Top Science 4º

Top Science 4 PRIMARY
TEACHERS BOOK
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Contents
Introduction
Students Book organisation . . . . . . . . . . . . . . . . . . . . . . . iv
Teachers Book organisation . . . . . . . . . . . . . . . . . . . . . . viii
Teachers resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Student and digital resources . . . . . . . . . . . . . . . . . . . . . Xii
Key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Students Book contents . . . . . . . . . . . . . . . . . . . . . . . . . . xIV
Teachers Book lesson plans

Welcome to your Science book! . . . . . . . . . . . . . . . . . . . 4
First term
Unit 1 ............................................... 6
Unit 2 .............................................. 16
Unit 3 .............................................. 28
Unit 4 .............................................. 40
Unit 5 .............................................. 52
Second term
Unit 6 .............................................. 66
Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Third term
Unit 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Unit 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Unit 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Unit 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Unit 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
GlossarY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
II
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Introduction
Top
Top
Top Science
Science
Science 33
3 PRIMARY
Top Science is a six-level Primary course which
Top
Top Science
Science 33PRIMARY
PRIMARY
PRIMARY
PRIMARY
STUDENTS MATERIAL
progressively introduces the core curricular STUDENTS
STUDENTS
STUDENTS MATERIAL
MATERIAL
MATERIAL
STUDENTS MATERIAL
Top Science 4
STUDENTS
Top Science 3MATERIAL
STUDENTS
TopTopScience 4
MATERIAL
Top Science
ISBN 978-84-294-8693-3
9 788429 486933
objectives of Natural Science, Geography and History. Science 4
PRIMARY
Top Science 43PRIMARY

Top Science
PRIMARY
Top Science
Book
ISBN 978-84-680-0069-5
PRIMARY
9 788468 000695
Book
STUDENTS MATERIAL
Book
STUDENTS MATERIAL PRIMARY
PRIMARY
PRIMARY
PRIMARY
3 PRIMARY
Top Science 4 PRIMARY Top Science 4 PRIMARY
Top Science
Activity Book
3
S t u de n t s B o o k
Top Science
33PRIMARY
3
Top
TopScience
Science
Activity Book
Book
The course has been designed as an effective, user- Top
Top
Science 3
Science 3
Activity Book
Book
PRIMARY PRIMARY
Activity
Top Science Top Science 3 PRIMARYPRIMARY
Activity
PRIMARY PRIMARY
Activity
Activity Book
Top Science 33PRIMARY
Top Science Science 33PRIMARY
Top Science
Top
Book
Book
Activity
PRIMARY
friendly tool in the classroom.
PRIMARY
Activity
Students Book Activity Book
TEACHERS MATERIAL
TEACHERS MATERIAL
Activity
Activity
Teachers Book
Teachers Resource Book

Teachers Book

The main aims of Top Science are: Class Audio CD
4
Class Audio CD
P RIM ARY
Teachers Book Teachers Resource Book Teachers Book Teachers Resource Book
To promote understanding and appreciation of the

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

i-book i-book
Interactive Whiteboard Interactive Whiteboard
Activities Activities
i-solutions i-solutions
which reflect the young learners real world. www.richmondelt.com www.santillana.es

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To provide opportunities whereby young learners can

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put into practice their personal and social skills. Students
Students
Students Book
Book
Book Activity
Activity Book
Book
Activity Book
Students Book
Activity Book
To offer a content-based approach to Science through TEACHERS MATERIAL
TEACHERS
TEACHERS
TEACHERS MATERIAL
MATERIAL
MATERIAL
which other interdisciplinary skills will develop: TEACHERS MATERIAL
TEACHERS
TEACHERS MATERIAL
MATERIAL
Top Science 3 Top Science 3 PRIMARY
Book
Book
Book
Book
PRIMARY
language, inquiry, learning to learn and making
PRIMARY PRIMARY
CD 2
Top Science 4 Top Science 4 PRIMARY CD 1
Top Science
Class Audio
4PRIMARY
3PRIMARY 4 PRIMARY
3 PRIMARY
PRIMARY
Top
Top Science
Science Top Science
Top Science
8 431300 067639
Book
Top Science
Book
Book
Book
33PRIMARY
3 33PRIMARY
3
ISBN 978-84-294-8995-8
Class Audio
Top
Top
Science
Science Top
TopScience
Science
9 788429 489958
Unit 10. Tracks 10.1-10.6 CD No. 1-6 Unit 1. Tracks 1.1-1.5 CD No. 1-5
Book
Teachers Resource BookBook
Teachers Book
BookBook
PRIMARY Unit 11. Tracks 11.1-11.5 CD No. 7-11
PRIMARY Unit 2. Tracks 2.1-2.6 CD No. 5-11
Top Science Top Science
Resource
Teachers PRIMARY PRIMARY
Book
Teachers Book
Resource
Teachers Unit 12. Tracks 12.1-12.6 CD No. 12-17 Unit 3. Tracks 3.1-3.6 CD No. 12-17
Class Audio
decisions.
STUDENTS MATERIAL Unit 13. Tracks 13.1-13.5 CD No. 18-22 Unit 4. Tracks 4.1-4.6 CD No. 18-23
Science 33PRIMARY
Top Science Science 33PRIMARY
Top Science
Unit 14. Tracks 14.1-14.5 CD No. 23-27 Unit 5. Tracks 5.1-5.6 CD No. 24-29
Top Top
Teachers Book
Book
Book
Top Science 4 PRIMARY Top Science 4 PRIMARY Unit 15. Tracks 15.1-15.5 CD No. 28-32 Unit 6. Tracks 6.1-6.6 CD No. 30-35
Teachers
Activity Book
Resource
Teachers
Resource
PRIMARY PRIMARY Unit 7. Tracks 7.1-7.6 CD No. 36-41
Resource
Resource
Teachers
4 PRIMARY
Unit 8. Tracks 8.1-8.5 CD No. 42-46
TeachersResource
Teachers
Resource
To provide a solid base for values education through
Teachers
Teachers
Teachers
Teachers
TEACHERS MATERIAL
Teachers
Teachers
the course contents so learners develop scientific
Class Audio CD
Teachers Book
Teachers
4 www.richmondelt.com www.santillana.es
Teachers
PRIMARY
Class Audio CD
Class Audio CD
curiosity as well as responsibility for the world they

Teachers Book Teachers Resource Book
Class
Class Audio
Class
Audio CDCD
Audio
CD
DIGITAL MATERIAL ALSO AVAILABLE
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Class Audio
Class Audio CD
CD 13/05/11 17:15
live in. Digital Flashcards, Posters

and Web bank
Teachers Resources
and Maps
i-book
Science Posters
Science Tasks Booklet
Language Companion CD-ROM
Interactive Whiteboard
Activities
i-solutions
Special attention has been paid to the following

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Teachers
Teachers
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Book Teachers Resource
Teachers Book
Resource Book
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Sequencing of the contents Teachers Book
Teachers Book Teachers Resource
Book
Quantity and diversity of the activities DIGITAL MATERIAL ALSO AVAILABLE

DIGITAL
DIGITAL
DIGITAL MATERIAL
MATERIAL
MATERIAL ALSO
ALSO
ALSO AVAILABLE
AVAILABLE
AVAILABLE
DIGITAL MATERIAL ALSO AVAILABLE
Graded level of difficulty in both the explanations and DIGITAL MATERIAL
DIGITAL MATERIAL Digital Flashcards, Posters ALSO
ALSO AVAILABLE
ScienceAVAILABLE
Posters
and Web
Digital bank Posters
Flashcards, Posters Science
Science Posters
the activities Digital
Digital Digital
Flashcards,
Flashcards,
Flashcards, Posters
Posters Science
Science Posters
PostersBooklet
Tasks
Posters
and and
and Web
Web
Web bank
bank
bank
Science
Posters
Posters
and Digital
Digital
TeachersFlashcards,
Web bank Posters
Resources
Flashcards, Posters Science
Science
Tasks
Tasks
Booklet
Booklet CD-ROM
Science Tasks Companion
Language
T o p S cie n c e i- s o lut io ns
i-solutions
4 Top Science

8 431300 115 354
Booklet
CD 4
CD 2
CD 3
CD 2
PRIMARY
Top Science i-solutions is a box set containing four
and Web
and Web
Maps
Teachers bank
bank
Resources
Language
Science
Science Companion
Tasks
Tasks Booklet
Booklet CD-ROM
Clarity of the illustrations and visual explanations Teachers
Teachers Resources
Resources Language
LanguageCompanion
Companion CD-ROM
CD-ROM
CDs which offer digital components for the CLIL
Science classroom.
Teachers Resources Language Companion CD-ROM

8 431300 115 378
8 431300 115 361
Top Science i-solutions has these components:
and Maps
CD 1 Digital ashcards
and andMaps
Maps
Teachers
Teachers Resources
i-book
i-book
Digital posters IWB Activities
Resources Language
Language Companion
Companion CD-ROM
CD-ROM
Web bank
CD 2
CD 3
Teachers Resources and Maps
i-book
and Maps
Careful grading of the level of English throughout the and
and Maps
Maps
CD 4 Interactive Whiteboard Activities
i-book
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course i-book
i-book Whiteboard
Activities
Interactive
Interactive
Interactive
Whiteboard
Whiteboard
CD 2
CD 2
CD 1
CD 2
Interactive
ActivitiesWhiteboard
Activities
Activities
Interactive
ActivitiesInteractive Whiteboard
Whiteboard
i-solutions
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Complementary components in both printed and

Digital ashcards
Digital posters Teachers Resources
Activities
Activities
Web bank and Maps
i-solutions
i-solutions
i-solutions
i-solutions
2 2
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digital format to suit all teaching situations.

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The Students Book
General organisation
Top Science Students Book consists of fifteen core units, organised into three terms.
In addition, there is a revision unit 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 learners 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 6 Matter
WHAT DO YOU REMEMBER?
The changes of state of water IN THIS UNIT, YOU WILL

Short summaries
of main concepts
Water can exist in three states; as a solid,
a liquid and a gas. Ice is solid, water in Learn about matter
and its properties.
learned in
rivers and lakes is liquid, and water in the
Full-colour images atmosphere is water vapour. Find out how matter

changes.
previous levels
Learn about
help students 1. What change happens when ice is heated?
And when water vapour cools?
mixtures.
Find out about
relate the
6.1
2. Copy and complete the chart with the names chemical reactions.
of the processes. Distinguish between
learning process freezing condensation melting evaporation
natural and man-
made materials.
to their own world

Learn about
materials and their Unit objectives in
properties.
ICE WATER
WATER
Classify materials.
Choose materials
simple English
VAPOUR
according to their
properties.
Short texts related An amazing new material

Nowadays, there are many new materials with

to the images to amazing properties. Fibreglass is one of these.

It is made from very thin threads, or fibres,
Products from plants
introduce the main of glass. When the glass fibres are woven together, Plants give us wood, paper, cotton, linen
THINK ABOUT and other products.
they make a strong, light, versatile material.
Numbered
theme of the unit Fibreglass is used to make many different objects, What materials can you
identify in the photographs?
activities to revise
such as boats, surfboards and poles for 3. What is cotton used for? And wood?
pole vaulting. What are the properties
of fibreglass?
Glass fibres are also used in a communication
What is fibreglass
Products from animals
main concepts
Questions to stimulate system called fibre optics. Light travels used for? Animals give us materials such as leather, wool
and language from

through very fine fibres of pure glass. Cables and silk.
What are fibre optics
previous knowledge made of fibre optics send information used for?
previous levels
in the form of light from one side of our planet 4. What animal gives us wool? What animal gives
and to introduce the

to the other. us silk?
66 sixty-six sixty-seven 67
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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.
Changes in matter 44 Chemical

Chemical changes
changes
AA chemical
chemical change
change is
is when
when oneone or
or more
more
Clarity of presentation:
The topic title 1 Matter changes
substances
substances change
different
change into
into one
substances. This
different substances.
one or
This is
or more
is also
more
also called
called short, clear texts
introduces a new Matter changes all the time. For example,
water freezes, wood burns and glass
aa chemical reaction. Here
chemical reaction.
examples:
examples:
Here are
are some
some
and charts make
When wood
When wood or
or fabric
fabric burn,
burn, they
they change
change
concept within the breaks.
Three types of changes in matter are:
into ashes
into ashes and
and carbon
carbon dioxide.
dioxide. studying easier
copper When milk
When milk changes
changes into
into yoghurt
yoghurt or
or
main theme mixtures, changes of state and chemical
changes.
cheese, itit is
cheese,
When fruit
When
is no
fruit is
no longer
longer milk.
is overripe,
milk.
overripe, the
the colour
colour and
and When milk goes through a chemical change,
it becomes something different: yoghurt
flavour change.
flavour change.
or cheese.
2 Mixtures Chemical reactions
Chemical reactions are
are frequently
frequently used
used
in industry.
in industry. For
For example,
example, liquid
liquid petroleum
petroleum
Mixtures are two or more substances
can change
can change into
into different
different types
types of
of plastics,
plastics,
mixed together. For example, soft drinks
bronze which are
which are solids.
solids.
are mixtures. They contain water, sugar,
colouring and other substances. Many
tin
rocks, such as granite, are mixtures.
When you look at granite, you can see the 6.3
6.3
Bronze is an alloy of copper and tin. Bronze is
different substances. very strong. It is used to make bells, statues and 55 Oxidation
Oxidation and
and combustion
combustion
Task listening
Alloys are mixtures of two metals. Alloys many other objects.
Oxidation
Oxidation and
and combustion
combustion are
are chemical
chemical
have different properties from the metals changes.
changes.
they are made of.
activities based on
Oxidation is
Oxidation is when
when aa substance
substance combines
combines
with
with oxygen.
oxygen. For
For example,
example, when
when iron
iron
combines
combines withwith oxygen
oxygen from
from the
the air,
air,
3 Changes of state
GAS
itit changes
changes into
into iron
iron oxide
oxide or
or rust.
rust.
the illustrations and
condensation
Water is not the only substance which can

evaporation
Combustion is
Combustion is when
when something
something burns.
burns.
change state. Alcohol, glass, rocks and
iron can also change state.
When
When aa piece
combines
piece of
combines with
of paper
paper burns,
with oxygen
oxygen and
burns, the
the paper
and produces
paper
produces
Combustion. Paper combines with oxygen and
produces carbon dioxide. Ashes are the part
which does not burn.
texts are recorded on
Substances change state when they are carbon
carbon dioxide
dioxide and
and aa lot
lot of
of heat.
heat.
heated or cooled. LIQUID the Class Audio
We call these physical changes because
solidification
melting
the substances stay the same. Questions

1. What changes in state can occur when a substance is heated? What changes can
SOLID
occur when it is cooled?
Labelled illustrations 2. Which of the following is a physical change and which is a chemical change?
and diagrams to Changes of state. Matter goes through the same

changes of state as water.
a. Butter melts when you put it on hot toast.
b. When a bottle of wine is left open for a long time, the wine changes into vinegar. Questions to aid
practise both concepts 70 seventy seventy-one 71
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Information and practice
6.5
6.5
Materials The properties

44 The properties of
of materials
materials Questions
Simple, repetitive All materials
All materials have
them useful
them
have special
useful for
special properties
for aa specific
which make
properties which
specific purpose.
purpose.
make
1. Why is paper good
for making origame
1 What are materials? Steel is
Steel is strong and resistant:
strong and resistant: itit does
does not
not easily
easily
structures to aid Materials are the substances we use for
Wood has many Petroleum is used
change shape.
change shape. ItIt is
is used
used to
to make
make bridges.
bridges.
shapes? Make a list of its
properties.
Leather is
Leather is flexible: you can
flexible: you can bend
bend itit and
and itit does
does not
not
Key vocabulary
building, making tools, making clothes,
comprehension etc. All materials have properties that are
useful for making things.
uses. to make plastics
and fuels. break.
break. Consequently,
Rubber
Consequently,itit is
Rubber is elastic: you
is elastic: you can
is used
used to
can stretch
to make
make clothes.
stretch itit and
clothes.
and change
change its
its
and make language shape,

shape,but
Glass
but itit goes
Glass is
goes back
back to
to its
transparent: light
is transparent:
its original
light can
original shape.
can pass
shape.
pass through
through itit and
and
highlighted within
2 Natural materials
progress We find natural materials in nature. Natural
you
you can
can see
Aluminium
see through
Aluminium is
through it.
it.
light and
is light and resistant.
resistant. ItIt is
is used
used to
to make
make
the texts
materials come from animals, plants or parts
parts for
for aeroplanes
aeroplanes and and bicycles.
bicycles.
minerals.
Hemp has natural Gold is easy to work Pottery
Pottery is fragile. ItIt breaks
is fragile. breaks easily.
easily. 2. Write an example of a
Leather, wool and silk are natural fibres which are used with, and it does not
to make ropes and deteriorate. It is used material for each property:
materials which come from animals.
fabrics. for making jewellery. resistant, flexible, elastic,
Wood and rubber are natural materials transparent.
which come from plants. Cotton, hemp YOUR TURN !
Some natural materials.
Photos and illustrations and linen also come from plants. We

use them to make fabrics.
Learner autonomy:
Granite and marble are natural materials Choosing the right materials
carefully labelled to aid which come from minerals. They are
used in construction. When you make something, you choose the materials based on their properties.
tasks to apply unit
comprehension Coal and petroleum are also natural
materials.
Wood to
make a bow.
A B Aluminium
foil to wrap a
concepts in real-life
sandwich.
6.4
3 Man-made materials
Cement is made by
crushing and heating
different rocks.
Concrete is made by
mixing water, cement,
sand and crushed
situations
rocks.
Man-made materials are not found in
Plasterboard to Plastic Cork to
nature. They are manufactured from raw make a shelf. to make make a
materials, such as sand, petroleum and a helmet float.
wood. Some man-made materials are visor.
paper, glass, plastics, steel and concrete.
Glass is made by
Most plastics are made
Questions from petroleum. They are
heating sand until a. Write
a. Write sentences
sentences about
about each
each picture.
picture. Choose
Choose from
from these
these words:
words:
it melts and then
cheap and light.
cooling it. resistant, flexible,
resistant, flexible, light,
light, elastic,
elastic, transparent
transparent
1. Is cork a natural or a man-made
material? What about clay? Explain. Some man-made materials.
Example: Wood
Example: Wood to
to make
make aa bow
bow should
should be
be
..

72 seventy-two seventy-three 73 Example sentences
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process
Activities
1 Which of the following things are made of matter?
sand air horse happiness glass darkness Hands Classifying materials

on!
A variety of activity
When you classify materials, first, look at the properties
they have in common, then at the properties that are
The Hands on!
2 Copy and complete the sentences.
types to practise 120 kilos 100 litres

different. Next, classify them into smaller groups.
sections teach
the main concepts This aquarium has a volume of ..........
FABRICS
scientific procedures
in a practical way.
When it is full, it has a mass of ..........
natural
3 Look at this experiment to demonstrate how the empty bottle is not empty.
Copy and complete the text with the words air and water.
man-made
The activities are
animal origin plant origin
Before it goes in the water, the bottle looks
empty. In reality, it is full of ...........
graded in difficulty
.......... weighs less than ........... The ..........
in the bottle goes to the surface and you can throughout the
see the bubbles. As the .......... goes out of
the bottle, the .......... goes in. course.
polyester nylon silk cotton
4 Copy and complete the table.
NATURAL MATERIALS
Classify school materials:
Mineral origin Plant origin Animal origin
granite
pen notebook rubber felt-tip pen pencil sharpener
glue recorder crayon paper drawing pad scissors ruler pencil Activities to
personalise recently
a. Draw a chart which includes all these objects. Add a title. Make four groups
under these headings:
5 What materials are made from these raw materials? Match, then write sentences.
Prompts to aid Used for writing
and colouring.
Books for writing
and drawing.
Used for making
crafts.
Used for other
things. acquired knowledge
oral and written
MATERIALS RAW MATERIALS
b. Try to divide some of the materials into more groups. For example, the first group
glass petroleum can be divided into two: objects used for writing and objects used for colouring.
production cement rocks Example:

plastics sand Cement is made from c. Finally, write the objects under their new headings.
74 seventy-four seventy-five 75
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VI
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Revision and I can
Revision II ccaann
6.6
Choose the right material
1 Read the summary. Jake and Julie want to make a toy lorry. Their mother is going to help them.
They cannot decide whether to use cardboard or wood. Both materials have
Matter
advantages and disadvantages.
I can:
Everything around us is made up of matter. Each different type of matter
is called a substance.
All objects have two properties in common: mass and volume.
Extension
Summary of the Matter exists in three states: solid, liquid and gas. All matter changes. Three
examples of changes are: mixtures, changes of state and chemical changes.
activities are
most important Materials contextualised
concepts to
Cardboard is easy to work with. Wood is not easy to work with.
Materials are the substances which we use to make things.
Materials can be natural or man-made. Some natural materials, such as leather,
The children can recycle old boxes, so
the cardboard does not cost anything.
However, cardboard is not very resistant,
The children need to ask an adult to
saw it. Wood is more expensive than
cardboard. However, this toy lorry will be
in the young
revise both come from animals. Others, such as linen or wood, come from plants. Other
materials, come from minerals. Man-made materials, such as steel and paper, are
so this toy lorry will not last long. more resistant and will last longer.
learners world
not found in nature. They are manufactured from natural raw materials. Which material do you think they should use? Give reasons.
content and Materials have properties that are useful for making different things.
language OUR WORLD

The three Rs
2 Copy and complete. Use information from the summary. To make paper, people cut down trees,
and factories use water and energy. One
way to save trees, water and energy is to
MATERIALS
use less paper. Practise the three Rs
The summary charts are divided into

to help save natural resources.
Reduce: this means using less paper.
help students natural

For example, dont print anything if it is
not really necessary.
Our world:
organise and
Reuse: this means using paper again.
Contemporary
for example For example, use old sheets of newspaper to make crafts.
animal origin vegetable origin Recycle: this means putting used paper in recycling bins. This paper is
memorise the unit for example for example for example
steel
.........
then made into new paper. In this way, fewer trees are cut down and we
save water and energy. issues to reflect
content leather, wool on educational
76 seventy-six seventy-seven 77 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 Students Book activities is provided at the end of this Teachers Book.
Term revision
UNIT 6 UNIT 9
1 Think and answer. What has the greatest mass, a kilo of straw or a kilo of iron? 6 Do these sentences describe an Autonomous Community or a comarca?
Which has the greatest volume?
a. It consists of several municipalities.
b. The municipalities have a similar landscape.
2 The salt we eat comes from salt marshes. Salt c. It has its own government institutions.
marshes are shallow pools filled with sea water.
Gradually, due to heat from the Sun, the water d. It consists of one or several provinces.
disappears and the salt remains.
a. What happens to the water? 7 Copy and complete this index card with information about your Autonomous
Community.
b. What is the name of the change of state
which occurs?
The name of my Autonomous Community is: .........
It borders on: .........
UNIT 7 It is divided into the provinces of: .........
3 Copy and complete the sentences about the transformation of energy. The name of the capital city is: .........
light chemical electrical mechanical

UNIT 10 Cantabrian Sea
FRANCE
a. In a motorbike energy changes into energy. 8 Match the letters on the map to the A
ANDORRA
B
b. In a lamp .. energy changes into .. energy. corresponding places. ATLANTIC
C
AL
OCEAN
TUG
Baetic Chain Ebro River

POR
Balearic
4 Sunshine and wind are renewable energy sources. Coal and oil are non-renewable energy Islands
sources. What is the difference between renewable and non-renewable energy sources? River Tagus Basin a
E Se
an
Inner Plateau Pyrenees i ter

ra ne
ATLANTIC OCEAN Med
UNIT 8 Canary Islands
5 Match the columns, then write sentences about the properties of light.
When we switch on a lamp, white light is made up of lights 9 Copy and complete this chart about the climates of Spain. 179225UR2p123_relieve con crculos
it seems the whole room lights of different colours.
up because
light travels very fast. ......... and .........
Opaque objects create a shadow when The four main
light shines on them because climates of are
Spain and
......... .........
When white light shines through a
light travels in a straight line.
prism, a rainbow is formed because
122 a hundred and twenty-two a hundred and twenty-three 123
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Glossary
The glossary at the back of the Students 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 Teachers Book
General organisation
The Teachers Book reproduces the pages of the Students Book in full colour.
In addition, it provides programming and lesson plans for each unit.
Unit programming
6
Competences
Matter
An overview of the Competence in linguistic Knowledge and interaction Social competence A list of the
communication with the physical world and citizenship
content objectives Identifying materials and their
properties (SB p. 72-73: Materials)
Understanding the concepts of mass
and volume (SB p. 68: The properties of
Avoiding waste by choosing
the correct materials: (SB
competences students
and language are expected to
Recommending specific materials matter) p. 73: Your turn! p. 77: The
for specific tasks according to their Understanding the differences between three Rs)
properties (SB p. 73: Your turn!) the physical and chemical properties of Understanding and practicing
Unit content
objectives as well develop during the
Observing advantages and matter (SB, p. 70: Changes of state; the three Rs: reducing,
disadvantages of materials and p. 71: Chemical changes; Questions) reusing, recycling (SB p. 77:
reaching a conclusion. Presenting Understanding the difference between The three Rs)
as the assessment
this opinion to others. (SB p. 77: I oxidation and combustion (SB p. 71:
Content objectives Contents

can choose the right material) Oxidation and combustion)
unit, with reference to
criteria for each unit specific activities
To learn that everything around us is made of Matter and its properties
matter The state of matter
To learn about the properties of matter Changes in matter
To identify the three states of matter Materials and their properties Unit outline
To discover how matter can change state How to classify materials
To identify changes in matter How to save natural resources: reduce, reuse, recycle
To learn about the properties of materials Unit 6. Matter
To learn how to save natural resources Studying diagrams and photos to understand the
changes of state
Language objectives
A visual map providing
Answering questions about physical and chemical
changes
To describe manner with the preposition Matter and its Changes
by + -ing: Cement is made by crushing and Classifying different materials according to their origin Materials
and properties properties in matter
an at-a-glance summary
heating different rocks.
To understand and respond to questions using Observing illustrations to learn how to choose
the interrogative pronouns which and what: materials based on their properties
Reading and solving a problem by applying acquired
of the unit theme,

Which has more mass, a blown-up balloon or an
empty balloon? What is fibreglass used for? knowledge Hands on! Your turn!
To introduce an explanation with this means: Memorising the three Rs and learning how to put Classifying Choosing the
them into practice materials right materials
topics and special

Reduce: this means using less paper.
To make recommendations using should
Showing interest in finding out about the different
properties of man-made materials
Assessment criteria I can
sections
Revision Our world
Understanding that some sources of natural materials Choose the right material
Explain what matter is and describe its The three Rs
are finite
properties
Appreciating the need to reduce, reuse and recycle
Differentiate between the three states of matter
Describe changes in matter: mixtures, changes
of state, chemical changes, and oxidation and Possible difficulties Suggested timing for the unit
combustion
Content: understanding the difference between matter September October November December January
Explain what materials are and describe their and material; understanding the difference between
Identification of properties
Describe ways of saving natural resources
chemical and physical change
Language: confusing the meanings of made of (made
of wool) and made from (made from grape juice)
February March April May June
A calendar to help
possible difficulties 66A 66B organise the year plan
179236_Unidad_06.indd 88-89 29/06/11 8:46
for Science
Opening pages
UNIT 6
Objectives: the main

Objectives
To revise the states of water
To learn that we get materials for
6 Matter
The changes of state of water

Water can exist in three states; as a solid,
IN THIS UNIT, YOU WILL
What do you remember?
The changing states of water
Show flashcards / pictures of snow
Activities to activate
previous knowledge
making things from plants and a liquid and a gas. Ice is solid, water in Learn about matter and ice, rivers and lakes, steam and
and its properties.
animals rivers and lakes is liquid, and water in the
objectives for each

fog. Ask: Is snow liquid? What is it?
atmosphere is water vapour. Find out how matter
To present the content of the unit changes. Are rivers and lakes solid water? Are
steam and fog liquid water? Write the
1. What change happens when ice is heated?
Learn about
three states on the board. Ss give
lesson
mixtures.
Key language And when water vapour cools?
more examples of water in each state.
6.1 Find out about
Vocabulary and structures: amazing, (Solid: frost, hail; Liquid: rain, seas,
Prompts
2. Copy and complete the chart with the names chemical reactions.
be woven (together), cable, fibre, of the processes. Distinguish between oceans, puddles, ponds; Gas: mist,
fibre optics, fibreglass, fine, material, natural and man- fog) Read the text.
nowadays, pole vaulting, property, pure, freezing condensation melting evaporation made materials.
Revise the changes from one state
strong, surfboard, thin, thread, travel,
Learn about
materials and their
to another. (Heated solid water
for each activity
Key language: a
versatile; atmosphere, change, cool, melts water; heated liquid water
properties.
heat, ice, lake, states: gas, liquid, solid; evaporates vapour; cooled water
Classify materials.
processes: condensation, evaporation, WATER vapour condenses liquid; frozen
ICE WATER Choose materials
freezing, melting; cotton, leather, linen, VAPOUR
liquid water solidifies ice.)
summary of the
according to their
paper, silk, wood, wool properties. 1. Ss read the questions and answer.
An amazing new material
2. Ss copy and complete the chart their
Presentation
main vocabulary and
Nowadays, there are many new materials with notebooks.
amazing properties. Fibreglass is one of these.
Explain that the things we use to Products from plants Play track 6.1. Ss listen and check
make or build objects are called Plants give us wood, paper, cotton, linen their answers.
Recording transcripts
of glass. When the glass fibres are woven together,
structures for the lesson

materials. Different materials have THINK ABOUT and other products.
they make a strong, light, versatile material. Write on the board: solid to liquid =
different benefits called properties. melting; liquid to solid = freezing; gas
Fibreglass is used to make many different objects, What materials can you
Ask: What are the walls made of? Is such as boats, surfboards and poles for identify in the photographs? 3. What is cotton used for? And wood? to liquid = condensation; liquid to gas
this material hard or soft? What are
you wearing? What is it made of? Does
it keep you warm / cool? What are
pole vaulting.
Glass fibres are also used in a communication

system called fibre optics. Light travels
What are the properties
of fibreglass?
What is fibreglass
Animals give us materials such as leather, wool
= evaporation. Ss give examples of
each change. are referenced to the
appendix at the back of
you sitting on? What is it made of? Is used for?
through very fine fibres of pure glass. Cables and silk. Products from plants
it hard or soft? Strong or weak? What What are fibre optics
made of fibre optics send information used for? Brainstorm things made from plants.
A step-by-step
are you wearing on your feet? What
in the form of light from one side of our planet 4. What animal gives us wool? What animal gives Write the answers on the board.
this Teachers Book

are they made of? Is it resistant or
to the other. us silk?
delicate? Read the text.
3. Ss discuss the answers in pairs.
model lesson for

Ss look at the photos. Ask: Is the 66 sixty-six sixty-seven 67
boat going fast or slow? Is it heavy or Volunteers give their answers.
light? Is it big or small? Explain that 179225 _ 0066-0077.indd 66 23/05/11 15:21 179225 _ 0066-0077.indd 67 23/05/11 15:21
the athlete is pole vaulting. Ask: Is the Products from animals
each page of the pole strong or weak? Light or heavy?

