Essential Science Plus 4 PRIMARY Teacher’s · PDF fileEssential Science Plus 4 PRIMARY...

Essential Science Plus 4PRIMARY

Teacher’s Book

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Student's Book 4 ContentsUNIT SCIENCE SYLLABUS TOPICS

STARTER� 4People, culture and society • At school

• Our journey to school

1 We grow and change

6

Health and personal development

• Stages of life• Babies• Our bodies change• We are all different• We look after our body• We need to rest

2 Food and nutrition

14


• A healthy, balanced diet• Nutrients• Healthy, balanced meals• Our mouth• The digestive system 1• The digestive system 2

3 How our body works

22


• The respiratory system• The circulatory system• The excretory system• Our skin• Looking after our systems• Exercise

4 Plants and animals

30

Diversity of living things • Plants make their own food• Plants reproduce 1• Plants reproduce 2• Animals eat and breathe• Vertebrates reproduce• Invertebrates reproduce

END OF TERM

5 Ecosystems

40

The environment and its conservation

• What are ecosystems?• Food relationships in ecosystems• Relationships in ecosystems• Types of ecosystems• Forest ecosystems• Looking after ecosystems

6 Minerals and rocks

48


• What are minerals like?• Minerals everywhere• What are rocks like?• Uses of rocks• What is soil?• Types of soil

UNIT SCIENCE SYLLABUS TOPICS

7 The Earth, the Sun and the Moon

56


• Celestial bodies• The Solar System• The Earth• The Earth’s movements• The seasons• The Moon

8 Materials and machines

64

Objects, machines and technology

• Materials• Properties of materials• How we use materials • Simple machines• Complex machines• Jobs and machines

END OF TERM

9 Energy and forces

74

Matter and energy • Energy• Renewable and non-renewable

energy sources• Light• Objects and light• The colours of light• Forces

10 Work and technology

82


• Services• Trade • Tourism• Communications• The Internet• Advertising

11 Where we live

90

People, culture and society • Where is Spain?• Autonomous Communities• Municipalities• Spanish institutions• Government and elections• Rights and obligations

12 Learning from history

98

Changes in time • Studying history• Prehistory• Ancient history: the Roman Empire• The Middle Ages• The Modern Age• The Contemporary Age

END OF TERM AND KEY VOCABULARY

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Student's Book 4 ContentsUNIT SCIENCE SYLLABUS TOPICS

STARTER� 4People, culture and society • At school

• Our journey to school

1 We grow and change

6


• Stages of life• Babies• Our bodies change• We are all different• We look after our body• We need to rest

2 Food and nutrition

14


• A healthy, balanced diet• Nutrients• Healthy, balanced meals• Our mouth• The digestive system 1• The digestive system 2

3 How our body works

22


• The respiratory system• The circulatory system• The excretory system• Our skin• Looking after our systems• Exercise

4 Plants and animals

30

Diversity of living things • Plants make their own food• Plants reproduce 1• Plants reproduce 2• Animals eat and breathe• Vertebrates reproduce• Invertebrates reproduce

END OF TERM

5 Ecosystems

40


• What are ecosystems?• Food relationships in ecosystems• Relationships in ecosystems• Types of ecosystems• Forest ecosystems• Looking after ecosystems

6 Minerals and rocks

48


• What are minerals like?• Minerals everywhere• What are rocks like?• Uses of rocks• What is soil?• Types of soil

xi

UNIT SCIENCE SYLLABUS TOPICS

7 The Earth, the Sun and the Moon

56


• Celestial bodies• The Solar System• The Earth• The Earth’s movements• The seasons• The Moon

8 Materials and machines

64


• Materials• Properties of materials• How we use materials • Simple machines• Complex machines• Jobs and machines

END OF TERM

9 Energy and forces

74

Matter and energy • Energy• Renewable and non-renewable

energy sources• Light• Objects and light• The colours of light• Forces

10 Work and technology

82


• Services• Trade • Tourism• Communications• The Internet• Advertising

11 Where we live

90

People, culture and society • Where is Spain?• Autonomous Communities• Municipalities• Spanish institutions• Government and elections• Rights and obligations

12 Learning from history

98

Changes in time • Studying history• Prehistory• Ancient history: the Roman Empire• The Middle Ages• The Modern Age• The Contemporary Age

