Libro Del Profesor PDF

Natural Science TEACHER’S BOOK
Natural
Science
PRIMARY
TEACHER’S BOOK
Natural Science
PRIMARY
TEACHER’S BOOK
PRIMARY
Richmond
Natural
Science
PRIMARY
TEACHER’S BOOK
Natural Science 1 is a collective work, conceived, designed

and created by the Primary Education department at Santillana,
under the supervision of Antonio Brandi Fernández.
WRITER
Caroline Cooke
MANAGING EDITOR
Sheila Tourle
EDITOR
Vassilia Katte
PROOFREADING
Sheila Klaiber
Contents
Introduction
Key competences�� iv
Multiple intelligences�� v
Student’s materials�� vI
Teacher’s resources�� vII
Student’s Book�� vIIi
Teacher’s Book�� X
Student’s Book contents�� xII
Lesson plans
TERM 1 TERM 3
Unit 1.................................................... 4 Unit 7�� 60
Unit 2.................................................... 14 Unit 8.................................................... 68
Unit 3.................................................... 22 Unit 9: My project................................. 76
Final revision......................................... 82
TERM 2
Unit 4.................................................... 30 Audio transcripts.................................. 86
Unit 5.................................................... 40 Activity Book Answer key..................... 90
Unit 6.................................................... 50
ii
Introduction
Natural Science is part of a global project which aims to promote the acquisition of
key competences, the achievement of academic excellence and the undertaking of
global assessment. It also promotes the acquisition of basic skills, such as reading
comprehension, speaking and writing skills and integrates Information and
Communication Technology (ICT), entrepreneurship and civic education.
This project is designed not only to teach students the main concepts, but to show
them how to apply them, both in the classroom and in everyday life, whilst developing
the values they need to become socially committed citizens.
Natural Science is a six-level Primary course which covers the core objectives of the
Natural Science curriculum in English, following the CLIL methodology (Content and
Language Integrated Learning). This methodology teaches scientific knowledge
through the medium of English. The core curricular objectives of Natural Science are
progressively introduced to achieve two main objectives: to learn the scientific
contents and, at the same time, to practise the English language.
The aims of Natural Science include:
• To promote understanding and appreciation of the natural environment through
situations which reflect the learner’s real world.
• To offer a content-based approach to Science through which other interdisciplinary
skills develop: language, scientific inquiry, learning to learn, and decision making.
• To provide opportunities for learners to develop their personal and social skills.
• To provide a solid base for values education through the course contents to enable
learners to develop scientific curiosity alongside responsibility for the world they live in.
Natural Science allows the teacher flexibility to adapt the materials to the number
of contact hours, through a variety of extension activities and digital resources.
This project places great emphasis on improving students’ reading and writing skills.
Texts are presented in clear, simple language and are accompanied by attractive
photographs and illustrations which capture students’ attention immediately and aid
comprehension. The level of difficulty of both the explanations and the activities has
been graded and adapted throughout the project bearing in mind the students’ level
of competency in English.
Natural Science provides ample opportunities for self-evaluation, in order to boost
students’ self-confidence and their capacity for autonomous learning. Helping students
to reach their own level of excellence is a fundamental goal of this project.
iii
Key competences
KEY COMPETENCES are a combination of knowledge, skills and attitudes appropriate to
different contexts and situations. These competences have the following characteristics:
• They encourage the development of skills rather than the assimilation of theoretical content:
individuals become ‘competent’ when they learn how to solve problems effectively.
• Competences develop progressively and can be acquired in different learning situations
and institutions.
• They are interdisciplinary because they integrate knowledge that originates in different
academic disciplines.
Linguistic competence Social and civic competence

This is the ability to interpret and use language as a tool This competence refers to the ability to understand and
for oral and written communication. Verbal participate successfully in the society in which we live.
communication is fostered by the exchange of opinions, Students learn about different societies, their history and
the narration of personal experiences and oral expositions culture. This competence promotes debate, negotiation
on different topics. The ability to search for and and conflict resolution. There are activities to promote civic
understand information is reinforced. and values education: environmental awareness, healthy
This competence is developed by reading simple texts, habits, responsible use of ICT, democratic principles,
maps and graphics, and writing descriptions or short tolerance and respect towards others, multiculturalism, etc.
texts explaining experiments.
Cultural awareness
Competences in Mathematics, and expression
Science and Technology This competence involves the interpretation of different
cultural manifestations as well as the appreciation of the
These competences are the ability to use numbers,
visual arts, music and literature. It enables students to
perform basic operations, understand symbols and
express themselves through literature, art, music, etc.
images related to mathematical, scientific and technical
areas and solve problems in order to interpret the
physical world. They include capacities and attitudes Learning to learn
related to mathematical processes, logical thinking,
This competence is acquired by learning how to apply
and the use of new technologies. These competences
different techniques aimed at selecting, organizing,
develop the ability to interact with the physical world
interpreting and memorizing information. Students have the
and to explain natural phenomena by applying the
opportunity to summarize what they have learnt and put it
scientific method. This includes performing simple
into practice at the end of the unit. They reflect on and
experiments, working out solutions, analysing results
evaluate their own learning process and their classmates’
and communicating them accurately.
through group work and cooperative learning techniques.
Digital competence Initiative and entrepreneurship

This is the ability to use computer programs to obtain, Students are provided with the strategies they need to
process, exchange and transmit information. Students plan, organize, communicate and evaluate their own
learn how to use lists, tables, graphics and graphs to personal or social projects. This competence develops
classify and present scientific information in an accurate creativity, innovative thinking, and the ability to turn ideas
way. They develop confidence in, and a critical use of into strategies to solve specific problems.
Information and Communication Technology (ICT).
iv
Multiple intelligences
In 1983, Howard Gardner, of Harvard University, wrote his Frame of mind: Theory of multiple
intelligences. In this work, he identified seven distinct types of intelligences, located in different
parts of the brain. To quote Gardner, this theory: ‘documents the extent to which students
possess different kinds of minds and therefore learn, remember, perform, and understand in
different ways’ (Gardner 1991). Gardner defended the belief that these types of intelligences
were not innate, but could be developed to a greater extent with appropriate learning strategies.
Using Gardner’s work as a base, researchers have identified eight different types of intelligences,
each independent of the other, and each with its own learning style. This means that each
individual will have a unique blend of these intelligences, with some more developed than others.
One student may stand out because of his linguistic intelligence, whilst another may possess
highly-developed logical-mathematical reasoning.
Gardner said that these differences ‘challenge an educational system that assumes that
everyone can learn the same materials in the same way and that a uniform, universal measure
suffices to test student learning.’
The new education law, the LOMCE, seeks to potentiate students’ abilities and competences
so that they may respond efficiently to different personal and social situations. In response to
this need, Natural Science offers activities and strategies designed to develop the different
intelligences.
In the Teacher’s Book, activities that are specially relevant to particular learning styles
are flagged with a label.
These learning styles are as follows:
Linguistic intelligence. This is the ability to use the Musical intelligence. These students show sensitivity
spoken and written word effectively. It is the capacity to rhythm and sound. They show appreciation of musical
to use language to inform and persuade others, and patterns. They love music, but they are also sensitive
as a tool to acquire knowledge. These learners have to natural sounds around them. They love to tap out
highly-developed auditory skills, excellent memories, a rhythm.
and they are skilled at communicating ideas. Interpersonal intelligence. This is the ability to
Logical-mathematical intelligence. This intelligence understand and interact with others. These students learn
consists of the ability to think abstractly, to reason and through interaction. They show great empathy and are
to calculate using numbers. These learners possess good at cooperative group work. They are socially adept
the capacity to analyse problems logically, carry out and often show leadership qualities.
mathematical operations, and investigate issues Intrapersonal intelligence. This is is the capacity to
scientifically. understand oneself, to appreciate one’s own feelings and
Bodily-kinesthetic intelligence. This is the potential motivations. It involves having an effective working model
to use one’s body to solve problems. These learners have of oneself, and being able to use such information to
good coordination and balance. They display stamina, regulate one’s life. They are highly independent
flexibility and speed. Students with this learning style of the learners.
are good at sports, dance and movement. Naturalist intelligence. This is the capacity to interact
Visual-spatial intelligence. This is the ability to think in with nature, to be able to identify and classify flora
terms of physical space. These learners like to present and fauna, or rocks and minerals. It includes good
their ideas graphically, using lines, shapes and colour. observation skills and a love of experimenting. These
They study effectively with charts and graphs and with learners are motivated by field work and environmental
multimedia. They are usually good at drawing. concerns.
v
Student’s materials
Student’s Book Living things
Animals
The Natural Science Student’s Book consists of nine units, which are 1 —olou® t™æ livin@ thingfi.
organized into three terms. Throughout the year, students will develop
a project. The Answer key to all activities is included in the Teacher's Book. 4 Animals
Living things
1 —olou® t™æ livin@ thin
Opener page 2 L”oo§ a† A”ctivit¥ 1 an∂ wri†æ t™æ naµefi oƒ t™æ livin@ thingfi.
animalfi
A high-quality illustration introduces the main theme of the unit and
plantfi
stimulates observational skills. Comprehension questions activate prior
L”oo§ a† A”ctivit¥ 1 an
learning skills and knowledge.
2
3 R�ea∂ an∂ tic§ (✓) t™æ charac†eristicfi o£ livin@ thingfi.
T™e¥ a®æ bor>. T™e¥ grow. animalfi
T™e¥ mo√¶. T™e¥ ca> tal§. plantfi
Information and practice pages T™e¥ ®eprodu©æ. T™e¥ d^æ.
3 R�ea∂ an∂ tic§ (✓) t™æ
A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ.
T™e¥ a®æ bor>.
The theme of the unit is clearly divided into sub-topics. Each topic is 4.1
How many children can you see?
Are the children in the mountains or on the beach?
KNOW HOW TO
thirty-one 31 T™e¥ mo√¶.
presented using short texts, photographs and illustrations. Students Point to the wild boar. How many babies has it got? FINAL TASK
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Write an animal index

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T™e¥ ®eprodu©æ
How many rabbits can you see?
card.
practise the concepts and language through a variety of graded activities. What can you see in the river?
Point to the butterfly. What colour is it? A”l¬ livin@ thingfi a®æ
30 thirty
Final pages
Each unit ends with a Know how to page and a Revision page with
activities covering the key concepts. These pages aim to practice
different skills. ES0000000011226 606995_Serigrafia_12129
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The Natural Science Student’s Audio for level 1 contains five songs.
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Activity Book
The Natural Science Activity Book offers further practice of the concepts 4 Animals
introduced in the Student’s Book. Each activity is clearly linked to a specific Living and non-living things How animals
sub-topic and can be completed in class or given as homework. The 1 —olou® t™æ livin@ thingfi. 1 R”ea∂ an∂ dra∑
A B C
I† slit™erfi.
Answer key is provided in the Aula Virtual, and on the website:
http://www.e-vocacion.es
D E F
Digital resources Animal bodies

2 L”oo§ an∂ ®ea∂. T™e>, wri†æ t™æ ßen†en©efi.
What animal
Natural Science also has a complete offer of digital resources for students. fu® sca¬efi ƒeat™erfi s™el¬ 2 Wri†æ ™erbivo®æ,
(See Digital resources, page VII).
A sna§æ hafi go† .
A tortoißæ hafi go† å .
A”> eag¬æ hafi go† .
A lio> hafi go† .
16 sixteen
VI
Teacher’s resources
Teacher’s Book Objectives 4 Animals
Animals
Living things st
Naturalince
Objectives
UNIT 4
intellige
• To introduce the main theme • To distinguish between living
of the unit
1 —olou® t™æ livin@ thingfi. and non-living things
The Natural Science Teacher’s Book offers step-by-step lesson

• To learn the names of some animals • To distinguish between animals
• To recognize and name living and and plants
non-living things
4 Animals
Animals
Living things
• To learn that living things are born,
grow, reproduce and die
plans with full-colour reproductions of the Student’s Book.

Objectives
Key language
• To introduce the main theme Key language1
• Key vocabulary and structures: of the unit —olou® t™æ livin@ thingfi.
bird, butterfly, eagle, fish, flower, • Key vocabulary and structures:
Answer keys to the Student's Book and the Activity Book are
• To learn the names of some animals
frog, grass, house, mountain, nest, binoculars, boy, butterfly, deer,
rabbit, tree, wild boar; look at • To recognize and name living and eagle, flower, rock, tree; be born,
non-living things die, grow, reproduce, talk
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Presentation
included in the Teacher’s Book. Cross-references indicate when

Key language Presentation
• Show Ss a pen, a plant, etc. Ask:
Can a (pen) move about? Can it • Key vocabulary and structures:
animalfi eag¬æ, ∂æe®, but†erfl¥, bo¥ • Explain that plants and animals are
talk? Is it a living thing? Practise the bird, butterfly, eagle, fish, flower, living things because they are born,
flo∑±®, t®ææ
to use the Activity Book.
words living and non-living until Ss frog, grass, house, mountain, nest, plantfi grow, reproduce and die.
are familiar with them. rabbit, tree, wild boar; look at
• Point to things in the classroom or
22
outside the window and ask Ss to L”L”ooo§o§ a†a† A”A”cctivit¥
tivit¥ 11 an∂
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Linguistnce
• Ss look at the picture. Ask: Where intellige
✓ ✓ Practice
animalfi eag¬æ, ∂æe®, but†erfl
are these children, in a town or in
Can a (pen) move about? Can it
talk? Is it a living thing? Practise the
T™e¥ a®æ bor>. T™e¥ grow.
the country? Point to the eagle. 4.1
KNOW HOW TO
T™e¥ mo√¶. T™e¥ ca> tal§. 1. Colour the living things.
plantfi flo∑±®, t®ææ
Class Audio
Point to the frogs. Etc. Point to the Are the children in the mountains or on the beach? words living and non-living until Ss
• Write the names of the things on
house. What colour is it? What is Point to the wild boar. How many babies has it got? fiNalare familiar with them.
TaSK
✓ T™e¥ ®eprodu©æ. ✓ T™e¥ d^æ. the board: rock, eagle, deer, flower,
the boy doing? (He is looking at the Write an animal index
How many rabbits can you see? binoculars, butterfly, boy and
bird’s nest in the tree.) Work with the
card. picture ic
3
tree. Ss repeat and point to the
R�ea∂ an∂ tic§ (✓) t™æ charac†eristicfi o£ liv
What can you see in the river? Linguist nce
A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ. illustrations.
✓ ✓
Know how to Point to the butterfly. What colour is it? are these children, in a town or in • Ask about each picture: Is a (deer) T™e¥ a®æ bor>. T™e¥ g
the country? Point to the eagle. How many children can you see?
• Explain: In this unit, you will learn 4.1
KNOW HOW TO born? Do (trees) grow?
30 31 T™e¥ mo√¶. T™e¥ c
The Class Audio includes songs from the Student’s Book and
about living and non-living things. thirty Point to the frogs. Etc. Point to the Are the children in the mountains or on the beach? thirty-one
2. Look at Activity 1 and write the
You will learn about animals’ main house. What colour is it? What is Point to the wild boar. How many babies has it got? fiNal TaSK
✓
names of the living things. T™e¥ ®eprodu©æ. ✓ T™e¥ d
characteristics and eating habits.
ES0000000022355 653497-Unidad 04_14726.indd 30
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17/07/2014 11:04:49 ES0000000022355 653497-Unidad 04_14726.indd 31 17/07/2014 11:04:52
Write an animal index
How many rabbits can you see? • Write Animals and Plants on the
bird’s nest in the tree.) card.
• Explain the final task: You will learn What can you see in the river? board. Ask: Where should I write
two additional listening activities per unit. The additional listening

how to write an animal index card. Reinforcement Reinforcement (flower)? A”l¬ livin@ thingfi a®æ bor>, grow, ®epro
Know how to Point to the butterfly. What colour is it?
• Make true or false statements about the picture. Ss say True or False. There • Play Odd one out. Say three living things and one non-living thing or three 3. Read and tick (✓) the
Song • is Explain: In
are four children. (False.) There are two frogs. (True.) A house this unit, you will learn
a living thing. non-living things and one living thing: tree, flower, bird, pencil; book, door, characteristics of living things.
30 thirty
(False.) Then, encourage volunteers to make more statements.about living and non-living things.
audio transcripts are at the back of the Teacher’s Book. The

• T
he song in this unit can be practised tree, chair. Ss say which one is the odd one out. • Ask: Is a (rabbit) born? Do (trees)
You will learn about animals’ main
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suggestions throughout the unit. Extension Extension
• Explain the final task: You will learn
Play track 4.1. Song. The animal • Ask: Have you ever been to the countryside in the spring? Did how
you see any an animal index card. • Ss make a mural of living and non-living things. They cut out photos from
Reinforcement Reinforcement
Audios are available to download from the CLIL Resources

4.1 to write
rap! Ss listen. Explain that the baby animals? What is your favourite baby animal? Ss draw a picture of their magazines and glue them under headings: Living things and Non-living
favourite baby animal. Display the drawings in class. • Make true or false statements about the picture. Ss say True or False. There
things. Then, they make two subheadings for the section of living things: • Play Odd one out. Say three living things and one non-l
song is about animals’ main
Song are four children. (False.) There are two frogs. (True.) A house is a living thing. non-living things and one living thing: tree, flower, bird,
KEY COMPETENCES
characteristics. Play the song Animals and Plants.
• The song in this unit can be practised (False.) Then, encourage volunteers to make more statements. tree, chair. Ss say which one is the odd one out.
again and Ss sing the chorus.
section of the website: http://www.e-vocacion.es 4.1

at any moment. See teaching
suggestions throughout the unit.
Play track 4.1. Song. The animal

Activity Book, page 16, Activity 1
Extension
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Natural
Teacher’s Resource Book Science
PRIMARY
TEACHER’S RESOURCE BOOK
The Natural Science Teacher’s Resource Book provides

photocopiable worksheets which include reinforcement, extension
and assessment activities. The Answer key is provided.
s move
∑ mo®æ animalfi. Digital Resources
I† walkfi. I† flêfi. I† swimfi. ES0000000011235 607109_Natural-Science_RB_1_13998.indd 1 11/06/2014 10:02:04
Libromedia is Santillana’s digital textbook. It includes interactive

content to go with each unit and can be used without an Internet
connection. Libromedia is available for different devices (PC, 4
Interactive Whiteboard, iPad, Android tablets, etc.). Libromedia

Animal bodies 2 Whic™ anima¬ hafi go† ba®æ ski>? Tic§ (✓) an∂ wri†æ.
A”nimalfi pro†ec† t™ei®
allows students to work simultaneously with the printed textbook,

tail bodêfi i> di‡£e®en† wayfi.
legs Ti@ers ha√¶ go† fu®. anteater frog leopard
ls eat wings Birdfi ha√¶ go† £eat™erfi.

whilst offering a broad range of multimedia resources.
A hafi go† ba®æ ski>.
tail Fis™ ha√¶ go† sca¬efi.
carnivo®æ o® omnivo®æ. Tortoißes ha√¶ go† å s™el¬.
3 H”ow do t™eßæ animalfi mo√¶? Wri†æ.
tail
Natural Science Student’s Libromedia includes videos and
Frogfi ha√¶ go† ba®æ ski>. ca† stor§
shar§
fins A walkfi o> lan∂.
animations, as well as interactive activities. 1 H”ow do t™eßæ animalfi pro†ec† t™ei® bodêfi?
Ußæ t™æ §e¥ to colou®.
A
A
flêfi i> t™æ ai®.
swimfi i> wa†e®.
T™e¥ ha√¶ go† fu®. T™e¥ ha√¶ go† ƒeat™erfi.
Natural Science Teacher’s Libromedia includes the Student’s T™e¥ ha√¶ go† sca¬efi. 4 R�ea∂ an∂ circ¬æ t™æ anima¬.
A sna§æ slit™erfi o> lan∂.
Book in digital format as well as further teacher’s resources,

A”nimalfi ha√¶ got fu®, ƒeat™erfi, sca¬efi o® å s™el¬
to pro†ec† t™ei® bodêfi.
32 thirty-two thirty-three 33
which allow teachers to personalize the materials.

seventeen 17
vII
Student’s Book
Opening pages
Number
and topic
4 Animals
Living things
—olou® t™æ livin@ thingfi.

of the unit High quality
1
illustrations
designed to
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livin@ thingfi
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animalfi introduce
the theme
plantfi
of the unit
T™e¥ a®æ bor>. T™e¥ grow. Know how to
Songs to How many children can you see?
KNOW HOW TO
box introduces
4.1
Are the children in the mountains or on the beach? T™e¥ mo√¶. T™e¥ ca> tal§.
reinforce Point to the wild boar. How many babies has it got? fiNal TaSK
T™e¥ ®eprodu©æ. T™e¥ d^æ.
How many rabbits can you see? Write an animal index the final task
language and card.
What can you see in the river?
A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ. of each unit
key Science Point to the butterfly. What colour is it?
based on
concepts 30 thirty thirty-one 31
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students’
recently
Comprehension questions and speaking acquired
activities about the unit topic knowledge
Simple listening tasks related to

the activities. There are recorded
Information and practice pages
on the Class CD
4
Each unit is What animals eat 22 R�R�eea∂
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4.2
• T™eßæ animalfi ea† ot™e® animalfi. ™erbivo®efi
into topics • T™eßæ animalfi ea† plantfi an∂ carnivo®efi
ot™e® animalfi.
• T™eßæ animalfi ea† plantfi.
omnivo®efi
S<oµæ animalfi S<oµæ animalfi S<oµæ animalfi Numbered
Short clear ea† plantfi. T™e¥ ea† ot™e® ea† plantfi an∂ 3 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3. activities to
a®æ ™erbivo®efi. animalfi. T™e¥ animalfi. T™e¥
texts make a®æ carnivo®efi. a®æ omnivo®efi. practise both
studying easier the key
11 Wha†
Wha† do
do t™e¥
t™e¥ ea†?
ea†? Wri†æ.
Wri†æ.
concepts
frui† grasfi fis™ µea†
and the
H”orßefi ea† . 4 Ußæ thæ §e¥ to colou® t™æ animalfi. language
L”ionfi ea† . carnivo®æ
M”on§eyfi ea† . ™erbivo®æ
Dolphinfi ea† .
omnivo®æ
Summary of
H’erbivo®efi ea† plantfi. »arnivo®efi ea† ot™e® animalfi.
Omnivo®efi ea† plantfi an∂ ot™e® animalfi. the concepts
in simple
34 thirty-four thirty-five 35
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English
viII
Know how to
The final task KNOW HOW TO
provides the Write an animal index card
opportunity to put 1 —hooßæ o>æ o£ t™eßæ animalfi an∂ comp¬e†æ

t™æ in∂e≈ car∂.
into practice recently Ωebrå crocodi¬æ
acquired skills and
knowledge
• Thifi ifi å .
• I† li√±fi .
• I† walkfi / flêfi / swimfi / slit™erfi.
• I† hafi go† fu® / ƒeat™erfi / sca¬efi.
• I† ifi å ™erbivo®æ / carnivo®æ / omnivo®æ.
• I† ifi viviparoufi / oviparoufi.
Activities to 2 Wha†´fi you® favouri†æ

anima¬ i> t™æ zoo?
revise language M”¥ favouri†æ anima¬ ifi å
and personalize .
the final task
38 thirty-eight
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Revision
4
The final activities REVISION
provide a variety 1 —olou® t™æ livin@ thingfi.

of tasks to cover ¬eopar∂
ca@æ
the key concepts
learned in the unit
bir∂ roc§
flo∑±®
2 Wri†æ t™æ naµæ o£ a> anima¬.

A hafi go† fu®.
A hafi go† ƒeat™erfi.
A hafi go† sca¬efi.
A hafi go† å s™el¬.
3 —omp¬e†æ t™æ ßen†en©efi.
A lio> ifi å . I† eatfi ot™e® animalfi.
A gir¬ ifi a> . S™æ eatfi plantfi
an∂ µea†.
A gira‡£æ ifi å . I† eatfi plantfi.
thirty-nine 39
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Term revision
At the end of the book, a four-page final revision provides a variety of activities for accumulative
assessment.
Cooperative project
In compliance with the new National Curriculum, Natural Science also features a project
which students can work on throughout the school year.
IX
Teacher’s Book
The Natural Science 1 Teacher’s Book reproduces all the sections of the Student’s Book
in full colour. In addition, it contains step-by-step instructions for each lesson. The structure
of each lesson is shown in clearly marked sections in the teaching notes:
• Objectives
• Key language
• Presentation
• Practice
• Work with the picture
• Reinforcement and Extension activities
• Values education activities
Each Teacher’s Book unit starts with a double-page programming spread.
Unit programming
4 Animals
This unit introduces the subject of animals’ bodies, how animals move, what they eat and how
they reproduce. Unit contents
• How animals move
Unit outline
• How animals protect their bodies List of contents
A visual map
• What animals eat
Animals
CONTENTS • How animals reproduce
for the unit
providing Livings things VOCABULARY
AND STRUCTURES
• parts of animal bodies; herbivores, carnivores,
omnivores, born from their mother’s womb,
born from an egg, baby animals
an at-a-glance Animal bodies

• Read and answer questions about animals’
bodies An overview of
summary of the
How animals move
• Use colour-coding to show how
What animals eat

animals protect their bodies
the content
unit theme and
• Match words to sentences about what
animals eat
How animals reproduce • Classify animals as viviparous or oviparous

objectives and
topics • Learn names of baby animals
Baby animals
KNOW HOW TO WORK WITH
• Identify living things
• Name animals’ body coverings
language
objectives and a
THE PICTURE
• Sequence pictures about animals eating
Know how to Final task
summary of the
• Describe a favourite animal
References to
Describe animals’ bodies Write an animal index card SPEAKING
• Talk about how animals protect their bodies
Talk about how animals
reproduce
Know how to WRITING

• Write names of baby animals
• Describe herbivores, carnivores and omnivores main activities
and Final Task
FINAL TASK • Complete an animal index card
sections
• Appreciating the diversity found in the
SUGGESTED TIMING FOR THE UNIT
VALUES animal world
EDUCATION • Showing responsibility when keeping baby
animals as pets
January February March
30 A 30 B
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A calendar to help Values education activities in the unit

organize the school year
X
The main content objectives
Opening pages for each lesson
UNIT 4
Objectives 4 Animals
Animals
Living things list
Natura nce
intellige Objectives
• To introduce the main theme • To distinguish between living
of the unit
• To learn the names of some animals • To distinguish between animals
• To recognize and name living and and plants
non-living things • To learn that living things are born,
Key language
• Key vocabulary and structures:
bird, butterfly, eagle, fish, flower,
Key language
A summary
An introduction frog, grass, house, mountain, nest,
rabbit, tree, wild boar; look at
binoculars, boy, butterfly, deer,
eagle, flower, rock, tree; be born,
die, grow, reproduce, talk
of the
tivit¥ 11 an∂
an∂ wri†æ
wri†æ t™æ
t™æ naµefi
t™æ livin@
livin@ thingfi
thingfi..
to the lesson Presentation
• Show Ss a pen, a plant, etc. Ask: animalfi eag¬æ, ∂æe®, but†erfl¥, bo¥ Presentation vocabulary
Can a (pen) move about? Can it • Explain that plants and animals are
words living and non-living until Ss
are familiar with them.
plantfi flo∑±®, t®ææ living things because they are born,
grow, reproduce and die.
and key
Questions Work with the picture stic
Lingui nce
outside the window and ask Ss to
say living thing or non-living thing. language
to stimulate
the country? Point to the eagle.
Point to the frogs. Etc. Point to the
4.1
Are the children in the mountains or on the beach?
KNOW HOW TO
✓ T™e¥ a®æ bor>.
T™e¥ mo√¶.
✓ T™e¥ grow.
T™e¥ ca> tal§.
Practice
1. Colour the living things.
structures
• Write the names of the things on
house. What colour is it? What is fiNal TaSK
observation
Point to the wild boar. How many babies has it got? ✓ ✓
T™e¥ ®eprodu©æ. T™e¥ d^æ. the board: rock, eagle, deer, flower,
binoculars, butterfly, boy and
What can you see in the river? tree. Ss repeat and point to the
skills and
illustrations.
Know how to Point to the butterfly. What colour is it? A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ.
• Ask about each picture: Is a (deer)
• Explain: In this unit, you will learn born? Do (trees) grow?
30 thirty thirty-one 31
to introduce
about living and non-living things. 2. Look at Activity 1 and write the
You will learn about animals’ main names of the living things.
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• Write Animals and Plants on the
the main theme

• Explain the final task: You will learn board. Ask: Where should I write
how to write an animal index card. Reinforcement Reinforcement (flower)?
• Make true or false statements about the picture. Ss say True or False. There • Play Odd one out. Say three living things and one non-living thing or three 3. Read and tick (✓) the
Song
of the unit
are four children. (False.) There are two frogs. (True.) A house is a living thing. non-living things and one living thing: tree, flower, bird, pencil; book, door, characteristics of living things.
• T
he song in this unit can be practised (False.) Then, encourage volunteers to make more statements. tree, chair. Ss say which one is the odd one out. • Ask: Is a (rabbit) born? Do (trees)
at any moment. See teaching move? Does a (rock) die?
suggestions throughout the unit. Extension Extension
Audio tracks are 4.1