Rigid or flexible? Long or short?
Read the text to the class. Check
Further activities
Play Animal vegetable or mineral. Think of an object. Ss can ask up
Further activities
Demonstrate melting. Take the top off an empty, transparent bottle and
Ask: What animals do we get leather
from? (Cows.) What do we use leather
Students Book
for? (Shoes, trainers, bags, coats,
understanding: Whats the name of to twenty Yes or No questions to guess what it is: Is it animal? Is it place an ice cube in the top and wait for it to melt. The liquid water is
etc.) What animals do we get wool
vegetable? Is it mineral? Etc. The first Ss to guess the object correctly collected in the bottle. Demonstrate condensation by breathing on a
Further activities:
the material? Is it old or new? Whats it from? (Sheep.) What do we use wool
made from? (Point out the glass fibres think of another object for the class to guess. mirror or a window. Demonstrate evaporation by boiling a kettle.
for? (Socks, coats, scarves, gloves.)
in the small photo.) Explain that choosing the correct material to make an object is Ask Ss to make a list of reasons why water is important. (For plant
A volunteer reads the text.
Read the questions. Volunteers give complicated because the material has to have properties required growth. Plants give us food, clothes, materials for tools, medicines etc.
their answers. for the purpose of the object. A pole for pole vaulting must be light,
but also strong and flexible. Ask Ss to draw an everyday object and
say what the properties are. Ss can invent an object and say what
We drink it. It helps our body eliminate dangerous toxins. We use it for
cleaning, cooking, recreation, hygiene, manufacturing. Etc.)
4. Discuss the questions with the whole
class. a section offering
properties it has.
reinforcement and
extension activities
6.1 See transcripts, page 194
66 67
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VIII
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Information and practice pages
UNIT 6
Changes in matter 4 Chemical changes
Objectives A chemical change is when one or more 4 Chemical changes
substances change into one or more
To identify some of the changes in 1 Matter changes different substances. This is also called Explain that a chemical change is
matter: mixtures, changes of state a chemical reaction. Here are some irreversible. Say: If we burn a piece
Matter changes all the time. For example, examples:
and chemical changes water freezes, wood burns and glass of paper we obtain ashes. Ask: Can
When wood or fabric burn, they change we make these ashes into paper
To learn that the mixture of two breaks.
into ashes and carbon dioxide.
different metals is called an alloy Three types of changes in matter are: again? (No.) If we mix flour, water,
copper When milk changes into yoghurt or
ttu
mixtures, changes of state and chemical salt and yeast and we cook them, we
cheese, it is no longer milk.
changes. obtain bread. Can we separate the
Key language When fruit is overripe, the colour and When milk goes through a chemical change,
it becomes something different: yoghurt ingredients? (No.)
flavour change.
or cheese.
Vocabulary and structures: break, burn, A volunteer reads the text. Ask: What
2 Mixtures
d
Chemical reactions are frequently used
change, combine, combustion, freeze, in industry. For example, liquid petroleum can milk change into? What gas is
iron, oxidation, oxygen, rust; mixtures: can change into different types of plastics, released when wood burns? Etc.
alloy, made of, bronze, copper, mixed, which are solids.
are mixtures. They contain water, sugar, bronze Ss look at the photo of the chemical
substance, tin; changes of state: cool, colouring and other substances. Many changes of milk and read the caption.
tin
heat; chemical changes: ash, burn, rocks, such as granite, are mixtures.
carbon dioxide, change into, frequently, When you look at granite, you can see the 6.3
6.3
Bronze is an alloy of copper and tin. Bronze is
different substances. 5 Oxidation and combustion 5 Oxidation and combustion
liquid petroleum, overripe, plastic(s) very strong. It is used to make bells, statues and
Oxidation and combustion are chemical Write the titles Oxidation and
have different properties from the metals changes.
1 Matter changes they are made of.
Combustion on the board. Put
((fle
Oxidation is when a substance combines flashcards / pictures of rusting
A volunteer reads the text. with oxygen. For example, when iron
objects and burning objects under the
combines with oxygen from the air,
3 Changes of state it changes into iron oxide or rust. appropriate word.
GAS
2 Mixtures A volunteer reads the text. Ask: What
condensation
evaporation
Combustion is when something burns.
change state. Alcohol, glass, rocks and When a piece of paper burns, the paper Combustion. Paper combines with oxygen and causes oxidation? Is it a quick or a
Explain that a mixture is a physical iron can also change state. produces carbon dioxide. Ashes are the part
combines with oxygen and produces slow process? What is combustion?
change. The substances do not carbon dioxide and a lot of heat.
Substances change state when they are What does combustion produce?
change. heated or cooled. LIQUID
(Heat.)
Ss read the text. Explain that alloys We call these physical changes because
solidification
Ss look at the photo of paper
melting
can be stronger and more flexible, etc. the substances stay the same. Questions burning. Read the caption. Ask: What
Look at the photo of bronze and read substance is burning? What is the
1. What changes in state can occur when a substance is heated? What changes can
the caption. Ask: What is the alloy? SOLID
occur when it is cooled? name of this chemical change? What
Which two metals is it made from? colour is the flame? What is the part
2. Which of the following is a physical change and which is a chemical change?
((fl
What do we use bronze for? that does not burn? (The ashes.)
Changes of state. Matter goes through the same a. Butter melts when you put it on hot toast.
changes of state as water. b. When a bottle of wine is left open for a long time, the wine changes into vinegar. What substances can burn? (Wood,
3 Changes of state coal, gasoline, etc.) Why do we burn
substances? (To obtain heat.)
Ask: What are the three states of 70 seventy seventy-one 71
matter? Ss give examples of solids, Play track 6.3. Ss listen to the
liquids and gases. 179225 _ 0066-0077.indd 70 23/05/11 15:22 179225 _ 0066-0077.indd 71 23/05/11 15:22 sentences about changes in matter
Choose a volunteer to read the text. and say True or False.
Ask: Is water the only substance Values education Values education
that can change state? When do
Talk about the need to be careful in the kitchen. Remind Ss they shouldnt Talk about the dangers of fire. Fire can kill and destroy homes and animal
substances change state? Do the
substances change? cook without supervision. Why can the kitchen be a dangerous place? habitats. Explain that human carelessness can cause fires. (Glass left on Reinforcement worksheet 17
(Hot food. A hot oven can burn. Fires can start easily. If water mixes the ground magnifies the suns rays and produces flames. Unattended
Ss look at the diagram and read the accidentally with hot oil it can splash and burn. Sharp knives can cut and barbeques, or lit cigarette ends thrown on the ground.) Ss make a poster
caption. Write on the board: solid to hurt.) Ss make a poster warning of the potential dangers in a kitchen. of how to prevent fires in forests and the countryside.
Activity Book
liquid = liquid to solid = liquid to
Pages 36 and 37
gas = gas to liquid = ... . Choose Ss Further activities
to complete the information. Further activities
Put oil and water in a transparent bottle. Ask Ss to name the two
substances. Why is the water at the top and the oil at the bottom? Cut an apple to see how it oxidises. Ask: What colour is the cut surface?
Shake the bottle vigorously. Explain that you now have a mixture. It has Why? (The surface of the cut apple is exposed to oxygen in the air and
a different colour, texture and taste from the original substances. Let oxidises after a while. Cut it again, but cover it with cling film or smear
the mixture stand for a short while and see how the mixture separates it with lemon juice. Why doesnt the apple oxidise? (It is not in contact
into water and oil again. with air.) 6.3 See transcripts, page 194
70 71
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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 Teachers Book.
The Glossary on the last pages of the Students Book provides
definitions in simple English of the key vocabulary and concepts.
Activities in the Students 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 4,
the topics presented for discussion include: safety measures in the
kitchen, the dangers of fire, the role of plastics and how they pollute
theenvironment.
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
aphoto of a fibreglass boat. This is a diagram of the changes of state
ofmatter. 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 6
Revision cann
IIca
Objectives Choose the right material I can
T
6.6
To revise and apply the key concepts 1 Read the summary. Jake and Julie want to make a toy lorry. Their mother is going to help them. Choose the right material
of the unit They cannot decide whether to use cardboard or wood. Both materials have
Ss name the advantages and
To practise summarising a text Matter disadvantages of each material and
To give Ss the opportunity to evaluate Everything around us is made up of matter. Each different type of matter write them in a table on the board.
their own learning is called a substance.
Ss write down in their notebooks which
All objects have two properties in common: mass and volume. material they think is more suitable
To value the importance of saving and
Matter exists in three states: solid, liquid and gas. All matter changes. Three and why. Explain that choosing one
T
recycling paper
examples of changes are: mixtures, changes of state and chemical changes. material or the other depends on what
the lorry is used for and whether they
Key Language Materials
Cardboard is easy to work with. Wood is not easy to work with. prefer to work alone or to be helped by
Vocabulary and structures: animal The children can recycle old boxes, so The children need to ask an adult to an adult. Choose volunteers to present
the cardboard does not cost anything. saw it. Wood is more expensive than
/ vegetable (plant) / mineral origin, Materials can be natural or man-made. Some natural materials, such as leather, their answers to the class.
However, cardboard is not very resistant, cardboard. However, this toy lorry will be
come from animals. Others, such as linen or wood, come from plants. Other so this toy lorry will not last long. more resistant and will last longer.
man-made / natural materials; leather, materials, come from minerals. Man-made materials, such as steel and paper, are
linen, marble, paper, wood, wool, steel, not found in nature. They are manufactured from natural raw materials. Which material do you think they should use? Give reasons. Our world
granite; advantage / disadvantage, Materials have properties that are useful for making different things. The three Rs
cardboard, craft, cut down, expensive,
factory / factories, last (long), lorry, new Ask: What do you do with old
OUR WORLD newspapers and magazines at home?
/ used, print, recycle, reduce, resistant,
reuse, save, saw use (again / less) The three Rs What do you do with the paper you
2 Copy and complete. Use information from the summary. To make paper, people cut down trees, dont need in class? Examine the
and factories use water and energy. One contents of the class bin and take out
Revision MATERIALS
way to save trees, water and energy is to any paper. Ask: Is this really waste or
1 Read and listen to the summary. can we use it for something else?
are divided into
Read the text with the Ss. Write the
Play track 6.6. Ss read and listen to Reduce: this means using less paper.
For example, dont print anything if it is three Rs on the board and choose Ss
the summary. Pause to ask questions:
natural not really necessary. to explain the meaning of each.
What is everything made of? What two
properties do all objects have? What Reuse: this means using paper again. Ask: Why is it important to save trees?
for example For example, use old sheets of newspaper to make crafts.
are the three states of matter? Can What do trees do for us? (Give oxygen;
you name three examples of changes animal origin vegetable origin Recycle: this means putting used paper in recycling bins. This paper is clean the air; help make soil fertile; etc.)
steel then made into new paper. In this way, fewer trees are cut down and we
in matter? Where do we find natural ......... Remind Ss that we are all part of one big
for example for example for example save water and energy.
materials? What materials come from ecosystem and we need to protect it.
plants? And from animals? What leather, wool Brainstorm the uses of paper and
materials come from minerals? What glass in Ss lives. Explain that paper
does man-made mean? Where do the also includes card and cardboard. Ask:
original materials for making 76 seventy-six seventy-seven 77 What foods do you eat that come in a
man-made materials come from? box, packet, bottle or jar? What things
179225 _ 0066-0077.indd 76 23/05/11 179225 _ 0066-0077.indd
15:22 77 23/05/11 15:22 do you use at home or school that are
2 C
opy and complete. Use information made of paper? Write answers on the
Further activities Further activities board. Ask: How can we recycle, reuse
from the summary.
or reduce these things? Explain that
Ss copy and complete the chart Play Vocabulary bingo. Ask Ss to say key vocabulary from the unit. (At Make paper boats out of waste paper. Unfold the boat and show Ss Ss should try to use all the pages in
individually using the information in least 40 words.) Write them on the board and ask Ss to draw a nine- how to make a paper fortune teller, with English words under the flaps. their notebooks and not to throw paper
the summary. square bingo grid on a piece of scrap paper. Tell them to choose nine Ss bring in old magazines or comics. Show Ss how to turn pages into or glass in the rubbish. Ask: Which
Correct the chart on the board. words from the board and to write one in each square. Read out the envelopes and / or ask Ss to choose pages they like and use them to pollutes more: paper serviettes or
words randomly and ask volunteers to define them. Ss cross off a word personalise their notebooks. fabric ones? Kitchen paper or fabric tea
from their grid as they hear it. The winner is the person who has all Using encyclopedias or the Internet, Ss investigate the manufacturing towels? Disposable wipes or soap, water
nine words crossed off and calls out Bingo! process of paper from start to finish. Ss present their findings with and a towel?
Ss look at the labels in their clothes which are accessible, and make a pictures to the whole class.
chart in their notebook to classify the textiles they are wearing. Teachers Resource Book
Assessment worksheet 6
Test 6
76 77
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189714
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
CD 2
Top Science
8 431300 067639
Unit 10. Tracks 10.1-10.6 CD No. 1-6 Class Audio
Unit 11. Tracks 11.1-11.5 CD No. 7-11
Unit 12. Tracks 12.1-12.6 CD No. 12-17
Class Audio
knowledge by reflecting on situations in the real world. These
Unit 13. Tracks 13.1-13.5 CD No. 18-22
Unit 14. Tracks 14.1-14.5 CD No. 23-27
Unit 15. Tracks 15.1-15.5 CD No. 28-32
4 PRIMARY
activities are designed to stimulate learner autonomy and personal
initiative. The situations presented are ideal for group work or pair
work. Students learn to give their opinions and to listen to and www.richmondelt.com www.santillana.es
respect the opinions of others.

Among the different activities, students exchange opinions on how to
189773 Estuche.indd 1
choose the right material for construction, save energy, draw a route
on a sketch map, appreciate other peoples jobs and discover ways
toget to know new places.
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Resources
Teachers Resources
Teachers 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 Teachers 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
to assess their needs.
189714_C.indd 1 14/01/11 21:33
Teachers can record each students initial level on

Reinforcement worksheets
the Individual results chart.
The Teachers 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 Teachers 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 students progress.
Class Audio CD Science posters

Top Science 4 PRIMARY Top Science 4 PRIMARY CD 1
The digestive system
Top Science
Class Audio
8 431300 067639
lass Audio Unit 1. Tracks 1.1-1.5 CD No. 1-5

Attractive illustrations are

Class Audio
The Class Audio CD includes around

salivary gland
an essential classroom
4 PRIMARY
Unit 8. Tracks 8.1-8.5 CD No. 42-46 mouth
five recordings for each unit.

tongue
All the recordings are linked to

pharynx
tool, especially for young
activities in the Students Book. oesophagus learners. The following
ww.richmondelt.com www.santillana.es
They include short dialogues, classroom posters are

liver
statements of fact, questions, 13/05/11 17:15

stomach
pancreas
available to accompany
descriptions of processes and true small
intestine
large
intestine
Top Science 4: The digestive
or false questions. system, The respiratory and
appendix
In addition, the summaries on each

anus
excretory systems, The food
Revision page are recorded. wheel, The Romans and
Great inventions.
XI
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Students 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
Activity Book
ISBN 978-84-680-0069-5
PRIMARY
9 788468 000695
ce 4 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 4 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 Lets 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 4
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 4
www.santillana.es skills practice. The readings are based on concepts
14/01/11 21:51
selected from the Students Book.
The Answer key to all the activities is provided on the
ISBN: 978-84-294-8969-9
9 788429 489699
Richmond website: www.richmondelt.com www.santillana.es www.richmondelt.com
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Digital resources

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

8 431300 115 354
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 ashcards
offers four CDs designed core course material from Activities CD contains three
Digital posters
Web bank
D2 Teachers Resources and Maps
D3 i-book
D4 Interactive Whiteboard Activities
inimum requirements and instructions:

ee readmetxt le in each CD.
4
to bring digital resources the Teachers Book and the interactive activities per unit.
PRIMARY
to the classroom. These Students Book in interactive These can be used to

CDs provide materials format. It can help reinforce the
Top Science 4 Top Science 4
for interactive whiteboard be used in the main concepts
CD 4
CD 2
CD 3
CD 2
PRIMARY PRIMARY
ww.richmondelt.com www.santillana. es
Estuche.indd 1
14/01/11 21:58
presentations and practice, classroom of each unit in
8 431300 115 378

8 431300 115 361
hands-on experiments and or for class i-book

a different and IWB Activities
computer work for students. planning. fun way. 2

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Digital Flashcards, Posters and Web bank Teachers 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 Teachers Resource Book in PDF
8 431300 129 467
Digital ashcards
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
2
011 .
Ri chmo , S.L
nd Pub acin
cianallomagentanegrotroquel
worksheets. The flashcard bank offers the possibility of creating 318525_CD.indd 1 14/01/11 22:02
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 4
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 115 385
Teachers Resources
lesson planning, as well as ways to personalise classes and cater used on the interactive
and Maps
to students needs, learning styles and abilities. whiteboard. 2

011
Ri chmo
nd Pub
cianallomagentanegrotroquel
acin
, S.L
.
XII
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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 and writing includes the appreciation of the visual arts, music and
simple texts also develop this competence. literature. The systematic interpretation of illustrations
1 21:47
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, conclusions are reached, students need to plan and
analyse results and communicate them. organise their work creatively and with critical sense.
XIII
1 21:46
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Student's Book
CONTENTS
UNIT TOPICS
Nutrition and respiration. Blood circulation. C

1 Inside your body
6
Healthy habits prevent illness. Food and nutrients. A healthy diet. In
2 Keeping healthy
16
Parts of plants. Plant nutrition. Plant reproduction. M
3 Plants
28
Rocks. Minerals. Soil. H
4 Minerals, rocks and soil
40
What is an ecosystem? Relationships in ecosystems. D
5 Ecosystems
52
Protecting ecosystems.
TERM REVISION
Matter and its properties. Changes in matter. Materials. C

6 Matter
66
Forces. Energy. Uses of energy. T
7 Forces and energy
78
The propagation of light. Light and colours.
8 Light
90
Municipalities and comarcas. Autonomous Communities. H
9 Where we live
100
The relief of Spain. Rivers and climate. Flora and fauna. H
10 Landscapes
110
m
TERM REVISION
Population. Traditions and festivals.

11 Population and traditions
124
The primary sector in Spain. The secondary sector in Spain. The R
12 Economic activities
134
tertiary sector in Spain.
How the state is organised. How citizens participate.

13 Political institutions
146
How primitive human beings lived. Roman times. Medieval times. M
Life thousands of
14 years ago 156
The Age of Exploration. The Industrial Revolution. Life in present L
Life hundreds
15 of years ago 168
times.
TERM REVISION GLOSSARY
2 two
XIV
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HANDS ON! YOUR TURN! I CAN OUR WORLD
Collecting data Reflect on the importance of A healthy digestive system

blood donations
13 15 15
Interpreting a bar chart Good posture Identify healthy habits Clowns in hospital
25 19 27 27
Make a bar chart Make a decision about Botanical gardens
protecting plants
37 39 39
How to describe rocks Making a mineral collection Choose the best soil for Protecting our soil
a plant
49 45 51 51
Describing a nature reserve Behave properly in a nature We are all part of the Earths
reserve ecosystem
61 63 63
Classifying materials Choosing the right materials Choose the right material The three Rs
75 73 77 77
Testing a hypothesis Sir Isaac Newton Save energy Consumption and energy
80 87 89 89
Using a word processor Choose the best light bulb Perfect eyesight
97 99 99
How to read a political map Appreciate other Autonomous Different languages
Communities
107 109 109
How to use the scale on a Draw a route on a sketch Making good use of
map map technology
119 121 121
How to interpret a line graph Make a file card about Traditions with animals
population
131 133 133
Road and transport networks From cotton to T-shirts Appreciate other peoples Equal jobs for men and
jobs women
143 139 145 145
Declaration of the Rights of Write a code of conduct Respect for others
the Child
153 155 155
Make a Roman mosaic Behave properly in a Putting our heritage to good
museum use
165 167 167
Learn to write a biography Discover ways to get to The richness of diversity
know new places
177 179 179
three 3
XV
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welcome to your
Objectives Science book!
To introduce Top Science 4
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 Inside your body
as they can.
Ss look through the Students
Book in pairs, find the photos,
one per unit, and write the
number and the title of the
unit in their notebooks.
Volunteers read their answers
aloud.
Ask general questions about
Top Science 4:
How many units are there?
How many pages are there
ineach unit?
What do you think you will
study in Unit (1)?
Which units are about (plants)?
Is there a unit about (animals)?
Which units do you think are
more interesting?
Which unit isabout light?
Which unit is about
the Romans? 4 four
Which unit is about nutrition?
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Further activities
R In pairs, Ss look through the Students 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.
Divide the class into two
teams. Each team writes down
as many words as they can for
each picture. The team with
the most number of words is
the winner.
five 5
23/05/11 15:26 179225 _ 0001-0005.indd 5 23/05/11 15:26
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 Inside your body
Unit content

To learn how food travels through the digestive The digestive system
system The respiratory system
To understand how the respiratory system works
To understand how the circulatory system works
The circulatory system U
The excretory system
To learn the function of the kidneys and the
How to collect data
excretory system
The importance of giving blood
To learn how to collect, interpret and present data
To understand the importance of donating blood
Observing a diagram to follow the digestive process
Language objectives Observing a graph to see how much oxygen there is in
the air
To express facts using the present simple:
Digestion begins when we chew food in our mouth Using a chart to organise and present information
and mix it with saliva. Conducting an experiment to collect data about
To describe the functions of different parts of breathing
the body using the impersonal you / your: That Writing a report to describe the results obtained
is why you bleed when you have a cut in any part Completing a chart to revise and summarise the unit
of your body.
Making a poster to promote blood donation
To express use or purpose using to: Finally, we
breathe out to expel carbon dioxide. In addition
to nutrients, we also need oxygen to live. Understanding the dangers of smoking
To practise the use of the imperative: Put your Appreciating the altruistic action of blood donation
fingers on your wrist Understanding the need to eat healthy food
To practise prepositions: Food travels through
the different organs of the digestive system.
Assessment criteria P
Name organs involved in the digestive system
Describe the digestive system
Name organs in the respiratory system
Describe respiration
Describe the circulatory system
Explain the importance of blood donation
6A
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Competences
Competence in linguistic Knowledge and interaction Processing information
communication with the physical world and digital competence
Offering explanations (SB p. 9 Understanding the need to Interpreting labelled diagrams
and 11: Questions; p. 15: I can have a balanced diet and look (SB p. 7: Copy the pictures
reflect on the importance of blood after ones teeth (SB p. 15: Our and label the parts of the body
donations) world) and the organs; p. 9: Graph of
Understanding the importance components of air)
of blood donation (SB p. 15: Using charts to organise and
I can reflect on the importance classify information: (SB p. 13:
of blood donations) Hands on! p. 14: Copy and
complete. Use the information
from the summary.)
Unit outline
Unit 1. Inside your body
Nutrition and
Blood circulation
respiration
Hands on!
Collecting data
I can Our world

Revision Reflect on the importance A healthy
of blood donations digestive system
Possible difficulties Suggested timing for the unit

Content: understanding how the lungs pass oxygen into September October November December January
the blood and remove carbon dioxide; understanding
that the circulatory system is a circuit; understanding
the difference between arteries and veins
Language: distinguishing between the noun breath
and the verb breathe; pronouncing both words
correctly; false friends: remove (means take away not
stir); large (means big, not long)
6B
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Objectives
To revise the main parts of the body
To revise the organs inside the body
1 Inside your body
W
To present the content of the unit
Key language
Vocabulary and structures: at least,
hold (your) breath, breathe, capacity,
current, dive, diver, highly dangerous,
depth, extreme, freediving, incredible, 1.1
1.
set (a) record, training, watersport; body
parts: abdomen, forearm, forehead,
head, limb, thigh, thorax, trunk; organs:
bone, brain, heart, lung, muscle,
stomach

Diagnostic tests
Diagnostic tests Freediving

Before beginning the year, Ss take the Did you know that people breathe between
Diagnostic tests. After the tests, record 12 and 20 times every minute? Most people need
THINK ABOUT
their results on the Individual results to take in air at least every 30 or 40 seconds.
chart. Freediving is a watersport that consists of holding What is freediving?
your breath while diving underwater to great Can you practise this
sport without training?
Presentation depths. It is a highly dangerous sport and an
How often do people
extreme test of lung capacity. Freediving needs usually need to breathe?
Ask: What do we need to survive? special training.
Why do divers need
Ss look at the photograph. Ask: Where Herbert Nitsch is an Austrian freediver who set to go up to the
is the woman? What is she doing? Can surface of the water?
the current world record for freediving. In 2007
she survive under the sea for a long he dived to the incredible depth of 214 metres. He
How deep did Herbert
time? Why not? Nitsch dive in 2007?
didnt breathe in air for four minutes!
Read the text. Ask: What is the text
about? Is it a safe sport? What organ 6 six
suffers?
Say: Lets measure how long we can 179225 _ 0006-0015.indd 6 23/05/11 15:15 179225 _ 0006-0
hold our breath. Explain: Pronouncing

Mississippi takes 1 second. Hold Values education
your breath and count in your head: 1
Talk about the importance of looking after our bodies. Our body needs
Mississippi, 2 Mississippi, 3 Mississippi,
oxygen to function. Exercise helps to increase lung capacity and strengthen
etc. Ss say how long they held their
the heart. Ss list forms of exercise that make us breathe fast and those
breath.
that help us relax by breathing slowly.
Explain: Our body needs oxygen from
the air we breathe. This is why divers
need to wear oxygen tanks or go to the Further activities
surface to breathe. Aquatic mammals Explain that water contains oxygen. That is why there is life in seas
need to go to the surface for the same and rivers. However, mammals cannot take oxygen from water. Show
reason. flashcards of different aquatic life. Ss say can / cant breathe in water.
Ask: Can you name some aquatic Ss blow up a balloon using one breath. Say: This is your lung capacity.
mammals? (Whale, dolphin, seal, otter, etc.) Ss compare their balloon with their classmates and teacher.
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UNIT 1
Outside your body IN THIS UNIT, YOU WILL Outside your body
The main parts of your body are the head, the Revise parts of the body: Limbs are
trunk and the limbs. The trunk is divided into Describe the digestive
process and the arms and legs. The thorax is the upper
two parts: the thorax and the abdomen.
organs involved. part of the trunk. The abdomen is the
Learn about the lower part.
Inside your body
respiratory system, Volunteers read the texts.
There are different organs inside your body to its function and
make it work. Some organs are the muscles, its organs. Name body parts. Ss locate them and
the bones, the brain, the heart and the lungs.
Find out how the say thorax, abdomen, head or limbs.
1.1 circulatory system
1. Copy the pictures and label the parts of the works.
body and the organs. Inside your body
Discover the functions
of kidneys and how Point to a volunteers arm. Say: Can
they work.
you name bones in the arm? And
Learn to collect and muscles? And in the leg?
organise data.
arm
Ask: Where is the longest bone in the
Understand the
importance of blood body? And the smallest?
donations. Point to your head. Ask: Whats inside?
(Skull, brain.) Say: The brain is a soft
organ.
Ask: Can you name more soft organs?
Say: Show me where they are.
Ss point to where their brain, heart,
lungs, etc. are located.
Volunteers point to body parts or
organs. Ss name the part or organ.
1. Ss do the activity in their notebooks.
?
Point to a volunteers body parts to
check answers with the class.
Play track 1.1. Ss listen and point to
the parts of the body and organs.
In this unit, you will

seven 7
Ss take turns to read the unit objectives.
Correct pronunciation.
23/05/11 15:15 179225 _ 0006-0015.indd 7 23/05/11 15:15
Further activities
Show photographs of people practising taekwondo, cycling, horse
riding, bungee jumping, etc. Ask: What organs do these people need to
protect? What do they use? (Chest protector, helmet, knee pads, elbow
pads, back support, etc.)
Ss play Vocabulary noughts and crosses. Draw a nine-square grid on
the board. Number the squares 1-9. Divide the class into two teams:
noughts and crosses. The teams take it in turn to choose a square
and answer a question. They write a nought (0) or a cross (X) in their
square if the answer is correct. If the answer is wrong, the other team
tries to answer it. The winner is the team with three noughts or three
crosses in a row.
179236 _ 0018-0029.indd 21 28/07/11 12:44

Nutrition and respiration W
33 W
In
In
Objectives ox
ox
To identify the organs of the digestive 1 The digestive process th
th
bo
bo
system and their function We need to take in food for our body to re
re
To learn that we obtain the oxygen that function. Food travels through the different
Th
Th
the body needs by breathing in air organs of the digestive system. In this
or
or
process, it is broken down into small parts
To identify organs in the respiratory br
br
called nutrients that our body can absorb. food
system and their function Digestion is the process that enables us to
obtain nutrients from the food we eat. As a
result of this process, nutrients pass into
Key language the blood.
Vocabulary and structures: digestion: Waste and undigested food are excreted 1.3
1.3
absorb, anus, break down, chew, from the body as faeces. Th

