Top Science 3 - Teacher's Book PDF

Top Science 3 PRIMARY
TEACHER’S BOOK
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Contents
Introduction
Student’s Book organisation . . . . . . . . . . . . . . . . . . . . . . . iv
Teacher’s Book organisation . . . . . . . . . . . . . . . . . . . . . . viii
Teacher’s resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Student and digital resources . . . . . . . . . . . . . . . . . . . . . Xii
Key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Student’s Book contents . . . . . . . . . . . . . . . . . . . . . . . . . . xIV
Teacher’s Book lesson plans

Welcome to Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
First term
Unit 1 ............................................... 6
Unit 2 .............................................. 18
Unit 3 .............................................. 30
Unit 4 .............................................. 42
Unit 5 .............................................. 54
Second term
Unit 6 .............................................. 66
Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Third term
Unit 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Unit 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Unit 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Unit 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Unit 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
GlossarY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Photocopiable materials . . . . . . . . . . . . . . . . . . . . . 211
II
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Introduction
Top
Top
Top Science
Science
Science 33
3
Top Science 33PRIMARY
PRIMARY
Top Science is a six-level Primary course which Top Science
STUDENT’S MATERIAL
PRIMARY
PRIMARY
PRIMARY
progressively introduces the core curricular STUDENT’S
STUDENT’S
STUDENT’S
STUDENT’S MATERIAL
MATERIAL
MATERIAL
MATERIAL
objectives of Natural Science, Geography and Top Science 3
History. STUDENT’S
Top Science 3MATERIAL
STUDENT’S
Top Science
Top Science 3
MATERIAL
3 Science 33PRIMARY
T o p Sc i e n c e
ISBN 978-84-294-5512-0
Top
Top Science
9 788429 455120
PRIMARY
Top Science
ISBN 978-84-680-0068-8
Book
PRIMARY
9 788468 000688
PRIMARY
Book
Book
STUDENT’S MATERIAL STUDENT’S MATERIAL PRIMARY
PRIMARY
PRIMARY
PRIMARY
Top Science 3 PRIMARY 3

Top Science
33PRIMARY
3
Activity Book
St u d e n t ’ s B o o k
Activity Book
Top
TopScience
Science
Book
The course has been designed as an effective, Top Science Top
Top
Science 3
Science 3
Top Science 3 PRIMARYPRIMARY
Activity Book
Book
PRIMARY PRIMARY
Activity
Activity
Activity Book
PRIMARY PRIMARY
Activity
Top Science 33PRIMARY
Top Science Science 33PRIMARY
Top Science
Top
Book
Book
Activity
PRIMARY
user-friendly tool in the classroom.
PRIMARY
Activity
Student’s Book Activity Book Student’s Book Activity Book
TEACHER’S MATERIAL TEACHER’S MATERIAL
Activity
Activity
Top Science 3 PRIMARY Top Science 3 PRIMARY Top Science 3 PRIMARY Top Science 3 PRIMARY
Teacher’s Book
Teacher’s Resource Book
Teacher’s Book

The main aims of Top Science are: Class Audio CD
3 Class Audio CD
P RI M A RY
Teacher’s Book Teacher’s Resource Book Teacher’s Book Teacher’s Resource Book
• To promote understanding and appreciation of the DIGITAL MATERIAL

• Digital Flashcards, Posters
and Web bank
• Teacher’s Resources
and Maps
ALSO AVAILABLE
• Science Posters
• Science Tasks Booklet
• Language Companion CD-ROM
DIGITAL MATERIAL
• Digital Flashcards, Posters
and Web bank
and Maps
ALSO AVAILABLE
• Science Posters
natural and social environment through situations

• i-book • i-book
• Interactive Whiteboard • Interactive Whiteboard
Activities Activities
i-solutions i-solutions
which reflect the young learner’s real world. www.richmondelt.com www.santillana.es

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• To provide opportunities whereby young learners can

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Student’s Book Activity Book

put into practice their personal and social skills. Student’s
Student’s
Student’s Book
Book
Book Activity
Activity Book
Book
Activity Book
Student’s Book
Activity Book
• To offer a content-based approach to Science through TEACHER’S MATERIAL
which other interdisciplinary skills will develop: TEACHER’S
TEACHER’S
TEACHER’S
TEACHER’S MATERIAL
MATERIAL
MATERIAL
MATERIAL
TEACHER’S
MATERIAL
Top Science 3 Top Science 3 PRIMARY
Book
Book
Book
Book
PRIMARY
language, inquiry, learning to learn and making Top Science 3 PRIMARY
PRIMARY Top Science 3 PRIMARY
Class Audio
3PRIMARY 3 PRIMARY
PRIMARY
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Top Science
Science 3PRIMARY Top
Top Science
Science 333PRIMARY
Book
Book 33PRIMARY
3 3
Top Science
Book Top
Top
Science
Science Top
TopScience
Science
ISBN 978-84-294-7767-2
Book
9 788429 477672
Resource Book
BookBook
Teacher’s Book
BookBook
UNIT TRACKS CD No.
Top Science Top Science

PRIMARY PRIMARY
PRIMARY

Teacher’s Book
Resource
Teacher’s PRIMARY PRIMARY
1 1.1-1.5 1-5
Resource
Teacher’s 2 2.1-2.5 6-10
decisions.
STUDENT’S MATERIAL 3 3.1-3.6 11-16
Science 33PRIMARY
Top Science
Top Top Science 33PRIMARY
Top Science
4 4.1-4.5 17-21
Teacher’s Book
Book
Book
5 5.1-5.4 22-25
Resource
Top Science 3 PRIMARY Top Science 3 PRIMARY
Teacher’s
Activity Book
PRIMARY PRIMARY 6 6.1-6.5 26-30
Teacher’s Resource
Resource
Teacher’s
7 7.1-7.5 31-35
8 8.1-8.6 36-41
9 9.1-9.5 42-46
10 10.1-10.5 47-51
11 11.1-11.5 52-56
Resource
Teacher’s
Resource
• To provide a solid base for values education through
Teacher’s
12 12.1-12.6 57-62
Teacher’s
13 13.1-13.5 63-67
Teacher’s
14 14.1-14.4 68-71
Student’s Book Activity Book 15 15.1-15.5 72-76
Teacher’s
Teacher’s
Teacher’s
the course contents so learners develop scientific Class Audio CD
Teacher’s Book
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Teacher’s
Teacher’s
Class Audio CD
PRIMARY
Class Audio CD
curiosity as well as responsibility for the world they

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live in. • Digital Flashcards, Posters

and Web bank
and Maps
• i-book
• Science Posters
• Interactive Whiteboard
Activities
Special attention has been paid to the following

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aspects:
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Teacher’s
Teacher’s
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Teacher’s Resource
Teacher’s
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• Sequencing of the contents Teacher’s Book
Teacher’s Book Teacher’s Resource
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• Quantity and diversity of the activities DIGITAL MATERIAL ALSO AVAILABLE

DIGITAL
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DIGITAL
DIGITAL MATERIAL
MATERIAL
MATERIAL
MATERIAL ALSO
ALSO
ALSO
ALSO AVAILABLE
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and Maps Resources •• Language

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Companion CD-ROM
CD-ROM
• Web bank
CD 2 • Teacher’s Resources and Maps
CD 3 • i-book
• Careful grading of the level of English throughout the and

and Maps
Maps
CD 4 • Interactive Whiteboard Activities
• i-book
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The Student’s Book
General organisation
Top Science Student’s Book consists of fifteen core units, organised into three terms.
In addition there are three revision units after each term. Each main unit comprises
10-12 pages and contains the following sections:
Opening page Photographs accompanied by short texts and questions to stimulate observation skills,
to activate previous knowledge and to introduce the main theme of the unit.
What do you An opportunity to activate previous knowledge. Concise texts revise previously taught
remember? concepts, necessary for studying the unit.
Information and The main theme is divided into various topics. Each topic is presented in numbered
practice pages sections which provide texts and full-colour illustrations on the main concepts. The
Questions boxes offer questions to improve oral and written comprehension.
Around five listening activities per unit are recorded on the Class Audio CD.
Hands on! The Hands on! section teaches scientific procedures in a practical way. The activities
are graded in difficulty throughout the course.
Your turn! In this section, students learn to apply the scientific method to specific examples
related to the main concepts.
Activities A full page of activities provides practice of the main concepts from the unit.
Revision The main concepts of the unit are summarised in a short text. Students copy and
complete a chart based on the summary.
I can This page provides a reading text related to one of the main concepts of the unit,
contextualised in the young learner’s world. Students apply their recently acquired
knowledge to reflect on the situation and to solve problems.
Our world Contemporary issues help students relate to the real world. They have the opportunity
to express personal opinions, listen to others and reflect on educational values.
IV
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Opening pages
Number and
title of the unit 1 Your body
WHAT DO YOU REMEMBER?
Parts of the body
The main parts of the body are the head, trunk
IN THIS UNIT, YOU WILL…
Short summaries
of main concepts
learned in
and limbs. You bend your body at the joints. • Learn parts of the
body.
Full-colour 1. Point to your limbs. How many have you got?
• Identify organs inside
your body.
previous levels
images help 1.1
2. Name the joints A – D in the picture below.

• Learn how to describe
people.
students relate • Discover how bones

and muscles move
your body.
the learning • Learn about joints

and ligaments.
process to their • Learn how your body

changes as you grow. Unit objectives in
B D
own world C simple English
Short texts related to

the images to A
introduce the main Astronauts in space THINK ABOUT

Bones and muscles Numbered
theme of the unit Astronauts have to be very healthy and physically
• Are astronauts’ suits Bones support your body. Bones are joined
fit to travel into space. This is because conditions
in space are very different to conditions on Earth.
heavy or light?
• Are the astronauts in the
together to form the skeleton. Your muscles
help you move your body.
activities to revise
There is no oxygen in space. Astronauts wear pictures walking or
floating? main concepts
Questions to stimulate special suits so they can breathe oxygen.
• When you float, do you 3. Which of these are bones? Which are muscles?
Astronauts cannot walk or run in space. They can exercise your muscles?
and language from
previous knowledge
a. biceps d. calf muscle
only float! • What do you do to keep
previous levels
your muscles healthy? b. femur e. skull
and to introduce the c. ulna f. abdominals
6 7
main theme six seven
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Information and practice pages
The Science content is made accessible by careful language grading and

constant recycling of vocabulary and structures. The guided questions
for each section aid comprehension.
The human body Head

Hands
The topic title • forehead
• face
• back
on!
Describing people
1 Parts of the body • chin

Trunk
The Hands on!
introduces a new
• thorax
• abdomen These are some of the things that make people different:
The main parts of the body are the head, Upper
the trunk and the limbs. limb: • Sexual characteristics. Women and men have different bodies.
sections teach
concept within the
arm
• The head includes the face, the • General characteristics. People can be tall or short. They can be robust or slim.
forehead and the chin. • Personal traits. People look different because of the colour of their eyes, their scientific procedures
main theme • The trunk has two parts: the thorax and • forearm hair, their skin, the shape of their face, etc.
in a practical way.
the abdomen. • hand
• We have four limbs.

• The upper limbs are the arms. They
include the forearms and the hands.
• thigh
• foot
Lower
limb:
leg
PHYSICAL DESCRIPTION OF A PERSON The activities are
• The lower limbs are the legs. They
include the thighs and the feet.
General characteristics Personal traits Other characteristics
graded in difficulty
• Sex, age • Hair: colour, short, long,
wavy, straight
• Wears glasses throughout the course
Labelled illustrations Main parts of the body.
• Colour of skin: fair, olive,
dark
• Tall, short, robust, slim
• Eyes: colour, large, small
• Mouth and nose: large,
• Has braces
• Type of clothes
and diagrams to 2 Inside your body

small
practise both concepts You body is covered with skin. Your

brain Clarity of
muscles are underneath the skin, and your
presentation:
1.2
Read the description of Joanna.
and language bones are underneath your muscles.

Inside your body are the organs. The brain, heart
lungs
Joanna is eight years old. She is short and slim and
has fair skin. She has long, straight, brown hair. She
the heart, the lungs and the stomach are
organs. Organs make your body function. stomach
has small, black eyes. Her nose is straight and small.
She has a small mouth with thin lips.
short, clear texts
and charts make
kidney
NOW YOU!
Describe the boy and girl in studying easier
Activities to 1. Which organs are in the thorax?
intestines
muscles
these photos. Use the chart
to help you.
2. Ask a partner questions: bones
personalise Where are the kidneys?

Describe your best friend.
Say three things that make you
the contents Main organs.

different from your friend.
8 eight nine 9
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Information and practice
Simple, repetitive
structures to aid Your body moves
comprehension 1 Bones 3 Muscles Questions
and make language Bones are hard, strong, rigid organs. They
form the skeleton. The skeleton supports
Muscles are organs which are attached to
the bones and help them to move. They
1. Which organs form the skeleton?
Describe what they are like.
progress the weight of the body. Short bone: move the part of the body they are
vertebrate connected to. Muscles change in size. 2. What are muscles like? How do they
Bones are living things. They grow as your
move your bones?
Questions to aid
body grows. Broken bones can heal. Muscles are flexible: they can contract and
extend, then contract again without 3. ‘Our bones and muscles work
Bones can have different shapes. They can
breaking. together to make us move.’ True
be long, short or flat, depending on their
function. 1.3
4 How do you bend your arm?

or false? How do these organs work
together? comprehension
4. Find out how many bones there
The skeleton cannot move by itself. Bones are in the human body. How many
Flat bone: and muscles work together to move your body. bones can you name?
sternum
The humerus is the bone in the upper arm.
Long bone: The radius and the ulna are the bones in
femur the forearm. The elbow is the joint between
the humerus and the bones in the forearm.
Different types of bones.
There are two muscles in the upper arm:
Key vocabulary 2 Joints

the biceps in the front and the triceps in
the back. Task listening
highlighted within the Bones join together at joints. These are
two types of joints:
These muscles help us to control the
movement of our arms. activities based on
texts
• Fixed joints are found where the bones
do not move. For example, the skull.
ligaments
A The biceps contracts. B The triceps contracts.
the illustrations are
• Moveable joints are found where the
bones move in one direction. For
example, the knee or the elbow. These
radius humerus
recorded on the
Bones and muscles work together.
A When the biceps contracts, it pulls the forearm and the arm bends at the elbow.
radius
joints are held together by ligaments.
ulna
biceps
Class Audio
B When the triceps contracts, it pulls the forearm in the opposite direction and the arm stretches.
NOW YOU! humerus ulna triceps

bones
Photos and
triceps
1. What is the name of the joint
where your arm bends?
Activities to recycle A When the biceps contracts, it pulls the forearm and the arm bends
illustrations related
2. In your notebook, write as many
joints as you can remember. at the elbow. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm
The elbow joint and ligaments. stretches.
previous knowledge to the young

10 11
ten eleven
learner’s world
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Activities
1 Copy the drawing in your notebook and write the words.
YOUR TURN !
forearm
head Learner
abdomen How can you identify Paul?
A variety of activity leg
thorax
It is very important to be able to identify people. For example, if you autonomy: tasks
are looking for your friends, you need to be able to describe them.
types to practise
thigh
arm
Here are some ways to identify people. to apply unit
the main concepts Iris.
This is the
Facial features.
Facial features are
concepts in real-
2 Copy and complete these sentences in your notebook.
life situations
coloured part in unique. However,
the centre of the photographs can
You body is covered by .......... . Underneath are your .......... eye. Everybody be changed!
brain has different
and your .......... . irises.
heart
In your head is your .......... which gives you the ability to think. Teeth.
skin Everyone has
muscles In your trunk you have several organs, for example your .......... . different teeth.
bones An x-ray of teeth
can help to identify
Fingerprints. a person.
The pattern on
3 What differences can you see between the boy and girl? your fingertips is
Write sentences in your notebook. unique. Everybody Signature.
has different Everyone has a
fingerprints. different signature.
Example: The boy has got fair skin and the girl
▲
But sometimes
has got olive skin.
Prompts to aid
people copy
The girl has got .......... hair and the another person’s
signature!
boy has got .......... hair.
oral and written 4 Look at the illustration and answer the questions. Activities to
production
A
a. Which letters indicate muscles? Which letters
indicate a bone and a joint? personalise recently
acquired knowledge
b. What will happen when the biceps contracts and a. Which is the surest way to identify Paul? Which is the easiest way?
C D the triceps stretches? Will the glass rise or fall?
c. What can you do to keep your bones and muscles b. Stamp your fingerprint in your notebook. Compare it with a partner’s fingerprint.
B healthy?
c. Look at your friend’s eyes. What colour are the irises?
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VI
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Revision and I can
Revision I can
1.5
1 Read the summary.

Look after my skin
Skin covers and protects your body. It is flexible
I can:
and waterproof.
Some people have fair skin and some have dark
Extension
The human body
There are three main parts to your body:
the head, the trunk and the limbs. The outside
skin. This is because skin contains a substance
called melanin. The more melanin you have, the activities are
darker your skin. Melanin is also responsible for
Summary of the
of your body is covered with skin. There are
different organs inside your body.
the colour of your eyes and hair.
Melanin protects your body from the Sun. When
contextualised
most important
Your skeleton is made up of bones. It supports
your body. Muscles are connected to your bones.
you are on a sunny beach, your body produces
more melanin. But be careful! Melanin
in the young
They are flexible. Bones and muscles work together
learner’s world
production takes time.
concepts to
to move your body.
Your body changes throughout your life. The main In pairs, talk about ways to protect your skin
stages are: childhood, adolescence, adulthood and on a sunny beach.
revise both old age.
content and A B C
language 2 Copy and complete. Use the information from the summary.
YOUR BODY
OUR WORLD
Who is the best?
Some people seem to be especially attractive. But is an attractive
The summary charts is made up of goes through
these stages
appearance so important? Do you prefer a friend to be attractive
or fun to be with?
help students head .......... ..........

Choose the best option from these sentences.
Explain your answers. Our world:
organise and It is best to…
Contemporary
a. have beautiful eyes. b. have a thin body. c. be tall.
memorise the unit .......... .......... adulthood old age
have good eyesight. be the right weight. be healthy.
issues to reflect
content on educational
16 sixteen seventeen 17 values
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Special sections
Term revision
Two pages of activities revise the key concepts, vocabulary and structures taught during the
term. These pages can be used for either formal or informal assessment. The answer key
to all the Student’s Book activities is provided at the end of this Teacher’s Book.
Term revision
UNIT 1 UNIT 3
1 Identify the body parts. 5 What life process is shown in each photograph? Explain.
C D E F
A B C
B
A
2 Write the word for each definition. 6 Explain why plants do not eat food. How do they carry out the function of nutrition?
a. Strong and rigid organs. They make up
the skeleton. UNIT 4
b. Places where the bones join together. 7 Guess the animal.
c. Elastic organs which are attached to the bones
and help them to move. A I live in water. I breathe in B I live in water. I am an excellent C I live in water. I breathe oxygen
oxygen from water using my diver. I need to come to the from the air. I have a hard shell
gills. I was born from an egg. surface of the water to breathe to protect my body. I was born
oxygen from the air. I was born from an egg.
UNIT 2
from my mother’s womb.
3 Match the words in each box and write sentences in your notebook.
sight nose retina

touch tongue touch receptors
hearing skin smell receptors
smell eye cochlea
taste ear taste buds Dolphin. Carp. Turtle.
Example: The sense organ of sight is the eye. The retina captures light.
▲
UNIT 5
4 How does the sense of hearing work? Put the sentences in order. 8 Write the body parts of the insect. A D
a. The brain recognises a song.
B E
b. The ear captures a series of sounds.
c. The auditory nerve sends the information from the ear to the brain. C F
64 sixty-four sixty-five 65
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Glossary
The glossary at the back of the Student’s Book provides definitions in simple English of the
main concepts studied throughout the course. Entries are organised by unit, and in alphabetical
order. Encourage students to consult the glossary when necessary to aid comprehension with
reading texts, and before and after revision activities and assessment tests.
VII
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The Teacher’s Book
General organisation
The Teacher’s Book reproduces the pages of the Student’s Book in full colour.
In addition, it provides programming and lesson plans for each unit.
Unit programming
1
Competences
Your body
An overview of the Competence in linguistic Knowledge and interaction Processing information
A list of the
content objectives communication
• Pronouncing and using the unit
with the physical world
• Understanding physical changes
and digital competence
• Interpreting labelled diagrams competences students
vocabulary correctly (SB p. 9: Read during the four main stages (SB p. 8: The human body;
and language this description of Joanna; p. 13:

Questions; p. 14: Activities)
of life (SB p. 12 and 13:
You grow and change)
p. 10 and 11: Your body moves)
• Using charts to organize are expected to
• Learning how to protect one’s and classify information
objectives as well Unit content skin from the Sun (SB p. 17:
I can look after my skin)
(SB p. 9: Physical description
of a person; p. 16: Copy and
complete.
develop during the
as the assessment Content objectives Contents
unit, with reference to
criteria for each unit • To learn the parts of the head, trunk and limbs
• To identify and locate internal organs
• The head, trunk and limbs
• The main internal organs specific activities
• To differentiate between bones and muscles • Different types of bones Unit outline
• To learn about joints and ligaments • Joints and ligaments
• To learn how to describe people • Muscles and body movement
• To name and describe the four main stages • The four main stages of life
Unit 1. Your body
of life • How to identify people
• To learn how to protect one’s skin from the Sun. • How to protect one’s skin from the sun
Language objectives • Focusing on a photo and identifying the main parts

of the body
The human body Your body moves You grow and change A visual map providing
an at-a-glance summary
• To express facts using the present simple:
The trunk has got two parts. • Observing a diagram to locate and identify internal organs
• To describe the functions of different parts • Studying and completing a chart to learn how to
of the unit theme,

of the body using the impersonal you / your: describe a person
You bend your body at the joints. Your turn!
• Observing a diagram to identify the main bones and joints Hands on!
How can you
• To give explanations using the conjunction • Reading a text about the main stages of life Describing people
identify Paul?
topics and special

because of: People look different because of the
• Completing reading comprehension activities based
colour of their eyes.
on the text
• To express possibility using can: People can be
• Completing a chart to summarise information about I can Our world
sections
tall or short.
the body Revision
Look after my skin Who is the best?
• Discussing how to protect one’s skin in pairs
Assessment criteria
• Locate and identify the main internal organs • Showing interest in learning the names of different
• Differentiate between bones and muscles parts of the body
Possible difficulties Suggested timing for the unit
• Explain the difference between joints and • Accepting that everyone is different
ligaments • Showing interest in learning about the four stages of life • Content: understanding the interaction between the September October November December January
Identification of
• Describe people bones, joints, muscles and ligaments
• Appreciating the importance of protecting the skin from
A calendar to help
• Describe the four main stages of life the Sun • Language: memorizing the new vocabulary; spelling
• Explain how to protect one’s skin from the Sun words that feature different vowel-consonant February March April May June
possible difficulties
combinations: thigh, straight, stretch, weight
6A 6B organise the year plan

179214 _ Unidad_01.indd 18-19 01/02/11 10:41
for Science
Opening pages
1
1
UNIT
Objectives Your body

What do you remember? Activities to activate
previous knowledge
• To revise the main parts of the body: Parts of the body
Objectives: the main

Parts of the body IN THIS UNIT, YOU WILL…
head, trunk and limbs The main parts of the body are the head, trunk • Read the text. Remind Ss that limbs
• To differentiate between bones and and limbs. You bend your body at the joints. • Learn parts of the are arms and legs.
body.
muscles
objectives for each

• Identify organs inside 1. Ss point to their limbs and answer the
• To revise the skeleton 1. Point to your limbs. How many have you got? your body. question as a whole class.
• To understand that muscles move 1.1
1.1
• Learn how to describe 2. Ask Ss to do different exercises: Bend
people.
lesson
bones 2. Name the joints A – D in the picture below. your legs. Where do you bend your
• Discover how bones legs? (At the knee.) Bend your arms.
and muscles move
Prompts
Where do you bend your arms? (At the
Key language your body.
elbow.) Move your hands and feet in
• Vocabulary and structures: astronaut, • Learn about joints circles. Where do you bend them? (At
and ligaments.
oxygen, space, suit; head, limb, trunk; the wrist / ankle.) Ss name the joints
for each activity

• Learn how your body in the picture.
bones: femur, skull, ulna; muscles:
changes as you grow.
Key language: a
abdominals, biceps, calf muscle; joint, B D Play track 1.1. Ss listen and say which
skeleton; fit, healthy, heavy, light; bend, child.
breathe, float, join together, support,
C
travel
summary of the Teacher’s Resource Book

Bones and muscles
• Read the text and revise concepts: Are
bones hard or soft? (Hard.) They are
main vocabulary and Diagnostic Test A hard to support your body and give it
shape. Are muscles hard or soft? (Soft.)
They are soft so they can move your
Recording transcripts
Diagnostic Test
are referenced to the
Astronauts in space
structures for the lesson

THINK ABOUT body.
Before beginning the year Ss take the Astronauts have to be very healthy and physically
Bones and muscles
• Are astronauts’ suits Show images of a human skeleton and
Diagnostic Test. After the test, record fit to travel into space. This is because conditions Bones support your body. Bones are joined
heavy or light? together to form the skeleton. Your muscles
musculature. Point to different parts
appendix at the back of

their results on the individual Results in space are very different to conditions on Earth. and ask questions: Is this an ulna or a
• Are the astronauts in the help you move your body.
Chart. There is no oxygen in space. Astronauts wear pictures walking or vertebra?
floating?
special suits so they can breathe oxygen. 3. Ss answer the questions in pairs and
• When you float, do you 3. Which of these are bones? Which are muscles?
Presentation
this Teacher’s Book
Astronauts cannot walk or run in space. They can exercise your muscles? then check as a whole class.
• Ss look at the large photograph. Ask:
A step-by-step
your muscles healthy? b. femur e. skull
Is the astronaut in space or on Earth? c. ulna f. abdominals
What can you tell me about space?
• Read the text. Ask: Are the conditions 6 7
model lesson for
six seven
in space the same as on Earth? Is there
oxygen in space? Can astronauts walk 179203 _ 0006-0017.indd 6 20/12/10 18:08 179203 _ 0006-0017.indd 7 20/12/10 18:08
in space?
each page of the • Ss look at the small photograph: Look

at the other astronauts. Are they inside
or outside the spaceship? Are they
Values education
Our bodies need exercise to function well. Daily exercise is important. Ss
Further activities
Name bones and muscles. Ss say if they are in the head, limbs or
Student’s Book
wearing special suits? Are they walking list ways to keep their muscles healthy. Volunteers demonstrate exercises. trunk.
Further activities:
or floating? Do you think astronauts Ss draw a simple human figure and label the main bones: femur, ulna,
move fast or slowly in space? Further activities skull, etc.
• Explain: Astronauts must be strong SS cut index cards in half to make vocabulary cards. Elicit definitions
Show Ss pictures of people doing different activities. Ask: Which part
a section offering
and healthy because of the conditions for page 7 vocabulary and write them on the board: Ss copy each
of the body are they using?
in space. In space, they can’t do much definition on one side of the card and write the word on the other.
exercise. Do they exercise their muscles Ss name jobs that require physical exercise and special suits to
when they float? What do you think protect their bodies: firefighters, construction workers, police officers,
Suggestions to
astronauts need to do every day to
keep their muscles healthy?
racing car drivers, etc. Ask what type of protection they need and why:
Firefighters need to protect their bodies from fire. Construction workers
need to protect their heads.
1.1
reinforcement and
extension activities
See transcripts, page 192
highlight education 6 7
values in the lesson 179214 _ Unidad_01.indd 20-21 01/02/11 10:42
VIII
179214 _ 0001-0015.indd 8 21/02/11 15:25

Information and practice pages
UNIT 1
Your body moves
Objectives Now you!
• To understand how the human body moves 1 Bones Muscles
33 Muscles Questions • Ss do the Now you! section individually
Bones are hard, strong, rigid organs. They Musclesare
Muscles areorgans
organswhich
whichare
areattached
attachedtoto or in pairs.
• To learn how bones, joints and 1. Which organs form the skeleton?
form the skeleton. The skeleton supports thebones
the bonesand
andhelp
helpthem
themtotomove.
move.They
They
muscles work the weight of the body. Short bone: movethe
move thepart
partof
ofthe
thebody
bodythey
theyare
are Describe what they are like.
• To learn about flat bones, short bones vertebrate connectedto.
connected to.Muscles
Muscleschange
changeininsize.
size. 2. What are muscles like? How do they 3 Muscles
and long bones Musclesare
areflexible: theycan
flexible:they cancontract and
contractand move your bones?
body grows. Broken bones can heal. Muscles • Revise the main muscles in the body.
thencontract
extend,then
extend, contractagain
againwithout
without 3. ‘Our bones and muscles work
• To differentiate between fixed joints Bones can have different shapes. They can • Ss look at the girl. Explain: Muscles are
breaking.
breaking. together to make us move.’ True
and moveable joints be long, short or flat, depending on their
function. 1.3
or false? How do these organs work attached to bones. When they extend or
1.3
together? contract, they move the bones. Muscles
How do
44 How do you
you bend
bend your
your arm?
arm?
Key language 4. Find out how many bones there are flexible: they shorten when they
Theskeleton
The skeletoncannot
cannotmove
moveby byitself.
itself.Bones
Bones are in the human body. How many contract and they get longer when they
Flat bone: andmuscles
and muscleswork
worktogether
togetherto
tomove
moveyour
yourbody.
body. bones can you name?
• Vocabulary and structures: biceps, sternum extend.
elbow, femur, humerus, joint, knee, Thehumerus
The humerusisisthe
thebone
boneininthe
theupper
upperarm.
arm.
Long bone: Theradius
The radiusand
andthe
theulna
ulnaare
arethe
thebones
bonesinin
ligament, radius, skeleton, skull, femur theforearm.
the forearm.The
Theelbow
elbowisisthe
thejoint
jointbetween
between 4 How do you bend your arm?
sternum, triceps, ulna, vertebrate; thehumerus
the humerusandandthe
thebones
bonesininthe
theforearm.
forearm.
weight; broken, fixed, flat, flexible, hard, Different types of bones. • Ss look at the photographs of the girl:
Thereare
There aretwo
twomuscles
musclesininthe
theupper
upperarm:
arm:
moveable, rigid, strong; be attached / thebiceps
the bicepsininthe
thefront
frontand
andthe
thetriceps
tricepsinin Point to the girl’s bones. Point to her
connected, contract, heal, hold / work theback.
the back. muscles. In A, is her biceps bigger or
2 Joints
together, pull, extend, support Thesemuscles
These muscleshelp
helpus
usto
tocontrol
controlthe
the smaller than her triceps? And in B?
Bones join together at joints. These are
movementof
movement ofour
ourarms.
arms. • Ss contract and extend their biceps
Presentation by moving their arms. Say: Touch your
• Fixed joints are found where the bones ligaments
do not move. For example, the skull. biceps. Is it hard or soft? Repeat the
1 Bones A The biceps contracts. B The triceps contracts.
• Moveable joints are found where the question.
• Bring images of athletes practising bones move in one direction. For • Play track 1.3. Ss listen and point to
radius humerus
different sports: Look at the athlete. example, the knee or the elbow. These radius A When the biceps contracts, it pulls the forearm and the arm bends at the elbow.
the muscles in the girl’s arm.
biceps
What’s he / she doing? Can you (do joints are held together by ligaments. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm stretches.
ulna
this)? What part of (his / her) body is
(he / she) using? Look at his / her legs. Teacher’s Resource Book
NOW YOU! humerus ulna triceps
Are the muscles strong or weak? Explain bones Reinforcement Worksheet 2
triceps
that sport makes your muscles strong. 1. What is the name of the joint
• Read the text. Ss look at the diagram where your arm bends?
of the skeleton. All bones are hard, 2. In your notebook, write as many
Bones and muscles work together. A When the biceps contracts, it pulls the forearm and the arm bends Activity Book
strong and rigid. Bones are organs. They joints as you can remember. at the elbow. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm
Pages 6 and 7
The elbow joint and ligaments. stretches.
are living. They help your body function.
• Explain that bones are different shapes
(flat, large, short). This is because they 10 ten eleven 11
do different jobs in the body. The bones
179203 _ 0006-0017.indd 10 20/12/10 18:08179203 _ 0006-0017.indd 11
in your backbone are small so you can 20/12/10 18:08
bend and move your trunk well. Why is

your femur large and straight? Values education Further activities
It is important to look after your bones. Tell Ss they should do a lot of Introduce vocabulary studying techniques. Write key word lists on the
2 Joints exercise and eat lots of foods which contain calcium to make their bones board. Ss copy them: BONES: hard, rigid, organs, support weight; JOINTS:
• Ss look at the girl’s elbow: Muscles strong. Ask: Which foods are good for your bones? (Yoghurt, milk, cheese, fixed (skull), moveable (ankle, knee, shoulder), ligaments; MUSCLES: soft,
help your bones to move. Ligaments etc.) flexible, extend, contract.
connect muscles to bones. Do you think Ss bring in photographs of people doing sports, and label the joints.
ligaments are hard or soft? Why? Discuss in pairs or small groups.
Further activities
• Read the text. Point out the difference
Play Name it! Divide the class into two teams. Name a joint. Team 1
between fixed and moveable joints:
names one of the bones that is connected to the joint. Team 2 names
The bones in your skull are joined
the other.
together. They do not move. They have
fixed joints. Moveable joints can move.
Ss say which joints in their bodies are
1.3 See transcripts, page 192
moveable.
10 11
179214 _ Unidad_01.indd 24-25 01/02/11 10:42
Language support
• Model word or sentence prompts in each lesson plan.
• Listening activities on the Class Audio CD. In addition, the summaries
of each unit on the Revision pages are recorded. The transcripts are
printed at the end of this Teacher’s Book.
• The Glossary on the last pages of the Student’s Book provides
definitions in simple English of the key vocabulary and concepts.
• Activities in the Student’s Book focus on both oral and written practice.
Further activities
• Reinforcement and extension activities for each lesson plan address
the diversity of levels in the classroom.
• Values education. The area of Natural Science is the appropriate
scientific context in which to encourage students to reflect on issues
related to health and to the environment. In Top Science 3, the topics
presented for discussion include the importance of physical exercise,
respect for other people and saving water and natural resources.
Exploiting the illustrations

Illustrations are essential in the context of Science. They can be used
to help students quickly grasp a concept or a process, to support an
explanation or to develop observation skills.
• Identify the type of illustration and say what it represents: This is a
photo of a girl. Look at the diagram showing her elbow and ligaments.
This is a diagram of the water cycle.
• Read the labels that flag the different parts of the illustration and
make sure students know how to pronounce the words.
IX
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Revision and I can
R
UNIT 1
Revision I can
Objectives Look after my skin I can
T
1.5
• To revise the key concepts of the unit 1 Read the summary. Skin covers and protects your body. It is flexible Look after my skin
• To practise summarising a text and waterproof. • Volunteers read the text aloud. Ask
Some people have fair skin and some have dark questions to check understanding:
• To give Ss the opportunity to evaluate The human body skin. This is because skin contains a substance Skin is waterproof. What other things
their own learning There are three main parts to your body: called melanin. The more melanin you have, the
the head, the trunk and the limbs. The outside darker your skin. Melanin is also responsible for
are waterproof?
of your body is covered with skin. There are the colour of your eyes and hair. • Explain that melanin is the substance
Key language different organs inside your body.
Melanin protects your body from the Sun. When that protects our skin from the Sun:
T
• Vocabulary and structures: head, Your skeleton is made up of bones. It supports you are on a sunny beach, your body produces It takes a long time for your skin to
your body. Muscles are connected to your bones. more melanin. But be careful! Melanin
limb, trunk; eyesight, melanin, organ, produce melanin and to go brown. What
They are flexible. Bones and muscles work together production takes time.
skeleton, skin; stages: childhood, to move your body. happens if your skin gets too much
adolescence, adulthood, old age; In pairs, talk about ways to protect your skin sun? (It burns and gets red.) Is this
Your body changes throughout your life. The main
attractive, dark, fair, flexible, waterproof; stages are: childhood, adolescence, adulthood and on a sunny beach. good or bad for your skin?
look after, produce, protect old age. • In pairs, Ss look at the photographs
and brainstorm ways to protect your
A B C
Revision skin on a sunny beach. (A: Use sun
protection. B: Wear a sun hat. C: Use a
1 Read the summary. 2 Copy and complete. Use the information from the summary.
sun umbrella.)
• Play track 1.5. Ss read and listen to
the summary. Pause to ask questions:
What are the three main parts of your
YOUR BODY
OUR WORLD Our World
body? (Head, trunk, limbs.) What’s on • Explain that some people give
Who is the best?
the outside of your body? (Your skin.) too much importance to physical
What is inside? (Your organs.) is made up of goes through
appearance.
these stages or fun to be with? • Read the text aloud. In groups of three
2 Copy and complete. Use information Choose the best option from these sentences. or four, Ss discuss the answers to
from the summary. Explain your answers.
the questions and choose the best
head .......... ..........
options.
• Ss copy the chart and complete it in It is best to…
pairs or individually. • Groups share their answers in class: It
is best to have good eyesight. It is best
.......... .......... adulthood old age
to be the right weight.

Assessment Worksheet 1
16 sixteen seventeen 17 Test 1
179203 _ 0006-0017.indd 16 20/12/10 18:08 179203 _ 0006-0017.indd 17 20/12/10 18:08
Further activities Further activities

P
lay a team game. Use the summary to make true and false S
s note key vocabulary and write an example sentences for each
statements. If one team answers incorrectly, the other wins a point. word: Skin covers and protects my body.
D
ivide the class into teams. Write the names of the three main parts I n pairs, Ss invent dialogues, giving advice about how to look after
of the body on the board. Say one part and a category: bones, organs, your skin. Volunteers act out their dialogues in front of the class.
muscles or joints. The first student to name a correct bone / organ / E
xplain that the World Health Organisation (WHO) is an international
muscle / joint writes the word in the corresponding column on the organisation that protects human health all over the world. Ask Ss to
board and wins a point for his / her team. look at the homepage of www.who.int/en for information about World
Health Day by clicking on ‘Programmes and projects’, and then looking
under ‘W’ for ‘World Health Day’. When is World Health Day? What is
the theme this year?
16 17
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18
R
Revision and assessment
T
• Assessment is an integral part of the learning process. Its purpose is
r
to provide information on what progress is being made and to allow
modifications to be made to suit the circumstances. T
a
• The Revision page summarises the most important concepts taught
R
in the unit. This page provides students with the opportunity to revise
both content and language before the Unit test. At the same time, T
students can assess their own progress on a regular basis, from the r
beginning of the course.
Learning to learn and personal initiative

In the I can sections, students apply their recently acquired knowledge Top Science 3 PRIMARY
8 431300 067 622

UNIT TRACKS CD No.
1 1.1-1.5 1-5
by reflecting on situations in the real world. These activities are

2 2.1-2.5 6-10
3 3.1-3.6 11-16
4 4.1-4.5 17-21
5 5.1-5.4 22-25
6 6.1-6.5 26-30
7 7.1-7.5 31-35
designed to stimulate learner autonomy and personal initiative. The

8 8.1-8.6 36-41
9 9.1-9.5 42-46
10 10.1-10.5 47-51
11 11.1-11.5 52-56
12 12.1-12.6 57-62
situations presented are ideal for group work or pair work. Students
13 13.1-13.5 63-67
14 14.1-14.4 68-71
15 15.1-15.5 72-76
learn to give their opinions and to listen to and respect the opinions www.richmondelt.com www.santillana.es
of others. cianallomagentanegrotroquel
Among the different activities, students exchange opinions on how to

189769_Sobre_CD.indd 1
protect their skin on a sunny beach, they choose the best products
from various options, they reflect on the most appropriate way to
reproduce plants, they talk about the pros and cons of choosing a pet,
they make a list of ways to save water, and make decisions on ways to
improve life in their town.
179214 _ 0001-0015.indd 10 21/02/11 15:25

Resources
Teacher’s Resources
Teacher’s Resource Book Extension worksheets
There are three categories of There are fifteen double-page extension worksheets. These
photocopiable worksheets: are reading comprehension activities. These worksheets

reinforcement, extension can be photocopied and handed out to the most advanced
and assessment. students for independent work in the classroom or at
The answer key to all the home, or can be used for whole class activities.
activities is provided.
Assessment worksheets
The Teacher’s Resource Book offers a set of six
double-page Diagnostic tests to be completed by the
students at the beginning of the school year, in order
cian magenta amarillo negro
to assess their needs.
189703_C.indd 1 14/01/11 18:11
Teachers can record each student’s initial level on

Reinforcement worksheets
the Individual results chart.
The Teacher’s Resource Book provides a total of forty
There are fifteen two-page Unit assessment worksheets
reinforcement worksheets.
and fifteen multiple-choice Unit tests.
These worksheets are a flexible tool and can be used In addition, for each term there is one double-page
after the relevant section in each unit, before or after the Term assessment and one multiple-choice Term test.
Revision section, or as extra preparation for the Unit test.
Finally, the Teacher’s Resource Book contains
The worksheets can be filed in a folder and used for assessment worksheets and multiple choice tests
revision when needed. to be done at the end of the school year to certify
the student’s progress.
Class Audio CD The skeleton Science posters

Class Audio
8 431300 067 622
UNIT TRACKS CD No. skull

1
2
3
4
5
1.1-1.5
2.1-2.5
3.1-3.6
4.1-4.5
5.1-5.4
1-5
6-10
11-16
17-21
22-25 The Class Audio CD includes around clavicle jawbone
Attractive illustrations are
an essential classroom
6 6.1-6.5 26-30 /collarbone
7 7.1-7.5 31-35
five recordings for each unit.

8 8.1-8.6 36-41
9 9.1-9.5 42-46 sternum
10 10.1-10.5 47-51 ribs /breastbone
tool, especially for young

11 11.1-11.5 52-56
12 12.1-12.6 57-62
vertebra
All the recordings are linked to

13 13.1-13.5 63-67 humerus
14 14.1-14.4 68-71
15 15.1-15.5 72-76
activities in the Student’s Book.

radius
ulna
spinal column
/backbone learners. The following
www.richmondelt.com www.santillana. es
classroom posters are

pelvis
cianallomagentanegrotroquel They include short dialogues,

CD.indd 1 14/01/11 19:12
statements of fact, questions,

phalanges
/finger bones
femur
/thighbone available to accompany
descriptions of processes and true
patella
/knee cap
Top Science 3: Our senses,
The skeleton, Our muscles,
tibia
/shinbone fibula
or false questions.
In addition, the summaries on each phalanges
/toe bones
Insects, and Landscapes.
Revision page are recorded. 162543 _ 0004-0004.indd 4 15/4/09 17:30:24
XI
179214 _ 0001-0015.indd 11 21/02/11 15:25

Student’s resources
Activity Book The Activity Book provides further practice for both the Science Tasks
content and the language objectives of the course. Science tasks booklets levels 1-6
ISBN 978-84-680-0068-8
Activity Book
PRIMARY
9 788468 000688
ce 3 PRIMARY
It contains full-colour photographs, illustrations provide pull-out tasks to practise
and diagrams, and a complete range of graded basic Science concepts. The
activity types to reinforce the course content and booklets come complete with
Science 3 PRIMARY
to encourage learner autonomy. instructions and an answer key.
Within the Activity Book, the Term Activities are of
Class Audio CD
two types: the Let’s do it! activities are a selection of

Resource Book
ALSO AVAILABLE
rds, Posters • Science Posters
crafts and practical tasks. The Read and do! sectionsScience

Tasks 3
ources • Language Companion CD-ROM
iteboard
provide reading passages accompanied by reading Science Tasks 1-6 provide further practice
in the basic concepts of Science, Geography
and History. Each of the six levels contains
pull-out tasks with instructions and answers.
Science
Tasks 3
www.santillana.es skills practice. The readings are based on concepts
cian magenta amarillo negro
14/01/11 18:13
selected from the Student’s Book.
The Answer key to all the activities is provided on the
ISBN: 978-84-294-8697-1
9 788429 486971
Richmond website: www.richmondelt.com www.santillana.es www.richmondelt.com
172085_C.indd 1 16/3/09 22:02:08

Cian Magenta Amarillo Negro Pantone376
Digital resources

i-solutions i-book IWB Activities
Top Science i-solutions
i-solutions

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Each level of Top Science The i-book contains the The Interactive Whiteboard
op Science i-solutions is a box set containing four
Ds which offer digital components for the CLIL
cience classroom.
op Science i-solutions has these components:
D1 • Digital flashcards
offers four CDs designed core course material from Activities CD contains three
• Digital posters
• Web bank
D2 • Teacher’s Resources and Maps
D3 • i-book
D4 • Interactive Whiteboard Activities
inimum requirements and instructions:

ee readme·txt file in each CD.
3
to bring digital resources the Teacher’s Book and the interactive activities per unit.
PRIMARY
to the classroom. These Student’s Book in interactive These can be used to

CDs provide materials format. It can help reinforce the
Top Science 3 Top Science 3
for interactive whiteboard be used in the main concepts
CD 3
CD 2
CD 4
CD 2
PRIMARY PRIMARY
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presentations and practice, classroom of each unit in
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Digital Flashcards, Posters and Web bank Teacher’s Resources and Maps CD
CD 1
CD 2
This CD contains three sections: This CD contains the digital version

• The flashcard bank has over 200 images which of the Teacher’s Resource Book in PDF
8 431300 129 450
• Digital flashcards
• Digital posters
• Web bank
can be projected onto a whiteboard, printed and format. The worksheets can be printed
used as conventional flashcards, or used to create for individual use, or projected on an
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worksheets. The flashcard bank offers the possibility of creating 318514_CD.indd 1 14/01/11 18:04
interactive whiteboard for whole group

personalised sets of flashcards to cater for mixed ability groups. activities.
Each image offers the option of listening to the audio and viewing In addition, this CD provides blank
the written word. and completed physical and political
• The digital posters cover various topics throughout the course. maps of the world, Europe
These can be printed when required. and the Autonomous Top Science 3
CD 2
CD 2
PRIMARY
• The web bank includes some of the best, free web links for teaching Communities. These
Science, Geography and History. There are websites to help with can be printed out or
8 431300 115 309
lesson planning, as well as ways to personalise classes and cater used on the interactive
and Maps
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179214 _ 0001-0015.indd 12 21/02/11 15:25

Key competences
6
e
Key competences are a combination of knowledge, Processing information and digital competence
skills and attitudes appropriate to different contexts This is the ability to use both traditional and modern
and situations. These competences have the following technologies to obtain, process and transmit information
characteristics: found in traditional and digital media. Students learn how
• They encourage the development of skills rather than to use lists, tables and file cards to classify information.
the assimilation of theoretical content: individuals They develop confidence in and a critical use of
become ‘competent’ when they learn how to solve information and communication technology (ICT).
problems effectively.
• Competences develop progressively and can Social competence and citizenship
be acquired in different learning situations and This competence refers to the ability to understand and
institutions. participate successfully in the society in which we live.
• They are interdisciplinary because they integrate At primary level, this is developed by promoting group
knowledge that originates in different academic cooperation, solidarity and satisfaction at successfully
disciplines. completing given tasks. An understanding of codes of
conduct and customs in different environments is essential.
This is achieved through the presentation and discussion
Key competences in Science of appropriate and inappropriate behaviour in situations at
home, at school, and by reflecting on cultural differences.
Competence in linguistic communication
This is the ability to interpret and use language as Cultural and artistic competence
a tool for oral and written communication. Verbal This competence involves the appreciation of the
communication is fostered by the exchange of opinions, importance of artistic creations and cultural productions
the narration of personal experiences and oral at various times in history and in different cultures. It
expositions on different topics. Reading simple texts and includes the appreciation of the visual arts, music and
basic writing skills also develop this competence. literature. The systematic interpretation of illustrations
1 18:41
and photographs helps to develop this competence.

Mathematical competence
This competence is the ability to use numbers, perform Competence in ‘learning to learn’
basic operations, understand symbols and solve This competence is acquired by learning how to apply
problems in order to interpret the physical world. Natural different techniques aimed at selecting, organising,
Science includes mathematical interpretations and interpreting and memorising information. At the end
expression of natural facts and phenomena. of each unit, students are given the opportunity to
summarise what they have learnt. The main concepts are
Knowledge and interaction with the physical world also revised periodically.
This competence develops the ability to interact with
the physical world and apply the scientific method to Autonomy and personal initiative
explain its phenomena. At primary level, students are The study of Science demands autonomy and initiative.
encouraged to define and solve problems, design and From the moment a hypothesis is formulated, until
carry out simple experiments, work out solutions, analyse conclusions are reached, students need to plan and
results and communicate them. organise their work creatively and with critical sense.
XIII
1 18:37
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Student's Book
CONTENTS
UNIT TOPICS
The human body. Your body moves. You grow and change. D
1 Your body
6
Sight. Hearing. Smell, taste and touch. H
2 Our senses
18
Nutrition. Sensitivity. Reproduction. C
3 Living things
30
s
Mammals. Reptiles and birds. Fish and amphibians. M

4 Vertebrate animals
42
D
Invertebrate animals. Insects. H

5 Invertebrate animals
54
TERM REVISION
Machines. Simple and compound machines. M

6 Machines
66
The Earth, the Sun and the Moon. The Earth and the Moon move. U
7 Planet Earth
76
Maps and globes.
The different states of water. Water in nature. The water cycle. H

8 Water
88
a
Air. Weather and climate. Weather and the seasons. W

9 Air and weather
100
Inland landscapes. Coastal landscapes. Rivers, lakes and I
10 Landscapes
112
reservoirs.
TERM REVISION
Villages. Cities. H
11 Villages and cities
126
Crop farming. Stockbreeding and fishing. Factory work. U
12 Jobs
136
Services. Trade. Transport and communications. R
13 Work and services
148
la
Local councils. Municipal services. H

14 Local government
160
The passing of time. Memories from the past. The past and M
Finding out about
15 the past 170
present of cities and villages.
TERM REVISION GLOSSARY
2 two
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XIV
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HaNdS ON! YOUr TUrN! I CaN OUr wOrld
Describing people How can you identify Paul? Look after my skin Who is the best?
9 15 17 17
How to label a sketch Taking care of your ears Protect my eyesight Helping blind people
21 27 29 29
Comparing details in A shepherd and his sheep Choose different ways Protected species
sketches to reproduce a plant
33 39 41 41
Make an animal index card Endangered vertebrates Choose a pet Don’t take them home!
Drawing a sequence
47, 49 51 53 53
How to draw an animal Classify animals The Spanish moon moth
61 63 63
Make a model windmill The history of the plough Choose a machine Safe machines and tools
73 69 75 75
Using a compass The eight planets of the Choose a scientific Penguins and polar bears
Solar System instrument
81 85 87 87
How does temperature How drinking water gets to Identify ways to save water Clean water for everyone!
affect melting ice? our homes
91 97 99 99
Weather charts How a weather station Choose activities A cleaner atmosphere
works according to the weather
105 109 111 111
Interpreting a relief map Choose the best route Protecting natural heritage
sites
121 123 123
How to read a street map Road safety rules Describe where I live Learning from people from
other countries
131 133 135 135
Using a thematic map Viticulture: growing grapes Organise my time Protecting baby fish
145 139 147 147

Reading and interpreting Advertising Select different means Voluntary workers
labels and instructions of transport
157 153 159 159
How to make a survey Festivals Take part in decisions about Reaching agreements
my town
163 167 169 169
Make a timeline The Great Wall of China Find out about the past Graffiti: art or vandalism?
173 179 181 181
three 3
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XV
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Welcome to your
Objectives Science book!
• To introduce Top Science 3
• To stimulate curiosity about
Look at these pictures. Then, find them
the course contents
in your book.
• To activate previous knowledge
Write the number and title of the unit for
each picture.
Presentation
• Explain that the photos are 1
taken from the Science book
to be studied this year.
• Point to the photos at random
and ask: What can you see?
Ss name as much vocabulary
as they can. Your body
• Ss look through the Student’s

Book in pairs, find the photos,
one per unit, and write the
number and the title of the
unit in the space provided.
• Ask general questions about
Top Science 3:
How many units are there?
How many pages are there
in each unit?
What do you think you will
study in Unit (1)?
Which units are about
(animals)?
Is there a unit about (plants)?
4 four
Further activities
R In pairs, Ss look through the Student’s Book and decide which unit they like
best, based on the photos and diagrams. Take a class vote on the favourite
unit.
R Ss read the titles of the units. For each title, Ss say what they think each unit is
about. Write their ideas on the board. Ss write sentences to describe each unit.
416
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WELCOME TO SCIENCE
• Activating previous knowledge:

Select an illustration at
random and brainstorm all the
words the Ss associate with
the picture. Write the words on
the board.
• More advanced students can
write their own lists of words,
in pairs.
five 5
Further activities
R Play Bingo. Ss cover up five or six photographs from pages 4 and 5. Describe
a picture at random. The first student to uncover all his / her pictures is the
winner.
E Ss play Guess which unit in pairs. One student describes one of the pictures.
The other guesses the picture and the unit.
17
5
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1 Your body
Unit content
Content objectives Contents

• To learn the parts of the head, trunk and limbs • The head, trunk and limbs
• To identify and locate internal organs • The main internal organs
• To differentiate between bones and muscles • Different types of bones U
• To learn about joints and ligaments • Joints and ligaments
• To learn how to describe people • Muscles and body movement
• To name and describe the four main stages • The four main stages of life
of life • How to identify people
• To learn how to protect one’s skin from the Sun • How to protect one’s skin from the sun
Language objectives • Focusing on a photo and identifying the main parts

• To express facts using the present simple: of the body
The trunk has got two parts. • Observing a diagram to locate and identify internal organs
• To describe the functions of different parts • Studying and completing a chart to learn how to
of the body using the impersonal you / your: describe a person
You bend your body at the joints. • Observing a diagram to identify the main bones and joints
• To give explanations using the conjunction • Reading a text about the main stages of life
because of: People look different because of the
colour of their eyes.
on the text
• To express possibility using can: People can be
• Completing a chart to summarise information about
tall or short.
the body
• Discussing how to protect one’s skin in pairs
Assessment criteria
• Locate and identify the main internal organs • Showing interest in learning the names of different
• Differentiate between bones and muscles parts of the body
P
• Explain the difference between joints and • Accepting that everyone is different
ligaments • Showing interest in learning about the four stages of life •
• Describe people • Appreciating the importance of protecting the skin from
• Describe the four main stages of life the Sun •
• Explain how to protect one’s skin from the Sun
6A
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Competences
Competence in linguistic Knowledge and interaction Processing information
communication with the physical world and digital competence
• Pronouncing and using the unit • Understanding physical changes • Interpreting labelled diagrams
vocabulary correctly (SB p. 9: Read during the four main stages (SB p. 8: The human body;
this description of Joanna; p. 13: of life (SB p. 12 and 13: p. 10 and 11: Your body moves)
Questions; p. 14: Activities) You grow and change) • Using charts to organize
• Learning how to protect one’s and classify information
skin from the Sun (SB p. 17: (SB p. 9: Physical description
I can look after my skin) of a person; p. 16: Copy and
complete.
Unit outline
Unit 1. Your body
The human body Your body moves You grow and change
Your turn!
Hands on!
How can you
Describing people
identify Paul?
I can Our world

Revision
Look after my skin Who is the best?

• Content: understanding the interaction between the September October November December January
bones, joints, muscles and ligaments
• Language: memorizing the new vocabulary; spelling
words that feature different vowel-consonant February March April May June
combinations: thigh, straight, stretch, weight
6B
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Objectives
• To revise the main parts of the body:
head, trunk and limbs
1 Your body
W
• To differentiate between bones and

muscles
• To revise the skeleton 1.
• To understand that muscles move 1.1
1.1
bones 2.
Key language
• Vocabulary and structures: astronaut,
oxygen, space, suit; head, limb, trunk;
bones: femur, skull, ulna; muscles:
abdominals, biceps, calf muscle; joint,
skeleton; fit, healthy, heavy, light; bend,
breathe, float, join together, support,
travel

Diagnostic tests
Diagnostic tests Astronauts in space THINK ABOUT

• Before beginning the year, Ss take the Astronauts have to be very healthy and physically
• Are astronauts’ suits
Diagnostic tests. After the tests, record fit to travel into space. This is because conditions heavy or light?
their results on the Individual results in space are very different to conditions on Earth.
• Are the astronauts in the
chart. There is no oxygen in space. Astronauts wear pictures walking or
floating?
special suits so they can breathe oxygen.
• When you float, do you 3.
Presentation Astronauts cannot walk or run in space. They can exercise your muscles?
• Ss look at the large photograph. Ask:
your muscles healthy?
Is the astronaut in space or on Earth?
What can you tell me about space?
• Read the text. Ask: Are the conditions 6 six
in space the same as on Earth? Is there
oxygen in space? Can astronauts walk 179203 _ 0006-0017.indd 6 20/12/10 18:08 179203 _ 0006-0
in space?
• Ss look at the small photograph: Look Values education
at the other astronauts. Are they inside
or outside the spaceship? Are they Our bodies need exercise to function well. Daily exercise is important. Ss
wearing special suits? Are they walking list ways to keep their muscles healthy. Volunteers demonstrate exercises.
or floating? Do you think astronauts
move fast or slowly in space? Further activities
• Explain: Astronauts must be strong
Show Ss pictures of people doing different activities. Ask: Which part
and healthy because of the conditions
of the body are they using?
in space. In space, they can’t do much
exercise. Do they exercise their muscles Ss name jobs that require physical exercise and special suits to
when they float? What do you think protect their bodies: firefighters, construction workers, police officers,
astronauts need to do every day to racing car drivers, etc. Ask what type of protection they need and why:
keep their muscles healthy? Firefighters need to protect their bodies from fire. Construction workers
need to protect their heads.
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UNIT 1
What do you remember?
Parts of the body IN THIS UNIT, YOU WILL…
Parts of the body
The main parts of the body are the head, trunk • Read the text. Remind Ss that limbs
and limbs. You bend your body at the joints. • Learn parts of the are arms and legs.
body.
• Identify organs inside 1. Ss point to their limbs and answer the
1. Point to your limbs. How many have you got? your body. question as a whole class.
1.1
1.1
• Learn how to describe 2. Ask Ss to do different exercises: Bend
people. your legs. Where do you bend your
2. Name the joints A – D in the picture below.
• Discover how bones legs? (At the knee.) Bend your arms.
and muscles move Where do you bend your arms? (At the
your body.
elbow.) Move your hands and feet in
• Learn about joints circles. Where do you bend them? (At
and ligaments.
the wrist / ankle.) Ss name the joints
• Learn how your body in the picture.
changes as you grow.
B D Play track 1.1. Ss listen and say which
C child.
Bones and muscles

• Read the text and revise concepts: Are
bones hard or soft? (Hard.) They are
A hard to support your body and give it
shape. Are muscles hard or soft? (Soft.)
They are soft so they can move your
body.
Bones and muscles
Show images of a human skeleton and
Bones support your body. Bones are joined
together to form the skeleton. Your muscles
musculature. Point to different parts
e help you move your body. and ask questions: Is this an ulna or a
vertebra?
3. Ss answer the questions in pairs and
3. Which of these are bones? Which are muscles?
then check as a whole class.
b. femur e. skull
c. ulna f. abdominals
seven 7
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Further activities
Name bones and muscles. Ss say if they are in the head, limbs or
trunk.
Ss draw a simple human figure and label the main bones: femur, ulna,
skull, etc.
SS cut index cards in half to make vocabulary cards. Elicit definitions
for page 7 vocabulary and write them on the board: Ss copy each
definition on one side of the card and write the word on the other.
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The human body Head
Objectives • forehead • back
• face Trunk
• To identify parts of the body 1 Parts of the body • chin
• thorax
• To learn the main internal organs The main parts of the body are the head, Upper • abdomen
the trunk and the limbs. limb:
• To understand that organs make the arm
body function • The head includes the face, the
forehead and the chin.
• To describe basic physical features and • forearm
• The trunk has two parts: the thorax and
characteristics the abdomen. • hand
• We have four limbs.

Key language • The upper limbs are the arms. They • thigh
Lower
include the forearms and the hands. limb:
• foot
• Vocabulary and structures: abdomen, leg
• The lower limbs are the legs. They
chin, forearm, forehead, thigh, thorax; include the thighs and the feet.
organs: brain, heart, intestine, kidney,
lung, stomach, skin; personal trait,
sexual characteristic; braces, glasses;
robust, short, slim, tall; dark, fair, olive; Main parts of the body.
straight, wavy; underneath; describe
2 Inside your body

Presentation brain
You body is covered with skin. Your
1 Parts of the body muscles are underneath the skin, and your 1.2
bones are underneath your muscles. lungs

• Name the body parts in the photo: heart
Inside your body are the organs. The brain,
Look at the boy’s head. Point to his
the heart, the lungs and the stomach are
face. Where is his forehead? And his organs. Organs make your body function. stomach
chin? kidney
• Ss point to their own bodies and

repeat vocabulary: First point to your
NOW YOU!
chin, then your forehead.
intestines
• Explain that upper limbs are arms and 1. Which organs are in the thorax?
lower limbs are legs: Are your hands 2. Ask a partner questions: muscles bones
part of your upper limbs or your lower Where are the kidneys?
limbs? What about your forearm?
• Introduce thorax and abdomen: The Main organs.
upper part of your trunk is the thorax
and the lower part is the abdomen.
8 eight
Point to the boy’s thorax and abdomen.
Now point to yours.
179203 _ 0006-0017.indd 8 20/12/10 18:08 179203 _ 0006-0
2 Inside your body

Further activities
• Explain that organs make your body
Play 20 Questions. A volunteer chooses a body part or organ from the
function: You can feel some of these
illustrations. The rest of the class asks yes / no questions until they
organs working inside your body, like
discover the body part or organ.
your heart. Can you sometimes feel
your stomach working? Write parts of the body on cards. Draw a large stick person on the
board. Volunteers pick a card, read the body part and place the word
on the stick person.
Now you!
• Ss look at the illustration and answer
the questions. Make sure Ss use
complete sentences and use the
preposition in: Your lungs are in your
thorax.
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UNIT 1
Hands Describing people Hands on!
on!
Describing people
en These are some of the things that make people different:
• Show images of a man, woman, boy
• Sexual characteristics. Women and men have different bodies. and girl. Ss describe the people: tall,
• General characteristics. People can be tall or short. They can be robust or slim. short, man, woman, brown hair, etc.
• Personal traits. People look different because of the colour of their eyes, their Write the words on the board.
hair, their skin, the shape of their face, etc.
• Read the text. Emphasise that
personal traits describe specific
features that people have.
PHYSICAL DESCRIPTION OF A PERSON

• Refer to the descriptions on the board.
Colour code the words to show what
they describe: sexual characteristics,
General characteristics Personal traits Other characteristics
general characteristics or personal
• Sex, age • Hair: colour, short, long, • Wears glasses traits.
wavy, straight
• Colour of skin: fair, olive, • Has braces
dark • Eyes: colour, large, small • Type of clothes Physical description of a person
• Tall, short, robust, slim • Mouth and nose: large,
small • Read the chart with the class.
Show images of people to illustrate
examples.
1.2
Read the description of Joanna. • Ss look at the photo of Joanna. Play
track 1.2. Ss listen and read the
Joanna is eight years old. She is short and slim and
has fair skin. She has long, straight, brown hair. She description of Joanna.
has small, black eyes. Her nose is straight and small.
She has a small mouth with thin lips. • Divide the class into two groups: photo
of boy and photo of girl. Each group
takes turns describing their photo: The
boy is 9 years old. He has brown hair.
The girl is 8 years old. She has fair skin.
Describe the boy and girl in
these photos. Use the chart • Individually, Ss write about their best
to help you. friend, using the description of Joanna
Describe your best friend. and the chart as aids.
Say three things that make you • Ss tell their partner three things that
different from your friend.
make them different from their friend.
nine 9 Teacher’s Resource Book

Reinforcement worksheet 1
20/12/10 18:08 179203 _ 0006-0017.indd 9 20/12/10 18:08
Activity Book
Values education
Pages 4 and 5
Talk about how people are all different. For example, different races have
different coloured skin and different hair. However, no race is superior. We
should always treat people as equals.
Further activities
Ss invent true / false sentences describing a classmate. The class
corrects the false statements.
Ss write a simple description of themselves on a piece of paper:
I am nine years old. I’ve got... . Collect and read aloud. The class tries
to guess who it is.
179214 _ 0018-0031.indd 23 21/02/11 9:20

Your body moves
Objectives
• To understand how the human body 1 Bones M
33 Mu
moves Bones are hard, strong, rigid organs. They M
Mu
form the skeleton. The skeleton supports th
the
• To learn how bones, joints and the weight of the body. Short bone: m
mo
muscles work vertebrate co
con
• To learn about flat bones, short bones body grows. Broken bones can heal. M
Mu
and long bones ex
ext
Bones can have different shapes. They can
br
bre
• To differentiate between fixed joints be long, short or flat, depending on their
function. 1.3
and moveable joints 1.3
H
44 Ho
Th
The
Key language Flat bone: an
and
sternum
• Vocabulary and structures: biceps, Th
The
Long bone: Th
The
elbow, femur, humerus, joint, knee, femur th
the
ligament, radius, skeleton, skull, th
the
sternum, triceps, ulna, vertebrate; Different types of bones.
Th
The
weight; broken, fixed, flat, flexible, hard, th
the
moveable, rigid, strong; be attached / th
the
2 Joints
connected, contract, heal, hold / work Th
The
Bones join together at joints. These are
together, pull, extend, support m
mo
• Fixed joints are found where the bones ligaments
Presentation do not move. For example, the skull.
• Moveable joints are found where the
1 Bones bones move in one direction. For
• Bring images of athletes practising example, the knee or the elbow. These
different sports: Look at the athlete. joints are held together by ligaments.
What’s he / she doing? Can you (do
this)? What part of (his / her) body is NOW YOU!
(he / she) using? Look at his / her legs. bones
Are the muscles strong or weak? Explain 1. What is the name of the joint
that sport makes your muscles strong. where your arm bends?
• Read the text. Ss look at the diagram 2. In your notebook, write as many
of the skeleton. All bones are hard, joints as you can remember.
The elbow joint and ligaments.
strong and rigid. Bones are organs. They
are living. They help your body function.
• Explain that bones are different shapes 10 ten
(flat, long, short). This is because they

179203 _ 0006-0017.indd 10 20/12/10 18:08179203 _ 0006-00
do different jobs in the body. The bones
in your backbone are small so you can
bend and move your trunk well. Why is Values education
your femur long and straight?
It is important to look after your bones. Tell Ss they should do a lot of
exercise and eat lots of foods which contain calcium to make their bones
2 Joints strong. Ask: Which foods are good for your bones? (Yoghurt, milk, cheese,
• Ss look at the girl’s elbow: Muscles etc.)
help your bones to move. Ligaments
connect muscles to bones. Do you think
ligaments are hard or soft? Why? Further activities
• Read the text. Point out the difference Play Name it! Divide the class into two teams. Name a joint. Team 1
between fixed and moveable joints: names one of the bones that is connected to the joint. Team 2 names
The bones in your skull are joined the other.
together. They do not move. They have
fixed joints. Moveable joints can move.
Ss say which joints in their bodies are
moveable.
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UNIT 1
Now you!
Muscles
33 Muscles Questions • Ss do the Now you! section individually
Musclesare
Muscles areorgans
organswhich
whichare
areattached
attachedtoto or in pairs.
thebones
bonesand
andhelp
helpthem
themtotomove.
move.They
They 1. Which organs form the skeleton?
the
movethe
thepart
partof
ofthe
thebody
bodythey
theyare
are Describe what they are like.
move
connectedto.
connected to.Muscles
Muscleschange
changeininsize.
size. 2. What are muscles like? How do they 3 Muscles
Musclesare
areflexible: theycan
flexible:they cancontract and
contractand move your bones?
Muscles • Revise the main muscles in the body.
thencontract
extend,then
extend, contractagain
againwithout
without 3. ‘Our bones and muscles work
breaking.
breaking. together to make us move.’ True • Ss look at the girl. Explain: Muscles are
1.3
or false? How do these organs work attached to bones. When they extend or
1.3
together? contract, they move the bones. Muscles
How do
44 How do you
you bend
bend your
your arm?
arm?
4. Find out how many bones there are flexible: they shorten when they
Theskeleton
The skeletoncannot
cannotmove
moveby byitself.
itself.Bones
Bones are in the human body. How many contract and they get longer when they
andmuscles
and muscleswork
worktogether
togetherto
tomove
moveyour
yourbody.
body. bones can you name?
extend.
Thehumerus
The humerusisisthe
thebone
boneininthe
theupper
upperarm.
arm.
Theradius
The radiusand
andthe
theulna
ulnaare
arethe
thebones
bonesinin
theforearm.
the forearm.The
Theelbow
elbowisisthe
thejoint
jointbetween
between 4 How do you bend your arm?
thehumerus
the humerusandandthe
thebones
bonesininthe
theforearm.
forearm.
• Ss look at the photographs of the girl:
Thereare
There aretwo
twomuscles
musclesininthe
theupper
upperarm:
arm:
thebiceps
the bicepsininthe
thefront
frontand
andthe
thetriceps
tricepsinin Point to the girl’s bones. Point to her
theback.
the back. muscles. In A, is her biceps bigger or
Thesemuscles
These muscleshelp
helpus
usto
tocontrol
controlthe
the smaller than her triceps? And in B?
movementof
movement ofour
ourarms.
arms. • Ss contract and extend their biceps
by moving their arms. Say: Touch your
biceps. Is it hard or soft? Repeat the
A The biceps contracts. B The triceps contracts.
question.
radius • Play track 1.3. Ss listen and point to
humerus A When the biceps contracts, it pulls the forearm and the arm bends at the elbow.
biceps
radius the muscles in the girl’s arm.
ulna B When the triceps contracts, it pulls the forearm in the opposite direction and the arm
humerus ulna triceps
triceps
Bones and muscles work together. A When the biceps contracts, it pulls the forearm and the arm bends Activity Book
at the elbow. B When the triceps contracts, it pulls the forearm in the opposite direction and the arm Pages 6 and 7
stretches.
eleven 11
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Further activities
Introduce vocabulary studying techniques. Write key word lists on the
board. Ss copy them: BONES: hard, rigid, organs, support weight; JOINTS:
fixed (skull), moveable (ankle, knee, shoulder), ligaments; MUSCLES: soft,
flexible, extend, contract.
Ss bring in photographs of people doing sports and label the joints.
Discuss in pairs or small groups.
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You grow and change
Objectives
• To identify the four main stages of life: There are four main stages throughout
childhood, adolescence, adulthood and your life. 1 year
old age CHILDHOOD
• To recognise the characteristics of 1 Childhood
each stage Childhood is the first stage of life. 8 years
Many changes take place. Newborn
babies drink milk from their mother. 1.4
1.4
Key language Little by little, they take solid food.

