7

Unit 1
Living things

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

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 UNIT 1. LIVING THINGS
Introduction. Pages 2 and 3
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens, pictures of living and non-
living things.
CD: Track 02.
Warm-up
■ Pupils’ books closed. Write on the whiteboard a
column with the title ‘LIVING THINGS’ and another one
with the title ‘NON-LIVING THINGS’. Say: Today we’re
going to learn the difference between living things
(pointing to the whiteboard) and non-living things.
■ Tell students to listen carefully and play the video
http://www.tiching.com/71451 from 0:19 to 1:13. Then ask:
– What three things can living things do? (Eat, breath
and reproduce.)
– Is a stone a living thing? (No. It’s a non-living thing.)
– (Carlos), are you a living thing? (Yes, I am.)
■ Now, play the video from 1:14 to 2:12 and encourage
pupils to shout out the answers to the questions made.
Then, ask:
– Is a computer a living thing? (No. It’s a non-living thing.)
– Apart from eating, breathing and reproducing, what
other thing do living things do? (They interact.)
– What do vital functions do? (They help living things
survive.)
■ Then, show pupils several pictures showing living and
non-living things. In order to revise vocabulary first, point
to each one individually and elicit their names.
Once you’ve finished, point to a picture and ask: Is (the
flower) a living thing? (Yes. It’s a living thing). Stick the
image on its corresponding column on the whiteboard.
Repeat with several pictures.
Now, ask four different students to go to the whiteboard
and write in the corresponding column each one of the
characteristics of living things. Do the same for the non-
living things (remind them the negative ‘Don’t…’).
■ Now project the image from pages 2 and 3 on the
IWB. Point to the group of penguins and ask:
– Are these living things? Why? (Yes. Because they
breath, they eat, they reproduce and they interact.)
– What’s the name of this animal? (Emperor penguin.)
– What other animals do you know? (Personal answer.)
Write the different animals mentioned on the
whiteboard, on the column of ‘LIVING THINGS’.
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 2. Focus on the pronunciation, the
meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: I’m not
sure, but I think (this table) is a non-living thing.
Play the CD (track 02). Pause it after each sentence so
students can repeat it. Play it again and check on their
pronunciation.
■ Tell two pupils to read each a paragraph of the text
on page 3. Write these questions on the whiteboard:
– Are all living things the same? (No. We can find many
types of living things all over the world.)
– What do all living things carry out? (All living things
carry out the vital functions of nutrition, reproduction
and interaction.)
– What are the vital functions for? (The vital functions
work together so living things can survive.)
– Where do the Emperor penguins get the energy
from? (They get the energy they need from a diet of
fish and seafood.)
Check the answers to the questions on the whiteboard
and have several students participate.
■ Ask a student to read the question number 1 and tell
him or her to answer it. Repeat the same with questions
2 and 3.
Encourage other pupils to give you more examples of
living things and multicellular organisms. Have them spell
the words they say and write them on the whiteboard.
Time to talk…
■ Divide the class into pairs and explain the task: pupils
have to read the questions and discuss their answers
with their partners. Check understanding first.
In order to help the students, put an example with the
first question yourself. Choose a pupil and ask him or
her: Look at the colony of Emperor penguins. Describe
the environment. Do you know where they live? Elicit the
answer and help with the description.
Tell pupils to do the same with the rest of the questions
and remind them to use the sentences in italics below.
Go around the room in order to check and assist.
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write a living thing on one side and a non-living
thing on the other. Now, tell them to exchange the piece
of paper with their colleagues. They have to read them
aloud and say which is a living thing and which is a non-
living thing as well as explain why.
Go around the room in order to check on pronunciation
and intonation. Then, make two lists on the whiteboard
with several living things and non-living things that
students have chosen.
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■ Tell pupils to check http://www.tiching.com/45325.
Explain that it is an interactive activity consisting in
sorting out a group of things. They have to be organized
into living and non-living groups.
Take the chance to revise vocabulary and spelling. Ask
them to divide a sheet of paper into two columns
(‘LIVING THINGS’ and ‘NON-LIVING THINGS’) and write
each word correctly in its corresponding category.
ANSWER KEY
1. Personal answer. Some examples include any plant,
animal or human being.
2. The living thing carry out the vital functions of
nutrition, reproduction and interaction. The non-living
thing doesn’t carry out any vital function.
3. Personal answer. Some examples include animals,
plants and the human being.
4. Emperor penguins live on the Antarctic ice and in the
frigid surrounding waters. It’s a very cold and windy
environment. The main colour is white because of the
icy elements.
5. Personal answer.
6. Personal answer. As an example: other living things
living in the same habitat as penguins are albatrosses,
gulls, seals or whales; other types of habitat include
forests, desert or wetlands. In the forests we can find
pandas, gorillas or trees. In the desert we can find
camels, antelopes or cactus. In the wetlands we can
find mosquitoes, snails and plants.
UNIT 1. LIVING THINGS
1. Living things Pages 4 and 5
Materials: Pupil's book, IWB, paper, pens, poster paper.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Project the interactive game
of http://www.tiching.com/45471. Explain you’re going to
revise what they’ve learnt so far in this unit.
Go through the different activities and choose as many
pupils as possible for the answers. Take the chance to
clear up any doubts and to revise vocabulary.
Encourage students to give longer answers and to use
their own words. Ask them to explain the reasons of their
choices in the exercise.
1 Characteristics of living things
■ Tell pupils that they are going to learn more about
living things. First, ask them the following questions:
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– Which are the vital functions of all living things?
(Nutrition, reproduction and interaction.)
– Do non-living things carry out these vital functions?
(No, they don’t.)
– Are all living things the same? (No. There are many
types of living things all around the world.)
■ Pupils’ books open. Focus pupils’ attention on text 1
on page 4 and tell them to listen carefully. Read the text.
Make sure that they all understand the global ideas.
Point to the picture of the dragonfly on the right and ask
a pupil to read the sentence below it. Then, ask:
– What other word can we use to talk about ‘living
things’? (Organisms.)
– How is the structure of a living thing? (Living things
have complex structures.)
– Are living things active or passive organisms? (Living
things ar active organisms.)
– What is a magnifying glass or microscope for? (They
make things look bigger.)
■ Ask two different students to read and answer
question a and b. Let them use their own words and help
them if necessary.
Encourage other pupils to participate giving additional
explanations or answers. Take the chance to revise the
unit’s vocabulary.
2. Nutrition
■ Ask pupils to remember why do we need to eat.
Remind them that we need food in order to get energy to
play, study, move, etc. Explain that all living things need
to get food in order to survive.
Now, read the text about nutrition. Tell pupils to look at
the picture of the cow and ask a student to read the
sentence below it. Repeat with the picture of the cheetah
and the gazelle. Then, ask:
– Is the cow a living thing? (Yes, it is.)
– Is the grass that the cow eats a living thing? (Yes, it is.)
– Is the tree you can see in the picture a living thing?
(Yes, it is.)
■ Tell a student to read and answer question c. Ask
another pupil to do the same with question d. Make sure
that everyone has understood the meaning of the text.
Focus pupils’ attention on the box with the title ‘Look and
answer’. Divide the class into pairs. Explain the task: one
has to read question 1 and the other one has to answer
it. Then, they swap and do the same with question 2.
Go around the room in order to check on pronunciation
and intonation. Take the chance to ask individual pupils
about vocabulary. Assist if necessary.
3. Reproduction
■ Ask pupils to pay attention and to look on text 3 on
page 5. Read it aloud and make sure they understand
the words on it. Use questions d and e to check their
understanding.
Point at the picture of the elephants on the right of the
text and ask: Do elephants reproduce sexually or
asexually? Elicit: Sexually.
Now, make two columns on the whiteboard: one with the
title ‘SEXUAL REPRODUCTION’ and the other one with
te title ‘ASEXUAL REPRODUCTION’. Ask students to
give you examples of both and write them on the
corresponding column.
4. Interaction
■ Divide the class into three groups. Assign one
paragraph to each. They have to read its corresponding
text carefully and understand its meaning.
Then, they have to explain it to the rest of the class.
While they are working, go round the class in order to
check and help if necessary.
Now, focus pupils’ attention on both pictures and read
their corresponding sentences. Make sure they
understand words like daisies, herds or danger. Finally,
elicit questions g and h in order to check their
understanding.
Check what I know
■ Put pupils in pairs. Ask them to do the ‘Check what I
know section’ on page 5. Go around the room in order to
check on pronunciation and intonation.
Finally, check the answers orally with the whole class
and ask if pupils have any more questions about the
texts or the topic.
Let’s work together
■ Tell students they’re going to work in pairs. Explain
the task: they have to choose an animal and answer the
questions of the ‘Let’s work together section’.
Go around the room to assess individual speaking skills
and to help them with the vocabulary or the
understanding of the text.
Reinforcement and extension activities
■ Write the following sentences on the whiteboard:
– Animals respond to three main stimuli: light,
temperature and gravity.
– Animals respond to many different types of stimuli.
Ask which of these two statements is true and which one
is false. Elicit that the first one is false and the second
one is true. Have a pupil explain why.
Then, encourage pupils to shout out more examples of
stimuli. Finally, talk about the differences between plants
and animals regarding stimuli.
■ Divide the class into three groups and assign each a
vital function: nutrition, reproduction and interaction.
They have to do make a poster which includes a couple
of sentences describing the corresponding vital function
and a drawing as example.
When they’ve finished, hang them on the wall and vote
which is the best poster of all three.
ANSWER KEY
a. The two distinguishing characteristics of living things
are that they have complex structures and that they
are active.
b. The vital function which allows living things to have
offspring is reproduction.
c. Animals get the energy they need from the food they eat.
d. Plants get the energy they need from the food they
make themselves.
e. The two types of reproduction in living things are the
asexual reproduction and the sexual reproduction.
f. We can see elephants in the picture. The young are
like the adults because of the reproduction process.
g. Personal answer. Some examples of stimuli to which
humans react to are temperature or light.
h. Plants react to three stimuli. They are light,
temperature and gravity.
1. Personal answer. Some examples of living things
that get energy from plants are rabbits and horses.
2. The cheetah is hunting the gazelle. Animals like
cheetahs get the nutrients they need from eating the
preys they hunt.
3. Pupils have to match:
– Animal – needs to find food, procreates by sexual
reproduction.
– Plant – moves slowly, makes its own food.
4. To light.
5. Personal activity.
UNIT 1. LIVING THINGS
2. Cells Pages 6 and 7
Materials: Pupil's book, IWB, card or piece of paper,
poster paper.
CD: Tracks 03 and 04.
Warm-up
■ Pupils’ books closed. Ask pupils to listen carefully
and play the song in http://www.tiching.com/103796.
Then, make the following questions:
– What’s this song about? (This song is about animals
and plants.)
– What are animals and plants? (Animals and plants
are living things.)
– What are the differences between animals and
plants? (Animals feed from plants or other animals
whereas most plants make their own food. Most
animals move while most plants stand in one place.
Animals have a nervous system wheras plants don’t
have any.)
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■ Tell students they’re going to listen to the song again.
Their task is to write down the four animals and the four
plants mentioned in it. Play it again and elicit the answer
from several pupils: (Animals: horse, snake, fish, bee.
Plants: rose, carrot, oak, grass.)
1. Structure and characteristics
■ Pupils’ books open. Focus pupils’ attention on
pages 6 and 7. Tell them to listen carefully and read the
text. Help them understand the new words by pointing to
the picture on the right. Ask the following questions:
– What are all living things made of? (All living things
are made of cells).
– Do all cells have the same structure? (Yes. All cells
have the same structure).
– What type of organisms are there? (There are
unicellular and multicellular organisms.)
■ Have students look at the Useful language box, ask
them to listen carefully and play the CD (track 03). Pause
it after each sentence so they can repeat it.
Now, divide the class into groups of three and explain the
task. Each group has to make up three sentences using
the structures shown in the Useful language box.
■ Check understanding by asking three different pupils
to read and answer questions a, b and c. Once you’re
done, let students work in pairs and complete the ‘Look
and answer’ section. Correct orally.
Then, tell students to look at the two pictures of the
bacteria and of the tree. Ask two pupils to read the
sentences below them.
■ Next, elicit further informations regarding both pictures
and write the answers on the whiteboard. In order to
encourage pupils you can ask following questions:
– How many cells do bacterias have? (Bacterias are
made up of one single cell.)
– What stimuli does the tree react to? (The tree reacts
to temperature, light and gravity.)
– What do bacterias and trees have in common? (Both
are living things.)
■ Tell pupils to read the text about the discovery of the
cell. Give them a few moments. Then, ask:
– Who discovered the cell? (Robert Hooke.)
– When was the cell discovered? (The cell was
discovered in 1665.)
– Why are they called ‘cells’? (Because they look
similar to honeycomb cells.)
– How many different types of cell are there in the
human body? (There are over 200 types of cells in
the human body.)
Find out
■ Ask pupils to read exercise 2 carefully. Tell them to
follow the tiching link and look at the timeline. Explain the
task: they have to make up three questions about it and
write them in their notebooks. Then, their partners have
to answer them.
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2. Shape and size
■ Tell students to listen carefully and read the text.
Now, use the pictures and read the boxes next to them in
order to explain the new vocabulary.
Make sure that the meaning of all words is clear for
everyone. To check understanding, have several pupils
answer questions d, e, f and g. Take the chance to check
on pronunciation and intonation.
Check what I know
■ Copy the three words on the whiteboard while the
pupils copy them into their notebooks. Tell them to read
the task and play the CD (track 04). Then, elicit the
answers orally.
In order to revise the lesson, ask the following questions:
– Where are neurons found? (Neurons are found in the
nervous system.)
– What shape do intestinal cells have? (Intestinal cells
are cuboid-shaped.)
– Which are the cells made by the female reproductive
system? (The cells made by the female reproductive
system are the eggs.)
– Where are the cells made by the female reproductive
system found? (The cells made by the female
reproductive system are found in the ovaries.)
– What shape are muscle cells? (Muscle cells are
long.)
Finally, have a student answer question 4.
Find out
■ Ask pupils to read exercise 4 carefully. Tell them to
work in pairs. Each one has to find information about two
cells and then tell the other one.
Both have to draw all four cells in their notebooks and
write the answers to the questions asked.
Reinforcement and extension activities
■ Go to http://www.tiching.com/640919 and play the
dictation without pausing so that pupils can first hear the
whole text. Write the new words on the whiteboard, like
comprised, molecules or naked eye.
Then, ask pupils to pay attention and play it again, but
this time pausing after each sentence. Give them enough
time to write down and repeat as many times as
necessary.
Finally, tell several pupils to go individually to the
whiteboard to write a sentence each. Correct the
mistakes and make sure the rest of the class do the
same in their notebooks.
■ Divide the class into small groups. Assign a type of
cell to each group. Have them write a couple of
sentences regarding their corresponding type of cell and
draw it in a card or piece of paper.
Mount a poster with the different cards or pieces of paper
and hang it on the wall. Ask each group to show its
drawing and read aloud the sentence they’ve written.
 ANSWER KEY
a. There are three parts to a cell. They are called
nucleus, cytoplasm and membrane.
b. A unicellular organism contains one single cell.
c. The nucleus controls what the cell does.
d. We can only see cells through a microscope because
there are very small. They are measured in fractions
of a milimetre.
e. Cells are different sizes and shapes.
f. We need a microscope to see a cell.
g. Cells can be round (red blood cells), long (muscle
cells), branched (neurons) or cuboid-shaped
(intestinal cells).
1. Cytoplasm – a jelly-like material / Membrane – a
protective covering / Nucleus – the structure that
controls the cell.
2. Personal activity.
3. Pupils have to listen and decide which cells are being
described:
– These cells are round and red… – red blood cell
– These cells are long and branched… – neuronl
– These cells are round and can only.. – egg
4. Unicellular organisms are made up of one single cell
while multicellular organisms consist of multiple cells.
Find out
5. Personal activity.
UNIT 1. LIVING THINGS
3. Discover… Pages 8 and 9
Materials: Pupil's book, IWB, sheets of paper,
pencils, poster paper.
CD: Track 05.
Warm-up
■ Pupils’ books closed. Ask pupils to pay attention
and play the following video from 0:04 to 0:23:
http://www.tiching.com/676494. Then ask:
– What type of cells can we see in the video? (Red
blood cells.)
– What do they do? (They carry food and oxygen to all
parts of our bodies.)
– How were they photographed? (They were
photographed by a light microscope.)
– Why do we need to use a microscope to see and
photographe them? (Because they’re very small.)
Now, play the same video but from 0:56 to the end and
elicit the answers to the following questions:
– Who have used microscopes? What for? (Scientists
have used microscopes to take a closer look and get
more information about different things.)
– Why do you think microscopes are important for
science? Elicit different answers from several pupils.
Optical instruments
■ Pupils’ books open. Ask a pupil to read white box
introducing the two types of microscope. Then focus
students’ attention on the pictures on page 8 and 9 and
tell them they’re going to learn more about each type of
microscope.
Divide the class into two halves. One is going to take
care of the optical microscope and the other one is going
to study the stereo microscope.
■ Help both groups to divide themselves again into
smaller groups or pairs and assign each a different task.
The tasks in each case would be the following:
1.- Read the introduction, understand it and explain the
new words mentioned in it. Describe the photo in the
circle.
2.- Read the different parts of the microscope,
understand their functions and explain the new words.
Answer questions a and b or c and d.
3.- Read the steps we need to follow to use the
microscope, understand them and explain them as
clearly as possible.
While pupils are working, go around the room in order to
check understanding, pronunciation, intonation and
vocabulary. Assist when necessary.
Finally, have both groups explain the corresponding
microscope in front of the rest of the class. Encourage
them to use their own words.
■ Pupils’ book closed. Tell students you’re going to
make a competition. You’re going to ask five questions to
each group. The group which answers more questions
correctly, wins.
Questions for the optical microscopes’ group:
– What are the main components of the optical
microscope? (Eypiece, objetives, arm and base.)
– What is the stage? (It’s the surface where the
material is placed.)
– What helps focusing the image? (The focus knobs.)
– What illuminates the material? (The mirror or light.)
– Do we start with the lowest or the highest
magnification objective? (With the lowest
magnification objective.)
Questions for the stereo microscopes’ group:
– How many eyepieces and objectives have stereo
microscopes? (They have two eyepieces and two
objectives.)
– What do we use stereo microscopes for? (We use
them to look at animal and plant cells in extreme
detail.)
– How is the field of vision that stereo microscopes
have? (Their field of vision is wide.)
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– How is the image we see when we use a stereo
microscope? (A three-dimensional image.)
– What’s the first step when you use a stereo
microscope? (Place the material on the stage.)
Listen and check
■ Pupils’ books open. Copy the sentences of the
exercise on the whiteboard while pupils do the same in
their notebooks. Now, have pupils shout out the correct
answers. Revise spelling by asking several pupils to
write the missing words on the whiteboard.
Ask them to listen carefully and play the CD (track 05) so
they can check if their answers are right or wrong.
Now, tell students to focus their attention on the white
box with the title ‘Think’. Ask a pupil of the stereo
microscope’ group to answer the first question and a
pupil of the optical microscope’ group to answer the
second one.
Find out
■ Ask pupils to work in pairs. Each pair has to read the
text and write down the answers to the questions asked
in exercise number 2.
The day you correct the activity orally, choose different
pairs to stand in front of the class and explain the
informations they’ve found out about Jansen and Van
Leeuwenhoek.
Take the chance to assess individual speaking skills and
check on pronunciation and intonation.
Reinforcement and extension activities
■ Tell pupils to check the site: www.tiching.com/642864.
Explain them that through it, they will be able to check
their knowledge about microscopes.
Ask them to label the parts they know and to look for the
parts that they haven’t learnt in the book. Correct orally
with the participation of the whole class.
■ Ask pupils to watch the video about Van
Leeuwenhoek at http://www.tiching.com/103812. Tell
them to listen carefully to what is explained on it.
Explain their task: they will have to write down six
informations mentioned on the video regarding Van
Leeuwenhoek. Check orally and make a list on the
whiteboard with the different contributions of the students.
ANSWER KEY
a. When we look through a microscope, we put our eye
at the eyepiece.
b. We put the material that we want to look at on the stage.
c. We use stereo microscopes to look at animal and
plant cells in extreme detail. We use optical
microscope to look at cells and their different parts.
d. Stereo microscopes show objects in more detail.
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1. Pupils have to complete the sentences:
– Be careful with the equipment!
– Listen to you teacher's instructions carefully.
– Do not move unless your teacher tells you to.
– Do not touch the lenses with your fingers.
– Move the focus knobs and objectives slowly and
carefully.
– Afterwards, put the object back in its plastic sleeve or box.
2. A scientist would use an optical microscope to
examine rocks. An optical microscope cannot be used for
surgery since there are other instruments far more
complex and suitable for it.
3. Answers:
– Zacharias Jansen invented the first compound
microscope. He was Dutch. He was spectacle-maker.
– The strength of the magnification of the first
microscope was 9x when fully extended.
– They were used to look at fleas and other tiny insects.
UNIT 1. LIVING THINGS
4. Multicellular and... Pages 10 and 11
Materials: Pupil's book, IWB, pens, A4 cards, poster
paper.
CD: Track 06.
Warm-up
■ Pupils’ books closed. Project the site you’ll find at
http://www.tiching.com/676516 on the IWB and ask the
following questions:
– What are all living things made of? (Cells.)
– How many cells are living things composed of?
(Living things are composed of one or more cells.)
– What living things are made of a single cell?
(Personal answer. An example would be an amoeba.)
– What living things are made of millions of cells?
(Personal answer. An example is an elephant.)
1. Multicellular organisms
■ Use the resource http://www.tiching.com/676515. Tell
students to watch this video and answer the following
questions:
– How many cells are bacteria made of? (Bacteria are
made up of a single cell.)
– Do millions of bacteria joint together make up an
organism? (No. Because they don’t work together.)
– What’s a tissue? (A tissue is an ensemble of similar
cells that together carry out a specific function.)
– What’s an organ? (An organ is a collection of tissues
joined in a structural unit to serve a common function.)
■ Pupils’ books open. Focus pupils’ attention on the
title ‘Multicellular organisms’. Ask them to listen carefully.
Read the text slowly and make sure everyone
understands the vocabulary and the global meaning.
Write the following words on the whiteboard: carry out,
react, tissue, liver. Encourage pupils to deduce the
meaning of these words. Tell them to make up four
sentences using each of them.
Now, point to the picture on the right and ask a pupil to
read the sentence below. Then, ask:
– What type of cells is in the picture? (Muscle cells.)
– Is it a multicellular or a unicellular organism? (A
multicellular organism.)
■ Then, divide the class into pairs. Ask them to read the
text again and to answer questions a, b and c.
While they’re working, go around the room in order to
check their understanding. Assist if necessary. Finally,
correct orally.
Once you’re done, read the question on the ‘THINK’
section and elicit the answer as well as the two examples
of muscles.
■ Focus pupils’ attention on the pictures explaining the
organisation of a multicellular organism. Go through each
part and explain the whole process. You can project the
image on the IWB to point to the different columns as
you’re mentioning them.
Now, ask students to work in pairs and do a similar
drawing with its corresponding explanations of a different
type of cells, tissue, organ and system. They can choose.
When they’re done, tell each pair to show the result to
the rest of the class and vote which are the three best
pictures. Finally, hang them on the wall.
2. Unicellular organisms
■ Tell pupils you’re now going to talk about unicellular
organisms. Ask them to pay attention. Read the text.
Clear up any doubts regarding vocabulary or meaning.
Write the following words on the whiteboard: made up of,
they are called, structure, feed on. Encourage pupils to
deduce the meaning of these words. Tell them to write
down four sentences using each of them.
Now, point to the picture on the right and ask a pupil to
read the sentence below. Then, ask:
– What’s a paramecium? How long is it? (A
paramecium is a unicellular organism. It measures
about 0.2 millimetres.)
– (Point to the left picture) What illness does this
bacteria cause? (Tuberculosis.)
■ Then, divide the class into pairs. Ask them to read the
text again and to answer questions d, e, f, and g.
While they’re working, go around the room in order to
check their understanding. Correct orally.
■ Have students look at the Useful language box. Play the
CD (track 06). Pause it after each sentence so pupils can
repeat it. Make sure everyone understands all the words.
Have them shout out several sentences using the same
structure but different vocabulary. Write them on the
whiteboard. Make some mistakes and ask them to help
you correct them.
■ Ask a pupil to read the text with the title ‘Viruses’.
Divide the groups into small groups and explain the
homework: each group will have to choose a virus and
gather information about it.
They will have to bring an A4 card with text and image
(drawings or photographs) with the results of their
research and present it to the rest of the class. You can
mount a poster with all the works.
Check what I know
■ Tell pupils to work in pairs. They have to read
carefully the task, classify the words and answer the
questions in number 2.
While they’re working, go around the room in order to
check and help if necessary. Correct orally. Repeat and
have them do the same with questions in number 3.
Let’s work together
■ Divide the class into groups of five. Tell them to read
carefully the tasks given in number 4. Clear up any
doubts that might arise.
Have each group show their resulting poster to the rest
of the class and encourage them to explain it with their
own words. Take the chance to check on pronunciation
and intonation.
Reinforcement and extension activities
■ Tell pupils to check http://www.tiching.com/103815.
Explain they can use it to learn more about the four
tissue types that make up the human body.
Ask them to write down two new things they’ve learnt in a
card and bring it next day. Don’t forget to check the
spelling.
■ Divide the class into five groups. Each group has to
make up five questions about any issue learnt in the unit
so far. Have the pupils write them down. Take the
chance to check on spelling and to revise the unit’s
vocabulary.
Then, tell them to give you the cards with the questions.
Make a table with five columns and five rows on the
whiteboard and mark the points. Read the questions and
elicit the correct answers. The group which answers
more questions correctly is the winner.
ANSWER KEY
a. Organisms with more than one cell are called
multicellular organisms. They perform the following
functions: process substances which pass through
the cell membrane, reproduce by dividing into two,
react and interact with their environment.
1-11
b. In order to form tissue, cells join together and are
organised according to function. Tissues combine to
form organs.
c. The structure that comes after organs is system.
Personal answer. Some examples of one of these
structures are nervous system or respiratory system.
d. A microorganism has a single cell.
e. Yes, unicellular organisms are living things because
their activities include nutrition, reproduction and
interaction.
f. Some unicellular organisms make their own food, but
most feed on other living things.
g. Viruses are not living things as reproduction is the
only vital function they can fulfil.
1. The muscular system is responsible for the movement
of the human body. / Personal answer. Some examples
of muscles are biceps, deltoid or trapezius.
2. Cells: muscle, nervous tissue, egg. / Organs: liver,
heart, lung. The liver cleans your blood, stores
energy in the form of a sugar called glycogen and
produces an importante digestive liquid called bile.
The heart pumps blood throughout the body via the
circulatory system. The lungs allow as to breathe.
3. Human beings are multicellular organisms. Because
they contain multiple cells.
4. Personal activity.
UNIT 1. LIVING THINGS
The Scientist’s Apprentice Pages 12 and 13
Materials: Pupil's book, IWB, sheets of paper, pens,
onions, tweezers, a slide, dye (iodine), an optical
microscope, scissors, a coverslip, a dropper, a
toothpick, poster paper, a picture of a flower, plant or
tree and a picture of an animal.
CD: No CD is required.
Warm-up
■ Stick two pictures on the whiteboard. One of a plant /
flower / tree and one of an animal. Elicit the names and
ask the following questions:
– Are these living things and unicellular organisms?
(They are living things, but multicellular organisms.)
– What differences are there animals and plants?
(Personal answer. Some examples: animals need to
find food while plants make their own and animals
can move quickly while plants move slowly.)
– How can we see the cells of a plant or an animal?
(We can use a microscope to see the cells of a plant
or an animal.)
– Do animals and plants have the same type of cells?
(No. Plant cells are different from animal cells.)
1-12
Plant cells
■ Pupils' books open. Explain that you are going to
learn more about the plant cells. Point to the image of the
plant cell and ask:
– What parts of a cell do you know? (Membrane,
cytoplasm and nucleus.)
– What new parts can you see in this image? (Vacuole,
nuclear membrane, chloroplasts and cell wall.)
■ Now, tell the students to listen carefully and read the
text with the title ‘The cell wall’. Explain the new words if
necessary. Then, ask the following questions:
– Are cell walls rigid or flexible structures? (Cell walls
are rigid structures.)
– Name a fast growing tree. (The eucalyptus.)
– What do we use cellulose for? (We use cellulose to
make paper.)
Then, ask pupils to work in pairs. Have them read and
answer both questions a and b. Give them a few
moments to complete the task and check orally.
■ Point to the picture of the flowers and read the
description as well as the word ‘petals’. Ask three
different pupils to read each a paragraph of the
Vacuoles’ section. Clear up any vocabulary or meaning
doubts that might arise.
Tell students to work in pairs again and repeat the
previous process with the two questions in c. While
they’re working, go around the room in order to check
and help if necessary. Correct orally.
When you’ve finished, focus pupils’ attention on the
‘Check what I knowt’ box and ask them to do the
required task as homework. Do the same with the task
described in the ‘THINK’ box.
Let’s see how it works!
■ Pupils' books closed. Hold an onion and ask the
following questions:
– Is this a living thing? (Yes, it is a living thing.)
– Is it an animal or a plant?. (It is a plant.)
– Is it an unicellular or a multicellular organism? (It’s a
multicellular organism.)
– What parts do its cells have? (Cytoplasm, vacuole,
membrane, cell wall, chloroplasts, nucleus and
nuclear membrane.)
– Do you want to see what its cells look like? Now, tell
pupils to open their books.
■ Pupils’ books open. Tell pupilsto look at page 13.
Explain that they’re going to use a microscope to see what
a plant cell looks like. Give half an onion to each student.
Now, ask a student to read the material list. Clear up any
doubts that come up. Then, read all the steps included in
the method and do the same. Refer to the pictures in
order to help pupils understand how the process works.
Have them do the experiment. Go around the room in
order to assist them and to check their understanding of
the activity. Make sure all pupils identify and see the
mentioned parts of the cell.
Reinforcement and extension activities
■ Tell pupils to use an interactive game to check what
they know about plant cells and to learn more about
them. They can check http://www.tiching.com/641810
and http://www.tiching.com/173937.
■ Divide the class into seven groups. Assign a part of a
plant cell to each group. Explain the task: each group
has to draw their corresponding part of the plant cell and
write some informations about it.
Have them present their resulting work. Finally, mount a
poster with the drawings and the texts showing the
different parts of a plant cell. Hang it on the wall.
ANSWER KEY
a. Cell walls are made of cellulose. The walls protect
the plant cells and help them keep its shape.
b. Paper wasps use cellulose to help build their nests.
Human beings use cellulose to make paper.
c. We can find vacuoles inside plant cells. They contain
water and pigments which give flower petals their
colour.
1. Pupils have to say if the following sentences are true
or false and correct the false ones:
– Cell walls are thin structures. – FALSE: Cell walls are
thick rigid structures.
– Plant cells contain chloroplasts. - TRUE
– Plant cells do not have a cell wall. – FALSE: Plant
cells have a cell wall.
2. Personal answer. Insects are attracted to the flower
by scent, colours and nectar. Many insects feed on
nectar. Insects carry pollen from flower to flower,
while collecting nectar and pollen for themselves.
After pollination, the plant produces a seed, which
mostly grows protected inside the plants’ ovaries.
UNIT 1. LIVING THINGS
Now I know Pages 14 and 15
Materials: Pupil's book, IWB, poster paper, pencils.
CD: Track 07.
Warm-up
■ Pupils’ books closed. Divide the class into two groups
and explain you’re going to make a competition game.
You’re going to ask them 9 questions. The group with
more correct answers, wins. The questions are:
– What are the three vital functions that all living things
carry out? (Nutrition, reproduction and interaction.)
– What do Emperor penguins eat to get energy? (They
get the energy from a diet of fish and seafood.)
– What are the two types of reproduction in living
things? (Asexual and sexual reproduction.)
– Name two stimuli which humans and plants react to.
(Light and temperature.)
– Who and when discovered the cell? The English
scientist, Robert Hook, in 1665.
– What three parts are there to a cell? (Nucleus,
cytoplasm and membrane.)
– Name three parts of a microscope. (Personal answer.
Some parts are eyepiece, objectives, stage, mirror.)
– How many cells does a microorganism have? (A
microorganism has one single cell.)
– Why are viruses not living things? (Because the only
fulfil one vital function: reproduction.)
1. Copy and complete the concept map in…
■ Pupils’ books open. Focus pupils’ attention on the
concept map. Go through its different parts in order to
revise the units’ concepts. Clear up any doubts.
■ Then, tell pupils to complete the missing words on
their own in their notebooks. Go around the room in
order to check and assist if necessary.
2. Copy and complete.
■ Project the sentences of exercise 2 on page 14 on
the IWB. Tell pupils to help complete the sentences.
They will have to copy and complete them on their own.
Read the first sentence and ask a pupil to shout out the
missing words. Write the answer on the whiteboard. Do
the same with the rest of the sentences.
3. Draw a picture of…
■ Have pupils draw and label four different types of cells
from the human body in their notebooks. Point to the four
words they have to use. Go around the room in order to
check the spelling and help if necessary.
While they’re working, write this on the whiteboard:
– Cells consist of (many components).
– (Multicellular) organisms contain (numerous cells).
– The (cell membrane) surrounds and protects the cell.
– Our (lungs) let us (breathe).
– (Horses) are (multicellular).
– They consist of (many different cells).
– The (digestive system) processes (food) and (passes
us nutrients).
■ Once they’ve finished their drawings, ask them to
work in pairs and talk about any topic related of the unit
using the structures on the whiteboard. Go around the
room in order to check and assist.
4. Let’s work together!
■ Ask a pupil to read the first paragraph of exercise 4
and explain they are all going to do another experiment
at home. Read yourself the material they need and the
steps they will have to follow. Make sure they all
understand the activity.
1-13
Tell them to write down the answers to the three Reinforcement and extension activities
questions and bring them in a week. Check them orally
■ To work more on this subject, ask pupils to visit this
and encourage pupils to participate, describing the
link http://www.tiching.com/676514 and to answer the
results of their experiment.
multiple choice test. Tell them to write down their score.
■ Point to the Useful language box and read the first
part of each sentence. Have three different pupils finish
them. Clear up any doubts that might arise. ANSWER KEY
Now, play the CD (track 07). Pause it after each sentence
so pupils can repeat it. Check on their pronunciation. 1. Missing words: cell, multicellular; organs;
reproduction, digestive, circulatory, skeletal system,
Play and learn muscular system.
■ Focus pupils’ attention on pictures a and b. Ask them
2. Missing words: vital, reproduction / respiratory,
to work in pairs and explain the task: they have to identify
excretory / reproductive / nervous, senses / nucleus,
what are the living things on the photographs and write
membrane / tissues, organs, organ systems /
their names down.
unicellular.
■ Divide the class into groups of four and explain they
3. Personal activity.
are going to play Hot seat. Read the instructions to make
sure that all students remember how to play. 4 Personal activity.
Encourage as many pupils as possible to participate. 5. Frog (left picture) and cactus (right picture).
Take the chance to check on pronunciation and
intonation. 6. Group activity.