44 Th
nutrients waste
excrete, faeces, gastric juice, large
Ai
Air
/ small intestine, mixture, mouth, Food contains nutrients as well as other substances.
nutrient, oesophagus, saliva, stomach,
thick, undigested, waste; respiration:
breathing, breathe (in / out), bronchi,
carbon dioxide, expel, nose, oxygen, 1.2
trachea; enable, function, pass into, 2 The digestive system

obtain, release The digestive system is a long tube that
starts in the mouth and ends in the anus. mouth
oesophagus
oesophagus
Digestion begins when we chew food
Presentation in our mouth and mix it with saliva.
1 The digestive process This mixture goes down the oesophagus
to the stomach.
Ask: Why do we eat? (To grow, be
In the stomach, it mixes with gastric stomach
strong, have energy, to prevent small
juices. intestine
illness.) Whats your favourite food? large
Next, the mixture passes into intestine
Ss look at the picture and name the the small intestine as a thick liquid. 1
foods. Ask: Why do we eat oranges Here, nutrients are absorbed and pass 2
when we have a cold? Explain: into the blood.
anus
Vitamins are examples of nutrients. Any undigested food and waste continue
on to the large intestine, where water 3
Say: Substances the body does not
is absorbed and faeces are formed.
need are waste.
Finally, faeces are excreted through The digestive system. 4
Ss read the text. Check the anus.
comprehension: What is a nutrient?
And faeces? Etc. 8 eight
2 The digestive system 179225 _ 0006-0015.indd 8 23/05/11 15:15 179225 _ 0006-0
Ss look at the diagram of the digestive

system. Ask: What do teeth do? Values education
Explain: Digestion starts in the mouth.
The human body needs different amounts of nutrients depending on
Teeth bite and chew food. Where does
the stage of life. An active child needs a larger intake of carbohydrates
digestion end?
because they need more energy. Ss say what activities they do every day.
Ss read the text aloud. Ask: Where do
nutrients go? Does waste pass into the
blood?
Further activities
Play track 1.2. Ss listen and follow the Remind Ss that the small intestine is thin, but not short. Ss measure
diagram with their finger. six metres of wool and extend it around the room. Explain that this is
the length of the small intestine of an adult.
Ask Ss to place one fist on top of the other and to squeeze and relax
them. Say: The oesophagus pushes food into the stomach in this way.
Choose a volunteer to bite an apple. Ask the class to describe the
1.2 See transcripts, page 192 route the apple takes through the body.
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UNIT 1
We need
33 We need air
air
In addition
In addition to to nutrients,
nutrients, we
we also
also need
need
3 We need air
oxygen to
oxygen to live.
live. Oxygen
Oxygen is
is aa gas
gas found
found inin
the air
the air we
we breathe.
breathe. Breathing
Breathing is is when
when ourour Demonstrate taking a deep breath.
bodies obtain
bodies obtain oxygen
oxygen from
from the
the air
air and
and
Ask Ss to do the same.
air
release carbon
release carbon dioxide.
dioxide.
The respiratory
The is the
system is
respiratory system the group
group ofof
Ask: Can you feel the air entering your
organs that
organs that carry
carry out
out the
the function
function of
of nose? Explain: Air contains oxygen
oxygen
breathing.
breathing. which the body needs to survive.
Ss look at the graph. Ask: Does air
contain only oxygen?
For every 100 parts air there are 21 parts oxygen.
Explain that the organs in the
respiratory system take oxygen from
1.3
1.3
the air and pass it into the body.
The respiratory
44 The respiratory system
system
Ss read the text. Check pronunciation.
Air takes
Air takes the
the following
following path
path through
through our
our body:
body: Ask: Does the air we breathe out
When we
When we breathe air enters
in, air
breathe in, enters the
the body
body contain oxygen?
through the
through the nose or mouth.
nose or mouth.
Then itit travels
Then travels down
down aa long
long tube
tube called
called
the trachea.
the trachea. trachea
lungs 4 The respiratory system
Next, itit continues
Next, continues through
through two
two pipes
pipes called
called Say: Put your hands on your chest.
the bronchi
the bronchi to to the
the lungs.
lungs. Say: Take a deep breath. Ask: What
The lungs
The are the
lungs are the most
most important
important organs
organs can you feel expand? Explain that our
of the
of the respiratory
respiratory system.
system. Here,
Here, oxygen
oxygen lungs fill with air when we breathe in.
us
s bronchi
passes from
passes from the
the air
air into
into the
the blood.
blood.
Ss look at the diagram of the
Finally, we
Finally, we breathe to expel
out to
breathe out expel carbon
carbon
dioxide.
dioxide. respiratory system. They point to the
Diagram of the respiratory system.
location of their own trachea and
lungs.
Questions Ss read the text. Drill: Air-nose-
trachea-bronchi-lungs-blood.
1. What does the digestive system do? And the respiratory system?
Play track 1.3. Ss listen to the
2. Put in order the sequence of organs in the digestive process.
sentences about breathing and say
oesophagus small intestine stomach anus mouth large intestine
the correct word.
3. Is this sentence true? Explain.
The respiratory system makes it possible for air to pass into our body.
4. Is it possible to live in a space that does not contain any air? Explain.
Reinforcement worksheets 1 and 2
nine 9
Activity Book
23/05/11 15:15 179225 _ 0006-0015.indd 9 23/05/11 15:15 Pages 4 and 5
Values education
Explain that smoking is harmful to our health. Tobacco contains addictive
substances which can cause lung cancer and heart disease. Smoking
affects lung capacity. Smokers get tired easily after physical activity and
may have difficulty breathing.
Further activities
Show Ss pictures of people breathing using oxygen masks or tanks.
(Hospital patients, firefighters, aeroplane passengers, mountaineers,
astronauts, etc.) Ask: Why do they need to breathe oxygen artificially?
Ask: When do you think you breathe more quickly? (When you exercise,
receive bad / good news, are frightened, nervous, before an exam, etc.)
Ss investigate harmful effects of smoking and display the results on posters.
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1.4
1.4
Blood circulation Ex
33 Ex
Ou
Ou
Objectives ca
ca
To identify the organs of the 1 Blood vessels co
co
Fo
Fo
circulatory system Blood vessels are hollow tubes that
are distributed throughout our body and Ex
Ex
To understand how the circulatory circulate our blood. An adults body has is
is
system works about four to six litres of blood in this el
eli
To learn how the excretory system closed circuit. is
is
works There are three types of blood vessels: Th
Th
Arteries and veins are thick. Arteries bl
blo
carry blood away from the heart to other fro
fro
Key language organs. Veins carry blood back to the m
mi
heart. Ur
Ur
Vocabulary and structures: blood itit i
Capillaries connect veins and arteries.
circulation: artery, bladder, blood
They are thin and fragile: that is why you
vessels, capillary, carry (blood) away bleed when you have a cut in any part of
from / back to, circuit, circulate, your body.
circulatory system, continuously, (be) Blood. A ten year old boy has about two litres of
distributed, excretion, excretory system, blood in his body.
filter, flow, fragile, heart, hollow, kidney,
pump (blood) through, throughout,
urine, vein, waste substances
2 Blood circulation 1
Blood is continuously moving inside our
Presentation body. This movement is called blood
blood
circulation. Blood circulation is the process
1 Blood vessels by which blood flows to distribute oxygen
vessels
Remind Ss of the passage of and nutrients to different parts of the body

and carries away waste substances.
air through the body and of the
absorption of oxygen in the lungs. The circulatory system is formed by: 2
heart
Blood: a red liquid which transports 3
Ss look at the photo of the boy and
substances throughout the body.
read the caption. Ask: Do you think an
Blood vessels: arteries, veins
adult has more or less blood than the
and capillaries.
boy? Why?
The heart: an organ made up of muscles
Ss read the text. Ask: Which type of that are working all the time. The heart
blood vessels carry blood to the heart? is connected to the blood vessels and
The heart. The heart is situated in the thorax,
And away from the heart? What do pumps blood through them to all parts between the lungs.
of the body.
capillaries connect? Are they strong?
10 ten
2 Blood circulation
Tell Ss to put a hand on their heart 179225 _ 0006-0015.indd 10 23/05/11 15:15 179225 _ 0006-0
and feel it beating. Explain: The heart

beats and pumps blood all around the Further activities
body.
Pour five litres of water into a bucket. Say: This is how much blood an
Ask a volunteer to read the text.
adults heart pumps around the body in one minute. Ask: Can anyone
Explain that blood flow never stops. calculate how many litres of blood the heart pumps in one hour? (300
Ask: What is the function of the heart? litres.) And in one day? (7,200 litres.)
What happens if it stops working? Tell Ss to make a fist: This is the size of your heart. Explain that an
adults heart beats approximately 72 times a minute. (100,000 times
in one day, 38 million times in one year and 2.5 billion times in an
average lifetime!) At rest, the heart muscles work harder than the leg
muscles of a person sprinting!
Ask Ss to find out their blood group. Ask why its important to know
this information.
10
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1.4
1.4
UNIT 1
Excretion
33 Excretion
Our body
Our body produces
produces waste that
substances that
waste substances
3 Excretion
can make
can make usus ill.
ill. Blood
Blood is
is continuously
continuously
collecting waste
collecting waste fromfrom all
all parts
parts of
of the
the body.
body. Show flashcards of rubbish and
For this
For this reason,
reason, blood
blood has
has toto be
be cleaned.
cleaned.
smoke. Ask: Are these substances
is the
Excretion is
Excretion the process
process in in which
which blood
blood useful or are they waste?
is cleaned
is cleaned and
and waste
waste substances
substances are
are
eliminated. The
eliminated. The excretory
excretory system
system Explain that the body produces waste
is responsible
is responsible for
for this
this process.
process. which can be dangerous if it stays
kidneys
The kidneys
The kidneys areare the
the organs
organs that
that filter
filter in the body. It is eliminated from the
blood and
blood and remove
remove waste
waste substances
substances body by the process of excretion.
from it.
from it. They
They produce
produce urine, which is
urine, which is aa
Ss look at the photo of the girl: Point
mixture of
mixture of waste
waste substances
substances andand water.
water.
to the kidneys. Ask: Are your kidneys
Urine is
Urine is stored
stored in
in the
the bladder until
bladder until
itit is
is expelled
expelled from
from the
the body.
body.
in your thorax or your abdomen? Ask a
bladder
volunteer to read the text.
Check comprehension: What are the
main organs in the excretory system?
The kidneys. Are the kidneys found in the thorax What do the kidneys do? What does
or the abdomen?
the bladder store? What does urine do?
Questions sentences about circulation and
1. Which of these drawings represents
excretion and say True or False.
the circulatory system? A B
Explain your answer.
Reinforcement worksheet 3
Activity Book
2. Explain the function of the kidneys.
Pages 6-8
3. Look at the photos. Put your fingers on your wrist
or your neck until you find your pulse.
Take your pulse for one minute when
you are relaxed. Now, jump
six times and take your pulse
again. What is the difference?
Why do you think
this happens?
eleven 11
23/05/11 15:15 179225 _ 0006-0015.indd 11 23/05/11 15:15
Further activities
Mix 500 ml of water with a little red paint. Add tea leaves. Pour through
a funnel lined with a paper filter into a plastic bottle. Explain that the
liquid represents the blood. Ask: Which organs does the filter represent?
(The kidneys.) The clean liquid in the bottle represents clean blood and
the tea leaves in the filter represent waste in the blood. How does this
waste leave the kidneys?
Ss eat green asparagus at home and observe the colour of their
urine. Ss report findings to the class. Explain that different foods have
different effects on the colour and smell of urine. Explain that doctors
analyse urine to discover possible causes of illnesses.
11
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Activities
Objectives
To revise the key concepts of the unit 1 Copy the drawings and label them.
To revise key vocabulary
.........
To give Ss the opportunity to evaluate anus
their own learning lungs
stomach
To learn how to collect data trachea .........
intestines .........
mouth .........
Key Language bronchi
.........
Vocabulary and structures: anus, ......... .........

artery, blood vessel, bronchi, capillary,
circulation, digestive system, faeces, 2 Copy and complete the sentences.
heart, intestine, lung, mouth, nutrient,
oxygen, respiratory system, stomach, faeces lungs respiratory system nutrients digestive system oxygen
trachea, undigested, vein; collect
(data), get (better), nurse, observe, a. In the .......... food is broken down into small parts called .......... .
obtain, patient, prescribe, record, rest, b. Undigested food forms .......... .
stopwatch, take in, thermometer, write c. Air contains a gas necessary for living things called .......... .
down d. Oxygen passes to our body through the .......... which are organs in the .......... .
3 Correct these false sentences.

Activities
a. Blood is inside some organs like the stomach.
1 Copy the drawings and label them.
b. The heart stops moving to rest.
Ss look at the vocabulary and say c. The heart heats blood.
which system each word belongs to.
d. The heart cleans blood and produces urine.
Ss copy and label both diagrams using
the words in the box. 4 Copy and complete the text.
2 Copy and complete the sentences. circulation arteries heart blood vessels veins capillaries
The whole class practises
pronunciation of vocabulary. Blood is contained in the .......... . The thick ones are the .......... and the .......... .
The .......... are thin and fragile.
Ss copy and complete the sentences
in their notebooks individually. .......... is the movement of blood throughout our body.
The .......... is the organ that makes blood circulation possible.
Read the sentences, pausing for Ss to
read the answers. 12 twelve
The whole class reads the completed
179225 _ 0006-0
sentences in unison. 179225 _ 0006-0015.indd 12 23/05/11 15:15
3 Correct these false sentences.

Further activities
Ss work in pairs taking it in turns to
read and correct the sentences. Use a bus analogy: Blood is a bus. What are the roads? (The arteries.)
Oxygen is the passenger. Where does it get on (at the lungs)
The whole class reads sentences.
and off? (at the different parts of the body).
Choose volunteers to explain the
answers. Choose two volunteers. One mimes part of a process from the unit
while the other describes it. Repeat with two more Ss.
4 Copy and complete the text. Ss investigate on the Internet to find out why blood is red.
Ss look at the vocabulary. Ask: What
system is this activity about?
Ss describe the digestive system in
their own words.
Ss copy and complete the text with
the words in the box.
12
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UNIT 1
Hands on!
Collecting data
Presentation
Hands Collecting data
on! Explain that data means information.
Scientists, doctors and many other people need to collect data. They need to write
Ask: When we go to the doctor, what
down what they observe, for example, the temperature of a patient. kind of information does he ask us?
......
Does he write it down? Why? Ask a
...... volunteer to read the text.
Michael is ill in hospital. The nurse takes
Ss look at the photo. Ask: What
his temperature with a thermometer
......
three times a day and writes it down in a can you see? Whats it for? What
notebook. Then, she informs the doctor. temperature does the thermometer
The doctor prescribes medicines so that mark? Is that high or low? What is a
Michael gets better. normal temperature for a person? (37 C.)
Monday: 39 C 39 C 38 C
Tuesday: 38 C 38 C 37 C
Ss look at the chart. Ask: Is this
person healthy? When does he start to
Wednesday: 38 C 37 C 37 C
get better?
Read the text. Check comprehension:
Where is he? Who takes his
Do this experiment to collect data about breathing:
temperature? How often? Who
Materials: a clock with a second hand or a stopwatch; a sheet of paper. prescribes medicine?
Sit down and relax. Count how many times
you take in air in one minute. Write it down. Collecting data about breathing
Now, run fast for a minute. Sit down and count how many Explain that the class is going to do
times you breathe in air in one minute. Write it down. an experiment, collect data and then
Rest for five minutes and repeat the process. present their results.
Use a table like this to record the results. Copy the table from page 13 on the
Breaths per minute board.
When relaxed Tell the Ss they are going to count
After running for a minute how many times in one minute they
After resting for five minutes breathe in (not in and out).
Show Ss a stopwatch. Ask: Whats
Write a report with the following sections: this? What is it for?
a. A description of the experiment. b. The results obtained. Read the instructions with the Ss.
Explain you will say start and stop.
thirteen 13
Ss do the activities and note down the
179225 _ 0006-0015.indd 13 23/05/11 15:15
results.
23/05/11 15:15
Write these headings on the board:
Experiment and Results. Say: These
Further activities are titles for the parts of the report.
Check comprehension: Is 37C a high temperature or a low Ask: What materials did we use? What
temperature? What about 39C? Do we breathe more times per did we do first? And then? And finally?
minute before or after running? Why do you think we breathe more
times per minute after exercise?
Ask students who have pets to try this experiment at home. If possible
choose different animals: a cat and a dog. When the animal is resting, Ss write their report with the headings
Ss place a hand on its chest and count its breaths. Then, they count and copy the table to record their
them again after the animal has been running. They share their results results.
with the class.
Extension worksheet 1
13
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Revision I
Objectives 1.5
To revise and apply the key concepts 1 Read the summary.

of the unit
To practise summarising a text Inside your body
To give Ss the opportunity to evaluate The digestive system breaks down food into small parts called
their own learning nutrients that our body can absorb. The digestive system is
a long tube that starts in the mouth and finishes in the anus.
Other organs of the digestive system are the stomach, the small
Key Language intestine and the large intestine.
Vocabulary and structures: digestive The respiratory system is the group of organs that helps our
body obtain oxygen from the air. The trachea, the bronchi and
system: anus, small / large intestine, the lungs are the main organs.
stomach; respiratory system: bronchi,
The circulatory system moves the blood inside our body.
lung, trachea; circulatory system: blood, The heart pumps the blood through the blood vessels.
blood vessel, heart, analyse, blood
The excretory system cleans the blood. The kidneys
bank, dangerous, donate, donation, produce urine.
donor, generous, importance, litre,
recover, reflect, save, store, surgery,
volunteer; cavity / cavities, fibre;
healthy, avoid, brush, take care of
2 Copy and complete. Use the information from the summary.
Revision INSIDE YOUR BODY
1 Read the summary.

Read the paragraphs pausing
after each line for Ss to repeat for The digestive system The respiratory system The circulatory system
pronunciation.
Play track 1.5. Ss read and listen to Some organs are: Some organs are: Some parts are:
What does the digestive system do
veins
to food? What are the organs in the
digestive system? What does the
respiratory system do? What are the
most important organs? What does
the circulatory system move inside our
body? What pumps the blood through
the blood vessels? What cleans the 14 fourteen
blood? What do the kidneys produce?
179225 _ 0006-0015.indd 14 23/05/11 15:15 179225 _ 0006-0
2 Copy and complete. Use the

information from the summary. Further activities
Ss copy and complete the chart with Play Science Bingo. Draw a nine-square grid on the board. Say: Give
words from the summary. me one key word from the unit to write in each square. Tell Ss to draw
Check the answers as a whole class. their own grid and fill in the squares with different key words. When
Ss finish, say: Now were going to play Bingo. Listen to the words I say.
If you have the word, circle it. If you dont, wait for the next word. When
you have circled all nine words, shout Science Bingo! Check the winner
by asking: Did I say?
14
179236 _ 0018-0029.indd 28 03/08/11 13:15

UNIT 1
I can
Reflect on the importance of blood donations I can
Sometimes hospitals need blood for surgery Reflect on the importance of blood
when people have accidents or they are donations
very ill. Blood donors are healthy people, over
eighteen years old, who donate Ask Ss to look at the photo. Ask: What
half a litre of their blood. This blood can save is inside the bag? What is it used for?
many lives. The blood is analysed and stored Why do hospitals need bags of blood?
in a blood bank until it is needed. After a
blood donation, the volunteer receives some Volunteers read the text.
food and drink to recover quickly. Check comprehension. Why cant
Donating blood is a generous contribution. children be donors? Can unhealthy
It is not dangerous and only takes half people donate blood? Where is blood
an hour!
kept? Why do donors receive food and
What is a blood donor? drink? Is it dangerous?
What is the donors blood used for? Volunteers read the questions and
Make a poster to promote blood donations. give answers.
Explain why it is important to be a donor. In pairs, Ss make posters to show the
importance of donating blood.
OUR WORLD Our world

A healthy digestive system A healthy digestive system
To keep the digestive system healthy, we should Ask: How many times a day do you
take care of our teeth and eat food that is rich clean your teeth? Do you clean other
in fibre.
parts of your mouth? How often do you
To avoid getting cavities in our teeth, we should go to the dentist?
brush them after every meal. We should not eat
too many sweets, and we should visit the dentist Volunteers read the text. Ask: Which
every six months. foods are bad for our teeth?
Fibre helps food travel through the digestive system. We should eat foods Say: In English, we say An apple a
rich in fibre, such as fruit, vegetables, pulses and wholemeal bread. day keeps the doctor away. Explain
Peter likes eating lots of sweets and cakes. Explain why this is not that apples contain fibre, vitamin C,
healthy for his digestive system. What habits are good for him? minerals and they clean your teeth.
Explain why.
Stick flashcards of different foods,
healthy and unhealthy, on the board.
Ask: Which foods are good for helping
food pass through the digestive
fifteen 15 system?
23/05/11 15:15 179225 _ 0006-0015.indd 15 23/05/11 15:15

Read the sentence about Peter and
draw a matchstick Peter on the board,
surrounded by cakes and sweets. Ask:
Values education Is Peter healthy? What will happen to
Explain that as well as blood donors, there are organ donors. Organ his teeth? Can he run fast? Does he
donors carry a card saying they want doctors to use certain parts of their have energy?
body, for example, their kidneys, heart, or lungs, when they die. These Ss explain their answers and say how
organs are extracted, checked for compatibility and transplanted in a Peter can change his diet.
very short period of time. The heart can only be conserved for four hours
after death. Teachers Resource Book
Further activities Test 1
Demonstrate correct oral hygiene. Show Ss dental floss. Ss practise
at home and clean their teeth for two minutes. Activity Book
Ss bring in healthy recipes to display in class.
Page 9
15
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2 Keeping healthy
Unit content

To learn how healthy habits and a balanced diet Healthy habits
help prevent illnesses Good posture
To identify healthy habits such as hygiene, rest,
exercise, correct posture, and a balanced diet
Food and nutrients U
A healthy diet
To identify the main nutrients and their function How to interpret a bar chart
in maintaining health
Clowns in hospital
To study the characteristics of a healthy diet
To study the food wheel and its food groups
Focussing on photos and illustrations to identify healthy
To learn how being happy can influence recovery habits
positively
Observing illustrations to learn good posture for daily
activities
Language objectives Observing photos to identify foods containing the main
To offer advice using should / should not: We nutrients
should practise healthy habits to prevent illness. Interpreting a diagram of the food wheel
We should not eat too much red meat
Analysing a bar chart to identify favourite sports
To express consequence using the first
Completing a chart to summarise information about
conditional: If you sleep too little, you become
healthy habits
weaker and can get ill more easily.
Completing reading comprehension activities based on
To quantify countable and uncountable nouns
a text
using too much / too many: too much salt, too
many sausages
Developing an interest in how to look after ones health
Assessment criteria Showing interest in learning how to plan a healthy diet
Empathising with people, especially children, who are in
Explain how healthy habits and a balanced diet
hospital
help prevent illnesses
Describe the main nutrients and their function
P
in maintaining health
Describe the characteristics of a healthy diet
Describe the food wheel and its food groups
Explain why being happy can influence recovery
positively
16A
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Competences
Competence in linguistic Knowledge and interaction Processing information
communication with the physical world and digital competence
Using drawings and photos to Understanding how our physical and Understanding a diagram (SB
complement written explanations moral environment can influence p. 23: The food wheel)
(SB p. 19: Good posture; p. 23: our health (SB p. 16: Living for over Using acquired knowledge to
The food wheel) a hundred years; p. 27: Clowns in complete a chart (SB p. 24:
Using the modal verb should to hospital) Look at the photograph. Copy
give advice (SB p. 27: I can identify Identifying health-building nutrients the table. Classify the foods and
healthy habits) and the foods that contain them write their nutrients.)
(SB pp. 20-21: Food and nutrients; Interpreting bar charts to
p. 23: The food wheel; p. 26: obtain information (SB p. 25:
Healthy habits) Hands on!)
Unit outline
Unit 2. Keeping healthy
Healthy habits Food and

A healthy diet
prevent illness nutrients
Hands on!
Your turn!
Interpreting a
Good posture
bar chart
I can Our world

Revision
Identify healthy habits Clowns in hospital

Content: the use of obese could cause overweight September October November December January
Ss to become the centre of undesired attention.
Asking about personal habits is also a delicate topic.
Language: distinguishing between the adjective
fat and the noun fats; use of countable and
non-countable nouns
16B
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Objectives
To revise healthy habits
To remember that a healthy diet is a
2 Keeping healthy
W
balanced and sufficient diet

To revise the six food groups
2.1
1.
Key language
Vocabulary and structures: (be) in good
/ bad mood, climate, diet, exercise (n),
explain, fresh, healthy, hygiene, mild,
posture, practise, prevent, reason,
special, try; food groups: cereals,
dairy products, fats, fruit, proteins,
vegetables
Presentation
Say: This unit is about health and
healthy habits. T
Ask: Do you have a great grandmother

or great grandfather? How old is she /
Living for over a hundred years 2.
he? Where does she / he live? How old
are your grandparents? Do they work? Okinawa, in Japan, has one of the largest THINK ABOUT
What are their hobbies? populations of people over a hundred years
Where is the woman in
old. Doctors are trying to explain why the picture?
Ss look at the photograph. Ask: What
Okinawa is so special. What is she doing?
nationality is the woman? What is she
doing? Is she young? Is she healthy or What helps people live to be over a Give three reasons
why people in Okinawa live
unhealthy? hundred? There are several reasons for this.
for so long.
Ask a volunteer to read the text. In Okinawa, the climate is mild. The people
What is a healthy diet?
Check comprehension: Where is have a healthy diet. They do a lot of exercise
Okinawa? Why is it a special place? Is in the fresh air. And they are always in a
it very cold? Do people there exercise good mood! 3.
inside or outside? Are they always in a
bad mood? 16 sixteen
Ask: What is sushi? What else do the 179225 _ 0016-0027.indd 16 23/05/11 15:31179225 _ 0016-0
Japanese eat? Is this healthy food?

What did you eat last night? Is that
healthy or unhealthy food? Values education
Talk about the importance of exercising the mind: Some old people suffer
dementia or Alzheimers disease which affect their memory and their
ability to do everyday actions, such as brushing their teeth. They may not
even recognise their family members. What activities can old people do to
exercise their brain? (Wordsearches, crosswords, sudoku, etc.)
Further activities
Play Vocabulary tennis to revise words related to food, health and
exercise. Two Ss stand face to face. Choose a topic, for example,
fruit. Ss take turns to name fruits before you count to five. They can
not repeat words or receive help. The winner is the last player to say a
valid word. Change category and choose two new players.
16
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UNIT 2
Healthy habits IN THIS UNIT, YOU WILL
Healthy habits
People are healthy when their bodies function Say: Run on the spot. Jump! Stop!
well. We should practise healthy habits Learn how to acquire Touch your toes! Etc. Ask: Do your
to prevent illness. healthy habits.
bodies work correctly? Are you healthy
Learn to identify
unhealthy habits. or unhealthy? What do we need to do
to be healthy? (Drink water, sleep,
2.1
1. Look at the health star.
Discover the correct
posture for your back. exercise, eat healthy food, etc.)
Discover what A volunteer reads the text. Ask: What
nutrients we need. is an illness? Are you ill now?
Find out how to eat 1. Read the labels on the health star
a healthy diet.
and ask questions: Where is the boy?
Learn how to interpret Where is the girl with the toothbrush?
good hygiene
a bar chart.
sleep well good How should the boy carry his school
posture Read about the NGO bag? (On both shoulders.) What is
Clowns Without
healthy
Borders. the girl eating? Is the woman playing
diet
tennis? A volunteer reads the caption.
Play track 2.1. Ss look at the health
exercise
star, listen and say the healthy habit.
The health star. These five habits are the key to healthy living. 2. Point to your stomach and read the
example. Point to your head and
say: Ive got a . Ss complete the
2. Give some examples of feeling ill. sentence. (Headache.) Write on the
Example: Ive got stomachache.
board: Ive got (a) ... . Ss give more

examples. (A headache, earache,

toothache, backache, flu, a cold, etc.)
A healthy diet In pairs, Ss mime and guess
illnesses.
A healthy diet means eating a variety of foods.
Foods are classified into six groups: cereals, fats,
dairy products, proteins, vegetables and fruit. A healthy diet
Ask: Why does your body need a
healthy diet? (To be strong, have
3. In pairs, name foods from each of the six groups. energy, to grow, to prevent illness,
etc.) If you only eat oranges, will you be
seventeen 17 healthy? Why not?
Ss read the text. Give examples of
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fats and dairy products.
3. Ss work in pairs and make a list
Further activities of foods from each of the six food
Play The longest list. Divide the class into small groups. Each group groups. Write the food groups on
chooses a secretary. Write a category on the board, for example, fruit the board. Ss call out foods for each
or vegetables. Explain that they have two minutes to write down as group. Write them on the board.
many examples from that category as they can. The groups read their
lists. The one with the longest list wins.
Ss research typical meals from other countries and say if theyre
healthy or unhealthy.
17
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Healthy habits prevent illness
Objectives
To learn that healthy habits help you When you are ill, the doctor helps you to get
stay healthy better. When you are well, there are many
things you can do to stay healthy.
To identify healthy habits: hygiene,
rest, exercise, a healthy diet, good
posture 1 Hygiene
Hygiene means keeping clean. Here are some
Key language good hygiene habits:
Clean your teeth after every meal. This helps
Vocabulary and structures: before / prevent tooth decay. Brush your teeth to prevent tooth decay.
after, carry, check-up, clean, cycling, Go to the dentist every six months for a
decay, essential, get better, get ill, check-up.
habit, have fun, hygiene, keep (clean), Have a shower every day. Wash your hands
maintain, prevent, protective, skate, before meals and after you go to the toilet.
stand up, stay (healthy), strong, wash, Wash fresh food, such as fruit.
weak; posture: back pain, deform, good
/ bad, pick (things) up, spinal column
2 Rest
Sleep about ten hours a day to stay healthy.
Presentation If you sleep too little, you become weaker and
can get ill more easily.
1 Hygiene
Look at the photograph and read the 3 Exercise and sport
caption. Ask: How often do you go to Sport and exercise are essential for good health.
the dentist? It makes your muscles stronger and makes
Ask a volunteer to read the text. Ask: you more flexible.
When should you wash your hands? It is good for your heart and blood circulation.
Why? Why do you need to wash fresh It helps you to maintain your correct weight. Wear protective clothing when skating.
food? It is a way to have fun with your friends.
Wear protective clothing for some sports, such Questions
2 Rest as cycling. a. Wh
a. W
1. Why should you clean your teeth
Explain that sleep allows the body to after every meal?
2.2
2.2
4 A healthy diet b. Co
b. Co
rest, so it can function well. Ask: How 2. Which sports do you practise?
One of the most important things you can do to
many hours do you sleep? How do they keep you healthy?
keep healthy is to eat a healthy diet.
A volunteer reads the text. Ask: If you
sleep six hours, can you concentrate in 18 eighteen
class? Can you play a football match?
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3 Exercise and sport