END OF TERM AND KEY VOCABULARY

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6A

Content objectives• To learn about the main stages of life

• To learn about the needs and abilities of babies

• To discover how boys and girls change during adolescence

• To appreciate that we are all different

• To learn about basic healthy habits

• To learn why it is important to get enough sleep

Language objectives• To contrast situations in the past and the present

• To ask and answer questions about sleep

• To describe physical characteristics

• To describe needs and obligations

• To give advice

• To describe the consequences of not getting enough sleep

Assessment criteria• Describe the main stages of life

• Describe the needs and abilities of babies

• Explain how boys and girls change in adolescence

• Describe how we are different

• Name some basic healthy habits

• Explain why it is important to get enough sleep

Unit outline

NovemberOctober December

Contents• The four stages of life

• Characteristics of babies

• Changes during adolescence

• How we differ from each other

• Basic healthy habits

• Why we need to rest

• Conducting surveys and interpreting their results

• Using photos to describe Ss’ physical changes from babyhood to the present

• Describing the abilities of different family members

• Reading and correcting sentences

• Completing a bar chart to record the results of a survey on shoe size

• Reporting on the sleeping habits of classmates

• Understanding how we grow and change from babyhood to childhood and from childhood to adolescence

• Appreciating how different types of surveys give us information

• Understanding why it is important to get enough sleep

Unit content

Suggested timing for the unit

Investigate!How have you changed since you were a baby? Find out and report.

Do your classmates get enough sleep? Find out and report.

We grow and change

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6B

We grow and change

Stages of life

Babies

Our bodies change

We are all different

We look after our body

We need to rest

Values education

Processing information and digital competence

• Understanding how to carry out surveys and record the results (SB p. 10: 2. Does everybody in your class have the same shoe size? Do a survey and draw a bar chart to record the results. p. 12: 1. Investigate! Do your classmates get enough sleep? Find out and report.)

Social competence and citizenship

• Accepting that we are all different, and that these differences are enriching (SB p. 10: We are all different. Audio recording, track 1.5; 1. Write a description of your friend.)

• Recognizing the role of hygiene, diet and exercise in staying healthy (SB p. 11: We look after our body. Audio recording, track 1.6; 2. What should they do to look after their bodies? Look and write. Audio recording, track 1.7)

Autonomy and personal initiative

• Using the knowledge acquired in the unit to develop or reinforce healthy habits (SB p. 11: We look after our body. Audio recording, track 1.6; p. 12: We need to rest. Audio recording, track 1.8)

Unit outline Competences

• Accepting that we grow, learn and change throughout life

• Recognizing that each stage in life presents new opportunities for learning

• Reflecting on the connection between healthy habits and well-being

Investigate!How have you changed since you were a baby? Find out and report.

Do your classmates get enough sleep? Find out and report.

Show what you knowThe main stages of life

Developing healthy habits

How much sleep people need

We grow and change

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six

We grow and change1

Look and say

Whatcanyouseeinthepicture?

Dothesepeoplebelongtothesamefamily?

Whichmembersofthefamilycanyousee?

Arethereanybabiesinyourfamily?

Howisababyboydifferentfromababygirl?

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Stages of life

1 SPEAKING. Choose two family members. Which stage of life are they in? Tell your partner.

Example: Mybrotherisfourteenyearsold.Heisanadolescent…

Aswegetolder,wegrowandchangeinmanyways.Wegothroughdifferentstages of life.

Childhood.Babiesareverysmall.Childrenarebiggerthanbabies.Theycandomanythings,buttheyhavetolearnaboutthe worldaroundthem.

Adolescence.Whenchildrenbecomeadolescents,theirbodiesbegintochange.

Adulthood.Afteradolescence,westopgrowingandbecomematureadults.Adultscanhavetheirownchildren.

Old age.Whenadultsbecomeelderly,theirhairmaygogreyandtheirbodiesbecomeweaker.Wecanlearnalotfromelderlypeoplebecausetheyhavealotofexperience.

Investigate!

Example: WhenIwasababy,Icouldn’twalk.NowIcanwalkandrun…

2 How have you changed since you were a baby? Find out and report.

Instructions

1. Bringthreephotostoclass:oneofyouasa baby,oneofyouwhenyouwerefouryearsold,andoneofyounow.

2. Thinkabouthowyourappearancehaschanged,andaboutthethingsyoucouldn’tdowhenyouwereababyorasmallchild,andthethingsthatyoucandonow.

Writeaboutthechanges.