1-14
 SURFING THE WEB WITH TICHING
TICHING WEBSITES
http://exchange.smarttech.com/details.html?id=4ff96486-1535-45e8-afec-
http://www.tiching.com/45325
d894360c9306

http://exchange.smarttech.com/details.html?id=397dd137-f99e-4382-9865-
http://www.tiching.com/45471
184cfdeed6f6

http://www.tiching.com/71451 https://www.youtube.com/embed/k3b2VCNzhZo

http://www.tiching.com/103796 http://www.kidsbiology.com/biology_basics/five_kingdoms_life/classification1.php

http://www.tiching.com/103812 https://www.youtube.com/embed/Q2ezDdKyRUc

http://www.tiching.com/103815 http://www.smm.org/tissues

http://www.tiching.com/173937 http://www.educaplay.com/es/recursoseducativos/708218/plant_cell.htm

http://www.tiching.com/640919 http://en.educaplay.com/en/learningresources/816630/cells.htm

http://www.tiching.com/642864 http://en.educaplay.com/en/learningresources/1098186/microscopy.htm

http://www.tiching.com/676494 https://www.youtube.com/watch?v=MP7zLEORVdU

http://www.tiching.com/676514 https://sciencesource.pearsoncanada.ca/quizzes/quiz2_02_1jWxHp.htm

http://education-portal.com/academy/lesson/animal-tissue-types-connective-and-
http://www.tiching.com/676515
epithelial-tissues.html#lesson

http://www.tiching.com/676516 https://www.youtube.com/watch?v=qEHQbjido9I

http://www.tiching.com/641810 http://en.educaplay.com/en/learningresources/607443/plant_cell.htm

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7

Unit 2
Our senses and nervous system

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

1-1
 UNIT 2 Pupil’s book

16 17

18 19

1-2
20 21
 UNIT 2 Pupil’s book

22 23

24 25

1-3
26 27
 UNIT 2 Pupil’s book

28 29

30 31

1-4
32 33
 UNIT 2 Pupil’s book

34 35

2-5
 UNIT 2. OUR SENSES AND NERVOUS SYSTEM
Introduction. Pages 16 and 17
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens.
CD: Tracks 08 and 09.
Warm-up
■ Pupils’ books closed. Tell students to listen carefully
and play the video http://www.tiching.com/681512 from
0:08 to 1:29. Then ask:
– What are the five human senses? (The five senses
are five things we use with our bodies to understand
the world around us.)
– What are the basic five human senses? (To touch, to
smell, to taste, to hear and to see.)
– What senses am I using now that I am talking to you?
(To hear and to see.)
– Do animals have senses too? (Yes.) Do they have the
same senses as humans? (No.)
– What part of the body do crickets use to hear? (The
legs.) Do earthworms have eyes? (No.) What part of
the body do bees use to taste? (The feet.)
– What do vital functions do? (They help living things to
survive.)
■ Now, play the video from 1:30 to 2:43 and encourage
pupils to sing along. In order to help them, write the lyrics
on the whiteboard:
– Take your time, take your time, take your time
– To use your senses
– To touch, to smell, to taste, to hear, to see
– The world around us
– If you go too fast, you miss too much
– It’s the little things that make the whole batch.
– I can touch what’s rough or smooth
– I can smell and taste the food
– I can hear things quiet or loud
– I can see the sky and clouds.
■ Then, ask pupils to listen carefully. Tell them to
answer to the questions of the song and encourage them
to sing along. Next, play from 2:44 to 3:54 (when it ends).
Now, elicit the five questions the song does in this last
part (play it again if necessary):
– Which one tells you the pizza is too hot?
– Which one tells you there are cookies baking?
– Which one tells you the ice cream is yummy?
– Which one tells you your friend is too loud?
– Which one tells you the colours of the rainbow?
Play the whole song again and have the students clap to
follow the rhythm and make it more fun. Encourage
everyone to participate and sing along.
2-6
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 17. Focus on the pronunciation,
the meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: I can see
(the sky), my favourite sound is (my friend playing piano)
and I really like the (taste) of (chocolate).
Play the CD (track 08). Pause it after each sentence so
students can repeat it. Play it again, but this time, ask
them to point to the corresponding sensory organ, e.g.,
when they repeat: Honey tastes sweet; have them point
to their mouth. Check on their pronunciation.
■ Tell three pupils to read each a paragraph of the text
on page 17. Write these questions on the board:
– Can you give me some examples of stimuli?
(Personal answer, it can be anything related to
textures, sounds, images, smells and tastes.)
– Our senses let us experience the world around us.
What other very important function do they have?
(They protect us from danger.)
– Can you give me an example of it? (Personal answer,
an example is we can smell and see a rotten egg, so
we don’t eat it and avoid stomachache.)
– What system processes the information we receive
from the five senses? (The nervous system.)
– What else does the nervous system do? (It connects
the brain with the rest of the body and coordinates
our senses and our muscles.)
Check the answers to the questions on the whiteboard
and have several students participate.
■ Ask a student to read question number 1 and tell him
or her to answer it. Repeat the same with questions 2
and 3. Encourage other pupils to give you more
examples of foods for each flavour. Have them spell the
words they say and write them on the whiteboard.
Time to talk…
■ Watch the tiching link of Charlie and the Chocolate
Factory (http://www.tiching.com/675865). Divide the
class into pairs and explain the task: pupils have to
read question 4 and discuss their answers with their
partners.
Now, listen to the CD (track 09) and check understanding
by eliciting the answer of question 5. Then, tell the
students to work in pairs and answer the question made
by Lisa and question 6.
Go around the room in order to check and assist if
necessary. Encourage them to use the new vocabulary.
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write something we can sense with our senses
on one side and something we cannot sense with our
senses on the other.
Now, tell them to exchange the piece of paper with their
colleagues. They have to read them aloud and say which
is the one we can sense with our senses and which one
not as well as explain why.
Go around the room in order to check on pronunciation
and intonation. Then, make two lists on the whiteboard
with several examples that students have chosen.
■ Tell pupils to check http://www.tiching.com/75534.
Explain that it is an interactive activity consisting in
matching the senses with their corresponding images.
They will also have the chance to learn new vocabulary
and revise the spelling of the words they already know.
ANSWER KEY
1. Personal answer. The sense organs are sight, touch,
smell, taste and hearing.
2. Personal answer. The parts of the eye are: iris,
retina, cornea, pupil, lens, optic nerve, choroid,
sclera, vitreous humour.
3. Sweet, sour, salty, bitter and umami. / Personal
answer, some examples are sweet – sugar, sour –
lemon, salty – salt, bitter – coffee, umami – soya.
4. Personal answer.
5. Taste. / Personal answer.
6. Talking activity.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
1. Our senses Pages 18 and 19
Materials: Pupil's book, IWB, paper, pens, poster paper.
CD: Tracks 10 and 11.
Warm-up
■ Pupils’ books closed. Project part 1 of the video you’ll
find at http://www.tiching.com/59065. Explain you’re going
to revise what they have learnt so far in this unit.
Go to chapter 2 and ask pupils to help you place each of
the five senses in their corresponding organs.
Then, go to ‘Sense of touch’ (on the left column) and play
part 1. Write the key words on the whiteboard. Make sure
everyone understands the global meaning. Explain the
vocabulary if necessary. Finally, ask the following
questions:
– What organ do we use to sense touch? (Skin.) What
qualities can we identify thanks to our sense of
touch? (Temperature, hardness, softness, etc.)
– What’s the outside layer of the skin called?
(Epidermis.) What’s its function? (To protect the skin.)
– What’s the dermis? (It’s the layer between the
epidermis and the hypodermis.) What does the
dermis contain? (Sensors.)
– What’s the inner layer of the skin called? (Hypodermis.)
What does it contain? (Fat.) What for? (To insulate us
from the cold and to protect us from blows.)
1. The five senses
■ Tell pupils that they are going to learn more about the
five senses and the sensory organs. First, ask them the
following questions:
– Which are the five main senses? (Touch, sight,
hearing, taste and smell.)
– How do we process the information we receive from
our senses? (Through the nervous system.)
– What are stimuli? (Any change that takes place
around us that our senses notice.)
■ Pupils’ books open. Focus pupils’ attention on text 1
on page 18 and tell them to listen carefully. Read the
text. Make sure that they all understand the global ideas.
Point to the picture of the girl on the right and ask a pupil
to read the text next to it. Then, tell students to shout out
examples of stimuli and write them on the whiteboard.
Read the ‘Think’ box and elicit different answers from
several pupils. Add the examples to the list.
■ Now, ask two different students to read and answer
question a and b. Remind them to make complete
sentences. Let them use their own words and help them
if necessary.
Next, point to the picture with the title ‘The sensory
organs’. Go through each sensory organ. Finally, focus
pupils’ attention on the ‘Look and answer’ box. Read
question 2 and elicit the answer.
2. Touch
■ Have a pupil read the two paragraphs. Tell pupils to
look at the pictures of the hand ringing a bell and the girls
stroking a cat. Ask a student to read the sentence below it.
Clear up any questions and explain vocabulary if
necessary. Then, ask:
– We can see two girls stroking a cat. In this case, the
touch receptors detect slight pressure. What other
examples can you think of? (Personal answers.)
– What is our skin? (Our skin is the outer layer that
covers and protects our body.)
– What does the skin contain? (Specialised receptors
that respond to stimuli.)
Tell a student to read and answer question c. Ask
another pupil to do the same with question d. Make sure
that everyone has understood the meaning of the text. In
order to help, refer to the picture below.
2-7
■ Focus pupils’ attention on the Useful language box.
Ask them to listen carefully and play the CD (track 10).
Make sure everyone understands all the words. Tell
them to work in pairs and make up five sentences using
the same structure but different vocabulary.
Give them enough time to complete the task. Go around
the room in order to check and assist if necessary.
Finally, corect orally.
Check what I know
■ Put pupils in pairs. Focus their attention on the
‘Check what I know section’ on page 19. Ask them to
listen carefully and explain the task: they have to match
each sentence with its corresponding sense.
Give them some moments and check the answers orally
with the whole class. Finally, ask if pupils have any more
questions about the vocabulary or the topic.
Let’s work together
■ Tell students they are going to work in groups of five.
Have them read the task and make sure they all know
what they have to do. When they finish the activity, they
answer the questions in numbers 4 and 5.
Take the chance to revise vocabulary and spelling. Tell
them to write some of the answers on the whiteboard.
Check also on their pronunciation.
Reinforcement and extension activities
■ Write the following sentences on the board:
– We can find sensory receptors in groups all over our
bodies.
– The skin is the only sensory receptor we have.
Ask which of these two statements is true and which one
is false. Elicit that the first one is true and the second one
is false. Have a pupil explain why.
Then, encourage pupils to shout out examples of stimuli
responded by other sensory organs than the skin. Finally,
talk about the differences among the sensory organs.
■ Divide the class into five groups and assign each a
sensory organ: tongue, eye, nose, skin and ear.
They have to make a poster which includes a couple of
sentences describing the corresponding sensory organ
and a drawing of it.
When they have finished, hang them on the wall and
vote which is the best poster of all five.
ANSWER KEY
a. Touch, sight, hearing, taste and smell.
b. We are aware of what happens around us because
our sensory receptors respond to stimuli. This
information is then processed by our nervous system.
c. Personal answer, some examples are texture, shape,
temperature, pain or pressure.
d. The skin.
2-8
1. Personal answer, some examples are the hearing
when we listen to the teacher and the touch when we
use the books or write in our notebooks.
2. Touch – skin, sight – eye, hearing – ear, taste –
tongue, smell – nose.
3. Pupils have to match:
– That tickles. – Touch / This cake is delicious. – Taste
– You have a beautiful voice. – Hearing
– Clouds are white. – Sight / It smells like mint. - Smell
4. Personal activity.
5. Personal answers.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
2. Sight Pages 20 and 21
Materials: Pupil's book, IWB, two pieces of cloth (or
something to cover the eyes of two pupils).
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Ask for two volunteers. Tell
them to take their chairs and sit in front of the class.
Cover their eyes with a piece of cloth. Now, divide the
rest of the class into pairs. Each pair has to think of an
object or item that the volunteers can sense with a
different organ than the sight.
Let them use their imagination. They can give them
things like keys or glasses (touch), sweets or sandwiches
(taste), shoes or a ball (hearing), a fruit or glue (smell).
Each volunteer has to guess. You can write their names
and their answers on the whiteboard.
When they finish, uncover their eyes and let them look at
the objects. Count how many do they get right.
1. The parts of the eye
■ Pupils’ books open. Focus pupils’ attention on the
image with the parts of the eye. Tell them to listen
carefully and read the text. Help them understand the
new words by pointing to the corresponding part on the
graphic. Ask the following questions:
– What is the coloured part of the eye called? (Iris.)
What’s the pupil? (The hole in the centre of the iris.)
– What colour is the cornea? (It is transparent.) What is
the optic nerve? (The nerve that transport visual
stimuli to the brain.)
– How do we call the jelly-like substance that makes
the eye round in shape? (The vitreous humour.)
– What part focuses light on the retina? (The lens.)
What part contains the visual receptors? (The retina.)
Tell students to have a look at the tiching link indicated
on page 20. This way, they will be able to revise the
information learnt in this lesson.
2. How we protect our eyes
■ Tell students to listen carefully and read the text.
Now, use the picture next to it in order to explain the new
vocabulary and help them understand.
Make sure that the meaning of all words is clear for
everyone. Check by having a pupil answer question b.
You can add the following questions:
– What do eyelids and eyelashes protect us from? (Air,
excess light and foreign bodies.)
– What produce tears that keep the surface of the eyes
moist? (The lachrymal glands.)
3. Sight
■ Ask four different students to read each a paragraph
of the text. Refer to the graphic below to help them
understand. Clear up any questions that might arise.
Explain vocabulary if necessary. Make sure everybody
understands the process. Then, read questions c and d
and elicit the corresponding answers.
■ Focus pupils’ attention on the text with the title ‘What
do you see?’. Divide the class into pairs. Tell them to
read the text. Then, they have to discuss and compare
their response with their partner.
Give them enough time to complete the task. Go around
the room in order to check and assist if necessary.
Finally, elicit several answers from different pupils.
Find out
■ Ask pupils to read exercise 1. Write the different eye
colour options on the whiteboard. Say: Who has brown
eyes? Put your hands up! Count the number and put it
next to the corresponding colour. Repeat with blue and
hazel. You can add black, grey and green if necessary.
Once you finish, conclude: The most common eye colour
is (brown). The least common eye colour is (green).
Then, ask pupils to do the second part. Give them
enough time and elicit the corresponding answers.
Check what I know
■ Copy the four sentences on the whiteboard while
pupils copy them into their notebooks. Elicit the answers
orally. Then, ask some pupils to spell each of the words
and write them on the whiteboard.
■ Ask pupils to work in pairs and read activity 3. Make
sure everyone knows what they have to do. Remind
them to pay attention to the spelling. Go around the room
to check on their progress and help if necessary.
Reinforcement and extension activities
■ Go to http://www.tiching.com/681536 and explain that
‘optical illusions’ use color, light and patterns to create
images that can be deceptive or misleading to our brains.
They trick our brains into seeing things which may or
may not be real. Since they know now more about the
sight sense and the way it works, they are going to see
how tricky it can be for our brain to accurately interpret
the images from our eyes.
Start with ‘Color Blind’ and go through all 17 images. Let
the pupils enough time to look, see, experiment, have fun
and be surprised. Then, read the corresponding
explanation. Clear up any doubts they might have.
ANSWER KEY
a. The eye is made up of three layers: the sclera, the
choroid and the retina.
b. Eyebrows stop sweat from going into our eyes.
c. The retina.
d. The optic nerve.
1. Personal activity. / The most common eye colour in
the world is brown. The least common, green. /
Personal answer.
2. Answers: eyelids and eyelashes, air / sweat,
lachrymal glands / sclera / blood vessels.
3. Personal activity.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
3. Hearing Pages 22 and 23
Materials: Pupil's book, IWB.
CD: Tracks 12 and 13.
Warm-up
■ Pupils’ books closed. Ask pupils to pay attention
and play the video at http://www.tiching.com/78910.
Divide the class into two groups. Tell them to choose a
name related to the unit. Write both names on the
whiteboard. Explain that you are going to ask 7
questions. The team who gets more answers right, wins.
Play the video again. Then, ask:
– What part of the ear collects the sound? (The outer ear.)
– How does the sound arrive to the middle ear?
(Through the ear canal.)
– What do we call the flexible circular membrane which
starts to vibrate when the sound arrives? (The ear drum.)
– How many bones are there in the middle ear and
what is their size? (There are three tiny bones.)
– What part of the ear is similar in shape to a snail
shell? (The cochlea.)
– Where is the cochlea? (In the inner ear.)
– What transforms the vibrations into electrical
impulses? (The hair cells.)
1. The ear
■ Pupils’ books open. Read the introduction and then
ask three pupils to read each a paragraph describing a
part of the ear. Refer to the graphic. Point to each part,
explaining the process the sounds go through. Clear up
any doubts.
2-9
Now, in order to check understanding, ask two students
to read and answer questions a and b.
■ Tell a student to read the text with the title ‘Balance’.
Ask pupils to shout out examples of situations in which
they felt dizzy or vertigo (e.g. on a boat, in a high
building, etc.). Write them on the board.
Point out the relationship between the dizziness or
vertigo with the inner ear.
■ In pairs, pupils look up the three words in the
dictionary. They have to deduce why they are called like
that. Give them enough time to complete the task. While
they are working, go around the room in order to check
on their progress and assist if necessary.
When they are ready, correct orally by eliciting different
answers from several pupils.
2. How do we hear?
■ Focus pupils’ attention on the six pictures at the top of
the page. Point to the first one and ask:
– What do you see in this picture? (A forest / The
woods.)
– Have you ever been in (a forest)? How is the sound
there? (Personal answer.)
Repeat with the rest of the pictures. Refer to the bar
below as a clue to know if the sound is weak or strong.
■ Have four students read each a paragraph. Explain
the new words if necessary. Make sure everyone
understands the hearing process. Check by having two
pupils read and answer questions c and d.
■ Now, point to the Useful language box. Tell pupils to
listen carefully and play the CD (track 13). Pause it after
each sentence so they can repeat it. Check on their
pronunciation. Play it again.
Divide the class into pairs. They have to make up four
sentences following the structure of: first, then, after that
and finally. Then, they have to make up four sentences
using the following words: sound, sound waves,
eardrum, auditory receptors.
Give them enough time to complete the task. Go around
the room in order to check and help if necessary. Finally,
correct orally.
3. Sound intensity
■ Play any track of the CD (or some music) quite loud.
Then, turn it down. Play it loud again and ask:
– How is the sound now? (Loud.) Do you think that very
loud music is good for your ears? (Personal answer,
but explain that it is not good at all.)
Turn the volume down and ask:
– How is the sound now? (Low.) Can you hear
anything? (Personal answer, but the idea is that they
can’t hear it.)
■ Ask a student to read the text. Clear up any doubts
and explain the new vocabulary if necessary. Have a
pupil read and answer question e.
2-10
Listen and check
■ Tell pupils they are going to listen to different sounds.
They can work in pairs. Their tasks are to:
– Identify the sounds.
– Put them in order from least to most intense.
– Match them with five of the pictures of the decibel
scale at the top of the page.
Play the CD (track 12). Give them some moments to
write their answers down and discuss them with their
partners. Play it again.
■ Now, elicit the right answers. The sounds, from least
to most intense, are: C (sound of rustling leaves), E
(sound of people in an office), B (sound of a phone
ringing), D (sound of a noisy party), A (sound of a plane
taking off).
The corresponding images, from left to right, are: picture 1 –
C, picture 3 – B, picture 4 – E, picture 5 – D, picture 6 – A.
Check what I know
■ Ask a student to read activity 3. Make sure everyone
understands the task. Ask them to do the diagram. Go
around the room in order to check on their progress and
assist if necessary.
Then, tell them to work in pairs and do activity 4.
Encourage them to use the new words and to make
complete sentences. Check on their pronunciation and
intonation.
Finally, read the first question on number 5. Elicit the
answer. Read the second question and elicit different
answers from several pupils. Write them on the
whiteboard.
Reinforcement and extension activities
■ Tell pupils that it is very important to protect their ears
from intense sounds. Explain that you are going to show
them a video to know more about it. Now, play the one
you will find at http://www.tiching.com/681612.
When they finish, in order to check understanding and
talk about the subject, ask the following questions:
– How does Chin-Chin damage his ears? (Listening to
some music on his music player). Why does he turn
the volume up louder and louder? (Because the bus
was too noisy.)
– Do you ever listen to some music on your music
player? Do you use headphones? Do you turn the
volum up? (Personal answers.)
– What happens to Chin-Chin later that morning? (He
keeps hearing a strange ringing sound in his ears.)
Did this ever happened to you? (Personal answer.)
– Is it fun to hear that sound all the time? (No.) What
does he do? (He asks the nurse.)
– Where are the hair cells? (In the cochlea.) What
happens to the hair cells if a sound is very loud for a
long time? (They die and never come back.)
– Can you permanently lose your hearing if you hear
very loud sounds for a long time? (Yes, you can.)
– How can we take care of our ears? (Turning the
volume down on the TV or music player, using hear
protection devices and moving away from the loud
sound source.)
– What sounds of nature do you like to hear or listen
to? (Personal answers.)
ANSWER KEY
a. The outer ear, the middle ear and the inner ear.
b. The cochlea converts sound into nerve impulses.
c. Sound travels in the form of sound waves that pass
through the air.
d. As the oval window oscillates, the liquid in the
cochlea moves. This makes the auditory receptors
move, sending the stimuli to the brain through the
auditory nerve.
e. Sound intensity indicates how strong or weak a
sound is. It is measured in decibels (dB).
1. Hammer, anvil and stirrup are the three tiny bones in
the middle ear. / Personal answer.
2. Personal activity.
3. Personal activity.
4. Personal activity.
5. Sounds of over 120 dB are so strong that they can
damage our ears. People who work in construction or
airports use hearing protection headphones to
protect their ears from intense sounds.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
4. Taste and smell Pages 24 and 25
Materials: Pupil's book, IWB, something to blindfold
the students, different food items, cards, pens.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Explain that you are going to
play a game. Divide the class into five groups. The first
group sits in front of the class. Blindfold the students.
Then, let them smell and taste any of the food items you
have brought. They can’t touch it. Have them guess what
it is and write their answers on the whiteboard. Then,
repeat with the next group. The team which gets more
answers right, is the winner.
You can bring the food items you prefer, but here is a list
of suggested items: apples, bananas, chocolate, rasins,
olives, lemons, peanuts, salt, sugar, walnuts, cookies,
jam, crisps, brown bread, cinnamon sticks. Before you
start, ask about food allergies and intolerances.
Encourage them to describe the taste with as much
detail as possible. Write the adjectives and sensations on
the board, next to the corresponding food items. Let
them have fun and concentrate on their smell and taste
senses.
1. Taste
■ Pupils’ books open. Focus pupils’ attention on the
picture of the boy and on the tongue next to it. Ask:
– What is this organ? (The tongue). What sense is the
tongue responsible for? (Taste.)
Read the sentence below the picture and point to the
taste buds.
■ Ask three different students to read each a
paragraph. Clear up any questions and make sure
everyone understands the text. Then, ask two pupils to
read and answer questions a and b.
2. Flavours
■ Read the text about the flavours. Have two students
read and answer questions c and d. Next, ask pupils to
shout out more examples of each flavour. Write them on
the board.
■ Point to the picture of the girl drinking water and ask:
What does water taste like? Elicit different answers.
Then, have a pupil read the text below the picture. Ask
for other examples of tasteless substances.
■ Focus pupils’ attention on the image showing different
food items. Point to each one and elicit their names. Ask:
– Do you like (ham)? What does it taste like? (Personal
answers.)
Then, ask a pupil to read the text with the title ‘Umami,
the new flavour’. Finally, ask them to work in pairs and
answer questions e and f. Give them some moments to
complete the task and check orally.
3. Smell
■ Read the text about the smell. Refer to the graphic on
the right in order to help pupils understand. Point to the
three marked parts and have three students read them.
Then, tell two pupils to read and answer questions g and
h. Make sure everyone understands the process.
■ In order to review the smell and taste organs, go to
http://tiching.com/26940 and play the video. Clear up any
questions that might come up.
4. Working together: smell and taste
■ Point to the picture of the children and ask a pupil to
read the sentence below. Then, read the text and make
sure everyone understands it. In order to check, tell a
student to read and answer question i.
■ Ask them to shout out different smells and tastes they
like and dislike. They will see that if you don’t like the
smell, you don’t like the taste and viceversa. This way
they can realize the way both senses work together.
2-11
Check what I know
■ Tell pupils to work in pairs. They have to read
carefully the words, classify them accordingly and
answer the questions in number 1. Then, they complete
the sentences in number 2. While they’re working, go
around the room in order to check. Correct orally.
Finally, ask them to do activity 3 individually. Give them
enough time to complete the task. When they finish, elicit
different answers from several pupils.
Reinforcement and extension activities
■ Divide the class into five groups. Each group has to
make up five questions about any issue learnt in the unit so
far. Have the pupils write them down. Take the chance to
check on spelling and revise the unit’s vocabulary.
Then, tell them to give you the cards with the questions.
Make a table with five columns and five rows on the
whiteboard and mark the points. Read the questions and
elicit the correct answers. The group which answers
more questions correctly is the winner.
ANSWER KEY
a. Taste buds are little bumps on the surface of our
tongues that group together to form taste buds.
b. They identify a food’s flavour and help us decide if
we can eat it.
c. Sweet, salty, sour, bitter and umami.
d. The receptors for these flavours are on the tongue.
e. Personal answer, two examples are soya and tomatos.
f. Lemon – sour, grapefruit – bitter, cake – sweet,
anchovies – salty, cheese – umami.
g. We use it to interpret smells.
h. There are hundreds of differents types of olfactory
receptors, each designed to detect certain smells.
i. Smell and taste.
1. Smell: olfactory epithelium and odour. / Taste: flavour
and taste buds.
2. Missing words: olfactory epithelium, nostrils, nose.
3. Personal activity.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
5. Discover… Pages 26 and 27
Materials: Pupil's book, IWB, pens, A4 cards of
different colours, poster paper.
CD: No CD is required.
Warm-up
■ Divide the class into five groups. Assign a sense to
2-12
each group. Give them A4 cards (each sense gets a
different colour). Explain that they are going to make a
poster about the five senses. Each group has to do the
following tasks:
– Draw its corresponding sensory organ showing its
different parts.
– Explain the way it works.
– Write and draw some examples of how we use it.
■ Go around the room in order to check on their
progress and assist if necessary. Remind them to pay
attention to the spelling. When they finish, let each group
show the rest of the class what they have done. Finally,
hang them all on the wall.
How to look after your sensory organs
■ Pupils’ books open. Divide the class into five groups
(they can be the same ones than on the previous
activity). Assign a sense to each group (try to give them
a different one than the one they had on the previous
activity).
Now, explain the task. Each group has to:
1.- Read the text, understand it and point out the new
words mentioned in it.
2.- Describe the corresponding photo(s).
3.- Explain the rest of the class what they can do to look
after the corresponding organ. Encourage them to act
out, show the actions and use their own words instead of
reading the text.
While pupils are working, go around the room in order to
check on their progress, understanding, pronunciation
and vocabulary. Assist when necessary.
Finally, have all groups explain their corresponding
sensory organ in front of the rest of the class.
Check what I know
■ Ask pupils to copy the table into their notebooks and
complete it accordingly. First, write it on the whiteboard
and elicit the answers orally. Encourage to participate as
many pupils as you can. Let them use their own words.
Tell them to think of more examples and shout them out.
■ Now, read activity number 2. Explain that they can
use the work they have done on the first activity to
complete the poster. Each group can contribute with
what it has learnt about.
■ Finally, focus pupils’ attention on the box with the title
‘Do you know…’. Have a student read it. Tell students to
shout out other medical specialists they know.
Reinforcement and extension activities
■ Ask pupils to tell you how they protect themselves
from the Sun. Write the answers on the whiteboard.
Then, go to http://www.tiching.com/677419.
Tell students to find the six ways to avoid harmful UV
rays from the Sun. Let them point and explain the
reasons for their choice. Next, click on the places they
have told you and check the answers.