Look at the photograph and read the Further activities
caption. Ask: What is she doing? Is it
Name sports and Ss say Need protection or Dont need protection.
safe? When do you wear a helmet /
knee pads / elbow pads / gloves? Give all the characteristics of a sport without naming it. Ss guess the
sport.
Volunteers read the sentences.
An experiment: Leave one boiled egg in cola and one in water. Ss
observe any changes. Explain that the egg shell is similar to the
4 A healthy diet
enamel on our teeth. Changes in the egg shell represent the effects
Ask a volunteer to read the text. of cola on our teeth.
In pairs, Ss write a healthy diet and
compare with the class.
18
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UNIT 2
YOUR TURN ! Your turn!
Good posture
Good posture
Say: The way we position our body
Your spinal column supports your back. If you have bad posture, this can deform
your spinal column and cause back pain and other problems.
when we do an activity is called
posture. Ask: What can happen if you
GOOD POSTURE FOR YOUR BACK dont stand or sit correctly?
Read the text about good posture.
I GET DRESSED I CLEAN MY TEETH Drill: Bad posture can deform your
back.
Focus on the poster and read the
title. For each title, ask questions and
compare the two pictures.
NO YES NO YES
Is it easy to put your shoes and socks
I CARRY MY SCHOOL BAG I SIT on standing up? Ask a S with lace-ups
to put their shoes on standing and
then sitting. Which is easier and better
for your back?
Should you bend your back or keep it
NO YES NO YES
straight when you clean your teeth?
I PICK THINGS UP I SLEEP Pick up Ss school bags and comment
on the weight: Do you carry it on both
shoulders?
NO How many hours do you spend sitting
in school / watching TV / playing
YES NO YES video games every day? Explain that
the back needs to be in its natural
position as much as possible. Check
Ss posture.
a. What
a. What part
part of
of the
the skeleton
skeleton supports
supports your
your back?
back? Choose a S to pick something up
h
2.2
2.2 correctly with knees bent and back
b. Copy
b. Copy the
the best
best answer
answer for
for these
these sentences.
sentences. Write
Write more
more sentences.
sentences. straight.
II should
should sit
sit down
down // stand to put
up to
stand up put my
my socks
socks on.
on.
Do you sleep on your front, back or
II should
should sleep
sleep on
on my
my back
back // my
my side.
side. side? Explain that sleeping on your
side, with your head and neck straight,
nineteen 19 is better for your back.
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Ss answer the questions.
Play track 2.2. Ss listen and check
their answers to question b.
Values education
Talk about the importance of not carrying too much weight in school bags.
Only take things to school you need for that day and only take things home
you need to do homework. Explain that doctors recommend that the weight Reinforcement worksheet 4
of a bag should not be more than 30% of the weight of its user. Put an
example on the board: A 40 kg child shouldnt carry a bag weighing more
than 12 kg. Dont weigh Ss, but do weigh their school bags.
Activity Book
Page 10
Further activities
Volunteers mime correct and incorrect posture from the poster. The class
guesses the action and says if the posture is healthy or unhealthy.
19
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Food and nutrients P
44 Pr
Pr
Pr
Objectives or
org
To learn about nutrients: fats, 1 Nutrients Pr
Pr
carbohydrates, proteins, vitamins and The foods we eat contain nutrients. We
da
da
minerals need these to grow and to stay healthy.
To learn why our body needs nutrients The main nutrients are fats, carbohydrates,
Vi
55 Vi
To learn that fibre helps the digestive proteins, vitamins and minerals. W
We
he
he
system function nu
nu
2 Fats bu
bu
Key language Fats give us energy. There are fats in Ca
Ca
butter, oil, margarine, cream and bacon. be
be
Vocabulary and structures: nutrients; There are also fats in sausages, is
is
fats: butter, cream, fatty, margarine, hamburgers, meat and some cakes. an
an
meat, obese, oil; carbohydrates: Too much fatty food can make you obese.
2.3
2.3
bread, fruit, pasta, pulses, rice, sugar; Animal fats, such as butter, are bad for Fi
66 Fi
proteins: dairy products, eggs, fish, your circulation. Vegetable oils, such as
Fatty foods. Which foods come from plants? Fi
Fib
meat, pulses; vitamins and minerals: olive oil and sunflower oil, are healthier. Which foods come from animals? do
do
calcium, fruit, vegetables; fibre: cereals, ou
ou
eliminate, nuts, wholegrain foods; Fi
Fib
3 Carbohydrates di
dig
contain, provide
Carbohydrates also give us energy, but Fr
Fru
less energy than fats. nu
nu
Presentation Some carbohydrates are sweet. These are as
as
found in sugar, honey and fruit. co
co
1 Nutrients
Other carbohydrates are not sweet. These
Ask: Whats your favourite meal? Is it a are found in many foods, such as bread,
balanced meal? rice, pasta, potatoes and pulses.
A volunteer reads the text. Ask: 1
What are the main nutrients? Ss give
examples of foods containing each 2
nutrient.
3
NOW YOU!
2 Fats
Find carbohydrates in your kitchen
A volunteer reads the text. Ask: What
at home. Make a list. Which
do fats give your body? Where can you ones are sweet? Carbohydrates. Do foods which contain
find them? What happens if you eat carbohydrates come from plants or animals?
too many fatty foods? Give an example

of an animal fat and a vegetable fat. 20 twenty
Which is healthier?
Look at the photo of fatty foods. Ss 179225 _ 0016-0027.indd 20 23/05/11 15:31179225 _ 0016-0
name the foods. Read the caption for

Ss to answer. Values education
Explain that to be healthy you need to eat nutritional food. Talk about lim-
3 Carbohydrates
iting consumption of processed and fast food. Point out the influence of
A volunteer reads the text. Ask: What advertising on consumer habits. Explain that the label on a product con-
do carbohydrates give us? Which foods tains the nutritional value. Ask Ss to bring in labels to talk about.
contain them? Etc.
Ss look at the photo. Read the
question for Ss to answer.
Further activities
Talk about food allergies. What effects do allergies have on the sufferer?
How do sufferers change their lifestyles? Find out if Ss have family
members with food allergies.
Ask Ss to investigate the word coeliac and find out what coeliacs
cant eat and offer alternatives.
20
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UNIT 2
Proteins
44 Proteins
Proteins form
Proteins form part
part of
of our
our muscles
muscles and
and
organs. We
organs. We need
need them
them to
to grow.
grow.
Now you!
Proteins are
Proteins are found
found in
in meat,
meat, fish,
fish, eggs,
eggs, Ss look for carbohydrates with a family
dairy products
dairy products and
and pulses.
pulses. member, in their kitchen at home.
Ss make a list: Sweet and Not sweet
Vitamins and
55 Vitamins and minerals
minerals and compare them in class.
We need
We need vitamins
vitamins and and minerals
minerals toto be
be
healthy and
healthy and to
to prevent
prevent illnesses.
illnesses. These
These
4 Proteins
nutrients are
nutrients are found
found in in many
many different
different foods,
foods, Proteins. Which foods that contain protein come
but especially
but especially in
in fruit
fruit and
and vegetables.
vegetables. from plants? A volunteer reads the text. Ask: Which
Calcium is
Calcium is aa very
very important
important mineral
mineral parts of our body contain proteins?
because itit makes
because makes up up our
our bones.
bones. Calcium
Calcium Why does the body need proteins?
is found
is found in
in dairy
dairy products
products such
such as
as milk
milk Where do we find them? Explain that
and cheese.
and cheese.
dairy means products made from milk.
2.3
2.3
Ss look at the photo and name the
Fibre
66 Fibre
foods. Read the question for Ss to
Fibre is
Fibre is the
the part
part of
of fruit
fruit and
and vegetables
vegetables we we answer.
do not
do not use.
use. Our
Our bodies
bodies eliminate
eliminate fibre
fibre in
in
our faeces.
our faeces.
Fibre is
Fibre is very
very important
important because
because itit helps
helps our
our 5 Vitamins and minerals
digestive system
digestive system to
to function
function correctly.
correctly. A volunteer reads the text. Ask: Why
Fruit and
Fruit and vegetables,
vegetables, cereals,
cereals, pulses
pulses and
and do we need vitamins and minerals?
nuts contain
nuts contain fibre.
fibre. Wholegrain
Wholegrain foods,
foods, such
such Where do we find them? Where do we
Fibre. What do we call bread and biscuits which
as wholegrain
as wholegrain bread
bread and
and biscuits,
biscuits, also
also contain a lot of fibre? find calcium? What part of our body
contain fibre.
contain fibre.
is it good for? Who needs a lot of
calcium? (Young children, old people,
Questions etc.)
1. Which of these foods contain proteins? Explain that its important to eat a
variety of fruit and vegetables to get
2. Name three foods which contain carbohydrates. all the vitamins and minerals we need.
3. What nutrients does each meal provide? Which meal is healthier? 6 Fibre
A B A volunteer reads the text. Ask: What
is fibre? How do we eliminate it? Why is
it important? Which foods contain a lot
of fibre? What does wholegrain mean?
Do you eat wholegrain foods at home?
twenty-one 21 Ss look at the photo and name the
foods. Read the question for Ss to
23/05/11 15:31179225 _ 0016-0027.indd 21 23/05/11 15:31 answer.
Play track 2.3. Ss listen and say the
Further activities nutrients.
Ss write the nutrients on separate index cards. Hold up flashcards

or say a food, and Ss hold up the correct index card. Remind Ss that Teachers Resource Book
some foods have more than one nutrient. Reinforcement worksheet 5
Ss bring in the recipe for a dish. In pairs, they discuss the ingredients,
name the food groups and decide if the dish is healthy or unhealthy. Activity Book
Pages 11 and 12
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A healthy diet
Objectives
To learn that a healthy diet provides 1 Diet
the energy and nutrients needed A diet is everything a person normally eats
To learn the basic characteristics of a and drinks every day.
balanced diet A balanced diet gives you the right
amount of nutrients.
To study the food wheel to help
choose a balanced diet A sufficient diet gives you the right
amount of energy you need, but not too
much. If you eat too much, you could
become overweight or obese.
Key language
A balanced, sufficient diet is different for
Vocabulary and structures: afternoon every person. For example, children need
/ morning snack, amount, at least, to eat foods containing proteins and
balanced, breakfast, diet, dinner, calcium to help them grow. People who do
a lot of sport need to eat foods which give
healthy, lunch, obese, obtain,
them a lot of energy.
overweight, processed, too many / Obesity is a health problem. If your diet gives you
much, varied; food groups: calcium, a lot more energy than you need, you can become
obese.
carbohydrates, fats, fibre, healthier,
minerals, proteins, vitamins 2.5
2.5
2.4
2 Recommendations Th
33 Th
Presentation for a healthy diet Us
Us
Here are some general recommendations

1 Diet for a healthy diet:
Volunteers read the text. Ask: What is Eat five meals a day: breakfast,
a morning snack, lunch, an afternoon
a balanced diet? What is a sufficient
snack and dinner.
diet? What can happen if you take in
Eat a variety of foods. This helps you to
more energy than you use? How do
obtain all the nutrients you need.
you use your energy? Do I need to
Dont eat too much processed food
eat the same foods as you? Why do
because it can contain too much fat and
sportspeople need more carbohydrates sugar.
than we do? Dont eat too much salt because it can
Ss look at the illustration and read the be bad for your circulatory system. Breakfast is a very important meal. It should
be varied and should give you energy to last all
caption. Ask: Is he slim? Is he healthy? Drink at least two litres of water a day. morning. What is this family having for breakfast?
Why does the picture show a balance How is it different from your breakfast?
scale? (Obesity is directly related

to the amount of excess energy 22 twenty-two
consumed.)
179225 _ 0016-0027.indd 22 23/05/11 15:31179225 _ 0016-0
2 Recommendations for a healthy diet

Ss take it in turn to read the text. Ask: Further activities
How many meals should we eat? What
There are a lot of myths about food. Ask: Does fresh food have more
are they? Why do we need a variety of
nutrients than frozen food? Explain that freezing food as soon as it is
food? Why shouldnt we eat too much
collected or caught conserves all the nutrients. Ask: Do we have to eat
processed food? Why is too much salt
meat every day? Ss express their ideas. Ask Ss what foods they dont
bad for you?
eat and why. Explain that if we dont eat certain foods, we may deprive
Focus on the photo. Ss read the our body of important nutrients.
caption and answer the questions.
Ask Ss to investigate the Mediterranean diet and report their findings.
Play track 2.4. Ss listen and say The class decides if it is a healthy diet.
healthy or not healthy.
Ss ask their grandparents what they ate when they were young. Ss
share their findings with the class.
22
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UNIT 2
Foods which You should not
contain eat too many fats,
carbohydrates especially animal 3 The food wheel
give us fats.
energy. Ask Ss to look at the food wheel. Ask:
Wholegrain We need
foods are proteins to How many segments can they see?
healthier. You grow. We should What does each segment correspond
should not not eat too
much red meat to? What foods can they see in each
eat too many
sweets or or too many segment?
cakes. sausages.
Chicken, turkey Ask a volunteer to read the text for
and fish are
healthier.
each segment and ask questions:
What do fruit and vegetables give our
Fruit and
Dairy products body? How often should we eat them?
give us proteins
vegetables and calcium. What do carbohydrates give our body?
give us We should not What shouldnt we eat too much of?
vitamins, eat too much
minerals and cheese because What fats should we avoid? Why do
fibre. We it contains a lot we need proteins? What is a good
should eat of fat.
them every alternative to red meat? What do dairy
u day.
me
products give us? Why shouldnt we eat
The food wheel. It helps us
to choose a balanced diet. too much cheese?
2.5
2.5
A volunteer reads the text. Ask: Why is
sport and water in the centre? Why are
The food
33 The food wheel
wheel
some segments bigger than others?
Use this
Use this food
food wheel
wheel to
to help
help you
you to
to choose
choose aa balanced
balanced diet.
diet.
Ask Ss how many glasses of water
The wheel
The wheel is is divided
divided into
into food
food groups.
groups. You
You need
need toto eat
eat
foods from
foods from all
all the
the groups,
groups, but
but eat
eat more
more foods
foods from
from the
the they drink a day. Explain they should
groups in
groups in the
the bigger
bigger sections.
sections. drink six to eight glasses. Explain that
There are
There are smaller
smaller pictures
pictures of
of foods
foods in
in some
some groups.
groups. the body is 70% water and that we
You shouldnt
You shouldnt eat
eat too
too many
many of
of these
these foods.
foods. lose water in sweat when we exercise
In the
In the centre,
centre, there
there are
are two
two very
very important
important things
things to
to and in urine. Say: Water helps to clean
remember: drink
remember: drink aa lot
lot of
of water
water and
and do
do aa lot
lot of
of exercise.
exercise. the body of impurities.
Play track 2.5. Ss listen and point to
Questions the food wheel.
1. What is a balanced, sufficient diet?
2. Which is healthier: toast with butter or toast with olive oil? Explain. Teachers Resource Book
3. Which foods in the food wheel should you eat more of?
? Reinforcement worksheet 6
4. In pairs, talk about the foods you shouldnt eat too much of.
Activity Book
twenty-three 23
Pages 13-15
23/05/11 15:31179225 _ 0016-0027.indd 23 23/05/11 15:31
Values education
Explain that people in third world countries like Nigeria and Haiti suffer
extreme malnutrition. Extreme poverty and unsuitable conditions for
cultivating crops means there is little food. Vitamin and protein deficiency
causes disease and death. Remind Ss how fortunate they are to live in a
society with more than sufficient food.
Further activities
Ss talk about why people overeat and the consequences for their
health. Ss talk about what anorexia is and why people deliberately
stop eating. Talk about the effects on the body of not eating.
Ss bring in food publicity from supermarkets and work in groups to
make their own food wheel posters encouraging healthy eating. 2.5 See transcripts, page 192
23
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Activities
Objectives
To revise the key concepts of the unit 1 Match and write the healthy habits.
To give Ss the opportunity to evaluate hygiene exercise rest posture healthy diet
their own learning
To learn how to interpret a bar chart A B C D E
Key Language
A
Vocabulary and structures:
carbohydrates, exercise, fats, fibre, Do you think you have healthy habits?
healthy diet, hygiene, minerals, posture,
proteins, rest, vitamins; bar chart,
basketball, column, cycling, football, 2 Complete the sentences about nutrients.
favourite, graph, horizontal / vertical,
least / most, popular, show, swimming,
minerals fats fibre vitamins proteins carbohydrates
title, volleyball, windsurfing
a. .......... and .......... give us energy.

Activities b. We need .......... to grow.
c. We need .......... and .......... to keep us healthy.
1 Match and write the healthy habits.
d. .......... makes our digestive system function correctly.
Ss look at the vocabulary and copy
it in their notebooks. Ss study the
pictures and match the letters with
3 Look at the photograph. Copy the table. Classify the foods and their nutrients.
the words. Read the question for Ss
to answer.
2 Complete the sentences about Food group Food Nutrients

nutrients. Cereals, bread, rice, etc.
Fats
Ss read the vocabulary. Correct
Meat, fish, eggs, etc.
pronunciation. Ss copy and complete
Dairy products
the sentences in their notebooks.
Fruit and vegetables
Check the answers as a whole class.
24 twenty-four
3 Look at the photograph. Copy
the table. Classify the foods and 179225 _ 0016-0027.indd 24 23/05/11 15:31179225 _ 0016-0
nutrients.
Ss look at the photograph and name Further activities
the foods. Write the vocabulary on
the board. In pairs, Ss discuss how to Demonstrate on the board how to make a wordsearch. Start by writing
classify the food and then copy and words in capital letters, up, down, across or diagonally on a grid. Fill in
complete the table in their notebooks. the spaces with random letters. Ss design their own wordsearch using
Check the answers as a whole class. key words from the unit. They exchange wordsearches with a partner
and solve them.
Talk about impossible or difficult postures. Ask Ss to kiss their elbow,
raise one eyebrow or both, move one ear or both, touch their nose with
their tongue. Explain that the first posture is impossible, but the others
are possible because they involve moving muscles. Some of us can
move these muscles but others cant.
24
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UNIT 2
Hands on!
Interpreting a bar chart
Explain that a bar chart is useful
Hands Interpreting a bar chart
on! because the information recorded
is very visual. Put a very simple bar
The P.E. teacher asked her students to say their chart recording Ss eye colour on the
favourite sports. Then she made a bar chart with
board. Write the number of Ss on the
the information.
vertical axis and the eye colours in the
class on the horizontal axis. Ask Ss
A graph must to identify the prominent eye colour in
Favourite sports in class 4B
have a title. the class. Ask them how the bar chart
10 gives them the answer.
For each sport,
9
draw a column
Ask a volunteer to read the text. Ask:
8 to show the What information is the PE teachers
number of
bar chart going to show? What sports
Number of students
7 students who
like each sport. are on the chart?
6 Draw a line
from the top Read the texts around the bar chart,
5
of a column pausing to check comprehension.
The 4 to the vertical
vertical line line on the left, Ss look at the bar chart. Read the
shows the 3 to see how
many students
questions and choose volunteers
number of
2 have chosen to answer. Tell Ss to copy the table
students.
this sport. For
1
example, two
in their notebooks and use the bar
The chart information to compete it. They
0 children like
horizontal g
tba
ll all bal
l ling ing fin swimming. compare answers in pairs. Check
line shows
Foo etb ley Cyc imm sur
the sports. Bas
k Vol Sw
Wi
nd
Sports answers with the whole class.

s Which is the most popular sport? Which is the least popular sport? Extension worksheet 2
How many students like football? Copy and complete the table below.
Sport Football Basketball

Number of students 9
twenty-five 25
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Further activities
Draw the bar chart axes on the board. Ask: Whats your favourite
sport? Complete the bar chart with real information from the class.
Ask: Which is the most popular sport in this class? Which is the least
popular sport? How many students like...? This activity can be repeated
with different categories (favourite food, hours of sleep per night, etc.)
to practise fully how bar charts work.
25
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Revision I
Objectives 2.6

of the unit
To practise summarising a text Healthy habits
To give Ss the opportunity to evaluate Healthy habits help you to stay well. Five healthy habits are
their own learning hygiene, rest, exercise, good posture and a healthy diet.
Food contains the nutrients your body needs. These
nutrients are carbohydrates, fats, proteins, vitamins,
Key Language minerals and fibre.
Vocabulary and structures: nutrients: Carbohydrates and fats give you energy. Proteins
carbohydrates, fats, fibre, minerals, help you to grow. Vitamins and minerals keep you
healthy. Fibre helps the digestive system to function
proteins, vitamins; function, give correctly.
(energy), grow, keep (healthy); clown,
For a balanced diet, you should eat foods containing
laugh, laughter, NGO, sleepy carbohydrates and eat a lot of fruit and vegetables. You
should not eat too many cakes and sweets. You should not
eat too much red meat or animal fat. You should do a lot of
Revision exercise and drink a lot of water.
1 Read the summary.

Ask Ss to look at the picture of the
man and woman. Ask: How do we
know that they are healthy? What do 2 Copy and complete. Use the information from the summary.
they do to be healthy?
Play track 2.6. Ss read and listen to FOODS

contain
What are the five healthy habits? What
nutrients does the body need? What nutrients
should we eat for a balanced diet?
And what shouldnt we eat? Should we
drink a lot of water? What else should fats proteins fibre
we do?
give us help us to
2 Copy and complete. Use the energy
keep healthy
information from the summary.
Focus attention on the chart. In
pairs, Ss discuss what information is 26 twenty-six
missing. Correct the activity with the

whole class. Ss copy and complete 179225 _ 0016-0027.indd 26 23/05/11 15:31179225 _ 0016-0
the chart in their notebooks.

Further activities
Ask: What foods do we eat mostly in the summer? (Melon, watermelon,
strawberries, peaches, ice cream, etc.) What foods do we eat mostly in
the winter? (Chickpeas, lentils, hot soups, stews, etc.) Why do we eat
different foods in different seasons? (The availability of food, the need
for more calories in cold weather, the desire to eat cold foods, and
foods containing a lot of water in hot weather, etc.)
Explain that much of our food travels a long way from its origin before we
eat it. This affects the environment and the food quality. Animals suffer
from bad transport conditions. Ask: How many Ss eat local produce?
Ss can investigate the food miles issue on the Internet and find out
how and why they should be reduced: http://www.climatechoices.org.
uk/pages/food3.htm and http://www.coolkidsforacoolclimate.com/
2.6 See transcripts, page 192 Causes&Effects/FoodMiles.htm
26
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UNIT 2
I can
Identify healthy habits I can
Joe and Diana usually stay up late watching Identify healthy habits
television. They go to bed very late, so they are
sleepy in the morning. They get up late, so they Ss look at the picture. Read the text.
do not have much time for breakfast. They are tired Say: Joe and Diane are at the park
at school. They do not listen in class and they
but why arent they playing with their
do not want to play during the break.
friends? Ask: What does sleepy mean?
a. Do you think Joe and Diana have
Do they get up early? Do they eat a
healthy habits? Explain.
healthy breakfast? Why not? Do they
b. Imagine that you are a friend.
What advice can you give Joe
listen to the teacher? Why not?
and Diana so that they Ss answer question a. in pairs.
are healthier?
Ss do a role play for question b.
Choose volunteers to be Joe and

Example: You should

or You should not Dianes friend and act out the
situation in front of the class.
Our world
OUR WORLD
Say: In English we say Laughter is the
Clowns in hospital best medicine. Demonstrate laughter.
Sometimes children are ill Ss to look at the photo. Ask: Who is
and have to stay in hospital
the man? Do clowns make us sad?
until they are better.
What can you see on the girls arm?
Clowns Without Borders
Where do you think these children are?
is a non-governmental
organisation (NGO). It tries A volunteer reads the text. Explain
to help children who are ill that non-governmental means that it is
in hospital. The clowns visit not related to politics or any particular
the children and make them
laugh. They play games with
political party. Ask: Why are the clowns
them, too. in the hospital? Read the question: Do
Do you think that laughter you think that laughter can help these
can help these children to children to get better? Ask Ss if they
get better? or other family members have been in
hospital. Were they bored? Did a clown
visit them? How did they pass the
time?
twenty-seven 27
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Test 2
Further activities
Ask Ss if they think they have any unhealthy habits that can be changed.
(Nail biting, going to bed late, sitting too close to the TV, not eating
fruit or vegetables, slouching in class, etc.). Ask Ss to make and sign
a list: I promise to try to change these unhealthy habits. Collect and
keep the lists. Each week, Ss read out their lists and say if they have
changed their unhealthy habits. (Explain that generally it takes four
weeks to change a habit.)
27
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3 Plants
Unit content

To identify the parts of a plant and their Roots, stems and leaves
functions
To learn how plants produce their own food and
How plants make food
Flowers and pollination
U
oxygen through photosynthesis Fruits and seeds
To identify the reproductive organs of plants How to create a bar chart
To study the process of pollination Botanical gardens
To learn how fruit is formed
To read about botanical gardens and their role Using a photo chart to identify types of leaves
in protecting rare plants Studying photos and diagrams to understand the
process of photosynthesis
Language objectives Using labelled photos to study plant reproduction
To describe quantity using quantifiers: all, many, Making and interpreting bar charts
a lot of and some Representing data in graph form
To sequence the steps in a process using first, Researching information about a botanical garden
then, after that, finally Making a poster to advertise a botanical garden
To provide additional information using also:
They are also grown in many gardens. Showing interest in learning about the different types
To use some phrasal and prepositional verbs: of plant and how they reproduce and produce their own
carry out, take in, find out, care for, look at, learn food
about Understanding the need to respect plants
To give recommendations using should / Understanding why rare plants must be protected by
shouldnt: We shouldnt pick protected plants. special laws
Assessment criteria
Describe the parts of a plant and their functions
Explain how plants produce their own food and P
oxygen through photosynthesis
Describe the reproductive organs of plants and
explain the function of each one
Explain the process of pollination and fruit
formation
28A
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Competences
Knowledge and interaction Social competence and Competence in learning
with the physical world citizenship to learn
Classifying types of leaves (SB Making responsible decisions Reaching conclusions based on
p. 31: Leaves) about protecting plants (SB knowledge acquired in the unit (SB
Understanding how plants make p. 39: I can make a decision about p. 35: Explain how some plants use
their own food (SB p. 32: How protecting plants) insects to reproduce.)
plants make food; Water and Understanding the role of Using bar charts to present
mineral salts) botanical gardens in the protection the results of investigations or
Understanding how plants of flora (SB p. 39: Our world) experiments (SB p. 37: Hands on!)
reproduce through pollination (SB
p. 34: Pollination)
Unit outline
Unit 3. Plants
Parts of plants Plant nutrition Plant reproduction
Hands on!
Make a bar chart
I can Our world

Revision
Make a decision about Botanical gardens
protecting plants

Content: distinguishing between different types of September October November December January
leaves; understanding the process of photosynthesis
Language: the pronunciation of compound words:
strawberry, evergreen, sunlight, sunflower, peanut; February March April May June
words ending in ous: fibrous, herbaceous, deciduous
28B
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Objectives
To revise basic concepts about plants
To revise the difference between trees,
3 Plants
W
bushes and grasses

To remember the importance of plants
To present the content of the unit 1.
Key language
Vocabulary and structures: appear,
attractive, beautiful, countryside, grow,
ripen, shiny, stay, strawberry tree, wild;
grass, shrub, leaf / leaves, nutrients,
provide, roots, soil, stem, sunlight 3.1
3.1
2.
Presentation
Ask: Do you have plants at home?
Where are they? Do you know the
name of any plants?
Ss look at the photographs. What
colour are the leaves? What colour are
the fruits? Have you seen this plant? Strawberry trees
Explain that the emblem of Madrid Strawberry trees grow wild in the
has one of these plants and a bear. A countryside in some parts of Europe and THINK ABOUT
very long time ago bears lived in the North America. They are also grown in many
Where do strawberry trees
mountains of Madrid. Ask Ss: Have gardens because they are very attractive. grow?
you seen the emblem or the statue Unlike other trees, the fruits of the What is the fruit of the
of this plant and bear in the centre of strawberry tree like?
strawberry tree take a whole year to ripen
Madrid? Explain that this plant is very When does the strawberry
and the flowers appear in the autumn. So, tree have flowers?
typical in Madrid and it is protected at this time of the year, strawberry trees are What colour are the flowers?
by the authorities so that it doesnt very beautiful with their red fruits and white What are the leaves of the 3.
disappear. flowers. The shiny green leaves stay on the strawberry tree like?
Volunteers read the text. Ask: What is tree all year round.
the name of the tree? Explain that wild
means living freely in nature and that 28 twenty-eight
shiny means bright, reflecting light.
Show Ss a shiny object. Explain that 179225 _ 0028-0039.indd 28 23/05/11 15:32 179225 _ 0028-0
ripen means to mature. Give examples

of how tomatoes are green and then
Values education
red when they are ready to eat. Ask:
Can you give other examples of fruits Remind Ss that plants are vital part to life. Animals eat plants. Many
that ripen. (Bananas, apples, etc.) animals are then eaten by other animals. Without plants, animals could
not live. Pandas, for example, depend on bamboo. It is almost the only
food that they eat. Plants also give shelter to animals. For this reason we
should protect plants.
Further activities
Botanists say there are about 350,000 kinds of plants. They can adapt
to all environments. Ss make lists in pairs of where plants grow. (Under
the sea (algae); in rivers; the desert (cactus, yucca); on mountains
(pine and fir trees); rainforests, etc.)
28
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UNIT 3
Plants IN THIS UNIT, YOU WILL Plants
Plants are living things. They need water, air,
sunlight and nutrients from the soil. Learn about the parts Read the text. Ask: Are plants living or
of plants. non-living things? What do plants need
Distinguish leaves to live? (Water, nutrients from the soil,
1. What are the differences between living things by their shape air, sunlight.)
and non-living things? and edge.
Understand how plant 1. Read the question and Ss answer.
nutrition works.
The parts of plants
Discover how The parts of plants
Plants have a stem, leaves and roots. Plants photosynthesis works.
can be trees, shrubs or grasses, depending on Draw a simple plant on the board.
the type of stem. Find out about plant
reproduction. Ask volunteers to label the parts
of the plant. Ask: Are plants only
Learn how to make
3.1
3.1
a bar chart. flowering plants? (No. They are trees,
2. Which one is a tree and which one is a grass? and shrubs, etc.) Remind Ss that a
Explain how you know. Discover the
importance of shrub is a plant with a thick hard stem
botanical gardens. called a trunk, but its shorter than a
tree trunk. It is also called a bush.
Read the text. Ask: How do we decide
if a plant is a tree, a shrub or a grass?
(By the stem.)
2. Ss look at the pictures in pairs and
decide which plant is a tree and which
is a grass. Play track 3.1. Ss listen,
look at the plants and check their
answers.
The importance of plants
Plants provide animals with food and oxygen.
The importance of plants
They also provide people with many products,
such as wood, paper and cotton. A volunteer reads the text. Ask Ss to
? point to things in the classroom that
come from plants.
3. What other useful products do we obtain
from plants? 3. Ss work in pairs and write a list of
products obtained from plants and
their uses. Write a list on the board
twenty-nine 29 and brainstorm with the class to add
more. Elicit: What are your jeans made
23/05/11 15:32 179225 _ 0028-0039.indd 29 23/05/11 15:32
of? What do you burn in a chimney?
Etc.
Further activities
Ss write what they had for dinner the previous evening and say what
came from an animal and what came from a plant. Remind Ss that
vegetable oils are better for your circulatory system.
Play The plant memory game. Say: I went to the plant shop and I bought
a cactus. In turn, Ss repeat the initial sentence and add a plant or
something made from a plant. The winner is the student who is able
to remember the most objects and add one of their own.
Ss investigate with their parents what plants are listed on the bottles
in their bathroom (shampoo, cough medicine, etc.).
29
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Parts of plants
Objectives 3.2
To identify some types of roots 1 Roots

To learn about the two types of stem: The roots of a plant are nearly always
woody and herbaceous underground. There are different types
of roots:
To learn about the parts of a leaf
Taproots. Trees have one main root
To identify different types of leaves called a taproot with smaller roots
branching out from it.
Fibrous roots. Grasses, for example,
Key language wheat, have a lot of very fine roots, all
Vocabulary and structures: roots: the same size, called fibrous roots.
branch out, fibrous, taproot, thick, Carrots and beetroot have a thick root privet chrysanthemum carrot 3.3
3.3
which stores food. These roots are
underground; stems: branch into, Le
33 Le
really thick taproots. Types of
Types of roots.
roots. Describe
Describe these
these roots.
roots.
divide up (into), flexible, hard, Th
Th
herbaceous, (be) made of, rigid, soft, tw
tw
support, trunk, woody; leaves: blade,
compound, heart-shaped, jagged, 2 Stems
Woody stems
lance-shaped, linear, lobed, The stem of a plant grows above the
needle-shaped, ovate, palmate, ground. It supports the leaves, the flowers
and the fruit. The stem usually divides up In
In
petiole, round, simple, smooth; Th
Th
into branches.
trees: deciduous, evergreen gr
gre
There are two types of stems:
Woody stems are made of wood and are
Presentation hard and rigid. They are called trunks.
Trees and bushes have trunks.
1 Roots 1
Herbaceous stems are soft and flexible. pine rosemary poplar
Grasses have herbaceous stems. They 2
Ask: What do all plants have in
sometimes branch into smaller stems. Herbaceous stems 3
common? (They have green leaves /
a stem / roots.) Show Ss a leek. Ask
them to describe its leaves, stem
and roots. Ask: Where do roots grow?
NOW YOU!
(Underground.)
poppy wheat daisy reed
Read the text and check Look at the pictures. Ask your
comprehension: What type of root partner: Which of these plants
Examples of plants with woody and
does a tree have? Are fibrous roots are trees and which are shrubs? herbaceous stems.
very thick? Etc.
Ss look at the photos of the plants. 30 thirty
Ask volunteers to describe the roots.
Play track 3.2. Ss listen, look at the 179225 _ 0028-0039.indd 30 23/05/11 15:32 179225 _ 0028-0
photos and check their answers.