Their milk teeth appear. They learn
• Vocabulary and structures: stages: to walk and talk.
childhood, adolescent / adolescence,
From 3 to 9 years, children grow very 3 years
adult / adulthood, old age; breast, facial rapidly. Milk teeth start to fall out
hair, height, milk teeth, voice, wrinkle; and permanent teeth grow at about 6
active, deep, fragile, newborn, solid, years old. ADOLESCENCE
weak; rapidly; appear, become, look
after, spend time, take place 2 Adolescence
During adolescence your body
prepares to become an adult.
Presentation Adolescents grow very rapidly. Boys
You grow and you change grow facial and body hair and their
voices get deeper. Girls develop
• Read with Ss, pausing after each breasts.
paragraph to look at the illustrations. 1
Ask questions: Are you a child or an
3 Adulthood ADULTHOOD
adolescent. What can you do?
When you are an adult, your body is
• Ask: Which child in the illustration is fully developed and doesn’t change
your age? How are you different from much. Many adults have children. In
last year? Have you got all your teeth? addition, they look after their home
and go out to work. 2
How will you be different in five years?
• Show photographs of people at
different stages of their lives. Ss put 4 Old age
OLD AGE
them in order on the board and label Old people have wrinkles. Their bones
the stages. become fragile and their muscles grow
weaker. Their hair goes grey. Most old
• Ask the class about their families: people do not work, but they remain
How old is your father? Are there any active.
adolescents in your family? Are there
any old people? 12 twelve
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Further activities
Ss make a class poster of all the things they can do now that they are
nine years old.
Ss find out about their early childhood by asking their parents. Ss copy
and complete sentences in class: When I was born, I was __ kilos and
__ cm. I got my first tooth when I was __. My first word was __.
12
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UNIT 1
A C D
B E At what stage of life are these people?
• A volunteer reads each sentence.
The class points to the corresponding
illustration: 1. A (Sally and Ian); 2. B
(Ana); 3. C (David); 4. D (Fernando);
5. E (Henry).
• In small groups, Ss read the sentences
1.4
1.4 again and name the stage of life of
At what stage of life are these people?
each person.
1. Sally has got a baby boy called Ian.
Play track 1.4. Ss listen and check
2. Ana is Ian’s sister. She is 9 years old.
their answers.
3. David is Ian and Ana’s cousin. He is older than
they are. His voice is beginning to change.
4. Fernando is Sally’s husband. They work together Teacher’s Resource Book
in the same office.
5. Henry is the grandfather. He spends a lot of
time with his grandchildren because he doesn’t
work anymore.
Activity Book
Example: 1. Adulthood: Sally is an adult. Childhood: lan is a baby.
▲
Pages 8 and 9
Questions
1. In which stage of your life do these things happen?
a. There are few changes in your body.
b. You lose your milk teeth.
c. If you are a boy, your voice gets deeper.
d. Your bones become fragile.
2. This is Mark as a child, as an adolescent, and as an adult. Tick the changes.
His voice
His height
The colour of his eyes
His muscles
The colour of his hair
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Values education
Explain that elderly people have more physical limitations than younger
people. We can learn a lot from elderly people so we should respect them.
Further activities
In small groups, Ss look at a photo of a person and write sentences.
Display the photos. Groups read their sentences and the class
identifies the photo.
Ss make a scrapbook of their childhood with photos, tickets, drawings,
etc. They write sentences in their scrapbook: This is my first tooth /
drawing, etc.
Ss write a short description of four family members, each in a different
stage of life. Ss discuss physical differences and what they do.
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy the drawing in your notebook and write the words.
• To give Ss the opportunity to evaluate
their own learning forearm
head
abdomen
Key language leg
• Vocabulary and structures: abdomen, thorax
thigh
biceps, bone, brain, forearm, heart,
arm
muscle, skin, thigh, thorax, triceps;
facial feature, fingerprint, iris, signature,
tooth / teeth; dark, fair, healthy, olive, 2 Copy and complete these sentences in your notebook.
unique; contract, fall, identify, rise,
extend, stretch You body is covered by .......... . Underneath are your ..........
brain
and your .......... .
heart
In your head is your .......... which gives you the ability to think.
Activities skin
muscles In your trunk you have several organs, for example your .......... .
1 Copy the drawing in your notebook bones
and write the words.
• Revise body vocabulary: Where is your
3 What differences can you see between the boy and girl?
forearm? What are the three main parts Write sentences in your notebook.
of the body? What are the two parts of
Example: The boy has got fair skin and the girl
▲
your trunk?
has got olive skin.
• Ss label the picture.
The girl has got .......... hair and the
boy has got .......... hair.
2 Copy and complete these sentences
in your notebook. 4 Look at the illustration and answer the questions.
• Revise vocabulary with flashcards:
a. Which letters indicate muscles? Which letters
What’s this? (A bone.) What’s it like? indicate a bone and a joint?
A
(It’s strong and rigid.) What does it do? b. What will happen when the biceps contracts and
(It supports the body.) D a.
C the triceps stretches? Will the glass rise or fall?
• Ss complete the sentences with the c. What can you do to keep your bones and muscles b.
words in the box. B healthy?
c.
3 What differences can you see 14 fourteen

between the boy and girl?
Write sentences in your notebook. 179203 _ 0006-0017.indd 14 20/12/10 18:08 179203 _ 0006-0
• As a whole class, Ss describe the two

photographs. Values education
• Ss complete the sentences Explain the importance of taking care of your body. Ask Ss what we can
individually. do to keep our body healthy: Do plenty of exercise, eat a balanced diet, get
• Volunteers read their sentences. plenty of sleep, drink plenty of water.
4 Look at the illustration and answer Further activities

the questions.
In pairs, Ss write physical descriptions of famous people, for example
• Ss look at the illustration: Ask: Is this singers. They swap descriptions. Other pairs guess which person it is.
an arm or a leg? What muscles can you Can they add anything?
see? Name the joint.
Use an anatomical lab model to show Ss what a human body looks
• In small groups, Ss answer the
like inside: Look at how the skeleton protects your organs. These are
questions in their notebooks.
your lungs. Which bones protect the lungs? And your brain?
• Compare answers as a whole class.
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UNIT 1
Your turn!
How can you identify Paul?
• Read the introductory text and ask:
YOUR TURN !
When do you need to use identification?
What do you use to identify yourself?
How can you identify Paul? Help Ss elicit situations where
It is very important to be able to identify people. For example, if you identification is important. (Travelling,
are looking for your friends, you need to be able to describe them. driving a car, at the library, etc.)
Here are some ways to identify people. • Read the texts with the class. Explain
difficult vocabulary.
Iris. Facial features. • Two volunteer boys write their names
This is the Facial features are
coloured part in unique. However, on the board and stand in front of the
the centre of the photographs can class for comparison: They both have
eye. Everybody be changed!
has different brown irises. (John) has long hair. (John)
irises. is missing three teeth. (Tom) is very tall.
Teeth.
Everyone has • Take their fingerprints (with diluted
different teeth.
An x-ray of teeth
tempera paints or an ink pad) and
can help to identify pass them around the classroom: Are
Fingerprints. a person.
they the same? Which is the easiest
The pattern on
your fingertips is way to compare the two boys?
unique. Everybody Signature.
has different Everyone has a • Ss complete the activities in pairs.
fingerprints. different signature.
But sometimes
people copy
another person’s Teacher’s Resource Book
signature!
Extension worksheet 1
d a. Which is the surest way to identify Paul? Which is the easiest way?
?
es b. Stamp your fingerprint in your notebook. Compare it with a partner’s fingerprint.
c. Look at your friend’s eyes. What colour are the irises?
fifteen 15
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Values education
Everyone is unique. Explain: There is no other person exactly like you in the
world. The important thing is to accept ourselves and others as we are and
respect people, regardless of the differences.
Further activities
Show Ss examples of fingerprints, iris close-ups, dental X-rays.
Blindfold volunteers. They identify classmates in different ways:
listening to their voice, touching their faces, etc.
Write your signature on the board. Ask Ss if they have a signature. Ask
them to write their name, and then invent a signature that is difficult to
copy. Ss exchange signatures with a partner and try to copy the signature.
15
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Revision I
Objectives 1.5
• To revise the key concepts of the unit 1 Read the summary.
• To practise summarising a text
• To give Ss the opportunity to evaluate The human body
their own learning There are three main parts to your body:
the head, the trunk and the limbs. The outside
of your body is covered with skin. There are
Key language different organs inside your body.
• Vocabulary and structures: head, Your skeleton is made up of bones. It supports
your body. Muscles are connected to your bones.
limb, trunk; eyesight, melanin, organ,
They are flexible. Bones and muscles work together
skeleton, skin; stages: childhood, to move your body.
adolescence, adulthood, old age;
Your body changes throughout your life. The main
attractive, dark, fair, flexible, waterproof; stages are: childhood, adolescence, adulthood and
look after, produce, protect old age.
Revision
YOUR BODY
What are the three main parts of your
body? (Head, trunk, limbs.) What’s on
the outside of your body? (Your skin.)
What is inside? (Your organs.) is made up of goes through
these stages
2 Copy and complete. Use information

from the summary. head .......... ..........
• Ss copy the chart and complete it in
pairs or individually.
.......... .......... adulthood old age
16 sixteen
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Further activities
Play a team game. Use the summary to make true and false
statements. If one team answers incorrectly, the other wins a point.
Divide the class into teams. Write the names of the three main parts
of the body on the board. Say one part and a category: bones, organs,
muscles or joints. The first student to name a correct bone / organ /
muscle / joint writes the word in the corresponding column on the
board and wins a point for his / her team.
16
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UNIT 1
I can
Look after my skin I can
Skin covers and protects your body. It is flexible Look after my skin
and waterproof. • Volunteers read the text aloud. Ask
Some people have fair skin and some have dark questions to check understanding:
skin. This is because skin contains a substance Skin is waterproof. What other things
called melanin. The more melanin you have, the
darker your skin. Melanin is also responsible for
are waterproof?
the colour of your eyes and hair. • Explain that melanin is the substance
Melanin protects your body from the Sun. When that protects our skin from the Sun:
you are on a sunny beach, your body produces It takes a long time for your skin to
more melanin. But be careful! Melanin produce melanin and to go brown. What
production takes time.
happens if your skin gets too much
In pairs, talk about ways to protect your skin sun? (It burns and goes red.) Is this
on a sunny beach. good or bad for your skin?
• In pairs, Ss look at the photographs
and brainstorm ways to protect your
A B C
skin on a sunny beach. (A: Use sun
protection. B: Wear a sun hat. C: Use a
sun umbrella.)
OUR WORLD Our World

• Explain that some people give
Who is the best?
too much importance to physical
appearance.
or fun to be with? • Read the text aloud. In groups of three
Choose the best option from these sentences. or four, Ss discuss the answers to
Explain your answers.
the questions and choose the best
options.
It is best to…
• Groups share their answers in class: It
is best to have good eyesight. It is best
to be the correct weight.

Assessment worksheet 1
seventeen 17 Test 1
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Further activities
Ss note key vocabulary and write an example sentence for each word:
Skin covers and protects my body.
In pairs, Ss invent dialogues, giving advice about how to look after
your skin. Volunteers act out their dialogues in front of the class.
Explain that the World Health Organisation (WHO) is an international
organisation that protects human health all over the world. Ask Ss to
look at the homepage of www.who.int/en for information about World
Health Day by clicking on ‘Programmes and projects’, and then looking
under ‘W’ for ‘World Health Day’. When is World Health Day? What is
the theme this year?
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2 Our senses
Unit content

• To name the five senses • The sense of sight
• To identify the sense organs • The parts of the eye
• To identify the function of each sense organ • The sense of hearing U
• To learn how the brain interprets the information • The parts of the ear
from the sense organs • The senses of smell, taste and touch
• To learn how to protect one’s hearing and • The parts of the nose, mouth and skin
eyesight
• How to take care of one’s ears
• To learn how to help blind people
• How to protect one’s eyesight
Language objectives • Observing diagrams to identify the internal parts of the

• To describe the functions of different organs eye, ear, nose, mouth and skin
with the impersonal you / your: You feel heat • Drawing and labelling a sketch of the eye
and cold with your skin. • Completing a chart to present the functions and parts
• To express propriety or necessity with should: of the eye and ear
A sketch should have a title. • Completing a chart to classify foods according to their
• To express agency with the preposition by: basic flavour
The sound captured by the ear is received • Reading advice on how to using earphones safely
by the cochlea.
• To describe manner with the preposition by + -ing: on the text
Eyelids protect the eye by opening and closing.
• Reading a text on the five senses
• To use the affirmative and negative imperative
• Completing a chart to summarise information about
to give advice: Keep your ears clean. Don’t put
the senses
the volume to maximum.
• Reading advice on how to protect one’s eyes from
sunlight and irritants
Assessment criteria
P
• Identify the senses and the sense organs • Showing interest in learning how the brain interprets
• Describe how the brain interprets the the information it receives from the sense organs •
information it receives from the sense organs • Appreciating the importance of taking care of one’s
• Explain how to protect one’s hearing and eyesight ears and eyes
• Describe how to help blind people •
18A
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Competences
Processing information Knowledge and interaction Cultural and artistic
and digital competence with the physical world competence
• Interpreting written explanations • Looking after one’s hearing and • Drawing and labelling sketches
with the use of diagrams (SB p. 20: eyesight (SB p. 27: Taking care and diagrams (SB p. 21: How
The eyes; p. 22: The ears; p. 24 of your ears; p. 29: I can protect to label a sketch; p. 26: Copy
and 25: Smell, taste and touch) my eyesight) the diagram and label the
• Completing charts to organize and • Being aware of the needs of blind parts.)
classify information (SB p. 23: Copy people (SB p. 29: Helping blind
and complete; p. 25: Copy and people)
complete. Add more food.)
• Summarising information on a
chart (SB p. 28: Revision)
Unit outline
Unit 2. Our senses
Smell, taste
Sight Hearing
and touch
Hands on! Your turn!

How to label Taking care
a sketch of your ears
I can Our world

Revision
Protect my eyesight Helping blind people

• Content: understanding the complexities September October November December January
of information transmission from the sense organs
to the brain
• Language: pronouncing the 3rd person singular February March April May June
of the present simple: mixes, captures, consists,
reaches, etc.
18B
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Objectives
• To learn that our senses help us
understand the world around us
2 Our senses
W
• To identify the information each sense

perceives
1.
Key language
• Vocabulary and structures: artist, cook,
musician, perfumer; ear, eye, nose, skin,
tongue; heat, painting, perfume, sound;
beautiful, cold, delicious, pleasant;
farther, nearer; create, feel, hear,
recognise, see, smell, taste
2.
Presentation
• Bring objects to class to talk about the
senses: Look at this orange. Can you
smell it? Can you feel it? What colour is
it? Continue with different objects.
• Ss associate each sense to its sense
organ: Which sense do you use to touch
the orange? (I feel / touch it with my
skin.) And to see it? (I see it with my Our senses are very important. Artists create
THINK ABOUT 2.1
eyes.) paintings that are beautiful to see. Musicians 3.

play songs that are pleasant to hear. Cooks • There are five senses. Four
• Ss look at the photograph: What is of them are referred to in the
prepare food that is delicious to taste.
the man doing? What sense is he text. Which ones are they? A
using? What do you think is in the The man in the picture is a perfumer. He can What is the other sense?
bottles? Point to the smaller photos recognise thousands of different smells. He • Which sense is the most
mixes different smells to make perfumes. important for a perfumer?
of the perfume bottles. Read the first
paragraph. Ss raise their hands every • How good is your sense of
smell? Would you like to be
time they hear one of the senses. a perfumer?
• Read the second paragraph: What
sense does the man use to distinguish
the perfumes? (Smell.) What is the 18 eighteen
man’s job? (He mixes smells to make
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our sense of smell detects danger: a

fire, poisonous gas, foods that are not
fresh, etc. Values education
• The class answers the questions. (The Talk about people with impaired senses: Some people are blind. They
sense of touch is not referred to in the cannot see. Some people are deaf. They cannot hear. Blind and deaf people
text.) deserve our respect and need our help. How can we help them?
Further activities
Bring in different products for the class to smell. Blindfold volunteers
to recognise fruit and vegetables by their smell. Do they smell good
or bad?
Play I spy with the senses: I spy with my little eye something beginning
with A. (An apple.) I hear with my little ear something beginning with S.
(A song.) I smell with my little nose…; I feel with my little fingers…, etc.
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UNIT 2
Eyes and ears IN THIS UNIT, YOU WILL…
Eyes and ears
You see colours, shapes and sizes with your • Read the text. Ask: What do we hear
eyes. You hear sounds with your ears. • Understand what each with? What do we see with?
sense is used for.
1. Ss look at the illustrations of the
• Identify the sense
organs. cars. Explain that objects that are
1. Which car is nearer? How do you know?
nearer look bigger. Show pictures from
• Learn how the sense
organs work. magazines with more examples of
A B • Learn how to draw perspective. Does this (building) look
and label a sketch. bigger or smaller? It is nearer or farther
• Learn how to take away?
care of your sense 2. Ss brainstorm things that produce
organs.
sound. Write them on the board. Does
• Learn how to use a drum make a sound? What about a
2. Look around you. Name three objects that can earphones safely.
produce sound. dog? Etc.
• Understand why it is
important to protect In pairs, Ss select three things that
your eyes in bright produce sound. They take turns asking
The skin, nose and tongue sunlight. these questions: A: What can produce
You feel heat and cold with your skin.
• Learn ways to help a sound? B: A door can produce sound.
You smell with your nose. blind person. Etc.
You taste with your tongue.
The skin, nose and tongue

• Read the text. Ask: What do we feel
2.1 with? What do we smell with? What do
3. Which sense are they using in each illustration?
we taste with?
e 3. Ss look at the illustrations. Play
A B C track 2.1. They listen and say which
illustration.
nineteen 19
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Further activities
Make a chart on the board with three headings: sense, sense organ,
information. Write each sense in the left column: sight, hearing, etc.
Ask: Which sense organ do we use for sight? (Eyes.) What information
does sight give us? (Size, shape, colour.) Fill in the chart with their
answers. Ss copy the chart.
In groups, Ss draw a human figure on card. They write the names of
the sense organs on it. Around the outside they stick pictures from
magazines to illustrate what is perceived by each sense organ.
19
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Sight A
Objectives
• To learn the different parts of the eye 1 The sense of sight
A
• To understand how the eyes work The sense of sight is used to distinguish
shapes, colours, size and distance.
• To understand how information travels
from the eye to the brain In order to see:
There must be light.
The light must reach your eyes.
Key language
Look at the photos of the sunflowers. When B 2.2
2.2
• Vocabulary and structures: eye: cornea, there is little light, you see things in black and
white. A When there is enough light, you see 3 Th
eyebrow, eyelash, eyelid, iris, lens, optic
things in colour. B Th
nerve, pupil, retina, ring, tear; butterfly,
th
thr
dirt, distance, sunflower; delicate,
br
bra
exterior, interior, moist, transparent;
capture, connect, distinguish, focus,
interpret, protect, reach
2 The eyes
The eyes are the sense organs of sight. eyebrow iris pupil eyelid eyelashes
Presentation Their function is to capture light.
Eyes are very delicate and need protection.
1 The sense of sight
Eyelids protect the eyes by opening and
• Ss look at the photographs. Ask: closing.
What colour are the sunflowers in each Eyebrows and eyelashes protect the eyes
photo? What time of day do you think from dirt.
it is? Tears keep the eyes moist.
• Read the text. Explain that to see There are five main parts: the cornea, the pupil
colours, shapes and sizes well, there the iris, the lens, and the retina.
iris
must be a lot of light: If there is little How does light enter through the eyes? lens
light, we see things in black and white. First, light passes through the cornea.
Without light we cannot see colours. The cornea is transparent. pupil retina
Then, light passes through the pupil.
The pupil is the hole in the centre of the iris.
2 The eyes
The level of light is controlled by the iris. cornea
• Ss look at the photograph of the The iris is a coloured ring. optic nerve
outer eye. Introduce: eyebrow, eyelid,
The lens helps the eye to focus.
eyelashes. Parts of the eye.
Finally, the retina captures the light.
• Introduce the main parts of the eye
with the illustration. Read the text. Ss 20 twenty
follow by pointing to each part of
the eye. 179203 _ 0018-0029.indd 20 20/12/10 18:08179203 _ 0018-0
• Demonstrate how the iris works: The

iris is the coloured part of the eye. It
Further activities
opens and closes to control light going
into the pupil. Turn the lights off in On the board, draw two columns with headings: word, definition. Define
the classroom, then turn on the lights each part of the eye: Cornea. It’s a transparent cover. Write the outer
again. Ss see how their partner’s parts in green (eyebrow, iris, pupil, eyelid, eyelashes, cornea) and inner
pupils get smaller when there is more parts in red (lens, retina, optic nerve).
light. An optical illusion. Ss draw an empty bird cage on one half of a sheet
• Explain that the optic nerve at the back of paper and a bird on the other. They stand a notebook between the
of the eye transmits information to the pictures. Ss rest their chins on the top edge of the notebook and look
brain. at the two pictures from above, with each eye on a different picture.
Ss will see the bird slowly go into the cage.
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UNIT 2
A B C
3 The eyes and the brain
• Read the captions below the
illustrations. Ss point to each
illustration. The boy’s eyes see a flying
object. Point to illustration A.
• Read the text, referring again to the
A The boy’s eyes see a flying object. B This information is sent to his brain through the optic nerve. illustration. Check understanding: Point
C His brain knows that it is a butterfly and not a bird.
to the retina in the illustration on page
2.2
2.2 20. Where is the optic nerve? Is the
3 The eyes and the brain nerve like a wire or a long stick? Etc.
The retina captures light from an object. This information is sent to the brain • Play track 2.2. Ss listen, point to the
through the optic nerve. This nerve is like a wire that connects the eye to the illustration and repeat.
brain. The brain interprets the information.
Hands on!
How to label a sketch
Hands How to label a sketch
es
on! A sketch is a simplified drawing of something real.
• Ss look at the sketch. Explain that a
sketch is a simplified drawing.
Sketch of the outer eye A sketch should
have a title. • Read the texts around the sketch and
eyebrow
eyelids check comprehension. What are the
labelled parts on this sketch? Name
A sketch should them. These are the important parts of
have clear lines
and colours.
The parts should be the outer eye.
labelled.
Connect the labels • Ss copy the illustration of the inner eye
to the sketch using and label it following the instructions.
arrows.
s iris
eyelashes pupil

a
Questions Reinforcement worksheet 4
Copy, colour and label this
sketch of the inner eye. 1. Which part of the eye
e
Don’t forget the title, captures light? Activity Book
the names of each part, 2. Which part of the eye can
and arrows. Pages 10 and 11
be a different colour?
twenty-one 21
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Values education
Talk about the importance of sight. Ss close their eyes and imagine they are
blind. Discuss how aids help blind people: Braille, guide dogs, white stick,
auditory traffic signals, etc. If possible, bring a sample of Braille to class.
Further activities
Divide the class into groups. Prepare areas with pictures for Ss to look
at: colour images (with / without dark sunglasses), 3D pictures (with /
without 3D glasses), optical illusions, puzzles, etc. Ask: What colours can
you see without the sunglasses? Can you see this optical illusion? Etc.
Place an object in the classroom. Blindfolded volunteers look for the
object. Ask: What was difficult? Did you have to slow down? Which other
senses did you use?
21
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Hearing
Objectives 2.3 3 Th
• To understand that our sense of 1 The sense of hearing Th
hearing lets us capture sounds When something makes a noise, it vibrates re
and sends vibrations, or sound waves, through se
• To learn the parts of the ear
the air. Hearing is the sense you use to capture ne
• To understand how sounds travel from sounds. Ears are the sense organs of hearing. Th
the ear to the brain Th
Some sounds are pleasant. Others can be very When a guitar string vibrates, it produces
irritating. sound. dif
di
vo
Key language
• Vocabulary and structures: ear: auditory
2 The ears
nerve, cochlea, ear canal, eardrum,
inner ear, middle ear, outer ear, pinna, You have two ears, one on each side of your
head. This is how you know which direction
small bones; direction, hearing, noise,
a sound is coming from. The ears capture
sense, sound wave, vibration, voice; sound vibrations and send them to the brain.
external, irritating, pleasant; vibrate The ear has three parts: the outer ear,
the middle ear and the inner ear.
Presentation The outer ear is external.

It captures sound through the pinna.
1 The sense of hearing The sound reaches the left ear first.
The sound travels through the ear canal
That’s how you know that the person
• Pluck at guitar strings to demonstrate to the middle ear. speaking is on your left side.
how sound waves are vibrations that The middle ear is internal.
move through the air. Our ears capture It consists of the eardrum and three
these sound vibrations. small bones. outer ear middle/inner ear
• Ss look at the photo and read the text. When sound reaches the eardrum, pinna small bones cochlea
Check for comprehension. it vibrates.
• Play track 2.3. Ss listen and identify The small bones make the sound louder.
the sounds. The inner ear is inside your head. It is very
delicate.
It consists of the cochlea.
2 The ears
The cochlea receives the sound vibrations.
• Ss look at the first illustration. Read
the first paragraph and the caption.
We have two ears to tell where a sound ear canal eardrum auditory nerve
is coming from. Ss experiment in
pairs, one student closes their eyes
and decides which side the other is 22 twenty-two
speaking from.
• Ss look at the diagram of the ear. 179203 _ 0018-0029.indd 22 20/12/10 18:08 179203 _ 0018-0
Explain that an ear has three main

parts, but we can only see the outer
Values education
ear. The middle ear and the inner ear
are inside our head. Introduce the new Talk about noise pollution in large cities: traffic noise, pneumatic drills,
vocabulary. loud music, etc. Ss think of ways to combat noise pollution. (Make laws
so that discotheques close earlier at night. Soundproof residential areas
• Draw a simple diagram of the ear on
from noisy roads. Etc.)
the board. Mark the outer, middle and
inner ear. Read the text. Ss follow the
text and point to the illustration. Further activities
Say the parts of the ear. Ss say whether they belong to the outer,
middle or inner ear and look for the definition on page 22: The pinna.
Ss: In the outer ear. It captures sound.
Ss experiment with different musical instruments to see which parts
vibrate and where the sound comes from.
22
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UNIT 2
3 The ear and the brain
3 The ear and the brain
• Ss look at the illustrations: What kind
The sound captured by the ear is
of music is the boy listening to? And the
received by the cochlea. The cochlea
sends the sound through the auditory girl? What kind of music do you like?
nerve to the brain. • Read the text. Ss locate the cochlea
The brain interprets the information. on the diagram of the ear on page 22.
s This is how you can distinguish
different sounds: music, a human
• Show a paper cup telephone (two
voice or a barking dog. paper cups joined with a string).
Explain: The pinna is like this cup. It
captures the sound. The sound vibrates
along this string into the other cup.
Sound reaches your ear in a similar
way: vibrations travel through the ear
Questions
canal to the small bones, making them
1. What part of the ear captures sound? vibrate. Then, this information goes to
2. Describe the outer ear and the inner ear. the cochlea. The cochlea sends the
3. Copy and complete. sound through the auditory nerve to the
brain. The brain tells you what sound
Sight Hearing
you are hearing.
The sense organ is the… eye • Explain that the eardrum becomes
harder as we get older, making it
It allows us to capture… sound difficult to vibrate. This is why many
old people can’t hear well and need
The parts are… hearing aids.
a
4. Use the words to complete the text. Teacher’s Resource Book

head ear outer eardrum
The ear Activity Book

You have one ear on each side of your .......... . The pinna is the .......... part Pages 12 and 13
of the .......... . The .......... is in the middle ear. It vibrates when
it receives sound.
twenty-three 23
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Values education
Ask: How can we avoid disturbing people around us? (Lower the volume of
your music or TV. Close the windows. Etc.)
Further activities
Role play. Copy the diagram of the ear on page 22 on the board. As
a class, write definitions for the parts of the ear. Divide the class into
groups of six or more. Each S acts out a part of the ear, starting with
the pinna and ending with the auditory nerve. (Two or more Ss act out
the small bones.) The groups present their role play to the class.
In pairs, Ss make paper cup telephones with different types of string:
Does the string need to be pulled tight? Does one type of string vibrate
better than another?
23
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Smell, taste and touch 2.4
2.4
Objectives 4 To
• To learn that the nose, tongue and 1 Smell Th
skin are the organs of smell, taste and The sense organ of smell is inside your nose. nasal lining ch
touch In order to capture a smell, an odour must Yo
nose
• To understand that the sense of smell travel through the air, enter the nose through Th
the nostrils and reach the nasal lining inside yo
captures smells and the sense of
the nasal cavity. te
tem
taste captures flavours se
The nasal cavity has special smell receptors
• To understand that the sense of touch that capture the odour. So
allows us to identify characteristics of The smell receptors send signals to the nostrils
an
nasal cavity
objects around us olfactory bulb in the brain. The brain interprets By
the information. Diagram of the nasal cavity. When we ho
breathe in air, we capture smells.
We can distinguish lots of different smells.
Key language
• Vocabulary and structures: smell:
nasal cavity, nasal lining, nostril, odour, 2 Taste
olfactory bulb, smell receptor; taste: The sense of taste allows you to capture
different flavours of food. The tongue is the
flavour, taste buds, tongue; touch: pain,
main sense organ of taste.
pressure, skin, temperature; bitter, dry,
The tongue is inside the mouth. It is covered
hard, salty, soft, sour, sweet, wet, umami
with small bumps called taste buds.
These taste buds distinguish five basic
Presentation flavours: sweet, salty, sour, bitter and bitter
umami.
1 Smell An apple tastes sweet, and tuna fish tastes umami sour
• Explain that smells are in the air we salty. A lemon tastes sour, and coffee tastes salty
breathe and that the sense organ for bitter. Umami is difficult to recognise. You can
taste unami all over the tongue. sweet
smell is inside the nose.
Diagram of the tongue. Taste buds are
• Ss look at the diagram of the nose. found on different parts of the tongue.
3 How taste works
Read the words. 1
The inside of the mouth and the nose are
• Read the text. Ss locate the new connected. So, when food enters your mouth,
vocabulary on the diagram. it reaches the tongue and the nose. Taste and
smell work together to distinguish different
flavours.
2 Taste
• Ss look at the diagram of the tongue:
The tongue is the main sense organ of
taste. 24 twenty-four
• Read the text. Check understanding:
What are the small bumps on your 179203 _ 0018-0029.indd 24 20/12/10 18:08179203 _ 0018-0
tongue called? What flavours do taste

buds detect?
Further activities
• Explain that umami is not associated
Bring items to class for Ss to smell and taste: cooking spices, flowers,
with one part of the tongue, but can be
fruit, vegetables. Brainstorm adjectives for these items and write them
tasted evenly over the whole tongue:
on the board. For example: an apple: sight - red, shiny; touch - hard,
Umami is a Japanese word meaning
smooth; hearing - loud; taste - sweet; smell - sweet, fruity.
good flavour or good taste. Most people
don’t recognise umami when they taste In small groups, Ss use the information to make sentences: An apple
it, but it is important in making food smells sweet. A carrot feels smooth. A crisp tastes salty. Etc.
taste delicious.
24
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UNIT 2
2.4
2.4
3 How taste works
4 Touch
• Explain: When we taste food, our
The sense of touch allows you to identify
senses of smell and taste work
characteristics of the objects around you.
Your skin is the sense organ of touch. together.
The skin has sensitive touch receptors that allow • Demonstrate with pieces of apple and
you to distinguish different sensations, for example, onion. Blindfolded volunteers pinch
temperature, pressure and pain. Touch receptors their noses tightly and taste both. Can
send this information to the brain.
they tell the difference between them?
Some parts of your skin, for example your fingertips
and lips, are more sensitive to touch than others.
By touching things, you can distinguish if objects are 4 Touch
hot or cold, soft or hard, or wet or dry. • Put different objects in an opaque bag.
touch receptors
Ss identify the objects with their sense
NOW YOU!
Touch receptors in the skin. of touch. Which were the easiest /
hardest to identify?
Copy and complete. Add more food. • Ss look at the diagram of the skin.
Read the text. Explain that the skin
Sweet Salty Sour Bitter has many nerves that send information
to the brain quickly and directly. This
lemon X
helps the body avoid immediate
sardines danger. (Burning or pricking your finger.)
r
• Draw a simple diagram of the human
banana
body on the board linking a skin prick
coffee
to the brain.
• Explain that some parts of the skin are
more sensitive. Ss touch a piece of
Questions fruit with their fingers, then with their
lips. They compare the two sensations.
1. Match the parts of the body to the organs and their function. Write sentences.
• Play track 2.4. Ss listen and say True
pupil eye Light passes through it. or False.
eardrum nose It transmits sound.
Example: The pupil is in the
▲
smell receptors ear They perceive flavours.

eye. Light passes through it.
taste buds skin They feel heat or cold. Now you!
touch receptors tongue They perceive smells. • Bring in foods of contrasting flavours.
As a class, decide what the flavours
are. Write them on the board. Revise
twenty-five 25 the meaning of umami.
20/12/10 18:08179203 _ 0018-0029.indd 25 20/12/10 18:08
• Ss complete the food chart in pairs.
They think of three more foods to add
to their lists.
Further activities
In groups of three, assign each student a sense: smell, taste, touch.
Draw a sample word map for SIGHT on the board:
Eye: cornea, pupil, iris, retina; See: shapes, sizes, colours, distances. Reinforcement worksheet 6
Ss draw word maps for their sense in their notebooks. Ss share their
word maps with their group. Activity Book
Experiment. Prepare three bowls: cold, hot and warm water. A Pages 14 and 15
blindfolded volunteer puts one hand in cold water for 30 seconds,
then in warm water. Does the water feel cold or warm? Now they put
the other hand in hot water, then in warm water. Does the water feel
cold or warm? Explain: The warm water feels hot to the cold hand, but
cold to the hot one. Repeat without the blindfold. Do the results change?
25
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the text with these words.
their own learning lens pupil retina cornea
• Learn how to look after your ears
How light travels through the eye
First, light passes through the .......... , which is transparent. Then, it passes
Key language through a hole called the .......... , which is surrounded by the iris. After
• Vocabulary and structures: ear: cochlea, that, it passes through the .......... , which helps the eye to focus. Finally,
earache, eardrum, ear infection, outer it reaches the .......... .
ear, pinna, small bones; cotton bud,
headphones, mp3 player, volume; eye: 2 Copy the diagram and label the parts.
cornea, iris, lens, pituitary, pupil, retina;
sense organ; loud, soft; permanently; C D
avoid, dry, damage, keep cochlea
pinna
A
eardrum
Activities three small bones
1 Copy and complete the text with B

these words.
• In their own words, Ss narrate how 3 Copy and complete the sentences with these words.
light travels through the eye.
• Ss complete the text with the given skin a. You capture .......... through the .......... in the nose.
words. smells
b. You capture .......... through the .......... on the tongue.
taste buds
tastes c. The sense organ of touch is the .......... .
2 Copy the diagram and label the parts. nasal cavity a. Wh
W
• Revise the vocabulary with the diagram –

of the ear on the poster. What’s this? 4 These sentences are false. Correct them in your notebook. –
(The eardrum.) What does it do? (It b. Wh
a. People can detect four basic smells. c. The sense organ of touch is the hand. W
vibrates.)
b. The basic tastes are sweet and salty. d. To taste food, you only use your sense
• Ss copy and label the diagram with the of taste. c. Wh
W
words. fo
for
Example: People can detect many different smells.

▲
3 Copy and complete the sentences

with these words. 26 twenty-six
• Revise which sense organs are

179203 _ 0018-0029.indd 26 20/12/10 18:08179203 _ 0018-0
associated with each sense.
• Ss complete the sentences
individually. Further activities
Show flashcards of different objects. Ss describe them, using verbs
related to the senses: A rose: S1: It smells nice. S2: It feels soft.
4 These sentences are false. Correct
them in your notebook. Ss bring in a favourite object to class. They write a paragraph describing
• Read the sentences to the class and it, using vocabulary related to the senses.
check understanding.
• In pairs, Ss correct the false
sentences.
• Compare answers with the whole
class.
26
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UNIT 2
Your turn!
YOUR TURN ! Taking care of your ears
• Ss look at the top photo of the boy.
A doctor is examining the boy’s ears.
Taking care of your ears
Read the four ways to avoid ear
Follow this advice in order to look after your ears:
troubles. Ask: Have you ever had
Keep your ears clean.
earache?
Dry your ears after having a shower or a bath.
• Check comprehension: Is it good for
Don’t use cotton buds. They can damage your eardrum.
your ears to dry them after a shower?
Ear infections are very common. They can cause earache and
damage your hearing. Visit the doctor if you have an ear infection. • Ss look at the second photo: The boy
is listening to music. Is it loud or soft?
Can listening to loud music damage your hearing? Do you think this is good for his ears?
It is fun to listen to music through the headphones of your mp3 player. But be careful! • Read the text about listening to loud
When the volume is too loud, even for just five minutes, it can damage your hearing music. Ask: Who has got an mp3
permanently.
player? Who listens to loud music?
So what can you do?
• Read the recommendations. Play
If you are listening in a very noisy place, don’t put
the volume up to maximum.
some music. Is this music at maximum
volume or low volume?
Use large headphones that cover the entire ear.
This keeps out exterior sounds, so you can keep • Ss look at the photographs A and B. In
the volume low. Lower volume means there is pairs, they refer back to the text then
a lower risk of damaging your hearing. say which are better for their hearing.
You can listen to any type of music on your mp3.
• Read question c. Talk about different
But keep the volume down!
types of music: classical, jazz, rock. Ss
decide the answer.
a. Which can damage your hearing most?

– Listening to two hours of soft music on your mp3. A Teacher’s Resource Book
– Listening to five minutes of loud music. B Extension worksheet 2
. b. What type of music is more dangerous?
e
c. Which of these, A or B, is better
for your hearing? Why?
twenty-seven 27
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Values education
Discuss ways to look after our sense organs: Don’t drink or eat things that
are too hot, they could burn your tongue. Wear sunglasses in bright sunlight.
Wear sun screen. Don’t put objects in your ears, etc.
Further activities
Ss search for information about hearing in different animals. (Dogs
can hear sounds that we can’t. Dog trainers use whistles that only
dogs can hear. Whales have better hearing than sight and use sounds
to find their way in the dark sea).
Ss listen to different types of music at different volumes. The class
votes on their favourite music. Play it again and ask: Which volume is
best for listening?
27
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Revision I
Objectives
2.5
• To revise the key concepts of the unit 1 Read the summary.
• To give Ss the opportunity to evaluate The senses
their own learning • The sense of sight allows you to know what is around you
whenever there is light. The eyes are the sense organs of
sight. Eyes capture light through the retina.
Key language • The sense of hearing allows you to capture sounds. The ears
• blind, eyesight, guide dog, sight; are the sense organs of hearing. The pinna captures sounds
that travel to the cochlea. The cochlea sends the sounds
chlorine, conjunctivitis, dirt, dust, to the brain.
sunglasses; obstacles, ray; detect, send
• The sense of smell allows you to capture smells.
The nose is the sense organ of smell.
Revision • The sense of taste allows you to capture basic tastes.
The tongue is the sense organ of taste.
1 Read the summary.
• The sense of touch allows you to identify many
• Ss brainstorm the main parts of each characteristics of objects around you. The skin is the
sense organ. Write up their answers. sense organ of touch.
Ss add them to the charts: eyes:
cornea, pupil, iris, lens, retina.
2 Copy and complete. Use the information from the summary.
the summary. Pause to ask questions: is the sense
The eye ..........
Which sense captures light? What are organ of
the sense organs of sight? Which part
of the eye captures light? is the sense
The ear ..........
organ of
2 Copy and complete. Use the

OUR is the sense
information from the summary. The nose ..........
SENSES organ of
• Complete the chart orally with the
whole class. Ss copy the chart and is the sense
complete it in pairs or individually as a The tongue ..........
organ of
written assignment.
is the sense
.......... ..........
organ of
28 twenty-eight
179203 _ 0018-0029.indd 28 20/12/10 18:08179203 _ 0018-0
Further activities
In pairs, Ss look through the unit, choose one of the senses and write
two questions to ask the class. In teams, Ss take turns to ask the
questions.
Ss sit in two large groups, each with a soft ball. S1 throws the ball to
another student and says sight. S2 says eyes, and then throws the ball
to S3. S3 says: eyelash. Once all the vocabulary for sight has been
mentioned, they start with another sense.
28
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UNIT 2
I can
Protect my eyesight I can
Your eyes are very delicate organs. You need to protect them Protect my eyesight
from sunlight and from dirt. Too much light can hurt your eyes. • Ask Ss where they go on holidays:
How to protect your eyes: Do you go to the beach? Do you go
• Never look directly at the Sun. swimming / skiing? Show the class
• Wear protection in bright sunlight, especially in the snow, sunglasses and goggles, and teach
the mountains, or on the beach. the words.
When your eyes get irritated, they become red. This is • Read the text. Check comprehension:
called conjunctivitis. If you have conjunctivitis, see a doctor.
How can you protect your eyes? What
Conjunctivitis is often caused when you get dust or dirt in your
eyes. Chlorine from swimming pools can also irritate your eyes. things can irritate your eyes?
Imagine you are going on a skiing holiday. • Give advice: You should wear
Which product would you buy? sunglasses in bright sunlight. You
should wear goggles when you ski. You
A B should go to the doctor if your eyes are
red.
• Ss look at the illustrations. Read the
These are very stylish sunglasses. These ski goggles aren’t very stylish
They aren’t very expensive. I can and they are expensive. But they cover
text. In pairs, they choose the best
wear them in the park with my my eyes completely and protect me protection for a skiing holiday.
friends. from harmful rays from the Sun.
Our world
OUR WORLD • Ss look at the photograph: This woman
Helping blind people is blind. She cannot see. She has a
Blind people cannot see. They use other senses to guide dog to help her walk through the
move about. Guide dogs help blind people walk streets.
through city streets. Blind people also use white • Read the text.
sticks to help them detect obstacles, stairs, walls…
• Explain ways blind people use other
If you see a blind person getting on a bus, ask if you
can help. Your kindness will be appreciated. senses: They can distinguish coins by
Think of two other situations in which a blind Guide dogs help their size and marks. They ‘feel’ Braille
person might need your help. Write down how blind people walk books to read. Pass around real coins
safely in the street.
you would help. and Braille samples. Students close
their eyes and feel them.
• In pairs, Ss write down two situations
where they can help. They share them
with the class.
twenty-nine 29
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Further activities Test 2
Ss draw themselves on holiday, wearing ski or swimming goggles or
sunglasses. They write a sentence below: I should wear (sunglasses /
goggles / ski goggles) to protect my eyes (at the beach / when swimming
/ when skiing).
Make a poster about ways we can help blind people and deaf people.
Ss draw or cut out pictures from magazines and write sentences under
them. For example, a picture of a news reader: Have subtitles on the
television for deaf people. Learn sign language. Sponsor a guide dog.
Ask the town hall to take away obstacles on pavements.
29
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3 Living things
Unit content

• To identify the three life processes: nutrition, • Nutrition in animals and plants
sensitivity and reproduction • Sensitivity in animals and plants
• To learn about the process of nutrition
in animals and plants
• Reproduction in animals and plants U
• Difference between sexual and asexual reproduction in
• To learn about sensitivity in animals and plants living things
• To learn about the process of reproduction • A shepherd and his sheep
in animals and plants
• Protected species around the world
• To learn the difference between sexual
and asexual reproduction in living things.
• Observing a diagram to understand the process of plant
nutrition
Language objectives • Drawing and labelling sketches of carnivore and
• To describe processes using the passive voice: herbivore skulls and teeth
Water and mineral salts are taken from the soil • Completing a chart to summarize the differences
through the roots. between animals and plants
• To express possibility with can: You can • Completing a chart to classify animals according to the
reproduce geraniums from cuttings. food they eat
• To express purpose with the preposition to: • Reading a text about a shepherd and his sheep
The incisors are sharp to cut grass.
• Completing reading comprehension activities based on
the text
Assessment criteria • Reading a text on geranium seeds and cuttings
• Identify the three life processes: nutrition, • Reading a text about protected species
sensitivity and reproduction • Creating a poster or a fact file on endangered species
• Describe the process of nutrition in animals
and plants
• Showing interest in learning how animals and plants
• Describe the importance of sensitivity in P
feed themselves and reproduce
animals and plants
• Showing interest in learning about endangered species •
• Describe the process of reproduction in animals
and plants
• Explain the difference between sexual and •
asexual reproduction in living things.
30A
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Competences
Processing information Knowledge and interaction
and digital competence with the physical world
• Interpreting written explanations with the use • Carrying out an experiment to see how
of diagrams (SB p. 33: Nutrition in plants; plants grow towards the light (SB
Hands on!; p. 34: Sensitivity in animals; p. 35: Sensitivity in plants)
p. 37: Questions) • Understanding the needs of domestic
• Completing charts to organize and classify animals (SB p. 39: A shepherd and his
information (SB p. 31: Copy and add to the sheep)
lists; p. 38: Copy and complete the chart.) • Discovering that many plants and
• Summarizing information on a chart (SB animals are endangered species (SB
p. 40: Revision) p. 41: Protected species)
Unit outline
Unit 3. Living things
Nutrition Sensitivity Reproduction

Comparing details A shepherd
in sketches and his sheep
I can Our world

Revision
Choose different ways Protected species
to reproduce a plant

• Content: understanding the complex interaction September October November December January
between animals, plants and human beings
• Language: the pronunciation of compound words:
sunlight, offspring, starfish, countryside, sheepdog; February March April May June
recognizing and using the passive voice
30B
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Objectives
• To differentiate between living and non-
living things
3 Living things
W
• To learn characteristics of living things

• To discover that living things need food
and nutrients to live
1.
Key language
• Vocabulary and structures: living things:
cuckoo, human being, insect; non-living
things: air, rock; feather, nest; nutrient,
root, soil, sunlight; unusual, young; fly,
incubate, lay, produce, raise, reproduce
2.
Presentation
• Ss say as many things as they can
about birds. Write them on the board.
• Ss look at the photo of the birds. Ask:
Which bird is a baby? Which bird is a
mother. Do they look the same? Explain
that the baby bird is a cuckoo, and the 3.1
3.
small mother bird is not its mother.
The cuckoo looks like a normal bird. It has
• Read the text. Explain new vocabulary THINK ABOUT
got feathers and it can fly. It eats insects.
with synonyms: unusual = strange; • Look at the photo. Which bird
However, the cuckoo has a very unusual
incubate an egg = to look after the egg is the cuckoo? Is it the same
way of reproducing. Cuckoos lay their eggs as the other bird?
and keep it warm.
in the nests of other birds. These other • Do you know what ‘incubate’
• Explain that raising chicks is a great birds incubate the eggs and raise the young means?
responsibility for birds and is hard cuckoos. • What else do you know about
work. The cuckoo lays its eggs in birds?
another bird’s nest. Another mother bird • How many birds can you
feeds it. She has to fly in and out of the name?
nest many times to bring food to the
cuckoo. She also has to feed her own
chicks. Do you think the cuckoo is good 30 thirty
or bad?
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Further activities
Remind Ss that all living things reproduce. Some are born from eggs
and others from their mother’s womb. Brainstorm different types of
animals. Ss say if they are oviparous or viviparous.
Ss find pictures of birds and research facts about each one. They print
or photocopy one picture and write the bird’s name and information
below.
30
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UNIT 3
IN THIS UNIT, YOU WILL… Living things and non-living things
Living things and non-living things
• Read the text with the class. Show
In nature, there are living and non-living things. • Identify three life
Human beings, trees, birds and insects are processes: nutrition,
flashcards of different things. Ss
living things. Rocks and air are non-living things. sensitivity and decide if they are living or non-living.
reproduction. Place the flashcards under the
• Understand the headings: Living and Non-living on the
1. Copy and add to the lists. process of nutrition board.
Living things Non-living things in living things.
1. Ss copy and add words to the lists,
• Understand the using the flashcards on the board as
a horse a watch process of
a flower a stone reproduction examples.
in living things. 2. Elicit differences between living and
………. ……….
• Learn that all living non-living things: Do non-living things
things have move about? Do they eat? Do they
2. Study your lists. How are the living things sensitivity.
different from the non-living things? reproduce? Explain: All living things are
• Learn how to study born. They grow. They reproduce. They
and compare
sketches. die.
Animals and plants
Animals and plants are living things. Animals • Learn how a shepherd Ss look at their lists and say how the
eat food. Plants produce their own food. To do takes care of sheep. living things are different from the
this, they need water, air, sunlight and nutrients • Find out how to plant non-living things.
from the soil. a geranium.
• Learn why some living Animals and plants
3.1 things are protected.
3. Copy and complete the chart. • Write Animals and Plants on the
Animals Plants board. Read the text with the class.
Pause after each sentence. Check
d
e They eat other living things. Yes No understanding: Do animals produce
their own food? What about plants? Etc.
They have leaves.
’ 3. Ss copy and complete the chart in
They move about. pairs.
ut
They have roots which
grow in the ground. their answers.
They produce their own food.
thirty-one 31
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Further activities
Make true / false statements about living and non-living things:
Humans are living things. Ss say if they are true or not and correct the
false statements.
Make a poster. Each S cuts out photographs of a living thing and a non-
living thing from magazines. In groups, they pool their pictures to make
a poster called Living and non-living things. They label all the drawings.
At the bottom of the poster they write: All living things are born. They
grow. They reproduce. They die.
31
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Nutrition
Objectives 3.2
3.2
4 Nu
• To learn about the three life processes: 1 Life processes Pla
nutrition, sensitivity, reproduction Birds, trees and people are living an
• To understand that nutrition gives the things. All living things carry out life pro
processes. Rocks, metal and glass are Pla
body the energy and nutrients it needs
non-living things. Non-living things do
• To learn that food is an essential part not carry out life processes.
of nutrition Three of the life processes are: Bears are living things. They carry out life processes.
• To learn that plants make their own food Nutrition

Sensitivity
Key language Reproduction
• Vocabulary and structures: life

2 All living things need nutrition
processes: nutrition, sensitivity,
reproduction; canine tooth, incisor, Do you know why you eat food? You
need food for the process of nutrition.
molar; carnivore, herbivore, omnivore;
Nutrition provides you with: 1
photosynthesis: carbon dioxide,
Energy to run, play and study
chlorophyll, mineral salts, nutrient,
Nutrients to grow and be healthy
sunlight; chew, grind, tear
During the process of nutrition, living
Athletes need correct nutrition to provide them with a
things take in food and absorb the lot of energy. 2
Presentation essential nutrients for life.
1 Life processes
3 Nutrition in animals
• Ss look at the photograph of the brown
All animals need to eat in order to
bear. Ask: Is it a living thing or a non-
carry out nutrition. All animals eat
living thing? (A living thing. Bears are other living things. There are three
born, they grow, they reproduce and types of animals:
they die.) Carnivores eat other animals.
• Tell Ss that only living things carry Herbivores eat plants.
out the life processes of nutrition, Omnivores eat other animals
sensitivity and reproduction. and plants.
2 All living things need nutrition Zebras are herbivores. What other animals are
herbivores?
• Explain: Nutrition is one of the life
processes. Through nutrition, living
things get energy to walk, to run and to 32 thirty-two
play. Food gives us nutrients so we can
grow. 179203 _ 0030-0041.indd 32 20/12/10 18:11 179203 _ 0030-0
• Read the text. Ss look at the

photograph: What are these people
Values education
doing? (They are running. They are
athletes.) Remind Ss that athletes Talk about the need to preserve animal habitats: If we destroy habitats
need to eat a lot of foods which by building, plants can’t grow, so herbivores have nothing to eat. They die,
contain carbohydrates and protein. so carnivores have nothing to eat. How can we protect habitats? (Create
Brainstorm foods which contain these. conservation areas; provide information for people, etc.)
3 Nutrition in animals Further activities

• Read the text. Ss say what the zebra Show pictures or flashcards of different animals. Ss say if they are
in the photo is eating. (Grass.) Ss herbivores, carnivores or omnivores.
name other herbivores. Explain that Play 20 Questions. A volunteer chooses an animal flashcard or picture.
the brown bear is an omnivore. It eats The rest of the class asks yes / no questions until they discover the
other animals, but it also eats plants. animal: Is it a herbivore? Has it got four legs?
Ss research an example of how building has destroyed an animal habitat.
32
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UNIT 3
3.2
3.2
4 Nutrition in plants
4 Nutrition in plants sunlight • Revise what all plants need. (Sunlight,
Plants carry out nutrition in a different way from
water, soil, air.) Ss locate these things
animals. They do not eat other living things. They
produce their own food through photosynthesis. in the diagram.
Plants need four things to carry out photosynthesis: • Continue: Plants make their own food.
Water and mineral salts are taken from the soil carbon Plants need sunlight. They take in
through the roots. dioxide carbon dioxide from the air through
Carbon dioxide, a gas, is taken from the air their leaves. They get water and mineral
through the leaves. salts from their roots.
Energy from sunlight is taken through the leaves • Read the text. Check comprehension:
by a green substance called chlorophyll.
What gas do plants take from the air?
water mineral salts What is the green substance in leaves?
Plant nutrition. • Play track 3.2. Ss listen to the
definitions and say the correct words.
Questions
1. Copy and complete the sentence about nutrition.
Hands on!
energy food nutrients
• Ss look at the sketches of the lion’s
……… provides us with ……. and ……. .
and rabbit’s skulls. Explain that
a
2. Can plants live and grow in the dark? Explain. animals’ bodies have adapted to the
types of foods they eat: Lions need
strong teeth to eat meat. Rabbits have
sharp teeth to cut grass.
Hands Comparing details in sketches

• Read the labels. Explain: Molars are
on! These sketches show the skulls of a carnivore and a herbivore.
the large, back teeth. Incisors are sharp
front teeth.
The molars are The molars are flat

• Ss make sketches of two animals as
strong to chew to grind grass, herbs in the activity below. Remind them to
meat. and seeds.
label their sketches to show how the
animals have adapted to where they
Canine teeth are long The incisors live.
to kill prey and tear are sharp to
off the meat. Lion’s skull Rabbit’s skull cut grass.
Draw two sketches: an eagle’s beak and a stork’s beak. Teacher’s Resource Book
thirty-three 33
Activity Book
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Pages 16 and 17
Values education
Talk about healthy nutrition. Tell Ss that too many carbodydrates and lack
of exercise is bad for you. Too much protein is also bad for you. Brainstorm
food groups and the nutrients and energy they contain.
Further activities
Bring healthy plants to class. Leave one in the sunlight and one in a
cupboard. Monitor what happens over the next few days.
Bring pictures of different animals and plants to show Ss how they
have adapted to their nutritional needs: a camel’s hump, cactus needles,
a giraffe’s long neck.
33
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Sensitivity A
Objectives 3 Se
• To learn that through sensitivity living 1 All living things have sensitivity Pl
Pla
things respond to their environment Sensitivity means the ability to respond to no
changes in the environment. or
org
• To understand that animals use their
Ho
sense organs, muscles, brain and Your sense organs provide sensitivity.
For example, you hear the telephone ring. Th
nervous system to respond to the
Your ears send this information to the B th
the
environment
brain. You pick up the phone. That is how •
• To comprehend that sensitivity in you respond to your environment.
plants is different from sensitivity in •
animals •
•
Key language
Example of sensitivity. A Carol is waiting at the •
• Vocabulary and structures: nervous crossing while the traffic light is red. B When the
traffic light turns green, she crosses the street. •
system: brain, nerve, sense organ;
environment, sensitivity; towards; catch,
3.3
grow, interact, jump, respond, send
2 Sensitivity in animals brain
People and animals use sense organs,
Presentation muscles, and the nervous system to
respond to the environment. The most
1 All living things have sensitivity important part of the nervous system is
• Talk about how people respond to the brain.
their environment: Imagine a person The sense organs send information to the
is walking across the road. A car is brain through the nerves. The brain studies 1
coming. What do you do? (Ss wave their this information and decides what to do.
Then, the brain sends an order to the nerves
hands, call out a name.) What if you muscles.
hurt your finger? What do you do? (Ss
For example, a cat sees a bird. The cat’s 2
mimic their reactions.) eyes send this information to the brain. 3
• Explain that these are examples of The brain studies this information. The
sensitivity. Ask: How do you know brain sends an order to the muscles in the
legs, telling the cat to jump and catch the
what’s going on around you? (You use
bird.
your sense organs. You hear, smell,
see, touch, taste.) Where does this
The nervous system of a cat.
information go? (To the brain.)
• Sensitivity is the process that involves
your sense organs. Ss look at the 34 thirty-four
illustrations. Read the caption. What
senses is the girl using to cross the 179203 _ 0030-0041.indd 34 20/12/10 18:11 179203 _ 0030-0
street? (Sight, hearing.)

Further activities
2 Sensitivity in animals Give another example of sensitivity causing a response. Ss act out the
• Ss look at the illustration of the cat. process: The school bell rings. Your ears hear the bell. Your ears send
Point to the nerves and say: Nerves this information to your brain: “Time to go home!” The brain sends an
send information from the senses to order to your leg muscles. You walk out of the classroom.
the brain.
Ss draw a dog chasing a cat. They complete sentences from the board:
Play track 3.3. Ss listen and point to The dog (sees) the cat. Its (eyes) send a message to the brain through
the parts of the illustration. the (nerves). The brain sends a message to the (muscles) in the dog’s
• Read the text with the class. Check (legs). The dog chases the cat.
comprehension.
34
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UNIT 3
3 Sensitivity in plants
3 Sensitivity in plants
• Explain that plants are living things,
Plants are very different from animals. They do
not have legs to move. They do not have sense
so they have sensitivity. But it is not
organs. They do not have a nervous system. the same as sensitivity in animals.
However, they do have sensitivity. Ask: Have you ever seen a plant
These are examples of how plants interact with walking or running? Do plants move
the environment: about? No, but they do move a bit.
• Plants grow towards light. Light is necessary • Read the first paragraph. Ss try and
for photosynthesis. think of ways plants respond to the
• Plant roots grow towards water. environment. Mime a flower opening
• Some plants close their leaves if you touch them. with your hand.
• Some plants wrap themselves around other • Read the first example. Plants
plants as they grow. grow towards light. Ss look at the
• Some plants open their flowers during the day. photographs of the plant. How does
he
• Some plants open their flowers at night. the growing plant know where the hole
in the box is? (Because light comes in
Experiment to show how plants through the hole.)
grow towards the light. Light enters
through the hole in the lid. (The side • Read the other examples. Check
is only opened to take photos.)
comprehension. Bring in plants to
demonstrate the examples. Show
flashcards or video clips as visual
support: sunflowers, mimosa pudica
Questions (sensitive plant).
1. Which of these organs are not involved in sensitivity?
the nerves the stomach the brain the ears

2. Give one example of sensitivity in plants.
3. Copy and complete the text with these words.
Activity Book
Sensitivity
nerves Pages 18 and 19
sense organs You receive information from your surroundings through
muscles the .......... . This information travels through the .........
and reaches the ......... . The brain decides what to do
brain
and sends orders to the ......... .
thirty-five 35
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Further activities
Using the examples on page 35, Ss mime plants in groups of six. In
turn, each member acts out his / her example of sensitivity. Ss guess
which example he / she mimed.
Ss carry out the plant experiment on page 35 in class. They can plant
lentils or chickpeas on damp cotton wool inside a shoe box with a
hole in the lid.
35
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Reproduction
Objectives 4 Re
• To learn about the process of 1 The process of reproduction Mo
reproduction in plants and animals Reproduction is the ability of all living things ta
tak
to produce new living things of their own ma
• To differentiate between sexual and
asexual reproduction kind. This is how life continues on Earth.
• To reinforce the concept that animals

are oviparous or viviparous 2 Reproduction in animals
Human beings and animals can be male
or female. Females are the feminine sex.
Key language Males are the masculine sex.
In order to reproduce, the male and female 3.4
3.4
• Vocabulary and structures: sexual
must come together. This union is called 5 As
reproduction: mating, offspring, womb / mating. Human beings and most animals Silk moths mating. Silk moths can lay
Ma
carpel; female / feminine, male / create offspring through sexual reproduction. hundreds of eggs after mating. Silkworms
hatch from the eggs. wi
wit
masculine; oviparous, viviparous; Some animals reproduce asexually. This oli
asexual reproduction: branch, cutting, means they do not mate. For example, if a cu
root, seed, stem; cut off, germinate, starfish breaks in two, each half produces pla
reproduce a new starfish. ne
3 Animals and their offspring

A
Presentation
After mating, the offspring starts to grow.
1 The process of reproduction In some animals, the offspring grows in an Q
egg outside the mother. In other animals, 1
• Ss look at the photograph of the
the offspring grows inside the mother’s
silkworm moths. Explain that they are womb.
two moths of different sexes which
Animals can be oviparous or viviparous. 2
have come together to reproduce. How
Oviparous: the offspring grows inside an B
many eggs does the female silkworm egg, laid by the mother. Examples: birds
lay? (Hundreds.) Remind Ss that and insects. 3
silkworms will hatch from the eggs and Viviparous: the offspring grows inside
these will later turn into silk moths. the mother’s womb. Examples: humans
and other mammals.
2 Reproduction in animals
• Show Ss pictures of animal pairs: A A chick growing inside a hen’s egg.
B A calf growing inside the cow’s womb. Which
Animals are male or female. Which one animal is oviparous? Which is viviparous?
is the female? Do they look the same?
• Define mating as the union of a male
36 thirty-six
and a female. This is called sexual
reproduction.
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• Explain that some animals do not

mate, because they do not have males
and females. New living things are Values education
created by asexual reproduction. Discuss the importance of respecting the nesting and mating areas of
• Read the text. Show a picture of a animals: When you are in the countryside you shouldn’t disturb animals.
starfish. Should you touch nests? Why / why not?
3 Animals and their offspring Further activities

• Define the word offspring. (Baby Revise baby and adult animals. Ss say if they are viviparous or
animal.) Ss look at illustrations A oviparous.
and B. Read the caption and check Draw the different stages of a silkworm’s life cycle on the board.
undersdanding: Does a chick grow Ss copy and label the pictures: 1. Adult silkworm moths mate. 2. The
inside or outside a hen’s body? female moth lays hundreds of eggs. 3. Silkworms hatch from the eggs.
• Read the text. Elicit more examples of 4. The silkworms make silk cocoons and become moths. 5. Silkworm
oviparous and viviparous animals. moths come out of the cocoons and become adults.
36
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UNIT 3
4 Reproduction in plants
4 Reproduction in plants
• Explain that most plants have male
Most plants have sexual reproduction. This
and female parts. These are parts of
takes place in the flowers, which have a
male part and a female part. the flowers. Ss look at the illustration
In spring, the plum tree grows flowers.
of how fruit is formed from the flower
The carpel of the flower turns into a plum. of the plum tree. Read the text with the
The plum grows. The seeds are inside Diagram showing how fruit is formed. Ss. Define the term germinate: This is
the plum. when a new plant grows from a seed.
The seeds fall to the ground and germi-
nate. They grow small roots and a stem.
A new plum tree grows. 5 Asexual reproduction
3.4
3.4
• Explain that some plants reproduce
5 Asexual reproduction
asexually. This is when plants
Many plants also reproduce asexually, reproduce without male and female
without flowers or seeds. For example,
parts. Show the example in the
olive trees can grow from cuttings. The
cuttings are branches that are cut off and illustration.
planted. They grow roots and produce a • Bring a cutting of a Brazil palm to class
new plant. and place it in water. Ss monitor the
A plant cutting.
growth of the roots over the following
weeks.
Questions • Play track 3.4. Ss listen and say sexual

or asexual reproduction.
1. What is sexual
reproduction in
animals? The apple tree Teacher’s Resource Book
2. Name an oviparous grows flowers.
animal that is not Reinforcement worksheet 9
a bird. The apples
grow.
3. Copy the life cycle. Activity Book
Draw the two
missing pictures. Pages 20 and 21
A new apple
tree grows. The ripe apples
h have seeds inside.
thirty-seven 37
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Further activities
Summarise main points on the board for Ss to copy, as follows:
ANIMALS: feminine sex + masculine sex → mate → offspring (womb
= viviparous) (egg = oviparous); PLANTS: flowers (feminine sex +
masculine sex) → produce seeds → germinate on the ground.
Ss experiment germinating legume seeds in cotton wool. Ss place the
wet cotton wool in a glass jar so they can see how the seeds grow into
seedlings with roots. Wet the cotton wool every day. Ss transplant their
seedlings into small pots and observe how they bend towards the light.
37
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the chart.
their own learning Types of animals according to the food they eat
Carnivores .......... ..........

Key language
Food .......... Plants ..........
• Vocabulary and structures: carnivore,
herbivore, omnivore; oviparous, Bears, pigs,
Examples .......... ..........
human beings
viviparous; asexual reproduction,
sexual reproduction; nutrition,
sensitivity; carbon dioxide, chlorophyll, 2 Copy and complete the sentences in your notebook.
leaf / leaves, mineral salts, sunlight,
root; countryside, field; lamb, sheep,
water a. Plants do not need ………. because they produce it themselves.
shepherd; look after, take in
sunlight
b. Plants take in ………. and ……… through the roots.
carbon dioxide
food c. Plants take in a gas called ………. through the leaves.
Activities d. Chlorophyll helps plants use ………. .
mineral salts
1 Copy and complete the chart.
• Revise unit vocabulary: What do
carnivores eat? What do you call 3 Match and explain.
animals that eat plants? Are people SEXUAL
A B
herbivores? REPRODUCTION
• Brainstorm examples. Write up ASEXUAL

the ideas. Ss complete the chart REPRODUCTION
individually.
▲
Example: Drawing A represents .......... because .......... .

4 Match and copy the life processes and their definitions.
in your notebook.
Sensitivity Living things need food to produce energy and matter.
• Ss revise photosynthesis from page
33: What two things do plants take Nutrition All living things produce more of their own kind.
Reproduction Living things move and react to their environment. a. Ar
in through their leaves? (Sunlight and
b. Ca
carbon dioxide.) What part of the plant
is in the soil? (The roots.) What things c. Ar
do plants take in through their roots?
(Mineral salts and water.) 38 thirty-eight
• Ss complete the sentences using the

179203 _ 0030-0041.indd 38 20/12/10 18:11 179203 _ 0030-0
words from the list and then check
with a partner.
Further activities
3 Match and explain. Ss write nutrition, sensitivity and reproduction on separate pieces of
paper. Describe different examples of each. Ss hold up the correct piece
• Ss look at the two illustrations. Help
of paper: A female lion has baby cubs. (Reproduction.) Photosynthesis
Ss elicit the differences between
takes place in a plant. (Nutrition.) The barking of a big dog scares you.
sexual and asexual reproduction.
(Sensitivity.)
• Use their answers to write simple
explanations on the board: A male Bring two or three plant cuttings to class. Place them in water. Ss
and a female mate during sexual observe and draw the plants over the weeks as they grow.
reproduction. There is no mating in
asexual reproduction.
38
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UNIT 3
4 Match and copy the life processes
and their definitions.
YOUR TURN !
• As a whole class Ss revise the
meanings of nutrition, reproduction and
3.5
A shepherd and his sheep sensitivity.
Peter lives in the countryside. Sheep like to eat grass and • Ss copy and match the words and
When the weather is nice, he takes weeds. Lightning and Sparky
his flock of sheep out to the fields. are his sheepdogs. They
definitions in their notebooks.
help look after the flock.
• Volunteers read out the words and the
correct definition.
Your turn!
A shepherd and his sheep
A
• Ask Ss what they know about a
s.
In the evening, Peter takes his shepherd’s life: What does a shepherd
flock back to the sheep pen. B do? Where does he live? Write up words
related to the topic: flock, sheep, field,
wool, etc.
• Ss look at the photos and describe
C each of them in turn. Read the text,
stopping to check comprehension:
What’s the shepherd’s name? What
The male sheep is animals does Peter take care of? What
called a ram. Some
rams have horns like kind of dogs has he got? What are their
D
this one. names? What do sheep give us?
Sheep are very • Play track 3.5. Ss read and listen to
useful to human
beings. We use
the text.
Young sheep are called lambs. sheep for milk,
When they are born, lambs drink cheese, wool
• Ss complete the activities in pairs or
their mother’s milk. E and meat. F small groups.
a. Are sheep carnivores or herbivores? Are they oviparous or viviparous? Teacher’s Resource Book
b. Can you name other animals that are raised for their milk and meat? Extension worksheet 3
c. Are there any flocks of sheep in your area? What other animals are there?
thirty-nine 39
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Values education
Talk about the importance of farming: Farm work is hard work and very
tiring, but it provides us with food and other products. What products do we
get from animals? What products do we get from plants?
Further activities
Use flashcards to revise the products people get from animals: wool,
leather, cheese, eggs, meat, milk, etc.
Ss research farms in the area: crops, livestock, the daily jobs, products.
If possible, take a field trip to the nearest farm. Ss compile a visual
journal of the things they see at the farm by drawing or taking
photographs.
39
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Revision I
Objectives 3.6
• To revise and apply the key concepts 1 Read the summary.
of the unit
Living things
• To give Ss the opportunity to evaluate Living things carry out life processes. Three of these life
their own learning processes are nutrition, sensitivity and reproduction.
• Nutrition provides the body with energy so we can move and
nutrients so we can grow and develop. Animals eat food to
Key language carry out nutrition. Plants produce their own food through
• Vocabulary and structures: life photosynthesis.
processes: nutrition, reproduction, • Sensitivity is the ability of living things to react to
sensitivity; energy, nutrient, their environment. Animals react to the environment
using sense organs, the nervous system and
photosynthesis; protected species:
muscles. Plants also have sensitivity.
black stork, brown bear, holly bush,
• Reproduction is the ability of living things to produce
Iberian lynx, Spanish imperial eagle; new living things of their own kind. Most animals and
cutting, geranium, pot, seed; abundant, plants reproduce sexually. However, some animals
rare; disappear, reproduce, transplant and plants reproduce asexually.
Revision
What are the three life processes? LIVING THINGS
What do we call the process when
living things produce new living things? carry out
What do we call the process when living
things get the energy and nutrients
they need? What do we call the process
when living things react to their
which are
environment?
2 Copy and complete. Use the nutrition .......... ..........
information from the summary.

• Ss copy and complete the chart
individually. 40 forty
• Correct on the board.

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Further activities
Read key words from the summary. Ss say if the word has to do with
nutrition, sensitivity or reproduction: gives the body energy (Nutrition.);
reproduce asexually (Reproduction.); nervous system. (Sensitivity.)
Divide the class into three groups: nutrition, sensitivity, reproduction.
Each group uses the information from the summary to add more
information to the chart on the board. Ss update their own charts.
40
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UNIT 3
I can
Choose different ways I can
to reproduce a plant Choose different ways to reproduce
Sam wants to grow geraniums in his bedroom window. a plant
He loves flowers. He can choose to plant a cutting or seeds.
• Revise concepts and vocabulary: What
You can reproduce geraniums from cuttings. ways can you reproduce plants? Are
It is very easy. They don’t need much care. cuttings a form of sexual or asexual
They grow roots quickly. You should plant reproduction? And planting seeds?
cuttings in spring. By summer, they will
produce flowers and be as big and • Volunteers read the text aloud. Stop
beautiful as the mother plant. occasionally to check comprehension:
You can also reproduce geraniums from seeds. Do cuttings grow slowly or fast? When
Plant the seeds in a tray filled with soil. Once does Sam need to plant the cuttings?
they begin to grow, transplant them into pots. • Explain that many plants can reproduce
They usually produce flowers the second year.
with both types of reproduction.
In your opinion, should Sam plant cuttings or seeds? Explain. • In pairs or small groups, Ss decide
the best way for Sam to reproduce his
geraniums. Sam should take cuttings.
OUR WORLD Then they will have flowers by the
summer
Protected species
We share the world with millions of different living things. Many living
things are very abundant, for example, daisies. Other living things are very Our world
rare, for example, some orchids.
• Explain: Some animals are protected
When a species of living things is so rare that it is in danger of
because there are not many of them.
disappearing, it is declared a ‘protected species’.
The government makes laws to protect
In Spain, there are many protected species.
these rare animals. Find the names of
Some examples are the Iberian lynx, the
brown bear, the Spanish imperial eagle, two protected mammals in the text.
the black stork and the holly bush. (Iberian lynx, the brown bear.) Repeat
Find illustrations of the protected species with protected birds (Spanish imperial
mentioned in the text. You can use books, eagle, black stork) and plants (Orchid,
magazines and the Internet. Make a holly bush).
drawing of each one. The Iberian lynx.
• Explain that all living things have
an important function in their
surroundings: When one species is
gone, it can change the lives of others
around it. This is why it is so important
forty-one 41 to protect all living things. Give
examples of food chains.
20/12/10 18:12 179203 _ 0030-0041.indd 41 20/12/10 18:12

Further activities
Divide the class into two groups: cuttings and seeds. They use their
Test 3
corresponding paragraphs from the text to make a poster showing step
by step instructions for how to grow geraniums by both methods: First,
you cut a branch from the plant. Then you plant the cuttings in soil. Etc.
Explain that the World Wildlife Fund (WWF) is an international
organisation that has been promoting the protection of animals
since 1961. Ss research the animals mentioned on the homepage of
www.worldwildlife.org by clicking on ‘SPECIES’.
41
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4 Vertebrate animals
Unit content

• To identify vertebrate animals • Characteristics of land, flying and marine mammals
• To learn the main characteristics of mammals • Distinguishing features of primates
• To learn how mammals reproduce • How mammals reproduce U
• To learn the main characteristics of reptiles • Characteristics of reptiles and birds
and birds • How reptiles and birds reproduce
• To learn how reptiles and birds reproduce • Characteristics of fish and amphibians
• To learn the main characteristics of fish • How fish and amphibians reproduce
and amphibians • Transformation of a tadpole into an young frog
• To learn how fish and amphibians reproduce • Endangered vertebrates in the Iberian peninsula
Language objectives • Creating animal index cards

• To express necessity with need to: However, • Sequencing drawings to explain a process
they need to come to the surface of the water • Filling in blanks to complete a text
to breathe oxygen from the air.
• Reading descriptions to guess the animals
• To indicate manner with the preposition through:
• Writing a paragraph about an endangered vertebrate
All reptiles breathe through lungs.
• Completing a chart to summarize the characteristics
of vertebrate animals
Assessment criteria • Completing a chart to decide which pet to choose
• Enumerate the main characteristics • Reading a text to discover why wild animals must not
of vertebrate animals be taken home
• Describe the main characteristics of mammals • Completing reading comprehension activities based
• Describe how mammals reproduce on the text
• Describe characteristics of reptiles and birds

• Describe how reptiles and birds reproduce • Showing interest in learning about primates
P
• Describe the main characteristics of fish and • Showing interest in discovering the connection between
amphibians dinosaurs and birds •
• Describe how fish and amphibians reproduce • Showing interest in learning about endangered species
of the Iberian peninsula
•
42A
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Competences
Competence in linguistic Social competence
communication and citizenship
• Using drawings and photos to • Completing a chart to decide on the
complement written explanations suitability of a pet (SB p. 53: Choose
(SB p. 44: Characteristics of a pet)
mammals; p. 45: Primates; p. 47: • Discussing endangered animals
Hands on!; p. 49: Hands on!) of the Iberian peninsula (SB p. 51:
• Solving riddles in order to guess Endangered vertebrates)
animals (SB p. 50: Guess • Understanding why wild animals
the animal.) mustn’t be taken from their habitats
(SB p. 53: Don’t take them home!)
Unit outline
Unit 4. Vertebrate animals
Mammals Reptiles and birds Fish and amphibians

Make an animal Endangered
index card vertebrates
I can Our world

Revision
Choose a pet Don’t take them home!

