for

• What machines are used for

• To discover how machines function

• How machines function

• To differentiate between simple and compound machines

• Simple and compound machines

U

• Using machines and tools safely

• To make a model windmill • To read about using machines safely

Language objectives

• Comparing ancient and modern machines • Observing drawings to see the direction of force and movement

• To use the comparative and superlative of adjectives: Which plough is older? The most original stapler.

• Reading definitions of simple machines

• To describe possibility using the modal can: Machines can have one or few parts... You can cut yourself with a sharp knife.

• Matching machines to their descriptions

• To sequence the steps in a process using first, next, finally

Assessment criteria • Define machines

• Observing diagrams to understand how compound machines work • Making a windmill to study wind as an energy source • Completing a chart to summarise the characteristics of machines • Reading a text in order to choose the best stapler • Reading a text about using machines and tools safely • Completing reading comprehension activities based on the text

• Describe what machines are used for • Explain how machines function • Explain the difference between simple and compound machines • Produce a working model windmill • Explain how to use machines safely

• Showing interest in learning about Da Vinci’s early inventions • Understanding the role that machines play in our lives

P

• Showing interest in producing a working model by following instructions

•

• Showing interest in learning how to avoid accidents when handling tools and machines

•

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• Using photos and diagrams to complement written explanations (SB p. 68: Machines; p. 70 and 71: Simple and compound machines; p. 73: Hands on!)

• Studying diagrams in order to understand the forces at work in simple and compound machines (SB p. 70 and 71: Simple and compound machines)

• Discussing Da Vinci’s contribution to technological advances (SB p. 66: Leonardo da Vinci: a great inventor)

• Processing the information given in order to make the best choice (SB p. 75: Choose a machine)

• Observing the windmill in order to reflect on the action of the wind as a source of energy (SB p. 73: Hands on!)

• Reflecting on the right of all human beings to share in the benefits of technological advances equally (SB p. 69: Your turn!)

Unit outline Unit 6. Machines

Simple and compound machines

Machines

Revision

Hands on!

Your turn!

Make a model windmill

The history of the plough

I can

Our world

Choose a machine

Safe machines and tools

Possible difficulties • Content: understanding the forces at work in simple and compound machines • Language: the pronunciation and spelling of -er and -or: cutter, calculator, hammer, motor; the comparative and superlative of adjectives


October

November

December

January

February

March

April

May

June

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6

Objectives • To understand that machines allow people to work faster and easier

W

Machines

• To understand that machines can have one or many parts • To learn that machines need energy to function

1.

Key language • Vocabulary and structures: bicycle, compass, flying machine, invention, inventor, painter, parachute, submarine; machines: calculator, hammer, torch; energy: electricity, human force, petrol; famous, useful; ago, unfortunately; build, calculate, cut, design, light, travel

2.

Presentation • Point to the portrait of Leonardo da Vinci: He lived in Italy 500 years ago. He was an artist and an inventor. He invented many machines. Look at the illustrations. Can you see a machine? What has it got? (Wings.) What do you think it is for? (Flying.) Explain that the drawing shows how Leonardo designed his machine.

Leonardo da Vinci: a great inventor Leonardo was a famous painter and inventor. He lived 500 years ago, but you can still see his creations today. You can see his paintings in museums, but you can also see his inventions

• Read the text. Ss find the words for different machines. Write the words on the board and ask volunteers to act out how they function. • Ss answer the questions. Explain that Leonardo da Vinci had many great ideas but there wasn’t the technology in those days to build his machines.

everywhere! Leonardo da Vinci designed the bicycle, parachute, submarine and the compass.

THINK ABOUT • What do you think the

machine in the photo is?

• Name two ‘flying machines’ that are used today.

• Name machines you use in your home.

6.1

He also invented a ‘flying machine’.

3.

Unfortunately, it was impossible to build these machines in his lifetime. Today, they all exist.

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Values education Discuss how machines help people in rich countries. Ss think about poor countries where people do not have these machines. How does this make life more difficult? (Working the land is more difficult. They spend more time doing things by hand. Hospitals are not as good.)

Further activities In pairs, Ss make a list of as many machines as they can, then compare their list with another pair. In pairs, Ss choose and draw one of the machines listed in the text. They write a sentence about it. This is a bicycle. It’s got two wheels. It’s got a handlebar and pedals. It is used for travelling.

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UNIT

6


What do you remember? Machines


Machines make work easier. They are very useful. We use them every day for many things.

• Learn what a

Machines can have one or few parts, for example the hammer, or they can have many parts, for example the car.

Machines • Read the text about machines. Explain that even small or common objects, like a pencil sharpener, are machines.

machine is.

• Learn what machines

1. Write the headings FEW PARTS and MANY PARTS on the board. The class brainstorms simple and compound machines. Make two lists on the board.

are used for.

• Find out how

machines work.

1. Name three machines with one or few parts, and three machines with many parts. 2. Use these words to say what each machine is used for. cut

light

calculate

travel

• Discover what energy machines use.

• Learn how machines

2. Ss name the illustrations. Ask: What do you use a boat for? (To travel on water.) On the board, write: You use ______ to ______.

change over time.

• Learn how to build a model windmill.

• Identify the right

Ss say what the other machines are used for.

machine for your needs.

A

• Learn to use

3. Explain that all machines need energy to work: When a person makes a machine work, we call this human force. Give examples of human force: a boy kicking a ball, a girl paddling a canoe, etc. Some machines use petrol, for example, a motor boat. Batteries store electricity and make a torch work.

machines safely.

boat

C

B torch

calculator

Play track 6.1. Ss say what type of energy each machine uses: petrol, human force or electricity.

D

’

cutter

▲

n

Example: You use a boat to .......... .

6.1

3. What type of energy does each machine use? petrol

human force

electricity

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Further activities Show Ss flashcards of different machines. Ss say what type of energy each needs: petrol, human force or electricity. Ss make a list of all the machines they use every day. In groups, they make a poster with drawings of the machines and sentences about what they are used for.

6.1


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Machines

Objectives • To appreciate how machines save us time and effort

1 What is a machine? Machines are devices that allow you to work better, faster and easier.

• To learn some of the uses of machines

They help you save time and energy.

• To learn that all machines need energy to work

Machines can be very simple, for example, scissors.

• To learn about different types of energy

Key language • Vocabulary and structures: machines: aeroplane, computer, hammer, helicopter, photocopier, plough, refrigerator, rocket, saw, scissors, screwdriver, trolley, wheelbarrow, windmill; energy: combustible fuel, electricity, human force, petrol, wind; carry, communicate, exert, process, travel

6.2 6.2

Machines can also be very complicated, for example, aeroplanes.

3 Ho H

M Ma Th ele

2 Uses of machines Machines have many uses, for example:

• •

• Exerting force: hammers and screwdrivers.

• Carrying heavy objects: wheelbarrows, carts, trolleys.

• Communicating with people far away:

• Saws make it easy to cut wood. Photocopiers make it easy to copy documents.

•

telephones and computers.

• Travelling: aeroplanes, helicopters and rockets, etc.

Machines. Think of other machines and their uses.

Presentation 1 What is a machine?

processing information

• Give Ss five minutes to name as many machines as they can which they use at home. Write them on the board.

• Ss look at the illustrations in the Student’s Book. Name each machine. Ss make complete sentences orally: We use a computer for processing information. Etc.

A

carrying things

Ap

• Read the text. Ss decide how many parts a pair of scissors has.

• Bring in a few simple machines for Ss to examine: screwdriver, hammer, etc. Display them and point to them as you read the text. Check understanding: Do you use a wheelbarrow for travelling or for carrying heavy objects?

exerting force

helping with housework

• Ss look at the pictures and identify the machines. Give them the vocabulary: This is a saw. It is used for sawing wood. This is a photocopier. It is used to copy texts and pictures.

2 Uses of machines

communicating

a. W

travelling

b. W c.

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Values education Discuss how modern machines make our daily lives easy. Ask Ss which machines they or their family use every day. How do these machines improve our lives?

Further activities Play charades. Hand out illustrations of machines. Volunteers choose and act out one of the machines. The rest of the class guesses the machine. Ss make machine flashcards. They draw the machine on one side and write the name on the other.

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UNIT energy from people (human force)

energy from wind

energy from electricity

3 How machines function • Ss look at the illustrations. Explain that these machines all use different energy sources. Read the captions.

energy from a combustible fuel

• Read the text. Ss point to the illustrations of the machines mentioned. They think of more machines for each energy source.

Sources of energy. Machines need energy in order to function.

6.2 6.2

3 How machines function Machines need energy in order to function. This energy comes from different sources: people, electricity, combustible fuels and wind.

• People are the energy source for canoes and bicycles. • Electricity is the energy source for refrigerators and computers.

• Play track 6.2. Ss listen and say the energy source.

Questions 1. Do you think a television is a machine? Explain why.

Your turn!

2. What machines do you use in these situations?

• Combustible fuels are the energy source for cars and rockets.

• Wind is the energy source for windmills and sailing boats.

• Talk about the plough: Many, many years ago the plough was a simple machine for turning the soil. It had one or two parts. The plough worked with human force. Ss identify the illustration of the simplest plough.

a. going to school b. studying in class c. playing d. doing homework

• Explain that, many centuries later, people used horses to pull ploughs. Horse power became an alternative to human power. Finally, since the invention of the motor, tractors are used to pull ploughs.

YOUR TURN ! The history of the plough

A

B

6

C

• Ss answer the questions.

Teacher’s Resource Book Reinforcement worksheet 15 A plough is a machine we use to prepare the soil for planting seeds.

Activity Book

a. Which plough is older? Why? Put these photographs in order.

Pages 34-36

b. What type of energy does each plough use? Which plough is the best? c. sixty-nine 20/12/10 18:17 179203 _ 0066-0075.indd 69

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Further activities Ss draw a chart for the different sources of energy. In pairs, they write examples. In groups of five or six, Ss play Machines. One student makes a noise and a movement. Another student adds on to the ‘machine’ by making a different noise and movement. Ss continue until they have created a compound machine with many interacting parts. The groups act out their machine to the rest of the class. Ask: What can we use this machine for?

6.2


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Simple and compound machines

Objectives • To understand the difference between simple and compound machines • To recognise some simple machines: wheel, pulley, lever, ramp

6.4 6.4

2 Co

Co tw to tog gro an

6.3

1 Simple machines Simple machines have one or few parts. They work with one movement.

• To recognise some parts of a compound machine: motors, gears, electric circuits and electronic circuits

The wheel is a solid disk that turns on an axle. Wheels move things from one place to another.

Key language

The pulley is a rope wrapped around a wheel. Pulleys make it easy to lift heavy objects.

Pulley. A rope wrapped around a wheel. When you pull down on the rope, you can lift heavy objects.

M Mo be pla

Ge pr pro in

The lever is a bar that rests on a pivot point. When one side goes down, the other side goes up. Levers make it easy to lift heavy objects.

• Vocabulary and structures: simple machines: lever, pulley, ramp, wheel; compound machines: electric circuit, electronic circuit, gear, motor; axle, microchip, rope, speed, switch, teeth, tweezers, wire; combustible, electric, heavy, gas, inclined; flow, lift, make up, pull (down), push, wrap

Ele wi th thr m ma ra rad

The ramp is an inclined plane. Ramps make it easy to move heavy objects from a lower to a higher place.

Ele cir m mi co

A ramp. It helps to push heavy objects from a lower to a higher place.

Presentation Levers. There are different types of levers for different uses.

1 Simple machines • Bring examples of simple machines to demonstrate in class. Explain that although machines help save time and effort, at times some effort is still needed.

Two levers joined at the end are tweezers, used to pick up delicate objects. Two levers joined are used to crack open nuts.

• Volunteers read the text aloud. Refer them to the parts in the illustration as they read: The pulley is a rope wrapped around a wheel. • Demonstrate the machine parts visually using classroom materials: make a ramp using a rubber and a ruler. Push a pencil through the centre of a CD-Rom, and say: The pencil is the axle and the CD is the wheel. • Refer Ss to the illustrations at the bottom of the page. Bring in some nutcrackers and a pair of tweezers. Ss look at the illustrations and read the texts. • Play track 6.3. Ss listen and say which simple machine.

1

2

3

Lever used for lifting heavy objects.

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Values education Cities have many machines that need petrol to work. The use of this fuel causes air pollution. Brainstorm ways people in cities can try to reduce air pollution. (Use unleaded petrol. Use public transport. Share cars. Etc.)

Further activities In pairs, Ss assemble the wheel, pulley, lever and ramp again using classroom materials. They describe what they have made: This is a wheel. It turns on this axle, etc.

6.3


Explain that people invent machines to make life easier. Why do you think people invented the fridge? (To preserve food.) Ss think of how other machines make life easier: An aeroplane helps you get to places quickly. Etc.

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UNIT

6

2 Compound machines

6.4 6.4

2 Compound machines

• Show pictures of compound machines: a car, a bicycle, a computer, a refrigerator, etc.

Compound machines are made up of two or more simple machines working together. They are classified into groups: motors, gears, electric circuits and electronic circuits. Motors produce movement. They can be electric or gas, for example, CD players and cars. Gears are wheels with teeth that produce movement. They are found in clocks and bicycles.

A

Wheel rotates in the opposite direction to the motor, and more slowly.

Electric circuits have switches and wires. They help electricity flow through the different parts of a machine, for example, lights and radiators. Electronic circuits are electric circuits with very small parts called microchips. They are found in computers and mobile phones.

• Tell Ss that compound machines have many parts which work together. Ss look at the illustration. Explain that the top picture shows the outside of a motor. The bottom part shows the inside of the same motor.

gear box

B

The axle rotates in the same direction at the same speed as wheel .

A

• Read the texts about motors and gears. Explain that gears are wheels. Point to the wheels and axles in the picture and read the caption and labels.

B

Wheel and its axle rotate in the opposite direction to wheel , and more slowly.

A

A

• Read the text about motors. Ask what energy motors need to work.

motor

axle

• Read about electric and electronic circuits. Demonstrate what a switch is by touching the classroom light switch. If possible, show an old circuit with a microchip.

Gears joined to a motor. These wheels can change the direction in which the motor turns, and they can control its speed.

Questions

• Play part 1 of track 6.4. Ss listen to the definitions of compound machines. Check comprehension. Play part 2 of track 6.4. Ss say True or False.

1. What is a motor? Give examples of where you can find motors that function with electricity and motors that function with combustible energy. 2. Name three simple machines and three compound machines. 3. What two simple machines are combined in this wheelbarrow?

A


B


Activity Book

y

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Values education Remind Ss to follow simple safety rules when using machines and tools. Make a class list of rules and display it in the classroom.

Further activities Give each student a magazine cutting of a simple or compound machine. In turn, they say what it is, and whether it is simple or compound. Ss bring different types of machines to class (pliers, hole puncher, a pizza wheel, a calculator). In small groups, they demonstrate their machines and count the parts, if possible. They write down if they are simple or compound. 6.4


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1 Complete the sentences.


Key language • Vocabulary and structures: combustible fuel, electricity, energy, human force, petrol; hammer, microwave oven, mop, plasticine, sail, skateboard, straw, telephone, tool, toothpick, windmill; communicate, enlarge, exert, heat, move, tape together, travel

combustible fuel move from one place to another

time energy

Machines are objects that help save .......... . Planes and cars help us .......... . All machines need .......... to function. Motors can work with energy from petrol, which is a .......... .

2 What do we use these machines for? Use the examples on page 68 to help you.

A

B

C D

Activities 1 Complete the sentences. • Read the sentences orally. Elicit the missing words. • Ss write out the sentences individually. 2 What do we use these machines for?

3 What kind of energy does each machine use? 4 Match each machine to its description.

A

Use the examples on page 68 to help you. • Ss look at the illustrations. Ask: Are these machines simple or compound?

B

microwave oven

• Then ask: What is a vacuum cleaner used for? (For helping with housework.) Ss use the information on page 68 to answer orally.

hammer

C

mop

D

telephone

E

skateboard

1. It makes exerting force easier. It functions with human force. 2. It makes heating things easier. It functions with electric energy. 3. It makes moving from one place to another easier. It functions with human force. 4. It makes communication between people easier. It functions with electrical energy.

3 What kind of energy does each

machine use? • Volunteers say which type of energy each machine uses. • Write a chart on the board: type of machine, uses, energy. Ss copy and complete the chart for the four machines. 4 Match each machine to its

description. • Read the texts and check understanding. Ask Ss to mime exerting force, communicating, and heating something.

5. It makes housework easier. It functions with human force.

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Further activities Divide the class into two teams. Ask revision questions. The first team to answer correctly wins a point: Name two simple machines. Name two types of energy. A pulley has a rope and a wheel. True or false? Ss look up the history of the machines illustrated on the page. They find out who invented them, and when and where. They look for the answers on the Internet or in an encyclopaedia and share the information with the class. Which machine is the oldest? Who invented the telephone?

• Ss copy the definitions in their notebooks and write the machines.

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UNIT

6

Hands on! Make a model windmill

Hands on!

• Remind Ss how wind energy moves some machines, for example, windmills.

Make a model windmill Good workers always clean and put away their tools after use.

• Each S brings a shoe box lid to class. They paint it to serve as the base of the windmill model. • Photocopy the template for the windmill parts, enlarged by 300%. Provide white card, glue, toothpicks and a drinking straw. • Read the instructions as a class, checking understanding. Demonstrate how the sails will be reinforced with the toothpicks. • Ss paint their shoe box lids, which serve as the base to stand their windmill.

Step 1. Use a photocopy of the windmill pattern. Enlarge the photocopy by 300%.

Step 2. First, colour the pieces. Then, cut them out.

• While the paint dries, Ss colour and cut out their photocopies. • Finally, they assemble their windmill and fix it to the shoe box lid base. • Once dry, Ss demonstrate how the windmill works.

Teacher’s Resource Book Extension worksheet 6 Step 3. Next, tape the pieces together. Then, tape toothpicks to the sails.

Step 4. Finally, fix the sails to a straw with a ball of plasticine. Then, put the straw through the windmill.

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Further activities Write on the board and illustrate: The wind moves the windmill sails. The sails turn. The windmill grinds the corn. The corn is made into flour. The flour is made into bread. Ss demonstrate how their windmills work, and describe what is happening, using these words. There are excellent free children’s videos about windmills on the Internet. Find out information about modern wind farms. In which parts of the country can they be found? Ss compare them to the old fashioned windmills they have made. Ss bring information to share in class.

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Revision Objectives

I

6.5


1 Read the summary.


Machines


Machines are objects that make work easier. Machines can have different uses. For example, exerting force, pushing and pulling objects, or helping people communicate with each other.

Key language

Machines need energy to function. This energy comes from people, electricity, wind or combustible fuels.

• Vocabulary and structures: energy: combustible fuel, electricity, wind; advantage, disadvantage, plug, shock, stapler; compound, dangerous, popular, powerful, professional, sharp, simple; burn, communicate, cut, exert force, pull, push, staple, take care

Machines can be simple or compound. Simple machines have one or few parts. Compound machines are made up of two or more simple machines working together.



MACHINES

• Play track 6.5. Ss read and listen to the summary. Pause to ask questions: What are machines? What can you use machines for? What do machines need to function? What two types of machines are there? How many parts have simple machines got? And compound machines?

function with

can be

.......... which can be from people


..........

simple

..........

..........

have many parts

information from the summary. • Ss copy the chart in their notebooks and complete it in small groups.

..........

74

..........

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Further activities Write key words from the summary on the board, one letter at a time. Ss call out the word as soon as they recognise it. Ss add illustrations to their summaries. They also add examples of simple and complex machines: wheel, pulley, lever, ramp; motors, gears, electric circuits and electronic circuits.

6.5


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UNIT

I can I can

Choose a machine

Choose a machine

Joanna wants to buy a stapler for her school work.

A

• Ss brainstorm things they need for school work. Ask: What are staplers used for?

B The most original stapler. It can staple 10 pages.

5€

• Divide the class into three groups. Assign a stapler to each. The groups brainstorm words to describe their staplers: expensive, cheap, large, small, professional, original, resistant... Write the words on the board.

40€

C The strongest and most popular stapler. It can staple 20 pages.

6

The most powerful, professional stapler. It can staple 60 pages.

7€

• In smaller groups Ss discuss which stapler would be the best for Joanna to buy: A is the cheapest stapler, but B is the most powerful.

Make a list of the advantages and disadvantages of each stapler. Discuss with your classmates which stapler you would buy.

▲

Example: A is the cheapest stapler.

• Finally, each group says which stapler they have chosen.

OUR WORLD Safe machines and tools

Our world

We use machines every day. Some machines can be dangerous.

• Talk about safety rules when handling machines. When we use a machine, it is important to use it correctly and safely.

– You can cut yourself with a sharp knife. Use it carefully. – You can burn yourself with the cooker. Don’t play in the kitchen. – You can get an electric shock from touching a plug. Be careful!

• Read the advice with the class.

You should always take care when using machines. Always ask an adult for help.

• Brainstorm other machines Ss often use that could be dangerous. Write the words on the board.

Think of three machines that you use. Write how they can be dangerous and give a safety rule.

▲

• In pairs, Ss choose three machines and write some safety rules.

Example: Knives. I can cut myself. I shouldn’t play with them.

Teacher’s Resource Book Assessment worksheet 6 seventy-five 20/12/10 18:17 179203 _ 0066-0075.indd 75

75

Test 6

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Further activities Download safety signs from the Internet. Ss try to interpret the pictograms. In groups, Ss make up a pictogram of their own and the class guesses what it represents. In groups, Ss make a safety poster for a machine: You can cut yourself with scissors. You shouldn’t play with them. Don’t run with them. Hold them correctly. Ss invent their own pictogram.

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7

Planet Earth


Contents

• To learn about the Earth, Sun and Moon

• Description of the Earth, the Sun and the Moon

• To discover how the Earth and Moon move

• Rotation and revolution of the Earth

• To find out what causes day and night

• The Moon’s orbit around the Earth

• To understand what causes the four seasons

• The cardinal points

• To learn how globes and maps represent the Earth

• Artificial satellites

• To identify the planets that orbit the Sun

• The eight planets of the Solar System

Language objectives • To use the comparative + than: It is much larger than the Earth. • To use the superlative + of, to or in: It is the largest of the four inner planets. The planets closest to the Sun. The largest planet in the Solar System. • To indicate absence with the adjective no: There is no water or air on the Moon.

Assessment criteria • Locate and identify the Earth, Sun and Moon • Describe how the Earth and Moon move

U

• Earth globes and world maps

• Observing labelled photos to identify the distinguishing features of the Earth, Sun and Moon • Studying diagrams to understand rotation and revolution • Using a compass to find the cardinal points • Comparing the aspect and purpose of globes and world maps • Reading a text about the planets • Completing reading comprehension activities based on the text • Completing a chart to summarise the characteristics of the Earth, Sun and Moon • Completing a chart in order to choose a scientific instrument

• Explain what causes day and night • Explain what causes the four seasons • Describe how the Moon moves • Explain how globes and maps represent the Earth • Name the planets that orbit the Sun

• Showing interest in reading Jules Verne’s ‘Around the World in 80 Days’

P

• Showing interest in learning about the rotation and revolution of the Earth

•

• Understanding the importance of scientific instruments in finding out about the world around us

•

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Competences Mathematical competence


Competence in ‘learning to learn’

• Understanding complex phenomena with the help of sequenced photos and diagrams (SB p. 80: The Earth and the Moon move)

• Reflecting on the information compasses give (SB p. 81: The cardinal points; Hands on!)

• Revising key concepts before beginning the new unit (SB p. 77: What do you remember?)

• Understanding that world maps are symbolic representations of a physical reality (SB p. 83: World maps)

• Studying the use of compasses, Earth globes, world maps, binoculars and telescopes in order to start using them in real life (SB p. 81: Hands on!; p. 82-83: Earth globes; World maps; p. 87: Choose a scientific instrument)

Unit outline Unit 7. Planet Earth

The Earth, the Sun and the Moon

Revision

The Earth and the Moon move

Hands on!

Your turn!

How to use a compass

The eight planets of the Solar System

I can

Our world


Penguins and polar bears

Possible difficulties • Content: understanding that the Earth’s rotation causes day and night while its revolution causes the seasons; understanding the phases of the moon; locating the cardinal points • Language: the pronunciation of geographical names and planets; the comparative and superlative of adjectives

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Maps and globes


October

November

December

January

February

March

April

May

June

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7

Objectives • To revise that the Earth is shaped like a sphere

W

Planet Earth

• To learn that the Moon orbits the Earth • To learn that the Sun is the closest star to the Earth • To introduce the Earth’s two movements • To interpret diagrams of the Earth’s orbits

1.

Key language

A

• Vocabulary and structures: Earth, Moon, Sun; atmosphere, axis, compass, hero, hot air balloon, journey, planet, sphere, star, surface; flat, round; ago; believe, orbit, protect, prove, rotate, sail, spin, surround, take (+ time), travel

Around the world

Presentation

Today, everyone knows the Earth is round.

• Hold up a small world map and explain: In the past, people could only travel on foot, by horse or by boat. They believed the Earth was flat like this map. A volunteer reads the first paragraph. • Ss look at the small picture. Ask a volunteer to read the second paragraph. Ask: Did Elcano go by ship or by plane? How long did the journey take? Explain that Juan Sebastián Elcano was a Spanish sailor and that many other sailors took part in this long, difficult journey. • Explain that transport became faster: In 1873, Jules Verne wrote a famous book about going around the world. A volunteer reads the third paragraph. • Ask: How do most people travel around the world nowadays? How long does it take? A volunteer reads the last paragraph. • Show Ss an Earth globe and ask: Can you travel around the world on foot? Why not? Ss answer the questions.

However, many years ago, people believed our planet was flat. Juan Sebastian Elcano sailed around the world in 1522 to prove the world was round. His journey by ship took three years! In 1873, Jules Verne wrote the book ‘Around the World in 80 Days’. The hero, Phileas Fogg, travelled around the world by hot air balloon. His journey took 80 days. Today, people can travel around the world by

THINK ABOUT • When you look around you,

does the Earth seem flat or round?

2.

• Look at a globe of the planet Earth. Is it possible to travel around the world on foot?

7.1

3.

• Make a list of different

means of transport. How many can you use for travelling around the Earth?

• How would you prefer to

travel around the Earth?

aeroplane. It takes less than one day!

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Further activities In pairs, Ss cut pictures of flat or spherical objects out of magazines or newspapers. On a piece of card, they draw two columns with the headings: flat shape and sphere. They glue their cuttings in the correct column. Ss research and draw Juan Sebastian Elcano’s route on a map.

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UNIT

7


What do you remember? The Earth The Earth is a planet. It is shaped like a sphere. The Earth rotates. It spins on its axis. The Earth orbits the Sun. There is water and land on the surface of the Earth. The Earth is surrounded by a layer of air called the atmosphere. 1. Which of these objects is a sphere?

B

The Earth


C

• Read the text. Show different round and spherical objects: a plate, a CD, a marble, an Earth globe, etc. Explain: Something round is shaped like a circle. It is flat. A sphere is a three-dimensional object, shaped like a ball.

• Learn about the

Earth, Sun and Moon.

• Discover how the Earth moves.

• Find out what causes day and night.

Spin an Earth globe. Use an orange to represent the Sun. Move the Earth globe round the orange to show the Earth’s orbit.

• Understand what causes the four seasons.

• Discover how the Moon moves.

1. Ss indentify the ball as the sphere in the photographs.

• Learn how to use

A

a compass.

• Learn how globes

and maps represent the Earth.

The Moon and the Sun • Read the text. Check comprehension: Is there water on the Moon? When do you see the Moon, during the day or at night? What do we call the star closest to Earth?

• Identify the planets

The Moon and the Sun The Moon orbits the Earth. There is no water or air on the Moon. The Sun is a star. It is the closest star to the Earth.

, r

that orbit the Sun.

• Learn how to choose a scientific instrument.

• Discover conditions at

2. Ask Ss to say all the things they can see in the sky during the day and at night.

the North and South Poles.

2. What can you see in the sky during the day? And at night?

et el

3. Ss compare the two drawings. Play track 7.1. Ss listen and say which drawing is correct. Write on the board: Drawing A is correct because the Earth orbits the Sun.

7.1

3. Which of these drawings is correct? Explain why.

A

?

B

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Further activities In 200 BC, the Greek scientist Eratosthenes was the first person to measure the Earth and to discover it was spherical. He discovered that shadows of the same object in two different cities, at the same time, were not the same. He measured the distance between the two cities, and used the shadows to calculate the Earth’s circumference. His calculations were only 3,000 kms out. Find out more about Eratosthenes. Do his experiment using a torch and two sticks of the same length glued vertically on the edges of a piece of card. Shine a torch on the flat card. Curve the card, imitating the shape of the Earth. What happens to the shadows of the two sticks?

7.1


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The Earth, the Sun and the Moon

Objectives • To describe the physical appearance of our planet • To learn that the Sun is a star that is vital to life on Earth

We live on planet Earth. The surface of the Earth is covered with land and water.

Most of the Earth is covered with water. This water forms the seas and oceans. There is also water on the continents and islands, in rivers and in lakes.

Key language

The Earth is surrounded by a layer of air called the atmosphere. This is where clouds form.

clouds

Th br bri Su

The Earth. This photo was taken from space. Can you see more water or more land?

1

Life on Earth is possible thanks to the light and heat from the Sun.

• Read the text. Write up a two-column chart: Earth is made up of and Examples. In the first column, write: land, water, air. Elicit examples from the text: water - rivers; land - continent, air - atmosphere, etc.

• Ss look at the photograph. Ask: Why can you only see other stars at night? If some are as big as the Sun, why do they look so small? Ss use the text to answer.

Th M Mo we hit

The Sun is like other stars you see in the night sky. You can see the Sun during the day because it is closer to the Earth than other stars.

• Ss look at the photograph of the Earth: Can you see more water or more land? Remind Ss that most of our planet is covered by water.

• Ask: Why do you think the Sun is important for life on Earth? Elicit answers: It keeps us warm. It gives us energy and light.

W Wh lig hig ar are se Th

The Sun is a star. Stars are like giant balls of fire. The Sun is thousands of times bigger than the Earth.

1 The Earth

• Read the text and check comprehension. Is the Sun a star or a planet? Is it near or far?

Th th tha

ocean

2 The Sun

Presentation

• Explain how big the Sun is: You could put more than a million Earths inside the Sun. If the Sun is so large, why does it look so small in the sky? (Because it is a long way away.)

continent

The land is made up of continents and islands. Continents are large areas of land. Islands are land surrounded by sea.

• To describe the physical appearance of the Moon

2 The Sun

Th Ea

1 The Earth

• To learn that the Moon is a natural satellite orbiting the Earth

• Vocabulary and structures: Earth, Moon, Sun; asteroid, atmosphere, cloud, comet, continent, crater, hole, island, lake, ocean, region, river, satellite, sea, sphere, star, surface; bright, dark, giant, high, light, low; contain, give off (heat / light), hit, orbit, reflect, shine

7.2 7.2

3 Th

2

3 The Sun. This photo was taken from space. The Sun shines brightly because its surface is very hot.

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Values education Ask Ss why we can’t see the stars very well in the city. (Because there are so many lights in the city.) Talk about light pollution in big cities. How can this be reduced? (Install street lights that shine downwards.) Where can you go to see the stars better? (The countryside, where there is very little artificial light.)

Further activities Write questions about the Earth and the Sun on the board. In pairs, Ss take turns to ask and answer the questions. Look for pictures on the Internet to display in class: asteroids, the Sun, planets, etc. Use Google Earth so Ss can see a satellite view of the Earth. Ss search for their school and the street where they live.

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UNIT 7.2 7.2

3 The Moon

3 The Moon The Moon is the natural satellite of the Earth. Satellites orbit planets.

seas (low regions)

• Ss look at the photograph. Explain that we see dark and light colours on the Moon because its surface is not smooth: Are the high regions dark areas or light areas? (Light.)

craters

The Moon is a sphere. It is much smaller than the Earth.

n

When you look at the Moon, you can see light and dark areas. The light areas are high regions, like mountains. The dark areas are low regions. They are called seas, although they do not contain water. There is no water or air on the Moon.

• Ss compare the photo with the photo of the Sun on page 78. How are they different? Does the Moon look hot or cold? Is it a star like the Sun? • Volunteers read the text. Explain that asteroids and comets are other celestial bodies.

There are many holes on the surface of the Moon. These holes are called craters. They were formed when asteroids and comets hit the surface of the Moon. The Moon does not give off light. It looks bright because it reflects light from the Sun.

• Explain that the Moon doesn’t make its own light because it is not a ball of fire. Instead, it reflects the Sun’s light like a mirror. Demonstrate by reflecting sunlight on a classroom wall with a mirror. Compare it to the light of a torch: Has this got its own light? Is it like the light from the Sun or the light from the Moon?

light areas (high regions) The Moon.

Questions 1. Which of these two planets looks more like the Earth? Explain.

A

B

4. Why do you think some people want to call our planet ‘Water’ instead of ‘Earth’?

• Play track 7.2. Ss listen and say Earth, Sun or Moon.

5. What is the difference between water from the seas and water from rivers and lakes?


6. The Moon does not give off its own light. Why can you see it at night? 2. Why does the Sun look bigger and brighter than the other stars in the sky? 3. Are the seas of the Earth and the Moon the same? Explain.

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7. Why does the Moon seem bigger than the Sun?

Activity Book

8. Are the Moon and the Sun planets?

Pages 40 and 41

9. Do you think it is possible to live on the Moon? Explain.

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Further activities Ss draw the Sun and the Moon in their notebooks. They reread the texts and write a sentence below each drawing. Share fun trivia about the Sun, Earth and the Moon: The Earth rotates anticlockwise, like all the planets in our solar system, except Venus. Venus is the only planet that rotates clockwise. If you were to drive a car at 100 kilometres an hour, 24 hours a day you could reach the Sun in about three years. You could reach the Moon in 130 days. You cannot use a kite or a compass on the Moon. (There is no wind and no magnetism.) The Moon causes many of the tides in the Earth’s oceans. This is because of the gravity interaction between the Earth and the Moon.

7.2


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Objectives

The Earth and the Moon move

The rotation of the Earth causes day and night. As the Earth rotates, it is day in the half that receives light from the Sun. It is night in the half that does not receive light.

The Earth orbits the Sun. One complete orbit takes 365 days. This is called an Earth revolution or a year. Earth revolution causes the four seasons.

Winter: December to March

H

Sun Summer: June to September Autumn: September to December

• Read and check comprehension.

The Earth’s path around the Sun. As the Earth orbits the Sun, the distance between the two changes very little.

• Demonstrate the Earth’s rotation with a globe, or ball: This is the Earth’s axis. The earth spins round, or rotates on its axis. We call this ‘rotation’.

Questions 1. What is the difference between rotation and revolution? 2. Look at the diagram on page 81 and name the four Moon phases.

80

•

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• Ask volunteers to read the text aloud.

Th co po

Spring: March to June

• Explain that thousands of years ago, people thought the Moon and Sun orbited the Earth. This is because the Sun appears to move across the sky during the day. In the same way, if you are on a train, stopped in a station, and another train moves away from the station, it sometimes appears as if your train is the one that is moving.

• Explain the Earth’s orbit with two volunteers. One acts as the Sun. The other slowly spins. Narrate as you help him / her circle around the Sun: This is how the Earth orbits the Sun. One complete orbit is called an ‘Earth revolution’, or a year.

7.3 7.3

4 Th

The Earth rotates on a tilted axis. In winter, the Sun’s rays reach the Earth at an angle. This gives less heat. In summer, the rays reach the Earth more directly. This gives more heat.

1 The Earth rotates

2 The Earth orbits the Sun

Day and night. The Earth’s rotation causes the changes from day to night.

2 The Earth orbits the Sun

Presentation

• Shine a torch and rotate the globe or ball to demonstrate night and day.

Th th the th the

The Earth rotates on its axis. This movement is called rotation. One rotation takes 24 hours. This is a day.

Key language

• Ask: How long does one rotation take? (24 hours.) What does it cause? (Day and night.)

Th

The Sun appears to travel through the sky during the day. In fact, the Sun does not move. The Earth moves around the Sun.

• To learn the four cardinal points

• Vocabulary and structures: angle, arrow, axis, cardinal point, change, compass, day, half, lunar month, magnetic needle, night, phase, revolution, rotation, season, shape, year; bright, dark, tilted; appear, coincide, face, orbit, point, receive, rotate, seem, take (+ time)

3 Th

1 The Earth rotates

• To learn how the Earth and the Moon move

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Further activities Draw two simple diagrams of the Earth’s movements on the board. Ss copy the diagrams and label them: rotation = 24 hours = 1 day and revolution = 365 days = 1 year. How the seasons are produced is a difficult concept to explain, but easy to understand visually. There are many excellent, free online videos for children which explain how the Earth’s tilt causes the seasons. Try the Neo k12 website, or the BBC Science and nature website.

• Use the diagram to show how the Earth’s tilted axis causes the four seasons. • Check comprehension: What is the Earth’s orbit? (The path it takes around the Sun.) Etc.

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UNIT

3 The Moon moves

3 The Moon moves

• Explain that the Moon orbits the Earth, but it does not rotate on an axis: This means there is always a dark side of the Moon that we never see, because it never faces the Sun.

The Moon orbits the Earth. Each orbit takes 28 days. This is called a lunar month. The half of the Moon facing the Sun appears bright. The half of the Moon facing away from the Sun appears dark. However, we cannot always see all of the bright side. That is why the Moon seems to change shape. There are four shapes called the Moon phases.

full moon

7

waning moon

waxing moon

• Ss look at the four Moon phases: Because we cannot always see all of the bright side, the Moon looks different depending on where it is in its orbit around the Earth.

new moon

The four Moon phases. Each phase lasts one week.

4 The cardinal points 7.3 7.3

4 The cardinal points

his

N

The cardinal points are the four main points of a compass: North, South, East and West. The cardinal points help us know where we are.

Hands on!

• Use an Earth globe to show Ss the North and South poles.

E

W

• Explain that the direction of the Earth’s rotation makes the Sun rise in the East in the morning and set in the West in the evening.

S

• Play track 7.3. Ss imagine they are the girl in the illustration. They listen and follow the instructions.

Using a compass A compass has a magnetic needle that always points North. The cardinal points are written in the circle. ‘W’ is for West. ‘E’ is for East. ‘N’ is for North. ‘S’ is for South.

Hands on!

N

Using a compass

N

• Show Ss a compass and how the needle always points North. Ss experiment with the compass, following the instructions in the text.

E

W

.

S

Hold the compass flat in your hand. Don’t move. The arrow points North.

Slowly turn the compass so that the arrow and ‘N’ coincide.

The compass shows us where the cardinal points are.

• In groups, with a compass, Ss write down what things are in different directions from their school.

• Write down things you can see north, south, east and west of your school. eighty-one 20/12/10

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81

Further activities Ss look at the photos of the Moon phases for two minutes. They close their books. Draw a Moon phase on the board. Volunteers say the name of the phase and write the word. Repeat with a different drawing.


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Ss take turns coming to the front of the classroom. The rest of the class give them directions: Stand up. Turn West. Walk to the door. Turn East, etc. Many people think that some day people will live in space stations on the Moon. Ss imagine living on the Moon. They draw a picture and write three short sentences about it: I can see the Earth. I wear a special suit to school. My friends and I float. Display in the classroom. 7.3


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Maps and globes

Objectives • To learn about artificial satellites that orbit the Earth • To learn about Earth globes and world maps

Ma M rep re

On

1 Artificial satellites

• •

Artificial satellites are man-made objects which orbit the Earth. They have many different functions. They send information back to Earth about the weather and the land. They are also used for telecommunications.

Key language • Vocabulary and structures: globe, map, satellite, space, sphere, surface; continents: America, Africa, Antarctica, Asia, Europe, Oceania; oceans: Antarctic, Arctic, Atlantic, Indian, Pacific; Equator, North Pole, Northern Hemisphere, South Pole, Southern Hemisphere; accurate, artificial, exact, flat, imaginary, man-made; create, orbit

7.4 7.4

3 W

Artificial satellites can take photographs of the Earth from space. These photos show the exact shape of the land and seas. We use this information to create maps and globes to represent Earth.

2 Earth globes

Artificial satellites send important information back to Earth.

Northern Hemisphere

North Pole

Earth globes are the most accurate way to represent the planet Earth. These globes are spheres which represent the planet on a small scale. They show:

Presentation 1 Artificial satellites • Ask: What is the name of the Earth’s natural satellite? (The Moon.)

• The North Pole: the point on Earth that is farthest north.

• Read the text. Check for comprehension: Artificial satellites are objects people make to send into space. They orbit the Earth. These satellites give us information for maps, phones and TV.

• The South Pole: the point on Earth that is farthest south.

• The Equator: an imaginary line

Equator

dividing the Earth into two halves: the Northern Hemisphere and the Southern Hemisphere.

South Pole

Southern Hemisphere

1

2

2 Earth globes

3

• Ss compare the two ways to represent the Earth: a globe or a map. • Read the text. Demonstrate with a globe and point to the axis, North and South poles and the Equator: The Equator divides the Earth into two halves. What are their names? (The Northern Hemisphere and Southern Hemisphere.) • Explain that at the North Pole, in summer, the Sun shines for 24 hours some days. This is because the Earth is tilted towards the Sun for several days. Likewise, in winter there are days when the Sun’s rays never reach the North Pole, because the Earth is tilted away from the Sun. It is night for 24 hours.

An Earth globe. It spins on an axis that passes through the North Pole and the South Pole.

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Values education Satellite pictures of the Earth at night can show the difference between rich countries and poorer ones: Why are there so many lights in Europe, but parts of Africa are much darker? (The distribution of wealth and the use of resources is extremely unequal.)

Further activities Draw a circle on the board to represent the Earth. Ask different Ss to come up and label the North Pole, the South Pole, the Equator, the Northern Hemisphere and the Southern Hemisphere. Use Google Earth as an example of the photographs satellites give us. Explain that they are a collection of photographs that satellites have given us, not live images. Explore both the Earth and the Moon.

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UNIT

7

7.4 7.4

3 World maps

3 World maps

Maps are flat drawings that represent parts of the surface of the Earth. World maps represent the entire planet.

• Explain that like globes, flat maps give us specific information about the surface of the Earth. There are different types of maps: city maps, world maps, thematic maps, population maps, etc. Flat maps can show more detail than a globe.

On a world map, you can see:

• The six continents: America, Europe, Asia, Africa, Oceania and Antarctica. • The five oceans: the Atlantic, the Pacific, the Indian, the Arctic and the Antarctic Ocean.

ARCTIC OCEAN

• Read the text. Ss look at the world map. Name the different continents and oceans. Ss point to them.

ASI A

• Ask Ss: Why does the map have the Pacific Ocean on the left and right of the picture? (Because the Earth is a sphere, but the map is flat.) Remind Ss that when they look at a world map, they have to imagine the two ends are connected, like a cylinder.

EUROPE A TLANTIC AM ERIC A

OCE AN

PA CI F IC OCEA N

AFRI C A

PACI F I C

e

I ND I A N

OCEAN

OCEAN

OCEA N IA

• Play track 7.4. Ss listen, follow the instructions and say the continent.

N

ANTARC W

E

TIC

OCEAN


AN T AR C T ICA

S

Reinforcement worksheet 19 A world map. Which continents are south of Europe? Which continent is east of Europe?

Activity Book

e

Questions

Pages 44 and 45 909333p95

1. The Equator divides the globe into two halves. What are they called? 2. Name all the continents and the oceans. 3. Locate your country on the world map. Which continent is it in? 4. On this world map, is Asia in the east or in the west?

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Further activities Write the words continent and ocean on the board. Write the names of the continents and oceans on cards. Taking turns, a student chooses a card, reads the name, and places it under the correct heading. Bring different types of maps to class. Hand them out to the class. In pairs, Ss make a list of the type of information to be found on their map. Then they swap maps with another pair.

7.4


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1 Copy and complete the sentences in your notebook. Some words can be repeated.


Earth

Key language • Vocabulary and structures: Earth, Moon, Solar System, Sun; crater, revolution, rotation, sunset; cardinal points: East, North, South, West; inner planets: Earth, Mars, Mercury, Venus; outer planets: Jupiter, Neptune, Saturn, Uranus; celestial body: asteroid, comet, meteorite; coldest / hottest, farthest / nearest, largest / smallest; give off (heat / light), orbit

Activities

Moon

Sun

Life on .......... is possible because the .......... always gives off light and heat.

T o E

Most of the .......... is covered in water. The .......... is the nearest star to .......... . There are many craters on the surface of the .......... .

T m

2 Copy and complete the sentences. a. The rotation of the Earth takes .......... . b. One Earth revolution takes .......... . c. One revolution of the Moon takes .......... .

3 Copy this diagram. Colour the part of

Sun

the Earth where it is day. Shade in pencil the part where it is night.

1 Copy and complete the sentences in

your notebook. Some words can be repeated. • Ss complete the sentences in groups. Encourage them to use expressions like: I agree or I don’t think so.

T o

Earth

4 This photograph was taken at sunset. In your notebook, write the cardinal points which correspond to each letter.

2 Copy and complete the sentences. • Draw simple diagrams on the board representing the Earth’s rotation, the Earth’s revolution and the Moon’s revolution. Ss name them.

A. ..........

A B

D C

B. .......... C. ..........

a. Lo

D. ..........

b. W

• Ss complete the sentences. 3 Copy this diagram. Colour the part of

the Earth where it is day. Shade in pencil the part where it is night. • Ss name the continents they can see. • Ask Ss where it is day and where it is night. Ss copy and shade the diagram. 4 This photograph was taken at sunset.