ANSWER KEY
1. Skin. Damage: Sun and dirt. Protection: keep it
clean, wash you hands often and apply a high factor
suncream.
Eyes. Damage: air and dirty hands. Protection: if you
touch your eyes, have your hands clean; do not look
directly at the Sun; when you write and read, make sure
there is enough light, visit the optician once a year.
Ears. Damage: loud sounds and dirt. Protection: use
hearing protection headphones, clean your ears
when you have a shower and do not put sharp
objects into your ears.
Tongue. Damage: very hot drinks and foods, dirt.
Protection: keep your teeth, gums and tongue clean
by brushing your teeth after every meal; avoid very
hot foods or drinks and foods that are extremely
spicy, salty, sour or sweet.
Nose. Damage: toxic smells and colds. Protection:
do not put objects or your fingers up your nose; avoid
very strong smells; blow your nose gently to avoid
irritating the nostrils.
2. Personal activity.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
6. The nervous system Pages 28 and 29
Materials: Pupil's book, IWB, pens.
CD: Track 14.
Warm-up
■ Pupils’ books closed. Project the video you will find
at http://www.tiching.com/77135 on the IWB from 00:19
to 04:07. Tell pupils to listen carefully. Then, ask the
following questions:
– What system helps us understand when something is
hot or sweet? (The nervous system.) What does the
nervous system control? (It controls all our senses.)
– What else does our nervous system control? (It
controls all the actions of our body.)
– What’s the most complicated organ of our body? (The
brain.) What things does the brain control? (Personal
answer, some examples are our imaginaton, senses,
thoughts, motion, balance, etc.)
– Can we control all of our actions? (No.) How do we call
the actions we can’t control? (Involuntary actions.)
– What two kinds of nerves are there? (Sensory nerves
and motor nerves.) What are the nerves made of?
(Neurons.)
– What are the three parts of a neuron? (Nucleus, axon
and dendrites.)
1. What is the nervous system?
■ Pupils’ books open. Focus pupils’ attention on the
picture of the girl running. Have a student read the
sentence below. Then, read text 1. Make sure everybody
understands the global meaning. Clear up any questions
and explain the vocabulary if necessary.
Ask a pupil to read and answer question a.
2. The parts of the nervous system
■ Ask a student to read text 2. Then, divide the class
into five groups and assign a part of the nervous system
to each group. Tell them to:
– Read and understand its corresponding text.
– Explain what they have learnt.
– Point out the key words.
Give them enough time to complete the task. Go around
the room in order to check on their progress and assist if
necessary.
When they finish, ask each group to make a brief
presentation in front of the class.
■ Tell pupils to look at the ‘Look and answer’ box. Ask
them to work in pairs. They have to read and answer the
questions. Give them some moments to do so. Finally,
correct orally.
3. Neurons
■ Have three different students read each a paragraph.
Refer to the graphic on the right in order to help pupils
understand the process. Point to the three marked parts
and revise their functions. Read the text below the
graphic.
■ Ask pupils to work in pairs. Tell them to read and
answer questions d and e. Go around the room in order
to check on their progress and help if necessary. Finally,
correct orally.
■ Point to the picture of the boy sleeping. Read the text
below and then ask:
– Do we need to get enough sleep to stay healthy and
happy? (Yes.) How many hours should you sleep
every night? (10 hours.)
– What happens if you don’t get enough sleep? (You
feel tired and grumpy.) Why do we need to sleep?
Let’s read this text to find out.
Tell a student to read the text with the title ‘The
importance of sleep’. Have another pupil read and
answer question f.
Check what I know
■ Focus pupils’ attention on the Useful language box.
Ask them to listen carefully and play the CD (track 14).
Pause it after each sentence so they can repeat it. Check
on their pronunciation and intonation.
■ Now, ask them to make up three sentences using a
similar structure and talking about their own sleeping
habits. Give them some moments to complete the task.
Then, elicit different sentences from several students.
2-13
■ Divide the class into pairs and explain the task: they
have to read and answer questions 2 and 3 in their
notebooks. They can work together. Next, tell them to
read the questions in number 4 and discuss their
answers with their partners. Go around the room in order
to check and help if necessary.
Reinforcement and extension activities
■ Divide the class into two teams. Tell them to name
each group with a word related to this lesson. Write both
names on the whiteboard. Then, explain that you are
going to say several sentences. Some of them are true
and other are false. They have to tell which are true and
which are false. If the sentence is false, they have to say
the corrected statement. The group who gets more
answers right, wins.
– The nervous system coordinates only the involuntary
actions. (False, it also coordinates the voluntary ones.)
– The nervous system has two main parts: the central
nervous system and the brain. (False, the two parts
are the central nervous system and the nerves.)
– The brain has a rounded shape and two symmetrical
halves called hemispheres. (True.)
– Nerves are short fibres that connect the sensory
organs to the body. (False, nerves are long fibres that
connect the sensory organs to the central nervous
system.)
– Our nervous system cannot remain active all the time,
it needs to rest. (True.)
– A nerve impulse is a signal that passes from neuron to
neuron through the dendrites and the axons. (True.)
– A 10-year-old child needs about 9 hours sleep every
night. (False, it needs around 10 hours sleep per day.)
– The brain stem is located on top of the brain. (False, it
is located below the brain.)
– The cerebellum is smaller than the brain. (True.)
ANSWER KEY
a. The nervous system transmits signals to different
parts of our bodies to coordinate our voluntary and
involuntary actions.
b. The nervous system has two main parts: the central
nervous system and the nerves.
c. The four nerve centres of the central nervous system
are the brain, cerebellum, brain stem and spinal cord.
d. Neurons.
e. The dendrites of a neuron connect with the axon of
the neuron next to it.
f. Our nervous system cannot remain active all the
time; it also needs to rest. When we sleep, our
nervous system is inactive and is able to rest.
1. The brain, the cerebellum, the brain stem and the
spinal cord. The biggest is the brain.
2-14
2. The dendrites of a neuron connect with the axon of
the neuron next to it. A signal passes from neuron to
neuron through the dendrites and the axons.
3. When we sleep, our nervous system is able to rest.
4. Personal answers.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
7. How we move our… Pages 30 and 31
Materials: Pupil's book, IWB, pens.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Start by explaining pupils that
they are going to learn more about how we move our
bodies as well as about voluntary and involuntary actions.
Then, ask them to pay attention and play the video you will
find at http://www.tiching.com/681638.
When it finishes, clear up any questions to make sure
pupils have understood the global meaning. If necessary,
play the video again. Then, ask the following questions:
– How do we call the actions we perform without
thinking? (Reflex actions.)
– Have you ever wondered why your leg kicks when the
doctor taps your knee? (Personal answer.) How do
we call this reflex? (The knee-jerk reflex.)
– In that case, what travels along the nerve to the
spinal cord? (A nervous impulse.)
– How long can take the response? (Around a thirtieth
of a second.)
– Why do reflex actions happen so quickly? (Because
they travel by the shortest route.)
■ Now, ask pupils to shout out other examples of reflex
actions and write them on the whiteboard. You can put
an example yourself, like the blink of an eye. Explain that
we usually blink about 15 times per minute. Let them
calculate how many times they blink during a day.
1. Involuntary actions
■ Pupils’ books open. Read the sentence on top of
the page to introduce the subject. Then, ask four different
pupils to read each a paragraph. Make sure everyone
understands its meaning. Clear up any questions and
explain vocabulary if necessary.
Now, ask a student to read the text with the title
‘Spontaneous reflex actions’. Refer to the video they
have watched about it. Revise the process of a reflex
action.
■ Focus pupils’ attention on the picture of the woman.
Ask what they think she is about to do and elicit:
Sneezing. Then, read the sentence below. Next, divide
the class into pairs. Tell them to read and answer
questions a, b, c and d.
Give them enough time to complete the task. Go around
the room in order to check on their progress and assist if
necessary. Finally, correct orally.
■ In order to revise the process of involuntary actions,
point to the graphic at the bottom of the page. Go
through each step. Read it and make sure everyone
understands it.
Finally, ask them to look at the ‘Think’ section. Read the
question and elicit several answers in each specific case.
Write them on the whiteboard. Encourage to participate
as many pupils as possible.
2. Voluntary actions
■ Point to the picture of the girl and ask:
– What is this girl doing? (She is playing ping-pong.) Is
that a voluntary or involuntary action? (It is a
voluntary action.)
– Why is it a voluntary action? (Because she chooses
to do it and she can control it.)
– Can you give me more examples of voluntary actions
you do? (Personal answers.)
Now, ask a student to read the text below the picture.
■ Then, focus pupils’ attention on the text and read it.
Make sure everyone understands it. Have a student read
and answer question e.
Next, point to the graphic showing the voluntary actions’
process. Go through each part and step. Use the
example of the girl hitting a ball.
Finally, ask students to shout out other examples of
voluntary actions and write them on the whiteboard.
Encourage them to say complete sentences and to
participate as much as possible.
Check what I know
■ Ask pupils to read exercise 2. Make sure everyone is
clear about what they have to do. While they are
working, go around the room in order to check on their
progress and assist if necessary.
■ Now, divide the class into pairs. Read activity 3. Give
them some moments to write the requested list. Then,
start the game. Encourage pupils to be creative and use
their imagination. Check on their pronunciation and
intonation.
Reinforcement and extension activities
■ Divide the class into two groups. One group will be in
charge of involuntary actions while the other will focus on
the voluntary ones. Now, explain the task: each group
has to think of three actions that belong to their group
and act them out.
They have to explain what is going on in the brain and in
the body with as much detail as possible. They can use
images or drawings.
Have them all participate. Go around the room in order to
check and assist. Give them enough time to complete
the task. When they are ready, the act their actions out in
front of the other group.
ANSWER KEY
a. Voluntary and involuntary actions.
b. A reflex action is a very simple involuntary action that
consists of an immediate reaction to a stimulus.
c. Reflex actions are produced internally and externally.
d. Personal answer, an example of a reflex action
produced internally is the digestion. An example of a
reflex action produced externally is the contraction of
your muscles when you touch something very hot.
e. Voluntary actions are the ones we choose to do, for
example running, reading or sitting down.
1. Personal answers.
2. Personal activity.
3. Personal activity.
UNIT 2. OUR SENSES AND NERVOUS SYSTEM
The Scientist’s Apprentice Pages 32 and 33
Materials: Pupil's book, IWB, a hairpin or paperclip, a
ruler, a long scarf, some sandpaper.
CD: Track 15.
Warm-up
■ Pupils’ books closed. Tell pupils that they are going
to learn more about the skin. Then, go to the resource
you will find at http://www.tiching.com/681644 and
project it on the IWB.
Have several students read each one of the facts. First,
make sure they have all understood it. Then, discuss it.
Encourage to participate as many pupils as possible.
Write the new words on the whiteboard.
Finally, elicit similar fun facts about other sensory organs.
Our skin’s sensitivity
■ Pupils' books open. Divide the class into three
different groups. Assign each group a DOC. Then, ask
them to do the following tasks:
– Read and understand their text.
– Explain what they have learnt to the rest of the class.
– Point out the key words and write them on the
whiteboard.
– Describe the corresponding picture.
– Answer the corresponding questions (DOC 1 answers
questions a and b, DOC 2 answers question c and
DOC 3 answers question d.)
■ Give them enough time to complete the task. Go
around the room in order to check on their progress and
understanding. Assist when necessary.
When they finish, have them make their presentation in
front of the rest of the class.
2-15
■ Now, tell pupils to look at the ‘Find out’ box. Read the
question and give them a day to do the exercise. Then,
elicit the answer from several pupils.
Let’s see how it works!
■ Point to the Useful language box. Ask students to
listen carefully and play the CD (track 15). Pause it after
each sentence so they can repeat it. Check on their
pronunciation and intonation. Play the CD again and tell
them to pay attention to the structure of the sentences.
■ Focus pupils’ attention on page 33. Explain that
they’re going to do an experiment to find out how sensitiv
their skin is on different parts of their bodies.
Now, ask a student to read the material list. Clear up any
doubts that come up. Then, read all the steps included in
the ‘Procedure’ and ‘Temperature’ sections, and do the
same. Refer to the table and picture in order to help
pupils understand what they have to do. Point out that
they can work in pairs for the first activity, but they should
do the second one on their own.
■ Have them do the experiment. Go around the room in
order to assist them and to check on their progress.
Make sure all pupils complete the table of exercise 1. To
correct activity 2, elicit different questions from several
students. Ask them to use the structures of the
sentences in the Useful language box.
2-16
Reinforcement and extension activities
■ In order to revise the lesson and learn new things
about the skin, go to http://www.tiching.com/26948 and
press play.
Pause after each sentence so pupils can have time to
read and understand what they have just heard. Clear up
any doubts. Finally, have two students read and answer
the questions at the end.
ANSWER KEY
a. From the outside to the inside, the three layers of the
skin are epidermis, dermis and hypodermis.
b. The dermis.
c. When we touch an object, our epidermis changes
shape. The receptors use a nerve signal to inform the
brain when we are touching something.
d. The answers are:
– Blind people use braille to read.
– Because they can’t see.
– Their finger tips allow them to interpret it since it is a
tactile reading system.
1. Personal activity.
2. Personal activity.

TICHING
http://www.tiching.com/26940
http://www.tiching.com/26948
http://www.tiching.com/47253
http://www.tiching.com/59065
http://www.tiching.com/75532
http://www.tiching.com/75534
http://www.tiching.com/77135
http://www.tiching.com/78910
http://www.tiching.com/675865
http://www.tiching.com/677419
http://www.tiching.com/681512
http://www.tiching.com/681536
http://www.tiching.com/681612
http://www.tiching.com/681638
http://www.tiching.com/681644
// / //
SURFING THE WEB WITH TICHING
WEBSITES
http://www.e2bn.skoool.co.uk/content/primary/science/smell_and_taste/index.html
http://www.e2bn.skoool.co.uk/content/primary/science/skin/index.html
http://www.exchange.smarttech.com/details.html
http://www.agrega.hezkuntza.net/visualizar/en/es_200703163_0240500/true
http://www.bbc.co.uk/science/humanbody/body/interactives/senseschallenge/senses.
swf
http://www.sadlier-oxford.com/readers/health/book1/game.htm
https://www.youtube.com/embed/sjyl4CmBOA0
https://www.youtube.com/embed/dCyz8-eAs1l
https://www.youtube.com/embed/5S_AYZGBxkQ
http://www.epa.gov/sunwise1/kids/flash/actionsteps.html
https://www.youtube.com/embed/z7pi9kv1dj0
http://www.optics4kids.org/home/content/illusions/
https://www.youtube.com/embed/kAshyO3XFsl
https://www.youtube.com/embed/nKPEW-ao2Wg
http://www.sciencekids.co.nz/sciencefacts/humanbody/skin.html
/ / /
2-17
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7

Unit 3
Health

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

3-1
 UNIT 3 Pupil’s book

36 37

38 39

3-2
40 41
 UNIT 3 Pupil’s book

42 43

44 45

3-3
46 47
 UNIT 3. HEALTH
Introduction. Pages 36 and 37
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens.
CD: Track 17.
Warm-up
■ Pupils’ books closed. Tell students to pay attention
and go to http://www.tiching.com/69706. Point to the first
picture and ask:
– What is this girl doing? (Coughing.) What do you think
she has? (Personal answer, some examples are a
cold, the flu, etc.)
Point to picture 2 and ask:
– What does this boy have? (Measles.) Have you had
measles? How did you feel? (Personal answers.)
Point to picture 3 and ask:
– What do you think is the problem with this boy? (He
has got a headache.) What do you usually do when
you have a headache? (Personal answer.)
Point to picture 4 and ask:
– What is her health problem? (Temperature / Fever.) In
which cases can you have temperature? (Personal
answers, some examples are the flu, measles, etc.)
Point to picture 9 and ask:
– What is his health problem? (Stomachache.) When
do you usually have stomachache? (Personal
answers, some examples are when you eat too
much, when you eat something bad, etc.)
Point to picture 10 and ask:
– Why does he look so angry? (He has got toothache.)
What doctor do you visit when you have toothache?
(The dentist.)
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 37. Focus on the pronunciation,
the meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: I went to
the hospital because I (broke my arm). I took painkillers.
Play the CD (track 17). Pause it after each sentence so
students can repeat it. Play it again, but this time, ask
them to point to the corresponding part of the body, e.g.,
when they repeat: I went to the dentist because I had
toothache; have them point to their mouth.
3-4
■ Tell three pupils to read each a paragraph of the text
on page 37. Write these questions on the board:
– Who discovered penicillin? (Alexander Fleming.)
When did he discover it? (In 1928.)
– What is penicillin? (The most widely used antibiotic in
the world.)
– Did this discovery happen by accident? (Yes.) How?
(Fleming was tidying his laboratory and came across
some glass plates with staphyloccus bacteria on
them. One of the plates had mould on it. The areas
around the mould seemed to be free of the bacteria.)
Check the answers to the questions on the whiteboard
and have several students participate. Finally, you can
explain: This discovery saved millions of lives. Fleming
was awarded the Nobel Prize in 1945.
■ Ask a student to read question number 1 and tell him
or her to answer it. Repeat the same with question 2.
Encourage other pupils to give you more examples of
things we can do to stay healthy. Have them spell the
words they say and make a list on the whiteboard.
Time to talk…
■ Divide the class into pairs and explain the task:
pupils have to read questions 3 and 4 and discuss their
answers with their partners.
First, check understanding and make sure everybody
understands the vocabulary and meaning.
Go around the room in order to check and assist if
necessary. Encourage them to use the new vocabulary
and say complete sentences..
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write a health problem on one side and the way
to prevent it on the other.
Now, tell them to exchange the piece of paper with their
colleagues. They have to read one of the sides aloud
and try to guess the other one.
Go around the room in order to check on pronunciation
and intonation. Then, make two lists on the whiteboard
with several examples that students have chosen.
■ Go to http://www.tiching.com/681659. Tell pupils that
in order to understand better Fleming’s great discovery,
you are going to show them a video about it. Ask them to
listen carefully and play it from 2:15 to 4:24.
ANSWER KEY
1. At the dentist. We know she is there because of the
instruments we can see, the X-ray and the dental chair.
2. For regular check-ups to take care of our our teeth
and gums. / Have a healthy diet, do exercise, get
enough sleep, keep a good personal hygiene, etc.
3. Personal answer.
4. Personal answer.
 UNIT 3. HEALTH
1. Health, illness and ... Pages 38 and 39
Materials: Pupil's book, IWB, paper, pens, poster paper.
CD: Track 18.
Warm-up
■ Pupils’ books closed. Divide the class into two
groups. Go to http://www.tiching.com/39026. Explain that
each group will have to answer several questions and do
some activities related to the unit’s topic.
Show the first page of the link where you can see the 12
different exercises. One team will answer 1.a, 2, 7, 9 and
10. The other team will answer 1b, 3, 6, 8 (only the 3 first
sentences), 11 and 12.
Tell them to choose a name related to the subject. Write
both names on the whiteboard and start to play. Every
right answer gets 1 point. Both groups can win 30 points.
The one that gets more answers right, wins.
1. Health and illness
■ Tell pupils that they are going to learn more about
illness and diseases. First, ask them the following
questions:
– What diseases do you know? What diseases did you
have? (Personal answers.)
– What things can we do to prevent illness and
disease? (Personal answer, some examples are have
a healthy diet, a good personal hygiene, etc.)
– What things or persons help us cure illness and
disease? (Personal answer, some examples are
doctors, medicine, stay in bed, etc.)
■ Pupils’ books open. Focus pupils’ attention on text 1
on page 38 and tell them to listen carefully. Read the
text. Make sure that they all understand the global ideas.
Point to the picture of the girl on the right and ask a pupil
to read the text below it. Then, tell students to shout out
examples of symptoms (question b) and write them on
the whiteboard. Finally, ask a student to read and answer
question a.
■ Now, tell pupils to look at the Useful language box.
Say: Listen carefully! Play the CD (track 18). Pause it
after each sentence and have them repeat it. Clear up
any questions and check on their pronunciation.
Next, ask students to work in pairs: they have to make up
two sentences using a similar structure and different
vocabulary (but related to the topic).
2. Types of diseases
■ Read the first sentence. Have a pupil read the two
categories of diseases. Then, ask students to shout out
other examples, first of infectious diseases and then of
non-contagious ones. Write them on the whiteboard. Tell
them to say some of the symptoms in each case.
Ask a pupil to read and answer both questions in c.
■ Tell pupils to look at box with the title ‘Shared
diseases’. Read it and write on the whiteboard the words
that students don’t know yet. Explain them. Then, ask:
– How do you think you can avoid the diseases that
pets can spread to people? (Personal answer.)
– Do you have any pets? Have they ever been ill? What
happened? (Personal answers.)
■ Point to the ‘Think’ box and read the question. Have
them work in pairs. Give them some moments to think
about the answer and check orally.
■ Focus pupils’ attention on the four pictures at the
bottom of the page. Read the text below. Go through
each image and say: This is how (bacteria) look like.
How would you describe it? Elicit different answers from
several students.
Tell a pupil to read the ‘Look and answer’ box. Divide the
class into pairs. Ask them to do the talking activity. Go
around the room in order to check on their vocabulary
and pronunciation. Assist if necessary.
3. How infectious diseases spread
■ Have a pupil read the first paragraph. Tell pupils to
look at the picture of the woman and the girl. Read the text
below. Ask the following questions:
– What is this woman doing? (She is cleaning and
disinfecting the girl’s wound.)
– Why do you think she’s doing that? (To prevent
infectious diseases.)
– Did that ever happen to you? Who helped you? What
did you do? (Personal asnwers.)
Tell a student to read and answer question d.
■ Now, read the sentence: To prevent the spread of
infectious diseases, it is important to do the following.
Point to each picture and ask three different students to
read the text below them.
Make sure everybody understands the global meaning
and the new words. Refer to the pictures in order to help.
Then, ask:
– Do you always wash your hands in these three
cases? Will you do it from now on? (Elicit different
answers.)
– Have you ever had food poisoning? What did you eat
or drink? What happened? (Personal answers.)
– What do you wear on your feet when you are in the
swimming pool or in the changing room? (Elicit
different answers.)
Check what I know
■ Put pupils in pairs. Focus their attention on the
‘Check what I know section’ on page 39. Ask them to
listen carefully and explain the task: they have to read
the four statements and say if they are true or false. In
case they are false, they have to write the corrected
sentence.
3-5
Give them some moments and check the answers orally
with the whole class.
Next, point to the ‘Find out’ box and read the question.
Refer to the tiching link and tell them to do the activity at
home. Correct orally.
Finally, ask if pupils have any more questions about the
vocabulary or the topic.
Reinforcement and extension activities
■ Write the following sentences on the board:
– Non-infectious diseases are caused by bacteria,
viruses or protozoa.
– Infectious diseases are caused by bacteria, viruses or
protozoa.
Ask which of these two statements is true and which one
is false. Elicit that the first one is false and the second
one is true. Have a pupil explain why.
Then, encourage pupils to shout out examples of
infectious diseases. Finally, talk about how they can
prevent them.
■ Divide the class into five groups and assign each a
way to prevent the spread of infectious diseases.
They have to make a poster which includes a couple of
sentences describing the action and a drawing of it.
When they have finished, hang them on the wall and
vote which is the best poster of all five.
ANSWER KEY
a. Physical, mental and social well-being.
b. Symptoms are signs that indicate there is a problem
with the functioning of our bodies. / Personal answer,
some examples are fever, cough, pain, etc.
c. Infectious diseases and non-infectious diseases.
Infectious diseases are contagious and caused by
mircroscopic foreign bodies. Non-infectious diseases
are not caused by bacteria, viruses or protozoa, so
they are not contagious.
d. Microscopic bodies can enter the body through a
wound, by drinking contaminated water, by eating
out-of-date food, by being present in the air we
breathe, through an insect bite.
1. Personal answer. Common cold and chicken pox are
infectious. Leukaemia is non-infectious.
2. Personal activity.
3. Pupils have to say whether the following statements
are true or false:
– Infectious diseases do not normally spread from one
person to another. FALSE. Infectious diseases do
normally spread from one person to another.
– We do not need to wash fruit and vegetables before
we eat them. FALSE. We need to wash fruit and
vegetables before we eat them.
3-6
– We can catch fungal diseases from insect bites.
FALSE. We can catch infectious diseases from insect
bites.
– We should wash our hands after touching an animal.
TRUE.
4. Personal activity.
5. Chicken pox, flu and measles.
UNIT 3. HEALTH
2. Factors that affect ... Pages 40 and 41
Materials: Pupil's book, IWB, poster paper.
CD: Track 19.
Warm-up
■ Pupils’ books closed. Go to the video you will find at
http://www.tiching.com/677057. Tell pupils to listen
carefully and put the subtitles on. Press ‘Start’ to begin.
Pause after each sentence to make sure everybody
understands the main ideas.
In order to revise the key factors of a balanced diet, have
them participate and choose the different types of foods
following the instructions of the narrator.Then, drag the
sliders so they can see what happens if you have an
unhealthy diet.
Stop the video after reading the slide saying: If you don’t
eat enough food you will begin to lose weight.
1. Our diet
■ Pupils’ books open. Read the sentences on top of
the page in order to introduce the subject. Focus
pupils’ attention on the image of the girl at the bakery
and have a pupil read the sentence below. Then, ask the
following questions:
– Where is this girl? (At a bakery.) What foods can you
buy there? (Personal answer, some examples are
bread, pastries, cakes, etc.)
– Do you go to the supermarket with your parents or
siblings sometimes? Do you buy a lot of healthy
food? (Personal answer.)
– Do you ever go to buy any food alone, like a snack? If
yes, what do you buy? Is it healthy? (Personal
answers.)
■ Tell three different students to read each a
paragraph. Make sure everyone understands the global
meaning. Explain the new words if necessary. Have a
pupil read and answer question a.
■ Point to the Language useful box. Ask students to
listen carefully and play the CD (track 19). Pause it after
each sentence so they can repeat it. Check on their
pronunciation and intonation.
Tell pupils to make up and write three sentences with the
same structure but using different words. Give them
some moments to complete the task. When they are
ready, elicit different examples from several students.
2. Our lifestyles
■ Tell students to look at the picture of the boy playing
video games and ask the following questions:
– What is this boy doing? (He is playing video games.)
Do you play video games? How many hours every
week? (Personal answers.)
– Is it healthy to play video games for a long time?
(No.) Why not? (It is bad for your eyes and for your
body since you do not move it.)
Now, point to the image of the boy riding a bike and ask:
– What is this boy doing? (He is riding a bike.) Do you
ride a bike sometimes? How many hours of exercise
do you do every week? (Personal answer.)
– Is it healthy to do exercise? (Yes.) Why? (You move
your body, it is good for your mind, it keeps you
healthy and happy).
■ Have three pupils read each a paragraph. Clear up
any doubts. Ask a student to read question b. Elicit
several answers and write them on the whiteboard.
■ Focus pupils’ attention on the ‘THINK’ box. Tell them
to work in pairs and do exercises 1 and 2. Give them
enough time to complete the task. Go around the class in
order to check on their progress, understanding and
vocabulary.
■ When they finish, have some pairs present their
menus in front of the class and explain the reason why
they have chosen those foods. Write the best ones on
the whiteboard and point out the benefits of them
(vitamins, minerals, nutrients, etc.)
■ Finally, tell students to shout out the things included on
their lists to help them create more time for themselves.
Write the most clever ones on the whiteboard.
3. Drugs
■ Ask three different students to read each a paragraph
of the text. Refer to the pictures to help them understand.
Clear up any questions that might arise. Explain
vocabulary if necessary. Make sure they all understand
the main ideas. Then, read questions c and d and elicit
the corresponding answers.
■ Focus pupils’ attention on the text with the title ‘Look
and answer’ box. Divide the class into three groups. Tell
them to read the text. Assign a picture to each group and
apart from describing it, ask them to:
– Say two other things they know related to the subject.
– Describe the image they would like to see instead.
Give them enough time to complete the task. Go around
the room in order to check and assist if necessary.
Finally, have each group present and explain its picture.
■ Point to the ‘Find out’ box and ask a pupil to read
both questions. Elicit the answer to the first one and
several answers to the second one. Encourage pupils to
participate and to use complete sentences.
■ Tell students to look at the ‘Let’s work together!’ box.
Read the text. Divide the class into four groups. Two
focus on the negative effects of excessive drinking and
the other two, on the negative effects of smoking.
Encourage them to use their imagination and be creative.
Go around the room in order to check and assist if
necessary. When they finish, vote for the best campaign
and hang it on the wall.
Reinforcement and extension activities
■ Go to http://www.tiching.com/681667 and explain that
this video is going to show them the health effects and
risks of smoking. Play the video. Clear up any dobuts.
Ask pupils to listen carefully and play it again.
Then, ask the following questions:
– How many chemicals are there in tobacco smoke?
(4.000.) What organs does smoking harm? (Nearly
every organ in the body: lungs, liver, brain, etc.)
– What are the main health effects of smoking? (It
causes many diseases and reduces your health.)
– What illnesses and diseases does smoking cause?
(Oral and lung cancer, breathing problems, it
increases the risk of other infections and cancers,
heart problems, hair loss, gum diseases, etc.)
– How many people do cigarettes kill every year? (They
kill 5 million people every year.)
– Can passive smokers also have health problems
related to cigarettes? (Yes, because they inhale the
same toxic smoke.)
– How can you avoid all these negative effects? (By not
starting to smoke.)
ANSWER KEY
a. Obesity and overweight.
b. Both children and adults can become ill more easily if
they lead an unhealthy lifestyle.
c. There are two types of drugs, legal and illegal.
d. Personal answer, some effects of overusing alcohol
are high blood pressure, liver disease and insomnia.
1. Personal activity. / The Mediterranean diet includes
olive oil, cereals, fruit, vegetables, pulses and nuts; a
moderate consumption of meat and fish; dairy
products and a small amount of wine for adults.
2. Personal answer and personal activity.
3. The girl is drinking alcohol. It is harmful to her health
because alcohol can cause stomach and liver
diseases as well and insomnia and other problems. /
On the circle, we can see an image of a driver being
tested for alcohol. This avoids accidents because
drink driving is responsible for many traffic accidents.
4. The legal drinking age is 18 in Spain. / Personal
answer.
5. Personal activity.
3-7
UNIT 3. HEALTH
3. Discover… Pages 42 and 43
Materials: Pupil's book, IWB, pens, A4 cards of
different colours, poster paper (optional).
CD: Track 20.
Warm-up
■ Go to http://www.tiching.com/681675 and play the
video. Then, go to http://www.tiching.com/681677 and play
the video. Next, go to http://www.tiching.com/681678 and
play the video.
■ Now, ask the following questions:
– What should you do if you want to help someone with
a broken bone? (Tell the person to keep the injury still
and support it to stop it moving.) Did this ever happen
to you? What did you do? (Personal answers.)
– What should you do if you want to help someone who
is bleeding? (Press on the wound straight away and
help the person to stay calm.) Did this ever happen to
you? What did you do? (Personal answers.)
– What should you do if you want to help someone with
a burn? (Cool it under cold running water for at least
10 minutes and then cover it loosely with a plastic
bag.) Did this ever happen to you? What did you do?
(Personal answers.)
■ Remind them three important things they need to take
into account every time they find themselves in a similar
situation (you can write them on the whiteboard to make
sure everybody understands them).
First, they always have to make sure that it is safe for
them to help. Second, they have to tell an adult as soon
as they can. Third, in case it is a serious problem, tell
them that the emergency phone number in Spain is 112.
All about first aid
■ Pupils’ books open. Divide the class into three
groups. One group will focus on what to do if someone is
bleeding. Another group will do the same wih burns and
a third group with wounds.
Now, explain the task. Each group has to:
1.- Read the text, understand it and point out the new
words mentioned in it.
2.- Describe the corresponding image(s).
3.- Explain the rest of the class what to do if they found
themselves in that case. Encourage them to act out,
show the actions and use their own words instead of
reading the text.
While pupils are working, go around the room in order to
check on their progress, understanding, pronunciation
and vocabulary. Assist when necessary.
Finally, have all groups make their presentation in front
of the class. When they finish, tell them to shout out the
main ideas and write them on the whiteboard.
3-8
Listen and check
■ Ask pupils to listen carefully and explain the task:
they have to decide if the sentences about first aid they
are going to hear are true or false. Play the CD (track
20). Give them some moments.
■ Tell them that if the sentence is false, they have to
write the corrected sentence in their notebooks. Now,
play the CD again and pause it after each sentence so
they have time to complete the task.
Finally, check orally.
Let’s work together!
■ Ask pupils to look at the ‘Let’s work together’ box.
Explain that they are going to make a first aid guide. Tell
them to divide in the same three groups they did in the
first activity, so each group can contribute with what it
has learnt about first aid techniques.
■ This time, they have to be more visual and use
drawings to illustrate the steps to take. Give them A4
cards of different colours, e.g. yellow for wounds, orange
for burns and red for bleeding. Remind them to write the
instructions underneath the pictures. Tell them to pay
attention to the spelling and to be as clear as they can.
Go around the room in order to check on their progress
and assist when necessary. When they finish, you can
either make a guide by putting the cards together or
make a big poster and hang it on the wall.
Reinforcement and extension activities
■ Divide the class into two groups. Each group will think
of three situations where first aid is required. They will
act it out. The other group has to react and show what
they would do. All the steps: wash their hands, clean the
wound, call a doctor, stay calm, etc.
Tell them to take it seriously and have them realize that
they might face a similar situation in the real world, so
they better know what is the best to do. Give them tips to
improve their reaction if necessary.
ANSWER KEY
1. Pupils have to listen to the following sentences and
decide if they are true or false:
We wait half an hour before giving anyone first aid.
FALSE. We do some first aid techniques and wait for
a healthcare professional to arrive.
Before helping someone who is injured, we should
panic first. FALSE. We should always stay calm.
We should disinfect wounds using iodine. TRUE
We should cover a wound using a bandage. FALSE.
Leave the wound uncovered, unless it is bleeding.
2. Personal activity.
UNIT 3. HEALTH
4. How medicine help us Pages 44 and 45
Materials: Pupil's book, IWB, pens.
CD: Track 21.
Warm-up
■ Pupils’ books closed. Project the video you will find
at http://www.tiching.com/681680 on the IWB from the
beginning to 01:35. Tell pupils to listen carefully. Then,
ask the following questions:
– What are bacteria? (They are microorganisms.) Since
when do they exist? (They were some of the first life
forms to appear on Earth.)
– How many cells do they consist of? (They consist of
one cell.) Where do they live? (Everywhere: on the
ground, in the water, on your skin, inside you, etc.)
– Are all bacteria bad? (No, many are them are
harmless or even beneficial.)
– What medicines are designed to fight bacterial
infections? (Antibiotics.) What do they do? (They kill or
neutralise bacteria.)
– Do antibiotics harm the human cells? (No, they don’t.)
What is the problem with antibiotics now? (Some
bacteria can develop resistance to an antibiotic.)
1. Vaccines and antitoxins
■ Pupils’ books open. Read the sentence on top of
the page. Ask several pupils to read the text. Make sure
everybody understands the main ideas. Clear up any
questions and explain the vocabulary if necessary. In
order to check, have two students read and answer
questions a and b.
Now, point to the ‘Look and answer’ box. Read it and
refer to the graph above. Tell different pupils to make
several sentences comparing figures. Next, ask question
2 and elicit different answers.
2. Antibiotics
■ Ask a student to read text 2. Clear up any doubts and
make sure everyone understands the global meaning. In
order to check, tell a pupil to read and answer question c.
■ Refer to the video you have played at the beginning
of the lesson. Have a pupil read the text with the title
‘Antibiotic resistance’. Insist that they always have to
follow the doctor’s instructions because misusing
antibiotics (or any other medicine) can have negative
effects on their health.
3. Surgery
■ Have two students read each a paragraph. Refer to the
picture on the right and read the sentence below. Ask
what it shows and elicit the answer: An X-ray. Then, point
to the picture of the operating theatre and do the same.
Elicit: An operating room. Read the sentence below.
Finally, have a student read and answer question d.
■ Now, encourage pupils to explain what they know
related to surgery, if they ever had surgery, if they have
ever been to a hospital, etc. Have them participate as
much as possible using the new vocabulary and making
complete sentences.
4. Transplants
■ Tell three different students to read each a paragraph.
Make sure they understand the idea of ‘transplant’ and the
concept of ‘donor’. In order to check, have a couple of
pupils read and answer the questions in e.
■ Next, focus pupils’ attention on the ‘Look and answer’
box. Read the first sentence while pointing to the table.
Have two students read and answer each a question.
Encourage the rest of the class to draw other
conclusions about the data of transplants in Spain.
■ Ask students to look at the ‘Listen and think’ box. Let
them read the three questions first. Then, tell them to
listen carefully and play the CD (track 21). Pause it after
each sentence so they can have time to process the
information. Give them a couple of minutes and play it
again. Then, check the answers orally.
Check what I know
■ In pairs, ask pupils to match the two words with their
corresponding phrases. Give them some moments to
complete the task and correct orally.
Reinforcement and extension activities
■ Divide the class into two teams. Tell them to name
each group with a word related to this lesson. Write both
names on the whiteboard. Then, explain that you are
going to say several sentences. Some of them are true
and other are false. They have to tell which are true and
which are false. If the sentence is false, they have to say
the corrected statement. The group who gets more
answers right, wins.
– Fleming discovered the penicillin in 1823. (False, he
discovered it in 1928.)
– Allergies, anorexia and chicken pox are contagious
diseases. (False, allergies and anorexia are not
contagious. Chicken pox is contagious.)
– Some diseases can pass between animals and
humans. (True.)
– You should go barefoot in swimming pools and changing
rooms. (False, you should always wear something on
your feet to avoid catching fungal diseases.)
– The Mediterranean diet is a balanced diet. (True.)
– Excessive alcohol consumption can cause stomach
and liver disease. (True.)
– In case of wound, use as many antiseptics as possible.
(False, never use two antiseptics at the same time.)
– Antitoxins are very dangerous. (False, they are
medicines capable of neutralising the foreign bodies
that produce the disease.)
– In case of a transplant, the donor can sometimes still
be alive. (True.)
3-9