Play track 4.1. Song. The animal
rap! Ss listen. Explain that the
song is about animals’ main
• Ask: Have you ever been to the countryside in the spring? Did you see any
baby animals? What is your favourite baby animal? Ss draw a picture of their
favourite baby animal. Display the drawings in class.
• Ss make a mural of living and non-living things. They cut out photos from
magazines and glue them under headings: Living things and Non-living
things. Then, they make two subheadings for the section of living things:
References
to key
Animals and Plants. KEY COMPETENCES
clearly signposted
characteristics. Play the song
Activity Book, page 16, Activity 1 Ss gain confidence using
competences
30 31 students are
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expected to
A wide variety of optional develop in
reinforcement and extension activities the lesson
Information and practice pages Full-colour reproductions of

the Student’s Book pages
Key
4
UNIT 4
Animal bodies 2 Whic™ anima¬ hafi go† ba®æ ski>? Tic§ (✓) an∂ wri†æ.
Objectives Practice
vocabulary • To find out how some animals
protect their bodies
A”nimalfi pro†ec† t™ei®
bodêfi i> di‡£e®en† wayfi.
✓ 2. Which animal has got bare skin?
Tick (✓).
tail
and structures • To learn the names for body
coverings
• To learn how animals move
legs Ti@ers ha√¶ go† fu®. anteater frog leopard
• Ss look at the photos. Read the
names of the animals together. Ask:
Has the leopard got bare skin?
are presented
Repeat for all three animals.
wings Birdfi ha√¶ go† £eat™erfi. A fro@ hafi go† ba®æ ski>. 3. How do these animals move?
Key language
Write.
tail Fis™ ha√¶ go† sca¬efi.
in alphabetical
• Ask: Do all animals move in the
anteater, bird, cat, fish, frog,
leopard, llama, lizard, mouse,
3 H”ow do t™eßæ animalfi mo√¶? Wri†æ. same way? How does a (shark)
peacock, snake, shark, squirrel,

Tortoißes ha√¶ go† å s™el¬. move? (It swims). Ss do the activity
order
orally, then write the answers in
stork, tiger, tortoise; fin, leg, tail, tail Frogfi ha√¶ go† ba®æ ski>. their books.
wing; bare skin, feathers, fur, scales,
ca† stor§ • Explain that many animals move in
shell; fly (flies), has got/have got, shar§ more than one way. Say: Storks can
protect, walk, slither, swim; in the
air, in water, on land fins A ca† walkfi o> lan∂. fly and walk.
Ideas to Presentation
1 H”ow do t™eßæ animalfi pro†ec† t™ei® bodêfi?
A stor§ flêfi i> t™æ ai®.
• When Ss have finished, ask more
questions to reinforce knowledge.
Say: How does a (cat) move?
• Use pictures of animals to illustrate
introduce the shar§ Ss: It walks.

bare skin, feathers, fur, scales, shell. Ußæ t™æ §e¥ to colou®. A swimfi i> wa†e®. 4. Read and circle the animal.
Ask: Has a (fish) got (bare skin)?
T™e¥
T™e¥ ha√¶
ha√¶ go†
go† fu®.
fu®. T™e¥
T™e¥ ha√¶
ha√¶ go†
go† ƒeat™erfi
ƒeat™erfi.. • A volunteer mimes the action of
topic and
• Ss look at the photos and identify
slithering. Ask Ss how a mouse
the three animals: Point to the
(tiger). Say (tiger). Ask: Which T™e¥
T™e¥ ha√¶
ha√¶ go†
go† sca¬efi
sca¬efi.. 4 R�ea∂ an∂ circ¬æ t™æ anima¬. moves. Ss circle the snake.
animal has got (fur)?
motivate • Use flashcards to introduce the
main parts of the animals’ bodies.
students. Fun
Ask: Has a (tiger) got legs or wings?
Has a (bird) got fins or wings? Etc.
• Ask Ss to move in different ways:
to pro†ec† t™ei® bodêfi. Cross-reference
activities which
walk, jump, run, etc. Ask: Do
animals move? Mime the actions to
teach fly, slither, swim and walk.
32 thirty-two
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thirty-three 33
17/07/2014 11:04:59
to the Activity
students can
• Say the name of an animal (stork)
and Ss mime the action (fly).
Reinforcement Reinforcement
Book
Practice • Divide the class into two groups. Using words from pages 30 to 33, Ss play • Elicit: How does a (butterfly) move? Etc. Divide the class into groups and
relate to their 1. How do these animals protect

their bodies? Use the key to
Hangman. Choose a word and mark a dash on the board for each letter. Ss
take it in turns to say letters. When they say a letter from the word, write it
in, when they don’t, fill in parts of a ‘hanged man’ stick figure. Ss win if they
give each one an action (It flies. Etc.) Each student draws an animal which
belongs to that particular group. Then, make a display with the drawings.

personal
colour.
guess the word before the stick figure is ‘hanged’.
• Ss look at the illustrations. On the and page 17, Activity 1
board, write llama, bird, lizard,
Extension Activities
experience
peacock, squirrel and snake. Ask: Values education
Has a (squirrel) got fur or scales? • Draw a mixed-up animal on the board. In pairs, Ss draw a mixed-up animal,
to stimulate
• Ss appreciate the diversity found in the animal world. Talk about the
Etc. for example, an elephant with a shell, a cat with feathers, etc. Then, they
similarities and differences between animals. Show Ss flashcards of a bird
invent a name for their animals and describe them to the class.
and a fish. Ask: How are they similar/different? (Both have got a tail. The bird
has got wings. The fish has got fins.) Etc.
values
32 33 education
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XI
Student’s Book 1 Contents
Contents
Unit
Unit Natural
Natural Science
Science Syllabus
Syllabus Topics
Topics
People
People and
and health
health Parts
Parts of
of the
the body
body
Your
Your body
body can
can bend
bend
11 Your
Your body
body
Your
Your hands
hands
44
People
People and
and health
health Healthy
Healthy habits
habits
Good
Good hygiene
hygiene
22 Being
Being healthy
healthy
Looking
Looking after
after your
your body
body
14
14
People
People and
and health
health Daily
Daily meals
meals
Healthy
Healthy food
food
33 Healthy
Healthy food
food Food
Food groups
groups
22
22
Living
Living things
things Living
Living things
things
Animal
Animal bodies
bodies
44 Animals
Animals How
How animals
animals move
move
30
30 What
What animals
animals eat
eat
Living
Living things
things Where
Where animals
animals live
live
Wild
Wild and
and domestic
domestic animals
animals
55 Other
Other animals
animals What
What domestic
domestic animals
animals give
give us
us
40
40
Living
Living things
things Plants
Plants are
are living
living things
things
Parts
Parts of
of aa plant
plant
66 Plants
Plants Wild
Wild plants
plants andand plants
plants we
we grow
grow
50
50
Matter
Matter and
and energy
energy What
What are
are things
things made
made of?
of?
Where
Where materials
materials come
come from
from
77 Using
Using materials
materials Different
Different materials
materials and
and their
their
60
60 properties
properties
Machines
Machines and
and technology
technology Machines
Machines help
help us
us
Jobs
Jobs and
and machines
machines
88 Machines
Machines Simple
Simple and
and complex
complex machines
machines
68
68
AA cooperative
cooperative project
project on
on
99 My
My project:
project: animals
animals in
in danger
danger of
of extinction
extinction
Animals
Animals in
in danger
danger
of
of extinction
extinction
76
76
FINAL
FINALREVISION
REVISION
2 two
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xII
Topics
Topics Know
Know how
how to
to Songs
Songs
Parts
Parts of
of the
the face
face Choose
Choose thethe right
right clothes
clothes for
for My
My five
five senses
senses
Your
Your senses
senses different
different activities
activities
What
What your
your senses
senses can
can do
do
Good
Good and
and bad
bad behaviour
behaviour Look
Look after
after your
your teeth
teeth Healthy
Healthy habits
habits
Sports
Sports are
are healthy
healthy
Protecting
Protecting your
your body
body
Foods
Foods from
from plants
plants Choose
Choose foods
foods for
for your
your lunch
lunch Where
Where can
can II get
get the
the food
food that
that
Foods
Foods from
from animals
animals II eat?
eat?
How
How animals
animals reproduce
reproduce Write
Write an
an animal
animal index
index card
card The
The animal
animal rap!
rap!
Baby
Baby animals
animals
Animals
Animals inin danger
danger ofof extinction
extinction Choose
Choose aa pet
pet Where
Where the
the animals
animals live
live
Mammals
Mammals and and birds
birds
Reptiles,
Reptiles, fish,
fish, amphibians
amphibians
How
How farmers
farmers grow
grow plants
plants Identify
Identify fruits
fruits and
and vegetables
vegetables
Plants
Plants help
help us
us in
in aa market
market
What
What plants
plants give
give us
us
Recycling
Recycling materials
materials Identify
Identify changes
changes in
in materials
materials
Recycling
Recycling bins
bins
How
How machines
machines work
work Identify
Identify the
the parts
parts of
of aa machine
machine
Computers
Computers
three 3
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xIIi
1 Your body
This unit introduces the subject of the parts of the human body. It explains how the body bends
and how the senses work.
Unit outline
Your body
Parts of the body
Your body can bend
Left and right
Your senses
What your senses do
Know how to
Final task
Choose the right clothes
Choose the right clothes
Describe the clothes for different activities
you wear
October November December
4A
Unit contents
• The parts of the body
• How the human body bends
• Left and right
• The five senses
CONTENTS • How the senses work
• parts of the body; parts of the face; the five

VOCABULARY senses; the joints
AND STRUCTURES • left/right; happy, sad, scared; loud/soft,
big/small, good/bad, salty, sweet, sour
• Talk about the main parts of the body

• Identify some joints
• Differentiate between left and right
• Identify the parts of the face
• Describe feelings
• Match the five senses to the parts of the body
• Identify the joints used when you bend

• Talk about the senses you use to do different
WORK WITH
KNOW HOW TO things
THE PICTURE
• Use colour-coding to show what our senses
tell us
• Describe how you feel

SPEAKING
• Talk about good and bad smells
• Write the parts of the face

WRITING
• Write about how things taste
FINAL TASK • Choose the right clothes for different activities
• Understanding how certain activities are difficult

VALUES if you are injured
EDUCATION • Appreciating how important it is to look after
your eyes and ears
4B
Objectives 1 Your body
• To introduce the main theme
of the unit
• To identify the front, back and
sides of the body
• To develop observational skills
Key language
• Key vocabulary and structures: arm,
foot, hair, hand, head, leg, limbs,
trunk; rope; climbing, doing
exercise, playing, running, skipping
Presentation
• Play Copy me. Touch your head
and say: This is my head. Ss copy
and repeat. Repeat with other parts
of the body.
• Mime actions such as running,
skipping, etc. and elicit vocabulary.
Work with the picture

• Ss look at the picture. Ask: What
class are the children in? (Physical KNOW HOW TO
education / P.E). How many children
Are the children at school or at home? FINAL TASK
can you see? Then, say: Point to 1.1
the teacher(s). Point to the boy How many children are playing with a ball? Choose the right
skipping. Etc. How many children are running? clothes for different
Point to the front of a girl. Point to the back activities.
Know how to of a boy. Can you see the side of a girl?
• Explain: In this unit, you will learn
4 four
about parts of the body and the
senses. ES0000000022355 653497-Unidad 01_14727.indd 4 17/07/2014 11:05:05

about choosing clothes for different
activities. Reinforcement
• Play Simon says, with body parts and actions. Simon says touch your hair.
Song Simon says touch your arm. Etc.
• The song in this unit can be
practised at any moment. See Extension
teaching suggestions throughout • Ask: Do you like P.E? What sports do you like? Ss draw a picture
the unit. of themselves doing a physical activity. Then, they show the rest of the
1.1
Play track 1.1. Song. My five class their drawing and say what they like doing. For example: I like skipping.
senses. Ss listen. Explain that the
song is about the five senses. Play
the song again and sing
the chorus.
4
UNIT 1
Parts of the body
Objectives
1 M”atc™ t™æ partfi o£ t™æ bod¥. • To learn the main parts of the body
T™e>, sa¥ sen†en©efi. Thifi ifi m¥... • To identify parts of the body
™ea∂ Key language

han∂
• Key vocabulary and structures: arm,
foot, hair, hand, head, leg, limbs,
trunk; This is…; my, your
hai® arµ
Presentation
• Draw a figure of a girl on the board.
Say: This is Sally. This is her body.
foo† ¬e@ • Elicit the parts of the body. Point
and ask: What’s this? Ss say: This
is her head.
2 Wha† a®æ t™æ mai> partfi o£ you® bod¥? • Circle the three main parts of the
L”oo§ an∂ matc™. human figure on the board. Say:
This is Sally’s (head/trunk). These
are Sally’s limbs.
™ea∂
limbfi Practice
1. Match the parts of the body.
trun§ Then, say sentences.
• Ss look at the picture. Say the
body parts and ask Ss to repeat.
• Ask: Is this her (head)?
Encourage Ss to answer:
T™æ mai> partfi o£ you® bod¥ a®æ you® ™ea∂, Yes, it is. / No, it isn’t.
you® trun§ an∂ you® limbfi. 2. What are the main parts of your
body? Look and match.
five 5 • Draw a figure of a boy on the
board. Ask a volunteer: Circle his
ES0000000022355 653497-Unidad 01_14727.indd 5 17/07/2014 11:05:06
(head/trunk/limbs).
Reinforcement
• Explain that we say one foot but two feet. Say one or two and encourage Ss
to say foot or feet. Continue with: This is my foot. / These are my feet. Ss
repeat.
• Touch your head and say This is my foot. Ss say: No, it isn’t. It’s your head.
Give more examples. Then, Ss repeat the activity in pairs.
Extension
KEY COMPETENCES
• Ss work in pairs and draw pictures of each other. Encourage them to look
carefully and to add detail. Then, they label the body parts.
Ss learn vocabulary related
to the parts of the human
Activity Book, page 4, Activity 1 body.
5
Your body can bend
Objectives
• To learn the names of joints 1.2
wris† >ec§
• To understand how the body moves
• To distinguish between left and right
Key language
ankle, elbow, joint, knee, neck,
wrist; left/right; bend, hold up elbo∑
Presentation
• Point to the different parts of the girl
in the picture and read the words.
Ss repeat.
ank¬æ k>ææ
• Point to joints of your own body
and ask Ss to identify them.
• As a class, revise actions such as 1 L”oo§ an∂ matc™ t™æ jointfi.
running. Ask: Which parts of your
body do you move when you (run)?
• Say: Your body bends at the joints.
Joints help the body move. Bend • >ec§ •
your arm and say: Look! My arm
bends at the elbow. Volunteers • elbo∑ •
demonstrate how they bend other
body parts. • wris† •
• Revise the body parts. Turn so you
have your back to the class. Raise
• k>ææ •
your left hand and then your right

hand, saying: This is my (left/right)
• ank¬æ •
hand. Then, say: Wave your left

hand. Now, wave your right hand.
6 six
Play track 1.2. Ss listen and
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Practice
Reinforcement
1. Look and match the joints.
• Draw a human figure on the board, but rub out some parts of the
• Ss look at the first picture. Say: This
body: the neck, one wrist, one ankle, one elbow, one knee. Ss tell you which
is a skeleton. Point to his (head).
parts are missing and where to draw them.
• Then, Ss look at the picture of the
boy. Ask them to point to his body
parts. Extension
• Sing the song Head and shoulders, knees and toes. Encourage Ss to learn
the words and sing as they perform the actions. Repeat the verses faster
each time.
6
1
UNIT 1
22 L”L”ooo§o§ an∂
an∂ circ¬æ
circ¬æ t™æ
t™æ jointfi
jointfi w™e®æ
w™e®æ t™æ
t™æ child®e>
child®e> a®æ
a®æ ∫±ndin@.
∫±ndin@.
Practice
1. Look and circle the joints where
the children are bending.
• Ss look at the pictures: How
many children can you see?
Where are they bending? Then,
Ss circle the joints.
• Point out to Ss that the third
child is also bending his neck.
2. Colour the child holding up their

left hand.
• Ss look at the drawings of the
two children. Ask two volunteers
33 L”L”ooo§o§ a†a† t™æ
t™æ child®e>´fi
child®e>´fi handfi.
handfi. —olou®
—olou® t™æ
t™æ chil∂
chil∂ holdin@
holdin@ uπ
uπ to come up and stand in the
t™ei®
t™ei® ¬æf†¬æf† han∂.
han∂. same position. Point to one
child’s raised hand, and ask:
Is this his/her left hand or right
hand? Repeat with the other
child.
• Ss then decide which child in the
drawings is holding up his left
hand, then they colour the boy.
¬æf† righ†
You® bod¥ ∫±ndfi a† t™æ jointfi.

seven 7
ES0000000022355 653497-Unidad 01_14727.indd 7 17/07/2014 11:05:09
Reinforcement
• Ss draw a person performing an activity: doing a sport, etc. Then, they circle
the joints the person is using.
Values education
KEY COMPETENCES
• Explain how certain activities are difficult if you are injured. Show a picture
of a person with an arm in plaster or a leg on crutches. Say: What things are
Ss learn to distinguish
difficult for this person to do? Ask if any of the Ss have broken an arm or a
between left and right.
leg and what was difficult for them to do.
7
Your senses
Objectives
• To learn the parts of the face
1 Wri†æ t™æ partfi o£ t™æ fa©æ.
• To identify feelings
• To recognize and name the five noßæ e¥æ ea® tong¤æ
senses
Key language
e¥æ noßæ
• Key vocabulary and structures: ear,
eye, face, nose, tongue; happy, sad,
scared; hear, see, smell, taste, touch
Presentation
ea® tong€æ
• Point to the different features of
your face and say: This is my…
2 Dra∑ you® fa©æ.
Encourage Ss to complete the
sentences.
O. A.
• Mime happy, sad, scared with
exaggerated expression. Say: I’m
(happy). Ask: Which parts of your
face show that you are (happy)?
Elicit mouth and eyes.
• Say: You can see things with your
3 —omp¬e†æ an∂ colou® t™æ fa©efi.
eyes. What can you see in the class?
• Then, explain: You can smell things happ¥ sa∂ sca®e∂
with your nose. Show Ss a picture rsonal
Interpeigence
of a flower and another of rubbish. intell
Ask: Does this smell good or bad?
• Say: You can taste things with your
tongue. Show Ss pictures of foods
and ask: Does this taste good or
bad?
• Then, say: You can hear sounds 8 eight
with your ears. Ask: What sounds
can you hear now? ES0000000022355 653497-Unidad 01_14727.indd 8 17/07/2014 11:05:12
• Finally, tell Ss: You can touch and

feel things with your hands.
Reinforcement
Practice • Ss make a class chart on a large sheet of continuous paper. Draw six
columns on the paper. The first column should be much wider than the
1. Write the parts of the face.
others. Write one sense at the top of columns 2 to 6. Ss cut out pictures
• Read the words. Ss repeat. from magazines and glue them in the first column. Then, they tick the senses
2. Draw your face. that apply to each picture. For example, with a picture of a trumpet, Ss tick
touch, see and hear.
• Draw a face on the board. Point
out the features, saying: This
is her/his (hair). Extension
3. Complete and colour the faces. • Elicit other feelings, for example, tired, excited, bored. Then, volunteers use
• Ss look at the illustrations. Ask: facial expressions and body language to express them. The rest of the class
Is this boy (sad)? Ss answer: says which feeling the volunteer is expressing: He’s (sad). She’s (scared).
Yes, he is. / No, he isn’t.
8
1
UNIT 1
4 M”atc™ to t™æ partfi o£ t™æ bod¥.
Practice
1. Match to the parts of the body.
ßææ • Revise the parts of the body.

Point to each picture and ask
questions: How many (eyes)
™ea® have we got?
• Ask: What can you do with your
sµel¬ (eyes)? Encourage Ss to answer:
I can see with my eyes.
2. Which sense are the children

touc™ using? Use your stickers.
tas†æ • Ss look at the pictures. Ask
about the first picture: What is
this girl doing? Is she using her
5 Whic™ ßenßæ a®æ t™æ child®e> usin@? Ußæ you® stic§erfi. (nose)? Is she using her (eyes)?
What can she (see)? Repeat for
each picture.
• Ss put the stickers in the correct
places.
hetic
-kinest
Bodilyelligence
int
nine 9
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Reinforcement
• Call out the five senses as a chant, leaving out a different one each time. Ask:
Which sense is missing?
• Say: We see because light enters our eyes. Look closely at a friend’s eyes. Can
you see a black circle? This is where the light enters. Draw your friend’s eyes.
Extension
• Tell Ss that our senses are very important. Some people haven’t got all five
senses. These people need somebody or something to help them, for
example, a guide dog or Braille books for blind people who cannot see.
Activity Book, page 5
9
What your senses can do
Objectives
• To identify how we use our senses
1 Whic™ thingfi ca> yo€ hea®? —irc¬æ.
to distinguish different objects
Key language
• Key vocabulary and structures: bird,
book, cake, clock, cushion, dog,
flower, fly, house, lemon, lion,
perfume, rubbish, sausage, scarf,
snake, teddy bear, telephone, toy;
big/small, hard/soft, good/bad,
loud/soft, salty, sour, sweet; feel
Presentation 2 Wha† soun∂ do t™e¥ ma§æ? —olou®.

• Revise the senses: What sense do
we use to (feel) things? å ¬ou∂ soun∂ å so‡† soun∂
• Explain how we distinguish different
things using our senses. Say: We
can hear different sounds. A (lorry)
makes a (loud) sound.
• Introduce hard and soft, and big
and small with more examples.
• Divide the board into two columns.
On one side, write good, and on the 3 —olou® t™æ bi@ houßæ ®e∂.
other, bad. Use flashcards of foods
and ask: Does this smell/taste
(good)? Classify the foods into
smells good or smells bad.
• Introduce sweet, salty, sour. Draw
a chart on the board and brainstorm
different foods.
10 ten
Practice ES0000000022355 653497-Unidad 01_14727.indd 10 17/07/2014 11:05:20
1. Which things can you hear?

• Teach/elicit vocabulary. Ask: Can Reinforcement
you hear (flowers)? Ss answer: I
• Do a class picture dictation. Ss listen and illustrate the sentences in their
can/can’t hear (flowers).
notebook: Draw a small window. Draw a big table near the window. Draw
2. What sound do they make? a big book on the table.
• Ask: What sound does a (lion)
make? Is it a (loud/soft) sound? Extension
3. Colour the big house red. • Play Chinese whispers. Choose six students to stand in a line facing the
• Hold up similar objects that are class. Whisper a word in the ear of the first student who repeats it to the
big and small. Ask: Is this big or second student who then repeats it to the third, etc. The last student says
small? what the word is. Is it the same word? This game can be played with all the
class sitting in a circle if there is room.
10
1
UNIT 1
1.3
4 Do t™eßæ thingfi sµel¬ goo∂ o® ba∂? —irc¬æ.
Practice
4. Do these things smell good or
bad? Circle.
• Ss look at the pictures. Ask:
flo∑±rfi rubbis™ πe®fuµæ Does a (flower) smell good or
bad? Ss say: A (flower) smells
goo∂/ba∂ goo∂/ba∂ goo∂/ba∂ good.
1.3 check their answers to Activity 4.
5 Ußæ t™æ §e¥ to circ¬æ t™æ ob∆ectfi.
5. Use the key to circle the objects.
• Point to the pictures and ask: Is
har∂ the (cushion) hard or soft?
• Hold up a blue crayon and say:
Circle the hard objects in blue.
so‡† Then, hold up a red crayon and
say: Circle the soft objects in red.
6. What do these things taste like?

6 Wha† do t™eßæ thingfi tas†æ li§æ? Wri†æ. Write.
• Point to the illustrations and ask:
sou® s∑¶e† salt¥ Is the (cake) sour, sweet
or salty?
• Ss write the words under the
correct illustration.
s∑±e† salt¥ sou®

Yo¤ ™ea® soundfi. Yo¤ ßææ colourfi. Yo¤ sµel¬ an∂
tas†æ foo∂. Yo¤ ƒæe¬ ob∆ectfi.
eleven 11
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Reinforcement
• Draw two columns on the board. In one column, draw a happy face and
write It tastes good. In the other column, draw a sad face and write It tastes
bad. Volunteers come up to the board and draw foods for each column.
Values education
• Talk about the importance of looking after our eyes and ears. Tell Ss that they
shouldn’t sit too close to a television screen or listen to very loud music on
their headphones.
11
KNOW HOW TO
Objectives Choose the right clothes

• To apply knowledge acquired
in the unit to carry out a task 1 L”oo§ an∂ µatc™ t™æ clot™efi.
• To choose the right clothes for
different activities ™ea∂ trun§ limbfi >ec§
Key language
head, limbs, neck, trunk; cap,
clothes, jumper, scarf, socks,
trousers, T-shirt; sports; cold
Presentation
• Teach clothes vocabulary. Draw a 2 Wha† clot™efi do yo€ ∑±a®? Ußæ you® stic§erfi.
human figure on the board and
revise the parts of the body. Then,
ask: Where do I put a cap? (On my
head.)
• Ask: What are you wearing today?
What colour is your (T-shirt)?
Practice
1. Look and match the clothes.
• Ss look at the pictures and name
the clothes. Ask: Do you put a rsonal
Intrapeigence
(scarf) on your (head)? Ss draw intell
lines to match the clothes to the
parts of the body. Encourage Ss
to say: I put a scarf around my Fo® col∂ dayfi. Fo® sportfi.
neck.
2. What clothes do you wear? Use

12 twelve
your stickers.
• Teach/elicit hat, jacket, ski suit, ES0000000022355 653497-Unidad 01_14727.indd 12 17/07/2014 11:05:26
gloves, boots, t-shirt, trousers,

trainers.
• Ask: What clothes do you wear Reinforcement
when it’s cold? What clothes do • Play Hangman. Divide the class into two groups. A volunteer chooses a word
you wear when you do sports? and marks a dash on the board for each letter. Teams take it in turns to say
Say: Today it is cold. What letters. Give a point for each correct guess.
clothes are best for the boy? Ss
• Bring in photos from magazines with people wearing different clothes. Ask Ss
look at the stickers and choose
to tell what clothes they see.
the right clothes for the boy.
Then, say: Today the girl has got
P.E class. What clothes are Extension
best? • Create a Venn diagram on the board. On one side, write A boy’s clothes and
on the other side A girl’s clothes. Tell Ss that there are clothes that both boys
and girls can wear, for example, a scarf or trousers.
12
1
REVISION
UNIT 1
1 —omp¬e†æ t™æ drawingfi. Objectives

• To revise key vocabulary and
—olou®. concepts from the unit
l
-spatia • To give students the opportunity
Visual igence to evaluate their own learning
intell
Key language
revision of Unit 1
Presentation
• Ask a volunteer to come at the front
2 Comp¬e†æ t™æ sen†en©efi. of the class. Revise the parts of the
face and the body as a class.
Yo¤ ußæ you® to ß æ æ . • Write hear, feel, smell, see, touch on
the board. Ask: What do we use to
Yo¤ ußæ you® to ß µ æ ¬ ¬ . (see)? Encourage Ss to answer in
full sentences: We use our (eyes).
Yo¤ ußæ you® to h æ å ® . • Revise left and right. Give Ss
instructions: Touch your (right knee).
Yo¤ ußæ you® to f æ æ ¬ .
Practice
Yo¤ ußæ you® to t å fi † æ . 1. Complete the drawings. Colour.
• Ss look at the first illustration.
Ask: How many (eyes) has the
3 Loo§ an∂ colou®. girl got? Then, Ss look at the
second illustration. Ask: How
righ† many (arms) has the boy got?
¬æf† 2. Complete the sentences.