In your notebook, write the cardinal points which correspond to each letter. • Explain that sunrise is when the sun rises in the morning and sunset is when it sets at night. Ask: Does the Sun rise in the East or the West? Where does it set? So, in what direction was the person taking this photo looking?

c. W

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Further activities Make true or false statements about the Sun, Moon or Earth. Ss answer True or False and correct the false ones. In small groups, Ss draw a simple treasure map of an island. Then they exchange it with another group of Ss. Each group writes directions explaining how to reach the treasure: Start at the boat. Go west to a bridge. Go north to a high mountain. Go east to a river. Go south on the river to a small house. The treasure is at the house. Collect all the maps and display them on a classroom wall and label each with a letter: Map A, Map B, etc. Post the instructions out of order in a column next to them and number each. Ss try to match the maps to their instructions.

• Ss copy the letters A-D and write the cardinal points.

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UNIT

7

Your turn! The eight planets of the Solar System

YOUR TURN !

• Ss look at the top illustration showing the relative size of the planets: Which is the largest? Which is the smallest? Which is the closest to the Sun? And the farthest?

The eight planets of the Solar System The Sun is the centre of our Solar System. Eight planets orbit the Sun.

• Volunteers read the information about each planet. • Divide the class into eight groups and help Ss organise the text into a planet chart. Draw two columns labelled: Name and Facts. Under the Name column, write all the inner planets (in order) in red and then all the outer planets in blue. Assign a planet to each group. The groups collect facts about their planet to write on the chart.

The Solar System consists of many other types of celestial bodies. For example, meteorites, asteroids and comets. All these bodies orbit the Sun. The inner planets. The planets closest to the Sun. They are made of rock.

Mercury. The smallest planet. It is the nearest planet to the Sun, so it is very hot.

Venus. It is nearly the same size as Earth. It is surrounded by clouds. Venus is the hottest planet.

Earth. Our planet. It is the largest of the four inner planets.

Mars. Scientists believe Mars had rivers and oceans millions of years ago.

• Still in their small groups, the Ss use the chart on the board to help them answer the questions.

The outer planets. The planets farthest away from the Sun. They are made up of gases. They are very large.

• Compare answers as a whole class.

Teacher’s Resource Book Jupiter. The largest planet in the Solar System.

Saturn. It is surrounded by a ring made up of rock and dust.

Uranus. It is surrounded by a small ring.


Neptune. The planet farthest away from the Sun. It is the coldest.

a. Look at the illustrations above. Name the smallest and the largest planets. b. Which planet is hotter, Mars or Jupiter? Explain. c. What are the main differences between the inner planets and the outer planets? eighty-five 20/12/10

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Further activities Ss copy the large illustration on page 85, keeping the order of the planets. They include a colour key and colour the planets according to the key: Red = inner planets; Blue = outer planets. Ss write the title: The Solar System. Explain that astronomy is a science that is always discovering new celestial bodies: Pluto was discovered in 1930. Until 2006, it was the ninth planet of our Solar System. Now, because of sophisticated technology, we have more information about Pluto. It belongs to a group of celestial bodies called the Kuiper Belt. Pluto is now called a dwarf planet.

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Revision Objectives • To revise and apply the key concepts of the unit

I

7.5

1 Read the summary.


The Earth


The Earth is a planet. The surface is covered with oceans and continents. It is surrounded by a layer of air called the atmosphere.

Key language

The Earth is constantly moving. It rotates on its axis. This movement is called rotation. This takes 24 hours and causes night and day.

• Vocabulary and structures: advantage / disadvantage, atmosphere, axis, continent, orbit, phase, planet, revolution, rotation, satellite, star; scientific instruments: binoculars, telescope; frozen, surrounded; cause, give off (heat / light), produce, rotate, take (+ time)

The Earth orbits the Sun. This movement is called Earth revolution and takes 365 days. This causes the four seasons.

The Moon The Moon is the Earth’s natural satellite. The orbit of the Moon around the Earth produces the Moon phases.

The Sun The Sun is a star. It is the closest star to the Earth. It gives off light and heat. It is much larger than the Earth.

Revision 1 Read the summary. • Play track 7.5. Ss read and listen to the summary. Pause to ask comprehension questions: What is on the Earth’s surface? What is the layer of air that surrounds the Earth called? Does the Earth ever stop moving?

2 Copy and complete. Use the information from the summary. THE EARTH'S MOVEMENTS are

..........

rotation


information from the summary. this is when

• Ss copy the chart and complete it in pairs.

it turns on its axis

• Combine pairs to correct in small groups.

86

this causes

this is when

this produces

..........

..........

the four seasons

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Further activities Ss write Moon, Earth, Sun on pieces of paper. Say facts about each. Ss silently hold up the name of the celestial body being described. Find out more facts in a fun game at www.earthsunmoon.co.uk.

7.5


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UNIT

I can I can



It’s Rosie’s birthday next week. For her birthday present, she can choose binoculars or a telescope.

A

• Ss brainstorm when people use binoculars and a telescope. (In the countryside, to look at animals, on the beach, at night, during the day, from a balcony, etc.)

B

B

Binoculars are easy to use. They weigh very little and are easy to carry. Rosie can use them to watch birds. She can also see the craters of the Moon through binoculars.

Telescopes are expensive. Rosie can use one to see detailed images of the Moon. She can also see some of the planets and the rings of Saturn through a telescope.

• Volunteers read the text. Pause after each sentence and check comprehension.

Compare the two products. Copy and complete the chart. Binoculars Advantages Disadvantages

7

Easy to use .......... .......... ..........

• Ss complete the chart: Binoculars: advantages (easy to carry, weigh very little, can watch birds, can see the craters on the Moon); disadvantages (can’t see very long distances, easy to lose). Telescope: advantages (can see the planets and the rings of Saturn, can see the Moon in detail); disadvantages (expensive, difficult to carry).

Telescopes .......... .......... .......... ..........

Which birthday present would you choose?

OUR WORLD Penguins and polar bears

• Do a class vote on the favourite birthday present.

The North Pole is in the middle of a frozen ocean. Polar bears live on the ice. The South Pole is in the middle of a frozen continent. Penguins live on the frozen land.

Our world Penguins and polar bears

However, there are no penguins at the North Pole and no polar bears at the South Pole.

• Read the text and check comprehension.

The South Pole is colder than the North Pole. Penguins would be too hot at the North Pole!

• Ss research more information about penguins and polar bears in books or on the Internet.

Find out more about penguins and polar bears. What do they eat? How can they live in such cold conditions?

Teacher’s Resource Book eighty-seven 20/12/10

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Assessment worksheet 7

87 20/12/10

Test 7 18:17

Further activities Ss draw a penguin and a polar bear and write one sentence they have found out about each. For example: Penguins eat shrimps, fish and squid. Polar bears are carnivores and eat fish or seals. Penguins have a thick layer of fat and waterproof feathers to keep them warm. Polar bears have thick fur to protect them from the cold and black skin to soak up as much heat from the Sun as possible. In small groups in class and at home, Ss research information about conditions at the North and South Poles and other animals that live there.

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8

Water


Contents

• To identify the three states of water

• The three states of water

• To discover how water changes its state

• The changing states of water

• To learn where water can be found in nature

• Sea water, fresh water, groundwater, snow and ice

• To conduct an experiment with melting ice

• The water cycle

• To study the water cycle

• How drinking water gets to our homes

• To find out how drinking water gets to our homes

• Ways to save water

U

• To learn how to save water

Language objectives • To express indefinite quantities with little and a lot (of): This is called fresh water because it contains very little salt. However, this process is expensive and uses a lot of energy. • To describe cause and effect using the conjunction when: When rain falls on the land, it forms streams. • To indicate provenance with comes from: Water from wells and springs comes from aquifers.

Assessment criteria • Describe the three states of water • Explain how water changes its state • Indicate where water can be found in nature • Draw conclusions from the experiment with melting ice

• Observing photos and diagrams to study the changing states of water • Following instructions and using the appropriate materials to carry out an experiment • Studying the directions of the arrows in a diagram to understand the water cycle • Completing and labelling a diagram to illustrate the water cycle • Tracking the flow of water in a diagram to see how it is purified prior to drinking • Making a list of ways to save water • Completing reading comprehension activities based on the text • Showing interest in conducting experiments involving the states of water • Appreciating the importance of water in our daily lives

P

• Developing water-saving habits

•

• Explain the water cycle • Explain how drinking water gets to our homes

•

• Outline how to save water

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• Studying the sources of water in nature (SB p. 92 and 93: Water in nature)

• Conducting experiments involving melting ice cubes and making predictions about the results: (SB p. 91: Hands on!)

• Taking steps to reduce water consumption and avoid pollution (SB p. 99: Identify ways to save water)

• Interpreting photos and diagrams in order to understand the states of water and the water cycle (SB p. 90: The changing states of water; p. 95: The water cycle)

• Understanding the need to share resources and technology so that everyone can have access to drinking water (SB p. 99: Clean water for everyone!)

• Learning the names of the processes that cause the changes in the states of water (SB p. 90: The changing states of water; p. 94: The water cycle; p. 98: Revision)

Unit outline Unit 8. Water

The different states of water

Water in nature

The water cycle

Hands on!

Your turn!



Revision

I can

Our world


Clean water for everyone!

Possible difficulties • Content: understanding that the water cycle is a continuous process • Language: the spelling of different vowel combinations with o: vapour, cool, gaseous, country, mountain, cloud; the pronunciation of words ending in -tion


October

November

December

January

February

March

April

May

June

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8

Objectives • To learn the importance of water for living things

W

Water

• To understand that water can change states

1.

• To distinguish between the three states of water

2.

Key language • Vocabulary and structures: states of water: ice / solid, water / liquid, water vapour / gas; clothes, sleeping bag, temperature; again, however, usually; be made of, disappear, flow, freeze, melt, stay, take in 3.

Presentation

8.1

4.

• Revise previous concepts: What does the surface of the Earth consist of? Is there more water or land? Use an Earth globe to show the oceans.

An ice hotel

• Ss look at the photo: Is this inside or outside? What are the table and chairs made of? Wood or ice?

Every winter, in a small town in Sweden, you can stay at a hotel made of ice!

• Locate Sweden on the globe: Is Sweden in the north or the south of Europe? Do you think the winters are hot or cold? • Read the text and ask: Where is the hotel? What is it made of? How do people stay warm? What happens to the hotel in spring? In which season can you stay in this hotel? • Explain: Ice is water in a solid state. Fresh water freezes and becomes solid at 0º Celsius. Contrast with the current temperature in the classroom. The water to make this hotel comes from a frozen river. • Ss decide if they would like to stay in this hotel. In pairs, they tell the class the advantages and disadvantages: The hotel is too cold. There isn’t a television / The hotel is great! It’s beautiful!

The hotel provides warm clothes and a sleeping bag because it is so cold inside. In spring, however, the hotel disappears! The ice melts, and the water flows back into the river. In winter the hotel is built again.

THINK ABOUT • What do you usually use ice for?

• At what temperature does water freeze?

• What happens in spring to make the ice hotel disappear?

• Would you like to stay at this hotel?

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Further activities Ss imagine and draw a guest room in the ice hotel. They write a sentence below: The furniture is made of ice. Ice is water in a solid state. They describe their hotel bedroom to a partner. Explain that seawater freezes at a lower temperature than fresh water, because it contains salt. Ice from salt water is not so hard. It is more like a paste, so you cannot use it to make furniture or sculptures.

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UNIT

8


What do you remember? Water

Water


People, animals and plants need water to live.

• Read the text. Revise the planets studied in Unit 7: The Earth is the only planet we know that has water. Water is necessary for living things.

• Find out about the

three states of water.

1. How do plants take in water? 2. Make a list of the uses of water that you know.

The different states of water Water can exist in three different states: as a liquid, a solid, and a gas. Water is a liquid.

• Learn how to carry

out an experiment.

• Identify where water

1. Draw a plant on the board with its roots underground. Revise how plants take in water.

• Study the water

2. In two minutes, Ss think of different activities that need water. Write up the answers on the board. Ss copy the list in their notebooks.

can be found in nature. cycle.

• Find out how drinking water gets to your home.

Ice is a solid.

• Identify ways to save

Water vapour is a gas.

water.

3. Name places where you can find water, ice and water vapour. 8.1

4. Put the pictures in order. Then, explain to your partner what is happening.

A


• Learn how to help

• Read the text about the three states of water.

people who do not have clean drinking water.

3. Label three columns on the board: Water, Ice, Water vapour. Show Ss pictures of different states to revise: What state is this? Where can you find this? Write their answers under the correct heading. Ss copy the chart.

B

4. Ss put the illustrations in order and then in pairs explain what is happening. Play track 8.1. Ss check their answers.

C

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89 21/12/10 10:42

Values education Talk about the vast number of people in the world who do not have access to drinking water. Find information at http://water.org/ or www.waterforpeople.org.

Further activities Ss write a diary for a week. For each day, they write down what they used water for. For example: swimming, brushing their teeth, having a shower, etc. Ss draw examples of water in the three different states. For example, a cloud, a river, an iceberg. Then they label the drawings. Below, they write descriptions for each: Clouds are made of water vapour. Rivers contain water in a liquid state. An iceberg is made of water in a solid state.

8.1


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Objectives • To learn the main uses of water

Al All

Pe m ma ha an

1 The three states of water

• To revise the three states of water

Water exists in three different forms, called states.

• To learn how water changes states

• Drinking water is water in a liquid state. • Ice and snow are water in a solid state. • Water vapour is water in a gaseous state.

Key language • Vocabulary and structures: states of water: gaseous, liquid, solid; changing states of water: condensation, evaporation, freezing, melting; freezing point, ice, snow, temperature; faster / slower; affect, cool, drink, influence, heat (up), melt, occur, take a shower, turn into

3 Us

Pl Pla

So liv

8.2

2 The changing states of water A change of state occurs when water changes from one state to another. This occurs when water cools or heats up.

• Melting occurs when ice is heated and it turns into water.

• Freezing occurs when water cools and turns into ice. Water freezes at 0 ºC. This is its freezing point.

Presentation

• Evaporation occurs when water heats up

1 The three states of water

and turns into water vapour.

• Condensation occurs when water vapour

• Read the text. Name forms of water. Ss say the state. A cloud. (Water vapour.)

cools and turns into liquid water.

Condensation. Water vapour in the air cools and condenses on the cold mirror.

2 The changing states of water • Talk about freezing and melting. Bring in some ice. This is ice. It is a solid. Water freezes at 0ºC. If I leave the water in the warm classroom, it melts and becomes a liquid. Water changes state when it cools or heats up.

melting

• Explain the process of evaporation: When you heat liquid water in a pan, it changes to water vapour, a gas. This process is called evaporation. • Finally, explain the process of condensation: Condensation is the opposite of evaporation. It takes place when water vapour in the air cools. So, the gas becomes a liquid. • Give an example of condensation: When you have a hot shower, some of the water changes to water vapour. This water vapour cools on the cold bathroom window and returns to a liquid state. The water runs down the window. • Read the text. Ss follow the processes by pointing to the illustrations. • Play track 8.2. Ss listen and say the process.

8.2


freezing

evaporation

condensation

1

The changing states of water.

90

2

ninety

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Values education Explain that water is a valuable and vital resource. It is home to many animals and plants. There is limited fresh water on Earth. Ask: How can this resource be protected? (Legislate to prevent pollution from factory waste. Regulate use of water for farming and industry.)

Further activities Ss put an ice cube in a sealed, clear, plastic bag and tape it to the classroom window. After 15 minutes, they can observe how the ice has melted into a liquid. In a laboratory, show how water changes state: Heat some salt water in a saucepan until it boils (evaporation); cover the pan with a glass lid (condensation); put ice cube trays of water in the freezer (freezing).

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UNIT

3 Uses of water All living things need water to live.

3 Uses of water

People need to drink water. We also have many other uses for water, for example to have showers. Water is used in factories and on farms.

• Ss say as many different uses of water as they can. Write them on the board. • Ss look at the photograph. What kind of water is this? (Irrigation water, drinking water.) Is the water a liquid or solid? (A liquid.) What state is it in? (In a liquid state.)

Plants take in water through their roots. Some animals live in water. Other animals live on land, but they need to drink water.

Hands on!

8

Beetroot farm. Beetroot plants need a lot of water.

• Volunteers read the text. Check for comprehension.


Hands on! How does the temperature affect melting ice? This experiment shows how temperature influences the time it takes to melt ice. You need:

1. Pour cold water into one glass. Pour hot water into the other glass.

• Say: Does ice melt quicker on a cold day or a hot day? Count hands and write the results on the board. Now we are going to do an experiment to find how temperature affects melting ice.

2. Put an ice cube into each glass. Set your stop-watch.

3. Write down the time it takes each ice cube to melt completely. Look at this example:

• 2 large glasses • 2 ice cubes • A stop-watch

Time it takes to melt the ice

Hot water

Cold water

1 minute, 20 seconds

11 minutes, 30 seconds

• In threes, Ss have 2 glasses, 2 ice cubes, a stop watch and paper and pencil. • They follow the instructions and record the results. On the board, make a class chart with everyone’s data: Are the times similar?

How does temperature affect the time ice takes to melt? If it is hot, the ice melts faster / slower. If it is cold, …

• Return to the question on the board. Ss decide who was right and who was wrong.

Write instructions for a similar experiment: Does the quantity of ice that you put in a glass of water influence the time it takes to melt?

Questions


1. What do people need water for? 2. At what temperature does water freeze and become solid?

Reinforcement worksheet 20 ninety-one

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91 21/12/10 10:42


Further activities Elicit definitions for key vocabulary on both pages. Write them on the board: Ice heats up and turns into water. (Melting). Ss make vocabulary cards. Do an experiment to show how liquid water expands when it freezes. All other liquids get smaller. Completely fill an ice tray with water and put it in the freezer. As the water expands, it overflows the ice tray slightly, taking up more space. In groups, Ss put some water in a bottle, in a glass and on a plate and leave them on the classroom windowsill for several days. Then, the groups check to see which has the least water. Explain: More water evaporated from the plate because more of it is exposed to the warm air than the water in the bottle. Ss apply their findings to other situations: Are lakes and oceans more like the plate or the bottle?

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Water in nature

Objectives • To learn that salt water in seas and oceans is not suitable for drinking or watering plants

Gr be W Wh th the be

Most water on Earth is in the seas and the oceans.

• To learn that the water in rivers, streams and lakes is fresh water

Water from the seas is called salt water because it contains a lot of salt. You cannot use salt water for drinking or for watering plants.

• To learn that groundwater forms underwater rivers and aquifers

In order to use salt water, the salt must be eliminated at desalination plants. However, this process is expensive and uses a lot of energy.

• To understand that solid water is found at the poles and on mountain peaks

Key language

3 Gr G

1 Sea water

He aq th thi

Desalination plant. Desalted water is very expensive.

Gr un

8.3

4 Sn

2 Fresh water

• Vocabulary and structures: water in nature; fresh water, ground water, salt water / sea water; aquifer, desalination plant, iceberg, ice crystal, salt, snow, snowflake, well; clean, empty, expensive, giant, underground; break off, collect, contaminate, eliminate, float, melt, turn into, waste

On the surface of the continents, there is water in rivers, streams and lakes. This is called fresh water because it contains very little salt.

In co fre co

People, animals and plants drink fresh water. This is called drinking water. Drinking water must be clean.

In ar are tu tur

Be careful not to waste or contaminate drinking water.

Th No ar are of ice Th

Stream. This water looks clean, but do not drink it unless you are sure it is drinking water.

Presentation 1 Sea water • Point out the oceans on an Earth globe: The seas and oceans contain salt water.

NOW YOU!

2

how many litres of water each person uses every day in your country.

• Read the first two paragraphs. Check understanding: Can you drink sea water? Can you water plants with salt water? • Ss look at the photograph: There are special factories that can take the salt out of salt water. These factories are called desalination plants. Ask: What problems are there with desalination? Ss scan the text for the answers. (Expensive, uses lots of energy.)

1

• Look on the Internet. Find out

92

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Values education Now you! • Ss share the information they find with the class.

Discuss how individuals can play an important part in water conservation. Ss think of ways to save water. (Turn off the tap when brushing your teeth. Put a bottle of water in the toilet tank. Have showers instead of baths. Use rainwater to water plants. Etc.)

Further activities Revise the names of the world’s oceans and important rivers. Help Ss organise them in a chart with the headings: salt water, fresh water. Ss solve this simple maths problem in small groups: A factory uses 200 litres of water to make one kilo of plastic. If one bottle is 20 grams, how much water does the factory use to make it? Do you think this a good use of water?

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.

UNIT

8

2 Fresh water • Ss look at the photograph of the stream. Read the text.

3 Groundwater Groundwater is fresh water found beneath the surface of the Earth. When it rains, water goes through the soil and collects in empty spaces between rocks and sand. Here it forms large deposits called aquifers. People build wells to collect this water. Groundwater can also form underground rivers in caves.

• Explain that fresh water has a little salt in it, but less than the salt water in the seas and oceans. • Read the text. Ask: Is drinking water fresh water or salt water?

aquifer well

• Explain: Many parts of the world have lots of fresh water. These are places where it rains a lot.

Aquifer. Groundwater is deposited in aquifers and collected in wells.

• Play track 8.3. Ss listen and say salt water or fresh water.

4 Snow and ice In winter, temperatures are very cold in mountain regions. Water freezes and becomes ice and snow in cold weather.

• Ss do the Now you! section in groups. 3 Groundwater

In spring and summer, temperatures are warmer. Ice and snow melt and turn into liquid water again. The coldest areas on Earth are the North Pole and the South Pole. These areas are covered with giant blocks of ice. Sometimes, large pieces of ice break off and float in the ocean. These are called icebergs.

• Tell Ss that mineral water is drinking water from underground rivers. • Read the first paragraph. Demonstrate by adding water to a clear container filled with sand, gravel and rocks: Water collects underground between the rocks and sand.

Snow. Snow is made up of small ice crystals, called snowflakes. Snowflakes have many different shapes and patterns. No two snowflakes are the same!

• Ss look at the illustration. Read the rest of the text. Check for understanding: We use wells to get the groundwater out.

Questions 1. Describe fresh water and salt water in your own words. 2. Match the words to the photographs. salt water fresh water aquifer

A

B

4 Snow and ice

C

• Elicit the different states of water from Ss. Remind them: The snow and ice on Earth is fresh water which is frozen. ninety-three

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Further activities Use the virtual ruler on the website for the city of Fairfax to help Ss visualise the amount of fresh, frozen and salt water there is on Earth: www.fairfaxwater.org/story_of_water/html/earth.htm. Show the location of the Dead Sea in Asia on a world map. Explain that it is a large salt lake. It gets its water from the Jordan River and other smaller rivers. Because it is in the desert, it loses lots of its water through evaporation. The salt does not evaporate: It has six times more salt than any ocean. Almost nothing can live in the Dead Sea. This is how it gets its name. Many people visit the Dead Sea because the water and mud are good for many skin problems. It is easy to float in the water.

• Ss look at the photograph. Read the caption. Read the text. Write snowflakes and icebergs on the board. Ss find the definitions in the text and the caption and say them.



8.3


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The water cycle

Objectives • To understand how the water cycle works

1 From the oceans to the clouds

The water cycle begins when water from the oceans, lakes and rivers heats up and evaporates to form water vapour.

Key language

w

water vapour rises

q

evaporation

Water vapour passes into the cold atmosphere. The cold temperature makes the water vapour cool down and condense. Condensed water in the atmosphere turns into tiny water droplets and forms clouds. Clouds move across the sky with the wind.

2 From the clouds to the land As clouds move across the sky, the tiny water droplets in the clouds join together to form larger drops.

Presentation

These large drops of water fall to the land as rain.

1 From the oceans to the clouds • Revise the processes of evaporation and condensation with the illustration on page 90. Explain that water moves in different ways. Ss look at the illustration: Water moves as water vapour up into the sky to form clouds. It falls to Earth again as rain.

condensation

Water is continually moving around the Earth. This causes the water cycle.

• To learn about the movement of water between the oceans, clouds and land

• Vocabulary and structures: altitude, aquifer, atmosphere, cloud, droplet, groundwater, hail, lake, ocean, rain, rainwater, river, sea, sky, snow, spring, stream, water vapour, well; cause, condense, cool down, evaporate, fall, form, freeze, heat up, melt, reach, sink, turn into

e

q

Formation of clouds. Water evaporates. Water vapour passes into the atmosphere. At high altitudes, the air is very cold. Water vapour condenses and forms clouds.

w e

When rain freezes, it falls to the land as snow or hail.

3 From the land to the sea When rain falls on the land, it forms streams. Streams flow into rivers. Rivers flow into seas and oceans. When snow melts, it flows into the streams and rivers and finally reaches the sea.

• Volunteers read the text. Explain that water does not need to boil in order to evaporate: Although we do not see water vapour rising above the oceans, millions of litres of water evaporate every day.

Sometimes, rainwater and melted snow sink deep into the ground to form aquifers.

1

Water from wells and springs comes from aquifers. River Lozoya, Spain. The beginning of a river is called its source.

• Read the text again. Ss trace the journey of the water with their fingers.

94

ninety-four

2 From the clouds to the land • Read the text. The water vapour in the clouds condenses and falls as rain. When it is cold, it freezes and falls as snow or hail. 3 From the land to the sea • Explain that water always flows downhill to the lowest point. This is why rivers flow down into seas and oceans.

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Further activities Ss draw a picture of the evaporation and condensation of water from the seas. They make the clouds with cotton wool. They label the pictures. They take turns to describe their pictures to the class. Ss use Google Earth to explore different rivers and oceans in the world. Place Ss in small work groups and assign a different continent to each.

• Read the text. Ss say all the types of water that flow into seas and oceans.

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8.4

UNIT

The water cycle

The water cycle • Tell the Ss: The Earth has a limited amount of water. Nature recycles water. The process of water moving from the ground to the sky and back to the ground again is called the water cycle.

e

r

w

• Ss look at the illustration. Read the text, stopping after each stage to check for comprehension. • Ask six volunteers to read each stage again. • In pairs, Ss complete question 1.

t

• Play track 8.4. Ss listen and follow the water cycle with their finger.

q

• Join pairs to make small groups and answer question 2.

e. er

s

8


y


Activity Book

q Water from the sea evaporates. w Water vapour condenses and forms clouds. e Wind moves the clouds over the land. r Water from clouds falls as rain, snow or hail. t Rain falls in the rivers and goes to the sea. y Some rain goes into the ground as groundwater.

Pages 50 and 51

Questions 1. Complete the sentences. a. When water vapour condenses, it forms… b. Clouds move across the sky because of…

2. Look at the picture above. Explain the water cycle in your own words.

c. Water falls from the clouds to the land as… d. Rivers carry the water back to the…

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Further activities Dictate sentences from the text below the diagram of the water cycle. Ss say which number. Tape a clear, sealed bag of water to a classroom window. Once the sunlight heats the water, Ss can watch the miniature water cycle: The sunlight evaporates the water in the bag. It becomes water vapour and condenses at the top of the bag. The water falls back down the sides of the bag like rain. Ss can watch animated versions of the water cycle on the Internet at www.apps.southeastwater.com.au/games/education_kidsroom_ wcactivity.asp. 8.4


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1 Copy and complete the cycle.


melting evaporation condensation freezing

Key language • Vocabulary and structures: condensation, evaporation, freezing, melting; ice, water, water vapour; aquifer, cloud, drinking water, garden, groundwater, mountain, park, pipe, rain, reservoir, river, sea, sewer, tank, treatment plant, well; through; be stored, collect, flow, water

melting ice

water

..........

.......... water

water vapour

..........

2 Copy and complete the chart with five daily tasks that use water. Then, write five tasks that don’t use water. I brush my teeth after every meal.

Water

No water

Х

I study. I brush my teeth.

Activities

Х

………

1 Copy and complete the cycle. • Revise the processes of freezing, melting, evaporation and condensation. Ss copy and label the chart.

3 Copy and label the diagram of the water cycle. river

• Ss can add four drawings to their charts. They use the illustration on page 90 as a model.

rain

evaporation

condensation

..........

..........

daily tasks that use water. Then, write five tasks that don’t use water.

..........

• Brainstorm daily activities. Write them on the board: brush my teeth, take a shower, eat breakfast, sleep, go to school, water the plants, etc.

• Volunteers come to the board to tick the activities that require water. • Then Ss check their answers against the ‘answer key’ on the board. 3 Copy and label the diagram of the

water cycle. • Revise the vocabulary for the activity: This is a flowing body of fresh water, like the Nile or Amazon. Ss name the word: River.

sea

..........

2 Copy and complete the chart with five

• Ss choose five items from the list and add them to their charts.

clouds

a. Lo

b. Ho

..........

c. W

d. W

..........

96

ninety-six

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Further activities Describe one of the four processes from Activity 1. Ss say the name of the process. Divide the class into small groups. Each group prepares to narrate or act out the water cycle. Encourage Ss to be creative. They can make illustrations or act out the processes of the water cycle. The groups present their water cycles to the class.

• Draw a similar diagram on the board. Ask volunteers to help label it. • Ss copy the completed diagram.

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UNIT

8

Your turn! How drinking water gets to our homes

YOUR TURN ! 8.5

• Ss look at the diagram, at labels 1 and 2. Read the labels and explain: Water for our homes comes from reservoirs and wells.


River water collects in reservoirs.

Groundwater is taken from wells.

1

• Ss follow the blue arrows to numbers 3, then 4. Define pipes: Pipes are large tubes that carry water.

2 3

Water is stored in tanks.

Water flows to homes through pipes.

• For number 5 say: Now the water is drinking water. It goes to the houses.

Water passes through pipes to treatment plants.

• Ss follow the brown arrows to number 6 on the other side of the town: Now the water is used water. It is dirty. It goes through sewers. Sewers are pipes that carry away dirty water. It goes to treatment plants.

4

5

• Ss follow the greeny-blue arrows to number 7. Water is treated twice throughout the process. The first time (step 3), so it is very clean; the second time to recycle the water.

6 Used water and rain water flow through sewers to treatment plants.

• Explain that after the second treatment, the water cannot be drunk. But it can be used to water parks and gardens.

7 Treated water goes back into the river. It is used for watering parks and gardens.

• In small groups, Ss discuss why water treatment plants are important. (There is only a limited amount of water on Earth, so we need to reuse it. If we drink dirty water we will get ill.)

a. Look at the diagram and name two places where drinking water comes from. b. How many times is the water treated? Can you drink it each time? c. Where does your town get water from: mountains, rivers, aquifers or reservoirs?

• Play track 8.5. Ss listen and follow the arrows on the diagram with their finger.

d. Why are water treatment plants important? Discuss with your classmates. ninety-seven 21/12/10 10:42 179203 _ 0088-0099.indd 97

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Further activities Ss look back at the diagram. Ask: What colour are the arrows before and after reaching the homes? What do the colours represent? Take Ss on a field trip to the local water treatment plant or water company. Explain: Scientists think that thousands of millions of years ago, Mars had big rivers, lakes and even an ocean. This is important to scientists because perhaps Mars also had living things. Mars is a frozen desert. Water is solid unless it is warmed underground. Perhaps there is still life today deep underground. If scientists do find liquid water on Mars, perhaps people could go to Mars one day to live. Would you like to live on Mars? 8.5


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Revision Objectives

I

8.6


1 Read the summary.


Water


Water can exist in three states: solid, liquid and gaseous. A change in state takes place when water passes from one state to another.

Key language

The four changes of state are melting, freezing, evaporation and condensation.

• Vocabulary and structures: states of water: gaseous, liquid, solid; changes of state: condensation, evaporation, freezing, melting; hail, rain, snow; ocean, river, stream; aquifer, cloud, groundwater, fresh water, snow, water vapour; clean, constant, contaminated, developing, dirty, salty; condense, evaporate, save, waste

Water is found in seas and oceans. Sea and ocean water is salty. On the continents, water is found in lakes and rivers. This is fresh water. Water can also be found in aquifers. Aquifers are large deposits of groundwater. Water is found as ice and snow in high mountains, and at the North Pole and the South Pole. Water is in constant motion. River and ocean water evaporates, then passes into the atmosphere. In the atmosphere, water vapour condenses and forms clouds. Water falls from the clouds to the Earth as rain, snow or hail. This water flows into streams. Streams flow into rivers. Rivers flow into seas and oceans.

Revision 1 Read the summary. • Play track 8.6. Ss read and listen to the summary. Pause to ask questions: In what three states can water exist? What are the four processes that take place to change the state of water? What do we call large deposits of groundwater?

2 Copy and complete. Use the information from the summary. WATER is present in

goes through

three states

four changes

which are


..........

..........

..........

..........

information from the summary. • Ss copy and complete the chart with information from the summary. • They compare answers with a partner.

..........

98

liquid

..........

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Further activities Ss make a four page mini-book about the water cycle. They illustrate a cover with the title: The Water Cycle. Inside, they divide the last paragraph from the summary into three phases and illustrate them on three different pages.

8.6


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UNIT

I can I can



It is important to save water and not waste it.

C

A

D

B

8

• Ask: What kind of water is there most of on Earth, salt water or fresh water? Remind Ss how important it is to save fresh water.

E

• Ss compare the pairs of pictures and decide which ones save water.

F

• Ss write a short list of other ways to save water. In groups, they choose the best idea and make a poster for it.

Our world

Which pictures show the children saving water?

• Explain that the amount of water people consume is different for every country. In some countries, for example, the United States and Australia, people use more than 600 litres of water a day. However, in other, poorer countries, for example Rwanda and Uganda, people use fewer than 40 litres per day.

Make a list of more ways to save water. Then, share your list with your classmates and make a poster.

OUR WORLD Clean water for everyone! Everyone needs clean water for drinking, cooking and washing. In some parts of the world, like Africa or Asia, it doesn’t rain much. This means there is very little fresh water. This water is often dirty and contaminated. Sometimes, people have to walk a long way to get clean water. Children get ill when they drink dirty water.

• Read the text. Ask Ss: Why do you think there is such a difference between countries? Explain that developed countries use more water. (Cleaning, washing, toilets, etc.) Tell Ss that some people need to walk many kilometres every day just to get the water their family needs.

Some organisations work to provide clean drinking water for people in developing countries. They raise money to build wells and lay water pipes to villages.

• Find organisations that help provide clean water for developing countries.

• Make a list of ways you can help these organisations. In groups, choose the best suggestions and share them with the class.

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99

• Helps Ss look for information about organisations that provide clean water, for example, at www.waterforpeople. org/. • In small groups, Ss decide how they can help these organisations.

21/12/10 10:42

Further activities Put Ss into small groups. Assign each group one of these situations: washing the dog, flushing the toilet, watering plants, brushing your teeth. In front of the class, Ss talk about how we can save water in each of these cases.


Plan activities with the Ss to celebrate International Water Day, on March 22nd: make posters for school awareness during the month of March, plan a school water conservation day, etc. Ss investigate how people obtain water in poorer countries. They also investigate the quality of this water. They discuss their findings in small groups.

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9

Air and weather


Contents

• To identify the main characteristics of air

• The composition and properties of air

• To learn about the weather and the climate

• The atmosphere

• To study a weather chart

• Weather and climate

• To study the relationship between the weather and the seasons

• Weather and the four seasons

• To discover how a weather station works

• Choosing activities according to the weather

• To choose activities according to the weather

• A cleaner atmosphere

Language objectives

• Observing photos of two simple experiments to illustrate the properties of air

• To express facts using the present simple: The plants produce flowers. On many trees, the leaves turn brown and yellow • To use impersonal verbs: It doesn’t rain very much. It can snow. • To use the comparative and superlative of adjectives: The lower part contains the air we breathe. Nitrogen is the most abundant gas.

Assessment criteria

• How a weather station works

• Studying graphs representing the composition of air and choosing the correct one • Studying a key in order to learn the meaning of weather symbols • Interpreting a weather chart correctly • Making a weather chart and describing the weather recorded on it • Studying a chart in order to discover in which month each season begins

• Describe the main characteristics of air

• Completing a chart to explain how a weather station works

• Explain the difference between weather and climate

• Reading a text about the need for clean air

• Interpret a weather chart • Explain the relationship between the weather and the seasons • Describe how a weather station works • Understand how to choose activities according to the weather

U

• Matching activities to the weather • Completing reading comprehension activities based on the text

P

• Showing interest in learning how to use a weather station and read a weather chart

•

• Appreciating the importance of choosing appropriate activities according to the weather

•

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• Learning about the composition and properties of air (SB p. 102: Air; p. 103: Now you!)

• Learning the meaning of weather symbols and interpreting a weather chart (SB p. 105: Hands on!)

• Studying the difference between weather and climate (SB p. 104 and 105: Weather and climate)

• Discovering how a weather station works (SB p. 109: Your turn!)

• Discovering how air pollution can be controlled or reduced (SB p. 111 A cleaner atmosphere)

• Understanding the connection between the seasons and the weather (SB p. 106 and 107: Weather and the seasons)

Unit outline Unit 9. Water

Air

Your turn!

Hands on!

How a weather station works

Weather charts

Revision

Weather and the seasons

Weather and climate

I can

Our world



Possible difficulties • Content: understanding that air is composed of different gases; the connection between weather and climate • Language: different combinations involving the letter h: weather, atmosphere, weight, Earth, high, length; pronouncing the names of the months


October

November

December

January

February

March

April

May

June

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9

Objectives • To revise the characteristics of air • To revise weather conditions and the seasons

W

Air and weather

Key language 1.

• Vocabulary and structures: seasons: autumn, spring, summer, winter; weather: cold / hot, cloudy / sunny, dry / rainy; desert, gas, ground, kite, mixture, oxygen, phenomenon, seed, space; amazing, calm, colourful, dry, flowering, windy; become, bury, fly, grow, occupy

A

C

Presentation • Ask Ss what they know about deserts: What is the weather like in a desert? (Hot and dry.) What kinds of plants grow there? (Plants that can live in extreme heat and do not need a lot of water.) What animals can live in a desert? (ostriches, meerkats, camels, lizards, snakes, black widow spiders, etc.)

The flowering desert The Atacama Desert, in South America, is the driest desert in the world. It may not rain for 5,

• Ss look at the photograph: Does this place look like a desert? (It’s not typical. Deserts are usually sandy and rocky with few plants.) • Show Ss Chile on a world map. This desert is in Chile. It is the driest desert in the world. It doesn’t rain here for many years. When it does rain, small plants and flowers start to grow immediately. • Volunteers read the text. Check comprehension: Is the Atacama Desert in Africa? Does it rain every year? What is buried under the ground? What happens when the seeds soak up the rainwater? • Reread the text. Define new words: amazing (incredible); colourful (with many colours); phenomenon (something very special that happens). • Talk about the importance of rainwater: Plants need water to grow. Plants produce the oxygen we need to breathe.

20, or even 400 years! However, when it does rain, an amazing thing happens: thousands of seeds, buried under the ground for years, grow rapidly into plants. The plants produce flowers. The flowers produce seeds for new plants. This dry desert becomes

THINK ABOUT • Describe the flowers in the photograph.

• What types of plants usually grow in deserts?

• How often does the

‘flowering desert’ happen?

9.1

2.

• Why is life so difficult in a desert?

a colourful flower garden. This phenomenon is

3.

called the ‘flowering desert’.

100

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Further activities Bring some cactuses to school. Ss study them. They draw of one of them and label the parts. They add a sentence: This cactus does not need much water to grow. Talk about other ways living things have adapted to deserts: Deserts cover about one fifth of the Earth’s surface. Animals and plants have found ways to get water and stay cool. Some plants have long roots to absorb groundwater. Others have short roots to get water from the surface. They have spines or needles for leaves so that less water is evaporated. Show pictures. Ss find out ways animals have adapted to the desert.

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UNIT

9


What do you remember? Air

Air


Air moves and occupies space. Air is a mixture of gases. One of these gases is oxygen.

• Read the text. Inflate a balloon. Ask: What is inside the balloon? (Air.) Explain that air, although we cannot see it, occupies space. Continue: How do we know air moves? (Because we see how the wind moves objects.)

• Learn the main

characteristics of air.

• Learn about the

weather and climate.

1. Which of these objects function with air?

B

A

• Identify the typical weather for each season.

Remind the Ss that air is a mixture of gases: Which gas do we need to breathe? (Oxygen.)

• Discover how a weather station works.

1. Ss look at the photographs and decide which objects function with air.

• Learn how to record weather conditions.

• Choose activities

C

D

according to the weather.

Weather • Show Ss flashcards to revise different types of weather. Read the text.

• Learn ways to make the atmosphere cleaner.

2. Ss read and answer the question. Play track 9.1. Ss listen and answer the questions about the weather. 3. In small groups, Ss discuss their favourite season. Ss write about the weather in their favourite season and why they like this season.

Weather Weather can be hot or cold, sunny or cloudy, dry or rainy. Air can be calm or windy.

Ss share their answers with the rest of the class.

Weather changes with each season: spring, summer, autumn, winter.

ly

9.1

2. A boy is flying a kite. Is it a windy day or a calm day? 3. What is your favourite season? What is the weather like in this season? a hundred and one 21/12/10

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Further activities Write the headings on the board: Weather and Air. Write these words in a list: gas, hot, flying, umbrella, rain, windmill, oxygen, temperature, cold, spring, breathe, sailing boat. Volunteers come to the board and write the words under the correct heading. Ss copy the completed lists: Air: gas, windmill, oxygen, flying, breathe, sailing boat; Weather: hot, rain, temperature, cold, spring, umbrella. Ss find more information on the Internet about the Atacama Desert: What are the daytime and night-time temperatures? What plants grow there? What animals live there?

9.1


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Air

Objectives • To learn about the composition of air

9.2 9.2

4 W

1 The composition of air

• To discover the importance of air

Air is the mixture of gases that surrounds the Earth. The main gases in air are:

Th su

• To learn about the atmosphere and its layers

• Nitrogen. This is the most abundant gas. • Oxygen. This is the second most abundant

Th

Key language

• Carbon dioxide. This gas is a very small

•

• To distinguish the properties of air

• Vocabulary and structures: air: carbon dioxide, nitrogen, oxygen; burning, flying, hearing; atmosphere, composition, flame, gas, layer, mixture, photosynthesis, shape, smell, sound, volume, weight ; abundant, invisible, lower / upper; breathe (out), consume, contain, go out, hear, inflate, need, surround, travel, weigh

part of air. Living things produce carbon dioxide when they breathe out. It is also produced by cars and factories.

2 The importance of air

Air is also needed for:

B

3

cannot fly without air.

• Burning. Fire needs oxygen from the air in order to burn.

3 The properties of air

Fire needs air. When the fire consumes all the oxygen in the glass, the flame goes out.

• Air is invisible. It has no colour or smell. It has no shape or volume of its own.

• Air has weight. A balloon with air inside weighs more than a balloon with no air inside.

• Ss look at the photograph. Explain: Forests are called the lungs of nature because forest plants produce oxygen.

• Air occupies space. If you inflate a

balloon, it changes its shape because of the air inside. Air does not have its own shape.

2 The importance of air

• Ss look at the photographs. Explain: In the first photograph, the candle is surrounded by air which contains oxygen. The flame takes in the oxygen as it burns. In the second, there is no oxygen in the glass, so the flame cannot burn.

2

A

• Flying. Birds, butterflies and aeroplanes

• Continue: We breathe in oxygen, but breathe out carbon dioxide. Plants use this carbon dioxide and produce oxygen.

• Explain briefly how sound travels: When an object makes a sound, it vibrates. This makes the air around it vibrate too, sending out sound waves.

1

• Hearing. Sound travels through air. We cannot hear sound without air.

1 The composition of air

• Ss read the text.

Forest. Plants produce the oxygen we need to breathe. Why are forests called the lungs of nature?

People and animals need air to breathe. Plants need air during photosynthesis.

Presentation • Volunteers read the text. Check comprehension: What gas is the most abundant in air? (Nitrogen.)

•

gas. Plants produce oxygen and all living things need oxygen to breathe.

102

Air has no shape. The air inside these balloons takes the shape of the balloons.

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Further activities With the help of the class, make a mind map of the three sections on the page. Air: composition (nitrogen, oxygen, carbon dioxide); uses (hearing, flying, burning); properties (invisible, has weight, occupies space). Bring in objects that function with air: a paper windmill, a hand-held fan, a whistle, a recorder, etc. Volunteers act out how each is used. Test the volume of air: Ss try to stab a drinking straw into a raw potato. First they try without covering the hole at the top of the straw. Then they try again, covering the hole with their thumb. Explain: When you cover the straw with your thumb, you keep air inside the straw, making it stronger.

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UNIT atmosphere

9

3 The properties of air

9.2 9.2

• Ss look at the photograph. Read the text.

4 What is the atmosphere? The atmosphere is the layer of gases that surrounds the Earth.

• Do an experiment: balance an inflated balloon tied to each end of a suspended cane. Burst one of the balloons. The balloons no longer balance because the inflated balloon contains air, but the burst balloon has less volume and less weight.

The atmosphere has two main parts:

• The lower part contains the air we

breathe. Rain and wind are produced in this part.

Earth

• The upper part contains very little oxygen, so we could not breathe in this part.

The Earth and its atmosphere. The atmosphere is the layer of gases that surrounds the Earth.

4 What is the atmosphere?

Questions

• Ask: Have you ever climbed to the top of a high mountain? When you get to the top, it is harder to breathe. This is because there is less oxygen the higher up you go in the atmosphere. The atmosphere is the layer of gases that surrounds the Earth.

1. What is air? What gases make up air? 2. Name three properties of air. Give examples. 3. What is the atmosphere? Describe the two parts.

NOW YOU!

• Ss look at the photograph. Read the text.

• Which graph shows the composition of air? Explain.

• Check comprehension: What three things can we find in the lower part of the atmosphere? (The air we breathe, rain and wind.)

B

A

• Discuss the upper part of the atmosphere: When astronauts go out in space, they go into the upper part of the atmosphere. There is very little oxygen there, which is why they wear special suits. oxygen

s

nitrogen


carbon dioxide and other gases

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Values education Explain how fumes and smoke from cars and factories reduce the quality of air in cities. Discuss alternative ways to travel round a city to help reduce air pollution. (Ride your bike. Walk. Travel by bus or train. Etc.)