Further activities
2 Stems
Show images of plants. Ss say if the stems are woody or herbaceous.
Volunteers read the text. Ask: What
The oldest living thing on Earth is a Mexican bush called Croesote
types of plants have woody stems? Are
Larrea tridentata. One example in Southern California is about 11,700
herbaceous stems hard? Etc. Ss look
years old! The tallest plant on Earth is a Giant Redwood tree called
at the pictures and read the names of
Hyperion. It is 115.55 metres tall. The oldest tree is also the largest;
the plants.
it has the widest trunk. It is a Giant Sequoia called General Sherman.
It is between 2,300 and 2,700 years old.
Ask Ss to do a rubbing of tree bark using a piece of paper and a wax
crayon.
30
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UNIT 3
Compound Simple
Edge Shape
Now you!
Read the question under the
linear
illustrations. Ss look at the plants and
smooth discuss their answers in pairs.
needle-
lance-shaped shaped
heart-shaped
jagged 3 Leaves
Ask: Where are the leaves of a plant?
(On the stem.) Read the text. Check
lobed round ovate palmate comprehension: What does the petiole
connect? Whats the widest part of the
Some types of leaves.
3.3
3.3
leaf called? What are trees that lose
their leaves called? When do they lose
Leaves
33 Leaves
them? And what are trees that dont
The leaves
The leaves of
of aa plant
plant are
are the
the green
green parts
parts that
that grow
grow from
from the
the stem.
stem. They
They have
have
lose their leaves called?
two parts,
two parts, the
the petiole
petiole and
and the
the blade.
blade.
The petiole
The is the
petiole is the part
part of
of the
the leaf
leaf connected
connected to
to the
the stem.
stem. Explain that you can identify a plant
by examining its leaves. Leaves have
The blade
The is the
blade is the widest
widest part
part of
of the
the leaf.
leaf. ItIt can
can have
have many
many different
different shapes
shapes
as shown
as shown in
in the
the chart.
chart. different shapes and sizes. Focus
In autumn,
autumn, some
some trees,
trees, such
such as
as chestnuts
chestnuts and
and oaks,
oaks, lose
lose their
their leaves.
leaves.
Ss attention on the chart. Volunteers
In
These plants
These plants are
are called
called deciduous. Other trees,
deciduous. Other trees, such
such as
as pine
pine trees,
trees, have
have identify differences between
green leaves
green leaves all
all year
year round.
round. These
These plants
plants are
are called
called evergreens.
evergreens. compound and simple leaves. Explain
that simple leaves consist of one leaf
blade on a petiole attached to the
Questions
stem. Compound leaves are lots of
1. Describe the edge and shape of two of the leaves in the photos above. smaller blades attached to petioles
2. Do you think it is true that evergreens never lose their leaves? branching off from the main stem.
3. Look at the photos. Volunteers read the vocabulary in the
chart. Correct the pronunciation. Say
the characteristics of a leaf and Ss
point to the leaf on the chart. Choose
volunteers to do the same.
oak rosemary sentences about leaves and say True
or False.
a. Say if each plant is a tree, a grass or a shrub. b. Describe the type of leaves.
thirty-one 31 Teachers Resource Book

23/05/11 15:32 179225 _ 0028-0039.indd 31 23/05/11 15:32
Activity Book
Values education
Pages 16 and 17
Some plants are poisonous. Children should ask for permission from an
adult before touching an unfamiliar plant and wash their hands afterwards.
Never touch wild mushrooms unless you are with an expert.
Further activities
Ss bring in leaves collected from the ground. Put them in a box. A
volunteer picks a leaf and has one minute to examine it, put the leaf
back and describe it for another student to find. Ss then make leaf
rubbings, write descriptions of the leaves and name the trees they
came from.
Explain: Christmas trees are fir trees. Do you have a real fir tree at
Christmas? What should you do with a real fir tree after Christmas? 3.3 See transcripts, page 193
31
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Plant nutrition C
33 Ca
Ca
Ca
Objectives in
in
To learn what plants need to make 1 How plants make food wh
wh
their own food al
alw
Plants carry out nutrition in a different way CARBON WATER
ItIt
To learn how plants carry out the from animals. They make their own food. DIOXIDE
MINERAL Pl
Pla
process of photosynthesis People and other animals eat plants. SUNLIGHT SALTS le
lea
Sometimes we eat plants directly, and
other times we eat animals which feed on
Key language plants.
To make their food, plants need: 3.4
3.4
Vocabulary and structures: become,
breathe, burn, carbon dioxide, carry Sunlight P
44 Ph
out, die, directly, dissolve, enough, Mineral salts from the soil. Pl
Pla
Th
Th
fertiliser, leaf / leaves, mineral salts, Carbon dioxide from the air.
mix, oxygen, photosynthesis, release, W
Wa
Water FOOD
ro
roo
root hair, soil, sunlight, take in, water,
wither Plant nutrition. What do plants need to make food? In
In
m
mi
fo
for
Presentation To
To
2 Water and mineral salts to
to
1 How plants make food All plants need watering. If you do not Du
Du
water a plant, first it withers, then it dies. ox
ox
Explain: Plants are important to animal Al
All
life. Animals that eat plants are eaten Plants take in water through very fine root ph
ph
hairs on their roots.
by other animals. Ask Ss to give
Plants also need to take in mineral salts
examples. Ask: How do plants obtain
from the soil. Mineral salts dissolve in
their food? water, so plants take them in through their
1
A volunteer reads the text. Explain: roots with the water.
2
Plants produce their own food. Ask: On farms, many plants are grown together.
What do plants need to make their own There may not be enough mineral salts in
the soil for all these plants. Consequently, 3
food? Drill: Water, mineral salts, carbon
farmers add fertilisers to the soil because
dioxide and sunlight. fertilisers contain mineral salts.
Ss look at the diagram of plant
nutrition. Ask: What part of the plant
takes in sunlight? (Leaves.) What part The roots of a pothos. The magnified picture 4
shows a root hair. The plant absorbs water and
takes in water? (Leaves and roots.) mineral salts through these hairs.
Ss answer the question below. (Water,
mineral salts, carbon dioxide and
32 thirty-two
sunlight.)
179225 _ 0028-0039.indd 32 23/05/11 15:32 179225 _ 0028-0
2 Water and mineral salts

Ask: What plants live in deserts? Values education
(Yuccas, cactuses.) Do all plants need
Explain that farmers spray plants with insecticides to kill insects. So its
water? (Yes.) Even desert plants need
very important to wash fruit and vegetables before eating them.
water. What happens if a plant doesnt
get water? (It dries up and dies.)
A volunteer reads the text. Check Further activities
comprehension: How do plants take in Experiment: Put a white carnation in water with some food colouring to
water? Etc. show how the stem absorbs the water and takes it to the leaves and
Direct Ss attention to the photo. petals. After a few hours the flower will change colour.
Explain that this plant is a pothos. A Make a potato maze to show that plants need light. Make a maze with
volunteer describes the roots. (fine, cardboard inside a shoebox. Cut a hole in one end of the box. Place a
fibrous.) Read the caption and ask: sprouting potato inside the shoebox. Put the lid on the box and leave
What do root hairs absorb? (Water and it in a place with light. Ss inspect the box each day and see how long
mineral salts.) it takes the potato sprouts to find the light.
32
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UNIT 3
Carbon dioxide
33 Carbon dioxide
dioxide is
Carbon dioxide
Carbon is one
one of
of the
the gases
gases found
found
3 Carbon dioxide
in air.
in air. Living
Living things
things release
release carbon
carbon dioxide
dioxide
when they
when they breathe.
breathe. Carbon
Carbon dioxide
dioxide is
is Ask: What do we breathe in? (Air.)
always released
always released when
when something
something burns.
burns.
What do our lungs pass into our blood?
ItIt is
is also
also released
released byby car
car engines.
engines.
(Oxygen.) Do our lungs release oxygen
Plants take
Plants take in
in carbon
carbon dioxide
dioxide through
through their
their
or carbon dioxide? Things that burn
leaves.
leaves.
also release carbon dioxide into the
air. (When we burn wood, for example.)
Leaves take in this gas and use it to
A forest fire. When something burns, it always
3.4
3.4
releases carbon dioxide. make food.
Photosynthesis
44 Photosynthesis Ss look at the photo. Ask: What can
Plants make
Plants make their
their own
own food
food in
in their
their leaves.
leaves. you see burning? What gas is being
This process
This process is
is called
called photosynthesis.
photosynthesis. CARBON OXYGEN released into the air?
DIOXIDE
Water and
Water and mineral
mineral salts
salts travel
travel from
from the
the
roots through
roots through the
the stem
stem toto the
the leaves.
leaves. Ask a volunteer to read the text. Ask:
How do plants take in carbon dioxide?
d? In the
In the leaves,
leaves, the
the water
water and
and mineral
mineral salts
salts
mix with
mix with carbon
carbon dioxide
dioxide and
and become
become food
food
for the
for the plant.
plant. 4 Photosynthesis
To carry
To carry out
out photosynthesis,
photosynthesis, plants
plants need
need
to use
to use aa lot
lot of
of energy
energy from
from sunlight.
sunlight. Ask: What do plants need to make
food? Explain that leaves contain
During photosynthesis,
During photosynthesis, plants
plants release
release
which goes
oxygen which
oxygen goes into
into the
the atmosphere.
atmosphere. a green pigment called chlorophyll.
All the
All the oxygen
oxygen in
in the
the air
air comes
comes from
from Chlorophyll uses the energy from
photosynthesis.
photosynthesis. sunlight to change the carbon dioxide
Plants take in carbon dioxide and release oxygen. and water into food.
Questions Choose a volunteer to read the
text. Check comprehension: What
1. What are the differences between plant nutrition and animal nutrition?
travels from the roots to the leaves?
2. What are root hairs? What do
What happens in the leaves? Does
they do?
photosynthesis happen in the dark?
3. Copy and draw the roots.
Plants take in carbon dioxide from the
The fir tree has one main root
which branches out into finer roots. air but what do they release into the
The onion has lots of fine roots the air? Why are plants so important?
same size. Look at the diagram of the leaf. Drill:
4. In what way is photosynthesis Plants take in carbon dioxide and
important for animals? fir tree onion
release oxygen.
Play track 3.4. Ss listen and
thirty-three 33 say carbon dioxide, oxygen or
photosynthesis.
23/05/11 15:32 179225 _ 0028-0039.indd 33 23/05/11 15:32

Values education Reinforcement worksheet 8
Discuss the importance of saving plants from extinction. Forest fires,
deforestation and construction destroy plant habitats. Ss suggest how we
can protect plants. (Prevent forest fires, plant more trees, create protected
Activity Book
areas, etc.) Pages 18 and 19
Further activities
Ss look on the Internet to find out about why the colours of leaves
vary depending on the process of photosynthesis, the season, and the
weather: http://www.sciencemadesimple.com/leaves.html
33
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Plant reproduction
Objectives 3.5
To identify the reproductive organs of 1 Flowers

plants Flowers are the most attractive part
To learn about pollination of a plant. The plants reproductive organs petal
are in the flowers. Flowers have four main
To learn how fruits form parts:
The calyx. This is made up of small
Key Language green leaves called sepals. Sepals
stigma
protect the flower.
Vocabulary and structures: flowers: The corolla. This is made up of coloured Fr
33 Fr
calyx, corolla, female / male, (be) leaves called petals. pistil style
style Af
Aft
made up of, ovary, petal, pistil, protect, The stamens. These are the male parts stamen st
sta
reproductive organ, sepal, stamen, of the flower. They produce pollen. th
the
sepal
calyx
stigma, style; pollination: attract, The pistil. This is the female part of the
flower. It is shaped like a bottle. It ovary
carry, insect, land (on), pollen (grain),
produce, stick (to), transfer; fruits and consists of the stigma, the style and
the ovary.
seeds: absorb, embryo, fleshy / dry
(fruit), germinate, juicy, reach, tiny In
Ins
The parts of a flower. fa
fal
Th
Th
Presentation aa n
2 Pollination
1 Flowers A B
Pollination is the transfer of pollen from Q
Ss look at the diagram of the flower. the stamens of one flower to the stigma
Read out the parts of the flower for Ss of another flower. 1
to locate. Some plants, such as apple trees or 2
roses, have very beautiful flowers. They
A volunteer reads the text. Ask:
attract insects which land on the flowers.
What do sepals protect? What are the Pollen sticks to the insects. The insects
male parts of the flower called? Etc. carry the pollen to other flowers.
Draw a flower on the board and ask Other plants, for example, pine trees, are
volunteers to label the parts. not so attractive to insects. They produce
Play track 3.5. Ss look at the diagram, a lot of pollen grains, which the wind
carries to the stigmas of other flowers. Two types of flowers. A. These flowers are
listen and point to the parts of the
attractive. They are pollinated by insects.
flower. B. This flower is less attractive. It has long
stamens, pollinated by the wind.
2 Pollination
34 thirty-four
A volunteer reads the text. Drill:
Pollination is the transfer of pollen 179225 _ 0028-0039.indd 34 23/05/11 15:32 179225 _ 0028-0
from one plant to another. Ask: Why

do flowers have beautiful colours and
smells? (To attract insects.) Further activities
Ss look at the photos of the flowers. Ss play Hangman with the key words from the unit.
Ask: Is the pollen from the blue flower Ss draw pictures representing the different forms of pollination and
transferred by insects or the wind? A write short sentences to describe each picture.
volunteer reads the caption. Explain
that plants that pollinate by the wind Talk about unusual plants. Say that some plants have very strange
produce a lot of pollen because it can shapes. Some have beautiful colours like roses and orchids and others
go anywhere. have shapes like stones or bottles. The leaves of living stones look like
stones so that animals dont eat them. The Dutchmans pipe smells of
rotting fish to attract flies. The pitcher plant eats insects.
34
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UNIT 3
Fleshy fruits Dry fruits
sunflower seeds 3 Fruits and seeds

orange
peaches
Ask: Can you name some trees and
walnuts their fruits?
Explain that after pollen from the
kiwis aubergine acorn peanut stamen reaches the stigma, the
Some types of fruit. Which are fleshy flower changes and seeds start to
fruits and which are dry fruits? grow. A fruit starts to grow. Some
a fruits have one seed inside a hard
Fruits and
33 Fruits and seeds
seeds stone. Others have lots of seeds,
embryo
called pips, embedded in the flesh.
After the
After the pollen
pollen grains
grains reach
reach thethe stigma,
stigma, the
the flower
flower
starts to
starts to change.
change. AA fruit
fruit forms.
forms. Inside
Inside the
the fruit
fruit are
are
Ask: Can you give examples of fruits
the seeds.
the seeds. Fruits
Fruits can
can be
be fleshy
fleshy or
or dry.
dry. with hard stones? (Peach, avocado,
contain aa lot
fruits contain
Fleshy fruits
Fleshy lot of
of water.
water. They
They are
are juicy.
juicy. mango, nectarine, plum, apricot.) And
Apples and
Apples and pears
pears are
are fleshy
fleshy fruits.
fruits. fruits with pips inside juicy flesh?
contain little
fruits contain
Dry fruits
Dry little water.
water. Peanuts,
Peanuts, sunflower
sunflower (Oranges, grapes, melon, watermelon,
seeds and
seeds and acorns
acorns are
are dry
dry fruits.
fruits. strawberries, kiwi, pomegranate.)
Inside each
Inside each seed
seed there
there is
is aa tiny
tiny plant.
plant. The
The seed
seed Ss look at the pictures of fruits. Read
falls to
falls to the
the ground,
ground, absorbs
absorbs water,
water, then
then germinates.
germinates. the vocabulary. Ask: Whats your
The little
The little plant
plant starts
starts to
to grow
grow andand becomes
becomes favourite fruit? Does it have a seed in a
aa new
new plant.
plant. This bean is a seed. There is a tiny
plant inside. stone or lots of pips?
A volunteer reads the text. Check
Questions comprehension: What is pollination?
What is inside a fruit? What are fleshy
1. Name the parts of a flower. 3. Are these fleshy fruits or dry fruits?
fruits? Can you name some fleshy
2. Look at the photos. How do you think fruits? Do dry fruits contain a lot of
each flower is pollinated? melon
water? Can you give some examples?
walnut
What is inside a seed?
A B chestnut
Ss look at picture of the seed.
grape
Explain that inside a seed there is
a baby plant called an embryo. The
4. Explain how some plants use insects seed contains all the food that the
to reproduce. embryo needs until it has grown
enough to make its own food through
photosynthesis. This is why seeds are
very nutritious and good for us to eat.
thirty-five 35 Ask: Can you name seeds that we eat?
(Sunflower seeds, pumpkin seeds.)
23/05/11 15:32 179225 _ 0028-0039.indd 35 23/05/11 15:32

Further activities Reinforcement worksheet 9
Write a summary with gaps on the board for Ss to copy and complete:
a. is the transfer of pollen from the stamen to the of another plant.
b. Pollen sticks to insects or is carried by the .
Activity Book
Pages 20 and 21
Divide the class into small groups. On the board, write three headings:
Root, Stem, Leaves. Groups copy the headings and write lists of the
edible part of plants in the corresponding columns, for example, carrot,
asparagus, lettuce. Check Ss answers. Ss add and complete more
columns. (Flowers, seeds, pods.)
35
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Activities
Objectives
To revise the key concepts of the unit 1 Copy and complete the chart.
To revise key vocabulary PLANTS NEED PLANTS PRODUCE
To give Ss the opportunity to evaluate
their own learning
To make a chart

Key Language

Vocabulary and structures: calyx,
carbon dioxide, corolla, fruit, mineral
salts, oxygen, petal, pistil, pollen, sepal,
stamen, sunlight, water; after that,
2 Copy and label the diagram of the flower. Then copy and complete the text.
axis /axes, bar chart, corresponding,
finally, find out, grow, height, horizontal
fruit sepals pistil petals calyx corolla stamens pollen
/ vertical, label, length, measure,
represent, result (n), table FLOWERS
......... Flowers have different parts. The .
.........
Activities are small green leaves that form the . .
The . are coloured leaves which form the
......... . . The . are the male parts of
1 Copy and complete the chart. ......... the flower and produce . . The . is
Revise photosynthesis. the female part of the flower. The flower becomes
the . which contains the seeds.
Individually, Ss copy and complete
the chart. Check answers as a whole 3 Write what each picture shows.
class.
A B C D
2 Copy and label the diagram of the
flower. Then copy and complete the
text.
Read the vocabulary with the class,
correcting pronunciation. Ask: What Example: A. An apple tree produces flowers.

part of the plant produces pollen? B. Then, bees C. After that D. Finally
What part receives pollen? What part
protects the flower? Where are sepals? 36 thirty-six
What contains seeds? Etc.
Ss copy and label the diagram. 179225 _ 0028-0039.indd 36 23/05/11 15:32 179225 _ 0028-0
Ss copy and complete the summary.

Check the answers as a whole class. Further activities
Revise the four seasons. Talk about how plants change with the
3 Write what each picture shows. seasons. Ss draw a picture of a tree for each season and write a short
Ask: What do the four pictures show? description of each picture.
(Pollination.) What kind of tree is it? Explain how to identify the age of a tree. Every year a new ring of wood
(An apple tree.) What insect can you grows under the bark of a tree. You can count the rings to discover
see? (A bee.) how old the tree is. Show a flashcard / picture of tree rings or bring in
In pairs, Ss describe what each a log. Ss try to count the rings on the log and estimate the trees age.
picture shows.
Ss complete the sentences
individually.
Volunteers read their sentences out.
Write model answers on the board.
36
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UNIT 3
Hands on!
Make a bar chart
Hands Make a bar chart Explain that presenting information
on! in a bar chart is a very visual form
Day Length of the stem
Sam and Lucy want to know how fast plants of showing information. Remind Ss
grow. To find out, they plant a bean in 1 2 mm of the chart about sports that they
a glass. looked at in the previous unit. The
12 mm
They measure the stem of the plant every longest bar showed the most popular
three days from the day it appears. They 18 mm sport. Explain that this time, two
write the results in a table. Then, they make children want to show how fast a bean
10 24 mm
a bar chart with the results.
plant grows.
The growth of a bean plant Read the text. Ask: What are they
q First, draw the two axes. You 24
need 25 squares for the vertical axis going to measure? How often are they
(Reproducir SB4, p. 37: cdigo: 179225)
to represent the length of the stem. going to measure it? Explain this is the
The horizontal axis represents the
days. You need 28 squares for this, 18
information that appears on the axes.
Length in millimetres
7 for each day. Look at the table and the headings in

both columns.
w Then, write the numbers for the 12 Read through the instructions for
length of the stem on the vertical
axis (2, 12, 18 and 24 millimetres). drawing a bar chart. Demonstrate
Write the days (1, 4, 7 and 10) on
the horizontal axis.
each step clearly on the board. Invite
Ss to complete the bar chart on the
es e Draw the bars for each day to board using the information in the
2
the corresponding height. table. Explain that the title must
1 4 7 10 summarise the purpose of the bar
r Add a title and label each axis. day
chart. Check understanding: When is
the bean plant tallest? When does it
measure 12 mm?
Draw aa new
Draw new bar
bar chart
chart with
with Day Length of the stem
Read the activity. Ask: What is this new
the following
the following results
results which
which show
show bar chart going to measure? Ss look
the growth
the growth of
of aa lentil
lentil plant.
plant. 1 3 mm
at the results table. Ask: What are
4 9 mm the labels for the axes? Whats a good
7 16 mm title?
10 25 mm Ss draw the bar chart individually in
their notebooks. Invite a volunteer to
thirty-seven 37 draw and label the axes on the board
and another to fill in the details.
23/05/11 15:32 179225 _ 0028-0039.indd 37 23/05/11 15:32 Ss compare the bar chart in the book
and the bar chart in their notebooks.
Ask: Which plant grew the fastest?
Further activities
Which grew the slowest? How tall was
An experiment: Ss need a plastic yoghurt pot each, labelled with their the lentil plant on day seven?
name and the date. Leave lentils and chickpeas in water overnight.
Give half the class one lentil each, and the other half one chickpea
each. Ss put a paper towel around the inside of the yoghurt pot and Teachers Resource Book
cotton wool in the middle. They put their chickpeas / lentils between Extension worksheet 3
the paper towel and the side of the pot and water the cotton wool
a little to keep the towel damp. Put the pots in a dark place. Ss
check the pots every day, measuring and recording growth. They use
the information to make bar charts. Ss can use their bar charts to
compare chickpea / lentil plant growth.
37
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Revision I
Objectives 3.6

of the unit
To practise summarising a text
Plants
To give Ss the opportunity to evaluate All plants have roots, leaves and a stem. The roots are
their own learning underground. The stem grows above the ground and can be
woody or herbaceous. The leaves consist of the petiole
and the blade. They are green.
Key Language Plants make their own food through photosynthesis.
Vocabulary and structures: calyx, To do this, they need water, mineral salts, carbon
dioxide and sunlight. They release oxygen during
consist (of), corolla, be made up of,
photosynthesis.
petal, pistil, pollen, sepal, stamen,
Flowers are the reproductive organs of plants. Flowers
stigma; botanical garden, care for,
consist of the calyx, the corolla, the stamens and the
common/ rare, disappear, enjoy, field, pistil. The stamens are the male parts of the plant,
grow, (doesnt) matter, pick (flowers), and the pistil is the female part. The calyx is made
protect, species, wild up of sepals, and the corolla is made up of petals.
The stamens contain the pollen, which is transferred
to the stigma through pollination.
Revision After pollination, the flowers become fruits. The fruits contain
seeds.
1 Read the summary.
Play track 3.6. Ss read and listen to
Name the parts of a plant. Where are 2 Copy and complete. Use the information from the summary.
the roots? Describe the two types of
root. Name the parts of a leaf. How do FLOWERS
plants make their food? What is the
name of this process? What do plants consist of
release? What is the calyx made up of?
And the corolla? Which are the male
calyx
parts of a plant? Which is the female
part? What is pollination? What do which are made up of which contain
flowers become?
pollen

information from the summary. 38 thirty-eight
Ss copy and complete the chart
individually in their notebooks. 179225 _ 0028-0039.indd 38 23/05/11 15:32 179225 _ 0028-0
Correct Ss answers on the board.