• Content: understanding the distinguishing September October November December January
characteristics of primates; understanding the
differences between reptiles and amphibians
• Language: the pronunciation of polysyllabic words: February March April May June
vertebrate, amphibian, crocodile, oviparous, prohibited;
using the prepositions through, by, from, with correctly
42B
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4
W
Objectives Vertebrate
• To activate previous knowledge about
vertebrates
animals
• To discover how bones can teach us
about extinct animals
• To revise the five groups of 1.
vertebrates: mammals, birds, reptiles,
amphibians and fish
A
Key language
• Vocabulary and structures: vertebrate:
amphibian, bird, fish, mammal, reptile;
chimpanzee, dinosaur, frog, python, shark,
swift; explorer, hunter, scientist; bone,
egg, skeleton; enormous; find, travel
Presentation
4.1
4.1
• Show photos or illustrations of different 2.
vertebrate animals. Ask Ss to describe
them: What animal is this? How do
(elephants) move? What do they eat?
• Emphasise similarities and
differences: How many legs has a Dinosaur hunters THINK ABOUT
monkey got? And a frog? Have they got Some scientists are also explorers. They travel
• Are dinosaurs vertebrate
tails? Have they got fur or bare skin? to different places like the Gobi Desert to find
animals? p
• Explain that, like humans, animals dinosaur bones and eggs. Many dinosaurs were
• What bones can you see
have changed over time. Talk about enormous. You can see dinosaur skeletons in in the picture?
fossils: The remains of animals and museums. Imagine such large animals being born • Can you name other
plants that lived a very long time ago from eggs! vertebrate animals?
are called fossils. We study them to • Do you visit museums to
see dinosaur skeletons?
learn what animals and plants were like
in the past. They help us understand
how living things have changed.
• Ss look at the photograph: What 42 forty-two
animals do these skeletons come from? 179203 _ 0042-0
Do dinosaurs exist today? (No, they 179203 _ 0042-0053.indd 42 21/12/10 10:10
lived millions of years ago.)

• Talk about the inset photograph: These Further activities
scientists are called archaeologists. What
In pairs, Ss find images of dinosaurs. They draw one on card and paint
are they looking at? (Dinosaur eggs.)
it. Next to it, they make the dinosaur skeleton using pieces of dried
• Define unfamiliar vocabulary before pasta.
reading the text with the class: The
Gobi Desert is the largest desert in Ss find illustrations or photos of different fossils. They make their
China. own fossil, using a piece of clay, smoothing the surface and making
imprints with different objects (leaves, coins).
Play with the fossil skeleton jigsaws on the BBC Science and Nature
website: www.bbc.co.uk/sn/prehistoric_life/games/skeleton_jigsaw.
42
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UNIT 4
Vertebrate animals IN THIs UNIT, YOU WIll… Vertebrate animals
Vertebrate animals have a skeleton made • Read the text with the class.
up of bones. • Identify different
Show flashcards of vertebrate
vertebrate groups.
and invertebrate animals. Include
• Learn characteristics
1. Which of these animals is a vertebrate? of mammals. a mammal, a bird, a reptile, an
• Identify different amphibian and a fish.
mammals. Ss identify the vertebrates. Place them
A B C • Learn characteristics on the board.
of reptiles and birds.
1. Ss compare the flashcards to the
• Learn characteristics three animals in the illustrations. Have
of fish and
amphibians. these animals got a skeleton? Which of
• Learn how different these animals is the vertebrate?
vertebrate groups
reproduce.
Groups of vertebrate animals Groups of vertebrate animals
• Learn about
There are five groups of vertebrate animals: endangered • Read the text with the class. Write
mammals, birds, reptiles, amphibians and fish. vertebrates. the five categories on the board.
4.1
Point to the flashcards. These are all
4.1
2. Which group do these animals belong to? vertebrates. They all have a skeleton.
But they are also different. Volunteers
match the flashcards to the correct
category.
2. Ss look at the photographs and
swift answer: Is the python a reptile or bird?
Is the swift a bird or a fish? Etc.
e
python Play track 4.1. Ss listen to the animals
e and say the vertebrate group.
chimpanzee
o
shark
?
frog
forty-three 43
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21/12/10 10:10
Further activities
Play a matching game with animal flashcards. Place the names of the
five vertebrate groups around the classroom. Five volunteers are given
a flashcard. The volunteers run to the correct vertebrate group. If all
five Ss are in their correct places within 30 seconds, they win a class
point. If not, the teacher gets a point. The class corrects any errors.
43
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Mammals
Objectives
• To identify the main characteristics of 4 Fl
mammals Th
• To learn how mammals reproduce th
the
lay
• To learn the main groups of mammals: Ba
marine mammals, flying mammals, squirrel Ba
primates Th
4.2
4.2
rabbit badger wildcat
Key language 5 Pr
• Vocabulary and structures: mammal: Mammals. Name three mammals which are not Hu
illustrated. ch
badger, bat, bear, calf, chimpanzee,
pr
pri
cow, dolphin, gorilla, horse, kangaroo, fro
lamb, lion, monkey, rabbit, squirrel, 1 Characteristics of mammals ob
whale, wildcat; brain, fin, fur, hair, limb, Mammals are vertebrates. Dogs, cats,
lung, pouch, thumb, wing, womb; bare, cows, horses, bears, lions and kangaroos
marine; breathe (through), grip, hunt are mammals. Most mammals live on land
and use their legs to move around. They
breathe through lungs. Their skin is usually
Presentation covered with fur or hair.
1 Characteristics of mammals
2 How mammals reproduce
• Show flashcards of mammals: Is this a
Mammals are viviparous. This means that A cow and its calf. All baby mammals drink their
fish or an amphibian? mother’s milk.
they are born from their mother’s womb
• Compare similarities between the and drink their mother’s milk. Some babies,
mammal flashcards and the animals at like lambs, can walk when they are born.
the top of the page: they live on land; Others cannot. Baby kangaroos stay in the
mother’s pouch for some time.
they’ve got hair / fur, upper / lower
limbs; they breathe through lungs.
• Write these on the board in a 3 Marine mammals
chart with the heading: Mammal Marine mammals, like dolphins or whales,
characteristics. live in the sea. They have bare skin
and they swim using their fins. Marine
mammals are excellent divers. However,
2 How mammals reproduce they need to come to the surface of the
Marine mammals come to the surface to breathe.
water to breathe in oxygen from the air.
• Ask: How do mammals reproduce? Ss
scan the text for the answer. (They are 44 forty-four
born from their mother’s womb.) Add
the word viviparous. 179203 _ 0042-0053.indd 44 21/12/10 10:10 179203 _ 0042-0
• Continue: What do baby mammals

drink? Add their mother’s milk to the
Values education
chart.
Discuss the importance of respecting all forms of wildlife and their habitats.
How can we protect the sea and the land? (Control fishing, recycle plastics,
3 Marine mammals control disposal of waste, protect land from destruction due to building, etc.)
• Compare what Ss know about dolphins
and whales to the characteristics on
the board. They are viviparous animals. Further activities
• Point out that because marine Show illustrations of different marine animals. Ss say if they are
mammals haven’t got gills, they need mammals or not.
to come to the surface to breathe. Explain that mammals’ physical differences result from their adaptation
They look like fish, but they breathe to their surroundings: A rabbit has got long ears so it can hear danger
through lungs. nearby. A giraffe has got a long neck to eat the leaves on the high
branches of trees.
44
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UNIT 4
4 Flying mammals
• Explain: Many people think bats are
4 Flying mammals
birds, but they are mammals.
There are many different types of bats. Bats fly using
their upper limbs, which are wings. The wings have • Illustrate the meaning of stretched
layers of skin stretched over the arms and fingers. using gestures. Explain that bats’
Bats have a thumb and four fingers, like people. wings are skin stretched over their
Bats hunt insects at night but they cannot see them. Bats fly usng their upper limbs. arms and fingers.
They use their big ears to help them find the insects.
4.2
4.2
5 Primates
5 Primates
• Refer Ss to the photographs on
Humans belong to this group of mammals. Gorillas, both pages: Which is most similar to
chimpanzees and monkeys are also primates. All
primates have big brains and their eyes are at the
humans? (The chimpanzee.)
front of their face. They use their hands to grip • Explain that this is because humans
objects and use them as tools. and chimpanzees are both primates.
Read the text. List the three
characteristics that primates share: big
This chimpanzee is a primate. brains, eyes at the front of their face,
hands to grip objects.
• Ss think of other primates. (Gorillas,
monkeys.)
NOW YOU! • Play track 4.2. Ss listen and say True
Questions or False.
1. Humans are mammals. Explain why.
1. Write a list of the different
2. Look at the photos. Which animal is mammals you know.
a primate? Give reasons. Then, compare it with Now you!
your partner. How many • Using the photographs, discuss why
A B different mammals have
you got?
primates have developed their special
characteristics: Bigger brains make
2. Do all mammals walk
using four legs? Give primates more intelligent. What do
examples and explain. intelligent animals use their hands for?
3. Can marine mammals • Explain that two eyes at the front of
breathe underwater? the head help primates see better to
Explain. use tools.
forty-five 45 Teacher’s Resource Book

21/12/10 10:10 179203 _ 0042-0053.indd 45 21/12/10 10:10
Further activities Activity Book

Pages 22 and 23
Play 20 Questions. A volunteer chooses a mammal flashcard or photo.
The rest of the class asks yes / no questions to guess the animal:
Has it got legs? Can it fly?
In pairs, Ss do experiments to see how two eyes increase depth
perception: 1. Ss hold two pencils horizontally out in front of them.
They try to join the ends of the pencils. First, with the left eye open,
then with the right eye, then with both eyes open, and compare the
results. 2. Ss place a paper cup on the floor. They hold a coin at arm’s
length and try to drop it in. First, with the left eye open, then with the
right eye, and finally with both eyes open.
45
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Reptiles and birds
Objectives
• To learn the main characteristics of 1 Reptiles 5 Bi
reptiles and birds In the reptile group, you can find very
tortoise
Di
• To discover how reptiles and birds different animals: lizards, snakes, m
mi
reproduce tortoises... bu
All reptiles breathe through lungs and have So
• To create animal index cards lizard
skin covered with scales. Most of them th
tha
live on land and walk using their legs. th
the
However, some reptiles are different: Fo
Key language ar
are
Snakes have no legs and they slither.
• Vocabulary and structures: reptile: Tortoises and turtles have a hard shell snake
crocodile, dinosaur, lizard, snake, to protect their body. Turtles are aquatic,
tortoise, turtle; lung, scale, scute, shell; but they breathe oxygen from the air.
bird: beak, crane, feather, wing; aquatic, Crocodiles are protected by bony scutes
enormous, extinct, oviparous, thick; where their scales are very thick.
breathe, fly, hatch, incubate, slither
2 How reptiles reproduce
Nile
Presentation Reptiles are oviparous animals: crocodile
the offspring grows in an egg outside
1 Reptiles the mother. Reptiles lay their eggs on land
• Ss look at the reptiles and describe to reproduce. Most reptiles do not
incubate their eggs or feed or take care
them. Read the text.
of their babies.
• Write the words All, Most and Some
on the board in three columns. Ss
find characteristics for each column: 3 Birds
What have all reptiles got? (All: breathe Birds breathe through lungs. They have
a beak and their skin is covered with
through lungs, have got scales; Most:
feathers. Birds have two wings to fly
live on land, have got legs; Some: and two legs covered with scales.
haven’t got legs; have got hard shells.)
4.3
• Tell Ss that fish scales and reptile
4 How birds reproduce
scales are different. 1
Birds are oviparous animals. They hatch
from eggs laid on land. Birds incubate 2
2 How reptiles reproduce their eggs, feed and take care of their 3
babies. A crane. Observe the wing feather. 4
• Ss read. Then add ‘oviparous’ to the
All column on the board.
46 forty-six
3 Birds
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• Ss name as many types of birds as
they can.
• Explain that birds need feathers to fly Further activities
and to keep warm. Write the headings Mammal, Reptile, Bird on the board. Ss work in
• Explain: Some of their bones are hollow groups and make lists of as many animals as they can under the
to make their skeletons lighter for flight. headings. Ask each group to read out their list. Award points to groups
which have an animal on their list that no other group has.
Ss draw or bring in a picture of their favourite reptile and make a
poster. They add some information from the text on page 46.
46
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UNIT 4
4 How birds reproduce
• Ss compare the way birds and reptiles
5 Birds and dinosaurs
reproduce: How are they similar?
Dinosaurs were reptiles that lived on Earth
(They're oviparous). How are they
millions of years ago. They are extinct now,
but scientists can study their bones. different? (Reptiles do not incubate or
take care of their young, but birds do.)
Some dinosaurs were enormous, bigger
than elephants. Others were small and • Play track 4.3. Ss listen say reptiles,
their bodies were covered with feathers. birds, or both.
For this reason, scientists think that birds
are descended from dinosaurs.
5 Birds and dinosaurs
The Archaeopteryx was like a bird.
• Explain that most dinosaurs were
big reptiles. There were also smaller
dinosaurs that were like birds.
• Ss infer the meaning of descended
Hands from.
on!
Name: tortoise
Make an animal Vertebrate group: reptile Hands on!

index card skin: covered by a hard shell
• Ss read the index card. Do another
Read the example. limbs: 4 legs
example together on the board about
Then, find a picture Food: carnivorous geckos: reptile (lizard), scales, four legs,
of a bird, copy Breathing: lungs carnivorous, uses lungs, oviparous.
the headings and Reproduction: the babies
make your own grow inside eggs (oviparous) • In pairs, Ss choose a reptile and make
bird index card. a card.

Questions
1. How are birds and reptiles similar? How are they different?
Activity Book
2. Can crocodiles breathe underwater? Why? / Why not?
3. Do birds have scales?
Pages 24 and 25
4. Can you name birds that cannot fly? Can you name a bird with no feathers?
forty-seven 47
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Further activities
Revise birds and reptiles. Divide the class into two teams. Ask questions
and award points for correct answers: How do reptiles reproduce? What
is the difference between a bird’s upper and lower limbs?
Bring bird feathers to class. Show how tail feathers and wing feathers
are different. Explain that they have different functions: for keeping
warm, for flying, for speed, and steering, etc.
Bring in a chicken’s skeleton. Explain that a bird’s sternum is large
because it contains important wing muscles for flying.
47
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Fish and dorsal fins caudal fin
amphibians
4.4
4.4
Objectives H
4 Ho
• To learn the main characteristics of Am
fish and amphibians lai
1 Fish Th
• To learn how fish and amphibians
Fish are aquatic animals. They breathe Th
reproduce in oxygen from water using their gills. leg
anal fin
• To illustrate and label a sequence of Their bodies are covered with shiny
gills pectoral fin pelvic fin
drawings scales, and they swim using their fins.
Some fish, like trout and carp, live
in fresh water. Others, like hake,
Key language sardines or sharks, live in salty water.
A
• Vocabulary and structures: fish: anal /
caudal / dorsal / pectoral fin, gill, pelvic 2 How fish reproduce
fin, scale; amphibian: frog, frog spawn, Fish are oviparous animals. They lay
salamander, tadpole, toad; lung, oxygen, many small eggs in water. These eggs
skin, tail; aquatic, bare, oviparous; have no protective covering, and the
fish do not incubate them. Fish do not B
breathe (in), incubate, hatch, lay (eggs),
take care of the baby fish.
swim, take care of
3 Amphibians
Presentation Amphibians have bare skin and they
1 Fish can breathe through lungs and through C
their skin. They have four legs. Frogs
• Ss look at the illustration. Name the and toads have longer hindquarters
parts. Read the text with the class. and no tail. Newts and salamanders
have four equal legs and a long tail.
• Explain: Mammals and reptiles breathe
oxygen from the air. Oxygen is also Amphibians are oviparous and do not
take care of their babies. A Eggs. B Baby fish. C Adult fish.
in water. What do fish use to breathe
oxygen? (Gills.)
Amphibians.
• Ss scan for further answers: What kind
of scales have fish got? What are fins
salamander
for?
frog
• Explain that sharks are fish: The 1
largest fish is called a whale shark.
Show Ss an photograph. toad 2
2 How fish reproduce 48 forty-eight

• Ask about the three photos: Are fish
born from eggs or their mother’s womb? 179203 _ 0042-0053.indd 48 21/12/10 10:10 179203 _ 0042-0
Do the eggs look hard or soft? Do fish

lay a lot of eggs at one time? Do they
Values education
incubate their eggs?
Polluted water is dangerous for fish and amphibians. Ss think of ways
• Read the text and Ss point to the
to keep river water clean. Control disposal of waste water in rivers. Buy
appropriate photos.
cleaning products that don’t harm the environment. Don’t pollute water with
toxic waste. Etc.
3 Amphibians
• Ss look at the illustrations of
Further activities
amphibians. Define bare skin: this
means amphibians haven’t got hair, fur, Ss often confuse reptiles and amphibians. Bring in illustrations of
feathers or scales. They’ve got wet skin both. Write amphibians in red and reptiles in blue. Show an illustration
that is very thin. So amphibians can also and Ss hold up either a red or blue pen.
also breathe oxygen through their skin. Introduce the names of fish found in the market or in the area. Which
• Explain that amphibians evolved from ones do Ss eat? (Tuna, swordfish, cod, hake, halibut, sea bream.)
fish and other aquatic animals.
48
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UNIT 4
4.4
4.4
4 How amphibians reproduce
4 How amphibians reproduce
• Ss look at the frog tadpole and read
Amphibians are oviparous. Tadpoles hatch from eggs
the text. Compare the way amphibians
laid in water. Tadpoles are different from the adults.
They breathe through gills and have a tail to swim. and fish reproduce: How are they
tadpole
They live in water. As they develop, tadpoles grow similar? (They lay their eggs in the
legs. They leave the water and live on land. water. They hatch from soft eggs.) How
are they different? (Baby fish look like
adult fish. Frog tadpoles look different
from adult frogs.)
Hands Drawing a sequence
on! This sequence shows how a tadpole turns into a young frog.
Hands on!
The tadpole hatches
The tadpole grows • Explain that the diagram shows the life
from the egg Arrows show
Drawings back legs the sequence
are simple cycle of a frog. Read the labels and
FROGSPAWN TADPOLE check understanding.
• Play track 4.4. Ss listen and follow the
The tadpole grows
sequence of drawings with their finger.
front legs • In groups of three, Ss copy the
Write the
The tail gets
names below
YOUNG FROG shorter TADPOLE WITH Put explanations
sequence of pictures of the swallow
each drawing
FOUR LEGS next to the arrows and write the labels for the last two
pictures.
• They cut out their illustrations and
Copy and complete the following sequence of drawings. make a group poster, using the life
cycle of the frog as a model.
female lays after
the eggs 15 days

a pair of swallows ……………… ……………… Reinforcement worksheet 12
Questions Activity Book

1. What do animals use gills for? 3. Do fish breathe in oxygen from air? Pages 26 and 27
What vertebrates have gills? 4. Do amphibians breathe through gills
2. Where do fish and amphibians lay eggs? or lungs?
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Further activities
Describe the life cycle of the frog, sentence by sentence, leaving gaps
for the Ss to say the missing word: In spring, a female adult frog hops
to a pond. It lays frog eggs in the … (water). These eggs are called frog
… (spawn). A … (tadpole) hatches from each egg. Etc.
In small groups, Ss make posters about vertebrates. They draw or bring
illustrations to class, deciding together which group(s) their vertebrates
belong to: I think this is an (amphibian). You’re right. / I don’t think so.
I think it’s a (reptile).
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Activities
Objectives
• To revise the key concepts of the unit 1 Use the words to complete the text.
their own learning limbs hair fur gills mammals tail
feathers lungs head skin scales egg
Key language
The bodies of vertebrates have a ……… , a trunk and ……… .
• Vocabulary and structures: feather, fur, Many vertebrates also have a ………. .
gill, hair, head, limb, lung, mammal, Fish and reptiles have ……… all over their bodies. Amphibians have bare
scale, skin, tail, trunk, womb; pollution; ……… . Birds have ……… and mammals have ……… or ……… .
endangered; breathe (through) Birds breathe using their ……… . Fish breathe using their ……… .
……… grow inside the mother’s womb. Fish grow inside an ……… .
Activities
Ibe
1 Use the words to complete the text. 2 Copy and colour the sketch. Then, complete the characteristics of mammals. It on
som
• Revise unit vocabulary: Which in th
Pen
words describe mammals? Ss name
appropriate words from the word box. Its skin is covered
(Limbs, hair, lungs, fur, head, skin, with .……… .
mammals, tail.) Repeat with reptiles, It breathes
birds and amphibians. through .……… .
• Ss complete the sentences with the The babies are

born from .……… .
list of words.
New born babies
drink .……… .
2 Copy and colour the sketch. Then,
complete the characteristics of
mammals.
• Ss name all the characteristics they a. lo
3 Guess the animal. Re
remember about mammals. Write them
on the board. A B C
• Ss brainstorm examples. Write down I have scales and live in I also have scales and hatch from I can fly, but I come from my
their ideas. water. I hatch from an egg an egg, but I breathe through mother’s womb and drink her Th
and breathe through gills. lungs and do not have legs. milk.
• Ss use the words to help label their b. W
sketches. cla
3 Guess the animal. 50 fifty
• Divide Ss into groups of three and 179203 _ 0042-0053.indd 50 21/12/10 10:10 179203 _ 0042-0
assign each group a paragraph.

Each member reads their paragraph
individually and thinks of the answer. Further activities
• The group discuss their answers and Do a quiz to revise unit concepts and vocabulary. Prepare questions
decide if they agree or not: Yes, you’re about each vertebrate group. Bring in images of these animals. Divide
right. / No, I don’t think this is the the class into teams A and B. Award team points for correct answers.
answer because... (Name three vertebrate groups that are oviparous. True or false: Birds
• Compare answers as a whole class. are the only vertebrates that can fly. Look at this photograph: Is it an
amphibian or a reptile? Etc.)
In groups, Ss invent a new riddle about an animal. They exchange
riddles with another group and try to solve each other’s riddles.
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UNIT 4
Your turn!
YOUR TURN ! Endangered vertebrates
• Read the texts with the class.
• Check understanding: Where does the
Iberian lynx.
Iberian lynx live? What is dangerous for
It only lives in the European turtle?
Spain. There are
very few pairs. • Ss write the name of their favourite
Imperial eagle.
This Iberian eagle animal and any information they
is rare, but its already know about it.
population is
growing. • Ss research more information about
their chosen animal and bring it to
class.
European turtle. It lives in quiet
Iberian barbel.
rivers and ponds. Pollution is
• Ss should try to write their own
It only lives in
some rivers
very dangerous for it! sentences. Help by writing stem
in the Iberian sentences on the board: The ... is an
Peninsula.
Alpine newt. It lives endangered vertebrate. It is (oviparous)
ed in the mountains of / (viviparous). It lives... . We can protect
Cantabria and near
Madrid. It needs it by... .
clean water to live
and reproduce.
• Ss write a rough paragraph. Correct
it so they can copy it onto coloured
card. Display these animal cards in the
.
classroom.
• As a whole class, discuss why it is
EndangErEd vErtEbratEs important to protect endangered
animals. Encourage Ss to respect each
other’s turn to speak and opinions.
a. look for information and write a short paragraph about one of these animals. Write appropriate ways of disagreeing
Remember to include: on the board: I agree. / I disagree
– where it lives – what it eats because... .
– how it reproduces – how we can protect it
Then, draw a picture or glue a photo. Teacher’s Resource Book
b. Why is it important to protect endangered animals? share your opinions with your Extension worksheet 4
classmates.
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Values education
Talk about the balance of nature: Herbivores eat plants. If there aren’t
enough plants, what happens to herbivores? How does this affect carnivores?
What do they eat? How can we protect the balance of nature? (Create
preservation areas. Don’t destroy trees.)
Further activities
Ss list their ten favourite vertebrates from the unit. Make a class list.
Ss make a vocabulary list.
Ss find out about endangered species in their area. They make a
poster using the one in their books as a model, with the slogan: All
animals are important!
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Revision I
Objectives 4.5
• To revise and apply the key concepts of 1 Read the summary.
the unit
• To practise summarising a text Vertebrate animals
• To give Ss the opportunity to evaluate Mammals breathe through lungs and most of them
their own learning have fur or hair. They are viviparous and the
babies drink their mother’s milk.
Reptiles breathe through lungs and have
Key language scales. They are oviparous and do not take care
of their babies.
• Vocabulary and structures: vertebrates:
amphibian, bird, fish, mammal, reptile; Birds breathe through lungs and have feathers, wings
and a beak. They are oviparous and take care of their babies.
beak, feather, fur, gill, hair, lung,
scale, skin, wing; endangered species, Amphibians are born in water and breathe through gills.
When they are adults, they live on land and breathe through
environment, pet; bare, oviparous / lungs. They are oviparous and do not take care of their babies.
viviparous, prohibited; breathe
Fish live in water, breathe through gills and have scales.
(through), take care of, take home They are oviparous and do not take care of their babies.
Revision
1 Read the summary.
Fish Amphibians Reptiles Birds Mammals
They breathe
What are the five vertebrate groups? through
gills lungs
Which group is viviparous? Which group
Their bodies are
has scales? Which group has feathers? bare skin
covered with
Which groups breathe through gills? two wings
The limbs are
and two legs
2 Copy and complete. Use the The reproduction is oviparous

small groups.
• Combine small groups to correct.
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Further activities
Read key words from the summary and Ss name the vertebrate group.
T: oviparous, limbs, bare skin. Ss: Amphibians.
Ss choose a favourite vertebrate animal and make an index card
with the headings: Name, How it breathes, Body covering, Limbs,
Reproduction.
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UNIT 4
I can
Choose a pet I can
Do you have a pet? Would you like to have one? Choose a pet
You need to choose your pet carefully and then take • With their books closed, Ss brainstorm
care of it. Fill in the chart, writing YES or NO to help pets for two minutes. Write the words
you decide. on the board.
• Ask the two opening questions.
Conduct a survey by raise of hands.
Hamster Dog Cat Bird Fish
• Explain that a pet is an important
i like it. responsibility: You must take good care
of your pet, so you need to choose the
i can play with it. best pet for you and your family.
My parents agree.
• Ss copy and complete the charts
individually.
i can take care
• In pairs, Ss discuss which pet is their
of it.
best option.
it is expensive.
i have time and Our world

a place for it.
• Define wild animals. Explain that they
are happier and healthier when living in
their natural surroundings: Would a lion
OUR WORLD
make a good pet? What happens when
Don’t take them home! a baby lion gets bigger?
Some people take home animals they find in the countryside. • Read the text. Stress that laws make
Many frogs, lizards and birds are protected and it is it illegal to take endangered species
prohibited to have them as pets. It is very important from their natural habitats.
to leave these endangered species in their natural
environment.
Do you think that it is a good idea to have Teacher’s Resource Book
forest or wild animals as pets?
Is it easy to take care of these animals at home?
Test 4
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Further activities
Divide the class into five groups, one for each pet. Ss brainstorm all
the positive aspects of their animal as a pet. For example: A hamster
isn’t expensive.
Find out about local organisations that protect animals and offer pets
to adopt. Ss make publicity posters with the slogan: Adopt a pet!
Ss practise taking care of a pet by choosing a virtual pet on the Internet
(www.adoptme.com) either individually or as a class. There is no need
to register and the pet is free.
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5 Invertebrate animals
Unit content

• To learn the main characteristics of jellyfish, • Characteristics of jellyfish, worms, molluscs and spiders
worms, molluscs and spiders • Characteristics of insects
• To learn the main characteristics of insects • The life cycle of insects U
• To study the life cycle of insects • The production of honey
• To learn how bees make honey • The classification of animals
• To draw animals • The Spanish moon moth
• To classify animals
• To read about the Spanish moon moth • Observing labelled photos
• Reading descriptions in order to identify and draw
Language objectives the animals
• Studying the life cycle of insects through a sequence
• To indicate similarity with the preposition like:
of photos
They look like bags of jelly.
• Following steps to produce a scientific drawing
• To describe frequency using usually:
They usually have hard shells for protection. • Studying the process of honey production through
a sequence of photos
• To introduce an alternative with the conjunction
or: Is this a bird or an insect? • Completing a chart to summarise the characteristics
of invertebrate animals
• Classifying animals
Assessment criteria • Reading a text about the Spanish moon moth
• Describe the main characteristics of jellyfish, • Completing reading comprehension activities based
worms, molluscs and spiders on the text
• Describe the main characteristics of insects
• Showing interest in learning about the work of honey
• Explain the life cycle of insects bees
• Describe how bees make honey
• Understanding the importance of beneficial insects
• Produce a scientific drawing of an animal P
• Understand how animals are classified • Showing interest in producing competent scientific
drawings •
• Explain how the Spanish moon moth was
discovered • Showing interest in learning about the endangered
Spanish moon moth •
54A
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Competences
Knowledge and interaction Cultural and artistic Autonomy and personal
with the physical world competence initiative
• Studying the process of honey • Appreciating the beauty of • Revising some key concepts
production (SB p. 59: Why insects animal forms (SB p. 54: The of the unit (SB p. 62: Revision)
are important) nautilus: living in a submarine; • Revising the key concepts
• Observing an animal in order to p. 58: Body parts of a locust; acquired during the term (SB
reproduce it correctly (SB p. 61: p. 63: The Spanish moon moth) p. 64 and 65: Term revision)
How to draw an animal) • Completing a scientific drawing
of an animal (SB p. 61: How to
draw an animal)
Unit outline
Unit 5. Invertebrate animals
Invertebrate
Insects
animals
Hands on!
How to draw
an animal
I can Our world

Revision
Classify animals The Spanish moon moth

• Content: understanding the life cycle of insects; September October November December January
managing to produce scientific drawings
• Language: the pronunciation of sting, snail, scallop,
spider, spin, scared, Spanish; correct use of the unit February March April May June
structures
54B
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Objectives
• To differentiate between vertebrates
and invertebrates
5 Invertebrate
animals
W
• To learn some invertebrate animals

The nautilus:
living in a submarine
Key language The nautilus is a marine animal.
• Vocabulary and structures: It lives in one part of its big,
invertebrates: ant, beetle, butterfly, fly, beautiful shell. The other part
5.1
insect, jellyfish, mussel, prawn, snail, of the shell has compartments. 1.
spider, tarantula, worm; vertebrates: When these compartments
mouse, snake, trout; aquarium, are full of water, the nautilus
backbone, compartment, nautilus, shell, sinks to the sea bed. When the
submarine, surface; full; float, sink compartments are full of air, the
nautilus floats to the surface of
the sea. It’s just like
Presentation a submarine!
• Ss look at the photographs of the
nautilus. Ask questions: Where does
the nautilus live? In the sea or on land?
Does it walk or float? Do you think its
shell is hard or soft? Read the text
about the nautilus.
• Ss look at the cross section of the THINK ABOUT
shell. Which part does the nautilus
live in? Point to the compartments. • Is the nautilus a vertebrate or
an invertebrate?
When the nautilus floats, are the
compartments full of air or water? • What makes the nautilus
float?
• Give a definition of an invertebrate: • Can you name other
Invertebrate animals haven’t got invertebrate animals?
a backbone. Ask: Do you think • Do you know the names of
the nautilus is a vertebrate or an other animals with shells?
• Do you ever visit marine 2.
invertebrate?
parks or aquariums?
• Point out that the nautilus looks like a 3.
snail because it has a shell, but it has
tentacles to catch sea animals. 54 fifty-four
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Further activities
In pairs Ss make a list of invertebrate animals they can remember. Ask
Ss to call out the names of animals and make a class list on the board.
Show pictures of a hermit crab. Explain how hermit crabs do not have
a shell of their own. In order to protect their bodies, they take over an
empty shell from another animal.
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UNIT 5
Invertebrate animals IN THIS UNIT, YOU WILL…
Invertebrate animals
Invertebrate animals haven’t got a backbone. • Read the text. Check understanding:
Jellyfish, worms, snails, mussels and spiders • Discover the Is a snake a vertebrate or an
are invertebrates. characteristics
of jellyfish.
invertebrate? It is a vertebrate because
Insects are also invertebrates. For example, it has a backbone.
al. butterflies, ants, flies and beetles are • Find out about worms.
1. Ss copy the chart and decide which
invertebates. • Learn about molluscs.
group each animal belongs to: I think
• Learn about spiders.
5.1 (the snake) is a vertebrate because it’s
. 1. Copy and complete the chart. • Learn about insects.
got a backbone. I agree. / I don’t think
• Study the life cycle of so.
insects.
• Compare animal
he drawings. their charts.
f snake • Read about the 2. In small groups, Ss brainstorm and
mussel Spanish moon moth. write a list of invertebrates.
Groups take turns reading their lists
mouse prawn
out loud. Write the animals on the
board.
3. Volunteers from each group come to
trout the board and write the name of an
tarantula
insect.
or
Vertebrates Invertebrates
snake
2. Name three more invertebrates.
3. Name three more insects.
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Values education
Talk about the importance of the diversity of animal species to the Earth’s
ecosystem. Some insects help decompose organic matter which provides
the nutrients that plants take from the soil. Some insects help to pollinate
plants. What would happen if there were no insects? (There would be no
pollination, therefore no flowers.)
Further activities
Divide the class into pairs. Hand each pair two flashcards, one vertebrate
and one invertebrate. Pairs come to the front of the class and describe
their pictures: A mouse has got a backbone. It’s a vertebrate.
Ss choose an invertebrate animal and make an index card with the
headings: Name, Where it lives, How it moves, What it eats.
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Objectives
3 M
• To learn about different types There are many different types of Th
of invertebrates: jellyfish, worms, invertebrate animals. Some live on bell mo
land and some live in water.
molluscs, spiders ha
cla
• To identify the main characteristics of 1 Jellyfish mouth Sn
these invertebrates
Jellyfish are invertebrates that live in the on
sea. They look like bags of jelly. They So
have tentacles that sting. Jellyfish do not
Key language swim using fins like fish. They float with
ex
• Vocabulary and structures: the sea currents and use propulsion.

invertebrates: arthropod, centipede, tentacles 4 Sp
clam, crab, insect, jellyfish, mollusc, 2 Worms Sp
mussel, octopus, scallop, slug, snail, Worms are long and thin. Their bodies ca
are soft, and they do not have legs. an
spider, tapeworm, worm; anus, bell
Many worms live underground, while Sp
bump (clitellum), mouth, shell, tentacle;
others live in the sea. we
float, spin, sting, trap Some worms, such as the tapeworm, th
tha
live inside the human body. They can
make people very ill.
Presentation Jellyfish. This type of jellyfish is common on
Adult worms have a bump on the body
the Mediterranean coast. Its tentacles sting.
1 Jellyfish called a clitellum. It is part of their 1
reproductive system.
• Ss look at the diagram of the jellyfish.
Ask if they have ever seen one in the 2
sea.
mouth bump (clitellum) anus
• Point to the tentacles. Explain that
jellyfish use them to help catch their
prey and to protect themselves. The
tentacles release poison which stings
the prey. They also have a mouth for
feeding, and a bell to cover their soft
body.
• Read the text, pausing at the words
sting, float and currents to check
understanding. Earthworm. Earthworms make tunnels in the
soil. This lets in air which is good for the soil.
2 Worms
56 fifty-six
worm. Ask: Are worms long or short?
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Have they got any legs? Where is their
mouth? Do they live on land or in the
soil? Have they got tentacles? Values education
• Read the text with the Ss. Talk about the importance of maintaining the balance of nature. Ask Ss to
• Brainstorm how invertebrates protect think of invertebrates that are useful, so they shouldn’t harm them. (Worms
their soft bodies. (With their shells; are good for the soil. Jellyfish are a vital part of the ocean’s food chain.)
by hiding underground; with poison in
their skin, etc.)
Further activities
Divide Ss into two groups: jellyfish and worms. Name characteristics of
each animal. The group stands up if their animal has the characteristic.
Ss look on the Internet for pictures of a giant squid. Explain that this is
one of the biggest animals in the world. It is an invertebrate that lives
deep in the sea. Its tentacles can measure up to eight metres. Giant
squid are difficult to see because they rarely come to the surface.
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UNIT 5
tentacles for the tentacles
shell sense of touch with eyes
3 Molluscs
head
3 Molluscs
• Ss look at the photograph of the snail
There are many types of molluscs. All
Ask: How does it protect its body? (With
molluscs have soft bodies. They usually
have hard shells for protection. Snails, foot a shell.) Where are its eyes? (On the
clams, scallops and mussels are molluscs. end of its tentacles.) Point to the two
Snails have a hard, spiral shell. They have sets of tentacles on the snail’s head
one flat foot for moving. They eat plants. and explain: Two tentacles contain the
Some molluscs do not have shells. For eyes. The snail uses the other tentacles
example, the slug and the octopus. to feel things.
Snails. They hide in their shells when they • Volunteers read the text. Talk about
4 Spiders sense danger. the different types of mollusc: The
Spiders belong to a group of animals octopus has got tentacles, but it hasn’t
called arthropods. Centipedes, crabs got a shell. Snails are herbivores, but
and insects are also arthropods. octopuses are carnivores.
Spiders have eight legs. Most spiders spin
webs to trap insects. They eat the insects
that they catch in their webs. 4 Spiders
• Read the text. Explain that arthropod
Questions means ‘articulated legs’: All arthropods
have legs with joints. Insects have six
1. What part of its body does the articulated legs, and spiders have eight.
jellyfish use for stinging?
2. Name two molluscs that haven’t got
a shell. Spider’s web. Now you!
• Revise the four invertebrate groups.
• Play track 5.2. Ss read, listen and say
NOW YOU! the invertebrate. Ss draw the animals.
5.2
What animal is each child talking about? Draw each animal.
A It floats in the water. B It spins webs to trap C It has a flat foot.
It can sting you with its insects. It hides in its shell when Reinforcement worksheet 13
tentacles. it is scared.
Activity Book
.
Pages 28 and 29
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Further activities
Show photographs or flashcards of invertebrate animals. Ss say which
group they belong to: jellyfish, worms, molluscs or spiders.
If possible, bring live snails to class in a transparent box with leaves
and stones, for Ss to see. They can draw the snails and label the shell,
mouth, foot and two sets of tentacles.
Bring in open mussels to class. Let the students examine them. Then
they draw the animal and its shell. Explain that some molluscs produce
pearls. The oyster is a typical example.
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Insects A
Objectives
• To learn the main parts of an insect’s 1 What are insects like?
body: head, thorax and abdomen Insects are the largest group of
• To learn the life cycle of some insects animals. They are invertebrates. wings
eye
Ants, beetles, cockroaches, butterflies,
• To appreciate the importance of flies and mosquitoes are all insects.
insects legs
antennae
Insects’ bodies are divided into three
main parts:
Key language • The head contains the mouth, the
eyes and two antennae. F
• Vocabulary and structures: abdomen,
• The thorax contains six legs
antenna / antennae, head, thorax, wing; and four wings. head
invertebrates: ant, bee, beetle, butterfly, • The abdomen contains the organs.
cockroach, fly, locust, mosquito, silk
moth; life cycle: cocoon, caterpillar, abdomen thorax
larva / larvae, offspring; beehive,
beekeeper, comb, honey, nectar, wax; Body parts of a locust.
damage, hatch, pollinate, preserve,
sting, transform
2 The life cycle of insects A B
Presentation Insects are oviparous. When the
egg hatches, the offspring looks like 5.3
5.3
1 What are insects like? a worm. It hasn’t got any wings or 3 W
• Ss scan the text for names of insects. antennae. It is called a larva
In
Ins
Explain that insects are the most for some insects, and a caterpillar for
butterflies and moths. Larvae and •
numerous species in the animal world. caterpillars eat all the time.
Read the first paragraph. •
In the case of the silk moth, when D C •
• Read the second paragraph. Ss look the caterpillar grows large, it makes
at the photograph of the locust. Point a cocoon. It goes through many more •
out that although there are many changes. Finally, an adult silk moth So
emerges from the cocoon. be
different types of insects, they have
common features: They all have a head •
with a mouth, eyes and antennae. They •
all have six legs, four wings and an The life cycle of a silk moth. A Eggs. B Caterpillar. •
abdomen with organs. C Cocoon. D Silk moth.
•
2 The life cycle of insects 58 fifty-eight
• Ss to look at the photographs of the

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silkworm. Ask the class if they have
ever had silkworms at home. Explain
that silkworms eat mulberry leaves. Further activities
• Volunteers read the sentences. Ss Ss examine an ant farm in class or watch ants in the playground:
decide which photograph is being What different kinds can you see? How do they move? What food do
described. they transport?
• Explain difficult vocabulary: The cocoon Ss examine insects with a magnifying glass: under rocks, on tree
is the silk covering that protects the trunks or under fallen leaves. Remind Ss to leave things as they found
caterpillar. them. Ss draw the insects in a field journal. In class, Ss name the
insects in their journals. If Ss capture specimens in a transparent jar
for study, remind them to return the specimens to their natural habitats
afterwards.
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UNIT 5
A B C 3 Why insects are important
• Say: Although insects are small, their
role in nature is very important.
• Ss look at the illustrations of how
honey is made. Explain: Bees produce
Bees drink the nectar They take the nectar The nectar is collected honey, which people eat. This is the how
e
of flowers. to the beehive. in the cells of the comb, honey is made. Read the texts for each
which are made of wax.
illustration. First, bees drink the nectar
from flowers. Next, they take the nectar
F E D to the beehive. Etc.
• If possible, bring in a honey comb and
d
products made from bees wax for the
class to examine.
• Ask questions: Where is the nectar
collected? What do the bees cover
The beekeeper collects Other bees cover the honey After two or three
the honey and wax from with wax to preserve it. weeks the nectar is
the honey with? What do you call the
the comb. transformed into honey. person who looks after the bees and
collects the honey?
How honey is made. • Explain that although some insects
can be harmful to people, they are
5.3
5.3
a necessary part of the life cycle of
3 Why insects are important many living things: They help plants
reproduce and grow, and they are food
Insects are important for many reasons:
for other animals.
• They provide food for other animals.
• They eat dead animals and plants. Questions or False.
• They help pollinate plants.
1. What is an easy way to tell if an
• Some make honey or silk. animal is an insect?
2. Discuss the benefits of insects with
Some insects can also be harmful
because: your classmates. Reinforcement worksheet 14
• They sting. 3. Some insects can be harmful. Do
you think it would be a good idea
• They transmit diseases. Activity Book
to eliminate many insects? Discuss
• They damage crops. with your partner.
Pages 30 and 31
• They eat our food, clothes and wood.
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Values education
Explain that all animals are important to the Earth’s ecosystem. Talk
about ways to protect the ecosystem. (Limit the use of pesticides and
insecticides. Buy organically-grown food.)
Divide the class into groups. Assign a new vocabulary word to each
group. They think of a definition for their word and write it on the board:
Insect offspring. The class says the word. (Larva.)
Organise a field trip to a Natural Science Museum to look at the insects
on display. Remind Ss that these collections are created by scientists.
We shouldn’t collect insects ourselves.
Bring in a box of silkworms. Allow Ss to observe the life cycle of the
silk moth. Every day, Ss draw or photograph the changes.
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the following sentences.
their own learning legs antennae wings abdomen
head thorax eyes
Key language
• Insects’ bodies have three main parts, the .......... , the .......... and the .......... .
• Vocabulary and structures: abdomen,
• The .......... and the .......... are part of the insect’s head.
antennae, thorax, wing; butterfly,
• The thorax contains six .......... and four .......... .
cocoon, caterpillar, larva / larvae;
jellyfish, mollusc, spider, worm; beetle,
2 In your notebook, write what is happening in each picture.
dragonfly, magnifying glass, sketch
q w e r
Activities
Example: There is a
▲
1 Copy and complete the following caterpillar in the first
sentences. picture.
• Revise the parts of an insect.

• Ss complete the sentences. 3 What group of animals does each silhouette belong to? Explain your answer. •
2 In your notebook, write what is worms molluscs spiders jellyfish

happening in each picture.
• Revise the life cycle of insects.
• Ss describe the sequence of pictures.
A B C D
• Write up their answers. Ss copy them
in their notebooks.
4 Write two invertebrates for each category.
3 What group of animals does each
with a soft body with a shell •
silhouette belong to? Explain your
answer.
with legs without legs
• Ss answer in their notebooks and then
compare with a classmate. S1: I think land aquatic
number 1 is a jellyfish because it’s got
tentacles... .
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4 Write two invertebrates for each 179203 _ 0054-0063.indd 60 20/12/10 18:13179203 _ 0054-0
category
• In pairs, Ss think of two invertebrates Further activities
for each category.
Ss play Hangman to revise the unit vocabulary.
• Ss read their answers out loud.
The class decides if they are correct: Ss write their sentences from activity 2. Underneath, they draw the
Pair 1: A worm and a slug are pictures from the book out of order. They exchange notebooks with a
invertebrates with a soft body. (Yes.) partner and match each other’s pictures to the sentences.
In groups of three, Ss make a wordsearch with unit vocabulary. They
exchange puzzles with another group and do each other’s wordsearches.
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UNIT 5
Hands on!
How to draw an animal
• Refer Ss back to page 58: What are
the main parts of an insect? Explain
Hands How to draw an animal that these are important details to
on! First, look at the animal through a magnifying glass. remember when drawing an insect.
Compare the photograph of a fly with the drawings. • Ss focus on each step of the sketch.
A B C Read the texts below them.
• Start the first stage of the sketch
on the board. Volunteers add more
details. Label each part of the fly:
head, wings, legs, eyes, abdomen,
thorax, antennae.
Use a pencil to draw Trace over the pencil lines
the basic shape of Add more details. with a permanent marker.
the body. Erase the pencil lines. Draw the beetle in the photo. Use the
sketch to help you.
• Ss copy and complete the sketch of
• Draw the beetle in the photo. the beetle in their notebooks.
Use the sketch to help you. • Remind Ss to use a sharp pencil and a
rubber, if they make mistakes.
Draw a picture of this dragonfly in your

notebook. Label the body.
• Tell Ss that this animal is called a
dragonfly. Ask: Is it an insect? How can
you tell? What are its main parts?
• Ss draw and label the dragonfly in their
• Draw a picture of this dragonfly in your notebook. notebooks. Point out that, like the fly,
Label the body. the dragonfly has tiny antennae on the
top of its head.
abdomen head thorax
legs wings antennae
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Further activities
Give Ss pictures of insects. They cut them out, stick them on card, and
then label the main parts.
Hand out pictures of other insects. Ss write three or four sentences
about their insect. Post them on a class bulletin board like insect
exhibits at a museum.
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Revision I
Objectives 5.4
the unit
• To give Ss the opportunity to evaluate Invertebrate animals can be classified into
their own learning groups: jellyfish, worms, molluscs and
arthropods.
• Jellyfish are marine animals. They have
Key language tentacles that sting.
• Vocabulary and structures: • Worms are long and soft. They do not have legs.
invertebrates: arthropod, crab, • All molluscs have soft bodies. Snails and mussels
earthworm, insect, jellyfish, mollusc, have shells. The octopus does not have a shell.
mussel, octopus, snail, spider, worm; • Spiders, crabs and insects are all arthropods.
abdomen, antennae, shell, tentacle, • Insects’ bodies are divided into three main parts: head, thorax
thorax, wing; larva / larvae, Spanish and abdomen. The head contains the antennae. The thorax
moon moth, species; capture, classify, contains six legs and four wings. The abdomen contains the
discover, dry, sting organs.
Revision
1 Read the summary.
• Play track 5.4. Ss read and listen to INVERTEBRATE
the summary. Pause to ask questions: ANIMALS
What are the five invertebrate groups?
Which group has articulated legs? can be classified into groups
Which group are marine animals?
Which group usually has shells?
jellyfish .......... molluscs ..........

information from the summary. for example for example for example
• Ss copy the chart in their notebooks

.......... spiders
and complete it in pairs or individually. earthworms .......... crabs
.......... insects
62 sixty-two
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Further activities
Read key words from the summary (Marine, tentacles, sting). Ss name
the invertebrate group. (Jellyfish.)
Ss cut index cards in half to make four invertebrate group cards. Ss
copy the key words in a vertical list on one side of the card and write
the invertebrate group on the other: long bodies, soft bodies, no legs;
worms.
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UNIT 5
I can
Classify animals I can
When you classify animals, you say what group they belong to. Classify animals
For example, ‘Snails are molluscs’. • Revise vertebrates and invertebrates.
Answer these questions and explain your answers. Ask questions: Is a bee a vertebrate or
an invertebrate? Ss: It’s an invertebrate
A B C because it hasn’t got a backbone.
• Ss look at the photographs. In pairs
they answer the questions. Check as
a whole class. Ss write the answers
in their notebooks. A. This is a bird
because it’s got a beak and feathers.
B. This is a vertebrate because it’s a
Is this a bird or an insect? Is this a vertebrate or Is this an insect or reptile and it’s got a backbone. C. This
an invertebrate? an amphibian?
is an insect because it hasn’t got bare
skin like an amphibian.
OUR WORLD
The Spanish moon moth Our world
Every year, scientists and ordinary people discover • Explain that every year new animals
new species of animals all over the world.
and plants are discovered in the world.
In 1848, a Spanish scientist named Mariano Paz
Graells discovered a beautiful, large butterfly. He • Read the text with the class. Check
captured and dried it. Then, he gave it to Queen understanding: Is this a butterfly or
Isabel II of Spain as a gift. The butterfly was so a bee? Who discovered it? What is it
beautiful that she wore it on her dress. Now, the Spanish called?
moon moth is a protected species because it is very rare.
• The class answers the questions
Maybe one day you will discover a new species!
orally. Explain that a city isn’t a good
Describe the Spanish moon moth in the photo.
place to discover new species because
Why do you think people discover more insects than man destroys animal habitats to build
other animals?
cities.
Is a city a good place to discover new species of animals?
Look for new species of animals discovered in your country
recently. Make one list with your classmates. Teacher’s Resource Book
Test 5
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Further activities
Ss draw the Spanish moon moth from the photograph and label the
main parts.
Divide the class into small groups. Assign each group a picture of
an invertebrate. Each group writes down three questions about their
picture. They exchange pictures and questions with another group.
Combine two groups and Ss take turns reading each other’s questions
aloud and answering them orally.
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Term revision
Objectives
• To revise the key concepts of the term UNIT 1 UNI
• To give Ss the opportunity to evaluate 1 Identify the body parts. 5 5Wha
W
their own learning
C D E F
• To formally test knowledge acquired
during the term
B
Key language A
• Term vocabulary and structures: body:
abdomen, arm, forearm, leg, thigh; 2 Write the word for each definition. 6 6Expla
Ex
auditory nerve, bone, brain, joint,
a. Strong and rigid organs. They make up
muscle, organ, skeleton; hearing, the skeleton. UNI
sight, smell, taste, touch; ear, eye, (Reproducir SB3, b. Places where the bones join together.
p. 64: código 179203)
nose, skin, tongue; cochlea, olfactory 7 7Gues
Gu
c. Elastic organs which are attached to the bones
bulb, retina, smell receptor, taste bud, and help them to move. A I
touch receptor; nutrition, reproduction, o
sensitivity; photosynthesis: carbon g
dioxide, chlorophyll, mineral salts, UNIT 2

nutrient, sunlight; carp, dolphin, turtle;
3 Match
3 Match
the words in each
the words box box
in each andand
write sentences
write in your
sentences notebook.
in your notebook.
antenna, diver, gill, surface, wing,
womb; elastic, strong, rigid; attach, be
sight nose retina
born, breathe, capture, join together,
touch tongue touch receptors
make up, recognise hearing skin smell receptors
smell eye cochlea
taste ear taste buds
Term revision Do
Revise key concepts from Units 1 and 2. Example: The

Example: The
sense organ
sense of sight
organ is the
of sight eye.eye.
is the TheThe
retina captures
retina light.
captures light.
▲
UNI
• Bones and muscles work together
to move your body. 4 How
4 How
doesdoes
the sense of hearing
the sense work?
of hearing Put Put
work? the the
sentences in order.
sentences in order. 8 8Write
W
• The main stages of life are: childhood, a. The brain recognises a song.
a. The brain recognises a song.
adolescence, adulthood, old age.
• The eyes are the sense organs of c. The auditory nerve sends the information from the ear to the brain.
c. The auditory nerve sends the information from the ear to the brain.
sight. They send visual information
through the optic nerve to the brain.
• The ears are the sense organs 64 sixty-four
of hearing.
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22/02/11 9:54
• The nose, tongue and skin are the
sense organs of smell, taste
and touch. Further activities
Ss copy and label the illustration of the main organs on page 8.
Ss copy the diagram of the ear on page 22 in their notebooks.
Underneath, they write and number sentences using the text in
Activity 3 on page 22, and label their diagram with the sentence
numbers and arrows, showing how sound travels from the ear to the
brain.
Ss bring an object to class which emits an odour. They keep their
objects hidden. In small groups, they allow the other Ss to smell their
object and guess what it is: It smells sweet. I think it’s fruit. / I think it is
a peach. / I think it’s an orange. / I’m not sure, maybe it is a banana. /
I agree. / I don’t think so. Etc.
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TERM REVISION 1
Term revision
UNIT 3 Revise key concepts from Units 3, 4
and 5:
5 5What
Whatlifelife
process is is
process shown in in
shown each photograph?
each photograph?Explain.
Explain.
• Living things carry out three life
A B C processes: nutrition, sensitivity,
reproduction.
• Plants are living things. They cannot
move around, but they can make their
own food through photosynthesis.
• Mammals, birds, reptiles, amphibians
6 6Explain why
Explain plants
why dodo
plants notnot
eat food.
eat How
food. dodothey
How theycarry
carryout
outthe
thefunction
functionofofnutrition?
nutrition? and fish are vertebrate animals.
• Jellyfish, worms, molluscs and spiders
UNIT 4 are invertebrates. Insects are the
(Reproducir SB3, p. 65: código 179203)
7 7Guess thethe
Guess animal.
animal. largest group of invertebrates.
A I live in water. I breathe in B I live in water. I am an excellent C I live in water. I breathe oxygen
oxygen from water using my diver. I need to come to the from the air. I have a hard shell Teacher’s Resource Book
gills. I was born from an egg. surface of the water to breathe to protect my body. I was born
oxygen from the air. I was born from an egg. Term 1 assessment
from my mother’s womb. Term 1 test
Dolphin. Carp. Turtle.
UNIT 5
8 8Write thethe
Write body parts
body of of
parts thethe
insect.
insect. A D
B E
C F
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22/02/11 9:54 65 22/02/11 9:50
Further activities
Make statements about concepts learned during the term. Ss say
if they are true or false and correct the false ones:
a. Bones are hard and rigid and make up the skeleton. (True.)
b. Light first enters the eye through the lens. (False. Through
the cornea.)
c. Plants make their food through photosynthesis. (True.)
d. Birds breathe with gills. (False. They breathe with lungs.)
e. Insects have eight legs. (False. They have six legs.)
Activity Book
Ss can do the activities for the first term, pages 94-97.
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6 Machines
Unit content

• To define machines • Definition of a machine
• To learn what machines are used for • What machines are used for
• To discover how machines function • How machines function U
• To differentiate between simple and compound • Simple and compound machines
machines • Using machines and tools safely
• To make a model windmill
• To read about using machines safely
• Comparing ancient and modern machines
• Observing drawings to see the direction of force
Language objectives and movement
• To use the comparative and superlative • Reading definitions of simple machines
of adjectives: Which plough is older? The most • Observing diagrams to understand how compound
original stapler. machines work
• To describe possibility using the modal can: • Matching machines to their descriptions
Machines can have one or few parts... You can • Making a windmill to study wind as an energy source
cut yourself with a sharp knife.
• Completing a chart to summarise the characteristics
• To sequence the steps in a process using first, of machines
next, finally
• Reading a text in order to choose the best stapler
• Reading a text about using machines and tools safely
Assessment criteria • Completing reading comprehension activities based
• Define machines on the text
• Describe what machines are used for
• Explain how machines function • Showing interest in learning about Da Vinci’s early
• Explain the difference between simple inventions
and compound machines • Understanding the role that machines play in our lives
P
• Produce a working model windmill • Showing interest in producing a working model by
• Explain how to use machines safely following instructions •
• Showing interest in learning how to avoid accidents
when handling tools and machines •
66A
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Competences
Competence in linguistic Knowledge and interaction Social competence and
communication with the physical world citizenship
• Using photos and diagrams to • Studying diagrams in order to • Discussing Da Vinci’s
complement written explanations understand the forces at work in contribution to technological
(SB p. 68: Machines; p. 70 and 71: simple and compound machines advances (SB p. 66: Leonardo
Simple and compound machines; (SB p. 70 and 71: Simple and da Vinci: a great inventor)
p. 73: Hands on!) compound machines) • Reflecting on the right of all
• Processing the information given • Observing the windmill in order human beings to share in
in order to make the best choice to reflect on the action of the the benefits of technological
(SB p. 75: Choose a machine) wind as a source of energy advances equally (SB p. 69:
(SB p. 73: Hands on!) Your turn!)
Unit outline
Unit 6. Machines
Simple and compound

Machines
machines

Make a model The history
windmill of the plough
I can Our world

Revision
Choose a machine Safe machines and tools

• Content: understanding the forces at work in simple September October November December January
and compound machines
• Language: the pronunciation and spelling of -er and
-or: cutter, calculator, hammer, motor; the comparative February March April May June
and superlative of adjectives
66B
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Objectives
• To understand that machines allow
people to work faster and easier
6 Machines
W
• To understand that machines can have

one or many parts
• To learn that machines need energy to
function
1.
Key language
• Vocabulary and structures: bicycle,
2.
compass, flying machine, invention,
inventor, painter, parachute, submarine;
machines: calculator, hammer, torch;
energy: electricity, human force, petrol;
famous, useful; ago, unfortunately;
build, calculate, cut, design, light, travel
Presentation
• Point to the portrait of Leonardo da
Vinci: He lived in Italy 500 years ago.
He was an artist and an inventor. He
invented many machines. Look at the Leonardo da Vinci:
illustrations. Can you see a machine? a great inventor THINK ABOUT
What has it got? (Wings.) What do you
Leonardo was a famous painter and inventor. • What do you think the
think it is for? (Flying.) Explain that the machine in the photo is?
He lived 500 years ago, but you can still see his
drawing shows how Leonardo designed
creations today. You can see his paintings in • Name two ‘flying machines’
his machine. that are used today.
museums, but you can also see his inventions
• Read the text. Ss find the words for everywhere! Leonardo da Vinci designed the • Name machines you use in
different machines. Write the words on your home.
bicycle, parachute, submarine and the compass. 6.1
the board and ask volunteers to act He also invented a ‘flying machine’. 3.
out how they function.
Unfortunately, it was impossible to build these
• Ss answer the questions. Explain that machines in his lifetime. Today, they all exist.
Leonardo da Vinci had many great
ideas but there wasn’t the technology 66 sixty-six
in those days to build his machines.
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Values education
Discuss how machines help people in rich countries. Ss think about poor
countries where people do not have these machines. How does this make
life more difficult? (Working the land is more difficult. They spend more time
doing things by hand. Hospitals are not as good.)
Further activities
In pairs, Ss make a list of as many machines as they can, then compare
their list with another pair.
In pairs, Ss choose and draw one of the machines listed in the text.
They write a sentence about it. This is a bicycle. It’s got two wheels. It’s
got a handlebar and pedals. It is used for travelling.
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UNIT 6
Machines IN THIS UNIT, YOU WILL…
Machines
Machines make work easier. They are very • Read the text about machines. Explain
useful. We use them every day for many things. • Learn what a that even small or common objects,
machine is.
Machines can have one or few parts, for like a pencil sharpener, are machines.
example the hammer, or they can have many
• Learn what machines
are used for. 1. Write the headings FEW PARTS and
parts, for example the car.
• Find out how MANY PARTS on the board. The class
machines work. brainstorms simple and compound
1. Name three machines with one or few parts, and • Discover what energy machines. Make two lists on the
three machines with many parts. machines use. board.
2. Use these words to say what each machine • Learn how machines 2. Ss name the illustrations. Ask: What
change over time.
is used for. do you use a boat for? (To travel on
• Learn how to build water.) On the board, write: You use
cut light calculate travel a model windmill.
______ to ______.
• Identify the right
machine for your Ss say what the other machines are
needs. used for.
A
• Learn to use 3. Explain that all machines need energy
machines safely. to work: When a person makes a
boat machine work, we call this human
force. Give examples of human force:
C a boy kicking a ball, a girl paddling a
B
canoe, etc. Some machines use petrol,
for example, a motor boat. Batteries
torch
calculator store electricity and make a torch work.
D Play track 6.1. Ss say what type of
energy each machine uses: petrol,
’
human force or electricity.
cutter
n Example: You use a boat to .......... .

▲
6.1
3. What type of energy does each machine use?
petrol human force electricity
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Further activities
Show Ss flashcards of different machines. Ss say what type of
energy each needs: petrol, human force or electricity.
Ss make a list of all the machines they use every day. In groups, they
make a poster with drawings of the machines and sentences about
what they are used for.
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Machines
Objectives
• To appreciate how machines save us 1 What is a machine?
time and effort Machines are devices that allow you to
• To learn some of the uses of machines work better, faster and easier.
• To learn that all machines need energy They help you save time and energy.
to work Machines can be very simple, for example,
scissors.
• To learn about different types of energy 6.2
6.2
Machines can also be very complicated,
for example, aeroplanes. H
3 Ho
M
Ma
Key language Th
2 Uses of machines ele
• Vocabulary and structures: machines:
Machines have many uses, for example: •
aeroplane, computer, hammer,
helicopter, photocopier, plough, • Exerting force: hammers and •
screwdrivers.
refrigerator, rocket, saw, scissors,
screwdriver, trolley, wheelbarrow, • Carrying heavy objects: wheelbarrows, •
carts, trolleys. Saws make it easy to cut wood.
windmill; energy: combustible fuel,
electricity, human force, petrol, wind; • Communicating with people far away: Photocopiers make it easy to copy documents.
•
telephones and computers.
carry, communicate, exert, process,
• Travelling: aeroplanes, helicopters
travel and rockets, etc.
Machines. Think of other machines and their uses.
Presentation
1 What is a machine? communicating
processing
• Give Ss five minutes to name as many information exerting force
A
machines as they can which they use
at home. Write them on the board. helping with
• Ss look at the pictures and identify the housework
machines. Give them the vocabulary:

carrying
This is a saw. It is used for sawing wood. things
This is a photocopier. It is used to copy
texts and pictures.
Ap
• Read the text. Ss decide how many
travelling a. W
parts a pair of scissors has.
b. W
c.
2 Uses of machines 68 sixty-eight

• Bring in a few simple machines for Ss
to examine: screwdriver, hammer, etc. 179203 _ 0066-0075.indd 68 20/12/10 18:17 179203 _ 0066-0
Display them and point to them as you

read the text. Check understanding: Do
Values education
you use a wheelbarrow for travelling or
for carrying heavy objects? Discuss how modern machines make our daily lives easy. Ask Ss which
machines they or their family use every day. How do these machines
• Ss look at the illustrations in the
improve our lives?
Student’s Book. Name each machine.
Ss make complete sentences orally:
We use a computer for processing Further activities
information. Etc.
Play charades. Hand out illustrations of machines. Volunteers choose
and act out one of the machines. The rest of the class guesses the
machine.
Ss make machine flashcards. They draw the machine on one side and
write the name on the other.
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UNIT 6
energy from people
energy
(human force)
from wind 3 How machines function
• Ss look at the illustrations. Explain
that these machines all use different
energy from
energy sources. Read the captions.
energy from a combustible
electricity • Read the text. Ss point to the
fuel
illustrations of the machines
Sources of energy. Machines need energy
mentioned. They think of more
6.2
6.2
in order to function. machines for each energy source.
3 How machines function
• Play track 6.2. Ss listen and say the
Machines need energy in order to function. energy source.
This energy comes from different sources: people, Questions
electricity, combustible fuels and wind.
1. Do you think a television is
• People are the energy source for canoes and bicycles. a machine? Explain why. Your turn!
• Electricity is the energy source for refrigerators and 2. What machines do you use • Talk about the plough: Many, many
computers. in these situations?
years ago the plough was a simple
• Combustible fuels are the energy source for cars a. going to school machine for turning the soil. It had one
and rockets. b. studying in class
or two parts. The plough worked with
• Wind is the energy source for windmills and sailing c. playing
boats. d. doing homework human force. Ss identify the illustration
of the simplest plough.
• Explain that, many centuries later,
people used horses to pull ploughs.
YOUR TURN ! Horse power became an alternative
The history of the plough to human power. Finally, since the
invention of the motor, tractors are
A B C used to pull ploughs.
• Ss answer the questions.

A plough is a machine we use to prepare the soil for planting seeds.

Activity Book
a. Which plough is older? Why? Put these photographs in order.
Pages 34-36
b. What type of energy does each plough use? Which plough is the best?
c.
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Further activities
Ss draw a chart for the different sources of energy. In pairs, they write
examples.
In groups of five or six, Ss play Machines. One student makes a noise
and a movement. Another student adds on to the ‘machine’ by making
a different noise and movement. Ss continue until they have created
a compound machine with many interacting parts. The groups act out
their machine to the rest of the class. Ask: What can we use this
machine for?
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Simple and
Objectives compound machines 6.4
6.4
2 Co
• To understand the difference between
simple and compound machines
6.3
Co
1 Simple machines tw
• To recognise some simple machines: to
tog
Simple machines have one or few parts.
wheel, pulley, lever, ramp They work with one movement. gro
an
• To recognise some parts of a The wheel is a solid disk that turns on an
Pulley. A rope wrapped around a wheel. M
Mo
compound machine: motors, gears, axle. Wheels move things from one place When you pull down on the rope, you can
to another. be
electric circuits and electronic circuits lift heavy objects.
pla
The pulley is a rope wrapped around a
wheel. Pulleys make it easy to lift heavy Ge
Key language objects. pr
pro
in
• Vocabulary and structures: simple The lever is a bar that rests on a pivot
point. When one side goes down, the other Ele
machines: lever, pulley, ramp, wheel; wi
side goes up. Levers make it easy to lift
compound machines: electric circuit, heavy objects. th
thr
electronic circuit, gear, motor; axle, m
ma
The ramp is an inclined plane. Ramps ra
rad
microchip, rope, speed, switch, teeth, make it easy to move heavy objects from a
tweezers, wire; combustible, electric, lower to a higher place. Ele
cir
heavy, gas, inclined; flow, lift, make up, A ramp. It helps to push heavy objects from a m
mi
pull (down), push, wrap lower to a higher place. co
Presentation
Levers. There are different types of levers
1 Simple machines for different uses.
• Bring examples of simple machines
Two levers joined at the end are tweezers, 1
to demonstrate in class. Explain that used to pick up delicate objects.
although machines help save time
Two levers joined are used 2
and effort, at times some effort is still to crack open nuts.
needed. 3
• Volunteers read the text aloud. Refer

them to the parts in the illustration as
they read: The pulley is a rope wrapped Lever used
around a wheel. for lifting heavy
objects.
• Demonstrate the machine parts
visually using classroom materials:
make a ramp using a rubber and a
ruler. Push a pencil through the centre 70 seventy
of a CD-Rom, and say: The pencil is the
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• Refer Ss to the illustrations at the

bottom of the page. Bring in some Values education
nutcrackers and a pair of tweezers. Ss
Cities have many machines that need petrol to work. The use of this fuel
look at the illustrations and read the
causes air pollution. Brainstorm ways people in cities can try to reduce
texts.
air pollution. (Use unleaded petrol. Use public transport. Share cars. Etc.)
• Play track 6.3. Ss listen and say which
simple machine.
Further activities
In pairs, Ss assemble the wheel, pulley, lever and ramp again using
classroom materials. They describe what they have made: This is a
wheel. It turns on this axle, etc.
Explain that people invent machines to make life easier. Why do you
think people invented the fridge? (To preserve food.) Ss think of how
other machines make life easier: An aeroplane helps you get to places
6.3 See transcripts, page 194 quickly. Etc.
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UNIT 6
6.4
6.4
2 Compound machines
2 Compound machines • Show pictures of compound machines:
Compound machines are made up of a car, a bicycle, a computer, a
two or more simple machines working refrigerator, etc.
together. They are classified into
groups: motors, gears, electric circuits
gear box • Tell Ss that compound machines have
and electronic circuits. many parts which work together. Ss
Motors produce movement. They can The axle look at the illustration. Explain that
be electric or gas, for example, CD rotates in the the top picture shows the outside of
same direction
players and cars. Wheel A rotates at the same
a motor. The bottom part shows the
Gears are wheels with teeth that
in the opposite B speed as inside of the same motor.
direction to the
produce movement. They are found wheel A .
motor, and more • Read the texts about motors and
in clocks and bicycles. slowly.
gears. Explain that gears are wheels.
Electric circuits have switches and Point to the wheels and axles in the
wires. They help electricity flow A Wheel B and its
through the different parts of a axle rotate in the picture and read the caption and
machine, for example, lights and
opposite direction labels.
to wheel A , and
radiators. more slowly. • Read the text about motors. Ask what
Electronic circuits are electric motor energy motors need to work.
circuits with very small parts called axle
microchips. They are found in • Read about electric and electronic
Gears joined to a motor. These wheels can change circuits. Demonstrate what a switch is
computers and mobile phones. the direction in which the motor turns, and they can
control its speed. by touching the classroom light switch.
If possible, show an old circuit with a
microchip.
Questions • Play part 1 of track 6.4. Ss listen to
the definitions of compound machines.
1. What is a motor? Give examples of where you can find motors that function
with electricity and motors that function with combustible energy. Check comprehension. Play part 2 of
track 6.4. Ss say True or False.
2. Name three simple machines and three compound machines.
3. What two simple machines are combined in this wheelbarrow?
A B Reinforcement worksheet 16
y
Activity Book
Pages 37-39
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Values education
Remind Ss to follow simple safety rules when using machines and tools.
Make a class list of rules and display it in the classroom.
Further activities
Give each student a magazine cutting of a simple or compound machine.
In turn, they say what it is, and whether it is simple or compound.
Ss bring different types of machines to class (pliers, hole puncher,
a pizza wheel, a calculator). In small groups, they demonstrate their
machines and count the parts, if possible. They write down if they are
simple or compound.
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Activities
Objectives
• To revise the key concepts of the unit 1 Complete the sentences.
their own learning time combustible fuel
energy move from one place to another
Key language Machines are objects that help save .......... .

• Vocabulary and structures: combustible Planes and cars help us .......... .
fuel, electricity, energy, human force, All machines need .......... to function.
petrol; hammer, microwave oven, mop, Motors can work with energy from petrol, which is a .......... .
plasticine, sail, skateboard, straw,
telephone, tool, toothpick, windmill; 2 What do we use these machines for? Use the examples on page 68 to help you.
communicate, enlarge, exert, heat, A B C
move, tape together, travel
D
Activities
1 Complete the sentences.
• Read the sentences orally. Elicit the
missing words.
• Ss write out the sentences individually. 3 What kind of energy does each machine use?
4 Match each machine to its description.

2 What do we use these machines for?
A B C D E
Use the examples on page 68 to help
you.
• Ss look at the illustrations. Ask: Are
these machines simple or compound?
microwave oven hammer mop telephone skateboard
• Then ask: What is a vacuum cleaner
used for? (For helping with housework.) 1. It makes exerting force easier. It functions with human force.
Ss use the information on page 68 to 2. It makes heating things easier. It functions with electric energy.
answer orally. 3. It makes moving from one place to another easier. It functions with human force.
4. It makes communication between people easier. It functions with electrical energy.
3 What kind of energy does each 5. It makes housework easier. It functions with human force.
machine use?
• Volunteers say which type of energy 72 seventy-two
each machine uses.

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• Write a chart on the board: type
of machine, uses, energy. Ss copy
and complete the chart for the four Further activities
machines. Divide the class into two teams. Ask revision questions. The first team
to answer correctly wins a point: Name two simple machines. Name two
4 Match each machine to its types of energy. A pulley has a rope and a wheel. True or false?
description. Ss look up the history of the machines illustrated on the page. They find
• Read the texts and check out who invented them, and when and where. They look for the answers
understanding. Ask Ss to mime on the Internet or in an encyclopaedia and share the information with
exerting force, communicating, and the class. Which machine is the oldest? Who invented the telephone?
heating something.
• Ss copy the definitions in their
notebooks and write the machines.
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UNIT 6
Hands on!
Make a model windmill
• Remind Ss how wind energy moves
Hands Make a model windmill
some machines, for example,
on!
windmills.
Good workers always clean and
put away their tools after use. • Each S brings a shoe box lid to class.
They paint it to serve as the base of
the windmill model.
• Photocopy the template for the
windmill parts, enlarged by 300%.
Provide white card, glue, toothpicks
and a drinking straw.
• Read the instructions as a class,
checking understanding. Demonstrate
how the sails will be reinforced with
the toothpicks.
• Ss paint their shoe box lids, which
serve as the base to stand their
windmill.
Step 1. Use a photocopy of the windmill pattern. Step 2. First, colour the pieces. Then, cut
Enlarge the photocopy by 300%. them out.
• While the paint dries, Ss colour and
cut out their photocopies.
• Finally, they assemble their windmill
and fix it to the shoe box lid base.
• Once dry, Ss demonstrate how the
windmill works.