Further activities Ss draw and label a diagram of the atmosphere: a circle to represent Earth; two concentric circles arround it; rain clouds in the lower atmosphere; a space ship in the upper atmosphere. Helium balloons are lighter than balloons filled with air. Helium is lighter than the gases in air. So a helium balloon floats higher. After a few days, a helium balloon loses height because air slowly enters the balloon and helium slowly leaves it, making the balloon heavier.

Now you!

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10:13

• Ss read the text on page 102 again about the composition of air. Remind them which gas is the most abundant. In pairs, they look at the graphs. Share answers as a whole class.



9.2


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Weather and climate

Objectives • To define weather and its elements: temperature, precipitation, wind • To differentiate between weather and climate

9.3 9.3

5 Cl

Cl Cli ar are cli

1 Weather Weather is the state of the atmosphere at a particular time and place. Weather refers to different things, such as temperature, precipitation and wind.

• To recognise the characteristics of mountain, coastal and continental climates

•

•

•

2 Temperature • When temperatures are low, the weather

Key language • Vocabulary and structures: climate: coastal, continental, mountain; precipitation: hail / ice, rain / liquid, snow / snowflake; wind: breeze, gale, hurricane; cloud, movement, temperature, weather; cold / hot, dangerous, high / low, mild, particular, strong, typical; destroy

is cold. When temperatures are high, the weather is hot.

High temperatures. When temperatures are high, we wear light clothes, like cotton T-shirts.

3 Precipitation Precipitation is water that falls to Earth from the clouds. Precipitation can fall as rain, snow or hail.

• Rain is water that falls to Earth as a liquid.

• Snow is water that falls to Earth as frozen snowflakes.

Presentation

• Hail is water that falls to Earth as small pieces of ice.

1 Weather • Ss look at the photographs: What’s the weather like? Which photograph would you like to be in now? Which do you prefer; hot, cold or windy days?

Snow. When temperatures are very low, it snows.

4 Wind Wind is the movement of air. There are different types of wind, depending on how fast the air is moving:

• Read the text. Ask: Is weather always the same everywhere? What things change? Explain that these changes are caused by changes in temperature, precipitation and wind.

• A breeze is a very light wind. • A gale is a very strong wind. • A hurricane is an extremely strong wind

with rain. Hurricanes are dangerous and can destroy buildings and trees. Windy weather. Gales can bend trees.

2 Temperature • Read the text. Ask: What are the two types of temperatures? (High and low.) Show Ss a traditional thermometer and show them how to read the highest and lowest temperatures. • Ask: What is the temperature today? Is it high or low? 3 Precipitation • Read the text. Ask: Does water fall to Earth only as rain? What other types of precipitation are there? (Snow and hail.) Which of them are solid? (Snow and hail.)

104

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Further activities Revise antonyms to describe weather: high, low (temperatures), hot, cold (weather); heavy, light (rain); light, strong (winds). Discuss different names for rain: Showers are short periods of light rain. A downpour is a lot of heavy rain that begins suddenly and stops suddenly.

• Explain: After lots of rain, there are sometimes floods. This is when a river carries too much water, and it flows onto the land.

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UNIT

4 Wind

9.3 9.3

Questions

5 Climate Climate is the typical weather conditions in one area. Different parts of the Earth have different climates.

• Read the text. Remind Ss that wind is moving air: The wind has a different name depending on how fast it moves. What is a very strong wind called? (A gale.) And a very light wind? (A breeze.) Which is the best wind for flying kites? (A strong wind; not a gale or a breeze.)

1. What three things do we need to know when talking about weather?

• Mountain climate. Temperatures are low.

2. Describe the climate in these zones: mountains, coasts, continental.

It snows a lot in winter.

• Coastal climate. Temperatures are mild all year round.

9

• Continental climate. In areas a long way from

the coast, temperatures are very low in winter and high in summer. It doesn’t rain much.

gh,

Hands on!

5 Climate • Emphasise that climate is different from weather: When the same weather repeats itself over long periods of time, in a specific area, we call this climate. Imagine we are in Malaga. Is it ever very cold in Malaga? (No.) Does it ever snow? (No.) Malaga has a coastal climate.

Weather charts This weather chart records the weather in one area, over one week. Write down the weather conditions every day at the same time. Monday

Tuesday

Wednesday

Thursday

Friday

• Read the text. Ss decide which of the three climates describes the part of the country they live in.

10:00 a.m. 2:00 p.m.

Copy the chart. Write the days of the week and the times you observe the weather. Draw symbols to represent the weather each day.

Make a key to explain the meaning of each symbol.

• Play track 9.3. Ss listen and say mountain, coastal or continental climate.

Weather symbols Sunny

Cloudy

Sunny and cloudy

Rainy

Hands on!

Sunny, cloudy and rainy

Snowy

Weather charts • Explain: Scientists study climate by recording the weather every day for a long time.

Describe the weather on Monday at 10 a.m.

• Ss infer the meaning of the symbols in the charts and check in the key. Read the instructions.

Describe the weather on Wednesday at 2 p.m. Make your own weather chart and record the weather in your area every day for one week. a hundred and five 21/12/10

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Further activities Ss make vocabulary cards for the key vocabulary and definitions: Weather: the state of the atmosphere at a particular time and place. Divide the class into five small groups. Give each group the name of a city in Spain and a map which shows the main cities in Spain. Ss use their maps to infer what type of climate each city has.

• In pairs, Ss answer the questions, then take turns asking more: What was the weather like on Tuesday at 2 p.m.?

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10:13

• Ss copy the chart. They record the weather for a week. Ss can change the times in the table, but look at the weather at the same time each day. • After a week, Ss compare their charts.



9.3


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Weather and the seasons

Objectives • To recognise seasonal changes

3 Su

F

WIN

N

June y

M U

M

AU T

ER

gus Au

N

Jul

tember O t Sep cto b

er

• Ask the ‘winter’ group: When does your season begin? (21st December.) What months are in your season? (Part of December, January, February, and part of March.)

y

1 Winter Winter is the coldest season. It can snow. At the beginning of winter, the days are shorter, and the nights are longer. In winter, deciduous trees are bare.

2 Spring

At te tem en co of sa lon tu tur au tre

106

A

B

Spring is the mildest season. Temperatures are warm, and it often rains. At the beginning of spring, days and nights are the same length. At the end of spring, the days are longer, and the nights are shorter. Flowers and grass start to grow. Leaves start to grow on trees.

• Divide the class into four groups. Assign each a season. Ss scan the texts for more information and make a list of their season’s characteristics. • The ‘winter’ group reads about winter and compares their information with the information on the board: the coldest season, shorter days, longer nights, deciduous trees are bare.

9.4 9.4

4 Au

Seasons of the year. In which month does each season begin?

• Ss name the four seasons in the illustration, then match each season to one of the four photographs on the double page. • Write the seasons on the board. Ss brainstorm characteristics. Write the suggestions. Explain that these characteristics refer to the Northern Hemisphere.

Ma

1 Winter

S

R

M

• Vocabulary and structures: seasons: autumn, spring, summer, winter; beginning, length; cold / hot / warm, deciduous, longer / shorter, mild; dry up, fall from, grow, lose, rain, snow

Su no of th the of sa be

Apr il

SU

Key language

TE

M ar c h

G IN

December Ja ber nu em ar v o

y

• To learn which months are in each season

Presentation

ry rua eb

PR

• To identify the main characteristics of each season: duration of daylight, temperature, precipitation

1

2

3 Northern Hemisphere.

A 21 B 21

st

December. The first day of winter.

st

March. The first day of spring.

4

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Further activities

2 Spring

Make a seasons booklet: On each page of a four-page booklet Ss draw a scene to represent one of the seasons. Below, they write the name and the dates of the season: Winter (21st December- 21st March). Etc. Then they copy the word lists from the board for each season.

• The ‘spring’ group reads about spring. Compare their word list: the mildest season, warm, rainy, the nights get shorter, plants, leaves and flowers grow.

Seasons collages: In groups, Ss brainstorm things they associate with either spring or winter. They cut out illustrations from magazines and make drawings to create a poster. For example, winter could include scenes of snow, winter sports, Christmas celebrations, etc.

• Ask the ‘spring’ group: What month does your season begin? (21st March.) What months belong to your season? (April, May and part of March and June.)

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UNIT

A

3 Summer • The ‘summer’ group reads about its season. Compare the word list: the hottest season, not much rain, longer days, shorter nights, many plants dry up.

3 Summer Summer is the hottest season. It does not rain very much. At the beginning of summer, the days are longer, and the nights are shorter. At the end of summer, days and nights are the same length. Many plants dry up because there is very little rain.

9

• Ask this group: What month does your season begin? (In June.) What months belong to your season? (July, August and parts of June and September.)

B

9.4 9.4

4 Autumn At the beginning of autumn, temperatures are mild. Towards the end of autumn, temperatures get colder. It often rains. At the beginning of autumn, days and nights are the same length. Then, the nights get longer. On many trees, the leaves turn yellow and brown. At the end of autumn, the leaves fall from these trees.

4 Autumn • The autumn group reads about its season. Compare the word list: temperatures get colder, rain, nights get longer, many leaves turn yellow and brown, leaves fall. Ask the autumn group: What month does your season begin? (In September) What months belong to your season? (October, November and parts of September and December.)

Northern Hemisphere.

A 21 B 21

st

June. The first day of summer.

st

September. The first day of autumn.

• Play track 9.4. Ss listen and say the season.

Questions


1. Look at the diagram on page 106. Describe how the tree changes with each season.


2. Which season has the shortest nights? Which season has the longest nights? In which seasons are days and nights the same length?

Activity Book

3. Describe temperatures and precipitation for each season.

▲

Example: In spring, it rains a lot. Temperatures are mild.

Pages 56 and 57

4. Choose a country in the Southern Hemisphere. Find out what the weather is like on 21st December. Is it hot or cold? Is it winter or summer?

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Values education Explain that although most fruit and vegetables are available all year round, they are fresher, tastier and cheaper when bought in season. Ask Ss to think of the main seasons for the fruit and vegetables they eat: (strawberries in the spring, melons in the summer, etc.)

Further activities The class takes a survey to find out which is the most popular season for birthdays. Make a bar chart with the seasons, divided into months on the horizontal axis and the number of students on the vertical axis. Are more Ss born in spring, summer, autumn or winter? Play parts of Vivaldi’s Four Seasons. Ss draw what the music creates in their minds. Which colours do they think of?

9.4


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1 Copy and complete the text with these words.


wind

Activities 1 Copy and complete the text with

air

atmosphere

gases

.......... is necessary for life. Air is a mixture of .......... , for example nitrogen, .......... and carbon dioxide. Earth is surrounded by the .......... . This is where rain and .......... form.

Key language • Vocabulary and structures: seasons: autumn, spring, summer, winter; weather: breeze, cold / hot, raining, snowing, windy; weather station: anemometer, pluviometer, thermometer, weather vane; atmosphere, oxygen, precipitation, temperature, wind; empty; measure

oxygen

2 Look at the picture and answer the questions.

In H

a. Temperature. What is the temperature like? b. Precipitation. Is it raining? c. Wind. Is it windy?

M

3 Look at these photos of outdoor sports. Name the seasons and describe the weather.

these words.

A

B

C

• Ss complete the text in pairs, and compare with another pair of Ss.

a. Lo

• Check as a whole class. 2 Look at the picture and answer the

Skiing.

Swimming.

Hiking.

questions. • Ss continue in pairs and decide the answers together. S1: I think it’s warm. S2: I think it’s cold. They’re wearing jackets. S1: OK, let’s say it’s mild.

4 Copy and complete the chart about your neighbourhood. Day ..........

3 Look at these photos of outdoor

sports. Name the seasons and describe the weather. • In pairs, Ss choose one of the three photos. They write a description. Their partner names the season and the photo. • Volunteers read their descriptions to the rest of the class. 4 Copy and complete the chart about

your neighbourhood. • Ss copy and fill in the chart with the help of their partner.

Month ..........

• Night begins… • The trees have leaves. • The plants have flowers. • This morning…

108

b. W

Season ..........

before 8 p.m.

after 8 p.m.

yes

no

yes

no

it was hot.

it was cold.

it was raining.

it was snowing.

there was a breeze.

it was windy.

c. De – –

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Further activities Ss play Hangman making sentences with information from the unit. Ss draw a meteorological map for their country. In groups they invent weather symbols for: cloudy, hurricane, snowy, sunny, windy, rainy, stormy, etc.


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UNIT

9

Your turn! How a weather station works

YOUR TURN !

• Ss review the Hands on! activity on page 105: Ss observed the weather for one week. Scientists use sophisticated instruments to collect information about weather. Using this information, they predict what the weather will be like. Their predictions are useful to many people: fishermen, airline pilots, sportsmen / women. Meteorologists also predict dangerous phenomena such as tornados and hurricanes.

How a weather station works Weather stations have different instruments that measure temperature, precipitation and wind. MEASURING WIND MEASURING PRECIPITATION

Instrument: Anemometer, which measures wind speed. How it works: It measures how fast the wind spins the cups round.

Instrument: Pluviometer. How it works: Raindrops fall into the container, so the amount of rain can be measured.

Instrument: Weather vane, which indicates wind direction. How it works: The wind pushes the weather vane round and the arrow indicates where the wind is coming from.

MEASURING TEMPERATURE Instrument: Thermometer. How it works: A scale measures the air temperature in degrees at different times of the day.

• Ss look at the photograph: This is a small weather station. It is a box with four different instruments: a pluviometer, a thermometer, an anemometer and a weather vane. • Read about each instrument. Check comprehension: Does a pluviometer measure rain or wind? Etc. • Ss copy the chart and tick whether the instrument is inside or outside the box. Some instruments are inside the box because they need to be protected from bad weather.

a. Look at the weather station, then copy and complete the chart. Thermometer

Pluviometer

Anemometer

Weather vane

Inside the box

• In groups, they describe how their assigned instrument works.

Outside the box

b. Why are some instruments inside the box and others outside?

• In their groups, they decide the weather for one of the situations in the text. Compare answers as a whole class.

c. Describe the weather in these situations. – The pluviometer is empty. The thermometer shows a high temperature. The anemometer is not moving. – The pluviometer has water in it. The thermometer shows a mild temperature. The anemometer is moving very fast.

Teacher’s Resource Book a hundred and nine

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109 21/12/10

Extension worksheet 9 10:13

Further activities Revise the cardinal points. Teach Ss a simple way to know which direction the wind is coming from: Lick your finger and hold it up in the wind. The side that feels coldest is the side the wind is coming from. Ss experiment in the playground. Make a class pluviometer. Cut off the bottom of an empty 2L plastic bottle. Turn the top part upside down, like a funnel. Fix it in inside the bottom part with duct tape. With a ruler, mark a scale in centimetres on a piece of masking tape, and fix it to the side of the bottle. Place your pluviometer in the open, away from trees and plants.

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I

9.5

1 Read the summary.


Air


• Air is the mixture of gases which surrounds the Earth.

• Air contains three main gases: nitrogen, oxygen and carbon dioxide.

Key language

• Air has weight. It occupies space. • Air does not have its own shape. It takes the shape

• Vocabulary and structures: air: carbon dioxide, nitrogen, oxygen; seasons: autumn, spring, summer, winter; weather: precipitation, temperature, wind; chemical, combustible, filter, pollution, solar energy; cold, rainy, snowy, sunny, windy; clean, dangerous, dirty, healthy; breathe, burn

of the thing it is inside.

• Air moves. Movement of air is called wind. • The atmosphere is the layer of air that surrounds the Earth.

Weather • Weather is the state of the temperature, precipitation and wind in the atmosphere.

• Climate is the typical weather conditions in one area. • Weather changes with the seasons: winter, spring, summer

Revision

and autumn.

1 Read the summary. • Play track 9.5. Ss read and listen to the summary. Pause to ask questions: What is air? What three main gases does it contain? Has air got weight? Does it move? What do we call moving air? What is the difference between weather and climate? What are the four seasons?

2 Copy and complete. Use the information from the summary. WEATHER

changes with

is a combination of

..........

temperature

the seasons

..........

which are

2 Copy and complete the chart. Use the

information from the summary. • Ss copy the chart and complete it in small groups. • Check as a whole class.

winter

110

..........

..........

..........

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Further activities In pairs, Ss take turns to describe the main characteristics of the four seasons. Ss divide a sheet of paper into six squares. They choose any six words from the boxes in the summary chart and write one word in each square. Randomly call out the words from the summary. The first Ss to cover all his / her squares with a piece of paper calls out Bingo! Ss imagine they have an alien friend who comes from a planet that has with no air or water. They have to explain in simple sentences, the properties of water and air.

9.5


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UNIT

I can I can



These children want to go on an excursion this weekend.

• Luke wants to go swimming in the sea. • Alice and Alan want to fly their kites. • Sophia wants to go skiing.

• Read the text. Explain the activity: Now read and tick the best kind of weather for each activity.

• What is the best kind of weather for each activity?


a. The best weather for swimming is: sunny

• In small groups, Ss take turns asking the person to their right: What is your favourite outdoor sport or activity? What is the best weather for it? The student on the right answers the questions and then asks the next person the same questions. Write the questions on the board with a model answer. Encourage Ss to use the structure: I like + gerund.

rainy

b. The best weather for flying kites is: rainy

windy

c. The best weather for skiing is: rainy

9

cold and snowy

• What are your favourite outdoor sports and activities? What is the best weather for them?

OUR WORLD

Our world


• Talk about air pollution: What things cause air pollution? Is air pollution healthy?

People, plants and animals need to breathe clean air to stay healthy. Dirty air is called air pollution. Air pollution is bad for our health because it contains dangerous gases and chemicals. There are many causes of air pollution: – Cars burn petrol. – Factories burn chemicals. – Power plants burn coal.

• Read the text. Check comprehension: What three things cause air to become dirty? What does dirty air contain? • As a whole class, Ss think about the answers to the questions. (We need to breathe clean air to keep healthy.)

Here are some solutions to air pollution: – Cars should use cleaner combustibles. – Factories should use air filters. – Power plants can use wind and solar energy.


• Why is it important to keep our air clean? • Can you think of other causes of air pollution?

Assessment worksheet 9 Test 9 a hundred and eleven

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Further activities In pairs, Ss write two true / false sentences about any topic in the unit. They give their partner the page reference and the sentences. The partner answers. If in doubt, he / she can check on the Student’s Book page. The World Meteorological Organisation (WMO) coordinates the study of weather so that the public can receive regular weather updates. Tell Ss to click on ‘Youth corner’ on the English version of the official website at www.wmo.int.

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10

Landscapes


Contents

• To identify the features of mountains, plains and coastal landscapes

• Mountain landscapes and flat land

• To learn about rivers, lakes and reservoirs

• Characteristics of coastal landscapes

• To interpret a relief map

• Coastal features

• To choose the best route

• Rivers and river banks

• To learn how to protect natural heritage sites

• The course of a river

• Features of landscapes

U

• Lakes and reservoirs

Language objectives

• Interpreting a relief map

• To understand and respond to questions beginning with the interrogative pronouns which and what: Which of these illustrations shows a cliff? What are some uses of river water?

• Choose the best route

• To use countable and uncountable nouns • To introduce alternatives using the conjunction or: Which is higher: the Cantabrian chain or the Morena Range?

Assessment criteria

• Observing a labelled illustration showing the general features of a landscape • Observing a labelled illustration showing the features of a coastal landscape • Giving definitions of different elements of the coastal landscape • Observing a labelled illustration showing the course of a river

• Describe the main features of mountains, plains and coastal landscapes

• Describing the differences between a lake and a reservoir

• Describe the characteristics of rivers, lakes and reservoirs

• Discussing alternatives to choose the best route

• Explain how to use a relief map • Consider alternatives in order to choose the best route • Explain how natural heritage sites can be protected

• Using a colour code to interpret a relief map • Completing reading comprehension activities based on the text

P

• Showing interest in learning how to read relief maps

•

• Appreciating the importance of weighing alternatives before making a choice

•

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• Recognising different types of landscapes according to their characteristics (SB p. 115: Features of landscapes; p. 121: Interpreting a relief map; p. 123: Choose the best route)

• Learning how to read relief maps (SB p. 121: Hands on!)


• Recognising different elements of coastal relief (SB p. 117: Coastal features)

• Using the Internet to complete an index card on the landscape in one’s area (SB p. 120: Your area. Find information on the Internet. Copy and complete the index card.)


Unit outline Unit 10. Landscapes

Inland landscapes

Rivers, lakes and reservoirs

Coastal landscapes

Hands on! Interpreting a relief map

Revision

I can

Our world


Protecting natural heritage sites

Possible difficulties • Content: understanding that landscapes have been altered by human beings through the ages • Language: using the correct intonation in or questions; differentiating between countable and uncountable nouns


October

November

December

January

February

March

April

May

June

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Objectives • To identify the characteristics of mountains, plains and coastal landscapes

10

W

Landscapes

• To learn the main parts of a river

Key language • Vocabulary and structures: landscapes: coastal / mountain, plain; trees: birch, holly, yew; beach, cliff, hill, lake, reservoir, river, road, sea; cold, dry, humid, sunny; flat, high, narrow, winding; flow

1. 10.1

2.

Presentation • Ss look at the photograph in the book: What can you see? Elicit stream / river, trees, grass, stones. Explain that this is a mountain landscape. • Explain that landscapes are not always the same from one side of a mountain to the other. Read the text. Write up a two-column chart on the board: Climate and Plants. In pairs, S1 says all the climate and plant words from paragraph two. S2 does the same for paragraph three.

Changes in landscapes Landscapes are not always the same from one side of a mountain to the other.

• What type of climate can

One side may be sunny and dry. This climate

• What kind of trees can

is perfect for pine trees.

• Ss share their words with the whole class. Paragraph one: sunny, dry, pine trees. Paragraph three Ss: cold, not very sunny, humid, birch, holly, yew.

The other side of the mountain may be cold,

• Compare the chart to the photograph. Ss decide that this landscape is humid and not hot. Ss refer to the text and name the trees typical of a humid climate: birch, holly and yew.

and yew.

• Look at the last Think about question. Volunteers try to describe mountain landscapes that they have visited.

THINK ABOUT

and not very sunny. It may be humid if there are many streams. This climate is perfect for

you see in the picture? you see?

• Do you ever go to the

mountains? What is the climate like there?

other types of trees, for example, birch, holly

112

3.

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Further activities Divide the class into small groups. Give each group a picture of a landscape. Ss write a short description. Post the descriptions around the classroom. The groups swap pictures and look for the description that matches their new landscape. Take Ss on a field trip to study nearby landscapes. Ss draw or photograph important features: trees, rivers, streams, mountains, etc. If any children are from different areas or countries ask them to show pictures of, or describe their local landscapes.

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UNIT

10


What do you remember? Landscapes


Mountain landscapes are high. The roads are narrow and winding.


Plains are flat lands with no hills. Coastal landscapes are next to the sea. They have flat beaches and high cliffs.

Landscapes • Read the text. Show pictures of plains, mountains and coastal landscapes. Revise landscape features for each: What are mountain landscapes like? (High.) What are the roads like? (Narrow and winding.)

of mountains, plains and coastal landscapes.

• Identify coastal features.

1. Where would you prefer to ride your bicycle, in the mountains or on the plains? Explain. 10.1

2. Which of these pictures shows a cliff? Which shows a beach? Describe each landscape.


1. Ss answer the question. I would ride my bicycle on the plains because the land is flat. I would ride in the mountains because I’ve got a new mountain bike!

of rivers.

• Learn how to

describe the upper, middle and lower courses of a river.

2. Ss look at the illustrations and describe them: What do you see in illustration (A)? Are the (cliffs) high? Can you see (rocks) or (sand)?

• Learn about lakes

A

and reservoirs.

• Learn how to interpret a relief map.

• Discover why it is

Play track 10.1. Ss listen to the descriptions and say the type of landscape: mountain, coastal or plains.

important to take care of natural landscapes.

B

Rivers • Volunteers read the text about rivers. 3. What are some uses of river water? Brainstorm: fishing, watering crops, drinking, electricity, sports.

Rivers Rivers begin in the mountains. They flow across the plains and into the sea. River water is stored in reservoirs and lakes. 3. What are some uses of river water? a hundred and thirteen 21/12/10 10:15 179203 _ 0112-0123.indd 113

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Values education Talk about the responsibility everyone has to look after the countryside and beaches. Ask Ss to think of ways we can take care of the countryside: Pick up all your rubbish. Don’t light a fire. Don’t leave food or drinks wrappers on the beach. Etc.

Further activities Ss play Hangman with landscape vocabulary. Ss draw a landscape they know and love and write a few sentences about it below. 10.1


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Inland landscapes

Objectives • To identify mountains and plains as inland landscapes

2 Fl

summit

• To recognise the features of a mountain landscape

Pl Pla typ

slope

mountain

• •

foot

• To recognise the features of plains

village

• To differentiate between natural and man-made features

reservoir

Key language

valley

•

Ar Hi

moor

• Vocabulary and structures: mountain landscapes: depression, flood plain, hill, moor, plain, reservoir, river, road, valley, village; mountains: foot, slope, summit; natural / man-made features; construction, farm, tunnel, motorway, ski station; flat, steep

10.2 10.2

3 Fe

road river

La Th

flood plain

• • •

hill

La fe fea

Inland landscapes. There are mountains and plains.

Presentation

•

1 Mountain landscapes • Ss look at the illustration. Ask: Is this a mountain landscape, a coastal landscape or plains? How do you know? What can you see? Explain that inland means not near the coast.

1 Mountain landscapes

Mountains have three parts:

• Name the features in the illustration. Ss point to the terms and repeat.

• The foot is the lowest part of the

• Read the text. Ss point to the summit, slopes and foot when they hear the words. Ss look at the photograph and find the summit, slopes and foot of each of the mountains. • Ask: Where can you find mountains in your country? Do you know any names?

1

mountain.

• Ss focus on the highest mountain: What is the highest part called? Point to the slope: What is this part of the mountain called? • Ss look at the photograph and locate the summit and the slopes.

•

Mountain landscapes consist of mountains and valleys. Mountains are high with steep sides. Valleys are areas of flat land between mountains.

• The summit is the highest part of the mountain.

• The slopes are the steep sides

between the summit and the foot.

114

2 A mountain landscape in the south of Spain.

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Further activities Describe where you are and what you are doing. The class says whether you are at the summit, on the slopes or at the foot of a mountain: I am skiing. Ss: On the slopes; I can see for kilometres. Ss: At the summit; I am walking through trees on flat land. Ss: At the foot. Ss use the Internet to find the names of the 14 highest mountains in the world. They are all over 8,000 metres. Ask: Which countries are they in?

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10

UNIT

2 Flat land • Ask: When you drive to the country with your family, what do you see out of the window? Elicit flatland, mountains, plains, the sea, etc.

2 Flat land Plains, moors and flood plains are different types of flat lands.

• Plains are very large areas of flat land. • Moors are high areas of flat land with

• Ss look at the photograph: Can you see crops or people? Why do you think there are lots of farms on the plains? Explain: It is easy to plant and grow crops on flat land. Explain that flat land can be in low areas or in high areas.

little vegetation.

• Flood plains are flat areas of fertile land next to a river. They are lower than the surrounding land.

Farms. There are a lot of farms on the fertile flat lands of the plains.

Areas of flat land sometimes have hills. Hills are small, raised areas.

• Read the definitions in the text. Ss locate the words on the illustration on page 114. Give examples of each feature.

10.2 10.2

3 Features of landscapes Landscapes have natural features. These are:

• Mountains • Plains • Rivers

3 Features of landscapes

Landscapes can also have man-made features:

• Constructions: houses, motorways,

• Ss look at the photograph. Point to the tunnels and motorways: These are man-made features. They are built by people.

Tunnels and motorways are man-made features.

• Volunteers read the text. Check for comprehension: Is a river natural or man-made?

tunnels and bridges.

• Farms: crops and animals replace the natural vegetation.

NOW YOU!

Questions

• L ook at the illustration on page

1. What is the difference between a mountain and a hill? Look up the definitions in the dictionary.

a. Where would you have a farm?

• Play track 10.2. Ss listen and point to the places on the illustration on page 114.

114 and decide:

2. Look at the illustration on page 114. Find two natural features and two man-made features.

Now you!

b. Where would you build a ski station?

• Answer the questions as a whole class. Encourage Ss to give reasons for their choices.

c. Where would you build a motorway?

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115

Teacher’s Resource Book Reinforcement worksheet 26 and 27

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Further activities Ss make vocabulary cards with vocabulary for inland landscapes and play Memory in small groups.


Find pictures of villages on plains and in the mountains. In groups, Ss compare the pictures: The village (on the plains) has got lots of farms. The village (in the mountains) is smaller. Ask questions: Which village would you like to live in? Ss choose an area and do a project on how the farming techniques have been adapted to the landscape. For example: the terraces in the mountainous regions of Peru; the rice fields on the slopes of hills in China; the sheep farming on the plains in Australia. 10.2


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Coastal landscapes

Objectives

10.3 10.3

2 Co

• To describe a coastal landscape • To differentiate between high and low coastal areas

Co ch

island

• To identify coastal landforms: gulf, bay, cape, peninsula, island and archipelago

•

• •

isthmus

peninsula

bay

• To recognise how man-made constructions change coastal landscapes beach

• port

gulf

Key language • Vocabulary and structures: coastal landscapes: archipelago, bay, beach, cape, cliff, gulf, island, isthmus, peninsula, river, sea; man-made constructions: bridge, flat, hotel, port, road; group, rock, sand, strip, tourist, wave; large, narrow, small; bite into, crash, stick out

•

cape

bridge

• river archipelago

3 Pe

la

hill

M Ma M Ma of

cliffs

• • •

Coastal landscapes are near the sea.

Presentation 1 Characteristics of coastal landscapes • Ss look at the illustration. Ask questions: What can you see? Find the river. Can you see a beach? Can you see a port where boats are kept? • Talk about the direction in which rivers flow: Rivers start in the mountains and flow to the sea. Ss look at the river in the illustration: What part of the river can you see, the beginning or the end? Ss follow with their finger the direction of the river water.

1 Characteristics of coastal landscapes Coastal landscapes are areas of land near the sea. The land can be high or low.

1

• Coastal plains are areas of low land on the coast. The land is flat. There are beaches with sand or rocks.

2

• Cliffs are areas of high land near the sea. The land is high and rocky. Waves crash against the cliffs.

116

3

4

Cliffs.

a hundred and sixteen

• Read the labels on the illustration. • Point to the photo of the cliffs. Ss point to the cliffs, the sea and the waves. Explain: Cliffs are high, rocky areas of land near the sea. • Read the text. Ss locate the plains, hills, the river mouth and the cliffs.

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Further activities Write the word from the illustration on the board. Read the words out and Ss see how fast they can locate the word on the illustration. Ss find information on the Internet. A strange phenomenon at Puerto Mosquito Bay in Puerto Rico attracts many tourists every year. When people move around in the water, light shines around them. This is because there are tiny organisms that emit a bluish light when the water is agitated.

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UNIT 10.3 10.3

2 Coastal features

2 Coastal features

• Bring a map of the Iberian Peninsula to class and point out important landforms: Spain and Portugal make up the Iberian Peninsula. An isthmus connects the peninsula to the continent of Europe.

Coastal landscapes have many different characteristics:

• A gulf is a large area of sea that bites into the land.

• A bay is a small gulf. • A cape is a large piece of land that

• Ss look at the first photograph and answer the question: I can see a cape that sticks out into the sea.

sticks out into the sea.

• A peninsula is a narrow piece of land

surrounded by water on three sides. It is connected to the mainland by a strip of land called an isthmus.

High coastal landscape. What coastal features can you see in this photo?

• Read the text. Check comprehension: Is a peninsula connected to the mainland?

• An island is an area of land completely surrounded by water.

• Ss look at the illustration on page 116 and locate the features.

• An archipelago is a group of islands.

• Play track 10.3. Ss listen to the definitions and say the words.

3 People and coastal

landscapes

Many people live in coastal areas. Man-made constructions change the shape of the landscape. Some examples are:

• Hotels and flats. • Roads and bridges. • Ports, where ships are protected.

10

3 People and coastal landscapes • Ss look at the photograph and describe it. Read the text. Ss find the man-made features in the illustration on page 116: A port is where people keep boats. Point to the port in the illustration.

Coastal plains are popular areas for tourists. What can you see in the photo?

• Ss complete the questions in pairs and check as a whole class. Display the drawings from question 4.

Questions 1. Look at the illustration on page 116. Describe the characteristics of a bay, a gulf, a peninsula, a cape and an island. 2. Describe the difference between a beach and a cliff.


3. Name three changes people make to coastal landscapes.


4. Draw and label a coastal landscape, with a beach, cliffs and a port.

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117


21/12/10 10:15

Values education Tell Ss that the Foundation for Environmental Education (FEE) is an international environmental organisation. Their Blue Flag programme awards clean, safe and eco-friendly beaches a Blue Flag. Tell Ss to look at the website at www.blueflag.org and find out what a beach needs to get a Blue Flag. Do Ss know any Blue Flag beaches?

Further activities Ss make vocabulary cards to play Bingo. See Introduction, page X. Give Ss copies of landscape paintings by famous artists. Ss write a fact file for their paintings: Artist; Title; Landscape type (mountain, plains, coastal); Natural features; Man-made features. Encourage Ss to write their opinion about the painting: I like the colours. I don’t like the boats.

10.3


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Rivers, lakes and reservoirs

Objectives

3 Ri R

• To learn how rivers flow into the sea • To name the three main parts of a river

1 Rivers

• To differentiate between reservoirs and lakes

A river is a large, flowing body of water. Rivers begin in high areas such as mountains. Rivers always flow downhill. They flow into other rivers or into the sea.

Key language • Vocabulary and structures: rivers: flow, river bank, river bed, tributary; source, upper / middle / lower course, mouth; journey, lake, pond, reservoir; vegetation: blackberry bush, popular tree, reed; dam; fertile, narrow / wide, still; near; fast / slowly; flow downhill / into, store

Presentation

Ri pla fo for bu pla th the of oft

A tributary is a river that flows into a larger river.

source

upper course

lake

A river bed is the ground over which a river flows.

4 La

La of of

reservoir

•

Some rivers have more water than others. The volume of water in a river is called the flow. middle course

10.4

2 The course of a river

tributary

A river makes a long journey from the mountains to the sea. The source is where a river begins. The mouth of the river is where the river ends at the sea. The course is the journey from the source to the mouth. The course of a river has three parts:

1 Rivers • Revise the importance of water: Can we drink fresh water or salt water? What things do we use water for? • Ss look at the illustration. Read the caption. Point out where the tributary is located.

•

lower course

• The upper course is near the

source. The river is narrow and flows through the mountains. It has little water and flows very fast.

• Read the text, stopping and making reference to the illustration.

river mouth

• The middle course flows through plains. The flood plain is the flat area on each side of the river. It has more water and flows more slowly.

• Explain how the volume of water in a river can vary throughout the year: The water a river carries changes depending on the seasons. In spring, when it rains, the river is full and flows fast.

• The lower course is near the mouth of the river. The river is wide and the water flows slowly.

sea The course of a river. Rivers flow through many types of landscapes until they reach the sea.

2 The course of a river • Ss cover their text and look at the illustration. Read the first paragraph. Ss locate the words on the illustration. Check comprehension. • Read the descriptions of the upper, middle and lower course. Ss compare the descriptions to the illustration: Is the upper course near the river’s source? Is the river narrow here? Is it on the plains or in the mountains? • Play track 10.4. Ss listen to Anne describing what she can see. After each sentence they say if she is in the upper course, the middle course or the lower course of the river.

10.4

118

a hundred and eighteen

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Further activities Play Guess where I am: I’m standing beside the river. It is very narrow. It is flowing very fast. There are mountains. Ss: Upper course. Use Google Earth to locate important rivers such as the Ganges River in India, the River Nile in Egypt, the Amazon River in South America, the River Danube in Europe. Ss look for the rivers and discover which countries or continents they flow through.


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UNIT

10

3 River banks

3 River banks

• Ss look at the photograph. Define and describe river banks: The river bank is the side of the river. The soil is very fertile. This means there are lots of nutrients. Look at the bushes and trees in the photograph.

River bank vegetation consists of the plants that grow at the sides of rivers, for example, poplar trees, blackberry bushes and reeds. A wide variety of plants grow on river banks because the soil is very fertile. River banks are often used for farming.

4 Lakes and reservoirs

• Read the text and check for comprehension, paying special attention to the types of vegetation.

River bank vegetation.

Lakes and reservoirs are bodies of still water. Still water does not flow.

• Lakes are large areas of fresh

4 Lakes and reservoirs

• Reservoirs are man-made lakes

• Read the paragraph about lakes. Explain that still water means water that doesn’t flow like river water. Give local examples.

water surrounded by land. Ponds are small lakes. Lakes and ponds form naturally.

reservoir dam

for storing river water. A dam is a strong wall that stops the flow of the water.

• Read the paragraph about reservoirs. Ss look at the photograph. Is this a lake or a reservoir? Is it natural or manmade? What do you call the wall that holds the water? Is the water in the reservoir fresh water or salt water?

Dams stop the flow of river water to create reservoirs.

NOW YOU! • W here would you build a

water park: in a reservoir or in the upper course of a river? Explain why.

Questions

Now you!

1. What is a river? What is a tributary?

• Ss discuss the Now you! question in groups. Write their ideas on the board and see if Ss all agree.

2. Describe the three main parts of the course of a river. 3. What is the difference between a lake and a reservoir?


4. Explain the difference between these pairs of words: source

mouth

lake


pond

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119

Pages 62 and 63

21/12/10 10:15

Further activities Do a class drawing dictation on the board. Ss take turns to draw and label: a long river, a tributary, a farm, a village, a reservoir, etc. Ss choose a river and do a project about it. In small groups, they write short fact sheets to post on a class bulletin board: The Amazon River is the second longest river in the world (6,762 km). It carries one fifth of the world’s fresh water. It goes through South America. It has a thousand tributaries. Discuss the importance of rivers: Rivers carry water all over the planet. We use river water to irrigate farmland. Ask: What other things are rivers used for? (They provide habitats, food and means of transport for many living things. We use some rivers to provide hydroelectric power for electricity.)

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1 Copy and match the words to their definition.


a. The highest part of a mountain.

summit

b. The lowest part of a mountain.

plains

• To learn how to interpret a relief map

c. Large areas of flat land.

slope

• Vocabulary and structures: upper / middle / lower course, flow, foot, height, lake, moor, mountain, plain, relief map, reservoir, river bank, river bed, slope, summit, tributary, valley; flat, hilly, narrow, straight, wide, winding; fast, slowly; represent

Activities

d. The land between the foot and the summit.

moors

Key language

e. High areas of land that are flat and have little vegetation.

foot

2 Choose the correct words, then copy the sentences. The flow / course of a river can be upper, middle or lower. Ponds are small lakes / reservoirs. A river bed / river bank is the ground over which a river flows. Tributaries / Lakes are rivers that flow into other rivers.

3 Look at the photo and answer the questions.

1 Copy and match the words to their

Is this river wide or narrow?

definition.

Is the water flowing fast or slowly?

• Revise the parts of a mountain: What do you call the high part of a mountain? What do you call flat lands? • Ss copy the words and match them to their definitions, then check their answers with a partner.

Is the landscape next to the river flat or hilly? Is this the upper course or the middle course of the river? Explain.

• My town is • The nearest mountain is • The nearest valley is • The nearest river is • The river is a tributary. • The river banks have • The river is • The water flows

2 Choose the correct words, then copy

the sentences. • Working in pairs, each student completes two of the sentences. • Then they share their answers with their partner. Encourage Ss to use the structures: I agree / I don’t agree when discussing their answers.

•

4 YOUR AREA. Find information on the Internet. Copy and complete the index card.

120

inland.

on the coast. . . .

yes

no

vegetation.

farms.

buildings.

paths.

straight.

winding.

wide.

narrow.

fast.

slowly.

a hundred and twenty

• Ss copy all the sentences. 179203 _ 0112-0123.indd 120

3 Look at the photo and answer the

questions. • Ss answer the questions about the photograph. • Compare answers as a whole class.

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Further activities In groups, Ss choose five words and write definitions for them. Join various groups to form two teams. Each team chooses ten words and definitions. They take turns reading their definitions. The other team guesses the word. They score one point for each correct answer. Tourism is important in many areas: Tourists are people who visit a place for pleasure. Some people prefer mountain landscapes. Others prefer the coast. Which do you prefer? What kind of landscape is our area? In small groups, Ss make a poster to attract tourism to the local area. They add a slogan: Come and visit (Salamanca)!

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UNIT

10

4 YOUR AREA. Find information on the

P

Y

R

E

Monte Perdido 3.355 m

R

N

E

Eb

VE

ro

R

B

A

H

SI

N

y of Biscay

er

A

I

N

O

N C E s a g ud r Te eLas R i vM

O

e

S

RI

n

R

H

n

a

r r i t eSOUTHERN PLATEAU

ve

r

I IR R

GU

B

B

B

C TI BE

Hands on!

Kilometres

A

SI

N

TA AS metres CO N L A 2,000

Interpreting a relief map

1,000 500 200 36º 0

N

IN SU

AL

IV

Cabo de Creus

84

• Read the title. Explain: A relief map shows you how high the land is. What countries can you see on this map? Does it show you the relief of Spain, France or Portugal? (Spain. There is no colour in Portugal.) What title would you give this map? (A relief map of Spain.)

B alearic Islands

E N G R A

BAS VER

Golfo de León

Peak

E

T

IC

A

C

H

S

N AI CH

IBETIC CH A PEN

e

a

r

0

SCALE

84

Kilometres

n

I

e r M e d i t

• Look at the key

E be ro

VE

SCALE

a

N A R E

Ri

O

AD

8º Golfo de Cádiz

C

0

I

ian River G uad

M

N

a

IA

S

3.404 m

A

R

N

Villuercas T O L EDO 1.601 m R pe ANGE Sa dalu n Gua Pe S . ª de dr o

806621U08P106

Canary Islands

I

E

Aneto Islands

a

N

ªd e

O P

Cabo de San Vicente

ATLANTIC OCEAN

A

N

S.

QU

AD

A

GU

G

N

P

38º

IB ER

I

EB alearic N E

Monte Perdido 3.355 m

r

IC T Nu e r o E B Riv e A r ID B SU CH T Peña deC N Francia U TI E O 1.723 m a os B tI C Cr eHdA I M I N IBET Ga de G PEN L A A H de S.ª C ª T R S.

T

U

BAS

R

N

40º

ER

Y

R

v

Ri

QU

AL

L

IV IR R

• They share their information with the class, then copy and complete the index card.

4º

F R A N C E P

I

IC OC EA

8º Golfo de Cádiz

ATLANT

IV

2º

A

Cabo de San Vicente

r

TA

0º

B MO A S Q UN TA UE IN Aizkorri 1.544 m S

CHAIN

S IN iana River G uad TA Teleno NE GU2.188 m Ri 42º Cabeza de A N O R M Manzaneda NORTHERN N A N 1.778 O R E H LE PLATEAU O C M A N

ve

AS

2º Golfo de Vizcaya

e R i v EB

38º

CO

L

RIAN

N

A

Pe

LA

T

Villuercas T O L E DO R 1.601 m pe ANGE d a l uC ANTA Gua S . ª de B dr o

MA

n

S M i SIF ño

Sa

L

RI

CA

C

A

N

PLATEAU

ªd e

GA LIC IA N

R

O

IA

metres

2,000 1,000 500 200 36º 0

a

A G S.

A

N

N U s O do M I N ta re Ga de G L A A H de S.ª C ª T R S. N Ba C E SOUTHERN r Tagus R i v eLas

T

U

T

Peña de Francia 1.723 m

I

N

ATLANT

IB ER

ro

I

40º

Due

T

L

Riv e r

CA

O

• At home or in class, Ss look for information about their city, town or village on the Internet.

Cabo de Creus

r

NORTHERN PLATEAU

A

IC OC EAN

LE

Golfo de León

S

E

Aneto 3.404 m

Relief maps show the height of the land. Each colour represents a different height. N

Internet. Copy and complete the index card.

4º

e

er

i

R Cabeza de Manzaneda 1.778

S IN TA Teleno N U 2.188 m O M

2º

F R A N C E

B MO A S Q UN TA UE IN Aizkorri 1.544 m S

CHAIN

Interpreting a relief map v

42º

0º

n

MA

GA LIC IA N

CAN TABRI AN

2º Golfo de Vizcaya

e R i v EB

Hands on!

S M i SIF ño

Bay of Biscay

a

• Point to the key: Different colours tell us how high the land is. Is brown high ground or low ground? So does brown represent mountains or valleys? Check they understand that the height is given in metres.

Peak

ATLANTIC OCEAN Canary Islands

806621U08P106

– What does green represent on the map? What does yellow represent?

• Ss look at the relief map. They look for the rivers, the mountains, the plains and the coast: Look for the mountains between Spain and France. What colour are they on the map? Turn it into a race. Ss look for places more quickly each time.

– What colour represents the highest mountains? – Which is higher: the Cantabrian Chain or the Morena Range? – What colour represents the rivers? – Are there plains in the North or South? – Look at a relief map of your province on the Internet. Write down the colours and what they represent. a hundred and twenty-one 21/12/10 10:15 179203 _ 0112-0123.indd 121

121 21/12/10 10:15

Further activities In small groups, Ss invent the relief map of an imaginary island. They colour the map using the key in their books as a model. The groups present their maps to the class: This is Forest Island. It’s got beaches and cliffs. There is a mountain in the middle of the island.

• Ss answer the questions about the map in small groups. Remind Ss that plateau means high plains. • Ss look for a relief map of their area on the Internet. In pairs they decide what the colours represent.