ANSWER KEY
a. Vaccines contain weakened or killed forms of the
microorganisms that cause a particular disease.
b. Antitoxins are medicines capable of neutralising the
foreign bodies that produce the disease.
c. Antibiotics are only effective if the disease is
produced by bacteria.
d. Surgery is a series of techniques and procedures to
gain access to the inside of the human body. We use
it when we cannot use medicines to cure an illness.
e. A transplant is when we replace organs or tissue that
do not work with ones that are healthy. / Personal
answer. People need them in order to survive.
1. Personal activity.
2. Personal answer.
3. The number of transplants has increased since 1990. /
Kidney is the most common type of organ transplant in
Spain: there were 2552 cases in 2013.
4. A dog. / In 1967. / Waiting lists are very long because
finding enough organ donors is extremely difficult.
5. Antibiotics kill bacteria. / Vaccines stop diseases
developing.
UNIT 3. HEALTH
Now I know Pages 46 and 47
Materials: Pupil's book, IWB, pens, illustrations,
cartoons or cut-outs from magazines.
CD: Track 16.
Warm-up
■ Pupils’ books closed. Tell pupils you are going to
show them a video. Go to http://www.tiching.com/681682.
Play it from 0:42 to 02:10. When it finishes, ask the
following questions:
– What are the four rules for a healthy lifestyle after this
video? (Eat a good diet, get regular exercise, keep
good hygiene, get enough rest.)
– Which foods would you include in a good diet? (Fruit,
vegetables, rice, pulses, bread, eggs, fish, etc.)
– What exercise do you do? How often do you do it?
Do you think it is enough? (Personal answers.)
– What things are included in a good personal hygiene?
(Personal answer, some examples are brushing your
teeth after we eat, washing your hands before and
after we eat, take a shower every day, etc.)
– How many hours do you sleep? (Personal answer.)
How many hours should you sleep? (10 hours / day.)
– What other rules can you think of for a healthy
lifestyle? (Personal answer.)
3-10
1. Copy and complete the concept map in…
■ Pupils’ books open. Focus pupils’ attention on the
concept map. Go through its different parts in order to
revise the units’ concepts. Clear up any doubts.
■ Then, tell pupils to complete the missing words on
their own in their notebooks. Go around the room in
order to check and assist if necessary.
2. Copy and complete.
■ Project the sentences of exercise 2 on page 46 on
the IWB. Tell pupils to help complete the sentences.
They will have to copy and complete them on their own.
Read the first sentence and ask a pupil to shout out the
missing words. Write the answer on the whiteboard. Do
the same with the rest of the sentences.
3. Draw a picture of…
■ Have pupils take their notebooks and draw and label
three examples of things they do to lead a healthy
lifestyle. Point to the words they should use. Go around
the room in order to check the spelling and help.
While they are working, write these sentences on the
whiteboard:
– (Penicillin) is the most widely used (antibiotic) in the
world.
– (Infectious diseases) are normally (contagious), which
means they (pass between organisms).
– (Busy lifestyles and working too much) can cause
disorders such as (depression or anxiety).
– (Misusing antibiotics) can lead to (the bacteria
resistance).
■ Once they finish their drawings, ask them to work in
pairs and talk about any topic related of the unit using the
structures on the board. Go around the room in order to
check and assist.
4 Let’s work together
■ Ask a pupil to read the text on exercise 4. Make sure
they all understand the different activities. Clear up any
questions and explain vocabulary if necessary. Use both
tiching resources. Divide the class into four groups and
have them do tasks a and b.
Go around the room in order to check on their progress
and assist if necessary. When they finish, bind all the
pages together to create the final product and have each
group make their presentation to the rest of the class.
Finally, tell several pupils to shout out one thing they
have learnt from the presentations and make a list on the
whiteboard.
Play and learn
■ Divide the class into groups of four and explain they
are going to play Hot seat. Read the instructions to make
sure that all students remember how to play.
Encourage as many pupils as possible to participate. Take
the chance to check on pronunciation and intonation.
■ Ask students to look at the wordsearch. Tell them to 3. Personal activity.
find the words related to health and illness. Then, they
4 Group activity.
write them in their notebook. Go around the room in
order to check on their progress and spelling. 5. Group activity.
6. Wordsearch:
Reinforcement and extension activities
■ To work more on this subject, ask pupils to visit this
link http://www.tiching.com/681683 and play the
interactive game called ‘Balancing Act’. It will help them
realize how important it is to find a balance between food
and exercise.

ANSWER KEY

1. Missing words: non-infectious, contagious, drugs,

lifestyle, alcohol, vaccines, antibiotics, surgery,
transplants, first aid.

2. Missing words: Health, physical, social / bacteria,

viruses, protozoa, contagious / diet, lifestyle / First
aid / Vaccines / bacteria / surgery.

SURFING THE WEB WITH TICHING

TICHING WEBSITES

http://www.tiching.com/39026 http://www.udisatenex.educarex.es/otrascomunidades/madrid/Health%206/index.html

http://www.tiching.com/69706 http://www.englishexercises.org/makeagame/viewgame.asp

http://www.tiching.com/677057 http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/diet_drugs/activity

http://www.tiching.com/681659 https://www.youtube.com/embed/7qeZLLhx5kU

http://www.tiching.com/681667 https://www.youtube.com/embed/IW6hwmdZbmE

http://www.tiching.com/681675 https://www.youtube.com/embed/BYQzwqrEUIU

http://www.tiching.com/681677 https://www.youtube.com/embed/RI348a1nNRw

http://www.tiching.com/681678 https://www.youtube.com/embed/2NsYRoKsw8c

http://www.tiching.com/681680 https://www.youtube.com/embed/znnp-Ivj2ek

http://www.tiching.com/681682 https://www.youtube.com/embed/jKikTtcqqzs

http://www.tiching.com/681683 http://www.bluekids.org/teensandkids/ga_nutrition.asp

3-11
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7

Unit 4
Plants

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

1-1
 UNIT 4 Pupil’s book

48 49

50 51

1-2
52 53
 UNIT 4 Pupil’s book

54 55

56 57

1-3
58 59
 UNIT 4 Pupil’s book

60 61

1-4
 UNIT 4. PLANTS
Introduction. Pages 48 and 49
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens.
CD: Track 22.
Warm-up
■ Pupils’ books closed. Tell students to pay attention
and go to http://www.tiching.com/684884. Start with slide
3. Point to each image and read out the corresponding
word. Have pupils repeat each time. Make sure everyone
understands the vocabulary.
In order to check, ask four different students to name the
parts of the plant in slide 4. Now, tell three pupils to circle
the roots or the stems in slides 5 and 6.
■ Read out slide 7 and have a student do the activity in
slide 8. Have a pupil read oout slide 9 and ask two
students to finish the flowers in slide 10.
Tell a pupil to read out slide 11 and have another student
answer the right question in slide 12.
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 49. Focus on the pronunciation,
the meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: (Pedro) is
sitting next to (María). I like big pink flowers.
Play the CD (track 22). Pause it after each sentence so
students can repeat it. Play it again, but this time, ask
them to point to the corresponding place, e.g., when they
repeat: It’s on the right hand side of the photo; have them
point to right.
■ Tell three pupils to read each a paragraph of the text
on page 49. Write these questions on the board:
– Are plants living things? (Yes.) Are they like animals?
(No.) What are the two main differences? (Plants can
make their own food and they do not move from place
to place.)
– What types of plants can you name? (Algae, mosses,
ferns, flowering plants.)
– Are plants important for life? (Yes.) Why? (Because
they produce oxygen and provide food for other living
things.)
Check the answers to the questions on the whiteboard
and have several students participate. Finally, you can
explain: Without plants, there would be no life on Earth.
■ Ask a student to read the first question on number 1
and tell him or her to answer it. Repeat the same with the
second question. Encourage other pupils to say if they
agree or not. Have them spell the words they say and
make a list on the whiteboard.
■ Read exercise number 2. Before they start drawing,
have them answer the question. Remind them to include
trees, bushes and flowers. Encourage them to use
several colours. When they finish, ask several students
to show their drawings to the rest of the class.
Time to talk…
■ Divide the class into pairs and explain the task:
pupils have to read questions 3 and 4 and discuss their
answers with their partners.
First, check understanding and make sure everybody
understands the vocabulary and meaning.
Go around the room in order to check and assist if
necessary. Encourage them to use the new vocabulary
and say complete sentences..
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write the name of a plant, flower or tree on one
side, and draw an image of it on the other side.
Now, tell them to exchange the piece of paper with their
colleagues. They have to look at the side with the drawing
and try to guess the word written on the opposite side.
Go around the room in order to check on pronunciation
and intonation. Then, make a list on the whiteboard with
several examples that students have chosen.
■ Go to http://www.tiching.com/684885. Ask pupils to
pay attention and read out slide 3. Now, show slide 4 and
explain the task: in pairs, tell them to say which of these
elements do plants need. Give them a few moments and
have a pair give you the answer.
Skip slide 5 and show them slide 6. Read out the
sentence and make sure they understand it. Go to slide 7
and have several pupils tell you the animals that would
eat the crops. Finally, ask a student to read out the
exercise on slide 8 and elicit different answers until
someone gets the right one (shelter).
ANSWER KEY
1. Personal answer. These plants have such brightly
coloured flowers because they are getting sun. The
coloured parts of a flower are called petals.
2. Personal activity. In winter there are no flowers
because they come out in spring, trees have no
leaves, the sun is weaker and it is cold. In summer,
there are some flowers, trees with a lot of leaves and
a lot of sun.
3. Personal activity.
4. Personal answer.
4-5
UNIT 4. PLANTS
1. Discover… Pages 50 and 51
Materials: Pupil's book, IWB, pens.
CD: No CD is required.
Warm-up
■ Go to http://www.tiching.com/684862 and play the
video. Clear up any doubts. Make sure everyone
understands the global meaning. Explain some key words
if necessary. Play it again. Then, ask the following
questions:
– Can plants move around like animals do? (No.) Do
plants need food? (Yes.) Where does the plant get its
food from? (Plants make their own food.)
– What three things do plants need to make food?
(Water, carbon dioxide, light.) Did this ever happen to
you? What did you do? (Personal answers.)
– What part of the plant absorbs water from soil? (The
roots.) What is carbon dioxide? (It’s a chemical
present in the air.) What do give plants their green
colour? (Chloroplasts.)
– How do we call the process through which plants use
carbon dioxide, water and light to create their own
food and release oxygen into the air?
(Photosynthesis.)
– What do plants take in? (Carbon dioxide.) What do
plants release? (Oxygen.) Do human beings do the
same? (No. They take in oxygen and release carbon
dioxide.)
All about plants
■ Pupils’ books open. Start by reading the title and
first sentence of the text. Then, have three pupils read
out each one of the characteristics of plants.
Now, focus pupils’ attention on the picture of the plant
and the circle showing the leaf cells. Read out the text
and refer to the word ‘chloroplasts’ they have learnt on
the video.
■ Explain that plants can be divided into two groups.
Write the following categories on the whiteboard: HIGHER
PLANTS and LOWER PLANTS. Tell pupils to read the
characteristics of each group. Give them some moments.
Ask if there are any questions and answer them.
Go through the three definitions or mosses, ferns and
spermatophytes. Use the picture to give pupils a visual
reference. Make sure everybody understands all the words.
Check what I know
■ In order to check understanding, have pupils read
and complete the concept map in number 1, first orally
and then, in their notebooks. Remind them to pay
attention to the spelling. Check by eliciting the answers
and writing the words on the whiteboard, so they can
correct the spelling if necessary..
4-6
Now, point to the THINK box and ask pupils to answer
the three questions in their notebooks. Go around the
room in order to check and assist.
Reinforcement and extension activities
■ Divide the class into two groups. Each group will think
of six different questions about the things they have
learnt about plants so far. The other group has to
answer. The team which gets more answers right, wins.
Encourage them to use their imagination and put
unexpected questions. Help them if necessary and take
the chance to check on their pronunciation and intonation
as well as on their understanding.
ANSWER KEY
1. Missing words: higher, spermatophyte, mosses.
2. Personal answer.
UNIT 4. PLANTS
2. Spermatophytes Pages 52 and 53
Materials: Pupil's book, IWB, paper, pens, poster paper.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Go to the video you will find at
http://www.tiching.com/684861. Ask pupils to listen
carefully and play it from 0:58 to 01:58. Clear up any
doubts that might come up. Explain some key words, if
necessary. Play it again and ask the following questions:
– Do we have veins? (Yes.) Do plants have veins?
(Yes.) What part of the plant has the blade? (The
leaves.)
– What’s the name of the fresh air that plants give us?
(Oxygen.) Could we survive without oxygen? (No.)
1. Roots
■ Tell pupils that they are going to learn more about this
part of the plant. First, draw a flower on the whiteboard
and ask them:
– What part of this flower is the root? Elicit the answer
and have several pupils point at it.
– What functions do you think roots perform? (Personal
answer.)
■ Pupils’ books open. Focus pupils’ attention on text 1
on page 52 and tell them to listen carefully. Read out the
text. Make sure that they all understand the global
ideas.Point to the pictures of the different types of roots on
the right and ask a pupil to read the texts next to them.
Then, tell students to read and answer questions a and
b. Give them enough time to do so and check orally.
2. The stem
■ Read the two sentences. Have a pupil read the two
types of stems. Make sure they all understand the
different characteristics of each type. In order to check,
ask a pupil to read and answer question c.
■ Tell pupils to look at the picture with the title ‘Parts of a
spermatophyte plant’. Point at its different parts and read
them out. Then, ask:
– What’s the difference between primary root and
secondary roots? (Primary roots grow down into the
ground, secondary roots are smaller branch roots that
grow out from this bigger root.)
– What flowers do you know? What are your favourite
flowers? Can you describe them? (Personal answers.)
■ Point to the ‘Think’ box and read the questions. Have
them work in pairs. Give them some moments to think
about the answer and check orally.
3. Leaves
■ Have different pupils read each a paragraph. Tell
pupils to look at the image of the leaf on the right side.
Point to each part and elicit the name of it. Refer to the
video you played at the beginning of the class. Then, ask
the following questions:
– Do all trees have always leaves? (No.) What happens
in autumn with some trees? (They lose their leaves
completely.) How do we call them? (Deciduous.)
– Are there any trees that keep their leaves all year
round? (Yes.) How do we call them? (Perennial or
evergreen.)
– What are the three parts of a leaf? (Veins, blade and
petiole.)
Tell a student to read and answer question d.
■ Now, focus pupils’ attention on the box with the
different types of leaves and read out the shape and the
edge options. Then, cover the words and encourage
students to guess the name of the corresponding shape /
edge. Repeat a couple of times.
Find out
■ Ask pupils to read exercise 2. Make sure everybody
understands what has to be done. Give them a couple of
days to complete the task. Encourage them not only to
draw the leaves, but also to colour in them.
When they finish, check orally and ask different students
to show their drawings to the rest of the class.
■ Tell pupils to read exercise 3. Clear up any doubts
that might come up. Let them do the activity for
homework and correct by having several students make
a brief presentation about their favourite plant.
Check what I know
■ In pairs, ask pupils to match the three definitions with
their corresponding parts. Give them some moments to
complete the task and correct orally.
Next, have a student read and answer question 5. Make
sure everyone has this idea clear.
■ Finally, point to number 6 and read the exercise. Tell
them they can work in pairs. Remind them to pay
attention to the spelling. Give them enough time to
complete the task and correct orally.
Reinforcement and extension activities
■ Write the following sentences on the board:
– The root of a plant make food for the whole plant.
– The stem of a plant carries water and minerals from
the roots to the leaves.
Ask which of these two statements is true and which one
is false. Elicit that the first one is false and the second
one is true. Have a pupil explain why.
Then, encourage pupils to shout out other facts of roots,
stem and leaves. Write them on the whiteboard.
■ Divide the class into three groups and assign each a
different part of the plant.
They have to make a poster which includes a couple of
sentences describing its functions and a drawing of it.
When they have finished, hang them on the wall and
vote which is the best poster of all three.
ANSWER KEY
a. The root of a plant holds the plant. It also absorbs the
water and minerals that the plant needs to survive.
b. We call them ‘secondary roots’.
c. The stem carries water and minerals from the roots
to the leaves. It also distributes the food the plant
makes to the rest of the plant.
d. The primary function of leaves is to make food for the
whole plant.
1. The water in the soil comes from the rain or from an
underground aquifer. In places where there is little
precipitation plants have a very strong and long tap
root in order to reach water deep in the ground.
2. Personal activity. Rose bush leaves are serrate, oak
tree leaves are lobate and sunflower leaves are
dentate.
3. Personal activity.
4. Slim, green cylinders – herbaceous stems. Thick,
hard, brown stem – woody stems. An underground
organ – root.
5. Plants that live in areas of low rainfall have usually
roots that can grow deep into the ground in order to
reach water deep in the ground.
6. Root – primary, secondary – absorbs water and
minerals. Stem – herbaceous trunk – supports the
leaves and carries water and minerals from the roots
to the leaves. Leaf – many forms – prodcues food.
4-7
 UNIT 4. PLANTS
3. Ferns and mosses Pages 54 and 55
Materials: Pupil's book, IWB.
CD: Track 23.
Warm-up
■ Pupils’ books closed. Go to the video you will find at
http://www.tiching.com/684860. Tell pupils to listen
carefully and play it. Pause after each sentence to make
sure everybody understands the main ideas. Explain
some key words if necessary and play it again from the
beginning to 0:39 and from 2:36 to 3:11.
Then, ask the following questions:
– Are plants living organisms? (Yes.) What examples
can you name? (Trees, herbs, bushes, grasses,
vines, ferns, mosses and green algae.)
– What do plants give us? (Food materials, wood and
oxygen.)
– Do ferns have long or short stems? (Long.) What do
the fern leaves look like? (Feathers.) Do ferns do
flowers? (No.)
– What colours can mosses be? (Green or yellow.) Are
mosses big or small? (Small.) Where do these plants
grow in? (In wet earth, or on rocks, walls and tree
trunks.)
1. Ferns
■ Pupils’ books open. Read the first sentence on
top of the page in order to introduce the subject. Ask
two different pupils to read each a paragraph. Make
sure the global ideas are clear for everyone. In order
to check, have a student read and answer question a.
Point to the picture of the common fern on the right and
go through each part. Then, cover the names and elicit
them. Repeat a couple of times.
Tell pupils to make up and write three sentences with the
same structure but using different words. Give them
some moments to complete the task. When they are
ready, elicit different examples from several students.
2. Mosses
■ Tell students to look at the two images of the moss
seedings and the spores. Then, read out the text loud
and clearly. Explain any difficult words if necessary.
Next, ask the following questions:
– What is the structure of mosses like? (Very simple.)
How would you describe a moss? (It has a false
stem, a leaf-like structure and thin filaments instead
of roots.)
– Do they flower? (No.) Do you like them? (Personal
answer.)
■ Have two pupils read each a question and answer it.
Encourage the rest of the class to say if they agree or
not. Finally, write the answers on the whiteboard.
4-8
Listen and check
■ Ask pupils to listen carefully and explain the task:
they have to listen to the text and answer the three
questions. Play the CD (track 23). Give them some
moments and play it again, this time, pausing it after
each sentence so they can understand it better.
Next, give them some moments to discuss the answers
with their partners. Finally, check orally and encourage to
participate as many students as possible.
Check what I know
■ Focus pupils’ attention on the table. Tell them to work
in pairs and do exercise 2. Give them enough time to
complete the task. Go around the class in order to check
on their progress, understanding and vocabulary.
When they finish, have some pairs shout out their
answers. In order for them to check the spelling, write the
missing words on the whiteboard.
Why we need plants
■ Focus pupils’ attention on page 55. Divide the class
into six groups. Assign a picture and a paragraph to each
group. Ask them to do the following tasks:
– Read and understand the text.
– Explain the main idea/s to the rest of the class.
– Describe the picture and relate it to the text.
– Add an idea or opinion about the subject.
Give them enough time to complete the task. Go around
the room in order to check and assist if necessary.
Finally, have each group present and explain its picture.
Take the chance to check on their vocabulary,
understanding, pronunciation and intonation.
Reinforcement and extension activities
■ Go to http://www.tiching.com/684877and explain that
this video is going to show them the causes and effects
of pollution. Play the video. Clear up any dobuts. Ask
pupils to listen carefully and play it again.
Then, ask the following questions:
– Why does Jimmy cough and have red eyes?
(Because of the pollution.) What is pollution? (It is
when we make nature dirty.)
– What does come out from the factories and cause
pollution? (Smoke.) What does the smoke make
dirty? (The air.)
– What do we provoke when we travel by car, bus or
truck? (A lot of smoke and, therefore, pollution.)
– What do trees do? (They breath in dirty air and give
out good air.)
– What is the dirty smoke called? (Carbon dioxide.) And
the good aire? (Oxygen.)
– What happens when trees are cut and jungles and
rainforests become smaller? (There are less trees to
breath in carbon dioxide and release oxygen.)
– What other elements do we pollute? (Water and
land.) How can you help? (Personal answer.)
 ANSWER KEY 1. Photosynthesis
■ Pupils’ books open. Read the first two sentences.
a. Most ferns have stems that grow horizontally, just Ask several pupils to read the text. Make sure everybody
below the ground. Their roots grow out of the stem understands the main ideas. Clear up any questions and
and absorb the water from the soil htat the plant explain the vocabulary if necessary. In order to check,
needs to survive. have a student read question a.
b. Mosses grow in damp and shady places because Now, focus pupils’ attention on the imagen explaining the
they have no roots to absorbe the water and that is five different steps of the process of photosynthesis.
why they can dry out very quickly. Refer to the video you have played to give them an
c. A fern is bigger. additional visual reference.
1. Mosses were one of the first plants on Earth, 470 ■ Next, point to the ‘Look and think’ box. Give them a
million years ago they were the only things living on few moments to memorise the diagram and tell them to
land. / Pollution. / It is prohibited to pick mosses close their books. While they are working drawing the
because they are endangered plants and protected leaves and writing the process into their notebooks, go
species. around the room and check on their progress.
2. The similarities and differences between ferms and 2. Transport structures in plants
mosses are: ■ Ask a student to read text 2. Clear up any doubts and
FERNS MOSSES make sure everyone understands the global meaning. In
order to check, tell two pupils to read and answer
1. Have leaf 1. Have green leaf
structures. structures. questions b and c.
■ Refer to the diagram on the left side and read out the
2. Do not flowers. 2. Do not flowers.
text below. Remind them of the xylem and phloem they
3. Grow in damp, 3. Grow in damp,
could also see in the animated vide you played at the
shady places. shady places.
begninning of the lesson.
1. Higher plant. 1. Very small stems.
3. Plant respiration
2. Grow to over 2. Grow a few meters
one meter high. high. ■ Have three students read each a paragraph. Refer to
the picture on the right and read the four different steps.
3. Have roots. 3. Do not have roots.
Point to question d and tell several pupils to say what they
think about it. Then, explain the right answer.
■ Now, focus pupils’ attention on the box with the title of
UNIT 4. PLANTS ‘Stomata’. Read it out loud and clearly. Refer to the
image in order to give them a visual reference. Make
4. Plant nutrition Pages 56 and 57 sure everybody understands the text and remind them of
the video you played earlier.