Step 3. Next, tape the pieces together. Then, tape Step 4. Finally, fix the sails to a straw with
toothpicks to the sails. a ball of plasticine. Then, put the straw
through the windmill.
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Further activities
Write on the board and illustrate: The wind moves the windmill sails. The
sails turn. The windmill grinds the corn. The corn is made into flour. The
flour is made into bread. Ss demonstrate how their windmills work, and
describe what is happening, using these words. There are excellent
free children’s videos about windmills on the Internet.
Find out information about modern wind farms. In which parts of the
country can they be found? Ss compare them to the old fashioned
windmills they have made. Ss bring information to share in class.
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Revision I
Objectives
6.5
the unit
• To practise summarising a text Machines
• To give Ss the opportunity to evaluate Machines are objects that make work easier.
their own learning Machines can have different uses. For example,
exerting force, pushing and pulling objects,
or helping people communicate with each other.
Key language Machines need energy to function. This energy
comes from people, electricity, wind or combustible fuels.
• Vocabulary and structures: energy:
combustible fuel, electricity, wind; Machines can be simple or compound. Simple machines
have one or few parts. Compound machines are
advantage, disadvantage, plug, shock,
made up of two or more simple machines working
stapler; compound, dangerous, popular, together.
powerful, professional, sharp, simple;
burn, communicate, cut, exert force,
pull, push, staple, take care
Revision
1 Read the summary.
MACHINES
What are machines? What can you
function with can be
use machines for? What do machines
need to function? What two types
..........
of machines are there? How many
parts have simple machines got? And
which can be from simple ..........
compound machines?
people ..........
2 Copy and complete. Use the .......... have many parts
• Ss copy the chart in their notebooks .......... ..........
and complete it in small groups.
74 seventy-four
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Further activities
Write key words from the summary on the board, one letter at a time.
Ss call out the word as soon as they recognise it.
Ss add illustrations to their summaries. They also add examples of
simple and complex machines: wheel, pulley, lever, ramp; motors, gears,
electric circuits and electronic circuits.
74
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UNIT 6
I can
Choose a machine I can
Joanna wants to buy a stapler for her school work. Choose a machine
A • Ss brainstorm things they need for
B school work. Ask: What are staplers
The most original stapler.
It can staple 10 pages. used for?
5€ • Divide the class into three groups.
40€ Assign a stapler to each. The groups
C brainstorm words to describe their
The most powerful, professional
stapler. It can staple 60 pages. staplers: expensive, cheap, large, small,
professional, original, resistant... Write
The strongest and most
popular stapler. It can staple
7€ the words on the board.
20 pages. • In smaller groups Ss discuss which
stapler would be the best for Joanna to
Make a list of the advantages and disadvantages of each stapler. buy: A is the cheapest stapler, but B is
Discuss with your classmates which stapler you would buy. the most powerful.
Example: A is the cheapest stapler.
▲
• Finally, each group says which stapler

they have chosen.
OUR WORLD
Safe machines and tools Our world
We use machines every day. Some machines can be dangerous. • Talk about safety rules when handling
– You can cut yourself with a sharp knife. Use it carefully. machines. When we use a machine,
– You can burn yourself with the cooker. Don’t play in the kitchen. it is important to use it correctly and
– You can get an electric shock from touching a plug. safely.
Be careful! • Read the advice with the class.
You should always take care when using machines.
Always ask an adult for help.
• Brainstorm other machines Ss often
use that could be dangerous. Write the
Think of three machines that you use. Write how
they can be dangerous and give a safety rule. words on the board.
Example: Knives. I can cut myself. • In pairs, Ss choose three machines
▲
I shouldn’t play with them. and write some safety rules.

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Further activities
Download safety signs from the Internet. Ss try to interpret the
pictograms. In groups, Ss make up a pictogram of their own and the
class guesses what it represents.
In groups, Ss make a safety poster for a machine: You can cut yourself
with scissors. You shouldn’t play with them. Don’t run with them. Hold
them correctly. Ss invent their own pictogram.
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7 Planet Earth
Unit content

• To learn about the Earth, Sun and Moon • Description of the Earth, the Sun and the Moon
• To discover how the Earth and Moon move • Rotation and revolution of the Earth
• To find out what causes day and night • The Moon’s orbit around the Earth U
• To understand what causes the four seasons • The cardinal points
• To learn how globes and maps represent • Artificial satellites
the Earth • Earth globes and world maps
• To identify the planets that orbit the Sun • The eight planets of the Solar System
Language objectives • Observing labelled photos to identify the distinguishing

• To use the comparative + than: It is much larger features of the Earth, Sun and Moon
than the Earth. • Studying diagrams to understand rotation and revolution
• To use the superlative + of, to or in: It is the • Using a compass to find the cardinal points
largest of the four inner planets. The planets • Comparing the aspect and purpose of globes and world
closest to the Sun. The largest planet in the Solar maps
System.
• Reading a text about the planets
• To indicate absence with the adjective no:
There is no water or air on the Moon.
on the text
• Completing a chart to summarise the characteristics
Assessment criteria of the Earth, Sun and Moon
• Locate and identify the Earth, Sun and Moon • Completing a chart in order to choose a scientific
instrument
• Describe how the Earth and Moon move
• Explain what causes day and night
• Explain what causes the four seasons • Showing interest in reading Jules Verne’s ‘Around the
World in 80 Days’
• Describe how the Moon moves P
• Showing interest in learning about the rotation and
• Explain how globes and maps represent the
revolution of the Earth •
Earth
• Understanding the importance of scientific instruments
• Name the planets that orbit the Sun
in finding out about the world around us
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Competences
Mathematical Processing information Competence in
competence and digital competence ‘learning to learn’
• Understanding complex • Reflecting on the information • Revising key concepts before
phenomena with the help compasses give (SB p. 81: beginning the new unit (SB p. 77:
of sequenced photos and The cardinal points; Hands on!) What do you remember?)
diagrams (SB p. 80: The Earth • Understanding that world maps • Studying the use of compasses,
and the Moon move) are symbolic representations Earth globes, world maps,
of a physical reality (SB p. 83: binoculars and telescopes in order
World maps) to start using them in real life (SB
p. 81: Hands on!; p. 82-83: Earth
globes; World maps; p. 87: Choose
a scientific instrument)
Unit outline
Unit 7. Planet Earth
The Earth, the Sun The Earth and

Maps and globes
and the Moon the Moon move

How to use The eight planets
a compass of the Solar System
I can Our world

Revision
Choose a scientific Penguins and polar bears
instrument

• Content: understanding that the Earth’s rotation September October November December January
causes day and night while its revolution causes
the seasons; understanding the phases of the moon;
locating the cardinal points February March April May June
• Language: the pronunciation of geographical names
and planets; the comparative and superlative
of adjectives
76B
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Objectives
• To revise that the Earth is shaped like
a sphere
7 Planet Earth
W
• To learn that the Moon orbits the Earth

• To learn that the Sun is the closest
star to the Earth
• To introduce the Earth’s two
movements
• To interpret diagrams of the Earth’s 1.
orbits
Key language
A
• Vocabulary and structures: Earth, Moon,
Sun; atmosphere, axis, compass, hero,
hot air balloon, journey, planet, sphere,
star, surface; flat, round; ago; believe,
orbit, protect, prove, rotate, sail, spin,
surround, take (+ time), travel
Around the world

Presentation THINK ABOUT
Today, everyone knows the Earth is round.
• Hold up a small world map and However, many years ago, people believed • When you look around you,
explain: In the past, people could only our planet was flat. does the Earth seem flat or
travel on foot, by horse or by boat. round?
Juan Sebastian Elcano sailed around the 2.
They believed the Earth was flat like • Look at a globe of the planet
world in 1522 to prove the world was round. Earth. Is it possible to travel
this map. A volunteer reads the first
His journey by ship took three years! around the world on foot?
paragraph. 7.1
• Make a list of different 3.

In 1873, Jules Verne wrote the book ‘Around
• Ss look at the small picture. Ask means of transport. How
the World in 80 Days’. The hero, Phileas Fogg,
a volunteer to read the second many can you use for
travelled around the world by hot air balloon. travelling around the Earth?
paragraph. Ask: Did Elcano go by ship
His journey took 80 days.
or by plane? How long did the journey • How would you prefer to
take? Explain that Juan Sebastián Today, people can travel around the world by travel around the Earth?
Elcano was a Spanish sailor and that aeroplane. It takes less than one day!
many other sailors took part in this
long, difficult journey. 76 seventy-six
• Explain that transport became faster:

In 1873, Jules Verne wrote a famous 179203 _ 0076-0087.indd 76 20/12/10 18:16179203 _ 0076-0
book about going around the world. A

volunteer reads the third paragraph. Further activities
• Ask: How do most people travel around In pairs, Ss cut pictures of flat or spherical objects out of magazines
the world nowadays? How long does or newspapers. On a piece of card, they draw two columns with the
it take? A volunteer reads the last headings: flat shape and sphere. They glue their cuttings in the correct
paragraph. column.
• Show Ss an Earth globe and ask: Can
Ss research and draw Juan Sebastian Elcano’s route on a map.
you travel around the world on foot?
Why not? Ss answer the questions.
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UNIT 7
The Earth IN THIS UNIT, YOU WILL…
The Earth
The Earth is a planet. It is shaped like a • Read the text. Show different round
sphere. The Earth rotates. It spins on its axis. • Learn about the and spherical objects: a plate, a CD,
Earth, Sun and Moon.
The Earth orbits the Sun. a marble, an Earth globe, etc. Explain:
There is water and land on the surface of the • Discover how the Something round is shaped like a circle.
Earth moves.
Earth. The Earth is surrounded by a layer of air It is flat. A sphere is a three-dimensional
called the atmosphere. • Find out what causes
day and night. object, shaped like a ball.
• Understand what Spin an Earth globe. Use an orange
1. Which of these objects is a sphere? causes the four to represent the Sun. Move the Earth
seasons. globe round the orange to show the
B C • Discover how the Earth’s orbit.
Moon moves.
1. Ss indentify the ball as the sphere in
A • Learn how to use
a compass.
the photographs.
• Learn how globes
and maps represent The Moon and the Sun
the Earth.
• Read the text. Check comprehension:
• Identify the planets
that orbit the Sun. Is there water on the Moon? When do
The Moon and the Sun you see the Moon, during the day or at
The Moon orbits the Earth. There is no water
• Learn how to choose
a scientific night? What do we call the star closest
or air on the Moon.
instrument. to Earth?
The Sun is a star. It is the closest star
to the Earth.
• Discover conditions at 2. Ask Ss to say all the things they can
, the North and South
r see in the sky during the day and at
Poles.
night.
2. What can you see in the sky during the day?
et
And at night? 3. Ss compare the two drawings. Play
el track 7.1. Ss listen and say which
7.1
drawing is correct. Write on the board:
3. Which of these drawings is correct? Explain why.
Drawing A is correct because the Earth
A orbits the Sun.
?
B
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Further activities
In 200 BC, the Greek scientist Eratosthenes was the first person to
measure the Earth and to discover it was spherical. He discovered
that shadows of the same object in two different cities, at the same
time, were not the same. He measured the distance between the two
cities, and used the shadows to calculate the Earth’s circumference.
His calculations were only 3,000 kms out. Find out more about
Eratosthenes. Do his experiment using a torch and two sticks of the
same length glued vertically on the edges of a piece of card. Shine a
torch on the flat card. Curve the card, imitating the shape of the Earth.
What happens to the shadows of the two sticks?
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The Earth, the Sun
Objectives and the Moon
7.2
7.2
3 Th
• To describe the physical appearance of Th
our planet Ea
1 The Earth
• To learn that the Sun is a star that is continent Th
We live on planet Earth. The surface ocean th
tha
vital to life on Earth of the Earth is covered with land and
W
Wh
• To learn that the Moon is a natural water.
lig
satellite orbiting the Earth The land is made up of continents and hig
islands. Continents are large areas of ar
are
• To describe the physical appearance of
land. Islands are land surrounded by se
the Moon sea. Th
Most of the Earth is covered with Th
Key language water. This water forms the seas and M
Mo
oceans. There is also water on the we
• Vocabulary and structures: Earth, continents and islands, in rivers and
clouds hit
Moon, Sun; asteroid, atmosphere, cloud, in lakes.
Th
comet, continent, crater, hole, island, The Earth is surrounded by a layer The Earth. This photo was taken from space. br
bri
lake, ocean, region, river, satellite, sea, of air called the atmosphere. Can you see more water or more land? Su
This is where clouds form.
sphere, star, surface; bright, dark, giant,
high, light, low; contain, give off (heat /
light), hit, orbit, reflect, shine 2 The Sun
The Sun is a star. Stars are like giant
balls of fire. The Sun is thousands of
Presentation times bigger than the Earth.
1
1 The Earth The Sun is like other stars you see in
• Ss look at the photograph of the Earth: the night sky. You can see the Sun
during the day because it is closer to
Can you see more water or more land?
the Earth than other stars.
Remind Ss that most of our planet is
Life on Earth is possible thanks to the
covered by water. light and heat from the Sun.
• Read the text. Write up a two-column
chart: Earth is made up of and
Examples. In the first column, write: 2
land, water, air. Elicit examples from
the text: water - rivers; land - continent, 3
The Sun. This photo was taken from space. The Sun
air - atmosphere, etc. shines brightly because its surface is very hot.
2 The Sun
78 seventy-eight
• Explain how big the Sun is: You could
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the Sun. If the Sun is so large, why does

it look so small in the sky? (Because it
is a long way away.) Values education
• Read the text and check Ask Ss why we can’t see the stars very well in the city. (Because there are
comprehension. Is the Sun a star or a so many lights in the city.) Talk about light pollution in big cities. How can this
planet? Is it near or far? be reduced? (Install street lights that shine downwards.) Where can you go to
see the stars better? (The countryside, where there is very little artificial light.)
• Ask: Why do you think the Sun is
important for life on Earth? Elicit
answers: It keeps us warm. It gives us Further activities
energy and light. Write questions about the Earth and the Sun on the board. In pairs,
• Ss look at the photograph. Ask: Why Ss take turns to ask and answer the questions.
can you only see other stars at night? Look for pictures on the Internet to display in class: asteroids, the
If some are as big as the Sun, why do Sun, planets, etc.
they look so small? Ss use the text to
Use Google Earth so Ss can see a satellite view of the Earth. Ss search
answer.
for their school and the street where they live.
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UNIT 7
7.2
7.2
3 The Moon
3 The Moon
seas
craters • Ss look at the photograph. Explain
The Moon is the natural satellite of the
(low regions) that we see dark and light colours
Earth. Satellites orbit planets.
on the Moon because its surface is
The Moon is a sphere. It is much smaller
n than the Earth.
not smooth: Are the high regions dark
areas or light areas? (Light.)
When you look at the Moon, you can see
light and dark areas. The light areas are • Ss compare the photo with the photo
high regions, like mountains. The dark of the Sun on page 78. How are they
areas are low regions. They are called different? Does the Moon look hot or
seas, although they do not contain water.
cold? Is it a star like the Sun?
There is no water or air on the Moon.
There are many holes on the surface of the • Volunteers read the text. Explain
Moon. These holes are called craters. They that asteroids and comets are other
were formed when asteroids and comets celestial bodies.
hit the surface of the Moon.
• Explain that the Moon doesn’t make
The Moon does not give off light. It looks light areas
its own light because it is not a ball of
bright because it reflects light from the (high regions)
Sun.
fire. Instead, it reflects the Sun’s light
The Moon. like a mirror. Demonstrate by reflecting
sunlight on a classroom wall with a
mirror. Compare it to the light of a
torch: Has this got its own light? Is it
Questions
like the light from the Sun or the light
1. Which of these two planets looks more 4. Why do you think some people want from the Moon?
like the Earth? Explain. to call our planet ‘Water’ instead of
• Play track 7.2. Ss listen and say Earth,
‘Earth’?
Sun or Moon.
A B 5. What is the difference between water
from the seas and water from rivers
and lakes? Teacher’s Resource Book
6. The Moon does not give off its own
light. Why can you see it at night? Reinforcement worksheet 17
7. Why does the Moon seem bigger than
the Sun?
2. Why does the Sun look bigger and Activity Book
brighter than the other stars in the sky? 8. Are the Moon and the Sun planets?
9. Do you think it is possible to live on the
Pages 40 and 41
3. Are the seas of the Earth and the Moon
the same? Explain. Moon? Explain.
seventy-nine 79
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Further activities
Ss draw the Sun and the Moon in their notebooks. They reread the
texts and write a sentence below each drawing.
Share fun trivia about the Sun, Earth and the Moon:
The Earth rotates anticlockwise, like all the planets in our solar system,
except Venus. Venus is the only planet that rotates clockwise.
If you were to drive a car at 100 kilometres an hour, 24 hours a day
you could reach the Sun in about three years. You could reach the
Moon in 130 days.
You cannot use a kite or a compass on the Moon. (There is no wind
and no magnetism.)
The Moon causes many of the tides in the Earth’s oceans. This is
because of the gravity interaction between the Earth and the Moon.
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The Earth and the Moon move
Objectives 1 The Earth rotates 3 Th
• To learn how the Earth and the Moon The Sun appears to travel through the sky Th
move during the day. In fact, the Sun does not Th
move. The Earth moves around the Sun. th
the
• To learn the four cardinal points
The Earth rotates on its axis. This th
the
movement is called rotation. One rotation
Key language takes 24 hours. This is a day.
The rotation of the Earth causes day and
• Vocabulary and structures: angle, arrow, night. As the Earth rotates, it is day in the
axis, cardinal point, change, compass, half that receives light from the Sun. It is Day and night. The Earth’s rotation causes
night in the half that does not receive light. the changes from day to night.
day, half, lunar month, magnetic needle,
night, phase, revolution, rotation,
season, shape, year; bright, dark, tilted;
2 The Earth orbits the Sun
appear, coincide, face, orbit, point,
The Earth orbits the Sun. One complete orbit takes 365 days. This is called an Earth
receive, rotate, seem, take (+ time) 7.3
7.3
revolution or a year. Earth revolution causes the four seasons. 4 Th
The Earth rotates on a tilted axis. In winter, the Sun’s rays reach the Earth at an angle. This
Th
Presentation gives less heat. In summer, the rays reach the Earth more directly. This gives more heat.
co
po
1 The Earth rotates
Spring: March
• Explain that thousands of years ago, to June
people thought the Moon and Sun
Winter: December
orbited the Earth. This is because the to March H
Sun appears to move across the sky
Sun
during the day. In the same way, if you
are on a train, stopped in a station, Summer: June
to September
and another train moves away from the
station, it sometimes appears as if Autumn: September
your train is the one that is moving. to December
• Read and check comprehension.

The Earth’s path around the Sun. As the Earth orbits the Sun, the distance between the two changes very little.
• Demonstrate the Earth’s rotation with
a globe, or ball: This is the Earth’s axis.
The earth spins round, or rotates on its Questions
axis. We call this ‘rotation’.
1. What is the difference between rotation and revolution?
• Ask: How long does one rotation take?
2. Look at the diagram on page 81 and name the four Moon phases.
(24 hours.) What does it cause? (Day •
and night.)
• Shine a torch and rotate the globe or 80 eighty
ball to demonstrate night and day.

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2 The Earth orbits the Sun

Further activities
• Explain the Earth’s orbit with two
volunteers. One acts as the Sun. Draw two simple diagrams of the Earth’s movements on the board. Ss
The other slowly spins. Narrate as you copy the diagrams and label them: rotation = 24 hours = 1 day and
help him / her circle around the Sun: revolution = 365 days = 1 year.
This is how the Earth orbits the Sun. How the seasons are produced is a difficult concept to explain, but easy
One complete orbit is called an ‘Earth to understand visually. There are many excellent, free online videos for
revolution’, or a year. children which explain how the Earth’s tilt causes the seasons. Try the
• Ask volunteers to read the text aloud. Neo k12 website, or the BBC Science and nature website.
• Use the diagram to show how the
Earth’s tilted axis causes the four
seasons.
• Check comprehension: What is the
Earth’s orbit? (The path it takes around
the Sun.) Etc.
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UNIT 7
3 The Moon moves
3 The Moon moves
• Explain that the Moon orbits the Earth,
The Moon orbits the Earth. Each orbit takes 28 days. This is called a lunar month.
but it does not rotate on an axis: This
The half of the Moon facing the Sun appears bright. The half of the Moon facing away from
the Sun appears dark. However, we cannot always see all of the bright side. That is why
means there is always a dark side of
the Moon seems to change shape. There are four shapes called the Moon phases. the Moon that we never see, because it
never faces the Sun.
• Ss look at the four Moon phases:
Because we cannot always see all of
the bright side, the Moon looks different
depending on where it is in its orbit
full moon waning moon waxing moon new moon around the Earth.
The four Moon phases. Each phase lasts one week.
4 The cardinal points
7.3
7.3
4 The cardinal points • Use an Earth globe to show Ss the

his
N
E North and South poles.
The cardinal points are the four main points of a
compass: North, South, East and West. The cardinal W
• Explain that the direction of the Earth’s
S
points help us know where we are. rotation makes the Sun rise in the East
in the morning and set in the West in
the evening.
Hands Using a compass • Play track 7.3. Ss imagine they are the
on! A compass has a magnetic needle that always
girl in the illustration. They listen and
points North. The cardinal points are written in follow the instructions.
the circle. ‘W’ is for West. ‘E’ is for East. ‘N’ is
for North. ‘S’ is for South.
N
Hands on!
N Using a compass
W E • Show Ss a compass and how the
. needle always points North. Ss
experiment with the compass, following
S
Hold the compass flat in Slowly turn the compass
the instructions in the text.
The compass shows
your hand. Don’t move. so that the arrow and ‘N’ us where the cardinal • In groups, with a compass, Ss write
The arrow points North. coincide. points are.
down what things are in different
directions from their school.
• Write down things you can see north, south, east and west of your school.
eighty-one 81 Teacher’s Resource Book

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Pages 42 and 43
Ss look at the photos of the Moon phases for two minutes. They close
their books. Draw a Moon phase on the board. Volunteers say the
name of the phase and write the word. Repeat with a different drawing.
Ss take turns coming to the front of the classroom. The rest of the
class give them directions: Stand up. Turn West. Walk to the door. Turn
East, etc.
Many people think that some day people will live in space stations on
the Moon. Ss imagine living on the Moon. They draw a picture and write
three short sentences about it: I can see the Earth. I wear a special suit
to school. My friends and I float. Display in the classroom.
81
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Maps and globes 7.4
7.4
3 W
Objectives Ma
M
• To learn about artificial satellites that rep
re
orbit the Earth On
1 Artificial satellites
• To learn about Earth globes and world •
Artificial satellites are man-made
maps objects which orbit the Earth. They •
have many different functions.
They send information back
Key language to Earth about the weather and
• Vocabulary and structures: globe, the land. They are also used for
telecommunications.
map, satellite, space, sphere, surface;
Artificial satellites can take
continents: America, Africa, Antarctica,
photographs of the Earth from space.
Asia, Europe, Oceania; oceans: These photos show the exact shape Artificial satellites send important information
Antarctic, Arctic, Atlantic, Indian, of the land and seas. We use this back to Earth.
Pacific; Equator, North Pole, Northern information to create maps and globes
Hemisphere, South Pole, Southern to represent Earth.
Hemisphere; accurate, artificial, exact, Northern North Pole
flat, imaginary, man-made; create, orbit 2 Earth globes Hemisphere
Earth globes are the most accurate

way to represent the planet Earth.
Presentation These globes are spheres which
1 Artificial satellites represent the planet on a small scale.
They show:
• Ask: What is the name of the Earth’s
• The North Pole: the point on Earth
natural satellite? (The Moon.) that is farthest north.
• Read the text. Check for • The South Pole: the point on Earth
comprehension: Artificial satellites that is farthest south.
Equator
are objects people make to send into • The Equator: an imaginary line
space. They orbit the Earth. These dividing the Earth into two halves:
South Pole
satellites give us information for maps, the Northern Hemisphere and the
Southern Hemisphere.
phones and TV.
Southern
Hemisphere 1
2 Earth globes 2
• Ss compare the two ways to represent 3

An Earth globe. It spins on an axis that passes
the Earth: a globe or a map. through the North Pole and the South Pole.
4
• Read the text. Demonstrate with a

globe and point to the axis, North
82 eighty-two
and South poles and the Equator:
The Equator divides the Earth into two
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halves. What are their names? (The
Northern Hemisphere and Southern
Hemisphere.) Values education
• Explain that at the North Pole, in Satellite pictures of the Earth at night can show the difference between
summer, the Sun shines for 24 hours rich countries and poorer ones: Why are there so many lights in Europe, but
some days. This is because the Earth parts of Africa are much darker? (The distribution of wealth and the use of
is tilted towards the Sun for several resources is extremely unequal.)
days. Likewise, in winter there are days
when the Sun’s rays never reach the
North Pole, because the Earth is tilted Further activities
away from the Sun. It is night for 24 Draw a circle on the board to represent the Earth. Ask different Ss to
hours. come up and label the North Pole, the South Pole, the Equator, the
Northern Hemisphere and the Southern Hemisphere.
Use Google Earth as an example of the photographs satellites give us.
Explain that they are a collection of photographs that satellites have
given us, not live images. Explore both the Earth and the Moon.
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UNIT 7
7.4
7.4
3 World maps
3 World maps
Maps are flat drawings that represent parts of the surface of the Earth. World maps
represent the entire planet. • Explain that like globes, flat maps
On a world map, you can see: give us specific information about
the surface of the Earth. There are
• The six continents: America, Europe, Asia, Africa, Oceania and Antarctica.
different types of maps: city maps,
• The five oceans: the Atlantic, the Pacific, the Indian, the Arctic and the world maps, thematic maps, population
Antarctic Ocean.
maps, etc. Flat maps can show more
detail than a globe.
ARCTIC OCEAN
• Read the text. Ss look at the world
map. Name the different continents
ASI A and oceans. Ss point to them.
EUROPE • Ask Ss: Why does the map have the
A TLANTIC PA CI F IC Pacific Ocean on the left and right of
OCE AN OCEA N the picture? (Because the Earth is a
AM ERIC A AFRI C A
sphere, but the map is flat.) Remind
PACI F I C Ss that when they look at a world map,
e I ND I A N
OCEAN they have to imagine the two ends are
OCEAN OCEA N IA
connected, like a cylinder.
• Play track 7.4. Ss listen, follow the
N
instructions and say the continent.
TIC OCEAN
ANTARC
W E
AN T AR C T ICA Teacher’s Resource Book
S
A world map. Which continents are south of
Europe? Which continent is east of Europe?
Activity Book
e Pages 44 and 45
Questions 909333p95
1. The Equator divides the globe into two halves. What are they called?
2. Name all the continents and the oceans.
3. Locate your country on the world map. Which continent is it in?
4. On this world map, is Asia in the east or in the west?
eighty-three 83
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Further activities
Write the words continent and ocean on the board. Write the names of
the continents and oceans on cards. Taking turns, a student chooses
a card, reads the name, and places it under the correct heading.
Bring different types of maps to class. Hand them out to the class. In
pairs, Ss make a list of the type of information to be found on their
map. Then they swap maps with another pair.
83
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the sentences in your notebook. Some words
can be repeated.
their own learning
Earth Moon Sun
T
Key language Life on .......... is possible because the .......... always gives off light and heat. o
• Vocabulary and structures: Earth, Moon, Most of the .......... is covered in water. T
Solar System, Sun; crater, revolution, The .......... is the nearest star to .......... . o
rotation, sunset; cardinal points: East, E
There are many craters on the surface of the .......... .
North, South, West; inner planets: T
Earth, Mars, Mercury, Venus; outer m
2 Copy and complete the sentences.
planets: Jupiter, Neptune, Saturn,
Uranus; celestial body: asteroid, comet, a. The rotation of the Earth takes .......... .
meteorite; coldest / hottest, farthest / b. One Earth revolution takes .......... .
nearest, largest / smallest; give off c. One revolution of the Moon takes .......... .
(heat / light), orbit
3 Copy this diagram. Colour the part of Sun

Activities the Earth where it is day. Shade in pencil
the part where it is night.
1 Copy and complete the sentences in
your notebook. Some words can be
Earth
repeated.
• Ss complete the sentences in groups.
Encourage them to use expressions 4 This photograph was taken at sunset. In your notebook, write the cardinal
points which correspond to each letter.
like: I agree or I don’t think so.
2 Copy and complete the sentences.

• Draw simple diagrams on the board A A. ..........
representing the Earth’s rotation, the D B
B. ..........
Earth’s revolution and the Moon’s C. ..........
C
a. Lo
revolution. Ss name them. D. ..........
• Ss complete the sentences. b. W
c. W
3 Copy this diagram. Colour the part of
84 eighty-four
the Earth where it is day. Shade in
pencil the part where it is night.
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• Ss name the continents they can see.

• Ask Ss where it is day and where it is
Further activities
night. Ss copy and shade the diagram.
Make true or false statements about the Sun, Moon or Earth. Ss
answer True or False and correct the false ones.
4 This photograph was taken at sunset.
In your notebook, write the cardinal In small groups, Ss draw a simple treasure map of an island. Then
points which correspond to each they exchange it with another group of Ss. Each group writes directions
letter. explaining how to reach the treasure: Start at the boat. Go west to a
bridge. Go north to a high mountain. Go east to a river. Go south on the
• Explain that sunrise is when the sun
river to a small house. The treasure is at the house. Collect all the maps
rises in the morning and sunset is
and display them on a classroom wall and label each with a letter: Map
when it sets at night. Ask: Does the
A, Map B, etc. Post the instructions out of order in a column next to
Sun rise in the East or the West? Where
them and number each. Ss try to match the maps to their instructions.
does it set? So, in what direction was
the person taking this photo looking?
• Ss copy the letters A-D and write the
cardinal points.
84
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UNIT 7
Your turn!
YOUR TURN ! The eight planets of the Solar System
• Ss look at the top illustration showing
the relative size of the planets: Which
is the largest? Which is the smallest?
The eight planets Which is the closest to the Sun? And
of the Solar System the farthest?
The Sun is the centre • Volunteers read the information about
of our Solar System.
each planet.
Eight planets orbit the Sun.
The Solar System consists of many other types of celestial bodies. For example,
• Divide the class into eight groups and
meteorites, asteroids and comets. All these bodies orbit the Sun. help Ss organise the text into a planet
The inner planets. The planets closest to the Sun. They are made of rock. chart. Draw two columns labelled:
Name and Facts. Under the Name
column, write all the inner planets (in
order) in red and then all the outer
planets in blue. Assign a planet to
Mercury. The smallest Venus. It is nearly the Earth. Our planet. It Mars. Scientists each group. The groups collect facts
planet. It is the same size as Earth. It is is the largest of the believe Mars had
nearest planet to the surrounded by clouds. four inner planets. rivers and oceans about their planet to write on the chart.
Sun, so it is very hot. Venus is the hottest planet. millions of years ago.
• Still in their small groups, the Ss use
the chart on the board to help them
The outer planets. The planets farthest away from the Sun. They are made up
of gases. They are very large.
answer the questions.

Jupiter. The largest Saturn. It is surrounded Uranus. It is Neptune. The planet
planet in the Solar by a ring made up of surrounded by farthest away from the
System. rock and dust. a small ring. Sun. It is the coldest.
a. Look at the illustrations above. Name the smallest and the largest planets.
b. Which planet is hotter, Mars or Jupiter? Explain.
c. What are the main differences between the inner planets and the outer planets?
eighty-five 85
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Further activities
Ss copy the large illustration on page 85, keeping the order of the
planets. They include a colour key and colour the planets according to
the key: Red = inner planets; Blue = outer planets. Ss write the title:
The Solar System.
Explain that astronomy is a science that is always discovering new
celestial bodies: Pluto was discovered in 1930. Until 2006, it was
the ninth planet of our Solar System. Now, because of sophisticated
technology, we have more information about Pluto. It belongs to a group
of celestial bodies called the Kuiper Belt. Pluto is now called a dwarf
planet.
85
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Revision I
Objectives 7.5
the unit
• To practise summarising a text The Earth
• To give Ss the opportunity to evaluate The Earth is a planet. The surface is covered
their own learning with oceans and continents. It is surrounded
by a layer of air called the atmosphere.
The Earth is constantly moving. It rotates on
Key language its axis. This movement is called rotation.
This takes 24 hours and causes night and day.
• Vocabulary and structures: advantage
/ disadvantage, atmosphere, axis, The Earth orbits the Sun. This movement is called Earth
revolution and takes 365 days. This causes the four seasons.
continent, orbit, phase, planet,
revolution, rotation, satellite, star; The Moon
scientific instruments: binoculars, The Moon is the Earth’s natural satellite. The orbit of the Moon
telescope; frozen, surrounded; cause, around the Earth produces the Moon phases.
give off (heat / light), produce, rotate,
The Sun
take (+ time)
The Sun is a star. It is the closest star to the Earth. It gives off
light and heat. It is much larger than the Earth.
Revision
1 Read the summary.
• Play track 7.5. Ss read and listen
to the summary. Pause to ask
comprehension questions: What is on THE EARTH'S MOVEMENTS
the Earth’s surface? What is the layer
of air that surrounds the Earth called? are
Does the Earth ever stop moving?
rotation ..........
this is when this causes this is when this produces
pairs. it turns on its the four
.......... ..........
• Combine pairs to correct in small axis seasons
groups.
86 eighty-six
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Further activities
Ss write Moon, Earth, Sun on pieces of paper. Say facts about each.
Ss silently hold up the name of the celestial body being described.
Find out more facts in a fun game at www.earthsunmoon.co.uk.
86
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UNIT 7
I can
Choose a scientific instrument I can
It’s Rosie’s birthday next week. For her birthday present, Choose a scientific instrument
she can choose binoculars or a telescope. • Ss brainstorm when people use
A B binoculars and a telescope. (In the
B
countryside, to look at animals, on the
beach, at night, during the day, from a
balcony, etc.)
Binoculars are easy to use. They weigh very Telescopes are expensive. Rosie can use
little and are easy to carry. Rosie can use one to see detailed images of the Moon. • Volunteers read the text. Pause
them to watch birds. She can also see the She can also see some of the planets and after each sentence and check
craters of the Moon through binoculars. the rings of Saturn through a telescope.
comprehension.
Compare the two products. Copy and complete the chart. • Ss complete the chart: Binoculars:
advantages (easy to carry, weigh very
Binoculars Telescopes
little, can watch birds, can see the
Easy to use .......... craters on the Moon); disadvantages
Advantages
.......... ..........
(can’t see very long distances, easy
.......... ..........
Disadvantages .......... ..........
to lose). Telescope: advantages (can
see the planets and the rings of
Which birthday present would you choose? Saturn, can see the Moon in detail);
disadvantages (expensive, difficult to
carry).
OUR WORLD • Do a class vote on the favourite
Penguins and polar bears birthday present.
The North Pole is in the middle of a frozen ocean. Polar bears live
on the ice. The South Pole is in the middle of a frozen continent. Penguins
live on the frozen land. Our world
However, there are no penguins at the North Penguins and polar bears
Pole and no polar bears at the South Pole.
• Read the text and check
The South Pole is colder than the North Pole. comprehension.
Penguins would be too hot at the North Pole!
Find out more about penguins and polar
• Ss research more information about
bears. What do they eat? How can they live penguins and polar bears in books or
in such cold conditions? on the Internet.

eighty-seven 87
Test 7
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Further activities
Ss draw a penguin and a polar bear and write one sentence they
have found out about each. For example: Penguins eat shrimps, fish
and squid. Polar bears are carnivores and eat fish or seals. Penguins
have a thick layer of fat and waterproof feathers to keep them warm.
Polar bears have thick fur to protect them from the cold and black
skin to soak up as much heat from the Sun as possible.
In small groups in class and at home, Ss research information about
conditions at the North and South Poles and other animals that live
there.
87
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8 Water
Unit content

• To identify the three states of water • The three states of water
• To discover how water changes its state • The changing states of water
• To learn where water can be found in nature • Sea water, fresh water, groundwater, snow and ice U
• To conduct an experiment with melting ice • The water cycle
• To study the water cycle • How drinking water gets to our homes
• To find out how drinking water gets to our homes • Ways to save water
• To learn how to save water
• Observing photos and diagrams to study the changing
Language objectives states of water
• Following instructions and using the appropriate
• To express indefinite quantities with little and
materials to carry out an experiment
a lot (of): This is called fresh water because it
contains very little salt. However, this process • Studying the directions of the arrows in a diagram
is expensive and uses a lot of energy. to understand the water cycle
• To describe cause and effect using the • Completing and labelling a diagram to illustrate
conjunction when: When rain falls on the land, the water cycle
it forms streams. • Tracking the flow of water in a diagram to see how it is
• To indicate provenance with comes from: Water purified prior to drinking
from wells and springs comes from aquifers. • Making a list of ways to save water
on the text
Assessment criteria
• Describe the three states of water
• Showing interest in conducting experiments involving
• Explain how water changes its state
the states of water
• Indicate where water can be found in nature
• Appreciating the importance of water in our daily lives
• Draw conclusions from the experiment with P
• Developing water-saving habits
melting ice
• Explain the water cycle •
• Explain how drinking water gets to our homes
•
• Outline how to save water
88A
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Competences
Knowledge and interaction Processing information Social competence
with the physical world and digital competence and citizenship
• Studying the sources of water • Conducting experiments involving • Taking steps to reduce water
in nature (SB p. 92 and 93: Water melting ice cubes and making consumption and avoid
in nature) predictions about the results: pollution (SB p. 99: Identify
• Learning the names of the (SB p. 91: Hands on!) ways to save water)
processes that cause the changes • Interpreting photos and diagrams • Understanding the need to
in the states of water (SB p. 90: in order to understand the states share resources and technology
The changing states of water; p. 94: of water and the water cycle so that everyone can have
The water cycle; p. 98: Revision) (SB p. 90: The changing states access to drinking water (SB
of water; p. 95: The water cycle) p. 99: Clean water for everyone!)
Unit outline
Unit 8. Water
The different states

Water in nature The water cycle
of water

How does temperature How drinking water
affect melting ice? gets to our homes
I can Our world

Revision
Identify ways Clean water
to save water for everyone!

• Content: understanding that the water cycle September October November December January
is a continuous process
• Language: the spelling of different vowel combinations
with o: vapour, cool, gaseous, country, mountain, February March April May June
cloud; the pronunciation of words ending in -tion
88B
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Objectives
• To learn the importance of water for
living things
8 Water
W
• To understand that water can change

states
1.
• To distinguish between the three
states of water 2.
Key language
• Vocabulary and structures: states of
water: ice / solid, water / liquid, water
vapour / gas; clothes, sleeping bag,
temperature; again, however, usually; be
made of, disappear, flow, freeze, melt,
stay, take in
3.
Presentation 8.1
• Revise previous concepts: What does 4.

the surface of the Earth consist of? Is
there more water or land? Use an Earth
globe to show the oceans.
• Ss look at the photo: Is this inside or An ice hotel
THINK ABOUT
outside? What are the table and chairs Every winter, in a small town in Sweden,
made of? Wood or ice? you can stay at a hotel made of ice! • What do you usually use
ice for?
• Locate Sweden on the globe: Is The hotel provides warm clothes and
Sweden in the north or the south of • At what temperature does
a sleeping bag because it is so cold inside. water freeze?
Europe? Do you think the winters are
In spring, however, the hotel disappears! • What happens in spring
hot or cold? to make the ice hotel
The ice melts, and the water flows back into
• Read the text and ask: Where is the the river. In winter the hotel is built again. disappear?
hotel? What is it made of? How do • Would you like to stay
people stay warm? What happens to the at this hotel?
hotel in spring? In which season can
you stay in this hotel?
• Explain: Ice is water in a solid state. 88 eighty-eight
Fresh water freezes and becomes solid

at 0º Celsius. Contrast with the current 179203 _ 0088-0099.indd 88 21/12/10 10:42 179203 _ 0088-0
temperature in the classroom. The

water to make this hotel comes from a Further activities
frozen river.
Ss imagine and draw a guest room in the ice hotel. They write a
• Ss decide if they would like to stay in sentence below: The furniture is made of ice. Ice is water in a solid
this hotel. In pairs, they tell the class state. They describe their hotel bedroom to a partner.
the advantages and disadvantages:
The hotel is too cold. There isn’t a Explain that seawater freezes at a lower temperature than fresh water,
television / The hotel is great! It’s because it contains salt. Ice from salt water is not so hard. It is more
beautiful! like a paste, so you cannot use it to make furniture or sculptures.
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UNIT 8
Water IN THIS UNIT, YOU WILL…
Water
People, animals and plants need water to live. • Read the text. Revise the planets
• Find out about the studied in Unit 7: The Earth is the only
three states of water.
planet we know that has water. Water is
1. How do plants take in water? • Learn how to carry
out an experiment.
necessary for living things.
2. Make a list of the uses of water that you know. 1. Draw a plant on the board with its
• Identify where water
can be found in roots underground. Revise how plants
nature. take in water.
The different states of water
Water can exist in three different states:
• Study the water 2. In two minutes, Ss think of different
cycle.
as a liquid, a solid, and a gas. activities that need water. Write up the
• Find out how drinking answers on the board. Ss copy the list
Water is a liquid. water gets to your
Ice is a solid. home. in their notebooks.
Water vapour is a gas. • Identify ways to save
water.
The different states of water
• Learn how to help
3. Name places where you can find water, ice and people who do not • Read the text about the three states of
water vapour. have clean drinking water.
8.1 water. 3. Label three columns on the board:
4. Put the pictures in order. Then, explain to your
partner what is happening. Water, Ice, Water vapour.
Show Ss pictures of different states
A B to revise: What state is this? Where
can you find this? Write their answers
under the correct heading. Ss copy the
chart.
4. Ss put the illustrations in order
and then in pairs explain what is
happening.
Play track 8.1. Ss check their answers.
C
eighty-nine 89
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Values education
Talk about the vast number of people in the world who do not have
access to drinking water. Find information at http://water.org/ or
www.waterforpeople.org.
Further activities
Ss write a diary for a week. For each day, they write down what they
used water for. For example: swimming, brushing their teeth, having a
shower, etc.
Ss draw examples of water in the three different states. For example, a
cloud, a river, an iceberg. Then they label the drawings. Below, they write
descriptions for each: Clouds are made of water vapour. Rivers contain
water in a liquid state. An iceberg is made of water in a solid state.
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The different states of water 3 Us
Al
All
Objectives
Pe
• To learn the main uses of water 1 The three states of water m
ma
ha
• To revise the three states of water Water exists in three different forms, called states.
an
• To learn how water changes states • Drinking water is water in a liquid state.
Pl
Pla
• Ice and snow are water in a solid state.
So
• Water vapour is water in a gaseous state.
Key language liv
8.2
• Vocabulary and structures: states of 2 The changing states of water
water: gaseous, liquid, solid; changing
A change of state occurs when water changes
states of water: condensation, from one state to another.
evaporation, freezing, melting; freezing This occurs when water cools or heats up.
point, ice, snow, temperature; faster /
• Melting occurs when ice is heated and
slower; affect, cool, drink, influence, heat it turns into water.
(up), melt, occur, take a shower, turn into • Freezing occurs when water cools and turns
into ice. Water freezes at 0 ºC. This is its
freezing point.
Presentation
• Evaporation occurs when water heats up
1 The three states of water and turns into water vapour.
• Read the text. Name forms of water. Ss • Condensation occurs when water vapour Condensation. Water vapour in the air
cools and turns into liquid water. cools and condenses on the cold mirror.
say the state. A cloud. (Water vapour.)
2 The changing states of water

• Talk about freezing and melting. Bring
in some ice. This is ice. It is a solid. melting evaporation
Water freezes at 0ºC. If I leave the water

in the warm classroom, it melts and
becomes a liquid. Water changes state
when it cools or heats up.
• Explain the process of evaporation:
When you heat liquid water in a pan,
it changes to water vapour, a gas. This freezing condensation
process is called evaporation. 1
The changing states of water. 2
• Finally, explain the process of
condensation: Condensation is the
opposite of evaporation. It takes place 90 ninety
when water vapour in the air cools. So,
the gas becomes a liquid. 179203 _ 0088-0099.indd 90 21/12/10 10:42 179203 _ 0088-0
• Give an example of condensation:

When you have a hot shower, some
Values education
of the water changes to water vapour.
This water vapour cools on the cold Explain that water is a valuable and vital resource. It is home to many
bathroom window and returns to a animals and plants. There is limited fresh water on Earth. Ask: How can
liquid state. The water runs down the this resource be protected? (Legislate to prevent pollution from factory
window. waste. Regulate use of water for farming and industry.)
• Read the text. Ss follow the processes
by pointing to the illustrations. Further activities
• Play track 8.2. Ss listen and say the Ss put an ice cube in a sealed, clear, plastic bag and tape it to the
process. classroom window. After 15 minutes, they can observe how the ice
has melted into a liquid.
In a laboratory, show how water changes state: Heat some salt water
in a saucepan until it boils (evaporation); cover the pan with a glass lid
8.2 See transcripts, page 195 (condensation); put ice cube trays of water in the freezer (freezing).
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UNIT 8
3 Uses of water
All living things need water to live. 3 Uses of water
People need to drink water. We also have
• Ss say as many different uses of water
many other uses for water, for example to
have showers. Water is used in factories as they can. Write them on the board.
and on farms. • Ss look at the photograph. What
Plants take in water through their roots. kind of water is this? (Irrigation water,
Some animals live in water. Other animals Beetroot farm. Beetroot plants need a lot of water.
drinking water.) Is the water a liquid or
live on land, but they need to drink water. solid? (A liquid.) What state is it in? (In
a liquid state.)
• Volunteers read the text. Check for
Hands How does temperature affect melting ice? comprehension.
on!
Hands on!
How does the temperature affect melting
ice?
This experiment • Say: Does ice melt quicker on a cold
shows how day or a hot day? Count hands and
temperature 1. Pour cold water into one glass. 2. Put an ice cube into each
influences the time
write the results on the board. Now we
Pour hot water into the other glass. glass. Set your stop-watch.
it takes to melt ice. are going to do an experiment to find
3. Write down the time it takes each ice cube to melt completely. Look
You need: at this example: how temperature affects melting ice.
• 2 large glasses Hot water
• In threes, Ss have 2 glasses, 2 ice
Cold water
cubes, a stop watch and paper and
• 2 ice cubes Time it takes 1 minute, 11 minutes, pencil.
• A stop-watch to melt the ice 20 seconds 30 seconds
• They follow the instructions and record
the results. On the board, make a
How does temperature affect the time ice takes to melt? class chart with everyone’s data: Are
If it is hot, the ice melts faster / slower.
the times similar?
If it is cold, …
Write instructions for a similar experiment: Does the quantity of ice that you • Return to the question on the board.
put in a glass of water influence the time it takes to melt? Ss decide who was right and who was
wrong.
Questions
1. What do people need water for? Teacher’s Resource Book
2. At what temperature does water freeze and become solid?
ninety-one 91
Activity Book
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Further activities
Elicit definitions for key vocabulary on both pages. Write them on the
board: Ice heats up and turns into water. (Melting). Ss make vocabulary
cards.
Do an experiment to show how liquid water expands when it freezes. All
other liquids get smaller. Completely fill an ice tray with water and put
it in the freezer. As the water expands, it overflows the ice tray slightly,
taking up more space.
In groups, Ss put some water in a bottle, in a glass and on a plate and
leave them on the classroom windowsill for several days. Then, the
groups check to see which has the least water. Explain: More water
evaporated from the plate because more of it is exposed to the warm air
than the water in the bottle. Ss apply their findings to other situations:
Are lakes and oceans more like the plate or the bottle?
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Water in nature
Objectives
• To learn that salt water in seas and 1 Sea water G
3 Gr
oceans is not suitable for drinking or Most water on Earth is in the seas Gr
watering plants and the oceans. be
• To learn that the water in rivers, Water from the seas is called salt W
Wh
water because it contains a lot of salt. th
the
streams and lakes is fresh water be
You cannot use salt water for drinking
• To learn that groundwater forms or for watering plants. He
underwater rivers and aquifers In order to use salt water, the salt aq
• To understand that solid water is found must be eliminated at desalination th
thi
Desalination plant. Desalted water is very expensive.
at the poles and on mountain peaks plants. However, this process is Gr
expensive and uses a lot of energy. un
8.3
Key language 2 Fresh water 4 Sn
• Vocabulary and structures: water in On the surface of the continents, In
nature; fresh water, ground water, salt there is water in rivers, streams co
water / sea water; aquifer, desalination and lakes. This is called fresh water fre
because it contains very little salt. co
plant, iceberg, ice crystal, salt, snow,
snowflake, well; clean, empty, expensive, People, animals and plants drink fresh In
water. This is called drinking water. ar
are
giant, underground; break off, collect, Drinking water must be clean. tu
tur
contaminate, eliminate, float, melt, turn
Be careful not to waste or Th
into, waste contaminate drinking water. No
ar
are
Stream. This water looks clean, but do not drink it of
Presentation unless you are sure it is drinking water. ice
Th
1 Sea water
• Point out the oceans on an Earth
globe: The seas and oceans contain NOW YOU!
salt water. 1
• Look on the Internet. Find out
• Read the first two paragraphs. Check how many litres of water each 2
person uses every day in your
understanding: Can you drink sea country.
water? Can you water plants with salt
water?
• Ss look at the photograph: There are
special factories that can take the salt
out of salt water. These factories are
called desalination plants. Ask: What 92 ninety-two
problems are there with desalination?

Ss scan the text for the answers. 179203 _ 0088-0099.indd 92 21/12/10 10:42 179203 _ 0088-0
(Expensive, uses lots of energy.)

Values education
Now you! Discuss how individuals can play an important part in water conservation.
Ss think of ways to save water. (Turn off the tap when brushing your teeth.
• Ss share the information they find with
Put a bottle of water in the toilet tank. Have showers instead of baths. Use
the class.
rainwater to water plants. Etc.)
Further activities
Revise the names of the world’s oceans and important rivers. Help
Ss organise them in a chart with the headings: salt water, fresh water.
Ss solve this simple maths problem in small groups: A factory uses
200 litres of water to make one kilo of plastic. If one bottle is 20 grams,
how much water does the factory use to make it? Do you think this a
good use of water?
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UNIT 8
2 Fresh water
3 Groundwater
stream. Read the text.
Groundwater is fresh water found
beneath the surface of the Earth. • Explain that fresh water has a little salt
When it rains, water goes through in it, but less than the salt water in the
the soil and collects in empty spaces seas and oceans.
between rocks and sand.
aquifer • Read the text. Ask: Is drinking water
Here it forms large deposits called
well
fresh water or salt water?
aquifers. People build wells to collect
this water. Aquifer. Groundwater is deposited in aquifers and
• Explain: Many parts of the world have
.
Groundwater can also form collected in wells. lots of fresh water. These are places
underground rivers in caves. where it rains a lot.
• Play track 8.3. Ss listen and say salt
4 Snow and ice water or fresh water.
In winter, temperatures are very • Ss do the Now you! section in groups.
cold in mountain regions. Water
freezes and becomes ice and snow in
cold weather. 3 Groundwater
In spring and summer, temperatures • Tell Ss that mineral water is drinking
are warmer. Ice and snow melt and
water from underground rivers.
turn into liquid water again.
The coldest areas on Earth are the • Read the first paragraph. Demonstrate
North Pole and the South Pole. These by adding water to a clear container
areas are covered with giant blocks filled with sand, gravel and rocks:
of ice. Sometimes, large pieces of Snow. Snow is made up of small ice crystals, called Water collects underground between
ice break off and float in the ocean. snowflakes. Snowflakes have many different shapes
and patterns. No two snowflakes are the same! the rocks and sand.
These are called icebergs.
• Ss look at the illustration. Read
Questions the rest of the text. Check for
understanding: We use wells to get the
1. Describe fresh water and salt water in your own words. groundwater out.
2. Match the words to the photographs.
salt water A B C 4 Snow and ice

fresh water • Elicit the different states of water from
aquifer Ss. Remind them: The snow and ice on
Earth is fresh water which is frozen.
• Ss look at the photograph. Read
ninety-three 93 the caption. Read the text. Write
snowflakes and icebergs on the board.
21/12/10 10:42 179203 _ 0088-0099.indd 93 21/12/10 10:42 Ss find the definitions in the text and
the caption and say them.
Further activities
Use the virtual ruler on the website for the city of Fairfax to help Ss Teacher’s Resource Book
visualise the amount of fresh, frozen and salt water there is on Earth: Reinforcement worksheet 21
www.fairfaxwater.org/story_of_water/html/earth.htm.
Show the location of the Dead Sea in Asia on a world map. Explain that Activity Book
it is a large salt lake. It gets its water from the Jordan River and other
smaller rivers. Because it is in the desert, it loses lots of its water Pages 48 and 49
through evaporation. The salt does not evaporate: It has six times more
salt than any ocean. Almost nothing can live in the Dead Sea. This is how
it gets its name. Many people visit the Dead Sea because the water and
mud are good for many skin problems. It is easy to float in the water.
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The water cycle
Objectives
e condensation
• To understand how the water cycle 1 From the oceans to the clouds
works Water is continually moving around the
• To learn about the movement of water Earth. This causes the water cycle.
between the oceans, clouds and land The water cycle begins when water from
the oceans, lakes and rivers heats up
and evaporates to form water vapour. w water vapour rises
Key language Water vapour passes into the cold
atmosphere. The cold temperature makes
• Vocabulary and structures: altitude,
the water vapour cool down and condense.
aquifer, atmosphere, cloud, droplet,
Condensed water in the atmosphere turns
groundwater, hail, lake, ocean, rain, into tiny water droplets and forms clouds.
rainwater, river, sea, sky, snow, spring,
Clouds move across the sky with the wind. q evaporation
stream, water vapour, well; cause,
condense, cool down, evaporate, fall,
form, freeze, heat up, melt, reach, sink, 2 From the clouds to the land
turn into As clouds move across the sky, the tiny
water droplets in the clouds join together
Formation of clouds. q Water evaporates.
w Water vapour passes into the atmosphere.
to form larger drops. e At high altitudes, the air is very cold. Water
Presentation These large drops of water fall to the land vapour condenses and forms clouds.
as rain.
1 From the oceans to the clouds
When rain freezes, it falls to the land as
• Revise the processes of evaporation snow or hail.
and condensation with the illustration
on page 90. Explain that water moves
3 From the land to the sea
in different ways. Ss look at the
When rain falls on the land, it forms
illustration: Water moves as water
streams. Streams flow into rivers. Rivers
vapour up into the sky to form clouds. It flow into seas and oceans.
falls to Earth again as rain.
When snow melts, it flows into the streams
• Volunteers read the text. Explain that and rivers and finally reaches the sea.
water does not need to boil in order Sometimes, rainwater and melted snow 1
to evaporate: Although we do not see sink deep into the ground to form aquifers.
water vapour rising above the oceans, Water from wells and springs comes from
millions of litres of water evaporate aquifers.
every day. River Lozoya, Spain. The beginning of a river is
called its source.
• Read the text again. Ss trace the
journey of the water with their fingers.
94 ninety-four
2 From the clouds to the land

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179203 _ 0088-0
• Read the text. The water vapour in the
clouds condenses and falls as rain.
When it is cold, it freezes and falls as Further activities
snow or hail. Ss draw a picture of the evaporation and condensation of water from
the seas. They make the clouds with cotton wool. They label the
3 From the land to the sea pictures. They take turns to describe their pictures to the class.
• Explain that water always flows Ss use Google Earth to explore different rivers and oceans in the world.
downhill to the lowest point. This is Place Ss in small work groups and assign a different continent to each.
why rivers flow down into seas and
oceans.
• Read the text. Ss say all the types of
water that flow into seas and oceans.
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8.4
The water cycle
UNIT 8
The water cycle
• Tell the Ss: The Earth has a limited
e amount of water. Nature recycles water.
r The process of water moving from
the ground to the sky and back to the
w ground again is called the water cycle.
• Ss look at the illustration. Read the
text, stopping after each stage to
check for comprehension.
• Ask six volunteers to read each stage
again.
t • In pairs, Ss complete question 1.
q water cycle with their finger.
• Join pairs to make small groups and
e.
answer question 2.
er
y Teacher’s Resource Book

Activity Book
q Water from the sea evaporates. w Water vapour condenses and forms clouds. e Wind moves the
clouds over the land. r Water from clouds falls as rain, snow or hail. t Rain falls in the rivers and Pages 50 and 51
goes to the sea. y Some rain goes into the ground as groundwater.
Questions
1. Complete the sentences. 2. Look at the picture above.
a. When water vapour condenses, it forms… Explain the water cycle in your
own words.
b. Clouds move across the sky because of…
c. Water falls from the clouds to the land as…
s
d. Rivers carry the water back to the…
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Further activities
Dictate sentences from the text below the diagram of the water cycle.
Ss say which number.
Tape a clear, sealed bag of water to a classroom window. Once the
sunlight heats the water, Ss can watch the miniature water cycle: The
sunlight evaporates the water in the bag. It becomes water vapour and
condenses at the top of the bag. The water falls back down the sides of
the bag like rain.
Ss can watch animated versions of the water cycle on the Internet at
www.apps.southeastwater.com.au/games/education_kidsroom_
wcactivity.asp.
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the cycle.
melting
ice water
their own learning melting
evaporation .......... ..........
condensation
Key language freezing water water vapour
• Vocabulary and structures: ..........

condensation, evaporation, freezing,
melting; ice, water, water vapour;
2 Copy and complete the chart with five daily tasks that use water.
aquifer, cloud, drinking water, garden, Then, write five tasks that don’t use water.
groundwater, mountain, park, pipe,
rain, reservoir, river, sea, sewer, tank, I brush my Water No water
treatment plant, well; through; be teeth after
stored, collect, flow, water

every meal. I study. Х
I brush my teeth. Х
Activities ………
1 Copy and complete the cycle.

• Revise the processes of freezing, 3 Copy and label the diagram of the water cycle.
melting, evaporation and condensation.
Ss copy and label the chart. river rain evaporation condensation clouds sea
• Ss can add four drawings to their
charts. They use the illustration on ..........
page 90 as a model. ..........
2 Copy and complete the chart with five ..........

daily tasks that use water. Then, write
five tasks that don’t use water. ..........
a. Lo
• Brainstorm daily activities. Write them
on the board: brush my teeth, take b. Ho
..........
a shower, eat breakfast, sleep, go to c. W
school, water the plants, etc. d. W
..........
• Ss choose five items from the list and
add them to their charts.
96 ninety-six
• Volunteers come to the board to tick
the activities that require water. 179203 _ 0088-0099.indd 96 21/12/10 10:42 179203 _ 0088-0
• Then Ss check their answers against

the ‘answer key’ on the board.
Further activities
Describe one of the four processes from Activity 1. Ss say the name
3 Copy and label the diagram of the of the process.
water cycle.
Divide the class into small groups. Each group prepares to narrate or
• Revise the vocabulary for the activity:
act out the water cycle. Encourage Ss to be creative. They can make
This is a flowing body of fresh water, like
illustrations or act out the processes of the water cycle. The groups
the Nile or Amazon. Ss name the word:
present their water cycles to the class.
River.
• Draw a similar diagram on the board.
Ask volunteers to help label it.
• Ss copy the completed diagram.
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UNIT 8
Your turn!
YOUR TURN ! How drinking water gets to our homes
8.5 • Ss look at the diagram, at labels 1 and
How drinking water gets to our homes
2. Read the labels and explain: Water
for our homes comes from reservoirs
River water collects and wells.
in reservoirs. Groundwater is
taken from wells. • Ss follow the blue arrows to numbers
1 3, then 4. Define pipes: Pipes are large
2 tubes that carry water.
3 Water passes • For number 5 say: Now the water is
through pipes to
treatment plants. drinking water. It goes to the houses.
Water is stored
• Ss follow the brown arrows to number
4
in tanks. 6 on the other side of the town: Now
the water is used water. It is dirty. It
goes through sewers. Sewers are pipes
that carry away dirty water. It goes to
Water flows to homes
through pipes. 5 treatment plants.
• Ss follow the greeny-blue arrows to
number 7. Water is treated twice
throughout the process. The first time
6 (step 3), so it is very clean; the second
time to recycle the water.
Used water and rain water
flow through sewers to 7 • Explain that after the second
treatment plants. Treated water goes back into treatment, the water cannot be drunk.
the river. It is used for watering
But it can be used to water parks and
parks and gardens.
gardens.
• In small groups, Ss discuss why water
treatment plants are important. (There
a. Look at the diagram and name two places where drinking water comes from. is only a limited amount of water on
Earth, so we need to reuse it. If we
b. How many times is the water treated? Can you drink it each time?
drink dirty water we will get ill.)
c. Where does your town get water from: mountains, rivers, aquifers or reservoirs?
d. Why are water treatment plants important? Discuss with your classmates. arrows on the diagram with their finger.
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Further activities
Ss look back at the diagram. Ask: What colour are the arrows before
and after reaching the homes? What do the colours represent?
Take Ss on a field trip to the local water treatment plant or water
company.
Explain: Scientists think that thousands of millions of years ago, Mars
had big rivers, lakes and even an ocean. This is important to scientists
because perhaps Mars also had living things. Mars is a frozen desert.
Water is solid unless it is warmed underground. Perhaps there is still
life today deep underground. If scientists do find liquid water on Mars,
perhaps people could go to Mars one day to live. Would you like to live
on Mars?
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Revision I
Objectives 8.6
the unit
• To practise summarising a text Water
• To give Ss the opportunity to evaluate Water can exist in three states: solid, liquid and gaseous.
their own learning A change in state takes place when water passes from one
state to another.
The four changes of state are melting, freezing, evaporation
Key language and condensation.
• Vocabulary and structures: states of Water is found in seas and oceans. Sea and ocean water is salty.
water: gaseous, liquid, solid; changes On the continents, water is found in lakes and rivers.
This is fresh water.
of state: condensation, evaporation,
freezing, melting; hail, rain, snow; Water can also be found in aquifers. Aquifers are large
deposits of groundwater.
ocean, river, stream; aquifer, cloud,
Water is found as ice and snow in high mountains,
groundwater, fresh water, snow, water
and at the North Pole and the South Pole.
vapour; clean, constant, contaminated,
Water is in constant motion. River and ocean water
developing, dirty, salty; condense,
evaporates, then passes into the atmosphere. In the
evaporate, save, waste atmosphere, water vapour condenses and forms clouds.
Water falls from the clouds to the Earth as rain, snow
or hail. This water flows into streams. Streams flow
Revision into rivers. Rivers flow into seas and oceans.
1 Read the summary.
In what three states can water exist?
WATER
What are the four processes that take
place to change the state of water?
What do we call large deposits of is present in goes through
groundwater?
three states four changes
which are
2 Copy and complete. Use the .......... ..........
• Ss copy and complete the chart with .......... liquid .......... .......... ..........
• They compare answers with a partner.
98 ninety-eight
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Further activities
Ss make a four page mini-book about the water cycle. They illustrate
a cover with the title: The Water Cycle. Inside, they divide the last
paragraph from the summary into three phases and illustrate them on
three different pages.
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UNIT 8
I can
Identify ways to save water I can
It is important to save water and not waste it. Identify ways to save water
• Ask: What kind of water is there most
A C E of on Earth, salt water or fresh water?
Remind Ss how important it is to save
fresh water.
• Ss compare the pairs of pictures and
decide which ones save water.
B D F • Ss write a short list of other ways to
save water. In groups, they choose the
best idea and make a poster for it.
Our world
Which pictures show the children saving water?
Make a list of more ways to save water. Then, share your list • Explain that the amount of water
with your classmates and make a poster. people consume is different for
every country. In some countries,
for example, the United States and
OUR WORLD Australia, people use more than
600 litres of water a day. However, in
Clean water for everyone!
other, poorer countries, for example
Everyone needs clean water for drinking, cooking and
Rwanda and Uganda, people use fewer
washing. In some parts of the world, like Africa or Asia,
it doesn’t rain much. This means there is very little than 40 litres per day.
fresh water. This water is often dirty and contaminated. • Read the text. Ask Ss: Why do you
Sometimes, people have to walk a long way to get think there is such a difference between
clean water. Children get ill when they drink dirty water.
countries? Explain that developed
Some organisations work to provide clean drinking water countries use more water. (Cleaning,
for people in developing countries. They raise money to
build wells and lay water pipes to villages.
washing, toilets, etc.) Tell Ss that some
people need to walk many kilometres
• Find organisations that help provide clean water for developing
countries. every day just to get the water their
family needs.
• Make a list of ways you can help these organisations. In groups, choose
the best suggestions and share them with the class. • Helps Ss look for information about
organisations that provide clean water,
for example, at www.waterforpeople.
org/.
ninety-nine 99 • In small groups, Ss decide how they
can help these organisations.
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Further activities
Put Ss into small groups. Assign each group one of these situations:
washing the dog, flushing the toilet, watering plants, brushing your Test 8
teeth. In front of the class, Ss talk about how we can save water in
each of these cases.
Plan activities with the Ss to celebrate International Water Day, on
March 22nd: make posters for school awareness during the month of
March, plan a school water conservation day, etc.
Ss investigate how people obtain water in poorer countries. They also
investigate the quality of this water. They discuss their findings in small
groups.
99
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9 Air and weather
Unit content

• To identify the main characteristics of air • The composition and properties of air
• To learn about the weather and the climate • The atmosphere
• To study a weather chart • Weather and climate U
• To study the relationship between the weather • Weather and the four seasons
and the seasons • How a weather station works
• To discover how a weather station works • Choosing activities according to the weather
• To choose activities according to the weather • A cleaner atmosphere
• Observing photos of two simple experiments to

Language objectives
illustrate the properties of air
• To express facts using the present simple: • Studying graphs representing the composition of air
The plants produce flowers. On many trees, and choosing the correct one
the leaves turn brown and yellow
• Studying a key in order to learn the meaning of weather
• To use impersonal verbs: It doesn’t rain very symbols
much. It can snow.
• Interpreting a weather chart correctly
• To use the comparative and superlative of
• Making a weather chart and describing the weather
adjectives: The lower part contains the air we
recorded on it
breathe. Nitrogen is the most abundant gas.
• Studying a chart in order to discover in which month
each season begins
Assessment criteria • Completing a chart to explain how a weather station
• Describe the main characteristics of air works
• Matching activities to the weather
• Explain the difference between weather
and climate • Reading a text about the need for clean air
• Interpret a weather chart • Completing reading comprehension activities based
on the text
• Explain the relationship between the weather
and the seasons
P
• Showing interest in learning how to use a weather
• Describe how a weather station works •
station and read a weather chart
• Understand how to choose activities according
• Appreciating the importance of choosing appropriate
to the weather
activities according to the weather
•
100A
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Competences
Knowledge and interaction Processing information Social competence
with the physical world and digital competence and citizenship
• Learning about the composition • Learning the meaning of weather • Discovering how air pollution
and properties of air (SB p. 102: symbols and interpreting a weather can be controlled or reduced
Air; p. 103: Now you!) chart (SB p. 105: Hands on!) (SB p. 111 A cleaner
• Studying the difference between • Discovering how a weather station atmosphere)
weather and climate (SB p. 104 works (SB p. 109: Your turn!)
and 105: Weather and climate)
• Understanding the connection
between the seasons and the
weather (SB p. 106 and 107:
Weather and the seasons)
Unit outline
Unit 9. Water
Air Weather and climate Weather and

the seasons
Your turn!
Hands on!
How a weather
Weather charts
station works
I can Our world

Revision
Choose activities A cleaner
according to the weather atmosphere

• Content: understanding that air is composed September October November December January
of different gases; the connection between weather
and climate
• Language: different combinations involving the February March April May June
letter h: weather, atmosphere, weight, Earth, high,
length; pronouncing the names of the months
100B
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Objectives
• To revise the characteristics of air
• To revise weather conditions and the
9 Air and weather
W
seasons
Key language
1.
• Vocabulary and structures: seasons:
autumn, spring, summer, winter;
weather: cold / hot, cloudy / sunny, A
dry / rainy; desert, gas, ground, kite,
mixture, oxygen, phenomenon, seed,
space; amazing, calm, colourful, dry,
flowering, windy; become, bury, fly, grow,
occupy
C
Presentation
• Ask Ss what they know about deserts:
What is the weather like in a desert?
(Hot and dry.) What kinds of plants grow
there? (Plants that can live in extreme
heat and do not need a lot of water.)
What animals can live in a desert? The flowering desert
(ostriches, meerkats, camels, lizards, THINK ABOUT
The Atacama Desert, in South America, is the
snakes, black widow spiders, etc.)
driest desert in the world. It may not rain for 5, • Describe the flowers in
• Ss look at the photograph: Does the photograph.
20, or even 400 years!
this place look like a desert? (It’s not • What types of plants usually
typical. Deserts are usually sandy and However, when it does rain, an amazing thing grow in deserts?
rocky with few plants.) happens: thousands of seeds, buried under the
• How often does the
ground for years, grow rapidly into plants. The ‘flowering desert’ happen? 9.1
• Show Ss Chile on a world map. This 2.
plants produce flowers. The flowers produce • Why is life so difficult in
desert is in Chile. It is the driest desert
seeds for new plants. This dry desert becomes a desert?
in the world. It doesn’t rain here for
a colourful flower garden. This phenomenon is 3.
many years. When it does rain, small
called the ‘flowering desert’.
plants and flowers start to grow
immediately.
100 a hundred
• Volunteers read the text. Check
comprehension: Is the Atacama Desert 179203 _ 0100-0111.indd 100 21/12/10 10:13179203 _ 0100-0
in Africa? Does it rain every year?

What is buried under the ground? What
happens when the seeds soak up the Further activities
rainwater? Bring some cactuses to school. Ss study them. They draw of one of
• Reread the text. Define new words: them and label the parts. They add a sentence: This cactus does not
amazing (incredible); colourful need much water to grow.
(with many colours); phenomenon Talk about other ways living things have adapted to deserts: Deserts
(something very special that happens). cover about one fifth of the Earth’s surface. Animals and plants have
• Talk about the importance of rainwater: found ways to get water and stay cool. Some plants have long roots
Plants need water to grow. Plants to absorb groundwater. Others have short roots to get water from the
produce the oxygen we need to breathe. surface. They have spines or needles for leaves so that less water is
evaporated. Show pictures. Ss find out ways animals have adapted to
the desert.
100
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UNIT 9
Air IN THIS UNIT, YOU WILL…
Air
Air moves and occupies space. • Read the text. Inflate a balloon. Ask:
• Learn the main What is inside the balloon? (Air.) Explain
Air is a mixture of gases. One of these gases characteristics of air.
is oxygen. that air, although we cannot see it,
• Learn about the occupies space. Continue: How do we
weather and climate.
know air moves? (Because we see how
1. Which of these objects function with air? • Identify the typical
weather for each the wind moves objects.)
season. Remind the Ss that air is a mixture
A B • Discover how a of gases: Which gas do we need to
weather station breathe? (Oxygen.)
works.
1. Ss look at the photographs and decide
• Learn how to record
weather conditions. which objects function with air.
• Choose activities
according to the
Weather
weather.
C D • Show Ss flashcards to revise different
• Learn ways to make
the atmosphere types of weather. Read the text.
cleaner. 2. Ss read and answer the question.
Play track 9.1. Ss listen and answer
the questions about the weather.
3. In small groups, Ss discuss their
favourite season. Ss write about the
Weather weather in their favourite season and
Weather can be hot or cold, sunny or cloudy,
why they like this season.
dry or rainy. Air can be calm or windy. Ss share their answers with the rest of
ly Weather changes with each season: the class.
spring, summer, autumn, winter.
9.1
2. A boy is flying a kite. Is it a windy day or a calm
day?
3. What is your favourite season?

What is the weather like in this season?
a hundred and one 101
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Further activities
Write the headings on the board: Weather and Air. Write these words in
a list: gas, hot, flying, umbrella, rain, windmill, oxygen, temperature, cold,
spring, breathe, sailing boat. Volunteers come to the board and write
the words under the correct heading. Ss copy the completed lists: Air:
gas, windmill, oxygen, flying, breathe, sailing boat; Weather: hot, rain,
temperature, cold, spring, umbrella.
Ss find more information on the Internet about the Atacama Desert:
What are the daytime and night-time temperatures? What plants grow
there? What animals live there?
101
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Air
Objectives
9.2
9.2
• To learn about the composition of air 1 The composition of air 4 W

• To discover the importance of air Air is the mixture of gases that surrounds Th
the Earth. The main gases in air are: su
• To distinguish the properties of air
• Nitrogen. This is the most abundant gas. Th
• To learn about the atmosphere and its
layers • Oxygen. This is the second most abundant •
gas. Plants produce oxygen and all living
things need oxygen to breathe.
Key language • Carbon dioxide. This gas is a very small •
part of air. Living things produce carbon
• Vocabulary and structures: air: dioxide when they breathe out. It is also
carbon dioxide, nitrogen, oxygen; produced by cars and factories. Forest. Plants produce the oxygen we need
burning, flying, hearing; atmosphere, to breathe. Why are forests called the lungs
of nature?
composition, flame, gas, layer, mixture, 2 The importance of air
photosynthesis, shape, smell, sound, 1
People and animals need air to breathe.
volume, weight ; abundant, invisible, Plants need air during photosynthesis. 2
lower / upper; breathe (out), consume, Air is also needed for: A B 3
contain, go out, hear, inflate, need,
• Hearing. Sound travels through air.
surround, travel, weigh We cannot hear sound without air.
• Flying. Birds, butterflies and aeroplanes
Presentation cannot fly without air.
• Burning. Fire needs oxygen from the air
1 The composition of air in order to burn.
• Volunteers read the text. Check Fire needs air. When the fire consumes all
the oxygen in the glass, the flame goes out.
comprehension: What gas is the most 3 The properties of air
abundant in air? (Nitrogen.)
• Air is invisible. It has no colour or
• Continue: We breathe in oxygen, but smell. It has no shape or volume
breathe out carbon dioxide. Plants use of its own.
this carbon dioxide and produce oxygen. • Air has weight. A balloon with air inside
weighs more than a balloon with no air
• Ss look at the photograph. Explain: inside.
Forests are called the lungs of nature
• Air occupies space. If you inflate a
because forest plants produce oxygen. balloon, it changes its shape because
of the air inside. Air does not have its Air has no shape. The air inside these balloons
own shape. takes the shape of the balloons.
2 The importance of air
• Ss read the text.
• Explain briefly how sound travels: When 102 a hundred and two
an object makes a sound, it vibrates.

This makes the air around it vibrate too, 179203 _ 0100-0111.indd 102 21/12/10 10:13179203 _ 0100-0
sending out sound waves.