Show Ss relief maps of other provinces. Ask: Are there any mountains? What are the rivers called?

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Revision Objectives

I

10.5


1 Read the summary.


Landscapes


• Landscapes can be inland or coastal. • Inland landscapes are far from the sea. There are mountains and plains.

• Mountain landscapes consist of mountains and valleys. • Flat landscapes consist of plains, moors and flood plains. • Coastal landscapes are near the sea. They can have beaches

Key language • Vocabulary and structures: advantage / disadvantage, beach, cliff, depression, excursion, forest, heritage site, plain, moor, mountain, river, sea, tributary, valley; afraid, beautiful, coastal, flat, high, hilly, inland, long / short, unchanged; flow (downhill), preserve, take care of


and cliffs.

Rivers • A river is a large, flowing body of water. Rivers begin in

high areas such as mountains. Rivers always flow downhill. Rivers flow into other rivers or into the sea.

• A tributary is a river that flows into a larger river.

2 Copy and complete. Use the information from the summary. LANDSCAPES

• Name landscape features from the unit. Ss say the landscape: Mountains and valleys. (Mountain landscapes.)

..........

inland

• Play track 10.5. Ss read and listen to the summary. Check for comprehension.

which can be mountain landscapes


which have

information from the summary. • Ss copy and complete the chart.

mountains

which can be ..........

.......... where you can find… ..........

• They compare their answers in small groups.

moors

122

beaches

..........

..........

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Further activities In pairs, Ss take turns dictating a landscape to draw: Draw a long river. The mouth of the river is near a beach. They colour their landscapes and name it after their partner: (John’s) landscape. Play different pieces of classical music. Ask Ss: What kind of landscape does this make you think of? Ss exchange opinions as a whole class. Then, as they listen again, each student draws an imaginary landscape inspired by the music.

10.5


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UNIT

I can I can



Your school is going on an excursion to the mountains. You can take route A or route B.

• Read the first paragraph to explain the task. Read about routes A and B and check comprehension. Each group decides which route is best. Remind Ss to think about how much time they will need for both routes.

• Discuss with your classmates the best route.

Route A

Route B

Advantages: • The route is very short. • It goes over a high bridge with a beautiful view.

• The land is flat. • It passes through a beautiful,

Advantages:

• Each group gives its opinion: We choose route A because it is shorter and more beautiful. We choose route B because it is flat and we like forests.

protected forest.

Disadvantages:

Disadvantages:

• The land is hilly. • S ome classmates are afraid

• The route is very long. • Some classmates may get lost

of heights.

10

Our world

in the forest.

• Explain that it takes thousands of years for forests to form. Read the text: Our ancestors are the people that lived before us. They worked hard to take care of the landscape. Do you think it is important for us to do the same thing?

OUR WORLD Protecting natural heritage sites Natural heritage sites are areas of beautiful landscapes, unchanged over the years. Hayedo de Montejo is a beech tree forest in Spain. It has mountains and rivers that are thousands of years old.

• Ss research on the Internet to make their lists of natural heritage sites. • Brainstorm ways to preserve the landscape: Do not make fires in the forest. Do not cut down the trees. Do not throw rubbish in the forest, in rivers or in the sea.

This unchanged forest needs special protection. Our ancestors took care of this land for us. So, we must preserve this land for our children.

• Make a list of natural heritage sites in your province or country.

• How can we help to preserve these


areas? Give three suggestions.

Assessment worksheet 10 Test 10 a hundred and twenty-three 21/12/10 10:15 179203 _ 0112-0123.indd 123

123 21/12/10 10:15

Further activities Take Ss on a field trip to a nearby natural park. Ss take their notebooks and draw and write about things they see. In groups Ss think of an area related to the school community that they are interested in and that they think should be protected. The groups present their ideas to the class and vote for the best one. Prepare a class proposal for the school director asking it to be declared a ‘school treasure’. Include why it is important to the school and how they would promote its special status.

Activity Book

Ss can do the activities for the second term, pages 98-105.

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Term revision


5

Unit 6


1 Match the words in each column and copy. Make more sentences.


transporting.

Television A hammer A car

Key language ▲

• Term vocabulary and structures: energy: electric, human, petrol; water cycle: cloud, droplet, sea water, water vapour; geographical features: cape, gulf, mountain, mountain chain, plain, river; rivers: upper / middle / lower course; compass point, evaporation, melting, weight; change into, communicate, condense, entertain, evaporate, exercise (force), fall, freeze, rise, transport

entertaining and communicating.

is used for

electric energy. human energy.

It works with

energy from petrol.

exercising force.

Example: Television is used for entertaining and communicating. It works with electric energy.

6

Unit 7

(Reproducir SB3, p. 124: código 179203) 2 The Sun is much larger than the Moon. However, from Earth, the Moon looks bigger than the Sun. Explain why.

3 The Sun is rising. Say the compass points corresponding to each letter.

A B

C 7

Term revision Unit 8

Revise key concepts from Units 6, 7 and 8.

D

4 Copy and complete the flow chart about the changes in the state of water.

• All machines need energy in order to function. • The wheel, pulley, lever and ramp are simple machines.

..........

• The Earth’s rotation and orbit cause the days and seasons. • The Earth orbits the Sun and the Moon orbits the Earth. • Water has three states and can change between them: liquid, solid and gaseous. • Water in nature is continually moving through the water cycle.

evaporation

melting

..........

LIQUID

..........

..........

8

124

a hundred and twenty-four

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Further activities Make statements about concepts learned during the term. Ss say if they are true or false and correct the false ones: a. Not all machines need energy to work. (False. All machines need energy to work.) b. The pulley is a compound machine. (False. The pulley is a simple machine.) c. The Earth takes 365 days to rotate on its axis. (False. It takes 24 hours to rotate on its axis.) d. The Moon takes 28 days to orbit the Earth. (True.) e. Condensation occurs when water heats up and turns into water vapour. (False. Evaporation occurs.) f. Aquifers are large deposits of groundwater. (True.)

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TERM REVISION

2

Term revision Revise key concepts from Units 9 and 10.

5 Copy and complete the sentences about the water cycle. a. Sea water evaporates and changes into .......... .

• Air is the mixture of gases that surrounds the Earth.

b. Water vapour condenses and forms .......... .

y.

c. Water in clouds is in a .......... state.

.

d. The water droplets in clouds fall to Earth as .......... , .......... or .......... .

• Air is invisible, has weight and occupies space.

e. When rain freezes, it falls to Earth as .......... or .......... .

• Weather describes temperature, precipitation and wind.

Unit 9

• The four seasons are spring, summer, autumn and winter.

6 Which properties of air does each picture represent?

A

B

• Inland landscapes have mountains or plains.

C


• Coastal landscapes have cliffs or beaches.

▲

• Rivers have three main parts: the upper, middle and lower courses.

Example: Air has weight, so the balloon with air is heavier than the balloon without air.


Unit 10

7 Match the letters in the picture to their geographical features.

Term 2 assessment

– mountain – river

Term 2 test

B

A

– gulf

C

– mountain chain – plains

D

– cape

E F

8 Explain the main characteristics of the upper, middle and lower courses of a river. a hundred and twenty-five 179203 _ 0124-0125.indd 22/02/11 9:51

125

125 22/02/11

9:52

Further activities Put Ss into small groups. Assign a task to each. Afterwards, they show their work to the rest of the class: a. Draw and label the four phases of the Moon. b. Draw and label a diagram of the three different states of water. c. Draw and label the water cycle. d. Draw and label the main parts of a mountain. e. Draw and label the main parts of a river.

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11

Villages and cities


Contents

• To recognise the features of cities and villages

• Features of villages

• To differentiate between city and village life

• Life in mountain and coastal villages

• To learn how to read a street map

• Life in villages on plains

• To learn basic road safety rules

• Features of cities

• To describe where one lives

• Life in cities

• To learn from people from other countries

Language objectives • To use descriptive adjectives correctly: Cities often have tall buildings and long, wide streets. • To describe quantity using the quantifiers many, not many, most, some and a lot of • To indicate the presence of something using there is / there are: There is a lot of noise… There are many services, such as shops…

Assessment criteria

• Parts of a city • Reading a street map • Road safety rules • Learning from people from other countries • Observing photos showing the features of villages • Answering questions about life in a village • Observing photos showing the features of cities • Locating different buildings on a street map • Comparing one’s city or village to Brasilia • Completing a chart to contrast two parts of a city • Designing and drawing a city map in groups • Observing photos illustrating road safety rules

• Describe the features of cities and villages

• Reading and discussing the rules

• Contrast city and village life

• Reading a text to learn what people from other countries can teach us

• Read a street map • Describe and apply basic road safety rules • Describe where one lives • Explain how we can learn from people from other countries

U

• Completing reading comprehension activities based on the text • Showing interest in talking about one’s village or city

P

• Understanding the importance of learning and applying road safety rules

•

• Showing interest in learning from people from other countries

•

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• Understanding descriptive texts (SB p. 126: Brasilia: a modern city)

• Appreciating the harmony of traditional village architecture (SB p. 128 and 129: Villages)


• Understanding advice given with the modal should (SB p. 133: Road safety rules) • Describing where one lives in writing (SB p. 135: Describe where I live)

• Appreciating the beauty of historic city centres (SB p. 130: Parts of a city)

• Completing the unit worksheet (Teacher’s Resource Book)

Unit outline Unit 11. Villages and cities

Villages

Cities

Hands on!

Your turn!

How to read a street map

Road safety rules

Revision

I can

Our world



Possible difficulties • Content: how to read street maps; recognising symbols on the maps and in the streets • Language: the correct use of there is / isn’t + singular and there are / aren’t + plural; the place of the adjective in the sentence


October

November

December

January

February

March

April

May

June

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Objectives • To differentiate between villages and cities

11

W

Villages and cities

• To describe a city

Key language • Vocabulary and structures: architect, inhabitant, scholar; building, capital, city, neighbourhood, rubbish bin, street, square, traffic, traffic light, town, village, world; comfortable, long / short, low / tall, modern, narrow / wide, new / old, perfect, pleasant; carefully; build, plan

1. 11.1

2.

Presentation • Show Ss Brazil on a world map: Which continent is it in? Is it a large or a small country? Do you know any famous people from Brazil?

A

• Look at the photo: What can you see? Does it look modern or old? Are the buildings tall or low? Are the streets wide or narrow? Would you like to live in a place like this? Explain: The city was designed in 1956. This makes Brasilia one of the newest cities in the world.

Brasilia: a modern city Brasilia is one of the newest cities in the world. A group of architects and scholars wanted to build the perfect city. They carefully planned every building, street, park and square. They

• Read the text. Explain what an architect and a scholar do. Write a simple definition for each on the board. Ss find these words in the text.

made Brasilia comfortable and pleasant for its

• Check comprehension: What did the architects and scholars plan?

the capital of Brazil.

• Ss compare their town or village to Brasilia. • Brainstorm what Ss think would make an ideal city. Write the ideas on the board. In small groups Ss design their ideal city.

inhabitants. They built this perfect city in the centre of Brazil in just four years! Now, Brasilia is

126

THINK ABOUT • Where is Brasilia? Do you

know what continent it is in?

• Is it an old or modern city? • Describe Brasilia. Are the

B

streets narrow or wide?

• What is your city / village

like? Compare it to Brasilia.

• Describe your idea of the perfect city.

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Further activities Ss start a unit glossary. They write: Types of people. Then they add the definitions for: architects, scholars, inhabitants. Ss draw and label their perfect city in their notebooks. Look for photos on the Internet or in tourist brochures of famous world capitals: Madrid, London, Cairo, Lisbon, Moscow, etc. Divide the class into groups. Give each group a photo. Ss discuss the city’s similarities and differences with Brasilia: It’s older than Brasilia. It’s as modern as Brasilia.

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UNIT

11


What do you remember? Cities and villages


People live in cities, towns or villages. Your neighbourhood is the part of the city or town where you live.

• Learn the

Cities often have tall buildings and long, wide streets. Many people live there.

• Differentiate between

Villages have low buildings and short, narrow streets. Not many people live there.

• Learn the main parts

Cities and villages • Read the text. Check comprehension. Define town: Towns are bigger than villages, but smaller than cities. Cities have cathedrals.

characteristics of villages and cities. village and city life.

1. In pairs, one student chooses cities and the other villages. Each partner writes words describing his / her location: cities (tall buildings; long, wide streets; many people); villages (low buildings; short, narrow streets; not many people).

of a city.

• Learn how to read a 1. Which illustration is of a village? Which illustration is of a city? 11.1

2. Describe the streets and buildings in the pictures. Are the streets wide or narrow? Is there a lot of traffic? Are there any tall buildings? Are there any traffic lights?

street map.

• Appreciate the need

for road safety rules to prevent accidents.

Ss look at the two illustrations and decide which matches their list of words. They answer the questions in pairs. Check as a whole class: Which illustration is a (city / village)?

• Understand how we can learn from people from other countries.

A

2. Ss answer the questions and describe the illustrations in pairs. Volunteers describe the illustrations. Ss look at the road sign: Where would you see this sign? What does it mean? Do you know any other road signs? Play track 11.1. Ss listen and say city or village.

n?

B

a.

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Values education Discuss what makes a city or village a nice place for people to live. How can we make places a good place for people to live? (Take care of the streets and buildings. Respect our neighbours. Look after the green areas. Etc.)

Further activities Ask Ss: Where do you live? In a village or a city? Ss write sentences about where they live. Ss choose a place they would like to visit. They bring in a picture of it and write two sentences about it. Ask Ss if they prefer to walk through the old parts of cities or villages, or the modern parts. Encourage them to talk about the advantages and disadvantages of both types of neighbourhood.

11.1


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Villages

Objectives • To name characteristics of villages

11.2 11.2

1 Villages

• To differentiate between villages in the mountains, on plains and on the coast

4 Vi

Villages have a small population. The main characteristics of villages are:

• To discover what jobs people do in villages

The houses are low, usually with only

Vi Vil m mo ar are

• To recognise the value villages have for tourism

one or two floors. One family lives in each house.

M Ma ar are

The streets are short and usually lead

Pl Pla be wh

to the main square in the centre of the village. The most important buildings, for example, the town hall or the church, are in the main square.

Key language • Vocabulary and structures: beach, building, church, countryside, cycling, fishing, fisherman, horse riding, housing estate, main square, population, rural tourism, tourist, town hall, valley; fertile, low, narrow, short, similar, sloped, steep, straight, thick; enjoy, fall off, practise, take care of

• Most people know each other because the population is small.

5 Vi Villages have a small population.

Co or

Th wh m ma re res

2 Life in mountain villages Mountain villages are on mountain sides or in valleys. The houses have thick walls to keep out the cold. The roofs are sloped so the snow falls off. The streets are steep and narrow.

So to

Many villagers work on farms or take care of the forests.

Presentation 1 Villages • Ss look at the photograph and describe it: small village, houses close together, low buildings, narrow streets. • Revise the characteristics of villages. Ss scan the text to find these characteristics.

1

Mountain villages have steep, narrow streets.

2

3

3 Rural tourism

4

Rural tourism is becoming very popular in mountain villages. Tourists like to stay in these villages to enjoy the countryside. Here they can practise different sports such as fishing, cycling and horse riding.

• Read the whole text. Show pictures of a town hall, church and main square. 2 Life in mountain villages • Explain: Villages can be very different depending on their location. They have different types of buildings. People work in different jobs. • Ask: Do you know any villages in the mountains? Is it hot or cold in winter? Does it snow? What jobs do people in the village do? • Read the text and check comprehension: Why do the houses have thick walls? Why are roofs sloped?

128

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Further activities Ss make an illustrated glossary about villages and cities, choosing words from pages 128-129. Ss find four villages on a map of their province or Autonomous Community: How does the map show it is a village? Are there any special things for tourists to see or do there? In groups, Ss make a tourist brochure to advertise their ideal village. They write about and illustrate things to do and see in their village.

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UNIT

11

3 Rural tourism 11.2 11.2

• Define tourism: People go on holiday and visit different places.

4 Villages on plains Villages on plains are usually bigger than mountain villages. The streets and roads are straight.

• Explain: Some people like going to big cities to visit museums and monuments. Others like to go to the beach. People who like rural tourism go to mountain villages to relax, to practise different sports and enjoy nature.

Many villages have housing estates. These are groups of houses that look very similar. Plains are perfect places for farms because the land is flat and fertile. That is why many villagers work on farms.

Housing estates are usually outside village centres. Find the housing estate in this village.

• Read the text. Ss look at the photo. Ask: What sport are these people practising? What other sports can you do in the countryside?

5 Villages on the coast Coastal villages can be on high land or on coastal plains. These villages are popular with tourists who enjoy the beaches. For this reason, many villagers work in hotels and restaurants.

4 Villages on plains • Ss look at the first photo. Ask: What is the land on plains like? (Flat.) Explain that on flat land there is more space to build houses. Explain that a housing estate consists of many houses that all look the same.

Some villagers are fishermen. They go out to sea in their boats every day. Fishing is important in coastal villages.

Questions

• Read the text. Explain that plains have flat, fertile land that is good for farming.

1. What are the characteristics of a village? 2. What kind of jobs do people do in mountain villages, on the plains and in coastal villages?

• Play track 11.2. Ss listen to the definitions and answer True or False.

3. Describe the coastal village in the photo. 4. What kind of villages are these?

A

B

5 Villages on the coast

C

▲

• Ss look at the photograph and compare the village to the others they have studied: What can you see that is different in this village? What jobs do you think people do?

Example: A is a mountain village. You can see cows in mountain villages.

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Values education Explain that people are leaving villages to live in the city. What happens to the villages? (Nobody to live in the houses; reduced facilities; reduced services, etc.) What can be done to save the villages? (Rural tourism; better transport connections, etc.)

Further activities Ss make a glossary of Jobs in villages: fishermen, farmers, teachers, chemists, stockbreeders, etc. Explain that some small groups of people decide to live in a way that is good for the environment. They live in ecovillages where they can grow their own food, recycle everything and use natural energy sources. Show students examples of ecovillages on the Internet.

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• Read the text. Check comprehension: Are coastal villages on high or flat land? • Ss complete the questions as a whole class. Make a chart on the board of the characteristics and jobs in the different types of villages.



11.2


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Cities

Objectives • To define the characteristics of a city

1

• To recognise the advantages and disadvantages of city life

Many of the buildings are tall. Some buildings have more than five floors.

Many people live in cities. Most people work

Key language

in industry or services, for example, in offices, shops, banks, hospitals or factories. so there are many cars and buses.

2 Life in cities Most people in Europe live in cities. City life has advantages and disadvantages.

Advantages. There are many services, such as shops, hospitals, schools, universities, museums, theatres and sports centres.

Disadvantages. There is a lot of noise and pollution from traffic. People waste a lot of time travelling from their homes to work.

1 Cities

3 Parts of a city Cities have three main parts:

The historic centre. This is usually the oldest part. The streets are narrow and the buildings are not very tall. Historic monuments, such as the cathedral and the main square, are usually in the historic centre.

The modern district. This area often surrounds the city centre. The streets are wider. There are often tall buildings here.

• Read the text and check comprehension: What jobs do people do in cities?

• Read the first sentence. Define advantages and disadvantages: These are good and bad things about living in a city. • Read the text and check comprehension: What services can you find in a city? How long does it take you to get to school? • Ss say what services are available where they live. Do you go to a sports centre? Is there a museum where you live?

Cities have many schools and universities.

11.3

• Ss describe the photograph. Use their answers to elicit characteristics of cities and the people who live in them. (There are lots of people, cars and buses. The buildings are high. The streets are wide. Etc.)

2 Life in cities

Cities have tall buildings and long, wide streets.

People travel greater distances than in villages,

Presentation • Ss look at the first photograph. Ask: Have you visited a big city? Were there tall buildings? Were there lots of people? Was it noisy?

3

Cities have a large population. Some characteristics of cities are:

• To identify the main parts of a city

• Vocabulary and structures: cities: historic centre, modern district, suburb; advantage / disadvantage, industry, factory, services: bank, car park, hospital, museum, office, shop, university; building, cathedral, floor, industrial estate, noise, population, pollution, traffic; large, narrow, tall; travel

2

1 Cities

The suburbs. These are residential areas away from the centre. There are shopping centres, factories and industrial estates in many suburbs.

130

Parts of a city. Can you identify the historic centre and the modern district?

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Further activities Ss continue their glossary in their notebooks. For the city section, they draw and label: monument, suburb, offices, shops, bank, hospital, factory. Explain: Sometimes, people who work in cities decide to move to nearby villages so that they can enjoy both lifestyles. Ask Ss if their families live in the city centre or in a village away from the city. Bring city maps to class for Ss to examine. Point out the differences between the narrow streets in the city’s historic centre and the wide streets in the modern district. Show that industrial estates are usually away from the city centre.

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3. Name two advantages and two disadvantages of living in a city.

• Volunteers read each paragraph aloud. Pause to ask questions: What is the oldest part of the city? What can you see there?

How to read a street map A street map represents city streets and buildings. It shows symbols for important buildings, such as museums and hospitals.

• Draw a circle on the board and label it: The historic centre. Explain: The historic centre is the oldest part of the city. • Add two concentric circles (modern districts and suburbs) around the centre, labelling each as you explain: As cities grow, more modern districts are added around it. People begin living in suburbs outside of the city. • Play track 11.3. Ss listen and say the part of the city.

Photograph of a city.

• Now look at this street map of the photograph: A 1

Pac

B

ific

A

C

ue ven

Street

p

2

St re

4

Oc

ea

n

e S

e tre

e Riv

r

Ro

Hands on!

E

t

Hospital

• Read the definition of a street map. The key tells us what the different symbols on the map represent (hospitals, car parks, museums).

Car park

• In pairs, Ss look at the photograph and describe the streets and buildings.

The hospital is in square E-1. ad

High

ee

Ro

ad

Str

3

t

et

Letters are along the top, and numbers are down the side.

D Blu

Ho

n

• Ss look at the photograph and identify the old part of town on the hill and the modern buildings on flatter land below.

2. Look at the photograph below. Describe the streets and buildings.

Smith

,

3 Parts of a city

1. What are the characteristics of a city?

Hands on!

11

UNIT

Questions

• They compare the aerial photograph with the street map. Interpret the map. Ask: Is this a city or a village? How do you know? (The High Street is a wide street.)

Museum

• What building is in square C-2? How did you find it? • Write the letter and number of each square for the car park, the museum and Blue Street.

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Further activities Give Ss a grid map. Ss practise reading the map in pairs: Where is the school? In small groups, Ss make a map of their school and playground on graph paper. They invent symbols for important landmarks (fountains, school building, playground, etc.)

131 21/12/10 10:19

• Explain how to read the grid. Ss answer the first question as a whole class: A museum is in C2. • Ss practise using the map: What is in E1? (A hospital.) What square is the car park in? (A3.) • Ss write answers to the second question. Check as a whole class.



11.3


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1 Copy the sentences and write village or city.


a. The streets are short and narrow. b. Many people live here. They work in offices and factories. c. It has areas called suburbs.

Key language • Vocabulary and structures: cities: historic centre, modern district, suburb; back seat, factory, office, passenger, pavement, pedestrian, seat belt, street, village, zebra crossing; low / tall, narrow / wide, short; cross, get in / out, get on / off, look left / right, wait

2 Look at the photographs. Then, copy and complete the chart.

A

B

C

Activities 1 Copy the sentences and write village

or city. • Ss write city and village on separate pieces of paper. Read the sentences. Ss hold up the correct paper.

What are the streets like?

A

old

narrow

suburbs modern district

3 Copy and complete the sentences about the place where you live. I live in a The streets are The buildings are

and complete the chart. • In small groups, Ss look at the photographs and complete the chart. • Elicit the answers for the chart: Do the buildings look old or modern? What are the streets like? Which photo shows the modern district? Which one shows the suburbs?

Are the buildings old or modern?

historic centre

• Ss complete the activity. Correct as a whole class. 2 Look at the photographs. Then, copy

Photograph

village. wide. tall.

city. narrow. low.

4 In groups, you are going to design your own city. On a large piece of paper, draw a map of your city.

a. W

Decide what services you want, for example shops, a hospital, a school, etc. Find or draw symbols of these buildings and stick them on the map.

132

b. W

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3 Copy and complete the sentences

about the place where you live. • Ss copy the sentences and tick the answers individually.

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Further activities


In pairs, Ss write true and false sentences about cities and villages. They exchange sentences with another pair and correct the false ones.

4 In groups, you are going to design

Show pictures of cities and villages. Ss describe the characteristics of each place.

your own city. • Give each group a sheet of graph paper. • Each group draws a map and thinks of the services they want to include. • The groups draw symbols of their services to make a key.

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Ss imagine they are architects. They have to design houses or flats for a village or part of a city. In groups, they choose the location. Village: They decide if the houses should have sloping roofs, flat roofs, etc. City: Do they want to design an office building, a new car park or a shopping centre? They present their designs to the class: These are houses in a mountain village. It snows a lot. The houses have sloping roofs. Etc.

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w

UNIT

11

Your turn! Road safety rules

YOUR TURN ! 11.4

• Ss look at the photographs. Define pedestrians and passengers. Ss point to them in the photos.

Road safety rules

• Explain: Everyone has to follow road safety rules; the people who drive cars, the passengers who travel in cars and buses, and pedestrians who walk and cross the streets.

Pedestrians should always…

A

walk on the pavement.

B

cross the street when the pedestrian light is green.

C

• Ss look at the photos again and read each road safety rule. Define road safety vocabulary: This is the part of the street where people walk. Ss look for the answer in the text. (Pavement.) Continue with definitions for: pedestrian light, zebra crossing, seat, seat belt.

cross the street at the zebra crossing. When there is no pedestrian light, look left and right.

• Play track 11.4. Ss listen and say which photograph.

Passengers should always…

D

sit in the back seat and wear a seat belt.

E

get in and out of the car on the side of the pavement.

• Brainstorm road safety rules for car travel. Write up their ideas. Ss answer the questions. Remember to mention that drivers should not talk on their mobile phones. They shouldn’t drive if they have been drinking alcohol. Passengers shouldn’t distract the driver. Etc.

F

wait their turn to get on and off the bus.


a. Where should you cross the street? b. Write more road safety rules for car passengers and for the driver. a hundred and thirty-three 21/12/10 10:19 179203 _ 0126-0135.indd 133

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Further activities Ss make up signs for road safety rules and write the rule underneath: Wear your seat belt when sitting in a car. Always cross at the zebra crossing. Only cross when the pedestrian light is green. Encourage them to think of rules that are not on the page: Don’t put your head or hands out of the car window. In groups of three, Ss do simple role plays acting out a situation where a passenger or pedestrian is not following road safety rules. Another character in the role play must explain the rule: Always cross at the zebra crossing!

11.4


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I

11.5

1 Read the summary.


Villages and cities


Most people live in villages or cities.

Villages are usually small. The streets are narrow.

The buildings are usually low. There are villages in the mountains, on the plains and on the coast.

Key language • Vocabulary and structures: cities: historic centre, modern district, suburb; building, church, horse riding, garden, main square, neighbourhood, penfriend, postcard, roof, town hall, village; long, low, narrow, sloped, small, steep, tall, wide; nearby, sometimes; be made of

Cities are big. The streets are long

and wide. The buildings are tall. Cities have three main parts: the historic centre, the modern district and the suburbs.

2 Copy and complete the chart with information from the summary. Villages

Revision 1 Read the summary. • Play track 11.5. Ss read and listen to the summary. • Check comprehension: Are villages big or small? What are the streets like? Are cities big or small? What are the streets like? Which has a modern district: a city or a village?

The streets are

The buildings are

………

………

There are villages

in the mountains.

on the .......

on the ........

Cities

2 Copy and complete the chart with

information from the summary. • Ss copy and complete the chart in pairs.

134

The streets are

The buildings are

………

………

Cities have three different parts

………

………

………

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Further activities Ss get in small groups and write answers to these questions: Page 127: Write down two characteristics of a city and two of a village. Page 128: Write the name of the central part of a village. Page 129: Write two types of villages. Page 130: Write the three main parts of a city. Page 131: Draw three symbols to represent a museum, a hospital and a car park. Page 133: Write road safety rules for a pedestrian.

11.5


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UNIT

I can

11

I can



Susana has got a penfriend who lives in France. Her friend is coming to stay over the summer. Here is the postcard Susana sends to her penfriend before the visit.

• Read the introductory text. Ss look at the photograph and describe the village. Explain that Susana is Spanish, so this is a mountain village in Spain.

Dear Sylvie,

• In pairs, Ss read the postcard. Check comprehension. Does Susana live in a city or a village? Does she live in a house or a flat? What buildings are near her house? What is her house made of? Has she got a garden?

Here is a picture of my village in the mountains in Spain. My village is very small with steep, narrow streets. There is a church and a town hall in the main square. There aren’t many people here. Nearby there is a farm.

Sylvie Dupont

My house is made of stone. The roof is sloped so the snow falls off in winter. I have a large garden.

Bort-les-Orgues

Rue Moulin, 2

We can go horse riding and for long walks by the river.

• Draw a large postcard on the board. Choose a different location, for example, a village on the coast. Brainstorm characteristics. Ss think of activities to do in the village. Ss write their own postcard. They stick on a photograph or draw a picture.

19110 France

Love, Susana

Write a postcard to your penfriend, describing where you live. Include some examples of the things you can do during his / her stay.

OUR WORLD

Our world


• Read the text and check comprehension.

In your neighbourhood, there may be people from other countries. Sometimes, they don’t speak your language very well. They may have different customs. They can teach you their games and traditions. You can teach them about your country.

• Remind Ss to help people from other countries: You can help immigrants by teaching them your language and customs, and they can teach you about theirs. We can all learn from each other.

Imagine you go to live in a new country. What things could you teach other people about your country?

• Brainstorm customs and expressions Ss could teach others about their country. Write up their ideas.

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• Ss choose three ideas and copy them in their notebooks: In a new country, I could teach people...

Teacher’s Resource Book Assessment worksheet 11

Further activities

Test 11

Ss choose three words from the unit and scramble the letters. In groups of four, they swap their words. If they are having problems, they can ask the student who wrote them for clues: What’s the first letter? What’s the last letter? Ss bring a real postcard to class with a stamp on it and their family address. They write a paragraph to a family member. Post the cards so their families receive them.

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12

Jobs


Contents

• To learn about farming and farmers

• Growing crops and working the land

• To learn about stockbreeding and fishing

• Viticulture

• To learn about mining and forestry

• Stockbreeding and fishing

• To identify types of industry and industrial processes

• Mining and forestry

• To use a thematic map

• Types of industry

• To learn how to organise one’s time

• Using a thematic map

• To learn why baby fish should be protected

• Organising one’s time

Language objectives

• Observing photos showing different farming methods

• To describe processes with use and be used: Factory workers use machines to help make their jobs easier. These machines are used to add fertilizer to the soil… • To describe the origin of some articles using made from: Fabric is made from cotton. • To describe a sequence with then, next, finally

• Industrial processes

• Studying sequenced photos of the grape growing process • Reading texts to learn about stockbreeding, fishing, mining and forestry • Answering questions about the texts • Observing sequenced illustrations showing the industrial process • Completing a chart to classify the products of three types of industry

Assessment criteria

• Completing a sequence showing the process of cultivation

• Explain the process of farming and the work of farmers

• Locating agricultural and livestock production on a thematic map

• Describe the work of stockbreeders and fishermen

• Completing a chart to plan one’s day at a farm

• Describe the work of miners and lumberjacks

• Showing interest in finding out where our food comes from

• Describe types of industry and industrial processes • Explain the uses of a thematic map • Reflect on the importance of organising one’s time

U

P

• Appreciating the hard work of those who produce it

•

• Understanding the importance of the forestry, fishing and mining industries in our economy

•

• Explain why baby fish should be protected

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9:38




• Differentiating between dry farming and irrigated crops (SB p. 138: Working the land; p. 139: Crop farming and machines)

• Understanding sequences of illustrations showing different processes (SB p. 139: Viticulture; p. 142: Factory work)

• Learning about the origins of chocolate (SB p. 136: From cacao to chocolate)

• Differentiating between coastal and deep sea fishing (SB p. 140: Fishing)

• Interpreting a thematic map (SB p. 145: Hands on!)

• Appreciating the landscape of olive orchards and vineyards (SB p. 138: Working the land; p. 139: Viticulture)

• Learning about the extraction of stones and minerals (SB p. 141: Mining)

Unit outline Unit 12. Jobs

Stockbreeding and fishing

Crop farming

Hands on!

Your turn!

Using a thematic map

Revision

Factory work

Viticulture

I can

Our world

Organise my time

Protecting baby fish

Possible difficulties • Content: how to interpret a thematic map; recognising symbols and interpreting colours • Language: the correct use of use and be used; the use of made from


October

November

December

January

February

March

April

May

June

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Objectives • To learn about different types of jobs • To discover what work is like in factories

12

W

Jobs

• To distinguish between raw materials and manufactured products

1.

Key language • Vocabulary and structures: bean, cacao, chilli pepper, chocolate, explorer, farmer, fruit, job, machine, manufactured product, money, raw material, sugar, worker; bitter, spicy; become, bring back, come from, grow, mix

12.1 12.1

2.

Presentation

A

• Ss look at the main photograph: Is this a restaurant or a shop? What does the shop sell? Do you like chocolate? Point to the shop assistant. Point to the customer. How do you know which is which? (The shop assistant is wearing gloves. The customer has got a bag.)

From cacao to chocolate Between five and six million farmers around the world grow cacao trees. Chocolate comes from the

• Read the title of the text: What do you think chocolate is made of? (Cacao.) Explain that cacao is the name of the beans inside the fruit. The fruits are called pods. Ss identify the pods and beans in the small photos.

beans inside the large fruits of these trees.

• Read each paragraph and check comprehension: How many farmers grow cacao? What sort of plant is the cacao? (A tree.) What did the Aztecs use it for? (To eat. To drink. As money.) What did the Spanish explorers do with cacao? (They brought it back to Europe.) Who mixed it with sugar? (Europeans.)

However, when they brought cacao back to Europe,

Many years ago, the Aztecs in Mexico ate and drank chocolate mixed with chili peppers. They also used cacao beans as money! At first, Spanish explorers did not like chocolate very much because it was very bitter and spicy. they mixed it with sugar. Chocolate became very

THINK ABOUT • Where does chocolate come from?

• What did the Aztecs mix chocolate with?

C

• What else did they use cacao beans for? • Name different ways you can eat chocolate. Which is your favourite way? • What kind of shop is in the photo?

popular all over the world.

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Further activities Draw a flow chart on the board: Mexico: Aztecs (mix with chilli peppers; use as money) → Spain: Spanish explorers (bring to Europe) → Europe: Europeans (mix with sugar; becomes popular). Ss copy the flowchart and call it The History of Chocolate. In pairs, Ss imagine the conversation between the shop assistant and the customer in the photograph. Volunteers act out their dialogues in front of the class. Ss research more facts about chocolate on the Internet. They write a few sentences and draw pictures.

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12

UNIT


What do you remember? Different types of jobs


There are many different types of jobs. Some people work on farms, some work in offices. Other people work in shops or factories.

• Learn about the jobs

1. Make a list of five different jobs. Compare your list with a partner.

Factories Workers turn raw materials into manufactured products in factories. For example, cotton is used to make T-shirts. Factory workers use machines to help make their jobs easier. 12.1 12.1

2. What raw materials are used to make these products?

A

B

Different types of jobs • Read the text and revise jobs. Write on the board: farms, offices, shops, factories. Ask: Where do your parents work?

farmers do.

• Find out how grapevines are grown.

• Identify jobs in the mining industry.

1. Ss write down five different jobs and compare with a partner. Elicit a list of jobs for each workplace: What jobs are on your list? What other people work on (farms)? Write their ideas on the board.

• Recognise natural resources obtained from forests.

Factories

• Find out about stockbreeding. • Learn about jobs in the fishing industry.

• Read the text and revise raw materials: These are products that come directly from nature. We use them to make other products. For example, we use wheat to make bread, and metal to make cars. These are manufactured products.

• Understand how manufactured products are made. • Understand what a thematic map is used for. • Learn how to organise your time. • Appreciate the need to protect baby fish.

2. Brainstorm more raw materials: wool, wood, leather, gold, silver.

me

Play track 12.1. Ss listen and say which illustration.

C

D

an ur

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Values education Explain that although some jobs pay more than others, all jobs are important in our society. Ask Ss to think of jobs that are important to our daily life: bus driver, street cleaner, doctor, firefighter, etc.

Further activities Ss play Charades. S1 acts out a job and the others guess which job it is. Define craftwork: Some people make things by hand and not in factories. People who do these jobs are called artisans. Artisans work with different materials to make things. Bring examples of craftwork to class for Ss to examine.

12.1


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Crop farming

12.2 12.2

Objectives

4 Cr

• To recognise and name types of crop farming

1 Growing crops Crop farmers grow plants for food. These food crops include:

• To explain the cultivation and harvesting processes

Food for people, for example, vegetables, Food for animals, for example, alfalfa. Crop farmers also grow plants to be transformed into other products in factories. These are called industrial crops. For example:

Key language

2 Working the land Farmers do many jobs to cultivate the land.

First, they plough the fields to turn the soil. Then, they water the soil and fertilise it to add nutrients.

After that, they sow the seeds. Then, they spray the plants with pesticides Finally, they harvest the crops when they

Presentation

3 Dry farming and irrigation Dry farming is a method of growing crops in dry areas. Dry crops do not need a lot of water to grow. Some dry crops are grapevines, olive trees, wheat, barley and oats.

• Give examples of pulses and cereals. (Beans, lentils, wheat, corn, barley, alfalfa, soy.) Add them to the food on the board.

2 Working the land • Explain: There are many steps to growing crops. Look at these five steps. Volunteers read each step aloud. Explain that a plough is a tool which turns the soil so it is ready for sowing new seeds or plants. • Ss look at the photo of organic farming: Because farmers don’t use chemicals, organic farming produces less food, but it is healthier.

Organic farming. These farms do not use any chemical products.

are ripe.

1 Growing crops

• Ss look at the photograph of an organic farm. Read the text. Explain: Foods are grown for people, for animals or to make new products. Ss look for examples of each type in the text.

Crop farming. Potato harvest.

White sugar is made from sugar beets. Fabric is made from cotton.

to stop insects harming the crops.

• Ss name as many fruits and vegetables as they can. Write them on the board. Say: These are foods we eat directly from nature.

Ot qu Fo gr th

pulses, cereals and fruit.

• To recognise how technology has improved farming

• Vocabulary and structures: crop farming, irrigation, dry farming, organic farming; food crops: alfalfa, cereal, pulse, vegetable; industrial crops: cotton, sugar beet; dry crops: barley, wheat; irrigation: rice, corn, fruit; machines: combine harvester, tractor; cutting, greenhouse, nutrient, pesticide, sprinkler, vineyard, viticulture; cultivate, fertilise, fumigate, harvest, plough, save energy / time, sow, spray, water

Fa ha m ma so

Irrigation means watering plants with water from rivers or lakes. The water is distributed through irrigation channels, or sprinklers. Some crops that need irrigation are vegetables, fruit, rice and corn.

138

Dry farming. Olive orchards.

Im a. Im

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Further activities Ss copy the foods from the board into their notebooks and organise them into four lists: fruits, vegetables, pulses, cereals. In small groups, Ss use the highlighted words from the text to make word searches. They exchange their puzzles with another group and look for each other’s words. Divide the class into two groups: white sugar and fabric. The groups find information about the process of making each product (from cultivation to processing). They bring information and pictures to class and use them to make a presentation.

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UNIT 12.2 12.2

3 Dry farming and irrigation

4 Crop farming and machines

• Define dry farming and irrigation. (Farming using rainwater; watering plants with water from rivers or lakes.) Ss look for examples of each in the text.

Farmers use tractors and combine harvesters to save time and energy. These machines are used to add fertiliser to the soil and to harvest the crops. Other modern techniques improve the quality and quantity of farm products. For example, farmers grow crops in greenhouses. Greenhouses help control the amount of water, temperature and light.

12

• Read the text. Name all the crops from each paragraph. Ss say if they are grown as dry crops or using irrigation.

A combine harvester. Farmers use machines to make work easier.

4 Crop farming and machines

Questions

• Talk about the jobs farmers do during cultivation and explain: Technology and machines have helped make these jobs easier.

1. Name and explain the jobs crop farmers do. 2. What is the difference between dry farming and irrigation? Give examples.

• Ss look at the photo of a combine harvester. Explain that this machine can do two jobs: it cuts and collects the corn.

YOUR TURN !

Viticulture: growing grapes

• Read the text. Show pictures of a greenhouse. Check comprehension.

Grapes are the fruit from grapevines. The vines are grown in vineyards using the dry farming method. Grapes are grown for fruit, grape juice, jams and wine.


Your turn! Planting vines

Taking care of vines

Harvesting

• Farmers plant cuttings.

• Farmers cut the shoots.

• They add fertiliser to the soil.

• Then, they fumigate the vines.

• The grapes are harvested in autumn.

• Ss look at the photos. Volunteers read the jobs involved in growing grapes. Ask questions after each photo: What do we get from grapes? Do vines come from seeds? What are shoots?

• The land is fertilised every 3 or 4 years.

• Ss prepare the answer in pairs. Volunteers share their answers with the class.

Imagine you you are are the the owner owner of of a a vineyard. a. Imagine vineyard. Explain Explain how how you you take take care care of of your your vines. vines. a hundred and thirty-nine 21/12/10 11:19

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Values education Talk about how important agriculture is to man. It would be difficult to grow enough food for everyone without the use of machines.



Further activities In pairs, Ss look back at Activity 2, Working the land and write A day in the life of a crop farmer: I get up early. I plough the fields. Today I am going to fertilise the soil. Etc. In groups, Ss find out how many foods they eat that are grown in greenhouses. For example, strawberries, tomatoes, etc. 12.2


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Stockbreeding and fishing Objectives

4 M

• To differentiate between different types of stockbreeding and fishing

1 Stockbreeding Stockbreeding is animal farming. Farm animals are called livestock. They include cattle (cows, bulls), sheep, pigs and poultry (chickens, turkeys). Farmers breed them for their meat, milk, eggs and skins.

• To learn about mining and forestry

Key language • Vocabulary and structures: stockbreeding: free-range / intensive farming; livestock: cattle, pig, poultry, sheep; coastal / deep-sea fishing, fish farm; open / underground mining; coal, dry feed, forestry, hay, lumberjack, mineral, natural resource, net, quarry, refrigerator, shellfish, technology, timber, tunnel, underground mine, wood; breed, cut down, dig, keep fresh / healthy

Intensive farming. The animals live in pens and barns. Farmers give them hay or dry feed to eat.

• Ss look at the photograph. Point out how big the net is. • If possible, show Ss pictures of different types of fish farms.

5 Fo

Stockbreeders use modern machines and new technologies for most jobs. These jobs include feeding their animals, milking them, keeping them healthy and cleaning out their barns and pens.

3 Fishing

Fo loo fo for

Cattle farming. Vets keep farm animals healthy.

Fishermen catch fish and shellfish in rivers and seas. There are two types of sea fishing:

Coastal fishing. Fishermen fish near the coast. They go out to sea in small fishing boats and use nets.

1

Deep-sea fishing. Fishermen fish a long way from the coast. They go out to sea in big boats with modern machines. Deep-sea fishing boats have refrigerators that keep the fish fresh. Fish farms are places where farmers breed fish and shellfish. Fish farms are built near rivers or on the coast.

2 Stockbreeding and machines

• Read the text. Explain that deep-sea fishermen go out a long way from the coast, so they need refrigerators on their boats to keep the fish fresh. Coastal fishermen come home every day with the fish.

12.3 12.3

2 Stockbreeding and machines

• Ss look at the photo of the sheep. Explain that grazing means eating grass in a field.

3 Fishing

open and eat grass or grain.

• Read the text and check comprehension: What are livestock? What is the difference between intensive and free-range farming?

• Ss look at the photograph: Vets are animal doctors that help stockbreeders keep their animals healthy.

Sheep grazing in the open. What type of stockbreeding is this?

Free-range farming. The animals live in the

1 Stockbreeding

• Explain that there are many jobs involved in looking after animals. Read the text. What jobs do stockbreeders do?

There are two types of stockbreeding:

Presentation • Revise animals: cow, bull, sheep, pig, chicken, turkey. Explain that cows and bulls are called cattle and chickens and turkeys are called poultry.

M Mi m mi gr gro th typ

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2

3 Deep-sea fishing.

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Values education Explain that many people are concerned about the conditions that animals are kept in for intensive farming, for example battery hens. Ask Ss if their families buy free-range eggs and chicken.

Further activities Divide the class into two groups. Ask questions. The first team to answer correctly wins a point for their team: What kind of livestock are cows and bulls? What is poultry? Is coastal fishing near or far from the coast? Take Ss to a local market so they can see fresh, non-processed foods. In class, Ss make three lists of the foods they see: Foods from crop farming, Foods from stockbreeding, Foods from fishing. Help Ss look for the names of certain foods in the dictionary.

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12

UNIT

4 Mining

4 Mining

• Explain: Farmers collect raw materials without transforming them. People who work down mines or in forests also collect raw materials from nature.

Mining means extracting stones and minerals, such as coal, from under the ground. Miners dig into the soil to reach these natural resources. There are two types of mining:

• Ss look at the photo. This is an open mine. It is called a quarry. This is where miners extract rocks like marble. Marble is a hard rock you can find near the surface of the Earth.

Open mining. When minerals are near the surface of the earth, miners dig quarries. These are large, open holes on the land.

Underground mining. When minerals

are deep under the earth, miners dig underground mines. These are deep tunnels below the surface. They have lifts to go up and down the mine.

• Explain that some mines are deep below the Earth’s surface. Minerals such as coal come from underground mines.

Quarries are open mines.

12.3 12.3

• Read the text. Suggest other minerals that are mined: diamonds, gold, silver, salt.

