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 2 is a collective work, conceived, designed

and created by the Primary Education department at Santillana,
under the supervision of Teresa Grence Ruiz.
WRITER
Caroline Cooke
MANAGING EDITOR
Sheila Tourle
EDITOR
Vassilia Katte
PROOFREADING
Geona Edwards
Saffron Frankland
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�� 62
Unit 2.................................................... 12 Unit 8.................................................... 72
Unit 3.................................................... 22 Unit 9.................................................... 82
Final revision......................................... 92
TERM 2
My project. A medicinal plant book...... 96
Unit 4.................................................... 32
The three Rs......................................... 98
Unit 5.................................................... 42
Atlas of the human body.................... 100
Unit 6.................................................... 52
Audio transcripts................................ 102
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 includes 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, 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 course 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 This competence refers to the ability to understand and
a tool 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, and
This competence is acquired by learning how to apply
the use of new technologies. These competences
different techniques aimed at selecting, organizing,
develop the ability to interact with the physical world and
interpreting and memorizing information. Students have the
to explain natural phenomena by applying the scientific
opportunity to summarize what they have learnt and put it
method. This includes performing simple experiments,
into practice at the end of the unit. They reflect on and
working out solutions, analysing results and
evaluate their own learning process and their classmates’
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 plan,
process, exchange and transmit information. Students organize, communicate and evaluate their own personal or
learn how to use lists, tables, graphics and graphs to social projects. This competence develops creativity,
classify and present scientific information in an accurate innovative thinking, and the ability to turn ideas into
way. They develop confidence in, and a critical use of 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 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
What we need to live
Nutrition
The Natural Science Student’s Book consists of nine units, which are
1 What do these people need to live? Write.
organized into three terms. Throughout the year, students will develop a water
air
project. The Answer key to all activities is iscluded in the Teacher's Book. What we need to liv
3 Nutrition
Hæ >æedfi
2 Read and complete the sentence.
.
1 What do these people need
Opener page
water air food
All people need to eat , drink
and breathe to stay alive.
A high-quality illustration introduces the main theme of the unit and 3 What other things do people need? Tick (✓) the three most important
for you.
2 Read and complete the sent
stimulates observational skills. Comprehension questions activate prior family friends toys water
school house clothes All people need to eat
learning skills and knowledge. 4 Can we live on the Moon? Circle and complete.
and breathe
We can’t / can live on the Moon because 3 What other things do people
for you.
there is / there is no ,
Information and practice pages

family
. or
When we eat well, we
school
are healthy.
Human beings can’t live without air, water and food.
4 Can we live on the Moon? C
The theme of the unit is clearly divided into sub-topics. Each topic 3.1
Where are the people?
Point to the girl with the hat. What has she got
KNOW HOW TO twenty-three 23
We can’t / can live on the Mo
there is / there is no
is presented using short texts, photographs and illustrations. Students in her shopping
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03_19727.indd 23
FINAL TASK
Complete a healthy
23/02/2015 14:21:19
or
practise the concepts and language through a variety of graded activities.

SPEAKING. What foods in the picture do you diet questionnaire.
like? When do you eat them?
22 twenty-two
Final pages
ES0000000024241 660637_Unidad 03_19727.indd 22 23/02/2015 14:21:17
Each unit ends with a Know how to page and a Revision page with
activities covering the key concepts. These pages aim to practice
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the Santillana website.
Activity Book
3 Nutrition
The Natural Science Activity Book offers further practice of the concepts What we need to live
introduced in the Student’s Book. Each activity is clearly linked to a specific

1 Write T (true) or F (false). Then, correct the false sentence.
All living things need water to live.
sub-topic and can be completed in class or given as homework. We can live on the Moon because there is air.
The Answer key is provided in the Aula Virtual, and on the website:
Animals need to eat food to live.
Family and friends are important to people.
http://www.e-vocacion.es
Respiration
2 Read and label the picture.
Digital resources We all need air to live.

When you breathe in,
airs enters your body
through your nose and
your mouth. The air goes
Natural Science also has a complete offer of digital resources for students. into your body through
the trachea. Then, the
(See Digital resources, page VII).

air enters your lungs.
When you breathe out,
you empty your lungs.
12 twelve
ES0000000024244 660659_Unidad 03_33059.indd 12 04/08/2015 10:30:16
VI
Teacher’s resources
Teacher’s Book 3 Nutrition
What we need to live UNIT 3
Objectives 1 What do these people need to live? Write. Objectives

• To introduce the main theme • To learn what people need to live
of the unit
The Natural Science Teacher’s Book offers step-by-step lesson

water • To identify what other things we
• To activate previous knowledge need to live well
about food air What we need to live
• To learn the names of some foods
Hæ >æedfi wa†e®Nutrition Hæ >æedfi ai®. 3 Key language
plans with full-colour reproductions of the Student’s Book.

Objectives . • Key vocabulary and structures:
1 What do these people need to live? Write.
Key language • To introduce the main theme air, clothes, family, food, friends,
of the unit 2 Read and complete the sentence. house, people, toys, water; breathe,
• Key vocabulary and structures: water
drink, eat, live, need, stay alive
Answer key to the Student’s Book is included in the Teacher’s

fish, food, fruit, meat, shopping • To activate previous knowledge
bag, market, supermarket, water air food air
about food
vegetables; healthy
• To learn the names of some foods Presentation
All people need to eat foo∂ , drink wa†e® • Ask: What do we breathe? Why do Hæ >æedfi wa†e®
. Hæ
Book. Cross-references indicate when to use the Activity Book.
Presentation Key language and breathe ai® to stay alive. we need to drink water? What else
• Ask: Where does your family buy do we need to live? 2 Read and complete the sentence.
• Key vocabulary and structures:
food? Is there a market near you? 3 What other things do people need? Tick (✓) the three most important
fish, food, fruit, meat, shopping
Or a supermarket? What can you
bag, market, supermarket, for you. O.A. Practice water air
buy in these places?
vegetables; healthy family friends toys 1. What do these people need to
• Say: Name foods you know in
When we eat well, we live? Write. All people need to eat foo∂ , drink
English. Write the words on the school house clothes
Presentation
are healthy. • Ss look at the first picture. Ask:
and breathe ai® to stay alive.
Class Audio
board.
Where is the boy? Is it very hot?
• Ask: Where does your family buy 4
Can we live on the Moon? Circle and complete. What does he need?
food? Is there a market near you? What other things do people need? Tick (✓) the thre
Work with the picture • S
3
s look at the second picture. Ask:
Or a supermarket? What can you We can’t / can live on the Moon because for you. O.A.
• Ss look at the picture. Ask: What Where are the people? Where is the boy? Is there air under
3.1
KNOWbuy HOW TO places?
in these
can you see in the market? Point to the girl with the hat. What has she got
there is / there is no , foo∂ family
the water? What does he need? friends
in her shopping bag? When we eat well, we
• Say: Point to the girl with a shopping
FINAL TASK
Complete
English. Write the words on the
a healthy
or . wa†e® ai® are healthy.
2. Read and complete the school house
bag. What’s in her shopping bag? board. sentence.
The Class Audio includes songs from the Student’s Book and
Elicit: bread, eggs. SPEAKING. What foods in the picture do you diet questionnaire. • Write the words eat,4 drink and
Human beings can’t live without air, water and food. Can we live on the Moon? Circle and complete.
Work with the picture breathe on the board. Say: I eat
Know how to Where are the people?
We can’t / can live on the Moon because
food. Ss repeat. Continue with
• Ss look at the picture. Ask: What 3.1
KNOW HOW TO I drink water and I breathe air.
foo∂
two additional listening activities per unit. The additional listening
• Explain: In this unit, you will learn 22 twenty-two can you see in the market? Point to the girl with the hat. What has she got
23 there is / there is no , twenty-three
about nutrition, respiration, • A volunteer reads out the sentence.
in her shopping bag?
digestion and healthy diets. ES0000000040196 741929-Unidad 03_34541.indd 22
17/07/2015 13:29:40 ES0000000040196 741929-Unidad 03_34541.indd 23
Complete a healthy 3. What other things do people
17/07/2015 13:29:42
or .
FINAL TASK
wa†e® ai®
bag. What’s in her shopping bag?
• Explain the final task: You will diet questionnaire. need?
Elicit: bread, eggs. SPEAKING. What foods in the picture do you
audio transcripts are at the back of the Teacher’s Book. The

complete a healthy diet • Ask: Do you need your (family)? Human beings can’t live without air, water and food.
questionnaire.
Reinforcement Reinforcement Repeat with the other options. Ask:
Know how to
• Play a memory game: Say: I go to market and I buy some apples. Ask a • Write true and false statements on the board: I drink food. There is food on Which things are most important
• Explain: In this unit, you will learn
student to repeat what you said and add another item of food, for example, the Moon.22 There is no air under water. Ss say if the statements are true or for you?
Song twenty-two
Audios are available to download from the CLIL Resources

about nutrition, respiration,
I go to market and I buy some apples and some potatoes. The next student false. 4. Can we live on the Moon?
• The song in this unit can be digestion and healthy diets.
repeats these two items and adds another one. This continues until someone ES0000000040196 741929-Unidad 03_34541.indd 22 17/07/2015 13:29:40 ES0000000040196 741929-Unidad 03_34541.indd 23
practised at any moment. See • Ask: Do you have friends living on

can’t remember all the items! • Explain the final task: You will
teaching suggestions throughout Extension the Moon? (No! No one can live on
complete a healthy diet
Reinforcement I need. They draw and label the things the Moon.) Do you think there is any
Reinforcement
section of the website: http://www.e-vocacion.es

the unit. • Ss make a poster with the title Things
Extension questionnaire.
that are most important to them. Display the posters in the class. air on the Moon? Or water? Or
Play track 3.1. Song. What's • Play a memory game: Say: I go to market and I buy some apples. Ask a food? • Write true and false statements on the board: I drink foo
3.1 • Revise food vocabulary. Write names of shops on the board and ask Ss to student to repeat what you said and add another item of food, for example, the Moon. There is no air under water. Ss say if the stat
good to eat? Ss listen. Explain Song
tell you food items that are sold in each shop. For example: Where can you
that the song is about what is Activity Book, I go to page 12,I buy
market and Activity
some apples 1 and some potatoes. The next student false.
buy bread? (In the baker's.) • The song in this unit can be repeats these two items and adds another one. This continues until someone
good to eat so we keep healthy.
practised at any moment. See can’t remember all the items!
teaching suggestions throughout Extension
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The Natural Science Teacher’s Resource Book provides

Natural
photocopiable worksheets which include reinforcement, extension Science
PRIMARY
and assessment activities. The worksheets can be used to revise TEACHER’S RESOURCE BOOK
the basic content or challenge stronger students, in class or as

homework.
Digital Resources
Libromedia is Santillana’s digital textbook. It includes interactive ES0000000024251 660685_Natural-Science_TRB_2_28818.indd 1 21/04/2015 12:06:08
content to go with each unit and can be used without an Internet

connection. Libromedia is available for different devices (PC,
Interactive Whiteboard, iPad, Android tablets, etc.). Libromedia
allows students to work simultaneously with the printed textbook, 3 Nutrition 11 What
What do
do these
these people
people need
need to
to live?
live? Write.
Write.
whilst offering a broad range of multimedia resources.

water
air
Hæ >æedfi ..
Natural Science Student’s Libromedia includes videos and

22 Read
Read and
and complete
complete the
the sentence.
sentence.
water
water air
air food
food
All
All people
people need
need to
to eat
eat ,, drink
drink
animations, as well as interactive activities. 33

and breathe
and
What
for
breathe
What other
other things
for you.
you.
things do
do people
people need?
need? Tick
Tick (✓)
(✓) the
the three
three most
most important
important
to stay
to stay alive.
alive.
family
family friends
friends toys
toys
Natural Science Teacher’s Libromedia includes the Student’s

school
school house
house clothes
clothes
are healthy.
44 Can
Can we
we live
live on
on the
the Moon?
Moon? Circle
Circle and
and complete.
complete.
Book in digital format as well as further teacher’s resources,

We
We can’t can live
can’t // can live on
on the
the Moon
Moon because
because
Where are the people?
3.1
KNOW HOW TO
Point to the girl with the hat. What has she got there
there is
is // there
there is
is no
no ,,
in her shopping bag? FINAL TASK
or
or ..
Name six different foods. Complete a healthy
which allow teachers to personalize the materials.

SPEAKING. What foods in the picture do you diet questionnaire.
22 twenty-two twenty-three 23
ES0000000024241 660637_Unidad 03_19727.indd 22 23/02/2015 14:21:17 ES0000000024241 660637_Unidad 03_19727.indd 23 23/02/2015 14:21:19
VII
Student’s Book
Opening pages
What
What we
we need
need to
to live
live
Number
and topic
3 Nutrition 11 What
What do
do these
these people
people need
need to
to live?
live? Write.
Write.
of the unit water High quality

air
illustrations
Hæ >æedfi .. designed to
22 Read
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and complete
complete the
the sentence.
sentence. capture
water
water air
air food
food students’
All
All people
people need
need to
to eat
eat ,, drink
drink attention and
introduce
and
and breathe
breathe to
to stay
stay alive.
alive.
What
What other
other things
things do
do people
people need?
need? Tick
Tick (✓)
(✓) the
the three
three most
most important
the theme
33 important
for
for you.
you.

family
family friends
friends toys
toys
of the unit
school
school house
house clothes
clothes
are healthy.
44 Can
Can we
we live
live on
on the
the Moon?
Moon? Circle
Circle and
and complete.
complete.
Know how to
Songs to Where are the people?
We
We can’t can live
can’t // can live on
on the
the Moon
Moon because
because
KNOW HOW TO
box introduces
3.1
Point to the girl with the hat. What has she got there
there isis // there
there isis no
no ,,
reinforce in her shopping bag? FINAL TASK
the final task
or
or ..
Name six different foods. Complete a healthy
language and SPEAKING. What foods in the picture do you diet questionnaire.
of each unit
key Science
based on
concepts 22 twenty-two twenty-three 23
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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
Each unit is Respiration 4

3
clearly divided You need air to live, so you breathe all Read
3 3Read and
and complete
complete the
the text.
text.
into topics
the time. 3.2 3.2
You breathe in air through your nose mouth

mouth airair trachea
trachea lungs
lungs nose
nose
nose
and your mouth. This air goes into your
mouth
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you® practise both
an∂into
an∂ intoyou®
you® ..
Short clear You breathe out to empty your lungs.
It’s important to breathe correctly
the key
texts make
4 Whatis is oxygen? Circle.
to make your lungs strong. What oxygen? Circle.
concepts
4
When
When you
you breathe
breathe out
out / in, youabsorb
/ in,you absorb/ eat oxygen.
/ eatoxygen.
studying easier You

You need
need / don’t
/ don’t need
need oxygentotolive.
oxygen live.
and the
breathe in breathe out
5
5 Read and match.
Read and match.
You breathe in to empty your lungs.
language
You breathe in to empty your lungs.
You breathe out to fill your lungs.
You breathe out to fill your lungs.
You breathe in to get oxygen.
You breathe in to get oxygen.
6 Look and tick (✓) the places with clean air.

Breathe in through your Keep the air in your lungs Breathe out slowly.
nose, not your mouth. for a few seconds.
1 Put your hand on your chest and breathe in. Does your chest Summary of
grow bigger or smaller?
2 Work with your partner and solve this riddle: I go into your lungs When you breathe, you fill and empty your lungs.
the concepts
when you breathe in. You need me to live. What am I?
in simple
24 twenty-four
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twenty-five 25 English
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VIII
Know how to
The final task KNOW HOW TO
provides the Complete a healthy diet questionnaire
opportunity to put
1 Read and tick (✓).
DO YOU HAVE A HEALTHY DIET?

into practice recently How many meals do you have a day?
acquired skills and three four five
knowledge
How many days a week do you eat vegetables?
none some every day
How many days a week do you eat fruit?
none some every day
What is your favourite drink?
soft drinks milk juice water
What types of food do you like?
meat pasta vegetables everything
What do you have for breakfast?
toast cereal fruit milk
Activities to * More ticks in columns 3 to 4: You have a healthy diet.
* More ticks in column 1 to 2: You should follow a better diet.
revise language
and personalize 2 Write two more foods you should eat to have a healthier diet.
the final task

30 thirty
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Revision
3
The final activities REVISION
provide a variety 1 Write the parts of the body we use for breathing.
of tasks to cover
the key concepts
learned in the unit
2 How can you look after your teeth? Tick (✓).
You should brush your teeth…
after every meal.
only at night.
only in the morning.
In the Show your

3 Write how food goes through your body.
fåe©efi skills section,

students choose
SHOW YOUR SKILLS
4 Choose one of these activities: the activity that

A. Find pictures of different
types of food and make
B. Write a healthy menu
to have for lunch at home.
best suits their
learning style
a poster of a food pyramid.
thirty-one 31
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Final 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 2 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
3 Nutrition
This unit introduces the subject of nutrition. It explains what people need to live. It also describes
the process of respiration and digestion. It explains how important it is to follow a healthy diet. Unit contents
• What people need to live
Unit outline • How we breathe
List of contents
A visual map
• How food is digested
Nutrition
• Types of teeth
• Meals and healthy foods for the unit
providing What we need to live CONTENTS
• respiration: air, lungs, mouth, nose, oxygen,
Respiration trachea
an at-a-glance VOCABULARY
• digestion: faeces, food, nose, oesophagus,
An overview of
AND STRUCTURES
saliva, stomach, teeth, trachea, tongue; meals:
Digestion afternoon snack, breakfast, dinner, lunch
summary of the Teeth • Describe what people need to survive

the content
unit theme and • Talk about the process of respiration
objectives and
• Identify the parts of the digestive system
A healthy diet
• Identify types of teeth
topics • Describe meals and healthy foods
Know how to
• Describe the process of breathing in and out
language
Final task WORK WITH
objectives and a
Describe what people need
• Talk about places with clean air
THE PICTURE
Complete a healthy • Identify some healthy foods
References to
to live
diet questionnaire KNOW HOW TO
Recognize healthy eating habits
SPEAKING
• Talk about different types of food
summary of the
Know how to
• Describe what one eats for breakfast
• Describe the respiration process
main activities
and Final Task WRITING • Write the parts of the digestive system
• Classify different types of foods
sections FINAL TASK • Complete a healthy diet questionnaire
SUGGESTED TIMING FOR THE UNIT

• Understanding the importance of trying to
VALUES reduce air pollution
EDUCATION • Recognizing the importance of eating foods
October November December from each food group every day
22A 22B
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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
Objectives 3 Nutrition 1 What do these people need to live? Write. Objectives

• To introduce the main theme • To learn what people need to live
of the unit water • To identify what other things we
• To activate previous knowledge need to live well
about food air
• To learn the names of some foods Key language

Hæ >æedfi wa†e® . Hæ >æedfi ai®. • Key vocabulary and structures:
Key language
2 Read and complete the sentence.
air, clothes, family, food, friends,
house, people, toys, water; breathe,
A summary
An introduction bag, market, supermarket,

vegetables; healthy
water
All people need to eat foo∂

air
, drink wa†e®
food
Presentation of the
vocabulary
• Ask: What do we breathe? Why do
to the lesson Presentation

• Ask: Where does your family buy
and breathe ai® to stay alive. we need to drink water? What else
do we need to live?
and key
food? Is there a market near you? 3 What other things do people need? Tick (✓) the three most important
Or a supermarket? What can you for you. O.A. Practice
family friends toys 1. What do these people need to
Questions language
• Say: Name foods you know in live? Write.
English. Write the words on the school house clothes
are healthy. • Ss look at the first picture. Ask:
board.
to stimulate structures
4 Can we live on the Moon? Circle and complete. What does he need?
Work with the picture • Ss look at the second picture. Ask:
• Ss look at the picture. Ask: What Where are the people? Where is the boy? Is there air under
3.1
KNOW HOW TO
foo∂
observation
can you see in the market? Point to the girl with the hat. What has she got there is / there is no , the water? What does he need?
in her shopping bag?
FINAL TASK
Complete a healthy
wa†e® or ai® . 2. Read and complete the
bag. What’s in her shopping bag? sentence.
skills and
Elicit: bread and eggs. SPEAKING. What foods in the picture do you diet questionnaire. • Write the words eat, drink and
like? When do you eat them? breathe on the board. Say: I eat
Know how to food. Ss repeat. Continue with
to introduce
I drink water and I breathe air.
• Explain: In this unit, you will learn 22 twenty-two twenty-three 23
about nutrition, respiration, • A volunteer reads out the sentence.
digestion and healthy diets. 3. What other things do people
the main theme

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• Explain the final task: You will need?

complete a healthy diet • Ask: Do you need your (family)?
questionnaire.
Reinforcement Reinforcement Repeat with the other options. Ask:
of the unit Song

• Play a memory game: Say. I go to market and I buy some apples. Ask a
student to repeat what you said and add another item of food, for example,
I go to market and I buy some apples and some potatoes. The next student
• Write true and false statements on the board. For example: I drink food.
There is food on the Moon. There is no air under water. Ss say if the
statements are true or false.
Which things are most important
for you?
4. Can we live on the Moon?
• The song in this unit can be repeats these two items and adds another one. This continues until someone
practised at any moment. See • Ask: Do you have friends living on
can’t remember all the items!
teaching suggestions throughout Extension the Moon? (No! No one can live on
the Moon.) Do you think there is any
Audio tracks are

the unit. • Ss make a poster with the title Things I need. They draw and label the things
Extension that are most important to them. Display the posters in the class. air on the Moon? Or water? Or
Play track 3.1. Song. What's food?
Cross-reference
good to eat? Ss listen. Explain
clearly signposted that the song is about what is Activity Book, page 12, Activity 1
to the Activity
22 23 Book
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A wide variety of optional

reinforcement and extension activities
Information and practice pages Full-colour reproductions of

the Student’s Book pages
Key A healthy diet 3

UNIT 3
Different types of food give you different substances for your
Circle the healthy foods.
Objectives 2
Practice
vocabulary
body. To have a healthy diet, you need to eat all types of food.
• To learn what makes a healthy diet 2. Circle the healthy foods.
• To revise the food groups • Ss name the foods in the pictures.
and structures • To identify which foods are healthy

• To learn healthy eating habits
Food you should only
eat occasionally.
Ask about each one: Are (cakes)
healthy? Is (milk) healthy? Etc.
• Ss complete the activity. Check
are presented Key language

Food you should
eat several times
Don’t eat too
much red meat!
answers as a class.
3. Look at the food pyramid and
write the names of foods.
in alphabetical
breakfast, diet, dinner, fruit, lunch, a week.
• Ask: What foods should you eat
meal, morning/afternoon snack,
every day? Write Ss’ suggestions
(red) meat, food pyramid,
on the board. Then, ask: What
order
vegetables; hungry; every day, Drink lots 3 Look at the food pyramid and write the names of foods. M.A.
of water! foods should you eat several times
occasionally, several times (a day/
Food you should a week?
foods you should
a week) eat several
times a day.
3.3
eat every day

bananafi, πearfi, tomatø±fi, ¬ettu©æ • Ss write three foods for each
Presentation Eat fruit and

vegetables foods you should eat
eggfi, µea†, fis™, nutfi
category.
Play track 3.3. Ss listen and say References
Ideas to
• Revise the food groups: fruit and every day! several times a week 3.3 true or false.
to key
vegetables, meat and fish, dairy
products, pulses and cereal. 4. Which are healthy habits? Read
4 Which are healthy habits? Read and tick (✓).
introduce the • Ask: How many meals do you eat a and tick (✓).
You should eat five meals a day: breakfast, a morning snack,
competences
day? When do you eat them? Elicit lunch, an afternoon snack and dinner. ✓ Eating all types of food. • Ask: Is it healthy to eat all types of
the names of meals and write them food? Repeat with the other
Eating when you are hungry.
topic and
on the board. Then, ask Ss to give Have a good breakfast! statements.
you examples of food they eat at
students are
Breakfast is an important meal. You need ✓ Having a good breakfast every day. • Ss tick the healthy eating habits.
each meal. energy to start the day. Ask a volunteer to read out the
✓ Drinking lots of water every day.
motivate
• Explain that it is important to eat answers.
rsonal
Intrape gence
expected to
many different types of food every
day. Say: We divide food into intelli
You need to eat all types of food and you should eat five times
students. Fun
groups. Each type of food helps
1 WORK WITH THE PICTURE. Tell your partner which foods in the food a day to be healthy.
your body to grow and be healthy.
develop in
pyramid you eat for breakfast.
However, we should eat some
types of food more often than
activities which
28 twenty-eight twenty-nine 29
others.
• Ss look at the food pyramid and
name some of the foods they can
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the lesson
students can see. Explain that we should eat
fewer foods towards the top of
the pyramid.
Reinforcement Reinforcement
• Play Odd one out. Stick flashcards or photos from magazines of four foods • Ask Ss to bring in empty food packets or labels. Ss classify them into groups
relate to their • Ss look at the breakfast tray and

name the foods they can see.
on the board, three of the same food group and one odd one out. For
example, apples, cake, broccoli and tomatoes. Ask: Which is the odd one
out? Elicit: cake.
(make signs for each group) around the classroom according to their place
on the food pyramid.
personal Work with the picture Activity Book, page 14, Activities 1 and 2
1. Tell your partner which foods
Extension
Values education Activities
experience
in the food pyramid you eat for • In pairs, Ss say their favourite foods/meals. Do a survey and then discuss
KEY COMPETENCES
breakfast. which foods they should eat every day and which ones only on special
to stimulate
• Explain the importance of eating food from each food group every day: It is
• In pairs, Ss tell each other the foods occasions. important to eat a healthy diet to have energy and be strong and healthy. Ss learn that they are
they eat for breakfast. Volunteers Imagine only eating sweets and never eating fruit or vegetables. Do you think responsible for eating well
share what they have for breakfast this is healthy?
values
and their own well-being.
with the class.
28 29 education
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XI
Student’s Book 2 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
11 We
We are
are all
all different
different Everybody
Everybody isis different
different
44
People
People and
and health
health The
The five
five senses
senses
22 The
The senses
senses Bones
Bones and
and joints
joints
and
and movement
movement
12
12
People
People and
and health
health What
What we
we need
need to
to live
live
33 Nutrition
Nutrition Respiration
Respiration
22
22
Living
Living things
things Living
Living things
things and
and non-living
non-living things
things
44 Plants
Plants Parts
Parts of
of aa plant
plant
32
32
Living
Living things
things Vertebrates
Vertebrates and
and invertebrates
invertebrates
55 Animals
Animals Mammals
Mammals andand birds
birds
42
42
Living
Living things
things Living
Living things
things are
are different
different
What
What isis an
an ecosystem?
ecosystem?
66 Ecosystems
Ecosystems
Terrestrial
Terrestrial and
and aquatic
aquatic ecosystems
ecosystems
52
52
Matter
Matter and
and energy
energy Natural
Natural and
and man-made
man-made materials
materials
77 Materials
Materials Properties
Properties of
of materials
materials
62
62
Matter
Matter and
and energy
energy Forces
Forces
88 Forces
Forces and
and Types
Types of
of forces
forces
energy
energy Gravity
Gravity
72
72
Technology,
Technology, objects
objects and
and machines
machines Types
Types of
of machines
machines
Machines
Machines and
and jobs
jobs
99 Machines
Machines
Machines:
Machines: past
past and
and present
present
82
82
FINAL
FINALREVISION
REVISION
Project:
Project: AA medicinal
medicinal plant
plant book
book
Atlas
Atlas of
of the
the human
human body
body
The
The three
three Rs
Rs
2 two
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XII
Topics
Topics Know
Know how
how to
to Songs
Songs
We
We grow,
grow, we
we change
change Resolve
Resolve aa conflict
conflict
Expressing
Expressing feelings
feelings
Muscles
Muscles Plan an
Plan an exercise
exercise routine
routine What’s inside
What’s inside your
your body?
body?
Looking
Looking after
after your
your body
body
Digestion
Digestion Complete
Complete aa healthy
healthy diet
diet What’s
What’s good
good to
to eat?
eat?
AA healthy
healthy diet
diet questionnaire
questionnaire
Types
Types of
of plants
plants Describe
Describe aa plant
plant Everywhere
Everywhere you
you look
look
How
How plants
plants reproduce
reproduce
Reptiles,
Reptiles, amphibians
amphibians and
and fish
fish Identify
Identify animal
animal tracks
tracks The
The wonderful
wonderful world
world of
of animals
animals
Invertebrates
Invertebrates and
and insects
insects Life
Life cycle
cycle
Life
Life in
in ecosystems
ecosystems Study
Study an
an ecosystem
ecosystem
People
People and
and ecosystems
ecosystems
Weight
Weight and
and volume
volume Do
Do aa scientific
scientific experiment
experiment Let’s
Let’s make
make something
something
Materials
Materials change
change
Energy
Energy and
and energy
energy sources
sources Identify
Identify forces
forces How
How does
does itit work?
work?
Sound
Sound
Computers
Computers Explain
Explain how
how aa torch
torch works
works
The
The Internet
Internet
three 3
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XIII
1 We are all different
This unit introduces the subject of the parts of the human body. It explains how everybody is
different and how we express our feelings.
Unit outline
We are all different
Parts of the body
Everybody is different
We grow, we change
Expressing feelings
Know how to
Final task
Describe people
Resolve a conflict
Describe feelings
October November December
4A
Unit contents
• Parts of the body
• Stages of life
• What makes people different
• Describing people
CONTENTS • Feelings
• parts of the body: abdomen, arm, chin,

forehead, thorax; ability(ies), feeling, gesture,
VOCABULARY
human right, physical feature, stage of life; be
AND STRUCTURES
different/similar, describe, feel, grow (up),
protect
• Talk about the main parts of the body