• Ss look at the photographs. Explain: In Further activities
the first photograph, the candle is With the help of the class, make a mind map of the three sections
surrounded by air which contains on the page. Air: composition (nitrogen, oxygen, carbon dioxide); uses
oxygen. The flame takes in the oxygen (hearing, flying, burning); properties (invisible, has weight, occupies
as it burns. In the second, there is no space).
oxygen in the glass, so the flame cannot
burn. Bring in objects that function with air: a paper windmill, a hand-held
fan, a whistle, a recorder, etc. Volunteers act out how each is used.
Test the volume of air: Ss try to stab a drinking straw into a raw potato.
First they try without covering the hole at the top of the straw. Then
they try again, covering the hole with their thumb. Explain: When you
cover the straw with your thumb, you keep air inside the straw, making
it stronger.
102
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UNIT 9
atmosphere 3 The properties of air
9.2
9.2
• Ss look at the photograph. Read the
4 What is the atmosphere?
text.
The atmosphere is the layer of gases that
surrounds the Earth. • Do an experiment: balance an
The atmosphere has two main parts: inflated balloon tied to each end of
a suspended cane. Burst one of the
• The lower part contains the air we
breathe. Rain and wind are produced balloons. The balloons no longer
in this part. balance because the inflated balloon
Earth
• The upper part contains very little contains air, but the burst balloon has
oxygen, so we could not breathe The Earth and its atmosphere. The atmosphere
less volume and less weight.
in this part. is the layer of gases that surrounds the Earth.
4 What is the atmosphere?

Questions • Ask: Have you ever climbed to the top
1. What is air? What gases make up air? of a high mountain? When you get to
2. Name three properties of air. Give examples. the top, it is harder to breathe. This is
because there is less oxygen the higher
3. What is the atmosphere? Describe the two parts.
up you go in the atmosphere. The
atmosphere is the layer of gases that
surrounds the Earth.
NOW YOU! • Ss look at the photograph. Read the
text.
• Which graph shows the composition of air? Explain. • Check comprehension: What three
A B things can we find in the lower part of
the atmosphere? (The air we breathe,
rain and wind.)
• Discuss the upper part of the
atmosphere: When astronauts go out
in space, they go into the upper part
of the atmosphere. There is very little
oxygen there, which is why they wear
special suits.
s oxygen nitrogen carbon dioxide and other gases

or False.
a hundred and three 103 Now you!

• Ss read the text on page 102 again
21/12/10 10:13179203 _ 0100-0111.indd 103 21/12/10 10:13
about the composition of air. Remind
them which gas is the most abundant.
Values education In pairs, they look at the graphs. Share
answers as a whole class.
Explain how fumes and smoke from cars and factories reduce the quality of
air in cities. Discuss alternative ways to travel round a city to help reduce
air pollution. (Ride your bike. Walk. Travel by bus or train. Etc.) Teacher’s Resource Book
Further activities
Ss draw and label a diagram of the atmosphere: a circle to represent Activity Book
Earth; two concentric circles arround it; rain clouds in the lower
Pages 52 and 53
atmosphere; a space ship in the upper atmosphere.
Helium balloons are lighter than balloons filled with air. Helium is lighter
than the gases in air. So a helium balloon floats higher. After a few days,
a helium balloon loses height because air slowly enters the balloon
and helium slowly leaves it, making the balloon heavier.
103
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Weather
Objectives and climate
9.3
9.3
5 Cl
• To define weather and its elements: Cl
Cli
temperature, precipitation, wind ar
are
1 Weather cli
• To differentiate between weather and
Weather is the state of the atmosphere at •
climate a particular time and place. Weather refers
• To recognise the characteristics of to different things, such as temperature,
precipitation and wind. •
mountain, coastal and continental
climates
•
2 Temperature
• When temperatures are low, the weather High temperatures. When temperatures are high,
Key language is cold. When temperatures are high, we wear light clothes, like cotton T-shirts.
• Vocabulary and structures: climate: the weather is hot.

coastal, continental, mountain;
precipitation: hail / ice, rain / liquid, 3 Precipitation
snow / snowflake; wind: breeze, Precipitation is water that falls to Earth
gale, hurricane; cloud, movement, from the clouds. Precipitation can fall as
temperature, weather; cold / hot, rain, snow or hail.
dangerous, high / low, mild, particular, • Rain is water that falls to Earth as
strong, typical; destroy a liquid.
• Snow is water that falls to Earth as
frozen snowflakes. Snow. When temperatures are very low,
Presentation • Hail is water that falls to Earth as it snows.
1 Weather small pieces of ice.
• Ss look at the photographs: What’s the

weather like? Which photograph would 4 Wind
you like to be in now? Which do you Wind is the movement of air. There are
prefer; hot, cold or windy days? different types of wind, depending on how
fast the air is moving:
• Read the text. Ask: Is weather always
• A breeze is a very light wind.
the same everywhere? What things
change? Explain that these changes • A gale is a very strong wind.
are caused by changes in temperature, • A hurricane is an extremely strong wind
with rain. Hurricanes are dangerous and
precipitation and wind. can destroy buildings and trees.
Windy weather. Gales can bend trees.
2 Temperature
• Read the text. Ask: What are the two
104 a hundred and four
types of temperatures? (High and low.)
Show Ss a traditional thermometer and
179203 _ 0100-0111.indd 104 21/12/10 10:13179203 _ 0100-0
show them how to read the highest
and lowest temperatures.
• Ask: What is the temperature today? Is Further activities
it high or low? Revise antonyms to describe weather: high, low (temperatures), hot,
cold (weather); heavy, light (rain); light, strong (winds).
3 Precipitation Discuss different names for rain: Showers are short periods of light
• Read the text. Ask: Does water fall to rain. A downpour is a lot of heavy rain that begins suddenly and stops
Earth only as rain? What other types suddenly.
of precipitation are there? (Snow and
hail.) Which of them are solid? (Snow
and hail.)
• Explain: After lots of rain, there are
sometimes floods. This is when a river
carries too much water, and it flows
onto the land.
104
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UNIT 9
9.3
9.3
4 Wind
5 Climate Questions • Read the text. Remind Ss that wind
Climate is the typical weather conditions in one
1. What three things do we is moving air: The wind has a different
area. Different parts of the Earth have different
climates. need to know when talking name depending on how fast it moves.
about weather? What is a very strong wind called? (A
• Mountain climate. Temperatures are low.
It snows a lot in winter. 2. Describe the climate in gale.) And a very light wind? (A breeze.)
these zones: mountains, Which is the best wind for flying kites?
• Coastal climate. Temperatures are mild all year coasts, continental.
round. (A strong wind; not a gale or a breeze.)
• Continental climate. In areas a long way from
the coast, temperatures are very low in winter
5 Climate
gh, and high in summer. It doesn’t rain much.
• Emphasise that climate is different
from weather: When the same weather
repeats itself over long periods of time,
Hands Weather charts in a specific area, we call this climate.
on! This weather chart records the weather in one area, over one week. Imagine we are in Malaga. Is it ever
Write down the weather conditions every day at the same time. very cold in Malaga? (No.) Does it ever
snow? (No.) Malaga has a coastal
Monday Tuesday Wednesday Thursday Friday climate.
10:00 • Read the text. Ss decide which of the
a.m. three climates describes the part of
2:00 the country they live in.
p.m.
• Play track 9.3. Ss listen and say
mountain, coastal or continental
Copy the chart. Write the days of the Weather symbols
week and the times you observe the climate.
weather. Draw symbols to represent Sunny Cloudy
the weather each day.
Rainy
Sunny and cloudy
Hands on!
Make a key to explain the Sunny, cloudy
meaning of each symbol. and rainy
Snowy Weather charts
• Explain: Scientists study climate by
recording the weather every day for a
Describe the weather on Monday at 10 a.m. long time.
Describe the weather on Wednesday at 2 p.m. • Ss infer the meaning of the symbols in
Make your own weather chart and record the weather the charts and check in the key. Read
in your area every day for one week. the instructions.
• In pairs, Ss answer the questions, then
a hundred and five 105 take turns asking more: What was the
weather like on Tuesday at 2 p.m.?
21/12/10 10:13179203 _ 0100-0111.indd 105 21/12/10 10:13
• Ss copy the chart. They record the

weather for a week. Ss can change
Further activities the times in the table, but look at the
Ss make vocabulary cards for the key vocabulary and definitions: weather at the same time each day.
Weather: the state of the atmosphere at a particular time and place. • After a week, Ss compare their charts.
Divide the class into five small groups. Give each group the name of a
city in Spain and a map which shows the main cities in Spain. Ss use Teacher’s Resource Book
their maps to infer what type of climate each city has.
Activity Book
Pages 54 and 55
105
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Weather and the seasons
Objectives
• To recognise seasonal changes 3 Su
• To identify the main characteristics M ar c h Su
ry Apr
of each season: duration of daylight, rua il no
eb
of
F
temperature, precipitation y S
R
TE
ar
th
the
Ma
PR
nu
IN
• To learn which months are in each
December Ja
y
WIN
of
G
season sa
June
be
SU
ber
Key language
M
em
Jul
T M
ER 9.4
9.4
v
AU
y
o N
• Vocabulary and structures: seasons: er
cto
b
Au
gus 4 Au
t Sep
tember O
autumn, spring, summer, winter; At
beginning, length; cold / hot / warm, te
tem
deciduous, longer / shorter, mild; dry en
Seasons of the year. In which month does each co
up, fall from, grow, lose, rain, snow season begin?
of
sa
lon
Presentation tu
tur
1 Winter
1 Winter A au
Winter is the coldest season. It can tre
• Ss name the four seasons in the snow. At the beginning of winter, the
illustration, then match each season days are shorter, and the nights are
longer. In winter, deciduous trees are
to one of the four photographs on the
bare.
double page.
• Write the seasons on the board. Ss
brainstorm characteristics. Write 2 Spring B
the suggestions. Explain that these
Spring is the mildest season.
characteristics refer to the Northern Temperatures are warm, and it often 1
Hemisphere. rains. At the beginning of spring, days 2
• Divide the class into four groups. and nights are the same length. At
the end of spring, the days are longer,
Assign each a season. Ss scan the 3
and the nights are shorter. Flowers
texts for more information and make a and grass start to grow. Leaves start
list of their season’s characteristics. to grow on trees. Northern Hemisphere.
4
• The ‘winter’ group reads about winter
A 21 st
December. The first day of winter.
B 21 st
March. The first day of spring.
and compares their information with
the information on the board: the
coldest season, shorter days, longer 106 a hundred and six
nights, deciduous trees are bare.

179203 _ 0100-0111.indd 106 21/12/10 10:13179203 _ 0100-0
• Ask the ‘winter’ group: When does your
season begin? (21st December.) What
months are in your season? (Part of Further activities
December, January, February, and part Make a seasons booklet: On each page of a four-page booklet Ss draw
of March.) a scene to represent one of the seasons. Below, they write the name
and the dates of the season: Winter (21st December- 21st March). Etc.
2 Spring Then they copy the word lists from the board for each season.
• The ‘spring’ group reads about spring. Seasons collages: In groups, Ss brainstorm things they associate with
Compare their word list: the mildest either spring or winter. They cut out illustrations from magazines and
season, warm, rainy, the nights get make drawings to create a poster. For example, winter could include
shorter, plants, leaves and flowers grow. scenes of snow, winter sports, Christmas celebrations, etc.
• Ask the ‘spring’ group: What month
does your season begin? (21st March.)
What months belong to your season?
(April, May and part of March and
June.)
106
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UNIT 9
A
3 Summer
• The ‘summer’ group reads about its
3 Summer
season. Compare the word list: the
Summer is the hottest season. It does
hottest season, not much rain, longer
not rain very much. At the beginning
of summer, the days are longer, and days, shorter nights, many plants dry
the nights are shorter. At the end up.
of summer, days and nights are the • Ask this group: What month does your
same length. Many plants dry up
season begin? (In June.) What months
because there is very little rain.
B belong to your season? (July, August
and parts of June and September.)
9.4
9.4
4 Autumn
At the beginning of autumn, 4 Autumn
temperatures are mild. Towards the • The autumn group reads about its
end of autumn, temperatures get
season. Compare the word list:
colder. It often rains. At the beginning
of autumn, days and nights are the temperatures get colder, rain, nights
same length. Then, the nights get get longer, many leaves turn yellow
Northern Hemisphere.
longer. On many trees, the leaves and brown, leaves fall. Ask the autumn
turn yellow and brown. At the end of A 21 st
June. The first day of summer.
group: What month does your season
autumn, the leaves fall from these B 21 st
September. The first day of autumn.
begin? (In September) What months
trees.
belong to your season? (October,
November and parts of September and
December.)
season.
Questions
1. Look at the diagram on page 106. Describe how the tree changes with each season.
2. Which season has the shortest nights? Which season has the longest nights?
In which seasons are days and nights the same length?
3. Describe temperatures and precipitation for each season. Activity Book
Example: In spring, it rains a lot. Temperatures are mild.
▲
Pages 56 and 57
4. Choose a country in the Southern Hemisphere. Find out what the weather is like on
21st December. Is it hot or cold? Is it winter or summer?
a hundred and seven 107
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Values education
Explain that although most fruit and vegetables are available all year
round, they are fresher, tastier and cheaper when bought in season. Ask
Ss to think of the main seasons for the fruit and vegetables they eat:
(strawberries in the spring, melons in the summer, etc.)
Further activities
The class takes a survey to find out which is the most popular season
for birthdays. Make a bar chart with the seasons, divided into months
on the horizontal axis and the number of students on the vertical axis.
Are more Ss born in spring, summer, autumn or winter?
Play parts of Vivaldi’s Four Seasons. Ss draw what the music creates
in their minds. Which colours do they think of?
107
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the text with these words.
their own learning wind oxygen air atmosphere gases
.......... is necessary for life. Air is a mixture of .......... , for example

Key language nitrogen, .......... and carbon dioxide. Earth is surrounded by the .......... .
This is where rain and .......... form.
• Vocabulary and structures: seasons:
autumn, spring, summer, winter;
weather: breeze, cold / hot, raining, 2 Look at the picture and answer the questions. In
H
snowing, windy; weather station:
a. Temperature. What is the temperature like?
anemometer, pluviometer, thermometer,
b. Precipitation. Is it raining?
weather vane; atmosphere, oxygen,
c. Wind. Is it windy?
precipitation, temperature, wind; empty;
measure
M
Activities
3 Look at these photos of outdoor sports. Name the seasons and describe the weather.
1 Copy and complete the text with
these words. A B C
• Ss complete the text in pairs, and
compare with another pair of Ss.
a. Lo
• Check as a whole class.
2 Look at the picture and answer the Skiing. Swimming. Hiking.

questions.
• Ss continue in pairs and decide the 4 Copy and complete the chart about your neighbourhood.
answers together. S1: I think it’s warm.
S2: I think it’s cold. They’re wearing Day .......... Month .......... Season .......... b. W
jackets. S1: OK, let’s say it’s mild. • Night begins… before 8 p.m. after 8 p.m.
c. De
• The trees have leaves. yes no
–
• The plants have flowers. yes no
3 Look at these photos of outdoor • This morning… it was hot. it was cold. it was raining.
–
sports. Name the seasons and it was snowing. there was a breeze. it was windy.
describe the weather.

• In pairs, Ss choose one of the three 108 a hundred and eight
photos. They write a description. Their
partner names the season and the 179203 _ 0100-0111.indd 108 21/12/10 10:13179203 _ 0100-0
photo.
• Volunteers read their descriptions to Further activities
the rest of the class.
Ss play Hangman making sentences with information from the unit.
Ss draw a meteorological map for their country. In groups they invent
4 Copy and complete the chart about
weather symbols for: cloudy, hurricane, snowy, sunny, windy, rainy,
your neighbourhood. stormy, etc.
• Ss copy and fill in the chart with the
help of their partner.
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UNIT 9
Your turn!
YOUR TURN ! How a weather station works
• Ss review the Hands on! activity on
How a weather station works page 105: Ss observed the weather for
one week. Scientists use sophisticated
Weather stations have different instruments that measure temperature,
instruments to collect information
precipitation and wind.
MEASURING WIND about weather. Using this information,
MEASURING they predict what the weather will be
PRECIPITATION Instrument: Anemometer,
which measures wind like. Their predictions are useful to
Instrument: Pluviometer. speed. many people: fishermen, airline pilots,
How it works: Raindrops How it works: It measures
fall into the container, how fast the wind spins sportsmen / women. Meteorologists
so the amount of rain the cups round. also predict dangerous phenomena
can be measured.
Instrument: Weather vane,
such as tornados and hurricanes.
which indicates wind • Ss look at the photograph: This
direction.
How it works: The wind is a small weather station. It is a
pushes the weather vane box with four different instruments:
round and the arrow
MEASURING TEMPERATURE
indicates where the wind a pluviometer, a thermometer, an
Instrument: Thermometer. is coming from. anemometer and a weather vane.
How it works: A scale
measures the air • Read about each instrument. Check
temperature in degrees at comprehension: Does a pluviometer
different times of the day.
measure rain or wind? Etc.
a. Look at the weather station, then copy and complete the chart. • Ss copy the chart and tick whether
the instrument is inside or outside the
Thermometer Pluviometer Anemometer Weather vane box. Some instruments are inside the
box because they need to be protected
Inside the box
from bad weather.
Outside the box • In groups, they describe how their
assigned instrument works.
b. Why are some instruments inside the box and others outside? • In their groups, they decide the
c. Describe the weather in these situations. weather for one of the situations in
– The pluviometer is empty. The thermometer shows a high temperature. the text. Compare answers as a whole
The anemometer is not moving. class.
– The pluviometer has water in it. The thermometer shows a mild
temperature. The anemometer is moving very fast.
a hundred and nine 109 Extension worksheet 9
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Further activities
Revise the cardinal points. Teach Ss a simple way to know which
direction the wind is coming from: Lick your finger and hold it up in the
wind. The side that feels coldest is the side the wind is coming from. Ss
experiment in the playground.
Make a class pluviometer. Cut off the bottom of an empty 2L plastic
bottle. Turn the top part upside down, like a funnel. Fix it in inside the
bottom part with duct tape. With a ruler, mark a scale in centimetres
on a piece of masking tape, and fix it to the side of the bottle. Place
your pluviometer in the open, away from trees and plants.
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Revision I
Objectives
9.5
the unit
• To practise summarising a text Air
• To give Ss the opportunity to evaluate • Air is the mixture of gases which
their own learning surrounds the Earth.
• Air contains three main gases: nitrogen,
oxygen and carbon dioxide.
Key language
• Air has weight. It occupies space.
• Vocabulary and structures: air: carbon • Air does not have its own shape. It takes the shape
dioxide, nitrogen, oxygen; seasons: of the thing it is inside.
autumn, spring, summer, winter; • Air moves. Movement of air is called wind.
weather: precipitation, temperature, • The atmosphere is the layer of air that surrounds the Earth.
wind; chemical, combustible, filter,
Weather
pollution, solar energy; cold, rainy,
snowy, sunny, windy; clean, dangerous, • Weather is the state of the temperature, precipitation and wind
in the atmosphere.
dirty, healthy; breathe, burn
• Climate is the typical weather conditions in one area.
• Weather changes with the seasons: winter, spring, summer
Revision and autumn.
1 Read the summary.

What is air? What three main gases
does it contain? Has air got weight? WEATHER
Does it move? What do we call moving

air? What is the difference between changes with
is a combination of
weather and climate? What are the four
seasons? the seasons
temperature .......... ..........
2 Copy and complete the chart. Use the which are

• Ss copy the chart and complete it in winter .......... .......... ..........
small groups.
• Check as a whole class.
110 a hundred and ten
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Further activities
In pairs, Ss take turns to describe the main characteristics of the four
seasons.
Ss divide a sheet of paper into six squares. They choose any six words
from the boxes in the summary chart and write one word in each
square. Randomly call out the words from the summary. The first Ss
to cover all his / her squares with a piece of paper calls out Bingo!
Ss imagine they have an alien friend who comes from a planet that
has with no air or water. They have to explain in simple sentences, the
properties of water and air.
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UNIT 9
I can
Choose activities according to the weather I can
These children want to go on an excursion this weekend.
Choose activities according to the
weather
• Luke wants to go swimming in the sea.
• Read the text. Explain the activity: Now
• Alice and Alan want to fly their kites.
read and tick the best kind of weather
• Sophia wants to go skiing.
for each activity.
• What is the best kind of weather for each activity? • Compare answers as a whole class.
a. The best weather for swimming is:
• In small groups, Ss take turns asking
sunny rainy
the person to their right: What is your
b. The best weather for flying kites is: favourite outdoor sport or activity? What
rainy windy is the best weather for it? The student
c. The best weather for skiing is: on the right answers the questions and
rainy cold and snowy then asks the next person the same
questions. Write the questions on the
• What are your favourite outdoor sports and activities?
What is the best weather for them? board with a model answer. Encourage
Ss to use the structure: I like + gerund.
OUR WORLD
Our world
A cleaner atmosphere
• Talk about air pollution: What things
People, plants and animals need to breathe clean air to stay healthy.
cause air pollution? Is air pollution
Dirty air is called air pollution. Air pollution is bad for our health because healthy?
it contains dangerous gases and chemicals.
There are many causes of air pollution: • Read the text. Check comprehension:
– Cars burn petrol. What three things cause air to become
– Factories burn chemicals. dirty? What does dirty air contain?
– Power plants burn coal.
• As a whole class, Ss think about the
Here are some solutions to air pollution:
answers to the questions. (We need to
– Cars should use cleaner combustibles.
breathe clean air to keep healthy.)
– Factories should use air filters.
– Power plants can use wind and solar energy.
• Why is it important to keep our air clean? Teacher’s Resource Book
• Can you think of other causes of air pollution? Assessment worksheet 9
Test 9
a hundred and eleven 111
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Further activities
In pairs, Ss write two true / false sentences about any topic in the
unit. They give their partner the page reference and the sentences.
The partner answers. If in doubt, he / she can check on the Student’s
Book page.
The World Meteorological Organisation (WMO) coordinates the study
of weather so that the public can receive regular weather updates.
Tell Ss to click on ‘Youth corner’ on the English version of the official
website at www.wmo.int.
111
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10 Landscapes
Unit content

• To identify the features of mountains, plains • Mountain landscapes and flat land
and coastal landscapes • Features of landscapes
• To learn about rivers, lakes and reservoirs • Characteristics of coastal landscapes U
• To interpret a relief map • Coastal features
• To choose the best route • Rivers and river banks
• To learn how to protect natural heritage sites • The course of a river
• Lakes and reservoirs
Language objectives • Interpreting a relief map
• To understand and respond to questions • Choose the best route
beginning with the interrogative pronouns which
and what: Which of these illustrations shows
• Observing a labelled illustration showing the general
a cliff? What are some uses of river water?
features of a landscape
• To use countable and uncountable nouns
• Observing a labelled illustration showing the features
• To introduce alternatives using the conjunction of a coastal landscape
or: Which is higher: the Cantabrian chain or the
• Giving definitions of different elements of the coastal
Morena Range?
landscape
• Observing a labelled illustration showing the course
Assessment criteria of a river
• Describe the main features of mountains, plains • Describing the differences between a lake and a reservoir
and coastal landscapes • Using a colour code to interpret a relief map
• Describe the characteristics of rivers, lakes • Discussing alternatives to choose the best route
and reservoirs • Completing reading comprehension activities based
• Explain how to use a relief map on the text
• Consider alternatives in order to choose
the best route P
• Showing interest in learning how to read relief maps
• Explain how natural heritage sites can •
• Appreciating the importance of weighing alternatives
be protected
before making a choice
•
112A
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Competences
Knowledge and interaction Processing information Autonomy and personal
with the physical world and digital competence initiative
• Recognising different types of • Learning how to read relief maps • Revising some key concepts
landscapes according to their (SB p. 121: Hands on!) of the unit (SB p. 122:
characteristics (SB p. 115: Features • Using the Internet to complete Revision)
of landscapes; p. 121: Interpreting a an index card on the landscape • Revising the key concepts
relief map; p. 123: Choose the best in one’s area (SB p. 120: Your acquired during the term (SB
route) area. Find information on the p. 124 and 125: Term revision)
• Recognising different elements of Internet. Copy and complete
coastal relief (SB p. 117: Coastal the index card.)
features)
Unit outline
Unit 10. Landscapes
Inland Rivers, lakes

Coastal landscapes
landscapes and reservoirs
Hands on!
Interpreting
a relief map
I can Our world

Revision
Choose the best route Protecting natural heritage sites

• Content: understanding that landscapes have been September October November December January
altered by human beings through the ages
• Language: using the correct intonation in or
questions; differentiating between countable February March April May June
and uncountable nouns
112B
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Objectives
• To identify the characteristics of
mountains, plains and coastal
10 Landscapes
W
landscapes
• To learn the main parts of a river
Key language
• Vocabulary and structures: landscapes:
1.
coastal / mountain, plain; trees:
birch, holly, yew; beach, cliff, hill, 10.1
lake, reservoir, river, road, sea; cold, 2.

dry, humid, sunny; flat, high, narrow,
winding; flow
Presentation
• Ss look at the photograph in the book:
What can you see? Elicit stream / river,
trees, grass, stones. Explain that this is
a mountain landscape.
• Explain that landscapes are not always
the same from one side of a mountain
to the other. Read the text. Write up Changes in landscapes
a two-column chart on the board: THINK ABOUT
Landscapes are not always the same from one
Climate and Plants. In pairs, S1 says • What type of climate can
side of a mountain to the other.
all the climate and plant words from you see in the picture?
paragraph two. S2 does the same for One side may be sunny and dry. This climate
• What kind of trees can
paragraph three. is perfect for pine trees. you see?
• Ss share their words with the whole The other side of the mountain may be cold, • Do you ever go to the
and not very sunny. It may be humid if there mountains? What is the
class. Paragraph one: sunny, dry, pine
climate like there?
trees. Paragraph three Ss: cold, not are many streams. This climate is perfect for
very sunny, humid, birch, holly, yew. other types of trees, for example, birch, holly
and yew.
• Compare the chart to the photograph. 3.
Ss decide that this landscape is humid
and not hot. Ss refer to the text and 112 a hundred and twelve
name the trees typical of a humid
climate: birch, holly and yew. 179203 _ 0112-0123.indd 112 21/12/10 10:15 179203 _ 0112-0
• Look at the last Think about question.

Volunteers try to describe mountain
Further activities
landscapes that they have visited.
Divide the class into small groups. Give each group a picture of a
landscape. Ss write a short description. Post the descriptions around
the classroom. The groups swap pictures and look for the description
that matches their new landscape.
Take Ss on a field trip to study nearby landscapes. Ss draw or
photograph important features: trees, rivers, streams, mountains, etc.
If any children are from different areas or countries ask them to show
pictures of, or describe their local landscapes.
112
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UNIT 10
Landscapes IN THIS UNIT, YOU WILL…
Landscapes
Mountain landscapes are high. The roads • Read the text. Show pictures of plains,
are narrow and winding. • Learn characteristics mountains and coastal landscapes.
of mountains, plains
Plains are flat lands with no hills. and coastal Revise landscape features for each:
Coastal landscapes are next to the sea. landscapes. What are mountain landscapes like?
They have flat beaches and high cliffs. • Identify coastal (High.) What are the roads like?
features. (Narrow and winding.)
1. Where would you prefer to ride your bicycle, in • Learn characteristics 1. Ss answer the question. I would ride
of rivers. my bicycle on the plains because
the mountains or on the plains? Explain.
10.1 • Learn how to the land is flat. I would ride in the
2. Which of these pictures shows a cliff? Which describe the upper,
mountains because I’ve got a new
shows a beach? Describe each landscape. middle and lower
courses of a river. mountain bike!
A • Learn about lakes 2. Ss look at the illustrations and
and reservoirs. describe them: What do you see in
• Learn how to interpret illustration (A)? Are the (cliffs) high?
a relief map. Can you see (rocks) or (sand)?
• Discover why it is Play track 10.1. Ss listen to the
important to take
care of natural descriptions and say the type of
landscapes. landscape: mountain, coastal or plains.
B
Rivers
• Volunteers read the text about rivers.
3. What are some uses of river water?
Brainstorm: fishing, watering crops,
drinking, electricity, sports.
Rivers
Rivers begin in the mountains. They flow across
the plains and into the sea.
River water is stored in reservoirs and lakes.
3. What are some uses of river water?
a hundred and thirteen 113
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Values education
Talk about the responsibility everyone has to look after the countryside and
beaches. Ask Ss to think of ways we can take care of the countryside: Pick
up all your rubbish. Don’t light a fire. Don’t leave food or drinks wrappers
on the beach. Etc.
Further activities
Ss play Hangman with landscape vocabulary.
Ss draw a landscape they know and love and write a few sentences
about it below.
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Inland landscapes
Objectives
• To identify mountains and plains as 2 Fl
summit
inland landscapes Pl
Pla
slope typ
• To recognise the features of a mountain
mountain landscape •
foot
• To recognise the features of plains village
•
valley
• To differentiate between natural and reservoir
man-made features •
Key language moor Ar

Hi
• Vocabulary and structures: mountain 10.2
10.2
landscapes: depression, flood plain,
road
3 Fe
hill, moor, plain, reservoir, river, road,
La
valley, village; mountains: foot, slope, flood plain
river Th
summit; natural / man-made features;
construction, farm, tunnel, motorway,
•
hill
ski station; flat, steep •
•
Inland landscapes. There are mountains and plains. La
Presentation fe
fea
1 Mountain landscapes •
• Ss look at the illustration. Ask: Is 1 Mountain landscapes
this a mountain landscape, a coastal •
Mountain landscapes consist of
landscape or plains? How do you know? mountains and valleys. Mountains
What can you see? Explain that inland are high with steep sides. Valleys are
means not near the coast. areas of flat land between mountains.
• Name the features in the illustration. Mountains have three parts:

Ss point to the terms and repeat. • The foot is the lowest part of the 1
mountain.
• Ss focus on the highest mountain:
• The summit is the highest part of
What is the highest part called? Point the mountain. 2
to the slope: What is this part of the
• The slopes are the steep sides
mountain called? between the summit and the foot.
A mountain landscape in the south of Spain.
• Ss look at the photograph and locate

the summit and the slopes.
114 a hundred and fourteen
• Read the text. Ss point to the summit,
slopes and foot when they hear the 179203 _ 0112-0123.indd 114 21/12/10 10:15 179203 _ 0112-0
words. Ss look at the photograph and

find the summit, slopes and foot of
each of the mountains. Further activities
• Ask: Where can you find mountains in Describe where you are and what you are doing. The class says whether
your country? Do you know any names? you are at the summit, on the slopes or at the foot of a mountain: I am
skiing. Ss: On the slopes; I can see for kilometres. Ss: At the summit; I
am walking through trees on flat land. Ss: At the foot.
Ss use the Internet to find the names of the 14 highest mountains in
the world. They are all over 8,000 metres. Ask: Which countries are
they in?
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UNIT 10
2 Flat land
• Ask: When you drive to the country
2 Flat land
with your family, what do you see out of
Plains, moors and flood plains are different
the window? Elicit flatland, mountains,
types of flat lands.
plains, the sea, etc.
• Plains are very large areas of flat land.
• Ss look at the photograph: Can you see
• Moors are high areas of flat land with
little vegetation. crops or people? Why do you think there
are lots of farms on the plains? Explain:
• Flood plains are flat areas of fertile land
next to a river. They are lower than the Farms. There are a lot of farms on the It is easy to plant and grow crops on flat
fertile flat lands of the plains. land. Explain that flat land can be in low
surrounding land.
Areas of flat land sometimes have hills. areas or in high areas.
Hills are small, raised areas. • Read the definitions in the text. Ss
10.2
10.2 locate the words on the illustration
3 Features of landscapes on page 114. Give examples of each
Landscapes have natural features. feature.
These are:
• Mountains 3 Features of landscapes
• Plains
• Ss look at the photograph. Point to
• Rivers the tunnels and motorways: These are
Landscapes can also have man-made man-made features. They are built by
features:
Tunnels and motorways are man-made people.
• Constructions: houses, motorways, features.
tunnels and bridges. • Volunteers read the text. Check for
comprehension: Is a river natural or
• Farms: crops and animals replace the
natural vegetation. man-made?
NOW YOU! • Play track 10.2. Ss listen and point to
the places on the illustration on page
• L ook at the illustration on page 114.
Questions 114 and decide:
1. What is the difference between a. Where would you have a farm?
a mountain and a hill? Look up the Now you!
b. Where would you build a ski
definitions in the dictionary.
station? • Answer the questions as a whole
2. Look at the illustration on page 114.
c. Where would you build class. Encourage Ss to give reasons
Find two natural features and
two man-made features.
a motorway? for their choices.
a hundred and fifteen 115 Teacher’s Resource Book

Reinforcement worksheet 26 and 27
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Activity Book
Further activities
Pages 58 and 59
Ss make vocabulary cards with vocabulary for inland landscapes and
play Memory in small groups.
Find pictures of villages on plains and in the mountains. In groups, Ss
compare the pictures: The village (on the plains) has got lots of farms.
The village (in the mountains) is smaller. Ask questions: Which village
would you like to live in?
Ss choose an area and do a project on how the farming techniques
have been adapted to the landscape. For example: the terraces in the
mountainous regions of Peru; the rice fields on the slopes of hills in
China; the sheep farming on the plains in Australia.
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Coastal landscapes 10.3
10.3
Objectives 2 Co
• To describe a coastal landscape Co
• To differentiate between high and low ch
island
coastal areas •
• To identify coastal landforms: gulf,
bay, cape, peninsula, island and isthmus •
archipelago •
bay peninsula
• To recognise how man-made
•
constructions change coastal
landscapes
beach port
gulf
•
Key language bridge
cape
• Vocabulary and structures: coastal •

landscapes: archipelago, bay, beach, river
cape, cliff, gulf, island, isthmus, archipelago
3 Pe
peninsula, river, sea; man-made hill la
constructions: bridge, flat, hotel, port, M
Ma
road; group, rock, sand, strip, tourist, M
Ma
cliffs
wave; large, narrow, small; bite into, of
crash, stick out •
Coastal landscapes are near the sea.
•
Presentation •
1 Characteristics of coastal landscapes

• Ss look at the illustration. Ask
1 Characteristics of coastal landscapes
questions: What can you see? Find the
Coastal landscapes are areas of land near the sea.
river. Can you see a beach? Can you
The land can be high or low.
see a port where boats are kept?
• Coastal plains are areas of low land on the coast. 1
• Talk about the direction in which rivers The land is flat. There are beaches with sand
flow: Rivers start in the mountains and or rocks. 2
flow to the sea. Ss look at the river in • Cliffs are areas of high land near the sea. The 3
the illustration: What part of the river land is high and rocky. Waves crash against
Cliffs. 4
can you see, the beginning or the end? the cliffs.
Ss follow with their finger the direction
of the river water. 116 a hundred and sixteen
• Read the labels on the illustration.

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• Point to the photo of the cliffs. Ss
point to the cliffs, the sea and the
waves. Explain: Cliffs are high, rocky Further activities
areas of land near the sea. Write the word from the illustration on the board. Read the words out
• Read the text. Ss locate the plains, and Ss see how fast they can locate the word on the illustration.
hills, the river mouth and the cliffs.
Ss find information on the Internet. A strange phenomenon at Puerto
Mosquito Bay in Puerto Rico attracts many tourists every year. When
people move around in the water, light shines around them. This is
because there are tiny organisms that emit a bluish light when the
water is agitated.
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UNIT 10
10.3
10.3
2 Coastal features
2 Coastal features
• Bring a map of the Iberian Peninsula
Coastal landscapes have many different
to class and point out important
characteristics:
landforms: Spain and Portugal make
• A gulf is a large area of sea that bites
into the land.
up the Iberian Peninsula. An isthmus
connects the peninsula to the continent
• A bay is a small gulf.
of Europe.
• A cape is a large piece of land that
sticks out into the sea. • Ss look at the first photograph and
• A peninsula is a narrow piece of land answer the question: I can see a cape
surrounded by water on three sides. It is High coastal landscape. What coastal features that sticks out into the sea.
connected to the mainland by a strip of can you see in this photo?
land called an isthmus.
Is a peninsula connected to the
• An island is an area of land completely mainland?
surrounded by water.
• Ss look at the illustration on page 116
• An archipelago is a group of islands.
and locate the features.
3 People and coastal • Play track 10.3. Ss listen to the

landscapes definitions and say the words.
Many people live in coastal areas.
Man-made constructions change the shape 3 People and coastal landscapes
of the landscape. Some examples are:
• Ss look at the photograph and
• Hotels and flats.
describe it. Read the text. Ss find the
• Roads and bridges. man-made features in the illustration
Coastal plains are popular areas for tourists.
• Ports, where ships are protected. What can you see in the photo? on page 116: A port is where people
keep boats. Point to the port in the
illustration.
• Ss complete the questions in pairs
Questions and check as a whole class. Display
the drawings from question 4.
1. Look at the illustration on page 116. Describe the characteristics of a bay,
a gulf, a peninsula, a cape and an island.
2. Describe the difference between a beach and a cliff. Teacher’s Resource Book
3. Name three changes people make to coastal landscapes. Reinforcement worksheet 28
4. Draw and label a coastal landscape, with a beach, cliffs and a port.
Activity Book
a hundred and seventeen 117 Pages 60 and 61
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Values education
Tell Ss that the Foundation for Environmental Education (FEE) is an
international environmental organisation. Their Blue Flag programme
awards clean, safe and eco-friendly beaches a Blue Flag. Tell Ss to look
at the website at www.blueflag.org and find out what a beach needs to get
a Blue Flag. Do Ss know any Blue Flag beaches?
Further activities
Ss make vocabulary cards to play Bingo. See Introduction, page X.
Give Ss copies of landscape paintings by famous artists. Ss write a
fact file for their paintings: Artist; Title; Landscape type (mountain, plains,
coastal); Natural features; Man-made features. Encourage Ss to write
their opinion about the painting: I like the colours. I don’t like the boats.
117
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Rivers, lakes
Objectives and reservoirs R
3 Ri
• To learn how rivers flow into the sea Ri
• To name the three main parts of a river pla
1 Rivers
fo
for
• To differentiate between reservoirs and A river is a large, flowing body of bu
lakes water. Rivers begin in high areas such pla
as mountains. Rivers always flow th
the
source
downhill. They flow into other rivers of
oft
Key language or into the sea.
A tributary is a river that flows into upper course
• Vocabulary and structures: rivers: flow, lake 4 La
a larger river.
river bank, river bed, tributary; source, La
A river bed is the ground over which
upper / middle / lower course, mouth; of
of
a river flows. reservoir
journey, lake, pond, reservoir; vegetation: •
Some rivers have more water than
blackberry bush, popular tree, reed; others. The volume of water in a river
dam; fertile, narrow / wide, still; near; is called the flow.
fast / slowly; flow downhill / into, store middle course
10.4
•
2 The course of a river
tributary
Presentation A river makes a long journey from the
mountains to the sea. The source is
1 Rivers where a river begins. The mouth of
lower course
• Revise the importance of water: Can the river is where the river ends at the
we drink fresh water or salt water? sea. The course is the journey from
the source to the mouth. The course
What things do we use water for? of a river has three parts:
• Ss look at the illustration. Read the • The upper course is near the
caption. Point out where the tributary source. The river is narrow and
is located. flows through the mountains. It has river mouth
little water and flows very fast.
• Read the text, stopping and making
reference to the illustration. • The middle course flows through
plains. The flood plain is the flat
• Explain how the volume of water in a area on each side of the river. It
river can vary throughout the year: The has more water and flows more
water a river carries changes depending slowly.
sea
on the seasons. In spring, when it rains, • The lower course is near the mouth
the river is full and flows fast. of the river. The river is wide and
the water flows slowly. The course of a river. Rivers flow through many
types of landscapes until they reach the sea.
2 The course of a river

• Ss cover their text and look at the 118 a hundred and eighteen
illustration. Read the first paragraph.
Ss locate the words on the illustration. 179203 _ 0112-0123.indd 118 21/12/10 10:15 179203 _ 0112-0
Check comprehension.
• Read the descriptions of the upper, Further activities
middle and lower course. Ss compare
Play Guess where I am: I’m standing beside the river. It is very narrow. It
the descriptions to the illustration:
is flowing very fast. There are mountains. Ss: Upper course.
Is the upper course near the river’s
source? Is the river narrow here? Is it Use Google Earth to locate important rivers such as the Ganges River
on the plains or in the mountains? in India, the River Nile in Egypt, the Amazon River in South America,
• Play track 10.4. Ss listen to Anne the River Danube in Europe. Ss look for the rivers and discover which
describing what she can see. After countries or continents they flow through.
each sentence they say if she is in the
upper course, the middle course or the
lower course of the river.
118
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UNIT 10
3 River banks
3 River banks
• Ss look at the photograph. Define and
River bank vegetation consists of the
describe river banks: The river bank
plants that grow at the sides of rivers,
for example, poplar trees, blackberry is the side of the river. The soil is very
bushes and reeds. A wide variety of fertile. This means there are lots of
plants grow on river banks because nutrients. Look at the bushes and trees
the soil is very fertile. River banks are in the photograph.
often used for farming.
• Read the text and check for
River bank vegetation. comprehension, paying special
4 Lakes and reservoirs
attention to the types of vegetation.
Lakes and reservoirs are bodies
of still water. Still water does not flow.
• Lakes are large areas of fresh 4 Lakes and reservoirs
water surrounded by land. Ponds • Read the paragraph about lakes.
are small lakes. Lakes and ponds
Explain that still water means water
form naturally. reservoir
that doesn’t flow like river water. Give
• Reservoirs are man-made lakes local examples.
dam
for storing river water. A dam is
a strong wall that stops the flow • Read the paragraph about reservoirs.
of the water. Ss look at the photograph. Is this a
lake or a reservoir? Is it natural or man-
made? What do you call the wall that
Dams stop the flow of river water to create reservoirs.
NOW YOU! holds the water? Is the water in the
reservoir fresh water or salt water?
• W
here would you build a
water park: in a reservoir or Questions
in the upper course of a river? Now you!
Explain why. 1. What is a river? What is a tributary?
• Ss discuss the Now you! question in
2. Describe the three main parts of the
course of a river.
groups. Write their ideas on the board
and see if Ss all agree.
3. What is the difference between a lake
and a reservoir?
4. Explain the difference between these Teacher’s Resource Book
pairs of words:
source mouth lake pond
Activity Book
a hundred and nineteen 119 Pages 62 and 63
21/12/10 10:15 179203 _ 0112-0123.indd 119 21/12/10 10:15
Further activities
Do a class drawing dictation on the board. Ss take turns to draw and
label: a long river, a tributary, a farm, a village, a reservoir, etc.
Ss choose a river and do a project about it. In small groups, they write
short fact sheets to post on a class bulletin board: The Amazon River
is the second longest river in the world (6,762 km). It carries one fifth of
the world’s fresh water. It goes through South America. It has a thousand
tributaries.
Discuss the importance of rivers: Rivers carry water all over the planet.
We use river water to irrigate farmland. Ask: What other things are rivers
used for? (They provide habitats, food and means of transport for many
living things. We use some rivers to provide hydroelectric power for
electricity.)
119
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and match the words to their definition.
• To give Ss the opportunity to evaluate a. The highest part of a mountain.
their own learning summit
b. The lowest part of a mountain.
plains
• To learn how to interpret a relief map
c. Large areas of flat land.
slope
moors
d. The land between the foot and the summit.
Key language e. High areas of land that are flat and have
foot
• Vocabulary and structures: upper / little vegetation.
middle / lower course, flow, foot, height,
lake, moor, mountain, plain, relief map, 2 Choose the correct words, then copy the sentences.
reservoir, river bank, river bed, slope, The flow / course of a river can be upper, middle or lower.
summit, tributary, valley; flat, hilly, Ponds are small lakes / reservoirs.
narrow, straight, wide, winding; fast,
A river bed / river bank is the ground over which a river flows.
slowly; represent
Tributaries / Lakes are rivers that flow into other rivers.
Activities 3 Look at the photo and answer the questions.

1 Copy and match the words to their Is this river wide or narrow?
definition. Is the water flowing fast or slowly?
• Revise the parts of a mountain: What Is the landscape next to the river flat or hilly?
do you call the high part of a mountain? Is this the upper course or the middle course
What do you call flat lands? of the river? Explain.
• Ss copy the words and match them
to their definitions, then check their 4 YOUR AREA. Find information on the Internet. Copy and complete the index card. •
answers with a partner.
• My town is inland. on the coast.
2 Choose the correct words, then copy • The nearest mountain is .
the sentences. • The nearest valley is .

• The nearest river is .
• Working in pairs, each student • The river is a tributary. yes no
completes two of the sentences. • The river banks have vegetation. farms. buildings. paths.
• Then they share their answers with • The river is straight. winding. wide. narrow.
their partner. Encourage Ss to use the • The water flows fast. slowly.
structures: I agree / I don’t agree when

discussing their answers. 120 a hundred and twenty
• Ss copy all the sentences.
179203 _ 0112-0123.indd 120 21/12/10 10:15 179203 _ 0112-0
3 Look at the photo and answer the

questions. Further activities
• Ss answer the questions about the In groups, Ss choose five words and write definitions for them. Join
photograph. various groups to form two teams. Each team chooses ten words and
• Compare answers as a whole class. definitions. They take turns reading their definitions. The other team
guesses the word. They score one point for each correct answer.
Tourism is important in many areas: Tourists are people who visit a
place for pleasure. Some people prefer mountain landscapes. Others
prefer the coast. Which do you prefer? What kind of landscape is our
area? In small groups, Ss make a poster to attract tourism to the local
area. They add a slogan: Come and visit (Salamanca)!
120
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UNIT 10
4 YOUR AREA. Find information on the
Bay of Biscay 2º
Golfo
0º 2º 4º
Internet. Copy and complete the
index card.
de
Vizcaya
F R A N C E
M i SIF
B
MO A S Q P
ño
CAN Golfo
S
Y
Hands
TABRI UN
MA
TA UE R de
• At home or in class, Ss look for

AN CHAIN E N
IN
Aizkorri E E S León
N
Monte
1.544 m S
Interpreting a relief map
S
IA
IN Perdido Aneto
er
Cabo
TA
LIC
on!
3.355 m 3.404 m de Creus
Teleno
N R
i
information about their city, town or
v
R U2.188 m
GA
42º Cabeza de O
i v EB
Manzaneda M r
NORTHERN
e
Relief maps show the height of the land.
1.778 N
O
LE PLATEAU IB Eb
EAN
village on the Internet.

ER ro
R
RI
IA VE
Each colour represents a different height. ro
L
R TA
Riv e r Due I
N N B
A AS
CO
IC OC
A C SI
N N
T H
L
Peña de LA
• They share their information with the

Francia N
U
A
A
s O
T
1.723 m do
ta M I N
CA
I
A re
Ga de G L
N
A A
de S.ª H
T R
class, then copy and complete the
ATLANT
40º S.
ª C
Ba y of Biscay
G
N 2º 0º 2º 4º
C E SOUTHERN
Golfo
de
r Tagus
R i v eLas PLATEAU Vizcaya
F R A N C E
index card.
U
S. Villuercas T O L E
ªd 1.601 m DO R
M i SIF
e pe ANGE
Sa d a l uC B
MO A S Q P
ño
Gua ANTA Golfo
S
n Y
T
S . ª de UN
MA
Pe
dr B RIAN CHAIN TA UE R EB alearic de
o IN
Aizkorri N E E S León
N
Monte
IA S 1.544 m S
iana Islands
Aneto
R
IN Perdido
River G uad er
Cabo
TA
LIC
3.355 m 3.404 m de Creus

NE
Teleno R
Ri GU2.188
v
m
de A N O
GA
42º Cabeza SCALE

O
R
a
i v EB
M r
Hands on!
Manzaneda
N A 0 84
N
NORTHERN
e
38º
R E E be
N
I
1.778 O
A
LE H
PLATEAU IB
N
O C Kilometres
O
S
P
M ER ro
R
N A RI
EA
I
BAS IC IA VE
r ER T Nu e r o
L
IV R TA
ve IR R E
B Riv e A r ID N N n B AS
metres
IV I A CO
IC OC
B
CH C SI
Ri
SU A
Interpreting a relief map

N
QU
T H N
L A 2,000
L
Peña deC
a
Cabo de
N
TI
AL
San Vicente
8º Golfo de Cádiz Francia U
A
E 1,000
A
e
os O
T
1.723 m a
B
N
AD
tI C Cr eHdA I M I N
CA
I
A
IBET
PEN Ga de G
n
L
N
A 500
GU
de S.ª
T R
A H a
ATLANT
• Read the title. Explain: A relief map

S.
ª C
40º
r 200
G
N
C E r
i t eSOUTHERN
36º
R i vM
eLas a g ud
r Te s 0
PLATEAU
U
shows you how high the land is. What

S. Villuercas T O L
ªd 1.601 m
EDO
R Peak
e pe ANGE
Sa dalu
n Gua
T
Pe S . ª de
dr B alearic
countries can you see on this map?
o
a Islands
R
ian
River G uad E
N G
Does it show you the relief of Spain,
SCALE
R A
O
N A a 0 84
N
38º
R E e
I
A
H
O C Kilometres
S
P
M
France or Portugal? (Spain. There is no
IN A
BAS IC
r VER T
ve N
I
IV
IR R
B
B
E
AI n metres
CH
Ri
SU
QU
2,000
colour in Portugal.) What title would you
a
Cabo de C
ATLANTIC OCEAN TI
AL
San Vicente
8º Golfo de Cádiz
BE 1,000
e
N
AD
806621U08P106
I
Canary Islands IBETIC CH A
PEN
n
500
GU
e r
r
a
200
36º
give this map? (A relief map of Spain.)
M e d i t 0
Peak
• Point to the key: Different colours tell
us how high the land is. Is brown high
ground or low ground? So does brown
represent mountains or valleys? Check
• Look at the key
ATLANTIC OCEAN
Canary Islands 806621U08P106
they understand that the height is given
in metres.
– What does green represent on the map?
What does yellow represent? • Ss look at the relief map. They look for
the rivers, the mountains, the plains
– What colour represents the highest mountains?
and the coast: Look for the mountains
– Which is higher: the Cantabrian Chain or the Morena Range? between Spain and France. What colour
– What colour represents the rivers? are they on the map? Turn it into a
race. Ss look for places more quickly
– Are there plains in the North or South?
each time.
– Look at a relief map of your province on the Internet.
• Ss answer the questions about the
Write down the colours and what they represent.
map in small groups. Remind Ss that
a hundred and twenty-one 121 plateau means high plains.
• Ss look for a relief map of their area
21/12/10 10:15 179203 _ 0112-0123.indd 121 21/12/10 10:15 on the Internet. In pairs they decide
what the colours represent.
Further activities
In small groups, Ss invent the relief map of an imaginary island. They Teacher’s Resource Book
colour the map using the key in their books as a model. The groups Extension worksheet 10
present their maps to the class: This is Forest Island. It’s got beaches
and cliffs. There is a mountain in the middle of the island.
Show Ss relief maps of other provinces. Ask: Are there any mountains?
What are the rivers called?
121
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Revision I
Objectives 10.5
the unit
• To practise summarising a text Landscapes
• To give Ss the opportunity to evaluate • Landscapes can be inland or coastal.
their own learning • Inland landscapes are far from the sea.
There are mountains and plains.
Key language • Mountain landscapes consist of mountains and valleys.

• Flat landscapes consist of plains, moors and flood plains.
• Vocabulary and structures: advantage /
• Coastal landscapes are near the sea. They can have beaches
disadvantage, beach, cliff, depression, and cliffs.
excursion, forest, heritage site, plain,
moor, mountain, river, sea, tributary, Rivers
valley; afraid, beautiful, coastal, • A river is a large, flowing body of water. Rivers begin in
flat, high, hilly, inland, long / short, high areas such as mountains. Rivers always flow downhill.
unchanged; flow (downhill), preserve, Rivers flow into other rivers or into the sea.
take care of • A tributary is a river that flows into a larger river.
Revision
1 Read the summary.
• Name landscape features from the LANDSCAPES
unit. Ss say the landscape: Mountains

and valleys. (Mountain landscapes.)
• Play track 10.5. Ss read and inland ..........
listen to the summary. Check for

which can be which can be
comprehension.
mountain
.......... .......... beaches
landscapes
which have where you can find…
• Ss copy and complete the chart. mountains ..........
• They compare their answers in small
moors .......... ..........
groups.
122 a hundred and twenty-two
179203 _ 0112-0123.indd 122 21/12/10 10:15 179203 _ 0112-0
Further activities
In pairs, Ss take turns dictating a landscape to draw: Draw a long river.
The mouth of the river is near a beach. They colour their landscapes
and name it after their partner: (John’s) landscape.
Play different pieces of classical music. Ask Ss: What kind of landscape
does this make you think of? Ss exchange opinions as a whole class.
Then, as they listen again, each student draws an imaginary landscape
inspired by the music.
122
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UNIT 10
I can
Choose the best route I can
Choose the best route
Your school is going on an excursion to
the mountains. You can take route A or • Read the first paragraph to explain
route B. the task. Read about routes A and B
• Discuss with your classmates the best and check comprehension. Each group
route. decides which route is best. Remind
Ss to think about how much time they
Route A Route B will need for both routes.
Advantages: Advantages: • Each group gives its opinion: We
• The route is very short. • The land is flat. choose route A because it is shorter
• It goes over a high bridge • It passes through a beautiful,
with a beautiful view. protected forest. and more beautiful. We choose route B
because it is flat and we like forests.
Disadvantages: Disadvantages:
• The land is hilly. • The route is very long.
• S
ome classmates are afraid • Some classmates may get lost Our world
of heights. in the forest.
• Explain that it takes thousands of
years for forests to form. Read the
OUR WORLD text: Our ancestors are the people
that lived before us. They worked hard
Protecting natural heritage sites to take care of the landscape. Do you
Natural heritage sites are areas of beautiful landscapes, think it is important for us to do the
unchanged over the years.
same thing?
Hayedo de Montejo is a beech tree
forest in Spain. It has mountains and
• Ss research on the Internet to make
rivers that are thousands of years old. their lists of natural heritage sites.
This unchanged forest needs special • Brainstorm ways to preserve the
protection. Our ancestors took care of landscape: Do not make fires in the
this land for us. So, we must preserve forest. Do not cut down the trees. Do
this land for our children.
not throw rubbish in the forest, in rivers
• Make a list of natural heritage sites or in the sea.
in your province or country.
• How can we help to preserve these
areas? Give three suggestions. Teacher’s Resource Book
Test 10
a hundred and twenty-three 123
21/12/10 10:15 179203 _ 0112-0123.indd 123 21/12/10 10:15
Further activities
Take Ss on a field trip to a nearby natural park. Ss take their notebooks
and draw and write about things they see.
In groups Ss think of an area related to the school community that they
are interested in and that they think should be protected. The groups
present their ideas to the class and vote for the best one. Prepare a
class proposal for the school director asking it to be declared a ‘school
treasure’. Include why it is important to the school and how they would
promote its special status.
Activity Book
Ss can do the activities for the second term, pages 98-105.
123
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Term revision
Objectives
• To revise the key concepts of the term Unit 6 5
• To give Ss the opportunity to evaluate 1 Match the words in each column and copy. Make more sentences.
their own learning
• To formally test knowledge acquired transporting. electric energy.
Television
during the term entertaining and human energy.
A hammer is used It works
for communicating. with
energy from
A car
exercising force. petrol.
Key language
• Term vocabulary and structures:
Example: Television is used for entertaining and communicating. It works
▲
energy: electric, human, petrol; water with electric energy. 6
cycle: cloud, droplet, sea water, water
vapour; geographical features: cape, Unit 7
gulf, mountain, mountain chain, plain, (Reproducir SB3, p. 124: código 179203)
river; rivers: upper / middle / lower 2 The Sun is much larger than the Moon. However, from Earth, the Moon looks bigger
than the Sun. Explain why.
course; compass point, evaporation,
melting, weight; change into, 3 The Sun is rising. Say the compass points
communicate, condense, entertain, corresponding to each letter.
evaporate, exercise (force), fall, freeze, A
rise, transport
B C
7
Term revision
Revise key concepts from Units 6, 7 Unit 8 D
and 8. 4 Copy and complete the flow chart about the changes in the state of water.
• All machines need energy in order
to function. melting evaporation
• The wheel, pulley, lever and ramp are

simple machines. .......... ..........
LIQUID
• The Earth’s rotation and orbit cause
the days and seasons.
• The Earth orbits the Sun and the Moon
orbits the Earth. .......... ..........
8
• Water has three states and can
change between them: liquid, solid and
124 a hundred and twenty-four
gaseous.
• Water in nature is continually moving 179203 _ 0124-0125.indd 124 179203 _ 0124-0125
22/02/11 9:51
through the water cycle.
Further activities
Make statements about concepts learned during the term. Ss say
if they are true or false and correct the false ones:
a. Not all machines need energy to work. (False. All machines need
energy to work.)
b. The pulley is a compound machine. (False. The pulley is a simple
machine.)
c. The Earth takes 365 days to rotate on its axis. (False. It takes
24 hours to rotate on its axis.)
d. The Moon takes 28 days to orbit the Earth. (True.)
e. Condensation occurs when water heats up and turns into water
vapour. (False. Evaporation occurs.)
f. Aquifers are large deposits of groundwater. (True.)
124
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TERM REVISION 2
Term revision
5 Copy and complete the sentences about the water cycle. Revise key concepts from Units 9
and 10.
a. Sea water evaporates and changes into .......... .
• Air is the mixture of gases that
b. Water vapour condenses and forms .......... .
surrounds the Earth.
y. c. Water in clouds is in a .......... state.
.
• Air is invisible, has weight and
d. The water droplets in clouds fall to Earth as .......... , .......... or .......... .
occupies space.
e. When rain freezes, it falls to Earth as .......... or .......... .
• Weather describes temperature,
Unit 9
precipitation and wind.
• The four seasons are spring, summer,
6 Which properties of air does each picture represent? autumn and winter.
A B C • Inland landscapes have mountains
(Reproducir SB3, p. 125: código 179203) or plains.
• Coastal landscapes have cliffs
or beaches.
• Rivers have three main parts: the
upper, middle and lower courses.
▲
Example: Air has weight, so the balloon with air is heavier than the balloon without air.
Unit 10 Teacher’s Resource Book

7 Match the letters in the picture to their geographical features. Term 2 assessment
– mountain Term 2 test
– river A B
– gulf
– mountain chain C
– plains
D
– cape
E
8 Explain the main characteristics of the upper, middle and lower courses of a river.
a hundred and twenty-five 125
179203 _ 0124-0125.indd
22/02/11 9:51 125 22/02/11 9:52
Further activities
Put Ss into small groups. Assign a task to each. Afterwards, they
show their work to the rest of the class:
a. Draw and label the four phases of the Moon.
b. Draw and label a diagram of the three different states of water.
c. Draw and label the water cycle.
d. Draw and label the main parts of a mountain.
e. Draw and label the main parts of a river.
125
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Unit content

• To recognise the features of cities and villages • Features of villages
• To differentiate between city and village life • Life in mountain and coastal villages
• To learn how to read a street map • Life in villages on plains U
• To learn basic road safety rules • Features of cities
• To describe where one lives • Life in cities
• Parts of a city
• To learn from people from other countries
• Reading a street map
• Road safety rules
Language objectives • Learning from people from other countries
• To use descriptive adjectives correctly: Cities • Observing photos showing the features of villages
often have tall buildings and long, wide streets. • Answering questions about life in a village
• To describe quantity using the quantifiers many,
not many, most, some and a lot of
• Observing photos showing the features of cities
• To indicate the presence of something using • Locating different buildings on a street map
there is / there are: There is a lot of noise…
• Comparing one’s city or village to Brasilia
There are many services, such as shops…
• Completing a chart to contrast two parts of a city
• Designing and drawing a city map in groups
Assessment criteria • Observing photos illustrating road safety rules
• Describe the features of cities and villages • Reading and discussing the rules
• Contrast city and village life • Reading a text to learn what people from other
• Read a street map countries can teach us
• Completing reading comprehension activities based on
• Describe and apply basic road safety rules
the text
• Describe where one lives
• Explain how we can learn from people from
• Showing interest in talking about one’s village or city
other countries P
• Understanding the importance of learning and applying
road safety rules •
• Showing interest in learning from people from other
countries •
126A
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Competences
Competence in linguistic Cultural and artistic Competence in
communication competence ‘learning to learn’
• Understanding descriptive texts • Appreciating the harmony of • Revising key concepts before
(SB p. 126: Brasilia: a modern city) traditional village architecture beginning the new unit (SB
• Understanding advice given with (SB p. 128 and 129: Villages) p. 127: What do you
the modal should (SB p. 133: • Appreciating the beauty of remember?)
Road safety rules) historic city centres (SB p. 130: • Completing the unit worksheet
• Describing where one lives Parts of a city) (Teacher’s Resource Book)
in writing (SB p. 135: Describe
where I live)
Unit outline
Unit 11. Villages and cities
Villages Cities

How to read Road safety
a street map rules
I can Our world

Revision
Describe Learning from people
where I live from other countries

• Content: how to read street maps; recognising September October November December January
symbols on the maps and in the streets
• Language: the correct use of there is / isn’t + singular
and there are / aren’t + plural; the place of the February March April May June
adjective in the sentence
126B
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Objectives
• To differentiate between villages and
cities
W
• To describe a city
Key language
• Vocabulary and structures: architect,
inhabitant, scholar; building, capital,
city, neighbourhood, rubbish bin, street,
square, traffic, traffic light, town, village, 1.
world; comfortable, long / short, low /
tall, modern, narrow / wide, new / old, 11.1
perfect, pleasant; carefully; build, plan 2.
Presentation
• Show Ss Brazil on a world map: Which
continent is it in? Is it a large or a small A
country? Do you know any famous
people from Brazil?
• Look at the photo: What can you see?
Does it look modern or old? Are the
buildings tall or low? Are the streets Brasilia: a modern city
THINK ABOUT
wide or narrow? Would you like to live in Brasilia is one of the newest cities in the world.
a place like this? Explain: The city was A group of architects and scholars wanted to • Where is Brasilia? Do you
know what continent it is in?
designed in 1956. This makes Brasilia build the perfect city. They carefully planned
one of the newest cities in the world. every building, street, park and square. They • Is it an old or modern city?
B
made Brasilia comfortable and pleasant for its • Describe Brasilia. Are the
• Read the text. Explain what an streets narrow or wide?
architect and a scholar do. Write inhabitants.
• What is your city / village
a simple definition for each on the They built this perfect city in the centre of like? Compare it to Brasilia.
board. Ss find these words in the text. Brazil in just four years! Now, Brasilia is • Describe your idea of the
• Check comprehension: What did the the capital of Brazil. perfect city.
architects and scholars plan?
• Ss compare their town or village to
Brasilia. 126 a hundred and twenty-six
• Brainstorm what Ss think would make

an ideal city. Write the ideas on the 179203 _ 0126-0135.indd 126 21/12/10 10:19 179203 _ 0126-0
board. In small groups Ss design their

ideal city. Further activities
Ss start a unit glossary. They write: Types of people. Then they add the
definitions for: architects, scholars, inhabitants.
Ss draw and label their perfect city in their notebooks.
Look for photos on the Internet or in tourist brochures of famous world
capitals: Madrid, London, Cairo, Lisbon, Moscow, etc. Divide the class
into groups. Give each group a photo. Ss discuss the city’s similarities
and differences with Brasilia: It’s older than Brasilia. It’s as modern as
Brasilia.
126
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UNIT 11
Cities and villages IN THIS UNIT, YOU WILL…
Cities and villages
People live in cities, towns or villages. • Read the text. Check comprehension.
Your neighbourhood is the part of the city • Learn the Define town: Towns are bigger than
or town where you live. characteristics of
villages and cities. villages, but smaller than cities. Cities
Cities often have tall buildings and long, wide have cathedrals.
• Differentiate between
streets. Many people live there. village and city life. 1. In pairs, one student chooses cities
Villages have low buildings and short, narrow • Learn the main parts and the other villages. Each partner
streets. Not many people live there. of a city. writes words describing his / her
• Learn how to read a location: cities (tall buildings; long,
street map.
1. Which illustration is of a village? Which wide streets; many people); villages
illustration is of a city? • Appreciate the need (low buildings; short, narrow streets;
for road safety rules
11.1
to prevent accidents. not many people).
2. Describe the streets and buildings in the
pictures. Are the streets wide or narrow? Is there • Understand how we Ss look at the two illustrations and
a lot of traffic? Are there any tall buildings? can learn from decide which matches their list of
Are there any traffic lights? people from other
countries.
words. They answer the questions in
pairs. Check as a whole class: Which
A illustration is a (city / village)?
2. Ss answer the questions and describe
the illustrations in pairs. Volunteers
describe the illustrations.
Ss look at the road sign: Where would
you see this sign? What does it mean?
Do you know any other road signs?
Play track 11.1. Ss listen and say city
n?
or village.
B
a.
a hundred and twenty-seven 127
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Values education
Discuss what makes a city or village a nice place for people to live. How can
we make places a good place for people to live? (Take care of the streets
and buildings. Respect our neighbours. Look after the green areas. Etc.)
Further activities
Ask Ss: Where do you live? In a village or a city? Ss write sentences about
where they live.
Ss choose a place they would like to visit. They bring in a picture of it
and write two sentences about it.
Ask Ss if they prefer to walk through the old parts of cities or villages,
or the modern parts. Encourage them to talk about the advantages
and disadvantages of both types of neighbourhood.
127
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Villages
Objectives 11.2
11.2
• To name characteristics of villages 1 Villages 4 Vi

• To differentiate between villages in the Villages have a small population. The main Vi
Vil
mountains, on plains and on the coast characteristics of villages are: m
mo
The houses are low, usually with only ar
are
• To discover what jobs people do in
one or two floors. One family lives in M
Ma
villages each house. ar
are
• To recognise the value villages have for The streets are short and usually lead Pl
Pla
tourism to the main square in the centre of the be
village. The most important buildings, wh
for example, the town hall or the church,
Key language are in the main square.
5 Vi
• Vocabulary and structures: beach, • Most people know each other because Villages have a small population.
the population is small. Co
building, church, countryside, cycling, or
fishing, fisherman, horse riding, housing Th
estate, main square, population, rural 2 Life in mountain villages wh
tourism, tourist, town hall, valley; fertile, Mountain villages are on mountain sides or m
ma
low, narrow, short, similar, sloped, steep, in valleys. The houses have thick walls to re
res
keep out the cold. The roofs are sloped so So
straight, thick; enjoy, fall off, practise,
the snow falls off. The streets are steep to
take care of and narrow.
Many villagers work on farms or take care
of the forests.
Presentation
1 Villages
1
• Ss look at the photograph and Mountain villages have steep, narrow streets.
2
describe it: small village, houses close
together, low buildings, narrow streets.
3
• Revise the characteristics of villages. 3 Rural tourism 4
Ss scan the text to find these Rural tourism is becoming very popular in
characteristics. mountain villages. Tourists like to stay
• Read the whole text. Show pictures of in these villages to enjoy the countryside.
Here they can practise different sports
a town hall, church and main square.
such as fishing, cycling and horse riding.
2 Life in mountain villages

• Explain: Villages can be very different
depending on their location. They have 128 a hundred and twenty-eight
different types of buildings. People work
in different jobs. 179203 _ 0126-0135.indd 128 21/12/10 10:19 179203 _ 0126-0
• Ask: Do you know any villages in the

mountains? Is it hot or cold in winter? Further activities
Does it snow? What jobs do people in
Ss make an illustrated glossary about villages and cities, choosing
the village do?
words from pages 128-129.
• Read the text and check
comprehension: Why do the houses Ss find four villages on a map of their province or Autonomous
have thick walls? Why are roofs sloped? Community: How does the map show it is a village? Are there any special
things for tourists to see or do there?
In groups, Ss make a tourist brochure to advertise their ideal village.
They write about and illustrate things to do and see in their village.
128
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UNIT 11
3 Rural tourism
11.2
11.2
• Define tourism: People go on holiday
4 Villages on plains
and visit different places.
Villages on plains are usually bigger than
mountain villages. The streets and roads • Explain: Some people like going to big
are straight. cities to visit museums and monuments.
Many villages have housing estates. These Others like to go to the beach. People
are groups of houses that look very similar. who like rural tourism go to mountain
Housing estates are usually outside village
Plains are perfect places for farms villages to relax, to practise different
centres. Find the housing estate in this
because the land is flat and fertile. That is village. sports and enjoy nature.
why many villagers work on farms.
• Read the text. Ss look at the photo.
Ask: What sport are these people
5 Villages on the coast practising? What other sports can you
Coastal villages can be on high land do in the countryside?
or on coastal plains.
These villages are popular with tourists
who enjoy the beaches. For this reason, 4 Villages on plains
many villagers work in hotels and • Ss look at the first photo. Ask: What is
restaurants.
the land on plains like? (Flat.) Explain
Some villagers are fishermen. They go out that on flat land there is more space
to sea in their boats every day.
to build houses. Explain that a housing
Fishing is important in coastal villages.
estate consists of many houses that
all look the same.
Questions • Read the text. Explain that plains
1. What are the characteristics of a village? have flat, fertile land that is good for
2. What kind of jobs do people do in mountain villages,
farming.
on the plains and in coastal villages? • Play track 11.2. Ss listen to the
3. Describe the coastal village in the photo. definitions and answer True or False.
4. What kind of villages are these?
5 Villages on the coast
A B C
• Ss look at the photograph and
compare the village to the others they
have studied: What can you see that
is different in this village? What jobs do
Example: A is a mountain village. You can see cows in mountain villages.
▲
you think people do?

a hundred and twenty-nine 129 Are coastal villages on high or flat land?
• Ss complete the questions as a whole
21/12/10 10:19 179203 _ 0126-0135.indd 129 21/12/10 10:19
class. Make a chart on the board of
the characteristics and jobs in the
Values education different types of villages.
Explain that people are leaving villages to live in the city. What happens
to the villages? (Nobody to live in the houses; reduced facilities; reduced Teacher’s Resource Book
services, etc.) What can be done to save the villages? (Rural tourism; better
transport connections, etc.)

Pages 64 and 65
Ss make a glossary of Jobs in villages: fishermen, farmers, teachers,
chemists, stockbreeders, etc.
Explain that some small groups of people decide to live in a way that is
good for the environment. They live in ecovillages where they can grow
their own food, recycle everything and use natural energy sources.
Show students examples of ecovillages on the Internet.
129
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Cities
Objectives 1
2
• To define the characteristics of a city 1 Cities
3
• To recognise the advantages and Cities have a large population. Some characteristics
disadvantages of city life of cities are:
• To identify the main parts of a city Many of the buildings are tall. Some buildings
have more than five floors.
Many people live in cities. Most people work
Key language in industry or services, for example, in offices, Cities have tall buildings and long,
shops, banks, hospitals or factories. wide streets.
• Vocabulary and structures: cities:
historic centre, modern district, People travel greater distances than in villages,
so there are many cars and buses.
suburb; advantage / disadvantage,
industry, factory, services: bank, car
park, hospital, museum, office, shop, 2 Life in cities
university; building, cathedral, floor, Most people in Europe live in cities. City life has
industrial estate, noise, population, advantages and disadvantages.
pollution, traffic; large, narrow, tall; Advantages. There are many services, such as
travel shops, hospitals, schools, universities, museums,
theatres and sports centres.
Disadvantages. There is a lot of noise and
Presentation pollution from traffic. People waste a lot of time
1 Cities travelling from their homes to work. Cities have many schools and
universities.
• Ss look at the first photograph. Ask: 11.3
Have you visited a big city? Were 3 Parts of a city

there tall buildings? Were there lots of Cities have three main parts:
people? Was it noisy?
The historic centre. This is usually the oldest part.
• Ss describe the photograph. Use their The streets are narrow and the buildings are not
answers to elicit characteristics of very tall. Historic monuments, such as the
cities and the people who live in them. cathedral and the main square, are usually in
the historic centre.
(There are lots of people, cars and
buses. The buildings are high. The The modern district. This area often surrounds
the city centre. The streets are wider. There are
streets are wide. Etc.)
often tall buildings here.
• Read the text and check The suburbs. These are residential areas away Parts of a city. Can you identify
comprehension: What jobs do people from the centre. There are shopping centres,
the historic centre and the modern
district?
do in cities? factories and industrial estates in many suburbs.
130 a hundred and thirty

2 Life in cities
• Read the first sentence. Define 179203 _ 0126-0135.indd 130 21/12/10 10:19
179203 _ 0126-0
advantages and disadvantages: These

are good and bad things about living in
a city. Further activities
• Read the text and check Ss continue their glossary in their notebooks. For the city section,
comprehension: What services can you they draw and label: monument, suburb, offices, shops, bank, hospital,
find in a city? How long does it take you factory.
to get to school? Explain: Sometimes, people who work in cities decide to move to nearby
• Ss say what services are available villages so that they can enjoy both lifestyles. Ask Ss if their families live
where they live. Do you go to a sports in the city centre or in a village away from the city.
centre? Is there a museum where you Bring city maps to class for Ss to examine. Point out the differences
live? between the narrow streets in the city’s historic centre and the wide
streets in the modern district. Show that industrial estates are usually
away from the city centre.
130
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UNIT 11
Questions
1. What are the characteristics of a city? 3 Parts of a city
2. Look at the photograph below. Describe the streets and buildings. • Ss look at the photograph and identify
3. Name two advantages and two disadvantages of living in a city. the old part of town on the hill and the
modern buildings on flatter land below.
• Volunteers read each paragraph aloud.
Pause to ask questions: What is the
Hands
oldest part of the city? What can you
How to read a street map
,
on! A street map represents city streets and buildings. It shows symbols
see there?
for important buildings, such as museums and hospitals. • Draw a circle on the board and label it:
The historic centre. Explain: The historic
centre is the oldest part of the city.
• Add two concentric circles (modern
districts and suburbs) around the
centre, labelling each as you explain:
As cities grow, more modern districts
are added around it. People begin living
in suburbs outside of the city.
Photograph of a city. part of the city.
• Now look at this street map of the photograph:

A B C D E Hands on!
ue e t
ven tre The hospital • Read the definition of a street map.
1 ific
A e S
Pac Blu is in square E-1.
The key tells us what the different
Ho
Street
ad symbols on the map represent

p
Letters are 2 Ro
r
St
Riv
e (hospitals, car parks, museums).
re
along the top, Hospital

et
and numbers
• In pairs, Ss look at the photograph and
High
are down 3
describe the streets and buildings.
t
the side. ad
ee
Ro Car park
Str
n
ea
4 Oc • They compare the aerial photograph
Smith
with the street map. Interpret the map.