• Read the first sentence, but stop
thirteen 13 when you get to the illustration.
Encourage Ss to say eyes and
ES0000000022355 653497-Unidad 01_14727.indd 13 17/07/2014 11:05:27 complete the sentence. Repeat
with each sentence.
• Volunteers read out the answers.
Reinforcement
• Ss work in pairs. In turn, one points to a part of their body and the other 3. Look and colour.
identifies it. • Draw two hands on the board.
• In pairs, Ss help each other draw around their hands and cut out the shape. Colour the right hand red and
They write underneath: This is my left/right hand. Display the hands in class. the left hand blue. Ask: What
Do a class survey to see how many Ss use their left or right hand for drawing colour is the (right) hand?
and writing.
Extension
• Make several true or false statements using information from the unit. Then,
Ss say true or false sentences to their partner.
• Make a mystery box with objects inside: Ask: What’s in the box? Ss identify
the objects using their sense of touch, and without looking.
13
2 Being healthy
This unit introduces the subject of healthy habits and good hygiene. It explains how important
sports and exercise are for keeping healthy.
Unit outline
Being healthy
Healthy habits
Good hygiene
Good and bad behaviour
Sports are healthy
Protecting your body
Know how to
Identify good hygiene Final task
practices
Look after your teeth
Recognize what is bad
for your teeth
14A
Unit contents
• Good and bad habits
• Looking after your body
• Good and bad behaviour
• Sports are healthy
CONTENTS
• Protecting your body
• good habits: doing exercise, eating fruit,

VOCABULARY
sleeping, washing; good hygiene; sports;
AND STRUCTURES
good/bad
• Identify healthy and unhealthy habits

• Identify items of personal hygiene
• Keep good hygiene
• Name sports
• Identify good habits

WORK WITH
• Identify bathroom items
THE PICTURE
• Indicate good and bad behaviour
KNOW HOW TO
• Talk about things one can do by oneself
SPEAKING • Talk about the importance of protecting the
body when doing exercise
• Write the names of some sports

WRITING
• Write a favourite sport
FINAL TASK • Looking after your teeth
• Understanding how to protect your body

VALUES and keep healthy
EDUCATION • Appreciating how important it is to warm
up before doing exercise
14B
Objectives 2 Being healthy
of the unit
• To name some healthy habits SPO RT STAY CLE AN
EAT FRU IT IS FUN !
Key language
healthy; brush (your) teeth, do
(exercise/sport), eat (fruit), look
(healthy), sit, stand, stay (clean)
Presentation
• Ask: Do you eat fruit every day? Do
you do sport every day? Do you
brush your teeth every day? Tell Ss:
If you eat fruit, do sport and brush
your teeth you have healthy habits.

l
• Ss look at the picture. Ask: Where Musicance
are the children? Elicit: At the llige
inte
doctor’s. Say: Point to the nurses.
Talk about the posters on the wall: Where are the children?
2.1
KNOW HOW TO
Point to the boy eating fruit. Point to Do the children look healthy?
the boy playing football. Ask: Do the How many children can you see? FINAL TASK
children look healthy? Look after your
How many children are sitting? How many
children are standing? teeth.
Know how to Look at the posters. Can you see a boy brushing
• Explain: In this unit, you will learn his teeth? Can you see children doing exercise?
about healthy habits and good
hygiene. 14 fourteen
• Explain the final task: You will learn ES0000000022355 653497-Unidad 02_14736.indd 14 17/07/2014 11:03:07
about looking after your teeth.
Song Reinforcement
• The song in this unit can be • Write a list of do’s and don’ts on the board with the Ss’ help. Eat fruit. / Don’t
practised at any moment. See eat sweets. / Do sports. / Don’t watch too much TV.
teaching suggestions throughout
the unit. Extension
2.1
Play track 2.1. Song. Healthy • Do a class picture dictation. Ss listen and illustrate the sentences in their
habits. Ss listen. Explain that notebook: The doctor is listening to the boy’s heart. The nurse is weighing
the song is about healthy habits the girl.
and good hygiene.
14
UNIT 2
Healthy habits
Objectives
1 Wha† ma§efi yo€ ™ealth¥? L”oo§ an∂ matc™. • To learn about activities that make
you healthy
2.2
• To distinguish between good

and bad habits
Key language
good/bad (habits), healthy; do
exercise, eat fruit, feel (good/bad),
washin@ s¬æepin@ doin@ eatin@ sleep, wash
e≈ercißæ frui†
Presentation
2 Tic§ (✓) t™æ goo∂ habitfi. • Teach: I’m (washing/sleeping/doing
exercise/eating fruit).
• Mime the actions and ask: What am
✓ ✓
I doing? Encourage Ss to answer:
You are washing (your hands).
• Ss practice in pairs, miming and
saying the actions.
Practice
✓ 1. What makes you healthy? Look
and match.
• Point to each picture and ask:
What are (the girls) doing? Elicit:
They are doing exercise.
• Ss draw lines to match the
W™e> yo¤ a®æ ™ealth¥, yo¤ ƒæe¬ goo∂. words to the pictures.
fifteen 15
2. Tick (✓) the good habits.
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• Ss look at the pictures. Ask:
Where is the boy/girl? What is
Reinforcement he/she doing? Is this a good or
a bad habit?
• Mime an action and say: I’m (cycling). Encourage Ss to say
• Elicit: The boy is eating fruit. It is
Yes, you are./No, you’re not.
a (good) habit. Then, Ss tick the
• Elicit from Ss healthy habits in the school canteen: washing your hands good habits.
before lunch, using serviettes, drinking water, chewing food well, eating all
kinds of food. Write them on the board.
Extension
KEY COMPETENCES
• Divide the class into groups and give each group a healthy habit from the
lesson. Each group makes a poster for that habit.
English to talk about good
Activity Book, page 8 and bad habits.
15
Good hygiene
Objectives
• To learn vocabulary of bathroom
to∑±¬
items soaπ
• To recognize the importance
of good posture toothbrus™
• To identify good and bad behaviour brus™
Key language
toothpas†æ
broom, brush, comb, cough syrup,
soap, sponge, thermometer,
1 Wha† do yo€ ußæ to c¬ea> yourßelƒ? —irc¬æ.
toothbrush, toothpaste, towel; sit
(correctly), sleep, wash
Presentation
• Use flashcards to introduce items
of personal hygiene. Then, Ss look
at the picture. Ask: Where are the
children? (In the bathroom.)
• Help Ss with the concept of time by
using fingers to count the hours
they sleep. Say: You go at bed at
(nine o’clock). So (ten o’clock) is
one hour (hold up one finger),
2 Wha† ca> yo€ do b¥ yourßelƒ? Tic§ (✓). O. A. rsonal
(eleven o’clock) is two hours (hold Intrapeigence
up two fingers), etc. intell
• Sit correctly in front of the class
and ask: Is my back straight?
Demonstrate good and bad
posture: Am I sitting correctly? Can
you sit correctly? Show me. Praise
good posture.
16 sixteen
Practice ES0000000022355 653497-Unidad 02_14736.indd 16 17/07/2014 11:03:17 ES
1. What do you use to clean

yourself? Circle.
Reinforcement
• Teach thermometer, comb,
broom, cough syrup, sponge. • Draw personal hygiene items on the board, or use flashcards. Ss look for a
minute. Rub them out, or cover the pictures. Ss try to remember all the items.
• Ss look at the illustrations. Ask:
Then, they draw them on a piece of paper.
Do you use a (thermometer) to
clean yourself?
Extension
2. What can you do by yourself?
• Revise actions. Put Ss into groups of five. S1: In the morning, I wake up. S2:
• Write on the board washing,
In the morning, I wake up and I wash my face. S3: In the morning, I wake up,
brushing her hair, cutting her
I wash my face and I eat breakfast. The game continues with all five Ss.
nails. Ss look at the illustrations.
Ask: What is the first child doing? • In pairs, Ss make sentences about personal hygiene. One student names a
bathroom item (toothbrush) and the other one makes a sentence (I brush my
• Then, ask: Can you do this by
teeth with a toothbrush.).
yourself? Does (your mother)
help you?
16
2
UNIT 2
3 3 How
Howman¥
man¥hourfi
hourfishoul∂
shoul∂yo€yo€s¬æeπ?
s¬æeπ?—olou®.
—olou®.
Practice
6 hourfi 10 hourfi 24 hourfi 3. How many hours should you
sleep? Colour.
• Explain that sleeping is very
important to our health. Say:
4 Who ifi sittin@ cor®ectl¥? Tic§ (✓) an∂ colou®. When we sleep little, we feel
tired. When we are tired, we
✓ can’t study or play well.
• Ss look at the numbers. Ask
volunteers to read each one out
loud. Check pronunciation of the
word hours. Then, say: Do you
sleep (6/10/12) hours? Is it good
to sleep 6 hours? How many
hours should children sleep?
5 L”oo§, ®ea∂ an∂ circ¬æ t™æ child®e>. 4. Who is sitting correctly? Tick (✓)
and colour.
• Ss look at the two illustrations.
good behaviour bad behaviour
For each drawing ask: Is this girl
sitting correctly? Is her back
straight? Then, ask Ss to show
you how they should sit correctly.
5. Look, read and circle the

children.
• Ss look at the two illustrations.
For each drawing ask: Is this
(boy/girl) being good or bad?
Encourage Ss to use gestures,
for example, thumbs up for good
or thumbs down for bad.
W™e> yo¤ loo§ af†e® you® bod¥, yo¤ ƒæe¬ goo∂.
seventeen 17
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Reinforcement
• Demonstrate bad posture and ask: How do you feel when you sit like this?
Mime having backache. Demonstrate sitting with the chair tilted, and ask:
What can happen if I do this? Mime falling off the chair and hurting yourself.
Values education KEY COMPETENCES
• Explain that it is important to keep healthy and protect your body. Ask: What
Ss learn to take responsibility
things should you do to protect your body? Elicit ideas: You should wear a
for their own hygiene.
bicycle helmet. Etc.
17
Sports are healthy
Objectives stic
1 Wha† spor† a®æ t™e¥ playin@? L”oo§ an∂ wri†æ. Lingui ence
• To learn sports vocabulary 2.3
intellig
• To recognize the importance
of doing exercise bas§etbal¬ swimmin@ gymnasticfi
• To learn how to protect your body
when doing sport footbal¬ †ennifi
skatin@
Key language
basketball, football, gymnastics,
skating, swimming, tennis; favourite;
climbing, running, skipping,
stretching; do (exercise/sport), play,
protect
Presentation swimmin@ bas§etbal¬ footbal¬

• Tell Ss that sports are important for
our health. Ask: Do you play any
sports? Volunteers come to the
front of the class and mime different
sports. Write them on the board.
Then, Ss look at the pictures. Ask:
Do you play (tennis)?
• Explain how important it is to
protect your body when you do
sports. Ask: What do you need to
†ennifi skatin@ gymnasticfi
wear when you (go skating/go
cycling)? (A helmet and knee pads.) Wha† ifi you® favouri†æ spor†? M. A.
Practice M”¥ favouri†æ spor† ifi skatin@.

1. What sport are they playing?
• Volunteers read aloud the words. 18 eighteen
Then, Ss look at the pictures.
Ask: What are the children doing ES0000000022355 653497-Unidad 02_14736.indd 18 17/07/2014 11:03:23
in the (first) picture? (Swimming.)

Repeat for the other pictures.
Reinforcement
 What is your favourite sport?
• Ask: What sports do you do in P.E class? What sports do you do at the
• Say: My favourite sport is (tennis) weekend? Etc.
and mime the action. Then, ask:
• Ss work in groups to draw themselves playing a sport in the playground. Ask:
What’s your favourite sport?
What’s your favourite sport in the playground? Who do you usually play with
Volunteers say their favourite
on the playground?
sport. Encourage them to write:
My favourite sport is (skating).
Give words for favourite sports Extension
not on the page. • Write football on the board, but with two footballs instead of the two letter
‘o’s and a net between the two ‘l’s. Ss write another sports word and make a
drawing using some of the letters.
2.3 point to the correct picture.
• Ss do a class survey about favourite sports. Write a chart with the results.
Encourage Ss to say: Two children like tennis. Display the chart.
18
2
UNIT 2
2 Wha† a®æ t™æ child®e> doin@? Ußæ you® stic§erfi.
Practice
2. What are the children doing?
Use your stickers.
• Ask Ss to stand up and mime
different actions: running,
climbing, skipping, stretching.
Write the actions on the board.
• Then, ask: Which do you like
best, skipping or climbing?
• Ss put the stickers in the correct
places.
3. You need to protect your body.

Look and draw.
3 Yo€ >æe∂ to pro†ec† you® bod¥. L”oo§ an∂ draw. • Ask: Do you like skating? Do you
like cycling?
• Say: Look at the first two
GOOD BAD
illustrations and find three
differences. Then, ask: Is the boy
protecting his body? What is the
girl wearing? (A helmet, knee
pads and gloves.)
• Ss look at the other two
illustrations and say
two differences they see.
• Ask: Do you protect your body
when you (go cycling)?
S<portfi an∂ e≈ercißæ a®æ importan†

fo® goo∂ ™ealt™.
nineteen 19
ES0000000022355 653497-Unidad 02_14736.indd 19 17/07/2014 11:03:25
Reinforcement
• Draw a line down the board and on one side write indoors and on the other
outdoors. Ask Ss to say activities and write them on the corresponding side
(some could go on both sides). Then, Ss make two lists: activities they like to
do on a sunny day and activities they like to do on a rainy day.
KEY COMPETENCES
Values education
Ss learn the importance
• Explain the importance of warming up before doing exercise. Ss stand up and of protecting their bodies
practice stretching: stretch your arms, bend your knees, turn your head… when they do sports.
19
KNOW HOW TO
Objectives Look after your teeth

in the unit to carry out a task 1 Wha† do yo€ >æe∂ to brus™ you® †æet™? —irc¬æ.
• To talk about how to look after
ones teeth
Key language
breakfast, lunch, dinner; good/bad
for (your teeth); brush/look after
(your teeth) 2 W™e> do yo€ brus™ you® †æet™? Tic§ (✓). rsonal
Intrapeigence
intell
Presentation
• Ask: What do you need to brush
your teeth? Elicit toothbrush and
toothpaste. Then, ask: How many
times a day do you brush your
teeth?
• Explain that sweets and fizzy drinks ✓ ✓
are bad for your teeth.
Practice 3 —rosfi ou† (✗) t™æ thingfi tha† a®æ ba∂ fo® you® †æet™.
1. What do you need to brush your
teeth? Circle.
• Tell Ss that they should brush
their teeth for at least two
minutes.
2. When do you brush your teeth?

• Ss look at the illustrations. Ask:
4 Do yo€ loo§ a‡†e® you® †æet™? YES NO O. A.
Where are the children? Are they
eating (breakfast)? Do you brush
your teeth after every meal? Ss 20 twenty
say: I brush my teeth after
(breakfast). ES0000000022355 653497-Unidad 02_14736.indd 20 17/07/2014 11:03:28
3. Cross out (✗) the things that are

bad for your teeth. Reinforcement
• Ask Ss to look at the first two • Ss create a chart with the days of the week and the three main meals. They
illustrations and say what the tick the chart every time they brush their teeth after a meal.
children are eating. Then, ask:
Are (sweets) good for your teeth?
Extension
• Then, Ss look at the other two
illustrations. Ask: What is the boy • Say: Keeping your teeth clean can prevent toothache. Ask: What can we eat
doing? (He is opening a bottle instead of sweets? Emphasize the importance of eating fruit. Do a survey in
with his teeth. / He is biting a the class to find out Ss’ favourite fruits.
coin.)
4. Do you look after your teeth?

• If the answer is yes, say: Good,
you look after your teeth well! If
it is no, say: Oh dear! You don’t
look after your teeth well!
20
2
REVISION
UNIT 2
1 —rosfi ou† (✗) t™æ ba∂ habitfi. Objectives

concepts from the unit
• To give Ss the opportunity
to evaluate their own learning
Key language
revision of Unit 2
2 L”oo§ an∂ matc™ t™æ ™ealth¥ activitêfi.
Presentation
doin@ washin@ goin@ to s¬æepin@ • Revise vocabulary about bathroom
e≈ercißæ t™æ docto®´fi and personal hygiene items.
• Ask: What is there in your
bathroom? Write answers on the
board.
• Revise: do exercise, eat fruit, sleep,
wash. Then, ask: What do you do
that is healthy?
Practice
1. Cross out (✗) the bad habits.
3 M”atc™ an∂ wri†æ.
• Ask: Where are the children?
• spon@æ • soaπ • to∑±¬ • comb Identify the bad habits: The toilet
paper is on the floor. The water is
running. The towel is on the floor.
2. Look and match the healthy

activities.
to∑±¬ comb spon@æ soaπ • Ss look at the illustrations. Ask:
What is the (girl) doing?
twenty-one 21
• Check answers as a class.
ES0000000022355 653497-Unidad 02_14736.indd 21 17/07/2014 11:03:29
3. Match and write.
• Ask volunteers to read the words
Reinforcement out loud and point to the
illustrations.
• Play Odd one out using information from the unit. Write three bathroom items
on the board, plus one odd one out, for example, sponge, comb, soap,
bicycle. Ask: Which one is the odd one out?
Extension
• Ss make a poster to display in class, about good behaviour in school.
Suggestions: Turn off the tap after washing your hands. / Don’t leave paper
on the floor. / Don’t run down the stairs. / Sit properly in your chair.
21
3 Healthy food
This unit introduces the subject of healthy food and food groups. It explains that there are foods
that come from plants and foods that come from animals.
Unit outline
Healthy food
Daily meals
Food groups
Personal hygiene before and after eating
Foods from plants
Foods from animals
Know how to
Talk about daily meals Final task
Identify the different food Choose a healthy menu
groups
22A
Unit contents
• Daily meals
• Different foods and their food groups
• The origins of foods
• How some foods are prepared
CONTENTS
• Healthy menus
• meals: breakfast, dinner, lunch; food groups:

VOCABULARY
cereal, dairy products, fish, fruit, meat, pulses,
AND STRUCTURES
vegetables
• Associate daily meals with certain foods

• Identify the food groups
• Distinguish between healthy and
unhealthy foods
• Identify basic hygiene habits before
and after eating
• Recognize foods from plants and foods
from animals
• Classify foods into different groups

• Sequence pictures about food processes
THE PICTURE
• Name different drinks
• Talk about a healthy breakfast

SPEAKING
• Name foods we get from animals
• Draw the main meals: breakfast, lunch, dinner

WRITING
• Write a healthy menu
FINAL TASK • Choose healthy foods for lunch
• Understanding the importance of hygiene

VALUES before and after eating food
EDUCATION • Recognizing the importance of eating foods
from each food group every day
22B
Objectives 3 Healthy food
of the unit
• To learn the names of some foods
Key language
canteen; breakfast, dinner, lunch;
bread, chips, pasta, oranges, salad,
sausages, water; What are they
eating/drinking? What do you eat
for (breakfast)?
Presentation
• Show flashcards of different foods
and talk about what Ss like and
don’t like to eat. Then, ask: Do you
eat lunch at school? What do you
drink at lunchtime? What is your
favourite food?

• Ss look at the picture. Ask: Are the
children at a restaurant or in the Where are the children?
3.1
KNOW HOW TO
school canteen? How many (boys) What time of day is it?
can you see? What are they doing? FINAL TASK
Do these children eat lunch at home
or in the school canteen? Choose a healthy
Know how to What are they drinking? menu.
• Explain: In this unit, you will learn What are they eating? Name some foods.
about eating healthy foods. You will
also learn what foods come from
animals and what foods come from 22 twenty-two
plants.
ES0000000022355 653497-Unidad 03_14732.indd 22 17/07/2014 11:23:00
to choose foods for a healthy menu.
Reinforcement
Song • After looking at the picture, ask Ss to name some more foods they eat
• The song in this unit can be at lunchtime. Encourage them to say: I usually have (salad) for lunch.
practised at any moment. See • Ss draw their favourite lunch. Make a class display.
teaching suggestions throughout
the unit.
Extension
Play track 3.1. Song. Where can
3.1 • Do a food dictation. Ss listen and draw foods in their notebook: Draw three
I get the food that I eat? Ss
oranges, draw four sausages, draw two glasses of water, etc.
listen. Explain that the song is
about where food comes from.
Play the song again and Ss sing
the chorus.
22
UNIT 3
Daily meals
Objectives
1 L”oo§ an∂ circ¬æ t™æ foodfi t™æ child®e> a®æ eatin@. • To learn names of different foods
• To identify the main meals
• To associate foods with different
meals
Key language
breakfast, dinner, lunch; bread,
chips, meat, pasta, orange, salad,
2 Dra∑ t™æ foodfi yo€ ea† fo® eac™ µea¬. sausage, soup, strawberry/
strawberries, tomato (sauce)
Presentation
b®eakfas† O. A.
• On the board, write breakfast,
lunch, dinner. Ask: Where do you
eat (breakfast)? Elicit: At home,
at school, in the kitchen, etc.
• Play a team game with flashcards
for different foods to practise the
vocabulary. For example, say: Is this
lunc™ O. A.
(bread)? Ss answer: Yes, it is./No, it
isn’t. Each correct answer wins a
point for the team.
Practice
1. Look and circle the foods the
din>e® O. A. children are eating.
• Teach vocabulary. Ask Ss to repeat.
Then, say: Look again at the picture
on page 22. Can you see this food
twenty-three 23 in the school canteen?
2. Draw the foods you eat for
ES0000000022355 653497-Unidad 03_14732.indd 23 17/07/2014 11:23:02
each meal.
• Ask: What’s your favourite meal?
Reinforcement What do you eat for (breakfast)?
Encourage Ss to say: My favourite
• Bring supermarket brochures to class. In groups, Ss cut out and classify the
meal is…
foods according to different meals.
Extension
• Bring in paper plates and plastic knives and forks. Ss draw, colour and cut
out the foods they like best and stick them onto the plates to make meals.
KEY COMPETENCES
English to talk about different
foods.
23
Healthy food
Objectives
• To classify food into food groups
• To identify which foods are healthy
• To promote personal hygiene before
and after eating
c™æeßæ biscuitfi mil§ b®ea∂
Key language
• Key vocabulary and structures: food
groups: cereal, dairy products, fish,
fruit, meat, pulses, vegetables; eggfi bananafi fis™ carrotfi
banana, biscuit, bread, cake, carrot,
cereal, cheese, egg, juice, milk,
water; healthy; eat
1 L”oo§ a† t™æ foo∂ groupfi an∂ wri†æ 1, 2, 3 an∂ 4.
Presentation 1. Frui† an∂ √±@etab¬efi 3. Dair¥ productfi

• Use flashcards to introduce different 2. Mea† an∂ fis™ 4. Pulßefi an∂ ©e®ea¬
foods. Ask: Do you like (carrots)?
Then, Ss look at the pictures in their
book. Volunteers read out the
words. Drill correct pronunciation.
4 3
• Explain that foods can be classified ical
l-mathemat
into four groups. Write the title fruit Logicantelligence
and vegetables on the board. Ask i
Ss to give some examples and write
them. Repeat with the other food
groups. Explain that dairy products 2 1
all come from milk.
• Use photos from magazines of
different healthy and unhealthy
foods. Ask: Is (pizza) healthy food?
Encourage Ss to say: It’s healthy./It
isn’t healthy.
24 twenty-four
• Talk about what we should do
before and after eating, for ES0000000022355 653497-Unidad 03_14732.indd 24 17/07/2014 11:23:36
example, wash your hands, clear

the table, brush your teeth.
Reinforcement
Practice • Write the four food groups on the board. Show food flashcards. A volunteer
1. Look at the food groups and puts the card on the board under the correct food group.
write 1, 2, 3 and 4. • Play Odd one out with items from the food groups, for example, apple,
• Ss look at the pictures. Ask: What melon, banana, bread. Ask: Which is the odd one out? Ss say: Bread. It is
can you see on the table? Are these not a fruit.
foods (fruits and vegetables)?
Extension
• Ask Ss to bring in supermarket publicity and empty food containers: cereal
boxes, yoghurt pots, milk cartons, etc. Use them to divide the food into food
groups.
• Play a memory game. Use food flashcards. Stick them on the board. Ss
observe and then, they close their eyes. Remove one card. Ss say which
food is missing.
24
3
UNIT 3
2 Tic§ (✓) t™æ foo∂ an∂ drin§ fo® å ™ealth¥ b®ea§fas†.
Practice
✓ ✓ 2. Tick (✓) the food and drink for
a healthy breakfast.
• Ss look at the pictures. Say: Point
to the (cereals). Ask: Are (cereals)
healthy? Ask: Do you have (cereals)
for breakfast?
3. Put the pictures in order. Write
1, 2 and 3.
3.2
3 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3. • Ask Ss about each picture: What is
the boy doing? Elicit: He is brushing
his teeth. / He is eating his lunch. /
3 2 1 He is washing his hands.
• Then, ask: What do we do before
we eat? What do we do after
we eat?

3.2 point to the correct picture. Ss
4 Wha† do yo€ drin§ e√±r¥ da¥? —irc¬æ. O. A.
listen again and mime.
4. What do you drink every day?

Circle.
• Ss look at the pictures. Say: Point
to the (water). Ask: Do you drink
(water) every day? Is it healthy?
Yo¤ >æe∂ to ea† froµ al¬ t™æ foo∂ groupfi

to ∫¶ ™ealth¥.
twenty-five 25
ES0000000022355 653497-Unidad 03_14732.indd 25 17/07/2014 11:24:24
Reinforcement
• Mime actions: washing your hands, brushing your teeth, eating fruit, drinking
water. Ss say the actions: You are washing your hands. Then, divide the class
into two teams. Volunteers from each team mime more actions. The team
that guesses right wins a point.
Values education
• Explain the importance of hygiene when eating food. Say: It’s important to
wash your hands before you eat. You shouldn’t eat food that is dirty or that
has fallen on the floor. Food that is not clean can make you ill.
25
Foods from plants and animals
Objectives
• To identify the origins of foods Foods from plants Foods from animals
• To revise food groups
• To learn how some foods are made
Key language
bananas, biscuits, bread, cheese,
chickpeas, corn, fish, flour, honey,
honeycomb, meat, nectar, popcorn, Frui†, √±@etab¬efi, ©e®ea¬ Mea†, fis™ an∂ dair¥
spaghetti, tomato, wheat an∂ pulßefi coµæ froµ productfi coµæ froµ
Presentation plantfi. animalfi.
• Use flashcards and ask: Does (a
tomato) come from an animal or a 3.3
1 Wha† foodfi ca> ∑¶ ma§æ froµ t™eßæ plantfi? M”atc™.
plant? Then, Ss look at the pictures.
Ask: Do (bananas) come from
plants or animals? cor> b®ea∂
• Say: We can use food from plants
and animals to make other food.
For example, we can make cheese
from milk. Ask: What other things
w™ea† popcor>
can we make from milk? Elicit
yoghurt, ice cream, etc.
• Explain that some plants or animal 2 —irc¬æ t™æ foodfi ∑¶ @e† froµ thifi anima¬.
products have to be processed
before we can eat them. Say: We
use flour to make bread or cakes.
Flour comes from wheat.
• Ask: Do you like honey? What
animal makes honey? Elicit bees.
26 twenty-six
Practice
ES0000000022355 653497-Unidad 03_14732.indd 26 17/07/2014 11:24:42
1. What foods can we make from
these plants? Match.
• Practise the vocabulary. Ask: What Reinforcement
can we make from (corn)? Do you
• Play True or false. Say: Bread comes from an animal. Milk comes from
like popcorn?
a cow. Etc. Ss say True or False and put their thumbs up or down.
Play track 3.3. Ss listen and check • Show flashcards of foods from different food groups. If the origin is animal,
3.3 their answers to Activity 1. Ss make the noise of the animal. If the origin is vegetable, they stretch out
their arms like the leaves of a plant.
2. Circle the foods we get from this
animal.
• Ask: What animal is this? Does
Extension
(milk) come from a plant? • Ask Ss about other animals, for example, hens and pigs. What foods come
from (hens)? Write the words on the board. Then, Ss make a poster about
an animal and the foods we get from it.
26
3
UNIT 3
3 Ußæ you® stic§erfi to sho∑ t™æ pro©esßefi.
stic Practice
Lingui ence
intellig
3. Use your stickers to show
the processes.
• Ss look at the stickers. Say: Point
to the (honeycomb).
w™ea† flou® b®ea∂ • Ask: Which comes first, the bread,
the wheat or the flour? (The wheat.)
What do we make from wheat?
(Flour.) What do we make from
flour? (Bread.)
• Ask: What do bees use to make
honey? (Nectar.) Where do bees
>ecta® ho>eycomb ho>e¥ make the honey? (In a honeycomb.)
What do we take from the
honeycomb? (Honey.)
4 —irc¬æ t™æ difƒe®en† foodfi. 4. Circle the different foods.
• Ask: Is (spaghetti) a (dairy product)?
Encourage Ss to say: Yes, it is./
frui† an∂ √±@etab¬efi pulßefi an∂ ©e®ea¬ No, it isn’t.
dair¥ productfi µea† an∂ fis™ • Volunteers describe the different
foods, for example, Cheese is a
dairy product.
Foo∂ coµefi froµ animalfi an∂ plantfi.

twenty-seven 27
ES0000000022355 653497-Unidad 03_14732.indd 27 17/07/2014 11:25:08
Reinforcement
• Ss make a vocabulary page for Food from plants and Food from animals with
subdivisions Fruit and vegetables / Pulses and cereal and Meat and fish /
Dairy products. Ss write the words and draw or cut out pictures to illustrate
them.

• Explain the importance of eating foods from each food group every day. Say:
It is important to eat a balanced diet to stay healthy. Imagine you only eat Ss learn to classify different
sweets and never eat fruit or vegetables. Do you think this is healthy? foods into food groups.
27
KNOW HOW TO
Objectives Choose foods for your lunch

• To apply knowledge acquired in
the unit to carry out a task 1 R�ea∂ an∂ chooßæ å ™ealth¥ µen€. T™e>, wri†æ. M. A.
• To learn to choose healthy foods
Key language • carro† souπ • chocola†æ ca§æ

carrot soup, chocolate cake, fish, • µea† wit™ potatø±fi • sala∂
fruit; meat, melon, potatoes, salad,
vegetables; menu: first/second • fis™ wit™ √±@etab¬efi • µelo>
course, dessert; healthy; choose
(a drink)
MY MENU
Presentation
• Explain to Ss that a healthy meal first course carro† souπ
includes food from different food
groups. second course fis™ wit™ √±@etab¬efi
• Write first course, second course
and dessert on the board. Say: Tell
me things you eat for a first course.
dessert chocola†æ ca§æ
Write them in each column. Then,
say: This is a menu. Which food do
you like on this menu?
—hooßæ å drin§. wa†e®
Practice 2 L”oo§ a† you® µen€ an∂ circ¬æ.
1. Read and choose a healthy
menu. Then, write. H”a√¶ yo¤ go† frui† o® √±@etab¬efi? YES NO
• Volunteers read the words for the
menu. Ask: Is carrot soup a first Ifi you® µen¤ ™ealth¥? YES NO
course, a second course or a
dessert? Repeat with the other
foods. 28 twenty-eight
• Say: Choose one thing for each
course and write the words. Then, ES0000000022355 653497-Unidad 03_14732.indd 28 17/07/2014 11:25:10
ask: Who has (chocolate cake) for

their (first course)?
Reinforcement
• Ask: What drink do you want with
your food? Ss write the name of a • Ask Ss to look again at their menu and say which food groups they have
drink. included in it.
2. Look at your menu and circle.