Materials: Pupil's book, IWB, pens. Listen and check

CD: Track 24.
Warm-up
■ Pupils’ books closed. Project the video you will find
at http://www.tiching.com/684859. Tell pupils to listen
carefully. Clear up any doubts that might arise. Then,
play it again and ask the following questions:
– How do plants get food? (They make their own food.)
What is this process called? (Photosynthesis.) What
do they need to do it? (Light.)
– Where do all foods come from? (From plants.) Can
■ Tell pupils they are going to listen to different
sentences about plant respiration. They can work in
pairs. Their task is to put them in the correct order.
Play the CD (track 24). Give them some moments to
think about their answers and discuss them with their
partners. Play it again.
■ Now, elicit the right order of the process. Write the
four steps on the whiteboard. Make sure everyone
understands the logic of it.
Check what I know
■ Ask a student to read activity 3. Make sure everyone

you give some examples? (Personal answer, some
examples are apples, meat, cheese, chocolate, etc.)
– What do plants need to make their own food? (Soil,
air, sun, water.)
– What are xylem and phloem? (There are tubes on the
roots.) What do they do? (They help bringing in water
and minerals from the soil to the leaves.)
– What do leaves breathe in? (Carbon dioxide.) They do
it through a part called… (Stomata.)
understands the task. Ask them to answer the questions
and complete the table. Go around the room in order to
check on their progress and assist if necessary.
Remind them to pay attention to the spelling. Encourage
them to use the new words and to make complete
sentences. When you correct orally, take the chance to
check on their pronunciation and intonation.
Reinforcement and extension activities
■ Divide the class into two teams. Tell them to name

4-9
each group with a word related to this lesson. Write both
names on the whiteboard. Then, explain that you are
going to say several sentences. Some of them are true
and other are false. They have to tell which are true and
which are false. If the sentence is false, they have to say
the corrected statement. The group who gets more
answers right, wins.
– The process of photosynthesis takes place in the roots.
(False, it takes place in the leaves.)
– To carry out this process, plants need water, minerals,
light and oxygen. (False, they need water, minerals,
light and carbon dioxide.)
– The energy that plants need comes from sunlight and
is captured by chlorophyl in the leaves. (True.)
– The phloem bundles travels up the steam to reach the
leaves. (False, the xylem bundles travels up the steam to
reach the leaves.)
– The petiole and veins in leaves are formed by the
xylem bundles and phloem bundles, and both types of
bundles are found inside plant stems and roots. (True.)
– Plants respire to produce the energy the need. (True.)
– At night, plants continue using sunlight to carry out the
process of photosynthesis. (False, there is no sunlight
at night, so they take in oxygen from the air.)
– The stomata are mircorscopic holes in the stem of
plants. (False, they are in the leaves of plants.)
ANSWER KEY
a. Plants make their own food in a process which takes
place in the leaves. To carry out this process, they
need water and minerals, and carbon dioxide. Plants
need energy to turn these substances into food. The
energy comes from sunlight. This process is called
photosynthesis.
b. Xylem bundles transport water and minerals from the
root to the leaves.
c. Phloem bundles distribute the elaborated sap
produced during photosynthesis from the leaves to
the whole plant.
d. At night, they cannot carry out the photosynthesis
process because there is no sunlight, so they take in
oxygen from the air.
1. Personal activity.
2. 1 d, 2 b, 3 c, 4 a.
3. The table completed is:
PROCESS PHOTOSYNTHESIS RESPIRATION
Gas Carbon dioxide Oxygen
absorbed
Gas Oxygen Carbon dioxide
released
Time of Day Night
day
4-10
UNIT 4. PLANTS
The Scientist’s Apprentice Pages 58 and 59
Materials: Pupil's book, IWB, a plant, aluminium foil, a
plate, tweezers, a glass jar with a lid, 2 Petri dishes,
paper clips, alcohol, iodine, scissors.
CD: Tracks 25 and 26.
Warm-up
■ Pupils’ books closed. Tell pupils that they are going
to learn more about rainforests. Then, go to the video
you will find at http://www.tiching.com/684863. Ask pupils
to listen carefully and play it.
Write the new words on the whiteboard. Play it again and
ask the following questions:
– Are rainforests everywhere in the world? (No.) Do we
have rainforests in (Spain)? (No.)
– What conditions need to be met in order for a
rainforest to exist? (A warm climate and rain.)
– What countries have rainforests? (Brazil, Congo,
Indonesia, Peru, Bolivia, Angola, Venezuela, Papua
New Guinea, Mexico and India.)
– How often does it rain in rainforests? (Nearly every
day.) Does it rain a lot? (Yes.)
– What’s the average temperature of rainforests?
(29ºC.) What part of the Earth surface do rainforests
cover? (Around 6 to 7%.)
– Do they contain a lot of plants and animals? (Yes,
about half of the world population.)
– Why do you think many of the plants and animals that
live in rainforests are in extinction? (Personal answer.)
– Where is the largest rainforest on planet Earth? (In the
continent of Southamerica.) This largest rainforest is
located along a river. What is its name? (Amazon.)
Photosynthesis and light
■ Pupils' books open. Divide the class into two
different groups. Assign each group a DOC. Then, ask
them to do the following tasks:
– Read and understand their text.
– Explain what they have learnt to the rest of the class.
– Point out the key words and write them on the
whiteboard.
– Describe the corresponding picture.
– Answer the corresponding questions (DOC 1 answers
questions a and DOC 2 answers question 2.)
■ Give them enough time to complete the task. Go
around the room in order to check on their progress and
understanding. Assist when necessary.
When they finish, have them make their presentation in
front of the rest of the class. Encourage the pupils who
are listening to ask them additional questions or opinions
about what they are hearing. Take the chance to check
on their pronunciation and intonation.
■ Now, tell pupils to look at the ‘THINK’ box. Read the
questions and make sure they all understand them. Next,
play the CD (track 25). Clear up any doubts. Play it again
and pause it after each sentence to make sure
everybody has enough time to figure out the right
answer. Finally, check orally.
Let’s see how it works!
■ Point to the Useful language box. Ask students to
listen carefully and play the CD (track 26). Pause it after
each sentence so they can repeat it. Check on their
pronunciation and intonation. Play the CD again and tell
them to pay attention to the structure of the sentences.
■ Focus pupils’ attention on page 59. Explain that
they’re going to do an experiment to know more about
the photosynthesis process.
Now, ask a student to read the material list. Clear up any
doubts that come up. Then, read all the steps included in
the ‘Procedure’ section, and do the same. Refer to the
pictures and text boxes on the right side in order to help
pupils understand what they have to do. Point out that
they can work in pairs.
■ Have them do the experiment. Go around the room in
order to assist them and to check on their progress.
Make sure all pupils complete the activity. To correct the
questions of steps 4 and 5, elicit different answers from
several students. Ask them to use the structures of the
sentences in the Useful language box. Finally, have them
describe the steps into their notebooks and add some
drawings to it.
Reinforcement and extension activities
■ In order to revise the lesson and the process of
photosynthesis, go to http://www.tiching.com/62562 and
press play. Go through each slide. Read out the texts
and put several questions about them.
Pause after each slide so pupils can have time to
anticipate the answers. Encourage them to participate as
much as possible. Clear up any doubts. Check on their
pronunciation, intonation, understanding and vocabulary.
Finally, point out how important plants are for animals
and for human beings.
ANSWER KEY
a. On slopes facing north, where there is more shade,
we can find deciduous trees.
1. They are called the “lungs of our planet” because it
provides a huge amount of oxygen for us. They are
spread across nine different countries: Brazil,
Colombia, Peru, Venezuela, Ecuador, Bolivia,
Guyana, French Guiana and Suriname. It covers the
6% of the Earth’s surface.
2. Personal activity. Some examples are recycling, use
public transport, avoid littering, etc.
UNIT 4. PLANTS
Now I know Pages 60 and 61
Materials: Pupil's book, IWB, pens, illustrations,
cartoons or cut-outs from magazines, poster paper.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Tell pupils they are going to
play a plant quiz. Go to http://www.tiching.com/684864.
Divide the class into two groups. Each group has to give
their answer. Then, click on it and see what happens.
Write the score on the whiteboard.
Give them enough time to think about the answer. Take
the chance to review the whole unit.
1. Copy and complete the concept map in…
■ Pupils’ books open. Focus pupils’ attention on the
concept map. Go through its different parts in order to
revise the units’ concepts. Clear up any doubts.
■ Then, tell pupils to complete the missing words on
their own in their notebooks. Go around the room in
order to check and assist if necessary.
2. Copy and complete.
■ Project the sentences of exercise 2 on page 60 on
the IWB. Tell pupils to help complete the sentences.
They will have to copy and complete them on their own.
Read the first sentence and ask a pupil to shout out the
missing words. Write the answer on the whiteboard. Do
the same with the rest of the sentences.
3. Draw a picture of…
■ Have pupils take their notebooks and draw a picture
of any type of plant and label its parts. Go around the
room in order to check the spelling and help.
While they are working, write these sentences on the
whiteboard:
– (Plants) are living things, like (animals) and make up
one of the (largest) groups of living things on Earth.
– (Plants) are very important for (life on Earth) because
they produce (oxygen).
– Each leaf is composed of (a thin sheet) called (a
blade). It has many (little veins).
– The (petiole) and (veins in leaves) are formed by (the
xylem bundles) and (phloem bundles).
– (Plants) are essential for (all life on Earth), including
(algae, fungi, microbes and humans.)
– The primary function of (leaves) is to (make food for
the whole plant).
4-11
■ Once they finish their drawings, ask them to work in
pairs and talk about any topic related of the unit using the
structures on the board. Go around the room in order to
check and assist.
4. Let’s work together!
■ Ask a pupil to read the text on exercise 4. Make sure
they all understand the different activities and tasks.
Clear up any questions and explain vocabulary if
necessary. Then, divide the class into pairs.
Go around the room in order to check on their progress
and assist if necessary. Encourage them to use the
vocabulary and structures they have learnt throughout
the unit and to express their opinion about the topic.
Finally, tell several pupils to shout out one thing they
have learnt from the unit and make a list on the
whiteboard.
Play and learn
■ Divide the class into groups of four and explain they
are going to play Hot seat. Read the instructions to make
sure that all students remember how to play.
Encourage as many pupils as possible to participate. Take
the chance to check on pronunciation and intonation.
Reinforcement and extension activities
■ Ask pupils to use several illustrations or cut-outs from
magazines to make a big poster about all kind of plants.
Tell them to include five or six sentences talking about
the importance of plants for life on Earth. Encourage
them to be creative. When they finish, hang it on the wall.
ANSWER KEY
1. Missing words: higher, stems, spermatophytes,
respiration.
2. Missing words: mosses, ferns / roots, leaves, higher /
fern, stem / photosynthesis, water, stomata /
respiration, oxygen, dioxide / animals.
3. Personal activity.
4. Drawing a – respiration process.
Drawing b – photosynthesis.
Missing processes drawing a: Organic matter
produced by the plant combines with the oxyge –
Energy is obtained.
Missing processes drawing b: Sunlight (energy) is
received. – Water and minerals enter. – Organic
matter forms.
5. Group activity.

SURFING THE WEB WITH TICHING

TICHING WEBSITES

http://www.authorstream.com/Presentationindezine_powerpoint-224859-
http://www.tiching.com/62562
photosynthesis-powerpoint-presentation-indezine-geetesh-bajaj-final-education-ppt

http://www.tiching.com/684859 https://www.youtube.com/embed/1gLa5EWn9OI

http://www.tiching.com/684860 https://www.youtube.com/embed/j4AkT5WDSXg

http://www.tiching.com/684861 https://www.youtube.com/embed/swLVNljDS64

http://www.tiching.com/684862 https://www.youtube.com/embed/_xeYNnzwpSE

http://www.tiching.com/684863 https://www.youtube.com/embed/OS2VrgRFCzc

http://www.tiching.com/684864 http://www.zephyrus.co.uk/plantquiz1.html

http://www.tiching.com/684877 https://www.youtube.com/embed/aXmfQLC8ju4

http://exchange.smarttech.com/details.html?id=6b306b61-91d4-4b6d-8f3b-
http://www.tiching.com/684884
44f82c43279b
http://exchange.smarttech.com/details.html?id=c7101fff-a2aa-41c8-b7f4-
http://www.tiching.com/684885
66c755428c96

4-12
7

Unit 5
Ecosystems

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

1-1
 UNIT 5 Pupil’s book

62 63

64 65

1-2
66 67
 UNIT 5 Pupil’s book

68 69

70 71

1-3
72 73
 UNIT 5 Pupil’s book

74 75

76 77

1-4
78 79
 UNIT 5 Pupil’s book

80 81

82 83

5-5
 UNIT 5. ECOSYSTEMS
Introduction. Pages 62 and 63
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens.
CD: Track 27.
Warm-up
■ Pupils’ books closed. Tell students to pay attention
and open the resource at http://www.tiching.com/46139.
Go to slide 3 and read out the question. Show slide 4
and elicit the right answers. Ask pupils to give you
examples in each case, e.g.: Dogs breathe, so they are
living things.
■ Go to slide 5 and have a pupil read a word and sort it,
e.g.: Car is a non-living thing. Repeat with all the words
and different students. Do the same in slide 6. In this
case, they also have to identify the items and say their
name in English.
■ Read out the sentence in slide 7. Make sure
everybody understands what has to be done. Show slide
8 and tell several pupils to circle the living and the non-
living things with the corresponding colours.
■ Go to slide 9. Have a student read the first sentence
and choose the right word. Ask another pupil to do the
same with the second sentence. Say if it is correct or
incorrect.
■ Show slide 10 and help them with questions, like:
– What do plants need in order to grow? (Sunlight,
rain.) Which animals eat plants? (Herbivores and
omnivores.)
– Which of these animals eat plants? (The rabbit,
herbivore, and the mouse, omnivore.)
– What happens with the fox? (It is a carnivore and it
eats rabbits and other animals.)
– So, how would you put these elements in order? Elicit
the right answer.
■ Ask pupils to work in pairs and explain the task: they
have to create a similar energy chain using other
elements. Encourage them to be creative and to apply
what they have learnt about animals in previous units.
While they are working, go around the room in order to
check on their progress and assist if necessary. Give
them some moments to complete the exercise and
correct orally by having different pairs explaining their
energy chain.
Check on their vocabulary, understanding, pronunciation
and intonation.
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
5-6
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 63. Focus on the pronunciation,
the meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: On the
(left), I can see a (window). Over there, I can see (my
desk). Up ahead, there is (the whiteboard).
Play the CD (track 27). Pause it after each sentence so
students can repeat it. Play it again, but this time, ask
them to point to the corresponding direction, e.g., when
they repeat: On the left, I can see a squirrel; have them
point to the left. Check on their pronunciation.
■ Tell three pupils to read each a paragraph of the text
on page 63. Write these questions on the whiteboard:
– Which two elements form an ecosystem? (The
physical environment and the biological environment.)
– What do all living things in an area form? (A biological
community.)
– Which ecosystem can we see in the picture? (A
forest.) Can you give some other examples of
ecosystem? (Personal answer, some examples
include desert ecosystem, tundra ecosystem, river
and streams ecosystem, tropical rainforest
ecosystem, grassland ecosystem, etc.)
– Are there any living things in an ecosystem? (Yes.)
And non-living things? (Yes.) Can you give some
examples of both in the case of the desert? (Sand is
a non-living thing and camels are living things.)
– What human activities cause the loss and destruction
of forests? (Mining and construction.) What’s your
opinion about it? (Personal answer.)
Check the answers to the questions on the whiteboard
and have several students participate.
■ Ask a student to read question number 1 and tell him
or her to answer it. Repeat the same with questions 2
and 3. Encourage other pupils to say things they can do
to help protect the environment. Have them spell the
words they say and write them on the whiteboard.
Time to talk…
■ Point to number 4 and read the text and the
question. Divide the class into pairs. Tell them to make
a list with two columns: living things and non-living
things. Write both concepts on the whiteboard.
Give them some minutes and remind them to pay
attention to the spelling. Then, have them shout out the
items of their list and write them on the whiteboard.
■ Read out number 5 and make sure everybody
understands the meaning of “food chain”. Explain it if
necessary. Next, elicit the answers to the questions and
encourage the students to give you as much examples
as possible
Finally, read out question 6 and elicit different answers.
Encourage pupils to participate.
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write a living thing on one side and a non-living
thing on the other. Both things have to belong to the
same ecosystem.
Now, tell them to exchange the piece of paper with their
colleagues. They have to read them aloud and say which
is the living thing and which is the non-living thing as well
as explain why. Encourage them to try and guess the
ecosystem.
Go around the room in order to check on pronunciation
and intonation. Then, make two lists on the whiteboard
with several examples that students have chosen.
ANSWER KEY
1. Because the biological community interacts with the
physical environment and together they form an
interdependent ecosystem.
2. Personal answer. Some examples are littering and
altering the biodiversity.
3. Personal answer. Some examples are use public
transport and recycle.
4. Personal answer. At the picture we can see the
following living things: trees, grass, mosses, a
squirrel and an otter; and the following non-living
things: stones and dead plant material.
5. Squirrels eat seeds, grain and fruit. Their predators
are hawks, owls, foxes, raccoons and snakes. Otters
eats fish, amphibians, reptiles and aquatic
invertebrates. Their predators are coyotes and foxes.
6. Forests are important because plants release oxygen
and we need oxygen in order to breathe and survive.
UNIT 5. ECOSYSTEMS
1. Our environment Pages 64 and 65
Materials: Pupil's book, IWB, paper, pens, poster paper.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Project the video you’ll find at
http://www.tiching.com/684910. Explain you’re going to
learn more about the environment. When it finishes, clear
up any doubts and play it again. Then, ask the following
questions:
– What different environments are there on our planet?
(The environment of the sea, of deserts, the jungle,
big valleys, etc.) What is an environment? (It is a
place where people, plants and animals live.)
– What environment does the penguin live in? (The
South pole.) And the camel? (The desert.) And the
monkey? (The jungle.)
– Which water elements can an environment have?
(Rivers, lakes, sea / ocean, ice, snow.) What land
elements can an environment have? (Mountains,
valleys, trees.)
– What type of elements are rocks, sand, air and water?
(Natural.) Are all environments natural? (No.) What
other kind of environments are there? (Man-made
environments.)
– What does “man-made” mean? (It is something made
by the man.) Can you give me an example of man-
made environment? (Personal answer, some examples
are big cities, towns and villages.)
– What makes up the environment? (Soil, water and air.)
1. The environment of living things
■ Pupils’ books open. Focus pupils’ attention on text 1
on page 64 and tell them to listen carefully. Read the
text. Make sure that they all understand the global idea.
Point to the picture of the sea on the right and ask a pupil
to read the text next to it. Then, tell students to shout out
examples of animals living in the sea and write them on
the whiteboard.
Ask a student to read and answer question a.
2. The physical environment
■ Have a pupil read the two paragraphs. Read out
question b and elicit the answer. Next, tell pupils to look
at the picture below. Ask three students to read each one
of the boxes on it. Clear up any questions and explain
vocabulary if necessary. Then, ask:
– Air contains something, which all living things need to
breathe, what is it? (Oxygen.) What do plants need to
make food? (Carbon dioxide.)
– What is essential for terrestrial plants with roots?
(Soil.) What do plants obtain from the soil? (Water
and mineral salts for food.)
– Is water only important for aquatic living things? (No.)
For what else? (For terrestrial living things.) Why? (To
carry out many vital functions.)
■ Now, point to the ‘Look and answer’ box. Read it and
refer to the image. Tell different pupils to make several
sentences using the given structure. Give them some
moments and have them shout out different examples.
3. Factors that affect the physical environment
■ Point to the picture of the trees and ask:
– Why do you think these trees grow towards the Sun?
(Because plants need sunlight in order to perform
photosynthesis, so to make its own food.)
■ Point to the picture of the fox and ask:
– Do you know which animal is this? (Elicit different
answers and finally explain it is a desert fox.)
■ Point to the picture of the salmon and ask:
– Does anyone know which fish are these? (Elicit
different answers and finally explain they are salmon.)
Now, read the sentences below each picture.
5-7
■ Then, focus pupils’ attention on the text and read it
loud and clearly. Make sure everyone understands it.
Explain new words and write key expressions on the
whiteboard. In order to check understanding, have two
students read and answer questions c and d.
■ Point to the ‘Find out’ box and ask a pupil to read
question 2. Elicit different answers for each function.
Encourage pupils to participate and to use complete
sentences.
Next, have a student read question 3. Give them some
moments to think about and discuss their opinion with
their partner. Finally, elicit different ideas and say the
correct one.
Check what I know
■ Put pupils in pairs. Focus their attention on the
‘Check what I know section’ on page 65. Ask them to
listen carefully and explain the first task (exercise 4): they
have to complete the table by adding living things that
live in each environment.
Give them some moments and check the answers orally
with the whole class.
■ Now, ask pupils to look at exercise 5. Read out the
first question and elicit the right answer. Do the same
with the second question. In both cases, encourage
pupils to follow the structure of the example.
Reinforcement and extension activities
■ Write the following sentences on the board:
– There are no living things that can survive in extreme
temperatures.
– A few animals and plants are adapted to live in
extreme temperatures.
Ask which of these two statements is true and which one
is false. Elicit that the first one is true and the second one
is false. Have a pupil explain why.
Then, encourage pupils to shout out examples of animals
and plants that live in extreme temperatures and write
them on the whiteboard.
■ Divide the class into three groups and assign each a
factor that affects the physical environment: light,
temperature and salinity.
They have to make a poster which includes a couple of
sentences about the corresponding factor and a drawing
or picture of it.
When they have finished, hang them on the wall and
vote which is the best poster of all three.
ANSWER KEY
a. The physical environment and the biological
environment.
b. The physical environment of a living thing is the
combination of all the non-living components that
surround it. The most important components are:
water, air and soil.
5-8
c. Light, temperature and salinity.
d. Light and temperature.
1. Personal activity. Some of the non-living things are
the rocks, the water and the soil. Some of the living
things are the starfish, the algae and the fish.
2. Our cells are made of water, so we need water to
carry out very important functions in our body,
otherwise we would get dehydrated. / Water is a
carrier and distributes essential nutrients to cells. /
Water keeps the food you eat moving along through
your intestines and it keeps your intestines smooth
and flexible, too.
3. Camels can survive up to 10 days without drinking
water because they store it in their bodies.
4. Personal activity. Some examples are: air – flies;
water – trouts, soil – grass.
5. No. Plants use light to make food. Animals use light
to see. Plants use air to absorb carbon dioxide and
release oxygen. Animals use air to absorb oxygen
and release carbo dioxide.
UNIT 5. ECOSYSTEMS
2. Ecosystems Pages 66 and 67
Materials: Pupil's book, IWB, two pieces of cloth (or
something to cover the eyes of two pupils).
CD: Tracks 28 and 29.
Warm-up
■ Pupils’ books closed. Go to the video you will find at
http://www.tiching.com/85448. Explain pupils that they
are going to watch some images and learn some facts
about one of the most beautiful ecosystems that exist in
the world: the coral reef ecosystems. Play the video.
■ Now, ask the following questions:
– Did you like coral reefs? Have you ever seen them
before? (Personal answers.)
– What is the most interesting or amazing thing you
have seen in the video? (Personal answer.)
– Do you think it is important to protect coral reefs?
(Yes.) How can we do that? (Personal answer, some
examples are not throwing things on the beach,
saving water, etc.)
1. Species
■ Pupils’ books open. Point to the title and read out
the first sentence. Explain the verb ‘to interact’ if
necessary.
Now, focus pupils’ attention on the image of the zebra.
Ask them to identify the animal. Tell them to listen
carefully and read the text. Help them understand the
new words.
Then, have them shout out other examples of species
and write them on the whiteboard. Misspell some of the
words and tell pupils to correct you.
In order to check understanding, ask a pupil to read and
answer question a.
2. Populations and communities
■ Now, focus pupils’ attention on the image of the group
of zebras. Ask them to describe the picture. Tell them to
listen carefully and read the text. Help them understand
the new words.
Divide the class into pairs. Have each pair think of an
example of population. Give them a few moments and
elicit several answers from different pairs.
Finally, in order to check understanding, ask a pupil to
read and answer question b.
3. Ecosystems
■ Now, focus pupils’ attention on the image of the group
of animals. Ask them to describe the picture and identify
each animal in it. Tell them to listen carefully and read
the text. Help them understand the new words.
In order to check understanding, ask a pupil to read and
answer question c.
THINK & Useful language
■ Point to the ‘Think’ box and read the text and the
question. Have them work in pairs. Give them some
moments to think about the answer and check orally.
■ Read the words in the Useful language box on page
66. Focus on the pronunciation, the meaning and the
structure of the phrases.
Play the CD (track 28). Pause it after each sentence so
students can repeat it. Play it again and check on their
pronunciation and intonation.
■ Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: I think
(dogs) look very different from one another. Some have
(big ears). Others have (small bodies).
Find out & Look and answer
■ Ask pupils to look at the ‘Find out’ box and read
exercise 2. Tell them to work in pairs and think of an
insect that often forms a plague. Remind them they also
have to explain how it harms people. Give them some
time and elicit different examples.
■ Next, focus pupils’ attention on the marine ecosystem
picture. Point to the physical environment and then to the
biological community. Make sure everybody understands
what is the difference between both.
Then, point out that both together form the ecosystem
(tell them to look at the third image). Read out the text on
the right hand side. Then, encourage pupils to shout out
other examples of physical environments and biological
communities that form ecosystems.
■ Finally, have a student read the text on the ‘Look and
answer’ box. Divide the class into four groups and
explain the task: each group has to make a list of all the
components they can find in the picture. The group with
more components is the winner.
Give them some minutes and correct orally by having
each group say their words. Count them taking into
account that only the correct ones get 1 point.
Check what I know
■ Copy the four sentences on the whiteboard while
pupils copy them into their notebooks. Ask them to listen
carefully and play the CD (track 29). Play it again, this
time pausing after each sentence, so they have enough
time to complete the task.
Once they match each definition with its corresponding
word, elicit the answers orally.
Reinforcement and extension activities
■ Divide the class into four groups and ask each group
to choose an ecosystem (they have all to be different).
They have to describe its physical environment and its
biological community. Encourage them to include as
many components as possible.
While they are working, go around the room in order to
check on their progress and assist if necessary. When
they finish the task, have each group make a brief
presentation about their ecosystem.
ANSWER KEY
a. A species is a group of individuals with similar
characteristics that can reproduce within that group.
b. A population is all the individuals of the same species
living in a particular place.
c. The biological community and the surrounding
physical environment.
1. The human species.
2. Personal activity. Some examples are fleas, bugs,
rats and mosquitoes.
3. Personal activity.
We can identify the physical environment: water,
sand and rocks;
and the biological community: algae, fish, brids and
diverse crustaceans.
4. All the different species that live in a particular
environment – Biological community
Similar individuals that can reproduce – Species
population
The biological community combined with the physical
environment – Ecosystem
The individuals of a species that live in the same
place – Population
5-9
 UNIT 5. ECOSYSTEMS
3. Discover… Pages 68 and 69
Materials: Pupil's book, IWB.
CD: Track 30.
Warm-up
■ Pupils’ books closed. Ask pupils to pay attention
and play the video at http://www.tiching.com/684909.
Divide the class into two groups. Tell them to choose a
name related to the unit. Write both names on the
whiteboard. Explain that you are going to ask 7
questions. The team who gets more answers right, wins.
Play the video again. Then, ask:
– Can fish that live in the ocean survive in a freshwater
tank? (No, because they are saltwater fish.)
– What is a habitat? (It is the place and natural
conditions in which a plant or animal lives.)
– What two types of aquatic ecosystems are there?
(Saltwater ecosystem and freshwater ecosystem.)
– Can you give me examples of each kind? (Saltwater
ecosystem: ocean. Freshwater ecosystem: ponds,
swamps and bogs.)
– What’s the main difference between both
ecosystems? (Freshwater ecosystems are not salty.
Saltwater ecosystems are very salty.)
– Can you give me examples of animals living in each
ecosystem? (Freshwater ecosystem: snails, worms
and frogs. Saltwater ecosystem: crabs, mussels,
turtles, whales, sharks, etc.)
– What three habitats can we find in the saltwater
ecosystem? (Intertidal, open ocean upper region and
open ocean lower region.)
The biosphere
■ Pupils’ books open. Ask a pupil to read white box
introducing the biosphere and the two main types of
ecosystems. Then focus students’ attention on pages 68
and 69 and tell them they’re going to learn more about
each type of ecosystem.
Divide the class into two halves. One is going to take
care of the terrestrial ecosystem and the other one is
going to study the aquatic ecosystem.
■ Help both groups to divide themselves again into
smaller groups or pairs and assign each a different task.
The tasks in each case would be the following:
1. Read the texts, understand them and explain the new
words mentioned in them.
2. Describe the photos and identify the physical
environments and species on them.
3. Explain the main ideas to the rest of the class.
While pupils are working, go around the room in order to
check understanding, pronunciation, intonation and
vocabulary. Assist when necessary. Encourage them to
be creative and clear.
5-10
Finally, have both groups explain their corresponding
ecosystem in front of the rest of the class. Tell them to
use their own words.
■ Tell students you’re going to make a competition.
You’re going to ask five questions to each group. The
group which answers more questions correctly, wins.
Questions for the terrestrial ecosystems’ group:
– What is a meadow and what is it primarily made up
of? (It is an ecosystem primarily made up of grass.)
– What is a forest and what is it primarily made up of?
(It is an ecosystem primarily made up of trees.)
– Can we also find small invertebrates animals in the
forest? (Yes.)
– Is a city a natural ecosystem? (No, it is an artificial
ecosystem created by humans.)
– Give me two examples of animals living in each of
these tree ecosystems? (Personal answer, some
examples are: meadows – field mouse, fox; forest –
wild boar, butterfly; city: dog, fly.)
Questions for the aquatic ecosystems’ group:
– What is the coast? (It is where terrestrial ecosystems
and aquatic ecosystems meet.)
– What kind of animals can we find in the coast? (We
can find many different living things, such as crustcea
and echinoderms.)
– What is a pond? (A pond is a body of water that forms
naturally or artificially on land.)
– What kind of animals live in a pond? (Aquatic
invertebrates, like insects and crustacea, and
amphibians, like frogs.)
– What do trouts need to survive? (Fresh, clean water
and a lot of oxygen.)
Let’s work together
■ Tell students they are going to work in five groups.
Have them read the task and make sure they all know
what they have to do. Then, tell them to follow the
instructions and encourage them to show a great
presentation.
Take the chance to revise vocabulary and spelling.
Check also on their pronunciation and intonation.
Reinforcement and extension activities
■ Tell pupils that it is very important to protect all natural
ecosystems. Explain that you are going to show them a
video to know more about one of them: the forest. Now, go
to http://www.tiching.com/684957 and play it.
When it finishes, clear up any dobuts and play it again.
Then, in order to check understanding and talk about the
subject, ask the following questions:
– How much land do forest cover of the Earth’s land?
(They cover around 30% of the Earth’s land.).
– What non-living things do forest include? (Personal
answers, some examples are water, air, nutrients.)
– What three main types of forest are there? (Tropical
forest, boreal forest and temperate forest.)
– Which type of forest experience no change of
season? (The tropical forest.)
– Which type of forest has a long winter every year?
(The boreal forest.)
– Which type of forest has four equal seasons each
year? (The temperate forest.)
– What natural resources do forests provide? (Personal
answer, some examples are wood, rubber and fruit.)
– What percentage of the planet’s biodiversity do
forests contain? (About 90% of it.)
– Is this biodiversity in danger? (Yes.) Why? (Because
of the destruction of forests or deforestation.)
– Is forest conservation important? (Forest
conservation is very important in order to protect its
biodiversity.)
– How can we help to protect forests? (Personal
answers.)
ANSWER KEY
1. Personal activity.
UNIT 5. ECOSYSTEMS
4. How ecosystems work Pages 70 and 71
Materials: Pupil's book, IWB, cards, pens.
CD: Track 31.
Warm-up
■ Pupils’ books closed. Explain that you are going to
start by reviewing some lessons of the unit and introducing
some new topics about the way ecosystems work.
Go to http://www.tiching.com/47436. Show slide 3. Read
out the question. Elicit different answers from several
pupils. Go to slide 4. Ask students to identify each living
thing and say if they are energy producers (explain the
concept if necessary).
■ Show slide 5. Read the sentence and the question.
Elicit different answers from several pupils. Go to the
next slide. Ask four pupils to match each a term with its
corresponding definition. Next, tell them to help you
complete the table in slide 7.
■ Go to slide 8 and read out the question. Explain them
that they are going to learn more about food webs and
food chains. Show slide 9 and have them tell you the
direction of energy flow by drawing arrows. Finally, read
out the question in slide 10 and write in slide 11 the
different answers you get.
1. Relationships between living things
■ Pupils’ books open. Focus pupils’ attention on the
three pictures and say:
– These pictures show different types of relationships
between living things. Do you know what they are?
(Personal answer.)
■ Read the first sentence and have three pupils read
each a type of relationship. Make sure everyone
understands the global ideas. Ask them to give you more
examples of each case. Then, in order to revise, ask
question a and have them answer collectively.
■ Now, focus pupils’ attention on the ‘Look and answer’
box and read the task. Tell them to work in pairs. Give
them some moments to do the exercise. Go around the
room in order to check and assist if necessary. Finally,
correct orally.
2. Producers and consumers
■ Read the text about producers and consumers. Have
a student read and answer question b. Next, write all four
groups on the whiteboard and elicit examples of living
things belonging to each group.
Then, ask a pupil to read the text with the title
‘Decomposers’. Explain the new words and point to the
image in the circle to give students a visual reference.
Tell them to give you examples of decomposers and
write them on the whiteboard.
3. Food chains
■ Read the text about food chains and food webs.
Refer to the graphic below in order to help pupils
understand. Point to the four living things and have four
students identify them. Then, read the sentence below.
Make sure everyone understands the process. In order
to check, have a student read and answer both questions
included in c.
■ Tell pupils to look at the ‘Look and answer’ box.
Divide the class into pairs. Ask them to exercises 2 and
3. Give them enough time to complete the tasks. Go
around the room in order to check on their progress and
assist if necessary. Finally, correct orally.
Check what I know
■ Tell pupils to work in groups of four. They have to
read carefully exercises 4, 5 and 6 and answer all the
questions. While they’re working, go around the room in
order to check. Correct orally and encourage as many
pupils as possible to participate.
■ Read the words in the Useful language box on page
71. Focus on the pronunciation, the meaning and the
structure of the phrases.
Play the CD (track 31). Pause it after each sentence so
students can repeat it. Play it again and check on their
pronunciation and intonation.
■ Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: The two
antelopes on the picture have a competition relationship.
Frogs eat insects, which is beneficial for them. Eagles
are harmful to foxes.
5-11
Reinforcement and extension activities
■ Go to http://www.tiching.com/85477. Explain students
that you are going to show them an unlabeled illustration of
the African Savanna. Their task is to label as many
elements as they can. They can work in pairs.
Give them enough time to complete the activity. While
they are working, go around the room in order to check
on their progress and assist if necessary. Finally, correct
by having each pair point to an element, identify it and
write it on the whiteboard. Check the spelling.
FYI: you can also use the slide with the numbers
indicating the different elements and the third slide with
all the solutions written on a list.
ANSWER KEY
a. Feeding relationships, competition and symbiotic
relationships.
b. Producers, primary consumers, secondary
consumers, tertiary consumers.
c. A food chain shows how living things rely on each
other for food.
A food web is a group of connected food chains.
1. Ants form groups for the benefit of all of the
individuals – Circular picture – Symbiotic relationship
Caterpillar eat leaves – upper picture – Feeding
relationship
African antelopes compete for limited territory –
Lower picture – Competition
2. Grass – producer
Rabbit – primary consumer
Fox – secondary consumer
Eagle – tertiary consumer
3. The decomposers are mainly made up of bacteria
and fungi. They feed on the remains of organic
matter and produce mineral salts. These salts return
to the soil and can be reused by producers.
4. Pine – Producer
Squirrel – Primary consumer
Boar– Secondary consumer
Wolf – Secondary and tertiary consumer
Bacteria in the soil – Decomposer
This ecosystem corresponds to a forest.
5. Personal activity.
6. If there wouldn’t be any decomposers in a forest,
there wouldn’t be any mineral salts, so producers
couldn’t feed on it, and therefore, primary, secondary
and tertiary consumers wouldn’t survive.
5-12
UNIT 5. ECOSYSTEMS
5. How we alter… Pages 72 and 73
Materials: Pupil's book, IWB, pens.
CD: Track 32.
Warm-up
■ Pupils’ books closed. Project the video you will find
at http://www.tiching.com/684905. Tell pupils to pay
attention. Then, ask the following questions:
– What is this video about? (It is about environmental
pollution.)
– Do you do some of the things it shows? Which ones?
(Personal answers.)
– What have you learnt thanks to it? Are you going to
change your behaviour? (Personal answers.)
– What is your opinion about the environmental
pollution? What can we do to help? (Personal
answers.)
1. How we alter ecosystems directly
■ Pupils’ books open. Focus pupils’ attention on the
picture showing the desertification effect. Have a student
read the text next to it. Do the same with the picture of
the forest and its corresponding text.
Then, read the text. Make sure everybody understands
the global meaning. Clear up any questions and explain
the vocabulary if necessary. Write the key words on the
whiteboard.
Ask two pupils to read and answer questions in a and b.
2. How we alter ecosystems indirectly
■ Ask a student to read the text. Stop him or her after
each paragraph and make sure that the main ideas and
terms are being understood. In order to check, have a
couple of students answer question c. Encourage the
rest of the class to give other examples they can think of.
■ Tell pupils to look at the ‘Acid rain’ box. Ask them to
read it in pairs and then, write into their notebooks two
sentences about acid rain, explaining what it is with their
own words. Remind them to pay attention to the spelling.
■ Divide the class into groups of five. Focus their
attention on the ‘THINK’ box. Read it and explain they
are going to answer the question and discuss about the
damage human beings do to natural ecosystems. Go
around the room in order to check and help if necessary.
3 Environmental protection
■ Read out the first paragraph. Make sure they
understand the idea. Then, read the next sentence. Next,
divide the class into three groups and assign a way of
contributing to each group. Tell them to:
– Read and understand its corresponding text.
– Explain what they have learnt.
– Describe the pictures.
– Propose other ideas to contribute to the protection of
natural ecosystems.
Give them enough time to complete the task. Go around
the room in order to check on their progress and assist if
necessary.
■ When they finish, ask each group to make a brief
presentation in front of the class. Encourage the rest of
the class to participate and to express their opinion about
the subject and the ideas of each group.
Check what I know
■ Focus pupils’ attention on the Useful language box.
Ask them to listen carefully and play the CD (track 32).
Pause it after each sentence so they can repeat it. Check
on their pronunciation and intonation.
■ Now, ask them to make up three sentences using a
similar structure and talking about the ways we can help
the environment. Give them some moments to complete
the task. Then, elicit different sentences from several
students. Check on their pronunciation.
■ Divide the class into pairs and explain the task: they
have to read and answer questions 2 and 3 in their
notebooks. They can work together.
Next, tell them to read the questions 4 and 5 in the ‘Find
out’ box. Give them some days to do them. Then, correct
orally and invite several students to participate and talk
about their experiences in the park.
Reinforcement and extension activities
■ Divide the class into two teams. Tell them to name
each group with a word related to this lesson. Write both
names on the whiteboard. Then, explain that you are
going to say several sentences. Some of them are true
and other are false. They have to tell which are true and
which are false. If the sentence is false, they have to say
the corrected statement. The group who gets more
answers right, wins.
– Desertification has nothing to do with the human
activity. (False, it is caused by the destruction of its
vegetation and subsequent soil erosion.)
– Animals cause a lot of pollution. (False, human beings
do cause it.)
– A pollutant is a substance that harms humans or other
living things. (True.)
– There is nothing we can do to help protect the
environment. (False, there is a lot we can do.)
– The forests more affectd by acid rain are near large
industrial areas. (True.)
– There are special collection points for objects that are
pollutants. (True.)
– When you visit the countryside, it is ok if you take
plants or flowers home. (False, you should not take
any plants or flowers home.)
– Cars are not big pollutants. (False, they are one of the
main air pollutants.)
ANSWER KEY
a. Personal answer, some examples are hunting,
fishing and logging.
b. A natural ecosystem is for example a forest, that if
we change or alter it, it becomes an artificial
ecosystem.
c. The main air pollutants are the gases that cars and
factories release when fuels are burned. The most
common water pollutants are sweage from cities and
factories, chemical products used in agriculture and
oil spills in the sea. Soil is polluted by the use of
chemical products and waste from human activity.
1. Personal answer. It is near big cities.
2. Personal activity, some examples are recycle,
respect animals and plants, avoid littering, etc.
3. Personal activity.
4. Personal activity.
5. Personal activity.
UNIT 5. ECOSYSTEMS
6. Discover… Pages 74 and 75
Materials: Pupil's book, IWB, pens, A4 cards of
different colours, poster paper.
CD: No CD is required.
Warm-up
■ Divide the class into four groups. Assign a pollutant to
each group. Give them A4 cards (each pollutant gets a
different colour). Explain that they are going to make a
poster about pollutants and they way of avoid them.
Each group has to do the following tasks:
– Draw an image related to its corresponding pollutant.
– Write a couple of sentences explaining it.
– Write some examples of how to avoid it.
■ Go around the room in order to check on their
progress and assist if necessary. Remind them to pay
attention to the spelling. When they finish, let each group
show the rest of the class what they have done. Finally,
hang them all on the wall.
Endangered animal species
■ Pupils’ books open. Read the introductory white box
on top of page 74 in order to present the subject. Divide
the class into nine groups. Assign an animal to each
group (if you prefer it, you can also work with three
groups and assign three animals to each group).
Now, explain the task. Each group has to:
1.- Read the text, understand it and point out the new
words mentioned in it.
5-13
2.- Describe the corresponding photo.
3.- Explain the rest of the class what’s the problem,
what’s the cause of it and what can human beings do to
help. Encourage them to be creative and use their own
words instead of reading the text.
While pupils are working, go around the room in order to
check on their progress, understanding, pronunciation
and vocabulary. Assist when necessary.
Finally, have all groups explain their corresponding
endangered animal in front of the rest of the class.
Check what I know
■ Read question 1 and elicit the answer orally. Then,
focus pupils’ attention on exercise 2 and ask a student to
read it. Make sure everybody knows what has to be
done. Tell them to work in pairs or groups of three.
Give them some days to do the homework and have
them make brief presentations explaining what they
found out about their corresponding animals.
Reinforcement and extension activities
■ Divide the class into five groups. Each group has to
make up five questions about any issue learnt in the unit so
far. Have the pupils write them down. Take the chance to
check on spelling and revise the unit’s vocabulary.
Then, tell them to give you the cards with the questions.
Make a table with five columns and five rows on the
whiteboard and mark the points. Read the questions and
elicit the correct answers. The group which answers
more questions correctly is the winner.
ANSWER KEY
1. Extinction of a particular animal or plant species
occurs when there are no more individuals of that
species alive.
2. Personal activity.
UNIT 5. ECOSYSTEMS
The Scientist’s Apprentice Pages 76 and 77
Materials: Pupil's book, IWB, index cards, marker or
pen, a ball of twine, list of connections.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Tell pupils that they are going
to play a funny game to learn more about the web of life.
Then, go to http://www.tiching.com/75172 and read the
instructions. Make sure everyone understands the game
and the purpose of it (to see how all the elements in an
ecosystem depend on each other to survive).
Start to play. Encourage pupils to participate and to use
all the things they have learned throuhout the unit.
5-14
Food webs
■ Pupils' books open. Divide the class into two
different groups. Assign each group a DOC. Then, ask
them to do the following tasks:
– Read and understand their text.
– Explain what they have learnt to the rest of the class.
– Point out the key words and write them on the
whiteboard.
– Describe the corresponding picture / diagram.
– Answer the corresponding questions (DOC 1 answers
questions 1 in the ‘Check what I know’ box, DOC 2
answers question 2 and 3 in the ‘Look and answer’
box, and question 4 in the ‘Find out’ box.)
■ Give them enough time to complete the task. Go
around the room in order to check on their progress and
understanding. Assist when necessary.
When they finish, have them make their presentation in
front of the rest of the class. Take the chance to check
on their vocabulary, pronunciation and intonation.
Let’s see how it works!
■ Point to the picture of the plankton. Ask a student to
read it. Write the word ‘plankton’ on the whiteboard and
make sure everyone understands the meaning.
Now, focus pupils’ attention on the main text. Explain that
they are going to make a food chain of a marine
ecosystem. Have them look at the picture image below.
■ Tell students to read carefully each step, from 1 to 4.
Give them enough time to do so. Ask them if there any
questions and clear up any doubts. While they are
working, go around the room in order to check on their
progress and assist if necessary.
When they finish, correct orally.
Reinforcement and extension activities
■ In order to revise the lesson, go to the resource at
http://www.tiching.com/20988 and start playing.
Encourage pupils to participate. Take the chance to
revise the names of animals and processes as well as
vocabulary related to the lesson (what’s the habitat of a
snake, for example). Check on their pronunciation and
intonation.
ANSWER KEY
1. The species that make up the food web are: grass, a
grasshopper, a rabbit, a ferret, a bird, a fox./ None of
them are endangered.
2. Personal activity. It will include insects and bamboo.
3. The panda won’t be able to get its main food item
and will disappear.
4. Personal activity.
UNIT 5. ECOSYSTEMS
Now I know Pages 78 and 79
Materials: Pupil's book, IWB, pens, pictures from
newspapers, magazines or the internet.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Tell pupils they are going to
watch a video. Go to http://www.tiching.com/684906.
Play it (don’t forget to put the subtitles). Clear up any
questions and play it again. Then, ask:
– Is climate change dangerous? (Yes, it can destroy the
world that we live in.)
– What do scientists predict will happen in 50 years?
(That many parts of our world will be under 20
centimeters of water.)
– Can we prevent this? (Yes.) How? (Personal answer,
some examples are using renewable energy, being
more resourceful with the things we use and buy,
reuse a lot of items we have at home, reusing plastic
bags, recycling, etc.)
– Will you tell your friends and family about it?
(Personal answer.)
– How do you think the world is going to be in 50
years? What will you do to help make it a better place
to live in? (Personal answers.)
1. Copy and complete the concept map in…
■ Pupils’ books open. Focus pupils’ attention on the
concept map. Go through its different parts in order to
revise the units’ concepts. Clear up any doubts.
■ Then, tell pupils to complete the missing words on
their own in their notebooks. Go around the room in
order to check and assist if necessary.
2. Copy and complete in your notebook.
■ Project the sentences of exercise 2 on page 78 on
the IWB. Tell pupils to help complete the sentences.
They will have to copy and complete them on their own.
Read the first sentence and ask a pupil to shout out the
missing words. Write the answer on the whiteboard. Do
the same with the rest of the sentences.
3. Draw a picture of…
■ Go to http://www.tiching.com/676273 and open the
resource. Go through the information and make sure
everybody understands it. Then, focus pupils’ attention
on the questions and task of exercise 3.
Have pupils take their notebooks, write the answers to
the questions and draw a picture showing components of
the biological community and the physical environment of
a tide pool. Refer to the word list on the right.
Correct orally and ask several pupils to show their
drawings to the rest of the class.
4 Let’s work together
■ Ask a pupil to read the text on exercise 4. Make sure
they all understand the different activities. Divide the
class into groups of two or three and assign an
ecosystem to each.
Give them enough time to complete the tasks. Go around
the room in order to check on their progress and assist if
necessary. Finally, have them present their ecosystem
and follow instruction f.
Play and learn
■ Divide the class into groups of four and explain they
are going to play Hot seat. Read the instructions to make
sure that all students remember how to play.
Encourage as many pupils as possible to participate.
Take the chance to check on pronunciation and
intonation.
Reinforcement and extension activities
■ Divide the class into two groups and explain the task:
each group has to make a list of 15 questions about the
unit. Once they finish, they will ask them to the other
team and afterwards, answer their questions.
Every right answer gets 1 point. The group which gets
more points, wins.
ANSWER KEY
1. Missing words: biological, water, population, feeding,
secondary, symbiotic, tertiary.
2. Missing words: environment, biological, physical /
species, community / ecosystem / aquatic / biosphere
/ habitat / feeding / pollution.
3. Personal activity.
4 Personal activity.
5. Personal activity.
UNIT 5. ECOSYSTEMS
Check what you know Pages 80 and 381
Materials: Pupil's book, IWB, pens.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Explain that you are going to
revise all the previous units. In order to start, they should
divide into groups of four. You will show them some
questions. The fastest group to say the right answer,
gets 1 point. Go to http://www.tiching.com/684964. Open
the resource “Chapter 8: Self Quiz”.
5-15
■ Read out questions in parts A to C. Avoid part D. You
can also try with “Chapter 9” and “Chapter 10” quizzes.
Encourage pupils to participate and write a mark on the
whiteboard every time one of the groups gets the right
answer. Finally, say which is the winner team.
1. In your notebook, match the letters and...
■ Pupils’ books open. Project page 80 onto the IWB.
Ask pupils to take a good look at the three sentences on
the left column and the three functions on the right one.
Then, tell a student to match sentence 1 with its
corresponding function. Do the same with the other two
sentences and different pupils.
Ask several students to give you examples of each case,
e.g., if a rabbit sees a fox, it senses danger and goes
away, this shows the function of interaction, etc.
2. What is the name of the branched cells…
■ Read exercise 2. Make sure everybody remembers
about the branched cells that make up the nervous
system. In order to help, make a quick review.
Then, have pupils draw one in their notebooks and label
its corresponding parts. Remind them to pay attention to
the spelling. Go around the room in order to check and
assist if necessary.
3. In your notebook, draw a table with two…
■ Write a table on the whiteboard. Divide it into two
columns and write on one side ‘unicellular organisms’,
and on the other one, ‘multicellular organisms’. Focus
pupils attention on the text boxes and read the exercise.
Ask pupils to copy the table into their notebooks and
complete it with the corresponding words on each side.
Give them some moments and correct orally.
4. Copy these phrases into your notebook…
■ Point to the five pictures on the right hand side and
have pupils identify each organ. Then, explain the task:
they have to copy the five sentences on the left, circle
the right answer and say which is the corresponding
image (a, b, c, d or e).
Give them enough time to complete the task. Go around
the room in order to check on their progress and assist if
necessary. Correct orally.
5. Look at the graph showing how many...
■ Point to the graph showing how many people smoke
in Spain. Make sure everybody understands it. If
necessary, explain how to read it. Then, divide the class
into pairs and tell them to answer all the questions.
Leave the last part for now.
When they finish, check orally by eliciting different
answers from several pairs.
■ Finally, have them read the last sentence and tell
them to talk about their opinion with their partner. Go
around the room in order to check on their pronunciation
and intonation.
5-16
6. Find these words in the puzzle: ferns, ...
■ Point to the crossword and read out the words they
have to find in it. Before they start, go through each term
and check they know what it is.
Now, let them do the crossword. Give them some
minutes. When they finish, project it on the IWB and
have several pupils come to circle one word each.
7. Get into pairs. In your notebooks, write...
■ Divide the class into pairs. Tell them to look at the
‘Photosynthesis/Respiration’ box. Read out both
sentences and make sure pupils understand both the
meaning and the structure.
Now, ask them to read the exercise and complete the
task. Clear up any doubts and help if necessary. Go
around the room in order to check and assist.
8. Copy the following sentences into your...
■ Focus pupils’ attention on the four sentences and
explain the task: they have to copy all four sentences into
their notebook and complete them. Remind them to pay
attention to the spelling.
Go around the room in order to check on their progress.
When they finish, correct orally.
9. The following terms are related to...
■ Point to both big boxes and ask students to copy their
titles into their notebooks. Write yourself both words on
the whiteboard too: physical environment and biological
community. Then, tell them to put each of the terms in
between to its corresponding group.
Give them a few moments and check orally.
10. Write a short report in your notebook on...
■ Read out exercise 10. Make sure everybody knows
what has to be done: each student has to write down
several actions we can all take to protect our
ecosystems.
Once they finish, you will divide the class into groups of
three. Each group has to write a list of all the actions they
have think of.
Give them enough time to do the exercise. Go around
the room in order to check on their vocabulary and
pronunciation. Assist if necessary. When they are ready,
have each group tell you a couple of their actions and
write them on the whiteboard.
ANSWER KEY
1. 1-B, 2-A, 3-C.
2. They are called ‘neurons’. The three parts are
nucleus, axon and dendrites.
3. Unicellular organisms: paramecium, amoeba,
bacteria, virus. Multicellular organisms: dog, human
being, fern, dragonfly.
4. The outer layer that protects our body is the: spinal 1. Last weekend María and her friends…
cord, skin, cornea –e) Tact
■ Point to the picture and explain: This is a theme park.
The glands that keep the surface of the eye moist are
Do you know what a theme park is? Have you ever been
called: lachrymal, suprarenal, sebaceous – b) Eye
to one? Elicit different answers from several pupils and
In the middle ear there is a chain of: two, three, five
explain what a theme park is if necessary.
little bones – d) Ear
Foods that have no taste are: tasteless, sweet, bitter Read exercise 1. Clear up any doubts. Tell them to work
– c) Taste in pairs and match each number with its corresponding
The receptors found in the nose are: auditory, letter. Give them some moments and correct orally.
olfactory, visual – a) Smell
2. In The cellularium, they saw a large...
5. The most smokers: 25-34 and 35-44 and 45-54. The
fewest smokers: 65+. Around 10 million smokers ■ Focus pupils’ attention on the image of the cell. Ask
aged 15-24 and 13 million 25-34. Personal answers. them: Do you recognise what type of cell is this? Elicit
several answers.
6. The solution is:
Now, explain the task: they have to copy the imagen and
G S T E M F F I label its different parts. Next, they have to answer to the
R E X G R L E R questions. Finally, they have to choose another type of
cell and repeat the exercise. Point out they can check on
A E R U O S R T the Internet if they need to.
S R I W E H N Q
S T E S N C S V 3. Later, when they went into The senses…
E R S E V A E L
■ Project the five images and go through each of them.
S O R O O T S U
Elicit in each case which sense is related to each picture.
M S D E E S A X When you have finished, ask them to write a short text
about each image.
7. Personal activity.
Encourage them to be creative and use ther imagination
8. If the primary root is the main axis of the root that as much as they can. When they are ready, tell several
grows downwards, the secondary roots grow out pupils to read what they think is the best text.
from this root. / If herbaceous stems are soft and thin,
woody stems are hard and thick. / If the roots of ferns 4. As they were walking around the theme…
grow downwards along a horizontal stem, mosses
have false stems, leaf-like structures and thin ■ Read the text and make sure everybody understands
filaments instead of roots. If a deciduous tree loses what happened to one of María’s friends. Tell pupils to
all its leaves at once, an evergreen tree keep their work in pairs. They have to decide which are the best
leaves all year round. actions and explain why.
Give them enough time to think about it. When they are
9. Physical environment: soil, air, temperature, water. /
ready, correct orally. Have them also explain why it is not
Biological environment: species, population,
a good idea to do the actions they do not think that are
biological community.
suitable in this case.
10. Personal activity.
5. When they got to the Botanical garden,…