Museum
Ask: Is this a city or a village? How do
• What building is in square C-2? How did you find it?
you know? (The High Street is a wide
n
• Write the letter and number of each square for the car park, the museum street.)
and Blue Street.
• Explain how to read the grid. Ss
answer the first question as a whole
a hundred and thirty-one 131 class: A museum is in C2.
• Ss practise using the map: What is in
21/12/10 10:19
179203 _ 0126-0135.indd 131 21/12/10 10:19
E1? (A hospital.) What square is the car
park in? (A3.)
Further activities • Ss write answers to the second
Give Ss a grid map. Ss practise reading the map in pairs: Where is question. Check as a whole class.
the school?
In small groups, Ss make a map of their school and playground on Teacher’s Resource Book
graph paper. They invent symbols for important landmarks (fountains,
school building, playground, etc.)
Activity Book
Pages 66 and 67
131
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy the sentences and write village or city.
• To give Ss the opportunity to evaluate a. The streets are short and narrow.
their own learning b. Many people live here. They work in offices and factories.
c. It has areas called suburbs.
Key language
• Vocabulary and structures: cities: 2 Look at the photographs. Then, copy and complete the chart.
historic centre, modern district, suburb;
A B C
back seat, factory, office, passenger,
pavement, pedestrian, seat belt, street,
village, zebra crossing; low / tall, narrow
/ wide, short; cross, get in / out, get on
/ off, look left / right, wait
Activities
1 Copy the sentences and write village
or city. Are the buildings What are
Photograph
• Ss write city and village on separate old or modern? the streets like?
pieces of paper. Read the sentences. historic centre A old narrow

Ss hold up the correct paper.
suburbs
• Ss complete the activity. Correct as a
whole class. modern district
3 Copy and complete the sentences about the place where you live.
2 Look at the photographs. Then, copy
and complete the chart. I live in a village. city.
• In small groups, Ss look at the The streets are wide. narrow.
photographs and complete the chart. The buildings are tall. low.
• Elicit the answers for the chart: Do the

4 In groups, you are going to design your own city.
buildings look old or modern? What are
On a large piece of paper, draw a map of your city.
the streets like? Which photo shows the a. W
modern district? Which one shows the Decide what services you want, for example shops, a hospital, a school, etc. Find or draw
symbols of these buildings and stick them on the map. b. W
suburbs?
132 a hundred and thirty-two
about the place where you live. 179203 _ 0126-0135.indd 132 21/12/10 10:19 179203 _ 0126-0
• Ss copy the sentences and tick the

answers individually. Further activities
• Compare answers as a whole class. In pairs, Ss write true and false sentences about cities and villages.
They exchange sentences with another pair and correct the false ones.
4 In groups, you are going to design Show pictures of cities and villages. Ss describe the characteristics
your own city. of each place.
• Give each group a sheet of graph Ss imagine they are architects. They have to design houses or flats for
paper. a village or part of a city. In groups, they choose the location. Village:
• Each group draws a map and thinks of They decide if the houses should have sloping roofs, flat roofs, etc.
the services they want to include. City: Do they want to design an office building, a new car park or a
• The groups draw symbols of their shopping centre? They present their designs to the class: These are
services to make a key. houses in a mountain village. It snows a lot. The houses have sloping
roofs. Etc.
132
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UNIT 11
Your turn!
YOUR TURN ! Road safety rules
• Ss look at the photographs. Define
pedestrians and passengers. Ss point
11.4
Road safety rules to them in the photos.
Pedestrians should always… • Explain: Everyone has to follow road
safety rules; the people who drive cars,
A B C the passengers who travel in cars and
buses, and pedestrians who walk and
cross the streets.
• Ss look at the photos again and
read each road safety rule. Define
road safety vocabulary: This is the
part of the street where people walk.
Ss look for the answer in the text.
walk on the pavement. cross the street when the cross the street at the zebra
pedestrian light is green. crossing. When there is no
(Pavement.) Continue with definitions
pedestrian light, look left for: pedestrian light, zebra crossing,
and right.
seat, seat belt.
Passengers should always…
which photograph.
D E F • Brainstorm road safety rules for car

travel. Write up their ideas. Ss answer
the questions. Remember to mention
that drivers should not talk on their
mobile phones. They shouldn’t drive
if they have been drinking alcohol.
Passengers shouldn’t distract the
driver. Etc.
sit in the back seat and wear get in and out of the car wait their turn to get on and off the
a seat belt. on the side of the pavement. bus.
a. Where should you cross the street?
w
b. Write more road safety rules for car passengers and for the driver.
a hundred and thirty-three 133
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Further activities
Ss make up signs for road safety rules and write the rule underneath:
Wear your seat belt when sitting in a car. Always cross at the zebra
crossing. Only cross when the pedestrian light is green. Encourage them
to think of rules that are not on the page: Don’t put your head or hands
out of the car window.
In groups of three, Ss do simple role plays acting out a situation where
a passenger or pedestrian is not following road safety rules. Another
character in the role play must explain the rule: Always cross at the
zebra crossing!
133
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Revision I
Objectives 11.5
the unit
• To practise summarising a text Villages and cities
• To give Ss the opportunity to evaluate Most people live in villages or cities.
their own learning Villages are usually small. The streets are narrow.
The buildings are usually low. There are villages
in the mountains, on the plains and on the coast.
Key language
Cities are big. The streets are long
• Vocabulary and structures: cities: and wide. The buildings are tall. Cities have
historic centre, modern district, suburb; three main parts: the historic centre, the modern
district and the suburbs.
building, church, horse riding, garden,
main square, neighbourhood, penfriend,
postcard, roof, town hall, village; long,
low, narrow, sloped, small, steep, tall, 2 Copy and complete the chart with information from the summary.
wide; nearby, sometimes; be made of
Villages
Revision
1 Read the summary. The streets The buildings There are villages
• Play track 11.5. Ss read and listen to are are
the summary.
• Check comprehension: Are villages big ……… ……… in the mountains. on the ....... on the ........
or small? What are the streets like? Are
cities big or small? What are the streets
like? Which has a modern district: a city
or a village? Cities
2 Copy and complete the chart with

information from the summary. The streets The buildings Cities have three different parts
are are
• Ss copy and complete the chart in
pairs.
……… ……… ……… ……… ………
134 a hundred and thirty-four
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Further activities
Ss get in small groups and write answers to these questions:
Page 127: Write down two characteristics of a city and two of a village.
Page 128: Write the name of the central part of a village.
Page 129: Write two types of villages.
Page 130: Write the three main parts of a city.
Page 131: Draw three symbols to represent a museum, a hospital and
a car park.
Page 133: Write road safety rules for a pedestrian.
134
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UNIT 11
I can
Describe where I live I can
Describe where I live
Susana has got a penfriend who lives in
France. Her friend is coming to stay over • Read the introductory text. Ss look
the summer. Here is the postcard Susana at the photograph and describe the
sends to her penfriend before the visit. village. Explain that Susana is Spanish,
so this is a mountain village in Spain.
Dear Sylvie,
• In pairs, Ss read the postcard. Check
Here is a picture of my village in the mountains in Spain.
comprehension. Does Susana live in
My village is very small with steep, narrow streets. There is
a church and a town hall in the main square. There aren’t Sylvie Dupont a city or a village? Does she live in a
many people here. Nearby there is a farm. Rue Moulin, 2 house or a flat? What buildings are near
My house is made of stone. The roof is sloped so the snow her house? What is her house made of?
falls off in winter. I have a large garden. Bort-les-Orgues
Has she got a garden?
We can go horse riding and for long walks by the river.
19110 France • Draw a large postcard on the board.
Love,
Choose a different location, for
Susana
example, a village on the coast.
Brainstorm characteristics. Ss think of
Write a postcard to your penfriend, describing where you live. activities to do in the village. Ss write
Include some examples of the things you can do during his / her stay. their own postcard. They stick on a
photograph or draw a picture.
OUR WORLD
Learning from people from other countries
Our world
In your neighbourhood, there may be people from other countries. • Read the text and check
Sometimes, they don’t speak your language very well. comprehension.
They may have different customs.
They can teach you their games
• Remind Ss to help people from other
and traditions. You can teach them countries: You can help immigrants
about your country. by teaching them your language and
Imagine you go to live in a new customs, and they can teach you about
country. What things could theirs. We can all learn from each other.
you teach other people about
• Brainstorm customs and expressions
your country?
Ss could teach others about their
country. Write up their ideas.
• Ss choose three ideas and copy them
in their notebooks: In a new country, I
could teach people...
a hundred and thirty-five 135
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Further activities Test 11
Ss choose three words from the unit and scramble the letters. In
groups of four, they swap their words. If they are having problems, they
can ask the student who wrote them for clues: What’s the first letter?
What’s the last letter?
Ss bring a real postcard to class with a stamp on it and their family
address. They write a paragraph to a family member. Post the cards
so their families receive them.
135
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12 Jobs
Unit content

• To learn about farming and farmers • Growing crops and working the land
• To learn about stockbreeding and fishing • Viticulture
• To learn about mining and forestry • Stockbreeding and fishing U
• To identify types of industry and industrial • Mining and forestry
processes • Industrial processes
• To use a thematic map • Types of industry
• To learn how to organise one’s time • Using a thematic map
• To learn why baby fish should be protected • Organising one’s time
Language objectives • Observing photos showing different farming methods

• To describe processes with use and be used: • Studying sequenced photos of the grape growing process
Factory workers use machines to help make their • Reading texts to learn about stockbreeding, fishing,
jobs easier. These machines are used to add mining and forestry
fertilizer to the soil…
• Answering questions about the texts
• To describe the origin of some articles using
• Observing sequenced illustrations showing the
made from: Fabric is made from cotton.
industrial process
• To describe a sequence with then, next, finally
• Completing a chart to classify the products of three
types of industry
Assessment criteria • Completing a sequence showing the process of cultivation
• Explain the process of farming and the work • Locating agricultural and livestock production on
of farmers a thematic map
• Describe the work of stockbreeders • Completing a chart to plan one’s day at a farm
and fishermen
• Describe the work of miners and lumberjacks • Showing interest in finding out where our food comes from P
• Describe types of industry and industrial processes • Appreciating the hard work of those who produce it
• Explain the uses of a thematic map •
• Understanding the importance of the forestry, fishing
• Reflect on the importance of organising and mining industries in our economy
one’s time •
• Explain why baby fish should be protected
136A
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Competences
Knowledge and interaction Processing information Cultural and artistic
with the physical world and digital competence competence
• Differentiating between dry farming • Understanding sequences of • Learning about the origins
and irrigated crops (SB p. 138: illustrations showing different of chocolate (SB p. 136:
Working the land; p. 139: Crop processes (SB p. 139: From cacao to chocolate)
farming and machines) Viticulture; p. 142: Factory work) • Appreciating the landscape
• Differentiating between coastal and • Interpreting a thematic map of olive orchards and vineyards
deep sea fishing (SB p. 140: Fishing) (SB p. 145: Hands on!) (SB p. 138: Working the land;
• Learning about the extraction of p. 139: Viticulture)
stones and minerals (SB p. 141:
Mining)
Unit outline
Unit 12. Jobs
Stockbreeding
Crop farming Factory work
and fishing
Hands on!
Your turn!
Using a thematic
Viticulture
map
I can Our world

Revision
Organise my time Protecting baby fish

• Content: how to interpret a thematic map; recognising September October November December January
symbols and interpreting colours
• Language: the correct use of use and be used; the use
of made from February March April May June
136B
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Objectives
• To learn about different types of jobs
• To discover what work is like in
12 Jobs
W
factories
• To distinguish between raw materials
and manufactured products
1.
Key language
• Vocabulary and structures: bean, cacao,
chilli pepper, chocolate, explorer, farmer,
fruit, job, machine, manufactured
product, money, raw material, sugar,
worker; bitter, spicy; become, bring
back, come from, grow, mix 12.1
12.1
2.
Presentation
• Ss look at the main photograph: Is A
this a restaurant or a shop? What does
the shop sell? Do you like chocolate?
Point to the shop assistant. Point to the
customer. How do you know which is From cacao to chocolate
THINK ABOUT
which? (The shop assistant is wearing Between five and six million farmers around the
gloves. The customer has got a bag.) world grow cacao trees. Chocolate comes from the • Where does chocolate come
from?
• Read the title of the text: What do you beans inside the large fruits of these trees.
• What did the Aztecs mix
think chocolate is made of? (Cacao.) Many years ago, the Aztecs in Mexico ate chocolate with? C
Explain that cacao is the name of the and drank chocolate mixed with chili peppers. • What else did they use
beans inside the fruit. The fruits are They also used cacao beans as money! cacao beans for?
called pods. Ss identify the pods and At first, Spanish explorers did not like chocolate
• Name different ways you can
beans in the small photos. eat chocolate. Which is your
very much because it was very bitter and spicy. favourite way?
• Read each paragraph and check However, when they brought cacao back to Europe, • What kind of shop is in the
comprehension: How many farmers they mixed it with sugar. Chocolate became very photo?
grow cacao? What sort of plant is the popular all over the world.
cacao? (A tree.) What did the Aztecs
use it for? (To eat. To drink. As money.) 136 a hundred and thirty-six
What did the Spanish explorers do
with cacao? (They brought it back to 179203 _ 0136-0147.indd 136 21/12/10 11:18
179203 _ 0136-014
Europe.) Who mixed it with sugar?

(Europeans.)
Further activities
Draw a flow chart on the board: Mexico: Aztecs (mix with chilli peppers;
use as money) → Spain: Spanish explorers (bring to Europe) → Europe:
Europeans (mix with sugar; becomes popular). Ss copy the flowchart
and call it The History of Chocolate.
In pairs, Ss imagine the conversation between the shop assistant and
the customer in the photograph. Volunteers act out their dialogues in
front of the class.
Ss research more facts about chocolate on the Internet. They write a
few sentences and draw pictures.
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UNIT 12
Different types of jobs IN THIS UNIT, YOU WILL… Different types of jobs
There are many different types of jobs. Some • Read the text and revise jobs. Write
people work on farms, some work in offices. • Learn about the jobs on the board: farms, offices, shops,
Other people work in shops or factories. farmers do.
factories. Ask: Where do your parents
• Find out how
grapevines are work?
1. Make a list of five different jobs. Compare your grown. 1. Ss write down five different jobs and
list with a partner. • Find out about compare with a partner. Elicit a list of
stockbreeding.
jobs for each workplace: What jobs are
Factories • Learn about jobs in
on your list? What other people work
the fishing industry.
Workers turn raw materials into manufactured on (farms)? Write their ideas on the
products in factories. For example, cotton is • Identify jobs in the
used to make T-shirts. Factory workers use mining industry. board.
machines to help make their jobs easier. • Recognise natural
resources obtained
12.1
12.1 from forests. Factories
2. What raw materials are used to make these • Understand how • Read the text and revise raw materials:
products? manufactured These are products that come directly
products are made.
from nature. We use them to make
• Understand what
A B a thematic map is other products. For example, we use
used for. wheat to make bread, and metal to
• Learn how to make cars. These are manufactured
organise your time. products.
• Appreciate the need 2. Brainstorm more raw materials: wool,
to protect baby fish.
wood, leather, gold, silver.
me
Play track 12.1. Ss listen and say
which illustration.
C D
an
ur
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Values education
Explain that although some jobs pay more than others, all jobs are
important in our society. Ask Ss to think of jobs that are important to our
daily life: bus driver, street cleaner, doctor, firefighter, etc.
Further activities
Ss play Charades. S1 acts out a job and the others guess which job
it is.
Define craftwork: Some people make things by hand and not in
factories. People who do these jobs are called artisans. Artisans work
with different materials to make things. Bring examples of craftwork
to class for Ss to examine.
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Crop farming 12.2
12.2
Objectives 4 Cr
• To recognise and name types of crop 1 Growing crops Fa
farming ha
Crop farmers grow plants for food.
m
ma
• To explain the cultivation and These food crops include:
so
harvesting processes Food for people, for example, vegetables,
Ot
pulses, cereals and fruit.
• To recognise how technology has qu
improved farming Food for animals, for example, alfalfa. Fo
Crop farmers also grow plants to be gr
transformed into other products in factories. th
Key language These are called industrial crops. For
Crop farming. Potato harvest.
example:
• Vocabulary and structures: crop
White sugar is made from sugar beets.
farming, irrigation, dry farming, organic
Fabric is made from cotton.
farming; food crops: alfalfa, cereal,
pulse, vegetable; industrial crops:
cotton, sugar beet; dry crops: barley, 2 Working the land
wheat; irrigation: rice, corn, fruit; Farmers do many jobs to cultivate the land.
machines: combine harvester, tractor; First, they plough the fields to turn the soil.
cutting, greenhouse, nutrient, pesticide, Then, they water the soil and fertilise it to
sprinkler, vineyard, viticulture; cultivate, add nutrients.
fertilise, fumigate, harvest, plough, save After that, they sow the seeds.
energy / time, sow, spray, water Then, they spray the plants with pesticides
Organic farming. These farms do not use
to stop insects harming the crops.
any chemical products.
Presentation Finally, they harvest the crops when they
are ripe.
1 Growing crops
• Ss name as many fruits and 3 Dry farming and irrigation
vegetables as they can. Write them on
Dry farming is a method of growing crops in
the board. Say: These are foods we eat dry areas. Dry crops do not need a lot of
directly from nature. water to grow. Some dry crops are grapevines,
• Give examples of pulses and cereals. olive trees, wheat, barley and oats.
(Beans, lentils, wheat, corn, barley, Irrigation means watering plants with water
from rivers or lakes. The water is distributed
alfalfa, soy.) Add them to the food on
through irrigation channels, or sprinklers.
the board. Some crops that need irrigation are Dry farming. Olive orchards.
• Ss look at the photograph of an vegetables, fruit, rice and corn. a. Im
Im
organic farm. Read the text. Explain:
Foods are grown for people, for animals 138 a hundred and thirty-eight
or to make new products. Ss look for
examples of each type in the text. 179203 _ 0136-0147.indd 138 21/12/10 11:19
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2 Working the land Further activities

• Explain: There are many steps to Ss copy the foods from the board into their notebooks and organise
growing crops. Look at these five steps. them into four lists: fruits, vegetables, pulses, cereals.
Volunteers read each step aloud.
In small groups, Ss use the highlighted words from the text to make
Explain that a plough is a tool which
word searches. They exchange their puzzles with another group and
turns the soil so it is ready for sowing
look for each other’s words.
new seeds or plants.
Divide the class into two groups: white sugar and fabric. The groups find
• Ss look at the photo of organic
information about the process of making each product (from cultivation
farming: Because farmers don’t use
to processing). They bring information and pictures to class and use
chemicals, organic farming produces
them to make a presentation.
less food, but it is healthier.
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UNIT 12
12.2
12.2
4 Crop farming and machines 3 Dry farming and irrigation
Farmers use tractors and combine • Define dry farming and irrigation.
harvesters to save time and energy. These (Farming using rainwater; watering
machines are used to add fertiliser to the plants with water from rivers or lakes.)
soil and to harvest the crops. Ss look for examples of each in the
Other modern techniques improve the text.
quality and quantity of farm products.
For example, farmers grow crops in
• Read the text. Name all the crops from
greenhouses. Greenhouses help control
A combine harvester. Farmers use each paragraph. Ss say if they are
machines to make work easier.
the amount of water, temperature and light. grown as dry crops or using irrigation.
Questions 4 Crop farming and machines

• Talk about the jobs farmers do during
1. Name and explain the jobs crop farmers do.
cultivation and explain: Technology and
2. What is the difference between dry farming and irrigation? Give examples. machines have helped make these jobs
easier.
• Ss look at the photo of a combine
harvester. Explain that this machine
YOUR TURN !
can do two jobs: it cuts and collects
the corn.
Viticulture: growing grapes
Grapes are the fruit from grapevines. The vines are grown in vineyards using the dry
• Read the text. Show pictures of a
farming method. Grapes are grown for fruit, grape juice, jams and wine. greenhouse. Check comprehension.
or False.
Your turn!
• Ss look at the photos. Volunteers read
Planting vines Taking care of vines Harvesting the jobs involved in growing grapes.
• Farmers plant cuttings. • Farmers cut the shoots. • The grapes are harvested in Ask questions after each photo: What
• They add fertiliser to the soil. • Then, they fumigate the vines. autumn. do we get from grapes? Do vines come
• The land is fertilised every 3 from seeds? What are shoots?
or 4 years.
• Ss prepare the answer in pairs.
Volunteers share their answers with
a. Imagine
Imagine you
you are
are the
the owner
owner of
of a
a vineyard.
vineyard. Explain
Explain how
how you
you take
take care
care of
of your
your vines.
vines.
the class.
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Values education
Activity Book
Talk about how important agriculture is to man. It would be difficult to grow
Pages 70 and 71
enough food for everyone without the use of machines.
Further activities
In pairs, Ss look back at Activity 2, Working the land and write A day
in the life of a crop farmer: I get up early. I plough the fields. Today I am
going to fertilise the soil. Etc.
In groups, Ss find out how many foods they eat that are grown in
greenhouses. For example, strawberries, tomatoes, etc.
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Stockbreeding and fishing
Objectives 4 M
• To differentiate between different types 1 Stockbreeding M
Mi
of stockbreeding and fishing m
mi
Stockbreeding is animal farming. Farm gr
gro
• To learn about mining and forestry animals are called livestock. They include
th
cattle (cows, bulls), sheep, pigs and poultry
typ
(chickens, turkeys). Farmers breed them for

Key language their meat, milk, eggs and skins.
• Vocabulary and structures: There are two types of stockbreeding:

stockbreeding: free-range / intensive Intensive farming. The animals live in pens Sheep grazing in the open. What type of
farming; livestock: cattle, pig, poultry, and barns. Farmers give them hay or dry stockbreeding is this?
feed to eat.
sheep; coastal / deep-sea fishing, fish
farm; open / underground mining; Free-range farming. The animals live in the
coal, dry feed, forestry, hay, lumberjack, open and eat grass or grain.
mineral, natural resource, net, quarry, 12.3
12.3
refrigerator, shellfish, technology, timber, 2 Stockbreeding and machines 5 Fo
tunnel, underground mine, wood; breed,
Stockbreeders use modern machines and new Fo
cut down, dig, keep fresh / healthy technologies for most jobs. These jobs loo
include feeding their animals, milking them, fo
for
keeping them healthy and cleaning out their
Presentation barns and pens.

1 Stockbreeding Cattle farming. Vets keep farm animals
• Revise animals: cow, bull, sheep, pig, 3 Fishing healthy.

chicken, turkey. Explain that cows and Fishermen catch fish and shellfish in rivers
bulls are called cattle and chickens and seas. There are two types of sea fishing:
and turkeys are called poultry.
Coastal fishing. Fishermen fish near the
• Read the text and check coast. They go out to sea in small fishing
comprehension: What are livestock? boats and use nets.
1
What is the difference between Deep-sea fishing. Fishermen fish a long
intensive and free-range farming? way from the coast. They go out to sea in
big boats with modern machines. Deep-sea
• Ss look at the photo of the sheep. fishing boats have refrigerators that keep
2
Explain that grazing means eating the fish fresh.
grass in a field. 3
Fish farms are places where farmers breed
fish and shellfish. Fish farms are built near Deep-sea fishing.
2 Stockbreeding and machines rivers or on the coast.
• Explain that there are many jobs involved 140 a hundred and forty
in looking after animals. Read the text.
What jobs do stockbreeders do? 179203 _ 0136-0147.indd 140 21/12/10 11:19
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• Ss look at the photograph: Vets are

animal doctors that help stockbreeders
keep their animals healthy. Values education
Explain that many people are concerned about the conditions that animals
are kept in for intensive farming, for example battery hens. Ask Ss if their
3 Fishing
families buy free-range eggs and chicken.
• Read the text. Explain that deep-sea
fishermen go out a long way from the
coast, so they need refrigerators on Further activities
their boats to keep the fish fresh. Divide the class into two groups. Ask questions. The first team to answer
Coastal fishermen come home every correctly wins a point for their team: What kind of livestock are cows and
day with the fish. bulls? What is poultry? Is coastal fishing near or far from the coast?
• Ss look at the photograph. Point out Take Ss to a local market so they can see fresh, non-processed foods.
how big the net is. In class, Ss make three lists of the foods they see: Foods from crop
• If possible, show Ss pictures of farming, Foods from stockbreeding, Foods from fishing. Help Ss look for
different types of fish farms. the names of certain foods in the dictionary.
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UNIT 12
4 Mining
4 Mining
Mining means extracting stones and • Explain: Farmers collect raw materials
minerals, such as coal, from under the without transforming them. People who
ground. Miners dig into the soil to reach work down mines or in forests also
these natural resources. There are two collect raw materials from nature.
types of mining:
• Ss look at the photo. This is an open
Open mining. When minerals are near
the surface of the earth, miners dig
mine. It is called a quarry. This is where
quarries. These are large, open holes miners extract rocks like marble. Marble
on the land. is a hard rock you can find near the
Underground mining. When minerals surface of the Earth.
are deep under the earth, miners dig Quarries are open mines. • Explain that some mines are deep
underground mines. These are deep
below the Earth’s surface. Minerals
tunnels below the surface. They have
lifts to go up and down the mine. such as coal come from underground
12.3
mines.
12.3
5 Forestry • Read the text. Suggest other minerals

that are mined: diamonds, gold, silver,
Forestry means obtaining wood and
looking after natural resources from salt.
forests.
Lumberjacks cut down trees. 5 Forestry
Then, they transport the timber • Ss look at the photograph and
to mills to be cut up.
describe it. Read the text. Explain
Finally, they plant new trees to
that timber is wood from trees. A
replace the ones they cut down. Timber. lumberjack is the person who cuts
down trees.
Questions • Write these jobs on the board:
NOW YOU! lumberjack, stockbreeder, fisherman,
1. Explain the difference between miner.
intensive farming and free-range
farming. 1. Do you think farming is an easy or Play track 12.3. Ss listen and say the
a difficult job? Explain. job.
2. What is coastal fishing? What is
deep-sea fishing? 2. In pairs, imagine a world without
farmers? What kind of problems
3. What kind of natural resources do would there be? Now you!
we get from mines? What do we
get from forests? • Ss work with a partner and answer the
questions.
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Values education
Activity Book
Talk about the negative effects of forestry on the landscape, for example,
Pages 72 and 73
destruction of animal habitat; land erosion. What can be done to reduce the
problem? (Plant new trees when trees are cut down. Make protection laws.)
Further activities
Divide Ss into teams: stockbreeding, fishing, mining, forestry. Each
team writes four questions about their job to ask the rest of the class.
For example: Name two products we get from sheep.
In small groups, Ss think of three products obtained from each
photograph: sheep (cheese, milk, wool); cow (meat, leather, milk);
fishing (tuna, swordfish, shrimp); mining (coal, iron, salt); forestry
(houses, paper, furniture).
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Factory work 12.5
12.5
Objectives 12.4
From forest to furniture 2 Ty
• To differentiate between raw materials Th
and manufactured products A
B
• To describe the industrial process
• To recognise how industry changes
landscape

Key language
• Vocabulary and structures: assembly
line, consumer / primary / technological C D
industry, electronic component, factory
worker, industrial estate, industrial
process, lumberjack, manufactured
product, raw material, smoke, timber,
waste; contaminate, contribute 3 In
Fa
lan
Presentation
A Lumberjacks cut down the trees. B Lorries transport the timber to the factory. C Machines saw the
Factory work timber into boards. D Factory workers make the wood into furniture.
• Explain: Let’s see how wood, a

raw material, is transformed into

manufactured products, chairs. Ask 1 Industrial processes
questions about the illustrations: Raw materials are natural resources, for
Picture A: Who is cutting down the example, wood and cotton. Raw materials are
tree? (A lumberjack.) B: Where is the transformed into manufactured products in
timber now? (In a lorry.) C: What is the factories. This is called the industrial process.
1
machine doing? (Cutting the timber.) D: Many people work in factories where they
specialise in one job. They design or make 2
What manufactured products can you
parts of different products. 3
see? (Chairs.)
Factory workers often work on assembly lines. 4
• Ss read the text under the pictures. Each worker makes only one part of a
Explain that pictures C and D are in a product, then passes it on to another worker.
factory. In this way, all the workers contribute to the On assembly lines all the workers
final product. contribute to the final product.
• Play track 12.4. Ss listen and follow
the illustrations with their finger.
142 a hundred and forty-two
1 Industrial processes
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• Read the first paragraphs and check
179203 _ 0136-014
comprehension: Are wood and cotton

raw materials or manufactured Further activities
products? Are manufactured products
In groups Ss act out working on an assembly line in a factory. The other
made on farms or in factories?
groups guess what the manufactured product is.
second and third paragraphs. Give an Ss make booklets about the industrial process. Use the example of
example of an assembly line: In a car cacao on page 136 to prepare a model text. Cacao beans are the
factory, different workers (or robots) raw materials. Chocolate is the manufactured product. The work on
make different parts of the car. One the assembly line includes: machines mix the cacao with milk; another
worker operates the machine that cuts machine adds sugar; a third machine cuts the chocolate into shapes;
out the shape. Another worker prepares another packs the chocolate into boxes. Ss can use other examples for
the engine. Another paints the car. Etc. their booklets. They add drawings or photos.
142
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UNIT 12
12.5
12.5
2 Types of industry
2 Types of industry
There are three types of industry: • Read the text about primary industries.
Ss should understand that steel is
Primary industries transform raw
materials into other materials. These not the same as iron. Iron is the raw
are used by other industries. For material. It is a metal which is mined.
example, the steel industry Steel is not a final product. It goes
transforms iron into steel. to another factory to be made into
Consumer industries make products something else.
to sell directly. For example, the car
industry transforms steel into cars. • Ss look at the photo. Read the text
about consumer industries. Fabric is
Technological industries use very
modern machines to make new
Textile industries are consumer industries. made in the primary industry. Cotton
Fabric is transformed into clothes.
products. For example, the computer or wool is the raw material. The wool or
industry uses electronic components cotton is made into fabric. The fabric
to make computers. goes to another factory to be made into
manufactured products: clothes. Clothes
3 Industries change landscapes are sold to people. This means the
Factories can change the natural textile industry is a consumer industry.
landscape around them. • Read about technological industries.
Smoke and waste from factories can If possible, show pictures of the
contaminate the land, air and water. microchips which are used in
Roads and railways are built to computers.
transport factory products to markets.
Factories are often grouped together
type of industry: primary, consumer, or
on industrial estates outside cities. Cement industries change the natural landscape.
technological.
Questions
3 Industries change landscapes
1. What is the industrial process? Where does it take place?
• Ss look at the photograph. This factory
2. What do consumer industries make? makes cement. Is this landscape ugly or
3. How can industry change the landscape? beautiful?
4. Match and copy the phrases to complete the sentences. • Volunteers read each type of change
Raw materials are made in factories. that industries cause. Ask questions
after each: What parts of the landscape
Manufactured products are natural resources transformed by factories. can industries pollute? Why do
industries need roads and railways?
Where can we find industrial estates?
a hundred and forty-three 143
21/12/10 11:19
179203 _ 0136-0147.indd 143 21/12/10 11:19 Activity Book
Pages 74 and 75
Values education
Explain that industry is important in our society. However, industry sometimes
pollutes landscapes, or makes them ugly. Developed countries make laws to
protect landscapes. Give examples: replanting trees, filling in quarries, turning
old factories into museums (for example, the Tate Modern in London).
Further activities
Write on the board: leather industry (primary); satellite industry
(technological); clothing industry (consumer); cement industry (primary);
video game industry (consumer); mobile phone industry (technological).
In pairs Ss sort them into primary, consumer or technological.
Take Ss on a trip to a nearby factory or look up one on the Internet to do
a virtual tour. Ss write about the factory in their notebooks.
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete each definition.
• To give Ss the opportunity to evaluate a. Growing crops in dry areas. d _ _ farming
their own learning b. Farm animals such as cattle and sheep. l _ _ _ _ _ _ _ _
c. Fishing near the coast with small boats. c _ _ _ _ _ _ fishing
Key language
2 Match the words to the pictures. Copy and complete the sentences.
• Vocabulary and structures: coastal
fishing, consumer / primary /
harvests sows ploughs fertilises
technological industry, crop, dry
farming, factory, livestock, raw material,
symbol, thematic map; fertilise, harvest, A B C D
plough, represent, sow
Activities
1 Copy and complete each definition.
• Revise different types of agriculture
and fishing. A The farmer ............... the land. B Then, he ............... the land.
• Ss copy the definitions in their C Next, he ............... the seeds. D Finally, he ............... the corn.
notebooks and complete the words.
• Check answers as a whole class. 3 Copy and complete the chart.
computers cars medicines mobile phones steel cement

2 Match the words to the pictures.
Copy and complete the sentences.
Types of industry
• Read each word. Ss point to them in
the illustrations. Primary Consumer Technological
• Ss use the illustrations to complete steel

the sentences individually.

4 Look for information about farming or industry in your area.
3 Copy and complete the chart.
Are there any farms? What kind of crops are there?
• Ss copy the chart in their notebooks
Are there any factories? What raw materials do they use?
and complete it individually.
• Ss share their information with a 144 a hundred and forty-four
partner.
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4 Look for information about farming or

industry in your area. Further activities
• Divide the class into small groups. In pairs, Ss go through the unit and choose a topic. They write four
Assign either farming or industry. questions about the topic. They present their questions to the class
• Each group answers the four and correct any wrong answers.
questions about their topic. They bring
Job survey. Make a list of all the jobs in the unit. Ss vote on the job
information to class to share.
they think is the nicest and say why. For example: I would like to be a
• Each group presents their mini project vet. I love animals. I wouldn’t like to be a farmer. I don’t like getting up
to the class. early in the morning. Do a class bar chart to show the favourite and
least favourite jobs.
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UNIT 12
Hands on!
Using a thematic map
• Read the first sentence. Ss look at
Hands Using a thematic map
the map. Explain: Thematic maps
on! Thematic maps use colours and symbols to have colours and symbols that tell us
represent specific information about an area.
different things about a place, like the
Look at this map of the primary sector in Spain: number of people who live there or the
industries in the area. This map has
N Cantabrian
Santander
Sea
information about types of farming in
Oviedo F R A N C E
W E
Santiago PRINCIPADO CANTABRIA PAÍS Spain.
S de Compostela DE ASTURIAS VASCO Pamplona
GALICIA Vitoria
COMUNIDAD ANDORRA • Ss look at the map. Check for
Logroño FORAL DE
LA RIOJA NAVARRA understanding: Show me the compass
C A S T I L L A Y LEÓN CATALUÑA
Valladolid
Zaragoza
rose. Where is north? What cities are
A T L A N T I C Barcelona
ARAGÓN
there?
L
COMUNIDAD
A
O C E A N DE MADRID
Madrid
• Ss look at the key. What is the symbol
G
for sheep farming?

U
Toledo Palma
T
EXTREMADURA
CASTILLA-
LA MANCHA
Valencia
ISLAS
• Ss answer the questions in pairs.
R
COMUNIDAD
Mérida VALENCIANA BALEARES
P O
Murcia AGRICULTURE Teacher’s Resource Book

REGIÓN
A N DA L UCÍA DE MURCIA Irrigated crops
Seville Dry crops
aa
ee
S
S
n
n FARMING
eaa
anne Sheep farming
rr a
Ceuta i t e rr
e
d
e d
M e
i t
ISL A S C A NA R I A S M Cattle farming
Melilla
Santa Cruz
de Tenerife Pig farming
Las Palmas
de Gran Canaria AFRICA Capital of the Autonomous
Community
What does this map represent?

What does green represent on this map?
What does green represent on this map?
805663P142
Where can you find sheep farming?
Where can you find sheep farming?
Name two places with two different types of farming.
Name two places with two different types of farming.
a hundred and forty-five 145

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Further activities
Give Ss riddles to solve: I live near Barcelona. Am I a sheep farmer
or a cattle farmer? What other animals can I breed here? They consult
the map to answer.
Choose a new theme, for example, tourism. Divide it into different
types: cultural tourism in cities; beach holidays on the coast; rural
tourism in the mountains. In groups, using a blank map of their country,
groups think up symbols for different tourism activities and draw them
on the map. They make a key.
145
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11
Revision I
Objectives 12.6
the unit
• To practise summarising a text Jobs in nature
• To give Ss the opportunity to evaluate Many people work in nature. We use
their own learning the products they obtain every day.
• Crop farmers work the land to grow
the fruit and vegetables we eat.
Key language • Stockbreeders breed farm animals for their meat, milk and eggs.
• Vocabulary and structures: assembly • Fishermen work at sea to catch fish and shellfish.
line, consumer / primary / technological • Miners dig mines and quarries to find minerals and rocks.
industry, crop, fisherman, industrial • Lumberjacks cut down trees for wood.
process, lumberjack, manufactured
product, miner, quarry, raw material, Jobs in industry
stockbreeder; school farm: bakery, hen • The industrial process changes raw materials into manufactured
house, stable, vegetable garden; breed, products.
destroy, disappear, specialise • Factory workers specialise in one job. Many work on assembly lines.
• Three types of industry are primary, consumer and technological.
Revision
1 Read the summary.
• Play track 12.6. Ss read and listen to 2 Copy and complete the chart. Use the summary to help you.
the summary.
• Ask questions: What do crop farmers INDUSTRY
grow? What do stockbreeders breed?
What do fishermen catch? What do
miners mine? What do lumberjacks cut? changes can be
What is the industrial process? Where

raw materials
does it take place? What are the three ……… consumer ………
types of industry? into
for example for example for example
………
2 Copy and complete the chart. Use the ……… ………
steel industry
summary to help you.
pairs or individually. 146 a hundred and forty-six
179203 _ 0136-0147.indd 146 21/12/10 11:19

179203 _ 0136-014
Values education
Discuss how technology has improved farming, fishing, forestry and
industry in developed countries. In developing countries, the production of
plants and animals for food is very low, because there is no money to buy
technology. Compare one of these industries in a rich country with one in
a developing country.
Further activities
Ss play Hangman with key words and expressions from the unit.
In pairs, Ss think of a job in one of the industries they have studied.
They describe the job, and then invent a machine that will help do the
job. They draw the machine and write below it: New technology helps
12.6 See transcripts, page 197 in the (textile) industry.
146
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UNIT 12
I can
Organise my time I can
Organise my time
• Imagine you are going to spend a day visiting a school farm. There
are many different activities you can do. Choose two activities to do • Read the introductory paragraph.
in the morning and two in the afternoon.
• Volunteers read each farm activity
The bakery
as Ss look at the illustration. Ask
The hen house
You can see hens, You can learn questions: What can you see at the
geese, ducks and how to make hen house? What animals are grazing
turkeys. You can bread and
biscuits.
in the fields? What can you do in the
watch the chicks
hatch in incubators. The farm museum
vegetable garden? Etc.
You can find out • Ss choose two activities for the
The fields how people lived
on farms many
morning and two for the afternoon.
You can watch the
cows and horses. years ago. Tell Ss to think about: how long each
activity takes; which activity they like
The vegetable garden The stables best; the weather (Is it warmer in the
You can plant seeds,
water plants and
You can learn how afternoon?).
to milk a cow and
fertilise the soil. ride a horse. • Ss copy the chart in their notebooks
and complete it.
• Copy and complete the table.
• Ss compare answers orally with a
Morning activities Afternoon activities partner. Write up: First, Then, Next, and
Finally. Student A: First, I go to the
bakery. Student B: Why? Student A:
Because I love biscuits in the morning.
Then I go to the stables... Etc.
OUR WORLD Our world

Protecting baby fish • Read the text. Ask: Who do you think
Many people like to eat fish. Fishermen catch a lot of causes this problem: the fishermen, the
small fish to sell. If this continues, one day all the fish restaurants or the customers?
will disappear from the seas. We are destroying future
resources. • Explain it is important to care for our
• Make a poster explaining why we should not eat baby fish. resources: As customers, you can
decide what you want to buy.
• Ss make posters in small groups
illustrating why we should not eat baby
fish. They use the title: Baby fish, no
a hundred and forty-seven 147
thanks!
21/12/10 11:19
179203 _ 0136-0147.indd 147 21/12/10 11:19

Further activities Assessment worksheet 12
Ss give a partner simple clues. The partner guesses where they are Test 12
on the farm illustration.
Ss think of a list of activities they need to do this Saturday. In their
notebooks, they divide these activities into morning activities and
afternoon activities.
Bring in maps of cities which indicate the points of interest. Put Ss
into small groups and hand out one map to each. Ss imagine they are
planning the excursion and organise the trip into morning activities
and afternoon activities.
147
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Unit content

• To learn about different types of services • Definition of services
• To learn about types of trade and consumer rights • Types of services in the community
• To learn about forms of payment • Definition of trade U
• To identify means of transport and transport • Consumer rights
networks • Forms of payment
• To learn about different types of communication • Means of transport
• To read and interpret labels and instructions • Types of communication
• To compare different means of transport • Reading and interpreting labels and instructions
• Choosing a means of transport
Language objectives
• To use verbal nouns: Trade is the buying • Matching products and the shops where they can
and selling of products. Advertising provides be bought
information about products for the consumer. • Observing sequenced illustrations tracing a product
• To give advice using the modal should from producer to consumer
(SB p. 157: Reading and interpreting labels • Interpreting the information provided by an advertisement
and instructions)
• Reading texts to learn about services, trade, transport
• To use the relative pronoun who: The people who and communications
work in services do not make objects or products.
• Answering question about the texts
• Extracting information from a label
Assessment criteria • Completing a chart to compare different means
• Describe different types of services of transport
• Discuss types of trade and consumer rights
• Explain how to use different forms of payment • Showing interest in learning about the services offered
• Describe means of transport and transport by one’s community
P
networks • Recognising the importance of being a responsible
• Describe different types of communication and well-informed consumer •
• Explain how to interpret labels and instructions
correctly •
• Discuss different means of transport
148A
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Competences
Competence in linguistic Social competence Competence in
communication and citizenship ‘learning to learn’
• Reading and interpreting • Learning to be a responsible • Revising key concepts before
advertisements (SB p. 153: consumer (SB p. 153: Advertising; beginning the new unit (SB
Advertising) p. 157: Hands on!) p. 149: What do you
• Reading and interpreting labels • Completing a chart to decide on remember?)
and instructions (SB p. 157: the advantages and disadvantages • Focusing on illustrations to
Hands on!) of different means of transport understand the information
(SB p. 159: I can) (SB p. 157: Hands on!)
• Discussing the work done by • Completing the unit worksheets
volunteers (SB p. 159: Voluntary (Teacher’s Resource Book)
workers)
Unit outline
Unit 13. Work and services
Transport and
Services Trade
communications
Hands on!
Your turn!
Reading and interpreting
Advertising
labels and instructions
I can Our world

Revision
Select different Voluntary workers
means of transport

• Content: the meaning of the symbols used September October November December January
on different labels
• Language: the formation of the gerund; the spelling
and pronunciation of polysyllabic words February March April May June
148B
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Objectives
• To differentiate between different types
of transport
W
• To distinguish between buying and

selling
• To identify different types of shops and
the products they sell 1.
Key language 2.
• Vocabulary and structures: transport:

air, land, sea; shops: baker’s, butcher’s,
chemist’s, hypermarket, supermarket;
accident, merchandise, sunrise, tunnel;
beautiful, boring, private, public, safe,
sleepy; through; cause, drive, rise
Presentation
• Ss look at the photograph. Ask: Do
13.1
you think this is underground or above 3.
the ground? Is it dark or light? (It’s
Sunrise in the tunnel A
underground. There is some light.) THINK ABOUT
The longest road tunnel in the world is in
• Define sunrise. (When the sun comes
Norway. It is over 24 kilometres long! • What are tunnels used for?
up in the morning.) Ask: What colours
It is very boring to drive through a long tunnel.
• What do you normally see
can you see when the sun rises? What in a tunnel?
colours can you see in the tunnel? Drivers can become sleepy and this can cause
• Describe what you see
car accidents. in this tunnel.
• Explain: This photo shows a section of
the longest road tunnel in the world. However, this tunnel has special lights. There • Do you know any tunnels
like this one?
It’s in Norway. So, do you think the sun are blue lights above, and yellow lights on the
rises in the tunnel? No! Let’s read the ground. As you drive through, it looks like the
text. Sun is rising! This makes the tunnel safer
because drivers can see a 'beautiful sky' as
• Check comprehension. What happens
they drive.
to drivers on long journeys? (They get
sleepy.) How can they stay awake? (By
looking at something interesting / 148 a hundred and forty-eight
beautiful.) Why does the tunnel have
special lights? (So it isn’t dark and 179203 _ 0148-0159.indd 148 21/12/10 10:21179203 _ 0148-0
boring.) Explain: Roads, railways and

tunnels are important for transport.
Further activities
Have you ever been through a long
tunnel? Ask comprehension questions In pairs, Ss invent special effects (lights, colours, sound) for the inside
after reading. of a tunnel. They draw the tunnel and describe it to the class: Our
tunnel has got a radio station. You can hear music and facts about the
tunnel, inside your car.
In groups, Ss look for images and facts on the Internet about famous
tunnels: the Eurotunnel that goes under the English Channel; the San
Bernardo tunnel in Italy, etc. They write short sentences about when
it was built, how long it is, how many drivers / passenger trains use
it every year.
148
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UNIT 13
Means of transport IN THIS UNIT, YOU WILL…
Means of transport
Means of transport carry people and • Write Land, Sea and Air on the board.
merchandise from one place to another by land, • Learn about different Ss brainstorm means of transport.
sea or air. Transport can be public or private. types of services.
Write them in the correct column. Read
• Find out about trade.
the text. Explain: Public transport can
• Learn about
1. What means of transport do you use every day? advertising. be used by everyone. Private transport
Is it public or private? • Learn about is used by families, or businesses, but
transport and it is not for everyone. Cars are private
2. What means of transport would you use transport networks. transport.
to get to an island? Explain. • Learn about different Point to words on the board. Ss say if
means of
communication. they are private or public.
• Learn how to read 1. Ss say what means transport they use
Buying and selling symbols on a label. every day, and if it is public or private.
People buy and sell many things: food, clothes, • Discover the work
of NGOs. 2. Draw an island on the board. Can
insurance, holidays, etc.
you get to the island by train? And by
There are many types of shops: flower shops,
aeroplane? What about by boat?
baker’s, butcher’s, chemist’s, supermarkets,
hypermarkets, etc.
Buying and selling
13.1
3. In what kind of shop can you buy these products? • Read the text. Brainstorm all the shops
Ss know and write them on the board.
A B
C 3. In pairs, Ss look at the illustrations
? and name the shops. If they do not
know the word for a haberdasher’s,
they can say hypermarket. Once
corrected, write haberdasher’s on the
board and explain that in this shop
F you can buy different articles for
D sewing, such as thread, needles and
E
buttons.
Play track 13.1. Ss listen and say
which illustration.
a hundred and forty-nine 149
21/12/10 10:21179203 _ 0148-0159.indd 149 21/12/10 10:21
Further activities
Ss make shop flashcards. They copy the name of the shops from the
board on cards and draw one product from each shop on another set
of cards. Ss place them face down to play Memory in small groups.
Ss role-play asking where they can buy different products. In pairs they
choose a product and write a small dialogue to act out: Girl / boy in
the street: Excuse me, where can I buy some flowers? Local person:
The flower shop is across the road.
149
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Services
Objectives 13.2
13.2
• To differentiate between public and 1 What are services? 4 To

private services se
The people who work in services do not
• To recognise different types of services To
make objects or products. They help
to
tou
• To appreciate having public services people by providing a service. Services can
ha
be public or private.
re
res
Public services are provided by the Cu
Key language government. Public transport, to
The Underground is a public service.
• Vocabulary and structures: firefighting and police services are all ar
are
public services. th
the
services: communications, cultural,
educational, health, recreational, sports, Private services are provided by Re
tourism, transport; ferry, firefighting, individuals or private companies. Banks ac
and hotels provide private services. Th
government, hobby, merchandise, th
the
newspaper, passenger, theatre,
travel agency, underground, university; 2 Educational and health services
private / public; relax
Educational services provide education at
schools and universities. These are public
Presentation services. However, there are also private
schools and universities.
1 What are services? Schools can be public or private. What jobs
Health services are public services when
• Ss look at the photograph. Explain that can people have in schools?
the government pays for everyone to
this is the London Underground, which receive health care. However, some clinics
is a public transport service. Revise and hospitals are private.
public services: public school, public
library, public swimming pool, etc.
3 Transport and communications
• Read the text. Ss infer meaning: services
Anyone can go to a public swimming
pool. Who can use a private swimming Transport services move passengers and
merchandise from one place to another.
pool? (Only the owners or members.)
Buses, taxis, undergrounds and ferries are
• Explain: The government provides public examples of public services.
services. They are free or cost little
Communications services are provided by
money. Private services are not owned television, radio, newspapers and the TV studio. TV cameramen work in
by the government. They cost more. Internet. Some of these services are public communications services.
and others are private.
2 Educational and health services

150 a hundred and fifty
school and read the text. Explain: 179203 _ 0148-0159.indd 150 21/12/10 10:21179203 _ 0148-0
Public schools are free or not very

expensive. Anyone can go to them. You
have to pay more money to go to a Further activities
private school or university. Make a class list of communication services. Does anyone listen to the
• Read the second paragraph: Ask Ss if radio in the bus or car going to school? Do you ever use the Internet?
they have ever been in hospital. Was it Which services do you use most?
public or private? Make a class bar chart. On the horizontal axis write: education services:
public, private; health services: public, private; transport services:
3 Transport and communications public, private. On the vertical access write the number of people. Ss
services find out from home which services their families use. Collect data and
write it on the board. Ss prepare the chart in groups.
• Read the first paragraph. Revise
means of transport.
• Read the second paragraph: What type
of communication services do you use?
150
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UNIT 13
4 Tourism, cultural and recreational
13.2
13.2
services
4 Tourism, cultural and recreational
services • Volunteers read each paragraph. Check
comprehension: Have you stayed in a
Tourism services provide services for
tourists. Tourists visit places to relax or hotel on holiday? What services were
have fun. Travel agencies, hotels and there in the hotel?
restaurants provide these services. • In groups, Ss role play some of the
Cultural services organise activities related services in a hotel or restaurant.
to music, literature and art. These services
are provided by museums, cinemas and • Ss look at the photograph: Is this a
theatres. museum or a cinema? Have you been
Recreational and sports services organise to a museum? Which one? What can
activities related to hobbies and sports. you see in a museum? (Exhibitions of
Theme parks and sports centres provide The Guggenheim Museum in Bilbao, Spain, paintings, sculptures, photographs,
these services. receives thousands of visitors every year.
objects.)
• Read the last paragraph. In groups, Ss
make a list of their favourite sports or
Questions hobbies. They add where they practise
1. What are services? Give three examples of jobs which are services. each one and name an organised
2. What is the difference between public services and private services? event they know related to their sport
Give examples. or hobby. Ss share their lists with the
3. Where can you find educational services? Where can you find health services? whole class.
which service.
• Play track 13.2 again. Ss say if the
NOW YOU!
service is private or public (note:
• Which of these people work in services? health can be both).
A B C D
Now you!
• Ss look at the illustrations and read
the professions out loud.
• Ss answer the question as a whole
class.
taxi driver nurse radio presenter construction worker

a hundred and fifty-one 151
21/12/10 10:21179203 _ 0148-0159.indd 151 21/12/10 10:21
Activity Book
Values education
Pages 76 and 77
Talk about social services: Everyone needs services in their city or village.
Some people haven’t got much money, but they still have a right to health
care and an education.
Further activities
In groups, Ss choose a service and say what jobs they do. For example:
We work in cultural services. In our town there are two cinemas, a museum
and a theatre. I organise the cultural events for the theatre. I decide what
films to show at the cinema. I organise the guides for the museum. Etc.
Ss find specific public and private examples of each service: the name
of their school, the name of a nearby public or private school, the name
of a public or private TV channel or radio station, etc.
151
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Trade
Objectives 13.3
• To learn about trade 1 What is trade? 4 Fo

• To distinguish between wholesaler and Trade is the buying and selling of products. Yo
ca
retailer Producers make products.
ac
• To learn about consumer rights Consumers buy products.
• To recognise different forms of Traders are the intermediaries between
payment when shopping producers and consumers. They sell
products from the producers to the
consumers.
Key language Questions 5 El
• Vocabulary and structures: consumer, Ele
1. Look at the diagram. Describe
producer, retailer, trader, wholesaler; how a woollen coat goes from the In
Int
advertisement, cash, consumer rights, producer to the consumer. Use the co
credit card, electronic commerce, words: factory, warehouse, markets,
factory, intermediary, Internet, market, large shops, small shops. First,
payment, quality, shopkeeper; cheap, farmers get wool from the sheep. Products like wool go from the producer to the
Then, lorry drivers take the wool… consumer.
delicious, fair, fresh, safe; provide
2 Wholesalers and retailers

Presentation There are two types of traders:
1 What is trade? Wholesalers buy large quantities of a
• Read the text. Ask: Who makes the product from a producer. Then, they sell
these products to retailers.
products? (The producers.) Who buys
the products? (The consumers.) Retailers buy products from wholesalers.
Then, they sell these products to
Traders are the people in the middle. consumers. Shopkeepers are retailers.
They take the products from the
producers and offer them to the
consumers. 3 Consumer rights
Consumers have consumer rights. The
• Talk Ss through the diagram: The most important rights are:
farmer gets wool from the sheep. The
The product must be of good quality, in
lorry driver takes the wool to a factory. good condition and safe to use.
In the factory, workers make woollen Barcelona’s central market. Wholesalers
The price must be fair in relation to buy fresh products from producers. Then, they
coats. Another lorry takes the coats to the quality. sell them to retailers or shopkeepers.
a warehouse. A warehouse is a large
building to keep the products. From the
warehouse, the coats go to markets, 152 a hundred and fifty-two
large shops and small shops.
• Ss work in pairs and answer 179203 _ 0148-0159.indd 152 21/12/10 10:21179203 _ 0148-0
question 1 in their notebooks.

Play track 13.3. Ss listen and check Values education
their answers.
Talk about why some toys have an age appropriateness label, for example
‘0-3 years’. Explain that this is for safety reasons, to prevent children
2 Wholesalers and retailers swallowing small parts. It is better to buy toys with these labels.
caption, then the text.
Further activities
• Role play with a large stack of paper.
In small groups, Ss use the highlighted words from the text to make
In groups of three Ss play a wholesaler,
wordsearches. They exchange their puzzles with another group and
a retailer and a consumer.
look for each other’s words.
Bring in toys of different types and quality to class. Invent a price tag for
each toy. Write on the board: Good quality product. Safe product. Good
instructions. Fair price. In groups, Ss examine all the toys and decide if the
13.3 See transcripts, page 198 toys meet consumer standards or not. Then, they decide if the price is fair.
152
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UNIT 13
3 Consumer rights
4 Forms of payment • Read the text. Ask Ss: Have you ever
bought anything that broke quickly?
You can pay for products and services in
cash, with bank notes and coins, or with
a credit card. Credit cards can be used to:
4 Forms of payment
Pay for products in shops and on
the Internet. Forms of payment. We can pay for products in • Ss look at the photographs. Bring
cash or with a credit card.
real bank notes and coins from other
Take money out of a cash point at
a bank. countries for the class to examine.
Questions • Read the text. Show a credit card. Ask:
5 Electronic commerce 1. What is the difference between Whose parents use a credit card like
a wholesaler and a retailer? this? What do they use it for? (To shop,
Electronic commerce is shopping on the
Internet. You can shop from home and 2. Do you think consumer rights are to take money out of a cash point.)
compare prices easily and quickly. important? Explain. • Explain: Every credit card has a secret
3. Does your family ever shop on the number. Explain how to take money
Internet? Ask your parents what out of a cash point: First, you insert
they buy.
your card. Then you enter your secret
YOUR TURN !
number. Next, you enter how much
money you want. Finally, you take the
Advertising money from the machine.
1. Good for
your health
3. Cheap 5 Electronic commerce
• Read the text. Explain: you can buy
and sell things from your home on the
2. Contains
4. Delicious
Internet. You pay by credit card. Does
vitamin C ! your family shop on the Internet?
Advertising provides information about products for the Your turn!

consumer. We see advertisements in magazines, on TV
and in the streets, too. • In pairs, Ss look at the advertisement.
a. Where else can you see advertisements? Ask: Would you buy this product?
b. What sort of things do advertisements tell us? • Read the text about advertising:
Do you think advertising makes us
c. Imagine you want to sell some biscuits. Make a poster advertising them.
buy more? What is your favourite
advertisement? Which advertisements
a hundred and fifty-three 153 do you like better, those on TV, the radio
or in a magazine?
21/12/10 10:21179203 _ 0148-0159.indd 153 21/12/10 10:21 • Ss answer the questions as a whole
class.
Further activities
Write prices in euros and pounds on the board. Ss practise saying the Teacher’s Resource Book
prices: €99: ninety-nine euros. €0.60: sixty cents. £39.99: thirty-nine Reinforcement worksheet 35
pounds, ninety-nine pence. Point out the positioning of the euro and
pound signs before the amount, and the use of the dot instead of a
comma. Activity Book
Explain: Bartering is a system of trade where you can exchange goods Pages 78 and 79
or services instead of using money. Ss ask their parents’ permission to
bring a book to class that they no longer read. In class, Ss barter for
the books with other classmates, and then take them home to read.
Ss make a poster to advertise some biscuits.
In small groups Ss make up a TV advertisement and act it out. They
select any product (a hairdryer, bedroom furniture, a new comic, etc).
153
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Transport and communications
Objectives
• To name different means of transport 1 Means of transport 3 M
• To distinguish between public and Means of transport move people and We
private transport merchandise from one place to another. us
Means of transport can move by land, sea M
Me
• To learn what transport networks are or air. They can be public or private. ha
• To differentiate between types of Public transport includes buses, trains co
communication and aeroplanes. Everyone can use 13.4
13.4
these means of transport.
4 Ty
Private transport includes cars,
Key language motorcycles and bicycles. People use Th
their own vehicles for travelling. th
the
• Vocabulary and structures:
communications satellite; types of
communication: media: Internet, mobile Airbus A380 is the largest passenger plane in
the world. It can carry up to 800 passengers.
phone, newspaper, radio, television /
personal: e-mail, fax, letter, telephone;
means of transport: aeroplane, bicycle,
bus, car, lorry, motorcycle, ship, train; 2 Transport networks
transport networks: airport, flight path, Means of transport are organised into 5 Co
motorway, railway track, road, sea route, transport networks. Te
seaport, station; entertainment; Trains travel on railway tracks. co
private / public They leave from railway stations. so
Cars, lorries and buses travel on roads Th
and motorways. Motorways are wider kil
Presentation than normal roads. There are no se
pedestrian crossings or traffic lights. Th
1 Means of transport
Aeroplanes travel along flight paths. on
• Ss look at the photograph. Ask: Have They take off and land from airports.
you been in an aeroplane? What is your
Ships travel along sea routes.
favourite kind of transport? They leave from seaports. Motorways can be hundreds of kilometres
long. They change the shape of natural
• Read the text and check for landscapes.
comprehension. 1
• In pairs, Ss write more means of 2
transport not mentioned in the text.
(Public: underground trains, trams, 3
taxis, city ferries; Private: helicopters,
boats, ships, lorries.)
154 a hundred and fifty-four
2 Transport networks 179203 _ 0148-0159.indd 154 21/12/10 10:21179203 _ 0148-0
• Volunteers read the text. Check

for comprehension: Ships are big
Further activities
boats. They can carry people and
merchandise. Ss make a list of transport networks where they live: Are there
motorways, railway stations, airports?
• Ss look at the photograph: Are these
roads or motorways? SpaceShipTwo is a private spaceplane. From 2011, it will carry six
• Talk about how means of transport passengers and two pilots high into space. The journey will take two
have improved over the years: Means and a half hours, but only a few minutes of this time will be in space.
of transport are faster now than many The rest is getting there and getting back! Ss imagine they are space
years ago. So, transport networks have tourists. Ask: Would you like to be a space tourist? Do you think space
changed. Airports are bigger and safer. tourism is a good idea? Ss consult the Internet and draw a picture of
Railway tracks are prepared for high- SpaceshipTwo and the place where it will be launched from.
speed trains. There are more motorways
everywhere.
154
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UNIT 13
3 Means of communication
• Remind Ss that means of
3 Means of communication
communication are what we use to
We send information from one place to another
send information from one place to
using means of communication.
another.
Means of communication let us know what is
happening all over the world. Some means of • Brainstorm all the means of
communication can be used for entertainment. communication Ss know. (The Internet,
13.4
13.4 e-mail, mobile telephones, SMS, MMS,
4 Types of communication letters, faxes, newspapers, television,
There are two types of communication: personal and
etc.) Write them on the board.
the media. • Read the text.
We use personal or individual communication to
send information to a few people. Examples are
telephones, letters, faxes and e-mail. 4 Types of communication
The media sends information to many people at • Read the text.
the same time. Examples are newspapers, • Refer back to the list on the board.
television, radio and the Internet.
Use colours and ask volunteers to
come out and classify the means
5 Communications satellites of communication into personal
Telephones, radios and television use communication and the media.
communications satellites to send and receive
sound and images.
personal communication or the media.
These satellites are in space, thousands of
kilometres above the Earth. They capture signals
sent by telephones, television and radio stations. Communications satellites are
used for mobile phones, television 5 Communications satellites
Then, they send these signals back to other places and radio.
on Earth. • Ss look at the illustration. Explain:
A communications satellite receives
signals from Earth. It transmits these
signals back to another place on Earth.
Questions These signals are used for mobile
phones, television, weather reports, etc.
1. What are means of transport?
Ss trace the signal from the singer on
2. List different means of communication.
earth to the TV screen on the other
Say if they are personal or the media.
side of the world.
3. What are communications satellites used for?

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Activity Book
Further activities
Pages 80 and 81
Ss make flashcards of different means of transport and communication.
They write the name on one side and draw an illustration on the other.
Use the cards to play Bingo. Ss choose six cards and place them,
illustration side up, on their desks. Randomly call out the words. Ss
turn their cards over one by one. The first to turn over all six cards
shouts Bingo! to win.
Ss carry out a survey about how often their classmates use different
means of communication. They answer questions. For example:
How often do you watch TV? How often do you use the Internet? How
often do you read the newspaper? Draw conclusions: Which means of
communication is the most / least popular? Is it personal or media?
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the chart with the following services. Write what type they are.
• To interpret product labels a. A city bus b. A cinema c. A hotel
• To give Ss the opportunity to evaluate d. Television e. A taxi f. A newspaper office
their own learning g. A municipal sports centre h. A school i. A hospital
Service Type
Key language
A city bus Transport
• Vocabulary and structures: consumer,
producer, retailer, wholesaler; means
of communication, means of transport; 2 Write the difference between each pair of words or expressions.
media / personal; private / public; bar a. producer / consumer b. public transport / private transport
code, ‘best before’ date, green dot,
c. wholesaler / retailer d. means of transport / means of communication
ingredient, instruction, label; recycle
▶ Example: Producers make products or provide services. Consumers buy and use products.
Activities
3 Match the words to the pictures.
1 Copy and complete the chart with the
following services. Write what type wholesaler consumer producer retailer
they are.
• Ss copy the chart in their notebooks. A B C D
They complete it in pairs.
2 Write the difference between each

pair of words or expressions.
4 Copy and write the correct means of communication in each column.
• In groups, Ss look back through their
books for definitions of the words. A B C D
• Ss share their answers with the class.
• If members disagree, they refer
back to the unit to find the correct
answer. Encourage Ss to use polite, Personal Media
constructive language: I agree. / No, I
mobile phone
don’t think that’s right.
• In their notebooks, they individually
write the answer for their words. 156 a hundred and fifty-six
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3 Match the words to the illustrations.
• Revise the meaning of the words. Ss
match them to the illustrations. Further activities
In pairs, Ss write one true and one false sentence about a means of
transport or communication. They read them to the class, who says if
4 Copy and write the correct means of
they are true or false.
communication in each column.
• Ss name the means of communication Ss use Activity 3 as a model. They think up a different product and draw
in the photos. Write on the board: it through the stages of producer, wholesaler, retailer and consumer.
mobile phone, television, newspaper,
e-mail / Internet.
• Ss copy and complete the chart.
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UNIT 13
Hands on!
Reading and interpreting labels and
instructions
Hands Reading and interpreting labels and instructions • Bring products to class (a shampoo
on!
Every product we buy has a label. These labels have symbols that bottle, a cereal box, a T-shirt).
give us important information about the product. For example:
• Read the introductory sentence. Point
instructions, the ‘best before’ date and ingredients.
out the labels in each photograph. Ask:
Bar codes. These lines have information Do you read labels? What information
about the product: where it was made, do they give you?
the company’s name, the price, etc. An
electronic machine reads this information. • Ss look at the photographs. Read the
text. Point to where the information
appears on each product: These are
n the washing instructions. This is the bar
code. Etc.
ts.
Labels. The label on this • Check comprehension: What
cotton shirt shows the
information does the bar code give you?
washing instructions.
It should be washed by • Talk about the green dot symbol. Ask
hand. Ss to give reasons why it is important
You should not bleach it.
You can iron it. to recycle containers.
You should not dry clean it.
You should not put it in a ‘Best before’ date. This • Ss answer the questions as a whole
dryer. shows the date by which class.
the product should be
consumed.
Green dot. This symbol
shows us that the
container can be
recycled.
Look at the label on something you are wearing. What kind of fabric is it?
How should you wash it?
What does the green dot on a label mean?
In your opinion, is the information on labels important? Explain.
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Further activities
Ask each S to bring an empty product container to class. Draw a chart
on the board for Ss to copy and complete in their notebooks: Product
name, company name, ingredients, label, bar code, recyclable. For the
ingredients column, Ss write the number of ingredients. For the label,
bar code and recyclable columns, Ss write yes or no.
In small groups Ss design a cereal packet. They look at Your turn! on
page 153, and reread the information on this page about labels. They
design and draw the package, add advertising slogans and icons with
important information.
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Revision I
Objectives 13.5
the unit
• To practise summarising a text Services
• To give Ss the opportunity to evaluate The people who work in services do not make objects
their own learning or products. They help people by providing a service.
These services can be public or private.
Schools and universities are examples of educational
Key language services. Buses, taxis, undergrounds and ferries
are examples of public transport services. Clinics and
• Vocabulary and structures:
hospitals provide health services. Television, radio,
services: communications, cultural, newspapers and the Internet provide communications services.
tourism, transport, bus, ferry, taxi,
Travel agencies, hotels and restaurants are examples of tourism
underground; Internet, newspaper, services. Museums, cinemas and theatres provide cultural services.
radio, television; hotel, restaurant, travel
agency; cinema, museum, theatre;
advantage / disadvantage, journey, 2 Copy and complete the chart with information from the summary.
voluntary worker; expensive, fun; cost,
take (+ time)
TRANSPORT COMMUNICATIONS TOURISM CULTURAL
SERVICES SERVICES SERVICES SERVICES
Revision
1 Read the summary.
the summary. ……… ……… ……… cinemas
• Check comprehension: Give an
example of a public service. Name two
tourism services. Etc.
……… radio ……… ………
2 Copy and complete the chart with
pairs or individually. ferries ……… ……… ………
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Further activities
Ss form small groups and write down the answers to the following: a.
Page 149: Write down three retailers. b. Page 150: Write down three
public services. c. Page 152: Write down two consumer rights. d. Page
154: Write down two transport networks. e. Page 155: Write down
three examples of media.
In groups, Ss choose a type of service they are interested in, for
example tourism or sports, and make a poster about the buildings,
the people and the services provided. For example, tourism: travel
agencies, hotels, restaurants; ticket sellers, tour guides; tickets,
guided tours.
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UNIT 13
I can
Select different means of transport I can
Select different means of transport
Travelling can be fun. But transport can be Bellville
expensive and journeys can take a long time. Seaport
• Explain: When you decide to go on a
Seaport is 100 kilometres from Bellville. journey, you need to decide the best
It costs 4 euros and takes 1 hour to go
way to travel. For example, you can go
from Bellville to Seaport by car. to most big cities by train. Or you can
It costs 2 euros and takes 2 hours to go fly to the airport. Or you can go by bus
from Bellville to Seaport by train. which may be slower, but is cheaper.
What are the advantages and disadvantages of travelling from Bellville • Read the text. Say: We want to travel
to Seaport by car and by train? Copy and complete. from Bellville to Seaport. How many
kilometres is it? We can go by car or by
Journey Advantages Disadvantages train. Which is best? We need to decide
By car what is good and bad about each.
• Write on the board: Advantages = good
By train
and Disadvantages = bad.
How many ways can you get from Bellville to the island? • In groups, Ss read the text and decide
on the advantages and disadvantages
of each form of transport.
OUR WORLD • Groups share their answers with the
Voluntary workers whole class.
Voluntary workers help other people. They • Ss answer the questions.
do not get paid to do their jobs. Many work
in NGOs. These organisations help people
with special needs caused by wars, poverty, Our world
floods, earthquakes, etc.
Some NGOs are: the International Red • Before reading, explain: Some people
Cross, United Hands, Doctors Without offer their services for free. They are
Borders and Save the Children. voluntary workers who do not get paid.
Find out about these organisations on their Voluntary workers often work for NGOs.
websites on the Internet. • Read the text. Check comprehension:
What do the letters NGO stand for?
What people do NGOs help?
What does each organisation do to help other people? • Ss research the answers to the
questions on the Internet. They bring
interesting facts or pictures to class to
share.
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Test 13
Further activities
Look up bus and train fares to a nearby city. Ss imagine how they can
get there and design a journey. They write out the advantages and
disadvantages of the different means of transport available.
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14 Local government
Unit content

• To identify the people who work in a town hall • The duties of the local council
• To discover how local councils are elected • How the local council is elected
• To learn about the responsibilities of local • Making a survey U
government • List of services in cities, towns and villages
• To learn what surveys are for • Local festivals
• To find out about municipal services • Making decisions at the municipal level
• To learn how citizens take part in decisions • Reaching agreements
about their town
• To learn how agreements are reached
• Identifying municipal services in a photo
• Completing a survey and collating the answers
Language objectives • Interpreting the results of the survey
• To qualify nouns using other nouns: Highway • Observing photos and reading explanatory texts about
services are responsible for maintaining and municipal services
repairing road signs and traffic signals…
• Matching tasks and the services responsible for them
• To use the modals must, should, can correctly
• Designing and writing a programme for a local festival
• To use some phrasal verbs with up and out:
• Reading a text about the local council
make up, clean up, add up, find out, put out
• Completing a chart to summarise the information
in the text
Assessment criteria • Reading about decision-making at the local level
• Describe the work of the people in a town hall • Discussing different options in order to reach an
• Explain how local councils are elected agreement with classmates
• Describe the responsibilities of local government
• Explain what surveys are for • Showing interest in learning how the local council works
• Describe municipal services and which services depend on it P
• Explain how citizens take part in decisions • Recognising the importance of being a responsible
and well-informed citizen •
about their town
• Explain how agreements are reached • Understanding that agreements are necessary
in a democracy •
160A
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Competences
Competence in linguistic Mathematical Social competence
communication competence and citizenship
• Using photos and diagrams to • Collating and interpreting • Learning to be a responsible
complement written explanations the information gathered citizen (SB p. 162 and 163: Local
(SB p. 162 and 163: Local in a survey (SB p. 163: How councils; p. 169: Take part in
councils; p. 164 and 165: to make a survey) decisions about my town)
Municipal services; p. 167: • Learning about the obligations
Festivals) of the local council towards the
• Summarising information public (SB p. 164 and 165:
on a chart (SB p. 168: Revision) Municipal services)
Unit outline
Unit 14. Local government
Local councils Municipal services
Hands on!
Your turn!
How to make
Festivals
a survey
I can Our world

Revision
Take part in decisions Reaching
about my town agreements

• Content: the electoral process; how the information September October November December January
for surveys is collected and collated
• Language: using phrasal verbs correctly
February March April May June
160B
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Objectives
• To learn about who works at a town
hall
14 Local government
W
• To learn that the local council is

responsible for municipal services
1.
Key language
2.
• Vocabulary and structures: community,
councillor, local council, main square,
mayor, neighbourhood, town hall;
nowadays; discuss, elect, look after,
represent
Presentation 14.1
• Ss look at the photograph: Look at the 3.

building with the flags. It is a town hall.
This is where the local council meets. It
is in the main square, because it is an
A
important building. Is there a building
like this near here?
• Read the first paragraph. Check
comprehension: Many years ago, Town hall and local councils
did cities and towns have large THINK ABOUT
Many years ago, cities and towns had small
populations? Where did people meet?
populations. People met in the main square • Do you know where your
What did they talk about? town hall is?
to talk about the problems of the community.
• Explain: Nowadays, many more people They discussed things like repairing the city • Is it an old or a new
live in cities and towns. There are building?
walls or where to put the market.
too many people to meet in the main • What do all town halls have
Nowadays, towns and cities have large on the outside?
square to talk about things.
populations. The people elect a local council • Who works in the town hall?
• Read the second paragraph and check to represent everyone. The local council works • What things need looking
comprehension: Who elects the local in a building called the town hall, and makes after in your city or town?
council? Where do the council members decisions for the community.
work? What do they do?
• Ss look at the photograph on page 160 a hundred and sixty
161. Teach ballot box. A ballot box is
where the people place their votes to 179203 _ 0160-0169.indd 160 21/12/10 10:21 179203 _ 0160-0
elect the local council.