• Describe ways to protect your body
• Describe similarities and differences between
classmates
• Talk about the different stages of life
• Describe feelings
WORK WITH • Describe how people grow and change

KNOW HOW TO THE PICTURE • Associate situations with different feelings
• Describe when you feel happy

SPEAKING
• Talk about what makes you scared
• Complete an index card about oneself

WRITING
• Write about one's feelings
FINAL TASK • Resolve a conflict between friends
• Understanding how everyone is different

VALUES
• Appreciating how important it is to respect
EDUCATION
other people’s feelings
4B
Objectives 1 We are all different
• To introduce the main theme of
the unit
• To activate previous knowledge
about the body
Key language
birthday party, candle, cake,
dancing, present, music; blond(e)/
red hair, different, similar
Presentation
• Teach: short/dark/blond(e)/straight/
curly hair, fair/dark skin, etc. Write
the words on the board.
• Describe a student for Ss to guess
who the person is. Then, ask
volunteers to repeat.
We are all similar,
but different.
Work with the picture
• Ss look at the picture. Ask: Where
are the children? How many
children are dancing? Where are the children?
KNOW HOW TO
• Say: Point to the girl with red hair. Point to the birthday cake. How many candles
Ask: How many girls have got are there? FINAL TASK
blonde hair? Point to the boy with a
How many children have got red hair? Resolve a conflict.
skateboard. Ask: Is the boy tall or
short? How many girls have got blonde hair?
SPEAKING. Describe a friend.
Know how to
• Ss look at the picture. Ask: What 4 four
are the children celebrating? (A

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birthday party.)
about parts of the body. You will Reinforcement
learn how to describe feelings and • Ss describe some of the children in the picture. Say: Point to the boy eating
how we are all different. a biscuit. Ask: What colour is his hair? Is he tall or short? Etc. Volunteers
• Explain the final task: You will learn point to other children in the picture and describe them.
about resolving conflicts.
Extension
• Do a class survey. Ss count up the number of children with dark hair, fair hair,
brown eyes, etc. They add up the results. Write sentences to display on the
wall. For example: Ten children have got brown eyes. Etc.
4
Parts of the body UNIT 1
1 Match. Then, write. Objectives

1.1
• To identify the main parts of the

body
arm forehead
• To learn how to protect our body
chin hand
Key language
leg thorax
abdomen foot body parts: abdomen, arm, chin,
foot, forehead, hand, head, leg,
limbs, thorax, trunk; protect
head fo®e™ea∂, chi>
Presentation
trunk abdoµe>, thora≈ • Play Copy me. Touch your
(forehead) and say: This is my
limbs arµ, ¬e@, han∂, foo† (forehead). Ss copy and repeat.
• Draw a figure of a boy on the board.
Say: This is Harry. This is his body.
2 What do you use to protect your body? Look and write.
Circle the three main parts of the
body. Elicit: This is his head/trunk/
Thifi pro†ectfi you® ™ea∂ . limbs. Write the words on the
board.
• Make true and false statements. For
Theßæ pro†ec† you® k>æefi . example: Harry’s eyes are part of his
trunk. Harry’s hands are part of
T™eßæ pro†ec† you® elbowfi. his limbs. Ss say true or false.
Practice
1. Match. Then, write.
The main parts of your body are your head, your trunk and your limbs. • Ss look at the picture. Say the body
parts and Ss repeat. Then, ask: Is
this her (head)? Ss answer: Yes, it
five 5 is./No, it isn’t.
Play track 1.1. Ss listen and
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1.1 answer: trunk, limbs or head.
2. What do you use to protect your

Reinforcement body? Look and write.
• Ask Ss: What sports do you do? Do you wear protection? What protection • Ask: Do you like skating? Then, say:
do you wear? What activity do you use it for? Elicit activities where body Look at the boy. What is he
protection is used, for example, horse riding, cycling, skiing, etc. wearing? Introduce: helmet, knee
pads, elbow pads. Then, ask: Why
Extension is he wearing a (helmet)? (To protect
his head.)
• Ss draw a picture of someone cycling, skating, skiing, skateboarding, etc.
with a helmet, knee pads, etc. as necessary. They show their picture to a
partner and explain which parts of the body they are protecting. KEY COMPETENCES
Activity Book, page 4, Activity 1 Ss practise vocabulary related

to protecting their bodies
while doing sports.
5
Everybody is different
Objectives Everybody has a first name and a surname.

We all have unique physical features.
• To describe people
These give us our identity.
• To learn about human rights
Everybody is different. We have different
• To learn the stages of life personalities and we like doing different
things.
Key language However, we have the same rights.
For example:
stages of life: childhood, We have the right to go to school.
adolescence, adulthood, old age; We have the right to have a home.
ability, adult, features, identity,
personality, rights, surname; We grow, we change
different, physical, similar; change,
We all grow up. We grow from a child into an adult, and as an adult we grow
grow (up)
old. Our bodies and abilities change as we grow.
Presentation
• Say: We are all different. We have
different hair, eyes and feelings.
• Ss look at the first photo. Ask
volunteers to describe one of the
children. Elicit: (She) has got childhood adolescence
(blonde, straight) hair. (She) has got
(fair) skin.
• Then, ask: What do you think their
names are? Ss invent names for
each child.
• Say: These children have different
physical features. But they have the
adulthood old age
same rights. All people have rights.
• Read the text. Elicit the rights we all
11 WORK
WORK WITH
WITH THE PICTURE. Describe
THE PICTURE. Describe the
the people
people in
in the
the photos.
photos. How
How do
do
have (to go to school, to have a
we
we change
change as
as we
we grow?
grow?
home, etc.). Write them on the
board.
6 six
• Ss look at the photos. Write
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and old age on the board. Say: As

we grow up, our bodies and abilities
change. Ask: Which group do you
Reinforcement
belong to? (Childhood.) • Ss describe a member of their family. For example: My grandmother is old.
She’s got white hair. She's got fair skin.
1. Describe the people in the
Extension
photos. How do we change as • Ss draw four boxes with the labels childhood, adolescence, adulthood and
we grow? old age. Then, they draw a person at each stage of life.
• Say: Tell me some differences • Ss make a children’s rights poster with the title Children’s rights. They add
between children, adults and old photos or drawings. Display the posters around the school.
people. (Smaller, taller, grey hair, etc.)
• In pairs, Ss describe the people in
the photos. For example: The old
people have got white hair.
6
4
1 UNIT 1
rsonal
22 Complete
Complete the
the index
index card
card with
with your
your personal
personal information.
information. M.A. Intrapeigence Practice
1.2
1.2
intell
Name: S<ara™ Surname(s): Whi†æ 2. Complete the index card with
your personal information.
Date of birth: • Revise or teach the months of the
Day: 10 Month: Jul¥ Year: 2003 year. Then, copy the index card
on the board and complete it with
Place of birth: L”ondo> Country: E”nglan∂ personal information.
• Ask: What’s your name/surname?
Describe
Describe yourself.
yourself. Are
Are you
you tall
tall or
or short?
short? What
What colour
colour is
is your
your hair?
hair? When/Where were you born? Then,
What
What colour
colour are
are your eyes? M.A.
your eyes? write model answers on the board:
I was born on the 22nd of August.
I´µ ße√±> ¥earfi ol∂. I´µ tal¬. I√¶ go† lon@, I was born in London.
blac§ hai®. M”¥ e¥efi a®æ g®æe>. Ss copy an index card in their
1.2 notebooks. Play track 1.2. Ss
33 Look
Look at
at the
the two
two children
children and
and write.
write. M.A. listen. Pause the recording
occasionally and help Ss fill in
How
How are
are they T™æ gir¬ ifi tal¬e®
they different?
different?
the card with the information
an∂ thin>e® tha> t™æ bo¥. they hear.
• Ask volunteers to describe
How
How are
are they T™e¥ a®æ child®e>.
they similar?
similar?
themselves. For example: I am tall.
T™e¥ ha√¶ t™æ saµæ rightfi. I’ve got short brown hair. My eyes
are blue. Then, Ss complete the
44 Look
Look and
and circle.
circle. second part of the activity.
3. Look at the two children

child
child
and write.
adult
adult
• Ss look at the pictures. Volunteers
old
old age
age
describe the children. Write Ss'
suggestions on the board.
We are all different, but we have the same rights. We grow up and 4. Look and circle.
we change.
• Say: Look at the pictures. Point to
the child/the adult/the old person.
seven 7 Ss use the colour code to circle
the people.
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Reinforcement
• Bring in photos of people in advertisements or famous people for Ss
to describe. Ask: How are they different? How are they similar?
Activity Book, page 5, Activities 1 and 2
Values education
• Talk about how everybody looks different. Talk about the importance of KEY COMPETENCES
respecting everyone regardless of their appearance. Remind Ss that all
children have the same rights. Ss learn to describe how
people are different or similar.
7
Expressing feelings
Objectives Sometimes we are happy and sometimes we are sad. Being happy and
sad are feelings.
• To recognize and describe feelings
Sometimes we are angry. Sometimes we are scared. These are also feelings.
• To associate gestures with feelings
• To relate different feelings to
different situations
Key language
feeling, gesture; angry, happy, sad,
scared, surprised; cry, feel, respect,
show, smile
Presentation
• Use flashcards or photos to revise We express our feelings in words and
or teach feelings. Ask: Does this gestures. We smile, we cry, we look
person look happy or sad? happy or sad.
• Explain that we use words and Words and gestures show us other
gestures to express our feelings. Ss people’s feelings. It is important to
look at the photos in the Student's respect other people’s feelings.
Book. Say: Look at the girl with the
flower. How does she feel? (Happy.)
How do you know? (She is
laughing.)
• Teach: happy, sad, angry, scared,
etc. Write a list on the board. Then,
ask Ss to look at the photos and
identify some of these feelings.

1 WORK WITH THE PICTURE. How do the children feel? Are they happy
1. How do the children feel? Are
or sad? When do you feel happy?
they happy or sad? When do you
feel happy? 8 eight
• Ask Ss about each of the pictures.
Ask: Why do you think (she) is ES0000000040196 741929-Unidad 01_34540.indd 8 17/07/2015 13:29:59
happy?
• Say: I feel happy when I eat an ice Reinforcement
cream. When do you feel happy?
• Ask a volunteer to mime a feeling in front of the class. Ss guess the feeling.
• Play Simon says. Say: Simon says, look happy. In between commands ask
Ss questions about those feelings, for example: What makes you feel happy?
Extension
• Ss make a class mural with the title Feelings. Ss copy angry, happy, scared
and sad on the poster. They add drawings or photos from magazines that
illustrate these feelings.
8
1 UNIT 1
22 How are they feeling? Match and write. rsonal Practice
Interpeigence
happy sad angry surprised intell
2. How are they feeling? Match
and write.
• Write angry, happy, surprised and
sad on the board. Mime a feeling.
Ss say which one.
• Ss describe how the children in the
sa∂ surpriße∂ happ¥ angr¥ pictures feel. She’s (sad). Then,
they complete the activity.
33 How do the children feel? Look and write. 3. How do the children feel? Look
and write.
T™æ bo¥ ƒæelfi sca®e∂ . • Point to the girl in the picture. Ask:
Does the girl look (happy)? Ss
T™æ gir¬ ƒæelfi happ¥ . answer: Yes, she does. /No, she
doesn’t.
Are you scared of dogs? M.A. No, I´µ no†. • Then, ask: Are you scared of dogs?
Ss answer: Yes, I am./ No, I’m not.
44 Read and answer the questions. M.A.
4. Read and answer the questions.
What makes you scared? I´µ sca®e∂ o£ spi∂erfi. • Say: I don’t like (big dogs). (Big
dogs) make me scared. Ask: What
makes you scared? Elicit answers
What makes you happy? E”atin@ i©æ c®eaµ. from volunteers. Repeat with the
other questions.
• Write your answers on the board
What makes you sad? Watchin@ å sa∂ filµ. as a model: (Big dogs) make me
scared. Ss write their answers
following the model.
Everybody expresses feelings with words or gestures. It is important

to respect other people’s feelings.
nine 9
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Reinforcement
• Ss draw a picture of something that makes them happy. Then, they write
a sentence: (When I ride my bike), I feel happy.
Values education KEY COMPETENCES
• Explain to Ss that people do not always react in the same way to the same
Ss use English to describe
situation. Say: We must always respect other people’s feelings.
their feelings.
9
KNOW HOW TO
Objectives
Resolve a conflict
• To apply knowledge acquired
in the unit to carry out a task Give it 1 Read and circle.
to me!
• To learn how to resolve a conflict The children are playing.
Andy wants / has the ball.
Key language John wants / has the ball.
Andy is shouting / watching.
No! Mike is shouting / watching.
feelings: angry, sad, scared,
surprised; give, play together,
shout, want, watch Andy Mike John
Presentation 2 How do the children feel? Match.
• Ss look at the picture. Ask: Where John Andy Mike

are the children? What are they
doing? Who has got the ball? Who
wants the ball? Who is shouting?
Who is watching? angry scared surprised sad
• Then, say: Do you remember feeling
like this sometime? When?
3 What can Mike say to his friends? Tick (✓ ).
Practice I want the ball!

1. Read and circle. ✓ Let’s play football together.
• A volunteer reads the text. Ask:
I’m going!
Does (Andy want/have) the ball?
Is (Andy shouting/watching)?
4 What do you say when your friends are angry? M.A.
• Ss complete the activity.
2. How do the children feel? Match.

Don´† shou†. Le†´fi pla¥ to@et™e®.
• Ss look at the picture again. Say:
How does (John) feel? Repeat for
the other two boys.
3. What can Mike say to his 10 ten
friends? Tick (✓).

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• Ask: Is this a good situation? How

can Mike help?
• Read the first sentence. Ask: Is this Reinforcement
a good idea? Repeat with the other • In groups of three, Ss role-play the conversation in the playground. Include
two sentences. what Mike says.
• A volunteer reads out the correct • Make true and false statements to revise the unit. Ss say true or false. For
sentence. example: A helmet protects your knees. (False.) Some old people have got
white hair. (True.)
4. What do you say when your
friends are angry?
• Ask Ss the question and elicit Extension
responses. Write useful vocabulary • In groups of three, Ss prepare and act out a situation to show someone
and expressions on the board. feeling happy/sad/angry/scared/surprised. The rest of the class watch and
• Ss copy the expression they say what the feelings are.
like best.
10
1 UNIT 1
REVISION
Objectives
1 Colour the boys and make them look different. Make their eyes,
hair and skin different colours. O.A. • To revise key vocabulary and
concepts from the unit
• To give Ss the opportunity to
evaluate their own learning
Key language
revision of Unit 1
2 Write and put the pictures in order. Then, write 1, 2, 3 and 4.

Presentation
• Write a list of adjectives on the
adolescence old age childhood adulthood board: brown, blond(e), green, dark,
etc. Ask Ss to draw three columns
with the headings hair, eyes and
1 3 2 4 skin in their notebooks and classify
the adjectives. Elicit more adjectives
to add to the list.
• Revise stages of life. Ask: Is (an
adolescent) young or old? Have old
people got white hair? Etc.
childhoo∂ adulthoo∂ ado¬es©en©æ ol∂ a@æ Practice

1. Colour the boys and make them
look different. Make their eyes,
SHOW YOUR SKILLS
hair and skin different colours.
3 Choose one of these activities: • Ss look at pictures. Ask: Do these
A. Draw and describe B. Make a collage about boys look the same? How can
a family member. a friend. you make them look different?
Elicit ideas.
• In pairs, Ss compare their drawings.
eleven 11 2. Write and put the pictures in
order. Then, write 1, 2, 3 and 4.
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• Write the stages of life on the board.

Ask: Which one is the (first) stage
Reinforcement in life?
• Ask two volunteers to come to the front of the class and sit back to back. • Ss complete the activity.
Each student describes the other.
3. SHOW YOUR SKILLS.
• Read the options. Make sure Ss
Extension
understand the activities and all
• Play Odd one out using information learnt in the unit. Write the names of the vocabulary.
three feelings on the board, plus one odd one out, for example scared, angry, • Ss choose the activity they wish
happy, smile. Ask: Which one is the odd one out? (Smile.) Why? (Smile is not to do.
a feeling.)
11
The senses
2 and movement
This unit introduces the subject of the senses and movement. It explains how senses work and
how the bones, joints and muscles help the body move. It also explains how important it is to
look after our body.
Unit outline
The senses and movement
The five senses
Bones and joints
Muscles
Looking after your body
Know how to
Final task
Describe the senses
Plan an exercise routine
Find out how our to keep healthy
body moves
12A
Unit contents
• The five senses
• Bones and the skeleton
• How joints help the body bend and move
• Muscles
• Looking after your body
CONTENTS
• bones; joints; muscles; skeleton, tendon; the
five senses: hearing, sight, smell, taste, touch
VOCABULARY
AND STRUCTURES • leisure time; elastic, hard, healthy, rigid, soft;
bend, exercise, join together, look after, keep
clean, move, sleep
• Talk about the five senses

• Identify some bones and joints
• Name muscles in the body
• Read about healthy habits
• Find out how to look after your senses
• Associate different bones with the head, trunk

WORK WITH or limbs
THE PICTURE • Identify which muscles help you move each part
KNOW HOW TO
of your body
• Talk about how we use our senses

SPEAKING
• Describe healthy habits to look after your body
• Write what muscles help you do

WRITING
• Write about activities that help you keep healthy
FINAL TASK • Plan an exercise routine to look after your body
• Understanding the importance of looking after

VALUES your bones
EDUCATION • Appreciating how important it is to look after
your health
12B
Objectives 2 The senses and movement
• To introduce the main theme
of the unit
• To develop observational skills smell
Key language
the five senses: hearing, sight, sight
smell, taste, touch; bench, blindfold, touch
saxophone, swing, tricycle; ride,
run, smell
Presentation
• Mime some of the actions in the taste
picture. Ask: What am I doing? Ss
guess. Write their answers on the
board.

• Ss look at the picture. Ask: What
can you see in the park? Teach: l
Musicance hearing
trees, flowers, people, a bench, a llige
inte
table, a swing, etc. Ask: What is the
girl on the bench doing? Elicit: She
Where are the children?
is reading a book. Say: Point to the 2.1
KNOW HOW TO
Point to the boy with the flower. What is he
boy with the blond hair. What is he
doing? FINAL TASK
doing? Elicit: He is riding a tricycle.
Point to the girl in the red T-shirt. Why is she Plan an exercise
sad? routine.
Know how to
SPEAKING. When do you go to the park? What
• Explain: In this unit, you will learn games do you play in the park?
about the senses, how our muscles
help us move and how we can look 12 twelve
after our body.
• Explain the final task: You will learn ES0000000040196 741929-Unidad 02_34542.indd 12 17/07/2015 13:28:34
how to plan a healthy exercise

routine. Reinforcement
• Describe one of the children in the picture: This girl has got long brown hair.
Song She’s laughing. She’s wearing blue trousers and a grey T-shirt. Ss point to
• The song in this unit can be the girl in the picture. Then, in pairs, one student describes another child
practised at any moment. See and the other guesses which one it is.
teaching suggestions throughout
the unit.
Extension
Play track 2.1. Song. What’s
2.1 • Ss draw a picture of a park that they go to, with people doing activities there.
inside your body? Ss listen.
Then, volunteers show their drawing to the class and describe what the
Explain that the song is about how
people are doing.
different parts of our body help us
move and breathe.
12
The five senses UNIT 2
1 Look and write. Objectives

• To introduce the five senses
smell hearing taste sight touch
• To learn about what we use
our different senses for
sigh† ™earin@
Key language
sµel¬ tas†æ touc™ • Key vocabulary and structures:
the five senses; feel, hear, identify,
hetic
-kinest use, taste
Bodilyelligence
2 Which senses are they using? Look and circle. int
Presentation
• Revise the verbs of the senses (see/
smell/taste/hear/touch). Say: I use
my eyes to... Elicit: see. Write the
verbs on the board and next to
each one the corresponding noun
(sight/smell/taste/hearing/touch).
Then, say: We use our sight to see
things. Ss repeat the structures.
• Use flashcards or classroom
3 Which sense do we use? Think and write.
2.2 objects and ask about senses.
Show a picture of a (bird) and say:
to i∂enti‡¥ siΩefi sigh† What senses are you using? (Sight
to ™ea® soundfi ™earin@ and hearing.) Provide more
examples.
to ƒæe¬ ob∆ectfi touc™
Practice
to tas†æ flavourfi tas†æ 1. Look and write.
We have five senses: smell, hearing, taste, sight and touch. We use • Ss look at the pictures and name
our senses to know about things around us. the parts of the body associated
with the five senses.
thirteen 13 2. Which senses are they using?
• What are the people doing? Which
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sense are they using? Repeat with
the second picture. Ask volunteers
Reinforcement to describe the pictures identifying
the senses people are using.
• Make true or false statements about the senses. Say: You use your nose to
see different colours. Your sense of touch helps you feel hard and soft 3. Which sense do we use?
objects. Ss say true or false.
• Ask Ss about an object in the
classroom: Is (your desk) big or
Extension small? Repeat with other objects
that are clearly big or small. Then,
• Ss make a chart with three columns with the headings: 1 Sense, 2 a smiley
ask: Which sense do we use to
face and 3 a sad face. In the first column they write each of the five senses.
(identify size)?
In the second and third columns they write something that looks good/bad,
smells good/bad, etc. • A volunteer reads out the answers.
Activity Book, page 8, Activity 1 2.2 check their answers.
13
Bones and joints
Objectives Bones and the skeleton

skull
• To learn the names of some bones Inside your body, there are many
and joints bones.
• To recognize the function of bones Bones are hard and rigid. ribs humerus
and joints They cannot bend or move.
Your bones support and protect spine ulna
radius
Key language your body.
All your bones form your skeleton. pelvis
femur
bones: femur, fibula, humerus,
pelvis, radius, ribs, skeleton, skull,
fibula
spine, tibia, ulna; joints: ankle,
tibia
elbow, hip, knee, neck, shoulder,
wrist; hard, rigid; bend, form, join
(together), move, protect, support
Presentation
neck
• Ask Ss to feel their arms. Say: What shoulder
is inside your body? Elicit: bones. Your bones join together at your joints.
Why are bones important? Bring Your joints help you bend and move
in an X-ray to show to Ss. Say: your body. You have got joints in
wrist elbow different parts of your body.
This is our skeleton. Bones make up
our skeleton. Your neck, your shoulders and
hip
• Revise trunk, head and limbs and your hips are in your trunk.
then teach: skull, spine and ribs. Your elbows and wrists help you
knee
Ask Ss to place their hands on their bend your arm.
head, spine and ribs as you do. ankle Your knees and ankles help you
• Explain: Bones are hard and rigid, bend your leg.
but they grow like the rest of our
body. Think about last year. Are you
taller now? This is because your 1 WORK WITH THE PICTURE. Look at the skeleton. Are the bones
bones are growing. in the head, trunk or limbs?
• Ask Ss to stand up and to sit down.
Say: What parts of your bodies are 14 fourteen
you using? Say: Can you sit down
without bending your knees? ES0000000040196 741929-Unidad 02_34542.indd 14 17/07/2015 13:28:39
Write the joints on the board.

• Volunteers read the text. Check Reinforcement
comprehension: Are bones inside
• Ask Ss to keep their fingers straight. Ask: Can you pick up a pencil? Can you
or outside your body? Are they hard
write? Then, ask them to hold out their arms straight. Ask: Can you take off
or soft? Do you bend your body at
your jumper? Can you touch your head? Repeat for other joints, saying: What
the bones or at the joints?
helps us bend and move?

Extension
1. Look at the skeleton. Are the
• Show the X-ray to Ss again. Say: Bones are hard. They can be seen easily on
bones in head, trunk or limbs?
an X-ray. Doctors can see if any bones are broken.
• Ask: Where is your spine? In your
• Ask: How many bones are there in the body? Ss write down their ideas.
head, trunk or limbs? Repeat for
Say: Babies have got over 300 bones but adults have got 206. Say: Who
other bones.
made the closest guess?
14
4
2 UNIT 2
22 Read and complete the text. Practice
2. Read and complete the text.
A”l¬ t™æ bo>efi i> you® bod¥ forµ you® s§e¬eto> . • Ask: What do all your bones form?
B<o>efi suppor† you® bod¥ ∫±caußæ t™e¥ a®æ Elicit: skeleton. Are your bones hard
or soft? Are your bones rigid or
har∂ an∂ rigi∂ . flexible? Write the answers on
the board.
33 Read and match.
• Ss complete the text with these
are hips, neck and shoulders. words.
Bones
help the body bend. 3. Read and match.
are ribs, skull and spine. • Ask: Are your hips bones? Do your
Joints bones help your body bend?
support the body.
Encourage Ss to say: No, they
stic aren’t./No, they don’t. Repeat with
44 Write the names of the joints. Lingui ence
intellig the word joints. Then, ask: Are your
ribs bones? Do your bones support
your body? Elicit: Yes, they are./
wris† >ec§ Yes, they do. Repeat with the word
joints.
elbow hiπ 4. Write the names of the joints.
• Ss look at the pictures. Say: Point
ank¬æ k>ææ to the girl’s (foot). Point to the boy’s
(neck).
Bones are hard and rigid. They join together at your joints. All the bones
in your body form your skeleton.
fifteen 15
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Reinforcement
• Play Hangman with the names of bones and joints.
Values education
• Explain the importance of looking after your bones. Say: You should take
regular exercise. You should drink and eat dairy products every day for KEY COMPETENCES
strong, healthy bones. Ss make a list of the activities they do and food they
eat in order to look after their bones. Ss practise vocabulary related
to bones.
15
Muscles
Objectives Muscles cover your skeleton.

They are soft and elastic.
• To learn the names of some
They can stretch and contract.
muscles biceps
Your tendons connect your pectorals
• To find out how muscles help the muscles to your bones.
body move
Muscles help you move
Key language Muscles and bones work together
to move your body. abdominals
• Key vocabulary and structures: gluteus
muscles: abdominals, biceps, calf
muscles, gluteus, pectorals;
expression, face, feeling, tendon;
elastic, soft; breathe, change,
connect, contract, cover, express, calf muscles
move, run, sleep, smile, stretch,

swim, think, work (together)
Presentation
Face muscles
• Ask: Can skeletons dance? Elicit:
No, they can’t. Say: Skeletons have You have muscles in your face.
got bones, but they haven’t got You use them to open and close
muscles. Explain: Muscles are your eyes and your mouth.
connected to your bones and help You can use your face muscles
to change your expression.
them move. Say: Bend your arm.
You can use them to express
Can you feel your arm muscle? This
feelings, too.
muscle is called your biceps.
• A volunteer reads the text. Ask: Are
muscles hard or soft? Stretch your
arm. Feel the muscle. Bend
your arm. Now, feel your biceps.
1 WORK WITH THE PICTURE. Look at the illustration. Are the muscles in the
• Say: You have got muscles all over 2.3
head, trunk or limbs? Which ones help you move your arms? Which ones
your body. Demonstrate: Wiggle help you move your legs?
your fingers. Look up. You also have
got muscles in your face. 16 sixteen
• A volunteer reads the text about
face muscles. Say: Smile. Now, feel ES0000000040196 741929-Unidad 02_34542.indd 16 17/07/2015 13:28:43
your face. Can you feel the muscles

stretching and contracting? What Reinforcement
other parts of you face can you
move? Can you wink? • Write arms, legs and trunk on the board. Volunteers complete the columns by
writing the different muscles.

Extension
1. Look at the illustration. Are the
muscles in the head, trunk or • Ss play Muscle robots. A volunteer is the robot. Give the robot instructions:
limbs? Paul is my muscle robot. He can lift his leg. Paul, move your calf muscle. Etc.
• Ask: Where is your (biceps)?

• Ss work in pairs. S1 names a
muscle and S2 points to the arm,
leg or trunk.
Play track 2.3. Ss listen and say

2.3 true or false.
16
2 UNIT 2
M”usc¬efi a®æ so‡† an∂ elasti© . 2. Read and complete the text.
• Ask: Are muscles hard or soft?
M”usc¬efi an∂ bo>efi wor§ to@et™e® to Are they rigid or elastic? Elicit: soft
mo√¶ you® bod¥ . and elastic.
• Say: What do you use your muscles
Yo¤ ca> ußæ you® fa©æ musc¬efi to exp®esfi for? Elicit: to move your body. Can
your muscles work without bones
ƒæelingfi. to support them?
• Ask Ss to smile, frown, show
33 Write the names of the muscles.
surprise, etc. Ask: How do you
express feelings with your face?
(By using your face muscles.)
πectora¬ 3. Write the names of the muscles.
• Ss look at the pictures. Explain that
bi©epfi glu†eufi these are front and back views of
the body and muscles. Ask: Is your
abdomina¬ calƒ gluteus at the front of your body or
at the back?
4. What do your muscles help you

do? Tick (✓).
44 What do your muscles help you do? Tick (✓). • Say: Name an activity you do every
day. Write Ss’ suggestions on the
✓ run breathe think
board. Ask: Do you use your
sleep ✓ swim ✓ smile muscles when you run? Encourage
Ss to say: Yes, I do./No, I don’t.
• Ss tick the actions.
Muscles are soft and elastic. They help you move your body.
seventeen 17
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Reinforcement
• Do a class drill: S1: You use your biceps to move your... S2: Arm. You use
your pectoral muscle to move your... S3: Trunk.
Extension
• Bring in magazine pictures of people practising sports. Ss imitate the actions
in the pictures and decide which muscles are being used.