UNIT 5. ECOSYSTEMS
Practise your skills Pages 82 and 83
Materials: Pupil's book, IWB, pens, cards.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Tell each pupil to think of a
question about units 1 to 5. When they are ready, they
have to write it down into a card. They shouldn’t tell nor
the question nor the answer.
Collect all the cards. Put them facing down. Ask a pupil
to take one. Read it. If the student answer it correctly, he
or she chooses the next person to choose a card.
Otherwise, he or she needs to stay and pick another one.
■ Focus pupils’ attention on the picture of the leaves and
on the box next to it. Go through each characteristic in
order to make sure everyone knows what they refer to.
In pairs, they have to read the exercise and answer the
questions as well as complete the factsheet. Give them
some moments and correct orally.
6. In the Ecosystems of the world area, ...
■ Point to the two rectangle pictures. Ask a couple of
pupils to describe them. Then, point to the first small
picture in the circle and tell a student to identify the living
thing on it. Next, do the same with the rest of images and
different pupils.
■ Divide the class into groups of four. Read the exercise
and make sure everyone knows what has to be done.
Encourage them to be creative. Go around the room in
order to check and assist when necessary.

5-17

ANSWER KEY
1. 1-D, 2-A, 3-E, 4-C, 5-B.
2. The parts of the cell are nucleus, cytoplasm and
membrane. It is an animal cell because it has no cell
walls. It is a muscle cell. The muscular tissue.
Muscles. It is involved in voluntary and involuntary
movements. / Personal activity.
4. The most suitable actions are, in this order: b, d and e.
Adults know better than children how to handle this
situation.
You must wash the wound to avoid infection.
This position helps the person get better.
5. Shape: cordate. Edge: dentate. Colour of the top
side: green. Colour of the underside: white.

3. From left to right: taste, hearing, sight, touch, smell. 6. Group activity.

SURFING THE WEB WITH TICHING

TICHING WEBSITES

http://www.tiching.com/42323 http://www.teachingideas.co.uk/themes/theenvironment/_files/endangeredanimals.pdf

http://www.tiching.com/46139 http://www.exchange.smarttech.com/details.html

http://www.tiching.com/47436 http://www.exchange.smarttech.com/details.html

http://www.tiching.com/75172 http://www.amnh.org/ology/features/stufftod_bio/weboflife.php

http://www.tiching.com/85448 https://www.youtube.com/embed/b5s3Dpa51ss

http://www.education.nationalgeographic.com/education/media/african-savanna-
http://www.tiching.com/85477
illustration

http://www.tiching.com/684905 https://www.youtube.com/embed/tmhlglxga-4

http://www.tiching.com/684906 https://www.youtube.com/embed/bn8R_Xqjjl0

http://www.tiching.com/684909 https://www.youtube.com/embed/kL-9TB4qAjp

http://www.tiching.com/684910 https://www.youtube.com/embed/pFSGJDXI7WA

http://www.tiching.com/684964 http://www.nelson.com/bcsciencieprobe/0176282807/student/quizzes.html

5-18
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7

Unit 6
Matter and energy

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

1-1
 UNIT 6 Pupil’s book

84 85

86 87

1-2
88 89
 UNIT 6 Pupil’s book

90 91

92 93

1-3
94 95
 UNIT 6 Pupil’s book

96 97

98 99

1-4
100 101
 UNIT 6. MATTER AND ENERGY
Introduction. Pages 84 and 85
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens.
CD: Track 33.
Warm-up
■ Pupils’ books closed. Go to the resource you wil find
at http://www.tiching.com/26225 and click in the
‘Volcanoes’ box. Then, play enter and start the course.
When you find it necessary, make a brief review before
clicking ‘Next’ to continue.
Help pupils to understand the main ideas and write the
key words on the whiteboard. Once you have gone
through the first part, you can ask them following
questions:
– Why do people have to be evacuated when a volcano
erupts? (Because they can cause a lot of damage.)
– What is a volcano? (It is an opening in the earth’s
crust that ejects volcanic ash, hot gases and liquid
rock called magma.)
– Which three types of volcanoes are there depending
on the frequency of eruption? (Active, dormant,
extinct.)
– Which god was known to be the god of the fire of
volcanoes? (The ancient Roman God, Vulcan.)
– How many active volcanoes are there around the
world? (1.510.)
– Which country has more volcanoes in the world?
(Indonesia.)
– Where is the largest volcano? And the tallest one?
(Both in Hawaii.)
■ Then, ask pupils to make a list with three or more
other facts about volcanoes they have learnt through this
activity. Give them a few moments to write down their
lists and elicit different facts from several pupils.
Write them on the whiteboard. Encourage pupils to tell
any experience related with a volcano (it can be a film, a
book, a story, a dream, a trip, etc.).
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 85. Focus on the pronunciation,
the meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them:
It looks like (a desert). It seems to be (empty). That
person could be (a scientist). The (bag) is made of
(plastic). (Plastic) is very (light). The (hardness) of this
metal piece (makes it difficult to break).
■ Play the CD (track 33). Pause it after each sentence
so students can repeat it. Play it again, but this time, ask
them to point to the corresponding object or material,
e.g., when they repeat: The table is made of wood; have
them point to their table or to something made of wood.
Check on their pronunciation.
■ Tell two pupils to read each a paragraph of the text
on page 85. Write these questions on the board:
– Can we change the properties of materials? (Yes.)
How would you change water from liquid to solid, for
example? (By freezing it.)
– Can you give me any other examples of how to
change properties of materials? (Personal answer.)
– What materials give us energy? (Personal answer,
some examples are oil, gas, water, etc.)
– What is pollution? Remember we talked about it in
the previous unit. (Pollution is the release of
pollutants into an ecosystem, pollutants are
substances that harm humans or other living things.)
– Do you or your family and friends ever use renewable
energy? (Personal answer.)
Check the answers to the questions on the whiteboard
and have several students participate.
■ Ask a student to read both questions in number 1 and
tell him or her to answer them. Repeat the same with
questions 2 and 3. Encourage other pupils to shout out
other ideas and answers. Have them spell the words
they say and write them on the whiteboard.
Time to talk…
■ Divide the class into pairs and explain the task:
pupils have to read questions 4 to 7 and discuss their
answers with their partners.
First, check understanding and make sure everybody
understands the vocabulary and meaning.
Go around the room in order to check and assist if
necessary. Encourage them to use the new vocabulary
and say complete sentences.
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write something made of matter on one side and
one of its properties on the other.
Now, tell them to exchange the piece of paper with their
colleagues. They have to read the side of the matter
aloud and guess the property written on the other side.
Encourage them to say other properties or to mention
other materials that have the property written on the
opposite side of the paper.
Go around the room in order to check on pronunciation
and intonation. Then, make two lists on the whiteboard
with several examples that students have chosen.
6-5