1.1

Unit1

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Objectives• To revise family members

• To discuss the differences between baby boys and baby girls

Key language• Vocabulary and structures: baby,

boy, brother, girl, man, mother, sister, woman; become, change, grow

Presentation• Revise family members with

flashcards: Point to the sister. Is this the grandfather or the father? Note: Ss may say son/daughter or brother/sister for the children.

Look and say• Ask Ss to look at the photo on page

6 of the Student’s Book. Read the questions on the page and ask more questions to recycle and practise the vocabulary:

How are you different from a baby? How do we change when we grow

up? What can a baby do? What can you do?

Reinforcement• Ss bring a photo of their family, mount it on a piece of card and label

the photo with arrows: This is my mother. This is my brother. This is my uncle...

Extension• Ss draw and label a family tree of their family. They should include at least

three generations. Brainstorm additional family members and write them on the board: grandfather, grandmother, great grandfather, etc.

UNIT 1Presentation lesson

Activity Book, page 4, Activity 1

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7seven

Stages of life

1 SPEAKING. Choose two family members. Which stage of life are they in? Tell your partner.

Example: Mybrotherisfourteenyearsold.Heisanadolescent…

Aswegetolder,wegrowandchangeinmanyways.Wegothroughdifferentstages of life.

Childhood.Babiesareverysmall.Childrenarebiggerthanbabies.Theycandomanythings,buttheyhavetolearnaboutthe worldaroundthem.

Adolescence.Whenchildrenbecomeadolescents,theirbodiesbegintochange.

Adulthood.Afteradolescence,westopgrowingandbecomematureadults.Adultscanhavetheirownchildren.

Old age.Whenadultsbecomeelderly,theirhairmaygogreyandtheirbodiesbecomeweaker.Wecanlearnalotfromelderlypeoplebecausetheyhavealotofexperience.

Investigate!

Example: WhenIwasababy,Icouldn’twalk.NowIcanwalkandrun…

2 How have you changed since you were a baby? Find out and report.

Instructions

1. Bringthreephotostoclass:oneofyouasa baby,oneofyouwhenyouwerefouryearsold,andoneofyounow.

2. Thinkabouthowyourappearancehaschanged,andaboutthethingsyoucouldn’tdowhenyouwereababyorasmallchild,andthethingsthatyoucandonow.

Writeaboutthechanges.

1.1

Unit1

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Objectives• To learn about the main stages of

life

• To reflect on how one has changed since they were a baby

Key language• Vocabulary and structures:

adolescence, adolescent, adulthood, baby (babies), childhood, child (children), old age, stage; change, grow; weak(er); My brother is fourteen years old.

Presentation• Ss look at the photos and compare

the people: Who is the youngest/oldest?

1.1

• Play Track 1.1. Ss listen and read.

• Ask: What are the four stages of life? What happens in adolescence/adulthood/old age?

Practice1. Speaking. Choose two family

members. Which stage of life are they in? Tell your partner.

• In pairs, Ss tell each other about two family members.

• Volunteers report what they have learned about their partner’s family: David has a baby sister. She’s six months old.

2. Investigate! How have you changed since you were a baby? Find out and report.

• Show Ss photos of you when you were younger. Ss say how you have changed. Write their ideas on the board: taller now, wear glasses, etc.

• Use their ideas to write a simple text on the board: When I was a child, I was shorter. I didn’t wear glasses.

• Ss write about changes in themselves in their notebooks.

• Ss tape their photos on coloured paper and copy the texts below.

UNIT 1Lesson 1

Reinforcement• Ss draw a table with three columns in their notebooks with headings:

stage of life, people, people I know. They complete the table. For example: childhood, babies and children, my baby cousin and me; adolescence, adolescents, my oldest brother, Michael. Etc.

• Ss write about a person from each stage of life: My baby cousin is 10 months old. My older brother is 15. My grandmother has grey hair.

Extension• Display some of the photos students used in Activity 2. Point to a photo

and ask the class to guess which classmate it is.

• Show pictures of famous people when they were young. Ss identify them.


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8 eight

Babies Newbornbabiesdonothaveteeth.Theycan’teatsolidfoodandonlydrinktheirmother’s milk,ormilkfroma bottle,untiltheyareaboutsixmonthsold.

Newbornbabiescan’tmovearoundontheirown.Theylearntositupwhentheyareaboutsixmonthsold.Theybegintocrawl usingtheirhandsandkneeswhentheyareabouteightmonthsold.Theyusuallybegintowalkwhentheyarealittlemorethanoneyearold.