Further activities
Draw a simple flow chart on the board to summarise the information
about the town hall. Ss copy it into their notebooks: town hall → a
building → local council → elected by → the people
In small groups, Ss imagine they are members of their local council.
They have to decide where to put a new open market, or a car park.
They discuss the problem and write up their ideas: (People need
transport to go to market. We are putting the new market next to the
train station. Etc.) They can draw a plan of the new location.
Take Ss on a field trip to their town hall. Take photographs to document
the trip.
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UNIT 14
Neighbourhood IN THIS UNIT, YOU WILL…
Neighbourhood
Your neighbourhood is the part of the town or • Show pictures of different parts of a
city where you live. People in the town hall work • Learn who works town or city. Revise characteristics for
to take care of it. in a town hall.
each: wide / narrow streets, houses, tall
• Discover how local
councils are elected. buildings, shops, housing estates. Read
1. What is the name of the place where you live? the text.
• Learn what surveys
2. Is it a city, a town or a village? are for. 1. Ss answer question orally.
• Find out about 2. Ss answer question orally.
municipal services.
The local council • Learn about
municipal services. The local council
Every town and city has a town hall building
where the local council works. The mayor and • Learn how
to make decisions • Read the text. Check comprehension:
councillors make up the local council. They are
responsible for organising municipal services. with your classmates. Who makes up the local council? (The
mayor and councillors.) Explain that if
14.1
the head is a woman, she is called a
3. What municipal services are shown in each
picture?
mayoress. What are they responsible
for? (Organising municipal services.)
A B Explain: Municipal services are the
local public services that a city or town
offers its inhabitants. Some examples
are: sports facilities, firefighting, rubbish
collection and the police.
3. Play track 14.1. Ss listen and say
which picture.
Volunteers name the municipal service
for each illustration.
C
e
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Values education
Explain that many people work in services: Every job is important to keep
the city clean, safe and organised. Ss think of which service jobs they would
enjoy doing the most.
Further activities
Volunteers come to the front of the class and act out a service job. The
rest of the class says which municipal service it belongs to.
Ss look at the website for their town hall. When is the town hall open?
What is the phone number? Ss examine specific sections: What is the
number for the local police service? Where can you find opening times
of the (museums)? Where can you attend (an art class)?
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Local councils 14.2
14.2
Objectives 3 Lo
• To recognise the duties of the local Ev
council A B Th
• To identify the mayor and councillors ex
as members of the local council Aft
Af
on
• To understand how local elections work
Yo
Key language
• Vocabulary and structures: citizen,
local council / councillor, mayor, survey, D
town hall; local elections: candidate,
C
election manifesto; municipal services:
firefighting, rubbish collection, street
lighting; elect, vote
Presentation
1 What do local councils do?
• Ss look at the illustrations. Point out Local councils provide many municipal services. Name the services shown in the photos.
the Town Hall of London, the Houses
of Parliament and Big Ben. Is London
a city or a village? What country is
London in? 1 What do local councils do? 2 Local councils
• Explain that this is London: A: The In each city or town, the local council The mayor and the local councillors
Town Hall. B: Rubbish collection. C: Big meets in the town hall. It organises the make up the local council.
Ben and the Houses of Parliament. D: municipal services which everyone The mayor is the head of the local
needs. These include: council.
A hospital. Elicit the services shown in
the photographs. Schools The local council organises
Hospitals municipal services.
• Read the text. Check comprehension.
Name other municipal services in Street lighting The mayor and the councillors make
decisions in the town hall. Then they
London. The police
communicate these decisions to the
Firefighting people.
Rubbish collection
2 Local councils
• Read the text: Who is the head of the 162 a hundred and sixty-two
local council? What does the council
do? 179203 _ 0160-0169.indd 162 21/12/10 10:22 179203 _ 0160-0
• Read the text again. Pause at the

end of each sentence so Ss can
Further activities
complete them: The mayor and the
local councillors make up the... (local Ss look up different types of municipal services on the Internet for
council). local towns or cities. They make a list of as many kinds of municipal
services as they can from the homepages of the websites.
• Ask: Why do you think cities need more
services than villages? (Because there Ss imagine they work in London, but live in the suburbs, 30 kilometres
are more people.) Explain that small away. In pairs, they decide what services they require to be able to live
villages cannot offer their inhabitants and work in the London area.
the same services, which is why many
people often move to nearby towns or
cities.
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UNIT 14
14.2
14.2
3 Local elections
3 Local elections Questions
• Show Ss pictures of famous world
Every four years citizens elect local councillors.
1. What do local councils do? politicians. Ask if Ss recognise any of
The candidates present an election manifesto to
explain what they will do if they are elected.
2. Who makes up the local them and explain: These people were
council? elected in general elections to represent
After the elections, the new local councillors elect
one of their members to be the mayor. the people in their country. Elections
are when citizens choose the people
You must be 18 years old to vote in local elections.
they want to represent them.
• Continue: Every four years, people elect
councillors to represent them in making
decisions about their city or town.
Hands How to make a survey • Volunteers read each sentence.
on! A survey is a way of collecting information from many Check comprehension: Who elects
people by asking questions. Look at this example:
the councillors? How old must they
be? Who elects the mayor? What is an
A SURVEY ABOUT MY SCHOOL election manifesto? (A statement by a
What do you think about the different places in your school? candidate to explain what he /she will
Give a score out of five for each place. do, if elected.)
1 5 There isn’t one 2 5 Not very good 3 5 All right or False.
4 5 Good 5 5 Excellent
Hands on!
• Explain what a survey is. Read through
The library My classroom
the survey in class.
The dining room The computer room
The sports field The gym
• Ss copy the survey in their notebooks
and answer it individually.
l The playground The toilets
• Then, they compare their answers in
small groups and add up the scores.
Does the school get a good, regular or
Copy the survey. Answer the questions.
bad rating overall?
Compare your answers with your classmates. Add up the points for
each place.
Which part of your school has the most points? Which part has Teacher’s Resource Book
the fewest points?
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Activity Book
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Pages 82 and 83
Values education
Explain that voting is the right and responsibility of every citizen. In this way
you can contribute to choosing good councillors to make important decisions
about where you live. Ask Ss at what age they will be able to vote.
Further activities
Explain: To make decisions, the local council needs to obtain a majority
of votes (50% + 1). Students in year 3 want to improve their classroom.
They need the majority of the votes of all year 3. How many students
are there? How many votes do we need?
Divide Ss into imaginary political parties. They study the results of the
survey, choose three school areas to improve and write an election
manifesto. The class (the citizens) votes for the best manifesto.
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Municipal services
Objectives
• To describe different municipal services 1 Food hygiene inspection services 4 To
• To differentiate between the different Food hygiene inspection services check that the
se
municipal services food we buy is safe to eat. Inspectors visit the To
local food shops. The shop owners must follow co
• To value the importance of local strict health standards. sa
councils in the daily lives of citizens to
tow
Food safety regulations affect everyone who works
in the food business. a
a b
Hi
Key language Food hygiene inspectors make sure that: Food hygiene inspectors make sure
m
ma
Shops, restaurants and markets are clean. shops and people handling food are
• Vocabulary and structures: municipal clean. tra
Food handlers have good personal hygiene.
services: cultural, food hygiene 14.3
14.3
inspection, highway, recreational, 5 Cu

sanitation, town planning; disaster, food 2 Police and fire services Cu
handler, parks conservation, road sign, The local police are responsible for: m
mu
rubbish, sewer, standard, street lighting, Protecting people. to
tow
traffic signal ; clean, healthy, safe, strict; Keeping the streets safe. Re
arrest, prevent, protect, put out, regulate ta
tak
Arresting criminals. an
The fire service helps save lives and property by:
Presentation Preventing and putting out fires.
1 Food hygiene inspection services Helping people when there are disasters,
such as floods or fires.
• Ss look at the photograph. Explain: The Firefighters put out forest fires.
local council sends inspectors to food
3 Sanitation services
shops and restaurants to make sure
they follow strict health standards. Sanitation services keep cities clean. They include:
Water. This service makes sure we have clean,
• Read the text. Ask: What do inspectors fresh water and clean sewers.
look for? (Clean shops, markets and
Cleaning. Rubbish collectors collect our rubbish
restaurants; food handlers with good and street cleaners clean the streets.
personal hygiene.)
Street lighting. This service makes sure that
the street lights are working.
2 Police and fire services Parks conservation. Gardeners take care of the
town’s parks and gardens.
• Explain that both these services are The water service cleans the sewers
and drains.
responsible for our safety. They both
help if there is a flood, a fire or other
emergency. Police services also direct
164 a hundred and sixty-four
the traffic and fight crime.
• Ss look at the photograph. Ask: What 179203 _ 0160-0169.indd 164 21/12/10 10:22 179203 _ 0160-0
do firefighters do when there is a forest

fire? Read the text. Ss say what each
service is responsible for. Values education
Talk about the importance of good sanitation in public places. Explain
that in the past many people died from diseases caused by decaying
3 Sanitation services
rubbish and unsafe drinking water. Refer Ss to NGOs like Water Aid at
• Ss look at the photograph. Teach the www.wateraid.org or the UN Habitat’s Water and Sanitation programme at
words sewers. (Sewers are special www.unhabitat.org.
pipes that take away dirty water.)
• Read the text. Ask: What would happen
if there were no sanitation services for Further activities
a week? Explain that many of these In pairs, one S describes the job they do for the town hall. The other
people do their jobs late at night or guesses the municipal service responsible for these jobs.
very early in the morning so that our Ss imagine they work for the food hygiene inspection services. In
cities are clean when we get up. groups, they make a list of what they would look for: Is the food
covered? Is the fridge clean? Are the food handlers’ hands clean? Etc.
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UNIT 14
4 Town planning and highway services
• Read the text. Ask questions: What are
4 Town planning and highway
services the buildings like where you live? How
many floors do they have?
Town planning services regulate the
construction industry, so that buildings are • Ask about highway services: What road
safe and carefully designed. For example, signs are there in your area? Who is
town planners decide how many floors responsible for them?
a building can have.
Highway services are responsible for
maintaining and repairing road signs and 5 Cultural and recreational services
traffic signals so we can drive safely. Cultural services are responsible for • Read the text. Enumerate all the
organising plays, concerts, art exhibitions and
14.3
14.3
other cultural activities. departments within cultural and
5 Cultural and recreational services recreational services.
Cultural services are reponsible for • Ss look at the photograph. Ask: What
municipal libraries and museums, and
town festivals.
Questions municipal service organises this type of
event?
Recreational services are responsible for 1. Why are food safety regulations
taking care of municipal sports centres important? • Write on the board these services:
and swimming pools. 2. How do sanitation services keep Town planning, Highway, Cultural,
our cities clean? Recreational. Below, write up a variety
of jobs from different municipal
services: look after the museums, buy
books for the local library, repair traffic
NOW YOU! lights, organise Christmas lights in the
street, etc. Ss match the jobs to the
Imagine you work for the local government in your town. In pairs, choose a local correct service.
government service from these illustrations.
• Play track 14.3. Ss listen to the
A B C D definitions and say the municipal
services.
Now you!
a. Describe some of the problems in your town. • Ss work in pairs. They look at the
b. Explain how you plan to solve them. illustrations, select a service, and
c. Show pictures of your town. invent a problem. For example: fire
service; problem- forest fires in the
summer.
a hundred and sixty-five 165 • As homework, Ss find pictures,
take photographs or do drawings to
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illustrate the problem and the solution.
• Ss present their ideas to the class.
Values education
Talk about civic responsibility: As citizens, we should help take care of our
community. Elicit ways Ss can cooperate: Keep parks and transport clean.
Do not drop litter. Do not paint graffiti on buildings. Reinforcement Worksheet 38

Write up sports facilities on the board: swimming pool, tennis courts, Pages 84-87
football pitch, ice rink, basketball courts, etc. Ss say which of these
exist in their area. They vote on the most popular sports facilities, and
decide what new sports facilities the town needs. Imagine we are going
to meet the mayor. What new things should we ask for? Ss answer using
the structures: We need a new... . / We need a bigger… .
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy and complete the flow chart about local councils. Use these words.
their own learning town hall citizens councillors mayor
• To learn how to make decisions and

reach agreements elect the name the
……… ……… ………
make up the
Key language ………

• Vocabulary and structures: citizen,
councillor, mayor, town hall; ceremony,
fireworks, food hygiene, puppet show, 2 Copy the diagram and write the responsibilities of the municipal services.
rubbish, traffic light; celebrate, collect,
Installing a new traffic light Putting out a fire
direct, elect, inspect, install, make up,
name, organise, paint, put out, repair Taking care of the museum Collecting rubbish
Organising a local festival Directing traffic
Inspecting the local fish market Planting roses in the park
Activities Painting white lines on the road Repairing the public swimming pool
1 Copy and complete the flow chart
about local councils. Use these words.
Food hygiene: inspecting the local fish market
• Give definitions of the four words in the
box. Ss say the word: These are the Police and fire services:
people who live in a town or city. Ss:
Municipal services Sanitation:
Citizens.
• Ss copy and complete the flow chart, Town planning and highways:
then check their answers with a a. W
partner. Culture and recreation:

2 Copy the diagram and write the 3 Your town b. De
responsibilities of the municipal Look for information about your local council: include the address of the town hall and the loc
services. name of the mayor.
• Do the activity orally in class. Ss
copy the diagram and complete it
individually.
166 a hundred and sixty-six
3 Your town.
• In pairs, Ss research information about 179203 _ 0160-0169.indd 166 21/12/10 10:22 179203 _ 0160-0
their local council. They write the

information in their notebooks. Further activities
• Ss show their projects to their On five pieces of paper, Ss copy the five municipal services from pages
classmates. 164 and 165. Randomly name duties for each. Ss hold up the municipal
service they think it belongs to: Collecting rubbish. (Sanitation.)
Ss imagine they work for the Department of Parks conservation, within
Sanitation. They design a new park. Present the different projects to
the class and vote on the best ones.
Divide the class into groups representing the different municipal
services. Ss look for pictures on the Internet or in magazines and bring
them to class. In groups, Ss make group collages for their service. They
write sentences to describe the functions: Sanitation is responsible for
keeping the drinking water clean, inspecting restaurants, etc.
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UNIT 14
Your turn!
YOUR TURN ! Festivals
traditional dancers. Explain that these
Festivals dancers perform at their local festival.
Local councils are responsible for organising local festivals. • Read the festival programme.
Some festivals are hundreds of years old. Check understanding: Who is going
to open the festival? (The Mayor.)
What activities will take place in the
afternoon? (Puppet show, concert,
fireworks.)
Festival programme • Ss talk about local festivals in their
Saturday, 9 th
September area. Write on the board typical events
at these festivals. Write the date the
11:00 Opening ceremony with the Mayor festivals are celebrated, and if the
12:30 Traditional dancing celebrations are in honour of a historic
or religious event.
13:30 Picnic
• In small groups, Ss design, write and
16:00 Puppet show
illustrate a programme for their local
21:00 Concert festival.
24:00 Fireworks • They read their programmes to the rest
of the class.

a. Write the name of your local festival. Extension worksheet 14
When is it celebrated?
What does it celebrate?
b. Design and write a programme for your

e local festival.
Traditional dancing at a local festival.
a hundred and sixty-seven 167
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Further activities
Ss choose one of the activities from the festival programme, draw it
and write the name of the activity.
In small groups, Ss invent a school festival and prepare a programme
for it. They make a final version of their programme on a large poster
and decorate it. Hang their posters around the classroom. Ss vote for
the festivities they like best.
Ss imagine they are the mayor and prepare the speech they would say
at the opening ceremony.
Ss choose international festivals to look up on the Internet: Bastille
Day, All Saint’s Day, Thanksgiving, Boxing Day, Chinese New Year, Mardi
Gras. They find the answers to these questions: When is it? Do many
countries celebrate it? What activities take place?
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Revision I
Objectives 14.4
the unit
• To practise summarising a text The local council
• To give Ss the opportunity to evaluate The town hall is where the local council works.
their own learning The head of the local council is the mayor.
The local council organises the municipal services.
Key language Municipal services are: food hygiene, police and fire services,
sanitation, town planning, highways, culture and recreation.
• Vocabulary and structures: local council,
Citizens vote for the councillors in the local elections.
mayor, town hall; municipal services:
The councillors elect the mayor.
culture, fire services, food hygiene,
highways, police, recreation, sanitation, Elections are held every four years.
town planning; be held, be in charge of,
be made up of, elect, vote
Revision THE LOCAL COUNCIL

1 Read the summary.
• Play track 14.4. Ss read and listen to is made up of is in charge of is elected in the
the summary. Check comprehension.
……… ………
• Make true and false statements about ……… ………
the town hall and local council. Ss which consist of which are held
correct the false statements who make every four years.
decisions food hygiene
in the
………
information from the summary. town hall
• Ss copy and complete the chart.
………
• They compare their answers as a
whole class.
………
………
168 a hundred and sixty-eight
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Further activities
Ss choose three key vocabulary words from the unit and scramble the
letters. In groups of four, they give one of their words to each of the
others in the group. If they cannot guess the word, they can ask for
clues: What’s the first letter? What’s the last letter?
168
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UNIT 14
I can
Take part in decisions about my town I can
Take part in decisions about my town
Some neighbours are unhappy about the rubbish collection services. The lorries
come late at night. There are no recycling bins. So the rubbish bags are in the • Read the first paragraph to explain the
street a long time. This makes the streets look dirty and smell bad. task. Ss look at the illustrations and
The neighbours have to decide what to do. The options are: read about options A, B and C.
• In pairs, Ss decide the correct option.
A B C • Compare answers as a whole class.
Option C shows a lack of civic
responsibility. Option B is a nice way
to help. However, it is the council’s
responsibility to find a long-term
solution to the problem.
Go to the town hall and speak Clean up the rubbish Not do anything and leave
to the councillor in charge of the themselves. the rubbish in the streets.
santitation services. Forget about recycling.
Our world
Which option do you think is the best? And the worst? Explain. • Read the text with the class. Explain:
To reach an agreement, you must
always listen to what other people have
OUR WORLD to say.
Reaching agreements • Discuss the task. Brainstorm when
Sometimes, it can be very difficult
and where to go: a museum, a nearby
for people to reach an agreement. park, the theatre, the zoo, etc. Ask:
However, agreements are necessary What things do we need to think about
in order to elect the mayor, regulate to decide?
traffic, etc.
• Ss make a list of the advantages
If you want to reach an agreement,
and disadvantages of the different
try putting yourself in someone
else’s place. That way, you can excursions: price, duration, how long
understand their point of view. it takes to get there, what transport is
Organise an excursion with your classmates. Everyone must agree available, how interesting it is, etc. If
on the place and the day. it is an outdoor excursion, what is the
weather going to be like? Does it rain a
lot at this time of year?
• Volunteers explain the advantages and
disadvantages. The class casts a vote.
a hundred and sixty-nine 169

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Test 14
Values education
Talk about the need to respect other people’s opinions, whether they are
political or cultural. Everyone is different, and everyone should have a right
to give their opinion.
Further activities
In groups, Ss think of a list of classroom rules that they would like
everyone to follow. Compile these lists into one large list on the board.
As ballots, Ss copy the four rules they like the best on pieces of paper.
They cast their votes in a cardboard box, prepared as a ballot box.
Read their votes and count them up for each rule. The most popular
rules become the definitive list. Ss write out the rules and illustrate
them. Display the rules in the classroom.
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15 Finding out about
the past
Unit content

• To learn the definition of personal and public • Personal and public historical records
historical records • Measuring time
• To measure time • Traditions and festivals U
• To learn about traditions and festivals • Historical symbols and monuments
• To understand historical symbols • Life in the past and life in the present
and monuments
• The Tower of London and the Great Wall of China
• To learn about our ancestors’ way of life
• How to find out about the past
• To differentiate between their way of life
and ours
• Using photos, objects and family stories to document
one’s personal history
Language objectives • Making a timeline to put past events in order
• To describe past events using the simple • Gathering and presenting information about a famous
past of regular verbs: Primitive people walked festival from another country
everywhere.
• Completing a table about festivals, symbols
• To describe past events using the passive and monuments in one’s town or village
voice: It was started over 2,000 years ago.
• Comparing life in the past and present with the help
• To talk about the past using the adjective ago: of illustrations
Thousands of years ago, people lived in huts
• Completing a word map to classify types of records
made of branches and animal skins.
• Answering questions about the Tower of London and
the Great Wall of China
Assessment criteria • Completing a chart to summarise information about
• Explain what personal and public historical personal and local history
records are • Discussing different methods of finding out about
• Explain how time is measured the past
• Describe some traditions and festivals P
• Explain the meaning of historical symbols and • Accepting that people and places change over time •
monuments • Recognising the importance of oral and written records
• Describe our ancestors’ way of life in the study of history
• Contrast their way of life and ours •
170A
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Competences
Processing information Social competence Autonomy and personal
and digital competence and citizenship initiative
• Using different objects and • Learning about different types of • Revising some key concepts
artefacts to document past events historical records (SB p. 172: The of the unit (SB p. 180: Revision)
(SB p. 172: The passing of time) passing of time; p. 175: Historical • Revising the key concepts
• Summarising information on a chart symbols and Historical monuments) acquired during the term (SB
(SB p. 180: Revision) • Talking to older people to find out p. 182 and 183: Term revision)
• Visiting historical buildings and about the past (SB p. 181: Find out
interviewing people to find out about the past)
about the past (SB p. 181: Find out
about the past)
Unit outline
Unit 5. Finding out about the past
The passing Memories from The past and present

of time the past of cities, towns and villages
Hands on!
Make a timeline
I can Our world

Revision
Find out about Graffiti: art
the past or vandalism?

• Content: understanding that general history is made September October November December January
up of multiple personal contributions; the meaning
of historical symbols and monuments
• Language: the pronunciation of regular past endings; February March April May June
the use of ago
170B
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Objectives
• To identify changes over time
• To learn that one has a family history
15 Finding out about
the past
W
• To appreciate historical monuments

and objects
Key language 1.
• Vocabulary and structures: Beefeater,

building, built, castle, king, queen,
shape, soldier, tower, wheel; enormous,
friendly, safe; change, find out,
remember, start; was / were born,
comparative: (-er) + than, past simple
Presentation 15.1
2.
• Ss look at the photograph: This is the
Tower of London. It is an old castle. For
hundreds of years, kings and queens of
England lived in this castle. The soldiers
that guard it are called Beefeaters. Ask
Ss to describe the Beefeater uniform The Tower of London
in the photograph. In 1066, King William the Conqueror built an
• Read the text with the class then enormous castle in London as a safe place to
ask questions: Which king built the live. It was guarded by soldiers. Later, kings
built more towers and walls. All these buildings
THINK ABOUT
castle? Do kings live there now? Is the
Tower of London just one building? Are together are called the Tower of London. • How old is the Tower
Beefeaters friendly? Beefeaters guard The Tower of London is nearly 1,000 years old! of London?
the tower. What other things do they Kings do not live there now, but you can still • What is a Beefeater?
do? see soldiers there. They are called Beefeaters. • Do you know any castles
in your country?
• Ss name castles or other historical They are very friendly and will tell you the
• Why do you think old
monuments in their country. They history of the Tower and of the kings and
buildings are important?
talk about visits they have made. Talk queens of England.
about the importance of respecting
and appreciating this cultural heritage. 170 a hundred and seventy
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Further activities
Explain: Castles weren’t very comfortable places. There was no running
water; no flushing toilets; no modern kitchens; no heating, except open
fires. Food was cooked on open fires. Ss imagine life in the Tower of
London. Ss choose a part of the Tower of London to draw: The king’s
bedroom; his throne; rooms in the towers; the kitchens; open fires,
etc.
Ss look on the Internet to find information about castles in their area.
Take Ss on a field trip to a castle or historical building. Ss draw and
label parts of the building, for example, the keep (main tower), a
drawbridge, a moat (with water) or ramparts (without water), bailey
(inner courtyard), battlement, the curtain wall, the gate house.
170
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UNIT 15
Family history IN THIS UNIT, YOU WILL…
Family history
Everyone has a family history. Your history is a • Read the text. Show photographs of
part of your life. You can find out about your • Learn how people yourself and your family: When we look
change with time.
family history from old photographs and old at photos, we can see how much we
objects. • Learn how to find out
about the past. have changed. Ss say how people in
• Learn how to make the photographs have changed: This
1. Write down three things about your past. For a personal timeline. person is taller now. Etc.
example, when you were born, when you started
• Find out about 1. Ss answer Activity 1 individually in
to talk or when you started to walk. Do you
traditions and
remember your first day at school? their notebooks. Write the past tense
festivals.
of the verbs they need on the board: I
• Learn about historical
symbols and was born…, I started to…, My first day
Then and now
monuments. at school was….
Landscapes, objects and activities change
with time. Many years ago, the things around us
• Discover how cities
and villages change
were different. with time. Then and now
15.1 • Read the text. Ss look at the
2. Look at the cars in the photographs. How have photograph of the pocket watch: How
cars changed? Is the shape the same? Are the
wheels the same?
is the pocket watch different from
watches today? Ss describe watches
today. Describe how everyday things
A
have changed. Give examples: Before,
watches went in your pocket, so they
had a chain. You had to wind them up.
Now watches have batteries. You wear
them on your wrist. Phones are very
different now. Before, they had round
dials and wires. Now, they have buttons
and some haven’t got wires.
B
2. Ss look at both photographs and
describe them: Which car is more
modern? Which car do you like best?
How have cars changed? Ss answer
the questions as a whole class.
Play track 15.1. Listen to how cars
have changed.
a hundred and seventy-one 171
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Values education
Talk about the importance of progress to our lives. Explain: Today our lives
are easier than a hundred years ago. We have running water in our homes.
We have electricity, so our houses are warm and we have light in winter. Ss
brainstorm more inventions that have made life easier.
Further activities
Ss bring in photographs of themselves: as babies; when they started
walking; later at school; etc. They write sentences: I am one year old
in this photograph. I am two in this photograph. Etc.
Ss ask grandparents about their daily lives when they were little. They
write a page from a diary as if they were their grandparents: This
morning I got up early. I walked to school. We learned a poem by heart.
171
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The passing of time
Objectives 4 M
• To recognise that we all have a 1 Past, present and future To
personal and collective history ne
Every year on your birthday you celebrate
un
• To differentiate different types of the day you were born. Everyone likes
to remember what they were like when
historical records
they were little.
• To learn how time is measured
The past is what happened before now.
• To make and interpret a timeline The present is what is happening now.
You are reading this page now.
Key language The future is what will happen later. Your As you grow, you change physically.
next summer holidays will be in the future. Your hobbies and activities also change.
• Vocabulary and structures: past,
present, future; event, historian, 2 Your personal history
timeline; historical records:
The most important moments of your life
physical, pictorial, written; units of make up your personal history. For example,
measurement: century, decade, your first day at school, or the day you met
millennium; important; celebrate, find your best friend. To find out about your
out, happen, measure, remember, start; personal history:
brooch
had, met Look at old photographs or videos.
Find toys or books you had when you were
young. painting
Presentation Listen to stories your family tells you.
1 Past, present and future These are examples of historical records.
• Ss look at the photos: How old do you 15.2
think the girl is in each photo? How has statue

3 The history of your city, town
she changed? Imagine her in five years or village pot
time. What do you think she will look
The history of your city, town or village is the
like? story of the people who lived there before
• Read the text. Check comprehension. you. Historians look for historical records to
find out what people and places were like in
the past.
2 Your personal history Historical records can be: book

• Ask Ss: Think of the toys you had when written, for example, books. There are many types of historical records.
you were young. Do you still have them? pictorial, for example, paintings. They give us a lot of information
about the past.
Do they remind you of when you were physical, for example, objects or buildings.
little?
• Explain: Toys and photographs help 172 a hundred and seventy-two
us remember things about the past.
Important events in the past make up 179203 _ 0170-0181.indd 172 21/12/10 10:25 179203 _ 0170-0
our personal history.

• Read the text. Check comprehension: Further activities
What three things help you remember
Ss write sentences in their notebooks about themselves in the past,
your personal history? (Objects, photos,
present and future: When I was one, I couldn’t talk. Now, I can read. Next
stories.)
year, I am going to learn to play an instrument.
Ss bring in an old object from home. They explain to the class what it
is, when they used it and why it is special.
Ss bring in photos of when they were babies. Post them on the
classroom wall and number them. In their notebooks, Ss guess who
each photo belongs to.
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UNIT 15
3 The history of your city, town
4 Measuring time Questions or village
To talk about events in the past, we
need to measure time. We use different 1. What do you call documents which help • Explain: Places as well as people have
units of measurement: you find out about a person’s past? a history. Historians and archaeologists
Short periods of time: a day, a week, 2. Look at the historical records on page use historical records to study the
a month and a year. 172. Are they written, pictorial or history of places.
physical?
L ong periods of time: a decade • Read the text. Ask questions: Can
is ten years; a century is a hundred 3. How many years are there in
a decade? And in a century a book be a historical record? Can a
years; a millennium is a thousand
and a millennium? painting be a historical record?
years.
• Ss look at the photographs. As a class,
classify them into the different types of
Hands Make a timeline historical records.
on! A timeline is a way to put past events in order. A timeline can be • Play track 15.2. Ss listen and say if
divided into days or years, or longer periods of time. the records are written, pictorial or
Before you start the timeline: physical.
a. Select the events you want to include.
b. Find out which year they happened. 4 Measuring time
c. Put them in order from the oldest to the most recent. • Read the first part of the text. Show
a calendar to illustrate a day, a week,
I started I had my first I started primary My brother a month and a year. Revise the days
to walk. bike. school. was born. of the week and the 12 months of the
year. Ask: How many days are there in
a week? How many days in a year? Etc.
• Write decade, century and millennium
on the board. Read the definitions from
1 2 3 4 5 6 7 8 9
the text. Volunteers write the correct
Age number of years for each.
Use this timeline as a model to make your own. Draw the timeline Hands on!
and divide it into equal parts.
Below the timeline, write the years, starting on the left. • Read the text. Explain that a timeline is
a very useful way to organise information
Write important events above the timeline, next to the year they happened. about past events. How old was the girl
Illustrate the timeline. when she started to walk? How old was
she when she had her first bike?
a hundred and seventy-three 173 • Read the instructions. Help Ss choose
past events in their lives: What year
21/12/10 10:25 179203 _ 0170-0181.indd 173 21/12/10 10:25
were you born? When did you say your
first word? When did you learn to read?
Further activities Ss can check these dates at home and
bring the information to class another
Take Ss to visit the historic centre of their town or of a nearby city. Ss
day.
observe the buildings: Are they old or modern? What are they made of?
Are the streets here narrow or wide? Then, visit a more modern district.
Ss compare the two places. If possible, take photographs so Ss can Teacher’s Resource Book
compare the places later in the classroom.
Explain: A biography is the story of a person’s life. Ss write a short
biography of a family member. They accompany the biography with a
photo or illustration. Hang the biographies in the classroom under the Activity Book
title: Hall of fame. Pages 88 and 89
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Memories from the past
Objectives H
3 Hi
• To learn about traditions and festivals 1 Traditions M
Mo
to
• To recognise historical symbols and Most cities, towns and villages have their own
monuments customs, which make them different from other Th
places. These are called traditions. Children learn
• To value traditions and customs traditions from older people. Traditions include:

Typical costumes (dress)

Key language Traditional dances, songs and music
Traditions. These Galicians are
• Vocabulary and structures: battle, craft, Traditional food and crafts wearing traditional costumes and
custom, event, legend, memory, patron Traditional legends are stories about people who playing bagpipes.
lived a long time ago. Sometimes, part of the
saint, storyteller; historical monuments:
story was invented by the storyteller. H
4 Hi
bridge, castle, church, city wall, palace;
Some traditions are common to several places. Hi
historical symbols: coat of arms, Others are unique to one small village or town. Th
flag, hymn; typical, unique; celebrate,
15.3 av
happen, invent, preserve, take part ca
2 Local festivals
All over the world, people celebrate local festivals

Presentation in their cities, villages and towns. Everyone takes
part. Many countries celebrate New Year’s Eve on It
1 Traditions 31st December. Some countries celebrate Carnival m
mo
• Ss look at the first photograph. Explain in the spring. ho
that the bagpipes are typical of Galicia, Some festivals celebrate important events that
British and Spanish Christmas food.
and are used for playing traditional happened in the past, for example, a battle.
tunes. Sometimes festivals celebrate religious events,
for example, Easter or Diwali.
• Ss look at the foods. Ask: Have you Some festivals celebrate the life of the patron 1
ever eaten Christmas pudding? saint of the city, village or town.
2
• Ss look at the photos of a traditional
3
dance: All these photos show customs
4
from different places. These are called NOW YOU!
traditions. Traditions teach us about the
past. 1. In pairs, choose a famous festival from
another country.
• Read the text. Check comprehension.
Brainstorm traditional musical 2. Look for information on the Internet. Find
pictures of the festival. Share your
instruments, costumes, food and A traditional dance in Madrid.
information with the class.
dances from different regions.
• Give an example of a legend: The story
174 a hundred and seventy-four
of Robin Hood is a legend: part of the
story is true, and part is invented.
179203 _ 0170-0181.indd 174 21/12/10 10:25 179203 _ 0170-0
Now you! Further activities

• In groups, Ss research a famous
Show pictures of traditional foods, dances and traditional costumes.
festival from another country on the
How many do Ss know? Ss choose one tradition to research on the
Internet. They write and illustrate a
Internet.
short text to present to the class.
At home, Ss ask parents and grandparents about traditional events
when they were children. Do these events still take place? Ss compare
information in class.
174
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UNIT 15
2 Local festivals
3 Historical symbols
• Explain that festivals are days when
Most places have historical symbols
to represent their town or village. people celebrate an important event.
These include:
Read the first paragraph. Ask: When do
we celebrate Carnival? Ss name other
A flag.
festivals.
A local hymn or song.
• Continue reading. Write these festivals
A coat of arms. The pictures
on the coat of arms usually represent on the board. Ss think of other
the landscape or the traditions festivals in their country / countries.
Coat of arms of Ibiza.
and monuments of that place. What do they celebrate?
• Play track 15.3. Ss listen and say if
4 Historical monuments they are traditions or festivals. Ask
Historical monuments are very old buildings. after each one if the Ss can say what
They were built by people in towns and villages the tradition or festival is.
a very long time ago. Historical monuments
can be:
Buildings: churches, castles or palaces. 3 Historical symbols
Other constructions: bridges or city walls. • Ss look at the illustration. Explain:
It is very important to preserve historical This is the coat of arms of Ibiza. It
monuments. That way, we can find out represents the island. What can you
Segovia Castle.
how people lived in the past. see? (The sea, a crown, a castle.)
• Next, show a flag of your country.
Explain what the colours and coat of
Questions arms represent.
1. Name some traditions you know. • Read the text. Ss think of historical
2. What local festivals are celebrated in your city, town or village? What happens? symbols that represent their home
3. What are historical monuments? Name some in your area.
town.
4. Copy and complete the table. Fill in details about your city, town or village.
4 Historical monuments
My city, town or village
• Ss look at the photo of the castle
Festivals
in Segovia. Ask Ss if they have ever
Symbols visited it. Explain that it was an
Monuments important building once. Now it is a
monument with a museum inside.
• Read the text and ask Ss for examples
a hundred and seventy-five 175 of each type of monument: Do you
know the name of an old church? And
21/12/10 10:25 179203 _ 0170-0181.indd 175 21/12/10 10:25
a castle?
• Ss do the questions as a class.
Values education Brainstorm information to complete
the chart in question 4. Ss copy and
Remind Ss that it is important to respect the culture and history of other
complete the chart.
places: Learning about other people’s symbols and traditions teaches you
more about the world.
Activity Book
Further activities Pages 90 and 91
Ss choose a traditional food from their country. They draw a picture of
it and say why they like it.
Ss look for the historical symbols of their Autonomous Community.
They make a poster with information and drawings.
175
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The past and present of cities and villages
Objectives
• To appreciate how a place can change
over time q w
• To describe how people lived in the
past
• To compare different moments in time
Key language
• Vocabulary and structures: branch,
cart, castle, common people /
noblemen, enemy, high-rise flat, hut;
jobs: blacksmith, miller; wild; hundreds
/ thousands of years ago, nowadays;
cook, fight, go to war, hunt, pick; caught,
grew, rode
Presentation 15.4
15.4
1 Thousands of years ago N

3 No
1 Thousands of years ago
Thousands of years ago, people lived in huts made of branches and animal skins. No
• Ss look at the illustrations. Explain Primitive people walked everywhere. They did not travel very far. They had very few cit
that they show the same place that possessions. in
has changed over time. Draw their Primitive people picked wild plants to eat. They hunted wild animals in the forest. liv
his
attention to the river, plants, clothes, They caught fish in the river. They cooked food over an open fire.
lov
houses, etc.
To
• Read the text, stopping to clarify 2 Hundreds of years ago tra
vocabulary with the help of the Hundreds of years ago, noblemen lived in big castles made of stone. ae
illustrations. Ask questions: Their job was to go to war to fight the enemy. Noblemen rode on horses. So
Possessions are things people have. The common people lived in small villages. For protection, they built their villages m
mo
next to the castles. ex
Look at the first illustration. Have these
The common people walked, or travelled by cart or boat. People had different re
res
people got many things?
jobs: millers made flour, blacksmiths made things out of iron, and farmers
• Explain that thousands of years ago grew crops.
people moved from place to place in
search of food. For this reason they
had very few possessions. Ask: Do you
think this type of life would be good? Or 176 a hundred and seventy-six
would it be difficult?
179203 _ 0170-0181.indd 176 21/12/10 10:25 179203 _ 0170-0
2 Hundreds of years ago

• Ss look at the second illustration. Further activities
Read the text. Explain new words. In pairs, Ss describe the houses in the three illustrations on pages
A nobleman was a person born into 176-7. They draw pictures and write sentences: Thousands of years
an important family with land and ago, houses were made of animal skins. Etc.
possessions. The common people were
Ask Ss: Have you ever seen how people lived in caves? How is it different
very poor. They had only enough to live
from your house? Show Ss pictures and video clips from the Atapuerca
on. What are the common people doing
site at www.atapuerca.org.
in the illustration? (Growing crops,
feeding animals.)
• Ss compare the first two illustrations:
Which do you prefer? Would you like to
have lived hundreds of years ago? What
things would you do?
176
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UNIT 15
es
3 Nowadays
• Ss refer back to the first two
e illustrations. Look at where the people
lived. Are they cities or villages? Are
there a lot of houses or only a few? Are
the houses tall or low? Is the population
big or small? Etc.
• Ss look at the third illustration: Are
there things in picture 2 that you can
still see in picture 3? (The church and
castle are now part of the historic
centre of the city.) Is the bridge the
same? (No, it is more modern now.)
Ask the same questions about the
houses.
• Read the text. Ss look for the means
of transport in picture 3. Ask: What
services can you see in the picture?
15.4
15.4
Ss point to places in the illustration
3 Nowadays and find, for example, a bus and
Nowadays most people live in towns or an aeroplane. (Transport.) A castle.
cities. In some town centres, people live Questions (Tourism.)
in high-rise flats. Outside towns, people
1. How are houses different today from • Ss answer the questions in small
live in houses. There are still many
houses thousands of years ago?
historic monuments in towns. Tourists groups. Check as a whole class.
love to visit them. Thousands of years ago, people lived in…
Today, everyone travels by fast means of 2. How is transport different today from
thousands of years ago, hundreds of
transport: cars, trains, boats and transport hundreds of years ago?
aeroplanes.
years ago or nowadays.
Hundreds of years ago, common people
Some people work on farms. However, travelled… Noblemen travelled… • Ss reflect on all three time periods:
most people work in services, for 3. Look at picture 1. Thousands of years Which time in history do you prefer?
example, in hotels, banks, shops and ago, what did people use the river for? Why?
restaurants. Look at picture 3. What is the river used
for today?
4. Did castles exist thousands of years Teacher’s Resource Book
ago? Reinforcement worksheet 40
a hundred and seventy-seven 177 Activity Book

21/12/10 10:25 179203 _ 0170-0181.indd 177 21/12/10 10:25
Pages 92 and 93
Values education
Explain: In the past, most people worked very hard and only a few people,
like the noblemen, lived well and had an education. Nowadays, more people
live well. Children go to school. People are educated. Brainstorm ways
children’s lives have improved over the years.
Further activities
Ss imagine they live in a big city. They describe and illustrate ‘A day in
my life’. They write a few sentences about their life.
Ask: Would you like to travel to the future? What things do you think
there will be in the future? What things won’t there be?
177
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Activities
Objectives
• To revise the key concepts of the unit 1 Copy the flow chart and classify the historical records.
their own learning coin painting letter map
• To learn about the Great Wall of China

Records
Key language Written Pictorial
• Vocabulary and structures: coin, Physical

invader, letter, map, painting, slave;
records: physical, pictorial, written;
hundreds / thousands of years ago,
nowadays; man-made; built, died, there
were / weren’t
2 Put the photos in order from the oldest to the most recent. What is John doing
in each photo?
Activities
A B C D
1 Copy the flow chart and classify the
historical records.
• Revise the different types of historical
records.
• Ss copy and complete the chart in their
notebooks, then check their answers
with a partner.
3 Copy and complete the table.
Thousands Hundreds
Nowadays
of years ago of years ago
2 Put the photos in order from the
People lived / live in… castles and
oldest to the most recent. What is
small villages
John doing in each photo?
People travelled / travel…
• Give Ss a few minutes to put the a. W
………
photos in order.
b. In
• Then, complete the activity as a whole St
class, one photo at a time: Which is 4 Ask an older person what things have changed in your village or town. Then write sentences.
first? What is John doing here? How old ▶ Example: When my grandfather was little, there weren’t many cars in my town.
is he? Is this picture in the past or the
present? 178 a hundred and seventy-eight
3 Copy and complete the table. 179203 _ 0170-0181.indd 178 21/12/10 10:25 179203 _ 0170-0

pairs or small groups. Further activities
• Compare answers as a whole class. In groups, Ss choose five key words from the unit and write definitions
for them. Join the groups to form two teams. Each team reads out their
definitions. Then, the other team guesses the word. Award one point
for each correct answer.
Refer Ss to the world digital library project at www.wdl.org/en where
they can see authentic written historical records. Ss can search
geographically or by time period. Ss click on ‘Type of Item’, then
‘Motion Pictures’, and look at old film clips. They will see how people
dressed and worked in the past.
178
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UNIT 15
4 Ask an older person what things have
changed in your village or town. Then
YOUR TURN ! write sentences.
• Ss ask their families how things have
The Great Wall of China changed where they live. In class,
they give examples. Write them on the
The Great Wall of China is the longest man-made construction in the world. board.
It was started over 2,000 years ago. Over 300,000 people built the wall. These • Individuals write three sentences in
people were not paid. They were slaves. Many died during the construction.
The Great Wall is still standing today. Millions of tourists visit it every year.
their notebooks about changes where
they live.
When was it built?
It was built over 2,000 years ago.
Your turn!
The Great Wall of China
Why was it built? What is the Chinese • Read the title. Ss look at the photo:
It was built to protect name?
the Chinese people It is called Wan-Li
Have you seen this before? (Ss may
from invaders from Qang-Qeng. associate it with cartoons they have
Mongolia.
seen, like Mulan.) Where is it? Has
How big is it? anyone visited the Great Wall?
6 metres wide.
8 metres high. • Read the main text. Ask questions:
Who built it? More than
6,000 km long.
When did the Chinese start building the
The First Emperor
Qin ordered the wall wall? How many people built it? Why
to be built. weren’t they paid?
• Ss read the fact boxes around the
What is it made of? How long did it take to build? photo. Repeat the questions in the fact
First it was made of earth, stone and The Chinese worked on the boxes. Ss answer them.
wood. Later, bricks were used. Great Wall for over 1,700 years.
• Working individually, Ss choose
the three facts that they find most
interesting about the Great Wall of
a. Write three sentences about the Great Wall of China in your notebook. China and write three sentences in
b. In groups, choose a famous monument. Find illustrations and information. their notebook.
Stick the information on the picture. Include the following: • Ss work in groups and choose a
es.
Where was it built? What is it made of? Why was it built? famous monument. At home or in
When was it built? How big is it? Who built it? class, Ss find a photo or illustration
and information about their monument.
a hundred and seventy-nine 179 Each group shares their information
and makes a poster, using the text
21/12/10 10:25 179203 _ 0170-0181.indd 179 21/12/10 10:25 about the Great Wall of China as a
model.
Further activities
Look for maps and other pictures of the Great Wall of China to show Teacher’s Resource Book
in class. Extension worksheet 15
The class chooses a favourite monument and researches its history.
In groups, they write a tourist leaflet to explain the history of the
monument. They include information about the monument today:
restoration, exhibits, visiting hours, etc.
Encourage interest in the Chinese culture by playing Chinese music,
bringing examples of Chinese clothing or craftwork or finding simple
phrases in Chinese like: Hello (nı̌ hǎo) or Thank you (xie xie).
179
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Revision I
Objectives
15.5
the unit
• To practise summarising a text The passing of time
• To give Ss the opportunity to evaluate Time is divided into past, present and future.
their own learning Short periods of time are measured in days,
weeks, months and years.
Long periods of time are measured in
Key language decades, centuries and millennia.
• Vocabulary and structures: past, Your personal history consists of the important moments in your life.
present, future; day, week, month, year, You can remember them through personal records such as
photographs, videos or objects.
decade, century, millennium / millennia;
Towns and villages change with time. Traditions, local festivals,
castle, graffiti, local festival, monument,
symbols and monuments are part of the history of a place.
photo album, symbol, tradition,
Historical records tell us about the history of a place. These can be
vandalism; important; change, consist
written, pictorial or physical.
of, find out, remember
2 Copy and complete the chart. Use information from the summary.
Revision
1 Read the summary. HISTORY
• Revise traditions, festivals, symbols,
monuments, historical records, can be
decades and centuries.
• Give examples and Ss say the word:
personal history history of a place
From 1990 to 2000. How many years?
(A decade.) Christmas pudding. What is
You can find You can find
it? (Traditional food.) information from information from
the summary. Check comprehension. ……… ………
For example: These can be

2 Copy and complete the chart. Use
……… ……… ……… ………
• Ss copy and complete the chart and
compare answers in pairs.
180 a hundred and eighty
179203 _ 0170-0181.indd 180 21/12/10 10:25 179203 _ 0170-0
Further activities
Teach the rhyme to remember how many days there are in each month:
30 days have September, April, June and November.
All the rest have 31, except February alone,
which has 28 days clear and 29 in each leap year.
Explain that people’s tastes and interests also change over time. Play
different pieces of music: baroque, medieval madrigals, Gregorian
chant, heavy metal, rock and roll, jazz, etc. Ss say if the music sounds
old or modern. Try and put them into an approximate chronological
order. Repeat with pictures of clothing or hairstyles.
180
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UNIT 15
I can
Find out about the past I can
Find out about the past
Andy loves to find out about people who lived before he was born.
• Read the introductory text and ask
• Look at the things he did this weekend.
about each illustration: Where did Andy
A B go? (To a museum, to a castle, to his
grandparent’s house, back home.)
• Ss complete each sentence about the
illustration in pairs. Ss compare with
another pair of students.
• Check answers as a whole class.
C D
Our world
• Ss look at the photograph. Explain:
This boy is painting and writing on a
wall. He is using a paint spray and a
marker. This is called graffiti. It is very
• W
hat do you think he learned in each place? common in big cities. Do you think he is
a. At the museum, he learned about… writing an important message? Do you
b. At the castle, he learned about… think he is painting a beautiful picture?
c. Talking to his grandparents, he learned about… • Read the title. Explain that vandalism
d. Looking at his parents’ photo album, he learned about… is the act of destroying something
beautiful.
• Ss say where they have seen graffiti.
OUR WORLD • Ss read the questions. Ask Ss if they
think graffiti is good or bad. Although
Graffiti: art or vandalism?
people have been writing graffiti since
This boy is painting graffiti on a wall. ancient times, graffiti is not a historical
• Is the boy painting something useful? record, because it doesn’t last.
• I s graffiti a historical record? It is against the law to paint or write
• D o you think graffiti should be painted anywhere? graffiti on buildings because it makes
them ugly. It costs lot of money to
cover the graffiti.
However, there are people who call
themselves graffiti artists. These
a hundred and eighty-one 181 people consider graffiti an art.
21/12/10 10:25 179203 _ 0170-0181.indd 181 21/12/10 10:25

Further activities Assessment worksheet 15
Organise a school trip to an archaeological museum. As you tour the Test 15
museum, Ss say what type of historical records they are looking at.
Back in the classroom, Ss write sentences comparing the things they
saw in the museum with things we use now: In the past, people used
stone tools. Now we use electric tools. Etc.
181
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Term revision
Objectives
• To revise the key concepts of the term Unit 11 Uni
• To give Ss the opportunity to evaluate 1 Imagine you live in this village. Is it in 4 4Whic
W
their own learning the mountains, on the plains or on the
po

• To formally test knowledge acquired coast? Describe the village and talk
about your job.
during the term
A
Key language
• Term vocabulary and structures:
coast, plain, mountain; crop farmer,
lumberjack, miner, stockbreeder;
consumer, producer, trader; municipal Unit 12
services: cultural, fire, police, (Reproducir SB3, p. 182: código 179203)
2 Copy and complete the sentences. Uni
Un
recreational, sanitation; mine, quarry,
timeline, wood; breed, cut down, grow, 5 5Copy
Co
lumberjacks stockbreeders miners crop farmers willwid
dig; did, got, lost
a. .......................... breed farm animals for their meat, milk, eggs and skin. Wh
Term revision b. .......................... work the land to grow the fruit and vegetables we eat. I us
Revise key concepts from Units 11, 12 c. .......................... dig mines and quarries.

and 13. d. .......................... cut down trees for wood. 6 6Look
Lo
• Villages are small. They have low
buildings, narrow streets and few Unit 13
people. 3 Copy and complete this chart about trade.
• Cities are large. They have tall
buildings, wide streets and lots trader producer consumer
of people and traffic.
a. a.
Ar
• Crop farmers grow plants for food, and
b. b.
H
they grow industrial crops.
makes products buys the products c. c.
H
• Stockbreeders breed livestock: cattle,
sheep, pigs and poultry.
• Fishermen catch fish and shellfish offers consumers the products from the producer
from rivers and seas.
• Miners extract stones and minerals 182 a hundred and eighty-two
from under the ground.
• The industrial process transforms raw 179203 _ 0182-0183.indd 182 179203 _ 0182-0183
22/02/11 9:52
materials into manufactured products.

• People who work in services help other Further activities
people by providing a service. Services
Write word groups on the board. Volunteers cross the odd one out:
can be private or public.
a. source – centre – suburb – modern district (source)
b. mining – stockbreeding – teaching – fishing (teaching)
c. producer – livestock – consumer – trader (livestock)
d. hymn – coat of arms – flag – map (hymn)
e. mayor – councillor – elections – monument (monument)
182
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TERM REVISION 3
Term revision
Unit 14 Revise key concepts from Units 14
and 15.
4 4Which
Whichmunicipal
municipalservices correspond
services totoeach
correspond eachphoto?
photo?
• The local council is made up of the
police and fire services
police and fire services sanitation services
sanitation services cultural and recreational services
cultural and recreational services
mayor and councillors. They work
in the town hall.
A B C • The local council organises municipal
services.
• Municipal services are food hygiene
inspection, police and fire, sanitation,
town planning and highway, cultural
and recreational services.
(Reproducir SB3, p. 183: código 179203) • Historical records help us learn about
Unit
Unit1515 our past. They can be written, pictorial
or physical.
5 5Copy and
Copy complete
and thethe
complete table with
table things
with thingsyou
youdid
didininthe
thepast,
past,things
thingsyou
youdo
donow
nowand
andthings
thingsyou
you
willwill
dodoin in
thethe
future.
future.
When I was 1 Now I am 9 When I am 14
I used a dummy. Term 3 assessment
Term 3 test
6 6Look at at
Look thethe
timeline and
timeline answer
and the
answer questions
the questionsabout
aboutCelia.
Celia. Final assessment
Final test
1 2 3 4 5 6 7 8 9
I learned to swim. I lost my first tooth. I got a tortoise.
a. a. Are the most recent events on the left or on the right?
Are the most recent events on the left or on the right?
b. b. How old was Celia when she lost her first tooth?
How old was Celia when she lost her first tooth?
c. c.
How old was Celia when she got a tortoise?
How old was Celia when she got a tortoise?
a hundred and eighty-three 183
179203 _ 0182-0183.indd
22/02/11 9:52 183 22/02/11 9:53
Further activities
Make statements about the concepts learned during the term.
Ss say if they are true or false and correct the false ones. For
example: In villages on plains, the land is flat and fertile. (True.)
Historic monuments are usually in the suburbs of a city. (False. They
are in the historic centre.)
Activity Book
Ss can do the activities for the third term, pages 102-105.
183
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Glossary
1 YOur bOdY 2 Our senses
adolescence the stage of life when a person blind a blind person is not able to see. a
develops from a child into an adult. cochlea the part of the inner ear which receives
adulthood the state of being an adult. An adult’s sound vibrations.
body is fully developed and does not change conjunctivitis an infection that causes the skin
much. around the eyes to become red. c
biceps the main muscle at the front of the upper cornea the transparent layer which covers the eye
arm. and admits light. c
childhood the first stage of life. Many changes take eardrum a part of the middle ear. It vibrates when c
place during childhood. it receives sound.
contract to become less or smaller. guide dog a dog that helps blind people. fl
fingerprint the pattern on your fingertips. hearing the sense you use to capture sounds. h
fixed joint a joint found where the bones do not lens the part of the eye which focuses light rays. li
move, for example, the skull. nasal cavity the inside of your nose.
forearm the arm between the elbow and the wrist. olfactory bulb nerves from the smell receptors
li
iris the coloured part in the centre of the eye. reach the olfactory bulb in the brain.
m
ligament a ligament holds moveable joints together. optic nerve the nerve that connects the eye to
the brain.
moveable joint a joint found where the bones move m
in one direction, for example, the knee or the pinna the outer part of the ear. It captures sounds.
elbow. pupil the hole in the centre of the iris.
n
old age the stage of life when a person is old. retina the part of the eye that captures light.
organ organs make your body function. The brain, sense senses are the abilities of sight, smell, n
the heart and the lungs are organs. hearing, touch and taste that your body uses to
get information about the world around you.
personal trait a particular quality of a person. n
sight the sense that allows you to see what is
sexual characteristic the typical features of men
around you whenever there is light.
and women. o
sketch a simplified drawing of something real.
signature your name written in your own handwriting,
for example, at the end of a letter. smell the sense that allows you to capture o
odours.
skeleton the structure that supports your body. It is
smell receptor one of the receptors in the nasal p
made up of bones.
cavity which capture odours.
skin the layer of tissue that covers the body. It is
taste the sense that allows you to capture flavours. p
flexible and waterproof.
taste bud one of the small bumps that cover the
skull the bony part of your head which surrounds
tongue and help distinguish flavours. r
the brain.
tongue the main sense organ of taste. It is inside
stomach the organ inside the body where food goes the mouth.
when you swallow it; the front part of the body s
below the chest. touch the sense that allows you to identify
characteristics of the objects around you. s
stretch to become longer.
touch receptor one of the receptors on the skin that
thigh the part of the leg between the knee allow you to distinguish different sensations, for v
and the hip. example, temperature, pressure and pain.
vibration a continuous, rapid movement back and w
forth or up and down. For example, sound waves.
184 a hundred and eighty-four
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184
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3 Living things 4 vertebrate animaLs
asexual reproduction animal reproduction without amphibian a vertebrate that lives both on land and
mating, for example, the way starfish reproduce; in water. Amphibians are oviparous and do not
plant reproduction without flowers or seeds, for take care of their babies, for example, frogs
example, using cuttings. and toads.
carbon dioxide a gas in the air which plants need dinosaur a reptile that lived on the Earth millions
to carry out photosynthesis. of years ago. Dinosaurs are extinct now.
carnivore an animal which eats other animals. endangered species animals in danger of
chlorophyll a green substance in leaves which takes disappearing.
energy from sunlight. extinct species animals that no longer exist.
flock a group of sheep, goats or birds. fish aquatic animals that live in water, breathe
herbivore an animal which eats plants. through gills and have scales.
life process all living things carry out life flying mammal a bat. Bats fly using their wings.
processes, for example, nutrition, sensitivity frogspawn a substance that contains the eggs
and reproduction. of frogs.
living thing something that is alive.
gill the organs on each side of a fish’s head that it
mating the union of a male and female in order uses to breathe.
to reproduce.
incubate when an animal sits on its eggs in order
mineral salts nutrients which plants take from the to keep them warm until they hatch.
soil through their roots.
mammal a viviparous vertebrate which breathes
nerve the sense organs send information to the through lungs and usually lives on land.
brain through nerves.
marine mammal a mammal that lives in the sea
non-living thing something that is not alive, for and swims using its fins. Marine mammals need
example, a rock. to breathe oxygen from the air.
nutrition the process by which living things take in
pet an animal that lives in a person’s home, for
food and absorb the essential nutrients for life.
example, a dog or a cat.
omnivore an animal which eats other animals
primate a mammal with a big brain and eyes at the
and plants.
front of its face. Primates use their hands to grip
oviparous an animal that lays eggs. The offspring objects and tools.
grows in the egg, outside the mother’s body.
reptile an oviparous vertebrate that breathes
photosynthesis the process through which plants through lungs and has skin covered with scales.
produce their own food.
scales thin, hard plates that cover the skin of many
protected species a living thing which is so rare that fish and reptiles.
it is in danger of disappearing.
tadpole one of the stages in the life cycle of
reproduction the ability of all living things to produce
a frog. A tadpole turns into a young frog.
new living things of their own kind.
vertebrate an animal that has a skeleton made
sensitivity the ability of living things to respond to
up of bones. There are five groups of vertebrate
changes in the environment.
animals: mammals, birds, reptiles, amphibians
sexual reproduction reproduction which requires the and fish.
union of a male and a female.
viviparous an animal whose offspring grows inside
the mother’s womb.
womb the part of the mother’s body where a baby
grows before it is born.
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5 invertebrate animaLs 6 machines
antennae a pair of long, thin sensory organs on an combustible fuel an energy source which can be a
insect’s head. They are used to feel and touch burned to provide heat or power. For example,
things. petrol. a
arthropod the largest and most varied group of compound machine a machine that is made of two
living things. Spiders, crabs and insects are or more simple machines working together. a
arthropods. electric circuit a circuit with switches and wires
beehive where bees live. which helps electricity flow through the different c
beekeeper a person who looks after bees. parts of a machine.
caterpillar the larva of a moth or butterfly. electronic circuit an electric circuit with very small c
parts called microchips.
clitellum the bump on the body of adult worms. It is
part of their reproductive system. gear a wheel with teeth that produces movement. c
Gears are found in clocks and bicycles.
cocoon caterpillars hide or cover themselves in a
cocoon as they grow and turn into butterflies or human force energy from people. c
moths. inventor a person who invents things.
c
insect an invertebrate animal with six legs, four lever a bar that rests on a pivot point. Levers make
wings and three main body parts: the head, the it easy to lift heavy objects. e
thorax and the abdomen. machine a device that allows you to work better, e
invertebrate an animal that does not have faster and easier. Machines save time and
a backbone. energy. e
jellyfish an invertebrate which has tentacles and motor a device that uses energy to produce
lives in the sea. Jellyfish look like bags of jelly. movement.
larva a newborn insect. It looks like a worm. petrol a liquid which is used as a fuel for engines, f
magnifying glass a lens that enlarges the image of for example, in cars and motorbikes.
i
an object. plough a machine used to prepare soil for planting
mollusc an invertebrate with a soft body. Most seeds.
l
molluscs have hard shells, for example, clams, pulley a rope wrapped around a wheel. Pulleys make
mussels and snails. it easy to lift heavy objects.
m
nectar a sweet liquid that flowers produce. Bees ramp an inclined plane. Ramps make it easy to
collect it to make honey. move heavy objects from a lower to a higher
place. m
pollinate to transfer pollen to a flower or plant so it
produces seeds. simple machine a machine that has one or few m
sea current the movement of the water in the sea. parts. It works with one movement. For example,
scissors. n
spider an arthropod with eight legs. Most spiders
spin webs. wheel a solid disk that turns on an axle. Wheels
move things from one place to another. o
spider’s web a net made by spiders to trap insects.
wind a natural movement of air.
sting to prick painfully. o
windmill a mill which uses the power of wind to
tentacle the long, thin parts of a jellyfish’s body that function. Wind turns the sails.
sting.
worm an invertebrate with a long, thin, soft body r
and no legs.
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GLOSSARY
satellite a celestial body which orbits another larger

7 PLanet earth
celestial body.
artificial satellite a man-made object that orbits the solar system the Sun and all the celestial bodies,
Earth. It sends information back to Earth. including the planets that orbit it.
atmosphere the layer of gases that surrounds the sun the closest star to the Earth.
Earth. telecommunications the process of sending
information over long distances.
axis the imaginary straight line through the centre
of the Earth around which the Earth rotates. waning moon the phase when the Moon seems to
gradually get smaller.
cardinal points the four main points of the compass:
North, South, East and West. waxing moon the phase when the Moon seems
to gradually get bigger.
celestial body a natural object which is part of the
Solar System, for example, a meteorite.
compass an instrument with a magnetic needle that 8 Water
always points North. It helps us know directions.
continent a very large area of land. There are six aquifer a deposit of groundwater that collects in
continents, for example, Africa and Europe. empty spaces beneath the surface of the Earth.
crater a hole on the surface of the Moon. change of state the process by which water changes
earth the planet in the Solar System where we live. from one state to another. This occurs when
earth globe a sphere which represents the planet water cools or heats up.
on a small scale. condensation the process by which water vapour
equator an imaginary line dividing the Earth into cools down and turns into liquid water.
two halves, the Northern Hemisphere and desalination plant a place where salt is eliminated
the Southern Hemisphere. from salt water.
full moon when the Moon appears as a complete drinking water clean, fresh water in a liquid state.
circle. evaporation the process by which liquid water heats
inner planet one of the four planets closest to the up and turns into water vapour.
Sun. They are made of rock. freezing the process by which liquid water cools and
lunar month the time it takes for the Moon to turns into ice.
e
complete one orbit of the Earth (28 days). fresh water water in rivers, streams and lakes. It
map a flat drawing that represents parts of the contains very little salt.
surface of the Earth. groundwater fresh water found beneath the surface
moon the Earth’s natural satellite. of the Earth.
moon phases the four shapes of the Moon caused iceberg a large piece of floating ice.
by the Moon’s orbit around the Earth. melting the process by which ice is heated and
turns into liquid water.
new moon the Moon when it appears to be a thin,
curved shape. reservoir a man-made lake where water is collected.
orbit the curved path which a celestial body follows salt water water from the seas and oceans. It
on its revolution around another celestial body. contains a lot of salt.
outer planet one of the four planets farthest away sewer an underground pipe that carries liquid waste
from the Sun. They are made up of gases and are away from homes and factories.
very large. snowflake a small ice crystal that makes up snow.
revolution the movement of the Earth on its orbit treatment plant a place where water is cleaned.
around the Sun that causes the four seasons. water cycle the movement of water around the
One complete orbit takes 365 days. Earth. It includes the processes of evaporation,
rotation the movement of the Earth on its axis that condensation and precipitation.
causes day and night. One rotation takes well a deep hole in the ground from which water is
24 hours. extracted.
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cliff an area of high land near the sea.
9 air and Weather
coastal plain an area of low land on the coast.
air the mixture of gases that surrounds the Earth. course the journey of a river from the source to the c
anemometer an instrument used to measure wind mouth.
speed. dam a strong wall that stops the flow of river water h
atmosphere the layer of gases surrounding the to create a reservoir.
Earth. flood plain a flat area of fertile land next to a river.
breeze a very light wind. It is lower than the surrounding land. h
carbon dioxide a gas found in air. Living things flow the volume of water in a river.
release carbon dioxide when they breathe out. foot the lowest part of a mountain. m
climate the typical weather conditions in one area gulf a large area of sea that bites into the land.
over a long period of time.
island an area of land surrounded by water.
gale a very strong wind. n
isthmus a strip of land that connects a peninsula to
hail water that falls to Earth as small pieces of ice. the mainland. p
hurricane an extremely strong wind with rain. lake a large area of fresh water surrounded s
nitrogen the most abundant gas in air. by land.
oxygen the second most abundant gas in air. Plants lower course the part of a river that is near the
produce oxygen. Living things need oxygen to mouth of the river. s
breathe.
man-made feature a feature added to a landscape
pluviometer an instrument used to measure by people. For example, a tunnel, a motorway
precipitation. or a bridge. v
precipitation water that falls to Earth from clouds. middle course the part of a river that flows through
Precipitation can fall as rain, snow or hail. z
plains.
season one of the four quarters into which the year moor a high area of flat land with little vegetation.
is divided: spring, summer, autumn and winter.
mountain landscape a landscape that consists
snow water that falls to Earth as snowflakes. of mountains and valleys.
solar energy energy from sunlight. mouth where a river ends at the sea.
thermometer an instrument used to measure peninsula a narrow piece of land surrounded by
temperature. water on three sides, but joined to a larger piece
weather the state of the atmosphere at a particular a
of land.
time and place. It refers to different things, such
plain a very large area of flat land.
as temperature, precipitation and wind.
pond a small lake. c
weather station a place where weather conditions
are measured and recorded. relief map a map that shows the height of the land. c
Each colour represents a different height.
weather vane an instrument used to indicate wind c
direction. reservoir a man-made lake for storing river water.
wind a natural movement of air. river a large, flowing body of water. c
river bed the ground over which a river flows. d
slope the steep side of a mountain between the
summit and the foot. d
10 LandscaPes
source where a river begins. f
archipelago a group of islands. summit the highest part of a mountain.
bay a small gulf. tributary a river that flows into a larger river. f
cape a large piece of land that sticks out into upper course the part of a river near the source. f
the sea.
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GLOSSARY
forestry obtaining wood and looking after natural

11 viLLages and cities
resources from forests.
city a place of greater size and population than free-range farming stockbreeding where the animals
a village or town. live in the open and eat grass or grain.
historic centre usually the oldest part of a city. The greenhouse a glass building where plants are grown.
streets are narrow and the buildings are not very harvest to cut and gather ripe crops.
tall. industrial crops plants grown to be transformed into
housing estate a group of houses that look very other products in factories, for example, sugar
similar. Housing estates are usually outside beet and cotton.
villages.
industrial estate a place where factories are grouped
modern district an area that often surrounds the city together outside cities.
centre. The streets are wide and usually there
industrial process the transformation of raw
are tall buildings.
materials into manufactured products in factories.
neighbourhood a part of a city or town.
intensive farming stockbreeding where the animals
pen friend a person you write letters to. live in pens and barns. They eat hay or dry feed.
street map a map that represents city streets irrigation watering plants with water from rivers
and buildings. It shows symbols for important or lakes.
buildings, such as museums and hospitals.
livestock farm animals.
suburb a residential area away from the centre of a
city. In many suburbs there are shopping centres, lumberjack a person who cuts down trees.
factories and industrial estates. manufactured product a product made in a factory
village a place of smaller size and population than from raw materials.
a city. mining extracting stones and minerals from under
zebra crossing a place on a road marked with wide the ground. For example, coal mining.
black and white lines. Vehicles must stop for natural resource something of value found in nature.
people to walk across. For example, minerals, timber or fresh water.
open mining extracting minerals which are near the
surface of the Earth.
plough to turn the soil to prepare it for growing
12 JObs crops.
poultry chickens and turkeys.
assembly line a production process where each
worker makes only one part of a product and then primary industry an industry that transforms raw
passes it on to another worker. materials into other materials, which are then
used by other industries. For example, steel.
cattle cows and bulls.
quarry a large, open hole on the surface of the Earth.
coastal fishing when fishermen fish near the coast.
raw material a natural resource, for example,
consumer industry an industry that makes products
cotton.
to sell directly, for example, the car industry.
stockbreeding animal farming.
crop farmer a person who grows plants for food.
technological industry an industry that uses
deep-sea fishing when fishermen fish a long way
modern machines to make new products, such
from the coast.
as computers.
dry farming a method of growing crops in dry areas. textile industry a consumer industry where fabric is
factory a place where workers turn raw materials transformed into clothes.
into manufactured products. thematic map a map that uses colours and symbols
fertilise to add nutrients to the soil. to represent specific information about an area.
food crops plants grown for food for people or underground mine a tunnel below the surface of the
animals, for example, vegetables and alfalfa. Earth to extract minerals deep under the ground.
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13 WOrK and services 14 LOcaL gOvernment
‘best-before’ date the date by which a product citizen a person who lives in a particular place. b
should be consumed. elect to choose or vote for somebody or something.
cash bank notes and coins. election manifesto a document in which a candidate b
communications satellite a communications explains what they will do if they are elected. c
satellite is used to send and receive sound food hygiene inspection service a service which c
and images. checks that the food we buy is safe to eat.
communications service a service provided by highway service a service which is responsible for
television, radio, newspapers and the Internet. maintaining and repairing road signs and traffic d
cultural service a service that organises activities signals.
f
related to music, literature and art. local council the people responsible for organising
educational service a service provided by schools municipal services.
and universities. local councillor a member of the local council. f
electronic commerce shopping on the Internet. local election the opportunity to elect local g
health service a service which provides health care. councillors. Local elections are held every four
media a way to send information to many people years.
h
at the same time, for example, newspapers, mayor the head of the local council.
h
television, radio and the Internet. municipal service a basic service that is provided
private service a service provided by individuals by the local council, for example, schools and
h
or private companies. hospitals.
recreational service a service which organises reach an agreement to arrive at a decision by
part-time activities related to hobbies. consensus.
h
retailer a person who buys products from sanitation service a service which keeps towns and
wholesalers and sells them to consumers. cities clean, for example, a rubbish collection
h
tourism service a service for tourists. For example, service.
travel agencies, hotels and restaurants. survey a way of collecting information from many
l
trade the buying and selling of products. people by asking questions and recording the
answers.
trader a person or company that sells products from m
the producers to the consumers. town hall the building where the local council works.
m
transport service a service that moves passengers town planning service a service which regulates the
construction industry, so that buildings are safe n
and merchandise from one place to another.
and well-designed.
wholesaler a person who buys large quantities of a
vote to choose the person you want to win an p
product from a producer and then sells them
to a retailer. election. p
water service a service which cleans the sewers p
and drains.
p
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GLOSSARY
tradition a custom of a village or a city that makes

15 Finding Out abOut the Past
it different from other places. For example,
traditional music, food or crafts.
beefeater a person who guards the Tower of
London. vandalism deliberately damaging or destroying
public property or someone else’s property.
blacksmith a person who makes things from iron.
century a period of one hundred years.
coat of arms a historical symbol that usually
represents the landscape or the traditions of
a place or family.
decade a period of ten years.
festival a celebration. Festivals celebrate many
different things, for example, battles or religious
events.
future what will happen later.
graffiti words or pictures drawn on walls in public
places.
high-rise flats very tall buildings with many floors.
historical monument a very old building, for
example, a very old church or castle.
historical record a written, pictorial or physical item
from the past that gives us information about the
past.
historical symbol something that represents a town
or village, such as a flag or a coat of arms.
hut a small house made of branches and animal
skins.
legend a story about a person or people who lived
a long time ago.
millennium a period of one thousand years.
.
miller a person who makes flour.
nobleman a person of high social rank. Hundreds of
years ago noblemen lived in castles.
past what happened before now.
personal history the important moments of your life.
present what is happening now.
primitive people humans who lived in simple
societies thousands of years ago.
slave a person who is owned by another person and
has to work for that person.
sporting service a service that organises activities
related to hobbies and sports.
timeline a way to write down past events in order.
A timeline can be divided into days, years or
longer periods of time.
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Class audio transcripts
UNIT 1. Your body
Track 1.1 page 7 Track 1.3 page 11 4. Adulthood: Fernando is an and muscles work together to
Listen and say which child. Listen and point to the
adult. Sally is an adult. move your body.
muscles in the girl’s arm. 5. Old age: Henry is an old Your body changes throughout
This girl is bending her elbow.
person. your life. The main stages
This girl is pointing to her wrist. Photo A. The biceps contracts.
are: childhood, adolescence,
This boy is pointing to his knee. The triceps extends. The arm
Track 1.5 page 16 adulthood and old age.
bends at the elbow.
This boy is pointing to his ankle.
Photo B. The triceps contracts. Listen to the summary.
Track 1.2 page 9 The biceps extends. The arm The human body
stretches. There are three main parts to
Listen to the description your body: the head, the trunk
of Joanna. Track 1.4 page 13 and the limbs. The outside of
Joanna is eight years old. She is Listen and check your your body is covered with skin.
short and slim and has fair skin. answers. There are different organs inside
She has long, straight, brown your body.
hair. She has small, black eyes. 1. Adulthood: Sally is an adult.
Childhood: Ian is a baby. Your skeleton is made up of
Her nose is straight and small. bones. It supports your body.
She has a small mouth with thin 2. Childhood: Ana is a child. Muscles are connected to your
lips. 3. Adolescence: David is an bones. They are flexible. Bones
adolescent.
UNIT 2. Our senses