• Remind Ss the importance of
Extension
including fruit and vegetables in • Divide the class into small groups and assign a meal to each. Ss make foods
their menu. for their meal using plasticine.
• Ask: Have you got fruit and • Invent a school menu. Ss identify which food groups are included each day
vegetables in your menu? Is your and to decide if the menu is healthy or not.
menu healthy?
28
3
REVISION
UNIT 3
1 —rosfi ou† (✗) t™æ wron@ foo∂. Objectives

√±@etab¬efi • To give Ss the opportunity to
evaluate their own learning
Key language
©e®ea¬ • Key vocabulary and structures:
revision of Unit 3
µea† Presentation
• Teach/elicit the names of the food
items in the illustrations
• Revise foods that come from plants
2 Do t™eßæ foodfi coµæ froµ plantfi o® animalfi? —irc¬æ. and foods that come from animals
list
froµ animalfi froµ plantfi Naturaence
intellig Practice
1. Cross out (✗) the wrong food.
• Ss name the foods in the
vegetables row. Ask: Which is the
odd one out? Why? Encourage Ss
to say: A sausage is not a
3 —irc¬æ t™æ foodfi ∑¶ shoul∂ coo§. (vegetable). It is (meat). Repeat for
the other two rows.
2. Do these foods come from
plants or animals? Circle.
• Volunteers name the foods. Then,
ask: Do (sausages) come from
plants or animals?
• Revise as a class.
twenty-nine 29 3. Circle the foods we should cook.
• Point to each picture and ask:
ES0000000022355 653497-Unidad 03_14732.indd 29 17/07/2014 11:25:37
Should you eat (an egg) without
cooking it?
Reinforcement • Then, ask: Do you help your mum

prepare your food?
• Play Noughts and crosses in two teams. One team is vegetables and the
other dairy products. The teams name a vegetable or a dairy product and put
a nought or a cross in their board. Repeat for other food groups.
• In pairs, Ss write as many foods as they can that come from plants. Set a
time limit. Volunteers read out their lists. The rest of the class add more
words. Repeat for foods from animals.
Extension
• At home, Ss ask two family members to say what foods they eat over
a week. Ss bring their results to school and compare them in class.
29
4 Animals
This unit introduces the subject of animals’ bodies, how animals move, what they eat and how
they reproduce.
Unit outline
Animals
Livings things
Animal bodies
How animals move
What animals eat
How animals reproduce
Baby animals
Know how to Final task

Describe animals’ bodies Write an animal index card
Talk about how animals
reproduce
30 A
Unit contents
• How animals move
• How animals protect their bodies
• What animals eat
CONTENTS • How animals reproduce
• parts of animal bodies; herbivores, carnivores,

VOCABULARY
omnivores, born from their mother’s womb,
AND STRUCTURES
born from an egg, baby animals
• Read and answer questions about animals’

bodies
• Use colour-coding to show how
animals protect their bodies
• Match words to sentences about what
animals eat
• Classify animals as viviparous or oviparous
• Learn names of baby animals
• Identify living things

• Name animals’ body coverings
THE PICTURE
• Sequence pictures about animals eating
• Describe a favourite animal

SPEAKING
• Talk about how animals protect their bodies
• Write names of baby animals

WRITING
• Describe herbivores, carnivores and omnivores
FINAL TASK • Complete an animal index card
• Appreciating the diversity found in the

VALUES animal world
EDUCATION • Showing responsibility when keeping baby
animals as pets
30 B
Animals
of the unit
• To learn the names of some animals
• To recognize and name living and
non-living things
Key language
bird, butterfly, eagle, fish, flower,
frog, grass, house, mountain, nest,
rabbit, tree, wild boar; look at
Presentation
Can a (pen) move about? Can it
words living and non-living until Ss
are familiar with them.
Work with the picture stic

Lingui ence
• Ss look at the picture. Ask: Where intellig
the country? Point to the eagle. How many children can you see?
4.1
KNOW HOW TO
Point to the frogs. Etc. Point to the Are the children in the mountains or on the beach?
house. What colour is it? What is Point to the wild boar. How many babies has it got? fiNal TaSK
What can you see in the river?
Know how to Point to the butterfly. What colour is it?

about living and non-living things. 30 thirty
You will learn about animals’ main

ES0000000022355 653497-Unidad 04_14726.indd 30 17/07/2014 11:04:49
how to write an animal index card. Reinforcement
• Make true or false statements about the picture. Ss say True or False. There
Song are four children. (False.) There are two frogs. (True.) A house is a living thing.
• T
he song in this unit can be practised (False.) Then, encourage volunteers to make more statements.
at any moment. See teaching
suggestions throughout the unit. Extension
4.1
Play track 4.1. Song. The animal • Ask: Have you ever been to the countryside in the spring? Did you see any
rap! Ss listen. Explain that the baby animals? What is your favourite baby animal? Ss draw a picture of their
song is about animals’ main favourite baby animal. Display the drawings in class.
characteristics. Play the song
30
UNIT 4
Living things list
Naturaence
intellig Objectives
• To distinguish between living
• To distinguish between animals
and plants
• To learn that living things are born,
Key language
binoculars, boy, butterfly, deer,
eagle, flower, rock, tree; be born,
die, grow, reproduce, talk
tivit¥ 11 an∂
an∂ wri†æ
wri†æ t™æ
t™æ naµefi
t™æ livin@
livin@ thingfi
thingfi..
Presentation
animalfi eag¬æ, ∂æe®, but†erfl¥, bo¥ • Explain that plants and animals are
living things because they are born,
plantfi flo∑±®, t®ææ grow, reproduce and die.
outside the window and ask Ss to
3 R�ea∂ an∂ tic§ (✓) t™æ charac†eristicfi o£ livin@ thingfi. say living thing or non-living thing.
✓ T™e¥ a®æ bor>. ✓ T™e¥ grow. Practice

T™e¥ mo√¶. T™e¥ ca> tal§. • Write the names of the things on
✓ T™e¥ ®eprodu©æ. ✓ T™e¥ d^æ. the board: rock, eagle, deer, flower,
binoculars, butterfly, boy and
tree. Ss repeat and point to the
illustrations.
A”l¬ livin@ thingfi a®æ bor>, grow, ®eprodu©æ an∂ d^æ.
• Ask about each picture: Is a (deer)
born? Do (trees) grow?
thirty-one 31
2. Look at Activity 1 and write the
ES0000000022355 653497-Unidad 04_14726.indd 31 17/07/2014 11:04:52
names of the living things.
• Write Animals and Plants on the
board. Ask: Where should I write
Reinforcement (flower)?
• Play Odd one out. Say three living things and one non-living thing or three 3. Read and tick (✓) the
non-living things and one living thing: tree, flower, bird, pencil; book, door, characteristics of living things.
tree, chair. Ss say which one is the odd one out. • Ask: Is a (rabbit) born? Do (trees)
move? Does a (rock) die?
Extension
• Ss make a mural of living and non-living things. They cut out photos from
magazines and glue them under headings: Living things and Non-living
things. Then, they make two subheadings for the section of living things:
Animals and Plants. KEY COMPETENCES
Activity Book, page 16, Activity 1 Ss gain confidence using

31
Animal bodies
Objectives
• To find out how some animals A”nimalfi pro†ec† t™ei®
protect their bodies
tail bodêfi i> di‡£e®en† wayfi.
• To learn the names for body
coverings legs Ti@ers ha√¶ go† fu®.
• To learn how animals move
wings Birdfi ha√¶ go† £eat™erfi.

Key language
• Key vocabulary and structures: tail Fis™ ha√¶ go† sca¬efi.
anteater, bird, cat, fish, frog,
leopard, llama, lizard, mouse,
peacock, snake, shark, squirrel,
Tortoißes ha√¶ go† å s™el¬.
stork, tiger, tortoise; fin, leg, tail, tail Frogfi ha√¶ go† ba®æ ski>.
wing; bare skin, feathers, fur, scales,
shell; fly (flies), has got/have got,
protect, walk, slither, swim; in the
air, in water, on land fins
Presentation
• Use pictures of animals to illustrate
1 H”ow do t™eßæ animalfi pro†ec† t™ei® bodêfi?
bare skin, feathers, fur, scales, shell. Ußæ t™æ §e¥ to colou®.
Ask: Has a (fish) got (bare skin)?
• Ss look at the photos and identify
T™e¥
T™e¥ ha√¶
ha√¶ go†
go† fu®.
fu®. T™e¥
T™e¥ ha√¶
ha√¶ go†
go† ƒeat™erfi
ƒeat™erfi..
the three animals: Point to the
(tiger). Say (tiger). Ask: Which T™e¥
T™e¥ ha√¶
ha√¶ go†
go† sca¬efi
sca¬efi..
animal has got (fur)?
• Use flashcards to introduce the
main parts of the animals’ bodies.
Ask: Has a (tiger) got legs or wings?
Has a (bird) got fins or wings? Etc.
• Ask Ss to move in different ways:
walk, jump, run, etc. Ask: Do
32 thirty-two
animals move? Mime the actions to
teach fly, slither, swim and walk. ES0000000022355 653497-Unidad 04_14726.indd 32 17/07/2014 11:04:56
• Say the name of an animal (stork)

and Ss mime the action (fly).
Reinforcement
Practice • Divide the class into two groups. Using words from pages 30 to 33, Ss play
Hangman. Choose a word and mark a dash on the board for each letter. Ss
1. How do these animals protect
take it in turns to say letters. When they say a letter from the word, write it
their bodies? Use the key to
in, when they don’t, fill in parts of a ‘hanged man’ stick figure. Ss win if they
colour.
guess the word before the stick figure is ‘hanged’.
• Ss look at the illustrations. On the
board, write llama, bird, lizard,
peacock, squirrel and snake. Ask:
Extension
Has a (squirrel) got fur or scales? • Draw a mixed-up animal on the board. In pairs, Ss draw a mixed-up animal,
for example, an elephant with a shell, a cat with feathers, etc. Then, they
invent a name for their animals and describe them to the class.
32
4
UNIT 4
2 Whic™ anima¬ hafi go† ba®æ ski>? Tic§ (✓) an∂ wri†æ.
Practice
✓ 2. Which animal has got bare skin?
Tick (✓).
• Ss look at the photos. Read the
anteater frog leopard names of the animals together. Ask:
Has the leopard got bare skin?
Repeat for all three animals.
A fro@ hafi go† ba®æ ski>. 3. How do these animals move?
Write.
• Ask: Do all animals move in the
3 H”ow do t™eßæ animalfi mo√¶? Wri†æ. same way? How does a (shark)
move? (It swims). Ss do the activity
orally, then write the answers in
their books.
ca† stor§ • Explain that many animals move in
shar§ more than one way. Say: Storks can
A ca† walkfi o> lan∂. fly and walk.
• When Ss have finished, ask more
A stor§ flêfi i> t™æ ai®. questions to reinforce knowledge.
Say: How does a (cat) move?
A shar§ swimfi i> wa†e®. Ss: It walks.

4. Read and circle the animal.
• A volunteer mimes the action of
slithering. Ask Ss how a mouse
4 R�ea∂ an∂ circ¬æ t™æ anima¬. moves. Ss circle the snake.

to pro†ec† t™ei® bodêfi.
thirty-three 33
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Reinforcement
• Elicit: How does a (butterfly) move? Etc. Divide the class into groups and
give each one an action (It flies. Etc.) Each student draws an animal which
belongs to that particular group. Then, make a display with the drawings.

and page 17, Activity 1
Values education
• Ss appreciate the diversity found in the animal world. Talk about the
similarities and differences between animals. Show Ss flashcards of a bird
and a fish. Ask: How are they similar/different? (Both have got a tail. The bird
has got wings. The fish has got fins.) Etc.
33
What animals eat
Objectives
• To recognize what food animals eat
• To classify animals as herbivores,
carnivores or omnivores
Key language
• Key vocabulary and structures: S<oµæ animalfi S<oµæ animalfi S<oµæ animalfi
carnivore, herbivore, omnivore;
animal, plant; bird, cat, caterpillar, ea† plantfi. T™e¥ ea† ot™e® ea† plantfi an∂
dolphin, elephant, fox, giraffe,
horse, hyena, lion, monkey, pig;
a®æ ™erbivo®efi. animalfi. T™e¥ animalfi. T™e¥
fish, fruit, grass, meat; eat a®æ carnivo®efi. a®æ omnivo®efi.
Presentation 11 Wha†
Wha† do
do t™e¥
t™e¥ ea†?
ea†? Wri†æ.
Wri†æ.
• Ss look at the three photos. Read
the texts and say: Look at the frui† grasfi fis™ µea†
elephant. What is it eating?
• Explain the three categories:
Elephants only eat plants. They H”orßefi ea† grasfi .
are herbivores. Hyenas only eat
other animals. They are carnivores. L”ionfi ea† µea† .
Monkeys eat both plants and other
animals. They are omnivores. M”on§eyfi ea† frui† .
• Choose animals from previous
lessons and say: What do (tigers)
Dolphinfi ea† fis™ .
eat? (Tigers) eat (meat). What do
(sharks) eat? (Sharks) eat (fish). Etc.
Practice
1. What do they eat? Write.
• Ss name the animals in the photos.
Ask: What do (horses) eat? 34 thirty-four
Encourage Ss to use the structure
(Horses) eat (grass). Write the ES0000000022355 653497-Unidad 04_14726.indd 34 17/07/2014 11:05:05
sentences on the board.
Reinforcement
• In pairs, Ss make true and false statements based on the animals on the
page. S1: Elephants are carnivores. S2: False. Elephants are herbivores.
• Volunteers come to the front of the class. They choose an animal and imitate
the sound it makes. The rest of the class name the animal and say if it is
herbivore, carnivore or omnivore.
Extension
• Ss cut out photos from magazines which show animals grazing such as
horses, sheep, goats, etc. and make a poster entitled Herbivores.
34
4
UNIT 4
22 R�R�eea∂
a∂ an∂
an∂ matc™.
matc™.
Practice
4.2
4.2
• T™eßæ animalfi ea† ot™e® animalfi. ™erbivo®efi 2. Read and match.
• T™eßæ animalfi ea† plantfi an∂ carnivo®efi • Ss read and match the sentences
and the words. Revise as a class.
ot™e® animalfi.
Play track 4.2. Ss listen and check
• T™eßæ animalfi ea† plantfi.
omnivo®efi 4.2 their answers to Activity 2.
3. Put the pictures in order.

3 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3. Write 1, 2 and 3.
• Ask: What can you see in the first
3 1 2 picture? What is the fox eating?

What can you see in the second
picture? What is the caterpillar
eating? What can you see in the
third picture? What is the bird
eating? Which picture is the first
one in the sequence?
4. Use the key to colour the
animals.
4 Ußæ thæ §e¥ to colou® t™æ animalfi. • Talk about the three illustrations:
What do (cats) eat? What kind of
carnivo®æ animal are (cats)? What colour will
you do the cat?
™erbivo®æ
omnivo®æ
H’erbivo®efi ea† plantfi. »arnivo®efi ea† ot™e® animalfi.

Omnivo®efi ea† plantfi an∂ ot™e® animalfi.
thirty-five 35
ES0000000022355 653497-Unidad 04_14726.indd 35 17/07/2014 11:05:07
Reinforcement
• Ss fold a piece of paper vertically into three and write a title at the top of each
column: herbivores, carnivores, omnivores. Then, they draw a herbivore in
column 1, a carnivore in column 2 and an omnivore in column 3.
Extension
• Ss with pets find out what their pets eat. Then, in class they explain if their
pet is a carnivore, herbivore or omnivore. For example: My (rabbit) eats
(grass). My (rabbit) is a (herbivore).
35
How animals reproduce
Objectives
• To classify animals as viviparous
or oviparous
• To put a sequence of stickers
in chronological order
• To identify and count some ™ed@eho@ ostric™
baby animals
Key language Viviparoufi animalfi a®æ Oviparoufi animalfi a®æ

• Key vocabulary and structures: calf, bor> froµ t™ei® mot™e®ªfi bor> froµ a> eg@.
cow, duck, duckling, hedgehog,
hamster, lamb, lion, ostrich, owl,
wom∫.
pig, piglet, sheep, turtle, wild boar;
egg, womb; oviparous, viviparous, 11 IfiIfi i†i† viviparoufi
viviparoufi o®o® oviparoufi
oviparoufi?? —irc¬æ.
—irc¬æ.
pregnant; be born (from), reproduce
viviparoufi oviparoufi
Presentation
• Draw a bird, a cat and an egg
on the board. Say: A baby bird is
born from an egg, but a baby cat
isn’t. Where is a baby cat born
from? Teach mother’s womb. Elicit ow¬ hams†e® wil∂ boa® tortoiße
tortoiße
examples of other animals.
• T
hen, Ss look at the two photos. 22 Ußæ
Ußæ you®
you® stic§erfi
stic§erfi toto pu†
pu† t™æ
t™æ pictu®efi
pictu®efi i>i> or∂e®.
or∂e®.
Ask: What can you see in the (first)
picture? Are (hedgehogs) born
from eggs?
Practice
1. Is it viviparous or oviparous?
Circle.
• Introduce the words viviparous and 36 thirty-six
oviparous. Read the texts aloud.
ES0000000022355 653497-Unidad 04_14726.indd 36 17/07/2014 11:05:11
• Ss look at the illustrations. They
name all the animals. Ask: Is a (wild
boar) born from eggs? Is a (wild Reinforcement
boar) viviparous or oviparous?
• Write oviparous and viviparous on the board. Ask Ss to give examples of
2. Put the pictures in order. Use
each kind of animal. Write two lists.
your stickers.
• Focus Ss’ attention on the pregnant
lioness. Ask: What can you see
Extension
in the (first/second/third) sticker? • Ask Ss to bring in photos of animals from magazines. In small groups, Ss
Which sticker is the first one? choose a category, viviparous or oviparous, and create a poster. If there are
sufficient photos, they can make more specific posters: viviparous animals in a
zoo, oviparous animals on a farm, etc. Display their posters in class.
36
4
-spatia
l UNIT 4
3 M”atc™ t™æ bab¥ animalfi to t™ei® mot™erfi. Visual igence
intell
4.3
4.3
Practice
pig¬e† 3. Match the baby animals to their
mothers.
ducklin@ pairs of animals and baby animals:
piglet/pig, duckling/duck, lamb/
lamb sheep, calf/cow. Then, write the
names on the board.
• Ss look at the illustration. Read
the list of baby animals on the left.
cal£ Ss repeat. Check pronunciation.
Ask: What are the names of the
mothers? Teach/elicit the words
Now, wri†æ t™æ naµefi o£ t™æ bab¥ animalfi. and write them on the board. Say:
Now, trace the path from each baby
cow calƒ s™æeπ lamb animal to its mother. Ask: What
is the name of a baby duck/cow/
duc§ ducklin@ pi@ pig¬e† sheep/pig?
Play track 4.3. Ss listen, repeat

4 How man¥ babêfi ha√¶ t™e¥ go†? —oun† an∂ wri†æ. 4.3 and point to the baby animals.
Then, they write the names and
check their answers.
9 4 7 2 4. How many babies have they
got? Count and write.
• Revise the numbers from 1 to 10.
Ss count the babies and write
the numbers. In pairs, they check
their work.
Viviparoufi animalfi a®æ bor> froµ t™ei® mot™e®ªfi
womb. Oviparoufi animalfi a®æ bor> froµ a> eg@.
thirty-seven 37
ES0000000022355 653497-Unidad 04_14726.indd 37 17/07/2014 11:05:15
Reinforcement
• Show flashcards of baby animals and Ss name the mothers. Show flashcards
of the mothers and Ss name the baby animals.

• Talk about the responsibility of having baby animals as pets. Ss reflect on
the basic care required for a pet. Write their ideas on the board (food, water, Ss learn vocabulary related
exercise, love, etc.). to baby animals.
37
KNOW HOW TO
Objectives Write an animal index card

in the unit to carry out a task 1 —hooßæ o>æ o£ t™eßæ animalfi an∂ comp¬e†æ
• To write an animal index card t™æ in∂e≈ car∂. M. A.
Key language Ωebrå crocodi¬æ
crocodile, zebra; carnivore,
herbivore, omnivore; feathers, fur,
scales; oviparous, viviparous; fly
(flies), has got/have got, live, slither,
swim, walk; on land, in water • Thifi ifi å crocodi¬æ .
Presentation • I† li√±fi o> lan∂ an∂ i> wa†e® .
• Ss look at the two pictures. Ask
questions to elicit the information • I† walkfi / flêfi / swimfi / slit™erfi.
needed to complete the index card:
Where does a (zebra) live? How • I† hafi go† fu® / ƒeat™erfi / sca¬efi.
does a (zebra) move? Has
a crocodile got (feathers)? Is a • I† ifi å ™erbivo®æ / carnivo®æ / omnivo®æ.
crocodile a (herbivore)? Is
a crocodile (oviparous)? • I† ifi viviparoufi / oviparoufi.
Practice 2 Wha†´fi you® favouri†æ

1. Choose one of these animals
and complete the index card.
anima¬ i> t™æ zoo? M. A.
• Ss complete the index card M”¥ favouri†æ anima¬ ifi å
individually. Then, they check their
answers with another student who ti@e® .
chose the same animal. Ask: Who
chose the zebra? Who chose the
crocodile?
38 thirty-eight
2. What’s your favourite animal in
the zoo? ES0000000022355 653497-Unidad 04_14726.indd 38 17/07/2014 11:05:17
• Ss choose among the animals in

the unit (crocodile, elephant, giraffe,
lion, monkey, snake, tiger, zebra).
Reinforcement
• Volunteers read aloud their answer. • Make true and false statements to revise the unit. Ss say True or False.
For example: A rock is a living thing. (False.) A stork flies in the air. (True.)
Herbivores eat other animals. (False.)
Extension
• Ss choose another animal and write an index card. They illustrate their
index card with a photo or a drawing of the animal they chose. Display
the index cards in class.
38
4 REVISION
REVISION
1 —olou® t™æ livin@ thingfi. Objectives

¬eopar∂ concepts from the unit
• To give Ss the opportunity to
ca@æ evaluate their own learning
Key language
flo∑±® bir∂ roc§ revision of Unit 4
Presentation
• Write a list of living and non-living
2 Wri†æ t™æ naµæ o£ a> anima¬. M. A. things on the board. Ask Ss to give
some examples for each category.
A rabbi† hafi go† fu®. • Use flashcards to revise animals’
body coverings. Volunteers give
A stor§ hafi go† ƒeat™erfi. examples of animals which have got
feathers, fur, scales or a shell.
A fis™ hafi go† sca¬efi. • Write carnivore, herbivore and
omnivore on the board. Revise the
A tortoißæ hafi go† å s™el¬. definitions of the three categories.
Ask: What does a (tiger) eat? What
kind of animal is a (tiger)?
3 —omp¬e†æ t™æ ßen†en©efi.
A lio> ifi å carnivo®æ . I† eatfi ot™e® animalfi. Practice
A gir¬ ifi a> omnivo®æ . S™æ eatfi plantfi • Revise the characteristics of living
an∂ µea†. things. Ask: What four things do all
living things do?
A gira‡£æ ifi å ™erbivo®æ . I† eatfi plantfi. • S
s do the activity individually. Check
answers as a class. Ask: What did
thirty-nine 39 you colour?
ES0000000022355 653497-Unidad 04_14726.indd 39 17/07/2014 11:05:18

2. Write the name of an animal.
• Write the names of the four body
coverings on the board: feathers,
Reinforcement fur, scales and shell. Ask: Do you
• Ask Ss to look through the Student’s Book and find pictures of living things know some animals that have
and non-living things. They make a list in their notebook. got (feathers)? Ss give examples.
Write the names under the correct
heading.
Extension
• Ss choose an example for each type
• Play Odd one out using information learnt in the unit. Write the names of animal and write it in the box.
of three living/non-living things on the board, plus one odd one out, for
3. Complete the sentences.
example, book, plant, zebra and shark. Ask: Which is the odd one out?
(Book.) Why? (A book is not a living thing.) • Check as a class.
39
5 Other animals
This unit introduces the subject of where animals live. It explains the difference between wild and
domestic animals, and it presents new animal categories.
Unit outline
Other animals
Where animals live
Wild animals
Domestic animals
Mammals
Birds
Reptiles, fish and amphibians
Know how to
Identify where animals live Final task
Describe different animal Choose an animal as a pet
categories
40 A
Unit contents
• Where animals live
• Wild animals and domestic animals
• Mammals and birds
• Reptiles, fish and amphibians
CONTENTS
• desert, farm, forest, mountain, sea; bare skin,
VOCABULARY feathers, fur, hair, scales; oviparous, viviparous;
AND STRUCTURES (be) in danger of extinction; take care of; in the
sea, on land
• Identify the places where animals live

• Classify animals as wild or domestic
• Identify animals that are in danger of extinction
• Identify the main characteristics of mammals
and birds
• Classify reptiles, amphibians and fish
• Identify some animals that live in forests

• Use pictures to identify what domestic animals
WORK WITH give us
THE PICTURE • Use photos to identify the characteristics
KNOW HOW TO
of different animals
• Sequence pictures of the life cycle of a frog
• Talk about where different animals live

SPEAKING
• Describe the characteristics of different animals
• Write the names of wild and domestic animals

• Write the names of mammals, birds, reptiles
WRITING
and amphibians
• Describe your favourite pet
FINAL TASK • Choose a pet
• Appreciating the need to respect and protect

VALUES
wild animals and their habitats
EDUCATION
• Understanding how to care for pets
40 B
Objectives 5 Other
Other animals
animals
of the unit
• To learn the names of some
wild animals
• To revise how animals move
Key language
• Key vocabulary and structures: bird
(eagle/ibis/toucan), butterfly, frog,
leopard, orang-utan, okapi,
salamander, spider, snake, tapir,
tortoise; drink(ing), fly(ing), sit(ting),
slither(ing), walk(ing)
Presentation
• Teach trees, plants, pond. Ss
identify as many animals as they
can. Write them on the board.
Ask: How many of these are living
things? Can you name any
non-living things in the picture?

How many birds can you see?
• Ss look at the picture. Ask: Where 5.1
KNOW HOW TO
do these animals live? Can you Where is the monkey?
name any other places animals live? Where is the tortoise? FINAL TASK
What is the (tapir) doing? Etc.
Point to the eagle. Is it flying or walking? Choose an animal
Point to the leopard. Point to the snake. as a pet.
Know how to Point to the spider.
about where animals live. You will 40 forty
look at the differences between wild

ES0000000022355 653497-Unidad 05_14729.indd 40 17/07/2014 11:03:47
animals and domestic animals. You
will learn the main characteristics of
mammals, birds, reptiles, fish and Reinforcement
amphibians.
• Make true or false statements about the picture. Ss say True or False. For
example: The orang-utan is swimming. The butterfly is flying. Then,
how to choose a pet.
encourage volunteers to make more statements.
Song
Extension
• The song in this unit can be • Ss work in groups to make posters. They draw and colour a background for
practised at any moment. See a forest scene. Then, they draw animals that live in a forest. They colour, cut
teaching suggestions throughout out and stick the animals onto their posters. Display their posters in class.
the unit.
5.1
Play track 5.1. Song. Where
animals live. Ss listen. Play the
song again and Ss try to sing
along.
40
UNIT 5
Where animals live
Objectives
1 Whic™ animalfi li√¶ i> t™æ forest? —irc¬æ. • To learn the names of some animals
• To learn where animals live
• To classify animals according
to where they live
Key language
bull, camel, desert, farm, forest,
jellyfish (pl. jellyfish), leopard,
22 W™e®æ
W™e®æ do
do t™eßæ
t™eßæ animalfi
animalfi li√¶?
li√¶? Loo§
Loo§ an∂
an∂ wri†æ.
wri†æ. orang-utan, owl, sea, seahorse,
scorpion, spider, snake, toucan,
5.2
5.2
farms deserts sea forests turkey; live; in deserts/forests/the
list
Naturaence sea, on farms
intellig
Owlfi li√¶ i> fo®estfi . Presentation

• Explain that animals live in different
places. Say: Not all animals live in
Jell¥fis™ li√¶ i> t™æ ßeå . forests.
word sea. Ask: What animals live in
S<corpionfi li√¶ i> ∂eßertfi . the sea? Do (cats) live in the sea?
Ss answer: Yes, they do./No, they
don’t.
• Do the same using flashcards of
Tur§eyfi li√¶ o> farmfi . a farm, a desert and a forest.
Practice
A”nimalfi li√¶ i> di‡£e®en† pla©efi. 1. Which animals live in the forest?
Circle.
• Say the name of the animals. Ss
forty-one 41 repeat and point to the illustrations.
Write the words on the board.
ES0000000022355 653497-Unidad 05_14729.indd 41 17/07/2014 11:03:49
• Ask: Do all these animals live in the

same place? Does a (bull) live in the
Reinforcement forest? Etc. Encourage Ss to
answer: Yes, it does./No, it doesn’t.
• Write the first letter of an animal on the board. Say: It lives (on a farm). Ss
guess which animal it is. Ask volunteers to come up to the board and write 2. Where do these animals live?
the first letter of another animal. The rest of class guesses the animal. Look and write.
• Point to the picture of each animal.
Extension Say: What’s this? It’s (an owl).
Ss repeat. Then, ask: Where do
• On the board, draw a table with four columns: farms, deserts, the sea and
(owls) live?
forests. Ask: Where should I write (bull)? Use the names of other animals Ss
know and complete the table. Play track 5.2. Ss listen and check
• Elicit names of farm animals, sheep, chickens, etc. Write them on the board. 5.2 their answers to Activity 2.
In groups, Ss make a farm scene using plasticine. Display their work in class.
41
Wild animals and domestic animals
Objectives
• To classify animals as wild S<oµæ animalfi a®æ wil∂.
or domestic
• To learn about what domestic
T™e¥ li√¶ i> di‡£e®en†
animals give us pla©efi li§æ fo®estfi an∂
• To learn about animals in danger ri√±rfi. Nobod¥ ta§efi
of extinction
ca®æ o£ t™eµ.
Key language
S<oµæ animalfi a®æ
whale, chicken, cow, dog, elephant, doµesti©. T™e¥ li√± i>
giant panda, giraffe, horse, Iberian
lynx, lion, monkey, pig, rabbit, ou® hoµefi o® o> farmfi.
sheep; bamboo, egg, krill, milk,
wool; farm, forest, home, mountain,
Wæ ta§æ ca®æ o£ t™eµ.
ocean, river; blue, domestic, wild;
(be) in danger of extinction, give,
take care of 1 L”oo§ an∂ wri†æ.
Presentation
• Introduce the concepts of wild and
do@ monke¥
domestic and explain the difference.
Say names of animals and Ss call
out wild or domestic. lio>
lio>
• Ss look at the photos. Ask: Where
do (giraffes) live? Do people take e¬ephan† horßæ pi@
care of (giraffes)?
• Read the text about wild animals. wild animals e¬ephan†, mon§e¥, lio>
Then, read the text about farm
animals. Ss say the names of farm
animals they know. Write their
domestic animals do@, horßæ, pi@
suggestions on the board.
42 forty-two
1. Look and write.