5 Forestry Forestry means obtaining wood and looking after natural resources from forests.

Lumberjacks cut down trees. Then, they transport the timber

to mills to be cut up. Finally, they plant new trees to replace the ones they cut down.

5 Forestry • Ss look at the photograph and describe it. Read the text. Explain that timber is wood from trees. A lumberjack is the person who cuts down trees.

Timber.

Questions 1. Explain the difference between intensive farming and free-range farming. 2. What is coastal fishing? What is deep-sea fishing? 3. What kind of natural resources do we get from mines? What do we get from forests?

• Write these jobs on the board: lumberjack, stockbreeder, fisherman, miner.

NOW YOU! 1. Do you think farming is an easy or a difficult job? Explain. 2. In pairs, imagine a world without farmers? What kind of problems would there be?

Now you! • Ss work with a partner and answer the questions.

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Play track 12.3. Ss listen and say the job.

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Values education Talk about the negative effects of forestry on the landscape, for example, destruction of animal habitat; land erosion. What can be done to reduce the problem? (Plant new trees when trees are cut down. Make protection laws.)



Further activities Divide Ss into teams: stockbreeding, fishing, mining, forestry. Each team writes four questions about their job to ask the rest of the class. For example: Name two products we get from sheep. In small groups, Ss think of three products obtained from each photograph: sheep (cheese, milk, wool); cow (meat, leather, milk); fishing (tuna, swordfish, shrimp); mining (coal, iron, salt); forestry (houses, paper, furniture).

12.3


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Factory work Objectives

12.4

• To differentiate between raw materials and manufactured products

12.5 12.5

2 Ty

From forest to furniture

Th

A

B

• To describe the industrial process • To recognise how industry changes landscape

Key language

• Vocabulary and structures: assembly line, consumer / primary / technological industry, electronic component, factory worker, industrial estate, industrial process, lumberjack, manufactured product, raw material, smoke, timber, waste; contaminate, contribute

C

3 In

Fa lan

Presentation

A Lumberjacks cut down the trees. B Lorries transport the timber to the factory. C Machines saw the timber into boards. D Factory workers make the wood into furniture.

Factory work • Explain: Let’s see how wood, a raw material, is transformed into manufactured products, chairs. Ask questions about the illustrations: Picture A: Who is cutting down the tree? (A lumberjack.) B: Where is the timber now? (In a lorry.) C: What is the machine doing? (Cutting the timber.) D: What manufactured products can you see? (Chairs.)

D

1 Industrial processes Raw materials are natural resources, for example, wood and cotton. Raw materials are transformed into manufactured products in factories. This is called the industrial process.

1

Many people work in factories where they specialise in one job. They design or make parts of different products. Factory workers often work on assembly lines. Each worker makes only one part of a product, then passes it on to another worker. In this way, all the workers contribute to the final product.

• Ss read the text under the pictures. Explain that pictures C and D are in a factory. • Play track 12.4. Ss listen and follow the illustrations with their finger.

142

2

3

4

On assembly lines all the workers contribute to the final product.

a hundred and forty-two

1 Industrial processes • Read the first paragraphs and check comprehension: Are wood and cotton raw materials or manufactured products? Are manufactured products made on farms or in factories? • Ss look at the photograph. Read the second and third paragraphs. Give an example of an assembly line: In a car factory, different workers (or robots) make different parts of the car. One worker operates the machine that cuts out the shape. Another worker prepares the engine. Another paints the car. Etc.

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Further activities In groups Ss act out working on an assembly line in a factory. The other groups guess what the manufactured product is. Ss make booklets about the industrial process. Use the example of cacao on page 136 to prepare a model text. Cacao beans are the raw materials. Chocolate is the manufactured product. The work on the assembly line includes: machines mix the cacao with milk; another machine adds sugar; a third machine cuts the chocolate into shapes; another packs the chocolate into boxes. Ss can use other examples for their booklets. They add drawings or photos.


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UNIT 12.5 12.5

2 Types of industry

2 Types of industry

• Read the text about primary industries. Ss should understand that steel is not the same as iron. Iron is the raw material. It is a metal which is mined. Steel is not a final product. It goes to another factory to be made into something else.

There are three types of industry:

Primary industries transform raw

materials into other materials. These are used by other industries. For example, the steel industry transforms iron into steel.

Consumer industries make products to sell directly. For example, the car industry transforms steel into cars.

Technological industries use very

• Ss look at the photo. Read the text about consumer industries. Fabric is made in the primary industry. Cotton or wool is the raw material. The wool or cotton is made into fabric. The fabric goes to another factory to be made into manufactured products: clothes. Clothes are sold to people. This means the textile industry is a consumer industry.

Textile industries are consumer industries. Fabric is transformed into clothes.

modern machines to make new products. For example, the computer industry uses electronic components to make computers.

3 Industries change landscapes Factories can change the natural landscape around them.

• Read about technological industries. If possible, show pictures of the microchips which are used in computers.

Smoke and waste from factories can

contaminate the land, air and water. Roads and railways are built to transport factory products to markets.

• Play track 12.5. Ss listen and say the type of industry: primary, consumer, or technological.

Factories are often grouped together on industrial estates outside cities.

Cement industries change the natural landscape.

Questions

3 Industries change landscapes

1. What is the industrial process? Where does it take place?

• Ss look at the photograph. This factory makes cement. Is this landscape ugly or beautiful?

2. What do consumer industries make? 3. How can industry change the landscape? 4. Match and copy the phrases to complete the sentences. Raw materials are

made in factories.

Manufactured products are

natural resources transformed by factories.

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• Volunteers read each type of change that industries cause. Ask questions after each: What parts of the landscape can industries pollute? Why do industries need roads and railways? Where can we find industrial estates?


Values education Explain that industry is important in our society. However, industry sometimes pollutes landscapes, or makes them ugly. Developed countries make laws to protect landscapes. Give examples: replanting trees, filling in quarries, turning old factories into museums (for example, the Tate Modern in London).

Further activities Write on the board: leather industry (primary); satellite industry (technological); clothing industry (consumer); cement industry (primary); video game industry (consumer); mobile phone industry (technological). In pairs Ss sort them into primary, consumer or technological. Take Ss on a trip to a nearby factory or look up one on the Internet to do a virtual tour. Ss write about the factory in their notebooks.

12.5


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1 Copy and complete each definition.


a. Growing crops in dry areas.

d _ _ farming

b. Farm animals such as cattle and sheep.

l _ _ _ _ _ _ _ _

c. Fishing near the coast with small boats.

c _ _ _ _ _ _ fishing

Key language • Vocabulary and structures: coastal fishing, consumer / primary / technological industry, crop, dry farming, factory, livestock, raw material, symbol, thematic map; fertilise, harvest, plough, represent, sow

2 Match the words to the pictures. Copy and complete the sentences. harvests

A

sows

ploughs

B

C

fertilises

D

Activities 1 Copy and complete each definition. • Revise different types of agriculture and fishing.

A The farmer ............... the land. C Next, he ............... the seeds.

• Ss copy the definitions in their notebooks and complete the words. • Check answers as a whole class.

3 Copy and complete the chart. computers

2 Match the words to the pictures.

cars

Copy and complete the sentences. Primary

• Ss share their information with a partner.

mobile phones

steel

cement

Consumer

Technological

steel

• Ss use the illustrations to complete the sentences individually.

• Ss copy the chart in their notebooks and complete it individually.

medicines

Types of industry

• Read each word. Ss point to them in the illustrations.

3 Copy and complete the chart.

B Then, he ............... the land. D Finally, he ............... the corn.

144

industry in your area. • Divide the class into small groups. Assign either farming or industry. • Each group answers the four questions about their topic. They bring information to class to share. • Each group presents their mini project to the class.

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4 Look for information about farming or

4 Look for information about farming or industry in your area. Are there any farms? What kind of crops are there? Are there any factories? What raw materials do they use?

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Further activities In pairs, Ss go through the unit and choose a topic. They write four questions about the topic. They present their questions to the class and correct any wrong answers. Job survey. Make a list of all the jobs in the unit. Ss vote on the job they think is the nicest and say why. For example: I would like to be a vet. I love animals. I wouldn’t like to be a farmer. I don’t like getting up early in the morning. Do a class bar chart to show the favourite and least favourite jobs.

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UNIT

12

Hands on! Using a thematic map

Hands on!

• Read the first sentence. Ss look at the map. Explain: Thematic maps have colours and symbols that tell us different things about a place, like the number of people who live there or the industries in the area. This map has information about types of farming in Spain.

Using a thematic map Thematic maps use colours and symbols to represent specific information about an area. Look at this map of the primary sector in Spain:

N W

Cantabrian

Santiago de Compostela

S

Sea

Santander

Oviedo

E

F R A N C E

PRINCIPADO CANTABRIA PAÍS VASCO Pamplona DE ASTURIAS GALICIA

Vitoria

COMUNIDAD FORAL DE LA RIOJA NAVARRA C A S T I L L A Y LEÓN

Zaragoza

Valladolid

A T L A N T I C

CATALUÑA Barcelona

ARAGÓN

L

• Ss look at the map. Check for understanding: Show me the compass rose. Where is north? What cities are there?

ANDORRA

Logroño

A

COMUNIDAD DE MADRID

O C E A N

• Ss look at the key. What is the symbol for sheep farming?

U

G

Madrid

Palma

Valencia

CASTILLALA MANCHA

COMUNIDAD VALENCIANA

Mérida

• Ss answer the questions in pairs.

ISLAS BALEARES

P

O

R

T

Toledo

EXTREMADURA

Irrigated crops aa

Seville

Ceuta

ISL A S C A NA R I A S

a ea ne an rr a e e rr t t i i d e d M M e Melilla

Santa Cruz de Tenerife Las Palmas de Gran Canaria

AFRICA


AGRICULTURE

Murcia

REGIÓN DE MURCIA

A N DA L UCÍA

n n

S S

ee


Dry crops FARMING Sheep farming Cattle farming Pig farming Capital of the Autonomous Community

What does this map represent? What does green represent on this map? What does green represent on this map? 805663P142 Where can you find sheep farming? Where can you find sheep farming?

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Further activities Give Ss riddles to solve: I live near Barcelona. Am I a sheep farmer or a cattle farmer? What other animals can I breed here? They consult the map to answer. Choose a new theme, for example, tourism. Divide it into different types: cultural tourism in cities; beach holidays on the coast; rural tourism in the mountains. In groups, using a blank map of their country, groups think up symbols for different tourism activities and draw them on the map. They make a key.

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11

Revision Objectives

I

12.6


1 Read the summary.


Jobs in nature


Many people work in nature. We use the products they obtain every day.

• Crop farmers work the land to grow the fruit and vegetables we eat.

Key language

• Stockbreeders breed farm animals for their meat, milk and eggs. • Fishermen work at sea to catch fish and shellfish. • Miners dig mines and quarries to find minerals and rocks. • Lumberjacks cut down trees for wood.

• Vocabulary and structures: assembly line, consumer / primary / technological industry, crop, fisherman, industrial process, lumberjack, manufactured product, miner, quarry, raw material, stockbreeder; school farm: bakery, hen house, stable, vegetable garden; breed, destroy, disappear, specialise

Jobs in industry • The industrial process changes raw materials into manufactured products. • Factory workers specialise in one job. Many work on assembly lines. • Three types of industry are primary, consumer and technological.

Revision 1 Read the summary. • Play track 12.6. Ss read and listen to the summary.

2 Copy and complete the chart. Use the summary to help you.

• Ask questions: What do crop farmers grow? What do stockbreeders breed? What do fishermen catch? What do miners mine? What do lumberjacks cut? What is the industrial process? Where does it take place? What are the three types of industry?

INDUSTRY

changes raw materials into

………

2 Copy and complete the chart. Use the

……… for example steel industry

summary to help you. • Ss copy the chart and complete it in pairs or individually.

can be

146

consumer for example

………

……… for example

………

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Values education Discuss how technology has improved farming, fishing, forestry and industry in developed countries. In developing countries, the production of plants and animals for food is very low, because there is no money to buy technology. Compare one of these industries in a rich country with one in a developing country.

Further activities Ss play Hangman with key words and expressions from the unit.

12.6


In pairs, Ss think of a job in one of the industries they have studied. They describe the job, and then invent a machine that will help do the job. They draw the machine and write below it: New technology helps in the (textile) industry.

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UNIT

I can I can

Organise my time

Organise my time

• Imagine you are going to spend a day visiting a school farm. There

• Read the introductory paragraph.

are many different activities you can do. Choose two activities to do in the morning and two in the afternoon.

• Volunteers read each farm activity as Ss look at the illustration. Ask questions: What can you see at the hen house? What animals are grazing in the fields? What can you do in the vegetable garden? Etc.

The bakery

The hen house

You can learn how to make bread and biscuits.

You can see hens, geese, ducks and turkeys. You can watch the chicks hatch in incubators.

The farm museum

• Ss choose two activities for the morning and two for the afternoon. Tell Ss to think about: how long each activity takes; which activity they like best; the weather (Is it warmer in the afternoon?).

You can find out how people lived on farms many years ago.

The fields You can watch the cows and horses. The vegetable garden

The stables

You can plant seeds, water plants and fertilise the soil.

You can learn how to milk a cow and ride a horse.

• Ss copy the chart in their notebooks and complete it.

• Copy and complete the table. Morning activities

• Ss compare answers orally with a partner. Write up: First, Then, Next, and Finally. Student A: First, I go to the bakery. Student B: Why? Student A: Because I love biscuits in the morning. Then I go to the stables... Etc.

Afternoon activities

OUR WORLD

Our world

Protecting baby fish

• Read the text. Ask: Who do you think causes this problem: the fishermen, the restaurants or the customers?

Many people like to eat fish. Fishermen catch a lot of small fish to sell. If this continues, one day all the fish will disappear from the seas. We are destroying future resources.

• Explain it is important to care for our resources: As customers, you can decide what you want to buy.

• Make a poster explaining why we should not eat baby fish.

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12

147

• Ss make posters in small groups illustrating why we should not eat baby fish. They use the title: Baby fish, no thanks!

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Teacher’s Resource Book Further activities Ss give a partner simple clues. The partner guesses where they are on the farm illustration.

Assessment worksheet 12 Test 12

Ss think of a list of activities they need to do this Saturday. In their notebooks, they divide these activities into morning activities and afternoon activities. Bring in maps of cities which indicate the points of interest. Put Ss into small groups and hand out one map to each. Ss imagine they are planning the excursion and organise the trip into morning activities and afternoon activities.

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13

Work and services


Contents

• To learn about different types of services

• Definition of services

• To learn about types of trade and consumer rights

• Types of services in the community

• To learn about forms of payment

• Definition of trade

• To identify means of transport and transport networks

• Consumer rights

• To learn about different types of communication

• Means of transport

• To read and interpret labels and instructions

• Types of communication

• To compare different means of transport

• Reading and interpreting labels and instructions

U

• Forms of payment

• Choosing a means of transport

Language objectives • To use verbal nouns: Trade is the buying and selling of products. Advertising provides information about products for the consumer. • To give advice using the modal should (SB p. 157: Reading and interpreting labels and instructions) • To use the relative pronoun who: The people who work in services do not make objects or products.

Assessment criteria • Describe different types of services

• Matching products and the shops where they can be bought • Observing sequenced illustrations tracing a product from producer to consumer • Interpreting the information provided by an advertisement • Reading texts to learn about services, trade, transport and communications • Answering question about the texts • Extracting information from a label • Completing a chart to compare different means of transport

• Discuss types of trade and consumer rights • Explain how to use different forms of payment • Describe means of transport and transport networks • Describe different types of communication

• Showing interest in learning about the services offered by one’s community

P

• Recognising the importance of being a responsible and well-informed consumer

•

• Explain how to interpret labels and instructions correctly

•

• Discuss different means of transport

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• Reading and interpreting advertisements (SB p. 153: Advertising)

• Learning to be a responsible consumer (SB p. 153: Advertising; p. 157: Hands on!)

• Reading and interpreting labels and instructions (SB p. 157: Hands on!)

• Completing a chart to decide on the advantages and disadvantages of different means of transport (SB p. 159: I can)


• Discussing the work done by volunteers (SB p. 159: Voluntary workers)

• Focusing on illustrations to understand the information (SB p. 157: Hands on!) • Completing the unit worksheets (Teacher’s Resource Book)

Unit outline Unit 13. Work and services

Services

Transport and communications

Trade

Hands on!

Your turn!

Reading and interpreting labels and instructions

Revision

Advertising

I can

Our world

Select different means of transport

Voluntary workers

Possible difficulties • Content: the meaning of the symbols used on different labels • Language: the formation of the gerund; the spelling and pronunciation of polysyllabic words


October

November

December

January

February

March

April

May

June

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Objectives • To differentiate between different types of transport

13

W

Work and services

• To distinguish between buying and selling • To identify different types of shops and the products they sell

1.

Key language

2.

• Vocabulary and structures: transport: air, land, sea; shops: baker’s, butcher’s, chemist’s, hypermarket, supermarket; accident, merchandise, sunrise, tunnel; beautiful, boring, private, public, safe, sleepy; through; cause, drive, rise

Presentation • Ss look at the photograph. Ask: Do you think this is underground or above the ground? Is it dark or light? (It’s underground. There is some light.)

13.1

3.

Sunrise in the tunnel The longest road tunnel in the world is in

• Define sunrise. (When the sun comes up in the morning.) Ask: What colours can you see when the sun rises? What colours can you see in the tunnel?

Norway. It is over 24 kilometres long! It is very boring to drive through a long tunnel. Drivers can become sleepy and this can cause

• Explain: This photo shows a section of the longest road tunnel in the world. It’s in Norway. So, do you think the sun rises in the tunnel? No! Let’s read the text.

car accidents.

• Check comprehension. What happens to drivers on long journeys? (They get sleepy.) How can they stay awake? (By looking at something interesting / beautiful.) Why does the tunnel have special lights? (So it isn’t dark and boring.) Explain: Roads, railways and tunnels are important for transport. Have you ever been through a long tunnel? Ask comprehension questions after reading.

because drivers can see a 'beautiful sky' as

However, this tunnel has special lights. There are blue lights above, and yellow lights on the

A

THINK ABOUT • What are tunnels used for? • What do you normally see in a tunnel?

• Describe what you see in this tunnel.

• Do you know any tunnels like this one?

ground. As you drive through, it looks like the Sun is rising! This makes the tunnel safer they drive.

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Further activities In pairs, Ss invent special effects (lights, colours, sound) for the inside of a tunnel. They draw the tunnel and describe it to the class: Our tunnel has got a radio station. You can hear music and facts about the tunnel, inside your car. In groups, Ss look for images and facts on the Internet about famous tunnels: the Eurotunnel that goes under the English Channel; the San Bernardo tunnel in Italy, etc. They write short sentences about when it was built, how long it is, how many drivers / passenger trains use it every year.

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13

UNIT


What do you remember? Means of transport


Means of transport carry people and merchandise from one place to another by land, sea or air. Transport can be public or private.

• Learn about different

1. What means of transport do you use every day? Is it public or private? 2. What means of transport would you use to get to an island? Explain.

Means of transport • Write Land, Sea and Air on the board. Ss brainstorm means of transport. Write them in the correct column. Read the text. Explain: Public transport can be used by everyone. Private transport is used by families, or businesses, but it is not for everyone. Cars are private transport.

types of services.

• Find out about trade. • Learn about advertising.

• Learn about

transport and transport networks.

• Learn about different

Point to words on the board. Ss say if they are private or public.

means of communication.

• Learn how to read

Buying and selling

1. Ss say what means transport they use every day, and if it is public or private.

symbols on a label.

People buy and sell many things: food, clothes, insurance, holidays, etc.

• Discover the work

2. Draw an island on the board. Can you get to the island by train? And by aeroplane? What about by boat?

of NGOs.

There are many types of shops: flower shops, baker’s, butcher’s, chemist’s, supermarkets, hypermarkets, etc.

Buying and selling 13.1

• Read the text. Brainstorm all the shops Ss know and write them on the board.

3. In what kind of shop can you buy these products?

B

A

3. In pairs, Ss look at the illustrations and name the shops. If they do not know the word for a haberdasher’s, they can say hypermarket. Once corrected, write haberdasher’s on the board and explain that in this shop you can buy different articles for sewing, such as thread, needles and buttons.

C

?

F

D

E

Play track 13.1. Ss listen and say which illustration.

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10:21

Further activities Ss make shop flashcards. They copy the name of the shops from the board on cards and draw one product from each shop on another set of cards. Ss place them face down to play Memory in small groups. Ss role-play asking where they can buy different products. In pairs they choose a product and write a small dialogue to act out: Girl / boy in the street: Excuse me, where can I buy some flowers? Local person: The flower shop is across the road.

13.1


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Services

Objectives • To differentiate between public and private services

13.2 13.2

1 What are services?

• To appreciate having public services

Public services are provided by the government. Public transport, firefighting and police services are all public services.

Key language

• Ss look at the photograph of the school and read the text. Explain: Public schools are free or not very expensive. Anyone can go to them. You have to pay more money to go to a private school or university. • Read the second paragraph: Ask Ss if they have ever been in hospital. Was it public or private? 3 Transport and communications

services • Read the first paragraph. Revise means of transport.

Re ac Th th the

Educational services provide education at schools and universities. These are public services. However, there are also private schools and universities. Health services are public services when the government pays for everyone to receive health care. However, some clinics and hospitals are private.

Schools can be public or private. What jobs can people have in schools?

3 Transport and communications

services

Transport services move passengers and merchandise from one place to another. Buses, taxis, undergrounds and ferries are examples of public services.

• Explain: The government provides public services. They are free or cost little money. Private services are not owned by the government. They cost more. 2 Educational and health services

Cu to ar are th the

The Underground is a public service.

2 Educational and health services

1 What are services?

• Read the text. Ss infer meaning: Anyone can go to a public swimming pool. Who can use a private swimming pool? (Only the owners or members.)

To to tou ha re res

Private services are provided by individuals or private companies. Banks and hotels provide private services.

Presentation • Ss look at the photograph. Explain that this is the London Underground, which is a public transport service. Revise public services: public school, public library, public swimming pool, etc.

se

The people who work in services do not make objects or products. They help people by providing a service. Services can be public or private.

• To recognise different types of services

• Vocabulary and structures: services: communications, cultural, educational, health, recreational, sports, tourism, transport; ferry, firefighting, government, hobby, merchandise, newspaper, passenger, theatre, travel agency, underground, university; private / public; relax

4 To

Communications services are provided by television, radio, newspapers and the Internet. Some of these services are public and others are private.

150

TV studio. TV cameramen work in communications services.

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Further activities Make a class list of communication services. Does anyone listen to the radio in the bus or car going to school? Do you ever use the Internet? Which services do you use most? Make a class bar chart. On the horizontal axis write: education services: public, private; health services: public, private; transport services: public, private. On the vertical access write the number of people. Ss find out from home which services their families use. Collect data and write it on the board. Ss prepare the chart in groups.

• Read the second paragraph: What type of communication services do you use?

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UNIT

13

4 Tourism, cultural and recreational

services

13.2 13.2

4 Tourism, cultural and recreational

• Volunteers read each paragraph. Check comprehension: Have you stayed in a hotel on holiday? What services were there in the hotel?

services

Tourism services provide services for tourists. Tourists visit places to relax or have fun. Travel agencies, hotels and restaurants provide these services.

• In groups, Ss role play some of the services in a hotel or restaurant.

Cultural services organise activities related to music, literature and art. These services are provided by museums, cinemas and theatres. Recreational and sports services organise activities related to hobbies and sports. Theme parks and sports centres provide these services.

• Ss look at the photograph: Is this a museum or a cinema? Have you been to a museum? Which one? What can you see in a museum? (Exhibitions of paintings, sculptures, photographs, objects.)

The Guggenheim Museum in Bilbao, Spain, receives thousands of visitors every year.

• Read the last paragraph. In groups, Ss make a list of their favourite sports or hobbies. They add where they practise each one and name an organised event they know related to their sport or hobby. Ss share their lists with the whole class.

Questions 1. What are services? Give three examples of jobs which are services. 2. What is the difference between public services and private services? Give examples. 3. Where can you find educational services? Where can you find health services?

• Play track 13.2. Ss listen and say which service. • Play track 13.2 again. Ss say if the service is private or public (note: health can be both).

NOW YOU! • Which of these people work in services?

A

B

C

D

Now you! • Ss look at the illustrations and read the professions out loud.

taxi driver

nurse

radio presenter

construction worker

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• Ss answer the question as a whole class.

151

Values education Talk about social services: Everyone needs services in their city or village. Some people haven’t got much money, but they still have a right to health care and an education.


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Reinforcement worksheet 34 10:21


Further activities In groups, Ss choose a service and say what jobs they do. For example: We work in cultural services. In our town there are two cinemas, a museum and a theatre. I organise the cultural events for the theatre. I decide what films to show at the cinema. I organise the guides for the museum. Etc. Ss find specific public and private examples of each service: the name of their school, the name of a nearby public or private school, the name of a public or private TV channel or radio station, etc.

13.2


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Objectives • To learn about trade

Trade 13.3

• To distinguish between wholesaler and retailer

Producers make products. Consumers buy products.

• To recognise different forms of payment when shopping

Traders are the intermediaries between producers and consumers. They sell products from the producers to the consumers.

Key language

Questions

• Vocabulary and structures: consumer, producer, retailer, trader, wholesaler; advertisement, cash, consumer rights, credit card, electronic commerce, factory, intermediary, Internet, market, payment, quality, shopkeeper; cheap, delicious, fair, fresh, safe; provide

1. Look at the diagram. Describe how a woollen coat goes from the producer to the consumer. Use the words: factory, warehouse, markets, large shops, small shops. First, farmers get wool from the sheep. Then, lorry drivers take the wool…

• Talk Ss through the diagram: The farmer gets wool from the sheep. The lorry driver takes the wool to a factory. In the factory, workers make woollen coats. Another lorry takes the coats to a warehouse. A warehouse is a large building to keep the products. From the warehouse, the coats go to markets, large shops and small shops. • Ss work in pairs and answer question 1 in their notebooks. Play track 13.3. Ss listen and check their answers. 2 Wholesalers and retailers • Ss look at the photograph. Read the caption, then the text. • Role play with a large stack of paper. In groups of three Ss play a wholesaler, a retailer and a consumer.

13.3


5 El

Ele In Int co

Products like wool go from the producer to the consumer.

2 Wholesalers and retailers There are two types of traders:

1 What is trade? • Read the text. Ask: Who makes the products? (The producers.) Who buys the products? (The consumers.) Traders are the people in the middle. They take the products from the producers and offer them to the consumers.

Yo ca ac

Trade is the buying and selling of products.

• To learn about consumer rights

Presentation

4 Fo

1 What is trade?

Wholesalers buy large quantities of a product from a producer. Then, they sell these products to retailers. Retailers buy products from wholesalers. Then, they sell these products to consumers. Shopkeepers are retailers.

3 Consumer rights Consumers have consumer rights. The most important rights are: The product must be of good quality, in good condition and safe to use. The price must be fair in relation to the quality.

152

Barcelona’s central market. Wholesalers buy fresh products from producers. Then, they sell them to retailers or shopkeepers.

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Values education Talk about why some toys have an age appropriateness label, for example ‘0-3 years’. Explain that this is for safety reasons, to prevent children swallowing small parts. It is better to buy toys with these labels.

Further activities In small groups, Ss use the highlighted words from the text to make wordsearches. They exchange their puzzles with another group and look for each other’s words. Bring in toys of different types and quality to class. Invent a price tag for each toy. Write on the board: Good quality product. Safe product. Good instructions. Fair price. In groups, Ss examine all the toys and decide if the toys meet consumer standards or not. Then, they decide if the price is fair.

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UNIT

13

3 Consumer rights • Read the text. Ask Ss: Have you ever bought anything that broke quickly?

4 Forms of payment You can pay for products and services in cash, with bank notes and coins, or with a credit card. Credit cards can be used to: Pay for products in shops and on the Internet.

• Ss look at the photographs. Bring real bank notes and coins from other countries for the class to examine.

Forms of payment. We can pay for products in cash or with a credit card.

Take money out of a cash point at a bank.

Questions

5 Electronic commerce Electronic commerce is shopping on the Internet. You can shop from home and compare prices easily and quickly.

YOUR TURN !

4 Forms of payment

• Read the text. Show a credit card. Ask: Whose parents use a credit card like this? What do they use it for? (To shop, to take money out of a cash point.)

1. What is the difference between a wholesaler and a retailer? 2. Do you think consumer rights are important? Explain.

• Explain: Every credit card has a secret number. Explain how to take money out of a cash point: First, you insert your card. Then you enter your secret number. Next, you enter how much money you want. Finally, you take the money from the machine.

3. Does your family ever shop on the Internet? Ask your parents what they buy.

Advertising 1. Good for your health

2. Contains vitamin C

5 Electronic commerce

3. Cheap

• Read the text. Explain: you can buy and sell things from your home on the Internet. You pay by credit card. Does your family shop on the Internet?

4. Delicious !

Your turn!

Advertising provides information about products for the consumer. We see advertisements in magazines, on TV and in the streets, too.

• In pairs, Ss look at the advertisement. Ask: Would you buy this product?

a. Where else can you see advertisements? b. What sort of things do advertisements tell us?

• Read the text about advertising: Do you think advertising makes us buy more? What is your favourite advertisement? Which advertisements do you like better, those on TV, the radio or in a magazine?

c. Imagine you want to sell some biscuits. Make a poster advertising them.

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Further activities Write prices in euros and pounds on the board. Ss practise saying the prices: €99: ninety-nine euros. €0.60: sixty cents. £39.99: thirty-nine pounds, ninety-nine pence. Point out the positioning of the euro and pound signs before the amount, and the use of the dot instead of a comma. Explain: Bartering is a system of trade where you can exchange goods or services instead of using money. Ss ask their parents’ permission to bring a book to class that they no longer read. In class, Ss barter for the books with other classmates, and then take them home to read.

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10:21

• Ss answer the questions as a whole class.



Ss make a poster to advertise some biscuits. In small groups Ss make up a TV advertisement and act it out. They select any product (a hairdryer, bedroom furniture, a new comic, etc).

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Transport and communications

Objectives • To name different means of transport

1 Means of transport

• To distinguish between public and private transport • To learn what transport networks are • To differentiate between types of communication

• Talk about how means of transport have improved over the years: Means of transport are faster now than many years ago. So, transport networks have changed. Airports are bigger and safer. Railway tracks are prepared for highspeed trains. There are more motorways everywhere.

Th th the

5 Co

Means of transport are organised into transport networks.

Te co so

Trains travel on railway tracks. They leave from railway stations. Cars, lorries and buses travel on roads and motorways. Motorways are wider than normal roads. There are no pedestrian crossings or traffic lights.

Th kil se Th on

Aeroplanes travel along flight paths. They take off and land from airports. Ships travel along sea routes. They leave from seaports.

• Read the text and check for comprehension.

• Ss look at the photograph: Are these roads or motorways?

4 Ty

2 Transport networks

• Ss look at the photograph. Ask: Have you been in an aeroplane? What is your favourite kind of transport?

• Volunteers read the text. Check for comprehension: Ships are big boats. They can carry people and merchandise.

13.4 13.4

Airbus A380 is the largest passenger plane in the world. It can carry up to 800 passengers.

1 Means of transport

2 Transport networks

M Me ha co

Private transport includes cars, motorcycles and bicycles. People use their own vehicles for travelling.

Presentation

• In pairs, Ss write more means of transport not mentioned in the text. (Public: underground trains, trams, taxis, city ferries; Private: helicopters, boats, ships, lorries.)

We us

Public transport includes buses, trains and aeroplanes. Everyone can use these means of transport.

Key language • Vocabulary and structures: communications satellite; types of communication: media: Internet, mobile phone, newspaper, radio, television / personal: e-mail, fax, letter, telephone; means of transport: aeroplane, bicycle, bus, car, lorry, motorcycle, ship, train; transport networks: airport, flight path, motorway, railway track, road, sea route, seaport, station; entertainment; private / public

3 M

Means of transport move people and merchandise from one place to another. Means of transport can move by land, sea or air. They can be public or private.

Motorways can be hundreds of kilometres long. They change the shape of natural landscapes.

1

2

3

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Further activities Ss make a list of transport networks where they live: Are there motorways, railway stations, airports? SpaceShipTwo is a private spaceplane. From 2011, it will carry six passengers and two pilots high into space. The journey will take two and a half hours, but only a few minutes of this time will be in space. The rest is getting there and getting back! Ss imagine they are space tourists. Ask: Would you like to be a space tourist? Do you think space tourism is a good idea? Ss consult the Internet and draw a picture of SpaceshipTwo and the place where it will be launched from.

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UNIT

13

3 Means of communication • Remind Ss that means of communication are what we use to send information from one place to another.

3 Means of communication We send information from one place to another using means of communication. Means of communication let us know what is happening all over the world. Some means of communication can be used for entertainment.

• Brainstorm all the means of communication Ss know. (The Internet, e-mail, mobile telephones, SMS, MMS, letters, faxes, newspapers, television, etc.) Write them on the board.

13.4 13.4

4 Types of communication There are two types of communication: personal and the media.

• Read the text.

We use personal or individual communication to send information to a few people. Examples are telephones, letters, faxes and e-mail.

4 Types of communication • Read the text.

The media sends information to many people at the same time. Examples are newspapers, television, radio and the Internet.

• Refer back to the list on the board. Use colours and ask volunteers to come out and classify the means of communication into personal communication and the media.

5 Communications satellites Telephones, radios and television use communications satellites to send and receive sound and images. These satellites are in space, thousands of kilometres above the Earth. They capture signals sent by telephones, television and radio stations. Then, they send these signals back to other places on Earth.

• Play track 13.4. Ss listen and say personal communication or the media. Communications satellites are used for mobile phones, television and radio.

5 Communications satellites • Ss look at the illustration. Explain: A communications satellite receives signals from Earth. It transmits these signals back to another place on Earth. These signals are used for mobile phones, television, weather reports, etc. Ss trace the signal from the singer on earth to the TV screen on the other side of the world.

Questions 1. What are means of transport? 2. List different means of communication. Say if they are personal or the media. 3. What are communications satellites used for?

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155

Further activities


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Reinforcement worksheet 36 10:21


Ss make flashcards of different means of transport and communication. They write the name on one side and draw an illustration on the other. Use the cards to play Bingo. Ss choose six cards and place them, illustration side up, on their desks. Randomly call out the words. Ss turn their cards over one by one. The first to turn over all six cards shouts Bingo! to win. Ss carry out a survey about how often their classmates use different means of communication. They answer questions. For example: How often do you watch TV? How often do you use the Internet? How often do you read the newspaper? Draw conclusions: Which means of communication is the most / least popular? Is it personal or media? 13.4


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1 Copy and complete the chart with the following services. Write what type they are.

• To interpret product labels

a. A city bus

b. A cinema

c. A hotel


d. Television

e. A taxi

f. A newspaper office

g. A municipal sports centre

h. A school

i. A hospital

Key language • Vocabulary and structures: consumer, producer, retailer, wholesaler; means of communication, means of transport; media / personal; private / public; bar code, ‘best before’ date, green dot, ingredient, instruction, label; recycle

Activities 1 Copy and complete the chart with the

Service

Type

A city bus

Transport

2 Write the difference between each pair of words or expressions. a. producer / consumer

b. public transport / private transport

c. wholesaler / retailer

d. means of transport / means of communication

▶

Example: Producers make products or provide services. Consumers buy and use products.

3 Match the words to the pictures. wholesaler

following services. Write what type they are.

A

• Ss copy the chart in their notebooks. They complete it in pairs.

consumer

B

producer

retailer

C

D

2 Write the difference between each

pair of words or expressions. • In groups, Ss look back through their books for definitions of the words.

4 Copy and write the correct means of communication in each column.

A

B

C

D

• Ss share their answers with the class. • If members disagree, they refer back to the unit to find the correct answer. Encourage Ss to use polite, constructive language: I agree. / No, I don’t think that’s right. • In their notebooks, they individually write the answer for their words. 3 Match the words to the illustrations. • Revise the meaning of the words. Ss match them to the illustrations. 4 Copy and write the correct means of

communication in each column. • Ss name the means of communication in the photos. Write on the board: mobile phone, television, newspaper, e-mail / Internet.

Personal

Media

mobile phone

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Further activities In pairs, Ss write one true and one false sentence about a means of transport or communication. They read them to the class, who says if they are true or false. Ss use Activity 3 as a model. They think up a different product and draw it through the stages of producer, wholesaler, retailer and consumer.

• Ss copy and complete the chart.

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UNIT

13

Hands on! Hands on!

Reading and interpreting labels and instructions Reading and interpreting labels and instructions

• Bring products to class (a shampoo bottle, a cereal box, a T-shirt).

Every product we buy has a label. These labels have symbols that give us important information about the product. For example: instructions, the ‘best before’ date and ingredients.

• Read the introductory sentence. Point out the labels in each photograph. Ask: Do you read labels? What information do they give you?

Bar codes. These lines have information about the product: where it was made, the company’s name, the price, etc. An electronic machine reads this information.

• Ss look at the photographs. Read the text. Point to where the information appears on each product: These are the washing instructions. This is the bar code. Etc.

n

ts.

• Check comprehension: What information does the bar code give you?

Labels. The label on this cotton shirt shows the washing instructions.

• Talk about the green dot symbol. Ask Ss to give reasons why it is important to recycle containers.

It should be washed by hand. You should not bleach it. You can iron it. You should not dry clean it. You should not put it in a dryer. Green dot. This symbol shows us that the container can be recycled.

• Ss answer the questions as a whole class.

‘Best before’ date. This shows the date by which the product should be consumed.


Look at the label on something you are wearing. What kind of fabric is it? How should you wash it? What does the green dot on a label mean? In your opinion, is the information on labels important? Explain. a hundred and fifty-seven 21/12/10

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Further activities Ask each S to bring an empty product container to class. Draw a chart on the board for Ss to copy and complete in their notebooks: Product name, company name, ingredients, label, bar code, recyclable. For the ingredients column, Ss write the number of ingredients. For the label, bar code and recyclable columns, Ss write yes or no. In small groups Ss design a cereal packet. They look at Your turn! on page 153, and reread the information on this page about labels. They design and draw the package, add advertising slogans and icons with important information.

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I

13.5

1 Read the summary.


Services


The people who work in services do not make objects or products. They help people by providing a service. These services can be public or private.

Key language

Schools and universities are examples of educational services. Buses, taxis, undergrounds and ferries are examples of public transport services. Clinics and hospitals provide health services. Television, radio, newspapers and the Internet provide communications services.

• Vocabulary and structures: services: communications, cultural, tourism, transport, bus, ferry, taxi, underground; Internet, newspaper, radio, television; hotel, restaurant, travel agency; cinema, museum, theatre; advantage / disadvantage, journey, voluntary worker; expensive, fun; cost, take (+ time)

Travel agencies, hotels and restaurants are examples of tourism services. Museums, cinemas and theatres provide cultural services.

2 Copy and complete the chart with information from the summary.

Revision

TRANSPORT SERVICES

COMMUNICATIONS SERVICES

TOURISM SERVICES

CULTURAL SERVICES

………

………

………

cinemas

………

radio

………

………

ferries

………

………

………

1 Read the summary. • Play track 13.5. Ss read and listen to the summary. • Check comprehension: Give an example of a public service. Name two tourism services. Etc. 2 Copy and complete the chart with

information from the summary. • Ss copy the chart and complete it in pairs or individually.

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Further activities Ss form small groups and write down the answers to the following: a. Page 149: Write down three retailers. b. Page 150: Write down three public services. c. Page 152: Write down two consumer rights. d. Page 154: Write down two transport networks. e. Page 155: Write down three examples of media. In groups, Ss choose a type of service they are interested in, for example tourism or sports, and make a poster about the buildings, the people and the services provided. For example, tourism: travel agencies, hotels, restaurants; ticket sellers, tour guides; tickets, guided tours. 13.5


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I can

Select different means of transport Travelling can be fun. But transport can be expensive and journeys can take a long time.

Select different means of transport Bellville Seaport

• Explain: When you decide to go on a journey, you need to decide the best way to travel. For example, you can go to most big cities by train. Or you can fly to the airport. Or you can go by bus which may be slower, but is cheaper.

Seaport is 100 kilometres from Bellville. It costs 4 euros and takes 1 hour to go from Bellville to Seaport by car. It costs 2 euros and takes 2 hours to go from Bellville to Seaport by train.

• Read the text. Say: We want to travel from Bellville to Seaport. How many kilometres is it? We can go by car or by train. Which is best? We need to decide what is good and bad about each.

What are the advantages and disadvantages of travelling from Bellville to Seaport by car and by train? Copy and complete. Journey

Advantages

Disadvantages

By car

• Write on the board: Advantages = good and Disadvantages = bad.

By train

• In groups, Ss read the text and decide on the advantages and disadvantages of each form of transport.

How many ways can you get from Bellville to the island?

OUR WORLD

• Groups share their answers with the whole class.

Voluntary workers Voluntary workers help other people. They do not get paid to do their jobs. Many work in NGOs. These organisations help people with special needs caused by wars, poverty, floods, earthquakes, etc.

• Ss answer the questions.

Our world • Before reading, explain: Some people offer their services for free. They are voluntary workers who do not get paid. Voluntary workers often work for NGOs.

Some NGOs are: the International Red Cross, United Hands, Doctors Without Borders and Save the Children. Find out about these organisations on their websites on the Internet.

• Read the text. Check comprehension: What people do NGOs help?

What do the letters NGO stand for?

• Ss research the answers to the questions on the Internet. They bring interesting facts or pictures to class to share.

What does each organisation do to help other people?

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UNIT

I can

159

Further activities

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Look up bus and train fares to a nearby city. Ss imagine how they can get there and design a journey. They write out the advantages and disadvantages of the different means of transport available.

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14

Local government


Contents

• To identify the people who work in a town hall

• The duties of the local council

• To discover how local councils are elected

• How the local council is elected

• To learn about the responsibilities of local government

• Making a survey

• To learn what surveys are for

• Local festivals

• To find out about municipal services

• Making decisions at the municipal level

• To learn how citizens take part in decisions about their town

• Reaching agreements

• To learn how agreements are reached

Language objectives • To qualify nouns using other nouns: Highway services are responsible for maintaining and repairing road signs and traffic signals… • To use the modals must, should, can correctly • To use some phrasal verbs with up and out: make up, clean up, add up, find out, put out

Assessment criteria • Describe the work of the people in a town hall • Explain how local councils are elected

U

• List of services in cities, towns and villages

• Identifying municipal services in a photo • Completing a survey and collating the answers • Interpreting the results of the survey • Observing photos and reading explanatory texts about municipal services • Matching tasks and the services responsible for them • Designing and writing a programme for a local festival • Reading a text about the local council • Completing a chart to summarise the information in the text • Reading about decision-making at the local level • Discussing different options in order to reach an agreement with classmates

• Describe the responsibilities of local government • Explain what surveys are for • Describe municipal services

• Showing interest in learning how the local council works and which services depend on it

• Explain how citizens take part in decisions about their town

• Recognising the importance of being a responsible and well-informed citizen

• Explain how agreements are reached

• Understanding that agreements are necessary in a democracy

P

•

•

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Mathematical competence


• Using photos and diagrams to complement written explanations (SB p. 162 and 163: Local councils; p. 164 and 165: Municipal services; p. 167: Festivals)

• Collating and interpreting the information gathered in a survey (SB p. 163: How to make a survey)

• Learning to be a responsible citizen (SB p. 162 and 163: Local councils; p. 169: Take part in decisions about my town) • Learning about the obligations of the local council towards the public (SB p. 164 and 165: Municipal services)

• Summarising information on a chart (SB p. 168: Revision)

Unit outline Unit 14. Local government

Local councils

Municipal services

Hands on!

Your turn!

How to make a survey

Revision

Festivals

I can

Our world


Reaching agreements

Possible difficulties • Content: the electoral process; how the information for surveys is collected and collated


October

November

December

January

February

March

April

May

June

• Language: using phrasal verbs correctly

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Objectives • To learn about who works at a town hall

14

W

Local government

• To learn that the local council is responsible for municipal services 1.

Key language

2.

• Vocabulary and structures: community, councillor, local council, main square, mayor, neighbourhood, town hall; nowadays; discuss, elect, look after, represent

Presentation

14.1

3.

• Ss look at the photograph: Look at the building with the flags. It is a town hall. This is where the local council meets. It is in the main square, because it is an important building. Is there a building like this near here?

A

• Read the first paragraph. Check comprehension: Many years ago, did cities and towns have large populations? Where did people meet? What did they talk about?

Town hall and local councils Many years ago, cities and towns had small populations. People met in the main square to talk about the problems of the community.

• Explain: Nowadays, many more people live in cities and towns. There are too many people to meet in the main square to talk about things.

They discussed things like repairing the city walls or where to put the market. Nowadays, towns and cities have large populations. The people elect a local council

• Read the second paragraph and check comprehension: Who elects the local council? Where do the council members work? What do they do? • Ss look at the photograph on page 161. Teach ballot box. A ballot box is where the people place their votes to elect the local council.

to represent everyone. The local council works in a building called the town hall, and makes

THINK ABOUT • Do you know where your town hall is?

• Is it an old or a new building?

• What do all town halls have on the outside?

• Who works in the town hall? • What things need looking after in your city or town?

decisions for the community.

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Further activities Draw a simple flow chart on the board to summarise the information about the town hall. Ss copy it into their notebooks: town hall → a building → local council → elected by → the people In small groups, Ss imagine they are members of their local council. They have to decide where to put a new open market, or a car park. They discuss the problem and write up their ideas: (People need transport to go to market. We are putting the new market next to the train station. Etc.) They can draw a plan of the new location. Take Ss on a field trip to their town hall. Take photographs to document the trip.