KEY COMPETENCES
Ss learn to identify what

muscles help them do.
17
Looking after your body
Objectives To be healthy you need to keep clean, do regular exercise,

sleep and have a good diet.
• To learn what you need to do
to keep healthy Keeping clean
• To name healthy habits Keeping clean helps to prevent
diseases.
You should wash your hands
Key language before you eat or touch food.
• Key vocabulary and structures: You should wash yourself every
disease, food, energy, leisure (time), day.
meal, sport; healthy, happy; brush You should brush your teeth after
(your teeth), do (exercise/sports), every meal.
have a good diet, look after, keep
clean, make (your muscles) strong, Exercise
prevent, sleep, spend (time), touch, Exercise helps your muscles and
wash (your hands) bones be strong.
You can exercise by doing sport,
dancing, running or walking.
Presentation
• Say: It’s important to look after your Sleep
body. What can you do to look after You should sleep at least ten
your body? Elicit: wash, brush your hours every night. When you sleep
teeth, do exercise, etc. Write Ss’ well, you have energy.
Leisure time
• Ss look at the first photo. Ask: What
is the girl doing? Elicit: She is You should spend time with your
brushing her teeth. family and friends.
• Ask volunteers to read the texts.

After reading each text, check
comprehension: When should you 1 VALUES EDUCATION. Looking after your health
(wash your hands)? Why is it It is very important to look after your health. How many hours do you
important to keep clean? sleep every night? How often do you brush your teeth? What happens
• Explain: When you do exercise your if you don’t brush your teeth? What happens if you don’t sleep
muscles and bones grow strong. enough?
Sleep is very important, too. How
do you feel if you don’t sleep? Elicit: 18 eighteen
tired.
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• Ss look at the second photo. Ask:
Do you spend time with your
(family/friends)? What activities do Reinforcement
you do together? Does it make you
• Sing the song This is the way we (wash our hands) early in the morning to
feel good?
practise the actions.
1. VALUES EDUCATION. • Ask what healthy habits Ss can practise at school. Write a list on the board
Looking after your health for them to copy.
• Ask volunteers the questions. Then,
in pairs, Ss ask each other the Extension
questions and answer. • In groups, Ss make posters to promote healthy habits. Display the posters
in the class.
18
2 UNIT 2
22 Which children are making their muscles strong? Tick (✓). Practice
✓ 2. Which children are making their
muscles strong? Tick (✓).
• Ss look at the pictures. Ask: What
are the children doing? Are they
using their muscles?
What activities do you do to make your muscles strong? Write. M.A.
• Ss tick the correct activity.
I go swimmin@ o> Wed>esdayfi an∂ Fridayfi. What activities do you do to
make your muscles strong?
• Ask: What physical activities do
33 How can you look after your senses? Tick (✓). you do? Write the activities on
the board.
✓ Read and write in good light.
• Ss write the activities they do.
Wash your eyes and ears after watching television.
3. How can you look after your
Use suntan cream when it is very sunny. senses? Tick (✓).
• Ss read the first sentence. Ask: Is
✓ Don’t listen to loud noises.
this good or bad (for your eyes)?
✓ Watch TV from a good distance. Repeat with the other sentences.
44 Who is looking after their back? Look and circle.
4. Who is looking after their back?
Look and circle.
• Talk about the importance of good
posture. Demonstrate by walking
round the class with a straight back
and a bent back. Ask: Am I looking
after my back? Repeat with the
other two pictures.
You need to keep clean, exercise, sleep and have a good diet
to be healthy and happy.
nineteen 19
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Reinforcement
• Ask Ss questions: Do you use sun tan cream when it’s very sunny? Do you
walk with a straight back? Etc. Encourage Ss to answer Yes, I do./
No, I don’t.
Extension
• Write four headings on the board: In the playground, At home, Hobbies/
Sports. Ask Ss to tell you about activities they do in each category that make
their muscles strong. Ss then copy the headings in their notebooks and draw
an activity they do in each category. KEY COMPETENCES
Activity Book, page 10, Activities 1 and 2 Ss reflect on the importance

of looking after their senses.
19
KNOW HOW TO
Objectives
Plan an exercise routine
in the unit to carry out a task 1 Choose the correct exercises for each option. Write the number.
• To plan an exercise routine 1 2
Key language
bend, keep (your abdominals)
3 4
strong, push, stretch; once (a week)
Presentation
are the children doing? Can you do
any of these exercises? How often
do you exercise? 5 to keep your abdominals strong 1
Practice to keep your biceps strong 2
1. Choose the correct exercises for to keep your calf muscles strong 5
each option. Write the number.
• Ss look at exercise 1. Ask: Is she
making her (biceps/abdominals/calf
muscles) strong? Repeat for each 2 Look at the pictures again. Write the number.
exercise.
• Ss read the sentences, then write
to stretch your muscles 4 to keep you flexible 3
the numbers.
3 How often should you do these exercises? Tick (✓ ).
2. Look at the pictures again. Write
the number.
• Ask: Which exercise stretches your ✓ once a week once a month
muscles? (4.) Which exercise keeps
you flexible? (3.)
• Ss write the numbers.
20 twenty
3. How often should you do these
exercises? Tick (✓). ES0000000040196 741929-Unidad 02_34542.indd 20 24/07/2015 11:06:11
• Ss tick the best answer.

Reinforcement
• Ask a volunteer to choose one of the exercises and do it. Ask: Is he/she
keeping his/her (biceps) strong? Ss work in pairs and try the different
exercises. Their partner says which muscles they are using.
Extension
• Ss prepare an exercise chart. Once a week they do the exercises and tick off
the ones they have done.
20
2 UNIT 2
REVISION
Objectives
1 Look at the picture and write.
• To revise key vocabulary and
muscle join† bo>æ
bone • To give Ss the opportunity to
joint evaluate their own learning
musc¬æ
Key language
2 Which joint do you move? Look and write. • Key vocabulary and structures:
to bend your leg k>ææ revision of Unit 2
to move your hand wris† Presentation

to move your head >ec§ • Write bones, joints and muscles
to bend your arm elbow on the board. Ask Ss to draw
three columns with those headings
to move your foot ank¬æ in their notebooks and classify
the words.
3 Which sense do you use to identify these things? • Revise the senses. Ask: What sense
do you use to see? What sense do
a red house sigh† a quiet room ™earin@ you use to listen to music?
a sweet food tas†æ a hot plate touc™ Practice

1. Look at the picture and write.
• Say: Look at the arm. How many
SHOW YOUR SKILLS (bones) can you see? What is at the
top of the limb, a joint or a muscle?
4 Choose one of these activities:
Etc.
A. Find out which is the longest B. Make a poster about the sense
bone and which is the of sight. Show what you can 2. Which joint do you move?
shortest bone in your body. identify with your eyes. • Read the sentences. Demonstrate
the actions and ask: Which joint am
I moving?
twenty-one 21 • In pairs, Ss perform the actions.
Their partner names the joint they
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are moving.
3. Which sense do you use to

Reinforcement identify these things?
• In pairs, Ss choose six key words from the unit and draw a picture for each. • Ask: Which sense do you use to
They write the words for each picture out of order. They exchange with identify colours? Which sense do
another pair who match the pictures to the correct words. you use to identify if food is sweet
or salty? Etc. Write Ss’ answers on
the board.
Extension
• It is important to keep healthy but also to keep safe. Revise how our senses 4. SHOW YOUR SKILLS.
help keep us safe. Say: Our sense of touch can tell us if things are hot or • Read the options. Make sure Ss
cold. Elicit ideas about how we can keep safe, for example, wear a bicycle understand the activities and all
helmet, look and listen before crossing the road, etc. the vocabulary.
• Ss choose the activity they wish
to do.
21
3 Nutrition
This unit introduces the subject of nutrition. It explains what people need to live. It also describes
the process of respiration and digestion. It explains how important it is to follow a healthy diet.
Unit outline
Nutrition
Respiration
Digestion
Teeth
A healthy diet
Know how to
Final task
Describe what people need
to live
Complete a healthy
diet questionnaire
Recognize healthy eating habits
22A
Unit contents
• What people need to live
• How we breathe
• How food is digested
• Types of teeth
• Meals and healthy foods
CONTENTS
• respiration: air, lungs, mouth, nose, oxygen,
trachea
VOCABULARY
AND STRUCTURES • digestion: faeces, food, nose, oesophagus,
saliva, stomach, teeth, trachea, tongue; meals:
afternoon snack, breakfast, dinner, lunch
• Describe what people need to survive

• Talk about the process of respiration
• Identify the parts of the digestive system
• Identify types of teeth
• Describe meals and healthy foods
• Describe the process of breathing in and out

WORK WITH
• Talk about places with clean air
THE PICTURE
• Identify some healthy foods
KNOW HOW TO
• Talk about different types of food

SPEAKING
• Describe what one eats for breakfast
• Describe the respiration process

WRITING • Write the parts of the digestive system
• Classify different types of foods
FINAL TASK • Complete a healthy diet questionnaire
• Understanding the importance of trying to

VALUES reduce air pollution
EDUCATION • Recognizing the importance of eating foods
from each food group every day
22B
Objectives 3 Nutrition
of the unit
about food
• To learn the names of some foods
Key language
bag, market, supermarket,
vegetables; healthy
Presentation
• Ask: Where does your family buy
food? Is there a market near you?
Or a supermarket? What can you
English. Write the words on the
board. are healthy.

• Ss look at the picture. Ask: What Where are the people?
3.1
KNOW HOW TO
can you see in the market? Point to the girl with the hat. What has she got
• Say: Point to the girl with a shopping in her shopping bag? FINAL TASK
bag. What’s in her shopping bag? Name six different foods. Complete a healthy
Elicit: bread and eggs. SPEAKING. What foods in the picture do you diet questionnaire.
Know how to
22 twenty-two
about nutrition, respiration,
digestion and healthy diets. ES0000000040196 741929-Unidad 03_34541.indd 22 17/07/2015 13:29:40
• Explain the final task: You will

complete a healthy diet
questionnaire.
Reinforcement
• Play a memory game. Say: I go to market and I buy some apples. Ask a
Song student to repeat what you said and add another item of food, for example,
I go to market and I buy some apples and some potatoes. The next student
• The song in this unit can be repeats these two items and adds another one. This continues until someone
practised at any moment. See can’t remember all the items!
the unit.
Extension
Play track 3.1. Song. What's
good to eat? Ss listen. Explain
that the song is about what is
22
1 What do these people need to live? Write. Objectives

• To learn what people need to live
water • To identify what other things we

need to live well
air
Key language
Hæ >æedfi wa†e® . Hæ >æedfi ai®. • Key vocabulary and structures:
air, clothes, family, food, friends,
2 Read and complete the sentence. house, people, toys, water; breathe,
water air food
Presentation
All people need to eat foo∂ , drink wa†e® • Ask: What do we breathe? Why do
and breathe ai® to stay alive. we need to drink water? What else
do we need to live?
3 What other things do people need? Tick (✓) the three most important
for you. O.A. Practice
1. What do these people need to
family friends toys
live? Write.
school house clothes • Ss look at the first picture. Ask:
4 Can we live on the Moon? Circle and complete. What does he need?
• Ss look at the second picture. Ask:
Where is the boy? Is there air under
there is / there is no foo∂ , the water? What does he need?
wa†e® or ai® .
2. Read and complete the
sentence.
• Write the words eat, drink and
Human beings can’t live without air, water and food. breathe on the board. Say: I eat
food. Ss repeat. Continue with
I drink water and I breathe air.
twenty-three 23 • A volunteer reads out the sentence.
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3. What other things do people
need?
• Ask: Do you need your (family)?
Reinforcement Repeat with the other options. Ask:
• Write true and false statements on the board. For example: I drink food. Which things are most important
There is food on the Moon. There is no air under water. Ss say if the for you?
statements are true or false. 4. Can we live on the Moon?
• Ask: Do you have friends living on
Extension the Moon? (No! No one can live on
• Ss make a poster with the title Things I need. They draw and label the things the Moon.) Do you think there is any
that are most important to them. Display the posters in the class. air on the Moon? Or water? Or
food?
23
Respiration
Objectives You need air to live, so you breathe all

the time.
• To learn about the process
You breathe in air through your nose
of respiration nose
and your mouth. This air goes into your
• To discover how pollution affects mouth
body through the trachea. Then, it
our health goes into your lungs. trachea
When you breathe, you absorb oxygen.
Key language You need oxygen to live. You breathe lungs
• Key vocabulary and structures: in to fill your lungs and get oxygen.
air, body, chest, lungs, mouth, nose, You breathe out to empty your lungs.
oxygen, respiration, trachea; clean, It’s important to breathe correctly
strong; absorb, breathe in/out, to make your lungs strong.
empty, fill, keep, live
Presentation
• With one hand on their chests, Ss
breathe in breathe out
breathe in. Say: Feel the air going
into your body. They breathe out
onto their hand, still with the other
hand on their chest. Say: Feel the
air coming out of your body. You
breathe in air through your mouth
and nose.
• Point to the girl’s lungs. Say: Lungs
are in the chest. Her lungs are like
two soft bags in her chest. What Breathe in through your Keep the air in your lungs Breathe out slowly.
other parts of her body does she nose, not your mouth. for a few seconds.
use to breathe? Elicit: mouth
and nose. 1 Put your hand on your chest and breathe in. Does your chest
• Explain that the trachea is a tube grow bigger or smaller?
which takes the air into the lungs. 2 Work with your partner and solve this riddle: I go into your lungs
• Ask Ss to try holding their breath. when you breathe in. You need me to live. What am I? Air.
Say: We cannot go a long time
without breathing. We need to 24 twenty-four
breathe oxygen in the air to live.
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• Point to the first picture of the boy:
Ask: Is he breathing in or out?
Repeat for the other two pictures. Reinforcement
• Ask Ss to breathe in through their • Give Ss balloons. They blow into them with very short breaths. Explain: The
nose and out through their mouth. air in the balloons comes from your lungs. Ss blow into the balloons with
deeper breaths. Say: This is how much air fits in your lungs.
Practice
1. Put your hand on your chest and Extension
breathe in. Does your chest grow • Explain how divers breathe underwater. Ss find images of diving bottles on
bigger or smaller? the Internet, print them and glue them to a sheet of paper. They write: Divers
• Ss try the activity and answer. breathe in oxygen from diving bottles.
2. Work with your partner and solve
this riddle.
• Ss work in pairs. Ask: What goes
into our lungs? What do we need to
live?
24
4
3 UNIT 3
3.2
3.2
mouth air trachea lungs nose
• Ask: Where does air go into your
body? Elicit: the nose and mouth.
W™e> yo¤ b®eat™æ, t™æ ai® gø±fi into Where does the air go through?
you® bod¥ throug™ you® noßæ o® Elicit: the trachea. Finally, where
does the air go? Elicit: the lungs.
mout™ . T™e>, i† gø±fi throug™ you® • Ss point to and trace the path of
trac™eå an∂ into you® lungfi . the air on the picture of the girl on
page 24.
44 What is oxygen? Circle. • Ss complete the activity with the
When you breathe out / in, you absorb / eat oxygen.
words provided.
You need / don’t need oxygen to live.
3.2 check their answers.
55 Read and match. 4. What is oxygen? Circle.

You breathe in to empty your lungs. • Tell Ss: Oxygen is in the air. It is a
gas you breathe in. Without oxygen
You breathe out to fill your lungs. you can’t live.
You breathe in to get oxygen. • Ss circle the correct words.
5. Read and match.
• Say: Breathe in. Ask: When you
breathe in do you fill or empty your
✓ ✓
lungs? Then, say: Breathe out.
When you breathe out do you fill or
empty your lungs?
answers as a class.
6. Look and tick (✓) the places with
When you breathe, you fill and empty your lungs. clean air.
• Explain that air is not always clean.
Sometimes it is dirty in big cities.
twenty-five 25 Ask Ss about the first picture: Is the
air clean here? Why not? Elicit:
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factories, cars and smoke. Write the
words on the board.
Reinforcement • Ask about the other two pictures.
Ss tick the places with clean air.
• Ss breathe in and out and touch their nose, mouth, neck (trachea) and chest.
• Discuss the importance of how everyone must help reduce air pollution.
Ss learn about the process
Encourage Ss to make suggestions: Take public transport. Ride bicycles.
of respiration.
25
Digestion
Food gives you the substances you need for energy to play,
Objectives
study and do sport. You need to eat several times each day.
• To learn about the process Food goes into your mouth. You chew the food with your teeth.
of digestion Your tongue helps mix the food
• To identify the main parts of the with saliva.
digestive system Food goes down your oesophagus
• To identify types of teeth and into your stomach. Food is digested
teeth mouth
in the stomach. This process is called
tongue
Key language digestion.
The rest of the food you don’t need oesophagus
is expelled out of your body in
digestion, energy, faeces, mouth,
your faeces.
oesophagus, saliva, stomach,
substance, canine/incisor/molar/
milk/adult teeth, tongue; chew,
stomach
digest, expel, grow, mix
Presentation
• Ask: Why do you need to eat food
milk teeth
every day? Elicit: to have energy. Teeth
How do you feel if you don’t eat?
When you are born, you don’t have
Write the words strong and weak incisor canine teeth. In your first year, your milk
on the board. teeth grow.
• Ss look at the picture of the boy. When you are about six, your milk
Explain: The boy takes a bite of the molar teeth begin to fall out and your adult
teeth grow.
sandwich. He chews it with his
teeth. His tongue helps mix the food
with saliva. Then, the food travels It’s important to look after your
down the oesophagus. The teeth.
stomach works to make all the
pieces of food very small. It mixes 1 WORK WITH THE PICTURE. How many milk teeth are there?
all the food together and keeps
How many incisors are there? How many canines are there?
only the good substances the How many molars are there?
body needs.
• Explain that faeces are the part of 26 twenty-six
the food our bodies don’t need, so
we go to the toilet to expel them ES0000000040196 741929-Unidad 03_34541.indd 26 17/07/2015 13:29:52
after digestion.
• Ss look at the picture of the mouth. Reinforcement
Ask: Do little babies have teeth?
• Ask Ss to draw a girl or a boy in their notebook. They draw the digestive
Have you ever lost a tooth?
system and label the main parts.
• On the board write the names of
the main milk teeth. Ask Ss to look
in and try to count their partner’s
Extension
teeth. • Make a chart for the classroom with columns for name, incisors, canines,
molars. Ss put a tick in the column each time they lose a tooth.
Work with the picture • Remind Ss that it is important to look after their teeth. Ask them how many
times a day they brush their teeth, when and for how long.
1. How many milk teeth are there?
• Ss count the teeth. Ask a volunteer
to write the corresponding number
for each type on the board.
26
3 UNIT 3
2 Look and write the main parts of the digestive system. Practice
2. Look and write the main parts of
mout™ the digestive system.
• Say: Listen and look at the picture.
ø±sophagufi stomac™ The girl is eating an apple. First, she
bites it with her teeth. Then, the
piece of apple goes down her
oesophagus.
• Ss label the picture.
3 Read and put the sentences in order. Write 1, 2, 3, 4 and 5.
3. Read and put the sentences in
order. Write 1, 2, 3, 4 and 5.
The food is
digested in
4 Food goes
into your
1 • Ss read the sentences. Ask: Which
your stomach.
You chew the
food with your
2 mouth.
athemat
ical
is the first one? Write number 1.
• Ask a volunteer to tell you the next
l-m
teeth. Logicantelligence
i stage and read out the sentence.
Repeat with the other stages of
The food you don’t
need is expelled out of
5 The food goes down
your oesophagus and
3 digestion.
4. Read and match.
your body in your faeces. into your stomach.
• Ask: Why do you need to eat every
day? Why do you need to chew
4 Read and match. your food well? Elicit the answers
from volunteers.
You need to eat every day so it goes down your • Ss complete the activity.
oesophagus easily.
You need to chew your food well so your body has energy.
You chew food in your mouth. Then, the food goes down your
oesophagus into your stomach.
twenty-seven 27
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Reinforcement
• Revise the process of digestion. Say: When I eat I put the food in my…
Encourage Ss to repeat and finish the sentence with you. Continue: In my
mouth I chew the food with my… Etc.
Extension
• Talk about food that is easy to eat and food that needs to be chewed a lot.
Write a few examples on the board and ask Ss to say which is easy to eat
and which is not. KEY COMPETENCES
Activity Book, page 13, Activities 1 and 2 Ss gain confidence using

English to talk about
digestion.
27
A healthy diet
Different types of food give you different substances for your
Objectives body. To have a healthy diet, you need to eat all types of food.
• To learn what makes a healthy diet
• To revise the food groups
• To identify which foods are healthy Food you should only
eat occasionally.
• To learn healthy eating habits
Key language
Don’t eat too
• Key vocabulary and structures: Food you should much red meat!
eat several times
breakfast, diet, dinner, fruit, lunch,
a week.
meal, morning/afternoon snack,
(red) meat, food pyramid,
vegetables; hungry; every day, Drink lots
occasionally, several times (a day/ of water!
Food you should
a week)
eat several
times a day.
Presentation Eat fruit and
vegetables
• Revise the food groups: fruit and every day!
vegetables, meat and fish, dairy
products, pulses and cereal.
• Ask: How many meals do you eat a
You should eat five meals a day: breakfast, a morning snack,
day? When do you eat them? Elicit
lunch, an afternoon snack and dinner.
the names of meals and write them
on the board. Then, ask Ss to give Have a good breakfast!
you examples of food they eat at
Breakfast is an important meal. You need
each meal.
energy to start the day.
• Explain that it is important to eat
rsonal
many different types of food every Intrapeigence
day. Say: We divide food into intell
groups. Each type of food helps
your body to grow and be healthy. 1 WORK WITH THE PICTURE. Tell your partner which foods in the food
However, we should eat some pyramid you eat for breakfast.
types of food more often than
others.
28 twenty-eight
• Ss look at the food pyramid and ES0000000040196 741929-Unidad 03_34541.indd 28 17/07/2015 13:30:08
name some of the foods they can

see. Explain that we should eat
fewer foods towards the top of Reinforcement
the pyramid. • Play Odd one out. Stick flashcards or photos from magazines of four foods
• Ss look at the breakfast tray and on the board, three of the same food group and one odd one out. For
name the foods they can see. example, apples, cake, broccoli and tomatoes. Ask: Which is the odd one
out? Elicit: cake.
1. Tell your partner which foods
Extension
in the food pyramid you eat for • In pairs, Ss say their favourite foods/meals. Do a survey and then discuss
breakfast. which foods they should eat every day and which ones only on special
• In pairs, Ss tell each other the foods occasions.
they eat for breakfast. Volunteers
share what they have for breakfast
with the class.
28
3 UNIT 3
2 Circle the healthy foods. Practice
2. Circle the healthy foods.
• Ss name the foods in the pictures.
Ask about each one: Are (cakes)
healthy? Is (milk) healthy? Etc.
answers as a class.
3. Look at the food pyramid and
write the names of foods.
• Ask: What foods should you eat
every day? Write Ss’ suggestions
on the board. Then, ask: What
3 Look at the food pyramid and write the names of foods. M.A. foods should you eat several times
a week?
foods you should
3.3
eat every day

bananafi, πearfi, tomatø±fi, ¬ettu©æ • Ss write three foods for each
category.
foods you should eat
several times a week
eggfi, µea†, fis™, nutfi 3.3
true or false.
4. Which are healthy habits? Read

4 Which are healthy habits? Read and tick (✓). and tick (✓).
• Ask: Is it healthy to eat all types of
✓ Eating all types of food.
food? Repeat with the other
Eating when you are hungry. statements.
✓ Having a good breakfast every day. • Ss tick the healthy eating habits.
Ask a volunteer to read out the
✓ Drinking lots of water every day. answers.
You need to eat all types of food and you should eat five times
a day to be healthy.
twenty-nine 29
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Reinforcement
• Ask Ss to bring in empty food packets or labels. Ss classify them into groups
(make signs for each group) around the classroom according to their place
on the food pyramid.
Values education
KEY COMPETENCES
• Explain the importance of eating food from each food group every day: It is
important to eat a healthy diet to have energy and be strong and healthy.
Imagine only eating sweets and never eating fruit or vegetables. Do you think Ss learn that they are
this is healthy? responsible for eating well
and their own well-being.
29
KNOW HOW TO
Objectives
Complete a healthy diet questionnaire
in the unit to carry out a task 1 Read and tick (✓). O.A.
• To complete a healthy diet
questionnaire DO YOU HAVE A HEALTHY DIET?
How many meals do you have a day?

Key language
three four five
cereal, soft drink; How many…(a How many days a week do you eat vegetables?
day)?, What types of (food)…?;
none some every day
every day, none, some (days);
have/follow a diet How many days a week do you eat fruit?
none some every day

Presentation
What is your favourite drink?
• Revise the names of meals. Write
the words on the board. Ask: How soft drinks milk juice water
many meals do you have a day?
Which ones? Encourage Ss to say: What types of food do you like?
In the morning I have breakfast. Etc. meat pasta vegetables everything
• Write the structure How many days
a week…? on the board. Then, ask: What do you have for breakfast?
How many days a week do you (eat toast cereal fruit milk
vegetables)? Do you (drink milk)
every day? * More ticks in columns 3 to 4: You have a healthy diet.
* More ticks in column 1 to 2: You should follow a better diet.

Practice
1. Read and tick (✓).
• Read the questions. Ss complete 2 Write two more foods you should eat to have a healthier diet. O.A.
the questionnaire.
• Ask: How many ticks have you got
in column 1? Write the number. And
in column 2? Write the number. 30 thirty
Now, add the two numbers
together. Repeat for columns three ES0000000040196 741929-Unidad 03_34541.indd 30 17/07/2015 13:30:12
and four. Then, say: Have you got

more ticks in columns 1 and 2 or in
columns 3 and 4? Do you think you
Reinforcement
have a healthy diet? • Ss work in pairs and ask and answer the questions from Activity 1.
2. Write two more foods you should
eat to have a healthier diet. Extension
• Ask Ss to think of more foods that • Bring in a few examples of school menus. Ss look at them and decide if they
are healthy. Write their suggestions are healthy or not. Then, ask them to create a different healthy menu for their
on the board. school.
• Ss choose two of the foods and
write them.
30
3 UNIT 3
REVISION
1 Write the parts of the body we use for breathing.