• Ss look at the pictures. Volunteers Reinforcement
read out the names of the animals.
Then, ask: Where do (lions) live? • Say: This is a (domestic/wild) animal, and imitate the noise the animal makes.
Are they wild or domestic animals? Ss guess which animal it is. Volunteers imitate the noises of other animals for
the rest of the class to guess. Remind them to first say if their animal is wild
or domestic.
Values education
• Talk about respecting the habitats of wild animals. Say: When you visit a
forest, do not harm the wild animals. Ask: How can you be respectful? (Don’t
drop litter. / Don’t make a lot of noise. / Don’t start a fire.) Ss can draw
pictures illustrating these situations. Display their work under the title:
Respecting animals.
42
5
UNIT 5
2 Wha† do doµesti© animalfi gi√¶ ufi? L”oo§ an∂ matc™.
Practice
A B C
2. What do domestic animals give
us? Look and match.
• Ss look at the pictures. Ask: Where
are the animals? (On a farm.) Then,
they identify the animals.
• Explain that some domestic animals
A
give us products. Then, teach eggs,
woo¬. milk and wool. Ask: What do
—hic§enfi gi√¶ ufi (chickens) give us?
B • Ss match the two parts of the
—owfi gi√¶ ufi eggfi. sentences and read them aloud.
Check pronunciation.
C
S<™æeπ gi√¶ ufi mil§. 3. These wild animals are in danger
of extinction. Read and match.
• Ss look at the photos in Activity 3.
Ask: Are these wild animals or
3 T™esæ wil∂ animalfi a®æ i> dan@e® o£ extinctio>. domestic animals?
R�ea∂ an∂ matc™. • Say the names of the animals and
A B C ask Ss to repeat.
• Explain that these animals are in
danger of extinction because
people hunt them for meat or
destroy their habitats by cutting
down forests or building
Iberian lynx blue whale giant panda motorways.
• Write the word krill on the board.
C I† li√±fi i> A I† li√±fi i> t™æ B I† li√±fi i> Explain that krill is very tiny fish.
• Then, read the texts aloud and
fo®estfi. I† eatfi mountainfi. I† t™æ sea. I† check understanding: Which animal
bamboo. eatfi rabbitfi. eatfi kril¬. lives in mountains? Ss say: The
Iberian lynx. Do the same with the
forty-three 43 other two sentences.
ES0000000022355 653497-Unidad 05_14729.indd 43 17/07/2014 11:03:54
Reinforcement
• Write chickens, cows and sheep on the board. Then, write wool, eggs
and milk. Check understanding by asking: Do (chickens) give us eggs?
Encourage Ss to say Yes, they do./No, they don’t.
Extension
• Elicit more products that come from animals, for example, meat from a pig.
Ss draw an animal and the different products it can give us.
• Tell Ss that the Iberian lynx lives in Spain and is now only found in places like
KEY COMPETENCES
Doñana National Park. Elicit other wild animals that live in Spain. (Bears.)
Say: They are big. They are brown. They like to eat fish.
Ss talk about the different
places animals live.
Activity Book, page 21, Activity 1 and 2
43
Mammals and birds
Objectives
deer falcon
falcon
• To classify animals as mammals
or birds
• To learn where mammals live
• To learn about unusual mammals
and birds
Key language
• Key vocabulary and structures: baby
M”ammalfi ha√¶ go† hai® B<B<iirdfi
rdfi ha√¶
ha√¶ go† go† ƒeat™erfi
ƒeat™erfi
(babies), bat, bear, bird, deer, dog, o® fu®. T™e¥ a®æ an∂
an∂ wingfiwingfi.. T™e¥
T™e¥ a®æa®æ
dolphin, eagle, falcon, insect,
hedgehog, hen, kangaroo, koala,
viviparoufi. T™æ babêfi oviparoufi
oviparoufi.. T™e¥ T™e¥ ea†ea†
mammal, owl, penguin, whale, drin§ t™ei® mot™e®ªfi mil§. inßectfi
inßectfi an∂an∂ wormfi
wormfi..
worm; feather, fur, hair, wing;
oviparous, viviparous; eat, drink,
has got/have got; in the sea, on land 1 —olou® t™æ animalfi. T™e>, wri†æ.
Presentation
• Bring in photos of mammals and koalå
birds. Ask: Can you name one
characteristic of mammals? Can
you name one characteristic of
ow¬
birds? Then, Ss look at the two
do@ ∫±ar
photos. Ask: What animal is this?
Read the text aloud and ask ™e> eag¬e
questions: Is a baby (deer) born
from an egg? Have (deer) got fur or
feathers? Etc.
• Explain the differences between
mammals koalå, ∫±a®, do@
mammals and birds.
birds ow¬, ™e>, eag¬æ
Practice
44 forty-four
1. Colour the animals. Then, write.
• Read aloud the names of the ES0000000022355 653497-Unidad 05_14729.indd 44 17/07/2014 11:03:57
animals and ask Ss to repeat.

Reinforcement
• Ask Ss about each animal: Is a
(koala) a mammal or a bird? Ask • In pairs, Ss make true and false statements based on the animals on the
them further questions: Has a (koala) page. S1: A hen is a mammal. S2: False. A hen is a bird. Write the structures
got hair? Is a (koala) viviparous? Etc. on the board to help them: A (bear) is a (mammal). A (bear) is (viviparous).
A (hen) has got (feathers).
• Say: A koala is a mammal. Say the
other animals to elicit sentences:
(An owl) is a (bird). Extension
• In pairs, Ss draw an animal without showing it to their partner. They ask
and answer questions to guess which animal it is: Has it got hair?
Is it oviparous? Is it big? Is it a bear?
44
5
UNIT 5
2 W™e®æ do t™eßæ mammalfi li√¶? M”atc™.
™ed@eho@ wha¬æ Practice
2. Where do these mammals live?
on land
Match.
kangaroo • Ask Ss to name the animals. Check

pronunciation. Point to each
in the sea
illustration and ask: What’s this?
dolphi> • Ask: Where does a (hedgehog) live,
on land or in the sea? Repeat with
each animal. Ss say: A (hedgehog)
3 Ifi thifi anima¬ å mamma¬ o® å bir∂? R�ea∂ an∂ comp¬e†æ. lives (on land).
5.3
5.3
A ba† flêfi. I† ifi viviparoufi. 3. Is this animal a mammal or
a bird? Read and complete.
I† hafi go† fur. • Ss look at the photos. Ask: Is a bat
a mammal or bird? Explain that a
I† ifi å mamma¬ . bat is an unusual mammal because,
although it has got wings, it is
viviparous and drinks its mother’s
A πengui> ca>ª† fl¥. I† ifi milk.
oviparoufi. I† hafi go† £eat™erfi. • Then, ask: Is a penguin a mammal
or bird? Explain that a penguin is an
I† ifi å bir∂ . unusual bird because, although it
tical can’t fly, it is oviparous and has got
a l-mathema feathers.
Logic ntelligence
4 R�ea∂ an∂ circ¬æ. i
• Ss read aloud the texts and write
mammal or bird in the
Peop¬æ a®æ birdfi / mammalfi. T™e¥ ha√¶ go† corresponding boxes.
£eat™erfi / hai®. T™e¥ a®æ viviparoufi / oviparoufi. Play track 5.3. Ss listen and check
5.3 their answers to Activity 3.
M”ammalfi a®æ viviparoufi an∂ ha√¶ go† hai® o® fu®. 4. Read and circle.
B<irdfi a®æ oviparoufi an∂ ha√¶ go† £eat™erfi an∂ wingfi. • Ask: Are you a mammal or a bird?
Encourage Ss to answer using
forty-five 45 complete sentences.
• Volunteers read out the text and
ES0000000022355 653497-Unidad 05_14729.indd 45 17/07/2014 11:03:59
circle the correct words. Check
answers as a class.
Reinforcement
• Name some animals. Ss say if they are mammals or birds. T: Eagle. Ss: It is
a bird. Then, Ss explain their answer: An eagle isn’t viviparous. It is born from
eggs. It has got feathers.
• Divide the class into two teams. Say: Tell me the name of a mammal that
lives in the sea. Tell me the name of a bird that can’t fly. Etc. For each correct
answer the team wins a point.
KEY COMPETENCES
Extension
• Tell Ss more about bats: Bats are the only mammals that can fly. They eat Ss gain confidence using
insects. They live in dark places, such as caves.They have got poor sight. English to describe animals
Ask: Have you ever seen a bat? Where was it? and classify them as
mammals or birds.
45
Reptiles, fish and amphibians
Objectives
• To identify the main characteristics alligator Repti¬efi a®æ oviparoufi.
of reptiles, fish and amphibians T™e¥ ha√¶ go† sca¬efi.
• To classify animals as reptiles, T™e¥ li√¶ o> lan∂
fish or amphibians
• To observe similarities and an∂ i> wa†e®.
differences between animals
salmon
Key language Fis™ a®æ oviparoufi. T™e¥
• Key vocabulary and structures: ha√¶ go† sca¬efi an∂ finfi.
alligator, amphibian, fish, frog, T™e¥ li√¶ i> wa†e®.
frogspawn, iguana, newt, reptile,
salamander, salmon, snake,
tadpole, toad, tortoise; bare skin,
feather, fin, fur, scales; oviparous,
newt A”mphibianfi a®æ
viviparous; has got/have got, live in oviparoufi. T™e¥ ha√¶ go†
water/on land ba®æ ski>. T™e¥ li√¶ i>
Presentation wa†e® o® >ea® wa†e®.
• Show Ss photos of an alligator, a
frog and a goldfish. Ask: What is
this? Where does (an alligator) live,
1 L”oo§ an∂ wri†æ.
in water or on land? Has a (goldfish)
got legs?
• Teach scales, fin and bare skin.
Say: A goldfish has got scales.
A frog has got bare skin.
toa∂ iguanå tortoißæ salamande®
• Introduce the words reptile, fish and
amphibian. Read the first text aloud.
reptiles iguanå, tortoißæ
Ask: Where is the (alligator)? Has
it got (scales)? Is it a (fish)?
amphibians toa∂, salaman∂e®
Read the texts about fish and
amphibians. Write their main
46 forty-six
characteristics on the board.

ES0000000022355 653497-Unidad 05_14729.indd 46 17/07/2014 11:04:02 ES
Practice
1. Look and write.
Reinforcement
• Bring photos of these animals to • Ss divide a piece of paper in two parts and draw one reptile and one
class. Point out the body coverings amphibian. Then, in pairs, they say one similarity and one difference.
of the iguana and the salamander.
Say: Point to the (toad). Say (toad). Extension
Ss name all the animals. Ask further • Teach Ss the expression: See you later alligator! and the response: In a while
questions to check understanding: crocodile!
Has a (toad) got scales or bare
• Explain the relation between dinosaurs and modern reptiles. Say: Dinosaurs
skin? Is it a reptile or an amphibian?
were reptiles. They lived on the Earth many, many years ago. Dinosaurs don’t
• Check answers as a class. exist any more but we can see their skeletons in museums.
46
5
UNIT 5
2 2 R�eR�a∂ea∂an∂an∂tic§tic§(✓().✓).T™e>, wri†æ:amphibia>
T™e>,wri†æ: amphibia>
, ®epti¬æ
, ®epti¬æo® o®fis™fis™
. .
A fis™ hafi go† Practice
stic 2. Read and tick (✓). Then, write
fu® ✓ finfi. Lingui ence amphibian, reptile or fish.
intellig
fis™ • Show Ss flashcards of different
animals. Ask: Has it got (fur)? Etc.
A sna§æ hafi go† • Write the words fur, fins, scales,
✓ sca¬efi £eat™erfi. feathers and bare skin on the
board. Revise: What animals have
®epti¬æ got fins? What animals have got
scales? What animals have got
A fro@ hafi go† bare skin?
✓ ba®æ ski> • Ss look at the photos and name the
fu®. animals. Check comprehension:
amphibia> Has a fish got fur? Encourage Ss to
say: Yes, it has./No, it hasn’t. Then,
3 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3. Ss tick the correct box. Volunteers
read the texts aloud.
T™e>, wri†æ t™æ wordfi. • Ask: Is a (fish) a (reptile)? Ss
frog tadpoles frogspawn answer: Yes, it is./No, it isn’t. Then,
they complete the activity.
2 1 3 3. Put the pictures in order. Write
1, 2 and 3. Then, write the words.
• Use photos to show the different
stages in an animal’s life. Ask
volunteers to help you put the
tadpo¬efi frogspaw> fro@ photos in order.
• Teach tadpoles and frogspawn.
Repti¬efi, fis™ an∂ amphibianfi a®æ oviparoufi. Ss look at the illustrations. Ask:
What can you see in the first
Repti¬efi an∂ fis™ ha√¶ go† sca¬efi. A”mphibianfi picture? (Frogspawn.) Which picture
ha√¶ go† ba®æ ski>. is the second one? Etc.
forty-seven 47
S0000000022355 653497-Unidad 05_14729.indd 47 17/07/2014 11:04:05
Reinforcement
• Show flashcards of reptiles, amphibians and fish. Ask Ss: Is this (a reptile)?
Encourage them to answer with complete sentences and to explain their
answers: Yes. It has got (scales)./No. It hasn’t got (fins).
Extension
• In groups, Ss make a river or lake scene. They draw reptiles, fish and
amphibians. They cut out the animals and place them in or near the water.
• Describe an animal to Ss and they draw it. Say: This animal is long and thin.
It hasn’t got any legs, but it’s got blue and yellow scales. It slithers. Ss label
their drawing as reptile, fish or amphibian.
47
KNOW HOW TO
Objectives Choose a pet

in the unit to carry out a task 1 Whic™ animalfi a®æ goo∂ πetfi? —irc¬æ.
• To choose a suitable pet
Key language
crocodile, canary, cat, dog, eagle,
hamster, parrot, tiger; basket,
bird/cat/dog food, brush, cage,
soap, water; need 2 Whic™ ifi you® favouri†æ πe†? Tic§ (✓). O. A.
Presentation
• Ask: What is your favourite animal?
Have you got a pet? What kind of
animal is it? Is it a good pet?
3 Descri∫¶ t™æ πe† yo€ li§æ. —irc¬æ an∂ wri†æ. M. A.
Practice M”¥ favouri†æ πe† ifi å canar¥ .
1. Which animals are good pets?
• Ss look and name the animals. Ask:
I”† ifi å mamma¬/bir∂/®epti¬æ bir∂ .
Is a cat a good pet? Why? Teach/
elicit friendly, small, clean, etc. Is a
I”† hafi go† hai®/fur/ƒeat™erfi/å s™el¬/sca¬efi
tiger a good pet? Teach/elicit
dangerous, very big, very hungry,
ƒeat™erfi .
etc.
• Ss circle the animals that are good 4 Wha† dø±fi you® πe† >æe∂? —irc¬æ. M. A.
pets. Volunteers say their answers.
2. Which is your favourite pet?
• Ss name the animals and choose
the one they like the most. Ask:
Whose favourite pet is a (hamster)?
Volunteers say: A (hamster) is my 48 forty-eight
favourite pet.
ES0000000022355 653497-Unidad 05_14729.indd 48 17/07/2014 11:04:11
3. Describe the pet you like.

Circle and write.
• Ask: What is your favourite pet? Reinforcement
Write the words on the board. Ask • Divide the class into two teams and make true and false statements to revise
further questions: Is your pet a the unit. Ss say True or False. For example: A dog has got feathers. / A snake
(mammal)? Has your pet got (hair)? is a reptile. / Fish live in water. Give a point for each correct answer.
• Ss read out their answers.
4. What does your pet need?
• Ss look at the illustrations. Teach
soap, brush, cage, basket, water
Values education
and bird/cat/dog food.
• Talk about the responsibility of having animals as pets. Say: Imagine
• Ask: Does a (dog) need a (brush)?
you have got a dog as a pet. What do you have to do every day to take care
Ss circle what their pet needs.
of your dog? (Feed it, take it for walks, etc.) Write Ss’ suggestions on the
board.
48
5
UNIT 5
Revision
Objectives
1 —irc¬æ. T™e>, wri†æ t™æ naµefi.
wild animal domestic animal concepts from the unit
Kay language
goa† ∂æe® co∑ revision of Unit 5
Presentation
• Ss name wild animals and domestic
ca† lyn≈ pi@ animals. Write the words on the
board. Ask: Where does a (hen)
live?
2 M”atc™ an∂ colou®. • Write mammal, bird, reptile, fish and
amphibian on the board. Revise the
mamma¬ ®epti¬æ fis™ amphibia> main characteristics and elicit some
examples of each. Ask: Is a
(mammal) oviparous or viviparous?
fro@ e¬ephan† sna§æ salmo> Has a (fish) got (scales)? Etc.
3 S<po† t™æ mista§æ. T™e>, ®ea∂ an∂ circ¬æ. Practice

1. Circle. Then, write the names.
• Revise the names of the animals.
T™æ octopufi ifi i> t™æ wron@ Ask: Is a (cow) a wild animal or a
pla©æ ∫±caußæ i† li√±fi domestic animal?
• Tell Ss that a goat can be either wild
i> t™æ ßeå / o> lan∂. or domestic.
2. Match and colour.
• Read the words. Ss repeat. Say:
forty-nine 49
The word mammal is in a green
ES0000000022355 653497-Unidad 05_14729.indd 49 17/07/2014 11:04:13
box. Why is elephant in a green
box? (Because it is a mammal.)
• Then, say: Now, colour the box for
Reinforcement reptile (yellow). Which animal is a
• In pairs, Ss look through the unit, point to different animals and ask their reptile? (Snake.) Colour the (snake)
partner the names. For example, S1: What’s this? S2: It’s a (fish). Is it a box (yellow). Etc.
domestic animal or a wild animal? • Ask Ss to make sentences: (An
elephant) is (a mammal.)
Extension 3. Spot the mistake.
• Ss work in groups of four and create their own Odd one out game of four • Ss look at the illustration. Ask: What
pictures and test each other. animals can you see? Where does
• Ss draw pictures of animals with something wrong in each picture, for (a camel) live?
example, a dog swimming underwater, a fish with wings, etc. They show • Ss read the text aloud. Check
their drawings to their classmates who spot the mistake and describe the answer as a class.
animal.
49
6 Plants
This unit introduces the subject of plants. It explains the parts of a plant and what
a plant needs to grow. It describes the difference between wild plants and crops,
and it explains how plants help us.
Unit outline
Plants
Plants are living things
Parts of a plant
Wild plants and plants we grow
How farmers grow plants
Plants help us
Materials we make from plants
Know how to
Talk about what plants Final task
need to grow Identify fruits and vegetables
Distinguish between in a market
wild plants and crops
50 A
Unit contents
• Plants are living things
• Parts of a plant
• Wild plants and crops
• How farmers grow plants
CONTENTS
• Materials and products we get from plants
VOCABULARY • parts of a plant; air, soil, sunlight, water; cotton,

AND STRUCTURES perfume, wood; crops, wild plants; dry, wet
• Recognize what plants need to live

• Identify the parts of a plant
• Differentiate between wild plants and crops
• Identify the best conditions for plants to grow
• Recognize some different uses of plants
• Sequence pictures about the life cycle

WORK WITH of a plant
THE PICTURE • Label the parts of a plant
KNOW HOW TO • Identify the best place for a plant to grow
• Name fruits with one seed and many seeds

SPEAKING
• Talk about what we get from trees
• Label the things a plant needs to grow

WRITING
• Write about how farmers grow plants
FINAL TASK • Classify fruits and vegetables
• Appreciating how plants contribute to the

VALUES beauty and balance of nature
EDUCATION • Understanding that we must care for plants
as sources of products that we need
50 B
Objectives 6 Plants
Plants
of the unit
Key language
• Key vocabulary and structures: air,
ant, bee, bird, cloud, country,
flower, magnifying glass, nest, sky,
soil, spring, squirrel, sunlight, tree,
watering can; observe, plant (a
tree), take (a photo), water (a plant)
Presentation
• Ask: Do you go to the country?
What do you like doing in the
country? What can you see in the
country? Elicit names of animals
and plants.

• Ss look at the picture. Ask: Where
are the children? (In the country.)
KNOW HOW TO
Then, say: Point to the birds. Where Where are the children, in a town or
are they? (Some are in the sky. in the country?
FINAL TASK
Some are in their nests.) What What are the children doing?
Identify fruit and
animals can you see? Point to the Can you see any tall trees? vegetables in a market.
girl with the magnifying glass. Point
Can you see any red flowers?
to the boys planting a tree. Point to
the boy taking a photo. Point to the What season is it?
girl with a watering can.
50 fifty
Know how to ES0000000022355 653497-Unidad 06_14731.indd 50 17/07/2014 11:02:44

that plants are living things. You will
also learn the parts of a plant and
Reinforcement
how plants help us. • Use flashcards or photos from magazines of flowers and trees. Call
• Explain the final task: You will learn a student to the front of the class. The student takes a card and says
about different fruits and if it is a flower or a tree.
vegetables.
Extension
• Show Ss flashcards of trees in different seasons. Explain: In spring, trees
have got green leaves. In summer, some trees have got fruits. In autumn,
trees have got orange and brown leaves. In winter, some trees have got no
leaves. Ask Ss to draw a tree in their favourite season.
50
UNIT 6
Plants are living things
1 Wha† do plantfi >æed to li√¶? Wri†æ.
Objectives
• To recognize what plants need
to live
air soil water sunlight
• To know that plants grow and
change
• To identify plants as living things
sunligh† Key language

• Key vocabulary and structures: air,
ai® wa†e® plant, seed, soil, sunlight, tree,

water; grow, live, need
Presentation
• Bring a healthy plant to class. Put it
soi¬ in a sunny window. Place a glass of
water next to the pot. Ask: How can
atical I look after the plant? What does it
l-mathem
2 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2, 3 an∂ 4. ica
Log ntelligenc
i
e need? Elicit sunlight and water.
Point to the soil in the pot: What
4 2 3 1 else do plants need? Elicit soil.
• Then, say: Plants also need air to
live.
Practice
1. What do plants need to live?
Write.
• Point to the elements in the picture
Plantfi a®æ livin@ thingfi. T™e¥ >æe∂ ai®, soi¬, and ask: What is this? (This is a
tree/the Sun/rain/soil/clouds.)
wa†e® an∂ sunligh† to grow. • Ask volunteers to read out the
words and check pronunciation.
fifty-one 51
• Help Ss by providing the first
ES0000000022355 653497-Unidad 06_14731.indd 51 17/07/2014 11:02:46
answer. Say: Look at the air
blowing. Plants need air to live. Ss
write the word air. Ss write the other
Reinforcement three words. Check as a class.
• Divide Ss into groups of three. One is a plant, one is the water, with a watering 2. Put the pictures in order. Write
can, and the third is the Sun, holding a picture of the Sun. Ss act out. S1: I am 1, 2, 3 and 4.
a seed. I am growing (stretches upwards). S2: I need lots of water (waters the • Remind Ss about plants being living
plant) and sunlight. S3 holds the Sun above the plant. things. Elicit: Plants are born, grow,
reproduce and die.
Extension • Ask Ss about each illustration: What
• Show Ss a chickpea. Say: This is a seed. What does it need to grow? Elicit is this? (This is a tree/a seed.) Has
ideas. Give Ss a cup, a name sticker for the cup, some cotton wool and a the tree got any leaves? Is it big or
chickpea. Ss put the chickpea on top of the cotton wool and add some small? Then, ask: What happens
water. Put all the cups in a sunny place and water a little every day. Ss draw first?
their plants on days 4, 7, and 10.
51
Parts of a plant
Objectives
• To identify the different parts A”l¬ plantfi ha√¶ go† rootfi, leaves
of a plant å s†eµ an∂ ¬ea√±fi.
• To learn the functions of different
parts of a plant T®æefi a®æ plantfi. T™æ s†eµ
• To identify different types of seeds o£ å t®ææ ifi cal¬e∂ å trun§.
Key language
M”an¥ plantfi ha√¶ go† flo∑±rfi, fruits flowers
and soµæ plantfi ha√¶ trunk
parts of a plant: flower, fruit, leaf/ go† fruitfi.
leaves, root, stem, trunk; apple,
apricot, kiwi, peach, plum,
roots
watermelon; absorb, receive
Presentation
• Use flashcards and explain that
1 L”oo§ an∂ wri†æ t™æ partfi.
plants can be very different but all
plants have got roots, leaves and frui† flo∑±®
a stem.
• Show Ss a picture of a flower and s†eµ ¬ea√±fi
a tree. Explain that the stem of a
tree is called trunk. Write stem and
trunk on the board. Say: A tree rootfi
trunk is strong and cannot bend
easily, whereas a flower stem can
bend and break easily.
• Bring fruits to class and elicit their
2 R�ea∂ an∂ matc™.
names.
• Cut a real orange in half and show
T™æ ¬ea√±fi • • absorb wa†e® froµ t™æ soi¬.
the pips. Say: This is an orange pip.
It is a seed. A new orange tree T™æ rootfi • • ®e©ei√¶ sunligh†.
grows from this seed.
52 fifty-two
1. Look and write the parts.

• Point to the different parts of the Reinforcement
strawberry plant and ask questions:
• Draw a plant on the board. Point to each part and say: What is this? Now,
What’s this? Is this a (flower)?
close your eyes. Rub one part out. Say: Open your eyes. What’s missing?
2. Read and match. Repeat for other parts.
• Draw a plant on the board. Use
blue arrows to show how the water Extension
goes into the plant through the
roots and up the stem to the leaves, • Make a large tree for a class display. Use cardboard from boxes for the trunk,
flowers and fruits. Draw the Sun rolled up newspaper for roots and branches. Ss cut out leaves and colour
and use yellow arrows to show how them different shades of green to stick onto the branches.
sunlight goes into the leaves. • Conduct an experiment with the class. Put a white flower in a glass of water.
Add a few drops of colouring to the water. Record the days when the flower
starts changing colour as it absorbs the water and colouring.
52
6
UNIT 6
3 —olou® t™æ trun§ o£ t™æ t®ææ.
T™e>, comp¬e†æ. Practice
3. Colour the trunk of the tree.
T™æ trun§ o£ å Then, complete.
• Ask: What colour is the trunk of a
t®ææ ifi cal¬e∂ t™æ s†eµ. tree? Ss colour the tree trunk.
• Then, ask: What is the name for the
stem of a tree? Say: Now, write the
name.
4. How many seeds has each fruit
4 H”ow man¥ ßæedfi hafi eac™ frui† go†? Loo§ an∂ matc™. got? Look and match.
• Ss look at the fruits. For each
picture, teach the name of the fruits.
Write the words on the board.
• Ask: How many seeds has the
(peach) got? How many seeds has
man¥ sæedfi the (watermelon) got? Continue
with the other fruits.
o>æ ßæe∂
list
Naturaence
intellig
Plantfi ha√¶ go† rootfi, å s†eµ an∂ ¬ea√±fi.