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14

UNIT


What do you remember? Neighbourhood


Your neighbourhood is the part of the town or city where you live. People in the town hall work to take care of it.

• Learn who works

1. What is the name of the place where you live? 2. Is it a city, a town or a village?

Neighbourhood • Show pictures of different parts of a town or city. Revise characteristics for each: wide / narrow streets, houses, tall buildings, shops, housing estates. Read the text.

in a town hall.

• Discover how local

councils are elected.

• Learn what surveys are for.

1. Ss answer question orally.

• Find out about

2. Ss answer question orally.

municipal services.

The local council

• Learn about

Every town and city has a town hall building where the local council works. The mayor and councillors make up the local council. They are responsible for organising municipal services.

municipal services.

The local council

• Learn how

• Read the text. Check comprehension: Who makes up the local council? (The mayor and councillors.) Explain that if the head is a woman, she is called a mayoress. What are they responsible for? (Organising municipal services.)

to make decisions with your classmates.

14.1

3. What municipal services are shown in each picture?

A

Explain: Municipal services are the local public services that a city or town offers its inhabitants. Some examples are: sports facilities, firefighting, rubbish collection and the police.

B

3. Play track 14.1. Ss listen and say which picture. Volunteers name the municipal service for each illustration.

C

e

?

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Values education Explain that many people work in services: Every job is important to keep the city clean, safe and organised. Ss think of which service jobs they would enjoy doing the most.

Further activities Volunteers come to the front of the class and act out a service job. The rest of the class says which municipal service it belongs to. Ss look at the website for their town hall. When is the town hall open? What is the phone number? Ss examine specific sections: What is the number for the local police service? Where can you find opening times of the (museums)? Where can you attend (an art class)?

14.1


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Local councils

Objectives

14.2 14.2

3 Lo

• To recognise the duties of the local council

A

Ev

B

Th ex

• To identify the mayor and councillors as members of the local council

Aft Af on

• To understand how local elections work

Yo

Key language • Vocabulary and structures: citizen, local council / councillor, mayor, survey, town hall; local elections: candidate, election manifesto; municipal services: firefighting, rubbish collection, street lighting; elect, vote

D C

Presentation 1 What do local councils do? • Ss look at the illustrations. Point out the Town Hall of London, the Houses of Parliament and Big Ben. Is London a city or a village? What country is London in?

Local councils provide many municipal services. Name the services shown in the photos.

1 What do local councils do?

• Explain that this is London: A: The Town Hall. B: Rubbish collection. C: Big Ben and the Houses of Parliament. D: A hospital. Elicit the services shown in the photographs.

In each city or town, the local council meets in the town hall. It organises the municipal services which everyone needs. These include:

• Read the text. Check comprehension. Name other municipal services in London. 2 Local councils • Read the text: Who is the head of the local council? What does the council do? • Read the text again. Pause at the end of each sentence so Ss can complete them: The mayor and the local councillors make up the... (local council). • Ask: Why do you think cities need more services than villages? (Because there are more people.) Explain that small villages cannot offer their inhabitants the same services, which is why many people often move to nearby towns or cities.

162

Schools Hospitals Street lighting The police Firefighting

2 Local councils The mayor and the local councillors make up the local council.

The mayor is the head of the local council.

The local council organises municipal services.

The mayor and the councillors make decisions in the town hall. Then they communicate these decisions to the people.

Rubbish collection

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Further activities Ss look up different types of municipal services on the Internet for local towns or cities. They make a list of as many kinds of municipal services as they can from the homepages of the websites. Ss imagine they work in London, but live in the suburbs, 30 kilometres away. In pairs, they decide what services they require to be able to live and work in the London area.

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l

UNIT 14.2 14.2

3 Local elections

Questions

3 Local elections Every four years citizens elect local councillors.

• Show Ss pictures of famous world politicians. Ask if Ss recognise any of them and explain: These people were elected in general elections to represent the people in their country. Elections are when citizens choose the people they want to represent them.

1. What do local councils do?

The candidates present an election manifesto to explain what they will do if they are elected.

2. Who makes up the local council?

After the elections, the new local councillors elect one of their members to be the mayor. You must be 18 years old to vote in local elections.

Hands on!

14

• Continue: Every four years, people elect councillors to represent them in making decisions about their city or town. How to make a survey

• Volunteers read each sentence. Check comprehension: Who elects the councillors? How old must they be? Who elects the mayor? What is an election manifesto? (A statement by a candidate to explain what he /she will do, if elected.)

A survey is a way of collecting information from many people by asking questions. Look at this example:

A SURVEY ABOUT MY SCHOOL What do you think about the different places in your school? Give a score out of five for each place. 1 5 There isn’t one

2 5 Not very good

4 5 Good


3 5 All right

5 5 Excellent

The library

My classroom

The dining room

The computer room

The sports field

The gym

The playground

The toilets

Hands on! • Explain what a survey is. Read through the survey in class. • Ss copy the survey in their notebooks and answer it individually. • Then, they compare their answers in small groups and add up the scores. Does the school get a good, regular or bad rating overall?

Copy the survey. Answer the questions. Compare your answers with your classmates. Add up the points for each place.


Which part of your school has the most points? Which part has the fewest points?

Reinforcement worksheet 37 a hundred and sixty-three

163

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Pages 82 and 83

Values education Explain that voting is the right and responsibility of every citizen. In this way you can contribute to choosing good councillors to make important decisions about where you live. Ask Ss at what age they will be able to vote.

Further activities Explain: To make decisions, the local council needs to obtain a majority of votes (50% + 1). Students in year 3 want to improve their classroom. They need the majority of the votes of all year 3. How many students are there? How many votes do we need? Divide Ss into imaginary political parties. They study the results of the survey, choose three school areas to improve and write an election manifesto. The class (the citizens) votes for the best manifesto.

14.2


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Municipal services

Objectives • To describe different municipal services

se

Food hygiene inspection services check that the food we buy is safe to eat. Inspectors visit the local food shops. The shop owners must follow strict health standards.

• To value the importance of local councils in the daily lives of citizens

To co sa to tow a a b

Food safety regulations affect everyone who works in the food business.

Key language • Vocabulary and structures: municipal services: cultural, food hygiene inspection, highway, recreational, sanitation, town planning; disaster, food handler, parks conservation, road sign, rubbish, sewer, standard, street lighting, traffic signal ; clean, healthy, safe, strict; arrest, prevent, protect, put out, regulate

4 To

1 Food hygiene inspection services

• To differentiate between the different municipal services

Food hygiene inspectors make sure that:

Shops, restaurants and markets are clean. Food handlers have good personal hygiene.

Hi m ma tra

Food hygiene inspectors make sure shops and people handling food are clean. 14.3 14.3

5 Cu

2 Police and fire services

Cu m mu to tow

The local police are responsible for:

Protecting people. Keeping the streets safe. Arresting criminals.

Re ta tak an

The fire service helps save lives and property by:

Presentation

Preventing and putting out fires. Helping people when there are disasters,

1 Food hygiene inspection services • Ss look at the photograph. Explain: The local council sends inspectors to food shops and restaurants to make sure they follow strict health standards.

such as floods or fires. Firefighters put out forest fires.

3 Sanitation services Sanitation services keep cities clean. They include:

Water. This service makes sure we have clean,

• Read the text. Ask: What do inspectors look for? (Clean shops, markets and restaurants; food handlers with good personal hygiene.)

fresh water and clean sewers.

Cleaning. Rubbish collectors collect our rubbish and street cleaners clean the streets.

Street lighting. This service makes sure that the street lights are working.

Parks conservation. Gardeners take care of the

2 Police and fire services • Explain that both these services are responsible for our safety. They both help if there is a flood, a fire or other emergency. Police services also direct the traffic and fight crime. • Ss look at the photograph. Ask: What do firefighters do when there is a forest fire? Read the text. Ss say what each service is responsible for. 3 Sanitation services • Ss look at the photograph. Teach the words sewers. (Sewers are special pipes that take away dirty water.) • Read the text. Ask: What would happen if there were no sanitation services for a week? Explain that many of these people do their jobs late at night or very early in the morning so that our cities are clean when we get up.

town’s parks and gardens.

164

The water service cleans the sewers and drains.

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Values education Talk about the importance of good sanitation in public places. Explain that in the past many people died from diseases caused by decaying rubbish and unsafe drinking water. Refer Ss to NGOs like Water Aid at www.wateraid.org or the UN Habitat’s Water and Sanitation programme at www.unhabitat.org.

Further activities In pairs, one S describes the job they do for the town hall. The other guesses the municipal service responsible for these jobs. Ss imagine they work for the food hygiene inspection services. In groups, they make a list of what they would look for: Is the food covered? Is the fridge clean? Are the food handlers’ hands clean? Etc.

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UNIT

14

4 Town planning and highway services • Read the text. Ask questions: What are the buildings like where you live? How many floors do they have?

4 Town planning and highway

services

Town planning services regulate the construction industry, so that buildings are safe and carefully designed. For example, town planners decide how many floors a building can have.

• Ask about highway services: What road signs are there in your area? Who is responsible for them?

Highway services are responsible for maintaining and repairing road signs and traffic signals so we can drive safely.

5 Cultural and recreational services Cultural services are responsible for organising plays, concerts, art exhibitions and other cultural activities.

14.3 14.3

5 Cultural and recreational services Cultural services are reponsible for municipal libraries and museums, and town festivals.

• Read the text. Enumerate all the departments within cultural and recreational services. • Ss look at the photograph. Ask: What municipal service organises this type of event?

Questions 1. Why are food safety regulations important?

Recreational services are responsible for taking care of municipal sports centres and swimming pools.

• Write on the board these services: Town planning, Highway, Cultural, Recreational. Below, write up a variety of jobs from different municipal services: look after the museums, buy books for the local library, repair traffic lights, organise Christmas lights in the street, etc. Ss match the jobs to the correct service.

2. How do sanitation services keep our cities clean?

NOW YOU! Imagine you work for the local government in your town. In pairs, choose a local government service from these illustrations.

A

B

C

• Play track 14.3. Ss listen to the definitions and say the municipal services.

D

Now you! a. Describe some of the problems in your town. b. Explain how you plan to solve them. c. Show pictures of your town.

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Values education

• Ss work in pairs. They look at the illustrations, select a service, and invent a problem. For example: fire service; problem- forest fires in the summer. • As homework, Ss find pictures, take photographs or do drawings to illustrate the problem and the solution. • Ss present their ideas to the class.

Talk about civic responsibility: As citizens, we should help take care of our community. Elicit ways Ss can cooperate: Keep parks and transport clean. Do not drop litter. Do not paint graffiti on buildings.


Further activities

Activity Book

Write up sports facilities on the board: swimming pool, tennis courts, football pitch, ice rink, basketball courts, etc. Ss say which of these exist in their area. They vote on the most popular sports facilities, and decide what new sports facilities the town needs. Imagine we are going to meet the mayor. What new things should we ask for? Ss answer using the structures: We need a new... . / We need a bigger… .

Reinforcement Worksheet 38

Pages 84-87

14.3


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1 Copy and complete the flow chart about local councils. Use these words.


town hall

• To learn how to make decisions and reach agreements

………

citizens elect the

councillors

………

mayor

name the

………

make up the

Key language • Vocabulary and structures: citizen, councillor, mayor, town hall; ceremony, fireworks, food hygiene, puppet show, rubbish, traffic light; celebrate, collect, direct, elect, inspect, install, make up, name, organise, paint, put out, repair

………

2 Copy the diagram and write the responsibilities of the municipal services.

Activities

Installing a new traffic light

Putting out a fire

Taking care of the museum

Collecting rubbish

Organising a local festival

Directing traffic

Inspecting the local fish market

Planting roses in the park

Painting white lines on the road

Repairing the public swimming pool

1 Copy and complete the flow chart

about local councils. Use these words.

Food hygiene: inspecting the local fish market

• Give definitions of the four words in the box. Ss say the word: These are the people who live in a town or city. Ss: Citizens.

Police and fire services: Municipal services

• Ss copy and complete the flow chart, then check their answers with a partner.

Sanitation: Town planning and highways:

a. W

Culture and recreation:

2 Copy the diagram and write the

3 Your town

responsibilities of the municipal services.

b. De

Look for information about your local council: include the address of the town hall and the name of the mayor.

loc

• Do the activity orally in class. Ss copy the diagram and complete it individually.

166

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3 Your town. • In pairs, Ss research information about their local council. They write the information in their notebooks. • Ss show their projects to their classmates.

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Further activities On five pieces of paper, Ss copy the five municipal services from pages 164 and 165. Randomly name duties for each. Ss hold up the municipal service they think it belongs to: Collecting rubbish. (Sanitation.) Ss imagine they work for the Department of Parks conservation, within Sanitation. They design a new park. Present the different projects to the class and vote on the best ones. Divide the class into groups representing the different municipal services. Ss look for pictures on the Internet or in magazines and bring them to class. In groups, Ss make group collages for their service. They write sentences to describe the functions: Sanitation is responsible for keeping the drinking water clean, inspecting restaurants, etc.

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e

UNIT

14

Your turn! Festivals

YOUR TURN !

• Ss look at the photograph of the traditional dancers. Explain that these dancers perform at their local festival.

Festivals

• Read the festival programme. Check understanding: Who is going to open the festival? (The Mayor.) What activities will take place in the afternoon? (Puppet show, concert, fireworks.)

Local councils are responsible for organising local festivals. Some festivals are hundreds of years old.

Festival programme Saturday, 9

th

• Ss talk about local festivals in their area. Write on the board typical events at these festivals. Write the date the festivals are celebrated, and if the celebrations are in honour of a historic or religious event.

September

11:00

Opening ceremony with the Mayor

12:30

Traditional dancing

13:30

Picnic

16:00

Puppet show

21:00

Concert

24:00

Fireworks

• In small groups, Ss design, write and illustrate a programme for their local festival. • They read their programmes to the rest of the class.

Teacher’s Resource Book a. Write the name of your local festival.


When is it celebrated? What does it celebrate?

b. Design and write a programme for your local festival.

Traditional dancing at a local festival.

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Further activities Ss choose one of the activities from the festival programme, draw it and write the name of the activity. In small groups, Ss invent a school festival and prepare a programme for it. They make a final version of their programme on a large poster and decorate it. Hang their posters around the classroom. Ss vote for the festivities they like best. Ss imagine they are the mayor and prepare the speech they would say at the opening ceremony. Ss choose international festivals to look up on the Internet: Bastille Day, All Saint’s Day, Thanksgiving, Boxing Day, Chinese New Year, Mardi Gras. They find the answers to these questions: When is it? Do many countries celebrate it? What activities take place?

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Revision Objectives

I

14.4


1 Read the summary.


The local council


The town hall is where the local council works. The head of the local council is the mayor. The local council organises the municipal services.

Key language • Vocabulary and structures: local council, mayor, town hall; municipal services: culture, fire services, food hygiene, highways, police, recreation, sanitation, town planning; be held, be in charge of, be made up of, elect, vote

Municipal services are: food hygiene, police and fire services, sanitation, town planning, highways, culture and recreation. Citizens vote for the councillors in the local elections. The councillors elect the mayor. Elections are held every four years.


Revision

THE LOCAL COUNCIL

1 Read the summary. is made up of

• Play track 14.4. Ss read and listen to the summary. Check comprehension.

………

• Make true and false statements about the town hall and local council. Ss correct the false statements

is in charge of

………

is elected in the

………

………

which consist of who make decisions in the



town hall

• Ss copy and complete the chart.

food hygiene

which are held every four years.

……… ………

• They compare their answers as a whole class.

……… ………

168

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Further activities Ss choose three key vocabulary words from the unit and scramble the letters. In groups of four, they give one of their words to each of the others in the group. If they cannot guess the word, they can ask for clues: What’s the first letter? What’s the last letter?

14.4


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UNIT

I can

14

I can



Some neighbours are unhappy about the rubbish collection services. The lorries come late at night. There are no recycling bins. So the rubbish bags are in the street a long time. This makes the streets look dirty and smell bad.

• Read the first paragraph to explain the task. Ss look at the illustrations and read about options A, B and C.

The neighbours have to decide what to do. The options are:

• In pairs, Ss decide the correct option. • Compare answers as a whole class. Option C shows a lack of civic responsibility. Option B is a nice way to help. However, it is the council’s responsibility to find a long-term solution to the problem.

A

B

C

Go to the town hall and speak to the councillor in charge of the santitation services.

Clean up the rubbish themselves.

Not do anything and leave the rubbish in the streets. Forget about recycling.

Our world • Read the text with the class. Explain: To reach an agreement, you must always listen to what other people have to say.

Which option do you think is the best? And the worst? Explain.

OUR WORLD

• Discuss the task. Brainstorm when and where to go: a museum, a nearby park, the theatre, the zoo, etc. Ask: What things do we need to think about to decide?

Reaching agreements Sometimes, it can be very difficult for people to reach an agreement. However, agreements are necessary in order to elect the mayor, regulate traffic, etc.

• Ss make a list of the advantages and disadvantages of the different excursions: price, duration, how long it takes to get there, what transport is available, how interesting it is, etc. If it is an outdoor excursion, what is the weather going to be like? Does it rain a lot at this time of year?

If you want to reach an agreement, try putting yourself in someone else’s place. That way, you can understand their point of view. Organise an excursion with your classmates. Everyone must agree on the place and the day.

• Volunteers explain the advantages and disadvantages. The class casts a vote. a hundred and sixty-nine 21/12/10 10:22 179203 _ 0160-0169.indd 169

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Values education


Talk about the need to respect other people’s opinions, whether they are political or cultural. Everyone is different, and everyone should have a right to give their opinion.

Further activities In groups, Ss think of a list of classroom rules that they would like everyone to follow. Compile these lists into one large list on the board. As ballots, Ss copy the four rules they like the best on pieces of paper. They cast their votes in a cardboard box, prepared as a ballot box. Read their votes and count them up for each rule. The most popular rules become the definitive list. Ss write out the rules and illustrate them. Display the rules in the classroom.

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15



Contents

• To learn the definition of personal and public historical records

• Personal and public historical records

• To measure time

• Traditions and festivals

• To learn about traditions and festivals

• Historical symbols and monuments

• To understand historical symbols and monuments

• Life in the past and life in the present

• To learn about our ancestors’ way of life • To differentiate between their way of life and ours

Language objectives • To describe past events using the simple past of regular verbs: Primitive people walked everywhere. • To describe past events using the passive voice: It was started over 2,000 years ago. • To talk about the past using the adjective ago: Thousands of years ago, people lived in huts made of branches and animal skins.

Assessment criteria • Explain what personal and public historical records are • Explain how time is measured

• Measuring time

U

• The Tower of London and the Great Wall of China • How to find out about the past • Using photos, objects and family stories to document one’s personal history • Making a timeline to put past events in order • Gathering and presenting information about a famous festival from another country • Completing a table about festivals, symbols and monuments in one’s town or village • Comparing life in the past and present with the help of illustrations • Completing a word map to classify types of records • Answering questions about the Tower of London and the Great Wall of China • Completing a chart to summarise information about personal and local history • Discussing different methods of finding out about the past

P

• Describe some traditions and festivals • Explain the meaning of historical symbols and monuments • Describe our ancestors’ way of life

• Accepting that people and places change over time

•

• Recognising the importance of oral and written records in the study of history

•

• Contrast their way of life and ours

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• Using different objects and artefacts to document past events (SB p. 172: The passing of time)

• Learning about different types of historical records (SB p. 172: The passing of time; p. 175: Historical symbols and Historical monuments)


• Summarising information on a chart (SB p. 180: Revision) • Visiting historical buildings and interviewing people to find out about the past (SB p. 181: Find out about the past)

• Talking to older people to find out about the past (SB p. 181: Find out about the past)


Unit outline Unit 5. Finding out about the past

The passing of time

The past and present of cities, towns and villages

Memories from the past

Hands on! Make a timeline

Revision


I can

Our world

Find out about the past

Graffiti: art or vandalism?


• Content: understanding that general history is made up of multiple personal contributions; the meaning of historical symbols and monuments

September

October

November

December

January

• Language: the pronunciation of regular past endings; the use of ago

February

March

April

May

June

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Objectives • To identify changes over time • To learn that one has a family history

15

W


• To appreciate historical monuments and objects

Key language

1.

• Vocabulary and structures: Beefeater, building, built, castle, king, queen, shape, soldier, tower, wheel; enormous, friendly, safe; change, find out, remember, start; was / were born, comparative: (-er) + than, past simple

Presentation

15.1

2.

• Ss look at the photograph: This is the Tower of London. It is an old castle. For hundreds of years, kings and queens of England lived in this castle. The soldiers that guard it are called Beefeaters. Ask Ss to describe the Beefeater uniform in the photograph.

The Tower of London In 1066, King William the Conqueror built an

• Read the text with the class then ask questions: Which king built the castle? Do kings live there now? Is the Tower of London just one building? Are Beefeaters friendly? Beefeaters guard the tower. What other things do they do?

enormous castle in London as a safe place to

• Ss name castles or other historical monuments in their country. They talk about visits they have made. Talk about the importance of respecting and appreciating this cultural heritage.

They are very friendly and will tell you the

live. It was guarded by soldiers. Later, kings built more towers and walls. All these buildings together are called the Tower of London. The Tower of London is nearly 1,000 years old! Kings do not live there now, but you can still see soldiers there. They are called Beefeaters. history of the Tower and of the kings and queens of England.

170

THINK ABOUT • How old is the Tower of London?

• What is a Beefeater? • Do you know any castles in your country?

• Why do you think old

buildings are important?

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Further activities Explain: Castles weren’t very comfortable places. There was no running water; no flushing toilets; no modern kitchens; no heating, except open fires. Food was cooked on open fires. Ss imagine life in the Tower of London. Ss choose a part of the Tower of London to draw: The king’s bedroom; his throne; rooms in the towers; the kitchens; open fires, etc. Ss look on the Internet to find information about castles in their area. Take Ss on a field trip to a castle or historical building. Ss draw and label parts of the building, for example, the keep (main tower), a drawbridge, a moat (with water) or ramparts (without water), bailey (inner courtyard), battlement, the curtain wall, the gate house.

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UNIT

15


What do you remember? Family history Everyone has a family history. Your history is a part of your life. You can find out about your family history from old photographs and old objects. 1. Write down three things about your past. For example, when you were born, when you started to talk or when you started to walk. Do you remember your first day at school?

Family history


• Read the text. Show photographs of yourself and your family: When we look at photos, we can see how much we have changed. Ss say how people in the photographs have changed: This person is taller now. Etc.

• Learn how people change with time.

• Learn how to find out about the past.

• Learn how to make

a personal timeline.

• Find out about

1. Ss answer Activity 1 individually in their notebooks. Write the past tense of the verbs they need on the board: I was born…, I started to…, My first day at school was….

traditions and festivals.

• Learn about historical

Then and now Landscapes, objects and activities change with time. Many years ago, the things around us were different.

symbols and monuments.

• Discover how cities

and villages change with time.

Then and now • Read the text. Ss look at the photograph of the pocket watch: How is the pocket watch different from watches today? Ss describe watches today. Describe how everyday things have changed. Give examples: Before, watches went in your pocket, so they had a chain. You had to wind them up. Now watches have batteries. You wear them on your wrist. Phones are very different now. Before, they had round dials and wires. Now, they have buttons and some haven’t got wires.

15.1

2. Look at the cars in the photographs. How have cars changed? Is the shape the same? Are the wheels the same?

A

B

2. Ss look at both photographs and describe them: Which car is more modern? Which car do you like best? How have cars changed? Ss answer the questions as a whole class.

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171

Play track 15.1. Listen to how cars have changed.

21/12/10 10:25

Values education Talk about the importance of progress to our lives. Explain: Today our lives are easier than a hundred years ago. We have running water in our homes. We have electricity, so our houses are warm and we have light in winter. Ss brainstorm more inventions that have made life easier.

Further activities Ss bring in photographs of themselves: as babies; when they started walking; later at school; etc. They write sentences: I am one year old in this photograph. I am two in this photograph. Etc. Ss ask grandparents about their daily lives when they were little. They write a page from a diary as if they were their grandparents: This morning I got up early. I walked to school. We learned a poem by heart.

15.1


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The passing of time

Objectives • To recognise that we all have a personal and collective history

4 M

1 Past, present and future

To ne un

Every year on your birthday you celebrate the day you were born. Everyone likes to remember what they were like when they were little.

• To differentiate different types of historical records • To learn how time is measured

The past is what happened before now. The present is what is happening now.

• To make and interpret a timeline

You are reading this page now.

The future is what will happen later. Your

Key language • Vocabulary and structures: past, present, future; event, historian, timeline; historical records: physical, pictorial, written; units of measurement: century, decade, millennium; important; celebrate, find out, happen, measure, remember, start; had, met

next summer holidays will be in the future.

2 Your personal history The most important moments of your life make up your personal history. For example, your first day at school, or the day you met your best friend. To find out about your personal history: Find toys or books you had when you were young. These are examples of historical records. 15.2

statue

3 The history of your city, town

or village

pot

The history of your city, town or village is the story of the people who lived there before you. Historians look for historical records to find out what people and places were like in the past.

• Read the text. Check comprehension. 2 Your personal history

Historical records can be:

written, for example, books. pictorial, for example, paintings. physical, for example, objects or buildings.

• Ask Ss: Think of the toys you had when you were young. Do you still have them? Do they remind you of when you were little?

• Read the text. Check comprehension: What three things help you remember your personal history? (Objects, photos, stories.)

painting

Listen to stories your family tells you.

1 Past, present and future

• Explain: Toys and photographs help us remember things about the past. Important events in the past make up our personal history.

brooch

Look at old photographs or videos.

Presentation • Ss look at the photos: How old do you think the girl is in each photo? How has she changed? Imagine her in five years time. What do you think she will look like?

As you grow, you change physically. Your hobbies and activities also change.

172

book

There are many types of historical records. They give us a lot of information about the past.

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Further activities Ss write sentences in their notebooks about themselves in the past, present and future: When I was one, I couldn’t talk. Now, I can read. Next year, I am going to learn to play an instrument. Ss bring in an old object from home. They explain to the class what it is, when they used it and why it is special. Ss bring in photos of when they were babies. Post them on the classroom wall and number them. In their notebooks, Ss guess who each photo belongs to.

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UNIT

To talk about events in the past, we need to measure time. We use different units of measurement:

or village • Explain: Places as well as people have a history. Historians and archaeologists use historical records to study the history of places.

1. What do you call documents which help you find out about a person’s past? 2. Look at the historical records on page 172. Are they written, pictorial or physical?

Short periods of time: a day, a week, a month and a year.

L ong periods of time: a decade

• Read the text. Ask questions: Can a book be a historical record? Can a painting be a historical record?

3. How many years are there in a decade? And in a century and a millennium?

is ten years; a century is a hundred years; a millennium is a thousand years.

Hands on!

3 The history of your city, town

Questions

4 Measuring time

15

• Ss look at the photographs. As a class, classify them into the different types of historical records.

Make a timeline

• Play track 15.2. Ss listen and say if the records are written, pictorial or physical.

A timeline is a way to put past events in order. A timeline can be divided into days or years, or longer periods of time. Before you start the timeline: a. Select the events you want to include.

4 Measuring time

b. Find out which year they happened.

• Read the first part of the text. Show a calendar to illustrate a day, a week, a month and a year. Revise the days of the week and the 12 months of the year. Ask: How many days are there in a week? How many days in a year? Etc.

c. Put them in order from the oldest to the most recent. I started to walk.

1

2

I had my first bike.

3

I started primary school.

5

4

6

My brother was born.

7

8

• Write decade, century and millennium on the board. Read the definitions from the text. Volunteers write the correct number of years for each.

9

Age

Use this timeline as a model to make your own. Draw the timeline

Hands on!

Below the timeline, write the years, starting on the left.

• Read the text. Explain that a timeline is a very useful way to organise information about past events. How old was the girl when she started to walk? How old was she when she had her first bike?

and divide it into equal parts.

Write important events above the timeline, next to the year they happened. Illustrate the timeline. a hundred and seventy-three 21/12/10 10:25 179203 _ 0170-0181.indd 173

Further activities Take Ss to visit the historic centre of their town or of a nearby city. Ss observe the buildings: Are they old or modern? What are they made of? Are the streets here narrow or wide? Then, visit a more modern district. Ss compare the two places. If possible, take photographs so Ss can compare the places later in the classroom. Explain: A biography is the story of a person’s life. Ss write a short biography of a family member. They accompany the biography with a photo or illustration. Hang the biographies in the classroom under the title: Hall of fame.

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• Read the instructions. Help Ss choose past events in their lives: What year were you born? When did you say your first word? When did you learn to read? Ss can check these dates at home and bring the information to class another day.



15.2


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Memories from the past

Objectives • To learn about traditions and festivals

H 3 Hi 1 Traditions

• To recognise historical symbols and monuments • To value traditions and customs

Typical costumes (dress) Traditional dances, songs and music Traditional food and crafts

Key language • Vocabulary and structures: battle, craft, custom, event, legend, memory, patron saint, storyteller; historical monuments: bridge, castle, church, city wall, palace; historical symbols: coat of arms, flag, hymn; typical, unique; celebrate, happen, invent, preserve, take part

Traditional legends are stories about people who lived a long time ago. Sometimes, part of the story was invented by the storyteller.

Traditions. These Galicians are wearing traditional costumes and playing bagpipes.

H 4 Hi

Hi Th av ca

2 Local festivals

All over the world, people celebrate local festivals in their cities, villages and towns. Everyone takes part. Many countries celebrate New Year’s Eve on 31st December. Some countries celebrate Carnival in the spring.

• Ss look at the first photograph. Explain that the bagpipes are typical of Galicia, and are used for playing traditional tunes.

Some festivals celebrate important events that happened in the past, for example, a battle. Sometimes festivals celebrate religious events, for example, Easter or Diwali.

• Ss look at the foods. Ask: Have you ever eaten Christmas pudding?

It m mo ho British and Spanish Christmas food.

Some festivals celebrate the life of the patron saint of the city, village or town.

• Ss look at the photos of a traditional dance: All these photos show customs from different places. These are called traditions. Traditions teach us about the past.

1

2

3

4

NOW YOU! 1. In pairs, choose a famous festival from another country.

• Read the text. Check comprehension. Brainstorm traditional musical instruments, costumes, food and dances from different regions.

• In groups, Ss research a famous festival from another country on the Internet. They write and illustrate a short text to present to the class.

15.3

1 Traditions

Now you!

Th

Some traditions are common to several places. Others are unique to one small village or town.

Presentation

• Give an example of a legend: The story of Robin Hood is a legend: part of the story is true, and part is invented.

M Mo to

Most cities, towns and villages have their own customs, which make them different from other places. These are called traditions. Children learn traditions from older people. Traditions include:

2. Look for information on the Internet. Find pictures of the festival. Share your information with the class.

174

A traditional dance in Madrid.

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Further activities Show pictures of traditional foods, dances and traditional costumes. How many do Ss know? Ss choose one tradition to research on the Internet. At home, Ss ask parents and grandparents about traditional events when they were children. Do these events still take place? Ss compare information in class.

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UNIT

15

2 Local festivals

3 Historical symbols

• Explain that festivals are days when people celebrate an important event. Read the first paragraph. Ask: When do we celebrate Carnival? Ss name other festivals.

Most places have historical symbols to represent their town or village. These include:

A flag. A local hymn or song. A coat of arms. The pictures on the coat of arms usually represent the landscape or the traditions and monuments of that place.

• Continue reading. Write these festivals on the board. Ss think of other festivals in their country / countries. What do they celebrate?

Coat of arms of Ibiza.

• Play track 15.3. Ss listen and say if they are traditions or festivals. Ask after each one if the Ss can say what the tradition or festival is.

4 Historical monuments Historical monuments are very old buildings. They were built by people in towns and villages a very long time ago. Historical monuments can be:

3 Historical symbols

Buildings: churches, castles or palaces. Other constructions: bridges or city walls. It is very important to preserve historical monuments. That way, we can find out how people lived in the past.

• Ss look at the illustration. Explain: This is the coat of arms of Ibiza. It represents the island. What can you see? (The sea, a crown, a castle.)

Segovia Castle.

• Next, show a flag of your country. Explain what the colours and coat of arms represent.

Questions

• Read the text. Ss think of historical symbols that represent their home town.

1. Name some traditions you know. 2. What local festivals are celebrated in your city, town or village? What happens? 3. What are historical monuments? Name some in your area. 4. Copy and complete the table. Fill in details about your city, town or village.

4 Historical monuments

My city, town or village

• Ss look at the photo of the castle in Segovia. Ask Ss if they have ever visited it. Explain that it was an important building once. Now it is a monument with a museum inside.

Festivals Symbols Monuments

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Values education Remind Ss that it is important to respect the culture and history of other places: Learning about other people’s symbols and traditions teaches you more about the world.

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• Read the text and ask Ss for examples of each type of monument: Do you know the name of an old church? And a castle? • Ss do the questions as a class. Brainstorm information to complete the chart in question 4. Ss copy and complete the chart.

Activity Book Further activities

Pages 90 and 91

Ss choose a traditional food from their country. They draw a picture of it and say why they like it. Ss look for the historical symbols of their Autonomous Community. They make a poster with information and drawings. 15.3


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The past and present of cities and villages

Objectives • To appreciate how a place can change over time

q

w

• To describe how people lived in the past • To compare different moments in time

Key language • Vocabulary and structures: branch, cart, castle, common people / noblemen, enemy, high-rise flat, hut; jobs: blacksmith, miller; wild; hundreds / thousands of years ago, nowadays; cook, fight, go to war, hunt, pick; caught, grew, rode

Presentation 1 Thousands of years ago

15.4 15.4

• Explain that thousands of years ago people moved from place to place in search of food. For this reason they had very few possessions. Ask: Do you think this type of life would be good? Or would it be difficult?

Primitive people picked wild plants to eat. They hunted wild animals in the forest. They caught fish in the river. They cooked food over an open fire.

• Ss look at the second illustration. Read the text. Explain new words. A nobleman was a person born into an important family with land and possessions. The common people were very poor. They had only enough to live on. What are the common people doing in the illustration? (Growing crops, feeding animals.)

To tra ae

2 Hundreds of years ago Hundreds of years ago, noblemen lived in big castles made of stone. Their job was to go to war to fight the enemy. Noblemen rode on horses. The common people lived in small villages. For protection, they built their villages next to the castles.

So m mo ex re res

The common people walked, or travelled by cart or boat. People had different jobs: millers made flour, blacksmiths made things out of iron, and farmers grew crops.

176

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2 Hundreds of years ago

No cit in liv his lov

Thousands of years ago, people lived in huts made of branches and animal skins. Primitive people walked everywhere. They did not travel very far. They had very few possessions.

• Ss look at the illustrations. Explain that they show the same place that has changed over time. Draw their attention to the river, plants, clothes, houses, etc. • Read the text, stopping to clarify vocabulary with the help of the illustrations. Ask questions: Possessions are things people have. Look at the first illustration. Have these people got many things?

N 3 No

1 Thousands of years ago

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Further activities In pairs, Ss describe the houses in the three illustrations on pages 176-7. They draw pictures and write sentences: Thousands of years ago, houses were made of animal skins. Etc. Ask Ss: Have you ever seen how people lived in caves? How is it different from your house? Show Ss pictures and video clips from the Atapuerca site at www.atapuerca.org.

• Ss compare the first two illustrations: Which do you prefer? Would you like to have lived hundreds of years ago? What things would you do?

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UNIT

es

15

3 Nowadays • Ss refer back to the first two illustrations. Look at where the people lived. Are they cities or villages? Are there a lot of houses or only a few? Are the houses tall or low? Is the population big or small? Etc.

e

• Ss look at the third illustration: Are there things in picture 2 that you can still see in picture 3? (The church and castle are now part of the historic centre of the city.) Is the bridge the same? (No, it is more modern now.) Ask the same questions about the houses. • Read the text. Ss look for the means of transport in picture 3. Ask: What services can you see in the picture? Ss point to places in the illustration and find, for example, a bus and an aeroplane. (Transport.) A castle. (Tourism.)

15.4 15.4

3 Nowadays Nowadays most people live in towns or cities. In some town centres, people live in high-rise flats. Outside towns, people live in houses. There are still many historic monuments in towns. Tourists love to visit them. Today, everyone travels by fast means of transport: cars, trains, boats and aeroplanes. Some people work on farms. However, most people work in services, for example, in hotels, banks, shops and restaurants.

Questions 1. How are houses different today from houses thousands of years ago?

• Ss answer the questions in small groups. Check as a whole class.

Thousands of years ago, people lived in…

• Play track 15.4. Ss listen and say thousands of years ago, hundreds of years ago or nowadays.

2. How is transport different today from transport hundreds of years ago? Hundreds of years ago, common people travelled… Noblemen travelled…

• Ss reflect on all three time periods: Which time in history do you prefer? Why?

3. Look at picture 1. Thousands of years ago, what did people use the river for? Look at picture 3. What is the river used for today?


4. Did castles exist thousands of years ago?

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Values education Explain: In the past, most people worked very hard and only a few people, like the noblemen, lived well and had an education. Nowadays, more people live well. Children go to school. People are educated. Brainstorm ways children’s lives have improved over the years.

Further activities Ss imagine they live in a big city. They describe and illustrate ‘A day in my life’. They write a few sentences about their life. Ask: Would you like to travel to the future? What things do you think there will be in the future? What things won’t there be? 15.4


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1 Copy the flow chart and classify the historical records.


coin

• To learn about the Great Wall of China

letter

map

Records

Key language • Vocabulary and structures: coin, invader, letter, map, painting, slave; records: physical, pictorial, written; hundreds / thousands of years ago, nowadays; man-made; built, died, there were / weren’t

painting

Written

Pictorial Physical

2 Put the photos in order from the oldest to the most recent. What is John doing in each photo?

Activities

A

1 Copy the flow chart and classify the

B

C

D

historical records. • Revise the different types of historical records. • Ss copy and complete the chart in their notebooks, then check their answers with a partner.

3 Copy and complete the table. Thousands of years ago

2 Put the photos in order from the

People lived / live in…

oldest to the most recent. What is John doing in each photo?

3 Copy and complete the table. • Ss copy the chart and complete it in pairs or small groups. • Compare answers as a whole class.

Nowadays

castles and small villages

People travelled / travel…

• Give Ss a few minutes to put the photos in order. • Then, complete the activity as a whole class, one photo at a time: Which is first? What is John doing here? How old is he? Is this picture in the past or the present?

Hundreds of years ago

a. W

………

b. In

St

4 Ask an older person what things have changed in your village or town. Then write sentences.

▶ Example: When my grandfather was little, there weren’t many cars in my town.

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Further activities In groups, Ss choose five key words from the unit and write definitions for them. Join the groups to form two teams. Each team reads out their definitions. Then, the other team guesses the word. Award one point for each correct answer. Refer Ss to the world digital library project at www.wdl.org/en where they can see authentic written historical records. Ss can search geographically or by time period. Ss click on ‘Type of Item’, then ‘Motion Pictures’, and look at old film clips. They will see how people dressed and worked in the past.

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es.

UNIT

15

4 Ask an older person what things have

changed in your village or town. Then write sentences.

YOUR TURN !

• Ss ask their families how things have changed where they live. In class, they give examples. Write them on the board.

The Great Wall of China The Great Wall of China is the longest man-made construction in the world. It was started over 2,000 years ago. Over 300,000 people built the wall. These people were not paid. They were slaves. Many died during the construction. The Great Wall is still standing today. Millions of tourists visit it every year.

• Individuals write three sentences in their notebooks about changes where they live.

When was it built? It was built over 2,000 years ago.

Your turn! The Great Wall of China

Why was it built? It was built to protect the Chinese people from invaders from Mongolia.

• Read the title. Ss look at the photo: Have you seen this before? (Ss may associate it with cartoons they have seen, like Mulan.) Where is it? Has anyone visited the Great Wall?

What is the Chinese name? It is called Wan-Li Qang-Qeng. How big is it? 6 metres wide. 8 metres high. More than 6,000 km long.

Who built it? The First Emperor Qin ordered the wall to be built.

What is it made of?

How long did it take to build?

First it was made of earth, stone and wood. Later, bricks were used.

The Chinese worked on the Great Wall for over 1,700 years.

• Read the main text. Ask questions: When did the Chinese start building the wall? How many people built it? Why weren’t they paid? • Ss read the fact boxes around the photo. Repeat the questions in the fact boxes. Ss answer them. • Working individually, Ss choose the three facts that they find most interesting about the Great Wall of China and write three sentences in their notebook.

a. Write three sentences about the Great Wall of China in your notebook. b. In groups, choose a famous monument. Find illustrations and information. Stick the information on the picture. Include the following:

Where was it built? When was it built?

What is it made of? How big is it?

Why was it built? Who built it? a hundred and seventy-nine

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Further activities Look for maps and other pictures of the Great Wall of China to show in class.

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• Ss work in groups and choose a famous monument. At home or in class, Ss find a photo or illustration and information about their monument. Each group shares their information and makes a poster, using the text about the Great Wall of China as a model.


The class chooses a favourite monument and researches its history. In groups, they write a tourist leaflet to explain the history of the monument. They include information about the monument today: restoration, exhibits, visiting hours, etc. Encourage interest in the Chinese culture by playing Chinese music, bringing examples of Chinese clothing or craftwork or finding simple phrases in Chinese like: Hello (nıˇ ha ˇo) or Thank you (xie xie).

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I

15.5

1 Read the summary.


The passing of time


Time is divided into past, present and future. Short periods of time are measured in days, weeks, months and years. Long periods of time are measured in decades, centuries and millennia.

Key language

Your personal history consists of the important moments in your life. You can remember them through personal records such as photographs, videos or objects.

• Vocabulary and structures: past, present, future; day, week, month, year, decade, century, millennium / millennia; castle, graffiti, local festival, monument, photo album, symbol, tradition, vandalism; important; change, consist of, find out, remember

Revision

Towns and villages change with time. Traditions, local festivals, symbols and monuments are part of the history of a place. Historical records tell us about the history of a place. These can be written, pictorial or physical.

2 Copy and complete the chart. Use information from the summary.

1 Read the summary.

HISTORY

• Revise traditions, festivals, symbols, monuments, historical records, decades and centuries.

can be

• Give examples and Ss say the word: From 1990 to 2000. How many years? (A decade.) Christmas pudding. What is it? (Traditional food.) • Play track 15.5. Ss read and listen to the summary. Check comprehension. 2 Copy and complete the chart. Use


personal history

history of a place

You can find information from

You can find information from

………

………

For example:

These can be

………

• Ss copy and complete the chart and compare answers in pairs.

180

………

………

………

a hundred and eighty

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Further activities Teach the rhyme to remember how many days there are in each month: 30 days have September, April, June and November. All the rest have 31, except February alone, which has 28 days clear and 29 in each leap year. Explain that people’s tastes and interests also change over time. Play different pieces of music: baroque, medieval madrigals, Gregorian chant, heavy metal, rock and roll, jazz, etc. Ss say if the music sounds old or modern. Try and put them into an approximate chronological order. Repeat with pictures of clothing or hairstyles.

15.5


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UNIT

I can I can



Andy loves to find out about people who lived before he was born.

• Read the introductory text and ask about each illustration: Where did Andy go? (To a museum, to a castle, to his grandparent’s house, back home.)

• Look at the things he did this weekend.

A

15

B

• Ss complete each sentence about the illustration in pairs. Ss compare with another pair of students. • Check answers as a whole class.

C

D

Our world • Ss look at the photograph. Explain: This boy is painting and writing on a wall. He is using a paint spray and a marker. This is called graffiti. It is very common in big cities. Do you think he is writing an important message? Do you think he is painting a beautiful picture?

• W hat do you think he learned in each place? a. At the museum, he learned about… b. At the castle, he learned about…

• Read the title. Explain that vandalism is the act of destroying something beautiful.

c. Talking to his grandparents, he learned about… d. Looking at his parents’ photo album, he learned about…

• Ss say where they have seen graffiti.

OUR WORLD Graffiti: art or vandalism? This boy is painting graffiti on a wall.

• Is the boy painting something useful? • I s graffiti a historical record? • D o you think graffiti should be painted anywhere?

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Further activities Organise a school trip to an archaeological museum. As you tour the museum, Ss say what type of historical records they are looking at. Back in the classroom, Ss write sentences comparing the things they saw in the museum with things we use now: In the past, people used stone tools. Now we use electric tools. Etc.

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• Ss read the questions. Ask Ss if they think graffiti is good or bad. Although people have been writing graffiti since ancient times, graffiti is not a historical record, because it doesn’t last. It is against the law to paint or write graffiti on buildings because it makes them ugly. It costs lot of money to cover the graffiti. However, there are people who call themselves graffiti artists. These people consider graffiti an art.


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Term revision


Uni

Unit 11


4 4Whic W

1 Imagine you live in this village. Is it in the mountains, on the plains or on the coast? Describe the village and talk about your job.


po

A

Key language • Term vocabulary and structures: coast, plain, mountain; crop farmer, lumberjack, miner, stockbreeder; consumer, producer, trader; municipal services: cultural, fire, police, recreational, sanitation; mine, quarry, timeline, wood; breed, cut down, grow, dig; did, got, lost

Unit 12

(Reproducir SB3, p. 182: código 179203) 2 Copy and complete the sentences.

Uni Un

Co 5 5Copy

lumberjacks stockbreeders miners crop farmers

Term revision

willwid

a. .......................... breed farm animals for their meat, milk, eggs and skin.

Wh

b. .......................... work the land to grow the fruit and vegetables we eat.

I us

c. .......................... dig mines and quarries.

Revise key concepts from Units 11, 12 and 13.

d. .......................... cut down trees for wood.

• Villages are small. They have low buildings, narrow streets and few people.