ANSWER KEY
1. Personal answers. The person seems to be close to
an erupting volcano. They might be observing the
volcano’s reaction or doing some research.
2. Personal answer. Their clothing are probably fire-
proof and special materials resistant to high
temperatures.
3. Personal answer.
4. Personal answer, some examples are chairs, books,
lamps, flowers, T-shirts.
5. Personal answer, some examples are: iron – hard,
rubber – elastic, glass – transparent.
6. Personal answer (later, you can explain it is a
resource that cannot be replaced when it is used up,
such as oil, natural gas or coal).
7. Personal answer (you can explain that it is important
because it is renewable, which means it does not
pollute and is environmentally friendly).
UNIT 6. MATTER AND ENERGY
1. Matter and its… Pages 86 and 87
Materials: Pupil's book, IWB, paper, pens, poster paper,
plasticine, bucket of water.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Project the resource you’ll find
at http://www.tiching.com/100637. Explain you’re going to
show a simulation about buoyancy and density.
Open it and point to the block. Then, explain the different
options they can change: mass, volume and density as
well as the material.
■ Ask a student to make a choice, e.g. a 5kg brick with
the same volume. See what happens. Repeat the same
process with several pupils. Make sure they understand
the global idea: depending on the mass, volume, denstiy
and material, the block floats or sinks.
Conclude by saying: Now, we’re going to learn why this
block sometimes floats and some other times sinks.
1. Matter
■ Tell pupils that they are going to learn more about
mass, volume, density and buoyancy. First, ask them the
following questions:
– What are a chair, my finger, a flower or a computer
made of? (Matter.)
– Are all types of matter the same? (No, there are
different types of matter.)
– What matters do you know? (Personal answer, some
examples are iron, plastic, fabric, wood, etc.)
6-6
■ Pupils’ books open. Focus pupils’ attention on text 1
on page 86 and tell them to listen carefully. Read the
text. Make sure that they all understand the main ideas.
Point to the picture of the notebook and pen on the right
and ask a pupil to read the text below it. Then, tell
students to shout out examples of pairs of objects made
of different substances and write them on the
whiteboard.
■ Now, ask a student to read and answer question a.
Ask the rest of the class if they agree and to explain why
they do (or don’t). Tell them which is the right answer.
Next, have them give you more examples of things that
are NOT made of matter, e.g. any sensations, emotions,
feelings, abstract ideas, etc.
2. What is mass?
■ Have a pupil read the two paragraphs. Tell pupils to
look at the picture on the scale and the mass units. Ask a
student to read the sentence below it. Clear up any
questions and explain vocabulary if necessary. Then, ask:
– What has more mass? A chair or an ant? (The chair.)
A book or a balloon? (A book.)
– How can we know an object’s mass? (To know an
object’s mass, we have to weigh it.)
– Which are the most common units to express mass?
(Kilograms and grams.)
■ Tell a student to read question b. Have him or her say
which of the four objects has the smallest mass. Then,
ask three different pupils to say which is the next
smallest mass until you have all four objects put in order
on the whiteboard.
3. What is volume?
■ Have two pupils read each a paragraph. Refer to the
picture on the right and go through the capacity units.
Read the sentence below and clear up any doubts that
might come up.
In order to check understanding, tell a student to read
question c and to give an answer about the first pair of
objects. Then, have three other pupils do the same.
■ Make sure everyone understands the concept of
volume and the difference between volume and mass. In
order to revise, tell them to look at the ‘Look and answer’
box. Read the exercise and tell them to work in pairs.
Give them a few moments and check by writing the
solutions on the whiteboard.
■ Focus pupils’ attention on the ‘Find out’ box. Read it
loud and clearly. Tell them to do this for homework. Give
them a couple of days and correct orally. Encourage
pupils to participate and to express their opinion.
4. Density
■ Tell students to look at the pictures of the three balls
and ask the following questions:
– What do these three balls have in common? (They all
have the same volume.)
– Does that mean they weight the same? (No, they can
have different weights.)
– How is that possible? (The mass depends on the
weight, some materials are small and heavy, some
others are big and light.)
Now, point to the first ball and read the box: Cork. Make
sure everybody knows what ‘cork’ is. Do the same with
the other two balls. Ask a student to read the sentence
below the image.
■ Have a pupil read the first paragraph. Use the picture
to give them a visual reference. Clear up any doubts and
ask another student to read the rest of the text, including
the formula. Write it on the whiteboard.
Finally, go through the table and express the density of
each material.
5 Buoyancy
■ Ask two different students to read each a paragraph
of the text. Refer to the picture on the right to help them
understand. Read out the text below it.
Clear up any questions that might arise. Explain
vocabulary if necessary. Make sure they all understand
the main ideas. Then, read question d and elicit the
corresponding answer.
Let’s work together
■ Tell students they are going to work in groups of four.
Have them read the task and make sure they all know
what has to be done. Give each group enough plasticine
to mould it into both forms. Then, let them check what
happens.
Once everyone has seen the results, read out the three
questions and elicit answers for each. Encourage pupils
to participate and take the chance to check on their
pronunciation and intonation.
Check what I know
■ Put pupils in pairs. Focus their attention on the
‘Check what I know section’ on page 87. Ask them to
listen carefully and explain the task: they have to express
the mass of an object in kilograms and its volume in
litres. Then, they need to calculate its density.
Give them some moments and check the answers orally
with the whole class. Finally, ask if pupils have any more
questions about the vocabulary or the topic.
Reinforcement and extension activities
■ Write the following sentences on the board:
– If the density of an object is less than that of the
liquid, it sinks.
– If the density of an object is less than that of the
liquid, it floats.
Ask which of these two statements is true and which one
is false. Elicit that the first one is false and the second
one is true. Have a pupil explain why.
Then, encourage pupils to shout out examples of objects
that would sink or float in water.
■ Divide the class into four groups and assign each an
element: mass, volume, density and buoyancy.
They have to make a poster which includes a couple of
sentences and a drawing of it. When they have finished,
hang them on the wall and vote which is the best poster.
ANSWER KEY
a. A table, a snowball and a tree.
b. From the smallest mass to the largest mass: cork (1500
mg), wood (350 g), glass (0,75 kg) and metal (2t).
c. A lorry, a horse, a whale and a computer.
d. Because oil is not as dense as water.
1. 3,7 kg / 37 hg / 370 dag / 3.700 g / 37.000 dg /
370.000 cg / 3.700.000 mg
2. Personal answer.
3. Personal activity.
4. 0,0016 kg / 0,2L / The density is 0,008 kg/L.
UNIT 6. MATTER AND ENERGY
2. Changes in matter Pages 88 and 89
Materials: Pupil's book, IWB.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Go to the video you will find at
http://www.tiching.com/82164. Ask pupils to pay attention
and explain them they are going to learn more about
states of matter and physical changes to it.
Write the word ‘condensation’ on the whiteboard and
say: Condensation is the change from gas to liquid
through cooling. That’s what we are going to watch now.
Make sure everyone understands the word ‘cooling’.
■ Play the video. When it finishes, clear up any doubts
and play it again. Then, ask the following questions:
– What is a sort of opposite of condensation?
(Evaporation.) In what way? (Evaporation is the
change from liquid to gas from heating.)
– What does water vapor need in order for
condensation to happen? (It needs a place to stick.)
– What do we see in the sky formed by condensation?
(The clouds.)
1. What are states of matter?
■ Pupils’ books open. Focus pupils’ attention on the
images showing examples of solids, liquids and gases.
Tell them to listen carefully and read the text. Help them
understand the new words by pointing to the
corresponding pictures. Ask the following questions:
6-7
– What are the three states matter exists? (Solid, liquid
and gas.)
– Does the volume of all of them change? (No, the
volume of solids or liquids doesn’t change, the
volume of gases does.)
– What about the shape? Can we always change it?
(We can change malleable solids, liquids and gases
take the shape of the container they are in.)
Finally, read question a and elicit examples from several
pupils and write them on the whiteboard.
2. Physical changes to matter
■ Tell students to listen carefully and read the text.
Now, use the pictures next to it in order to explain the
new vocabulary and help them understand.
Make sure that the meaning of all words is clear for
everyone. Check by having a pupil answer question b.
You can remind them of the video you played at the
beginning in order to give them an additional reference.
■ Focus their attention on the ‘Look and answer’ box.
Read it out and tell them to copy and complete the
concept map into their notebooks. Remind them to pay
attention to the spelling.
While they are working, go around the room in order to
check and assist if necessary.
3. Chemical changes in matter
■ Ask four different students to read each a paragraph
of the text. Refer to the three pictures to help them
understand. Point to each one and read the text below it.
Clear up any questions that might arise. Explain
vocabulary if necessary. Make sure everybody
understands the changes of oxidation and combustion.
Then, read question c and elicit several answers.
■ Focus pupils’ attention on the ‘THINK’ box. Divide the
class into pairs. Tell them to read the text. Then, they
have to think of other examples of changes of state in
everyday life. The more they say, the better.
Give them enough time to complete the task. Go around
the room in order to check and assist if necessary.
Finally, elicit several examples.
Check what I know
■ Read exercise 3. Go through each word describing a
form of water and make sure everyone knows all the
terms. Explain them if necessary.
Then, in pairs, tell them to decide which ones are solid
water and which ones are not.
■ Give them a few moments. While they are working,
draw a table on the whiteboard. It should include three
columns with the following titles: solid, liquid and gas.
Finally, correct by putting each word in its column.
■ Tell the students to look at question 4. Read it out.
Ask them to continue working in pairs and think about the
answer. Let them some time and elicit different answers
from several pupils.
6-8
Find out
■ Ask pupils to read exercise 5. Tell them to divide into
groups of three. Give them some days to do the activity
as homework. Then, have each group make a brief
presentation about what they have found out about
fermentation.
Write the main ideas on the whiteboard and have them
add the ones they didn’t include.
Reinforcement and extension activities
■ In order to help them understand better what they
have learnt about oxidation, go to the resource you’ll find
at http://www.tiching.com/679363. Explain that they can
do it at home if they want to. If they do, encourage them
to bring pictures and tell their experience.
Go through the list of materials they need and through
the different steps. Finally, read the text below.
ANSWER KEY
a. Personal answer. Some examples can be: solid –
sand, stones, wood; liquid – water, milk, juice; gas –
oxygen, helium, air.
b. When heating matter, fusion and evaporation. When
cooling matter, solidification and condensation
c. Personal answer. An example is when we cook raw
food items.
1. Missing words: fusion (on the left) and condensation
(on the right).
2. Personal answer. An example is when it is hot, the
skin condense the water and we sweat in order to
cool our body.
3. Snow, ice, hail.
4. To avoid it from oxidising, we have to put it away
from oxygen, it has to be isolated.
5. Personal activity.
UNIT 6. MATTER AND ENERGY
3. Materials Pages 90 and 91
Materials: Pupil's book, IWB.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Start by asking pupils if they
know something about a material called graphene. Write
the word on the whiteboard. Elicit the answer. Then, go
to http://www.tiching.com/679057 and read the text on
top of it in order to introduce the subject.
Go through each property and make sure everyone
understand what it means. Point out the advantages and
the fact that graphene is used for electronic products.
1. Types of material
■ Pupils’ books open. Read the text. Point to the
picture of the scooter and go through each of the
materials. Each time, ask students to describe what the
material is like, e.g.: Glass? How is glass? If it is
necessary, help them with further questions, like: Is it
hard? Flexible? Soft? Can you break it easily?
Then, read the text below the photo. Make sure everyone
understands it. Next, in order to review, have two pupils
read and answer question a and b.
2. Properties of materials
■ Read the text loud and clearly. Clear up any doubts.
Focus pupils’ attention on the four pictures at the bottom
of the page. Point to the first one and ask:
– What do you see in this picture? (A diamond.)
– How do you think it is? (Personal answer.)
Then, ask a student to read the corresponding text.
Repeat the same process with the rest of the pictures.
■ Next, have a student read and answer question c.
Then, ask pupils to give you examples of objects that are
made of a certain material because of its function and
explain why they couldn’t be made of a different material.
Put an example yourself in order to help them: Imagine a
plastic bag made of iron. It would be too heavy. Or a
plastic bag made of glass, it would be hard and you
could break it easily.
Encourage them to be creative and use their imagination
as much as they can.
Look and answer
■ Focus pupils’ attention on the box with the title ‘Look
and answer’. Divide the class into pairs. Explain the task:
one has to read question 1 and the other one has to
answer it. Then, they swap and do the same with
question 2.
Go around the room in order to check on pronunciation
and intonation. Take the chance to ask individual pupils
about vocabulary. Assist if necessary. Finally, correct
orally with the whole class.
Materials and progress
■ Start by reading the introductory sentence about
progress. Remind them that a good example of what it
says is graphene, the material you were talking about at
the beginning of the class.
Divide the class into three groups. Assign one material to
each: paper, fabrics and glass (you do not need to
include graphene since you already made a brief
presentation about it).
■ Now, explain the task: each group has to read its
corresponding text carefully and understand its meaning.
Then, they have to explain it to the rest of the class. They
also have to refer to the picture and describe it.
While they are working, go round the class in order to
check and help if necessary.
Check what I know
■ Ask a student to read activity 3. Make sure everyone
understands the task. Tell them to write down a list with
the advantages and disadvantages in each case. Go
around the room in order to check on their progress and
assist if necessary.
Then, tell them to work in pairs and do activity 4.
Encourage them to use the new words and to make
complete sentences. Check on their spelling.
Reinforcement and extension activities
■ Divide the class into groups of four ane explain the
task: each group has to think of an object that already
exists, but made of a different material to perform a
different function or have an additional advantage.
Encourage them to be very creative. They can present
more than an object. They can also show some drawings.
Give them enough time to complete the task. Go around
the room in order to check on their progress and assist.
Finally, have each group present their idea.
ANSWER KEY
a. A material is a substance used to make objects.
b. Personal answer. Some examples are: natural –
diamond, gold, copper; artificial – glue, cement, petrol.
c. We need to know the material properties to see if
they are suitable for the object’s function.
1. Metal – hard and strong / Rubber – soft and elastic /
Plastic – hard and light / Glass – transparent
2. Personal activity. Some examples are marble – hard
and fragile; latex – elastic and resistant.
3. Personal activity. Some examples are:
Bottle: plastic can’t break easily and is resistant, but
glass is transparent.
Suitcase: leather is very resistant, fabric can be very
durable.
Socks: cotton is very comfortable, wool is very warm.
4. Personal activity.
UNIT 6. MATTER AND ENERGY
4. Energy Pages 92 and 93
Materials: Pupil's book, IWB, cards and pens.
CD: Tracks 34 and 35.
Warm-up
■ Pupils’ books closed. Explain that they are going to
learn more things about energy. Go to the video you will
find at http://www.tiching.com/684977 and play it.
6-9
Then, clear up any questions. Tell them to listen carefully
and play the video again. Now, ask:
– Which two types of energy are there? (Renewable
energy and non-renewable energy.)
– What’s the difference between them? (Renewable
energy is a natural resource that can replace itself
quickly and can never ever be used up; non-
renewable energy is produced by materials that can
be burned only once and are limited.)
– Which resources are renewable? (Sun, heat, wind.)
Which are not-reneable? (Fossil fuels: natural gas,
coal and oil.)
– What other important difference do you think there is
between both types of energy? (Renewable energy
doesn’t cause any pollution, non-renewable energy
causes a lot of pollution and is very harmful.)
– Which energy would you prefer to use? (Personal
answer.) What do we use energy for? (Personal
answer, help them realize we use energy for
computers, light, car, planes, TV, etc.)
1. What is energy?
■ Pupils’ books open. Read the text and make sure
they all understand that energy is essential to life. Focus
pupils’ attention on the picture on the right and read the
text below it.
Ask two different students to read and answer questions
a and b. Encourage the rest of the class to add more
examples of activities we need energy for.
2. Where does energy come from?
■ Read the text. Refer to the image on the right to give
them a visual input. Have a student read and answer
question c. Next, ask pupils if they can idenifty where the
energy they use comes from. Elicit several answers.
Write them on the whiteboard.
Remind them of the video you’ve played at the beginning
of the class and let them tell you which of the energy
sources mentioned on the text are renewable and which
are not-renewable.
3. Renewable and non-renewable sources…
■ Ask two students to read each a paragraph. Refer to
the video again. Point to the two pictures on the right
hand side and elicit the energy sources shown. Then,
read the text below them.
Finally, read out question d. Give them a few moments to
think about the answer, they can discuss it with their
partner if they want to. Next, let them express themselves.
4. Forms of energy
■ Read the first sentence and have six pupils read each
about a form of energy. Refer to both pictures on the
right and read the sentences at the bottom.
Make sure everybody understands the differences
between these forms of energy. Finally, have a student
read and answer both questions in e.
6-10
5. Transformation of energy
■ Explain that energy can be transformed. Read the
text. Point to the image on the right and ask a pupil to
read the text below it.
Now, have a student read question f. Tell them to work in
pairs and to use the list of forms of energy in the
previous section. Give them some moments to work on
it. Go around the room in order to check on their
progress and assist if necessary. Then, correct orally.
Check what I know
■ Have students look at the Useful language box, ask
them to listen carefully and play the CD (track 34). Pause
it after the sentence and tell them to repeat it.
Next, divide the class into groups of three and explain
the task. Each group has to make up three sentences
using the structures shown in the Useful language box.
■ Now, tell students to focus their attention on the
‘THINK’ box. Read it out. Ask them to pay attention and
play the CD (track 35). Give them a few moments to do
the exercise. Play the CD again so they can be sure.
Finally, correct orally with the whole class.
■ Point to the ‘Check what I know’ box and read out the
first sentence. Elicit the answer. Repeat with the next
question. Finally, read the third sentence and tell
students to shout out the names of both renewable and
non-renewable sources of energy.
Reinforcement and extension activities
■ Divide the class into five groups. Each group has to
make up five questions about any issue learnt in the unit so
far. Have the pupils write them down. Take the chance to
check on spelling and revise the unit’s vocabulary.
Then, tell them to give you the cards with the questions.
Make a table with five columns and five rows on the
whiteboard and mark the points. Read the questions and
elicit the correct answers. The group which answers
more questions correctly is the winner.
ANSWER KEY
a. Because they use energy from the light to make their
own food and grow.
b. Personal answer, two examples are to play football
and to dance.
c. The main source of energy on Earth is the Sun,
which gives us light and heat. But there are many
other energy sources like: coal, oil, natural gas,
uranium, water, wind and the sea.
d. Personal answer.
e. Electrical energy / Chemical energy.
f. A washing machine – kinetic energy / A hair dryer –
thermal energy / A fan – kinetic energy / A heater –
thermal energy / A lamp – light energy
1. We mean that it is a natural energy that can be used
again and again and will never run out.
We mean that it will run out one day.
Personal answer, some examples are: renewable –
sun, water; non-renewable – nuclear and chemical.
2. Renewable: wind, solar.
Non renewable: nuclear. / Personal answer.
UNIT 6. MATTER AND ENERGY
5. Discover… Pages 94 and 95
Materials: Pupil's book, IWB, pens, A4 cards of
different colours, poster paper.
CD: Track 36.
Warm-up
■ Divide the class into four groups. Assign a different
energy source to each group: wind, sun, oil and uranium.
Give them A4 cards (each energy source gets a different
colour). Explain that they are going to make a poster
about these four energy sources. Each group has to do
the following tasks:
– Say if it is renewable or not-renewable.
– Make a drawing related to it.
– Explain the way it works.
– Write some examples of how we use it.
■ Go around the room in order to check on their
progress and assist if necessary. Remind them to pay
attention to the spelling.
When they finish, let each group show the rest of the
class what they have done. Finally, hang them all on the
wall and vote for the best one.
Sustainable energy
■ Pupils’ books open. Divide the class into two groups.
Assign sources of renewable energy to one group and
sources of non-renewable energy to the other one.
Now, explain the task. Each group has to:
1. Read its text, understand it and point out the new
words mentioned in it.
2. Describe the corresponding image.
3. Explain the rest of the class why we all should use
renewable energy and why we all shouldn’t use non-
renewable energy.
■ While pupils are working, go around the room in order
to check on their progress, understanding, pronunciation
and vocabulary. Assist when necessary.
Finally, have both groups explain their corresponding
source of energy in front of the rest of the class.
Encourage them to be convincing and to use their own
words instead of reading the text.
Look and answer
■ Tell pupils to listen carefully and read the first
sentence. Now, ask the first question, point to the
hydroelectric plant and elicit the answer. Repeat the
same with the rest of questions. Make sure everybody is
clear about which power plants use what energy source.
Now, read both questions in number 2. Elicit different
answers from several pupils.
Listen and check
■ Tell pupils to copy the sentences into their notebooks.
Then, explain they are going to listen to them including
the missing words. Their task is to complete them. This
time, they work on their own. Remind them to pay
attention to the spelling.
Play the CD (track 36). Give them some moments to
write their answers down and play it again. Finally,
correct orally with the whole class.
Reinforcement and extension activities
■ Explain pupils that they are going to watch a video
about solar power. Go to http://www.tiching.com/684980
and play it. Clear up any dobuts and play it again if
necessary.
Now, encourage pupils to give their opinion about what
they have seen in the video and all the issues related to
it: renewable vs non-renewable energies, pollution,
future, responsibility, etc.
ANSWER KEY
1. The hydroelectric plant / The solar plant / The oil
refinery / The wind farm.
2. Biofuels is a fuel composed of or produced from
biological raw materials or biomass, such as sugar
cane, corn, cellulose or vegetable oils. It is a
renewable source of energy. Their advantage is that
they are better for the environment.
3. Personal activity.
UNIT 6. MATTER AND ENERGY
6. Energy and forces Pages 96 and 97
Materials: Pupil's book, IWB, pens, sheets.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Project the video you will find
at http://www.tiching.com/684981. Tell pupils to watch
and listen carefully. Then, ask the following questions:
– What is this experiment about? (Structure and
stability.) Can you do it easily at home or even here?
(Yes, they can.)
6-11
– How does he get the paper to suppor the coin? (He
folds the paper into little fans. This way, the force is
distributed.)
– What big structure uses the same idea? (Some
bridges.) What bridges have you seen? What’s your
favourite bridge? (Personal answer.)
■ Encourage pupils to do the experiment and give more
stability to the structure. Give them a coin if necessary.
Conclude: So, today we’re going to learn more about
forces and structures.
1. Forces move objects
■ Pupils’ books open. Start by reading the
introductory paragraph on top of the page. Then, focus
pupils’ attention on the picture of the handball player.
Have a student read the sentence next to it.
Then, read text 1. Make sure everybody understands the
global meaning. Clear up any questions and explain the
vocabulary if necessary.
■ Point to the photo of the motorbike and tell a pupil to
read the text next to it. Do the same with the image of the
tennis player. Finally, in order to review, ask two students
to read and answer questions a and b.
■ Now, tell pupils to look at the ‘THINK’ box. In pairs,
they have to read the questions, answer them and think
of two examples.
While they are working, go around the room in order to
check and assist if necessary. Then, correct orally.
2. Forces on the shape of objects
■ Ask a student to read text 2. Then, refer to the image
on the right and read the sentence below. Have another
pupil read question c. Elicit different answers from
several students. Write the name of the objects on the
whiteboard in order to revise spelling.
Forces and structures
■ Have different students read each a paragraph. Refer
to the graphics on the right and below in order to help
pupils understand the information. Point to the four
marked parts of the house and read the text below.
Stop after each paragraph to make sure everyone is
understanding the main ideas. In order to review, have a
student read and answer question d.
Check what I know
■ Focus pupils’ attention on the ‘Check what I know’
box. In pairs, they have to read and answer questions 2
and 3. Give them enough time to complete the task. Go
around the room in order to check on their progress and
assist if necessary. Finally, correct orally.
Find out
■ Ask pupils to look at the ‘Find out’ box. Read it and
tell them to do this for homework. Give them a couple of
days and tell several students to say what they have
learnt about the different types of forces.
6-12
Let’s work together
■ Tell students they are going to construct two carboard
prisms from a pair of thin sheets. In pairs, they have to
follow the instructions of exercise 4. They can use the
images to have a visual reference.
Go around the room and check on their progress. Assist
when necessary. When everybody has done the activity,
elicit the answer to the question.
Reinforcement and extension activities
■ Divide the class into two teams. Tell them to name
each group with a word related to this lesson. Write both
names on the whiteboard. Then, explain that you are
going to say several sentences. Some of them are true
and other are false. They have to tell which are true and
which are false. If the sentence is false, they have to say
the corrected statement. The group who gets more
answers right, wins.
– An object’s mass is how much space it takes up.
(False, it’s how much matter it has.)
– 1L has 10.000 ml. (False, 1L has 1.000 ml.)
– Fusion is the change from solid to liquid through
heating. (True.)
– The volume of solids does not change, but the volume
of liquids does. (False, the volume of solids and liquids
does not change.)
– Kinetic energy moves objects. (True.)
– Coal and oil will run out one day. (True.)
– Nuclear power plants are environmentally friendly.
(False, they are harmful and can be very dangerous.)
– A force cannot change the shape of an object. (False,
it can change it.)
– Structures must be stable and resistant. (True.)
ANSWER KEY
a. Tennis players change the direction of the motion of
a ball when they hit it.
b. The brakes.
c. Plastic or plasticine.
d. Resistance and stability.
1. Personal answer, an example is when we walk. We
use the force and our knees to walk.
2. Forces can produce or modify motion. They can also
change the shape of an object. / Personal answer,
some examples are: force can break a bowl or
change the shape of a plastic bag.
3. A structure must be stable and resistant.
4. Personal activity. B is the most resistant structure since
it has more contact surface.
5. Personal activity.
 UNIT 6. MATTER AND ENERGY
The Scientist’s Apprentice Pages 98 and 99
Materials: Pupil's book, IWB, cup, scale, bottle,
graduated cylinder, 3 identical containers, 3 eggs,
water, salt.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Tell pupils that they are going
to review and learn more about density and buoyancy.
Then, go to http://www.tiching.com/684982 and play it.
Pause if necessary to read the texts and make sure
everyone understands the main ideas.
When it finishes, ask the following questions:
– Is density the only reason an object floats or sinks?
(No, there are other reasons.)
– Why do heavy objects float and light objects sink?
(Because of its density. / It will float because it is light
for its size and sink because it is heavy for its size.)
– Are objects that float more or less dense than the
same amount of water? (Less dense.)
– Are objects that sink more or less dense tha the same
amount of water? (More dense.)
Calculating densitiy
■ Pupils' books open. Divide the class into two
different groups. Assign each group a DOC. Then, ask
them to do the following tasks:
– Read and understand their text.
– Explain what they have learnt to the rest of the class.
– Point out the key words and write them on the
whiteboard.
– Describe the corresponding picture/s.
– Answer the corresponding questions (DOC 1 answers
questions a and b, DOC 2 answers question c.)
■ Give them enough time to complete the task. Go
around the room in order to check on their progress and
understanding. Assist when necessary.
When they finish, have them make their presentation in
front of the rest of the class.
Let’s see how it works!
■ Focus pupils’ attention on page 99. Explain that
they’re going to do an experiment to see how density
works. Now, ask a student to read the material list. Clear
up any doubts that come up. Then, read all the steps
included in the ‘Procedure’ and ‘Analysis’ sections, and
do the same. Explain that they are going to work in
groups of three.
■ Point to the box titled ‘Experimenting with density’
and read it out. Use the image of the glass to help pupils
understand better. Clear up any doubts and explain that
they can do this experiments at their places on their own.
■ Have them do the experiment. Go around the room in
order to assist them and to check on their progress.
Make sure all the pupils understand the experiment and
analyse their results properly.
■ Focus pupils’ attention on the ‘Look and answer’ box.
Read it and write the three densities on the whiteboard.
Point to the image of the three glasses on the right and
elicit the right answers. Write them on the whiteboard
next to the corresponding density.
■ Now, tell students to look at the ‘Find out’ box. Read it
out. They can work in pairs if they want to. Give them a
couple of days to do this as a homework. Then, elicit
explanations from several pupils.
Reinforcement and extension activities
■ In order to revise the lesson, divide the class into two
teams. Tell each to make a test of 15 questions about
different issues of the unit. Give them enough time to
prepare it. They obviously have to know the answer.
When they are ready, exchange the tests. The first group
to get all the answers right, wins.
ANSWER KEY
a. Personal activity.
b. Personal activity.
c. Personal answer.
1. Picture a – Iron – d1= 7,9 kg/L
Picture b – Wood – d2 = 0,9 kg/L
Picture c – Plastic – d3= 1 kg/L.
2. Personal activity.
UNIT 6. MATTER AND ENERGY
Now I know Pages 100 and 101
Materials: Pupil's book, IWB, pens.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Tell pupils to enjoy a great
video about the properties of materials. Go to
http://www.tiching.com/684983. Play it.
Next, draw a table on the whiteboard and ask them to
copy it. Put the materials on one side and the properties
on the other. They will have to put ‘yes’ or ‘no’ in the
corresponding cells.
Now, play the video again. Pause it after each material,
so they can fill in the table.When they finish, have them
help you to complete the table on the whiteboard.
6-13
1. Copy and complete the concept map in…
■ Pupils’ books open. Focus pupils’ attention on the
concept map. Go through its different parts in order to
revise the units’ concepts. Clear up any doubts.
■ Then, tell pupils to complete the missing words on
their own in their notebooks. Go around the room in
order to check and assist if necessary.
2. Copy and complete.
■ Project the sentences of exercise 2 on page 100 on
the IWB. Tell pupils to help complete the sentences.
They will have to copy and complete them on their own.
Read the first sentence and ask a pupil to shout out the
missing words. Write the answer on the whiteboard. Do
the same with the rest of the sentences.
3. Draw a picture of…
■ Have pupils take their notebooks and draw a famous
building or structure. Point out they have to colour in the
parts that make it stable and resistant to external forces. Go
around the room in order to check on their progress and
help if necessary.
While they are working, write this on the whiteboard:
– If we put (water in a freezer), after a few hours it
becomes (solid).
– (Plants) use energy from the (Sun) to (make food and
to grow).
– When we (build structures), we need to use (strong
materials).
– (Nuclear power plants) produce (radioactive waste),
which is (harmful to all living things).
■ Once they finish their drawings, ask them to work in
pairs and talk about any topic related of the unit using the
structures on the board. Go around the room in order to
check and assist.
6-14
4. Look and answer
■ Ask a pupil to read the text on exercise 4. Make sure
they all understand the different activities. Tell them to
start with b and c. Go around the room in order to check
on their progress and assist if necessary.
Then, have them work in pairs and do exercise d.
Play and learn
■ Focus pupils’ attention on the crossword and explain
that all the words are related to the things they have
learnt in the unit.
Ask them to complete it in their notebook. Give them a few
moments and correct orally with the whole class.
Reinforcement and extension activities
■ To work more on this subject, ask pupils to visit this
link http://www.tiching.com/685081 and to answer the
different questions of the quiz. Remind them to write
down their score.
ANSWER KEY
1. Missing words: volume, solid, gas, chemical, artificial,
renewable, electric, kinetic, light, shape, starts, stops.
2. Missing words: mass, volume, density / solid, liquid,
gas / physical, chemical / natural, artificial / property /
sources / renewable, non-renewable / forms, thermal,
chemical, nuclear.
3. Personal activity.
4 Personal activity.
5. 1 STABLE, 2 THERMAL, 3 GRAPHENE, 4 MATTER,
5 VOLUME.
 SURFING THE WEB WITH TICHING
TICHING WEBS

http://www.tiching.com/26225 http://www.e-learningforkids.org/science

http://www.tiching.com/82164 https://www.youtube.com/embed/hehXEYkDq_Y

http://www.tiching.com/100637 http://www.phet.colorado.edu/sims/density-and-buoyancy/density_en_htm

http://www.tiching.com/679057 http://www.quib.ly/blog/wp-content/uploads/2013/11/Quib.ly-Graphene.jpg

http://www.sciencewithkids.com/Experiments/Chemistry-experiments/antioxidant-
http://www.tiching.com/679363
experiment.html

http://www.tiching.com/684977 https://www.youtube.com/embed/pBTnVoElb98

http://www.tiching.com/684980 https://www.youtube.com/embed/NDZzAlcCQLQ

http://www.tiching.com/684981 https://www.youtube.com/embed/atS57n7_8Yk

http://www.tiching.com/684982 https://www.youtube.com/embed/dcQR6vV1Sqo

http://www.tiching.com/684983 https://www.youtube.com/embed/TzR9fXL-Obo

http://www.tiching.com/685081 http://www.edinformatics.com/math_science/mvd_quiz.htm
// / // / /

6-15
 NOTES

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7

Unit 7
Machines

TEACHER’S GUIDE

• Syllabus
– Objectives
– Language focus
– Vocabulary
– Materials

• Warm-up

• Class Book activities

• Activity Book

• Surfing the web with Tiching

• Round-up

• Answer key

• Picture dictionary

1-1
 UNIT 7 Pupil’s book

102 103

104 105

1-2
106 107
 UNIT 7 Pupil’s book

108 109

110 111

1-3
112 113
 UNIT 7 Pupil’s book

114 115

116 117

1-4
118 119
 UNIT 7 Pupil’s book

120 121

122 123

7-5
 UNIT 7. MACHINES
Introduction. Pages 102 and 103
Materials: Pupil's book, IWB, small piece of paper or
card, sheet of paper, pens.
CD: Tracks 37 and 38.
Warm-up
■ Pupils’ books closed. Tell students to pay attention
and open the resource at http://www.tiching.com/685143.
Play the video. Clear up any doubts and write some key
words on the whiteboard. Then, play it again.
■ Now, ask the following questions:
– What could Leonardo da Vinci do? (He was a man of
several talents: he could paint, he knew science, he
could invent and many other things: architecture,
philosopy, etc.)
– Where and when did he live? (He lived in Italy in the
16th century.) What is this time called? (The
Renaissance.)
– Which of the inventions you’ve see in the video did
you like most? Why? (Personal answers, some
examples are the ballista, the giant canyon, the flying
machine, the helicopter, etc.)
■ Ask pupils to work in pairs and explain the task: they
have to look for more information about Leonardo da
Vinci and make a brief presentation about him. Give
them a couple of days.
When they do their presentations, check on their
vocabulary, understanding, pronunciation and intonation.
Talking about the objectives
■ Now focus pupils’ attention on the objectives of the
unit. Work through them one by one. Make sure the
vocabulary is clear for everyone and explain the new
words if necessary.
Predict...
■ Pupils’ books open. Read the words in the Useful
language box on page 103. Focus on the pronunciation,
the meaning and the structure of the phrases.
Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: I think an
(axe) is a tool. (Simple) machines might be (more easy)
than (compound machines). I use (a tablet) to (watch
movies). I think the hang-glider and the flapping wing
(are very different).
■ Play the CD (track 37). Pause it after each sentence
so students can repeat it. Divide the class into four
groups and assign each to do one of the following
drawings: a hammer (or any other tool), a machine, an
mp3 player (or any device to listen to music) and a hang-
glider or flapping wing.
7-6
■ When they finish, hang the drawings, each one on a
different side of the room. Play the CD again, but this
time, ask them to point to the corresponding direction,
e.g., when they repeat: I think a hammer is a tool have
them point to the drawing showing a hammer (or any
other tool). Check on their pronunciation.
■ Tell two pupils to read each a paragraph of the text
on page 103. Write these questions on the whiteboard:
– What did the first humans invent tools for? (To help
them perform essential tasks, such as hunting for food.)
– What do we use today to perform essential tasks?
(We use tools and machines.) How do they work?
(Some are powered by human strength, and others
use electricity.)
– Can you tell me an advantage and a disadvantage of
tools and machines? (They are very helpful, but they
can also be dangerous.)
– When are machines and tools dangerous? (If you
don’t follow the instructions and if you don’t learn how
to use them properly, they can be dangerous.)
– Which do you think are the best three inventions in
the history of humanity? Work in pairs and decide.
You also have to explain the reasons of your choice.
Check the answers to the questions on the whiteboard
and have several students participate.
■ Ask a student to read question number 1 and tell him
or her to answer it. Repeat the same with questions 2
and 3. Encourage other pupils to add other examples.
Have them spell the words they say and write them on
the whiteboard.
Time to talk…
■ Point to number 4 and read the questions. Divide
the class into pairs. Tell them to make a list with two
columns: tools and machines. Write both terms on the
whiteboard.
Give them some minutes and remind them to pay
attention to the spelling. Then, have them shout out the
items of their list and write them on the whiteboard.
■ Read out number 5 and make sure everybody
understands the meaning of “flappin wing” and “hang-
glider”. Explain if necessary. Next, elicit the answers to
the questions and encourage the students to give you as
much examples as possible
■ Finally, read out the sentence and the question in
number 6. Ask pupils to listen carefully and play the CD
(track 38). Clear up any questions and play the CD
again. Now, elicit the answer.
Reinforcement and extension activities
■ Give pupils a small piece of paper or a card. Ask
them to write a tool or machine on one side and its
function on the other.
Now, tell them to exchange the piece of paper with their
colleagues. They have to read out one side and guess
the other one.