Objectives
noßæ • To give Ss the opportunity to

mout™ trac™eå
Key language
lungfi • Key vocabulary and structures:
revision of Unit 3
Presentation
2 How can you look after your teeth? Tick (✓). • Write words for parts of the
respiratory and digestive systems
You should brush your teeth…
on the board: trachea, stomach,
✓ after every meal. teeth, etc. Ask Ss to draw two
columns with the headings
only at night. respiration and digestion in their
only in the morning. notebooks and classify the words.
Practice
3 Write how food goes through your body.
1. Write the parts of the body we
mout™ ø±sophagufi stomac™ fåe©efi use for breathing.
• Ss look at the picture. Say: Point to
the girl’s face. What are these?
SHOW YOUR SKILLS
Elicit: the nose and mouth.
4 Choose one of these activities: Continue: Point to the girl’s chest.
What are these? Elicit: the lungs.
A. Find pictures of different B. Write a healthy menu
types of food and make to have for lunch at home. • Ss label the picture.
a poster of a food pyramid. 2. How can you look after you
teeth? Tick (✓).
• Ask: Why should we brush our
thirty-one 31 teeth every day? Encourage Ss to
answer: to keep healthy. When do
ES0000000040196 741929-Unidad 03_34541.indd 31 17/07/2015 13:30:15
you brush your teeth? Elicit: I brush
my teeth after every meal.
Reinforcement 3. Write how food goes through
your body.
• Play True or false. Say: Your food goes from your mouth down your trachea.
You can breathe through your nose and your mouth. Etc. Ss say true or false. • Revise the parts of the digestive
system. Ask: Where does your food
go first? (Into your mouth.) Ss write
Extension mouth in the first box. Etc.
• In small groups, Ss draw and illustrate their favourite healthy menus. Make it 4. SHOW YOUR SKILLS.
into a class book.
• Organize a yoga class. Ss practise breathing while they listen to instructions: understand the activities and all
Close your mouth. Breathe through your nose. Put your hand on your chest. the vocabulary.
Feel your lungs filling with air. Then, volunteers practise being the yoga
teacher.
to do.
31
4 Plants
This unit introduces the subject of plants. It describes the difference between living and non-living
things. It explains the parts of a plant and the different types of plants. It also explains how plants
reproduce.
Unit outline
Plants
Living and non-living things
Parts of a plant
Types of plants
How plants reproduce
How plants travel
Know how to
Classify different types of plants Final task
Distinguish between evergreen Describe a plant
and deciduous trees
January February March
32A
Unit contents
• Plants are living things
• Parts of a plant
• The different parts of plants we eat
• Types of plants
CONTENTS • How plants travel and reproduce
• parts of a plant; types of plants: bushes,

VOCABULARY
grasses, trees; deciduous, evergreen; bloom,
AND STRUCTURES
germinate, grow
• Recognize what all living things have got

in common
• Identify the parts of a plant
• Describe different types of plants
• Explain how plants reproduce
• Identify which part of plants we eat

WORK WITH • Classify different plants
THE PICTURE • Sequence pictures about the life cycle
KNOW HOW TO of a flower
• Talk about deciduous and evergreen plants

SPEAKING • Discuss the things one should and shouldn’t do
in a forest
• Write what all living things have got in common

WRITING
• Complete a text about the parts of a plant
FINAL TASK • Draw and describe a plant
• Recognizing that plants are a vital part of life

VALUES
• Understanding the importance of respecting
EDUCATION
animals and plants in our forests
32B
Objectives 4 Plants
of the unit
• To discuss what plants provide
us with
about animals
Key language
basket, berry(ies), bird, egg, forest,
fox, leaf (leaves), nut, season, seed,
shelter, sky, soil, squirrel
Presentation
• Teach the seasons. Ask: What
month is it now? What season is it
now? Is it hot or cold?
• Say: Name some forest animals.
Write the answers on the board. Plants provide food and shelter
Then, say: Squirrels live in forests. for living things.
What do they eat? Where do they
sleep? Plants provide food and
shelter for living things.
Where are the children, in a forest or by the sea?
4.1
KNOW HOW TO
Point to the basket. What is in the basket,
berries or nuts? FINAL TASK
• Ss look at the picture. Ask: How
Point to the trees. What colour are the leaves Describe a plant.
many people can you see? Are they
on the trees? What season is it?
wearing coats? Why? What colour
SPEAKING. Tell your partner about a forest you
are the (nuts)? Point to the fox, etc.
know. Where is it? What can you see there?
Know how to 32 thirty-two

ES0000000040196 741929-Unidad 04_34537.indd 32 17/07/2015 13:31:48
about different types of plants and
their main parts. You will also learn
how plants reproduce. Reinforcement
• Explain the final task: You will learn • Brainstorm other animals that live in a forest and discuss whether they eat
how to describe a plant. plants or other animals.
Song Extension
• The song in this unit can be • Ss cut out pictures they associate with autumn from magazines. They make
practised at any moment. See a class collage with the title Autumn.
the unit.
4.1
Play track 4.1. Song. Everywhere
you look. Ss listen. Play the song
again and Ss try to sing along.
32
Living things and non-living things UNIT 4
1 Look and circle. Objectives

• To understand what all living things
living things
have got in common
non-living things • To introduce some of the
characteristics of plants
Key language
2 What have all living things got in common? Complete the sentence.
air, basket, fox, rock, seed, soil,
squirrel, sunlight, water; fixed, living,
die reproduce grow non-living; be born, die, grow,
move, need, provide, reproduce
A”l¬ livin@ thingfi aræ bor>, t™e¥
Presentation
grow , t™e¥ ®eprodu©æ • Show Ss pictures of a flower and
an∂ t™e¥ d^æ . some scissors. Practise the words
living and non-living until Ss are
3 Read and tick (✓ ) the characteristics of plants. familiar with them.
Plants can move about. • Write born, grow, reproduce and
die on the board. Ask: Is a plant
✓ Plants are fixed in the soil.
born? Etc. Repeat with an animal.
✓ Plants need water, air, sunlight and soil to grow. Explain that all living things, plants
and animals, are born, grow,
Plants do not need air to grow.
reproduce and die.
✓ Plants reproduce from seeds.
• Elicit differences between plants
Plants reproduce from eggs. and animals. Mention that plants
can’t move, they reproduce from
seeds.
Plants are living things. They are born, they grow, they reproduce
and they die. Practice
1. Look and circle.
thirty-three 33 • Point to the illustrations and ask:
What is this? Is a (rock) a living thing
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2. What have all living things got in

Reinforcement common?
• Make true or false statements. For example: A book can reproduce. A • Ask: What happens first in the life of
squirrel grows. Ss say if the statements are true or false. an animal or plant? Elicit: It is born.
Draw a seed sprouting. Then, ask:
• Bring a plant to class and talk about what it will need, the best place to put it,
What happens next? (It grows.) Etc.
etc. Make a class rota for watering it each week.
Write the words in a flow diagram
on the board.
Extension
3. Read and tick (✓) the
• Go for a walk around the school looking for plants. Take photos to make a
characteristics of plants.
display. Ss write descriptions. Teach any vocabulary, for example, in the
• Ask: Can plants move about? Etc.
grass, in pots, etc.
• Volunteers read out the answers.
33
Parts of a plant
Objectives
• To identify the different parts of
a plant
• To learn the functions of different
parts of a plant
• To recognize which parts of a plant
are edible
Key language
flower, fruit, ground, leaf (leaves), All plants have got roots, a stem and leaves.
nutrient, root, seed, soil, stem, The roots are under the ground. They absorb water and nutrients
sunlight, tree; artichoke, asparagus, from the soil. They fix the plant to the ground.
pepper, radish; absorb, fix, support, The stem grows above the ground. It transports the nutrients around
transport the plant. It supports the plant.
Presentation Leaves are usually green. They

• Bring a flowering plant to class and absorb sunlight and air. Some
teach the parts. Ask: Where are the plants have got flowers and
leaves? What other parts can you fruits. There are seeds inside
see? Then, say: Plants absorb the fruits.
sunlight and air through their leaves.
They absorb water and nutrients
through their roots.
• Volunteers read the text. Ss identify
the parts of the plant in the
illustrations. Ask: What is the stem
for? And the roots? 1 WORK WITH THE PICTURE. What
• Ss name some fruits. Ask: What colour is the fruit on this tree?
can you find inside a fruit? Elicit: What fruit is it? Name your
seeds. favourite fruit. Red apples.
34 thirty-four
1. What colour is the fruit on this ES0000000040196 741929-Unidad 04_34537.indd 34 17/07/2015 13:31:53
tree?
• Ss ask and answer in pairs. Reinforcement
• Ss bring in a piece of fruit. Help them cut open the fruit and observe the
seeds inside. Ask: Are the seeds always in the same place inside the fruit?
Have all fruits got the same number of seeds?
Extension
• Ss collect leaves, stems, etc. They glue them onto a piece of paper to make
a plant and draw any missing parts. Display them around the class.
34
4 UNIT 4
2 Look and write. Practice
The ¬ea√±fi absorb sunligh† 2. Look and write.
and ai® . • Define different parts of a plant:
They are under the ground and
The s†eµ transports
absorb water. Ss say: Roots. Etc.
nutrêntfi around the plan† . • Draw a plant in soil on the board.
Draw the Sun next to the plant. Ask
The rootfi absorb wa†e® a volunteer to draw an arrow
andnutrêntfi from the soil. showing where the plant absorbs
sunlight. Draw rain falling on the
soil. Ask a volunteer to draw an
3 Read and match. arrow showing where the plant
absorbs water. Repeat with the
All plants have got flowers and fruits. word nutrients.
Some plants have got roots, a stem and leaves. • Volunteers read out the text.
3. Read and match.

4 Which part of these plants do we eat? Circle.
• Ss say the names of plants they
roots stems flowers fruits know. Write them on the board. For
list
4.2
4.2
Naturaence each plant ask: Has (a rose) got

intellig
(flowers/fruits/roots)? Etc. Write the
artichoke
words flowers, fruits, roots, a stem,
asparagus
leaves on the board. Ask: What
have all plants got? What have only
some plants got?
radish pepper
4. Which parts of these plants do
we eat? Circle.
• Bring carrots, fruit, broccoli, and
some asparagus to class. Hand
All plants have got roots, a stem and leaves. Some plants have got them around. Ss decide which part
flowers and fruits. of a plant they are. Ask: Do carrots
grow on the stem or underground?
Are they roots or stems? (Roots.)
thirty-five 35
• Check answers as a class.
ES0000000040196 741929-Unidad 04_34537.indd 35 17/07/2015 13:31:54 Play track 4.2. Ss listen and
Reinforcement
• In their notebooks, Ss draw their own diagram of a plant with arrows and
labels to show where the air, sunlight, nutrients, and water are absorbed and
transported.
Extension
• Ss find pictures of other edible plants and classify them according to the part
of the plant that is edible.
• Divide the class into two teams. A volunteer from each team gives a simple
description. This is a fruit. It is red or green. It grows on a tree. (An apple.)
This grows underground. It is orange. It is a root. (A carrot.) The teams guess
the fruit or vegetable. For each correct guess the team wins a point.
35
Types of plants
Objectives
• To identify different types of plants
• To learn the names of some plants
Key language
branch, bush(es), grass(es), trunk;
beech tree, clover, cork oak, fir tree, cork oak lilac tulips
lilac, oak, olive tree, palm, poplar
Trees have got a long, Bushes have got short, Grasses are smaller. Their
tree, poppy, rockrose, rose, tulip; hard, thick stem called hard trunks. The branches stems are soft, thin and
deciduous, evergreen, hard, thick, a trunk. They have got are hard and near the green.
thin, soft; all year round, (It) loses its hard branches. Leaves ground.
leaves grow on the branches.
Presentation
• Ss look at the pictures of the three
types of plants. Explain the
differences: A tree has a very hard
stem. It is very thick. We call it a
trunk. Continue with bush and
grass. Write the key words on the olive tree fir tree beech tree poplar tree
board. Volunteers read the text.
Evergreen trees are green all year round. Deciduous trees lose their leaves in autumn.
• Describe one of the types of plants.
Ss say if it is a tree, a bush or
a grass: This is small. It’s got a soft
green stem. It’s got a pink flower.
Ss: A tulip. It’s a grass.
• Explain that trees can be evergreen
1 WORK WITH THE PICTURE.
or deciduous. Ask: What happens
What type of plant is this? Is
to the leaves on trees in autumn? Is
it deciduous or evergreen?
it the same for all trees? Ss
Explain. It is a deciduous tree.
describe trees near the school.
36 thirty-six
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1. What type of plant is this? Is it
deciduous or evergreen?
Explain. Reinforcement
• Ss work in pairs to answer the • Drawing dictation: Draw a very thick stem. It’s called a trunk. Draw some very
questions. long roots. Draw big branches and green leaves. Draw pears on the
branches. Then, ask: What kind of plant is it?
Extension
• Organize a walk around the school or to a nearby park to find and identify
trees, bushes and grasses. Ss make a list in their notebooks. Then, they
choose one and draw it.
36
4 UNIT 4
2 Read and match. Practice
Trees have got short, hard trunks. 2. Read and match.
Bushes have got soft, thin stems. • Ask: Have bushes got soft, thin
stems? Encourage Ss to say: Yes,
Grasses have got a long, hard, thick stem. they have./No, they haven’t. Repeat
for trees and grasses.
3 Classify the plants. • A volunteer reads out the
rockrose sentences.
poppy clover
3. Classify the plants.
• Say: Look at the poppy. Has it got a
thin stem or a thick stem? Is it a
oak rose palm tree? Is it a grass? Continue with
the other plants.
trees oa§ palµ • Check answers as a class.
bushes rockroßæ roßæ 4. Complete the sentences.
grasses popp¥ clo√±® • Show Ss pictures of fir trees and

almond trees in different seasons.
stic
Complete the sentences.
Lingui ence Ask: Is a fir tree a deciduous tree or
4
intellig
an evergreen tree? Why? Is an
almond tree a deciduous tree or an
A fi® t®ææ ifi a> e√±rg®æe> t®ææ. I† ifi evergreen tree? What happens to
g®æe> al¬ ¥ea® roun∂. its leaves? When does it lose its
leaves?
A”> almon∂ t®ææ ifi å ∂eciduoufi t®ææ. • A volunteer reads out the
sentences.
I† loßefi itfi ¬ea√±fi i> autum> .
Trees, bushes and grasses are plants. They have got different stems.
Trees and bushes can be evergreen or deciduous.
thirty-seven 37
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Reinforcement
• Write these headings on the board: Trees, Bushes, Grasses. Ss copy the
headings and write the names of the plants that they have seen on pages 36
and 37. Elicit more names of all three for Ss to add to their lists.
Activity Book, page 17, Activities 1, 2 and 3
Values education
KEY COMPETENCES
• Explain that plants are a vital part of the environment and for all living things.
Say: Plants provide us with oxygen. Oxygen is vital for living things. Discuss
the importance of protecting plants by preventing forest fires, planting more Ss develop communication
trees, creating protected areas, etc. skills by reading a text about
different types of plants.
37
How plants reproduce
Objectives Like all living things, plants reproduce.
• To describe the life cycle of a plant

A seed falls When there is water in the ground, the The plant grows and
• To learn how different seeds travel
to the ground. seed germinates and a plant grows. its flowers bloom.
Key language
apple, avocado, berry, chestnut,
coconut, dandelion, ground, peach,
seed, watermelon, wind; bloom, fall,
germinate, grow, (re)produce,
transport, travel
Presentation
• Bring some seeds to class. Say:
The new seeds travel The flowers produce
These are (grass) seeds. Plants to different places seeds.
grow from seeds. They become big and new plants grow.
plants. Ask: What else does a plant
need to grow? Revise air, soil, water
How do seeds travel?
and sunlight.
• Say: Look at the first illustration. Many seeds travel a long way. This
Where is the seed? What is is how new plants grow in other
The wind
happening in the second drawing? places.
transports
Etc. Then, ask volunteers to read
dandelion
seeds.
the text.
• Ss look at the dandelion photo.
berry
Ask: How do the dandelion seeds
travel? Elicit: wind. Repeat with the
other photos.
Animals can Water can
transport transport
seeds. coconut seeds.
38 thirty-eight
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Reinforcement
• Play What comes next? Divide the class into two groups. Say: A flower
blooms. What comes next? Point to one group and they say the next stage in
the life cycle of a plant. The groups take it in turns to say all stages of the
cycle.
Extension
• Plant seeds in small pots in the class (for example, green bean seeds). Ss
take it in turns to water them. Make a chart to complete with the date each
time Ss observe a change in the plants.
38
4 UNIT 4
al
-mathematic
ical
Put the pictures in order. Write 1, 2, 3, 4 and 5. Log ntelligenc
e
1
i Practice
4.3
1. Put the pictures in order. Write
1, 2, 3, 4 and 5.
• Ss look at the illustrations. Say:
Point to the seed. What do you
4 1 3 2 5 think will happen next? (The seed
germinates and the plant grows.)
Which drawing is number 2?
Does a seed need sunlight or water to germinate? Complete the sentence.
A ßæe∂ >æedfi wa†e® †o @ermina†æ. Play track 4.3. Ss listen and
2 Colour the seeds. Does a seed need sunlight or
water to germinate? Complete
the sentence.
• Ask: Does a plant need sunlight to
grow? Elicit: Yes, it does. Does a
seed need sunlight to grow? Elicit:
apple No, it doesn’t. What does a seed
peach
chestnut need to grow? Elicit: water. Explain
that without water a seed cannot
germinate.
watermelon avocado
2. Colour the seeds.
3 VALUES EDUCATION. Respecting living things

• Use photos or flashcards to show
Ss different seeds, such as pear
Talk about the importance of respecting animals and plants seeds, a cherry stone, a nut. Say:
in our forests. Say things you should and you shouldn’t Some plants have got one seed,
do in a forest. others have got lots of seeds. Ask:
What’s your favourite fruit? Has it
got one seed or many seeds?
All plants reproduce. New plants grow from seeds. 3. VALUES EDUCATION.
Respecting living things
• Ask: What can you find in a forest?
thirty-nine 39
When you go to the forest, what do
ES0000000040196 741929-Unidad 04_34537.indd 39 17/07/2015 13:32:07
you do?
• Explain that we need to look after
the animals and plants in a forest.
Reinforcement Draw two columns on the board,
• Choose a plant, for example, a tomato or a sunflower. In small groups, each one with a smiley face, the other
student draws one stage in the life cycle of the plant. The group describes with a sad face. Write Ss’ ideas for
the life cycle to the class: First, the seed falls to the ground. Etc. what you should or shouldn’t do in
the columns. Ss copy the columns
in their notebooks.
Extension
• Ss make posters with the title Protect our forests. They write a sentence, for
example, Don’t light fires or Take your rubbish home, and illustrate it. Display
the posters in the classroom. KEY COMPETENCES
Activity Book, page 18, Activities 1 and 2 Ss follow a sequence of

pictures to learn how a plant
reproduces.
39
KNOW HOW TO
Objectives
Describe a plant
in the unit to carry out a task
• To learn how to describe a plant
Key language
bush, flower, fruit, grass, leaf Can you draw and
describe a plant?
(leaves), stem, tree; big, small, thick,
thin; What is (it) called?
1 Choose a plant and draw it. Then, write.
Presentation What is this plant called?
• Ss bring in pictures of plants. Ss
show the class their plant. Teach O.A.
the name.
• Ask questions about the different
O.A. Name the parts of the plant.
plants: Has it got a thick stem? Has
it got flowers? Etc. O.A.
Practice
1. Choose a plant and draw it.
Then, write.
• Ss draw the plant from the picture 2 Describe your plant. Read and circle. O.A.
they have found.
My plant has got big / small leaves.
• Use a picture of a potted plant and
My plant has got a thick / thin stem.
point to the different parts of the
My plant has got / hasn’t got flowers.
plant. Elicit the words and write
them on the board. My plant has got / hasn’t got fruits.
My plant is a tree / bush / grass.
2. Describe your plant. Read
and circle.
• Ask a volunteer to tell you about
40 forty
their plant. Ask: Has it got big
leaves or small leaves? Etc. ES0000000040196 741929-Unidad 04_34537.indd 40 17/07/2015 13:32:09
Reinforcement
• Ss work in pairs. They ask and answer questions about their plants.
Extension
• Organize a field trip to collect different small plants. Press them. Then, Ss
create a class book with the different plants. They label each one with its
name and draw arrows indicating the different parts of the plant.
40
4 UNIT 4
REVISION
Objectives
1 Write T (true) or F (false). Then, correct the false sentences.
The roots fix the plant to the ground. T concepts from the unit
The stem absorbs water and nutrients from the soil. F • To give Ss the opportunity to
The leaves absorb sunlight and air. T
There are seeds inside the fruits. T Key language
All plants have got flowers and fruits. F • Key vocabulary and structures:
revision of Unit 4
T™æ rootfi absorb wa†e® an∂ nutrêntfi froµ t™æ
soi¬. S<oµæ plantfi ha√¶ go† flo∑±rfi an∂ fruitfi. Presentation
• Use flashcards to play Memory
2 Write. using the parts of a plant.
• Ask a volunteer to draw a plant on
plant flower fruit seed
the board. Then, other volunteers
label the different parts of the plant.
Practice
1. Write T (true) or F (false). Then,
correct the false sentences.
ßæe∂ plan† flo∑±® frui† • Draw an apple tree on the board.
A volunteer points to the roots. Ask:
Why has a plant got roots? Repeat
SHOW YOUR SKILLS with the stem and leaves. Then, a
volunteer points to the fruits. Ask:
What can you find inside fruits?
A. Find information about B. Make a poster about • Ss work in pairs to decide if the
a medicinal plant. Write different plants. Label sentences are true or false and
what it is used for. the parts of each plant. correct the two false statements.
2. Write.
forty-one 41 • Say: Point to the (fruit). Etc.

• Ss write the words.
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Reinforcement understand the activities and all the
• Play a team game. Say: Write the names of trees you know. Set a time limit. vocabulary.
See which team has the most names. Repeat with bushes and grasses. • Ss choose the activity they wish
Allow Ss to look back through the unit. to do.
Extension
• Ss make a list of vegetables and fruits they find in their kitchen. Then, they
work in groups to classify them into the parts of plants they come from.
41
5 Animals
This unit introduces the subject of animals. It focuses on the five main groups of vertebrates:
mammals, birds, reptiles, amphibians and fish. It introduces invertebrates.
Unit outline
Animals
Vertebrates and invertebrates
Mammals and birds
Reptiles, amphibians and fish
Invertebrates
Insects
Know how to
Distinguish between vertebrates Final task
and invertebrates Identify animal tracks
Identify insects
42A
Unit contents
• Vertebrates and invertebrates
• Characteristics of mammals, birds, reptiles,
amphibians and fish
• Invertebrates and insects
CONTENTS
• antenna(e), bare skin, bone, feather, fin, fur,
mother’s milk, mother’s womb, scales, shell,
VOCABULARY (internal) skeleton, tail, wing; vertebrates:
AND STRUCTURES mammals, birds, reptiles, amphibians, fish;
oviparous, viviparous; be made up of, be born
(from an egg)
• Differentiate between vertebrates and

invertebrates
• Identify the five main groups of vertebrates
• Use colour-coding to distinguish between fish,
amphibians and reptiles
• Describe invertebrates and insects
• Classify vertebrate and invertebrate animals

• Compare the characteristics of mammals
WORK WITH
and birds
KNOW HOW TO THE PICTURE
• Sequence pictures about the life cycle of
an amphibian
• Describe an insect
SPEAKING
• Identify invertebrates
• Match and describe some vertebrates

WRITING
• Name the body parts of an invertebrate
FINAL TASK • Identify animal tracks
• Understanding that human activity can cause

VALUES animals to become endangered
EDUCATION • Recognizing that it is important to dispose of
our rubbish responsibly
42B
Objectives 5 Animals
mountain goat falcon
of the unit
hoopoe
• To learn the names of some animals
about animals
Key language
butterfly, falcon, frog, hoopoe,
lizard, mountain goat, scorpion, wild boar
spider, trout, wild boar; fur, wings;
carnivore, herbivore
butterfly
Presentation
• Show Ss a picture of a deer, an
eagle and a mountain goat. Elicit
the names. Ask: Is it a carnivore or spider trout lizard
herbivore? Has it got (wings)? Etc.
Work with the picture frog

l
• Ss look at the picture. Ask: Are the Musicance scorpion
ge
animals in the picture wild or
intelli
domestic? Which animals can fly/
Which season is it, spring or autumn?
swim/walk/slither? Etc.
5.1
KNOW HOW TO
How many fish can you see?
• As a class, describe some of the
Where is the lizard, on a rock or in the water? FINAL TASK
animals in the picture. For example:
A falcon is a bird. It has got wings. SPEAKING. Tell your partner about an animal in Identify animal tracks.
It can fly. the picture. Has it got wings? Has it got fur? Is
it a carnivore or a herbivore?
Know how to
• Explain: In this unit, you will learn 42 forty-two
about vertebrate and invertebrate

ES0000000040196 741929-Unidad 05_34534.indd 42 17/07/2015 13:29:50
animals. You will also learn about
mammals, birds, reptiles,
amphibians and fish. Reinforcement
• Explain the final task: You will • Play a game. Ss look at the picture for several minutes, then close their
identify an animal from its tracks. books. In groups, they say as many words as they can for objects, plants
and animals in the picture. Set a time limit.
Song
• The song in this unit can be Extension
practised at any moment. See • Ss draw and colour one of the animals from the scene and write the name.
teaching suggestions throughout They hold their drawings and divide into two different groups according to
the unit. statements from the teacher. For example: It can fly. It lives in water. It can
Play track 5.1. Song. The jump. It’s got feathers.
5.1
wonderful world of animals. Ss
listen. Play the song again and Ss
try to sing along.
42
UNIT 5
Vertebrates and invertebrates
Objectives
1 Read and match.
• To differentiate between vertebrates
Vertebrates haven’t got an internal skeleton. and invertebrates
have got an internal skeleton made up of bones. • To identify the characteristics

Invertebrates
of vertebrates and insects
2 Colour the bones of the animals. Then, complete the sentence
with their names. Key language
bone, (internal) skeleton;
invertebrate, vertebrate; be made
up of
Presentation
A fis™ ,å fro@ an∂ • Revise vocabulary about the
skeleton and bones from Unit 2.
å bir∂ a®æ √±r†ebra†efi. What are bones for? Do you
remember the names of any bones
3 Are they vertebrates or invertebrates? Look and write the names
in your body? Explain that people
of the animals.
are vertebrates; they have got
bones inside their bodies. Ask: Are
all animals vertebrates?
• Write vertebrates and invertebrates
on the board. Elicit names of
animals to put in each column.
vertebrates hoopø¶ mountai> goa† Check each time that Ss
understand that an animal has got
invertebrates spi∂e® but†erfl¥ bones or not.
Practice
Vertebrates have got an internal skeleton made up of bones.
Invertebrates haven’t got an internal skeleton. 1. Read and match.
• Ask: Have vertebrates got an
internal skeleton? And
forty-three 43
invertebrates? A volunteer reads
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and matches the sentence halves.
2. Colour the bones of the animals.

Reinforcement Then, complete the sentence
with their names.
• Say names of some animals and ask Ss to call out It has got bones or It
• Ss look at the drawings and name
hasn’t got bones. Repeat the activity but this time Ss call out vertebrate or
the animals.
invertebrate.
• Ss complete the sentence. Check
answers as a class.
Extension
3. Are they vertebrates or
• Play Who Am I? Say facts about an animal and Ss guess what it is. For
invertebrates? Look and write
example: I am an invertebrate. I protect my body with a shell. I eat plants.
the names of the animals.
Who am I? (A snail.) Then, a volunteer stands in front of the class and says
three facts about another animal. The rest of the class try to guess the • Ask Ss about the spider: What is
animal. this? Has it got an internal skeleton?
Is it a vertebrate?
Activity Book, page 20, Activity 1 • Ss write the names of the animals.
43
Mammals and birds
Objectives There are five groups of vertebrates: mammals, birds, reptiles,

amphibians and fish.
• To learn about the five groups
of vertebrates Mammals
• To identify the characteristics Mammals are viviparous. They are born from their mother’s womb.
of mammals and birds They drink their mother’s milk.
Key language
bat, bear, dolphin, flamingo, ostrich,
penguin, rabbit; egg, feather, fin, fur,
leg, wing; oviparous, viviparous; bear bat dolphin
be born from their mother’s
womb/an egg, drink their Most mammals have Some mammals have Some mammals
mother’s milk got fur and four legs. got wings. haven’t got legs.
They have got fins.
Presentation
Birds 1 Write the name of the animal.
• Revise oviparous and viviparous.
Then, ask: What is a (mammal)? Birds are oviparous. They are
Elicit other characteristics of born from an egg.
A ba† ifi å
(mammals) and write them on the They have got feathers, and two mamma¬. I† hafi go†
board. legs for swimming or walking.
• Volunteers read the text about All birds have got two wings,
wingfi.
mammals. Discuss the
characteristics of the mammals in
but some birds, such as
penguins, cannot fly.
A ∫±a® ifi å
the photos. Ask: Has a (bat) got a mamma¬. I† hafi go† fu®.
skeleton? Does a (baby dolphin)
drink its mother’s milk? Point out
A πengui> ifi å
that there are ‘unusual’ mammals,
such as bats. Explain that although
bir∂. I† canno† fl¥.
they look different from most A dolphi> ifi å
mammals, they are viviparous and ostrich
drink their mother’s milk.
mamma¬. I† ca> swiµ.
• Ss look at the picture of the ostrich. 44 forty-four
Ask: Is this a bird or a mammal?
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Is it born from an egg?