M”an¥ plantfi ha√¶ go† flo∑±rfi an∂ fruitfi. S’æedfi
a®æ insi∂æ t™æ fruitfi.
fifty-three 53
ES0000000022355 653497-Unidad 06_14731.indd 53 17/07/2014 11:02:52
Reinforcement
• Draw two columns on the board with the titles one seed and many seeds.
Elicit the names of other fruits with seeds and write them on the board. Ss
make their own table and draw the fruits in the correct columns.
Extension
• Take Ss outside to identify the parts of real plants and trees. Ss compare
differences in trunks, stems, leaves, and flowers.
• Play True or false. Say sentences: The stem of a tree is called a trunk. /
A peach has got many seeds. / The leaves of a plant grow in the soil. Etc.
Ss say True or False for each sentence.
53
Objectives
• To identify the differences between
wild plants and crops
• To understand how and why crops
are grown
• To learn about the different
conditions plants need to grow
Key language
Wil∂ plantfi grow i> Wæ grow plantfi a† hoµæ.
crop, daisy/daisies, dandelion, man¥ pla©efi. Nobod¥ Farµerfi grow cropfi. Wæ
farmer, home, seed, sunflower,
wheat; dry, wet, wild; grow, harvest,
lookfi a‡†e® t™eµ. >æe∂ to loo§ a‡†e® t™eµ.
look after, plant, water
1 L”oo§ an∂ wri†æ wil∂ plantfi o® cropfi.
Presentation
• On the board, write wild plants and
crops. Ss look at the pictures.
Explain that wild plants grow in the
countryside. Nobody plants them or
waters them. Ask: Where do wild
plants grow? (In mountains, in
forests, etc.).
cropfi wil∂ plantfi
• Tell Ss that we grow plants in our
gardens. We plant them and water
them. Say: We grow plants for food
and decoration. Elicit plants
growing in a garden.
• Remind Ss about the life cycle of a
plant. Ask: What does a plant come
from? What do we do with the
wil∂ plantfi cropfi
seed? What happens next?
54 fifty-four
• Ss look at the first picture. Ask:
What is the farmer doing? Repeat ES0000000022355 653497-Unidad 06_14731.indd 54 17/07/2014 11:02:58
with the other two pictures. Teach

the word harvest.
• Elicit what plants need to live: Reinforcement
water, air, soil and sunlight. Write • Ask: Have you got any plants in your house? What plants have you got? Are
the words on the board. they in the garden or in the house? Do you look after the plants? Etc.
• Show Ss a picture with a flower in a pot. Ask: Do we grow this plant for food
Practice or decoration? Then, show them a plant with tomatoes on it. Ask: Do we
1. Look and write wild plants grow this plant for food or decoration? Ss then draw an example of each use
or crops. with the titles for food and for decoration.
• Write sunflowers, daisies,

dandelions and wheat on the board. Extension
Ss look at the pictures. Ask: Are • Ss work in groups to draw a scene in a garden, a park or the countryside
(sunflowers) wild plants or crops? with different plants. Volunteers show their drawing to the rest of the class
Did a farmer plant them? and point out the wild plants or the crops.
54
6
UNIT 6
22 H”ow do farµerfi grow plantfi? L”oo§ an∂ wri†æ 1, 2 an∂ 3.
6.1
6.1
T™e>, comp¬e†æ. Practice
2. How do farmers grow plants?
2 1 3 Look and write 1, 2 and 3. Then,
complete.
• Ask: Which picture shows the first
thing the farmer does? Write 1 in
the box. Repeat with the other
pictures.
plants seeds crop
• Ss trace over the words and write
the missing word on each line.
Farµerfi plan† t™æ ßæedfi . Play track 6.1. Ss listen and point
to the correct picture. Then, they
Farµerfi wa†e® t™æ plantfi .stic 6.1
check their answers to Activity 2.
Lingui ence
intellig 3. Tick (✓) the best place to grow
Farµerfi har√±s† t™æ croπ . plants. Then, write wet or dry.
• Ss look at the first picture. Ask: Is
33 Tic§ (✓✓) t™æ ∫±s† pla©æ to grow plantfi. T™e>, wri†æ ∑±† o® dr¥. this a forest or a desert? Is there
sunlight? Is there air? Is there soil?
✓ Is there water? Are there many
plants? (There aren’t many plants
because it is dry.) Repeat for the
second picture.
• Ask: Which place is good for
plants? Why? Encourage Ss to
answer: Because it is wet. Then,
dr¥ ∑±† ask: Which place is not so good for
plants? Why? Encourage Ss to
answer: Because it is dry.
S<oµæ plantfi a®æ wil∂. Ot™e® plantfi a®æ cropfi.
Wæ grow plantfi fo® foo∂ an∂ ∂ecoratio>.
fifty-five 55
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Reinforcement
• Volunteers mime one of the activities a farmer does, for example, planting
seeds. The rest of the class looks and say: A farmer plants the seeds.
KEY COMPETENCES
Ss follow a sequence of
Values education
pictures to learn how farmers
• Draw a house. Ask: How can we make the house pretty? (By putting plants grow plants.
in the garden, on the windowsills, etc.) Draw some flowers in the garden. Ss
Ss learn to identify conditions
draw a garden with flowers. Display their work in class.
plants need to grow.
55
Plants help us
Objectives
• To learn about the uses of plants Wæ
Wæ growgrow plantfi
plantfi fo®
fo®
• To identify what we obtain from di£ƒe®en†
di£ƒe®en† ®easonfi.
®easonfi.
different plants
• To recognize the edible parts S<S<ooµæ
µæ plantfi
plantfi gi√¶
gi√¶ ufiufi foo∂.
foo∂.
of plants
S<S<ooµæ
µæ plantfi
plantfi gi√¶
gi√¶ ufiufi
Key language
ma†erialfi.
ma†erialfi.
carrot, date, flower, fruit, furniture,
leaf/leaves, lettuce, olive/palm/ Wæ
Wæ ußæ ußæ soµæ
soµæ plantfi
plantfi toto
walnut (tree), paper, perfume, root,
tomato/tomatoes, wood; (Plants)
ma§æ
ma§æ πer‡uµefi.
πer‡uµefi.
give us (food), We make (clothes)
from (cotton)
1 Wha† ma†erialfi coµæ froµ plantfi? L”oo§ an∂ matc™.
Presentation
• Write these words on the board:
food, wood, decoration, perfume,
Wæ ma§æ clot™efi
clothes. Explain these are things froµ cotto>.
that plants give us.
• Use photos from magazines and
ask: What is this (table) made of?
Encourage Ss to say: It is made
Wæ ma§æ furnitu®æ
from (wood). an∂ paπe® froµ woo∂. PERFUME
• Revise food vocabulary using

flashcards and ask: Does this come
from a plant?
• Talk about the different parts of
Wæ ma§æ πer‡uµæ
plants we can eat. Use flashcards froµ flo∑±rfi.
to demonstrate. Say: We eat roots
(carrots, potatoes), stems (leeks,
56 fifty-six
asparagus), leaves (spinach,
lettuce), fruits (oranges, tomatoes) ES0000000022355 653497-Unidad 06_14731.indd 56 17/07/2014 11:03:03
and flowers (broccoli, cauliflower).
Practice Reinforcement
1. What materials come from • Show Ss photos from magazines, for example of a door, a book, a car,
plants? Look and match. a plate, medicine, gloves, etc.) Ask: Does (a plate) come from a plant?
• Say: Point to the plants. Tell Ss the • Play Clever parrots. Say sentences: We use plants for food. / We use plants
first plant is jasmine which smells for furniture. / We get milk from plants. Etc. Ss repeat them only if they are
wonderful. The second plant is correct.
cotton. The third plant is a tree.
• Then, say: Point to the (table). Ask: Extension
What can we use to make a (table)? • Ss draw their classroom or bedroom and label things that come from plants:
• Volunteers read out the sentences. table (wood), curtains (cotton), book (paper), etc.
Check answers as a class.
56
6
UNIT 6
2 Whic™ partfi o£ t™eßæ plantfi do ∑¶ ea†? L”oo§ an∂ colou®.
Practice
rootfi fruitfi ¬ea√±fi 2. Which parts of the plants do we
eat? Look and colour.
lettuce • Say: Point to the tomatoes. Are
tomatoes roots, fruits or leaves?
tomatoes Repeat for the lettuce and carrots.
carrots • Hold up an orange crayon and say:
Colour the roots orange. Repeat for
the red and green colours.
6.2
6.2
3 L”oo§ an∂ wri†æ. 3. Look and write.
• Use flashcards and teach the words
walnut, olive and date. Write them
on the board. Bring these products
to class.
• Ss trace the sentences and
complete them. Then, ask a
volunteer to read out each
sentence.
Play track 6.2. Ss listen, point to
olives Oli√¶ t®æefi gi√¶ ufi oli√±fi . 6.2

the pictures and check their
answers to Activity 3.
walnuts Walnu† t®æefi gi√¶ ufi walnutfi .

dates Palµ t®æefi gi√¶ ufi da†efi .
Wæ @e† foo∂, ma†erialfi an∂ ot™e® productfi

froµ plantfi.
fifty-seven 57
ES0000000022355 653497-Unidad 06_14731.indd 57 17/07/2014 11:03:05
Reinforcement
• Draw three columns on the board with the titles roots, fruits and leaves. Ask
Ss to name different fruits and vegetables and tell you which column they
should go in.
Values education
• Explain that it is important to look after plants. Ask: If there are no trees, there
is/are no…? Elicit paper, tables etc. In groups, Ss make a poster with title We
need plants, and draw objects made of materials from plants.
57
KNOW HOW TO
Objectives Identify fruits and vegetables

in the unit to carry out a task 1 L”oo§ a† t™æ mar§e†. —rosfi ou† (✗) t™æ thingfi tha†
• To identify different fruits and a®æ no† fruitfi an∂ √±@etab¬efi.
vegetables
FRUITS AND VEGETABLES
Key language
fruits: banana, orange, pineapple,
tomato/tomatoes, watermelon;
vegetables: carrot, lettuce, pepper;
egg, fish, sausage; market (stall)
Presentation
• Teach/elicit the food vocabulary
2 L”oo§ a† t™æ mar§e† agai>. Wri†æ t™æ wordfi
seen in the market stall in the fo® fruitfi an∂ √±@etab¬efi i> t™æ cor®ec† bo≈efi.
picture. Write it on the board.
• Explain that a tomato and a pepper FRUITS VEGETABLES
are really fruits, however most
people think they are vegetables.
wa†erµelonfi ¬ettu©efi
• In two columns on the board write
from plants / from animals. Ask: Do
pi>eapp¬efi πepπerfi
(eggs) come from an animal or a
plant? Ss suggest foods for bananafi tomatø±fi
each column.
oran@efi carrotfi
Practice
1. Look at the market. Cross out (✗)
the things that are not fruits and 3 S<a¥ wha† fruitfi an∂ √±@etab¬efi yo€ li§æ ∫±s†. O. A.
vegetables.
• Say: Point to the (carrots). What
colour are they? Do they come from 58 fifty-eight
an animal or a plant?
ES0000000022355 653497-Unidad 06_14731.indd 58 17/07/2014 11:03:07
2. Write the words for fruits and
vegetables in the correct boxes.
• Write the words Ss need on the Reinforcement
board. Ss look at the market stall
• Play a guessing game. Say: I am thinking of a food. Ss ask questions: Does
and complete the activity in their
it come from a (plant)? Is it (green)? Is it (big)? Etc.
book. Remind them that tomatoes
and peppers can go either box.
3. Say what fruits and vegetables
Extension
you like best. • In groups, Ss draw market stalls selling different fruits and vegetables. They
• Ask: What fruits/vegetables do you play at visiting different stalls and asking: Have you got any (bananas)? Yes,
like best? Write their suggestions on here you are. / No, I’m sorry!
the board. • Remind Ss that it is very healthy to eat fruits and vegetables every day. Ask:
• Ss practise the question in pairs. What fruits and vegetables do you eat every day? Ss draw a chart with days
of the week and a column for fruits and another for vegetables. Ask them to
complete it daily and share it with the class.
58
6
REVISION
UNIT 6
1 —irc¬æ t™æ ob∆ectfi ma∂æ froµ plantfi. Objectives

• To revise key vocabulary
and concepts from the unit
Key language
revision of Unit 6
ical
22 Wri†æ
Wri†æ t™æ
t™æ partfi
partfi oƒoƒ t™æ
t™æ plan†.
plan†. l-mathemat
1 Logicantelligence
i Presentation
1
2 ƒ ® € ^ † • Ask: What can we make from
plants? Write their suggestions on
3 ¬ æ å v æ fi the board.
2
3 o • Draw a plant on the board and ask
volunteers to label the different
4 w parts.
5 4 fi † æ µ
Practice
5 ® o o † fi 1. Circle the objects made from
plants.
3 Ußæ t™æ §e¥ an∂ circ¬æ. • Ask Ss about each picture: What is
this? Elicit perfume, car, T-shirt,
flo∑±® frui† bowl and chair. Then, ask: Is a (car)
made from a plant?
2. Write the parts of the plant.
• Ss look at the picture. Ask: What is
number one? Now, write the word
in the crossword. Continue with the
rest of the numbers.
3. Use the key and circle.
fifty-nine 59
• Point to each illustration and ask:
ES0000000022355 653497-Unidad 06_14731.indd 59 17/07/2014 11:03:11 What is this? Elicit the words rose,
pear, carnation, raspberry,
courgette, daisy, fig and tulip. Is a
Reinforcement (rose) a flower or a fruit? Then, hold
• Write false sentences on the board: A plant needs orange juice to live. / The up a yellow crayon and ask Ss to
roots of a plant absorb sunlight. / Olive trees give us dates. / A rose is a fruit. circle the flowers.
Etc. Ss correct them orally. • Ask: How many flowers are there?
How many fruits are there?
Extension
• Take Ss around the school looking for plants. Take photos to make a class
display. Ss can draw the plants and write a description. Encourage them to
write: This is a rose. It is a flower. It has got a stem. We make perfume from
roses.
59
7 Using materials
This unit introduces the subject of materials. It explains that objects are made of different
materials and that materials have got different properties. It promotes the importance
of recycling.
Unit outline
Using materials
What things are made of
Where materials come from
Different properties of materials
Recycling materials
Recycling bins
Know how to
Final task
Identify different materials
Identify changes in materials
Recycle materials correctly
March April May
60 A
Unit contents
• What objects are made of
• The origin of materials
• Materials and their properties
• The importance of recycling
CONTENTS
• materials: cotton, glass, leather, metal, paper,

VOCABULARY plastic, wood, wool; properties: flexible, fragile,
AND STRUCTURES hard, heavy, light, resistant, rigid, soft,
transparent; recycle, (re)use, separate
• Classify materials
• Identify different properties of materials
• Recognize where materials come from
• Recycle materials correctly
• Identify recycling bins by their colour
• Identify the origin of different materials

WORK WITH
• Describe different properties of materials
THE PICTURE
• Classify materials for recycling
KNOW HOW TO
• Describe what things are made of

SPEAKING
• Talk about objects made of certain materials
• Classify materials
WRITING • Describe a material
• Write about recycling at school
FINAL TASK • Identify changes in materials
VALUES • Appreciating the value of natural materials

EDUCATION • Reflecting on the importance of recycling
60 B
Objectives 7 Using materials
of the unit It floats. It doesn’t float.
rubber stone
materials cork
Key language
e r
blackboard, box, cardboard, cork, pap
rubber, Science/Music (class),

stone, tub; glass, leather, metal,
paper, plastic, wooden, woolen; be
used for, do experiments, float, write
Presentation
• Bring in objects made of different
materials, for example, a plastic
bottle, a magazine, wooden blocks,
a key, a leather belt, woollen gloves
and a glass bowl. Teach/elicit what
they are made of. Write the list
materials on the board. Naturaence
intellig
Where are the children?
KNOW HOW TO
Work with the picture Is this a Science class or a Music class?
• Ss look at the picture. Ask: Where Are the children writing or doing experiments? FINAL TASK
are the children? What is the Look at the yellow tub. What things are floating Identify changes
teacher doing? What can you see in in the water? in materials.
the class?
Point to the cardboard box. What is it used for?
• Then, say: Look around your class,
Can you read any words on the blackboard?
can you see any of these objects?
Write the objects on the board. 60 sixty
Know how to ES0000000022355 653497-Unidad 07_14735.indd 60 17/07/2014 11:02:50

about different types of materials Reinforcement
and what objects are made of.
• Make true or false statements about the picture. Ss say True or False. For
You will also learn about recycling
example, The boy is putting plastic in the box. (False.) The duck is floating on
materials.
the water. (True.) The balloon is in the water. (False.) Then, encourage
• Explain the final task: You will learn volunteers to make more statements.
how materials can change.
• Use flashcards of different materials. Ask: Is this (glass)? Ss answer:
Yes, it is./No, it isn’t.
Extension
• Ss do the experiment in the picture using different materials and a tub of
water. They find out which objects float and which ones sink.
60
UNIT 7
What are things made of?
1 What are these things made of? Colour. Objectives
• To associate objects with different
materials
plastic
• To recognize that different objects
wood can be made of the same material
glass
metal Key language
balloon, book, football, jumper,
2 What is the blackboard made of? Tick (✓). notebook, pen, scarf, shoe;
materials: cardboard, glass, iron,
I† ifi ma∂æ o£ iro>. leather, metal, paper, plastic, wood,
wool; What is it made of?
✓ I† ifi ma∂æ o£ woo∂.
I† ifi ma∂æ o£ cardboar∂. Presentation
• Use classroom objects made
I† ifi ma∂æ o£ glasfi. of different materials. Group the
objects according to what they are
3 made of and ask: What is this?
Classify the materials.
What is it made of? Elicit plastic,
7.1 wood, glass, metal.
no†eboo§ balloo> boo§ shø¶ • Say: Some objects are made of
sca®ƒ πe> footbal¬ jumπe® more than one material.
Practice
paper wool leather plastic
1. What are these things made of?
no†eboo§ jumπe® shø¶ balloo> • Ss look at the illustrations. Ask:

What is this? Teach vase, key, tub
and coat stand. Then, ask: What is
boo§ scarƒ footbal¬ πe> a (vase) made of?
• Hold up a (blue) crayon and say:
sixty-one 61 Now, colour the (vase blue). Etc.
ES0000000022355 653497-Unidad 07_14735.indd 61 17/07/2014 11:02:53
2. What is the blackboard made of?

• Explain that a blackboard is made
Reinforcement of slate, which is a type of stone,
• Ss make a list of objects in their bedroom. On the board, write the headings: and it has a frame made of wood.
metal, glass, wood, paper, wool and plastic. Ss classify their objects • Volunteers read out each sentence.
according to what they are made of. Ask: Is the blackboard made of
(glass)?
Extension 3. Classify the materials.
• Play I spy with classroom objects. Say: I spy with my little eye something that • Ask: What is a (notebook) made of?
is made of (plastic). For each correct guess, the team wins a point. Ss ask and answer with a partner.
• Bring three boxes to class. Ss collect objects made of paper, plastic and
Play track 7.1. Ss listen and check
wood for each box. Then, they pick an object from one of the boxes and 7.1 their answers to Activity 3.
describe it. For example: These are blocks of Lego. They are made of plastic.
61
Different materials
Objectives
We use things made of different materials.
• To recognize where materials
come from Materials such as stone and metal are hard and heavy.
• To identify the properties Wool and cotton are soft and light.
of different materials Wool and leather come
from animals. Cotton
Key language and wood come from
• Key vocabulary and structures: plants.
materials: cardboard, cotton, glass,
Marble comes from
leather, marble, metal, paper,
nature.
plastic, stone, wood, wool;
properties: flexible, fragile, hard, Plastic and glass are
heavy, light, resistant, rigid, soft, made from other
transparent; break, fold; Where materials.
does (wood) come from?
Presentation 7.2
1 Where do these materials come from? Look and match.
• Read the text aloud. Write the
words in bold (stone, metal, wool,
etc.) on the board. Then, Ss look at
the picture. Say: Point to the (cup).
What is it made of?
gold leather wood marble wool cotton
• Elicit which materials come from
plants, which from animals and
which from nature. Make a flow
chart using flashcards. For example,
a tree ➝ a piece of wood ➝
a notebook;
a sheep ➝ a piece of wool ➝
a jumper.
• Show classroom objects to explain from plants from animals from nature
the different properties of materials.
Say: (Paper) is flexible. A (pencil) is 62 sixty-two
rigid. (Glass) is fragile. Do the same
to teach heavy and light. ES0000000022355 653497-Unidad 07_14735.indd 62 17/07/2014 11:02:58
Practice Reinforcement
1. Where do these materials come • Play True or false using classroom objects. Say: The rubbish bin is made of
from? Look and match. glass. / This is wood. Wood comes from trees. Etc. Ss call out True or False.
• Point to the different materials and • In groups, Ss make a poster about plants, animals or nature and draw
ask questions: What’s this? Is it different objects made of materials that come from each category.
from an animal or a plant? Etc.
Play track 7.2. Ss listen and point

7.2 to the correct picture. Then, they Values education
check their answers. • Explain the importance of looking after and saving natural resources. Say:
Without trees, we wouldn’t have paper. If there are no trees, we won’t have
paper. Without cows, we wouldn’t have leather.
62
7
UNIT 7
22 What
What are
are these
these objects
objects like?
like? Read
Read and tick ((✓
and tick ✓).).
Practice
It is resistant. You can’t break it easily.
2. What are these objects like?
pot†er¥ ✓ It is fragile. You can break it easily. Read and tick (✓).
stic • Ask Ss about the objects: Is
Lingui ence
intellig (cardboard) (resistant or fragile)?
✓ It is flexible. You can fold it.
• Ss tick the correct option. A
paπe® It is rigid. You can’t fold it. volunteer reads the answers.
3. Look and write.
It is heavy. • Ss look at the chair. Ask: Is it made

of (plastic)?
cardboar∂ ✓ It is light. • Encourage Ss to write a complete
sentence: It is made of wood.
33 Look
Look and
and write.
write. • Ask: Is it (fragile)? Ss circle the
correct properties.
• What material is the chair made of? 4. Why are windows made of
glass? Think and tick (✓).
I† ifi ma∂æ oƒ woo∂. • Point to the window. Ask: What is
a window made of? (Glass.) Why
• Read and circle two properties of this material. don’t we make windows of wood?
(Because we can’t see through
It is fragile / resistant. It is flexible / rigid. wood.) Say: Glass is transparent.
Wood is not transparent.
• Ask a volunteer to read out the
4 Why are windows made of glass? Think and tick (✓). sentences. Ss tick the correct
option.
Because glass is fragile. ✓ Because glass is transparent.
Objects are made of different materials. Materials have got

different properties.
sixty-three 63
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Reinforcement
• Draw two columns on the board with the titles light and flexible, resistant and
rigid. Ss name objects that could go in each column.
• Ss draw an object and write sentences as in Activity 3.
Extension
• Make a Feely bag. Fill a soft bag with objects of different textures and
properties. Ask a student to close their eyes, feel an object inside the bag
and say: It is (soft). It is (flexible). The class guesses the object. KEY COMPETENCES
• Make a class texture board. Bring in different materials. Ss touch each
material and describe how it feels: It is soft. / It is flexible. It is rigid. Etc. Ss learn to identify the
properties of different
materials.
63
Recycling materials
Objectives
We can recycle things made from paper, plastic, glass
• To learn about recycling
and metal. We can use recycled materials to make many
• To know how to recycle things. It is important to separate our rubbish at home
materials correctly
and put it into recycling bins. Recycling helps to protect
• To raise awareness of the
the environment.
importance of recycling
Key language
(milk) bottle, box, tin, (juice) carton,
newspaper, notebook, yoghurt pot,
cardboard, glass, metal, paper,
plastic, protect; environment,
recycling bins, rubbish; recycle,
(re)use, separate
Presentation
• Ss look at the first picture. Ask:
What is this? (A recycling bin.) What 1 Look and match each material to the correct recycling bin.
colours can you see? Why are there
four different colours? (For recycling
different materials.) Say: In some cardboar∂ glasfi plasti© paπe®
countries, they use different colours
for recycling bins. What colours do
we use in Spain?
• Ss look at the second picture. Ask:
What is the boy recycling?
(Batteries.) What colour is the bin?
• Tell Ss about the 3Rs: Reduce,
Reuse, Recycle. Explain that we
can recycle some things by putting
them in the correct bin. Other things
we can reuse, instead of throwing
64 sixty-four
them away. For example, we can

ES0000000022355 653497-Unidad 07_14735.indd 64 17/07/2014 11:03:09
reuse paper that has writing on only
one side.
Reinforcement
Practice • Show Ss flashcards with household items or containers. Ss say which bin
1. Look and match each material they should go in.
to the correct recycling bin.
• Point to each bin and ask: What do Extension
you put in the (green) bin? Write the • In groups, give Ss two minutes to look around the classroom for objects
answers on the board. made of paper. Which group found the most items? Give stickers as a reward.
• Tell Ss that we need to recycle batteries and aerosol cans into special
recycling bins. Then, ask: Are there recycling bins near your house? What
colour are they? What do you put in each bin?
64
7
UNIT 7
2 Which recycling bin? Colour green, yellow or blue.
Practice
2. Which recycling bin? Colour
green, yellow or blue.
• Write the names of the objects on
l the board. Ask: Which colour bin do
-spatia
Visual igence we put the (tin) in? (Yellow.) Repeat
intell for the other illustrations.
3. What do you recycle at school?
Write.
• Ask Ss about the recycling bins at
school: What do we put in (this)
bin? Write their suggestions on the
3 What do you recycle at school? Write. M. A. board.
A”† schoo¬ ∑¶ ®ecyc¬æ paπe® an∂ plasti©.
4 Colour the posters. O. A.
RECYCLE REUSE
MATERIALS PAPER
Recycling helps to protect the environment.
sixty-five 65
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Reinforcement
• Ask Ss what they recycle at home and what bins or boxes they use. Ss draw
something that they recycle at home. Display the drawings in class.
Values education
KEY COMPETENCES
• Explain the importance of sorting rubbish into the correct bins. Prepare a
corner of the classroom for recycling. Ss can recycle used paper and plastic
Ss reflect on the importance
objects into separate bins.
of recycling.
65
KNOW HOW TO
Objectives Identify changes in materials

1 Look and write.
in the unit to carry out a task
• To identify changes in materials
Key language
ash/ashes, fire, jug, wood; same;
be made of, burn
Presentation
• Explain: Some materials change
when we use them. Others stay
• What is the jug made of? Glasfi.
Glasfi.
the same. Show Ss a piece of • Look at the second picture. Is the material the same?
paper. Ask: What is this material?
Then, tear the paper into pieces Yefi, i† ifi t™æ saµæ.
and ask: Is the material the same
now?
2 Put the pictures in order. Write 1, 2 and 3.
al
Practice athematic
1. Look and write. i
l-m
Logicantelligence 2 1 3
• Ss look at the first picture. Teach
the word jug. Then, ask: What is it
made of? (Glass.)
• Ss look at the second picture. Ask:
What has happened? (The jug has
fallen off the table and it has Look at the third picture. Is the material the same?
broken.) Is it made of glass now?
(Yes, it is.) No, i† is>´†.
2. Put the pictures in order.
Write 1, 2 and 3.
• Ss look at the pictures. Ask: What 66 sixty-six
can you see in the first picture?