ANSWER KEY
1. Personal answer, some examples are hammer, steel
axe and steel sickle.
2. Personal answer. Simple machines are basic.
Compound machines are composed of many
different parts, some of which include simple
machines.
3. Personal answer. Some examples are ramps, levers
and pulleys.
4. Personal answer.
5. The flight of birds.
6. A parachute and a helicopter.
UNIT 7. MACHINES
1. Simple machines Pages 104 and 105
Materials: Pupil's book, IWB, paper, pens, poster paper.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Project the video you’ll find at
http://www.tiching.com/685146. Explain they are going to
learn more about a simple machine: the pulley. Write the
word on the whiteboard. Once the video finishes, clear
up any doubts and play it again.
Then, ask the following questions:
– Is it easier to lift a heavy object with a pulley or
without it? (It is easier with a pulley.)
– What elements is a pulley comprised of? (A wheel, an
axle, a groove and a rope or cable.)
– What’s the load? (It is the weight of an object.) And
the effort? (The amount of force required to lift or
move this object.)
– When you put two or more wheels together and run a
rope around them, is it easier to lift the object or is it
more difficult? (It is easier.)
– What do you need to take into account if you increase
the number of pulleys? (That you will need a greater
amount of rope to achieve the same result.)
1. Levers
■ Pupils’ books open. Focus pupils’ attention on the
introductory text on top of page 104 and tell them to
listen carefully. Read it. Make sure that they all
understand the global idea.
Now, ask a student to read the first two paragraphs of
text 1. Write the key words on the whiteboard and
explain them again if necessary. Have another pupil read
about the three parts of a lever.
■ Next, point to the three images and explain that there
are three classes of lever, depending on the location of
the factors that were just mentioned.
Go through each image and class of lever, read out the
text and make sure everyone understands the basic
mechanisms.
■ Tell students to look at the ‘Energy and machines’
box. Read it out. Refer to the images and have a pupil
explain the main differences between both. Make a table
on the whiteboard and include two columns: advantages
and disadvantages from modern technology. Ask the
students to help you complete it.
Finally, have three different pupils read out and answer
questions a and b.
2. Ramps
■ Have a pupil read the two paragraphs. Next, tell
pupils to look at the image on the right in order to help
them understand better how a ramp works and what it is
used for. Clear up any questions.
In order to review and check understanding, read out the
two questions in c and elicit the answers.
3. Pulleys
■ Have a pupil read the two paragraphs. Next, tell
pupils to look at the image on the right in order to help
them understand better how a pulley works and what it is
used for. You can also refer to the video you played at
the beginning of the class. Clear up any questions.
In order to review and check understanding, read out the
two questions in d and elicit the answers.
4. Winch
■ Have a pupil read the paragraph. Next, tell pupils to
look at the image on the right in order to help them
understand better how a winch works and what it is used
for. Clear up any questions.
In order to review and check understanding, read out the
two questions in e and elicit the answers.
Check what I know
■ Put pupils in pairs. Focus their attention on the
‘Check what I know section’ on page 105. Ask them to
listen carefully and explain the task: they have to copy
and complete the sentences. Give them some moments
and check the answers orally with the whole class.
Find out
■ Ask pupils to read exercise 2. Make sure everybody
understands what has to be done. Give them a couple of
days to complete the task. Encourage them to look for
more information in the internet.
When they finish, check orally and ask different students
to talk about what they’ve learnt.
Reinforcement and extension activities
■ Write the following sentences on the board:
– A pulley has a crank, a rope, a drum and an axle.
– A pulley has a wheel, a rope, a groove and an axle.
7-7
Ask which of these two statements is true and which one
is false. Elicit that the first one is false and the second
one is true. Have a pupil explain more about it.
Then, encourage pupils to shout out the components of
the other simple machines they have learned about: lever,
ramp and winch.
■ Divide the class into four groups and assign each a
simple machine: levers, ramps, pulleys and winch.
They have to make a poster which includes a couple of
sentences about the corresponding machine and a
drawing or picture of it.
When they have finished, hang them on the wall and
vote which is the best poster of all four.
ANSWER KEY
a. Levers are straight.
They move objects by using a point of support to
transfer the force we apply from one point to antoher.
b. The third-class lever.
c. Personal answer.
d. The wheel is round and the rope is long.
e. There are four components in a winch: a crank, axle,
drum and often a rope.
The one we touch is the crank.
1. Mising words: simple machines, ramps, pulleys, winch.
2. Personal activity.
UNIT 7. MACHINES
2. Compound machines Pages 106 and 107
Materials: Pupil's book, IWB.
CD: Track 39.
Warm-up
■ Pupils’ books closed. Go to the video you will find at
http://www.tiching.com/85448. Explain pupils that they
are going to see how a washine machine works. Play the
video. Clear up any doubts. Explain some vocabulary if
necessary. Then, play it again.
■ Now, ask the following questions:
– Is the washing machine a simple machine? (No.)
Does it have a lot of components? (Yes, it does.)
– What components of a washing machine can you
name? (Personal answer, some examples are the
metal drum, the water inlet, the detergent drawer, the
motor, the drain pump, etc.)
– Do you understand better now how a washing
machine works? How do you think people washed
their clothes 200 years ago? (Personal answers.)
7-8
1. Gears
■ Pupils’ books open. Point to the title and read out
the introductory sentences on top of the page. Explain
any words if necessary.
■ Read the words in the Useful language box on page
106. Focus on the pronunciation, the meaning and the
structure of the phrases.
Play the CD (track 39). Pause it after each sentence so
students can repeat it. Play it again and check on their
pronunciation and intonation.
■ Encourage several pupils to make different sentences
using one of the structures of the Useful language box.
Put an example yourself in order to help them: (Ramps)
consist of (inclinated planes). (Simple machines) are
(very easy to understand).
■ Now, focus pupils’ attention on the text about gears.
Read it out. Pause after each paragraph to clear up any
doubts. Then, refer to the picture on the right. Go through
each part. Have them repeat the names collectively.
In order to check understanding, ask a couple of pupils to
read and answer questions a and b.
■ To make sure everyone is clear about the mechanism
of gears, have them take a look at the picture of the set
of gears. Read the sentence below it. Finally, in order for
them to see the practical applications, point to the photo
of the windmill and read the sentence below.
THINK AND DO
■ Point to the ‘THINK AND DO’ box and read the text
and the question. Give them enough time to complete
the task. Have several pupils show their drawings and
answer the question (including an explanation).
COMPOUND MACHINES: THE WASHING…
■ Focus pupils’ attention on the image of the washing
machine. Remind them of the video you played at the
beginning of the class. Go throuh each component by
pointing at it and reading it out. Have them repeat the
words collectively.
■ Tell them to listen carefully and read the text. Help
them understand the new words and concepts. Clear up
any doubts they might have. In order to check
understanding, ask a pupil to read and answer question c.
■ Finally, have another student read the box about
using electrical appliances safely. Ask them about their
experience: Have they ever used electrical appliances?
Which ones? How was it?
Check what I know
■ Copy the three sentences on the whiteboard while
pupils copy them into their notebooks. Ask them to work
in pairs and decide whether they are true or false. If they
find a sentence which is false, they have to say which
would be the correct one.
Give them a few moments to do the exercise. When they
finish, correct orally with the whole class.
Look and answer
■ Ask pupils to look at the ‘Look and answer’ box and
read exercise. Read out the sentence and refer to the
picture. Give them some moments to complete the task.
They can compare with their classmates.
Go around the room in order to check on their progress
and assist if necessary.
Reinforcement and extension activities
■ Divide the class into four groups and ask each group
to choose a machine (they have all to be different). They
have to describe its components, its main function(s) and
the way it works. Encourage them to do it with as much
detail as possible.
While they are working, go around the room in order to
check on their progress and assist if necessary. When
they finish the task, have each group make a brief
presentation about their machine.
ANSWER KEY
a. Compound machines are composed of many
different parts, some of which include simple
machines..
b. They are callled teeth.
c. The controls. / Fixed components.
1. Personal activity.
2. Compound machines consist of one component.
False: They consist of more than one component.
In a gear, the cog wheels all turn at the same time.
True.
Cog wheels only work if they are directly connected
to each other. False: Sometimes, a chain is fitted
around the cog wheels to carry the motion.
3. Missing words: compound, lever.
The fulcrum is the wheel.
UNIT 7. MACHINES
3. Discover… Pages 108 and 109
Materials: Pupil's book, IWB, small piece of paper.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Ask pupils to pay attention and
go to http://www.tiching.com/63179, but don’t show it yet.
Divide the class into two groups. Tell them to choose a
name related to the unit. Write both names on the
whiteboard. Explain that you are going to show some
objects. The team who gets more answers right, wins. Put
a small piece of paper on each name, so they can’t see it.
■ Point to the first one, e.g., the bolts. The group that
answers correctly in shorter time, gets 1 point. If they can
spell the word right, they get an extra point. Tell them
these rules and start playing!
All about tools
■ Pupils’ books open. Ask a pupil to read the white
box introducing the tools and dividing them in two
groups: the manual tools and the power tools. Then
focus students’ attention on pages 108 and 109 and tell
them they’re going to learn more about each type of tool.
Divide the class into three groups. One is going to take
care of the hand tools, the other one of the power tools
and the third one of the electric drill.
■ Help the groups to divide themselves again into
smaller groups or pairs and assign each a different task.
The tasks in each case would be the following:
1.- Read the texts, understand them and explain the new
words mentioned in them.
2.- Describe the photos and identify the tools, actions or
components on them.
3.- Explain the main ideas to the rest of the class.
■ While pupils are working, go around the room in order
to check understanding, pronunciation, intonation and
vocabulary. Assist when necessary. Encourage them to
be creative and clear.
Finally, have all three groups explain their corresponding
part in front of the rest of the class. Tell them to use their
own words.
■ Tell students you’re going to make a competition.
You’re going to ask three questions to each group. The
group which answers more questions correctly, wins.
■ Questions for the hand tools’ group:
– What were the very first tools made out of? (They
were made out of materials found in nature, like
wood, animal bones and stones.)
– What metals were discovered to make stronger and
harder tools? (Bronze and iron.)
– Name three manual tools used in the past and three
that are used today. (Personal answer.)
■ Questions for the power tools’ group:
– What advantages have power tools? (They help us
work faster, more accurately and with less effort.)
– Can anyone use power tools? (No, only the people
who know how to use them.)
– Name four power tools (Personal answer.)
■ Questions for the electric drill’s group:
– What is the spindle wheel? (It is the part of the
electric dril that connects the motor to the spindle.)
– What’s the name of the button which starts and stops
the machine? (The switch.)
– What kind of machine is an electric drill and what do
we use it for? (It is a power tool and we use it to make
holes in wood, metal and stone.)
7-9
Look and answer 2. The completed table is:
■ Have a student read the text on the ‘Look and TOOL HAND OR FUNCTION USED
answer’ box. Keep the three groups from the previous POWER TODAY?
TOOL?
activity. The first one to say the name of the tool and
IIron axe Hand To cut Yes
point it gets 1 point. crops
When you finish the exercise, conclude: The winner team Steel Hand To cut Yes
is the (electric drill’s group). sickle down crops

Chainsaw Power To trim Yes

Check what I know branches
Electric Power Make holes Yes
■ In order to check understanding, have pupils read drill in wood,
and complete the table in number 2, first orally and then, metal and
in their notebooks. Remind them to pay attention to the stones
spelling. Check by eliciting the answers and writing the
words on the whiteboard, so they can correct the spelling 3. To hang a painting we can use the electric drill or a
if necessary. hammer. To cut wood, we can use a steel axe or a
chainsaw.
■ Now, focus their attention on exercise 3. Ask the first
question and elicit several answers from different pupils.
Repeat the same with the second question. Take the UNIT 7. MACHINES
chance to talk about the differences between hand tools 4. Discover… Pages 110 and 111
and power tools.

Reinforcement and extension activities
■ Tell pupils that it is very important to know very well
how to use a tool before you use it. Explain that children
are not supposed to use any tools at all, but they can learn
more about them by watching the way they work and what
they are used for. That is why you are going to show them
a video about the power drill. Now, go to the video you’ll
find at http://www.tiching.com/685196 and play it.
■ When it finishes, clear up any dobuts and play it
again. Then, in order to check understanding and talk
about the subject, ask the following questions:
– What means that the electric drill is a ‘versatile’ tool?
(It means it can be used to do many different things.).
– Did you see any cables or wires? (No.) How does it
work if it’s not connected to an electrical socket? (It
works with a battery which has to be charged.)
– What’s the name of the metal tip that makes the
hole? (The drill bit.)
– Do you need to take into account any safety
measure? (Yes.)
– What do you think we can use a power drill for?
(Personal answer.)
ANSWER KEY
1. Hand tool that we use today for cutting vegetables:
steel knife.
Power tool that we use today for making holes:
electric drill.
Hand tool from the past used to hit objects: stone
hammer.
Hand tool from the past for hunting: bone sickle.
Power tool we use to make our cars look shiny:
polisher.
Materials: Pupil's book, IWB, pens, A4 cards of
different colours, poster paper.
CD: Tracks 40 and 41.
Warm-up
■ Divide the class into four groups. Tell each group to
choose a technological advance they think was very
important to the world. It can be the telephone, the
photography, the computer, the Internet, the plane, etc.
■ Give them A4 cards (each group gets a different
colour). Explain that they are going to make a poster
about the invention of their choice. Each group has to do
the following tasks:
– Draw an image related to its corresponding invention.
– Write a couple of sentences about it.
– Write the reasons why they think it was so important
to the human being.
■ Go around the room in order to check on their
progress and assist if necessary. Remind them to pay
attention to the spelling. When they finish, let each group
show the rest of the class what they have done. Finally,
hang them all on the wall.
Scientific and technological advances
■ Pupils’ books open. Read the introductory white box
on top of page 110 in order to present the subject. Divide
the class into two groups. Assign a pge to each group.
Now, explain the task. Each group has to:
1. Read the text, understand it and point out the new
words mentioned in it.
2. Describe the corresponding photos.
3. Explain the rest of the class all they have learned
about the high-tech machines they have read about and
their opinion about them.

7-10
While pupils are working, go around the room in order to
check on their progress, understanding, pronunciation
and vocabulary. Assist when necessary.
Finally, have all groups explain their corresponding
machines in front of the rest of the class.
Find out
■ Ask pupils to read exercise 1. Make sure everybody
understands what has to be done. Give them a couple of
days to complete the task. Tell them to work in pairs, if
they want to.
When they finish, check orally and ask different students
to explain what they have found out and what they were
most surprised to discover.
Listen and answer
■ Ask pupils to listen carefully and explain the task:
they have to listen to a text and decide which machines
are being described. Play the CD (track 41). Give them
some moments and play it again, this time, pausing it
after each sentence so they can understand it better.
Next, give them some moments to discuss the answers
with their partners. Finally, check orally and encourage to
participate as many students as possible.
Reinforcement and extension activities
■ Explain that you are going to show them a video about
the most important inventions in the human history. Tell
them to pay attention and play the video you will find at
http://www.tiching.com/685169.
Then, ask them to decide their three favourite inventions,
write them down and explain briefly the reasons of their
choice. In order to help them, play the video again.
Finally, have several pupils say what they have decided.
ANSWER KEY
1. Personal activity.
2. Printer / Satellite.
UNIT 7. MACHINES
The Scientist’s… Pages 112 and 113
Materials: Pupil's book, IWB, a cardboard box, 12 short
sticks, 2 long sticks, pencil, paints, glue, scissors.
CD: Track 42.
Warm-up
■ Pupils’ books closed. Tell pupils that they are going
to learn more about windmills. Write the word ‘windmill’
on the whiteboard and make sure everyone knows what
it is. Then, go to http://www.tiching.com/89533 and play
the video.
When the video has finished, ask them:
– Have you ever seen a windmill? Where? Was it
working? Did you like it? (Personal answers.)
– What natural element does make the windmill work?
(The wind.)
– What do we need windmills for? (To grind cereal.)
Finally, say: Now, we’re going to learn more about
windmills and cog wheels.
Cog wheels
■ Pupils' books open. Point to the Useful language
box. Ask students to listen carefully and play the CD
(track 42). Pause it after the sentence and tell them to
repeat it. Check on their pronunciation and intonation.
Play the CD again and tell them to pay attention to the
structure of the sentence.
■ Divide the class into two different groups. Assign
each group a DOC. Then, ask them to do the following
tasks:
– Read and understand their text.
– Explain what they have learned to the rest of the class.
– Point out the key words and write them on the
whiteboard.
– Describe the corresponding picture(s).
– Answer the corresponding questions (DOC 1 answers
questions 1 and 2 in the ‘Look and answer’ box, DOC
2 answers question 3 in the ‘Find out’ box.)
■ Give them enough time to complete the task. Go
around the room in order to check on their progress and
understanding. Assist when necessary.
When they finish, have them make their presentation in
front of the rest of the class. Take the chance to check
on their vocabulary, pronunciation and intonation.
Let’s see how it works!
■ Point to page 113. Ask a student to read the material
needed. Refer to image a in order to help them
understand. Now, focus pupils’ attention on the main
text. Explain what they are going to do and have them
look at the pictures below.
■ Tell students to read carefully each step, from 1 to 4.
Give them enough time to do so. Ask them if there any
questions and clear up any doubts. While they are
working, go around the room in order to check on their
progress and assist if necessary.
Reinforcement and extension activities
■ Divide the class into five groups. Each group has to
make up five questions about any issue learnt in the unit so
far. Have the pupils write them down. Take the chance to
check on spelling and revise the unit’s vocabulary.
Then, tell them to give you the cards with the questions.
Make a table with five columns and five rows on the
whiteboard and mark the points. Read the questions and
elicit the correct answers. The group which answers
more questions correctly is the winner.
7-11

ANSWER KEY
1. The fastest moving cog wheel is the second one.
Because it has to show the seconds going by, which
are shorter than minutes and hours.
2. Personal answer. There aren’t any gears because it
works through a digital mechanism.
3. Personal activity.
UNIT 7. MACHINES
Now I know Pages 114 and 115
Materials: Pupil's book, IWB, pens, pictures from
newspapers, magazines or the internet.
CD: Track 43.
Warm-up
■ Pupils’ books closed. Tell pupils they are going to
revise some of the things learnt in this unit, first through a
game and then through a test or quiz. Then, go to
http://www.tiching.com/685172. Have several pupils
match each word with its corresponding tool.
■ Next, click to ‘More Games’ and you will see a list
including the option ‘Simple Machines: Quiz’. Click on it
and have the pupils do the quiz. Do it with the whole
class together. Let them discuss the answers and explain
the reasons of their choices. Finally, tell them the right
answers and explain the reason of them.
1. Copy and complete the concept map in…
■ Pupils’ books open. Focus pupils’ attention on the
concept map. Go through its different parts in order to
revise the units’ concepts. Clear up any doubts.
■ Then, tell pupils to complete the missing words on
their own in their notebooks. Go around the room in
order to check and assist if necessary.
2. Copy and complete in your notebook.
■ Project the sentences of exercise 2 on page 114 on
the IWB. Tell pupils to help complete the sentences.
They will have to copy and complete them on their own.
Read the first sentence and ask a pupil to shout out the
missing words. Write the answer on the whiteboard. Do
the same with the rest of the sentences.
3. Draw a picture of…
■ Have pupils take their notebooks and draw and label
two examples of developments in science and technology
that help us with everyday tasks today. Then, explain the
second part of the task: they have to draw and label
pictures of how these tasks were done before these
inventions.
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■ Once they finish, they have to write a couple of
sentences comparing both drawings. Tell them to use the
model of the exercise. Remind them to pay attention to the
spelling. Go around the room in order to check and assist if
necessary.
Finally, ask several pupils to show their drawings to the
rest of the class.
4 Let’s work together!
■ Ask a pupil to read the text on exercise 4. Make sure
they all understand the different questions. Divide the
class into groups of three and ask them to answer them.
Give them a couple of days to complete the task. Then,
elicit different answers from several pupils. Encourage
them to participate as much as possible.
■ Read the words in the Useful language box on page
115. Focus on the pronunciation, the meaning and the
structure of the phrases.
Play the CD (track 43). Pause it after each sentence so
students can repeat it. Play it again. Finally, encourage
several pupils to make different sentences using one of
the structures of the Useful language box.
5. Match
■ Point to the different images. Say a number and have
the students identify the machine. Go through all of them.
Then, in pairs, tell them to match the corresponding pairs
in their notebook.
Give them some moments and correct orally. Check on
their pronunciation.
6. Hot seat
■ Divide the class into groups of four and explain they
are going to play Hot seat. Read the instructions to make
sure that all students remember how to play.
Encourage as many pupils as possible to participate.
Take the chance to check on pronunciation and
intonation.
Reinforcement and extension activities
■ Divide the class into two groups and explain the task:
each group has to make a list of 15 questions about the
unit. Once they finish, they will ask them to the other
team and afterwards, answer their questions.
Every right answer gets 1 point. The group which gets
more points, wins.
ANSWER KEY
1. Missing words: power, pulleys, compound, cog,
electrical, maglev, artificial satellites.
2. Missing words: ramps, pulleys, simple, machines /
classes, load / inclined / pulley, rope / winch, crank /
compound, parts / cog, wheels / tablet.
3. Personal activity.
4 a) Hammers, saws and screwdrivers. They are very
similar to the ones we use on Earth.
b) Personal activity.
c) Personal activity.
5. 1-7; 2-3; 4-8; 5-6.
6. Activity group.
UNIT 7. MACHINES
Check what you know Pages 116 and 117
Materials: Pupil's book, IWB, pens.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Explain that you are going to
revise all the previous units. In order to start, they should
divide into groups of four. You will show them some
questions. The fastest group to say the right answer,
gets 1 point. Go to http://www.tiching.com/685174. Start
the quiz about ‘Solids, liquids and gases’.
Say the solution for each answer and write the score on
the whiteboard. Finally, conclude: The winner group is….
1. In your notebook, match the items in the...
■ Pupils’ books open. Project page 116 onto the IWB.
Ask pupils to take a good look at the three sentences on
the left column and the three words on the right one.
Then, tell a student to match sentence 1 with its
corresponding characteristic. Do the same with the other
two sentences and different pupils.
2. Complete the following table in your…
■ Read exercise 2. Tell them to copy the table in their
notebook and complete it in pairs. Give them enough
time to complete the task. While they work, go around
the room in order to check on their progress and assist if
necessary. Finally, correct orally.
3. In your notebook, write P next to the…
■ Ask pupils to copy the six words on their notebooks.
Then, have different students say if they reperesent a
physical change or a chemical change. Make sure
everyone understands the difference. Once you have
gone through all of them, tell them to write the
corresponding answers into their notebooks.
4. In your notebook, complete the chart on…
■ Point to the image and go through each of the words
that are written on it. Refer to the quiz about solids,
liquids and gases you did at the beginning of the class.
Elicit the answer and once you get it, write both words on
the whiteboard. Misspell them and ask students to
correct you.
5. In your notebook, write down two...
■ Read exercise 5. Make sure everyone knows what
has to be done. Remind them to pay attention to the
spelling. While they are working, go around the room in
order to check on their vocabulary and progress. Give
them some moments and correct orally.
6. In your notebook, classify the following…
■ Ask a student to read the six different energy
sources. Have the whole class say collectively which
ones are renewable and which are not-renewable. Once
you have done it, tell them to write it down into their
notebooks.
7. In your notebook, complete the following…
■ Read exercise 7. Pupils have to copy the text in the
box into their notebooks and complete it with the correct
words. When they finish, they have to write an example
of each. Clear up any doubts and help if necessary. Go
around the room in order to check and assist. Finally,
write the missing words on the whiteboard.
8. Work in pairs. Each partner will write a…
■ Focus pupils’ attention on exercise 8 and make sure
everybody understands the task. Remind them to pay
attention to the spelling. Go around the room in order to
check on their progress. When they finish, have several
pairs read their texts and summarize their discussion.
9. In your notebook, explain two effects…
■ Read exercise 9. In order to help them, refer to the
image of the potter in unit 6 (page 96). While they are
working, go around the room in order to check and help
when necessary. Give them a few moments and check
orally.
10. In your notebook, identify the machines…
■ Read out exercise 10. Make sure everybody knows
what has to be done. Give them enough time to do the
exercise. Go around the room in order to check on their
vocabulary, understanding and spelling. Assist if
necessary. When they are ready, have some students
read their texts.
11. In your notebook, match each profession…
■ Focus pupils’ attention on the three boxes. Read
each word and tell them to repeat it. Take the chance to
check on their pronunciation and vocabulary. Then, have
them do the exercise. They can work in pairs. Once they
finish, correct orally with the whole class.
12. In your notebook, write a brief report…
■ Read out exercise 12. Clear up any doubts. Give
them a couple of days to complete the task as a
homework. Encourage them to be creative and to look at
different sources. Then, have each one read their report
out loud in class.
7-13
 Collect all the cards. Put them facing down. Ask a pupil
ANSWER KEY to take one. Read it. If the student answer it correctly, he
or she chooses the next person to choose a card.
1. 1-B, 2-C, 3-A. Otherwise, he or she needs to stay and pick another one.
2. The completed table is:
1. Last weekend, your school organised an…
Material Mass(kg) Volume Density
(L) (kg/L) ■ Point to the picture and explain: What is ‘an open
Water 1 1 1 day’? What other places organise ‘open days’? Elicit
Oil 0,92 1 0,92 different answers from several pupils and explain what
Iron 1 0,126 7,9 an open day is if necessary.
Read exercise 1. Clear up any doubts. Tell them to work
3. Physical change: condensation, fusion, solidification, in pairs and write the answers into their notebooks. Give
evaporation. them some moments and correct orally.
Chemical change: combustion, oxidation.
2. In the laboratory, there were four posters…
4. On the left bottom: solidification. On the right top:
evaporation. ■ Focus pupils’ attention on the four posters. Read
them out. Elicit in each case what change of state occurs
5. Personal answer. Some examples could be: in each case. Then, tell students to do the second part of
Natural materials: marble (resistant and fragile) and the exercise. Give them enough time to complete the
wood (hard and durable). task. Finally, have several students show what they have
Artificial materials: glass (fragile and hard) and plastic done and explain what they have found out.
(malleable and elastic).
3. In the reception area, there were objects…
6. Renewable energy sources: Sun, wind, water.
■ Ask pupils to look at exercise 3. Divide the class into
Non-renewable energy sources: coal, oil, uranium.
pairs. They have to read the text on the box and write
7. Missing words: electrical, thermal, kinetic, chemical, down the origin of each of the materials mentioned. Give
light, nuclear. them some moments. While they are working, go around
the room in order to check and assist if necessary.
8. Personal activity.
Correct orally with the whole class.
9. Personal activity.
10. The left machine is a pulley and the right one a 4. At a sports centre near the school, people…
winch. A pulley is a wheel with a groove in it for ■ Point to each of the picture and elicit each time the
supporting a rope. A winch rotates around an axis to name of the sport showed on it. Next, have them read
lift or lower heavy goods. the exercise. Make sure everyone understands what has
11. Farmer – sickle –reap to be done. Clear up any doubts if necessary. Give them
some minutes and correct orally.
Carpenter – saw – saw
Butcher – meat cleaver – slice 5. In the storeroom, there were several tools.
Hairdresser – scissors – cut ■ Focus pupils’ attention on the four images. Go through
Mechanic – screwdriver – screw each tool in order to revise vocabulary. Then, ask them to
write the names and functions of the tools in their
12. Personal activity. notebooks (tell them to pay attention to the spelling).
Give them some moments and correct orally.

6. In the library, we can see lots of books…

UNIT 7. MACHINES
■ Point to the boxes containing a development in science
Practise your skills Pages 118 and 119
and technology. Go through all of them. Then, point to the
picture on the right and tell a student to describe it.
Materials: Pupil's book, IWB, pens, cards. ■ Divide the class into groups of four. Read the exercise
and make sure everyone knows what has to be done.
CD: No CD is required.
Encourage them to be creative. Go around the room in
order to check and assist when necessary.
Warm-up
■ Once they have decided which development they are
■ Pupils’ books closed. Tell each pupil to think of a going to choose, give them a couple of days to complete
question about units 6 and 7. When they are ready, they the task. Then, have each group make a brief presentation
have to write it down into a card. They shouldn’t tell nor in front of the rest of the class. At the end, try to agree on
the question nor the answer. the most important development from all.
7-14

ANSWER KEY
1. Kinetic energy in the fan of the laboratory
Light energy in the light of the library
Thermal energy in the heating of the storeroom
Electrical energy in the dishwasher of the kitchen
Light energy in the computer of the reception
2. From left to right: solidification, evaporation,
condensation, fusion. / Personal activity.
3. Personal activity.
4. a) Cycling – when the person pedals, he or she moves
the gears that move the bicyle.
b) Tennis – when the person hits the ball, he or she
moves it in a certain direction.
c) Archery – when the person exerts force, he or she
puts the arrow in motion.
5. a) Saw b) Pliers
c) Steel axe d) Screwdriver
6. Group activity.
UNIT 7. MACHINES
ICT project Pages 120 and 121
Materials: Pupil's book, IWB, pens, cards.
CD: No CD is required.
Warm-up
■ Pupils’ books closed. Point out the importance of
being sustainable and explain the project; they are going
to prepare a conference for an Environmental
Responsibility Meeting. Make sure everyone understands
the word ‘conference’ and the word ‘meeting’.
■ In order to introduce the subject and do a sort of class
brainstorming, have pupils shout out ideas they could
present in the conference. Tell them to recall what they
have learned in the previous units.
Discover and answer
■ Pupils’ books open. Read the first two paragraphs.
Clear up any doubts. Refer to the explanation you gave at
the beginning of the class. Point to the image on the right
to give them a visual reference.
Now, divide the class into five groups. Each group has to
read the ‘Discover and answer’ box and answer the
questions in it. While they are working, go around the
room in order to check on their progress and assist on
their vocabulary, understanding and pronunciation.
Once they are ready, have each group make a brief
presentation.
FIRST STEP. What do we know and what…
■ Ask pupils to keep working in the same groups. They
will do so for the rest of the project. Focus their attention
on the first step section. Read sentence a). Give them
some moments to discuss both questions.
■ Now, read out task b). Tell them to use the table on the
book as a model. Ask them to draw a similar table per
group and complete the task. While they are working,
draw the same table on the whiteboard.
Once they are done, have them shout out different terms
and write them accordingly on the table of the whiteboard.
PLANNING. What do we have to do?
■ Point to the information box on a). Ask a student to
read it. Give them a couple of days to look at the internet.
In order to help them do so, read out the box on the right
about search engines.
Make sure everyone understands how to look for
information and what a key word is. Suggest them to use
the words they wrote down in the previous task.
■ Read section b) and refer to the image of the
computer to help them understand. Next, open a shared
folder with the given title. Confirm that everybody knows
how to use a shared folder in both ways.
■ When they are done, have them take step c). Explain
that in any conference or meeting, you cannot include
everything you know about, only the most important
things. Therefore, it is very important to choose carefully
what they want to include and what they want to dismiss.
Finally, as a source of information and inspiration, tell
them to use the tiching resource.
Ist Environmental Responsibility Meeting
■ Project the poster with the schedule on the IWB. Use
it as a model and do a similar one. Go through each part.
Tell all the groups to say what are they going to talk
about and what is the title of their presentationa.
■ Give them enough time to think about it. Go around
the room in order to check on their progress and assist if
necessary. Finally, assign the timing. Make sure all the
groups write down when they have to present their part.
UNIT 7. MACHINES
ICT project Pages 122 and 123
Materials: Pupil's book, IWB, pens, cards.
CD: No CD is required.
ACTIVITY What do we have to do?
■ Read out sentence a). Make sure everyone knows
how to use a digital presentation editor. In order to help,
make a quick demonstration in front of the whole class
and answer any questions that might come up.
7-15
■ Point to section b) and ask a pupil to read it. Repeat
each of the steps. Confirm everyone understands them.
Encourage them to be very creative and use as many
images as they can. Explain also that a presentation has
always to be clear and well structured, so they have to
invest enough time in doing the slides and putting them
in the right order.
■ If you have the possibility, show them a power point
presentation about any topic, where they can focus on
the structure and form. Use the slide models on page
122 to give them a visual reference. Point out that they
are simple, clear and powerful. That’s the way they have
to make theirs.
■ Read out the text in c). Explain that the poster they
have to design is the cover, so it is the first thing people
see. That is why it is important to do it visually attractive
and in a way that expresses clearly what the topic of the
presentation is.
EVALUATION What have we learnt?
■ Read the first sentence and the question after it. Elicit
several answers from different pupils. Write the main
ideas on the whiteboard. Encourage them to participate
as much as possible.
Point to the picture of the Earth and elicit the three points
written on it. Ask individual students to develop these
ideas and to express their opinions about them.
■ In order to see what they have learned and to keep
the subject in their minds, tell them to read the text in a)
and do the mural. Help them by dividng the class into
groups and assign each group a different task, e.g., a
group can paint the earth, another one can take care of
the cards related to transportation, etc.
Next, ask them to take step b). Make sure everyone
understands what has to be done. Assist if necessary.
■ Finally, read out the questions in c). Have each pupil

■ Finally, focus pupils’ attention on part d). Say that
beyond doing a great poster for the cover or a beautiful
presentation, they have to remember the main aim of the
conference: to make a better planet and to encourage
people to live in a sustainable and environmentally
friendly way.
write down the things he or she has learned. Then, ask
them to choose one of the things and share it with the
rest of the class. Make a list on the whiteboard.
Now, apart from the ideas, tell them to say the new
vocabulary they have learned doing this project. Write
the words on the whiteboard.

SURFING THE WEB WITH TICHING

TICHING WEBSITES

http://www.tiching.com/63179 http://www.kindersay.com/words/tools

http://www.tiching.com/89533 https://www.youtube.com/embed/EFcnF1yS4o4

http://www.tiching.com/685143 https://www.youtube.com/embed/vxeEH7kVxql

http://www.tiching.com/685146 https://www.youtube.com/embed/LiarGb_LK10

http://www.tiching.com/685154 https://www.youtube.com/embed/r7P2y_hD5M

http://www.tiching.com/685169 https://www.youtube.com/embed/AjxNjkp_Zkg

http://www.tiching.com/685172 http://www.softschools.com/science/simple_machines/games/

http://www.tiching.com/685174 http://www.bbc.co.uk/bitesiez/quiz/q76443379

http://www.tiching.com/685196 https://www.youtube.com/embed/r59gnrhlCrw
// / // / / /
7-16