Lo 6 6Look

Unit 13

3 Copy and complete this chart about trade.

• Cities are large. They have tall buildings, wide streets and lots of people and traffic.

trader producer consumer

a. a. Ar

• Crop farmers grow plants for food, and they grow industrial crops.

b. b. H makes products

• Stockbreeders breed livestock: cattle, sheep, pigs and poultry. • Fishermen catch fish and shellfish from rivers and seas. • Miners extract stones and minerals from under the ground. • The industrial process transforms raw materials into manufactured products. • People who work in services help other people by providing a service. Services can be private or public.

c. c. H

buys the products

offers consumers the products from the producer

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Further activities Write word groups on the board. Volunteers cross the odd one out: a. source – centre – suburb – modern district (source) b. mining – stockbreeding – teaching – fishing (teaching) c. producer – livestock – consumer – trader (livestock) d. hymn – coat of arms – flag – map (hymn) e. mayor – councillor – elections – monument (monument)

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TERM REVISION

3

Term revision Revise key concepts from Units 14 and 15.

Unit 14

4 4Which municipal services correspond totoeach Which municipal services correspond eachphoto? photo?

• The local council is made up of the mayor and councillors. They work in the town hall.

police and fire services sanitation services cultural and recreational services police and fire services sanitation services cultural and recreational services

A

B

C

• The local council organises municipal services. • Municipal services are food hygiene inspection, police and fire, sanitation, town planning and highway, cultural and recreational services. • Historical records help us learn about our past. They can be written, pictorial or physical.


Unit 1515 Unit

and complete thethe table with things Copy and complete table with thingsyou youdid didininthe thepast, past,things thingsyou youdo donow nowand andthings thingsyou you 5 5Copy willwill dodo in in thethe future. future. When I was 1

Now I am 9


When I am 14

Term 3 assessment

I used a dummy.

Term 3 test Final assessment

at at thethe timeline and answer the questions Look timeline and answer the questionsabout aboutCelia. Celia. 6 6Look

Final test

1

2

3

I learned to swim.

4

5

6

I lost my first tooth.

7

8

9

I got a tortoise.

a. a. Are the most recent events on the left or on the right? Are the most recent events on the left or on the right? b. b. How old was Celia when she lost her first tooth? How old was Celia when she lost her first tooth? c. c. How old was Celia when she got a tortoise? How old was Celia when she got a tortoise?

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183

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9:53

Further activities Make statements about the concepts learned during the term. Ss say if they are true or false and correct the false ones. For example: In villages on plains, the land is flat and fertile. (True.) Historic monuments are usually in the suburbs of a city. (False. They are in the historic centre.)

Activity Book

Ss can do the activities for the third term, pages 102-105.

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Glossary 1 YOur bOdY adolescence the stage of life when a person develops from a child into an adult. adulthood the state of being an adult. An adult’s body is fully developed and does not change much.

blind a blind person is not able to see.

a

cochlea the part of the inner ear which receives sound vibrations. conjunctivitis an infection that causes the skin around the eyes to become red.

c

biceps the main muscle at the front of the upper arm.

cornea the transparent layer which covers the eye and admits light.

c

childhood the first stage of life. Many changes take place during childhood.

eardrum a part of the middle ear. It vibrates when it receives sound.

c

contract to become less or smaller.

guide dog a dog that helps blind people.

fl

fingerprint the pattern on your fingertips.

hearing the sense you use to capture sounds.

h

fixed joint a joint found where the bones do not move, for example, the skull.

lens the part of the eye which focuses light rays.

li

forearm the arm between the elbow and the wrist.

olfactory bulb nerves from the smell receptors reach the olfactory bulb in the brain.

iris the coloured part in the centre of the eye. ligament a ligament holds moveable joints together. moveable joint a joint found where the bones move in one direction, for example, the knee or the elbow.

nasal cavity the inside of your nose.

sense senses are the abilities of sight, smell, hearing, touch and taste that your body uses to get information about the world around you.

skeleton the structure that supports your body. It is made up of bones. skin the layer of tissue that covers the body. It is flexible and waterproof. skull the bony part of your head which surrounds the brain. stomach the organ inside the body where food goes when you swallow it; the front part of the body below the chest. stretch to become longer. thigh the part of the leg between the knee and the hip.

m

pupil the hole in the centre of the iris.

organ organs make your body function. The brain, the heart and the lungs are organs.

signature your name written in your own handwriting, for example, at the end of a letter.

m

pinna the outer part of the ear. It captures sounds. retina the part of the eye that captures light.

sexual characteristic the typical features of men and women.

li

optic nerve the nerve that connects the eye to the brain.

old age the stage of life when a person is old.

personal trait a particular quality of a person.

184

2 Our senses

n

n

n

sight the sense that allows you to see what is around you whenever there is light.

o

sketch a simplified drawing of something real. smell the sense that allows you to capture odours.

o

smell receptor one of the receptors in the nasal cavity which capture odours.

p

taste the sense that allows you to capture flavours.

p

taste bud one of the small bumps that cover the tongue and help distinguish flavours.

r

tongue the main sense organ of taste. It is inside the mouth.

s

touch the sense that allows you to identify characteristics of the objects around you.

s

touch receptor one of the receptors on the skin that allow you to distinguish different sensations, for example, temperature, pressure and pain.

v

vibration a continuous, rapid movement back and forth or up and down. For example, sound waves.

w

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3 Living things

4 vertebrate animaLs

asexual reproduction animal reproduction without mating, for example, the way starfish reproduce; plant reproduction without flowers or seeds, for example, using cuttings.

amphibian a vertebrate that lives both on land and in water. Amphibians are oviparous and do not take care of their babies, for example, frogs and toads.

carbon dioxide a gas in the air which plants need to carry out photosynthesis.

dinosaur a reptile that lived on the Earth millions of years ago. Dinosaurs are extinct now.

carnivore an animal which eats other animals.

endangered species animals in danger of disappearing.

chlorophyll a green substance in leaves which takes energy from sunlight. flock a group of sheep, goats or birds. herbivore an animal which eats plants. life process all living things carry out life processes, for example, nutrition, sensitivity and reproduction. living thing something that is alive. mating the union of a male and female in order to reproduce. mineral salts nutrients which plants take from the soil through their roots. nerve the sense organs send information to the brain through nerves. non-living thing something that is not alive, for example, a rock. nutrition the process by which living things take in food and absorb the essential nutrients for life. omnivore an animal which eats other animals and plants. oviparous an animal that lays eggs. The offspring grows in the egg, outside the mother’s body. photosynthesis the process through which plants produce their own food. protected species a living thing which is so rare that it is in danger of disappearing. reproduction the ability of all living things to produce new living things of their own kind. sensitivity the ability of living things to respond to changes in the environment. sexual reproduction reproduction which requires the union of a male and a female.

extinct species animals that no longer exist. fish aquatic animals that live in water, breathe through gills and have scales. flying mammal a bat. Bats fly using their wings. frogspawn a substance that contains the eggs of frogs. gill the organs on each side of a fish’s head that it uses to breathe. incubate when an animal sits on its eggs in order to keep them warm until they hatch. mammal a viviparous vertebrate which breathes through lungs and usually lives on land. marine mammal a mammal that lives in the sea and swims using its fins. Marine mammals need to breathe oxygen from the air. pet an animal that lives in a person’s home, for example, a dog or a cat. primate a mammal with a big brain and eyes at the front of its face. Primates use their hands to grip objects and tools. reptile an oviparous vertebrate that breathes through lungs and has skin covered with scales. scales thin, hard plates that cover the skin of many fish and reptiles. tadpole one of the stages in the life cycle of a frog. A tadpole turns into a young frog. vertebrate an animal that has a skeleton made up of bones. There are five groups of vertebrate animals: mammals, birds, reptiles, amphibians and fish.

viviparous an animal whose offspring grows inside the mother’s womb. womb the part of the mother’s body where a baby grows before it is born.

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5 invertebrate animaLs

6 machines

a

antennae a pair of long, thin sensory organs on an insect’s head. They are used to feel and touch things.

combustible fuel an energy source which can be burned to provide heat or power. For example, petrol.

arthropod the largest and most varied group of living things. Spiders, crabs and insects are arthropods.

compound machine a machine that is made of two or more simple machines working together.

beehive where bees live. beekeeper a person who looks after bees. caterpillar the larva of a moth or butterfly. clitellum the bump on the body of adult worms. It is part of their reproductive system. cocoon caterpillars hide or cover themselves in a cocoon as they grow and turn into butterflies or moths. insect an invertebrate animal with six legs, four wings and three main body parts: the head, the thorax and the abdomen.

c

gear a wheel with teeth that produces movement. Gears are found in clocks and bicycles.

c

human force energy from people.

c

inventor a person who invents things.

motor a device that uses energy to produce movement.

larva a newborn insect. It looks like a worm.

petrol a liquid which is used as a fuel for engines, for example, in cars and motorbikes.

pollinate to transfer pollen to a flower or plant so it produces seeds. sea current the movement of the water in the sea. spider an arthropod with eight legs. Most spiders spin webs. spider’s web a net made by spiders to trap insects. sting to prick painfully. tentacle the long, thin parts of a jellyfish’s body that sting.

c

lever a bar that rests on a pivot point. Levers make it easy to lift heavy objects.

jellyfish an invertebrate which has tentacles and lives in the sea. Jellyfish look like bags of jelly.

nectar a sweet liquid that flowers produce. Bees collect it to make honey.

c

electronic circuit an electric circuit with very small parts called microchips.

machine a device that allows you to work better, faster and easier. Machines save time and energy.

mollusc an invertebrate with a soft body. Most molluscs have hard shells, for example, clams, mussels and snails.

a

electric circuit a circuit with switches and wires which helps electricity flow through the different parts of a machine.

invertebrate an animal that does not have a backbone.

magnifying glass a lens that enlarges the image of an object.

a

e

e

e

f

i

plough a machine used to prepare soil for planting seeds.

l

pulley a rope wrapped around a wheel. Pulleys make it easy to lift heavy objects.

m

ramp an inclined plane. Ramps make it easy to move heavy objects from a lower to a higher place.

m

m

simple machine a machine that has one or few parts. It works with one movement. For example, scissors.

n

wheel a solid disk that turns on an axle. Wheels move things from one place to another.

o

wind a natural movement of air.

o

windmill a mill which uses the power of wind to function. Wind turns the sails.

r

worm an invertebrate with a long, thin, soft body and no legs.

r

186

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e

GLOSSARY

7 PLanet earth artificial satellite a man-made object that orbits the Earth. It sends information back to Earth. atmosphere the layer of gases that surrounds the Earth. axis the imaginary straight line through the centre of the Earth around which the Earth rotates. cardinal points the four main points of the compass: North, South, East and West. celestial body a natural object which is part of the Solar System, for example, a meteorite. compass an instrument with a magnetic needle that always points North. It helps us know directions.

satellite a celestial body which orbits another larger celestial body. solar system the Sun and all the celestial bodies, including the planets that orbit it. sun the closest star to the Earth. telecommunications the process of sending information over long distances. waning moon the phase when the Moon seems to gradually get smaller. waxing moon the phase when the Moon seems to gradually get bigger.

8 Water

continent a very large area of land. There are six continents, for example, Africa and Europe.

aquifer a deposit of groundwater that collects in empty spaces beneath the surface of the Earth.

crater a hole on the surface of the Moon.

change of state the process by which water changes from one state to another. This occurs when water cools or heats up.

earth the planet in the Solar System where we live. earth globe a sphere which represents the planet on a small scale. equator an imaginary line dividing the Earth into two halves, the Northern Hemisphere and the Southern Hemisphere. full moon when the Moon appears as a complete circle. inner planet one of the four planets closest to the Sun. They are made of rock. lunar month the time it takes for the Moon to complete one orbit of the Earth (28 days). map a flat drawing that represents parts of the surface of the Earth. moon the Earth’s natural satellite. moon phases the four shapes of the Moon caused by the Moon’s orbit around the Earth. new moon the Moon when it appears to be a thin, curved shape.

condensation the process by which water vapour cools down and turns into liquid water. desalination plant a place where salt is eliminated from salt water. drinking water clean, fresh water in a liquid state. evaporation the process by which liquid water heats up and turns into water vapour. freezing the process by which liquid water cools and turns into ice. fresh water water in rivers, streams and lakes. It contains very little salt. groundwater fresh water found beneath the surface of the Earth. iceberg a large piece of floating ice. melting the process by which ice is heated and turns into liquid water. reservoir a man-made lake where water is collected.

orbit the curved path which a celestial body follows on its revolution around another celestial body.

salt water water from the seas and oceans. It contains a lot of salt.

outer planet one of the four planets farthest away from the Sun. They are made up of gases and are very large.

sewer an underground pipe that carries liquid waste away from homes and factories.

revolution the movement of the Earth on its orbit around the Sun that causes the four seasons. One complete orbit takes 365 days.

treatment plant a place where water is cleaned.

rotation the movement of the Earth on its axis that causes day and night. One rotation takes 24 hours.

snowflake a small ice crystal that makes up snow. water cycle the movement of water around the Earth. It includes the processes of evaporation, condensation and precipitation. well a deep hole in the ground from which water is extracted.

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9 air and Weather air the mixture of gases that surrounds the Earth. anemometer an instrument used to measure wind speed. atmosphere the layer of gases surrounding the Earth. breeze a very light wind.

coastal plain an area of low land on the coast. course the journey of a river from the source to the mouth.

c

dam a strong wall that stops the flow of river water to create a reservoir.

h

flood plain a flat area of fertile land next to a river. It is lower than the surrounding land.

carbon dioxide a gas found in air. Living things release carbon dioxide when they breathe out.

flow the volume of water in a river.

climate the typical weather conditions in one area over a long period of time.

gulf a large area of sea that bites into the land.

gale a very strong wind.

h

foot the lowest part of a mountain.

m

island an area of land surrounded by water. isthmus a strip of land that connects a peninsula to the mainland.

n

lake a large area of fresh water surrounded by land.

s

nitrogen the most abundant gas in air. oxygen the second most abundant gas in air. Plants produce oxygen. Living things need oxygen to breathe.

lower course the part of a river that is near the mouth of the river.

s

pluviometer an instrument used to measure precipitation.

man-made feature a feature added to a landscape by people. For example, a tunnel, a motorway or a bridge.

v

precipitation water that falls to Earth from clouds. Precipitation can fall as rain, snow or hail.

middle course the part of a river that flows through plains.

season one of the four quarters into which the year is divided: spring, summer, autumn and winter.

moor a high area of flat land with little vegetation.

hail water that falls to Earth as small pieces of ice. hurricane an extremely strong wind with rain.

snow water that falls to Earth as snowflakes.

mountain landscape a landscape that consists of mountains and valleys.

solar energy energy from sunlight.

mouth where a river ends at the sea.

thermometer an instrument used to measure temperature. weather the state of the atmosphere at a particular time and place. It refers to different things, such as temperature, precipitation and wind. weather station a place where weather conditions are measured and recorded. weather vane an instrument used to indicate wind direction. wind a natural movement of air.

10 LandscaPes

188

cliff an area of high land near the sea.

p

z

peninsula a narrow piece of land surrounded by water on three sides, but joined to a larger piece of land.

a

plain a very large area of flat land. pond a small lake.

c

relief map a map that shows the height of the land. Each colour represents a different height.

c

c

reservoir a man-made lake for storing river water. river a large, flowing body of water.

c

river bed the ground over which a river flows.

d

slope the steep side of a mountain between the summit and the foot.

d

source where a river begins.

f

archipelago a group of islands.

summit the highest part of a mountain.

bay a small gulf.

tributary a river that flows into a larger river.

f

cape a large piece of land that sticks out into the sea.

upper course the part of a river near the source.

f

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GLOSSARY

11 viLLages and cities

forestry obtaining wood and looking after natural resources from forests.

city a place of greater size and population than a village or town.

free-range farming stockbreeding where the animals live in the open and eat grass or grain.

historic centre usually the oldest part of a city. The streets are narrow and the buildings are not very tall.

greenhouse a glass building where plants are grown.

housing estate a group of houses that look very similar. Housing estates are usually outside villages. modern district an area that often surrounds the city centre. The streets are wide and usually there are tall buildings. neighbourhood a part of a city or town.

harvest to cut and gather ripe crops. industrial crops plants grown to be transformed into other products in factories, for example, sugar beet and cotton. industrial estate a place where factories are grouped together outside cities. industrial process the transformation of raw materials into manufactured products in factories.

pen friend a person you write letters to.

intensive farming stockbreeding where the animals live in pens and barns. They eat hay or dry feed.

street map a map that represents city streets and buildings. It shows symbols for important buildings, such as museums and hospitals.

irrigation watering plants with water from rivers or lakes.

suburb a residential area away from the centre of a city. In many suburbs there are shopping centres, factories and industrial estates.

lumberjack a person who cuts down trees.

village a place of smaller size and population than a city. zebra crossing a place on a road marked with wide black and white lines. Vehicles must stop for people to walk across.

livestock farm animals. manufactured product a product made in a factory from raw materials. mining extracting stones and minerals from under the ground. For example, coal mining. natural resource something of value found in nature. For example, minerals, timber or fresh water. open mining extracting minerals which are near the surface of the Earth. plough to turn the soil to prepare it for growing crops.

12 JObs assembly line a production process where each worker makes only one part of a product and then passes it on to another worker. cattle cows and bulls. coastal fishing when fishermen fish near the coast. consumer industry an industry that makes products to sell directly, for example, the car industry. crop farmer a person who grows plants for food. deep-sea fishing when fishermen fish a long way from the coast. dry farming a method of growing crops in dry areas. factory a place where workers turn raw materials into manufactured products.

poultry chickens and turkeys. primary industry an industry that transforms raw materials into other materials, which are then used by other industries. For example, steel. quarry a large, open hole on the surface of the Earth. raw material a natural resource, for example, cotton. stockbreeding animal farming. technological industry an industry that uses modern machines to make new products, such as computers. textile industry a consumer industry where fabric is transformed into clothes.

fertilise to add nutrients to the soil.

thematic map a map that uses colours and symbols to represent specific information about an area.

food crops plants grown for food for people or animals, for example, vegetables and alfalfa.

underground mine a tunnel below the surface of the Earth to extract minerals deep under the ground.

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13 WOrK and services

14 LOcaL gOvernment

‘best-before’ date the date by which a product should be consumed.

citizen a person who lives in a particular place.

cash bank notes and coins.

election manifesto a document in which a candidate explains what they will do if they are elected.

b

food hygiene inspection service a service which checks that the food we buy is safe to eat.

c

highway service a service which is responsible for maintaining and repairing road signs and traffic signals.

d

communications satellite a communications satellite is used to send and receive sound and images. communications service a service provided by television, radio, newspapers and the Internet. cultural service a service that organises activities related to music, literature and art. educational service a service provided by schools and universities. electronic commerce shopping on the Internet. health service a service which provides health care. media a way to send information to many people at the same time, for example, newspapers, television, radio and the Internet.

b

elect to choose or vote for somebody or something.

f

local council the people responsible for organising municipal services. local councillor a member of the local council.

f

local election the opportunity to elect local councillors. Local elections are held every four years.

g

h

mayor the head of the local council.

h

private service a service provided by individuals or private companies.

municipal service a basic service that is provided by the local council, for example, schools and hospitals.

recreational service a service which organises part-time activities related to hobbies.

reach an agreement to arrive at a decision by consensus.

retailer a person who buys products from wholesalers and sells them to consumers.

sanitation service a service which keeps towns and cities clean, for example, a rubbish collection service.

tourism service a service for tourists. For example, travel agencies, hotels and restaurants. trade the buying and selling of products. trader a person or company that sells products from the producers to the consumers. transport service a service that moves passengers and merchandise from one place to another. wholesaler a person who buys large quantities of a product from a producer and then sells them to a retailer.

c

h

h

h

survey a way of collecting information from many people by asking questions and recording the answers.

l

m

town hall the building where the local council works.

m

town planning service a service which regulates the construction industry, so that buildings are safe and well-designed.

n

vote to choose the person you want to win an election.

p

water service a service which cleans the sewers and drains.

p

p

p

s

s

t

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GLOSSARY

15 Finding Out abOut the Past beefeater a person who guards the Tower of London. blacksmith a person who makes things from iron.

tradition a custom of a village or a city that makes it different from other places. For example, traditional music, food or crafts. vandalism deliberately damaging or destroying public property or someone else’s property.

century a period of one hundred years. coat of arms a historical symbol that usually represents the landscape or the traditions of a place or family. decade a period of ten years. festival a celebration. Festivals celebrate many different things, for example, battles or religious events. future what will happen later. graffiti words or pictures drawn on walls in public places. high-rise flats very tall buildings with many floors. historical monument a very old building, for example, a very old church or castle. historical record a written, pictorial or physical item from the past that gives us information about the past. historical symbol something that represents a town or village, such as a flag or a coat of arms. hut a small house made of branches and animal skins. legend a story about a person or people who lived a long time ago. millennium a period of one thousand years. miller a person who makes flour. nobleman a person of high social rank. Hundreds of years ago noblemen lived in castles. past what happened before now. personal history the important moments of your life. present what is happening now. primitive people humans who lived in simple societies thousands of years ago. slave a person who is owned by another person and has to work for that person. sporting service a service that organises activities related to hobbies and sports. timeline a way to write down past events in order. A timeline can be divided into days, years or longer periods of time.

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Class audio transcripts UNIT 1. Your body Track 1.1 page 7

Track 1.3 page 11

Listen and say which child.

Listen and point to the muscles in the girl’s arm.

This This This This

girl is bending her elbow. girl is pointing to her wrist. boy is pointing to his knee. boy is pointing to his ankle.

Track 1.2 page 9 Listen to the description of Joanna.

Joanna is eight years old. She is short and slim and has fair skin. She has long, straight, brown hair. She has small, black eyes. Her nose is straight and small. She has a small mouth with thin lips.

Photo A. The biceps contracts. The triceps extends. The arm bends at the elbow. Photo B. The triceps contracts. The biceps extends. The arm stretches. Track 1.4 page 13 Listen and check your answers.

1. Adulthood: Sally is an adult. Childhood: Ian is a baby. 2. Childhood: Ana is a child. 3. Adolescence: David is an adolescent.

4. Adulthood: Fernando is an adult. Sally is an adult. 5. Old age: Henry is an old person. Track 1.5 page 16

and muscles work together to move your body. Your body changes throughout your life. The main stages are: childhood, adolescence, adulthood and old age.

Listen to the summary.

The human body There are three main parts to your body: the head, the trunk and the limbs. The outside of your body is covered with skin. There are different organs inside your body. Your skeleton is made up of bones. It supports your body. Muscles are connected to your bones. They are flexible. Bones

UNIT 2. Our senses Track 2.1 page 19 Listen and say which illustration.

1. Aah! My hands feel warm! 2. Mmm… This tastes great. It’s strawberry. 3. Oooh! This smells great! Track 2.2 page 21 Listen, point to the illustration and repeat.

A. The boy’s eyes see a flying object. B. This information is sent to his brain through the optic nerve. C. His brain knows that it is a butterfly and not a bird. Track 2.3 page 22 Listen and identify the sounds.

1. (A car revving up.) It’s a car. 2. (A guitar playing.) It’s a guitar. 3. (A dog barking.) It’s a dog.

4. (Children in the playground.) It’s 8. Touch receptors in the skin children in the playground. help you to distinguish temperature and pain. 5. ('Open your books at page 23.') It’s a teacher talking. Track 2.5 page 28 6. (A drum playing.) It’s a drum. Track 2.4 page 25


The senses • The sense of sight allows you to know what is around you 1. The sense organ of smell is the whenever there is light. The nose. eyes are the sense organs 2. The nasal cavity has smell of sight. Eyes capture light receptors. through the retina. 3. The sense of taste allows you • The sense of hearing allows to capture different smells. you to capture sounds. The 4. The tongue is covered with ears are the sense organs of small bumps called taste buds. hearing. The pinna captures 5. The taste buds distinguish sounds that travel to the seven different flavours. cochlea. The cochlea sends the 6. The basic flavours are sweet, sounds to the brain. salty, sour, bitter and umami. • The sense of smell allows you 7. The skin is the sense organ of to capture smells. hearing. The nose is the sense organ of smell. Listen and say True or False.

• The sense of taste allows you to capture basic tastes. The tongue is the sense organ of taste. • The sense of touch allows you to identify many characteristics of objects around you. The skin is the sense organ of touch.

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UNIT 3. Living things Track 3.1 page 31 Listen and check your answers.

• They eat other living things. Animals: Yes; Plants: No. • They have leaves. Animals: No; Plants: Yes. • They move about. Animals: Yes; Plants: No. • They have roots which grow in the ground. Animals: No; Plants: Yes. • They produce their own food. Animals: No; Plants: Yes. Track 3.2 page 33 Listen to the definitions and say the correct answer.

1. This is the green substance in leaves. Is it chlorophyll or carbon dioxide? 2. Water is taken in through these parts of a plant. Are they roots or leaves? 3. Sunlight gives this to a plant. Is it water or energy? 4. These are nutrients in the soil. Are they mineral salts or gases? 5. Plants make their own food through this process. Is it reproduction or photosynthesis?

6. Plants need this gas during photosynthesis. Is it water or carbon dioxide? Track 3.3 page 34 Listen and point to the parts of the illustration.

Point to the bird. Point to the cat’s eyes. The eyes see the bird. Point to the cat’s nerves. The information is sent to the brain through the nerves. Point to the cat’s brain. The brain studies this information. Point to the cat’s legs. The brain sends information to the muscles in the cat’s legs. The cat jumps to catch the bird. Track 3.4 page 37 Listen and say sexual reproduction or asexual reproduction.

1. A starfish breaks in two and makes two new starfish. Is this sexual reproduction or asexual reproduction? 2. A new plant grows from a cutting. Is this sexual reproduction or asexual reproduction?

3. A female dog has puppies. Is this sexual reproduction or asexual reproduction? 4. A female chicken lays eggs. Is this sexual reproduction or asexual reproduction? 5. An apple tree grows flowers and then apples. The seeds are inside the apple. Is this sexual reproduction or asexual reproduction? Track 3.5 page 39 Listen to the text.

A shepherd and his sheep Peter lives in the countryside. When the weather is nice, he takes his flock of sheep out to the fields. Sheep like to eat grass and weeds. Lightning and Sparky are his sheepdogs. They help look after the flock. In the evening, Peter takes his flock back to the sheep pen. The male sheep is called a ram. Some rams have horns like this one. Young sheep are called lambs. When they are born, lambs drink their mother’s milk. Sheep are very useful to human beings. We use sheep for milk, cheese, wool and meat.

Track 3.6 page 40 Listen to the summary.

Living things Living things carry out life processes. Three of these life processes are nutrition, sensitivity and reproduction. • Nutrition provides the body with energy so we can move and nutrients so we can grow and develop. Animals eat food to carry out nutrition. Plants produce their own food through photosynthesis. • Sensitivity is the ability of living things to react to their environment. Animals react to the environment using sense organs, the nervous system and muscles. Plants also have sensitivity. • Reproduction is the ability of living things to produce new living things of their own kind. Most animals and plants reproduce sexually. However, some animals and plants reproduce asexually.

UNIT 4. VERTEBRATE ANIMALS Track 4.1 page 43 Listen to the animals and say the vertebrate group.

1. Is this an amphibian or a bird? (Sound of a toad.) 2. Is this a reptile or a fish? (Sound of a rattlesnake.) 3. Is this a mammal or an amphibian? (Girl laughing.) 4. Is this a mammal or a bird? (Sound of an owl.) 5. Is this a fish or a mammal? (Sound of a whale.) Track 4.2 page 45 Listen and say True or False.

1. Mammals are vertebrates. 2. Mammals breathe air through gills. 3. Mammals are oviparous. 4. Mammals cannot use tools.

5. Humans are mammals. 6. Most mammals have fur or hair.

Track 4.4 page 49

Track 4.3 page 46

The female frog lays eggs in the water. The eggs are called frogspawn. The tadpole hatches from the egg. The tadpole grows back legs. The tadpole grows front legs. Now the tadpole has four legs. The tail gets shorter. The tadpole is now a young frog.

Listen and say reptiles, birds or both.

1. They have feathers. Reptiles, birds or both? 2. They have scales. Reptiles, birds or both? 3. They have legs and a tail. Reptiles, birds or both? 4. They are oviparous. Reptiles, birds or both? 5. They take care of their babies. Reptiles, birds or both? 6. They have wings. Reptiles, birds or both?

Listen to how amphibians reproduce. Follow the sequence with your finger.


Vertebrate animals • Mammals breathe through lungs and most of them have fur or hair. They are viviparous and the babies drink their mother’s milk.

• Reptiles breathe through lungs and have scales. They are oviparous and do not take care of their babies. • Birds breathe through lungs and have feathers, wings and a beak. They are oviparous and take care of their babies. • Amphibians are born in water and breathe through gills. When they are adults, they live on land and breathe through lungs. They are oviparous and do not take care of their babies. • Fish live in water, breathe through gills and have scales. They are oviparous and do not take care of their babies.

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UNIT 5. INVERTEBRATE ANIMALS Track 5.1 page 55

Track 5.2 page 57

Listen and check your chart.

Listen and say the invertebrate.

A snake has got a backbone. It is a vertebrate. A mussel hasn’t got a backbone. It is an invertebrate. A mouse has got a backbone. It is a vertebrate. A prawn hasn’t got bones. It is an invertebrate. A trout has got a backbone. It is a vertebrate. A tarantula hasn’t got bones. It is an invertebrate.

A. It floats in the water. It can sting you with its tentacles. B. It spins webs to trap insects. C. It has a flat foot. It hides in its shell when it is scared. Track 5.3 page 59 Listen and say True or False.

1. 2. 3. 4.

All insects have six legs. Bees live in beehives. Insects haven’t got wings. A cocoon is part of the life cycle of a silk moth.

5. Some insects damage crops and transmit diseases. 6. Bees make silk. Track 5.4 page 62 Listen to the summary.

Invertebrate animals Invertebrate animals can be classified into groups: jellyfish, worms, molluscs and arthropods. • Jellyfish are marine animals. They have tentacles that sting. • Worms are long and soft. They do not have legs. • All molluscs have soft bodies. Snails and mussels have shells. The octopus does not have a shell.

• Spiders, crabs and insects are all arthropods. • Insects’ bodies are divided into three main parts: head, thorax and abdomen. The head contains the antennae. The thorax contains six legs and four wings. The abdomen contains the organs.

UNIT 6. MACHINES Track 6.1 page 67 Listen and say what type of energy each machine uses: petrol, human force or electricity.

1. 2. 3. 4. 5. 6.

A A A A A A

games console. pair of scissors. camera. motorbike. skateboard. helicopter.

Track 6.2 page 69 Listen and say the energy source.

1. A girl riding a bicycle: Is the energy source people or combustible fuel? 2. A washing machine washing clothes: Is the energy source wind or electricity? 3. A man sailing a sailing boat: Is the energy source wind or people? 4. A family travelling by car: Is the energy source people or combustible fuel? Track 6.3 page 70 Listen and say which simple machine.

1. It is a rope wrapped around a wheel. It helps to lift heavy objects. Is it a pulley or a lever?

2. It is a solid disk that turns on an axle. It helps to move objects from one place to another. Is it a ramp or a wheel? 3. It is an inclined plane. It helps to move heavy objects from a lower to a higher place. Is it a pulley or a ramp? 4. It is a bar that rests on a pivot point. It makes it easy to lift heavy objects. Is it a lever or a wheel? Track 6.4 page 71 Part 1: Listen to these definitions of compound machines.

1. Compound machines are made up of two or more simple machines working together. 2. Motors produce movement. They can be electric or gas. 3. Gears are wheels with teeth that produce movement. 4. Electric circuits have switches and wires. They help electricity flow through the different parts of a machine. 5. Electronic circuits are electric circuits with very small parts called microchips.

Part 2: Now listen and say True or False.

1. A CD player has got a motor. 2. A CD player is a simple machine. 3. Bicycles have got gears. 4. A bicycle is a compound machine. 5. Lights have got electric circuits. 6. A light is a simple machine. 7. A computer has got electronic circuits. 8. A computer is a compound machine.

Machines can be simple or compound. Simple machines have one or few parts. Compound machines are made up of two or more simple machines working together.

Track 6.5 page 74 Listen to the summary. Machines

Machines are objects that make work easier. Machines can have different uses. For example, exerting force, pushing and pulling objects, or helping people communicate with each other. Machines need energy to function. This energy comes from people, electricity, wind or combustible fuels.

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Class audio transcripts

UNIT 7. PLANET EARTH Track 7.1 page 77

Track 7.3 page 81

Listen and say which drawing is correct.

Look at the illustration of the compass points. Imagine you are the girl. Follow the instructions.

The Sun does not move. The Earth moves. It orbits the Sun. The Earth spins like a top. It rotates once every 24 hours. This is one day. Half the Earth gets light from the Sun. In this half, it is day. The other half does not get light. In this half, it is night. Track 7.2 page 79 Listen and say the Earth, the Sun or the Moon.

1. It consists of land and water and is surrounded by a layer of air called the atmosphere. 2. It is like a giant ball of fire. 3. It reflects light from the Sun. 4. It has seas with no water in them. 5. Living things exist here. 6. It is thousands of times bigger than the Earth.

1. Stand up. Point your left hand west. Point your right hand east. 2. Turn and face the other direction. Point your right hand west. Point your left hand east. South is in front of you. Track 7.4 page 83 Listen, follow the instructions and say the continent.

1. Start at Africa. Go North. What continent are you on? 2. Start at Europe. Go East. What continent are you on? 3. Start at Africa. Go South. What continent are you on? 4. Start at Europe. Go West. What continent are you on?

5. Start at Oceania. Go North. What continent are you on? 6. Start at Asia. Go East. What continent are you on?

The Moon

Track 7.5 page 86

The Sun

Listen to the summary. The Earth

The Earth is a planet. The surface is covered with oceans and continents. It is surrounded by a layer of air called the atmosphere. The Earth is constantly moving. It rotates on its axis. This movement is called rotation. This takes 24 hours and causes night and day. The Earth orbits the Sun. This movement is called Earth revolution and takes 365 days. This causes the four seasons.

The Moon is the Earth’s natural satellite. The orbit of the Moon around the Earth produces the Moon phases. The Sun is a star. It is the closest star to the Earth. It gives off light and heat. It is much larger than the Earth.

UNIT 8. WATER Track 8.1 page 89 Listen and check your answers.

1. B: In saucepan B there is ice. Ice is a solid. 2. C: In saucepan C the ice is heated. It changes into liquid water. 3. A: In saucepan A the water is heated. It changes into water vapour. Track 8.2 page 90 Listen and say the process.

1. Water is heated and turns into water vapour. 2. Ice is heated and turns into water. 3. Water vapour cools and turns into liquid water. 4. Water cools and turns into ice. Track 8.3 page 92 Listen and say salt water or fresh water.

1. The Pacific Ocean. 2. A lake.

3. The Amazon River. 4. The Mediterranean Sea. Track 8.4 page 95 Listen and follow the water cycle with your finger.

1. Water from the sea evaporates. 2. Water vapour condenses and forms clouds. 3. Wind moves the clouds over the land. 4. Water from clouds falls as rain, snow or hail. 5. Rain falls in the rivers and goes to the sea. 6. Some rain goes into the ground as groundwater. Track 8.5 page 97 Listen and follow the arrows on the diagram with your finger.

1. River water collects in reservoirs. 2. Groundwater is taken from wells.

3. Water passes through pipes to treatment plants. 4. Water is stored in tanks. 5. Water flows to homes through pipes. 6. Used water and rain water flow through sewers to treatment plants. 7. Treated water goes back into the river. It is used for watering parks and gardens. Track 8.6 page 98 Listen to the summary. Water

Water can exist in three states: solid, liquid and gaseous. A change in state takes place when water passes from one state to another. The four changes of state are melting, freezing, evaporation and condensation. Water is found in seas and oceans. Sea and ocean water is salty. On the continents, water is found in lakes and rivers. This is fresh water.

Water can also be found in aquifers. Aquifers are large deposits of groundwater. Water is found as ice and snow in high mountains, and at the North Pole and the South Pole. Water is in constant motion. River and ocean water evaporates, then passes into the atmosphere. In the atmosphere, water vapour condenses and forms clouds. Water falls from the clouds to the Earth as rain, snow or hail. This water flows into streams. Streams flow into rivers. Rivers flow into seas and oceans.

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UNIT 9. AIR AND WEATHER Track 9.1 page 101 Listen and answer the questions about the weather.

1. A boy is flying a kite. Is it windy or calm? 2. A boy is carrying an umbrella. Is it dry or wet? 3. Some children are swimming in the river. Is it hot or cold? 4. A sailing boat isn’t moving. Is it windy or calm? 5. A family is having a picnic. Is it dry or wet? 6. A boy is skiing. Is it hot or cold? Track 9.2 page 103 Listen and say True or False.

1. 2. 3. 4. 5.

Air contains only oxygen. Birds cannot fly without air. Air has no weight. Air occupies space. The air we breathe is in the lower part of the atmosphere.

6. Rain and wind are produced in the upper part of the atmosphere. Track 9.3 page 105 Listen and say mountain, coastal or continental climate.

1. I live in a place where the temperatures are mild all year round. I don’t live in the mountains. 2. I live in a place a long way from the coast. The temperature is very low in winter and very high in summer. 3. I live in a high place. The temperatures are low. It snows a lot in winter. Track 9.4 page 107 Listen and say the season.

1. In this season it often rains. Temperatures are warm. Flowers and grass start to grow.

2. In this season the temperatures are mild at the beginning and colder at the end. The nights get longer. 3. This is the coldest season. At the beginning, the days are shorter and the nights are longer. 4. This is the hottest season. It doesn’t rain very much. At the beginning, the days are longer and the nights are shorter. Track 9.5 page 110

• Air moves. Movement of air is called wind. • The atmosphere is the layer of air that surrounds the Earth. Weather

• Weather is the state of the temperature, precipitation and wind in the atmosphere. • Climate is the typical weather conditions in one area. • Weather changes with the seasons: winter, spring, summer and autumn.

Listen to the summary. Air

• Air is the mixture of gases which surrounds the Earth. • Air contains three main gases: nitrogen, oxygen and carbon dioxide. • Air has weight. It occupies space. • Air does not have its own shape. It takes the shape of the thing it is inside.

UNIT 10. LANDSCAPES Track 10.1 page 113 Listen and say the type of landscape: mountain, coastal or plains.

1. T he best place to fly kites is up here on the cliffs. There’s lots of wind. 2. Be careful driving in this area. The roads are narrow and winding. Sometimes there is a lot of snow. 3. You can see for miles and miles here because there are no hills or mountains. There are a lot of farms. Track 10.2 page 115 Listen and point to the places on the illustration on page 114.

1. The summit is the highest part of a mountain. 2. A flood plain is a flat area of fertile land next to a river. 3. A hill is a small, raised area. 4. The foot is the lowest part of a mountain. 5. A moor is a high area of flat land with little vegetation.

6. The slope is the steep side between the summit and the foot of a mountain. Track 10.3 page 117 Listen to the definitions and say the word.

1. It is a group of islands. 2. It is an area of land completely surrounded by water. 3. It is a large piece of land that sticks out into the sea. 4. It is a large area of sea that bites into the land. 5. It is a narrow piece of land surrounded by water on three sides. 6. It is a small gulf. Track 10.4 page 118 Listen to Anne describing what she can see. Is she in the upper course, the middle course or the lower course of the river?

1. I can see the mouth of the river. It is very wide and the water is flowing slowly.

2. I am in the mountains. The river is very narrow but the water is flowing very fast. 3. I am not near the mouth of the river, or the mountains. The land is very flat and the water is flowing quite slowly.

Rivers always flow downhill. Rivers flow into other rivers or into the sea. • A tributary is a river that flows into a larger river.

Track 10.5 page 122 Listen to the summary. Landscapes

• Landscapes can be inland or coastal. • Inland landscapes are far from the sea. There are mountains and plains. • Mountain landscapes consist of mountains and valleys. • Flat landscapes consist of plains, moors and flood plains. • Coastal landscapes are near the sea. They can have beaches and cliffs. Rivers

• A river is a large, flowing body of water. Rivers begin in high areas such as mountains.

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UNIT 11. VILLAGES AND CITIES Track 11.1 page 127 Listen and say city or village.

1. I live in a small flat in a tall building. 2. The traffic is really noisy in my street. 3. I can hear the birds singing in my garden in the morning. 4. The church is at the top of a narrow, winding road. 5. There are lots of traffic lights in my street. Track 11.2 page 129 Listen and answer True or False.

1. Plains are large areas of flat land. 2. There are not many farms on plains. 3. Villages on plains have narrow, winding roads. 4. Villages on plains often have housing estates.

5. Housing estates are groups of houses that look very similar. Track 11.3 page 130 Listen and say the part of the city: historic centre, modern district or suburbs.

1. I live in the oldest part of town. 2. I live in a residential area away from the centre. 3. I live in a wide street, in a tall building. 4. I live in a narrow street, near the cathedral. 5. I live in a block of flats. I go to work by train. Track 11.4 page 133 Listen and say which photograph.

1. Pedestrians should always cross the street at the zebra crossing.

2. Passengers should always wait their turn to get on and off the bus. 3. Passengers should always get in and out of the car on the side of the pavement. 4. Pedestrians should always walk on the pavement. 5. Pedestrians should always cross the street when the pedestrian light is green. 6. Passengers should always sit in the back seat and wear a seat belt.

• Cities are big. The streets are long and wide. The buildings are tall. Cities have three main parts: the historic centre, the modern district and the suburbs.


Villages and cities Most people live in villages or cities. • Villages are usually small. The streets are narrow. The buildings are usually low. There are villages in the mountains, on the plains and on the coast.

UNIT 12. JOBS Track 12.1 page 137

Track 12.3 page 141

Track 12.5 page 143

Track 12.6 page 146

Listen and say which illustration.

Listen and say the job.

Listen and say the type of industry: primary, consumer, or technological.


1. These manufactured products are made from leather. 2. These manufactured products are made from wool. 3. These manufactured products are made from gold and silver. 4. These manufactured products are made from wood.

1. I work in a deep tunnel and dig minerals out of the ground. 2. I work in the forest. I cut down lots of trees. 3. I work near the coast. I go out to sea every day to catch fish. 4. I breed cattle for meat and milk, and poultry for meat and eggs.

Track 12.2 page 139

Track 12.4 page 142

Listen and say True or False.

Listen and follow the illustrations with your finger.

1. Crop farmers grow food for people and animals. 2. Fabric is made from alfalfa. 3. Farmers plough the fields to turn the soil. 4. Dry crops do not need a lot of water to grow. 5. Water for irrigation water comes from rivers or lakes. 6. A combine harvester is used to pick grapes.

A. Lumberjacks cut down the trees. B. Lorries transport the timber to the factory. C. Machines saw the timber into boards. D. Factory workers make the wood into furniture.

1. I work in a car factory. I help make cars. Primary or consumer industry? 2. I work in a mobile phone factory. Technological or primary industry? 3. I work in a biscuit factory. Primary or consumer industry? 4. I work on a farm. I breed livestock. Technological or primary industry? 5. I work in a cement factory. Technological or primary industry? 6. I work in a toy factory. Consumer or technological industry?

Jobs in nature Many people work in nature. We use the products they obtain every day. • Crop farmers work the land to grow the fruit and vegetables we eat. • Stockbreeders breed farm animals for their meat, milk and eggs. • Fishermen work at sea to catch fish and shellfish. • Miners dig mines and quarries to find minerals and rocks. • Lumberjacks cut down trees for wood. Jobs in industry • The industrial process changes raw materials into manufactured products. • Factory workers specialise in one job. Many work on assembly lines. • Three types of industry are primary, consumer and technological.

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UNIT 13. WORK AND SERVICES Track 13.1 page 149

Track 13.2 page 151

Track 13.4 page 155

Listen to the dialogues and say which picture.

Listen and say which service.

Listen and say personal communication or the media.

1. Shop assistant: Can I help you? Man: I’d like some roses for Mother’s Day, please. 2. Shop assistant: Can I help you? Woman: I’d like some vegetables, please. 3. Shop assistant: Can I help you? Man: I’d like to see some trainers, please. 4. Shop assistant: Can I help you? Woman: I’d like to look at some televisions, please. 5. Shop assistant: Can I help you? Woman: I’d like this newspaper, please. 6. Shop assistant: Can I help you? Woman: I’d like a needle and some blue thread, please.

1. Receptionist: Good afternoon! Welcome to the George Hotel. 2. Train announcer: The 9.30 train to London is leaving from platform 4. 3. Teacher: Good morning, everyone! Open your Science books at page 151 please. 4. Doctor: Hello. I’m Doctor Jones. I work at the children’s hospital. 5. Announcer: The orchestra will now play Mozart’s piano concerto. 6. TV announcer: Tonight after the news, watch this week’s adventure film… Track 13.3 page 152 Listen and check your answers.

First, the farmer gets wool from the sheep. Then, lorry drivers take the wool to the factory. The woollen coat is made in a factory. Then, lorry drivers take the woollen coat to the warehouse. The coat then goes to markets, large shops and small shops.

1. Girl: Next week is my grandmother’s birthday. I’m going to send her a birthday card. 2. TV news reader: Good evening. This is the nine o’clock news on National Channel. Here is Allan Bigg reporting from Afghanistan. 3. Boy: I’m going to chat to my friend on the Internet tonight. He lives in Rome. 4. Man: John! It’s the Tokyo office on the telephone. Can you speak to them? 5. Radio announcer: It’s 12 o’clock and time to listen to something slower. For all the listeners out there who are in bed and feeling sleepy, this is one for you.

Schools and universities are examples of educational services. Buses, taxis, undergrounds and ferries are examples of public transport services. Clinics and hospitals provide health services. Television, radio, newspapers and the Internet provide communications services. Travel agencies, hotels and restaurants are examples of tourism services. Museums, cinemas and theatres provide cultural services.


Services The people who work in services do not make objects or products. They help people by providing a service. These services can be public or private.