Track 2.1 page 19 4. (Children in the playground.) It’s 8. Touch receptors in the skin • The sense of taste allows you
Listen and say which
children in the playground. help you to distinguish to capture basic tastes.
illustration. 5. ('Open your books at page temperature and pain. The tongue is the sense organ
23.') It’s a teacher talking. of taste.
1. Aah! My hands feel warm! Track 2.5 page 28
6. (A drum playing.) It’s a drum. • The sense of touch allows you
2. Mmm… This tastes great. It’s to identify many characteristics
strawberry. Listen to the summary.
Track 2.4 page 25 of objects around you. The skin
3. Oooh! This smells great! The senses
is the sense organ of touch.
Listen and say True or False. • The sense of sight allows you
Track 2.2 page 21 1. The sense organ of smell is the to know what is around you
nose. whenever there is light. The
Listen, point to the illustration eyes are the sense organs
and repeat. 2. The nasal cavity has smell
receptors. of sight. Eyes capture light
A. The boy’s eyes see a flying through the retina.
object. 3. The sense of taste allows you
to capture different smells. • The sense of hearing allows
B. This information is sent to his you to capture sounds. The
brain through the optic nerve. 4. The tongue is covered with
ears are the sense organs of
small bumps called taste buds.
C. His brain knows that it is a hearing. The pinna captures
butterfly and not a bird. 5. The taste buds distinguish sounds that travel to the
seven different flavours. cochlea. The cochlea sends the
Track 2.3 page 22 6. The basic flavours are sweet, sounds to the brain.
salty, sour, bitter and umami. • The sense of smell allows you
Listen and identify the sounds.
7. The skin is the sense organ of to capture smells.
1. (A car revving up.) It’s a car. hearing. The nose is the sense organ of
2. (A guitar playing.) It’s a guitar. smell.
3. (A dog barking.) It’s a dog.
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UNIT 3. Living things
Track 3.1 page 31 6. Plants need this gas during 3. A female dog has puppies. Track 3.6 page 40
Listen and check your
photosynthesis. Is it water or Is this sexual reproduction or Listen to the summary.
answers. carbon dioxide? asexual reproduction?
Living things
4. A female chicken lays eggs.
• They eat other living things. Track 3.3 page 34 Living things carry out life
Is this sexual reproduction or
Animals: Yes; Plants: No. processes. Three of these
Listen and point to the parts asexual reproduction?
• They have leaves. Animals: No; life processes are nutrition,
of the illustration. 5. An apple tree grows flowers sensitivity and reproduction.
Plants: Yes.
Point to the bird. and then apples. The seeds
• They move about. Animals: Yes; are inside the apple. Is this • Nutrition provides the body
Plants: No. Point to the cat’s eyes. with energy so we can move
sexual reproduction or asexual
• They have roots which grow The eyes see the bird. reproduction? and nutrients so we can grow
in the ground. Animals: No; Point to the cat’s nerves. and develop. Animals eat food
Plants: Yes. The information is sent to the Track 3.5 page 39 to carry out nutrition. Plants
• They produce their own food. brain through the nerves. produce their own food through
Listen to the text. photosynthesis.
Animals: No; Plants: Yes. Point to the cat’s brain.
The brain studies this A shepherd and his sheep • Sensitivity is the ability of
Track 3.2 page 33 information. Peter lives in the countryside. living things to react to their
Point to the cat’s legs. When the weather is nice, he environment. Animals react to
Listen to the definitions takes his flock of sheep out to the environment using sense
and say the correct answer. The brain sends information to
the fields. organs, the nervous system
1. This is the green substance the muscles in the cat’s legs.
Sheep like to eat grass and and muscles. Plants also have
in leaves. Is it chlorophyll or The cat jumps to catch the bird. sensitivity.
weeds. Lightning and Sparky are
carbon dioxide? his sheepdogs. They help look • Reproduction is the ability of
Track 3.4 page 37
2. Water is taken in through these after the flock. living things to produce new
parts of a plant. Are they roots Listen and say sexual In the evening, Peter takes his living things of their own kind.
or leaves? reproduction or asexual flock back to the sheep pen. Most animals and plants
3. Sunlight gives this to a plant. Is reproduction. The male sheep is called a ram. reproduce sexually. However,
it water or energy? 1. A starfish breaks in two and Some rams have horns like this some animals and plants
4. These are nutrients in the soil. makes two new starfish. Is this one. reproduce asexually.
Are they mineral salts or gases? sexual reproduction or asexual Young sheep are called lambs.
5. Plants make their own reproduction? When they are born, lambs drink
food through this process. 2. A new plant grows from their mother’s milk.
Is it reproduction or a cutting. Is this sexual Sheep are very useful to human
photosynthesis? reproduction or asexual beings. We use sheep for milk,
reproduction? cheese, wool and meat.
UNIT 4. VERTEBRATE ANIMALS

Track 4.1 page 43 5. Humans are mammals. Track 4.4 page 49 • Reptiles breathe through lungs
6. Most mammals have fur Listen to how amphibians
and have scales. They are
Listen to the animals and say
or hair. reproduce. Follow the
oviparous and do not take care
the vertebrate group.
sequence with your finger.
of their babies.
1. Is this an amphibian or a bird? • Birds breathe through lungs
(Sound of a toad.) Track 4.3 page 46 The female frog lays eggs in
and have feathers, wings
2. Is this a reptile or a fish? Listen and say reptiles,
the water. The eggs are called
and a beak. They are oviparous
(Sound of a rattlesnake.) birds or both.
frogspawn.
and take care of their babies.
3. Is this a mammal or an The tadpole hatches from
1. They have feathers. Reptiles, • Amphibians are born in water
amphibian? (Girl laughing.) the egg.
birds or both? and breathe through gills.
4. Is this a mammal or a bird? The tadpole grows back legs. When they are adults, they live
2. They have scales. Reptiles,
(Sound of an owl.) birds or both? The tadpole grows front legs. on land and breathe through
5. Is this a fish or a mammal? Now the tadpole has four legs. lungs. They are oviparous
3. They have legs and a tail.
(Sound of a whale.) The tail gets shorter. The tadpole and do not take care of their
Reptiles, birds or both?
is now a young frog. babies.
4. They are oviparous. Reptiles, • Fish live in water, breathe
Track 4.2 page 45 birds or both? through gills and have scales.
Track 4.5 page 52
Listen and say True or False. 5. They take care of their babies. They are oviparous and do not
Reptiles, birds or both? Listen to the summary. take care of their babies.
1. Mammals are vertebrates.
6. They have wings. Reptiles, Vertebrate animals
2. Mammals breathe air through birds or both? • Mammals breathe through lungs
gills.
and most of them have fur or
3. Mammals are oviparous. hair. They are viviparous and the
4. Mammals cannot use tools. babies drink their mother’s milk.
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UNIT 5. INVERTEBRATE ANIMALS
Track 5.1 page 55 Track 5.2 page 57 5. Some insects damage crops • Spiders, crabs and insects
Listen and check your chart. Listen and say the
and transmit diseases. are all arthropods.
invertebrate. 6. Bees make silk. • Insects’ bodies are divided
A snake has got a backbone.
into three main parts: head,
It is a vertebrate. A. It floats in the water. It can
Track 5.4 page 62 thorax and abdomen. The
A mussel hasn’t got a backbone. sting you with its tentacles.
Listen to the summary.
head contains the antennae.
It is an invertebrate. B. It spins webs to trap insects. The thorax contains six legs
A mouse has got a backbone. C. It has a flat foot. It hides in its Invertebrate animals and four wings. The abdomen
It is a vertebrate. shell when it is scared. Invertebrate animals can be contains the organs.
A prawn hasn’t got bones. classified into groups: jellyfish,
It is an invertebrate. Track 5.3 page 59 worms, molluscs and arthropods.
A trout has got a backbone. Listen and say True or False. • Jellyfish are marine animals.
It is a vertebrate. They have tentacles that sting.
1. All insects have six legs.
A tarantula hasn’t got bones. • Worms are long and soft.
2. Bees live in beehives.
It is an invertebrate. They do not have legs.
3. Insects haven’t got wings.
• All molluscs have soft bodies.
4. A cocoon is part of the life Snails and mussels have
cycle of a silk moth. shells. The octopus does not
have a shell.
UNIT 6. MACHINES
Track 6.1 page 67 2. It is a solid disk that turns Part 2: Now listen and say Machines can be simple or
Listen and say what type
on an axle. It helps to move True or False. compound. Simple machines
of energy each machine uses: objects from one place to 1. A CD player has got a motor. have one or few parts. Compound
petrol, human force or electricity. another. Is it a ramp or a 2. A CD player is a simple machines are made up of two or
wheel? machine. more simple machines working
1. A games console. together.
3. It is an inclined plane. It helps 3. Bicycles have got gears.
2. A pair of scissors. to move heavy objects from a
3. A camera. lower to a higher place. Is it a 4. A bicycle is a compound
4. A motorbike. pulley or a ramp? machine.
5. A skateboard. 4. It is a bar that rests on a pivot 5. Lights have got electric
point. It makes it easy to lift circuits.
6. A helicopter.
heavy objects. Is it a lever or a 6. A light is a simple machine.
Track 6.2 page 69 wheel? 7. A computer has got electronic
circuits.
Listen and say the energy Track 6.4 page 71 8. A computer is a compound
source.
Part 1: Listen to these machine.
1. A girl riding a bicycle: Is the
energy source people or definitions of compound
machines. Track 6.5 page 74
combustible fuel?
1. Compound machines are Listen to the summary.
2. A washing machine washing
clothes: Is the energy source made up of two or more simple Machines
wind or electricity? machines working together. Machines are objects that make
3. A man sailing a sailing boat: 2. Motors produce movement. work easier.
Is the energy source wind or They can be electric or gas. Machines can have different
people? 3. Gears are wheels with teeth uses. For example, exerting force,
4. A family travelling by car: Is that produce movement. pushing and pulling objects, or
the energy source people or 4. Electric circuits have switches helping people communicate with
combustible fuel? and wires. They help electricity each other.
flow through the different parts Machines need energy
Track 6.3 page 70 of a machine. to function. This energy comes
Listen and say which simple
5. Electronic circuits are electric from people, electricity, wind
machine.
circuits with very small parts or combustible fuels.
called microchips.
1. It is a rope wrapped around
a wheel. It helps to lift heavy
objects. Is it a pulley or a lever?
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UNIT 7. PLANET EARTH

Track 7.1 page 77 Track 7.3 page 81 5. Start at Oceania. Go North. The Moon
Listen and say which drawing Look at the illustration
What continent are you on? The Moon is the Earth’s natural
is correct. of the compass points. 6. Start at Asia. Go East. What satellite. The orbit of the Moon
Imagine you are the girl. continent are you on? around the Earth produces the
The Sun does not move. The
Follow the instructions. Moon phases.
Earth moves. It orbits the Sun.
Track 7.5 page 86 The Sun
The Earth spins like a top. It 1. Stand up. Point your left hand
rotates once every 24 hours. This west. Point your right hand Listen to the summary. The Sun is a star. It is the closest
is one day. Half the Earth gets east. The Earth star to the Earth. It gives off light
light from the Sun. In this half, 2. Turn and face the other The Earth is a planet. The and heat. It is much larger than
it is day. The other half does not direction. Point your right hand surface is covered with oceans the Earth.
get light. In this half, it is night. west. Point your left hand east. and continents. It is surrounded
South is in front of you. by a layer of air called the
Track 7.2 page 79 atmosphere.
Listen and say the Earth, Track 7.4 page 83 The Earth is constantly moving.
the Sun or the Moon. Listen, follow the instructions It rotates on its axis. This
1. It consists of land and water and say the continent. movement is called rotation. This
and is surrounded by a layer of 1. Start at Africa. Go North. What takes 24 hours and causes night
air called the atmosphere. continent are you on? and day.
2. It is like a giant ball of fire. 2. Start at Europe. Go East. What The Earth orbits the Sun. This
3. It reflects light from the Sun. continent are you on? movement is called Earth
4. It has seas with no water in 3. Start at Africa. Go South. What revolution and takes 365 days.
them. continent are you on? This causes the four seasons.
5. Living things exist here. 4. Start at Europe. Go West.
6. It is thousands of times bigger What continent are you on?
than the Earth.
UNIT 8. WATER
Track 8.1 page 89 3. The Amazon River. 3. Water passes through pipes to Water can also be found in
Listen and check your 4. The Mediterranean Sea. treatment plants. aquifers. Aquifers are large
answers. 4. Water is stored in tanks. deposits of groundwater.
Track 8.4 page 95 5. Water flows to homes through Water is found as ice and snow in
1. B: In saucepan B there is ice.
Listen and follow the water pipes. high mountains, and at the North
Ice is a solid.
cycle with your finger. 6. Used water and rain water flow Pole and the South Pole.
2. C: In saucepan C the ice is
through sewers to treatment Water is in constant motion.
heated. It changes into liquid 1. Water from the sea
plants. River and ocean water
water. evaporates.
7. Treated water goes back into evaporates, then passes into the
3. A: In saucepan A the water is 2. Water vapour condenses and atmosphere. In the atmosphere,
heated. It changes into water forms clouds. the river. It is used for watering
parks and gardens. water vapour condenses and
vapour. 3. Wind moves the clouds over forms clouds. Water falls from
the land. the clouds to the Earth as rain,
Track 8.2 page 90 Track 8.6 page 98
4. Water from clouds falls as snow or hail. This water flows
Listen and say the process. rain, snow or hail. Listen to the summary. into streams. Streams flow into
1. Water is heated and turns into 5. Rain falls in the rivers and Water rivers. Rivers flow into seas and
water vapour. goes to the sea. Water can exist in three states: oceans.
2. Ice is heated and turns into 6. Some rain goes into the solid, liquid and gaseous. A
water. ground as groundwater. change in state takes place when
3. Water vapour cools and turns water passes from one state to
into liquid water. Track 8.5 page 97 another.
4. Water cools and turns into ice. Listen and follow the arrows The four changes of state are
on the diagram with your melting, freezing, evaporation and
Track 8.3 page 92 finger. condensation.
1. River water collects in Water is found in seas and
Listen and say salt water or oceans. Sea and ocean water is
fresh water. reservoirs.
salty. On the continents, water is
1. The Pacific Ocean. 2. Groundwater is taken from found in lakes and rivers. This is
wells. fresh water.
2. A lake.
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UNIT 9. AIR AND WEATHER
Track 9.1 page 101 6. Rain and wind are produced 2. In this season the • Air moves. Movement of air
Listen and answer the
in the upper part of the temperatures are mild at the is called wind.
questions about the weather. atmosphere. beginning and colder at the • The atmosphere is the layer
end. The nights get longer. of air that surrounds the Earth.
1. A boy is flying a kite. Is it windy Track 9.3 page 105 3. This is the coldest season. Weather
or calm?
Listen and say mountain, At the beginning, the days are
2. A boy is carrying an umbrella. • Weather is the state of the
coastal or continental climate. shorter and the nights are
Is it dry or wet? temperature, precipitation and
longer.
3. Some children are swimming 1. I live in a place where the wind in the atmosphere.
temperatures are mild all 4. This is the hottest season. It
in the river. Is it hot or cold? • Climate is the typical weather
year round. I don’t live in the doesn’t rain very much. At the
4. A sailing boat isn’t moving. Is conditions in one area.
mountains. beginning, the days are longer
it windy or calm? and the nights are shorter. • Weather changes with the
2. I live in a place a long seasons: winter, spring,
5. A family is having a picnic. Is it
way from the coast. The summer and autumn.
dry or wet? Track 9.5 page 110
temperature is very low
6. A boy is skiing. Is it hot or in winter and very high in Listen to the summary.
cold? summer. Air
3. I live in a high place. The • Air is the mixture of gases
Track 9.2 page 103
temperatures are low. It snows which surrounds the Earth.
Listen and say True or False. a lot in winter. • Air contains three main gases:
1. Air contains only oxygen. nitrogen, oxygen and carbon
2. Birds cannot fly without air. Track 9.4 page 107 dioxide.
3. Air has no weight. Listen and say the season. • Air has weight. It occupies
4. Air occupies space. 1. In this season it often rains. space.
5. The air we breathe is in the Temperatures are warm. • Air does not have its own
lower part of the atmosphere. Flowers and grass start to shape. It takes the shape of
grow. the thing it is inside.
UNIT 10. LANDSCAPES

Track 10.1 page 113 6. The slope is the steep side 2. I am in the mountains. The Rivers always flow downhill.
Listen and say the type of
between the summit and the river is very narrow but the Rivers flow into other rivers or
landscape: mountain, coastal foot of a mountain. water is flowing very fast. into the sea.
or plains. 3. I am not near the mouth of the • A tributary is a river that flows
Track 10.3 page 117 river, or the mountains. The into a larger river.
1. T he best place to fly kites is
Listen to the definitions and land is very flat and the water
up here on the cliffs. There’s
say the word. is flowing quite slowly.
lots of wind.
2. Be careful driving in this area. 1. It is a group of islands.
Track 10.5 page 122
The roads are narrow and 2. It is an area of land completely
winding. Sometimes there is a surrounded by water. Listen to the summary.
lot of snow. 3. It is a large piece of land that Landscapes
3. You can see for miles and sticks out into the sea. • Landscapes can be inland or
miles here because there are 4. It is a large area of sea that coastal.
no hills or mountains. There bites into the land. • Inland landscapes are far from
are a lot of farms. 5. It is a narrow piece of land the sea. There are mountains
surrounded by water on three and plains.
Track 10.2 page 115 sides. • Mountain landscapes consist of
Listen and point to the places 6. It is a small gulf. mountains and valleys.
on the illustration on page 114. • Flat landscapes consist of
1. The summit is the highest part Track 10.4 page 118 plains, moors and flood plains.
of a mountain. Listen to Anne describing • Coastal landscapes are
2. A flood plain is a flat area of what she can see. Is she in the near the sea. They can have
fertile land next to a river. upper course, the middle course beaches and cliffs.
3. A hill is a small, raised area. or the lower course of the river? Rivers
4. The foot is the lowest part of a 1. I can see the mouth of the • A river is a large, flowing body
mountain. river. It is very wide and the of water. Rivers begin in high
5. A moor is a high area of flat water is flowing slowly. areas such as mountains.
land with little vegetation.
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UNIT 11. VILLAGES AND CITIES

Track 11.1 page 127 5. Housing estates are groups of 2. Passengers should always wait • Cities are big. The streets are
Listen and say city or village.
houses that look very similar. their turn to get on and off the long and wide. The buildings
bus. are tall. Cities have three main
1. I live in a small flat in a tall Track 11.3 page 130 parts: the historic centre,
3. Passengers should always get
building. the modern district and the
Listen and say the part in and out of the car on the
2. The traffic is really noisy in my side of the pavement. suburbs.
street. of the city: historic centre,
modern district or suburbs. 4. Pedestrians should always
3. I can hear the birds singing in walk on the pavement.
my garden in the morning. 1. I live in the oldest part of
town. 5. Pedestrians should always
4. The church is at the top of a cross the street when the
narrow, winding road. 2. I live in a residential area away
from the centre. pedestrian light is green.
5. There are lots of traffic lights 6. Passengers should always sit
in my street. 3. I live in a wide street, in a tall
building. in the back seat and wear a
seat belt.
Track 11.2 page 129 4. I live in a narrow street, near
the cathedral.
Listen and answer Track 11.5 page 134
True or False.
5. I live in a block of flats. I go to
work by train. Listen to the summary.
1. Plains are large areas of flat Villages and cities
land. Track 11.4 page 133 Most people live in villages
2. There are not many farms on or cities.
plains. Listen and say which
photograph. • Villages are usually small.
3. Villages on plains have narrow, The streets are narrow. The
winding roads. 1. Pedestrians should always
cross the street at the zebra buildings are usually low. There
4. Villages on plains often have are villages in the mountains,
crossing.
housing estates. on the plains and on the coast.
UNIT 12. JOBS

Track 12.1 page 137 Track 12.3 page 141 Track 12.5 page 143 Track 12.6 page 146
Listen and say which Listen and say the job. Listen and say the type of Listen to the summary.
illustration. 1. I work in a deep tunnel and dig industry: primary, consumer, Jobs in nature
1. These manufactured products minerals out of the ground. or technological.
Many people work in nature.
are made from leather. 2. I work in the forest. I cut down 1. I work in a car factory. I We use the products they obtain
2. These manufactured products lots of trees. help make cars. Primary or every day.
are made from wool. 3. I work near the coast. I go out consumer industry? • Crop farmers work the land
3. These manufactured products to sea every day to catch fish. 2. I work in a mobile phone to grow the fruit and vegetables
are made from gold and silver. 4. I breed cattle for meat and factory. Technological or we eat.
4. These manufactured products milk, and poultry for meat and primary industry? • Stockbreeders breed farm
are made from wood. eggs. 3. I work in a biscuit factory. animals for their meat, milk
Primary or consumer industry? and eggs.
Track 12.2 page 139 Track 12.4 page 142 4. I work on a farm. I breed • Fishermen work at sea to catch
Listen and say True or False. Listen and follow the
livestock. Technological or fish and shellfish.
illustrations with your finger.
primary industry? • Miners dig mines and quarries
1. Crop farmers grow food for
5. I work in a cement factory. to find minerals and rocks.
people and animals. A. Lumberjacks cut down the
Technological or primary • Lumberjacks cut down trees
2. Fabric is made from alfalfa. trees.
industry? for wood.
3. Farmers plough the fields to B. Lorries transport the timber to
6. I work in a toy factory. Jobs in industry
turn the soil. the factory.
Consumer or technological
4. Dry crops do not need a lot of C. Machines saw the timber into industry? • The industrial process
water to grow. boards. changes raw materials into
5. Water for irrigation water D. Factory workers make the manufactured products.
comes from rivers or lakes. wood into furniture. • Factory workers specialise
6. A combine harvester is used in one job. Many work on
to pick grapes. assembly lines.
• Three types of industry
are primary, consumer
and technological.
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UNIT 13. WORK AND SERVICES
Track 13.1 page 149 Track 13.2 page 151 Track 13.4 page 155 Schools and universities
Listen to the dialogues and Listen and say which service. Listen and say personal
are examples of educational
say which picture. communication or the media.
services. Buses, taxis,
1. Receptionist: Good afternoon! undergrounds and ferries are
1. Shop assistant: Can I help Welcome to the George Hotel. 1. Girl: Next week is my examples of public transport
you? 2. Train announcer: The 9.30 grandmother’s birthday. I’m services. Clinics and hospitals
Man: I’d like some roses for train to London is leaving from going to send her a birthday provide health services.
Mother’s Day, please. platform 4. card. Television, radio, newspapers
2. Shop assistant: Can I help 3. Teacher: Good morning, 2. TV news reader: Good evening. and the Internet provide
you? everyone! Open your Science This is the nine o’clock news communications services.
Woman: I’d like some books at page 151 please. on National Channel. Here Travel agencies, hotels and
vegetables, please. 4. Doctor: Hello. I’m Doctor is Allan Bigg reporting from restaurants are examples of
3. Shop assistant: Can I help Jones. I work at the children’s Afghanistan. tourism services. Museums,
you? hospital. 3. Boy: I’m going to chat to my cinemas and theatres provide
Man: I’d like to see some 5. Announcer: The orchestra friend on the Internet tonight. cultural services.
trainers, please. will now play Mozart’s piano He lives in Rome.
4. Shop assistant: Can I help concerto. 4. Man: John! It’s the Tokyo office
you? 6. TV announcer: Tonight after on the telephone. Can you
Woman: I’d like to look at the news, watch this week’s speak to them?
some televisions, please. adventure film… 5. Radio announcer: It’s 12
5. Shop assistant: Can I help o’clock and time to listen to
you? Track 13.3 page 152 something slower. For all the
Woman: I’d like this listeners out there who are in
newspaper, please. Listen and check your bed and feeling sleepy, this is
answers. one for you.
6. Shop assistant: Can I help
you? First, the farmer gets wool from
Woman: I’d like a needle and the sheep. Then, lorry drivers Track 13.5 page 158
some blue thread, please. take the wool to the factory. The
woollen coat is made in a factory. Listen to the summary.
Then, lorry drivers take the Services
woollen coat to the warehouse. The people who work in services
The coat then goes to markets, do not make objects or products.
large shops and small shops. They help people by providing a
service. These services can be
public or private.
UNIT 14. LOCAL GOVERNMENT

Track 14.1 page 161 3. Citizens vote for councillors to Track 14.4 page 168
Listen and say which picture.
represent them. Listen to the summary.
4. There are elections every five
1. I am responsible for parks and The local council
years.
gardens. Every day, gardeners • The town hall is where the local
clean the park and look after 5. To vote in local elections,
council works.
the plants and flowers. citizens must be 18 years old
or older. • The head of the local council is
2. I am in charge of cultural the mayor.
activities. Today there is a • The local council organises the
Track 14.3 page 165
concert in the town square. municipal services.
3. I am responsible for rubbish Listen and say the municipal
services. • Municipal services are:
collection. I organise the street food hygiene, police and fire
cleaners. They sweep the 1. This service is responsible for services, sanitation, town
rubbish from the pavements putting out fires. planning, highways, culture and
and keep our streets clean. 2. This service is responsible for recreation.
cleaning the streets. • Citizens vote for the councillors
Track 14.2 page 163 3. This service is responsible for in the local elections.
Listen and say True or False. organising festivals. • The councillors elect the mayor.
1. Citizens vote for their 4. This service is responsible for • Elections are held every four
firefighters in elections. keeping the streets safe. years.
2. The local council is made 5. This service is responsible for
up of the mayor and local making sure drinking water is
councillors. clean.
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UNIT 15. FINDING OUT ABOUT THE PAST

Track 15.1 page 171 5. They found an old Roman coin Track 15.4 page 177 Long periods of time are
Listen to how cars have
in the field. Listen and say thousands of
measured in decades, centuries
changed. years ago, hundreds of years ago
and millennia.
Track 15.3 page 174 or nowadays. Your personal history consists of
Cars have changed. Look at the
Listen. Are these traditions or the important moments in your
old, red car. This car is long and 1. The noblemen lived in castles
festivals? Can you name them? life. You can remember them
low. The lights are small and and the common people lived
through personal records such as
round. The windows are small. 1. (Sound of bagpipes.) in small villages. They worked
photographs, videos or objects.
Now look at the modern, green 2. (… ‘5, 4, 3, 2, 1’. Big Ben as millers, blacksmiths and
farmers. Towns and villages change with
car. This car is high. It has a striking, people shouting
time. Traditions, local festivals,
modern design. The headlights ‘Happy New Year!’, sound of 2. People live in towns or cities.
symbols and monuments are part
are large. The windows are very fireworks.) Most people work in services.
of the history of a place.
big. This car is much faster, safer 3. (Carol singers singing a jingle They travel by car, train, boat
and more comfortable. and aeroplane. Historical records tell us about
bells, ‘Jingle bells, jingle bells,
the history of a place. These can
jingle all the way, Oh what fun 3. People lived in huts made of
Track 15.2 page 172 be written, pictorial or physical.
it is to ride on a one horse branches and animal skins.
Listen and say if the records open sleigh…’) They ate wild plants and
are written, pictorial or physical. 4. (Man talking about the legend hunted wild animals. They
of the lizard of Jaen, Spain: travelled on foot.
1. This painting of the village is
two hundred years old. ‘The legend says that an
enormous lizard appeared near Track 15.5 page 180
2. That’s the old Roman bridge
the fountain of Magdalena. The Listen to the summary.
over the river.
people were very frightened
3. Here’s an old video of Daddy The passing of time
and couldn’t get water from
on his tenth birthday. the fountain. They tried to kill Time is divided into past, present
4. This is my grandfather’s old the lizard, but the lizard…’) and future. Short periods of time
diary. are measured in days, weeks,
months and years.
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Answer key
Page UNIT 1. YOUR BODY Our world.
M.A. a. have good eyesight. b. be the right weight. c. be
6 Think about. healthy.
heavy; floating; no; Exercise and eat a balanced diet.
7 What do you remember? Page UNIT 2. OUR senses
1. four. 2. A ankle, B wrist, C knee, D elbow. 3. Bones: femur,
ulna, skull. Muscles: biceps, calf muscle, abdominals. 18 Think about.
sight, hearing, taste, smell. The other sense is touch.
8 Now you! smell; O.A.
1. lungs, heart. 2. The kidneys are in the abdomen.
M.A. (Model Answer): Where are the intestines? 19 What do you remember?
1. Car A is nearer. Because it looks bigger. 2. M.A.
9 Hands on! television, computer and clock. 3. A taste, B smell,
M.A. The boy has olive skin and short, wavy hair. The C touch.
girl has brown hair and fair skin. She is missing some
teeth. M.A. My best friend has dark skin and long, wavy 21 Hands on!
hair. She wears braces. M.A. I don’t wear braces. My Sketch of the inner eye: labels: iris, pupil, cornea, lens,
skin is olive. My hair is straight. retina, optic nerve. See Student’s Book (SB), page 20,
Section 2 diagram.
10 Now you!
Questions.
1. elbow. 2. M.A. elbow, knee, wrist, ankle, shoulder.
1. The retina. 2. The iris.
11 Questions.
23 Questions.
1. Bones form the skeleton. They are hard, strong,
rigid organs. 2. Muscles are flexible. They contract 1. The pinna. 2. M.A. The outer ear is external. It
and extend to move bones. 3. True. M.A. Muscles are consists of the pinna. Sound travels from the outer ear
attached to the bones. They move the part of the body to the middle ear through the ear canal. The inner ear
is internal. It is very delicate. It consists of the cochlea.
they are connected to. 4. M.A. There are 206 bones.
O.A. (Open Answer). 3. Sight: It allows us to capture light. The parts are
the cornea, the pupil, the iris, the lense and the retina.
13 2. Childhood: Ana is a child. 3. Adolescence: Ian is an Hearing: The sense organ is the ear. The parts are the
adolescent. 4. Adulthood: Fernando is an adult. 5. Old outer ear, the middle ear and the inner ear. 4. You have
age: Henry is an old person. one ear on each side of your head. The pinna is the
outer part of the ear. The eardrum is in the middle of
Questions.
the ear. It vibrates when it receives sound.
1. a. adulthood, b. childhood, c. adolescence, d. old
age. 2. Tick: His voice, His height, His muscles. 25 Now you!
Sweet: banana, M.A. pear; Salty: sardines, M.A. salted
14 Activities. peanuts; Sour: M.A. natural yoghurt; Bitter: coffee,
1. left labels: thorax, arm, thigh; right labels: head, forearm,
M.A. grapefruit.
abdomen, leg. 2. Your body is covered by skin. Underneath
are your bones and your muscles. In your head is your Questions.
brain which gives you the ability to think. In your trunk you 1. The eardrum is in the ear. It transmits sound.; The
have several organs, for example your heart. 3. The girl has smell receptors are in the nose. They perceive smells.;
got dark hair and the boy has got blond hair. 4. a. A and B The taste buds are on the tongue. They perceive
are muscles. C is a joint and D is a bone. b. The arm will flavours.; The touch receptors are in the skin. They feel
bend and the glass will rise. c. Exercise and eat well. heat or cold.

15 Your turn! 26 Activities.
a. M.A. The surest way is using fingerprints. The easiest 1. First, light passes through the cornea, which is
transparent. Then, it passes through a hole called
way is using facial features. b. O.A. c. O.A.
the pupil, which is surrounded by the iris. After that, it
16 Summary chart. passes through the lens, which helps the eye to focus.
Your body is made up of head, trunk, limbs. Your body Finally, it reaches the retina. 2. A pinna, B eardrum, C
goes through these stages: childhood, adolescence, three small bones, D cochlea. 3. a. You capture smells
adulthood, old age. through the nasal cavity in the nose. b. You capture
tastes through the taste buds on the tongue. c. The
17 I can look after my skin.
sense organ of touch is the skin. 4. b. The basic tastes
M.A. You can protect your skin on a sunny beach by are sweet, salty, sour, bitter and umami. c. The sense
using sun cream, wearing a hat and staying out of the organ of touch is the skin. d. To taste food, you use
sun under an umbrella. your senses of taste and smell.
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27 Your turn! 2. a. Plants do not need food because they produce
a. Listening to five minutes of loud music. b. M.A. All it themselves. b. Plants take in water and mineral
types of music are the same. c. B is better for your salts through the roots. c. Plants take in a gas called
hearing because it covers the entire ear. carbon dioxide through the leaves. d. Chlorophyll helps
plants use sunlight. 3. M.A. Drawing A represents
28 Summary chart. asexual reproduction because the new plant will
The eye is the sense organ of sight. The ear is the grow from a cutting. Drawing B represents sexual
sense organ of hearing. The nose is the sense organ of reproduction because the new plants will grow from
smell. The tongue is the sense organ of taste. The skin seeds. 4. Sensitivity: Living things move and react to
is the sense organ of touch. their environment. Nutrition: Living things need food
to produce energy and matter. Reproduction: All living
29 I can protect my eyesight.
things produce more of their own kind.
M.A. I would buy B because they protect my eyes.
Our world. M.A. I can help blind people cross the street 39 Your turn!
or go up stairs. I would ask them if they want help. a. herbivores; viviparous. b. M.A. goats and cows. c. O.A.
Then I would take their arm and guide them.
40 Summary chart.
Living things carry out life processes which are
Page UNIT 3. LIVING THINGS nutrition, sensitivity and reproduction.
30 Think about. 41 I can choose different ways to reproduce a plant.

The big bird in the nest; no. M.A. ‘Incubate’ is when a M.A. Sam should plant cuttings because it is easy and
bird sits on the eggs in a nest. M.A. They have feathers the geraniums will grow quickly.
and wings. Most birds can fly. They lay eggs. Most birds Our world.
build nests. M.A. robin, thrush, swallow, seagull, pigeon, O.A.
eagle, owl, duck, ostrich.
31 What do you remember? Page UNIT 4. VERTEBRATE ANIMALS
1. M.A. Living things: a cat; Non-living things: a train.
2. M.A. Living things breathe air, reproduce and eat food. 42 Think about.
Non-living things don’t breathe air, they don’t reproduce
yes; M.A. I can see a spinal column, a skull, a femur,
and they don’t eat food. 3. Animals: no; yes; no; no;
a tibia, ribs. M.A. dogs, whales, bats; O.A.
Plants: yes; no; yes; yes.
43 What do you remember?
33 Questions.
1. C. 2. A python is a reptile. A swift is a bird. A
1. Food provides us with energy and nutrients. 2. No.
chimpanzee is a mammal. A shark is a fish. A frog is an
M.A. Plants produce their food through photosynthesis
amphibian.
and they need sunlight to carry out photosynthesis.
45 Now you!
35 Questions.
1. Humans are mammals because they are vertebrates,
1. the stomach. 2. M.A. Some plants close their
they breathe through lungs and they are viviparous. 2. A
leaves if you touch them. 3. Sensitivity: You receive
is a primate because its eyes are at the front of its face
information from your surroundings through the sense
and it has a big brain.
organs. This information travels through the nerves and
reaches the brain. The brain decides what to do and Questions.
sends orders to the muscles. 1. M.A. bear, whale, dolphin, sheep, monkey, etc. 2. No.
Humans walk on two legs. Whales and dolphins are
36 Reproduction. marine mammals and they swim using their fins. 3. No.
A is oviparous. B is viviparous. Marine mammals come to the surface of the water to
37 Questions. breathe in oxygen from the air.
1. Sexual reproduction in animals is when the male and 47 Questions.
the female mate and create offspring. 2. M.A. snake. 1. M.A. Birds and reptiles are similar because they
3. Drawing of an apple with seeds inside. Drawing of an both breathe through lungs and are oviparous. They are
apple tree. different because birds have wings, a beak and their
38 Activities. skin is covered with feathers. Reptiles don’t have wings
and their skin is covered with scales. Most reptiles do
1. Carnivores: other animals; M.A. lions, crocodiles;
not incubate their eggs or feed or take care of their
Herbivores: plants; M.A. giraffes, sheep; Omnivores:
babies. Birds incubate their eggs, feed and take care
other animals and plants.; bears, pigs, human beings.
of their babies. 2. No, because they breathe through
lungs. They breathe oxygen from the air.
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3. Yes. Birds have scales on their legs. 4. M.A. emu, 57 Questions.
ostrich. No, all birds have feathers. 1. The tentacles. 2. The slug and the octopus.
49 Hands on! Now you!
The female lays the eggs. The birds incubate the eggs. A A jellyfish. Drawing of a jellyfish. B A spider. Drawing
After 15 days the babies hatch. of a spider. C A snail. Drawing of a snail.

Questions. 59 Questions.
1. To breathe. Fish have gills. 2. They leg eggs in water. 1. M.A. Look at the body and see if the thorax has six
3. No. 4. Amphibians breathe through lungs. legs and four wings. 2. O.A. 3. O.A.
50 Activities. 60 Activities.
1. The bodies of vertebrates have a head, a trunk and 1. Insects’ bodies have three main parts, the head,
limbs. Many vertebrates also have a tail.; Fish and the thorax and the abdomen. The antennae and the
reptiles have scales all over their bodies. Amphibians eyes are part of the insect’s head. The thorax contains
have bare skin. Birds have feathers and mammals have six legs and four wings. 2. M.A. There is a caterpillar
hair or fur.; Birds breathe using their lungs. Fish breathe in the first picture. There is a cocoon in the second
using their gills.; Mammals grow inside the mother’s picture. A butterfly is coming out of the cocoon in the
womb. Fish grow inside an egg. 2. It breathes through third picture. There is an adult butterfly in the fourth
lungs. New born babies drink milk. Its skin is covered picture. 3. A jellyfish: because it has tentacles.
with fur. The babies are born from their mother’s womb. B worms: because it hasn’t got any legs. C spiders:
3. A. A fish. B. A snake. C. A bat. because it has got eight legs. D molluscs: because
51 Your turn! it has got a shell. 4. M.A. with a soft body: mussels,
a. O.A. b. M.A. So that they will not disappear. worms; with legs: centipede, spiders; land: spiders,
beetles; with a shell: snail, crab; without legs: jellyfish,
52 Summary chart. worms; aquatic: nautilus, clams.
Fish breathe through gills. Their bodies are covered with
61 Hands on!
scales. The limbs are: no limbs. The reproduction is
oviparous. Amphibians breathe through gills and lungs. Drawing of a beetle; drawing of a dragonfly; labels:
abdomen, legs, head, wings, thorax, antennae. See SB,
Their bodies are covered with bare skin. The limbs
are four legs. The reproduction is oviparous. Reptiles page 58, Section 1 diagram.
breathe through lungs. Their bodies are covered with 62 Summary chart.
scales. The limbs are four legs except for snakes which Invertebrate animals can be classified into groups:
have no legs. The reproduction is oviparous. Birds jellyfish; worms, for example earthworms; molluscs,
breathe through lungs. Their bodies are covered with for example snails, mussels, octopuses; arthropods,
feathers. The limbs are two wings and two legs. The for example spiders, crabs, insects.
reproduction is oviparous. Mammals breathe through
lungs. Their bodies are covered with hair or fur. The 63 I can classify animals.
limbs are four legs, or two arms and two legs, or two It is a bird because it has feathers. It is a vertebrate
wings and two legs. The reproduction is viviparous. because it has a backbone. It is an insect because
it has two antennae, six legs and four wings.
53 I can choose a pet.
O.A. Our world.
M.A. The Spanish moon moth has got large green
Our world.
wings. On the wings are four circles. Its body is furry.
M.A. No. No.
It has short, dark brown antennae. M.A. People discover
more insects than other animals because insects
Page unit 5. invertebrate animals are the largest group of animals. M.A. No, most new
species are discovered in nature. O.A.

54 Think about.
an invertebrate; M.A. the air in the nautilus’ Page Term revision
compartments; M.A. snail, worm, jellyfish, ant;
M.A. snail, mussel, oyster, crab; O.A.
64 UNIT 1
55 What do you remember? 1. A arm, B forearm, C thorax, D abdomen, E thigh,
1. Vertebrates: snake, mouse, trout; Invertebrates: F leg. 2. a. bones, b. joints, c. muscles.
mussel, prawn, tarantula. 2. M.A. butterflies, worms, UNIT 2
jellyfish. 3. M.A. ants, flies, beetles. 3. M.A. The sense organ of touch is the skin. The touch
receptors distinguish different sensations. The sense
organ of hearing is the ear.
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ANSWER KEY
The cochlea receives the sound and sends it to the All machines need energy to function. Motors can
brain. The sense organ of smell is the nose. Smell work with energy from petrol, which is a combustible
receptors capture the odour and send signals to fuel. 2. A communication, B helping with housework, C
the brain. The sense organ of taste is the tongue. travelling, D exerting force. 3. A uses electricity. B uses
The taste buds distinguish five basic flavours. 4. b, c, a. electricity and human force. C uses combustible fuels.
D uses human force. 4. A2, B1, C5, D4, E3.
65 UNIT 3
5. M.A. A Reproduction: It shows eggs in a nest. B 74 Summary chart.
Nutrition: The cats are drinking milk. C Sensitivity: The Machines function with energy which can be from
children are responding to changes in the environment. people, electricity, wind or combustible fuels. Machines
They are using their eyes to see where the ball is, their can be simple with one or few parts or compound
brains to decide what to do and their muscles and have many parts.
to run and kick. 6. Plants do not eat food because
they produce their own food through photosynthesis. 75 I can choose a machine.
M.A. A is the cheapest. B is the most powerful.
UNIT 4 C is the strongest. M.A. I would buy C because it is
7. A Carp, B Dolphin, C Turtle. the strongest but not the most expensive.
UNIT 5 Our world.
8. A head, B thorax, C abdomen, D antennae, E wings, M.A. Scissors. I can cut myself. I have to use them
F legs. carefully. A scooter. I can fall off. I have to ride sensibly.
A toaster. I can get an electric shock. I shouldn’t put
my fingers inside it.
Page UNIT 6. Machines
66 Think about. Page UNIT 7. Planet earth
M.A. A flying machine. M.A. aeroplane, helicopter.
M.A. computer, dishwasher, hairdryer. 76 Think about.
flat; no; M.A. Means of transport: car, hot air balloon,
67 What do you remember? train, ship, submarine, plane, motorbike; aeroplane and
1. M.A. One or few parts: tin opener, screwdriver, ship; O.A.
hammer. Many parts: television, computer, washing
machine. 2. A You use a boat to travel. B You use 77 What do you remember?
a torch for light. C You use a calculator to calculate. 1. B. 2. During the day you can see the Sun and at
D You use a cutter to cut. 3. A petrol, B electricity, night you can see the Moon. 3. Drawing A is correct
C electricity, D human force. because the Earth orbits the Sun.
69 Questions. 79 Questions.
1. Yes, a television is a machine. M.A. We use 1. M.A. A because most of the Earth is covered
televisions for communicating. 2. M.A. a. bus, car, with water. 2. The Sun looks bigger and brighter than
bicycle. b. calculator, computer, whiteboard. c. game other stars in the sky because it is closer to the Earth.
console, scooter. d. computer, pen, calculator. 3. No. The seas on Earth contain water, the seas
on the Moon do not contain water. 4. Some people want
Your turn! to call our planet ‘Water’ because most of the Earth is
a. B, C, A. B is older because it uses human covered with water. 5. Water from the seas is salt water.
energy, and it is simpler with fewer parts. b. A uses Water from rivers and lakes is fresh water. 6. You can
combustible fuel, B uses human force, C uses human see the Moon at night because it reflects light from
and animal force. M.A. A is the best because it is the Sun. 7. The Moon seems bigger than the Sun
the most efficient. because it is nearer. 8. No, they are not planets.
71 Questions. The Moon is a satellite. The Sun is a star. 9. No, it is
not possible to live on the Moon. The Moon does not
1. A motor is a machine which produces movement.
have any water or air.
M.A. A motor that functions with electricity: a DVD
player, a computer, a toaster. A motor that functions 80 Questions.
with combustible energy: a bus, an aeroplane, a tractor. 1. Rotation is the movement of the Earth as it rotates
2. M.A. Simple machines: a wheel, a nutcracker, on its axis. It causes day and night. Revolution is
tweezers. Compound machines: tin opener, car, bicycle. the movement of the Earth as it orbits the Sun.
3. A a wheel and B a lever. It causes the seasons. 2. The four Moon phases:
72 Activities. full moon, waning moon, waxing moon, new moon.
1. Machines are objects that help save energy. Planes 81 Hands on!
and cars help us move from one place to another. O.A.
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83 Questions. 4. B, C, A. In B, the ice is melting. In C, the water is
1. The Northern Hemisphere and the Southern getting warm. In A, the water is turning into water vapour.
Hemisphere. 2. Continents: America, Europe, Asia,
91 Hands on!
Africa, Oceania and Antarctica. Oceans: the Atlantic,
the Pacific, the Indian, the Arctic and the Antarctic. If it is hot, the ice melts faster. If it is cold, the ice
3. M.A. Europe. 4. Asia is in the East. melts slower. Instructions O.A. See SB, page 91.
Yes, the quantity of ice that you put in a glass of water
84 Activities. influences the time it takes to melt. If there is more ice,
1. Life on Earth is possible because the Sun always it takes longer to melt.
gives off light and heat. Most of the Earth is covered
Questions.
in water. The Sun is the nearest star to Earth. There
are many craters on the surface of the Moon. 2. a. The 1. M.A. People need water to drink and for many other
rotation of the Earth takes 24 hours or one day. b. One uses: washing, bathing, watering plants. 2. Water
Earth revolution takes 365 days or one year. c. One freezes at 0 degrees Celsius.
revolution of the Moon takes 28 days or a lunar month.
92 Now you!
3. Students colour the left-hand side of the Earth and M.A. 466 litres.
shade in pencil the right-hand side. 4. A West, B North,

C East, D South. 93 Questions.
1. Salt water is in the sea and the oceans. It contains
85 Your turn! a lot of salt. Fresh water is in streams, rivers and lakes.
a. The smallest planet is Mercury. The largest planet It contains very little salt. 2. A aquifer, B fresh water,
is Jupiter. b. Mars is hotter than Jupiter because it is C salt water.
closer to the Sun. c. The inner planets are made
of rock. The outer planets are made up of gases. 95 Questions.
The outer planets are larger and colder than the inner 1. a. When water vapour condenses, it forms clouds. b.
planets. Clouds move across the sky because of wind. c. Water

falls from the clouds to the land as rain, snow or hail.
86 Summary chart. d. Rivers carry the water back to the sea. 2. M.A. Water
The Earth’s movements are rotation this is when evaporates from the sea and forms water vapour. This
it turns on its axis, this causes night and day; revolution vapour rises, condenses and forms clouds. Wind moves
this is when it orbits the Sun, this produces the four the clouds over the land. The water droplets in the
seasons. clouds join together. The water falls back to Earth as
87 I can choose a scientific instrument. rain, snow or hail. This water then goes into rivers
M.A. Binoculars: Advantages: Easy to use, Easy and back to the sea or it sinks into the ground and
to carry. Disadvantages: Can’t see detailed images forms aquifers.
of the Moon, Can’t see any of the planets. Telescopes: 96 Activities.
Advantages: Can see detailed images of the Moon, Can 1. (clockwise) evaporation, condensation, freezing.
see some of the planets. Disadvantages: Expensive, 2. Use water: M.A. Water: I brush my teeth. I wash the
Not easy to carry. M.A. I would choose a telescope dishes. I wash my clothes. I have a shower. I water
because you can see more with it. the plants. No water: I study. I go to the shops. I walk
Our world. my dog. I tidy my room. I put on my clothes. 3. Label on
M.A. They eat fish. They have lots of body fat which the left: rain; labels in the middle from top to bottom:
keeps them warm. river, sea; labels on the right from top to bottom:
clouds, condensation, evaporation.
Page UNIT 8. water 97 Your turn!

a. Drinking water comes from reservoirs and wells.
88 Think about. b. Water is treated twice. You can drink it the first time
To keep things cold. 0 degrees Celsius; The ice melts. but not the second. c. O.A. d. M.A. To provide clean
O.A. and safe drinking water.
89 What do you remember? 98 Summary chart.

1. Plants take in water through their roots. 2. M.A. Uses Water is present in three states which are solid, liquid
of water: drinking, washing clothes, cooling nuclear and gaseous. Water goes through four changes:
power stations, putting out fires, growing plants. 3. M.A. melting, freezing, evaporation and condensation.
You find water in lakes, the sea, rivers and rain. You find 99 I can identify ways to save water.
ice at the North and South Poles and in frozen lakes. B, C, F; M.A. Turn off the tap when you brush your teeth.
You find water vapour in the shower and in the kitchen, Use the dirty washing-up water to water the plants.
for example when you boil water.
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ANSWER KEY
Our world. 109 Your turn!

M.A. WaterAid. O.A. Do a sponsored walk or run. a. Inside the box: Thermometer. Outside the box:
Do a sponsored spelling test. Organise a raffle. Pluviometer, Anemometer, Weather vane. b. M.A.
Some instruments are inside the box because they are
not directly affected by wind or rain. Other instruments
Page UNIT 9. AIR AND WEATHER measure the wind and the rain and they need to
be outside the box. c. Pluviometer empty: It is very
100 Think about. hot. There is no rain. There is no wind. Pluviometer
yellow petals, long stems and small leaves; cacti has water: It is very windy. There is some rain. The
and some grasses; Not very often, perhaps every 5, temperature is mild.
20 or even 400 years. M.A. There is very little water
so few plants and animals can grow and live in a 110 Summary chart.
desert. Weather is a combination of temperature, precipitation
and wind. Weather changes with the seasons which are
101 What do you remember? winter, spring, summer and autumn.
1. A, C, D. 2. It’s a windy day. 3. O.A.
111 I can choose activities according to the weather.
103 Questions. a. sunny; b.windy, c. cold and snowy. O.A.
1. Air is the mixture of gases that surrounds the Earth.
Nitrogen, oxygen and carbon dioxide are the gases that Our world.
make up air. 2. Air is invisible, it has weight M.A. It is important to keep our air clean because
and it occupies space. 3. The atmosphere is the layer people, plants and animals need to breathe clean
of gases that surrounds the Earth. The two parts are air. Other causes of air pollution: aeroplanes, CFCs
the lower part, which contains the air we breathe, (aerosols).
and the upper part, which contains very little oxygen.
Now you! Page UNIT 10. LANDSCAPES
B because there is more nitrogen than oxygen in air.
112 Think about.
105 Questions. humid; birch and yew; O.A.
1. Temperature, precipitation and wind. 2. Mountain
climate: temperatures are low and it snows a lot 113 What do you remember?
in the winter. Coastal climate: temperatures are mild 1. O.A. 2. A shows a cliff. It is a high cliff next to the
all year round. Continental climate: temperatures are sea. B shows a beach. It is flat land next to the sea.
very low in winter and high in summer. It doesn’t rain 3. M.A. We can use river water for fishing, water sports,
much. watering plants.
Hands on! 115 Questions.

O.A. 1. Mountains are high with steep sides. Hills are small,
raised areas. 2. M.A. Natural features: mountain and
107 Questions. valley. Man-made features: village and road.
1. M.A. In spring, the tree has flowers and green
leaves. In summer, the leaves start to turn yellow. Now you!
In autumn, the leaves turn brown and fall off. In winter, a. M.A. On the flat land between the moor and the flood
the tree has no leaves. 2. summer; winter; spring and plain. b. M.A. At the foot of the mountain, near the
autumn. 3. In spring, it rains a lot. Temperatures are slopes. c. M.A. On the flat land, near the river.
mild. In summer, it does not rain much. Temperatures
117 Questions.
are high. In autumn, it often rains. At the beginning
1. A bay is a small area of sea that bites into the land.
of autumn, temperatures are mild, but at the end of
A gulf is a large area of sea that bites into the land.
autumn, temperatures get colder. In winter, it can snow.
A peninsula is a narrow piece of land surrounded
Temperatures are low. 4. M.A. In Argentina on 21st
by water on three sides. A cape is a large piece of land
December it is hot. It is the beginning of summer.
that sticks out into the sea. An island is an area
108 Activities. of land completely surrounded by water. 2. A beach is
1. Air is necessary for life. Air is a mixture of gases, an area of low, flat land near the sea. A cliff is an area
for example nitrogen, oxygen and carbon dioxide. Earth of high, rocky land near the sea. 3. M.A. People build
is surrounded by the atmosphere. This is where rain hotels, roads and ports. 4. See SB, page 116, Coastal
and wind form. 2. a. The temperature is mild. Yes, it is landscapes.
raining. No, it isn’t windy. 3. A It is winter. It is sunny
107 Questions.
and cold. B It is summer. It is hot. C It is spring. It is
1. A river is a large, flowing body of water. A tributary is
mild. 4. O.A.
a smaller river that flows into a larger river.
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2. The three main parts of the course of a river are the 125 5. a. Sea water evaporates and changes into water
upper course, the middle course and the lower course. vapour. b. Water vapour condenses and forms clouds.
The upper course is near the source. The river is narrow c. Water in clouds is in a liquid state. d. The water
and flows very fast through the mountains. The middle droplets in clouds fall to earth as rain, snow or hail.
course flows through the plains. The river has more e. When rain freezes, it falls to Earth as snow or hail.
water and flows more slowly. The lower course is near
the mouth of the river. The river is wide and the water UNIT 9
flows slowly. 3. A lake is a natural area of still water. 6. A Air has weight, so the balloon with air is heavier

A reservoir is a man-made area of still water. 4. The than the balloon without air. B Air is invisible, but it
source of a river is where it starts. The mouth of the occupies space, so air leaves the bottle and water goes
river is where it ends and meets the sea. A lake is in. C Air occupies space, so if you inflate something it
a large body of fresh water. A pond is a small body changes shape because of the air inside it.
of fresh water.
UNIT 10
Now you! 7. mountain B, river C, gulf E, mountain chain A, plains

M.A. Near a reservoir because there is more volume D, cape F. 8. The upper course of a river is narrower
of water and the land is flat. and faster and flows through the mountains. The middle
course of a river is wider and slower and flows through
120 Activities. the plains. The lower course of a river is wide and slow
1. summit a, plains c, slope d, moors e, foot b. 2. and flows into the sea.
The course of a river can be upper, middle or lower.
Ponds are small lakes. A river bed is the ground over
Page UNIT 11. villages and cities
which a river flows. Tributaries are rivers that flow into
other rivers. 3. narrow; slowly; flat; middle course,
because it is flowing through the plains. 4. O.A. 126 Think about.
In Brazil. America; modern; M.A. Brasilia is big. It is
121 Hands on!
built on flat land. The streets are wide. It has some big
Green represents land that is at or near sea level (0 to buildings. It is quite green, and there are lots of open
200 metres high). Yellow represents land that is 200 spaces. O.A.; O.A.
to 500 metres above sea level. white; the Cantabrian
Chain; blue; the South; O.A. 127 What do you remember?
1. B is a village. A is a city. 2. M.A. In A, the buildings
122 Summary chart.
are tall, and the streets are wide. There are a lot of
Landscapes: inland which can be mountain landscapes cars. There are traffic lights and a zebra crossing. The
which have mountains and valleys, or flat land where pavements are wide. In B , the buildings are not tall.
you can find moors, flood plains and plains; coastal There are not many cars. There are no traffic lights or
which can be cliffs or beaches. zebra crossings. The pavements are narrow.
123 I can choose the best route. 129 Questions.
O.A.
1. M.A. Villages have a small population. The houses
Our world. are low. The streets are short. There is usually a main
O.A.; M.A. Don’t leave litter there. Don’t light fires or square. The most important buildings are in the main
have barbeques in these areas. Plant more trees. square. Most people know each other. 2. In mountain
Don’t chop down trees. villages, people usually work on farms or take care of
the forests. In villages on the plains, people usually
work on farms. In coastal villages, many people work
Page term revision in hotels and restaurants, but some are fishermen. 3.
M.A. The coastal village is on a bay. The land is not flat.
124 UNIT 6 There is a hill. The buildings are quite tall and many
1. Television is used for entertaining and of them are close to the water. There are boats
communicating. It works with electric energy. A hammer in the port. 4. A is a mountain village. You can see
is used for exercising force. It works with human energy. cows in mountain villages. B is on the plains. You can
A car is used for transporting. It works with energy from see farms on the plains. C is a coastal village. You can
petrol. see hotels in coastal villages.
UNIT 7
131 Questions.
2.The Moon looks bigger than the Sun because it is
1. M.A. Cities have a large population. They have many
closer to the Earth. 3. A east, B north, C south, D west.
tall buildings. There are many services and a lot of
UNIT 8 traffic. 2. M.A. The streets are quite wide. There are
4. First row left to right: solid, liquid, gas. Second row many cars. The buildings are close together. Some
left to right: freezing, condensation. buildings are tall.
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ANSWER KEY
Many buildings look like houses; these all look the Free-range farming: the animals live in the open and eat
same. 3. Two advantages: lots of services, many jobs. grass or grain. 2. Coastal fishing: fishermen fish near
Two disadvantages: a lot of noise, a lot of pollution. the coast. They go out in small boats and use nets.
Deep-sea fishing: fisherman fish a long way from the
Hands on! coast. They go out in big boats which have refrigerators.
The museum. I found column C, then row 2. Car park 3. We get stones and minerals from mines. We get
A-3, museum C-2, Blue Street D-1. wood from forests.
132 Activities. Now you!
1. a. The streets are short and narrow. Village. b. Many 1. O.A.; 2. M.A. We would have many problems. There
people live here. They work in offices and factories. would be a lot less food. There wouldn’t be as many
City. c. It has areas called suburbs. City. 2. suburbs: C, animals for meat or milk or eggs. There wouldn’t be
modern, wide. modern district: B, modern, wide. 3. O.A. as many vegetables or fruit.
4. O.A.
143 Questions.
133 Your turn! 1. The industrial process is when raw materials are
a. You should cross the street at the zebra crossing. transformed into manufactured products. It takes place
b. M.A. Drivers should not use their mobile phones. in factories. 2. Consumer industries make products
Drivers should stop at red traffic lights. Passengers to sell directly to the customers. 3. Factories can
should not distract the driver. Passengers should not contaminate the land, air and water. Roads and railways
put their hands or head out of the window. are built to transport products. Factories are grouped
134 Summary chart. together on industrial estates. 4. Raw materials
are natural resources transformed by factories.
Villages. The streets are narrow / short. The buildings
Manufactured products are made in factories.
are low. There are villages in the mountains, on the
plains and on the coast. Cities. The streets are wide. 144 Activities.
The buildings are tall. Cities have three different parts: 1. a. Growing crops in dry areas. dry farming b. Farm
the historic centre, the modern district and the suburbs. animals such as cattle and sheep. livestock c. Fishing
135 I can describe where I live. near the coast with small boats. coastal fishing 2. A
The farmer ploughs the land. B Then, he fertilises the
O.A.; O.A.
land. C Next, he sows the seeds. D Finally, he harvests
Our world. the corn. 3. Types of industry: Primary: steel, cement.
M.A. I could teach them to speak Spanish and to sing Consumer: cars, medicines. Technological: computers,
Spanish songs. mobile phones. 4. O.A.
145 Hands on!
Page UNIT 12. jobs agriculture and farming in Spain; irrigated crops; mostly
in the centre but also in the north and in the south;
136 Think about. M.A. Seville and Murcia.
cacao trees; chili peppers; money; bitter, spicy or with 146 Summary chart.
sugar; a chocolate shop.
Industry changes raw materials into manufactured
137 What do you remember? products. Industry can be primary for example, the
1. M.A. nurse, teacher, banker, farmer, salesperson. 2. steel industry, consumer for example, the car industry,
A wool, B leather, C wood, D metal and precious stones. technological for example, the computer industry.
139 Questions. 147 I can organise my time.

1. M.A. Crop farmers plough the fields, they water M.A. Morning activities: learn how to bake bread and
and fertilise the soil, they sow the seeds, they spray ride a horse. Afternoon activities: plant seeds and learn
the plants with pesticides and they harvest the crops. how to milk a cow.
2. Dry farming means that farmers grow crops which Our world.
need little water. Irrigation is a method of watering O.A.
plants with water from rivers or lakes.
Your turn! Page UNIT 13. work and services
a. M.A. I add fertiliser to the soil. Then I cut the shoots
off the vines. I fumigate the vines. 148 Think about.
141 Questions. M.A. Tunnels are used for cars and lorries and trains
1. Intensive farming: the animals live in pens and to go through mountains or under the sea. Darkness,
barns. Farmers give them hay or dry feed to eat. small lights; lights: it looks like the Sun is rising; O.A.
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149 What do you remember? Private transport is provided by an individual or a private
1. M.A. I use the bus. It’s public. I also use a car. company. c. Wholesalers buy products directly from
It’s private. 2. M.A. A boat or a ferry or a plane or a the factory in large quantities. Retailers buy products
helicopter because you have to cross over the water. 3. from the wholesaler in smaller quantities. d. Means of

M.A. A greengrocer’s, B hypermarket, C haberdashery transport move people and merchandise from one place
or a hypermarket, D shoe shop or sports shops, E to another. Means of communication send information
flower shop, F newsagent’s. from one place to another. 3. A producer, B wholesaler,
C retailer, D consumer. 4. Personal: A mobile phone
151 Questions. and D computer; Media: B television and C newspaper.
1. Services help people by providing a service. M.A. a
waiter, a bus driver and a doctor 2. Public services are 157 Hands on!
provided by the government, for example, firefighting. O.A.; The green dot means that the container can
Private services are provided by individuals or private be recycled. M.A. Yes, it very important. It helps the
companies, for example, banks. 3. You can find consumer buy the correct product and look after it
educational services in schools and universities. You properly.
can find health services in hospitals, clinics and health
158 Summary chart.
clinics.
Transport services: buses, undergrounds, ferries;
Now you! Communication services: newspapers, radio, the
A, B and C work in services. Internet; Tourism services: travel agencies, hotels,
restaurants; Cultural services: cinemas, museums,
152 Questions.
theatres.
1. First, farmers get wool from the sheep. Then, lorry
drivers take the wool to the factory. Factory workers 159 I can select different means of transport.

make the wool into coats. Next, lorry drivers take the By car: advantages: quicker; disadvantages:
woollen coats to the warehouse. Finally, the woollen more expensive. By train: advantages: cheaper;
coats go to the markets, large shops and small shops disadvantages: slower. You can get from Bellville to
where consumers buy them. the island by ferry or by aeroplane.
153 Questions. Our world.
1. A wholesaler buys large quantities of a product NGO stands for Non-Government Organisation. M.A.
directly from a producer. They sell these products to The International Red Cross provides humanitarian
retailers. A retailer buys smaller quantities of a product protection and assistance for victims of war and
armed violence. United Hands provides medical help
from the wholesaler and sells directly to the consumer.
2. M.A. Yes, because otherwise products might not be and immunisations. Doctors Without Borders provide
safe or they might be too expensive. 3. O.A. urgent medical care in countries where there are
wars or natural disasters. Save the Children provides
Your turn! healthcare, food, education and protection for children.
a. M.A. On the Internet. b. Advertisements can tell us
what a product is for, what it is made from, how much

it costs, what it does or what you use it for. c. O.A. Page UNIT 14. local government
155 Questions. 160 Think about.
1. Means of transport are ways of moving people and O.A.; O.A.; a flag; the mayor and the local council; O.A.
merchandise from one place to another. 2. Means
of communication: telephones (personal), letters 161 What do you remember?

(personal), faxes (personal), e-mails (personal), 1. O.A. 2. O.A. 3. A street cleaning, B parks
newspapers (media), television (media), radio (media), conservation, C cultural services.
Internet (media). 3. Communication satellites are used
to send and receive sound and images, for example 163 Questions.

for television. 1. Local councils organise municipal services. 2. The
mayor and the local councillors make up the local
156 Activities. council.
1. a. A city bus, transport. b. A cinema, entertainment.
Hands on!
c. A hotel, tourism. d. Television, communications. e. A
taxi, transport. f. A newspaper office, communications. O.A.
g. A municipal sports centre, recreational and sports. 165 Questions.
h. A school, educational. i. A hospital, health. 2. 1. Food safety regulations are important because they
a. Producers make products or provide services. make sure that our food is safe to eat. 2. Sanitation
Consumers buy and use products. b. Public transport is services keep our cities clean by making sure we have
provided by the government. clean water and clean sewers.
208
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ANSWER KEY
They collect our rubbish and clean our streets. They There are 1,000 years in a millennium.
make sure our street lights are working, and they take
care of our parks and gardens. Hands on!
O.A.
Now you!
O.A.; M.A. A a. Some kids draw graffiti on things in the 174 Now you!
park. b. I am going to ask the park police to stop them. 1. M.A. Bonfire night. 2. M.A. Bonfire night is on the
c. O.A. 5th November. It is only celebrated in the UK. People
light huge bonfires and watch firework displays. On
166 Activities. 5th November 1605 Guy Fawkes’ tried to blow up the
1. Citizens elect the councillors who name the mayor. English parliament.
The councillors and the mayor make up the town hall.
2. Municipal services: Food hygiene: inspecting the 175 Questions.
local fish market; Police and fire services: putting out 1. M.A. Putting a Christmas tree in your house for
a fire, directing traffic; Sanitation: collecting rubbish; Christmas, eating grapes on New Year’s Eve. 2. O.A.
Town planning and highways: installing a new traffic 3. Historical monuments are very old buildings or other
light, painting white lines on the road; Culture and constructions built a very long time ago. O.A. 4. O.A.
recreation: taking care of the museum, organising a
177 Questions.
local festival, planting roses in the park, repairing the
1. Thousands of years ago, people lived in huts made
public swimming pool. 3. O.A.
of branches and animal skins. Nowadays, some people
167 Your turn! live in houses made of bricks or wood. Others live in
a. O.A. b. O.A. high-rise flats. 2. Hundreds of years ago, common
people walked or travelled by cart or boat. Noblemen
168 Summary chart. rode on horses. Nowadays, everyone travels by fast
The local council is made up of the mayor and the means of transport, for example, cars, boats, trains
local councillors who make decisions in the town hall. and aeroplanes. 3. Thousands of years ago, people
The local council is in charge of municipal services used the river for fishing. Today, people use the river
which consist of food hygiene, police and fire services, for transport and recreation. 4. No, castles did not exist
sanitation, town planning, highways, culture and thousands of years ago.
recreation. The local Council is elected in the local
elections which are held every four years. 178 Activities.
1. Records: Written: letter; Physical: coin; Pictorial:
169 I can take part in decisions about my town. painting, map. 2. D, A, B, C. In photo D John is
M.A. Option A is the best because the sanitation sleeping. In photo A John is playing. In photo B John
services are responsible for keeping the streets clean. is cycling. In photo C John is doing his homework. 3.
Option C is the worst because the problem will get Thousands of years ago, people lived in huts. People
worse if nobody does anything about it. It is unsafe did not travel very far. People didn’t have jobs. They
to have rubbish in the streets. worked all day to find food. Hundreds of years ago,
Our world. people lived in castles and small villages. People
travelled by cart or boat or on horses. People worked in
O.A.
different jobs: millers, blacksmiths, farmers. Nowadays,
people live in houses and flats. People travel by fast
Page UNIT 15. finding out about the past means of transport. Most people work in services.
4. O.A.
170 Think about.
179 Your turn!
Nearly 1,000 years old; a soldier at the Tower of
a. M.A. The Great Wall of China was built over 2,000
London; O.A.; M.A. They tell us about life in the past.
years ago. It was built to protect the Chinese people
171 What do you remember? from invaders from Mongolia. The First Emperor Qin
1. O.A. 2. M.A. The old, red car is long and low. The ordered the wall to be built. b. O.A.
lights are small and round. The windows are small, 180 Summary chart.
too. The modern green car is high, and it has a modern
History can be personal history. You can find
design. The headlights are large. The windows are
information from personal records. For example:
very big. This car is much faster, safer and more
photographs. History can be history of a place. You can
comfortable.
find information from historical records. These can be
173 Questions. written, pictorial or physical.
1. Historical records. 2. Written: book; Pictorial: 181 I can find out about the past.
painting; Physical: brooch, statue, pot. 3. There are 10
M.A. a. At the museum, he learned about art.
years in a decade. There are 100 years in a century.
209
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b. At the castle, he learned about how people lived NOTES:
a long time ago. c. Talking to his grandparents,
he learned about life when they were young. d. Looking
at his parent’s photo album, he learned about their life
when they were young.
Our world.
M.A. No, he isn’t painting anything useful. Sometimes,
graffiti can be a historical record. No, graffiti should
not be painted in most places. Usually it is not art. It
makes our buildings and monuments look dirty.
Page TeRM REVISION

182 UNIT 11
1. M.A. I live in a coastal village. The village is on a
bay. There are many boats. Some of my neighbours are
fishermen. There are hotels and restaurants, too. In the
summer, there are many tourists. I work in a restaurant
as a waiter/waitress.
UNIT 12
2. a. Stockbreeders breed farm animals for their meat,
milk, eggs and skin. b. Crop farmers work the land to
grow the fruit and vegetables we eat. c. Miners dig
mines and quarries. d. Lumberjacks cut down trees for
wood.
UNIT 13
3. The producer makes products. The trader offers
consumers the products from the producer. The
consumer buys the products.
183 UNIT 14
4. A sanitation services. B police and fire services.
C cultural and recreational services.
UNIT 15
5. M.A. When I was 1, I used a dummy. Now I am 9 I go
to school with my father in the car. When I am 14, I will
ride my bike to school. 6. a. The most recent events are
on the right. b. Celia lost her first tooth when she was
6. c. Celia got a tortoise when she was 8.
210
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Oceans and continents
2.400
Kilometre
Scale
1.200
W
Top Science 3 Photocopiable material © 2011 Richmond Publishing / Santillana Educación, S. L.
179214 _ 0242-0256.indd 253 21/02/11 15:59

Bones
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Muscles
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Top Science 3 is a collective work, conceived, designed and created by the Primary Education department at Santillana,
under the supervision of Enric Juan Redal and Vicki Caballero.
English adaptation: Cristina Quincy

Managing editor: Janet Wilson-Smith
Project editor: Sheila Tourle
Editor: Julie Davies
Proofreading: Jane Holt, Sheila Klaiber
Class audio: recorded and mixed by EFS Television Production Ltd, London, UK
Art director: José Crespo

Design coordinator: Rosa Marín
Design Team:
Interiors design: Jorge Gómez Tobar
Cover design: Pep Carrió
Cover illustration: Javier Vázquez
Design development coordinator: Javier Tejeda
Design development: José Luis García and Raúl de Andrés
Technical director: Ángel García Encinar

Technical coordinator: Marisa Valbuena
Layout: Victoria Lucas and David de Pedro-Juan
Art coordination: Carlos Aguilera
All rights reserved. No part of this work may be reproduced, stored in a retrieval system
or transmitted in any form, electronic, mechanical, photocopying or otherwise without the
prior permission in writing of the copyright holders. Any infraction of the rights mentioned
would be considered a violation of the intellectual property (Article 270 of the Penal Code).
If you need to photocopy or scan any fragment of this work, contact CEDRO
(Centro Español de Derechos Reprográficos, www.cedro.org).
However, the publisher grants permission for the photocopying of those pages marked
‘photocopiable’, for individual use or for use in classes taught by the purchaser only.
Under no circumstances may any part of this book be photocopied for resale.
© 2011 by Santillana Educación, S. L. / Richmond Publishing Richmond Publishing

Torrelaguna, 60. 28043 Madrid 58 St Aldates
Oxford OX1 ST
Richmond Publishing is an imprint
United Kingdom
of Santillana Educación, S. L.
PRINTED IN SPAIN
ISBN: 978-84-294-7767-2
CP: 179214
D.L.:
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Top Science 3 PRIMARY

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Teacher’s Book lesson plans

179214 _ 0001-0015.indd 2 21/02/11 15:24

Top Science 3 PRIMARY 3

TEACHER’S MATERIAL TEACHER’S MATERIAL

Teacher’s Resource Book

Teacher’s Resource Book

• To promote understanding and appreciation of the DIGITAL MATERIAL

natural and social environment through situations

which reflect the young learner’s real world. www.richmondelt.com www.santillana.es

cian magenta amarillo negro cian magenta amarillo negro

• To provide opportunities whereby young learners can

Student’s Book Activity Book

8 431300 067 622

Top Science Top Science

Teacher’s Resource Book

PRIMARY PRIMARY 6 6.1-6.5 26-30

Teacher’s Resource Book

curiosity as well as responsibility for the world they

live in. • Digital Flashcards, Posters

Special attention has been paid to the following

Teacher’s Book Teacher’s Resource Book

• Quantity and diversity of the activities DIGITAL MATERIAL ALSO AVAILABLE

Top Science i-solutions is a box set containing four

Resources • Language Companion CD-ROM

Top Science i-solutions has these components:

and Maps Resources

and Maps Resources •• Language

• Careful grading of the level of English throughout the and

289788_CD.indd 1 14/01/11 18:38 289799_CD.indd 1 14/01/11 18:41

course • ••• i-book

• Complementary components in both printed and

digital format to suit all teaching situations.

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

students relate • Discover how bones

the learning • Learn about joints

process to their • Learn how your body

Short texts related to

introduce the main Astronauts in space THINK ABOUT

and to introduce the c. ulna f. abdominals

179203 _ 0006-0017.indd 6-7 26/01/11 11:08

Information and practice pages

The Science content is made accessible by careful language grading and

The human body Head

1 Parts of the body • chin

• We have four limbs.

and diagrams to 2 Inside your body

practise both concepts You body is covered with skin. Your

and language bones are underneath your muscles.

personalise Where are the kidneys?

the contents Main organs.

179214 _ 0001-0015.indd 5 21/02/11 15:25

4 How do you bend your arm?

Key vocabulary 2 Joints

NOW YOU! humerus ulna triceps

previous knowledge to the young

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1 Read the summary.

help students head .......... ..........

sight nose retina