Babiescan’ttalk.Theymakesounds,buttheydonotbegintosayrealwordsuntiltheyareaboutoneyearold.

Babiesdon’tknowhowtouseatoilet,sotheyhavetowearanappy.Whentheyareabouttwoyearsold,theycanlearntouseapottyoratoilet.

1 Copy and answer the questions.

a. Whatdonewbornbabiesdrink?

b. Whencanbabieseatsolidfood?

c. Canathreemontholdbabycrawl?

d. Cannewbornbabiestalk?

e. Whydobabiesneedtowearanappy?

2 SPEAKING. Are there any babies in your family? What can they do? Tell your partner.

Example: Mycousinisababy.Hecan’twalk,buthecancrawl…

1.2

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2

1.3

1.4

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Objectives• To learn about the needs and

abilities of babies

• To understand how babies grow and develop

Key language• Vocabulary and structures: bottle,

(mother’s) milk, nappy, potty, toilet; crawl; about (six months) old, newborn; He can’t walk, but he can… .

Presentation• Brainstorm what Ss know about

babies: They can’t walk. They can’t talk.

1.2

• Play Track 1.2. Ss listen and read. Pause after each paragraph and ask: Which photo belongs to this text?

• Ask about each photo: Is the baby drinking from a bottle? Point to the nappy, etc.

Practice1. Copy and answer the questions.• Ss copy the questions in their

notebooks.

• In small groups, Ss decide what the correct answers are and write them in their notebooks.

• Check answers as a class.

2. Speaking. Are there any babies in your family? What can they do? Tell your partner.

• In pairs, Ss talk about babies they know and compare their abilities. S1: My neighbour is 11 months old. He can walk, but he can’t talk. S2: My cousin is one year old. She can’t walk, but she can crawl and she can talk a little.

Reinforcement• Write on the board: can and can’t. Ss say one sentence with can and one

with can’t about babies in the photos on page 8: Babies can’t eat solid food. They can drink their mother’s milk or milk from a bottle. Etc.

Extension• At home, Ss ask when they learned to walk and talk. In class, they tell the

rest of the class: I learned to talk when I was one year old. My first word was ‘agua’.

UNIT 1Lesson 2

Track 1.4, Unit 1,

Activity Book, page 4, Activity 2 Activity Book, page 5, Activity 1

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8 eight

Babies Newbornbabiesdonothaveteeth.Theycan’teatsolidfoodandonlydrinktheirmother’s milk,ormilkfroma bottle,untiltheyareaboutsixmonthsold.

Newbornbabiescan’tmovearoundontheirown.Theylearntositupwhentheyareaboutsixmonthsold.Theybegintocrawl usingtheirhandsandkneeswhentheyareabouteightmonthsold.Theyusuallybegintowalkwhentheyarealittlemorethanoneyearold.

Babiescan’ttalk.Theymakesounds,buttheydonotbegintosayrealwordsuntiltheyareaboutoneyearold.

Babiesdon’tknowhowtouseatoilet,sotheyhavetowearanappy.Whentheyareabouttwoyearsold,theycanlearntouseapottyoratoilet.

1 Copy and answer the questions.

a. Whatdonewbornbabiesdrink?

b. Whencanbabieseatsolidfood?

c. Canathreemontholdbabycrawl?

d. Cannewbornbabiestalk?

e. Whydobabiesneedtowearanappy?

2 SPEAKING. Are there any babies in your family? What can they do? Tell your partner.

Example: Mycousinisababy.Hecan’twalk,buthecancrawl…

1.2

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9

Unit1

nine

Our bodies changeWhenwearechildren,boysandgirlshavesimilar bodies.Whenchildrenbecomeadolescents,theirbodiesbeginto changeinmanydifferentways.

Girlsgrowbreastsandtheirhipsgetwider.Hair growsinsomeplacesontheirbody,forexample,undertheirarms.

Boysalsochangeinmanyways,butthechangesinboysaredifferentfromthechangesingirls.Theirshouldersandchestgetwider,andtheirvoicechanges;itbecomesdeeper.Hairalsogrowsonboys’bodies,forexample,ontheirchestandontheirface.

1 Look at the pictures. How do girls and boys change as they get older?

2 True or false? Copy and correct the false sentences.

a. Girlsandboyschangeinthesameway. d.Girlsgrowbreasts.

b. Girlsgrowhairontheirchestandface. e.Boys’voicesgetdeeper.

c. Boys’shouldersandchestsgetwider. f. Boys’hipsgetwider.