Further activities
Read key words from the summary. Ss say plant nutrition or plant
reproduction as they hear a word: Stamens (plant reproduction), carbon
dioxide (plant nutrition).
Bring a potted plant to class and a one litre plastic bottle. Mark the
side of the bottle every 5 cm with a marker pen. Make a small hole in
the top side of the bottle. Fill the bottle with water and screw the top
on. Put a length of cord inside the hole. One end of the cord should
touch the bottom of the bottle and the other the soil of the plant. Ss
measure and record how much water the plant absorbs. The results
can be presented on a bar chart.
38
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UNIT 3
I can
Make a decision I can
about protecting plants Make a decision about protecting plants
Last summer Dan and Emily and their parents went
on holiday to the Pyrenees. One day they went on Ask: Where did you go on holiday last
an excursion and saw a field full of white, star-shaped year? Did you see any plants? What
flowers. They wanted to pick these beautiful flowers, colour were they? Explain that some
called edelweiss, but the guide told them that plants are protected because they are
they are protected plants. in danger of extinction. Ask: Why do
There are lots of flowers here. you think theyre in danger?
It doesnt matter if we take one or two,
Emily said to Dan. A volunteer reads the text. Check
No, we cant do that, said Dan.
comprehension: Where did Dan and
We shouldnt pick protected plants. Emily go? What did they see? What did
the guide tell them about the flowers?
Choose two classmates to role-play Did Emily think this information was
Dan and Emily. Then, give your own
opinion.
important? Who listened to the guide:
Dan or Emily? Who is right: Dan or
Emily?
OUR WORLD Ask: Why is it important to listen to
others when they speak? (So we can
Botanical gardens
hear what they say.) We shouldnt
There are many different species interrupt a speaker even if we
of plants. Some are common and
disagree with what they are saying. If
others are very rare. Some wild
orchids are very hard to find. These you want others to listen to you, first
orchids are protected so that they do you must learn to listen to them.
not disappear altogether. Botanical Choose Ss to role-play Dan and
gardens grow and care for these
Emilys conversation. Ss add to the
flowers. You can visit botanical
gardens to enjoy looking at and dialogue and give their opinions.
learning about all types of plants.
Do you think botanical gardens Royal Botanical Garden, Madrid.
Our world
are important? Explain.
Find information about a botanical garden. Make a poster to advertise Botanical gardens
it. Include pictures and information about some of the plants which
grow there. Ask Ss if they have visited a botanical
garden. Ask what they saw there.
Explain that botanical gardens
have special conditions such as
thirty-nine 39 greenhouses to cultivate all types of
plants so they do not disappear. They
23/05/11 15:32 179225 _ 0028-0039.indd 39 23/05/11 15:32
have examples of alpine plants, exotic
plants, tropical plant and cactuses.
Choose a volunteer to read the text.
Further activities
Ask: What flowers are mentioned in the
A debate. Choose two groups of three Ss. Say that the government text?
wants to build a hospital in the middle of a forest. One group represents Ss debate the question, listening
neighbours who are against the destruction of the forest. The other patiently while others speak.
group is in favour of the hospital. The two groups debate. The others
Ss find information about a botanical
listen attentively and decide which group gave the best reasons.
garden and make a poster to
Ask Ss to write a list of examples of pollution. Ask: Why are forests advertise it.
important? (They clean the air and provide oxygen.)
Ss play games to help plants grow well online: http:/www.bbc.co.uk/
schools/ks2bitesize/science/living_things/help_plants_grow/play.
shtml. Ss click on water and heat to give the plant the right amount Assessment worksheet 3
of each so that it grows and flowers. Test 3
39
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4 Minerals, rocks
and soil
Unit content

To learn about rocks and their components Rocks, their properties and uses
To learn about the uses of rocks Minerals, their properties and uses
To learn how to describe rocks The formation and composition of soil U
To learn about minerals, their properties and How to describe rocks
uses How to choose the best soil for a plant
To learn about soil and soil formation Protecting soil
To learn why soil must be protected
Observing and comparing rocks and minerals using
photographs
Language objectives Describing rocks and minerals using index cards
To describe the composition of objects using Making a mineral collection
made of: Roof tiles are made of a rock called Studying the process of soil formation with the help of
clay. a sequenced diagram
To use such as when giving examples: Some Reading a text about the importance of soil protection
rocks, such as basalt, are dark. Writing rules on how to protect forest soil
To use adjectives to define characteristics of
minerals and rocks: hard, soft, shiny, etc. Showing interest in identifying different rocks and
minerals
Assessment criteria Showing interest in learning about the uses of different
rocks and minerals
Describe the characteristics of rocks
Appreciating the importance of protecting soil for all
and their components
living things
Explain the uses of rocks
Describe rocks
Describe minerals, their properties and uses
Describe soil and how it is formed
Explain the importance of protecting soil P

40A
179236 _ 0058-0071.indd 58 28/07/11 14:14

Competences
Competence in linguistic Competence in learning Knowledge and interaction
communication to learn with the physical world
Identifying and describing minerals Describing and identifying minerals Understanding that the
(SB p. 44: The properties of (SB p. 45: Your turn!) environment is a whole, made
minerals; p. 45: Minerals in rocks) Describing and identifying rocks up of living things, and non-living
Describing the characteristics of (SB p. 49: Hands on!) things (SB p. 51: Our world)
soil (SB p. 47: Soil is made up of Studying alternatives in order to Understanding the need to protect
layers) choose the most suitable soil for the environment and, in particular,
Examining photographs, reaching a plant (SB p. 50: I can choose the soil (SB p. 51: Our world)
a conclusion and giving an best soil for a plant)
explanation (SB p. 42: Rocks)
Unit outline
Unit 4. Minerals, rocks and soil
Rocks Minerals Soil
Hands on! Your turn!

How to describe Making a mineral
rocks collection
I can Our world

Revision
Choose the best soil for a plant Protecting our soil

Content: understanding the difference between rocks September October November December January
and minerals
Language: intrusion from L1: soil / suelo; omitting
definite and indefinite articles in descriptions: Plant February March April May June
leaves and branches protect soil from heavy rains.
40B
179236 _ 0058-0071.indd 59 28/07/11 14:14

Objectives
To revise some of the uses of rocks
and minerals
4 Minerals, rocks
and soil
W
To learn that soil covers rocks and is

Amazing caves
where plants grow and some animals
live The amazing cave formations
in the photograph are caused
by the action of water on 1.
limestone rock, over a very long
Key language period of time.
Vocabulary and structures: amazing, Although limestone is a hard

calcite, cause, cave, deposit (v), rock, part of it, calcite, dissolves
dissolve, filter through, grow up in water.
(from), hang down (from), hard / When it rains, water filters
soft, limestone, quickly / slowly, rock through the roof of the cave
formation, roof, stalactite, stalagmite; and dissolves the calcite in
4.1
4.1
build, clay, graphite, layer, (be) made the rock. Over many years, 2.
of, mineral, rock, roof tile, soil, surface the calcite is slowly deposited
to form columns.
Presentation Columns that hang down from

the roof of caves are called
Ask: Have you ever visited a cave? stalactites. Columns that grow
Where was the cave? What colour was up from the floor are called
the rock? Was there water on the floor stalagmites.
or dripping from the ceiling? Was there
anything inside the cave? What was it?
Where was it?
Ss look at the photograph and
describe what they can see. Explain THINK ABOUT
that the top of the picture is the roof
Do limestone rock formations form quickly or slowly?
of the cave and the bottom is the
Is limestone a hard or soft rock?
floor.
Which formations hang from the roof of caves; stalagmites or stalactites?
A volunteer reads the text. Check Have you ever visited a cave? Where was it? What was it like?
understanding: What causes cave
formations? What part of limestone
dissolves in water? Is this a short 40 forty
process? What are the names of the
columns formed by calcite? Drill: 179225 _ 0040-0051.indd 40 23/05/11 15:36 179225 _ 0040-0051.i
Stalactites hang down, stalagmites

grow up.
Values education
Explain like living things, rocks should be also be protected and treated with
respect. Ask: Why shouldnt we touch stalactites and stalagmites? (Because
they take a very long time to form and they can be damaged easily.)
Further activities
Teach Ss how to remember the difference between a stalactite and a
stalagmite: A stalactite holds tight to the roof of a cave.
Ss grow a stalactite. Dissolve baking soda in two jars of warm water.
Put them in a warm place with a saucer between them. Twist several
strands of wool together. Dip the middle into the jars. Weight the ends
and put one end in each jar, with the middle hanging down over the
saucer. After a few days a tiny stalactite and stalagmite will form.
40
179236 _ 0058-0071.indd 60 03/08/11 13:33

UNIT 4
Rocks and minerals IN THIS UNIT, YOU WIll Rocks and minerals
Rocks and minerals have many uses.
For example, pencils are made of a mineral Learn about rocks Explain that rocks are billions of years
called graphite. Roof tiles are made of a rock and their properties. old. The rocks we see may have been
s called clay. Discover different part of a mountain. Dinosaurs may
uses of rocks. have walked on them. Rocks are made
d
1. Can you name other rocks and minerals? Learn about minerals up of minerals. A volunteer reads the
What are they are used for? and their uses. text.
ng
Discover the
properties of some
1. Read the questions. Ss name
minerals. minerals and their uses. Write their
Soil answers on the board.
ves Find out how to
Soil is the top layer of the Earths surface. collect minerals.
This is where plants grow. Some animals,
Ask: What mineral do we put on food?
such as rabbits and worms, make their homes Learn about soil and (Salt.) What do we use marble for?
in soil. how it is formed. (Floor, statues, sculptures.) Granite
Learn how to is very hard. What do we use it for?
4.1
4.1 describe a rock. (Floors, work surfaces.) Diamond is
2. Look at the pictures. Which is the best place
for plants to grow and for rabbits to build their Identify the best soil the hardest mineral on Earth. What do
d
homes? for growing plants.
we use it for? (Jewellery and precision
Learn how to protect cutting.) What other minerals do we
m soil.
use for jewellery? (Silver, gold, quartz
A B for watches.)
w
Soil
Explain that the outside layer of Earth
is a layer of hard rock with soil and
water and ice on top. Soil is the part
where plants grow and some animals
live. Ask: What things grow in soil?
What do plants get from the soil?
(Minerals and water to make food.)
What animals live in soil?
2. In pairs, Ss look at the illustrations
and decide on the answer. Ask
volunteers to say their answers.
forty-one 41
23/05/11 15:36 179225 _ 0040-0051.indd 41 23/05/11 15:36
their answers.
Values education
Plant and animal remains in rocks allow scientists to reconstruct the
history of the Earth. Palaeontologists study animal bones. Archaeologists
study objects left behind by people who lived in the past. Ask: What should
you do if you find something which you think is valuable buried in a field or
garden? (Take it to a museum.)
Further activities
Ss make a list of animals that have homes underground, using
dictionaries and encyclopedias. (Moles, badgers, rabbits, ferrets,
weasels, foxes, ants, beetles, worms, etc.)
Show pictures of famous natural landmarks. (The Grand Canyon, the
Caves of Drach.) Ss identify them, describe them and say where they
are. Why are they important?
41
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Rocks
Objectives
To understand that rocks form the 1 What are rocks? W
33 W
solid part of the Earths surface Rocks form the solid part of the Earth. Ro
Ro
To discover that rocks are made of They are found everywhere in nature. de
de
minerals Some rocks, such as basalt, are dark.
Others, such as limestone, are light in
To learn where rocks are mined
colour. Some rocks, such as granite, are
To know some of the uses of rocks formed by large grains. Others, such as
clay, are formed by fine grains.
Key language
Vocabulary and structures: brick,
Torcal de Antequera. Rocks can create strange
fertiliser, fuel, grain, landscape; mine: and beautiful landscapes. 4.2
4.2
shaft, tunnel; quarry, nature, plastic; U

44 Us
rocks: basalt, clay, coal, feldspar, Ro
Ro
granite, limestone, marble, mica, 2 What are rocks like?
petroleum, quartz; shell, slate, surface,
The piece of granite in the photograph is
tile; beautiful, dark / light, fine, hard made up of grains of different colours.
/ soft, large, several, solid / liquid, These grains are the minerals which form
strange; beneath, between, near; granite. All rocks are made up of minerals,
entirely, everywhere; be made up of, but there are many different types: petroleum
create, extract, form, obtain, provide, Some rocks are formed by just one
reach mineral. For example, marble is made granite
up entirely of calcite.
Other rocks are made up of several
Presentation minerals. For example, granite is made
up of quartz, feldspar and mica. 1
limestone
1 What are rocks? Some rocks, such as limestone,
sometimes have shells and sea 2
Explain that rocks are the solid part creatures in them.
of the Earth. Some form when sand Some rocks, such as marble, are hard.
and sea shells are squashed together Others, such as clay, are soft. Others, 3
marble clay
(limestone). Others form when hot like petroleum, are liquid.
volcanic lava erupts and cools (granite). Rocks. Rocks look different because they are
made up of different minerals. Which rock is
Read the text. Ask: What are rocks? a liquid? Which of these rocks has got grains
of different colours?
Are all rocks the same colour or
texture? A volunteer describes the first
photo. Give prompts: Are the rocks 42 forty-two
dark or light? Etc.
179225 _ 0040-0051.indd 42 23/05/11 15:36 179225 _ 0040-0051.i
2 What are rocks like?

Say: Rocks are different because they Further activities
are made of different minerals. Ask: Ss bring mineral collections, rocks or unusual stones to show the
What colour is the clay you use in Art? class. They describe them and say where they came from.
And the graphite in your pencil?
Explain that fossils are the hard remains or the shape of dead
Ss look at the photos of rocks. Ask: Is prehistoric animals or plants found inside or on some rocks. Ss make
petroleum solid? Why do you use clay a twig fossil. Cover a twig in petroleum jelly and press it hard into a
in Art? (It is easy to shape because layer of plasticine in a plastic tub. Remove the twig and pour plaster of
it is soft.) Read the caption and ask Paris over the plasticine. When it is set, turn over the tub and separate
the questions. (Petroleum is liquid. it from the plaster to see the fossil.
Granite has different coloured grains.)
A volunteer reads the text. Check
comprehension: Is granite made up of
only one mineral? Etc.
42
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UNIT 4
3 Where can you find rocks?
Where can
33 Where can you
you find
find rocks?
rocks? Ask: When you dig in the garden, what
Rocks can
Rocks can be
be found
found near
near the
the surface
surface of
of the
the Earth
Earth or
or can you find? What is the name of the
deep beneath
deep beneath the
the ground.
ground. person who goes underground to get
These are
Mines. These
Mines. are places
places where
where rocks
rocks and
and coal? What is coal used for?
minerals are
minerals are extracted
extracted from
from deep
deep beneath
beneath the
the Ss look at the photo of the mine
ground. Miners
ground. Miners reach
reach the
the rocks
rocks by
by travelling
travelling tunnel. Ask: Is mining a safe job? Is
through shafts
through and tunnels.
shafts and Coal is
tunnels. Coal is extracted
extracted from
from
mines.
mines.
there natural light?
These are
Quarries. These
Quarries. are places
places where
where rocks
rocks are
are Ss read the text. Ask: Where can rocks
extracted from
extracted from near
near the
the surface
surface of
of the
the Earth.
Earth. be found? Are mines near the surface?
Granite and
Granite and limestone
limestone are
are extracted
extracted from
from quarries.
quarries. What is a quarry? What minerals are
Mine tunnel deep underground.
extracted there? Explain that when
4.2
4.2
gold or diamonds are extracted from
Uses of
44 Uses of rocks
rocks
mines they are not shiny and bright.
Rocks are
Rocks are used
used for
for many
many different
different things:
things: Miners extract large quantities of rock.
Obtaining Petroleum is
energy. Petroleum
Obtaining energy. is aa liquid
liquid rock.
rock. ItIt Minerals are then extracted from the
provides fuels,
provides fuels, such
such as
as petrol
petrol and
and diesel,
diesel, to
to run
run rocks.
cars.
cars.
Making construction
Making Bricks and
materials. Bricks
construction materials. and tiles
tiles
are made
are made from
from clay.
clay. Marble,
Marble, granite
granite and
and slate
slate are
are 4 Uses of rocks
m also used
also used in
in construction.
construction.
limestone quarry. The limestone
Remind Ss that rock can be hard, soft
Factories make
uses. Factories
Industrial uses.
Industrial make plastics,
plastics, paints
paints rock is found near the surface. or liquid.
and fertilisers
and fertilisers from
from petroleum.
petroleum.
Choose volunteers to read the text.
Questions Draw three columns on the board with
the headings: Energy, Construction,
1. What are rocks? Where can you find 4. Match the rocks to their uses. Industry. Ss copy the table and
them?
granite work in small groups to complete
2. Name one rock made up of several
it using information from the text.
minerals. Name another rock which is
soft. petroleum Check the answers. Add a fourth
coal column: Decoration. Ask volunteers to
3. What is the difference between a mine
and a quarry? complete the column.
a. For making plastics.
b. As a construction material.
sentences about rocks and say True
c. As a fuel.
or False.
forty-three 43 Teachers Resource Book

23/05/11 15:36 179225 _ 0040-0051.indd 43 23/05/11 15:36 Reinforcement worksheet 10
Further activities Activity Book

Demonstrate how granite is formed: Ask Ss to sharpen different Pages 22 and 23
coloured wax crayons. Collect the shavings (about 3 cm deep) and
crush them in a mortar and pestle. Place the crushed shavings in
aluminium foil. Fold over the ends of the foil. Hold the foil with a
peg and heat it for several minutes over a candle or in a hot oven
(not a microwave). Allow it to cool. When the foil is opened, the wax
will be similar in appearance to granite. Explain: The different colours
represent the different minerals in granite. The heating and cooling
process represent the heating and cooling of the Earth.
43
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4.3
4.3
Minerals M
33 M
Ro
Ro
Objectives
To understand that minerals are the 1 What are minerals?
natural, solid substances Minerals are natural, solid substances. graphite
To learn some properties of minerals: All minerals are made up of only one
hardness, lustre, shape and colour substance. They can be found as parts
of rocks, or in their pure state.
To learn some uses of minerals
Graphite. It is a natural substance. It
has no grains. It is formed by just one
substance. It is a mineral. It is soft and
Key language when we press it, layers slide off and leave
Q
g
Vocabulary and structures: (be) made marks on the paper. b
Graphite. Minerals are all around us. For example, i
up of, pure, slide off, solid, substance;
we use graphite when we write with a pencil.
minerals: calcite, chalcopyrite,
cinnabar, diamond, emerald, feldspar, U
44 Us
graphite, gypsum, magnetite, M
Mi
malachite, opal, pyrite, quartz, ruby,
talc; properties: fingernail, hard / soft,
2 The properties of minerals
hardness, lustre, reflect, scratch, shape,
shiny, translucent; rocks: clay, copper, Every mineral is different from all other
minerals. You can identify a mineral by its
extract (from), granite, limestone, properties. Some properties of minerals diamond gypsum
marble; uses: cement, iron, jewellery, are:
obtain, plaster Hardness. A mineral is hard when it
is difficult to scratch. Diamond is the
hardest mineral. Gypsum is so soft you
Presentation can scratch it with your fingernail.
lustre. Lustre means the way a mineral
1 What are minerals?
reflects light. Some minerals, such as talc
pyrite, are very shiny. Others, such as pyrite
Ss look at the photo of the pencils.
Read the caption. Ss draw a line talc, are not shiny.
slowly with their pencils. Say: See how Colour. Some minerals are always the
same colour. Malachite is always green.
the graphite goes onto the paper. Ask:
Others can be different colours,
What colour is the graphite? Is it shiny? for example, calcite can be green,
Is it hard or soft? Say: These qualities orange, yellow or white.
are called properties. Shape. Some minerals, such as pyrite,
malachite calcite
A volunteer reads the text. have a regular shape. Others, such as Examples of minerals.
malachite, have an irregular shape.
2 The properties of minerals 44 forty-four

Explain that all minerals are different.
We identify them by properties: 179225 _ 0040-0051.indd 44 23/05/11 15:36 179225 _ 0040-0051.i
hardness, lustre, colour, and shape.

Lustre means shiny and shape means Further activities
the appearance of the surface.
Describe one of the minerals in the photos for Ss to guess. It is green
Choose Ss to read the text. Check
and has an irregular shape. (Malachite.)
comprehension: Which mineral is hard
/ shiny? Etc. Explain that the Mohs scale measures from 1 to 10, the hardness of
Write the title Properties on the board minerals. Number 1 on the scale is talc. It is very soft, so it can be
and the subtitles: Hardness, Lustre, scratched by any mineral. Number 10 is diamond, the hardest mineral.
Colour and Shape. In pairs, Ss look at It can only be scratched by another diamond. Ss can test the hardness
the photos of minerals and write down of minerals from school or home, by trying to scratch minerals with
the properties. Check Ss answers. another mineral. They can make a Mohs scale with the results.
44
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4.3
4.3
UNIT 4
Minerals in
33 Minerals in rocks
rocks
Rocks in
Rocks in the
the Earths
Earths crust
crust are
are made
made up
up of
of minerals.
minerals. Here
Here are
are some:
some:
3 Minerals in rocks
Quartz Feldspar Calcite
Explain that the outer layer of the
Earth is called the Earths crust. It is
made of rock. A volunteer reads the
text.
In pairs, Ss look at the photos of the
minerals in the table and talk about
their properties.
Quartz is very hard. It can scratch Feldspar is hard. It is not shiny. Calcite is soft. It can be scratched
glass. It is translucent. It can It can be different colours: with a knife. It can be white, orange
Ss read the texts. Ask: Is quartz soft?
be white, pink or grey. It is found white, green or brown. It is found or yellow. It is found in marble and What colour is it? Where is it found? Is
in granite. in granite and clay. limestone.
e, feldspar shiny? Where is it found? Is
calcite soft? Where is it found? What
Uses of
44 Uses of minerals
minerals colour can it be?
Minerals can
Minerals can be
be used
used for:
for: Questions Play track 4.3. Ss listen and point to
Gypsum is
materials. Gypsum
Construction materials.
Construction is used
used to
to make
make the minerals on pages 44 and 45.
1. What is a mineral?
cement and
cement and plaster.
plaster.
2. Name three properties
Obtaining Iron is
metals. Iron
Obtaining metals. is extracted
extracted from
from of minerals. 4 Uses of minerals
magnetite. Copper
magnetite. Copper is is obtained
obtained from
from chalcopyrite.
chalcopyrite.
3. Name three minerals and Ss read the text. Ask: What minerals
Making Diamonds, rubies
jewellery. Diamonds,
Making jewellery. rubies and
and emeralds
emeralds say what they are used for.
are used
are used to
to make
make jewellery.
jewellery. can we use to make jewellery?
(Diamonds, rubies, emeralds.) And for
construction? (Gypsum.) Ss say some
YOUR TURN ! uses of iron and copper. (Iron: drinks
cans; copper: electrical wires.)
Making a mineral collection
Your turn!
Making a mineral collection
Cinnabar. Colour: red Opal. Colour: green and brown Pyrite. Colour: grey Ss look at the photos of minerals.
Draw an index card on the board. Use
Make an index card for Name: Cinnabar. Colour: Red.
each mineral. Cinnabar as an example. Ask: What
Lustre: Shiny. Not shiny.
colour is cinnabar? Does it have a
Shape: Regular. Irregular.
regular or irregular shape? Write the
answers on the board.
Give out index cards. Ss do the same
forty-five 45 for opal and pyrite. Check answers by
asking Ss to complete index cards on
23/05/11 15:36 179225 _ 0040-0051.indd 45 23/05/11 15:36
the board.
Further activities
Ask Ss to compile a list of types of jewellery (rings, necklaces, brooches,
etc.) that can be made with precious stones and metals. Reinforcement worksheet 11
Ss design and draw a piece of jewellery. They explain to the class what
minerals they have chosen and why. Activity Book
Pages 24 and 25
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4.5
4.5
Soil S
33 So
So
So
Objectives co
co
To learn that soil is the layer of earth 1 What is soil?
made up of stones, air, water, and In many places, rocks are covered by a
animal and plant remains layer of earth, called soil. Soil consists
To understand how soil is formed of stones, water, air, minerals and the
remains of animals and plants.
To identify the three layers of soil
The roots of plants grow in soil. Many
To understand the importance of soil small animals, such as earthworms, moles
conservation and ants, live in soil.
Cross section of soil. Plants obtain mineral salts
from soil.
Key Language
Vocabulary and structures: bedrock,
4.4
H
44 Ho
2 How is soil formed? So
branch, break up, cross section, So
Soil is a mixture of many things. It forms
A be
be
earthworm, (be) exposed, fix, heavy /
very slowly over a long period of time. First, pl
pla
light, humus, landscape, layer, little by wind, rain and ice wear down rocks into Pl
Pla
little, matter, mixture, mole, organic, smaller pieces. Then, the action of animals an
an
prevent, protect, remains, root, soil, and plant roots breaks the rocks into even an
an
sticky, subsoil, sweep away, topsoil, smaller pieces. Fo
Fo
turn into, vegetation, wear down, wet / Little by little, the pieces of rock mix with th
tha
dry the remains of plants or animals. These B
remains of living things turn into a dark
mixture called humus. The little pieces of
1 What is soil? rock mix with the humus to form soil.
There are different types of soils because 1
Ss look at the cross section of soil.
they are formed from different mixtures
Read the caption. 2
of rocks and organic matter. Soils can be
Read the text. Ask: What does soil dark or light in colour. Some soils contain 3
C
consist of? Ask: Why do some animals large rocks and others contain very small 4
pieces of rock.
live in soil? (Protection from predators 5
Clay soil is dark, wet and sticky when it is
and heat / cold.)
wet. Sandy soil is light and dry.
2 How is soil formed?

Formation of soil. A. Rocks begin to break up due
A volunteer reads the text. Ask: Is to the action of rain, wind and ice. B. Plant roots
help to break up the rocks. C. The small pieces
soil formation a fast process? What is of rock mix with the humus and form soil.
humus? Etc. Explain that the minerals
in the rocks affect the colour of the
soil. 46 forty-six
Ss examine the three diagrams. Ask 179225 _ 0040-0051.indd 46 23/05/11 15:36 179225 _ 0040-0051.i
what weather they can see in A. Read

caption A. Ask: Which part of a plant
grows underground? Are tree roots Further activities
strong or weak? We can see their Ss can separate soil to see the different layers. Dig up soil from a
strength when tree roots break paving pet-free area. Put it in a jar and fill it with water. Screw the lid on and
stones in the streets. Read caption B. shake it well. Leave the jar for 24 hours. The soil will settle in layers,
Point out the layer of soil in C. Read showing what is in it. Ss draw a picture of what they see.
caption C.
Play track 4.4. Ss listen and say which
illustration: A, B or C.
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4.5
4.5
UNIT 4
Soil is
33 Soil is made
made up
up of
of layers
layers
Soil is
Soil is made
made up
up of
of three
three layers,
layers, each
each
3 Soil is made up of layers.
containing different
containing different materials:
materials:
This top
Topsoil. This
Topsoil. top layer
layer contains
contains sand,
sand, topsoil Explain that farmers examine soil,
clay, water,
clay, water, air
air and
and humus.
humus. This
This is
is where
where especially the top layer which provides
the roots
the roots of
of plants
plants grow
grow and
and where
where plants with minerals and space to
some animals
some animals live.
live. subsoil
grow.
This middle
Subsoil. This
Subsoil. middle layer
layer contains
contains
stones, sand,
stones, sand, clay
clay and
and some
some water.
water. Ss look at the diagram of the layers
bedrock of soil. Ask volunteers to describe
This bottom
Bedrock. This
Bedrock. bottom layer
layer is
is made
made upup
of rocks,
of rocks, and
and contains
contains very
very little
little water.
water. the difference between the three
layers. Read the caption and choose
layers of soil. Look at the topsoil. Do you think
plants will grow well here? Explain.
volunteers to answer.
Volunteers read the text. Drill: The
How to
44 How to look
look after
after soil
soil three layers of soil are topsoil, subsoil
Soil is
Soil is essential
essential for
for people.
people. This
This is
is and bedrock.
because plants
because plants need
need soil
soil to
to grow.
grow. WeWe need
need Draw a diagram of the three layers of
plants for
plants for food
food and
and for
for wood.
wood.
soil on the board. Ask volunteers to
Plant roots
Plant roots help
help fix
fix soil
soil and
and prevent
prevent wind
wind name the layers and say what they
and water
and water sweeping
sweeping itit away.
away. Plant
Plant leaves
leaves
and branches
and branches protect
protect soil
soil from
from heavy
heavy rains.
rains.
contain.
For this
For this reason,
reason, wewe must
must protect
protect the
the plants
plants Play track 4.5. Ss listen and say the
that grow
that grow in
in soil.
soil. layer: topsoil, subsoil or bedrock.
landscape with little vegetation. When there is
little vegetation, the soil is exposed and wind
and rain can sweep it away.
4 How to look after soil
Questions
Write Uses of plants on the board.
1. What is soil?
Ss work in pairs and compile a list
2. How do wind and rain help to form soil? of uses of plants. Write answers on
3. Name the three different layers of soil. What does each layer contain? the board. Ask: Are plants important?
4. Name two uses of soil. Where do they grow? So, is soil
5. Which of these soils is most protected against the rain? Explain. important?
Volunteers read the text. Ask: How
A B do roots help the soil? What do leaves
and branches protect the soil from? Ss
e look at photo. Ask: Can you see a lot
s
of vegetation? What does this tell us
about the fertility of the soil? Read the
caption and ask: Is it possible to make
forty-seven 47 the soil fertile again? (Yes, with water
and by growing new plants which will
23/05/11 15:36 179225 _ 0040-0051.indd 47 23/05/11 15:36
hold the soil.)
Values education Teachers Resource Book

Remind Ss of the importance of plants and soil for people and the planet. Reinforcement worksheet 12
Ask: What can we do to protect soil? (Reduce pollution. Control over-farming
and use of pesticides. Plant more trees. Etc.)
Activity Book
Pages 26 and 27
Further activities
Ss take soil samples to examine from the school grounds or their own
gardens. Ss touch the soil and describe it to a partner.
Ss draw a plant in soil labelling the parts of the plant and the
components of the soil.
Ss name animals that live in the soil. (Ants, beetles, earthworms,
etc.) Ask: Are they vertebrates? (No.) Explain: The invertebrates help
soil decomposition, making soil fertile.
47
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Activities
Objectives
To revise the key concepts of the unit 1 Copy the chart. Match each word to its definition and to one example.
To give Ss the opportunity to evaluate Key words Definition Example
their own learning They are natural materials
Rocks formed by one substance. Calcite
To learn how to describe rocks
Minerals They form the solid part Limestone
of the Earth.
Key Language
Vocabulary and structures: calcite, 2 look at these photographs of a mineral and a rock. Answer the questions.
deep, fertile / poor (soil), formation, te
grow, humus, limestone, mineral, A B
root, rock, solid, substance, topsoil; a. Which photograph is of a mineral?
appearance, basalt, collect, How do you know?
composition, feldspar, fill in, fingernail, b. Which one cannot be a mineral?
S
granite, hard / soft, hardness, layer, How do you know?
magnifying glass, mica, observe,
olivine, outward, quartz, sample, rough
/ smooth, scratch, texture, thin 3 Write a sentence about the formation of soil. Use these words.
humus wind and rain plant roots

Activities
1 Copy the chart. Match each word to
its definition and to one example. 4 Match the sentences to the pictures. Which soil is best for growing plants? Explain.
Revise rocks and minerals. Ss copy
the chart in their notebooks and q w
match each word to its definition and C
an example. A
Volunteers read their answers to the T
class. H
2 Look at these photographs of a C

a. Fertile soils have deep topsoil with a lot of humus.
mineral and a rock. Answer the b. Poor soils have little topsoil with little humus.
questions.
Ss look at the photos and talk about 48 forty-eight
the colour, lustre and shape of both
specimens. 179225 _ 0040-0051.indd 48 23/05/11 15:36 179225 _ 0040-0051.i
In pairs, Ss answer the questions.