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Elicit the word wood. Say: Now,
look at the second picture. What is
happening to the wood? (The wood Reinforcement
is burning.) Look at the third picture.
Can you see any wood in the • Write wood and ash on the board. Ask: Is wood (heavy)? Is ash (heavy)?
fireplace? Teach the word ash and Write the properties around each word. Ss make sentences about each
explain that the wood has turned material. For example, Wood is hard. Ash is soft.
into ashes. Then, ask: Is the
material the same in picture one Extension
and three? (No, it isn’t.)
• Tell Ss about other ways materials change. Explain that we can burn paper
• Volunteers read out the answers. and cardboard easily. Stone and metal may break but they do not change
properties. Metal can change if it rusts through contact with water.
66
7
REVISION
UNIT 7
1 What are these objects made of? Look and tick (✓). Objectives
✓ plastic paper wood ✓ metal • To give Ss the opportunity
to evaluate their own learning
Key language
✓ cardboard stone ✓ paper metal • Key vocabulary and structures:
revision of Unit 7
Presentation
2 Circle two words for each material. • Revise objects and materials. Ask:
What can you see in the classroom
Metal is resistant / fragile and rigid / transparent. that is made of (plastic)? Write Ss’
suggestions on the board.
Glass is resistant / fragile and flexible / transparent. • Revise as a class the properties of
materials. Write the words resistant,
fragile, flexible, rigid, heavy, light and
3 Write objects to go in each bin. M. A. transparent on the board.
• Ask volunteers to name a material
that has one of these properties.
For example, Wood is rigid.
Practice
1. What are these objects made of?
• Ask: What are these? Elicit the word
paπe® plasti© bott¬efi glasfi bott¬efi scissors. Are they made of (plastic)?
Repeat for the notebook.
cardboar∂ canfi glasfi jugfi • Ss tick the properties of each

object. They say: Scissors are
made of plastic and metal.
sixty-seven 67
2. Circle two words for each
ES0000000022355 653497-Unidad 07_14735.indd 67 17/07/2014 11:03:19
material.
• Ask: Is (metal) (resistant)?
• Then, ask a volunteer to read out
Reinforcement the correct sentences.
• In pairs, Ss look through the unit and ask each other about the names of 3. Write objects to go in each bin.
objects and materials. S1: What’s this? S2: It’s a (jug.) S1: What is it made
• Ask: What objects do we put in the
of? S2: It’s made of (glass).
(blue) recycling bin? Do we put
(plastic) in the (blue) bin? Encourage
Extension Ss to say: Yes, we do./No, we
• Do a quiz about this unit. Divide the class into two teams and ask each one a don’t.
question. For example, Is a (ruler) made of (glass)? Is it (flexible)? What colour • Ss write two objects that go in each
is the bin we use to recycle (plastic)? For each correct answer, the team wins bin. Volunteers tell the class. Ss
a point. say: I put (cardboard box) in the
(blue) bin.
67
8 Machines
This unit introduces the subject of machines. It explains how machines help us,
how they work and what they are used for. It also explains the different parts
of a computer and what we use it for.
Unit outline
Machines
Machines help us
Different machines
Simple and complex machines
How machines work
Computers
The parts of a computer and their uses
Know how to
Distinguish different types Final task
of machines
Identify the parts of a machine
Identify the parts of
a computer
March April May
68 A
Unit contents
• What machines are used for
• Manual and automatic machines
• Computers are complex machines
• What a computer is used for
CONTENTS
• machines: automatic, complex, manual, simple;
VOCABULARY parts of a computer: CPU, keyboard, mouse,
AND STRUCTURES printer, screen; work (with electricity/human
energy/petrol)
• Describe how machines help us

• Identify different types of machines
• Associate machines with different professions
• Name different parts of a computer
• Identify simple and complex machines

WORK WITH
• Identify some uses of a computer
THE PICTURE
• Match pictures and electronic devices
KNOW HOW TO • Name machines and their uses

SPEAKING • Describe manual and automatic machines
• Talk about parts of machines
• Describe how machines work

• Describe the main characteristics of
WRITING
a machine
• Write what a printer is used for
FINAL TASK • Identify materials simple machines are made of
• Understanding the importance of using

VALUES machines safely and responsibly
EDUCATION • Recognizing the importance of using
a computer in moderation
68 B
Objectives 8 Machines
Machines
of the unit
machines
Key language
broom, CD player, headphones,
iPod, remote control, scissors,
screwdriver, tablet, telephone,
toy car, TV, vacuum cleaner,
wheelbarrow; clean, fix, use, wear
Presentation
• Ask Ss to point to the (vacuum
cleaner). Say: A (vacuum cleaner) is
a machine. We use it to (clean the
carpet). Machines are useful for us
to work, study and play.
Work in the picture stic

Lingui ence
• Ss look at the picture. Ask: Which intellig What machine is the girl using? KNOW HOW TO
room is this? (The living room.) Point What is the father using, a vacuum cleaner
to the (sofa). Teach/elicit the names or a broom? FINAL TASK
of objects in the picture and write Point to the headphones he is wearing. Identify the parts
them on the board. Then, ask: Is a Point to the television. Point to the telephone. of a machine.
(sofa) a machine? What is the (boy)
Count all the machines.
doing?
What machines have you got in your house?
Know how to 68 sixty-eight

ES0000000022355 653497-Unidad 08_14733.indd 68 17/07/2014 11:02:44
about different machines and how
they help us. You will also learn
about computers and their main Reinforcement
parts.
• Make true or false statements about the picture. The boy is playing with a toy
car. / The father is cleaning the carpet. / The scissors are on the table. Etc.
about the different parts of a
Ss say True or False. Then, encourage volunteers to make more statements.
machine.
• Ss draw a picture of two machines they have got at home and write the
names, for example, This is a (TV). Volunteers show their picture to the class
and say what the machines are.
Extension
• Take Ss around the school to identify other machines (computers,
calculators, photocopiers, printers, televisions, etc.). Help Ss make a list of
the names in their notebook.
68
UNIT 8
Machines
Machines help
help us
us
Objectives
11 What
What are
are these
these machines
machines used
used for?
for? Write
Write 1, 2, 33 and
1, 2, and 4.
4.
• To identify what machines are
8.1
8.1
used for
• To associate machines with
professions
1 2 3 4 Key language
4 Cleaning the house. 2 Listening to music. camera, headphones, iPod, oven,
1 Carrying things. 3 Communicating.
saw, telephone, vacuum cleaner,
wheelbarrow; baker, carpenter,
photographer; use
2 What machine is each person using? Complete.
Presentation
• Teach the names of different
machines. Write the words on the
board. Ss copy them in their
notebook and do a simple drawing
next to each word.
saw caµerå o√±> • Say: We use machines for doing
different things. Ask: What do we
T™æ carπen†e® ifi usin@ å saw . use a (telephone) for? (We use a
telephone to communicate).
T™æ photograp™e® ifi usin@ å caµerå .
Practice
T™æ ba§e® ifi usin@ a> o√±> . 1. What are these machines used
for? Write 1, 2, 3, and 4.
3 What machines do you use? Write. M. A. • Ss look at the illustrations. Elicit
vocabulary and say: Point to the
I ußæ å †e¬evisio> an∂ å †e¬epho>æ. (first) illustration. What is it? What is
a (wheelbarrow) used for? (It is used
sixty-nine 69 for carrying things).
ES0000000022355 653497-Unidad 08_14733.indd 69 17/07/2014 11:02:46
Reinforcement 2. What machine is each person
• Ask Ss about the machines they have got at home and write them on the using? Complete.
board. Ss draw a picture of members of their family using some machines. • Write carpenter, photographer
Volunteers show their drawing to the class and say: My mother is watching and baker on the board. Drill
TV. My father is using the oven. correct pronunciation.
• Ss mime different actions, sawing wood, using a camera, etc. and the rest of • Then, Ss look at the illustrations.
the class says which profession it is. Ask: What is the carpenter using?
3. What machines do you use? Write.
Extension • Ss tell what machines they use at
• Conduct a class survey. Ask: What is your favourite machine? Write the home or school. Write their
machines on the board and find out which is the most popular. suggestions on the board.
69
Different machines
Objectives
We
We use
use machines
machines to
to work,
work, travel
travel and
and play.
play.
• To understand how machines work
•• Some
Some machines
machines are
are simple,
simple, such
such as
as scissors.
scissors. Simple
Simple machines
machines are
are
• To identify simple and complex
made
made up
up of
of few
few pieces.
pieces. They
They use
use human
human energy.
energy.
machines
• To distinguish machines that work •• Other
Other machines
machines areare complex,
complex, such
such as
as aa bicycle.
bicycle. Complex
Complex machines
machines
using different forms of energy are
are made
made up up of
of many
many pieces.
pieces. They
They use
use human
human energy,
energy, electricity
electricity
or petrol
or petrol to
to work.
work.
Key language
aeroplane, bicycle, car, dishwasher,
food mill, hammer, lemon squeezer,
radio, scissors, scooter, skateboard,
spade, television, torch, tractor;
automatic, complex, manual,
simple; electricity, human energy,
petrol; make up of, play, travel, use,
work (with) 11 Look.
Look. Then,
Then, use
use the
the key
key to
to circle.
circle.
Presentation a simple machine a complex machine

• Ask: What can you see in the first
picture? What can you see in the
second picture? Elicit machines.
• Say: A hammer is a simple machine
and a computer is a complex
machine. A simple machine is made scooter spade radio
up of few parts; a complex machine
is made up of many parts.
• Say: Some machines work with
electricity or petrol, others work with
human energy. Explain that
electricity can come from batteries dishwasher scissors hammer
or a light socket. Then, point to a
computer in the class or use a
70 seventy
flashcard. Point to the cable leading

ES0000000022355 653497-Unidad 08_14733.indd 70 17/07/2014 11:02:51
to the power source. Ask: Can a
computer work without electricity?
Repeat with car and petrol and Reinforcement
bicycle and human energy.
• Write simple machine and complex machine on the board. Ss give examples
of simple and complex machines. Write them under the corresponding title.
Practice Then, they copy them in their notebook.
1. Look. Then, use the key to circle.
• Ss look at the pictures. Volunteers Extension
read out the words. Check • Ss choose one of the machines in the pictures and write three sentences
pronunciation. about it. This is a dishwasher. It washes the dishes. It is a complex machine.
• Ask: Is a (scooter) a simple machine Help Ss with new words.
or a complex machine? Hold up a • Ask Ss to think of tasks they don’t like to do and to invent a machine that
red crayon and ask Ss to circle the would do the work for them. Ss draw their machine and write a sentence
(simple) machines. about it. This is a… . It cleans and tidies bedrooms. It uses electricity.
70
8
UNIT 8
2 How do these machines work? Write.
8.2
8.2
food mill Practice

2. How do these machines work?
Write.
television • Volunteers read out the words.
car aeroplane Check pronunciation.
torch lemon squeezer
• In pairs, Ss ask and answer.
πetro¬ ca®, aeropla>æ S1: What’s this? S2: It is a car.
S1: How does it work?
e¬ectricit¥ torc™, †e¬evisio> S2: It works with petrol.

huma> e>erg¥ foo∂ mil¬, ¬emo> sq€æeΩe® Play track 8.2. Ss listen and
check their answers to Activity 2.
8.2
3 Read and match. 3. Read and match.

• Elicit scooter and tractor. Say: A
• work with petrol
Manual scooter is a manual machine. Then,
or electricity.
machines ask: Does a manual machine work
with petrol, electricity or human
energy?
Automatic • work with human • Ask a volunteer to read out the
machines energy. correct sentences.
4. Write two characteristics of this
4 machine.
Write two characteristics of this machine.
• Elicit skateboard. Ask: Is a
skateboard a manual machine or an
simp¬æ an∂ manua¬ automatic machine? Is it simple or
complex? What type of energy does
it use?
Machines can be simple or complex. They can be manual

or automatic.
seventy-one 71
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Reinforcement
• Ask about the machines in Activity 2: Is a (torch) a manual or automatic
machine?
• Bring in two toys, one that works with batteries and one that doesn’t. Ss say
which is automatic and which is manual.
• Explain the importance of using machines safely and responsibly. Draw a pair
of scissors on the board and say: Scissors are a manual machine. You need
English to describe machines
to use them carefully. You shouldn’t run with scissors in your hand.
and how they work.
71
Computers
Objectives
Computers are complex machines.
• To identify the different parts
of a computer We use computers to do many things, for example, to write,
• To learn some of the uses to draw, to play games, to watch videos, to listen to music
of computers and to surf the Internet.
• To name other electronic devices
CPU. It is the brain of the screen. It shows
Key language computer. All the parts what we are doing
• Key vocabulary and structures: are connected to the CPU. on the computer.
CPU, keyboard, laptop, mobile
phone, mouse, printer, screen,
tablet; be connected to, click, draw,
listen (to music), play (games), print,
show, surf (the Internet), watch
(videos), write
Presentation
• On the board, write the words in
bold in the photo. Ask Ss to point
keyboard. printer.
to the different parts and say the
words. We use it to write mouse. We use it to click
• Then, show Ss a real computer. Ask words. things on the screen.
about the different components and
explain their different functions.
Explain that they are all connected
to the CPU by cables (or wifi). 1 What do we use a printer for? Choose and complete.
Explain that CPU stands for Central
Processing Unit. drawin@ printin@
• Ask: Do you use a computer? What
do you do with the computer? Elicit
activities they, or other family
Wæ ußæ å prin†e® fo® printin@ ..
members, do with a computer and
write them on the board.
72 seventy-two
• Point to the activities written on the ES0000000022355 653497-Unidad 08_14733.indd 72 17/07/2014 11:02:55
board and ask: What other

machines can you use to do these
activities? Elicit other electronic Reinforcement
devices.
• Show flashcards of the different parts of a computer. Ss tell what each
parts is.
Practice • Discuss some simple rules for using a computer safely at home. For example:
1. What do we use a printer for? Ask your parents’ permission. Use only the games and websites your parents
Choose and complete. allow you to. Write the rules on the board and ask Ss to copy them in their
• Point to the printer and ask: Do we notebook.
use a printer for drawing, writing or
printing? Extension
• Ss trace the words and complete • In pairs, Ss ask and answer questions. S1: What do we use a keyboard for?
the sentence. S2: We use it to write. S2: What do we use a mouse for? S1: We use it to
click things on the screen. Etc.
72
8
UNIT 8
2 What are they using their computers for?
Look and write A, B or C.
Practice
A. writing B. playing games C. watching a video 2. What are they using their
computers for? Look and write
C A B A, B or C.
• Ss look at the pictures. Ask: What is
the first girl doing? Encourage Ss to
answer: She is watching a film.
Repeat with the other pictures.
• Ss write the correct letter in each
picture.
3. Look and match.
3 Look and match. • Ask a volunteer to read out the
words. Practise the pronunciation
mobile phone as a class.
4. What do you use a computer for?
laptop Write.
• In pairs, Ss practise the question.
tablet Encourage them to say: I use a
computer for (playing games). Write
the structure on the board.
computer
• Volunteers read out their answers.
4 What do you use a computer for? Write. M. A.
I ußæ å compu†e® fo® playin@ gaµefi.

Computers are complex machines. They are made up of many
different parts.
seventy-three 73
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Reinforcement
• In pairs, Ss play Charades to guess the parts of a computer.
• Play Odd one out. Use photos from magazines and stick them on the board.
For example: a tablet, mobile phone, a scooter and a giraffe. Ss say which
item is the odd one out.
• Talk about possible risks of playing on the computer for long periods of time:
Ss learn about computers
poor eyesight, bad posture, lack of exercise, etc. Then, explain to Ss the
and their different uses.
importance of using a computer in moderation.
73
KNOW HOW TO
Objectives Identify the parts of a machine

in the unit to carry out a task 1 What materials is each machine made of?
• To identify the parts of simple Look and write.
machines
Key language
clothes peg, hammer, magnifying
glass, scissors; be made of
scissorfi µeta¬ an∂ plasti©
Presentation clot™efi πe@ µeta¬ an∂ woo∂
• Say: Simple machines are made up
of two or three parts. Sometimes hamµe® µeta¬ an∂ woo∂
these parts are made of different
materials. magni‡yin@ glasfi µeta¬ an∂ glasfi
• Revise materials: plastic, metal,
wood, glass, stone.
2 Look and circle the parts. l
-spatia
Practice Visual igence
scissors hammer intell
1. What materials is each machine
made of? Look and write.
magnifying glass clothes peg
• Ss name the objects. Check
pronunciation. Ask: What (are
scissors) made of? Encourage Ss
to say: They are made of plastic
and metal. Repeat with other
objects.
2. Look and circle the parts.
• Ask: How many parts has a
74 seventy-four
hammer got? (Two.) Point to the
two parts of the hammer. Now, ES0000000022355 653497-Unidad 08_14733.indd 74 17/07/2014 11:03:02
circle these two parts with a blue

crayon. Repeat with the other
pieces. Reinforcement
• Bring real objects to class for Ss to examine and work out how many parts
they have got and what materials they are made of.
Extension
• Ss choose and draw one simple machine. Then, they label its parts with
the material they are made of.
• Bring in magazines and ask Ss to find pictures of simple and complex
machines. Then, they cut them out and make a poster. Display them in class.
74
8
REVISION
UNIT 8
1 Colour the simple machines. Objectives

Key language
revision of Unit 8
Presentation
l • Revise the names of machines. On
-spatia
Visual igence the board make a list of machines
intell seen at school and at home. Ask:
2 Write the parts of the computer.
What machines can you see in the
(class)?
prin†e® sc®æe> moußæ CPU §eyboar∂ • Ask Ss about these machines: Is it
a simple or complex machine?
Is it manual or automatic? Does
sc®æe> prin†e® it work with electricity, petrol or human
energy?
• Revise the different parts of a
computer and what computers are
used for.
Practice
moußæ 1. Colour the simple machines.
CPU §eyboar∂ • Teach/elicit the machines:
dishwasher, screwdriver, console,
Circle the most important part of the computer. radio-controlled car, cuckoo clock,
knife, pliers. Write the names on the
seventy-five 75 board. Then, ask: Is a (dishwasher)
a simple machine or a complex
ES0000000022355 653497-Unidad 08_14733.indd 75 17/07/2014 11:03:04
machine?
• Ss colour the simple machines.
Reinforcement Volunteers tell the class: A
screwdriver is a simple machine.
• On the board, play Hangman with key vocabulary and structures from
2. Write the parts of the computer.
Unit 8.
• Volunteers read out the words.
Extension
• After Ss writing the words in the
• Ss invent a machine they would like to have and draw it. Suggest it can be a
correct box, ask: Which is the most
means of transport, a toy, a machine to use at home or at school, etc. Then,
important part? Why? Encourage
next to the drawing, they write whether it is simple or complex, manual or
Ss to say: Because the CPU is the
automatic, what it is made of and what it can be used for. Display the
brain of the computer.
drawings in class.
75
2 My project
and Final revision
MY
MY PROJECT
PROJECT
Animals in
in danger
danger of
of extinction
extinction
• To introduce the cooperative project
• To understand why some animals
are in danger of extinction
• To learn about lynxes
Key language
forest, fur, habitat, hunter, Iberian
brown bear, Iberian lynx, Imperial
eagle, mountain, rabbit; carnivorous,
wild; be afraid of, be in danger of
extinction, build (a road), cut down
(a tree), destroy, live, protect, save
Presentation
• Revise where animals live. Write on
the board farm, forest, desert and
sea. Ss name animals that live in
these places. Explain that the place
where an animal lives is called a
habitat. Say some habitats:
mountains, lakes, etc.
Many different animals live in the forests
• Say: In Spain there are many
different habitats. Sometimes and mountains of Spain.
people destroy these habitats so
the animals have nowhere to live.
The Iberian lynx, the Iberian brown bear and
As a result, these animals are in the Imperial eagle are three animals in danger of extinction.
danger of extinction.
Building roads, houses and railways, and cutting down
• Show pictures of an Iberian brown
bear, an Iberian lynx and an Imperial trees destroy their habitats.
eagle. Ask: Have you ever seen a
(lynx)? Is a (lynx) a wild animal or a
76 seventy-six
domestic animal? Etc.

ES0000000003382 553117_proyecto_final_11332.indd 76 12/05/2014 17:16:35

• Ss look at the picture. On the board
Reinforcement
write: lynx and lynx cubs. Ask: What • Make true or false statements about the photo. Ss say True or False. The lynx
can you see in the picture? Tell Ss is a very big animal. (False.) There are two lynx cubs. (True.) The lynx has got
that a lynx looks like a big cat. a long tail. (False.) Etc.
Know how to Extension

• Explain: We are going to do a • Tell Ss there are only about one hundred lynxes in Spain. They live mostly in
project about animals in danger of Sierra Morena and the Doñana National Park. Explain that governments try to
extinction in Spain. You will also protect the areas where lynxes live, so no houses or roads can be built in
make a class comic book. these areas.
76
UNIT 9
9.1
9.1
A lynx in danger stic
Lingui ence Practice
intellig
• Ask volunteers to read aloud the
1 2 My fur is grey with black comic A lynx in danger. Check
spots. I’m carnivorous. Wild pronunciation.
rabbits are my favourite food!
• Then, ask comprehension
questions. Point to the first vignette
and say: What animal is this?
Where does it live?
• Point to the second vignette and
I’m a lynx. ask: What colour is a lynx’s fur?
We live in forests What is its favourite food?
and in mountains. What colour is a rabbit’s fur?
• Ss look at the third vignette. Ask: Is
it day or night? Can the lynx cross
3 4
the road? (It can’t because it is
afraid of cars.) Tell Ss: Lynxes can
Please help save be knocked down by cars. Some
us by protecting people hunt lynxes and try to kill
our habitat! them for their fur.
• Ss look at the fourth vignette. Ask:
Can the lynx cross the road now?
• On the board, write the following
I’m afraid of hunters words: hunters, roads, buildings,
and roads!
rabbits, forests, fauna bridge, etc.
Explain that a fauna bridge provides
a safe way for wild animals to cross
a road. Then, ask Ss to say good
for lynxes or bad for lynxes.
Read the comic. What is the Iberian lynx afraid of?
Play track 9.1. Ss listen and say
How can we save the Iberian lynx?
9.1 True or False.
Now, you are going to investigate some more animals
in danger of extinction in Spain.
seventy-seven 77
Reinforcement
• Play Hangman using words from the comic. Divide the class into two teams
and ask a volunteer to choose a word and come up to the board. Give a
point for each correct guess.
Extension
• Ss do research about other wild cats. Assign a wild cat to different groups:
a cheetah, a leopard, a tiger, and a panther. The groups find out physical
characteristics, and where they live and what they eat for each animal.
Ss can make an index card or a poster.
77
Objectives
• To learn the names of endangered
Animals in danger of extinction list
Naturaence
intellig
species in Spain
• To revise characteristics of animals
• To encourage cooperative work
• To introduce a research project
• To make a class comic book
Key language
• Key vocabulary and structures: Imperial eagle Spanish mountain goat Hermann’s tortoise
bear, eagle, goat, lizard, owl, seal,
squirrel, tortoise, wolf; be in danger
of extinction, choose, make/create
(a comic)
Presentation
• Ss look at the photos. Say: Point to
the (bear). What colour is its fur?
• Ask: Which animals can fly? Which
animals have got fur? Which animal Red squirrel Mediterreanean monk Iberian wolf
seal
lives in the sea? Etc.
• Divide the class into groups of four.
Say: You are going to make a comic
about an endangered animal. Each
group selects a different animal
from the photographs.
Iberian brown bear Eagle owl Giant lizard
78 seventy-eight
Reinforcement
• Divide the class into two teams. Say sentences. The teams take it in turns to
guess the animal. Each correct guess wins a point. For example: This animal
can fly. (The Imperial eagle/the Eagle owl.) This animal has got big eyes. (The
Eagle owl.) This animal like eating nuts. (The Red squirrel.) Etc.
Values education
• Explain that all these animals need protection because they are in danger of
extinction. Ask: What things can hurt these animals? How can we protect
them? Elicit ideas and write them on the board. Ask Ss to copy them in their
notebook.
78
9
UNIT 9
MY PROJECT
rsonal Practice
Make a class comic book Interpeigence
intell Step 1. Answer these questions
In groups, make a comic. Find for each animal.
information about one of these • Write the first question on the
animals in danger of extinction board: What is your animal like? Ask
volunteers from each group to give
in Spain. Finally, you will make
suggestions. Repeat with the other
a class comic book with the
questions and help Ss with the
comics from all the groups. answers.
• Ss note down the questions in their
notebook. Suggest they go to the
How to do your project library and look for information on
the animal they have chosen.
Work in groups of four. Choose one animal from Step 2. Share your information with
the previous page to create your comic. Each the group.
group chooses a different animal. • Help Ss decide who will do what in
their group. For example, one
Step 1. Answer these questions for each animal: student can write the texts, another
one can draw the vignettes, etc.
• What is the animal like? • Why is the animal in danger?
• Each student shares their
• Where does it live? • How can we protect it? information with their group.
• Bring in magazines and ask Ss to
Look for pictures on the Internet or in magazines
look for pictures of their animal to
to add to your comic. add to their comic.
Step 2. Share your information
with the group.
seventy-nine 79
Reinforcement
• Play Musical chairs. Arrange the chairs back to back in two rows. Use one
chair less than the total number of players. Asign names to Ss, for example,
Iberian lynx, Imperial eagle, hunter, car driver, etc. Ss move around the chairs
when the music starts. Make sure one chair is removed for each new round.
Ss see how many endangered animals can survive.
Extension
• Talk to Ss about wildlife organizations and what they do to help animals in
danger of extinction. Organize a fund-raising event and donate the funds to
a wildlife organization, or adopt an endangered animal as a class.
79
MY PROJECT
Objectives
Step 3. Now, complete the index card about your
• To consolidate knowledge about
animal. M. A.
an animal
• To revise characteristics of animals
• To complete an index card
Name: I∫±ria> wol£
Key language
How does it move? I† walkfi. Glue a picture
• Key vocabulary and structures: here
bird, mammal, reptile; carnivore, How does it protect its body? Wit™ fu®.
herbivore, omnivore, oviparous,
viviparous; live, move, protect (its What type of animal is it? Tick (✓)
body)
oviparous ✓ mammal herbivore
Presentation
✓ viviparous bird ✓ carnivore
• Ss cut out from magazines or draw
a picture of the animal their group reptile omnivore
has chosen.
• Ask each group questions about Where does it live? I† li√±fi i> S<pai>.
the animal: How does (an owl)
move? How does it protect its
body? (With feathers.) Etc.
Becaußæ
Why is this animal in danger of extinction?
Practice
Step 3. Complete the index card.
hun†erfi kil¬ man¥ I∫±ria> wol√±fi.
• Ss work together in their groups.
How can we protect it? Wæ ca> pro†ec† I∫±ria>
Then, individually, they complete the
index card about the animal they
have chosen.
wol√±fi b¥ no† killin@ t™eµ.
• Check the answers as a class.
80 eighty
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Reinforcement
• Make statements about each animal on page 78. Ss say True or False and
correct the false statements. For example, The Iberian wolf is a mammal.
(True.) The Eagle owl is viviparous. (False. The Eagle owl is oviparous.) Etc.
Extension
• In pairs, Ss from different groups compare their index cards. Volunteers
compare two animals. For example: The Eagle owl and the Imperial eagle can
fly. The Giant lizard has got scales but the Hermann’s tortoise has got a shell.
80
9
UNIT 9
Objectives
Step 4. Use the story of the lynx as a model
• To apply knowledge creatively
to create a comic with four vignettes.
Each student draws one vignette. Then,
as a group, write a text in a speech bubble
for each vignette.
Presentation
• Say: Now, you are going to make a
Step 5. Present your comic to the rest comic about your animal. Look at
of the class. Tell your classmates about the comic on page 77 and use it
your animal. Then, put all the comics together as a model.
and make a class comic book.
Anim
in dangaels Practice
r
of Step 4. Create a comic.
extinctio
SELF-EVALUATION n • Each student in the group of four
draws one vignette. For example,
• What was your favourite part of the project? Tick (✓). O. A. 1. The animal and its habitat. 2. The
animal and its food. 3. The animal
Finding the information Making the drawings and the dangers it faces. 4. The
way we can protect the animal.
Completing the index card Writing the speech bubbles
• Remind Ss to leave some space in
• What did you learn from your project? Trace your answers. each vignette for adding a speech
bubble. Explain the importance of
I ¬earn† abou† animalfi i> dan@e® deciding together what to write in
each speech bubble.
øƒ extinctio>. Step 5. Present the comic.
• Ss show their comic to the class.
I ¬earn† wh¥ t™e¥ a®æ i> dan@e®. Volunteers read out the texts they
have written.
I ¬earn† ho∑ tø pro†ec† t™eµ. • Put the pages together to make
a class comic book about the
animals.
eighty-one 81
Self-evaluation
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• Ask: What did you like best,

drawing the pictures or writing the
Reinforcement texts for your comic? Etc.
• Ss act out their comic. One student is the narrator, the others are the animal, • Ss complete the self-evaluation.
a hunter, a car driver, etc.
Extension
• Explain that zoos are places where animals in danger of extinction can be
protected. Visit a zoo. Ask Ss to take notes and share information about
endangered animals (name of the animal, where it comes from, etc.).
81
Final revision
Objectives 1 Read and complete.

• To revise the key vocabulary
and concepts from Units 1 to 4 T™æ mai> partfi o£ t™æ bod¥ a®æ t™æ ™ea∂ ,
evaluate their own learning t™æ trun§ an∂ t™æ limbfi .
Key language 2 Write the five senses.
revision of Units 1-4
ßææ sµel¬
Presentation
Revise the following key concepts:
• The body is divided into three main
parts: the head, the trunk and the
touc™ tas†æ ™ea®
limbs.
3 What is healthy? Read and draw.
• We use the five senses to hear, see,
smell, taste and touch.
• The body parts associated with the healthy not healthy
senses: ears, eyes, nose, skin and
tongue.
Sleep less Drink lots
• Healthy habits include eating a
than 8 hours. of water.
variety of foods, drinking lots of
water, doing lots of exercise and
sleeping at least 8 hours.
Eat a variety Eat lots
• Some foods come from plants and
of foods. of sweets.
others from animals.
• Revise main characteristics of
animals. Wash your hands Do lots
before eating. of exercise.
Practice
1. Read and complete. 82 eighty-two
• Revise the parts of the body. Play
Simon says. Ss come out and are ES0000000022355 653497-Repaso1_14730.indd 82 17/07/2014 11:03:20
Simon.
2. Write the five senses. Reinforcement
• Ss look at the illustrations and name
• Ss make a word snake. Ask Ss to look through Units 1-4 and to make a list
the body parts. Then, ask: What do
of eight words. Then, they draw a snake and inside write the words without
we use our (eyes) for? Elicit the
spaces. Ss exchange snakes with a partner and circle the words. Display
word see.
the word snakes in class.
3. What is healthy? Read and draw.
• Volunteers read out the sentences. Extension
• Divide the class into two teams and play Odd one out with main vocabulary
• Then, ask: Is it healthy to (sleep less
from the units. Give a point for each correct answer.
than 8 hours)? Ss say: Yes, it is./No,
it isn’t.
82
4 Write. M. A.
Practice
4. Write.
foods from plants foods from animals • Show Ss flashcards of foods and
ask them whether they come from
carrotfi mil§ plants or animals. Then, Ss choose
different foods from the unit and
bananafi eggfi complete the activity.
5. Label the body parts of the bird.
b®ea∂ µea† Then, complete.
• Revise the main body parts of
animals using photos from
5 Label the body parts of the bird. Then, complete. magazines.
• Elicit how animals protect their
win@ bodies. Ask: How does a (tiger)
protect its body? (With fur.)
6. How do these animals move?
tai¬ ¬e@ Use the key to colour.
• On the board, write walk, fly, swim
Birdfi pro†ec† t™ei® bodêfi wit™ ƒeat™erfi . and slither. Ss say animals for each
category.
6 • Then, Ss look at the illustrations.

How do these animals move? Use the key to colour.
Elicit the names of the animals. Ask:
How does a (fish) move? (It swims.)
walk fly swim slither
eighty-three 83
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Reinforcement
• Ss draw their favourite meal. Ss show their drawing to a partner and say:
Potatoes are from plants. Sausages are from animals. Etc.
Extension
• Ss mime an animal moving. The class describes the movement, for example,
It is flying.
KEY COMPETENCES
Ss consolidate the main

vocabulary and concepts they
have seen.
83
Final revision
Objectives 7 Write.
• To revise the key vocabulary
and concepts from Units 5 to 8 herbivore carnivore omnivore
Key language
revision of Units 5-8
carnivo®æ omnivo®æ ™erbivo®æ
Presentation
Revise the following key concepts: 8 Read and write.
• We can classify animals into
different groups according to what condor
they eat and how they reproduce.
»ondorfi a®æ birdfi.
• We can classify animals as birds, T™e¥ ha√¶ go† ƒeat™erfi.
mammals, fish and reptiles. T™ey a®æ oviparoufi.
• Plants have got different parts with
different functions.
• We use different materials, such as
pig Pigfi a®æ mammalfi.
wood, metal, glass, plastic to make
things. Materials have got different
T™e¥ ha√¶ go† hai®.
properties.
• Machines can be simple or
T™e¥ a®æ viviparoufi.
complex. They can be manual or
automatic. alligator A”lligatorfi a®æ repti¬efi.
Practice
T™e¥ ha√¶ go† sca¬efi.
7. Write. T™e¥ a®æ oviparoufi.
• Ask: What does a herbivore eat?
What does a carnivore eat? What 84 eighty-four
does an omnivore eat?
• After completing the activity, Ss say ES0000000022355 653497-Repaso1_14730.indd 84 17/07/2014 11:03:24
more animals from each category.