1.3

1.4

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Objectives• To learn how boys’ and girls’ bodies

change during adolescence

• To identify the differences between how boys and girls change


adolescence, adolescent, breast, chest, children, face, hair, hip, shoulder, voice; change; deeper, similar, wider

Presentation• Compare photos of boy and girl

babies and adolescents: When do boys and girls look the same/different?

1.3


• Ask: How do girls change? How do boys change?

Practice1. Look at the pictures. How do girls

and boys change as they get older?

• Draw two columns on the board: girls, boys.

• Ss look at the pictures and say how girls and boys change as they get older. Ask: What changes are there that we cannot see in the photos?

• Write their answers in the correct columns on the board.

1.4

• Play Track 1.4. Ss listen to the changes described and say boys or girls.

2. True or false? Copy and correct the false sentences.

• Ss copy the sentences in their notebooks and correct the false ones.

• In pairs, they compare answers.

Reinforcement• On the board, write a mind map about the text at the top of page 9:

Our bodies change → boys – wider: shoulders, chest; hair: legs, chest, face; deeper voice; girls – wider: hips; hair: under arms; breasts. Ss copy the mind map in their notebooks.

Extension• Ss make a class collage with pictures of people from all stages of life:

childhood, adolescence, adulthood and old age. They write a title: We are all different. Ss describe the differences.

UNIT 1Lesson 3


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We are all differentWearealldifferentfromeachother.Wecanbedifferentinmanyways:

Sex /Gender.Menandwomenhavedifferentbodies.

Height and weight.Wearealldifferentheightsandweights.Somepeoplearetallerthanothers.

Body shape.Weallhavedifferentbodyshapes.Somepeoplehavewiderbodiesthanothers.

Individual characteristics.Weallhavedifferenteyecolours,differentskincolours,differenttypesandcoloursofhair,differentvoices,differentshoesizesanddifferentfingerprints.

1 Write a description of your friend.

Example: Davidis10yearsold.Heisaboy.He hasbrowneyesandshort,brownhair.Heistallandthin.Hehaslightskin.Hedoesnotwearglasses...

2 Does everybody in your class have the same shoe size? Do a survey and draw a bar chart to record the results.

3 SPEAKING. How tall are you? Tell your partner. Who is taller?

Example: Iam1metre35cmtall.Danielis1metre45cmtall.Heistaller.

4 Take your fingerprint. Compare it with your partner’s. Are they the same or different?

ten

1.5

32

shoesize

numberof

children

10

9

8

7

6

5

4

3

2

1

033 34 35 36 37 38 39

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Unit1

eleven

We look after our bodyWeneedtolook afterourbodyandhavehealthyhabitstostopusgettingillandtostayhealthy.

Itisimportanttoeata healthy, balanced dietanddrinkenoughwater.

Weneedtoexercise regularlytokeepourmusclesstrong.

Wemusthavegoodhygiene.Itisimportanttokeepourbodyclean tostopgermsfromspreading.

Wemustalwayslookafterourbacksatschoolandathome.Weneedtositcorrectly inourchairsandweshouldnotcarrytoomanybooksin ourschoolbags.

Weneedtorestandgetenoughsleep.

1 SPEAKING. How can we look after our body? Tell your partner.

2 What should they do to look after their bodies? Look and write.

3 SPEAKING. When should we wash our hands? Tell your partner.

Example: Weshouldwashourhandsbeforeweeat...

Example: Weneedtokeepourbodycleantostopgermsfromspreading.

a cb

d e f

1.6

1.7

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Objectives• To recognize different physical

characteristics

• To appreciate how these differences make us unique


characteristic, fingerprint, gender, height, individual, sex, shoe size, skin, weight; taller, wider

Presentation• Ss describe the children in the

photo: He’s tall. She’s got fair hair. Etc.

1.5

• Play Track 1.5. Ask: In what ways can we be different?

Practice1. Write a description of your friend.• Read the example.

• Ss write a description of a friend.

2. Does everybody in your class have the same shoe size? Do a survey and draw a bar chart to record the results.

• Ask questions about the bar chart: How many children wear a size (35)?

• Ss ask the student to their right: What’s your shoe size? Tally their answers on the board.

• Ss copy the results in their notebooks and draw a bar chart.