• Volunteers read the text about Reinforcement
birds. Ask them to name a few
more characteristics of birds. • In pairs, Ss make anagrams of different mammals and birds. They take it in
turns to work out the names. Give an example: chostri (ostrich).
Practice • Play True or false with animal facts. For example: A bear has got fins. A snail
is a vertebrate. A deer is a mammal. A fish drinks its mother’s milk. Etc.
1. Write the name of the animal. Extend this by asking Ss to explain why a fact is false. For example: T: A snail
• Ss look at the four photos. Ask: is a vertebrate. Ss: False. A snail hasn’t got bones. It is an invertebrate.
Which animals have got wings? (An
ostrich and a bat.) Is a bat or an
Extension
ostrich a mammal? (A bat.) Ss write
bat in the first sentence. Continue • Ss find information about ostriches. Explain that these birds cannot fly. They
with the other sentences. are the world’s largest birds and can weigh up to 150 kilos. They are very fast
runners and can run up to 70 km/h. Ss share their findings with the class.
44
5 UNIT 5
22 Write
Write the
the names
names of
of the
the five
five groups
groups of
of vertebrates.
vertebrates. Practice
mammalfi, birdfi, reptilefi, 2. Write the names of the five
amphibianfi an∂ fis™ groups of vertebrates.
• Show Ss a picture of each type of
33 How
How are
are animals
animals born?
born? Read
Read and
and match.
match. vertebrate: mammal, bird, reptile,
amphibian and fish. Ask: What have
Viviparous
Viviparous animals
animals are born
are born from
from their
their mother’s
mother’s womb.
womb.
all these animals got in common?
Oviparous animals
Oviparous animals are
are born
born from
from an
an egg.
egg. Have they got an internal skeleton?
Are they vertebrates or
44 What
What kind
kind of
of animal
animal is
is it?
it? Tick
Tick (✓)
(✓) the
the characteristics
characteristics and
and write.
write. invertebrates?
• Ss write the words from page 44.
5.2
5.2
✓ 3. How are animals born? Read

It is oviparous. It is viviparous.
and match.
✓ It has got legs. ✓ It has got wings.
• Write the words viviparous and
✓ It has got feathers. It has got fins. oviparous on the board. Say: Name
an animal born from an egg. Now,
A flamingo ifi å bir∂ . name an animal born from its
mother’s womb.
• Ss read and match. Check answers
as a class.
It is oviparous. ✓ It is viviparous.
4. What kind of animal is it? Tick (✓)
✓ It has got legs. It has got wings.
the characteristics and write.
It has got feathers. ✓ It has got fur. • Ss look at the two illustrations. Ss
name the animals. Point to the
A rabbi† ifi å mamma¬ . flamingo and ask: Is it oviparous?
Etc. Repeat with the rabbit.
• Ss complete the activity. Finally,
they decide if the animal is a
Mammals are viviparous and drink their mother’s milk.
mammal or a bird and write
Birds are oviparous and have got feathers.
the answer.
forty-five 45 5.2 check their answers.
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Reinforcement
• Ss create similar fact files about a mammal or a bird of their choice. They
draw the animal and write three sentences about it. Make a class book of
mammals and birds.
Values education
• Explain that some people buy products made from animals’ skin and fur. This
way some species become endangered or extinct. We need to find out about
products made from animals before we buy them.
45
Reptiles, amphibians and fish
Objectives Reptiles
• To differentiate between reptiles, Reptiles are oviparous animals. They

amphibians and fish have got scales. Some reptiles, such
as tortoises, have got a shell. Most
• To learn about the life cycle
reptiles have got four legs, but snakes
of an amphibian
haven’t got legs.
crocodile
Key language
• Key vocabulary and structures: Some reptiles crawl.
amphibian, crocodile, fin, fish, leg,

reptile, salamander, scales, shell, Amphibians
(bare) skin, snake, tadpole, tail,
Amphibians are oviparous animals.
tortoise, trout, (fresh/salt) water;
They have got bare skin. Amphibians
oviparous, viviparous; crawl, grow,
have got four legs and some, such as
lay (eggs), slither, swim
salamanders, have got a tail.
Presentation salamander
• Ss look at the pictures. Ask: Where Amphibians live in water or near water.
do (crocodiles) live? What do they
eat? Do they lay eggs? How do
they move? Etc. Repeat for the Fish
salamander and the fish.
Fish are oviparous animals. They
• Say: A crocodile is a reptile. Can have got scales. Their tail and fins
you name any other reptiles? Elicit: help them swim very well.
snake and tortoise, and ask Ss
trout
what the differences are between a
snake, tortoise and crocodile. Write
the words on the board. Repeat Fish live in fresh water or salt water.
with amphibians and fish.
1 How do reptiles move? Match.
• Volunteers read the texts.
• Show Ss a picture of frogspawn. Snakes crawl.
Explain that amphibians are born Crocodiles slither because they haven’t got legs.
from these eggs. Ask Ss if they
have ever seen eggs like this in 46 forty-six
water. Say: When they are born
amphibians look like little fish and ES0000000040196 741929-Unidad 05_34534.indd 46 17/07/2015 13:30:06
are called tadpoles. They swim in

the water and haven’t got any legs.
Reinforcement
Show a picture of a tadpole. Then,
explain that the tadpoles grow legs, • Ss work in pairs. Give each pair a photo of a reptile, an amphibian or a fish.
sometimes lose their tail and They prepare three questions to ask another pair.
become frogs, toads and newts.
Extension
Practice • Search the Internet to find sounds of different animals such as frogs, toads
1. How do reptiles move? Match. and other amphibians. Say: Close your eyes and listen. What animal do you
• Ask: How do (snakes/crocodiles) think it is?
move? Ss work in pairs to match. • In small groups, Ss make a mobile of a fish. They use different coloured
• A volunteer reads out the tissue paper to make the fins. They write the names of the fish on the body.
sentences.
46
5 UNIT 5
22 Look and colour. Practice
fish 2. Look and colour.
• Ss name the animals. Ask: Is a
amphibian
(crocodile) a fish, an amphibian or
reptile a reptile? Say: Colour the crocodile
green. Continue with the other
animals.
3. Read and match.

33 Read and match. • Write the words fish, amphibians
5.3
5.3
and reptiles on the board. Ask Ss to

They have got scales. fish They have got bare skin. name some characteristics of these
animals. Write sentences under
They have got fins. amphibians They have got legs.
each heading.
They have got bones. reptiles They crawl or slither. • Ss complete the activity. Check
answers as a class.
ical
44 How do amphibians reproduce? Put the pictures in order. hemat Play track 5.3. Ss listen and say
Lo gical-mat ence
5.2
5.2
Write 1, 2, 3 and 4. ntellig i 5.3 true or false.
4. How do amphibians reproduce?

2 A tadpole grows A salamander 1 Put the pictures in order. Write 1,
from an egg. lays eggs 2, 3 and 4.
It has got a tail. in water.
• Write 1 on the board. Ss look at the
picture of the salamander’s eggs.
4 Say: First, a salamander lays eggs.
The tadpole The tadpole 3
Write 2 on the board. Ss look at the
becomes a grows legs. other three pictures and say which
salamander. picture they think comes next.
Encourage Ss to describe what
they see.
Reptiles, fish and amphibians are vertebrates. They are oviparous.
Reptiles and fish have got scales. Amphibians have got bare skin. 5.4
Play track 5.4. Song. Life cycle.
Ss listen. Play the song again and
Ss try to sing along.
forty-seven 47
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Reinforcement
• Play Guess the animal. Ss write the name of an animal on a piece of paper.
Put the papers in a bag and ask a student to choose one. The rest of the
class ask Yes/No questions.
KEY COMPETENCES
Values education
• Explain that when we are in the countryside, it is important to dispose of our Ss use English to identify and
rubbish responsibly. Rubbish pollutes rivers and ponds, and harms wildlife. classify animals by their
characteristics.
47
Invertebrates
Objectives Invertebrate animals haven’t

got bones. Some invertebrates,
• To identify the characteristics
such as clams, have got two
of invertebrates
hard shells. Some, such as
• To learn the names of different crabs, have got one shell.
invertebrates crab clam Some, such as octopuses,
• To recognize the body parts have got bare skin.
of an insect
All invertebrate animals are
oviparous.
Key language
ant, beetle, budgerigar, butterfly, octopus
clam, crab, dragonfly, fly,
grasshopper, mouse, octopus,
Insects head
prawn, spider, snail; antennae,
head, leg, shell, wing antennae
Insects are the largest group of
invertebrates. All insects have got a head,
Presentation six legs and two antennae. Some, such
as flies and butterflies, have got wings.
• Revise characteristics of Others, such as most ants, haven’t got
invertebrates. Ss name some ant
wings. legs
invertebrates.
Insects are oviparous. When the baby
• Show pictures of invertebrates, comes out of the egg, it is very different
such as insects or shellfish. Point to the mother.
out that some invertebrates have
got a hard external shell, like crabs
or clams. Explain that the biggest
group of invertebrates is insects.
• Volunteers read the first text. Ask:
Are invertebrates oviparous or butterfly
fly
viviparous? Have clams got a hard
shell? 1 WORK WITH THE PICTURE. Choose one of the insects.
• Start to draw an ant on the board. Describe its body. Where does it live?
Ask Ss to guess what you are
drawing. Point out the head, body, 48 forty-eight
six legs and two antennae. Say: An

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ant is an insect. Have insects got
(bones)? Explain that some insects
have got wings, but some haven’t. Reinforcement
Provide examples.
• Play Odd one out. Say: butterfly, ant, snake. Ask: Which one is the odd one
out? Encourage Ss to say why because there may be different answers. For
Work with the picture example, Ss say: The snake is the odd one out. It is a vertebrate. It crawls.
1. Choose one of the insects.
Describe its body. Extension
• Ask: Where can you find (a • Explain the life cycle of an insect such as a butterfly. Show Ss a video about
butterfly)? Has it got (wings)? a silkworm and how it changes from a worm to a moth inside a cocoon.
Repeat with flies and ants.
• Read the story The Very Hungry Caterpillar. Make your very own Very Hungry
• Ss work in pairs to describe one Caterpillar out of paper plates, modelling clay, coloured paper, bits of material
of the insects. or even apples and grapes!
48
5 UNIT 5
22 Circle the invertebrates. Practice
2. Circle the invertebrates.
beetle
• For each animal ask: Has
snail a (dragonfly) got bones? Is it
an invertebrate?
dragonfly
budgerigar • Ss complete the activity. Ask
mouse prawn volunteers to tell you about the
animals: A dragonfly is an
33 Write the parts of this insect’s body.
invertebrate. A mouse isn’t an
invertebrate. Etc.
an†ennåæ wingfi 3. Write the parts of this insect’s
™ea∂ ¬egfi body.
• Ss look at the illustration. Say: This
is a wasp. Point to its (head).
44 Look at these animals and answer the questions. • In pairs, Ss ask and answer
grasshopper
questions about the different parts
stic
Lingui ence spider
of the wasp: What is this? It’s a
intellig
wing. Etc.
Has it got antennae? No, I† hasn´†. Yefi, i† hafi. 4. Look at these animals and
How many legs has it got? eigh† si≈ answer the questions.
• Ss look at the pictures. Ask: Have
Which one is an insect? Complete.
you seen a spider or a grasshopper
up close?
A grasshopπe® ifi a> inßec† ∫±caußæ i† hafi go† • Then, ask: Has a spider got
two an†ennåæ an∂ si≈ ¬egfi . antennae? And a grasshopper? Ss
write the answers. Repeat with the
next question.
Invertebrate animals haven’t got bones. Insects are invertebrates
• Say: Which animal is an insect?
with six legs and two antennae.
Why? (A grasshopper. Because it
has got six legs and two antennae.)
forty-nine 49 A volunteer writes the answer on
the board.
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Reinforcement
• In small groups, Ss play Pictionary. Show one student from each group the
name of an invertebrate. Ss go back to their group and draw the invertebrate
for their group to guess.
Extension
• Ss choose an invertebrate from pages 48-49 and make an index card. They
illustrate their descriptions: A wasp is an insect. It is born from an egg. It has KEY COMPETENCES
got six legs.
Ss learn to distinguish
Activity Book, page 22, Activities 1 and 2 between vertebrates and
invertebrates, and describe
insects.
49
KNOW HOW TO
Objectives
Identify animal tracks
in the unit to carry out a task Animals leave tracks on the
• To learn how to identify an animal ground. We can identify animals
from its tracks because they leave different
tracks.
Let’s find out which animal
Key language
attacked the goat.
goat, lynx, horse, tracks; attack,
identify, leave
1 What kind of animal attacked the goat? Read and tick (✓).
Presentation It is a herbivore. ✓ It is a carnivore.

• Ss look at the first picture. Ask: It is small. ✓ It is big.
What animal can you see? (A goat.)
What happened? (Something ✓ It is a mammal. It is a bird.
attacked the goat.) What is the man
looking at? (Tracks.) 2 Look at the animals and their tracks. Match.
• Revise herbivore, carnivore and
omnivore. Ss name some animals
for each category. Write them on
the board and ask questions, such
as Is it big or small? Etc. Then,
goat lynx horse
explain that wild animals sometimes
attack each other, very often
because they need food.
Practice
1. What kind of animal attacked 3 Which animal attacked the goat? Write.
the goat? Read and tick (✓).
• A volunteer reads the text. Ask: Do
T™æ lyn≈.
you think the animal is a herbivore
or a carnivore? Repeat for the other
50 fifty
pairs of sentences.
2. Look at the animals and their ES0000000040196 741929-Unidad 05_34534.indd 50 17/07/2015 13:30:20
tracks. Match.
• Show Ss a picture of a human Reinforcement
footprint in sand. Ask: Is this
• Show Ss pictures of other animal tracks and see if they can identify them.
footprint made by a person or by an
Encourage them to describe the animals.
animal? Explain that animals have
got very different feet and so they
leave different tracks. Extension
• Ss look at the first track. Ask: Which • Ss make animal tracks in salt dough or plasticine. They think of an animal
animal made this track? Repeat and find out what their feet are like – if they have got claws, hooves, toes,
with the other tracks. Ss match. etc. Display the tracks with the names of the animals.
3. Which animal attacked the goat?

Write.
• Ss look back at the tracks in the
first picture and write the name of
the animal that left them.
50
5 UNIT 5
REVISION
Objectives
1 Write T (true) or F (false). Then, correct the false sentence.
Amphibians have got bare skin. T concepts from the unit
Mammals and amphibians are vertebrates. T evaluate their own learning
Birds and fish are invertebrates. F Key language

Invertebrates haven’t got an internal skeleton. T • Key vocabulary and structures:
revision of Unit 5
B<irdfi an∂ fis™ a®æ √±r†ebra†efi. Presentation

2 Complete the table. • Revise the five groups of animals.
Write words for their characteristics
on the board. For example:
invertebrate, scales, two legs, etc.
Has it got bones? Yefi No Yefi Ss write the names of the five
groups as headings in their
Is it oviparous? No Yefi Yefi notebooks and copy the words in
Has it got wings? No Yefi No the correct category.
Type of animal Mamma¬ Inßec† Fis™ Practice
1. Write T (true) or F (false). Then,
correct the false sentence.
• Ask: Have amphibians got bare skin
SHOW YOUR SKILLS
or a shell? Are (mammals)
3 Choose one of these activities: vertebrates or invertebrates? Have
invertebrates got an internal
A. Find information about B. Draw an insect and label
skeleton?
a marine animal. Write the parts of its body.
about its characteristics. • Ss work in pairs to decide if the
sentences are true or false and
correct the false statement.
fifty-one 51 2. Complete the table.
• Elicit the names of the three
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animals. Write them on the board.
• In pairs, Ss complete the table.
Reinforcement Check answers as a class.
• Ss look back through the unit and choose words to play Hangman.
Extension understand the activities and all
• Ss choose one of the groups of animals and find pictures to make a collage the vocabulary.
to display in the class. • Ss choose the activity they wish
• Ss go around the playground or a nearby park and find evidence of animals, to do.
such as tracks in the sand, anthills, snail trails, spider webs, leaves that have
been eaten by insects, etc. Then, they draw what they found and show it to
the class.
51
6 Ecosystems
This unit introduces the subject of ecosystems. It explains what all living things need to live. It
describes the different types of ecosystems and what an ecosystem includes. It also introduces
the concept of food chains.
Unit outline
Ecosystems
Living things are different
What is an ecosystem?
Terrestrial and aquatic ecosystems
Food chains
People and ecosystems
Know how to
Identify terrestrial and aquatic ecosystems Final task
Describe a food chain Study and describe an ecosystem
Care for the environment
52A
Unit contents
• What all living things need to live
• Different living things live in different places
• What an ecosystem is and what it includes
• Types of ecosystems
CONTENTS • Food chains
• food chain; desert, forest, grassland;

living things: animals, plants; non-living things:
VOCABULARY
air, rocks, soil, water; aquatic, freshwater,
AND STRUCTURES
saltwater, terrestrial; on the beach/rocks,
in the forest/sea
• Classify animals by the place they live in

• Recognize what an ecosystem is made up of
• Identify terrestrial and aquatic ecosystems
• Define what a food chain is
• Identify living and non-living things in different

WORK WITH ecosystems
THE PICTURE • Label different types of ecosystems
• Describe a food chain
KNOW HOW TO • Talk about living and non-living things in

different ecosystems
SPEAKING
• Describe terrestrial and aquatic ecosystems
• Talk about animals in danger of extinction
• Write about what living things need to live

WRITING • Classify animals by the ecosystem they live in
• Label animals as herbivores or carnivores
FINAL TASK • Describe an ecosystem
• Recognizing the importance of maintaining the

delicate balance between all elements of an
VALUES
ecosystem
EDUCATION
• Appreciating that water is a very valuable
resource for the planet
52B
Objectives 6 Ecosystems
of the unit
• To revise living and non-living things
• To develop observational skills forest
Key language
beach
beach, coral, dolphin, forest,
jellyfish, land, lynx, pine tree, rabbit,
rock, seabed, seagull, seaside
Presentation
• Write the words forest, sea, desert rocks
and river on the board. Revise
animals Ss know that live in these
places. Encourage them to say: A
camel lives in a desert. Etc.

seabed
• Ss look at the picture. Say: Name
two mammals you see in the
picture. Name an invertebrate.
Then, ask: What other living things
What animals can you see in the forest?
can you see? Can you name any KNOW HOW TO
non-living things? What animals can you see in the water?
How many seagulls are flying? FINAL TASK
Know how to Where is the coral, on the land or in the sea? Study an ecosystem.
• Explain: In this unit, you will learn SPEAKING. Tell your partner about a seaside
about ecosystems and the different place you know. What animals live there?
places where animals and plants
live. 52 fifty-two
• Explain the final task: You will study

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an ecosystem.
Reinforcement
• Show Ss pictures of different types of ecosystems, such as the forest,
seaside and mountains. Ss name them and give an example of an animal
that lives there.
Extension
• Ss choose a wild animal they like and draw it. Encourage them to include a
background of the landscape it lives in and plants they think are found in that
landscape. Display the drawings in the class.
52
UNIT 6
Living things are different
Objectives
1 Look at the picture and classify the living things.
• To classify animals by where
they live
rabbit pine trees lynx dolphin
• To revise what living things need
seagulls jellyfish fish

Key language
in the forest rabbi†, pi>æ t®æefi, lyn≈ • Key vocabulary and structures:
on the beach and rocks ßeagullfi air, ice, fire, food, salt, sunlight,
water; live, need; in a desert/forest/
in the sea ∆ellyfis™, fis™, dolphi> river, in the sea, on the beach,
on land
2 What do all living things need? Choose and complete the sentence.
food ice water salt sunlight fire air Presentation
A”l¬ livin@ thingfi >æe∂ foo∂, wa†e®, sunligh† • Show flashcards of different things.
Ss say living or non-living.
an∂ ai® . • Revise what living things need to
list
3 Different living things live in different places. Where do these Naturaence live. Then, ask: Can a (jellyfish) live
intellig in the (forest)? Etc. Encourage Ss to
animals live? Write.
explain why. For example: No. A
jellyfish needs water to live in.
a river a desert a forest the sea
A dolphi> li√±fi i> t™æ ßeå . Practice

1. Look at the pictures and classify
A lyn≈ li√±fi i> å fo®es† . the living things.
A caµe¬ li√±fi i> å ∂eßer† . • Ss find the animals in the picture.
Ask: Where does (a rabbit) live?
A crocodi¬æ li√±fi i> å ri√±® . • Ss complete the activity. A volunteer
reads out the answers.
Living things are different and have different needs because they live
in different places. 2. What do all living things need?
Choose and complete the
sentence.
fifty-three 53
• Write the words sunlight, food,
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school, water, toys and air in
scrambled letters on the board.
Volunteers come up and try to
Reinforcement unscramble them. Then, ask: Do all
• Play True or false with statements about living and non-living things. People living things need (food) to live?
are living things. Rocks need water. Etc. Ss say true or false and correct the
3. Different living things live in
false statements.
different places. Write.
• Ss name the animals in the picture.
Extension Ask: Where does a (dolphin) live?
• Ss find pictures of different animals in magazines or on the Internet, Check answers as a class.
and group them together in a collage according to those that live in
the same places.
• Ask: Where do people live? Talk about how people can live in many different KEY COMPETENCES
places because we can adapt to different environments.
Ss learn to classify animals
according to their habitat.
53
What is an ecosystem?
Objectives ecosystem
There are many different natural
• To learn what an ecosystem is areas on our planet, for example
• To identify the components forests, deserts and lakes. Each
of an ecosystem different area is an ecosystem.
• To name animals that live in An ecosystem is made up of:
a specific ecosystem Living things. These include all
the animals and plants.
Key language Non-living things. These include
the soil, the air, the rocks and
non-living things living things water.
area, Earth, ecosystem, jungle, lake,
leopard, North Pole, parrot, planet,
polar bear, pond, soil, walrus; be
made up of, be part of, include
Presentation
• Revise the differences between
living and non-living things.
• Ss look at the first picture. Ask: Some ecosystems, such as jungles, are very big. Other ecosystems,
What living things can you see? such as ponds, are small.
What about non-living things? Write
their suggestions on the board. jungle pond
• Explain that an ecosystem includes
all the living things and all the
non-living things in a place.
• A volunteer reads the text. Check
comprehension.

1. Look at the jungle and the pond. 1 WORK WITH THE PICTURE. Look at the jungle and the pond. What living
What living things can you see? things can you see? What non-living things can you see?
What non-living things can you
see? 54 fifty-four
• Ss look at the two pictures and

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name what they can see. Then,
volunteers choose an animal and
revise its main characteristics. For Reinforcement
example: A monkey is a mammal.
• Write the words forest, desert, lake, jungle and pond on the board. Volunteers
It has got fur and a tail. It walks.
write things that can be found in each place under the correct heading. Then,
they decide if they are living or non-living things. They make a table in their
notebooks and copy them.
Extension
• Ss work in small groups and design a model of an ecosystem using
cardboard, card, plasticine, recycled objects, etc.
54
6 UNIT 6
2 Look at this ecosystem and write. Practice
living things e¬ephantfi, girafƒefi, 2. Look at this ecosystem

and write.
vultu®æ, grasfi • Ss look at the picture. Ask: Where
do these animals live? Is it the sea
non-living things
non-living things roc§, soi¬, ai® or the desert? Teach: grassland.
Ask: What can you see in this
ecosystem? Write Ss’ answers
on the board.
3 Write T (true) or F (false).
6.1 • Ss complete the activity.
An ecosystem is made up of living things and non-living things. T 3. Write T (true) or F (false).
An ecosystem only includes animals and plants. F • Remind Ss that an ecosystem is
made up of animals and plants, and
Plants are part of the non-living things in an ecosystem. F non-living things like rocks, soil and
There are many different ecosystems on Earth. T water. Ask: Are plants living or
non-living things? Are all
ecosystems the same?
4 Which animals live in this ecosystem? Look and circle.
• In pairs, Ss decide if the statements
North Pole are true or false.
4. Which animals live in this

ecosystem? Look and circle.
• Ss look at the photo. Say: This is
a picture from the North Pole. Ask
if they know the names of any of
these animals. Teach: leopard,
parrot, polar bear and walrus.
An ecosystem is made up of living things and non-living things. • Ask: Can a (parrot) live in the North
Pole? Encourage Ss to say: A
(parrot can’t) live in the North Pole.
fifty-five 55 Ask: Where does a parrot live?
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Reinforcement
• Bring in pictures from magazines of different ecosystems. Ss name the type
of ecosystem, and a living and non-living thing for each one.
Extension
• Ss find out about different ecosystems in Spain. They find photos and pin
them to a map of the country. For example: evergreen forests, deciduous
forests, coastal areas, etc.
55
Terrestrial and aquatic ecosystems
Objectives There are two types of ecosystems: terrestrial ecosystems

and aquatic ecosystems.
• To identify the differences between
terrestrial and aquatic ecosystems
• To revise names of animals Terrestrial ecosystems
Key language
dromedary, octopus, scorpion, water
buffalo, whale; desert, grassland,
lake, ocean, river, sea; aquatic,
terrestrial, freshwater, saltwater
In forests, trees provide Grasslands are big, flat In deserts there is little
Presentation shelter and food for the grassy areas. Many rain, so not many living
• Ask volunteers to choose one animals. herbivores live there. things live there.
picture from the different
ecosystems and describe it. Write Aquatic ecosystems
the key words on the board.
• Explain that in an aquatic
ecosystem the plants and animals
live in, or very close to the water.
In a terrestrial ecosystem they live
on the land.
• Elicit or teach the names of the
ecosystems. Ask: Is a (desert) an
aquatic or a terrestrial ecosystem?
Saltwater ecosystems are Freshwater ecosystems are
Work with the picture in seas and oceans. in rivers and lakes.
1. Choose one of the ecosystems.

What living things live there?
What non-living things can you 1 WORK WITH THE PICTURE. Choose one of the ecosystems. What living
see? things live there? What non-living things can you see?
• Ask Ss about the first picture.

56 fifty-six
Repeat for the second one. Ss work
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can see.
Reinforcement
• Play Spelling bee. Divide the class into two teams. Choose words from the
texts about terrestrial and aquatic ecosystems. Read them aloud. Volunteers
from each team write them on the board. Each correct spelling wins a point.
Extension
• Show Ss a video about an ecosystem, for example, a forest. Then, ask about
it: What shelter can animals find in a forest? What do animals eat in a forest?
Can you name any non-living things? Etc.
56
6 UNIT 6
2 What type of ecosystem is it? Write terrestrial or aquatic. Practice
2. What type of ecosystem is it?
Write terrestrial or aquatic.
• Ss describe what they see in the
pictures. Then, ask: Is this a
terrestrial or aquatic ecosystem?
†er®estria¬ †er®estria¬ aquati© 3. Which ecosystem do these
animals live in? Write.
3 Which ecosystem do these animals live in? Write.
• Point to the pictures of the animals.
whale
dromedary Ask: Does (a dromedary) live in the
6.2 water buffalo
octopus (desert)?
stic
Lingui ence wildebeest
scorpion
intellig In your notebook
desert droµedar¥, scorpio> 4. What ecosystems are there near
where you live? Write the living
sea octopufi, wha¬æ and non-living things you can
find there.
grassland wa†er buffalo, wil∂e∫±es† • Ask Ss to think about an area they
know: a park or a garden.
4 IN YOUR NOTEBOOK. What ecosystems are there near where you live?
• In pairs, they write a list under the
Write the living and non-living things you can find there. O.A.
headings living things and non-living
things.
There are two types of ecosystems: terrestrial ecosystems, such as forests

and deserts, and aquatic ecosystems, such as seas and rivers.
fifty-seven 57
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Reinforcement
• Ss draw the place they chose for Activity 4, and label all the living things and
non-living things that are found there.
Extension
• Take Ss out to the playground to observe the living and non-living things they
can find there. They make a list in their notebooks.
KEY COMPETENCES
Ss use English to describe
different types of ecosystems
and the animals that live
there.
57
Life in ecosystems
Objectives Living things in ecosystems depend on each other for food. For example,
rabbits eat grass and foxes eat rabbits. These living things form
• To learn about food chains
a food chain.
• To understand the relationships
in an ecosystem
• To learn how to protect ecosystems
Key language
• Key vocabulary and structures: grass rabbit fox
cut (down), damage, depend on,
join together, light (fires), look after,
plant, pollute, protect, recycle; Living things in an ecosystem join
in danger of extinction together to help each other.
For example, wildebeest travel
Presentation together in a group to protect each
other from lion attacks.
• Ss look at the food chain of the
grass and the two animals. Ask:
Who eats the (grass/rabbit)? (The
rabbit/fox.)
People and ecosystems
• Explain that living things in an
ecosystem depend on each other. Some people can damage
Say: If there is no grass, the rabbits ecosystems. They cut down trees.
have no food. If there are no They leave rubbish on the ground.
rabbits, the foxes have no food. They pollute the air and water.
• A volunteer reads the first text Some people look after ecosystems.
aloud. They protect animals in danger
• Explain that animals also protect of extinction. They plant trees
each other, just like a family. A and recycle rubbish.
volunteer reads the second text
aloud.
• A volunteer reads the third text 1 GROUP WORK. Which animals are in danger of extinction in your region?
aloud. Stop occasionally to check Make a poster to show the class.

comprehension: How can people
58 fifty-eight
damage ecosystems? How can
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Group work
Reinforcement
1. Which animals are in danger of
• Put Ss in small groups. Hand out pictures of living things. Ss organize them
extinction in your region? Make
into a food chain and show it to the class: The squirrel eats the nuts from
a poster to show the class.
the tree. The owl eats the squirrel.
• Help Ss find information on the
Internet about animals in danger
of extinction. Ss make a poster Extension
about one of the animals and the • Explain that the World Wildlife Fund (WWF) is an international organization
ecosystem they live in. Display their that has been promoting the protection of animals since 1961. Ss research
work in the class. the animals mentioned on the homepage of www.worldwildlife.org by clicking
on ‘SPECIES’.
58
6 UNIT 6
tical
athema
22 Look at the food chain and answer the questions. ca l-m
Logi ntelligence Practice
i
What does the eagle eat? 2. Look at the food chain and
answer the questions.
T™æ eag¬æ eatfi t™æ sna§æ. • Ss name the animals in the picture.
What does the snake eat? Teach: corn.
T™æ sna§æ eatfi t™æ moußæ. • Ask: Does the eagle eat corn? (No,
it doesn’t.) What does it eat? (It eats
What does the mouse eat? snakes.)
T™æ moußæ eatfi coµ. • Ss work in pairs to complete the
answers.
Are these animals carnivores or herbivores? Write. • Then, ask: What does a (herbivore)
eat, animals or plants? Is an (eagle)
mouse ™erbivo®æ snake carnivo®æ a carnivore or a herbivore?
eagle carnivo®æ • A volunteer reads out the answers.
3. How can we protect

33 How can we protect ecosystems? Tick (✓) the good actions
ecosystems? Tick (✓) the good
and cross out (✗) the bad actions.
actions and cross out (✗) the bad
✗ actions.
We can cut down the trees.
• Ask: Is it good to cut down trees
✓ We can look after the animals living there. in a forest? (No, it isn’t. Because
then animals have nowhere to live.)
✗ We can light fires.
Repeat with the other actions. Help
✓ Ss say why it is a good or bad
We can take away our rubbish.
action.
✓ We can plant trees. • Check answers as a class.
✗ We can build houses.
Living things in an ecosystem depend on each other. People should

protect and look after ecosystems.
fifty-nine 59
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Reinforcement
• Write examples of incorrect food chains on the board. In teams, Ss race to
put the living things in the correct food chain, in the correct order.
Values education
KEY COMPETENCES
• Explain that it is important to look after plants and animals in their natural
environment in order to maintain the delicate balance between all elements of
Ss become more aware of
an ecosystem. Discuss with Ss how they can help. For example: by not
the need to protect the
littering, not breaking tree branches, not disturbing the animals’ nests, etc.
natural world.
59
KNOW HOW TO
Objectives
Study an ecosystem
• To learn how to describe an
ecosystem
Key language
desert, forest, grassland; can/
cannot live without…
Presentation
1 Look at this ecosystem and write. M.A.
animals can you see? What are they living things Ωebrafi, ¬eopar∂, lio>, t®æefi
doing? Is there a lot of water? Are
there many trees? non-living things wa†e®, soi¬, ai®
Practice 2 What kind of ecosystem is it? Tick (✓).
a forest a desert ✓ grassland