Choose volunteers to check the Further activities
answers. Draw a circle on the board representing the Earth. Write plants and
animals around the outside. Draw a slightly smaller circle inside and
3 Write a sentence about the formation write soil. Inside that circle draw another circle and write rocks. Ask:
of soil. Use these words. What are rocks and what do they contain? What covers rocks? Where
do plants grow? What is in soil? What do plants give animals? What
Check understanding of the
happens to dead animals? Do these remains make soil fertile or poor
vocabulary.
for growing?
Volunteers describe the formation of
Ss bring in pictures of landscapes (deserts, arid land, forests,
soil using the words given.
rainforests, etc.) and describe what they think the soil is like and why.
Ss write a sentence in their
notebooks. Volunteers read their
answers.
48
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UNIT 4
4 Match the sentences to the pictures.
Which soil is best for growing plants?
Explain.
Hands How to describe rocks Check understanding of fertile and
on! poor soil by asking: Is fertile good for
When you describe a rock, you give information about its outward appearance growing plants or bad? And poor soil?
and its composition. Collect some rock samples. Touch and feel them. Individually, Ss decide which sentence
Then, examine them through a magnifying glass to discover their properties.
goes with which picture.
The name of Choose volunteers to explain their
the rock. GRANITE answers.
Colour and
texture. Observe Colour Black, white and grey
and touch Appearance In sheets
the rock to
Hands on!
fill in these Texture Smooth Rough
properties. How to describe rocks
Hardness Your fingernail can scratch it.
Hardness.
Scratch the rock It can scratch glass. A volunteer reads the text. Ss look
to find if it is
Composition
It is formed by three minerals: at the photo and then at the table.
hard or soft. quartz, feldspar and mica. Explain that the table represents an
Appearance.
Sheets means index card for organising information
thin layers. The composition. This means what Stick a photo or a that they have collected. Explain
minerals are in the rock. Look in an picture of the rock
encyclopedia or on the Internet. on each card.
the contents of the table and give
examples of smooth objects (glass
in a window) and rough objects
(sandpaper).
What information is missing from the index card? Read the information around the
Copy and complete the index card for basalt. table.
BASALT Check understanding of the table:
Colour What colour is granite? How do we
Appearance In a block In sheets know its hard? Describe its texture. Is
Texture Smooth Rough
it in a block or a sheet?
Hardness It can be scratched with a fingernail. Ask Ss to answer the first question.
It can scratch glass. Ss look at the photo of basalt and
Composition It is formed by several minerals, individually copy and complete the
such as olivine. table. Volunteers give their answers.
forty-nine 49 Teachers Resource Book

23/05/11 15:36 179225 _ 0040-0051.indd 49 23/05/11 15:36
Further activities
Ss bring in rock samples (or pictures from the Internet) and examine
them. Ss then fill in an index card with the same categories as the
one done in class. Ss show their rocks to the class and read the
information on their cards.
Give Ss more information about rocks. (A pomice stone, used to remove
dead skin from the bottom of your feet, is a porous, volcanic rock. It
can float. The most abundant rock in the Earths crust is granite. It is
abundant in the Community of Madrid. Lava from volcanoes is liquid
rock. The high temperatures deep below the Earths surface melt the
rock and it erupts from the volcano as a liquid.)
49
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Revision I
Objectives
of the unit
To practise summarising a text Minerals and rocks
To give Ss the opportunity to evaluate Rocks form the solid part of the Earth. Rocks are used for
their own learning construction materials, in industry and as fuels.
All rocks are made up of minerals. Minerals have different
properties: hardness, lustre, colour and shape. Minerals are
Key Language used for construction materials, for obtaining metals and for
making jewellery.
Vocabulary and structures: layers
of soil: bedrock, subsoil, topsoil; Soil
materials: air, clay, humus, rock, sand, Soil is the top layer of the Earths surface.
stone; bury, cactus, consequently, dry,
Soil is formed from rocks by the action of wind, rain and ice,
fertile, forest, geranium, grow, look and also the action of plants and animals.
after, nowadays, protect, provide, rule, Soil has three layers: bedrock, subsoil and topsoil which
sand, shop assistant, soak (up), sweep / contains humus. Plants grow in soil. Plants provide us with
swept (away), treasure food and wood.
Revision
1 Read the summary.

2 Copy and complete the chart. Trace each picture and glue it in the correct place.
Play track 4.6. Pause to ask
questions: What do rocks form? What A B C
do we use them for? Can you name
some rocks? What are they made
up of? What are the properties of Layer of soil Materials
minerals? What are they used for?
Can you name some minerals? How ......... sand, clay, water, air and humus
is soil formed? How many layers does
soil have? Can you name them? What
......... .........
grows in soil? What do plants give us?
bedrock .........
2 Copy and complete the chart. Trace
each picture and glue it in the correct
place. 50 fifty
Ss copy the chart in their notebooks
and complete it individually. Then, they 179225 _ 0040-0051.indd 50 23/05/11 15:36 179225 _ 0040-0051.i
carefully trace each picture and glue it

in the correct place. Further activities
Correct the chart on the board.
Ss do a project on any mineral of their choice from the unit. They should
add to the information given in the book by consulting encyclopedias or
the Internet. They should include where it is extracted, its abundance
in nature, what it is used for, and if it can vary in its aspect.
50
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UNIT 4
I can
Choose the best soil for a plant I can
Alex wants to buy some soil to plant a geranium. There are different types of Choose the best soil for a plant
soil in the shop. The shop assistant explains the differences.
Read the text and ask: What does Alex
want to buy? What does he need the
soil for? Remind the class that not all
soil is the same. Fertility depends on
the soils components.
Ss look at the three drawings and
Soil with a lot of sand. Soil with a lot of clay. It Soil with a lot of humus. volunteers read the captions. Pause to
The water soaks through It is very fertile.
quickly and the soil soon
does not soak up water explain that soak up means to absorb.
becomes dry. easily.
In pairs, Ss discuss which soil Alex
should buy. Choose volunteers to give
and explain their answers.
Explain that the best soil in general
In your opinion, which soil should Alex buy? Why?
is a mixture of the three soils as this
Which do you think is the best soil for growing a cactus? would contain all the components that
soil needs.
Explain that different soils are
appropriate for different plants. Ss
discuss which soil they think is best
for growing a cactus and give their
OUR WORLD
reasons.
Protecting our soil
Once upon a time, pirates buried treasure in soil.
Nowadays, the real treasure is the soil itself! Our world
Soil is a rich, natural treasure. It provides food Protecting our soil
for plants. It provides homes for many animals.
Consequently, we must look after soil. This Volunteers read the text. Ask. Why is
means we must look after forests, because, soil so important? What grows in soil?
without plants, all the soil would be swept away. What lives in soil? What do trees give
Write two rules about how to protect soil in the forest. us? What happens if we dont look
Example: Dont light fires. Fires destroy plants. Soil needs plants. after soil?

Ss discuss rules for protecting soil

in forests. Write suggestions on the
board. Ss copy two examples in their
fifty-one 51 notebooks and draw a picture to
illustrate each one.
23/05/11 15:36 179225 _ 0040-0051.indd 51 23/05/11 15:36

Further activities Assessment worksheet 4
As a class, Ss make their own soil in a deep tray with a perforated Test 4
base and grow a plant. Remind Ss that it is not only the quality of the
soil that is important for plant growth. Ask: What other things do plants
need to grow? Ss can experiment by growing seeds in different types
of soil and recording growth and comparing results.
In small groups, Ss make a poster explaining how to behave in
countryside. Ask: Why shouldnt you leave a glass bottle on the floor,
especially on a hot day? (It can cause a fire.) Why shouldnt you pick
plants or damage them? (They protect the soil and are food and homes
for animals.)
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5 Ecosystems
Unit content

To define an ecosystem The nature of ecosystems
To study different type of ecosystems Types of ecosystems
To learn about relationships among living things
in ecosystems
Relationships in ecosystems
Causes of deterioation of ecosystems
U
To discuss the different components of the food How to describe a nature reserve
chain
How to behave in a nature reserve
To study the main causes of the deterioration
How to save energy
of ecosystems
To learn how we can protect ecosystems
Observing a diagram to identify the components of an
To learn rules of behaviour when visiting nature
ecosystem
reserves
Observing photographs to identify different ecosystems
Interpreting and representing different food chains
Language objectives
Completing a fact file to describe a nature reserve
To give explanations using the conjunction Interpreting signs to adopt appropriate rules of behaviour
because: Plants are called producers because
Listing ways to save energy
they produce their own food.
To present conclusions using therefore:
Therefore, the genet is a secondary consumer. Showing interest in learning about relationships
between living things in the same ecosystem
To express facts using can / cannot: Pollution
can affect air, water and soil. We cannot build a Appreciating the importance of protecting ecosystems
road through a nature reserve. Showing interest in learning that the Earth is one great
ecosystem which includes all living things
Assessment criteria
Describe an ecosystem
Identify different types of ecosystems
Explain the relationships among living things
in ecosystems P
Interpret and make a food chain

Describe how we can protect ecosystems
Describe a nature reserve
Explain rules of behaviour when visiting nature
reserves
52A
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Competences
Competence in linguistic Knowledge and interaction Social competence and
communication with the physical world citizenship
Offering explanations (SB p. 55: Discussing the relationship Understanding how to behave in
Can you find penguins in between ants and aphids (SB a nature reserve (SB p. 63: I can
grassland? Explain your answer. p. 52: Just like tiny farmers!) behave properly in a nature
SB p. 60: Which ecosystem is the Understanding that nature has a reserve)
most deteriorated? Explain.) balance which must be maintained Discussing ways to save energy
Writing definitions (SB p. 60: Copy (SB p. 56: Relationships in (SB p. 63: We are all part of the
these words. Write a definition for ecosystems) ecosystem)
each one.) Understanding the role of each
component in the food chain (SB
p. 56: Food chains; Now you!)
Unit outline
Unit 5. Ecosystems
What is an Relationships Protecting

ecosystem? in ecosystems ecosystems
Hands on!
Describing a nature
reserve
I can Our world

Revision Behave properly We are all part of the
in a nature reserve Earths ecosystem

Content: appreciating that the Earth is one big September October November December January
ecosystem which we must protect for our survival;
realising that the poles and deserts are ecosystems
too February March April May June
Language: memorising the new vocabulary; using the
first conditional
52B
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Objectives
To revise living things and nutrition
To revise the problems of water and
5 Ecosystems
W
air pollution
Key language
Vocabulary and structures: ant, 1.
antenna / antennae, aphid, defend,
feed, fortunately, insect, jaw, ladybird, 2.
liquid, make sure, strong, sweet, tiny;
carbon dioxide, carnivore / herbivore, 3.
cause, ecosystem, essential, fresh,
mineral salt, nutrition, pollution,
process, sunlight
Presentation
Ss look at the photograph. Ask: Can
you describe the ladybird? And the ant?
Are they vertebrates or invertebrates? Just like tiny farmers! 4.
How do you know they are insects? Aphids are tiny green insects that live and 5.1
5.1
5.
What other living things can you see? feed on plants. Ladybirds and other large
(A leaf, tiny green insects.) Ask: Why is insects eat aphids. Fortunately for the
the ant facing the ladybird? aphids, they have ants to protect them! THINK ABOUT
A volunteer reads the text. Ask: What Ants defend aphids from large insects by What can you see in the
are aphids? Where do they live? What using their strong jaws. They move aphids photograph?
do they eat? What insects eat aphids? from one plant to another to make sure they What do aphids eat?
How do ants defend aphids? Do ants always have enough food to eat. Name an insect that eats
benefit from protecting aphids? Do aphids.
Why do ants do this? Because they love the
aphids benefit from being protected by Why do ants defend aphids?
sweet liquid which aphids produce. To obtain
ants? Explain that both insect groups Who are the tiny farmers?
this liquid, ants use their antennae to milk Explain.
gain something from the situation.
the aphids.
Ask Ss to explain the title. In what
way are ants like farmers? (Because 52 fifty-two
they move aphids from one plant to
another, like farmers move sheep from 179225 _ 0052-0063.indd 52 23/05/11 15:19 179225 _ 0052-0
place to place.)
Further activities
On one side of the board write Grass and on the other side, Fox. Ask
Ss to write for each column things each organism needs to survive. Put
Ss answers on the board. (Grass: soil, minerals, water, air, sunlight,
space to grow, insects to help make humus, etc. Fox: food, space,
water, air, shelter.) Ask: Do foxes eat grass? (No.) Do foxes eat rabbits?
(Yes.) What do rabbits eat? (Grass.) How do foxes and rabbits help
plants? (Their excrement provides the soil with minerals.)
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UNIT 5
Living things and nutrition IN THIS UNIT, YOU WILL
Living things and nutrition
Plants make their own food. To do this, they Ask a volunteer to draw and label the
need water, mineral salts, carbon dioxide Discover why living layers of soil on the board. Ask Ss
and sunlight. things live in different
places. what part of a plant grows in the soil
Animals eat other living things. Herbivores eat and what parts grow above. Draw a
plants, and carnivores eat other animals. Find out what
ecosystems are. plant and ask Ss what the different
Learn about parts of a plant do. Continue: What
1. Plants produce their own food. What is the name relationships in is the name of the green substance in
of this process? ecosystems. leaves? (Chlorophyll.)
Find out about food A volunteer reads the text. Ask: What
2. How do plants obtain water and mineral salts? chains.
do carnivores eat? What do herbivores
3. Why are plants essential to animals? Discover how natural eat? What do humans eat? (Animals
Give two reasons. spaces can
deteriorate. and plants.) We are omnivores. Ask
Ss to give examples of herbivores
Learn how to describe
Pollution a nature reserve. (Sheep, cows, horses, etc.); carnivores
(Tigers, lions, zebras, foxes, wolves,
People, animals and plants need clean water Learn how to behave
and fresh air. in a nature reserve. etc.); and omnivores (Humans, bears,
monkeys, etc.).
Sometimes water and air are polluted.
Read questions 1-3 and discuss the
answers with the class. Ss may say
4. Think of two causes of air pollution.
that plants give us medicines, clothes,
5.1
5.1
5. Look at the pictures. In which one is the air building materials. Remind them of
cleaner? Why? the importance of oxygen and food
from plants.
A B
Pollution
Read the text. Explain that polluted
means not clean, dirty. Ask: How many
glasses of water should we drink every
? day? (Six to eight.) Is our water clean?
Do animals need water? Why do plants
need water? Can living things survive
without water? Can we survive without
air? Is our air clean?
fifty-three 53
4. In pairs, Ss discuss the question.
23/05/11 15:19 179225 _ 0052-0063.indd 53 23/05/11 15:19
Write volunteers answers on the
board. Ask: Does tobacco smoke
pollute the air?
Further activities 5. Focus Ss attention on the type
Write a list of animals on the board. Ss have to decide if they are and number of vehicles in the two
herbivores, carnivores or omnivores. pictures. Choose volunteers to
Ss write a list of ten things they personally would need to survive on a answer.
deserted island. Ss share their answers with the whole class. Play track 5.1. Ss listen and check
Organise an outing to a park, field or public gardens. Ss take notebooks, their answers.
pens, pencils, tweezers, plastic bags and magnifying glasses. They
record the day, season, time, weather and temperature. Tell them
to record their observations and collect fallen leaves and feathers.
Ss touch and observe the soil and examine the plant life. Are there
bushes, trees or grasses? What do the leaves look like? What animals
can you see? In class, Ss compare their findings. The material can be
used for a classroom display.
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5.2
5.2
What is an ecosystem? Ty
33 Ty
Th
Th
Objectives W
We
To understand that living things inhabit 1 Living things have different needs
places where they can satisfy their All plants need water and sunlight.
needs However, some plants, such as weeping
To learn that an ecosystem is a willows, need a lot of water and usually
grow near rivers. Other plants, like cacti,
community of living things and the
do not need much water so they grow
physical environment in which they live in deserts.
To learn about aquatic and terrestrial Animals need different things, too.
ecosystems Fish need to live in water to breathe.
Most birds need to live in a place with
trees so they can build their nests.
Key language Living things live in places where they can
satisfy their needs. This is why you find Great spotted woodpecker. It needs to live in a
Vocabulary and structures: breathe, different living things in different places.
place with trees so it can build its nest.
build, environment, function, living /
non-living things, (be) made up of, nest,
near, satisfy, woodpecker; types of ecosystem
ecosystems: aquatic, coast, coral reef, 2 Ecosystems
desert, forest, freshwater, grassland, An ecosystem is made up of all the living
moving, provide, saltwater, still, things and all the non-living components
terrestrial that function together in one place.
All ecosystems are made up of two
components:
1 Living things have different needs
Living things. These are the plants and
Ask: Why cant fish live on land? Why animals living in the ecosystem.
cant birds breathe under water? Show The environment. This is everything
Ss flashcards or pictures of different which affects these living things, such
as temperature, water, the type of soil,
ecosystems and ask: Can you
types of rock, etc.
name the living things? What is their
relationship?
environment
Read the text. Draw a weeping willow NOW YOU!
and a cactus on the board. Ask: Can 1
you describe the soil where these Imagine you are in a forest. living things 2
plants live? Describe some of the components
of this ecosystem. The components of an ecosystem.
Ss look at the photo of the 3
woodpecker. Ask: What do birds eat?
Where do they lay their eggs? Explain:
54 fifty-four
Woodpeckers live in areas with trees,
where they build their nests and eat 179225 _ 0052-0063.indd 54 23/05/11 15:19 179225 _ 0052-0
insects that live in tree bark.
Further activities
2 Ecosystems
Ss work in small groups and design a model of an ecosystem using
A volunteer reads the text. Ask: Is an
cardboard, card, plasticine, recycled objects, etc.
ecosystem only the living things in a
place? Etc. Explain that ecosystems arent only in the country or near beaches.
Urban ecosystems cover 4% of the Earths surface. They are places
Ss look at the diagram of the
where humans dominate other living things in an artificial environment.
ecosystem. Ask: What is in the
Ask Ss to name the buildings in the town or city where they live. Ask
ecosystem? Can you see non-living
what animals and plants live there. Talk about the climate and the
things? Are all the things in the
water and air quality. Ss talk about their homes too. Ask: Why the
ecosystem important?
temperature in a city is warmer than in the countryside? (The buildings
and roads retain heat. Pollution from cars causes heat.) Ss do a class
mural representing their urban ecosystem.
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5.2
5.2
UNIT 5
Types of
33 Types of ecosystems
ecosystems
There are
There are many
many different
different types
types ofof ecosystems
ecosystems on
on Earth.
Earth.
3 Types of ecosystems
We can
We can classify
classify them
them into
into different
different groups.
groups.
Read the texts and observe the
pictures as a whole class. Check
MAIN TYPES OF ECOSYSTEMS
understanding: Name three types of
TERRESTRIAL ECOSYSTEMS terrestrial ecosystem. What are the
other two ecosystems mentioned?
Can you see only living things in
the pictures? Do the animals in the
pictures all eat the same kind of food?
Ask: Are there forests near the school
or your home? What kind of plants and
Forests. Forests have lots Grasslands. Grasslands have Deserts. There are not many animals can we find there? What is the
of trees. These provide food lots of grass. Large herbivores plants and animals in deserts soil like in a forest? Humid or dry? Are
and shelter for animals. eat the grass. because it does not rain
very much. the trees good or bad for the soil?
Ask: What is a desert? What animals
AQUATIC ECOSYSTEMS live there? Are they vertebrates or
invertebrates? What is the weather like
there during the day? And at night?
What plants can we find there? What
non-living things are in a desert?
Ask: What plants live in freshwater
ecosystems? What amphibians live in
Freshwater ecosystems. These are found Saltwater ecosystems. These ecosystems are freshwater ecosystems? What animals
in rivers, streams and lakes. Rivers and in the sea. They are found on the coasts,
streams have moving water. Lakes have in coral reefs and in the open sea. eat freshwater fish?
still water.
Write a list of animals on the board.
Ss classify them into vertebrates or
invertebrates, mammals, birds, fish,
reptiles, amphibians, insects, etc. and
Questions say whether they live in freshwater or
saltwater ecosystems.
1. Can you find penguins in grasslands? Explain your answer.
2. Look at the photograph and name three features
ecosystem.
of the environment.
3. What types of ecosystems are there near where you live?
fifty-five 55 Reinforcement worksheet 13
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Activity Book
Pages 28 and 29
Further activities
Ss choose an ecosystem from the page and write a list on an index
card of the living things and non-living things found there.
Ss consult the Internet or encyclopedias to make a list of ecosystems,
with examples of where they can be found.
Ss prepare individual speaking projects, describing an ecosystem which
they have visited. Give prompts: Is the ecosystem aquatic, terrestrial or
urban? What is the climate like? Is the climate the same the whole year?
What living things inhabit the area? What plant life is there? Is there any
pollution? What can be done to prevent this? Ss use photos or pictures
to support their presentations.
55
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Relationships in ecosystems C
33 Co
So
So
Objectives ot
oth
To identify producers and consumers 1 Food be
be
th
thi
in an ecosystem In an ecosystem, each type of living thing
To learn that food chains represent needs different food.
how living things feed in an ecosystem Plants produce their own food.
To identify relationships of competition Herbivores eat plants.
and cooperation between living things Carnivores eat herbivores.
Plants are called producers because they
produce their own food. Animals are called
Key language consumers because they eat, or consume,
other living things.
Vocabulary and structures: food
Plants are essential to ecosystems
chains: feed off, genet, link, producer,
because they produce the food which all Wasp spider. Spiders are carnivores. They eat C
44 Co
primary consumer, secondary other living things need. other animals.
consumer; beech forest, carnivore / Liv
Liv
herbivore, compete, crow, drive away, W
We
expel, falcon, hawk, moray, nectar, nest, Fo
Fo
parasite, pollinate, relationship, rocky, ne
ne
liq
liq
seed, shade, shrimp, sunlight, sweet, 5.3
As
As
wasp spider, wheat 2 Food chains to
to
secondary
To show how living things feed off other consumer In
In
living things in an ecosystem, we can draw ea
ea
1 Food
them in a row and link them with arrows. genet
Write African savannah on the board. This is called a food chain.
Write: lion, zebra, grass. Ask: Why is In the example, the rabbit eats the grass.
grass important to the survival of the The rabbit is a primary consumer. The
lion and the zebra? (The lion eats the genet eats the rabbit. Therefore, the genet primary
is a secondary consumer. consumer
zebra and the zebra eats the grass.)
rabbit 1
Ss read the text. Why are plants called
producers? What are consumers? Why
producer
are plants essential to ecosystems? NOW YOU!
Ss give examples of herbivores and 2
grass
carnivores. What do omnivores eat? Draw a new food chain. Use bear,
(Animals and plants.) grass and deer. Put them in the
correct order and label them. Example of a food chain. Is a rabbit a carnivore or
Ss look at the spider. Ask: Do spiders a herbivore? What about a genet?
eat plants? What do they eat?
56 fifty-six
2 Food chains
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Ss look at the food chain and answer
the questions below. (The rabbit is a
herbivore. The genet is a carnivore.) Further activities
Ss read the text. Ask: Why is the Write a list of animals and plants on the board. Ss copy the list and
grass a producer? Why is the rabbit a add producer or consumer next to each organism.
primary consumer? Why is the genet a
Write various examples of food chains in the incorrect order on the
secondary consumer?
board. In teams, Ss race to put the living things in the correct food
Play track 5.3. Ss listen and follow the chain, in the correct order.
food chain.
Write three headings on the board: Herbivores, Carnivores, Omnivores.
In pairs, Ss make lists of animals for the headings. Complete the
lists on the board with the class. (Herbivores: elephant, zebra, parrot,
giraffe, horse, cow; Carnivores: tiger, dog, snake, spider; Omnivores:
pig, hippopotamus, human. Etc.)
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UNIT 5
Competition
33 Competition
Sometimes living
Sometimes living things
things compete
compete with
with each
each
3 Competition
other. They
other. They fight
fight to
to get
get what
what they
they need
need
because they
because they need
need the
the same
same things.
things. We
We call
call Ask: What do living things compete
this competition.
this Here are
competition. Here are some
some examples:
examples:
for? (For light, water, space, food, etc.)
Plants compete
Plants compete forfor sunlight.
sunlight. Some
Some
plants grow
plants grow very
very tall,
tall, very
very rapidly.
rapidly. They
They
Volunteers read the text. Ask: What
block the
block the sunlight
sunlight from
from other
other plants.
plants. happens to small plants growing in the
Plants in
Plants in the
the shade
shade ofof other
other plants
plants shade? Why do falcons drive crows
do not
do not grow
grow very
very much.
much. away? Are these examples of living
Some birds
Some birds compete
compete for
for places
places to
to build
build A beech forest. Not many plants grow on the
things helping one another? (No, they
their nests.
their nests. Crows
Crows and
and falcons
falcons like
like the
the ground because large trees block the sunlight. are examples of competition.)
same rocky
same rocky areas
areas to
to nest.
nest. Usually
Usually the
the
falcons drive
falcons drive away
away the
the crows.
crows. Ss look at the photo of the beech
forest. Ask: Can you see any sunlight?
Why not? Are there many plants on the
Cooperation
44 Cooperation ground? Why not?
Living things
Living things also
also help
help each
each other.
other.
We call
We call this
this cooperation.
cooperation.
4 Cooperation
For example,
For example, some
some plants
plants make
make
nectar in
nectar in their
their flowers.
flowers. Nectar
Nectar isis aa sweet
sweet Ask: What is pollination? (When
liquid which
liquid which insects
insects like
like very
very much.
much. pollen is transferred from one plant
As insects
As insects move
move from
from flower
flower to
to flower
flower to another.) Explain: Pollination can
to obtain
to obtain nectar,
nectar, they
they pollinate
pollinate plants.
plants.
happen because wind blows the pollen
In this
In this way,
way, these
these plants
plants and
and insects
insects help
help
each other.
each other. or because insects are attracted to
sweet smelling nectar. Ask: What do
A cleaner shrimp and a moray. The shrimp helps
the moray by eating its parasites. The moray bees make with nectar? (Honey.) How
helps the shrimp by providing food: the parasites. do bees help with plant reproduction?
(Pollen sticks to their bodies and they
Questions take it with them when they go to
other flowers.) This is an example of
1. Look at the food chain and answer. cooperation.
a. Which living thing is the producer?
A volunteer reads the text. Ss look
b. Which are the consumers?
c. Which is a carnivore / a herbivore? wheat mouse hawk
at the photo of the shrimp and the
moray. Ask: How does the shrimp
2. Explain the relationships. Is it cooperation or competition?
cooperate? What does it get in return
a. Insects pollinate some plants.
b. Many animals eat fruits. They expel the seeds in their faeces. These seeds grow in
for cooperating? How does the moray
or
the ground. What type of relationship is there between the plant and the animal? benefit?
fifty-seven 57 Teachers Resource Book

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Activity Book
Further activities
Pages 30 and 31
Give Ss the name of a predator. They trace the animals in the food
chain back to the producer.
Show a picture of an ecosystem with a lot of components. Ss work in
small groups and try to name as many components as possible and
find out how the living things compete or cooperate. They can use
dictionaries.
Ss look at the website about the ocean and the animal and plant life
which live in it: http://www.bbc.co.uk/nature/blueplanet/.
Ss draw posters showing cooperation.
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5.4
5.4
Protecting ecosystems O
44 Ov
So
So
Objectives re
res
To learn about some causes of 1 Ecosystems deteriorate an
an
pr
pro
deterioration of ecosystems: pollution, Living things in an ecosystem interact IfIf w
deforestation and overexploitation with each other. An ecosystem deteriorates pl
pla
To understand the need to protect when any of the living things in it disappear.
On
On
The disappearance of one living thing can
ecosystems pe
pe
have very serious effects on other living
Th
Th
things.
is
is
Key language Ecosystems deteriorate because
of pollution, deforestation and
Vocabulary and structures: affect, overexploitation. Deer eat very young trees. If the deer
disappear, the trees will grow tall and there
become extinct, car fumes, cut down,
will be no grass. P
55 Pr
deforestation, destroy, deteriorate,
Th
Th
disappearance, effect, erosion,
ec
ec
extinction, harm, holly, in danger of, wa
wa
interact, look after, nature reserve, 2 Pollution pe
pe
overexploitation, overfishing, pollute, Pollution can affect air, water and soil. Th
Th
pollution, prevent, protect, recycling It can harm many living things th
the
in ecosystems. On
On
bin, reservoir, resource, rubbish,
serious, sweep away, use up Rubbish and car fumes cause pollution. m
ma
We can all help keep ecosystems clean th
the
by using public transport and putting th
the
1 Ecosystems deteriorate rubbish into the correct recycling bins. na
na
Plastic bags pollute the sea. If marine animals
eat them, they will get ill or die.
Read the text. Drill: Ecosystems
deteriorate because of pollution,
deforestation and overexploitation. 1
Ss look at the photo of the deer. Ask: 3 Deforestation 2
What type of ecosystem can you see? Deforestation is the disappearance of
Are deer consumers or producers? forests. This happens when trees are cut
down for wood or to make space for fields
Read the caption under the picture.
to grow crops. When a forest disappears,
forest animals also disappear.
2 Pollution Erosion is another problem which destroys
ecosystems. This is when wind and rain
Ss look at the photo of plastic bags in sweep away the soil. This means plants
the sea. Ask: What ecosystem can you and trees disappear.
Soil erosion. What caused this soil erosion?
see? What other things can you see?
How will this affect animal life? Read
the caption. 58 fifty-eight
Read the text. Ask: How can we
keep ecosystems clean? (Use public 179225 _ 0052-0063.indd 58 23/05/11 15:20 179225 _ 0052-0
transport, recycle rubbish, etc.)