3. Speaking. How tall are you? Tell your partner. Who is taller?

• In pairs, Ss measure the height of each other using a piece of string. They measure the string with rulers.

• Ss present their results.

4. Take your fingerprint. Compare it with your partner’s. Are they the same or different?

• Ss use an ink pad and blank paper to make fingerprints.

• In pairs, they compare their fingerprints.

Reinforcement• Ss ask a member of their family for details and write a description.

They include information about height/weight, body shape, hair, eyes. My uncle is 40 years old. He is 180 cm tall. He weighs 80 kilos. Etc.

Extension• Ss use an ink pad to make a fingerprint on a sheet of paper. They draw

a magnifying glass around their fingerprint and write clues about themselves: I’m a girl. I’m short. I have brown hair and brown eyes. Who am I? Display them in the classroom. Ss try to guess who they are. To settle any disagreements, Ss take fingerprints of the classmates in question and compare them with the original.

UNIT 1Lesson 4


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Unit1

eleven

We look after our bodyWeneedtolook afterourbodyandhavehealthyhabitstostopusgettingillandtostayhealthy.

Itisimportanttoeata healthy, balanced dietanddrinkenoughwater.

Weneedtoexercise regularlytokeepourmusclesstrong.

Wemusthavegoodhygiene.Itisimportanttokeepourbodyclean tostopgermsfromspreading.

Wemustalwayslookafterourbacksatschoolandathome.Weneedtositcorrectly inourchairsandweshouldnotcarrytoomanybooksin ourschoolbags.

Weneedtorestandgetenoughsleep.

1 SPEAKING. How can we look after our body? Tell your partner.

2 What should they do to look after their bodies? Look and write.

3 SPEAKING. When should we wash our hands? Tell your partner.

Example: Weshouldwashourhandsbeforeweeat...

Example: Weneedtokeepourbodycleantostopgermsfromspreading.

a cb

d e f

1.6

1.7

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Objectives• To learn how to look after one’s

body

• To recognize behaviour and activities that harm our bodies


balanced diet, exercise, hygiene; look after, rest, sleep; clean, healthy, ill

Presentation• Ss brainstorm ways to look after

their bodies: have a shower, brush my teeth, eat fruit and vegetables, do exercise...

1.6


• Ask: Why do we need to exercise? Why is hygiene important? How do we look after our back? Etc.

Practice1. Speaking. How can we look after

our body? Tell your partner.• Ss match the photo with the words

in bold in the presentation text: The soap is for good hygiene. The chair is for looking after our back...

• In pairs, Ss take it in turns to talk about each example.

• Check answers as a class.

2. What should they do to look after their bodies? Look and write.

• In their notebooks, Ss write what each child in the photos should do: He should sit correctly in his chair.

1.7

• Play Track 1.7. Ss listen and point to the correct picture. Then they check their answers to Activity 2.

3. Speaking. When should we wash our hands? Tell your partner.

• Ss work in pairs and then share their ideas with the class.

• Write a class list on the board.

Reinforcement• Ss make a table with a list of healthy habits down the left-hand side

and write the days of the week along the top. For one week, Ss tick the activities they did to look after their bodies. In class, discuss which habits they need to improve.

Extension• Ss invent role plays based on Activity 2. S1 points to a photo and asks:

What should I do to look after my body? S2 answers.

UNIT 1Lesson 5


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12 twelve

We need to restAfterabusydaystudyingandplaying,westarttofeeltired.Ourbodyneedsto rest and recover.Allanimalsandpeopleneedtosleepinordertosurvive.We needtosleepforthecorrectamountoftimeeverynighttostayhealthy.Itisimportanttogetenoughsleeptogiveourbodyenergyforthenextday.Sleepalsohelpsusgrow.

2 SPEAKING. How do you feel if you do not get enough sleep? Tell your partner.

Example: IfIdon’tgetenoughsleep,Ifeeltiredthenextday...

3 SPEAKING. What can you do if you can’t get to sleep? Tell your partner.

Example: IfIcan’tgettosleep,Ireadabook...

Investigate!

All/Most/Some/Noneofmyclassmatesgetenoughsleep.

1 Do your classmates get enough sleep? Find out and report.

Instructions

1. Copythetable.

2. Askyourclassmateshowmanyhourstheysleepeverynight.

3. Recordtheresults.

Example: Howmanyhoursdoyousleepeverynight?

Isleepfortenhourseverynight.