1. Look at this ecosystem and
write.
3 Look at the picture and write an example of a food chain.
• Ss name the animals and plants in
the picture. Write the words on the T™æ Ωebrafi ea† grasfi. T™æ lio> eatfi t™æ
board.
Ωebrafi.
2. What kind of ecosystem is it?
• Ss look at the picture again. Ask: Is
this (a forest)?
4 What problem is there in this ecosystem? Read and circle.
• A volunteer tells the class the
answer. There is not much water / sunlight. The animals and plants
can / cannot live without it.
3. Look at the picture and write an
example of a food chain.
60 sixty
• Ask: What do the zebras eat? Then,
write Zebras eat grass on the ES0000000040196 741929-Unidad 06_34539.indd 60 17/07/2015 13:32:13
board. Ask: Which animals eat the

zebras?
• A volunteer reads out their answer.
Reinforcement
• In their notebooks, Ss draw the food chain in this ecosystem using arrows.
4. What problem is there in this
ecosystem? Read and circle.
• Ask: Why is there not much grass in
this ecosystem? (There is little
water.) Explain that if the zebras
don’t have food they can’t live, then
there is no food for other animals, Values education
such as lions or leopards. • Remind Ss that water is a non-living thing, however, explain that it is a very
• Check answers as a class. valuable resource for the planet, so we mustn’t waste it. Tell Ss there are
some areas of Spain where it rains very little, so plants and animals in the
ecosystem suffer.
60
6 UNIT 6
REVISION
Objectives
1 What do all living things need? Write.
A”l¬ livin@ thingfi >æe∂ foo∂, wa†e®, sunligh† concepts from the unit
an∂ ai®. • To give Ss the opportunity to
2 Read and complete the text.
Key language
food living shelter non-living
revision of Unit 6
An ecosystem is made up of livin@ and no>-livin@
things. The living things depend on each other for foo∂ Presentation
and s™el†e® . • Revise what all living things need to
live. Use flashcards or pictures from
3 Name these ecosystems. magazines and ask: Do living things
need (toys) to live? Encourage Ss to
answer: No, they don’t./Yes, they do.
• Elicit the names of different
ecosystems and write them on the
board. Ss choose one and, in pairs,
make a list of living and non-living
things found in this ecosystem.
Volunteers tell the class about their
ecosystem.
ßeå ∂eßer† jung¬æ
SHOW YOUR SKILLS Practice
4 Choose one of these activities: 1. What do all living things need?
Write.
A. Make a poster about B. Search the Internet for information
a protected natural area about savannahs. What type of • Show Ss a photo of a wilted plant.
where you live. ecosystem are they? Ask: What does this plant need to
stay alive? Write suggestions on the
board.
sixty-one 61
ES0000000040196 741929-Unidad 06_34539.indd 61 17/07/2015 13:32:15 • Ss work in pairs to do the activity.
Reinforcement 3. Name these ecosystems.
• Make true and false statements to revise the unit. Ss say true or false. For • Ss look at the pictures. Elicit the
example: There isn’t much water in a desert ecosystem. (True.) In a food names of the ecosystems.
chain, rabbits eat foxes. (False.) Volunteers write their suggestions
on the board.
Extension • Ss label the pictures.
• In small groups, Ss choose an ecosystem and give a small presentation to 4. SHOW YOUR SKILLS.
the class. Remind them to include what type of ecosystem it is and what • Read the options. Make sure Ss
living and non-living things one can find there. They draw a food chain for understand the activities and all
their ecosystem. the vocabulary.
to do.
61
7 Materials
This unit introduces the subject of materials. It focuses on natural and man-made materials, and
their properties. It explains that objects have weight and volume. It introduces how materials
change states depending on their temperature.
Unit outline
Materials
Natural and man-made materials
Properties of materials
Weight and volume
Objects that float or sink
Materials change
Know how to
Final task
Identify the properties of different materials
Do a scientific experiment
Differentiate between weight and volume
March April May
62A
Unit contents
• Natural and man-made materials
• Materials and their properties
• Weight and volume
• The three states of materials
CONTENTS
• materials: cardboard, clay, cotton, glass, iron,
metal, paper, petroleum, plastic, steel, rubber,
VOCABULARY
wood; properties: elastic, flexible, fragile, hard,
AND STRUCTURES
resistant, soft, transparent; man-made, natural;
float, occupy (space), sink, weigh
• Recognize where materials come from and what

they are made of
• Name the properties of different materials
• Distinguish between weight and volume
• Identify the three different states of materials
• Classify objects by the material they are

made of
WORK WITH
• Identify what objects float in water
THE PICTURE
• Describe what happens when an object
KNOW HOW TO
is heated
• Describe what materials objects are made of

SPEAKING • Talk about what different materials are used for
• Discuss objects that float or sink
• Describe a material
WRITING
• Explain how heat affects materials
FINAL TASK • Do a scientific experiment
• Appreciating natural materials

VALUES
• Understanding the importance of safety when
EDUCATION
cooking at home
62B
Objectives 7 Materials
of the unit
about different materials
• To develop observational skills
Key language
beaker, clay, glass, plastic, ruler,
stone, tub, wood; be made of,
carve, do an experiment, measure,
take notes, weigh
Presentation
• Ss say materials they remember
from the previous year. Write their
• Talk about materials you can see
in the classroom: What material Different objects are made
are the (windows) made of? of different materials.
l
Musicance
ge
intelli
• Ss look at the picture. Point to the Where are the children? What are they doing?
7.1
KNOW HOW TO
children and say what they are Point to the ruler. What is it made of?
doing. Then, ask: What objects are What material are the posters made of? FINAL TASK
they using? What are the objects
What is the girl making with the clay? Do a scientific
made of?
SPEAKING. Tell your partner about different experiment.
objects in your classroom. What are they
Know how to made of?
about materials and their properties; 62 sixty-two
why we use different materials to

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make different objects and how
materials can change.
• Explain the final task: You will learn Reinforcement
how to do a scientific experiment. • Make true of false statements about materials. For example: Pencil
sharpeners are made of paper. Wood comes from trees. Windows are made
Song of glass. Ss say true or false. Then, they correct the false statements.
• The song in this unit can be
practised at any moment. See Extension
teaching suggestions throughout • Do this experiment: You will need a tub, filled with water. Bring in objects
the unit. made of metal, paper, plastic, wood, etc. Ss take it in turns to place objects
Play track 7.1. Song. Let’s make in water and write down if they float or sink.
7.1
something. Ss listen. Play the
song again and Ss try to sing
along.
62
Natural and man-made materials UNIT 7
1 Look and match. Objectives

• To distinguish between natural
Natural materials are made from other materials.
and man-made materials
• To identify different materials
Man-made materials come from plants, animals or nature.
• To classify materials by where they
come from
2 What materials are these objects made of? Look and write. Key language
7.2

plastic clay paper wood metal glass
glass, notebook, pot, ruler, spring,
stool, clay, glass, metal, paper,
plastic, wood; natural, man-made;
be made of, come from
µeta¬ paπe® cla¥ Presentation

• Show pictures or bring in examples
of natural and man-made materials.
Ask: Where does (wood) come
from? Explain that natural materials
come from plants, animals or from
glasfi plasti© woo∂ nature, while man-made materials
are made from other materials.
3 Where do materials come from? Write two examples of each.
Practice
from animals ¬eat™e®, woo¬ 1. Look and match.
from plants woo∂, cotto> • Ss identify the two objects. Say:
Wood is a natural material. Where
does it come from? Repeat for
Natural materials come from plants, animals or nature. plastic.
Man-made materials are made from other materials. • A volunteer reads the answers.
2. What materials are these objects

sixty-three 63 made of? Look and write.
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• Elicit/teach the names of the
objects. Then, ask: What is the
(spring) made of?
Reinforcement
• Play Spot the mistake. Write man-made and natural on the board and list Play track 7.2. Ss listen and
objects, putting some in the wrong group. Ss have a few minutes to decide 7.2 point to the objects.
which objects are in the wrong list. Volunteers come forward to correct the
lists on the board. 3. Where do materials come from?
• Show Ss photos of objects made of
Activity Book, page 28, Activity 1 leather, wool, cotton and wood.
Ask: What is it made of? Write the
words on the board.
Values education
• Then, ask: Where does (leather)
• Explain that natural materials are a limited resource. Say: If we use all the come from?
trees to make wooden objects or paper, then there will be no trees left.
• Ss write two examples of each.
Explain the importance of not wasting any materials, and recycling.
63
Properties of materials
Objectives Materials have different properties:

Materials such as steel are resistant. They
• To describe the properties of some
don’t break or bend easily. They can support
materials
heavy weights.
• To recognize that materials are used steel
Paper and cotton are flexible. They can bend
to make different things depending
without breaking.
on their properties
Other materials, such as rubber, are elastic.
They can stretch and return to their original shape.
Key language
Stone is hard. We can’t cut it easily. paper
Glass is transparent. We can see through it.
cotton, glass, paper, rubber, steel,
stone; properties of materials: Each material has a different colour.
elastic, flexible, fragile, hard, We can choose the best material
resistant, rigid, soft, transparent; to make different objects, depending
bend, break, cut, stretch, see on its properties.
(through), support cotton
glass
Presentation
• Revise some adjectives related to
properties of materials: resistant,
fragile, flexible, rigid, heavy, light,
transparent. Ss give some
examples.
• Ss look at the pictures. Say: This is
a metal called steel. It’s very strong. rubber
Can you break it easily? Can you

bend it easily? Etc. Repeat with the
other pictures.
• Explain that different materials are
1 WORK WITH THE PICTURE. Look at the
used for different purposes. Ask:
room in the museum. What materials
Why do you think toys are made
are the cases made of? Why are
of plastic and not of glass? Why are these materials used?
windows made of glass and not of
metal? 64 sixty-four
• Volunteers read the text aloud.
Check comprehension. ES0000000040196 741929-Unidad 07_34544.indd 64 17/07/2015 13:29:23
Work with the picture Reinforcement

1. Look at the room in the museum. • Write the words for the different properties on the board. Call out the name of
What materials are the cases a material. Ss say: It’s resistant. It’s transparent. Etc.
made of? Why are these
materials used?
Extension
• Ss look at the photo. Ask: What can
• Ss work in small groups. Each group chooses a different material and
you see in the cases? (Statues,
collects pictures or objects. Ss can also draw different objects made of
pottery.)
that material. They label the objects and write a heading with the property
• Ss work in pairs to answer the of that material. For example: Glass is transparent. We use it for windows.
questions. Volunteers tell the rest
of the class their answers.
64
4
7 UNIT 7
7.3
7.3
22 What
What are
are different
different materials
materials like?
like? Read
Read and
and match.
match. Practice
2. What are the different materials
elastic They can bend without breaking.
like? Read and match.
They can stretch and return to their original shape.

• Show objects with these different
flexible
properties.
They can support heavy weights. • Write the four words on the board.
hard
Point to (elastic) and ask questions:
Can you cut it easily? Etc. Repeat
resistant We can’t cut them easily.
for the other words.
33 Read
Read and
and complete
complete the
the sentences.
sentences. answers as a class.
soft fragile rigid 7.3 the word.

sentences.
A fragi¬æ ma†eria¬ is>ª† ®esistan†. • Ss look at the pictures. Ask: What is
it made of? Is it (hard or soft)?
A so‡† ma†eria¬ is>ª† har∂. Repeat with the other pictures.
A rigi∂ ma†eria¬ is>ª† f¬exib¬æ. • Write the pairs of opposite
properties on the board. Give
44 What
What properties
properties does
does wool
wool have?
have? Tick
Tick (✓).
(✓). examples of objects that have one
of these properties. Encourage Ss
transparent ✓ elastic to make positive and negative
statements. For example: T: Steel.
fragile hard Ss: It is resistant. It isn’t fragile.
✓ flexible ✓ soft • Check answers as a class.
4. What properties does wool

have? Tick (✓).
Materials have different properties. We can choose the best material
to make different objects, depending on its properties. • Ss look at the photo. Ask: What is
this scarf made of? (Wool.) Is it
(transparent)? Etc.
sixty-five 65 • A volunteer reads out the answers.
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Reinforcement
• Ss choose an object to draw and then write two sentences about it; one
affirmative and one negative, using the words for properties.
Extension
• Show Ss photos of objects or bring in real objects that are made of more
than one material, such as a plastic pencil sharpener. Talk about why one
part is plastic and one part is metal.
KEY COMPETENCES
Ss use English to describe the
properties of different
materials and their uses.
65
Weight and volume
Objectives All objects have weight and occupy space.

The weight of an object depends on its size.
• To learn about the weight and
For example, a car is heavier than a bicycle
volume of objects
because it is bigger.
• To identify some objects that float
The weight of an object also depends on
or sink
the material it is made of. For example,
a metal box is heavier than a paper box.
Key language
scales, space, volume, weight;
We use scales to weigh an object.
depend (on), float, measure, occupy,
sink, weigh; … is (bigger) than …
Volume is the space an object occupies. For example, a house occupies
Presentation lots of space. A pencil occupies little space.
• Point to objects around the

classroom. Ask: Is it heavy or light?
What is it made of? Why is it
(heavy)? Encourage Ss to say:
To measure the volume
It is (heavy) because it is made of of small objects we
(stone). place them in water.
• Then, point to objects that are
different sizes. Explain that we say
that an object is big or small Does it float or sink?
depending on the volume it has,
An object can float or sink in water.
meaning the space that it occupies.
Think about what objects can float
Teach the structure: It is (bigger)
or sink.
than… Then, Ss compare some
objects.
• Show how we measure volume.
Do the experiment with different
1 WORK WITH THE PICTURE. Look at the scales. Which ball is heavier,
size stones and the measuring jug.
the beige one or the brown one? What material do you think each
Ss observe the level of the water
ball is made of? Do you think they float in water?
before and after putting the stone
in. Ask: Which stone has a bigger 66 sixty-six
volume?
• Demonstrate how a stone sinks and ES0000000040196 741929-Unidad 07_34544.indd 66 17/07/2015 13:29:36
how paper floats. Ss think of other

objects that float or sink. Write their
Reinforcement
• Display flashcards of objects on the board or bring objects to class. Ss
choose two objects and write sentences about them. Give them a model to
use. For example: The (silver spoon) is heavier than the (white spoon)
1. Look at the scales. Which ball because it is made of (metal). The (car) is bigger than the (pencil).
is heavier, the beige one or the
brown one? What material do
you think each ball is made of?
Extension
Do you think they float in water? • Ss do their own experiments by placing objects in water in a measuring jug
• Ss look at the photo of the scales. and recording the measurements.
They work in pairs to answer the
questions.
66
7 UNIT 7
22 Which object is heavier? Look and circle. Practice
2. Which object is heavier? Look
and circle.
• Ss look at the photos. Ask: Is the
basketball heavier than the tennis
ball? Help Ss explain their answers.
33 Look at the jars and circle. 3. Look at the jars and circle.
• Ask: Which jar is bigger? Which jar
occupies more space? Explain that
The red / green jar occupies more space the red jar has a bigger volume.
because it is bigger / smaller. • Then, say: Imagine you want to put
sugar in the jars. Which jar can you
put more sugar in? Why?
You can put more sugar in the red / green jar • Volunteers read out the answers.
because it is bigger / smaller.
4. Tick (✓) the objects that float
in water.
• Ss look at the pictures. Ask: If you
put a (hammer) in water, does it
44 Tick (✓) the objects that float in water. float or sink?
• Ss work in pairs to complete the
✓ ✓ activity.
All objects have weight and occupy space. Some objects float and
some objects sink in water.
sixty-seven 67
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Reinforcement
• Bring in balance scales and do an experiment using different pairs of objects.
Ss guess which object is heavier. Then, volunteers put the objects on the
scales to check their predictions. Ss record the weight of each object to
compare and find out which is heavier.
Extension
• Ss bring in different food packets and containers, such as a yoghurt pot, a
bag that contained lettuce or flour, etc. Ss find two containers that have the
same weight written on them. Then, they compare the sizes of the packaging KEY COMPETENCES
and discuss why they are similar or different.
Ss conduct experiments
Activity Book, page 29, Activities 1 and 2 about weight and volume.
67
Materials change
Objectives Materials can exist in three different states: solid, liquid and gas.
Some materials, such as water, change states depending on their
• To learn how materials change
temperature.
• To observe what happens when
Some materials, such as metal, expand when their temperature
materials are heated
increases. When their temperature decreases, they go back to their
• To learn how materials can be original size.
mixed to make other materials
Some materials, such as wood or paper, burn when their temperature
increases. When they burn, they change into a different substance.
Key language
states: gas, liquid, solid; ash,
candle, cardboard, cement,
concrete, gas, iron, oil, sand,
smoke, stone, substance,
temperature, wax, wick; burn,
change (into), create, decrease,
expand, increase, mix
Presentation When we heat iron, it changes into liquid. When we burn wood, it changes into
ash and smoke.
• Show Ss pictures of ice, liquid
water and steam, and explain that
this is the same material but in
Sometimes we mix materials
different states. Teach: solid, liquid
to create a different material.
and gas. Tell Ss that other materials
For example, concrete is made
change state depending on
of cement, sand, water and
temperature.
small stones.
• Explain that some materials expand
when they get hot. Give some
examples of metals.
• Explain that some materials react 1 WORK WITH THE PICTURE. How
in a different way when heated. Ss is concrete made? What do we
look at the photo of wood burning. make with concrete?
• A volunteer reads the first text
aloud. Stop occasionally to check 68 sixty-eight
comprehension.
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• Ss look at the photo of cement.

Say: Concrete is a mixture of
materials. Give another example. Reinforcement
Show Ss a photo of a brick. Say: • Play Odd one out. Give Ss three words, for example: paper, metal, wood. Ss
Bricks are made of clay and water. say the odd one out and explain why. (There may not be one correct answer.)
A volunteer reads the text aloud.
Extension
• Ss make a poster of materials in different states. They use cut-outs from
1. How is concrete made? What do magazines or they draw. For example: a piece of paper and ashes, a piece
we make with concrete? of chocolate and a cup of hot chocolate, ice and a glass of water. They label
• Ss work in pairs to answer the each picture with its name and state. (This is ice. It is solid. This is a glass of
questions and make a list of things water. It is liquid.)
made with concrete.
68
7 UNIT 7
22 Which materials are solid? Circle. Practice
petroleum 2. Which materials are solid?
Circle.
stone
wood
• Ss look at the pictures. Ask: Is
(stone) solid? What state is
33 What happens when we heat these materials? petroleum in?
• Ss do the activity. Then, they name
iron
iron It changes into liqui∂ . two more examples of solid
materials.
3. What happens when we heat

cardboard
cardboard It changes into as™ these materials?
and smo§æ .
athemat
ical • Ss look at the first picture. Ask: Is
iron a metal? What happens if you
l-m
Logicantelligence
i heat metal?
44 Look at the pictures of the candle and tick (✓).
• Ss look at the second picture. Ask:
What is cardboard made of? What
happens when you burn it?
• A volunteer reads out the answers.
4. Look at the pictures of the

candle and tick (✓).
What happens to the wax when it burns? • Bring in a candle. Explain which
part is the wax and which is the
It changes colour. ✓ It changes into liquid. wick. Point out that both things are
What happens to the wick when it burns?
solid. Light the candle and ask Ss
to observe. Say: At first only the
It is heavier. ✓ It changes into ash and smoke. wick burns. What does it change
into?
• When the wax begins to melt, ask:
Some materials change when their temperature increases. They expand What is happening to the wax? Is
or they burn. We can mix materials to create a different material. it solid?
sixty-nine 69
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Reinforcement
• Ss collect pictures of solids, liquids and gases, and make a poster labelling
the materials in each case. Display their work around the classroom.

• Explain to Ss that they should always ask for help from an adult when they
want to heat up something. Discuss what should be done if someone gets Ss identify how materials
burnt. (Cool the wound in cold water. Call a doctor.) change at different
temperatures.
69
KNOW HOW TO
Objectives
Do a scientific experiment
in the unit to carry out a task Does plasticine float in water? Use
• To do a scientific experiment these materials to find out:
a tub of water
Key language plasticine
• Key vocabulary and structures: a rolling pin
plasticine, rolling pin, shape, tub,
weight; equal, flat, same, thin; 1 Break the plasticine into two equal
break, float, roll out, sink pieces. Make a ball with one half. Put
the ball in the water. What happens?
Presentation Tick (✓).
• In small groups, Ss prepare the ✓ It sinks.

materials they need for the
experiment. Ask: Do you think It floats.
plasticine floats in water? Don’t give
them an answer yet. Demonstrate 2 Roll out the other half of plasticine.
each stage of the process. Remind Make it flat and thin. Put it in the
Ss to be careful when transporting water. What happens? Tick (✓).
bowls of water. It sinks.
Practice ✓ It floats.
1. Break the plasticine into two 3 Read and write.

equal pieces. Make a ball with
one half. Put the ball in the Are the two pieces of plasticine the same weight?
water. What happens? Tick (✓).
• Ss follow the instructions. They
Yefi, the¥ aræ.
should use small pieces of Do they have the same shape? No, t™e¥ do>´†.
plasticine of identical weight. If
necessary, use scales to weigh
Yefi,
Yefi, i† dø±fi.
Does the shape of an object help it float? dø±fi.
them.
• Then, ask each group what 70 seventy
happened.
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2. Roll out the other half of the

plasticine. Make it flat and thin.
Put it in the water. What Reinforcement
happens? Tick (✓). • Ss repeat the experiment for metal. In pairs, give Ss a paper clip and a metal
• Ss follow the instructions. jar lid. They place them in a tub filled with water and record the results. Do
Encourage them to roll out very thin they float or sink?
pieces of plasticine.
• Then, ask each group what Extension
happened.
• Ss experiment with different objects and complete a fact sheet about the
3. Read and write. material they are made of, their shape and whether they float or sink. Use
• Volunteers read out the questions. leaves, sticks, pencils, metal/plastic cutlery, rulers, etc.
• Ss write Yes, they are./No, they
aren’t.; Yes, they do./No, they
don’t.; Yes, it does./No, it doesn’t.
70
7 UNIT 7
REVISION
Objectives
1 What properties do these materials have? Write.
M”eta¬ ifi ®esistan† an∂ rigi∂ . concepts from the unit
stic
Lingui ence • To give Ss the opportunity to
intellig evaluate their own learning
Paπe® ifi f¬exib¬æ .
Key language
—otto> ifi f¬exib¬æ an∂ so‡† .
revision of Unit 7
2 Read and tick (✓) two options. Presentation

The weight of an object depends on… • Revise objects and materials. Say:
Name an object made of (metal).
✓ its size. Write the word on the board and
then ask: What properties does
✓ the material it is made of.
(metal) have? Write the words next
its colour. to the object.
3 Write the names of two natural and two man-made materials. Practice
woo∂ an∂ ¬eat™e® 1. What properties do these
materials have? Write.
glasfi an∂ paπe® • Ss look at the pictures. Ask: What is
SHOW YOUR SKILLS this? What is it made of? Is it (hard)?
2. Read and tick (✓) two options.
A. Make a poster with pictures B. Investigate if different
of objects in your classroom. objects float or sink in • Show Ss two objects of the same
Label the objects with the water. Write the results material but different sizes. Ask:
properties they have. on a chart. Which one is heavier? (The bigger
one.) Why? (Because it occupies
more space.)
seventy-one 71 • Repeat with two other objects
of the same size and different
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materials. Repeat again with two
of the same size and material but
different colour.
Reinforcement
• A volunteer reads out the answer.
• Play Bingo. Ss make a bingo card using four of the words: elastic, flexible,
hard, soft, resistant, fragile, rigid, transparent. Name objects they have seen 3. Write the names of two natural
in the unit. If the object has one or more of the properties on the card, they and two man-made materials.
cross them off. The first to cross off all four calls Bingo. • Ask: Where do natural materials
come from? What are the
Extension man-made materials made of?
Ss name materials.
• Do a quiz about the unit. Divide the class into two teams and ask each one a
question. For example: Is a (pencil) made of glass? Does (paper) change into 4. SHOW YOUR SKILLS.
ash and smoke when it burns? For each correct answer, the team wins • Read the options. Make sure Ss
a point. understand the activities and all
the vocabulary.
to do.
71
8 Forces and energy
This unit introduces the subject of forces and energy. It describes the different types of force and
how they affect the objects around us. It explains what renewable and non-renewable sources
are. It talks about the properties of sound.
Unit outline
Forces and energy
Forces
Types of forces
Energy
Sound
Know how to
Identify different types of forces Final task
Differentiate between renewable Identify forces
and non-renewable energy sources
March April May
72A
Unit contents
• How forces move objects
• Types of forces
• Energy sources
• How sound is made
CONTENTS
• coal, force, fuel, electricity, energy, gravity,
magnet, petroleum, sound, sunlight, wind; high,
VOCABULARY
loud, low, non-renewable, pleasant, soft,
AND STRUCTURES
unpleasant, renewable; break, change the
shape, move, stop, touch
• Describe how forces move objects

• Identify gravity as a force
• Name different energy sources
• Identify different sounds
• Explain how force makes a football move

WORK WITH
• Match pictures and sources of energy
THE PICTURE
• Describe sounds in a city
KNOW HOW TO
• Name musical instruments
SPEAKING • Talk about ways to save energy
• Talk about pleasant sounds
• Complete a text about how forces move

WRITING objects
• Solve riddles about energy
FINAL TASK • Identify forces
• Showing interest in finding out ways to save

VALUES energy
EDUCATION • Understanding the importance of looking after
our ears when listening to loud music
72B
Objectives 8 Forces and energy
of the unit
• To identify different forces
• To find out about energy
Key language
motor/rowing/sailing boat, lake;
fishing, sailing, rowing, skimming
stones
Presentation
• Use a ball to demonstrate how
force moves objects. Throw the ball
up in the air. Say: I’m using the
force of my hand and arm to move
the ball. Throw the ball to a student
to catch. Say: (Name of student) is
using the force of his/her hand and
arm to stop the ball.

• Ss look at the picture. Point to the
What are the children doing? KNOW HOW TO
different boats and ask: What force 8.1
can move these boats? Elicit: the Are the boats on the sea or a lake?
FINAL TASK
wind, a motor, people (human How many sailing boats are there?
force). Ss look at the girl skimming Identify forces.
What colours are the motor boats?
a stone. Ask: What force makes the
stone move across the water? SPEAKING. What different activities
can you name?
Know how to 72 seventy-two

about forces and energy; how force ES0000000040196 741929-Unidad 08_34536.indd 72 17/07/2015 13:31:37
can make objects move or change.