8. Read and write. Reinforcement
• Revise the main characteristics of
• In pairs, Ss play Guess the animal. One student chooses an animal from the
birds, mammals, reptiles, fish and
Student’s Book. Their partner asks questions to guess which animal it is: Is it
amphibians. Ask: Are pigs birds or
a (herbivore)? Is it a (bird)? Has it got (scales)? Is it (oviparous)? Does it (fly)?
mammals? Are crocodiles
mammals or reptiles?
• Then, ask: How are viviparous
Extension
animals born? Ss answer: They are • Ss draw a picture of their favourite animal and write a few sentences about it.
born from their mother’s womb. For example: My favourite animal is the tiger. It has got legs and a tail. It has
Repeat for oviparous. got fur. It is a carnivore. It eats other animals. It is viviparous. Display the
drawings in class.
84
9 Read and match.
Practice
9. Read and match.
roots • They receive sunlight. • Draw a plant on the board. Ss come
up and label its different parts.
trunk • They absorb water from the soil. • Volunteers read out the sentences
and match them to the correct
leaves • They have got seeds inside. word. Check pronunciation.
10. What material is this? Write two
characteristics.
fruits • The stem of a tree.
• Tell Ss that the photo is of a rocking
horse. Ask: Is it made of (paper)?
10 What material is this? Write two characteristics. Ss say: No, it isn’t. It is made of
wood.
Thifi ma†eria¬ ifi woo∂ . • As a class, brainstorm some

properties of materials and write
them on the board. Then, ask: Is
®esistan† rigi∂ wood (rigid)? Etc.
11. Match.
11 Match. • Teach/elicit the words wheelbarrow,
forklift truck, microwave, food mill,
radio-controlled car and bicycle.
• Ask: How does a manual machine
manual
work? How does an automatic
machines
machine work? Ss answer: A
manual machine works with human
energy. An automatic machine
works with petrol or electricity.
automatic
machines
eighty-five 85
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Reinforcement
• Ask Ss if they have a got a favourite plant. Ss draw it and label its different
parts. Display the drawings in class.
• Play a team game. Ask Ss questions about classroom objects and machines:
Is this (metal)? Is it (flexible)? Is it a (manual) machine? Give a point for each
correct answer.
Extension
• Divide the class into two teams and play Hangman with words from the units. KEY COMPETENCES
Ss consolidate the main

vocabulary and concepts they
have seen.
85
Audio transcripts
2 and Activity Book
Answer key
CLASS AUDIO TRANSCRIPTS
ADDITIONAL LISTENING ACTIVITIES
Unit 1. Your body Unit 2. Being healthy

Track 1.1, page 4 Track 2.1, page 14
Song. My five senses Song. Healthy habits
Sniff, sniff through my nose Have a shower! Wash your face!
I can smell. I can smell Brush your teeth, and use toothpaste!
With one of my five senses that works so well. Healthy habits. Healthy habits.
Healthy habits night and day.
Blink, blink with my eyes
I can see. I can see Sit up straight, don’t you slouch!
With one of the five senses that’s part of me. Get exercise, get off that couch!
Healthy habits. Healthy habits.
Hmm, hmm, with my tongue
I can taste. I can taste
With one of my five senses that I won’t waste. Wash your hands, and brush your hair!
Healthy habits and body care.
Boom, boom, with my ears
I can hear. I can hear
With one of my five senses no need to fear.
Good food and water, then play with friends.
Tap, tap with my fingers
Lots of sleep when the day ends.
I can touch. I can touch
With one of my five senses I use so much.
Track 1.2, page 6

Track 2.2, page 15, Activity 1
Listen and point to the girl’s joints.
Listen and check your answers.
This is the girl’s knee.
The girls are doing exercise.
This is her wrist.
The girl is eating fruit.
This is her ankle.
The boy is washing.
This is her neck.
The girl is sleeping.
This is her elbow.

Listen and point to the correct picture.
They are skating.
Flowers smell good.
They are playing basketball.
Rubbish smells bad.
They are swimming.
Perfume smells good.
They are playing football.
They are doing gymnastics.
He is playing tennis.
86
Unit 3. Healthy food Unit 4. Animals
Track 3.1, page 22 Track 4.1, page 30
Song. Where can I get the food that I eat? Song. The animal rap!
Where can I get some fruit? They slither. They swim. They fly.
Do you know? Do you know? They’re born from eggs and born alive.
Where can I get some vegetables? They’re reptiles, birds and mammals.
Do they grow? Do they grow? They’re animals, animals, animals.
On the vines and the trees.
Feathers, fur, shells or scales.
With the plants and the leaves.
Covered from heads to tails.
I know. I know.
They’re reptiles, birds and mammals.
And from the pigs and the cows They’re animals, animals, animals.
I get the meat that I eat.
They’re our playmates, our friends and our pets.
And from the fields on the farms
We feed them and take them to the vets.
I get the cereal and the wheat.
I know. I know.
They’re animals, animals, animals.
Where can I get the food that I eat?
In jungles, in forests, everywhere under the Sun.
Before it gets to the markets in the street?
They’re wonderful, amazing and so full of fun!
I know. I know.
They’re animals, animals, animals.
Listen and point to the correct picture. Track 4.2, page 35, Activity 2
Before dinner, we wash our hands.
We have dinner.
These animals eat other animals: carnivores.
After dinner, we brush our teeth.
These animals eat plants and other animals: omnivores.
The order is 3, 2, 1.
These animals eat plants: herbivores.

Listen, point to the animals and repeat.
What foods can we make from these plants?
piglet – pig
From corn, we can make popcorn.
duckling – duck
From wheat, we can make bread.
lamb – sheep
calf – cow
87
CLASS AUDIO TRANSCRIPTS
Unit 5. Other animals Unit 6. Plants

Track 5.1, page 40 Track 6.1, page 55, Activity 2
Song. Where the animals live Listen and point to the pictures.
I am a dolphin. I live in the sea. Point to the seeds.
The sea, the sea, the deep blue sea. Point to the plants.
I am a dolphin and I live in the sea. Point to the crop.
Now, listen and check your answers.
I am a bear. I live in the forest.
Farmers plant the seeds.
The forest, the forest, so cool and so green.
Farmers water the plants.
I am a bear and I live in the forest.
Farmers harvest the crop.
I am a chicken. I live on a farm.
A farm, a farm, a big country farm. Track 6.2, page 57, Activity 3
I am a chicken and I live on a farm.
Listen and point to the pictures.
I am a tiger. The jungle is my home. Point to the walnut.
The jungle, the jungle, the jungle is my home. Point to the olive.
I am a tiger and the jungle is my home. Point to the date.
Now, listen and check your answers.
Track 5.2, page 41, Activity 2 Olive trees give us olives.
Listen and check your answers. Walnut trees give us walnuts.
Where do owls live? Palm trees give us dates.
Owls live in forests.

Where do jellyfish live?
Jellyfish live in the sea.
Unit 7. Using materials
Where do scorpions live? Track 7.1, page 61, Activity 3
Scorpions live in deserts.
Where do turkeys live?
These things are made of paper: notebook, book.
Turkeys live on farms.
These things are made of wool: jumper, scarf.
These things are made of leather: shoe, football.
These things are made of plastic: balloon, pen.
A bat flies. It is viviparous. It has got hair. It is a mammal. Track 7.2, page 62, Activity 1
A penguin cannot fly. It is oviparous. It has got feathers.
Where do these materials come from? Listen and point.
It is a bird.
Gold comes from nature.
Leather comes from animals.
Wood comes from plants.
Marble comes from nature.
Wool comes from animals.
Cotton comes from plants.
88
Unit 8. Machines
Point to the wheelbarrow. What is it used for?
It is used for carrying things.
Point to the headphones. What are they used for?
They are used for listening to music.
Point to the telephone. What is it used for?
It is used for communicating.
Point to the vacuum cleaner. What is it used for?
It is used for cleaning the carpet.

Petrol: a car and an aeroplane work with petrol.
Electricity: a torch and a television work with electricity.
Human energy: a food mill and a lemon squeezer work with
human energy.
Unit 9. My project. Animals

in danger of extinction
Track 9.1, page 77
Look at the comic. Listen and say True or False.
Lynxes live in deserts.
Lynxes live in forests.
A lynx’s fur is grey with black spots.
A lynx’s fur is grey with red spots.
Lynxes are omnivorous.
Lynxes are carnivorous.
Wild rabbits are a lynx’s favourite food.
Fish are a lynx’s favourite food.
A lynx is afraid of snakes.
A lynx is afraid of hunters.
89
Activity Book Answer key
1 Your body
Parts of the body Your senses
1 Wri†æ. T™e>, colou® t™æ bo¥. 1 L”oo§ an∂ matc™.
limbfi trun§ ™ea∂ sca®e∂ sa∂ happ¥
™ea∂
trun§ limbfi
2 —irclæ thæ senßefi thæ child®e> a®æ usin@.
Your body can bend

2 L”oo§ an∂ la∫±l thæ jointfi.
elbo∑ >ec§ wris† k>ææ ank¬æ
>ec§
k>ææ elbow
ank¬æ wris†
4 four five 5
1
LET’S READ
What your senses can do S”oµæ πeop¬æ ca> ª† ßææ

1 —olou® t™æ thingfi whic™ ma§æ å soun∂. This girl can ª† ßææ.
S”™æ ca> tas†æ foo∂.
S”™æ ca> ™ea® musi©.
S”™æ ca> sµel¬ flo∑±rfi.
S”™æ ca> ®ea∂ wit™ ™e® handfi.
S”™æ ca> touc™ t™æ do@. Hæ ifi √±r¥ so‡†.
1 R�ea∂ an∂ circ¬æ Yefi o® No.
—a> t™æ gir¬ sææ? YES NO
2 L”oo§ an∂ comp¬etæ t™æ sen†en©efi. —a> s™æ rea∂? YES NO
g®æe> ¥ello∑ bl¤æ whi†æ —a> s™æ ™ea® musi©? YES NO
1. T™æ t®æefi a®æ g®æe> . 2 VALUES EDUCATION. R”esπec† you® bod¥
—rosfi ou† (✗) t™æ thingfi tha† a®æ ba∂ fo® you® senßefi.
2. T™æ houßæ ifi whi†æ .
✗ ✗ ✗
3. T™æ S”u> ifi ¥ellow .
4. T™æ sk¥ ifi bl€æ .
6 six seven 7
90
2 Being healthy
Healthy habits Good hygiene
1 Tic§ (✓) t™æ goo∂ habitfi. 1 Wha† a®æ t™e¥ usin@? L”oo§ an∂ matc™.
✓ ✓
toothbrus™ soaπ an∂

2 Wha† ™ealth¥ habitfi ha√¶ yo€ go†? M”atc™ an∂ tra©æ. an∂ toothpas†æ brus™ wa†e®
A
B I ea† frui†. 2 Tic§ (✓) an∂ colou® t™æ thingfi yo€ do b¥ yourßelƒ. Open answer.
(O. A.)
D I do e≈ercißæ.
C
A I was™ m¥ fa©æ.
D
C I s¬æeπ ∑±l¬.
8 eight nine 9
2
LET’S READ
Sports are healthy S”portfi fo® e√±ryo>æ

1 Wha† activitêfi do yo€ do? Tic§ (✓). O. A. 1 3 4
1 L�oo§ a† thæ pictu®efi. R�ea∂, t™e> wri†æ 1, 2, 3, 4 an∂ 5.

Who ifi jumpin@? 3
Who ifi playin@ bas§etbal¬? 5
2 —olou® t™æ thingfi whic™ a®æ goo∂ fo® you® †æet™. Who ifi runnin@? 1
Who ifi ridin@ å bicyc¬æ? 4
Who ifi playin@ †ennifi? 2
2 VALUES EDUCATION. Everyo>æ ca> pla¥
Loo§ a† t™æ bo¥ playin@ †ennifi i> å w™æelchai®. —irc¬æ.
I”fi i† d^f‡icul† to pla¥ †enniß
i> å w™æelchai®? YES NO
—a> e√±ryo>æ do å spor†? YES NO
10 ten eleven 11
91
3 Healthy food
Daily meals Healthy food
1 M”atc™. 1 —irc¬æ t™æ fruitfi an∂ √±@etab¬efi. T™e>, wri†æ.
b®eakfas† din>e® lunc™ w © å ˙ ˙ o †
fruitfi √±@etab¬efi
bananå b å > å > å ≈ carro†
© o ˙ > w © v
µelo> ™ π µ æ ¬ o > cor>
2 Tick (✓) t™æ foodfi yo€ ea† fo® b®ea§fas†. O. A. 2 D”raw t™æ pat™ froµ t™æ foo∂ to itfi grouπ.
fruitfi
√±@etab¬efi
µea†
pulßefi
12 twelve thirteen 13
3
LET’S READ
Foods from plants and animals E”noug™ foo∂ fo® e√±ryonæ

1 Wha† ca> we ma§æ froµ mil§? —irc¬æ.
1 2 3
1 R�ea∂ an∂ circlæ.

L”oo§ at picture 1. What are the girls doing?
2 —irc¬æ t™æ foodfi ∑¶ @e† froµ plantfi an∂ animalfi. swimmin@ @ettin@ wa†er drinkin@ wa†e®
L”oo§ a† pictu®efi 2 an∂ 3. Wha† a®æ t™eßæ
plantfi animalfi volun†æerfi givin@ t™æ child®e>?
bookfi toyfi foo∂
2 VALUES EDUCATION. Showin@ solidarit¥
H”o∑ ca> ∑¶ ™elπ πeop¬æ who ha√±n ª† go† an¥ foo∂? Tra©æ.
givin@ foo∂ col¬ectin@ mo>e¥

14 fourteen fifteen 15
92
4 Animals
Living and non-living things How animals move
1 —olou® t™æ livin@ thingfi. 1 R”ea∂ an∂ dra∑ mo®æ animalfi.
A B C
I† slit™erfi. I† walkfi. I† flêfi. I† swimfi.
D E F
O. A. O. A. O. A. O. A.
Animal bodies
2 L”oo§ an∂ ®ea∂. T™e>, wri†æ t™æ ßen†en©efi.
What animals eat
fu® sca¬efi ƒeat™erfi s™el¬ 2 Wri†æ ™erbivo®æ, carnivo®æ o® omnivo®æ.
A sna§æ hafi go† sca¬efi .
A tortoißæ hafi go† å s™el¬ . carnivo®æ ™erbivo®æ omnivo®æ
A”> eag¬æ hafi go† ƒeat™erfi .
A lio> hafi go† fu® . ™erbivo®æ carnivo®æ omnivo®æ
16 sixteen seventeen 17
4
LET’S READ
How animals reproduce R”ainbow fis™

1 —irc¬æ t™æ si≈ animalfi. T™e>, wri†æ. Thifi rainbow fis™ hafi go†
¥ello∑ an∂ g®æe> sca¬efi.
råƒƒæfish∂æ I† hafi go† å bl¤æ ™ea∂
r k c a t t o r t o i ß e gi
sto
er an∂ å bl¤æ tai¬.

I† hafi go† g®æe> finfi.
oviparoufi animalfi viviparoufi animalfi —a> yo¤ colou® t™æ rainbow fis™?
stor§ ca† 1 R�ea∂ an∂ circ¬æ Yefi o® No.
tortoißæ girafƒæ Hafi t™æ rainbow fis™ go† ƒeat™erfi? YES NO
fis™ ∂æe® Ifi t™æ rainbow fis™ oviparoufi? YES NO
Hafi t™æ rainbow fis™ go† wingfi? YES NO
2 R�ea∂ an∂ comp¬e†æ t™æ ßen†en©efi.
horßefi duckfi tortoißefi cowfi 2 VALUES EDUCATION. R�esπec† animalfi
Wha† hapπenfi to t™æ dolphi>? Wri†æ 1, 2 an∂ 3.
Duckfi a®æ bor> froµ a> eg@. 3 2 1
Tortoißefi a®æ bor> froµ a> eg@.
H”orßefi a®æ bor> froµ t™ei® mot™e®´fi womb.
—owfi a®æ bor> froµ t™ei® mot™e®´fi womb.
18 eighteen nineteen 19
93
5 Other animals
Where animals live Wild animals and domestic animals
1 Whic™ animalfi li√¶ i> t™æ ßeå? —olou®. 1 Wri†æ doµesti© o® wil∂.
A B C
doµesti© wil∂ doµesti© wil∂

squir®e¬ cow octopufi 2 L”oo§ an∂ matc™. T™e>, wri†æ.
D E F
—owfi gi√¶ ufi mil§ .

S™æep gi√¶ ufi woo¬ .
wha¬æ fis™ pi@ —hic§enfi gi√¶ ufi eggfi .
2 —lass^f¥ t™æ animalfi. R�ea∂ an∂ wri†æ. Mammals and birds
scorpio> s™æeπ cow caµe¬ tur§ey sna§æ 3 Rea∂ and draw two animalfi.
farm animals desert animals Thifi ifi å mamma¬. Thifi ifi å mamma¬.
s™æeπ scorpio> I† li√±fi i> t™æ ßeå. I† li√±fi o> lan∂.
cow caµe¬ O. A. O. A.
tur§e¥ sna§æ
20 twenty twenty-one 21
5
LET’S READ
Reptiles, fish and amphibians Gian† pandafi

1 Wri†æ ®epti¬efi, fis™ o® amphibianfi. Gian† pandafi li√¶ i> bamboo
T™e>, matc™ t™æ ¬et†erfi. fo®estfi i> —hinå.
A
C Iguanafi a®æ ®epti¬efi . T™e¥ a®æ mammalfi.

T™e¥ ea† bamboo plantfi.
B
S’oµæ pandafi li√¶ i> zoofi.
A Salmo> a®æ fis™ . H”a√¶ yo¤ e√±® ßæe> o>æ?
1 R�ea∂ an∂ wri†æ.
C
W™e®æ do pandafi li√¶? I> bamboo fo®estfi.
B Frogfi a®æ amphibianfi .
A”®æ t™ey mammalfi o® ®epti¬efi? M”ammalfi.
2 Wri†æ T (tr€æ) o® F (falßæ). A”®æ t™e¥ ™erbivo®efi o® carnivo®efi? H�erbivo®efi.
Fis™ li√¶ o> lan∂ an∂ i> wa†e®. F 2 Pro†ec† wildliƒæ

VALUES EDUCATION.
Wæ mus† pro†ec† pandafi! Peop¬æ ∂estro¥ bamboo

Repti¬efi ha√¶ go† sca¬efi. T fo®estfi to buil∂ townfi. Pandafi ha√±>ª† go† anythin@
A”mphibianfi a®æ oviparoufi. T to ea†.
Wh¥ haven´t pandas got anything to eat?
Fis™ ha√¶ go† ba®æ ski>. F
Becaußæ πeop¬æ ∂estro¥ bamboo fo®estfi .
Repti¬efi a®æ viviparoufi. F
22 twenty-two twenty-three 23
94
6 Plants
Plants are living things Parts of a plant
1 —olou® two thingfi plantfi >æe∂ to li√¶. 1 —omp¬e†æ t™æ plan† an∂ colou®. T™e>, la∫±¬.
flo∑±® O. A.
s†eµ
rootfi
¬ea√±fi

2 W™eræ do t™eßæ plantfi gro∑? M”atc™.
2 H”o∑ do plantfi grow? Wri†æ 1, 2, 3, an∂ 4. i> å fo®es†
1 3 2 4
o> å farµ
i> å ∂eßer†
24 twenty-four twenty-five 25
6
LET’S READ
Plants help us —arnivoroufi plantfi

1 Wha† do plantfi gi√¶ ufi? M”atc™. —arnivoroufi plantfi ea† inßectfi!
A B T™eßæ plantfi ha√¶ go† stick¥
woo∂ ¬ea√±fi.
W™e> a> inßec† landfi
∂ecoratio> o> å ¬ea£, i† @etfi stuc§.
C
foo∂ D T™e>, t™æ ¬ea£ cloßefi an∂ t™æ inßec† ca>´† escaπæ!
πe®fuµæ 1 Dra∑ foo∂ fo® thifi carnivoroufi plan†. O. A.
2 VALUES EDUCATION. Wæ mus† ca®æ fo® natu®æ

2 Dra∑ t™æ fruitfi an∂ √±@etab¬efi i> t™æ cor®ec† bas§e†. Draw t™æ fa©æ fo® goo∂ ∫±haviou® o® ba∂ ∫±haviou®.
bananå potatø app¬æ carro† ¬ettu©æ µelo>
GOOD BAD
bananå potato
app¬æ carro†
µelo> ¬ettu©æ
fruitfi √±@etab¬efi
26 twenty-six twenty-seven 27
95
7 Using materials
What are things made of? Different materials
1 What are these objects made of? Look and write. 1 Where does it come from? Match and write.
woo∂ glasfi woo¬ ¬eat™e® paπe® plasti© gol∂ ¬eat™e® woo∂
Gol∂ coµefi froµ natu®æ.

woo∂ plasti©
Woo∂ coµefi froµ plantfi.
L�eat™e® coµefi froµ animalfi.

woo¬ glasfi
2 What are these materials like? Read and circle two properties.
Glass is hard / soft and fragile / strong.

¬eat™e® paπe®
Paper is flexible / rigid and heavy / light.
2 In your
2 classroom,
In your classroom,
what is your
whattable
is your
made
table
of?made of?
M”¥ tab¬æM”¥ifitab¬æ
ma∂æifi o£ma∂æO. A.o£ . . Metal is heavy / light and fragile / strong.
28 twenty-eight twenty-nine 29
7
LET’S READ
Recycling materials Recycling paper

1 Which rubbish is in the wrong bin? Cross out. 1 Read and put the pictures in order. Write 1, 2, 3, and 4.
2 1
METAL AND PLASTIC PAPER AND CARDBOARD
Many things can be made New paper is made from

from recycled paper. trees.
4 3
Draw two more things in each bin. Then, colour. O. A.
We can use recycled Recycled paper is made

2 Read and tick (✓) the true sentences. paper for many things! from used paper.
2 VALUES EDUCATION. Recycling

✓ Paper is made from trees.
If we recycle paper,
we don't need to cut PAPER RECYCLING
✓ We can recycle paper.
down so many trees.
We cannot recycle glass. O. A.
Draw some things made
✓ We can recycle plastic. of paper in the recycling bin.
30 thirty thirty-one 31
96
8 Machines
Machines help us Different machines
1 Where do we use these machines? Match. 1 Write simple or complex for each machine.
A B C
In the garden. simp¬æ comp¬e≈ comp¬e≈

D E F
In the house.
comp¬e≈ comp¬e≈ simp¬æ
2 Classify the automatic machines. Write.
2 Draw two machines you use in your class. Then, write.
motorbike toaster aeroplane laptop
O. A. O. A.
πetro¬ e¬ectricit¥
motorbi§æ toas†e®
I ußæ O. A. an∂ O. A. i> clasfi. åeropla>æ laptoπ
32 thirty-two thirty-three 33
8
LET’S READ
Computers Automatic machines

1 What machines are they using? Look and write. 1 Look at the photos. Complete the
texts. Then, read with a partner.
compu†e® tab¬e† laptoπ mobi¬æ pho>æ
tra√±llin@ automati©
åeropla>æ πetro¬
Thifi ifi a> åeropla>æ . Wæ ußæ åeropla>efi
laptoπ tab¬e† fo® tra√±llin@ to ot™e® pla©efi.
A”> åeropla>æ ifi a> automati© machi>æ.
I”† functionfi wit™ πetro¬ .
mobi¬æ pho>æ compu†e® 2 VALUES EDUCATION. Saving energy
Saving energy helps the enviroment. You shouldn't

2 What do you use a computer for? Read and tick. (✓). O. A. waste energy.
I use computers for listening to music. Are they saving or wasting electricity?
I use computers for playing games. Draw or .
I use computers for doing my homework.

FOTO FOTO FOTO
I use computers for surfing the Internet.
I use computers for watching videos.
34 thirty-four thirty-five 35
97
Art director: José Crespo
Design coordinator: Rosa Marín
Design team:
Cover design: Estudio Pep Carrió
Cover photograph: Leila Méndez
Design development coordinator: Javier Tejeda
Design development: Raúl de Andrés and Jorge Gómez
Technical director: Ángel García Encinar

Technical coordinators: Julio Hernández and Marisa Valbuena
Layout: Pedro Valencia, Hilario Simón and Raquel Sánchez
Art coordination: Carlos Aguilera
All rights reserved. No part of this work may be reproduced, stored in retrieval system or transmitted in any
form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of the copyright
holders. Any infraction of the rights mentioned would be considered a violation of the intellectual property
(Article 270 of the Penal Code). If you need to photocopy or scan any fragment of this work, contact CEDRO
(Centro Español de Derechos Reprográficos, www.cedro.org).
© 2014 by Santillana Educación, S. L. / Richmond Publishing Richmond Publishing

Avda. de los Artesanos, 6 Tres Cantos. 28760 Madrid 58 St Aldates
Oxford OX1 ST
Richmond Publishing is an imprint United Kingdom
of Santillana Educación, S. L.
Printed in Spain
ISBN 978-84-680-2064-8
CP 606973
DL: M-23919-2014

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Natural Science TEACHER’S BOOK

Natural Science 1 is a collective work, conceived, designed

Unit 1.................................................... 4 Unit 7��������������������������������������������������� 60

Unit 2.................................................... 14 Unit 8.................................................... 68

Unit 3.................................................... 22 Unit 9: My project................................. 76

Unit 4.................................................... 30 Audio transcripts.................................. 86

Unit 5.................................................... 40 Activity Book Answer key..................... 90

Linguistic competence Social and civic competence

Digital competence Initiative and entrepreneurship

1 —olou® t™æ livin@ thin

Write an animal index

The Student’s Audio is available to download from the CLIL Resources

section of the website: http://www.e-vocacion.es ES0000000011226 606995_Serigrafia_12129.indd 1 21/04/2014 12:20:02

Digital resources Animal bodies

The Natural Science Teacher’s Book offers step-by-step lesson

plans with full-colour reproductions of the Student’s Book.

included in the Teacher’s Book. Cross-references indicate when

two additional listening activities per unit. The additional listening

audio transcripts are at the back of the Teacher’s Book. The

Audios are available to download from the CLIL Resources

section of the website: http://www.e-vocacion.es 4.1

Play track 4.1. Song. The animal

ingún soporte electrónico n

ES0000000011230 607028_Serigrafia_14217.indd 2 13/06/2014 10:55:03

TEACHER’S RESOURCE BOOK

The Natural Science Teacher’s Resource Book provides

Libromedia is Santillana’s digital textbook. It includes interactive

Interactive Whiteboard, iPad, Android tablets, etc.). Libromedia

allows students to work simultaneously with the printed textbook,

ls eat wings Birdfi ha√¶ go† £eat™erfi.

Book in digital format as well as further teacher’s resources,

which allow teachers to personalize the materials.

—olou® t™æ livin@ thingfi.

Simple listening tasks related to

The final task KNOW HOW TO

provides the Write an animal index card

opportunity to put 1 —hooßæ o>æ o£ t™eßæ animalfi an∂ comp¬e†æ

• I† hafi go† fu® / ƒeat™erfi / sca¬efi.

• I† ifi å ™erbivo®æ / carnivo®æ / omnivo®æ.

• I† ifi viviparoufi / oviparoufi.

Activities to 2 Wha†´fi you® favouri†æ

ES0000000003382 553117 Unidad 04-N_9706.indd 38 14/05/2014 16:52:40

provide a variety 1 —olou® t™æ livin@ thingfi.

2 Wri†æ t™æ naµæ o£ a> anima¬.

ES0000000003382 553117 Unidad 04-N_9706.indd 39 14/05/2014 16:52:42

an at-a-glance Animal bodies

What animals eat

How animals reproduce • Classify animals as viviparous or oviparous

Know how to Final task

Know how to WRITING

ES0000000011222 606973_Unidad 04-N_9858.indd 24-25 11/08/14 14:11

A calendar to help Values education activities in the unit

the main theme

Audio tracks are 4.1

Information and practice pages Full-colour reproductions of

peacock, snake, shark, squirrel,

introduce the shar§ Ss: It walks.

ES0000000022355 653497-Unidad 04_14726.indd 32 17/07/2014 11:04:56 ES0000000022355 653497-Unidad 04_14726.indd 33

relate to their 1. How do these animals protect

Activity Book, page 16, Activity 2

ES0000000003382 553117 SCIENCE 1_004-009_8226.indd 2 16/05/2014 10:05:07

ES0000000003382 553117 SCIENCE 1_004-009_8226.indd 3 16/05/2014 10:05:08

Parts of the body

Unit 1.................................................... 4 Unit 7�� 60

Digital competence Initiative and entrepreneurship

• parts of the body; parts of the face; the five

• Talk about the main parts of the body

• Identify the joints used when you bend

• Describe how you feel

• Write the parts of the face

FINAL TASK • Choose the right clothes for different activities

• Understanding how certain activities are difficult

2. Colour the child holding up their

• good habits: doing exercise, eating fruit,

• Identify healthy and unhealthy habits

• Identify good habits

• Write the names of some sports

FINAL TASK • Looking after your teeth

• Understanding how to protect your body