UNIT 14. LOCAL GOVERNMENT Track 14.1 page 161 Listen and say which picture.

1. I am responsible for parks and gardens. Every day, gardeners clean the park and look after the plants and flowers. 2. I am in charge of cultural activities. Today there is a concert in the town square. 3. I am responsible for rubbish collection. I organise the street cleaners. They sweep the rubbish from the pavements and keep our streets clean. Track 14.2 page 163 Listen and say True or False.

1. Citizens vote for their firefighters in elections. 2. The local council is made up of the mayor and local councillors.

3. Citizens vote for councillors to represent them. 4. There are elections every five years. 5. To vote in local elections, citizens must be 18 years old or older. Track 14.3 page 165 Listen and say the municipal services.

1. This service is responsible for putting out fires. 2. This service is responsible for cleaning the streets. 3. This service is responsible for organising festivals. 4. This service is responsible for keeping the streets safe. 5. This service is responsible for making sure drinking water is clean.


The local council • The town hall is where the local council works. • The head of the local council is the mayor. • The local council organises the municipal services. • Municipal services are: food hygiene, police and fire services, sanitation, town planning, highways, culture and recreation. • Citizens vote for the councillors in the local elections. • The councillors elect the mayor. • Elections are held every four years.

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UNIT 15. FINDING OUT ABOUT THE PAST Track 15.1 page 171 Listen to how cars have changed.

Cars have changed. Look at the old, red car. This car is long and low. The lights are small and round. The windows are small. Now look at the modern, green car. This car is high. It has a modern design. The headlights are large. The windows are very big. This car is much faster, safer and more comfortable. Track 15.2 page 172 Listen and say if the records are written, pictorial or physical.

1. This painting of the village is two hundred years old. 2. That’s the old Roman bridge over the river. 3. Here’s an old video of Daddy on his tenth birthday. 4. This is my grandfather’s old diary.

5. They found an old Roman coin in the field. Track 15.3 page 174 Listen. Are these traditions or festivals? Can you name them?

1. (Sound of bagpipes.) 2. (… ‘5, 4, 3, 2, 1’. Big Ben striking, people shouting ‘Happy New Year!’, sound of fireworks.) 3. (Carol singers singing a jingle bells, ‘Jingle bells, jingle bells, jingle all the way, Oh what fun it is to ride on a one horse open sleigh…’) 4. (Man talking about the legend of the lizard of Jaen, Spain: ‘The legend says that an enormous lizard appeared near the fountain of Magdalena. The people were very frightened and couldn’t get water from the fountain. They tried to kill the lizard, but the lizard…’)

Track 15.4 page 177 Listen and say thousands of years ago, hundreds of years ago or nowadays.

1. The noblemen lived in castles and the common people lived in small villages. They worked as millers, blacksmiths and farmers. 2. People live in towns or cities. Most people work in services. They travel by car, train, boat and aeroplane. 3. People lived in huts made of branches and animal skins. They ate wild plants and hunted wild animals. They travelled on foot.

Long periods of time are measured in decades, centuries and millennia. Your personal history consists of the important moments in your life. You can remember them through personal records such as photographs, videos or objects. Towns and villages change with time. Traditions, local festivals, symbols and monuments are part of the history of a place. Historical records tell us about the history of a place. These can be written, pictorial or physical.


The passing of time Time is divided into past, present and future. Short periods of time are measured in days, weeks, months and years.

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Answer key Page

6

UNIT 1. YOUR BODY

M.A. a. have good eyesight. b. be the right weight. c. be healthy.

Think about.

heavy; floating; no; Exercise and eat a balanced diet.

7

8

9

Now you!

1. elbow. 2. M.A. elbow, knee, wrist, ankle, shoulder. 11

Questions.

1. Bones form the skeleton. They are hard, strong, rigid organs. 2. Muscles are flexible. They contract and extend to move bones. 3. True. M.A. Muscles are attached to the bones. They move the part of the body they are connected to. 4. M.A. There are 206 bones. O.A. (Open Answer). 13

2. Childhood: Ana is a child. 3. Adolescence: Ian is an adolescent. 4. Adulthood: Fernando is an adult. 5. Old age: Henry is an old person.

Questions.

1. a. adulthood, b. childhood, c. adolescence, d. old age. 2. Tick: His voice, His height, His muscles. 14

15

Your turn!

a. M.A. The surest way is using fingerprints. The easiest way is using facial features. b. O.A. c. O.A. 16

Summary chart.

Your body is made up of head, trunk, limbs. Your body goes through these stages: childhood, adolescence, adulthood, old age. 17

19

I can look after my skin.

M.A. You can protect your skin on a sunny beach by using sun cream, wearing a hat and staying out of the sun under an umbrella.

Think about.


1. Car A is nearer. Because it looks bigger. 2. M.A. television, computer and clock. 3. A taste, B smell, C touch. 21

Hands on!

Sketch of the inner eye: labels: iris, pupil, cornea, lens, retina, optic nerve. See Student’s Book (SB), page 20, Section 2 diagram.

Questions.

1. The retina. 2. The iris. 23

Questions.

1. The pinna. 2. M.A. The outer ear is external. It consists of the pinna. Sound travels from the outer ear to the middle ear through the ear canal. The inner ear is internal. It is very delicate. It consists of the cochlea. 3. Sight: It allows us to capture light. The parts are the cornea, the pupil, the iris, the lense and the retina. Hearing: The sense organ is the ear. The parts are the outer ear, the middle ear and the inner ear. 4. You have one ear on each side of your head. The pinna is the outer part of the ear. The eardrum is in the middle of the ear. It vibrates when it receives sound. 25

Now you!

Sweet: banana, M.A. pear; Salty: sardines, M.A. salted peanuts; Sour: M.A. natural yoghurt; Bitter: coffee, M.A. grapefruit.

Activities.

1. left labels: thorax, arm, thigh; right labels: head, forearm, abdomen, leg. 2. Your body is covered by skin. Underneath are your bones and your muscles. In your head is your brain which gives you the ability to think. In your trunk you have several organs, for example your heart. 3. The girl has got dark hair and the boy has got blond hair. 4. a. A and B are muscles. C is a joint and D is a bone. b. The arm will bend and the glass will rise. c. Exercise and eat well.

UNIT 2. OUR senses sight, hearing, taste, smell. The other sense is touch. smell; O.A.

Hands on!

M.A. The boy has olive skin and short, wavy hair. The girl has brown hair and fair skin. She is missing some teeth. M.A. My best friend has dark skin and long, wavy hair. She wears braces. M.A. I don’t wear braces. My skin is olive. My hair is straight. 10

18

Now you!

1. lungs, heart. 2. The kidneys are in the abdomen. M.A. (Model Answer): Where are the intestines?

Page


1. four. 2. A ankle, B wrist, C knee, D elbow. 3. Bones: femur, ulna, skull. Muscles: biceps, calf muscle, abdominals.

Our world.

Questions.

1. The eardrum is in the ear. It transmits sound.; The smell receptors are in the nose. They perceive smells.; The taste buds are on the tongue. They perceive flavours.; The touch receptors are in the skin. They feel heat or cold. 26

Activities.

1. First, light passes through the cornea, which is transparent. Then, it passes through a hole called the pupil, which is surrounded by the iris. After that, it passes through the lens, which helps the eye to focus. Finally, it reaches the retina. 2. A pinna, B eardrum, C three small bones, D cochlea. 3. a. You capture smells through the nasal cavity in the nose. b. You capture tastes through the taste buds on the tongue. c. The sense organ of touch is the skin. 4. b. The basic tastes are sweet, salty, sour, bitter and umami. c. The sense organ of touch is the skin. d. To taste food, you use your senses of taste and smell.

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27

Your turn!

2. a. Plants do not need food because they produce it themselves. b. Plants take in water and mineral salts through the roots. c. Plants take in a gas called carbon dioxide through the leaves. d. Chlorophyll helps plants use sunlight. 3. M.A. Drawing A represents asexual reproduction because the new plant will grow from a cutting. Drawing B represents sexual reproduction because the new plants will grow from seeds. 4. Sensitivity: Living things move and react to their environment. Nutrition: Living things need food to produce energy and matter. Reproduction: All living things produce more of their own kind.

a. Listening to five minutes of loud music. b. M.A. All types of music are the same. c. B is better for your hearing because it covers the entire ear. 28

Summary chart.

The eye is the sense organ of sight. The ear is the sense organ of hearing. The nose is the sense organ of smell. The tongue is the sense organ of taste. The skin is the sense organ of touch. 29

I can protect my eyesight.

M.A. I would buy B because they protect my eyes. Our world. M.A. I can help blind people cross the street or go up stairs. I would ask them if they want help. Then I would take their arm and guide them. Page 30

31

40

41

The big bird in the nest; no. M.A. ‘Incubate’ is when a bird sits on the eggs in a nest. M.A. They have feathers and wings. Most birds can fly. They lay eggs. Most birds build nests. M.A. robin, thrush, swallow, seagull, pigeon, eagle, owl, duck, ostrich.

Questions.

Questions.

1. the stomach. 2. M.A. Some plants close their leaves if you touch them. 3. Sensitivity: You receive information from your surroundings through the sense organs. This information travels through the nerves and reaches the brain. The brain decides what to do and sends orders to the muscles. 36

Page 42

38

43

1. Carnivores: other animals; M.A. lions, crocodiles; Herbivores: plants; M.A. giraffes, sheep; Omnivores: other animals and plants.; bears, pigs, human beings.

Think about.


1. C. 2. A python is a reptile. A swift is a bird. A chimpanzee is a mammal. A shark is a fish. A frog is an amphibian. 45

Now you!

1. Humans are mammals because they are vertebrates, they breathe through lungs and they are viviparous. 2. A is a primate because its eyes are at the front of its face and it has a big brain.

Questions.

1. M.A. bear, whale, dolphin, sheep, monkey, etc. 2. No. Humans walk on two legs. Whales and dolphins are marine mammals and they swim using their fins. 3. No. Marine mammals come to the surface of the water to breathe in oxygen from the air.

Questions.

Activities.

UNIT 4. VERTEBRATE ANIMALS yes; M.A. I can see a spinal column, a skull, a femur, a tibia, ribs. M.A. dogs, whales, bats; O.A.

Reproduction.

1. Sexual reproduction in animals is when the male and the female mate and create offspring. 2. M.A. snake. 3. Drawing of an apple with seeds inside. Drawing of an apple tree.

Our world.

O.A.

A is oviparous. B is viviparous. 37

I can choose different ways to reproduce a plant.

M.A. Sam should plant cuttings because it is easy and the geraniums will grow quickly.

1. Food provides us with energy and nutrients. 2. No. M.A. Plants produce their food through photosynthesis and they need sunlight to carry out photosynthesis. 35

Summary chart.

Living things carry out life processes which are nutrition, sensitivity and reproduction.

Think about.


Your turn!

a. herbivores; viviparous. b. M.A. goats and cows. c. O.A.

UNIT 3. LIVING THINGS

1. M.A. Living things: a cat; Non-living things: a train. 2. M.A. Living things breathe air, reproduce and eat food. Non-living things don’t breathe air, they don’t reproduce and they don’t eat food. 3. Animals: no; yes; no; no; Plants: yes; no; yes; yes. 33

39

47

Questions.

1. M.A. Birds and reptiles are similar because they both breathe through lungs and are oviparous. They are different because birds have wings, a beak and their skin is covered with feathers. Reptiles don’t have wings and their skin is covered with scales. Most reptiles do not incubate their eggs or feed or take care of their babies. Birds incubate their eggs, feed and take care of their babies. 2. No, because they breathe through lungs. They breathe oxygen from the air.

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49

3. Yes. Birds have scales on their legs. 4. M.A. emu, ostrich. No, all birds have feathers.

57

Hands on!

The female lays the eggs. The birds incubate the eggs. After 15 days the babies hatch.

Questions.

1. To breathe. Fish have gills. 2. They leg eggs in water. 3. No. 4. Amphibians breathe through lungs. 50

Activities.

1. The bodies of vertebrates have a head, a trunk and limbs. Many vertebrates also have a tail.; Fish and reptiles have scales all over their bodies. Amphibians have bare skin. Birds have feathers and mammals have hair or fur.; Birds breathe using their lungs. Fish breathe using their gills.; Mammals grow inside the mother’s womb. Fish grow inside an egg. 2. It breathes through lungs. New born babies drink milk. Its skin is covered with fur. The babies are born from their mother’s womb. 3. A. A fish. B. A snake. C. A bat. 51

1. The tentacles. 2. The slug and the octopus.

59

53

60

61

54

62

Hands on!

Summary chart.

Invertebrate animals can be classified into groups: jellyfish; worms, for example earthworms; molluscs, for example snails, mussels, octopuses; arthropods, for example spiders, crabs, insects. 63

I can classify animals.

It is a bird because it has feathers. It is a vertebrate because it has a backbone. It is an insect because it has two antennae, six legs and four wings.

I can choose a pet.

Our world.

M.A. The Spanish moon moth has got large green wings. On the wings are four circles. Its body is furry. It has short, dark brown antennae. M.A. People discover more insects than other animals because insects are the largest group of animals. M.A. No, most new species are discovered in nature. O.A.

Our world.

unit 5. invertebrate animals Think about.

an invertebrate; M.A. the air in the nautilus’ compartments; M.A. snail, worm, jellyfish, ant; M.A. snail, mussel, oyster, crab; O.A. 55

Drawing of a beetle; drawing of a dragonfly; labels: abdomen, legs, head, wings, thorax, antennae. See SB, page 58, Section 1 diagram.

M.A. No. No. Page

Activities.

1. Insects’ bodies have three main parts, the head, the thorax and the abdomen. The antennae and the eyes are part of the insect’s head. The thorax contains six legs and four wings. 2. M.A. There is a caterpillar in the first picture. There is a cocoon in the second picture. A butterfly is coming out of the cocoon in the third picture. There is an adult butterfly in the fourth picture. 3. A jellyfish: because it has tentacles. B worms: because it hasn’t got any legs. C spiders: because it has got eight legs. D molluscs: because it has got a shell. 4. M.A. with a soft body: mussels, worms; with legs: centipede, spiders; land: spiders, beetles; with a shell: snail, crab; without legs: jellyfish, worms; aquatic: nautilus, clams.

Summary chart.

O.A.

Questions.

1. M.A. Look at the body and see if the thorax has six legs and four wings. 2. O.A. 3. O.A.

Your turn!

Fish breathe through gills. Their bodies are covered with scales. The limbs are: no limbs. The reproduction is oviparous. Amphibians breathe through gills and lungs. Their bodies are covered with bare skin. The limbs are four legs. The reproduction is oviparous. Reptiles breathe through lungs. Their bodies are covered with scales. The limbs are four legs except for snakes which have no legs. The reproduction is oviparous. Birds breathe through lungs. Their bodies are covered with feathers. The limbs are two wings and two legs. The reproduction is oviparous. Mammals breathe through lungs. Their bodies are covered with hair or fur. The limbs are four legs, or two arms and two legs, or two wings and two legs. The reproduction is viviparous.

Now you!

A A jellyfish. Drawing of a jellyfish. B A spider. Drawing of a spider. C A snail. Drawing of a snail.

a. O.A. b. M.A. So that they will not disappear. 52

Questions.

Page 64

Term revision UNIT 1

1. A arm, B forearm, C thorax, D abdomen, E thigh, F leg. 2. a. bones, b. joints, c. muscles.


1. Vertebrates: snake, mouse, trout; Invertebrates: mussel, prawn, tarantula. 2. M.A. butterflies, worms, jellyfish. 3. M.A. ants, flies, beetles.

UNIT 2

3. M.A. The sense organ of touch is the skin. The touch receptors distinguish different sensations. The sense organ of hearing is the ear.

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ANSWER KEY

The cochlea receives the sound and sends it to the brain. The sense organ of smell is the nose. Smell receptors capture the odour and send signals to the brain. The sense organ of taste is the tongue. The taste buds distinguish five basic flavours. 4. b, c, a. 65

UNIT 3

5. M.A. A Reproduction: It shows eggs in a nest. B Nutrition: The cats are drinking milk. C Sensitivity: The children are responding to changes in the environment. They are using their eyes to see where the ball is, their brains to decide what to do and their muscles to run and kick. 6. Plants do not eat food because they produce their own food through photosynthesis.

All machines need energy to function. Motors can work with energy from petrol, which is a combustible fuel. 2. A communication, B helping with housework, C travelling, D exerting force. 3. A uses electricity. B uses electricity and human force. C uses combustible fuels. D uses human force. 4. A2, B1, C5, D4, E3. 74

Machines function with energy which can be from people, electricity, wind or combustible fuels. Machines can be simple with one or few parts or compound and have many parts. 75

UNIT 5

66

UNIT 6. Machines Think about.

M.A. A flying machine. M.A. aeroplane, helicopter. M.A. computer, dishwasher, hairdryer. 67

69

Page 76

Questions.

77

79

Your turn!

Questions.

1. A motor is a machine which produces movement. M.A. A motor that functions with electricity: a DVD player, a computer, a toaster. A motor that functions with combustible energy: a bus, an aeroplane, a tractor. 2. M.A. Simple machines: a wheel, a nutcracker, tweezers. Compound machines: tin opener, car, bicycle. 3. A a wheel and B a lever. 72

80

Questions.

Questions.

1. Rotation is the movement of the Earth as it rotates on its axis. It causes day and night. Revolution is the movement of the Earth as it orbits the Sun. It causes the seasons. 2. The four Moon phases: full moon, waning moon, waxing moon, new moon.

Activities.

1. Machines are objects that help save energy. Planes and cars help us move from one place to another.


1. M.A. A because most of the Earth is covered with water. 2. The Sun looks bigger and brighter than other stars in the sky because it is closer to the Earth. 3. No. The seas on Earth contain water, the seas on the Moon do not contain water. 4. Some people want to call our planet ‘Water’ because most of the Earth is covered with water. 5. Water from the seas is salt water. Water from rivers and lakes is fresh water. 6. You can see the Moon at night because it reflects light from the Sun. 7. The Moon seems bigger than the Sun because it is nearer. 8. No, they are not planets. The Moon is a satellite. The Sun is a star. 9. No, it is not possible to live on the Moon. The Moon does not have any water or air.

a. B, C, A. B is older because it uses human energy, and it is simpler with fewer parts. b. A uses combustible fuel, B uses human force, C uses human and animal force. M.A. A is the best because it is the most efficient. 71

Think about.

1. B. 2. During the day you can see the Sun and at night you can see the Moon. 3. Drawing A is correct because the Earth orbits the Sun.

1. Yes, a television is a machine. M.A. We use televisions for communicating. 2. M.A. a. bus, car, bicycle. b. calculator, computer, whiteboard. c. game console, scooter. d. computer, pen, calculator.

UNIT 7. Planet earth flat; no; M.A. Means of transport: car, hot air balloon, train, ship, submarine, plane, motorbike; aeroplane and ship; O.A.


1. M.A. One or few parts: tin opener, screwdriver, hammer. Many parts: television, computer, washing machine. 2. A You use a boat to travel. B You use a torch for light. C You use a calculator to calculate. D You use a cutter to cut. 3. A petrol, B electricity, C electricity, D human force.

Our world.

M.A. Scissors. I can cut myself. I have to use them carefully. A scooter. I can fall off. I have to ride sensibly. A toaster. I can get an electric shock. I shouldn’t put my fingers inside it.

8. A head, B thorax, C abdomen, D antennae, E wings, F legs. Page

I can choose a machine.

M.A. A is the cheapest. B is the most powerful. C is the strongest. M.A. I would buy C because it is the strongest but not the most expensive.

UNIT 4

7. A Carp, B Dolphin, C Turtle.

Summary chart.

81

Hands on!

O.A.

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83

1. The Northern Hemisphere and the Southern Hemisphere. 2. Continents: America, Europe, Asia, Africa, Oceania and Antarctica. Oceans: the Atlantic, the Pacific, the Indian, the Arctic and the Antarctic. 3. M.A. Europe. 4. Asia is in the East. 84

92

93

95

88

96

Questions.

Activities.

1. (clockwise) evaporation, condensation, freezing. 2. Use water: M.A. Water: I brush my teeth. I wash the dishes. I wash my clothes. I have a shower. I water the plants. No water: I study. I go to the shops. I walk my dog. I tidy my room. I put on my clothes. 3. Label on the left: rain; labels in the middle from top to bottom: river, sea; labels on the right from top to bottom: clouds, condensation, evaporation.

Our world.

97

Think about.


98

1. Plants take in water through their roots. 2. M.A. Uses of water: drinking, washing clothes, cooling nuclear power stations, putting out fires, growing plants. 3. M.A. You find water in lakes, the sea, rivers and rain. You find ice at the North and South Poles and in frozen lakes. You find water vapour in the shower and in the kitchen, for example when you boil water.

99

Your turn!

Summary chart.

Water is present in three states which are solid, liquid and gaseous. Water goes through four changes: melting, freezing, evaporation and condensation. I can identify ways to save water.

B, C, F; M.A. Turn off the tap when you brush your teeth. Use the dirty washing-up water to water the plants.

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a. Drinking water comes from reservoirs and wells. b. Water is treated twice. You can drink it the first time but not the second. c. O.A. d. M.A. To provide clean and safe drinking water.

To keep things cold. 0 degrees Celsius; The ice melts. O.A. 89

Questions.

1. a. When water vapour condenses, it forms clouds. b. Clouds move across the sky because of wind. c. Water falls from the clouds to the land as rain, snow or hail. d. Rivers carry the water back to the sea. 2. M.A. Water evaporates from the sea and forms water vapour. This vapour rises, condenses and forms clouds. Wind moves the clouds over the land. The water droplets in the clouds join together. The water falls back to Earth as rain, snow or hail. This water then goes into rivers and back to the sea or it sinks into the ground and forms aquifers.

I can choose a scientific instrument.

UNIT 8. water

Now you!

1. Salt water is in the sea and the oceans. It contains a lot of salt. Fresh water is in streams, rivers and lakes. It contains very little salt. 2. A aquifer, B fresh water, C salt water.

M.A. They eat fish. They have lots of body fat which keeps them warm. Page

Questions.

M.A. 466 litres.

Summary chart.

M.A. Binoculars: Advantages: Easy to use, Easy to carry. Disadvantages: Can’t see detailed images of the Moon, Can’t see any of the planets. Telescopes: Advantages: Can see detailed images of the Moon, Can see some of the planets. Disadvantages: Expensive, Not easy to carry. M.A. I would choose a telescope because you can see more with it.

1. M.A. People need water to drink and for many other uses: washing, bathing, watering plants. 2. Water freezes at 0 degrees Celsius.

The Earth’s movements are rotation this is when it turns on its axis, this causes night and day; revolution this is when it orbits the Sun, this produces the four seasons. 87

Hands on!

If it is hot, the ice melts faster. If it is cold, the ice melts slower. Instructions O.A. See SB, page 91. Yes, the quantity of ice that you put in a glass of water influences the time it takes to melt. If there is more ice, it takes longer to melt.

Your turn!

a. The smallest planet is Mercury. The largest planet is Jupiter. b. Mars is hotter than Jupiter because it is closer to the Sun. c. The inner planets are made of rock. The outer planets are made up of gases. The outer planets are larger and colder than the inner planets. 86

91

Activities.

1. Life on Earth is possible because the Sun always gives off light and heat. Most of the Earth is covered in water. The Sun is the nearest star to Earth. There are many craters on the surface of the Moon. 2. a. The rotation of the Earth takes 24 hours or one day. b. One Earth revolution takes 365 days or one year. c. One revolution of the Moon takes 28 days or a lunar month. 3. Students colour the left-hand side of the Earth and shade in pencil the right-hand side. 4. A West, B North, C East, D South. 85

4. B, C, A. In B, the ice is melting. In C, the water is getting warm. In A, the water is turning into water vapour.

Questions.

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ANSWER KEY

Our world.

109

M.A. WaterAid. O.A. Do a sponsored walk or run. Do a sponsored spelling test. Organise a raffle. Page 100

101

Think about.

Questions.

1. Air is the mixture of gases that surrounds the Earth. Nitrogen, oxygen and carbon dioxide are the gases that make up air. 2. Air is invisible, it has weight and it occupies space. 3. The atmosphere is the layer of gases that surrounds the Earth. The two parts are the lower part, which contains the air we breathe, and the upper part, which contains very little oxygen.

Questions.

1. Temperature, precipitation and wind. 2. Mountain climate: temperatures are low and it snows a lot in the winter. Coastal climate: temperatures are mild all year round. Continental climate: temperatures are very low in winter and high in summer. It doesn’t rain much.

Hands on!

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108

Page 112

UNIT 10. LANDSCAPES Think about.

humid; birch and yew; O.A. 113


1. O.A. 2. A shows a cliff. It is a high cliff next to the sea. B shows a beach. It is flat land next to the sea. 3. M.A. We can use river water for fishing, water sports, watering plants. 115

Questions.

1. Mountains are high with steep sides. Hills are small, raised areas. 2. M.A. Natural features: mountain and valley. Man-made features: village and road.

Now you!

a. M.A. On the flat land between the moor and the flood plain. b. M.A. At the foot of the mountain, near the slopes. c. M.A. On the flat land, near the river. 117

Questions.

1. A bay is a small area of sea that bites into the land. A gulf is a large area of sea that bites into the land. A peninsula is a narrow piece of land surrounded by water on three sides. A cape is a large piece of land that sticks out into the sea. An island is an area of land completely surrounded by water. 2. A beach is an area of low, flat land near the sea. A cliff is an area of high, rocky land near the sea. 3. M.A. People build hotels, roads and ports. 4. See SB, page 116, Coastal landscapes.

Activities.

1. Air is necessary for life. Air is a mixture of gases, for example nitrogen, oxygen and carbon dioxide. Earth is surrounded by the atmosphere. This is where rain and wind form. 2. a. The temperature is mild. Yes, it is raining. No, it isn’t windy. 3. A It is winter. It is sunny and cold. B It is summer. It is hot. C It is spring. It is mild. 4. O.A.

Our world.

M.A. It is important to keep our air clean because people, plants and animals need to breathe clean air. Other causes of air pollution: aeroplanes, CFCs (aerosols).

Questions.

1. M.A. In spring, the tree has flowers and green leaves. In summer, the leaves start to turn yellow. In autumn, the leaves turn brown and fall off. In winter, the tree has no leaves. 2. summer; winter; spring and autumn. 3. In spring, it rains a lot. Temperatures are mild. In summer, it does not rain much. Temperatures are high. In autumn, it often rains. At the beginning of autumn, temperatures are mild, but at the end of autumn, temperatures get colder. In winter, it can snow. Temperatures are low. 4. M.A. In Argentina on 21st December it is hot. It is the beginning of summer.

I can choose activities according to the weather.

a. sunny; b.windy, c. cold and snowy. O.A.

O.A. 107

Summary chart.

Weather is a combination of temperature, precipitation and wind. Weather changes with the seasons which are winter, spring, summer and autumn.

Now you!

B because there is more nitrogen than oxygen in air. 105

110


1. A, C, D. 2. It’s a windy day. 3. O.A. 103

a. Inside the box: Thermometer. Outside the box: Pluviometer, Anemometer, Weather vane. b. M.A. Some instruments are inside the box because they are not directly affected by wind or rain. Other instruments measure the wind and the rain and they need to be outside the box. c. Pluviometer empty: It is very hot. There is no rain. There is no wind. Pluviometer has water: It is very windy. There is some rain. The temperature is mild.

UNIT 9. AIR AND WEATHER yellow petals, long stems and small leaves; cacti and some grasses; Not very often, perhaps every 5, 20 or even 400 years. M.A. There is very little water so few plants and animals can grow and live in a desert.

Your turn!

107

Questions.

1. A river is a large, flowing body of water. A tributary is a smaller river that flows into a larger river.

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2. The three main parts of the course of a river are the upper course, the middle course and the lower course. The upper course is near the source. The river is narrow and flows very fast through the mountains. The middle course flows through the plains. The river has more water and flows more slowly. The lower course is near the mouth of the river. The river is wide and the water flows slowly. 3. A lake is a natural area of still water. A reservoir is a man-made area of still water. 4. The source of a river is where it starts. The mouth of the river is where it ends and meets the sea. A lake is a large body of fresh water. A pond is a small body of fresh water.

125

Now you!

121

122

Page 126

127

Summary chart.

Landscapes: inland which can be mountain landscapes which have mountains and valleys, or flat land where you can find moors, flood plains and plains; coastal which can be cliffs or beaches. 123

I can choose the best route.

O.A.

129

Our world.

Page 124

term revision UNIT 6

1. Television is used for entertaining and communicating. It works with electric energy. A hammer is used for exercising force. It works with human energy. A car is used for transporting. It works with energy from petrol.

UNIT 7

2.The Moon looks bigger than the Sun because it is closer to the Earth. 3. A east, B north, C south, D west.

UNIT 8

4. First row left to right: solid, liquid, gas. Second row left to right: freezing, condensation.

131

Think about.


1. B is a village. A is a city. 2. M.A. In A, the buildings are tall, and the streets are wide. There are a lot of cars. There are traffic lights and a zebra crossing. The pavements are wide. In B , the buildings are not tall. There are not many cars. There are no traffic lights or zebra crossings. The pavements are narrow.

Questions.

Questions.

1. M.A. Cities have a large population. They have many tall buildings. There are many services and a lot of traffic. 2. M.A. The streets are quite wide. There are many cars. The buildings are close together. Some buildings are tall.

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UNIT 11. villages and cities

1. M.A. Villages have a small population. The houses are low. The streets are short. There is usually a main square. The most important buildings are in the main square. Most people know each other. 2. In mountain villages, people usually work on farms or take care of the forests. In villages on the plains, people usually work on farms. In coastal villages, many people work in hotels and restaurants, but some are fishermen. 3. M.A. The coastal village is on a bay. The land is not flat. There is a hill. The buildings are quite tall and many of them are close to the water. There are boats in the port. 4. A is a mountain village. You can see cows in mountain villages. B is on the plains. You can see farms on the plains. C is a coastal village. You can see hotels in coastal villages.

O.A.; M.A. Don’t leave litter there. Don’t light fires or have barbeques in these areas. Plant more trees. Don’t chop down trees.

UNIT 10

In Brazil. America; modern; M.A. Brasilia is big. It is built on flat land. The streets are wide. It has some big buildings. It is quite green, and there are lots of open spaces. O.A.; O.A.

Hands on!

Green represents land that is at or near sea level (0 to 200 metres high). Yellow represents land that is 200 to 500 metres above sea level. white; the Cantabrian Chain; blue; the South; O.A.

UNIT 9

7. mountain B, river C, gulf E, mountain chain A, plains D, cape F. 8. The upper course of a river is narrower and faster and flows through the mountains. The middle course of a river is wider and slower and flows through the plains. The lower course of a river is wide and slow and flows into the sea.

Activities.

1. summit a, plains c, slope d, moors e, foot b. 2. The course of a river can be upper, middle or lower. Ponds are small lakes. A river bed is the ground over which a river flows. Tributaries are rivers that flow into other rivers. 3. narrow; slowly; flat; middle course, because it is flowing through the plains. 4. O.A.

6. A Air has weight, so the balloon with air is heavier than the balloon without air. B Air is invisible, but it occupies space, so air leaves the bottle and water goes in. C Air occupies space, so if you inflate something it changes shape because of the air inside it.

M.A. Near a reservoir because there is more volume of water and the land is flat. 120

5. a. Sea water evaporates and changes into water vapour. b. Water vapour condenses and forms clouds. c. Water in clouds is in a liquid state. d. The water droplets in clouds fall to earth as rain, snow or hail. e. When rain freezes, it falls to Earth as snow or hail.

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ANSWER KEY

Many buildings look like houses; these all look the same. 3. Two advantages: lots of services, many jobs. Two disadvantages: a lot of noise, a lot of pollution.

Free-range farming: the animals live in the open and eat grass or grain. 2. Coastal fishing: fishermen fish near the coast. They go out in small boats and use nets. Deep-sea fishing: fisherman fish a long way from the coast. They go out in big boats which have refrigerators. 3. We get stones and minerals from mines. We get wood from forests.

Hands on!

The museum. I found column C, then row 2. Car park A-3, museum C-2, Blue Street D-1. 132

Activities.

1. a. The streets are short and narrow. Village. b. Many people live here. They work in offices and factories. City. c. It has areas called suburbs. City. 2. suburbs: C, modern, wide. modern district: B, modern, wide. 3. O.A. 4. O.A. 133

Your turn!

1. O.A.; 2. M.A. We would have many problems. There would be a lot less food. There wouldn’t be as many animals for meat or milk or eggs. There wouldn’t be as many vegetables or fruit. 143

Summary chart.

Villages. The streets are narrow / short. The buildings are low. There are villages in the mountains, on the plains and on the coast. Cities. The streets are wide. The buildings are tall. Cities have three different parts: the historic centre, the modern district and the suburbs. 135

144

I can describe where I live. Our world.

M.A. I could teach them to speak Spanish and to sing Spanish songs. Page 136

UNIT 12. jobs

137

145

146

Questions.

1. M.A. Crop farmers plough the fields, they water and fertilise the soil, they sow the seeds, they spray the plants with pesticides and they harvest the crops. 2. Dry farming means that farmers grow crops which need little water. Irrigation is a method of watering plants with water from rivers or lakes.

Your turn!

a. M.A. I add fertiliser to the soil. Then I cut the shoots off the vines. I fumigate the vines. 141

Questions.

1. Intensive farming: the animals live in pens and barns. Farmers give them hay or dry feed to eat.

Summary chart.

Industry changes raw materials into manufactured products. Industry can be primary for example, the steel industry, consumer for example, the car industry, technological for example, the computer industry.


1. M.A. nurse, teacher, banker, farmer, salesperson. 2. A wool, B leather, C wood, D metal and precious stones. 139

Hands on!

agriculture and farming in Spain; irrigated crops; mostly in the centre but also in the north and in the south; M.A. Seville and Murcia.

Think about.

cacao trees; chili peppers; money; bitter, spicy or with sugar; a chocolate shop.

Activities.

1. a. Growing crops in dry areas. dry farming b. Farm animals such as cattle and sheep. livestock c. Fishing near the coast with small boats. coastal fishing 2. A The farmer ploughs the land. B Then, he fertilises the land. C Next, he sows the seeds. D Finally, he harvests the corn. 3. Types of industry: Primary: steel, cement. Consumer: cars, medicines. Technological: computers, mobile phones. 4. O.A.

O.A.; O.A.

Questions.

1. The industrial process is when raw materials are transformed into manufactured products. It takes place in factories. 2. Consumer industries make products to sell directly to the customers. 3. Factories can contaminate the land, air and water. Roads and railways are built to transport products. Factories are grouped together on industrial estates. 4. Raw materials are natural resources transformed by factories. Manufactured products are made in factories.

a. You should cross the street at the zebra crossing. b. M.A. Drivers should not use their mobile phones. Drivers should stop at red traffic lights. Passengers should not distract the driver. Passengers should not put their hands or head out of the window. 134

Now you!

147

I can organise my time.

M.A. Morning activities: learn how to bake bread and ride a horse. Afternoon activities: plant seeds and learn how to milk a cow.

Our world.

O.A. Page 148

UNIT 13. work and services Think about.

M.A. Tunnels are used for cars and lorries and trains to go through mountains or under the sea. Darkness, small lights; lights: it looks like the Sun is rising; O.A.

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149

Private transport is provided by an individual or a private company. c. Wholesalers buy products directly from the factory in large quantities. Retailers buy products from the wholesaler in smaller quantities. d. Means of transport move people and merchandise from one place to another. Means of communication send information from one place to another. 3. A producer, B wholesaler, C retailer, D consumer. 4. Personal: A mobile phone and D computer; Media: B television and C newspaper.


1. M.A. I use the bus. It’s public. I also use a car. It’s private. 2. M.A. A boat or a ferry or a plane or a helicopter because you have to cross over the water. 3. M.A. A greengrocer’s, B hypermarket, C haberdashery or a hypermarket, D shoe shop or sports shops, E flower shop, F newsagent’s. 151

Questions.

1. Services help people by providing a service. M.A. a waiter, a bus driver and a doctor 2. Public services are provided by the government, for example, firefighting. Private services are provided by individuals or private companies, for example, banks. 3. You can find educational services in schools and universities. You can find health services in hospitals, clinics and health clinics.

157

158

153

Questions.

Questions.

159

Your turn!

Questions.

1. Means of transport are ways of moving people and merchandise from one place to another. 2. Means of communication: telephones (personal), letters (personal), faxes (personal), e-mails (personal), newspapers (media), television (media), radio (media), Internet (media). 3. Communication satellites are used to send and receive sound and images, for example for television. 156

Page 160

I can select different means of transport.

Our world.

UNIT 14. local government Think about.

O.A.; O.A.; a flag; the mayor and the local council; O.A. 161


1. O.A. 2. O.A. 3. A street cleaning, B parks conservation, C cultural services. 163

Questions.

1. Local councils organise municipal services. 2. The mayor and the local councillors make up the local council.

Activities.

1. a. A city bus, transport. b. A cinema, entertainment. c. A hotel, tourism. d. Television, communications. e. A taxi, transport. f. A newspaper office, communications. g. A municipal sports centre, recreational and sports. h. A school, educational. i. A hospital, health. 2. a. Producers make products or provide services. Consumers buy and use products. b. Public transport is provided by the government.

NGO stands for Non-Government Organisation. M.A. The International Red Cross provides humanitarian protection and assistance for victims of war and armed violence. United Hands provides medical help and immunisations. Doctors Without Borders provide urgent medical care in countries where there are wars or natural disasters. Save the Children provides healthcare, food, education and protection for children.

a. M.A. On the Internet. b. Advertisements can tell us what a product is for, what it is made from, how much it costs, what it does or what you use it for. c. O.A. 155

Summary chart.

By car: advantages: quicker; disadvantages: more expensive. By train: advantages: cheaper; disadvantages: slower. You can get from Bellville to the island by ferry or by aeroplane.

1. A wholesaler buys large quantities of a product directly from a producer. They sell these products to retailers. A retailer buys smaller quantities of a product from the wholesaler and sells directly to the consumer. 2. M.A. Yes, because otherwise products might not be safe or they might be too expensive. 3. O.A.

Hands on!

Transport services: buses, undergrounds, ferries; Communication services: newspapers, radio, the Internet; Tourism services: travel agencies, hotels, restaurants; Cultural services: cinemas, museums, theatres.

Now you!

1. First, farmers get wool from the sheep. Then, lorry drivers take the wool to the factory. Factory workers make the wool into coats. Next, lorry drivers take the woollen coats to the warehouse. Finally, the woollen coats go to the markets, large shops and small shops where consumers buy them.

Hands on!

O.A. 165

Questions.

1. Food safety regulations are important because they make sure that our food is safe to eat. 2. Sanitation services keep our cities clean by making sure we have clean water and clean sewers.

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O.A.; The green dot means that the container can be recycled. M.A. Yes, it very important. It helps the consumer buy the correct product and look after it properly.

A, B and C work in services. 152

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ANSWER KEY

They collect our rubbish and clean our streets. They make sure our street lights are working, and they take care of our parks and gardens.

Now you!

O.A.; M.A. A a. Some kids draw graffiti on things in the park. b. I am going to ask the park police to stop them. c. O.A. 166

174

175

169

177

Summary chart.

178

170

Our world.

UNIT 15. finding out about the past Think about.

Nearly 1,000 years old; a soldier at the Tower of London; O.A.; M.A. They tell us about life in the past. 171

173

179

180

Summary chart.

History can be personal history. You can find information from personal records. For example: photographs. History can be history of a place. You can find information from historical records. These can be written, pictorial or physical.

Questions.

1. Historical records. 2. Written: book; Pictorial: painting; Physical: brooch, statue, pot. 3. There are 10 years in a decade. There are 100 years in a century.

Your turn!

a. M.A. The Great Wall of China was built over 2,000 years ago. It was built to protect the Chinese people from invaders from Mongolia. The First Emperor Qin ordered the wall to be built. b. O.A.


1. O.A. 2. M.A. The old, red car is long and low. The lights are small and round. The windows are small, too. The modern green car is high, and it has a modern design. The headlights are large. The windows are very big. This car is much faster, safer and more comfortable.

Activities.

1. Records: Written: letter; Physical: coin; Pictorial: painting, map. 2. D, A, B, C. In photo D John is sleeping. In photo A John is playing. In photo B John is cycling. In photo C John is doing his homework. 3. Thousands of years ago, people lived in huts. People did not travel very far. People didn’t have jobs. They worked all day to find food. Hundreds of years ago, people lived in castles and small villages. People travelled by cart or boat or on horses. People worked in different jobs: millers, blacksmiths, farmers. Nowadays, people live in houses and flats. People travel by fast means of transport. Most people work in services. 4. O.A.

I can take part in decisions about my town.

O.A. Page

Questions.

1. Thousands of years ago, people lived in huts made of branches and animal skins. Nowadays, some people live in houses made of bricks or wood. Others live in high-rise flats. 2. Hundreds of years ago, common people walked or travelled by cart or boat. Noblemen rode on horses. Nowadays, everyone travels by fast means of transport, for example, cars, boats, trains and aeroplanes. 3. Thousands of years ago, people used the river for fishing. Today, people use the river for transport and recreation. 4. No, castles did not exist thousands of years ago.

M.A. Option A is the best because the sanitation services are responsible for keeping the streets clean. Option C is the worst because the problem will get worse if nobody does anything about it. It is unsafe to have rubbish in the streets.

Questions.

1. M.A. Putting a Christmas tree in your house for Christmas, eating grapes on New Year’s Eve. 2. O.A. 3. Historical monuments are very old buildings or other constructions built a very long time ago. O.A. 4. O.A.

Your turn!

The local council is made up of the mayor and the local councillors who make decisions in the town hall. The local council is in charge of municipal services which consist of food hygiene, police and fire services, sanitation, town planning, highways, culture and recreation. The local Council is elected in the local elections which are held every four years.

Now you!

1. M.A. Bonfire night. 2. M.A. Bonfire night is on the 5th November. It is only celebrated in the UK. People light huge bonfires and watch firework displays. On 5th November 1605 Guy Fawkes’ tried to blow up the English parliament.

a. O.A. b. O.A. 168

Hands on!

O.A.

Activities.

1. Citizens elect the councillors who name the mayor. The councillors and the mayor make up the town hall. 2. Municipal services: Food hygiene: inspecting the local fish market; Police and fire services: putting out a fire, directing traffic; Sanitation: collecting rubbish; Town planning and highways: installing a new traffic light, painting white lines on the road; Culture and recreation: taking care of the museum, organising a local festival, planting roses in the park, repairing the public swimming pool. 3. O.A. 167

There are 1,000 years in a millennium.

181

I can find out about the past.

M.A. a. At the museum, he learned about art.

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b. At the castle, he learned about how people lived a long time ago. c. Talking to his grandparents, he learned about life when they were young. d. Looking at his parent’s photo album, he learned about their life when they were young.

NOTES:

Our world.

M.A. No, he isn’t painting anything useful. Sometimes, graffiti can be a historical record. No, graffiti should not be painted in most places. Usually it is not art. It makes our buildings and monuments look dirty. Page 182

TeRM REVISION UNIT 11

1. M.A. I live in a coastal village. The village is on a bay. There are many boats. Some of my neighbours are fishermen. There are hotels and restaurants, too. In the summer, there are many tourists. I work in a restaurant as a waiter/waitress.

UNIT 12

2. a. Stockbreeders breed farm animals for their meat, milk, eggs and skin. b. Crop farmers work the land to grow the fruit and vegetables we eat. c. Miners dig mines and quarries. d. Lumberjacks cut down trees for wood.

UNIT 13

3. The producer makes products. The trader offers consumers the products from the producer. The consumer buys the products. 183

UNIT 14

4. A sanitation services. B police and fire services. C cultural and recreational services.

UNIT 15

5. M.A. When I was 1, I used a dummy. Now I am 9 I go to school with my father in the car. When I am 14, I will ride my bike to school. 6. a. The most recent events are on the right. b. Celia lost her first tooth when she was 6. c. Celia got a tortoise when she was 8.

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Kilometre

1.200 0

W

Scale

2.400

Oceans and continents

Top Science 3 Photocopiable material © 2011 Richmond Publishing / Santillana Educación, S. L.

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Bones


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Muscles


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Top Science 3 is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Enric Juan Redal and Vicki Caballero. English adaptation: Cristina Quincy Managing editor: Janet Wilson-Smith Project editor: Sheila Tourle Editor: Julie Davies Proofreading: Jane Holt, Sheila Klaiber Class audio: recorded and mixed by EFS Television Production Ltd, London, UK Art director: José Crespo Design coordinator: Rosa Marín Design Team: Interiors design: Jorge Gómez Tobar Cover design: Pep Carrió Cover illustration: Javier Vázquez Design development coordinator: Javier Tejeda Design development: José Luis García and Raúl de Andrés Technical director: Ángel García Encinar Technical coordinator: Marisa Valbuena Layout: Victoria Lucas and David de Pedro-Juan Art coordination: Carlos Aguilera

All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of the copyright holders. Any infraction of the rights mentioned would be considered a violation of the intellectual property (Article 270 of the Penal Code). If you need to photocopy or scan any fragment of this work, contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org). However, the publisher grants permission for the photocopying of those pages marked ‘photocopiable’, for individual use or for use in classes taught by the purchaser only. Under no circumstances may any part of this book be photocopied for resale.

© 2011 by Santillana Educación, S. L. / Richmond Publishing Torrelaguna, 60. 28043 Madrid Richmond Publishing is an imprint of Santillana Educación, S. L.

Richmond Publishing 58 St Aldates Oxford OX1 ST United Kingdom

PRINTED IN SPAIN

ISBN: 978-84-294-7767-2 CP: 179214 D.L.:

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Top Science 3 - Teacher's Book.pdf

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