You will learn where energy comes Reinforcement
from and that sound is a type of
energy. • Write a list of action verbs on the board. Mime and practise action verbs.
Mime kicking a ball. Ss say the correct verb from the list. Continue with other
• Explain the final task: You will learn
words (hit, stop, catch, bend, move, etc.).
how to identify forces.
Song Extension
• Tell Ss that we use forces all the time, each time we want to move ourselves
• The song in this unit can be
or other objects. Ask Ss to look around the classroom and name things that
practised at any moment. See
use human force to move. Then, they give examples of things that can move
with the force of a motor or the wind.
the unit.
8.1
Play track 8.1. Song. How does
it work? Ss listen. Play the song
again and Ss try to sing along.
72
UNIT 8
Forces
Objectives
1 How do these boats move? Read and write.
• To identify forces
rowing motor sailing • To understand the effects of forces

boat boat boat on objects
It moves with the force of the wind. sailin@ boa† Key language
It moves with the force of a motor. moto® boa† • Key vocabulary and structures:
motor/rowing/sailing boat,
rowin@ boa† ical
It moves with the force of people.
l-mathemat goalkeeper, player; fast(er); catch,
Logicantelligence kick, move, row, stop; It moves with
i
2 Which boat is faster, the red one or the blue one? Complete. the force of …
The bl¤æ boat
is faster because there are

Presentation
• Show Ss pictures of different boats
th®ææ people
and ask: Have you ever been on a
rowing.
boat like these? How does it move?
Encourage Ss to answer: It moves
3 Look at the pictures. Then, read and tick (✓). with the force of (the wind).
• Explain that if there is no force, an
object doesn’t move. If there is an
opposing force, a moving object
stops moving.
What happens when the player kicks the ball?
✓ The ball moves. The ball stops. Practice

What happens when the goalkeeper catches the ball?
1. How do these boats move?
Read and write.
The ball moves. ✓ The ball stops. • Ss point and say the names of the
boats. Ask: Does a (rowing boat)
move with the force of the wind?
Different forces make objects move.
2. Which boat is faster, the red one

seventy-three 73 or the blue one? Complete.
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• Ask: How many people are in the
red boat? And the blue boat? Are
three people stronger than one?
Reinforcement
• Ask: How does a bicycle move? And a motorbike? Elicit: with human force sentence. Check answers as a
and with the force of a motor. Ss think and make a list of other objects that class.
move with the force of the wind, a motor or human force. 3. Look at the pictures. Then, read
and tick (✓).
Extension • Ask about each picture: What are
• Take Ss to the playground and divide them into groups. Give each group a the boys doing? Is the ball moving?
ball so that they can experiment with force: kick the ball, bounce it, roll it, • A volunteer reads the questions
throw it, catch it, spin it, etc. aloud. The rest of the class answer.
73
Types of forces
Objectives A force can make an object move

or stop.
• To recognize different types
We usually need to touch an object
of forces
to move it. For example, to move a
• To understand the force of gravity
tennis ball we hit it with a racket.
Key language
brake, gravity, ground, magnet, A force can also change the shape
pedal, skydiver; break, change (the of an object or break it. For example,
shape), fall down, go up, hit, move, we can change the shape of plasticine
pull down, throw, touch, stop; or break it into pieces.
shaping, stretching, tearing
Presentation
• Give Ss plasticine, paper and elastic
bands to experiment with forces.
A magnet can move metal objects
Say: Make a plasticine ball. Now,
without touching them. Try this
make it long and thin. You are using
experiment!
force to change the shape of the
plasticine.
• Then, Ss tear a piece of paper into
strips, stretch the elastic band and
Gravity is a force. It pulls objects
observe how it goes back to its
down to the ground. When you throw
original shape. Say: You are using
an object up, first it goes up, then it
force to tear and stretch, too.
falls back down to the ground.
• Give a volunteer a magnet to try
rsonal
moving objects that are metal or Interpeigence
non-metal. Explain that a magnet intell
uses magnetic force to move a
metal object. 1 GROUP WORK. Make two lists: a. Four objects you can move.
• Demonstrate the force of gravity. b. Four objects you can break.
Hold any small object and drop it
without moving. Say: (The ball) is 74 seventy-four
moving, but I am not using force.
It is the force of gravity that pulls ES0000000040196 741929-Unidad 08_34536.indd 74 17/07/2015 13:31:43
(the ball) down. Ask Ss if they have

seen a film about outer space Reinforcement
where there is no gravity and
everything floats. • Talk about the use of force in daily situations. Divide the class into two
groups. Volunteers mime actions such as brushing their teeth, pushing a
• Volunteers read the texts aloud.
supermarket trolley, pulling on a rope, shaping plasticine, tearing paper, etc.
Check comprehension.
Help Ss with any vocabulary they might not know. The other team guess
the action and the force.
Group work
1. Make two lists: a. Four objects Extension
you can move. b. Four objects
• Ask Ss to make a tower as high as they can using buildings blocks. Keep
you can break.
building it until it falls down. Then, ask: What force makes the blocks fall to
• Ss work in pairs to make lists. the ground? (Gravity.)
Then, they compare with other Ss
• Ask Ss to imagine what life in a spaceship with no gravity is like. Ask how
to see if they have the same or
they think the astronauts move, eat, sleep, wash, etc. Ss find information on
different objects.
the Internet and tell the class.
74
4
8 UNIT 8
22 What
What happens
happens to
to the
the bike?
bike? Write
Write ItIt moves
moves or
or ItIt stops.
stops. Practice
What
What happens
happens when
when the
the girl
girl moves
moves
2. What happens to the bike?
the
the pedals
pedals of
of the
the bike?
bike?
Write It moves or It stops.
I† mo√±fi • Ask: Do you ride a bike? What part
of your body do you use to move
What
What happens
happens when
when the
the girl
girl moves
moves
the bike? (Your feet and legs.)
the
the brakes
brakes of
of the
the bike?
bike?
Where do you put your feet? (On
I† stopfi the pedals.) How do you stop your
bike? (Using the brakes.)
33 What
What are
are the
the children
children doing?
doing? Match
Match and
and write.
write. • Ss work in pairs to complete the
8.2
8.2
activity. Check answers as a class.
shaping
shaping tearing
tearing stretching
stretching
3. What are the children doing?
Match and write.
• Write the three verbs on the board.
Demonstrate the actions and ask:
What am I doing? In pairs, Ss mime
and ask each other.
st®etchin@ shapin@ †earin@ • Point to the first picture. Ask: What
is the girl doing? Encourage Ss to
Are
Are they
they all
all using
using force?
force?
answer: She’s stretching the spring.
Repeat with the other pictures.
44 What
What force
force makes
makes the
the skydivers
skydivers fall?
fall?
• Ss write. A volunteer reads out the
Gravit¥ answers. Then, ask: Are they all
using force?
pulls
pulls the
the skydivers
skydivers down
down to
to the
the ground.
ground.
8.2 point to the correct picture.
4. What force makes the skydivers

fall?
Forces can make an object move, stop, change shape or break. • Ss look at the photo. Ask: What are
Gravity is a force that pulls objects down to the ground. these people doing? (Skydiving.)
Ask: What force makes them fall to
seventy-five 75 the ground? Elicit: gravity.
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Reinforcement
• Ss work in groups and think of five different ways they use force during the
day. Each student draws a picture of one example and writes a sentence
about it. For example: I use force to brush my hair. Then, they make a group
poster with the different pictures.
Extension
• Before the lesson, prepare some objects, such as elastic bands, stones,
sponges, plasticine, aluminium cans and metal spoons. Ask Ss if they have
enough force to change the shape of these objects. Help them make a chart KEY COMPETENCES
and tick or cross if they can change the shape of the object or not.
Ss identify types of forces in
Activity Book, page 32, Activities 2 and 3 different situations.
75
Energy
Objectives People need energy to play, work

and grow. We get energy from food.
• To learn about different sources
Machines need energy to work.
of energy
Machines get energy from electricity,
• To distinguish between renewable
sunlight and fuel.
and non-renewable energy sources
Energy sources
Key language Energy comes from different sources. electricity

coal, electricity, energy, fuel,
petroleum, source, Sun, sunlight,
water, wind; non-renewable,
renewable; run out
Presentation
• Ask: Why do we need food? (To
give us energy.) Explain that living wind petroleum
things need food to give them
energy to grow and move, but There are renewable sources. They There are non-renewable sources.
machines also need energy to work. will never run out. Some renewable They will run out one day. Some
Ask about different machines: What sources are the Sun, water or wind. non-renewable sources are
energy does a (television) use? petroleum or coal.
• Say: There are ways of making

1 Where do people get energy to play, work and grow? Circle.
electricity from the energy of the
Sun, the wind and the water.
petroleum coal food
Explain that these sources will never
stic
run out. Teach: renewable. Lingui ence
2 Read and solve the riddles. intellig
• Tell Ss there are two types of fuel
we use to make electricity or to
make machines work: coal and
You can buy this at petrol stations. f¤e¬
petroleum. Explain that we use a lot Dishwashers need this to work. e¬ectricit¥
of these resources and that in the
future they will run out, so we
Trees need this to grow. sunligh†
won’t have any more. Teach: 76 seventy-six
non-renewable.
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Practice
1. Where do people get energy to Reinforcement
play, work and grow? Circle.
• In groups, Ss make a list of machines they have at home. A volunteer from
• Ask: Do people use (petroleum) to the group tells the rest of the class the name of a machine. The others name
play, work or grow? the type of energy it uses. For example: bicycle – human force; dishwasher –
• Ss circle the correct option. electricity; motorbike – petroleum.
2. Read and solve the riddles.

Extension
• Teach: petrol station and
dishwasher. • Narrate a typical day. Ask what energy the machines you use need to
• Ss work in pairs to solve the riddles. function: You wake up and open the fridge to have breakfast. What energy
Volunteers read out the answers. does a fridge use? (It uses electricity.) Now you brush your hair. What energy
does a hairbrush use? (It uses human force.)
76
8 UNIT 8
3 Which source of energy do they need? Look and write. Practice
3. Which source of energy do they
sunlight electricity petrol
need? Look and write.
source of energy does a (lorry)
need?
• Volunteers answer and the rest of
πetro¬ sunligh† e¬ectricit¥ class write.
4 Look and match. 4. Look and match.

8.3
• Ss look at the photos. Say: The
force of the water creates energy.
Burning coal and petroleum makes
heat and gives us energy. The rays
of the Sun are collected in the
water renewable coal
solar panels and converted into
electricity.
non-renewable • Ask: Can (water in a river) run out?
Repeat with coal, petroleum and
sunlight.
petroleum sunlight • Ss complete the activity.

5 VALUES EDUCATION. Saving energy 8.3 true or false.
Tick (✓) ways to save energy.
5. VALUES EDUCATION.
✓ Travel by bus or train, not by car. Saving energy
Leave lights on all night. • Tell Ss that if we use resources
such as coal and petroleum a lot,
✓ Turn off the TV when you leave the room.
someday they will run out. To save
these resources we shouldn't waste
Energy comes from different sources. Some sources are renewable electricity or fuel.
because they don’t run out. Other sources are non-renewable.
• Elicit ways of saving electricity and
fuel. Write them on the board.
seventy-seven 77 • Ss complete the activity.
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Reinforcement
• Ss make two sets of cards: one set with a type of energy written on each
card, the other set with a corresponding object that uses that energy. Ss play
Memory to match an object to the type of energy it uses.
Extension
• Ss choose one type of energy and make a poster about it. They draw and
label pictures of objects that use this type of energy.
KEY COMPETENCES
Ss learn about the need to
save natural resources.
77
Sound
Objectives
• To identify different sounds
• To learn how sounds have different
properties
Key language
bow, breath, drill, drum, explosion,
fountain, guitar, instrument,
orchestra, recorder, sound, drum
stick, violin, whistle; high, loud, low,
pleasant, soft, unpleasant
In an orchestra, all the different instruments make different sounds. There
Presentation are loud and soft sounds, and high and low sounds. All the sounds come
together to make beautiful music.
• Take Ss to the music room or bring
in objects to demonstrate sounds, Sound is a type of energy.
for example from a whistle, a drum,
Objects make different sounds:
a rainstick shaker or other musical
instruments. loud sounds, such as an explosion.
soft sounds, such as water in
• Write on the board: loud, soft, high
a fountain.
and low. Then, make a sound and
ask: Is this a (loud) sound? What high sounds, such as a whistle.
sound is this? low sounds, such as a big drum.
• Point to the photos of the drums pleasant sounds, such as music.
and the drill. Ask: Is this a loud unpleasant sounds. These are
sound? Is this a pleasant sound? loud sounds, such as an electric
Explain that loud sounds are not drill.
good for our ears and some are
Loud sounds are not good for
very unpleasant. Ask: Can you
your ears.
name some pleasant and
unpleasant sounds? Write the 1 How many musical instruments can you name?
• Volunteers read the text aloud. 78 seventy-eight
Practice
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1. How many musical instruments

can you name?
Reinforcement
• Brainstorm what instruments are • In pairs, one student names an object and the other one guesses the sound
played in an orchestra. Write the it makes. For example: S1: A big drum - S2: It makes a low sound.
words on the board.
• In pairs, Ss make a list of all the Extension
instruments they know. • Ss make a rainstick shaker. Materials to use: a cardboard tube, tinfoil, rice,
paper, sticky tape, feathers and beads to decorate. Stick paper on one end
of the tube to close it. Put strips of crunched up tinfoil in the tube together
with a handful of rice. Cover the other end of the tube with paper and
decorate it.
78
8 UNIT 8
22 Read and match. Practice
We use our breath to make sounds with a violin. 2. Read and match.
We use a bow to make sounds with a recorder. • Talk about how sounds are made.
Say: Sound is made when
We use a drum stick to make sounds with a guitar. something moves or vibrates. Ask:
What do you use to make sound
We use our fingers to make sounds with a drum.
with a (drum)?
• A volunteer reads the first half of the
33 What type of sound do they make? Tick (✓). sentence. Another reads the
matching half. Repeat with the
other sentences.
3. What type of sound do they

loud ✓ ✓ make? Tick (✓).
soft ✓ ✓ • Ss look at the pictures. Ask: What is
high ✓ ✓ this? What type of sound does it
make?
low ✓ ✓
• In pairs, Ss complete the table.
Check answers as a class.
44 Look at the picture. What sounds can you hear in a city? M.A.
4. Look at the picture. What
traffi© sounds can you hear in a city?
• Ask: What can you see? What is
lou∂ musi© (the driver) doing? Etc. Write the
dogfi barkin@ suggestions on the board (the driver
is beeping the car horn, the dog is
πeop¬æ shoutin@ barking, etc.). Elicit other city
sounds.
Which of these sounds are pleasant?
• Then, ask Ss about the different
sounds: Is (a dog barking) a
There are many different sounds: loud, soft, high, low. Loud sounds pleasant sound? Ss may have
are unpleasant and can hurt your ears. different ideas about what is a
pleasant or unpleasant sound.
seventy-nine 79
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Reinforcement
• Make true or false statements about sound. For example: We use our breath
to make sound with a violin. Birds singing is a pleasant sound. A whistle
makes a high sound. Ss say true or false.
Values education
KEY COMPETENCES
• Explain the importance of looking after our ears. Listening to loud music
while wearing headphones or standing too close to a loudspeaker can
damage our hearing. Ss learn to describe different
sounds.
79
KNOW HOW TO
Objectives
Identify forces
1 Which way are the wagons moving? Colour the arrows.
• To identify different forces
Key language
wagon; move, pull, push; left, right
Presentation
• Pull a chair out. Ask: What am I
doing to move the chair? (Pulling.)
Push the chair under the table. Ask:
Now what am I doing to move the
chair? Explain that we can move
objects by pushing and pulling.
• Practise the concept of left and
right. Say: Raise your (left) hand. Use a red-coloured pencil to circle the people pushing the wagon.
Look to your (right), etc. Use a blue-coloured pencil to circle the person pulling the wagon.
• Place a football on the table. Two
volunteers help you demonstrate 2 Look and complete the text.
opposing forces. Say: If force is put
on just one side of an object, it pushing moving pushing
moves. (Ss roll the ball back and
forth.) If force is put on both sides at
the same time, what happens? (Ss
Two men are pushin@
push the ball simultaneously from the wagon to the right. Two men are
opposite sides so it doesn’t move.) pushin@ the wagon
to the left. The wagon is
Practice not movin@ .
1. Which way are the wagons

moving? Colour the arrows. 80 eighty
• Ss look at the first picture. Ask: Is
the (woman) pulling or pushing the ES0000000040196 741929-Unidad 08_34536.indd 80 17/07/2015 13:32:01
wagon? Which way is the wagon

moving? How many people are Reinforcement
(pushing) the wagon? Etc. Continue
with the other pictures. • Ss make signs with push and pull and put them on doors in the school to
show which way the door opens.
• Ss colour the arrows. Check
answers as a class.
Extension
2. Look and complete the text.
• Ss play tug-of-war in the playground. Divide the class into two equal teams
• Ss look at the picture. Ask: Are the
on opposite sides of a length of rope: What will happen? Take away two Ss
men pulling or pushing the wagon?
from one side of the rope: What will happen now?
How many men are pushing the
wagon to the left? And to the right?
Is the wagon moving?
• A volunteer reads out the answers.
80
8 UNIT 8
REVISION
Objectives
1 Read and complete the sentences.
Forces can make an object mo√¶ , stoπ ,
chan@æ shape or b®ea§ . • To give Ss the opportunity to
Gravity is a force that pullfi objects down to the ground.
2 Which people are using force to change the shape of an object? Tick (✓). Key language
✓ revision of Unit 8
Presentation
• Revise forces. Ask: What can a
force do? Elicit: move, stop, break
an object and change its shape.
3 Classify the energy sources. Write the words on the board. How
can we move a tennis ball? (By
hitting it with a racket.) How can we
petroleum wind coal sunlight
change the shape of (plasticine)?
(By pushing and pulling it.) Revise
renewable energy win∂, sunligh† the forces of a magnet and of
non-renewable energy πetro¬euµ, coa¬ gravity.
• Ask about different types of energy:
Where do we get energy to move?
SHOW YOUR SKILLS
Practice
A. Make a telephone with two B. Find out how whales

empty yoghurt pots and communicate underwater.
sentences.
a piece of string. Try talking What kind of sounds do they • A volunteer says what a force does
to your partner with it. make? to an object. Then, ask: Does
gravity push or pull an object?
eighty-one 81 text. Check answers as a class.
ES0000000040196 741929-Unidad 08_34536.indd 81 17/07/2015 13:32:02 2. Which people are using force to
change the shape of an object?
• Point to each picture and ask: What
Reinforcement
is the (woman) doing? Then, Ss
• Use words from the unit to play Hangman. Divide Ss into two teams. Each tick.
correct guess wins a point.
3. Classify the energy sources.
• Ss name different sources of
Extension
energy. Write the words on the
• Take Ss on a field trip to a nearby wind farm or solar farm to learn more about board. Volunteers make sentences
renewable energy sources. with renewable and non-renewable.

understand the activities and all the
vocabulary.
to do.
81
9 Machines
This unit introduces the subject of machines. It explains what simple and complex machines are.
It also explains how different machines are useful for different jobs. It describes how machines
have improved over time and what electronic devices are used for.
Unit outline
Machines
Types of machines
Machines and jobs
Machines: past and present
Computers
Know how to
Final task
Classify different types of machines
Explain how a torch works
Associate machines with different jobs
April May June
82A
Unit contents
• Simple and complex machines
• Machines and jobs
• Old and modern machines
• Computers and electronic devices
CONTENTS
• ballpoint pen, computer, light, machine,
technology, typewriter; automatic, complex,
VOCABULARY
simple, useful; be made up of, help, invent,
AND STRUCTURES
need, use, work; in the past, today, with
electricity/human energy/petrol
• Identify different types of machines

• Recognize different uses of machines and
the energy they work with
• Describe old and modern machines
• Identify the parts of different electronic devices
• Identify simple and complex machines

WORK WITH • Identify what people wear to protect their body
THE PICTURE in different jobs
• Write the parts of a computer
KNOW HOW TO
• Talk about how different machines work
SPEAKING • Name machines and their uses
• Describe how computers are better nowadays
• Write what machines people use in their jobs

• Explain how machines make our life easier
WRITING
and safer
• Describe what a tablet is used for
FINAL TASK • Explain how a torch works
• Recognizing that there are safety rules workers

VALUES have to follow in many jobs
EDUCATION • Understanding the importance of using the
computer safely at home
82B
Objectives 9 Machines
of the unit
about different machines
• To develop observational skills
Key language
hammer
hammer, lamp, lawnmower, petrol, lamp
rake, secateurs, spanner, tool,
torch; (It) uses (electricity/petrol) spanner
to work
rake
Presentation
• Revise machines Ss remember from
the previous year. Write suggestions
on the board.
secateurs
• Ask: What do machines need to
work? Elicit: electricity, petrol and
human force. Write the words on
lawnmower
the board. Ss name a machine for
each category. Then, ask: What do
machines help us do? (Work, study
and play.) What are the mother and daughter doing?
KNOW HOW TO
Point to two rakes. What other tools can you
name? FINAL TASK
Which machine uses petrol to work? Explain how a torch
Which machines use electricity to work? works.
room is this? Teach: garden shed.
SPEAKING. Tell your partner about the machines
Have you got any of these
in your home. What are they used for?
machines at home?
82 eighty-two
Know how to
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about different types of machines
and what they help us do. You will Reinforcement
learn about how machines have
• Play a drawing game. Divide Ss into two teams. Start drawing a (rake) on the
changed over time, and about
board. Each time you draw a line, a volunteer can try to guess what machine
computers.
you are drawing. Each correct guess wins a point.
• Explain the final task: You will learn
how a torch works.
Extension
• Ss draw a picture of their (living room/kitchen) and label the machines that
are there.
82
Types of machines UNIT 9
1 Read and classify the machines. Objectives

• To distinguish between complex
Simple machines are made Complex machines are made up and simple machines
up of few pieces. of many pieces.
• To identify the type of energy
machines use to work
Key language
electricity, (human) energy, petrol,
piece; automatic, complex, simple;
simple machines ra§æ, hamµe®, span>e® be made up of…, (It) works with…
Presentation
complex machines ßeca†eurfi, lamπ, lawnmo∑±® • Read the definitions for simple and
complex machines.
• Show Ss a pencil sharpener. Ask:
2 What is an automatic machine? Tick (✓). How many pieces does this
machine have? Is it a simple or a
An automatic machine works with human energy. complex machine? Then, say: Look
around the classroom, can you see
✓ An automatic machine works with petrol or electricity. any other simple machines?
• Use flashcards of simple and
3 How do different machines work? Write examples. M.A.
complex machines. Ask: How does
a (bicycle) work? Explain that
with petrol ca®, åeropla>æ machines that use petrol or
with electricity lamπ, compu†e® electricity are automatic machines.
with human energy bicyc¬æ, πenci¬ sharπe>e® Practice

Machines can be simple or complex. Some machines work with human 1. Read and classify the machines.
energy, some with electricity and some with petrol. • Ss point to and name the different
machines. Then, they work in pairs
eighty-three 83 to complete the activity.
2. What is an automatic machine?

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• Show Ss a picture of a simple hand

whisk and ask: Is this a simple or
Reinforcement a complex machine? Does it work
• Play Charades. Hand out flashcards of machines. Volunteers choose and act with human energy or electricity?
out one of the machines. The rest of the class guess the machine. Ask Ss Repeat for the picture of the mixer.
whether these machines work with electricity, petrol or human energy. Then, ask: Which machine is
automatic?
Extension 3. How do different machines

work? Write examples.
• Go for a walk around the school to spot other machines (computers,
calculators, photocopiers, printers, etc.). Ss draw pictures of them to make • In small groups, Ss make a list of
a display. machines for one of the categories.
Then, they compare with another
group.
• Volunteers name the machines they
thought of and write.
83
Machines and jobs
Objectives Machines help us do many things.

Different machines are useful for
• To learn some of the uses
different jobs. For example:
of machines
A hammer or a drill helps us apply
• To associate machines with jobs
more force.
A lamp gives us light.
Key language
A train or bus helps us travel
• Key vocabulary and structures: faster.
firefighter, scientist, presenter; A lorry helps us transport things.
camera, cooker, console, drill,
hammer, hose, lamp, lorry,
microphone, microscope, scales,
thermometer, train, vacuum cleaner;
useful; apply (force), cook, clean,
give (light), help, need
Presentation
• Ss look at the pictures. Ask: Can
you name any of these machines?
Elicit/teach: drill, microscope and
vacuum cleaner.
• Use flashcards to show Ss different
jobs. Ss name the job. Write their Many people need machines to do At home we use machines for many
suggestions on the board. Then, their jobs. activities.
ask: What machines does (a baker) Scientists use microscopes to see We use a cooker for cooking,
use? (An oven.) small objects. a vacuum cleaner for cleaning
• Ss read the texts and underline the Firefighters use hoses to put out fires. the floor, or a console for playing
machines they find. Ask: Do you video games.
use any of these machines?
• Say: Machines are useful because
they help us work more easily or 1 IN YOUR NOTEBOOK. Think of a machine. Write two ideas about how to be
faster, but we have to be careful careful with this machine.
how we use some of them,
because they can be dangerous. 84 eighty-four
In your notebook
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1. Think of a machine. Write two

ideas about how to be careful
Reinforcement
with this machine. • Write a list of jobs in a column on the board (scientist, firefighter, carpenter,
• Ask: Do you ride a bicycle? How do photographer, baker, etc.). Then, write a list of machines in a second column
you protect yourself when you ride (hose, camera, hammer, oven, microscope, etc.). Ss match the jobs to the
a bicycle? How can you be careful machines. Encourage Ss to give a complete answer, for example: A firefighter
when you ride a bicycle? Elicit ideas uses a hose.
such as wearing a helmet, looking
carefully before crossing the road, Extension
using bicycle lanes, etc.
• Ss think of tasks they don’t like to do and invent a machine that would do
• Ss work in pairs to choose a the work for them. Ss draw their machine and write sentences about it, for
machine and think of ideas. Then, example: This is a … . It cleans and tidies my bedroom. It uses electricity.
volunteers tell the class.
84
4
9 UNIT 9
9.1
2 What do we use these machines for? Write. Practice
2. What do we use these machines
Fo® washin@ thæ dishefi for? Write.
Fo® listenin@ tø musi© • Point to the first picture and ask:

What is this machine? What do we
stic use a (dishwasher/MP3 player) for?
Lingui ence Write the beginning of the answer
intellig
3 What machines do they use in their jobs? Write. on the board: We use a dishwasher
for… . Then, ask a volunteer to
scales cameras thermometers microphones complete it (for example: cleaning
dishes). Repeat for the second
TV p®eßen†erfi ußæ camerafi sentence.
and microphonefi .
9.1 true or false.
Doctorfi usæ scalefi 3. What machines do they use
in their jobs? Write.
an∂ thermometerfi . • Say: Point to the (scales). Ss work
in pairs to complete the sentences.
4 Circle the things the people are wearing to protect their body.
• Then, ask: Would you like to be a
TV presenter or a doctor?
4. Circle the things the people are

wearing to protect their body.
jobs do these people do? Elicit/
teach: builder, delivery person and
street cleaner. Then, say: Name
some of the things they are wearing
Machines help us do many things. They make our lives easier and
to protect their bodies. Elicit/teach:
more comfortable.
helmet, gloves and mask.
eighty-five 85
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Reinforcement
• Talk about machines in the home. Ask: What machine is the most useful at
home? Encourage Ss to explain why. They draw the machine and write a
sentence. For example: A washing machine is useful at home because it
washes clothes.

• Tell Ss that there are safety rules everyone has to follow in many jobs so that
people are protected and safe. Discuss other professions and the Ss use English to talk about
precautions the workers need to take when working. different machines being
useful for different jobs.
85
Machines: past and present
Some machines were invented a long
Objectives
time ago.
• To understand how machines have Today, machines are better and safer.
been improved throughout time
Scientists invent new machines. They
• To identify characteristics of old and can invent very complex machines,
modern machines such as spaceships, using new
technology.
Key language
ballpoint pen, clock, cruise ship,
vaccine, quill pen, raft, sailing ship,
scissors, spaceship, technology,
typewriter, wheel; invent, work, write
Presentation
• Ask: How did people travel The first clocks worked with sand, Scissors are not very different today.
water or sunlight.
hundreds of years ago? (By horse,
on foot, etc.). How do people travel
today? (By car, train, plane, etc.)
• Explain that people invent machines
to make life easier. Ask: Why is it
better to travel by car than by
horse? Discuss their ideas.
• Ss look at the photos. Ask: What
do we use a clock for? Elicit: to tell
time. Repeat for the other pictures.
In the past, people wrote with a quill pen. Later, the typewriter and ballpoint pen were
invented. Today, we use a computer to write.
1. Which of these machines do you
use? When do you use them?
1 WORK WITH THE PICTURE. Which of these machines do you use?
• In pairs, Ss ask and answer the
When do you use them?
questions. Volunteers tell the class.
86 eighty-six
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Reinforcement
• Ss say whether the machines in the photos are simple or complex, and what
type of energy is used for each.
Extension
• Play Guess the machine. A student thinks of a machine. The rest of the class
ask questions to find out what it is. For example: Does this machine use
human energy or electricity? Is this machine in school? Is it simple or
complex?
86
9 UNIT 9
22 Look and circle the older objects. Practice
2. Look and circle the older
objects.
• Ss look at each pair of pictures.
Ask: What do we use these
machines for? Which do you think
33 Look at the pictures. Then, answer the questions. is older? Elicit/teach: stethoscope,
cruise ship glasses and iron.
raft • Ss circle.
3. Look at the pictures. Then,

sailing ship atical answer the questions.
ica l-mathem
Log ntelligenc e • Ss look at the pictures. Ask: What
i
Which boat is the fastest? T™æ cruißæ shiπ. kind of energy does a (raft) use? Is
a (raft) faster than a (sailing ship)?
Which boat works with wind energy? T™æ sailin@ shiπ. • Ss work in pairs to complete the
Which boat works with human energy? T™æ raf†. activity. Volunteers read out the
answers.
44 Read and complete the sentences. 4. Read and complete the
sentences.
electricity vaccines wheels • Say: Name one machine you use
at home that works with electricity.
Vacci>efi protect our body. Write the suggestions on the board.
Then, ask: Have you ever had a
W™æelfi make transport easier.
vaccine? What machines use
Many machines work with e¬ectricit¥ . wheels? Etc.
answers as a class.
People use many machines. Today, machines are better

and safer.
eighty-seven 87
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Reinforcement
• Ss research other machines that have changed over the years, such as
means of transport, household appliances, telephones, etc. They can ask
their parents and grandparents, find pictures of an old version and a new
version of the machine, and make a poster to display in the class.
Extension
• Organize a trip to a science museum where Ss can observe machines from
the past. In groups, Ss choose one machine and make drawings on a
timeline to show how it has developed throughout the years. KEY COMPETENCES
Activity Book, page 37, Activities 1, 2 and 3 Ss learn how new technology
has improved machines.
87
Computers
Computers are very complex
Objectives screen CPU
machines. We can do many
• To identify different parts things with them. We use them
of a computer for writing, drawing, listening to
• To describe electronic devices music, watching films, playing
and their uses games and surfing the Internet.
The parts of a computer are:
Key language The CPU. It makes the
computer work.
computer, CPU, desktop, Internet, The keyboard and mouse.
keyboard, laptop, mobile phone, We use them to write and click
mouse, screen, tablet; click, surf, on information.
swipe, write; in the past, today The screen. It shows what we keyboard mouse
are doing on the computer.
Presentation
• Revise uses of a computer from
the previous year. Write ideas There are desktop computers and
on the board. laptop computers.
• Show photos of a desktop and Mobile phones and tablets are

a laptop computer. Ss name computers, too. You don’t need a
the different components of the mouse to use them. You swipe the
computers and identify where they screen with your fingers.
are on each machine. The Internet is a large group of
• Say: Did you know that some computers that are all connected.
mobile phones are computers? On the Internet we can communicate
Does it have a mouse? (No, it with other people and find
doesn’t.) How do you click on what information.
you want? (You use your fingers on
the screen.)
• Volunteers read the texts aloud. 1 Tell your partner two things you can use the Internet for.
Practice
1. Tell your partner two things you 88 eighty-eight
can use the Internet for?
• Ask: Do you use the Internet? What ES0000000040196 741929-Unidad 09_34535.indd 88 17/07/2015 13:32:34
do you use it for? What do other

members of your family use it for?
Reinforcement
Write their suggestions on the
board. • Play Charades. Divide the class into two teams. Hand out illustrations of
parts of a computer and other electronic devices. Volunteers choose and act
• Ss work in pairs to share ideas
out one of the objects. The rest of the class try to guess it. Each correct
about what the Internet is used for.
guess wins a point.
Extension
• Ss conduct a school survey. They ask other classes: How many students use
a computer at home? What do you use the computer for? How many hours
do you spend on the computer?
88
9 UNIT 9
2 Write the parts of a computer. Practice
2. Write the parts of a computer.
• Point to the different parts of the
sc®æe> §eyboar∂ computer. Ask volunteers to tell you
what they are.
moußæ • Ss write. Then, ask volunteers
to point where the CPU is.
Where do you think the CPU is? Circle.
3. What can you use a tablet for?
Write.
3 What can you use a tablet for? Write. M.A.
• Ask: Has anyone got a tablet in
I ca> ußæ å table† fo® surfin@ t™æ your home? What do (you/they) use
it for? Write Ss’ suggestions on the
In†er>e†, ®eadin@, playin@ gaµefi board.
an∂ watchin@ filmfi . • Ss write some of the ideas.
4. How are computers better today

4 How are computers better today than in the past? Tick (✓). than in the past? Tick (✓).
9.2
Today, computers… • Ss look at the pictures. Ask: Which

computer is bigger? Which
✓ are much smaller. computer is easier to work on?
What other complex machines
in the past ✓ can do more things. do you see in the bottom picture?
Elicit: CD player and a lamp.
work without electricity.
• In pairs, Ss complete the activity.
✓ work faster. A volunteer reads out the answers.
don’t need a screen. 9.2 check their answers.
today
Computers are very complex machines. We can do many things

with computers.
eighty-nine 89
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Reinforcement
• In pairs, Ss write false statements about computers in their notebooks: I use
the keyboard for listening. Computers work with petrol. They exchange
notebooks with another pair and correct their sentences.
Activity Book, page 38, Activity 1 and 2
• Discuss some simple rules for using the computer safely at home. For
example: Ask your parents’ permission. Use only the games and websites Ss learn about the basic
you parents allow you to. Do not answer emails from people you do not components and applications
know. Do not use the computer for very long periods of time. of computers and other
electronic devices.
89
KNOW HOW TO
Objectives
Explain how a torch works
in the unit to carry out a task You can turn on a torch, but do you
know how it works? Let’s find out!
• To identify the parts of a torch
and explain how it works
1 What are the different parts of a torch?
Write.
Key language
• Key vocabulary and structures: batteries switch bulb bottom
battery(ies), bottom, bulb, electricity,
light, switch, torch; give, need,
turn on/off, work
bulb bottoµ
switc™ bat†erêfi
Presentation
• Bring in a torch. Dismantle it and 2 Read and write electricity or light.
teach the different parts.
• Ask: What do we use a torch for?
The bulb gives ligh† .
(To light up things.) Where does the The batteries give e¬ectricit¥ .
light come from? (The bulb.) What
kind of energy does a torch use? 3 Put the pictures in order. Write 1, 2 and 3.
(Electricity.) Where does the
electricity come from? (The
batteries.)
3 2 1
Practice
1. What are the different parts
of a torch? Write. 4 Complete the sentence.
• Volunteers hold up the different
parts of the torch. The rest of
A torch needs a bulb
the class name them. and bat†erêfi to work.
• Ss write the words.
2. Read and write electricity 90 ninety

or light.
• Hold up the bulb again. Ask: Does ES0000000040196 741929-Unidad 09_34535.indd 90 17/07/2015 13:32:43
the bulb give electricity or light?