Nowcopyandchoosethecorrectanswer.

Weneeddifferentamountsofsleepdependingonourstageoflife.Theolderweare,thelesssleepweneed.Newbornbabies,forexample,sleepfor16hoursormoreeveryday.Childrenneed10or11hoursandadolescentsneedabout9.Adultsneedabout8hoursofsleep,butsomeelderlypeoplesleepless–onlyabout6hoursanight.

1.8

name hours of sleep

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12

Objectives• To learn how much sleep is

necessary

• To value the importance of rest

• To compare sleeping habits

Key language• Vocabulary and structures: grow,

recover, rest, sleep, survive; feel tired, stay healthy; How many hours do you sleep every night?

Presentation

1.8


• Ask comprehension questions: Why do we need to sleep?

• Read the text in the green box at the bottom of the page. Ask: How much sleep do (newborn babies) need?

Practice1. Investigate! Do your classmates

get enough sleep? Find out and report.

• Write on the board: How many hours do you sleep every night?

• Divide the class into four groups. Ss copy the table. They take it in turns to ask and answer the question and record the results.

• The groups compare their results and copy and complete the conclusion.

2. Speaking. How do you feel if you do not get enough sleep? Tell your partner.

• Brainstorm how people feel when they do not get enough sleep: angry, tired, ill, slow, no energy, etc.

• In pairs, Ss discuss the answer to the question.

3. Speaking. What can you do if you can’t get to sleep? Tell your partner.

• In pairs, Ss discuss what helps them sleep.

• Compare answers as a class.

Reinforcement• Ss write simple sentences in their notebooks about the text in the green

box at the bottom of the page: Newborn babies need to sleep 16 hours. Children need to sleep 10-11 hours. Etc.

Extension• In pairs, Ss talk about dreams they remember.

• Ss look for advice on how to sleep well. They search the Sleep for Kids website at www.sleepforkids.org. Click on Can’t sleep?/Sleep Tips.

UNIT 1Lesson 6


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Investigate!

02/03/12 12:57

13

Unit1

thirteen

Show what you know1 Copy the sentences. Write children, adolescents, adults or elderly people.

a. Theirbodieschangeveryquickly.Girlsgrowbreasts,andboys’voicesgetdeeper.

b. Theirhairmaygogreyandtheirbodiesbecomeweaker.

c. Theyarebiggerthanbabies.Theyhavetolearnabouttheworld.

d. Theycanreproduce.Theirbodiesaremature.

3 SPEAKING. What should they do to look after their bodies? Tell your partner.

Example: Sheshouldgetmoresleepatnight…

4 SPEAKING. How much sleep do these people need? Tell your partner.

Example: Adultsneedabout8hoursofsleep…

2 What are you like? Copy and complete the chart with information about yourself.

Iknowabouthowwegrowandchangeandhowtolookaftermybody.

personal information sex,nameandage

body height,weightandbodyshape

individual characteristics haircolour,eyecolour,skincolour,shoesize,voice,etc.

a b c

a b dc

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13

Objectives• To revise key vocabulary and

concepts for the unit

• To give Ss the opportunity to evaluate their own learning

Key language• Vocabulary and structures: revision

of Unit 1

Presentation• Ss look back through Unit 1: Name

three ways to look after your body. (Hygiene, exercise, rest.)

Practice1. Copy the sentences. Write

children, adolescents, adults or elderly people.

• Ss copy the sentences in their notebooks and write the corresponding group.

2. What are you like? Copy and complete the chart with information about yourself.

• Ss copy and complete the chart in their notebooks.

3. Speaking. What should they do to look after their bodies?

• In pairs, Ss take it in turns to say what the children in the photos should do.

4. Speaking. How much sleep do these people need?

• In pairs, Ss take it in turns to talk about the people’s needs.

Self-evaluationExploit the self-evaluation statements at the end of each unit in the following way:

• Ss read the sentence next to the traffic light icon.

• Ss tell you what they know about (how we grow and change).

• Ask: What was the most difficult / most interesting thing you learned?

• Ss hold up their hands for red (need to improve), amber (good) or green (very good).

Reinforcement• Ss write one true and one false sentence about concepts from the unit.

They read out their sentences and the class say true or false.• Ss write a short description of themselves using the chart in Activity 2,

page 13.

Extension• Ss search the Sleep for Kids website at www.sleepforkids.org.

Click on Why we sleep and How sleep works.

UNIT 1Revision lesson


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