Repeat with the batteries.
Reinforcement
• Ss complete the sentences.
• In groups, Ss dismantle and put a torch back together again. Then, in their
3. Put the pictures in order. Write notebook they draw and label the different parts of the torch.
1, 2, and 3.
• Demonstrate how to assemble the Extension
torch. Explain what you are doing
• Explain that not all machines that use electricity need to be plugged in to
at each stage, for example: I am
work. They can use batteries. Ss name other machines they know that use
putting the batteries into the torch.
batteries (camera, alarm clock, watch, calculator, TV remote control, wireless
• In pairs, Ss number the stages. mouse, portable radio, etc.).
4. Complete the sentence.
• Ask: If you don’t put a (battery) in
the torch, will it work? Why not?
90
9 UNIT 9
REVISION
Objectives
1 Read and write complex or simple.
A hairdryer is a comp¬e≈ machine.
A motorbike is a comp¬e≈ machine. • To give Ss the opportunity to
A screwdriver is a simp¬æ machine.
stic
Lingui ence
2 What machine do you need? Write. intellig Key language
to cook food å coo§e® • Key vocabulary and structures:
revision of Unit 9
to make a hole in the wall å dril¬
to see small things well å microscoπæ Presentation
• Divide Ss into two teams. Say
to watch a film å †e¬evisio> simple, complex or It uses
electricity/petrol/human energy.
3 Which machines work with electricity? Colour.
Ss say a machine. They win a point
for each machine they name, but no
scissors fan vacuum cleaner bicycle lamp dishwasher
points for repetition or if a machine
is not in the correct category.
4 What can you use a mobile phone for? M.A. • Use flashcards to revise what
machines are used for.
I ca> ußæ å mobi¬æ pho>æ fo® callin@, ßendin@
µessa@efi, takin@ pictu®efi, playin@ gaµefi... Practice
1. Read and write complex or
SHOW YOUR SKILLS simple.
• Say: Point to the (hairdryer). Is it
a complex or a simple machine?
A. Find information about the B. Design a machine to get • A volunteer reads the completed
steam engine. What was it water from a well. Draw it. sentences.
used for?
2. What machine do you need?
• Ask: What machine do you need to
ninety-one 91 (cook food)? Write Ss’ suggestions
on the board.
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3. Which machines work with

electricity? Colour.
Reinforcement • Ask: What kind of energy do
• In groups, Ss make a poster with the title The best machine in the world. (scissors) work with?
They draw their machine and write sentences about what it is, what energy it
4. What can you use a mobile
uses, what it is used for and why it is the best. Tell Ss they can invent one.
phone for?
• Show Ss a smartphone. Ask: What
Extension can you use this for? Write their
• Ss draw a big computer screen. Then, on their screen they draw one of the ideas on the board.
ways a computer can be used. Display the drawings in the classroom.
understand the activities and all
the vocabulary.
to do.
91
Final revision
Objectives 1 What do all living things need to live? Write.

• To revise the key vocabulary and
concepts from Units 1 to 5 ∑ a†e® ƒ oo∂ å i® fi unligh†
2 Look and write childhood, adolescence, adulthood and old age.
Key language
revision of Units 1 to 5
Presentation
Revise the following key concepts:
• Bones, joints and muscles. adulthoo∂ ol∂ a@æ childhoo∂ ado¬es©en©æ
• Respiration, digestion and
healthy foods. 3 Read and write T (true) or F (false).
• Types of plants. All the bones in your body form your skeleton. T
• Reproduction of plants.
• Vertebrates and invertebrates.
Your bones can stretch and contract. F
Your joints help you bend and move your body. T
Practice Your tendons connect your muscles to your bones. T
1. What do all living things need to You breathe in to empty your lungs. F
live? Write.
• Write on the board: food, toys, air,
Food goes down your oesophagus and into your mouth. F
friends, water, sunlight, milk, etc. 4 Colour the healthy habits.
Ask: Which of these things do all
living things need to live? eat sweets every day drink lots of water
2. Look and write.
• Ss look at the pictures. Say: Point
brush your teeth after meals eat fruit every day
to the (old person). Ask: How do
you know (she is old)? Elicit: She
has got white hair. 92 ninety-two
3. Read and write T (true)

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or F (false).
• Write on the board: bones, joints,
muscles. Say: They are very hard. Reinforcement
What are they? (Bones.) Etc. • Divide the class into two teams and play Odd one out with the main
• Elicit parts of the respiratory vocabulary from the units. Give a point for each correct answer.
system. Label a diagram on the • Ss sing the song Hokey Cokey to revise joints: Put your left ankle in, put your
board. Do the same for the left ankle out...
digestive system.
• In pairs, Ss decide if the sentences Extension
are true or false.
• Ss write a few sentences to describe the different stages of life in their
4. Colour the healthy habits.
extended family. My sister is an adolescent. My grandparents are elderly.
• Elicit healthy habits. Ask: Do you
wash your hands before eating?
Do you drink lots of water? Etc.
92
Practice
5 Read and tick (✓) the correct information.
5. Read and tick (✓) the correct
This plant is ... information.
• Revise the differences between
a bush a grass ✓ a tree bush, grass and tree. Write Ss’
It doesn’t lose its leaves. It is ...
• Show Ss pictures of deciduous
and evergreen trees. Elicit their
✓ evergreen deciduous
main characteristics.
It has got ... • Use flashcards of different types
of fruits. Ask: Can we eat (a pine
✓ pine cones walnuts olives cone)? Is (a cherry) a nut? Etc.
PINE TREE
• Ss complete the index card.
6. How do plants reproduce?
6 How do plants reproduce? Complete. Complete.
• Revise the reproduction cycle of
flowers seeds seed flowers plant
plants. Draw a seed on the board
A ßæe∂ falls to the ground. and ask Ss: What happens to
The seed germinates and a new plan† a seed? Continue and draw an
illustration for each stage of
grows.
the cycle.
The plant grows and its flo∑±rfi bloom.
• Ss complete the text. Volunteers
The flo∑±rfi of the plant produce seeds. read out the answers.
The ßæedfi travel to different places. 7. Write names of animals.
• Revise the main characteristics
7 Write names of animals. M.A. of vertebrates and invertebrates.
Volunteers give examples.
vertebrates falco>, hoopø¶, trou† stic
Lingui ence
invertebrates spi∂e®, but†erfl¥, scorpio> intellig
ninety-three 93
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Reinforcement
• Ss make another index card about a different plant. They use the one in their
book as a model.
Extension
• Play an alphabet game. Divide the class into teams. Ask one team to tell you
an animal beginning with the letter A. The next team continues with A until
none of the teams have more ideas. Then, continue with B, etc. For each
animal they name, the team gets a point. KEY COMPETENCES
Ss consolidate the main

vocabulary and concepts they
have seen.
93
Final revision
Objectives 8 Write the characteristics of these animals. M.A.

• To revise the key vocabulary and
concepts from Units 5 to 9
M”ammalfi a®æ viviparoufi. T™e¥ a®æ
mammals bor> froµ t™ei® mot™e®ªfi womb .
B<irdfi a®æ oviparoufi. T™e¥ a®æ bor>
Key language birds
froµ a> eg@ .

Revision of Units 5 to 9
Fis™ a®æ oviparoufi. T™e¥ ha√¶ go†
fish sca¬efi .
Presentation 9 What is the problem with this ecosystem? Use only the correct words
Revise the following key concepts: to complete the text.
• The characteristics of different animals air trees food
animal groups. People have cut down the
• Terrestrial and aquatic ecosystems
and food chains.
t®æefi . Without trees, there
• The properties of materials.

is no foo∂ for the animals.
• Volume and weight. A”nimalfi can’t live without food.
• Forces and energy.

• Machines and jobs. 10 Which properties do these materials have? Tick (✓).
resistant fragile transparent hard soft

Practice
8. Write the characteristics ✓ ✓ ✓
of these animals.
• Ss give examples of each group.
Say: Mammals are viviparous. What
✓ ✓
about (birds)? Elicit the meaning of
viviparous and oviparous. ✓ ✓
9. What is the problem with this
ecosystem? Use only the correct
words to complete the text. 94 ninety-four
• Volunteers describe the picture.

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Ask: Can you see any plants? Can
you see any animals? Is this place
wet or dry? Reinforcement
• Ss complete the activity. Then, ask: • Revise characteristics of animals. Ss draw an animal and write a short
Which word did you not use? (Air.) description. Display the drawings in the class.
A volunteer reads out the text.
10. Which properties do these Extension
materials have? Tick (✓).
• In groups, Ss prepare a poster of an ecosystem of their choice. They
• As a class, brainstorm some
describe a food chain. For example: The rabbit eats the grass. The eagle eats
properties of materials and write
the rabbit.
them on the board. Then, ask: Is
(glass resistant)? Etc.
• Check the answers as a class.
94
Practice
11 Circle the object with the biggest volume.
11. Circle the object with the
biggest volume.
• Revise the concept of volume.
Show Ss two objects that weigh the
same but have different volumes.
12 Look and answer the questions.
• Ss look at the balls. Say: Point to
Does the mill work with the force of the wind the (tennis ball). What colour is it?
or the force of water? Does it have a bigger or smaller
Wit™ t™æ for©æ o£ t™æ win∂. volume than the football?
12. Look and answer the questions.
Is this energy source renewable or non-renewable?
• Bring in a paper windmill or show a
I† ifi ®e>ewab¬æ. picture and ask: What force makes
the windmill move? (The wind.)
l
-spatia
Visual igence Say: Wind is a source of energy.
13 Draw a simple machine. Then, write intell Elicit other sources of energy and
what it is used for.
write them on the board. Then,
ask if they are renewable or
M”¥ machi>æ ifi å O.A.
non-renewable sources.
. O.A. • A volunteer reads out the answers.
I† ifi uße∂ fo® O.A. 13. Draw a simple machine.
Then, write what it is used for.
.
• Show Ss pictures of different
machines. Ask: Is this a simple
14 Look at the picture. What force makes the ball fall to the ground?
or complex machine? What is it
Complete the text.
used for? Write their suggestions
on the board.
Gravit¥ is the force that makes
14. Look at the picture. What force
the ball fal¬ to the makes the ball fall to the
ground? Complete the text.
groun∂ .
• Demonstrate with a ball. Throw
it up in the air and ask: What force
ninety-five 95 makes the ball go up? (Human
force.) What force makes the ball
ES0000000040196 741929-Unidad 10_34538.indd 95 17/07/2015 13:30:40 fall? (Gravity.)
• Ss complete the text. A volunteer
Reinforcement reads out the text.
• Ss play Guess the object. One student chooses an object from the Student’s
Book. Their partner asks questions to guess which object it is: Is it a
(machine)? Do you use it in (school)? Does it works with wind? Etc.
• Divide the class into teams and play Hangman using words from the units.
Extension
• Have a Super scientists quiz. Divide Ss into teams and ask questions in turn.
Find questions from each unit. For example: Can you name three properties KEY COMPETENCES
of materials? Name four complex machines. Etc.
Ss consolidate the main
vocabulary and concepts they
have learnt.
95
My project. A medicinal plant book
What are medicinal plants?
People make medicines from plants.

They use these medicines to help
people when they are ill. People have
used medicinal plants for thousands
of years.
How to do your project
You are going to find out about

You can use the
a medicinal plant and create
chamomile plant to
an index card. make chamomile tea to
With your class, you will make a book help your digestion.
of different medicinal plants.
STEP 1. Talk to someone in your family. Ask these questions:
Do you know any medicinal plant? What are they called?
Where do these plants grow?
What can you use them for?
STEP 2. Search the Internet to find out about

some of these plants. Share your information
with your class. Each person chooses
a different plant for the book.
STEP 3.Look on the Internet or in magazines

and books for a picture of your plant.
96 ninety-six
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96
STEP 4. Complete the index card with the information you have. M.A.
Name of the plant:A”loæ √±rå

Where does it grow? I> warµ an∂ dr¥ clima†efi. Glue your
I† ifi å bus™. I† hafi go†
What does it look like?
picture here
å shor† s†eµ. Itfi ¬ea√±fi a®æ thic§ wit™ thornfi.

What can you use it for?Wæ ca> ußæ i† to ™ea¬
woundfi, cutfi an∂ burnfi.
How can it help people? I† ca> ™elπ πeop¬æ wit™
dia∫±†efi, di@esti√¶ prob¬emfi an∂ ™eadac™efi.
O> t™æ In†er>e†.
Where did you find the information?
STEP 5. Present your index card to the rest of the class. A ME

D
PLAN ICINAL
T BO
Tell your classmates about your medicinal plant. OK
Then, make a book with all the index cards.

Don’t forget to make a beautiful cover!
SPEAKING
Ask your partner:

Are medicinal plants a good remedy when you are ill?
What was your favourite part of the project?
What did you learn from your project?
ninety-seven 97
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97
W
W
Final
The revision
three
ExpressingRs feelings
People create a lot of rubbish and

pollute the environment. We waste
natural resources, such as wood and
water. Smoke and gases from
factories and cars pollute the air. All
this damages the environment.
How can we help? THE THREE RS
To keep the environment clean we

need to practise the three Rs every
day. REDUCE REUSE RECYCLE
The three Rs are: reduce, reuse and
recycle.
How can we reduce?
The best way to reduce is to buy

fewer products and to use fewer
resources.
For example, we can try to use less
plastic, less electricity or less water.
1 Read and tick (✓) the good actions.
✓ Take our own shopping bags to the supermarket.
✓ Turn the lights off when we leave a room.
Buy plastic bags every time we go shopping.

✓ Turn the water off when we brush our teeth.
Buy food with lots of plastic packaging.
Leave the TV on when we are not watching it.
98 ninety-eight
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98
How can we reuse?
The best way to reuse is to find a new use

for something we don’t need any more.
For example, we can plant flowers
in old plastic bottles.
2 Read and match.

When we buy fewer things we create less rubbish.
When we throw away fewer things we use fewer resources.
We can find new uses for things we don’t need any more.
How can we recycle?
The best way to recycle is to make new

products from waste materials.
For example, we can make parts for bicycles
from metal cans. We can make backpacks from
plastic bottles. This is why it is important to use
recycling bins.
3 What things can we make from recycled materials?

Complete the sentences.
toilet paper new toys paper bags
From cardboard we can make paπe® bagfi .
From printer paper we can make toi¬e† paπe® .
From plastic we can make >ew toyfi .
ninety-nine 99
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99
Final
Atlas revision
of the human
Expressing body
feelings
Bones
skull
humerus
ribs
ulna
radius
spine
pelvis
kneecap
femur
tibia
fibula
Digestion
teeth
mouth
tongue
oesophagus
stomach
small intestine
large intestine
anus
100 one hundred
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100
Muscles
Muscles
pectorals
dorsal
biceps
abdominals
gluteus
quadriceps
calf muscles
Respiration
Respiration
nose
mouth
trachea
bronchi
lungs
one hundred and one 101
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101
CLASS AUDIO TRANSCRIPTS
ADDITIONAL LISTENING ACTIVITIES
1. We are all different 2. The senses

Track 1.1, page 5, Activity 1 and movement
Listen and say trunk, limbs or head. Track 2.1, page 12
What part of your body is your arm?
Song. What's inside your body?
Where is your chin?
What part of your body is your leg? What's inside your body?
Where is your abdomen? What can be found?
Where is your forehead? What helps you breathe or think or run?
Where is your hand? What helps you move around?
Where is your thorax? Our joints help us move and turn,
Where is your foot? Our lungs help us breathe.
Our bones protect our organs,
Like our heart that always beats.
Track 1.2, page 7, Activity 2
The body is a great machine,
Listen to Sarah and John. John is asking Sarah
With all its working parts.
some questions.
The bones, the joints and organs too,
John: What’s your name? That help us stop and start.
Sarah: My name’s Sarah White.
John: First name... Sarah... Surname... White... OK. When’s What's inside your body?
your birthday? What can be found?
Sarah: 10th of July, 2003. What helps you breathe or think or run?
John: 10th... of July... 2003... Uh-huh... Where were you What helps you move around?
born?
Sarah: I was born in London, England.
John: So, place of birth... London... country... England. Track 2.2, page 13, Activity 3
Listen and check your answers.
You use your sight to identify sizes.
You use your hearing to hear sounds.
You use your touch to feel hot and cold objects.
You use your taste to taste flavours.

Listen and say True or False.
You use your biceps to move your foot.
You use your face muscles to express feelings.
You use your calf muscles to walk.
You use your abdominal muscles to move your ears.
You use your gluteus muscles to sit.
102
3. Nutrition 4. Plants
Track 3.1, page 22 Track 4.1, page 32
Song. What's good to eat? Song. Everywhere you look
Sing this song Flowers, bushes, grass and trees.
And you'll know what to do. Everywhere you look and everything you see.
What's good to eat? You will find plants and what they can be.
And what's good for you!
Plants are used for clothes that's what we wear.
Eat lots of vegetables! Plants are used in shampoo for our hair.
Eat lots of fruit! Plants are used in paper so we can write.
Eat lots of cereals! Plants are food and we can take a bite.
And a few milk products too!
Flowers, bushes, grass and trees.
Have some meat and protein Everywhere you look and everything you see.
At least twice a day. You will find plants and what they can be.
But with oils and sweets
Plants are used in medicines that make us well.
Just a little is ok!
And in perfumes. How nice they smell!
Sing this song Plants are used to make things from wood.
And you'll know what to do. Plants give us many things that are good.
What's good to eat?
Flowers, bushes, grass and trees.
And what's good for you!
Everywhere you look and everything you see.
You will find plants and what they can be.
Listen and check your answers. Track 4.2, page 35, Activity 4
When you breathe, the air goes into your body through your Listen and check your answers.
mouth or nose. Then, it goes through your trachea and into
We eat the flowers of artichokes.
your lungs.
We eat the roots of radishes.
We eat the fruits of peppers.
We eat the stems of asparaguses.
You should eat sweets every day.
You should eat fruit every day. Listen and check your answers.
You should drink cola several times a week. The seed is on the ground.
You should eat fish several times a week. The seed needs water to germinate. A new plant starts
You should eat vegetables every day. to grow.
You shouldn’t drink lots of water. The plant grows bigger and blooms.
The flower produces seeds.
The wind transports the seeds to other places.
The order is 3, 1, 4, 2, 5.
103
CLASS AUDIO TRANSCRIPTS
5. Animals Track 5.4, page 47, Activity 4

Song. Life cycle
Track 5.1, page 42 We are little frogs' eggs small and round.
Song. The wonderful world of animals We float on the water, we don't sink down.
We stay safe together in the water so cold.
There are many different animals
Waiting until we grow into little tadpoles.
On the land and in the sea:
Lizards and birds and fish and flies. Life cycle, life cycle, starts again.
Can you see? Always the same, from beginning to end.
Some animals are oviparous; We are little tadpoles small and black.
They lay eggs. The first things we grow are our legs at the back.
Others are viviparous; Then we get our front legs, and it never fails.
They are born from the womb instead. We turn into frogs when we lose our tails.
Some animals are carnivores; Life cycle, life cycle, starts again.
They eat meat. Always the same, from beginning to end.
Others are herbivores;
We are little frogs, we jump and swim.
Plants are what they eat.
We live in the water, we're amphibians.
Invertebrates haven’t got a spine. When we are ready we look for a mate.
Vertebrates have got bones. We lay eggs in the water and the cycle starts again.
Mammals drink their mother’s milk
Life cycle, life cycle, starts again.
But birds and fish don’t.
Always the same, from beginning to end.
There are many different animals
On the land and in the sea:
Lizards and birds and fish and flies.
Can you see? 6. Ecosystems
An ecosystem is made up of living things and non-living
A flamingo is oviparous. It has got legs. It has got wings. things. True.
It has got feathers. It’s a bird. An ecosystem only includes animals and plants. False.
A rabbit is viviparous. It has got legs. It has got fur. It’s a Plants are part of the non-living things of an ecosystem.
mammal. False.
There are many different ecosystems on Earth. True.
Fish have got scales.
Fish have got legs. A dromedary lives in the desert.
Amphibians have got fins. A water buffalo lives in grassland.
Amphibians have got bare skin. An octopus lives in the sea.
Reptiles have got legs. A wildebeest lives in grassland.
Reptiles crawl or slither. A scorpion lives in the desert.
A whale lives in the sea.
104
Unit 7. Materials Electricity, the wind, motors and man;
All move machines
The best that they can.
Track 7.1, page 62
Wind power moves our windmills and kites.
Song. Let's make something
Electricity powers machines and lights.
Let's make something. What material can we use? Motors run our cars, boats and vans.
Let's make something. What material can we choose? Bicycles are machines powered by man.
Bottles and windows are made of glass. How does it work?
Jars and glasses too. How does it go?
Cans and cars are made of metal. How does it move?
What else can we make and do? How can we know?
Shirts and socks are made of cotton.
Dresses and T-shirts too. Track 8.2, page 75, Activity 3
Books and boxes are made of paper.
Listen and point to the correct picture.
What else can we make and do?
The girl is stretching the spring.
Let's make something. What material can we use? The girl is tearing the paper.
Let's make something. What material can we choose? The boy is shaping a clay man.
Track 7.2, page 63, Activity 2 Track 8.3, page 77, Activity 4
Listen and point to the objects. Listen and say True or False.
This is made of plastic. Water is a renewable energy source.
This is made of clay. Petroleum is a renewable energy source.
This is made of wood. Coal is a non-renewable energy source.
This is made of glass. Sunlight is a non-renewable energy source.
This is made of metal.
This is made of paper.

9. Machines
Listen and say elastic, flexible, hard or resistant. Track 9.1, page 85, Activity 2
This is a plastic ruler. It can bend without breaking. Listen and say True or False.
This is a rubber band. You can stretch it and it returns to
A dishwasher is used for cleaning the floor.
its original shape.
An MP3 is used for drawing.
This is a piece of steel. It can support heavy weights.
A lawnmower is used for listening to music.
This is a stone. You can’t cut it easily.
A mobile phone is used for talking to people.
A camera is used for taking photos.
A microscope is used for seeing big objects.
8. Forces and energy
Track 8.1, page 72
Song. How does it work? Today, computers are much smaller. For example, a mobile
How does it work? phone is a computer. We can do more things with computers.
How does it go? We can write, listen to music, watch films and surf the
How does it move? Internet.
How can we know?
105
NOTES

NOTES

Art director: José Crespo
Cover design: Estudio Pep Carrió
Cover photograph: Leila Méndez
Design coordinator: Rosa Marín

Design development coordinator: Javier Tejeda
Design development: Raúl de Andrés and Jorge Gómez
Technical director: Jorge Mira

Technical subdirector: José Luis Verdasco
Technical coordinator: Marisa Valbuena

Layout: Mercader de ideas, Raquel Sánchez and Javier Vegas
Art coordination: Carlos Aguilera
Photographs: ARCHIVO SANTILLANA
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).
© 2015 by Santillana Educación, S. L. / Richmond Publishing Richmond Publishing

Avda. de los Artesanos, 6 Tres Cantos. 28760 Madrid 58 St Aldates
Oxford OX1 1ST
Richmond Publishing is an imprint United Kingdom
of Santillana Educación, S. L.
Printed in Spain
ISBN 978-84-680-2750-0
CP 660663
D.L.: M-34266-2015

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Natural Science TEACHER’S BOOK

Natural Science 2 is a collective work, conceived, designed

Unit 1.................................................... 4 Unit 7��������������������������������������������������� 62

Unit 2.................................................... 12 Unit 8.................................................... 72

Unit 3.................................................... 22 Unit 9.................................................... 82

Audio transcripts................................ 102

Linguistic competence Social and civic competence

Digital competence Initiative and entrepreneurship

All people need to eat , drink

and breathe to stay alive.

school house clothes All people need to eat

Information and practice pages

Name six different foods.

practise the concepts and language through a variety of graded activities.

ingún soporte electrónico n

the Santillana website.

introduced in the Student’s Book. Each activity is clearly linked to a specific

All living things need water to live.

Family and friends are important to people.

Digital resources We all need air to live.

(See Digital resources, page VII).

ES0000000024244 660659_Unidad 03_33059.indd 12 04/08/2015 10:30:16

Objectives 1 What do these people need to live? Write. Objectives

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

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

Answer key to the Student’s Book is included in the Teacher’s

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

Audios are available to download from the CLIL Resources

practised at any moment. See • Ask: Do you have friends living on

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

ingún soporte electrónico n

Teacher’s Resource Book ES0000000024249 660674_Serigrafia_30227.indd 2 13/05/2015 17:22:03

The Natural Science Teacher’s Resource Book provides

the basic content or challenge stronger students, in class or as

content to go with each unit and can be used without an Internet

whilst offering a broad range of multimedia resources.

Natural Science Student’s Libromedia includes videos and

animations, as well as interactive activities. 33

Natural Science Teacher’s Libromedia includes the Student’s

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

which allow teachers to personalize the materials.

of the unit water High quality

When we eat well, we

Simple listening tasks related to

Each unit is Respiration 4

You breathe in air through your nose mouth

studying easier You

6 Look and tick (✓) the places with clean air.

ES0000000024241 660637_Unidad 03_19727.indd 24 23/02/2015 14:21:21

The final task KNOW HOW TO

provides the Complete a healthy diet questionnaire

DO YOU HAVE A HEALTHY DIET?

acquired skills and three four five

none some every day

How many days a week do you eat fruit?

none some every day

What is your favourite drink?

soft drinks milk juice water

What types of food do you like?

meat pasta vegetables everything

What do you have for breakfast?

toast cereal fruit milk

Activities to * More ticks in columns 3 to 4: You have a healthy diet.

Unit 1.................................................... 4 Unit 7�� 62

Digital competence Initiative and entrepreneurship

• parts of the body: abdomen, arm, chin,

• Talk about the main parts of the body

WORK WITH • Describe how people grow and change

• Describe when you feel happy

• Complete an index card about oneself

FINAL TASK • Resolve a conflict between friends

• Understanding how everyone is different

3. Look at the two children