Values education
3 Deforestation Talk about the rich source of resources that the Earth provides. (Plants
A volunteer reads the text. Ask: What for food, trees for building, rocks for metals and minerals, fish for food,
is erosion? etc.) Explain that pollution from rubbish is harming our planet and these
resources. Ask Ss to suggest ways of reducing rubbish by practising the
Ask: What animals can disappear if we
three Rs: reduce, recycle and reuse. Ask Ss to give examples of each one.
destroy entire forests to make roads or
fields?
Further activities
Ss look at the photo of soil erosion
and describe what they see. In groups, Ss write examples of pollution and deforestation and the
Volunteers answer the question. causes. (Dirty rivers and oceans, air pollution, rubbish in forests, etc.)
Ask: How does pollution and deforestation affect plant and animal life?
(Pollution can be poisonous to plant and animal life. Buried rubbish
can take thousands of years to decompose and can contaminate the
soil. Etc.)
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5.4
5.4
UNIT 5
Overexploitation
44 Overexploitation
Sometimes people
Sometimes people use
use up
up too
too many
many natural
natural
4 Overexploitation
resources from
resources from the
the land.
land. We
We take
take more
more
animals or
animals or plants
plants than
than the
the ecosystem
ecosystem can
can Write Dodo on the board and show a
produce. This
produce. This is
is called
called overexploitation.
overexploitation.
picture. Explain that this bird became
IfIf we
we continue
continue doing
doing this,
this, the
the animals
animals or
or
plants could
plants could become
become extinct.
extinct. extinct in 1660 because man hunted
and ate every example. We didnt
One example
One example isis overfishing. Sometimes
overfishing. Sometimes
people catch
people catch too
too many
many ofof one
one type
type of
of fish.
fish. leave examples to reproduce. Explain
These fish
These fish are
are in
in danger
danger ofof extinction.
extinction. This
This that this is called overexploitation
is happening
is happening toto tuna
tuna fish
fish and
and anchovies.
anchovies. Holly. Holly is used for Christmas decoration. and that its still happening with
Nowadays, there are not many holly trees, so they
are protected.
other animal and plant life. Ss name
animals in danger of extinction.
Protecting ecosystems
55 Protecting ecosystems
is overexploitation? What fish are in
These days,
These days, there
there are
are laws
laws toto protect
protect danger of extinction?
ecosystems. For
ecosystems. For example,
example, ifif aa company
company
wants to
wants to build
build aa road
road or
or aa reservoir,
reservoir, first,
first, Ss look at the holly and read the
people study
people study the
the ecosystem
ecosystem in in the
the area.
area. caption. What do people use holly for?
Then, they
Then, they decide
decide the
the best
best way
way to to protect
protect
the natural
natural environment.
environment.
Play track 5.4. Ss listen and
the
say pollution, deforestation or
One way
One way of
of protecting
protecting ecosystems
ecosystems is is to
to
make them
make them nature In this
reserves. In
nature reserves. this way,
way,
overexploitation.
the authorities
the authorities look
look after
after them
them and
and prevent
prevent
Mariposa Lagoon in Pealara Nature Reserve.
them from
them from deteriorating.
deteriorating. There
There are
are many
many This was one of the first nature reserves in Madrid. 5 Protecting ecosystems
nature reserves
nature reserves throughout
throughout the
the world.
world.
Explain: All living things in an
Questions ecosystem form part of a natural
equilibrium. Sometimes the equilibrium
1. How does deforestation cause erosion? changes because of natural causes
2. When we want to build a new road, first we have to decide where to put it. and sometimes because of changes
caused by humans.
We can build the road through the
nature reserve. This is the cheapest Read the text. Ask: What is one way
and the shortest route. of protecting an ecosystem? Have you
ever been to a nature reserve? Which
We cannot build a road through a nature one? What did you see there? Ss look
reserve! If that is the only place, then
we must not build a new road.
at the photo of the lagoon. Ask: What
ecosystem can you see? What non-
Which opinion do you agree with? Copy it. living things can you see? Read the
caption. Ask: Have you been to this
nature reserve? What animals did you
fifty-nine 59
see?
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Further activities Reinforcement worksheet 15
Ss investigate endangered species using the Internet or encyclopedias.
Ss say where the animals come from, what type of ecosystem they live Activity Book
in, what they eat, what animals they are in competition with and why
they are endangered. Ss find out what is being done to save these Pages 32 and 33
animals.
Discuss the role of artificial ecosystems in zoos and safari parks. Ss
say whether they think zoos protect animals or harm them.
Explain that crop rotation is practised by farmers so that fields can
recover from aggressive farming techniques. It consists of leaving a
field empty of crops for a determined period of time this way the soil
recovers its mineral content.
59
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Activities
Objectives
To revise the key concepts of the unit 1 The
The sentences
sentences below
below are
are all
all false.
false. Correct
Correct them
them and
and copy
copy them
them in
in your
your notebook.
notebook.
To give Ss the opportunity to evaluate a. All living things have the same needs.
their own learning b. An ecosystem is formed by living things.
To describe a nature reserve c. Living things are not affected by their environment.
2 Match each animal to its ecosystem. Then, explain why they live there.
Key language
Vocabulary and structures: buffalo,
deer, deforestation, deteriorate,
ecosystem, erosion, orangutan, otter;
fire, forest, overexploitation, pollution;
otter buffalo orangutan
beech, crops, dark, fertile, flow,
grasslands, high / low coast, holly, B C
A
goshawk, jay, lizard, nature reserve,
oak, mountain, plains, soil, vegetation,
wild boar
Activities Example: The otter lives in . because .

1 The sentences below are all false. 3 Copy these words. Write a definition for each one.
Correct them and copy them in your a. pollution b. deforestation c. overexploitation
notebook.
Revise ecosystems. 4 Which ecosystem is the most deteriorated? Explain.
Volunteers read the sentences and A B

correct them. Ss copy the corrected
sentences in their notebooks.
2 Match each animal to its ecosystem.

Then, explain why they live there. 5 Write sentences about how ecosystems deteriorate. Use these words.
Ask: What animal has feet like the fire forest deforestation erosion soil
otters? (The duck.) What do they eat?
(Fish.) Etc. Example: You should not light a fire in a .

A volunteer completes the example.

In pairs, Ss discuss the other animals. 60 sixty
Choose volunteers to give their answers.

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3 Copy these words. Write a definition

for each one. Further activities
Ss write a brief definition for each Ask Ss to look through old magazines, find, and cut out pictures of
word in their notebooks. Choose Ss to different animals in their ecosystem. Divide the class in two teams.
give their answers. Ask one student from each team to come up and sit side by side,
facing the class. On the board, behind the team members, display
one of the pictures of animals in their ecosystem. Each team takes
4 Which ecosystem is the most turns describing the ecosystem to their teammate, who has to guess
deteriorated? Explain. the animal in the picture. The team can also give other clues about
In pairs, Ss say what living things they the animal, for example: It is a large herbivore. The first student to
see in each picture and discuss which correctly guess wins one point for their team. The team with more
ecosystem is the most deteriorated. points is the winner.
Volunteers give their answers. Ss can go to the following link http://www.bbc.co.uk/schools/
scienceclips/ages/10_11/interdependence.shtml and do an interactive
activity about living things and their habitat.
60
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UNIT 5
5 Write sentences about how
ecosystems can deteriorate. Use
these words.
Hands
5.5
Describing a nature reserve Read the example with the Ss. Ss
on! When you describe a nature reserve, first describe the write a sentence with each word.
environment and then the living things. To do this, you
need to visit the reserve as well as consult leaflets,
magazines or the Internet. Look at this example: Hands on!
Describing a nature reserve
Name of the nature reserve: Hayedo de Montejo
Read the text with the class.
Date of visit: 23rd October 2010. Time of visit: 8.30 to 12.30.
Ss read the example. Ask: What is the
ENVIRONMENT name of the nature reserve? Did the
Weather: Cold and cloudy person visit the reserve in the morning
Landscape: Plains Mountain Low coast High coast or the afternoon? Is there a river? What
Water courses: The river Jarama flows through the reserve. plants can you see there? Etc.
Soil: Dark and fertile Type of rocks: Granite
Ss identify the living things in the
LIVING THINGS pictures. What colour are the leaves
Vegetation:
on the tree? What time of year is it?
Forest Grasslands Crops
Most common plants: Beech, oak and holly trees (Autumn.) What kind of ecosystem is
Most common animals: Wild boar, deer, goshawk, jay, lizard the reserve? (Forest.)
Other information: This area is protected because it is one of the most Write on the board: What season is it?
southern beech forests in Europe. What is the weather like? What kind of
landscape is it? What is the soil like?
deer beech leaf Name three kinds of trees in the forest.
What colour are the leaves on the
beech trees? What animals live in the
forest?
fruit description of Hayedo de Montejo
beech tree (beechnut) nature reserve and answer the
questions. Play the recording again for
Ss to check their answers.
Describe a nature reserve. Choose one you have visited Ss describe a nature reserve they
or find information about one you would like to visit.
have visited. Ss use the Internet or
encylopedias and follow the format in
sixty-one 61 the book.
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Further activities Extension worksheet 5
Ss visit a nature reserve in the area and collect as much information
as possible. They should take pencils, notebooks, magnifying glasses
and something to keep collected samples in. Remind Ss never to pick
plants or harm other living things in the reserve. Tell them to touch the
soil and note its texture, to examine leaves, draw them and write a brief
description. Back at school, in small groups, Ss prepare large posters
displaying the information they have collected using the same format
as in the book and adding any samples collected or photos taken.
61
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Revision I
Objectives 5.6

of the unit
To practise summarising a text
Ecosystems
To give Ss the opportunity to evaluate An ecosystem is made up of all the living things and all
their own learning the non-living things that function together in one place.
Ecosystems can be terrestrial or aquatic. Forests, grasslands
and deserts are examples of terrestrial ecosystems. Aquatic
Key language ecosystems can be freshwater or saltwater.
Vocabulary and structures: aquatic, There are different relationships between the living things
freshwater, saltwater, living / non-living in an ecosystem:
things, terrestrial, deserts, forests, Food relationships: some living things eat other living things.
grasslands; advice, camping, clean, Competition: when living things compete because
enormous, hunting, loud (noise), they need the same things.
nature reserve, pick, pollution, protect, Cooperation: when two living things help each other
recycled, recycling (bin), reduce, and they both benefit.
rubbish, save, sign, swimming, switch Ecosystems deteriorate because of pollution,
off, visitor deforestation and overexploitation.
Revision
2 Copy and complete. Use the information from the summary.
1 Read the summary.
Ss give examples of ecosystems.
ECOSYSTEMS
Write them on the board and
brainstorm the features of each
ecosystem (living and non-living are made up of can be
things, climate, soil, etc.). Write the

answers on the board. living things terrestrial aquatic
Play track 5.6. Ss read and listen
to the summary. Pause to ask
questions: What is an ecosystem? Give
examples of terrestrial ecosystems and
forests grasslands saltwater
aquatic ecosystems. What is a food
relationship? What is competition?
What is cooperation? Why do 62 sixty-two
ecosystems deteriorate?
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information from the summary. Values education
Complete the chart orally with the Talk about the balance of nature: The number of plants in relation to
whole class. Ss copy and complete herbivores, and herbivores in relation to carnivores is important. How we
the chart in their notebooks. can help maintain this balance? (Plant new trees, control hunting, etc.)
Further activities
In pairs, Ss look through the unit and write two questions to ask the
rest of the class. In teams, Ss take turns to ask and answer questions.
Divide the class into three groups of animals: A (more herbivores than
carnivores; B (more carnivores than herbivores) and C (herbivores).
The carnivores must each hunt one herbivore (taking them to sit
down). For every two herbivores left, one from group C must join them
(reproduction). Group A and B hunt again. Ss discover that the group
5.6 See transcripts, page 194 with more carnivores at the start is left without food.
62
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UNIT 5
I can
Behave properly in a nature reserve I can
Behave properly in a nature reserve
Volunteers take turns reading the
People create nature reserves
to protect ecosystems. We can rules. Ask: Where should you put your
Dont disturb animals rubbish? Why cant you shout or listen
enjoy these beautiful places but
or pick plants
during our visit we must follow to music? Why cant you pick plants or
the rules. In this way, we help touch the animals? Etc.
to conserve natural spaces. No camping
Read the text. Explain that rules exist
Look at the sign and read No fires so that everyone knows what to do
the rules. Then, give advice and what not to do. Ask Ss to read
to visitors to nature No hunting
the rules.
reserves: No swimming
Example: You shouldnt Ask Ss to add more rules. (No flash

camp in the forest. No rubbish photography, no mobile phones, no

No loud noises iPods, no playing ball games, etc.)
Write them on the board. Ss say why
these rules help to protect nature
reserves.
OUR WORLD
Our world
We are all part of the Earths ecosystem
Ss say if they have seen any pollution.
Planet Earth is one enormous
ecosystem. People are part of this Ask: What did you see? Where did
ecosystem. We need clean air you see it? How will it affect animal
to breathe and food to eat. and plant life? How can we prevent
We can all help to protect our it? Explain that although there are
planet. For example, we should use many ecological disasters that affect
recycled materials to reduce rubbish. ecosystems (oil spillages, drought,
We should save energy to reduce
flooding, etc.) humans can try to help
pollution. We can help by putting paper in the recycling bins and switching
off the light when we leave a room. make the Earth and its atmosphere
cleaner.
What else can we do to save energy? Write four things
Volunteers read the text. Ask: What do
and compare your ideas with the class.
we get from the Earth? (Food, water,
shelter, air.) How can we protect our
planet? Who recycles at home? What
do you recycle? How do you do it? Is it
sixty-three 63 easy?
In small groups, Ss discuss ways of
23/05/11 15:20 179225 _ 0052-0063.indd 63 23/05/11 15:20
saving energy and report their answers
to the rest of the class, who decide if
Further activities they are effective. Ss especially think
of ways to save energy at home or at
In pairs, Ss design posters explaining what to do and not to do at home school. (Switch electrical appliances
or school to save energy. Ss examine their school or homes and decide off when no one is using them. Turn
if energy is being wasted. heating or air conditioning down. Walk
Ss make posters to make the rest of the school aware that the Earth to school if you live near. Etc.)
is sick and will only get better if we make it cleaner.
Ss make recycled paper. Tear used paper into small pieces. Leave Teachers Resource Book
them in a bucket of warm water until they are soggy. Put the mixture
in a sieve and drain. Place the mixture on newspaper and squeeze the Assessment worksheet 5
water out by rolling it out various times with a rolling pin. Leave the Test 5
extended paper on wax paper to dry.
63
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Term revision
Objectives
To revise the key concepts of the term UNIT 1 UN
To give Ss the opportunity to evaluate 1 Copy and label the diagrams. 44 Co
Co
their own learning
To formally test knowledge acquired
trachea
during the term
RESPIRATORY
SYSTEM
Key Language stomach
Term vocabulary and structures: DIGESTIVE
digestive system, lungs, respiratory SYSTEM
55 Co
Co
system, small / large intestine, lungs
stomach, trachea; exercise, healthy
large intestine
diet, hygiene, posture, rest; carbon
dioxide, oxygen, mineral salts, sunlight; small intestine
petal, pistil, sepal, stamen; food chain
UN
UNIT 2
Term Revision 66 W
2 Write
Write aa recommendation
recommendation for
for each
each healthy
healthy habit.
habit.
Revise key concepts from Units 1 and 2: A
good hygiene
good hygiene rest
rest exercise
exercise good
good posture
posture healthy
healthy diet
diet
The process of digestion allows our
body to absorb the nutrients it needs
from food. 3 Look
Look at
at the
the food
food wheel
wheel and
and answer
answer the
the questions.
questions.
The process of respiration enables our a. Which

a. Which foods
foods should
should we
we eat
eat more
more of?
of?
body to obtain oxygen from the air we b. Which
b. Which should
should wewe eat
eat more
more often:
often:
breathe. red meat
red meat or
or fish?
fish?
UN
Blood transports nutrients and oxygen c. Should
c. Should we
we eat
eat cakes
cakes and
and biscuits
biscuits
around the body. often?
often? 77 Lo
Lo
d. Look
d. Look at
at the
the foods
foods rich
rich in
in fats.
fats.
The kidneys filter and clean the blood.
Which should
Which should we
we eat
eat less
less of?
of?
They produce urine.
Good hygiene, exercise, a healthy diet,
rest and good posture are healthy
habits.
A healthy diet should include the
correct amount of a variety of foods for 64 sixty-four
your body to obtain all the nutrients
it needs: vitamins, minerals, fibre, 179225 _ 0064-0065.indd 64 23/05/11 15:34179225 _ 0064-0
proteins, fats and carbohydrates.
Further activities
Make statements about concepts learned during the term. Ss say if
they are true or false and correct the false ones:
a. The kidneys are responsible for transporting blood around the body.
(False. Blood vessels are responsible.)
b. Hygiene and correct posture are healthy habits. (True.)
c. Proteins give us energy. (False. Carbohydrates give us energy.)
d. The small intestine stores faeces. (False. The large intestine stores
faeces.)
e. The trachea passes swallowed food to the stomach. (False. The
oesophagus passes swallowed food to the stomach.)
f. Lungs absorb carbon dioxide from the air we inhale. (False. Lungs
absorb oxygen.)
64
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TERM REVISION 1
Term revision
UNIT 3 Revise key concepts from Units 3, 4
and 5:
44 Copy
Copy and
and complete
complete the
the chart.
chart.
The parts of a plant are the roots, the
carbon dioxide
carbon dioxide food
food water
water oxigen
oxigen mineral
mineral salts
salts sunlight
sunlight stem, the leaves, the flower and the
petals.
Plants need Plants produce
water .......... Plants make their own food through
.......... .......... photosynthesis. They release oxygen.
.......... .......... Pollination happens when pollen from
the stamens of one plant reaches the
55 Copy,
Copy, color
color and
and label
label the
the flower.
flower. stigma of another plant.
Pollination is helped by wind and
petals pistil insects.
sepals stamens The flower is the sexual organ of a
plant. It forms the fruit that contains
seeds for a new plant.
UNIT 4
Rocks make up the solid part of the
66 Which is a mineral and which is a rock? Match the photos to the sentences. Earth. They are made up of minerals.
A B 1. It is made up of various minerals. An ecosystem is made up of all the
2. It has a regular shape. living things and non-living things that
3. It has only one colour. function together in one place.
4. It is made up of only one Food chains are used to describe how
substance. living things feed off other living things
5. It has an irregular shape. in an ecosystem.
6. It is not shiny. Plants are producers; they produce
UNIT 5
their own food.
77 Look
Look at
at the
the food
food chain
chain and
and answer
answer the
the questions.
questions.
Herbivores are primary consumers;
a. Which living things are they eat producers.
producers? Why?
Carnivores are secondary consumers;
b. What would happen if plants they eat primary consumers.
disappeared? And if snails
disappeared? The Earth is one big ecosystem.
The Earths ecosystem is deteriorating
because of pollution, deforestation
sixty-five 65 and overexploitation.
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Term 1 assessment
Further activities
Term 1 test
Ss design a balanced diet for the day with breakfast, lunch and dinner
and two snacks.
Give examples of minerals and explain their uses.
Explain the three layers of soil.
Draw a food chain and briefly explain it.
Ss make a list of foods from plants say what part of the plant they are.
Activity Book
Ss can do the activities for the first term, pages 94-97.
65
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6 Matter
Unit content

To learn that everything around us is made of Matter and its properties
matter The state of matter
To learn about the properties of matter Changes in matter
To identify the three states of matter Materials and their properties U
To discover how matter can change state How to classify materials
To identify changes in matter How to save natural resources: reduce, reuse, recycle
To learn about the properties of materials
To learn how to save natural resources Studying diagrams and photos to understand the
changes of state
Language objectives Answering questions about physical and chemical
changes
To describe manner with the preposition
by + -ing: Cement is made by crushing and Classifying different materials according to their origin
heating different rocks. and properties
To understand and respond to questions using Observing illustrations to learn how to choose
the interrogative pronouns which and what: materials based on their properties
Which has more mass, a blown-up balloon or an Reading and solving a problem by applying acquired
empty balloon? What is fibreglass used for? knowledge
To introduce an explanation with this means: Memorising the three Rs and learning how to put
Reduce: this means using less paper. them into practice
To make recommendations using should
Showing interest in finding out about the different
properties of man-made materials
Assessment criteria
Understanding that some sources of natural materials
Explain what matter is and describe its are finite
properties
Appreciating the need to reduce, reuse and recycle
Differentiate between the three states of matter
Describe changes in matter: mixtures, changes
of state, chemical changes, and oxidation and P
combustion

Explain what materials are and describe their
properties
Describe ways of saving natural resources

66A
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Competences
Competence in linguistic Knowledge and interaction Social competence
communication with the physical world and citizenship
Identifying materials and their Understanding the concepts of mass Avoiding waste by choosing
properties (SB p. 72-73: Materials) and volume (SB p. 68: The properties of the correct materials: (SB
Recommending specific materials matter) p. 73: Your turn! p. 77: The
for specific tasks according to their Understanding the differences between three Rs)
properties (SB p. 73: Your turn!) the physical and chemical properties of Understanding and practising
Observing advantages and matter (SB, p. 70: Changes of state; the three Rs: reducing,
disadvantages of materials and p. 71: Chemical changes; Questions) reusing, recycling (SB p. 77:
reaching a conclusion. Presenting Understanding the difference between The three Rs)
this opinion to others. (SB p. 77: I oxidation and combustion (SB p. 71:
can choose the right material) Oxidation and combustion)
Unit outline
Unit 6. Matter
Matter and its Changes

Materials
properties in matter
Hands on! Your turn!

Classifying Choosing the
materials right materials
I can Our world

Revision
Choose the right material The three Rs

Content: understanding the difference between matter September October November December January
and material; understanding the difference between
chemical and physical change
Language: confusing the meanings of made of (made February March April May June
of wool) and made from (made from grape juice)
66B
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Objectives
To revise the states of water
To learn that we get materials for
6 Matter
WH
T
W
making things from plants and a
animals r
a
1.
Key language
6.1
Vocabulary and structures: amazing, 2.
be woven (together), cable, fibre,
fibre optics, fibreglass, fine, material,
nowadays, pole vaulting, property, pure, f
strong, surfboard, thin, thread, travel,
versatile; atmosphere, change, cool,
heat, ice, lake; states: gas, liquid, solid;
processes: condensation, evaporation,
freezing, melting; cotton, leather, linen,
paper, silk, wood, wool
An amazing new material
Presentation Nowadays, there are many new materials with
amazing properties. Fibreglass is one of these.
Explain that the things we use to P
make or build objects are called P
of glass. When the glass fibres are woven together,
materials. Different materials have THINK ABOUT a
they make a strong, light, versatile material.
different benefits called properties.
Fibreglass is used to make many different objects, What materials can you
Ask: What are the walls made of? Is such as boats, surfboards and poles for identify in the photographs? 3.
this material hard or soft? What are pole vaulting. What are the properties
you wearing? What is it made of? Does of fibreglass?
Glass fibres are also used in a communication P
it keep you warm / cool? What are What is fibreglass
system called fibre optics. Light travels used for? A
you sitting on? What is it made of? Is
through very fine fibres of pure glass. Cables a
it hard or soft? Strong or weak? What What are fibre optics
made of fibre optics send information used for?
are you wearing on your feet? What
in the form of light from one side of our planet 4.
are they made of? Is it resistant or
to the other.
delicate?
Ss look at the photos. Ask: Is the 66 sixty-six
boat going fast or slow? Is it heavy or
light? Is it big or small? Explain that 179225 _ 0066-0077.indd 66 23/05/11 15:21
179225 _ 0066-00
the athlete is pole vaulting. Ask: Is the

pole strong or weak? Light or heavy?
Rigid or flexible? Long or short? Further activities
Read the text to the class. Check Play Animal, vegetable or mineral. Think of an object. Ss can ask up
understanding: Whats the name of to twenty Yes or No questions to guess what it is: Is it animal? Is it
the material? Is it old or new? Whats it vegetable? Is it mineral? Etc. The first Ss to guess the object correctly
made from? (Point out the glass fibres think of another object for the class to guess.
in the small photo.) Explain that choosing the correct material to make an object is
Read the questions. Volunteers give complicated because the material has to have properties required
their answers. for the purpose of the object. A pole for pole vaulting must be light,
but also strong and flexible. Ask Ss to draw an everyday object and
say what the properties are. Ss can invent an object and say what
properties it has.
66
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UNIT 6
The changes of state of water IN THIS UNIT, YOU WILL
The changing states of water
Water can exist in three states; as a solid, Show flashcards / pictures of snow
a liquid and a gas. Ice is solid, water in Learn about matter
and its properties. and ice, rivers and lakes, steam and
rivers and lakes is liquid, and water in the
fog. Ask: Is snow liquid? What is it?
atmosphere is water vapour. Find out how matter
changes. Are rivers and lakes solid water? Are
steam and fog liquid water? Write the
1. What change happens when ice is heated?
Learn about
mixtures. three states on the board. Ss give
And when water vapour cools?
Find out about more examples of water in each state.
6.1
2. Copy and complete the chart with the names chemical reactions. (Solid: frost, hail; Liquid: rain, seas,
of the processes. Distinguish between oceans, puddles, ponds; Gas: mist,
natural and man- fog.) Read the text.
freezing condensation melting evaporation made materials.
Revise the changes from one state
Learn about to another. (Heated solid water
materials and their
properties. melts water; heated liquid water
evaporates vapour; cooled water
Classify materials.
ICE WATER
WATER vapour condenses liquid; frozen
VAPOUR Choose materials
according to their liquid water solidifies ice.)
properties. 1. Ss read the questions and answer.

2. Ss copy and complete the chart in
their notebooks.
Products from plants Play track 6.1. Ss listen and check
Plants give us wood, paper, cotton, linen their answers.
and other products. Write on the board: solid to liquid =
melting; liquid to solid = freezing; gas
s? 3. What is cotton used for? And wood? to liquid = condensation; liquid to gas
= evaporation. Ss give examples of
each change.
Animals give us materials such as leather, wool
and silk. Products from plants
Brainstorm things made from plants.
4. What animal gives us wool? What animal gives Write the answers on the board.
us silk?
Read the text.
sixty-seven 67 3. Ss discuss the answers in pairs.

Volunteers give their answers.
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Further activities Ask: What animals do we get leather
from? (Cows.) What do we use leather
Demonstrate melting. Take the top off an empty, transparent bottle and
for? (Shoes, trainers, bags, coats,
place an ice cube in the top and wait for it to melt. The liquid water is
etc.) What animals do we get wool
collected in the bottle. Demonstrate condensation by breathing on a
from? (Sheep.) What do we use wool
mirror or a window. Demonstrate evaporation by boiling a kettle.
for? (Socks, coats, scarves, gloves.)
Ask Ss to make a list of reasons why water is important. (For plant
A volunteer reads the text.
growth. Plants give us food, clothes, materials for tools, medicines,
etc. We drink it. It helps our body eliminate dangerous toxins. We use 4. Discuss the questions with the whole
it for cleaning, cooking, recreation, hygiene, manufacturing. Etc.) class.
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Matter and its properties
Objectives 6.2
6.2
To understand that everything is made 1 Matter Th

33 Th
of matter Everything around us is made of matter. Al
All
To learn some of the properties of Rocks, tables and windows are made of liq
liq
matter: mass and volume matter. Water and air are matter.
We call all the different types of matter
To know that matter exists in three
substances. Water, air, iron and quartz
states: solid, liquid, and gas are substances.
Three objects made of steel. Each of these
objects is different, but they are all made of the
Key language same substance: steel.
Vocabulary and structures: air,

blown-up / empty balloon, iron, matter,
quartz, steel, volume, wax; properties: 2 The properties of matter
colour, cubic metre / centimetre, All objects have two properties in common:
hardness, kilogram / gram, litre / mass and volume.
millilitre, largest / smallest, lustre, Mass is the amount of matter in an
mass, space, substances, transparency, object. Mass is measured in kilograms
volume; states: adopt, candle, or grams. For example, the mass
of a carton of milk is about one
container, fixed, flow, gas, jug, liquid, kilogram.
pour, shape, solid; volume; blown-up /
Volume is the amount of space an
empty balloon, wax object occupies. The volume of liquids Objects with different mass. This water jug
is measured in litres or millilitres. contains more mass than the glass. In other
words, it contains a larger amount of matter.
For example, the volume of a carton
Presentation of milk is one litre. The volume of
1
solids is measured in cubic metres
1 Matter 2
or cubic centimetres.
A volunteer reads the text. Ask: What Other properties
is matter? What is a substance? Point Objects also have other properties,
to things and say: The ink in your depending on what substances they
pens is a substance. Ss give more are made of. These properties help
examples. us distinguish one type of matter from
another. Some of these properties are
Ss look at the photo of the three colour, hardness, lustre and transparency.
objects (A saucepan, a wrench and a Objects with different volume. The golf ball has 3
spoon.) Ss read the caption and say the smallest volume. The basketball has the
largest volume.
what substance the objects are made of.
2 The properties of matter 68 sixty-eight
Read the first sentence of the text. 179225 _ 0066-0077.indd 68 23/05/11 15:22179225 _ 0066-0
A volunteer reads the text about

mass. Ask: What is mass? How do we Further activities
measure it?
Ask: Which has more mass: a kilo of oranges or a kilo of feathers? (They
Ss look at the photo of the jug and the
both have the same mass. But a kilo of feathers takes up more space,
glass. Read the caption.
so they have a bigger volume.)
A volunteer reads the text about
volume. What is volume? How do we Ask: When you put an object in a glass of water, does the level of
measure it? Ask. What substances do water go up or down? Why? (The volume of the object displaces the
we measure in litres and millilitres? water.) Archimedes discovered this. Ss pour one litre of water into a
(Liquids.) five litre measuring jug. They put various objects in the water and each
time measure the new water level. Ss subtract the original water level
Ss look at the photo of the balls and (one litre) from the new water level. The result is the volume of the
read the caption. Ask: Which ball has submerged object.
the smallest volume? And the largest?
Read the text about other properties
of matter. Ask: What other properties
does matter have?
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UNIT 6
3 The states of matter
6.2
6.2
The states
33 The states of
of matter
matter Ss name solid things they see in the
All matter
All matter exists
exists in
in three
three states:
states: solid,
solid, room. Read the text about the solid
liquid and
liquid and gas.
gas. state. Ask: Do solids adopt the shape
Solids have
Solid. Solids
Solid. have aa fixed
fixed volume
volume and
and aa of their container? (No.)
shape which
shape which does
does not
not change.
change. Ice,
Ice, rocks
rocks Show a half litre bottle full of water
and glass
and glass are
are solids.
solids. and an empty one litre bottle. Ask: If I
Liquids have
Liquid. Liquids
Liquid. have aa fixed
fixed volume,
volume, but
but pour the water into the big bottle, how
their shape
their shape can can change.
change. This
This is
is because
because
Liquids do not have a fixed shape. They adopt the much water will the big bottle contain?
they adopt
they adopt thethe shape
shape of
of the
the container
container shape of the container they are in.
they are
they are in.
in. More, less, or the same? (The same.)
Read the text about the liquid state.
In addition,
In addition, liquids
liquids can
can flow
flow from
from one
one
place to
place to another.
another. For
For example,
example, when when Ask: Can liquids change their shape?
you pour
you pour water
water from
from aa jug,
jug, itit flows
flows into
into (Yes, they adopt the shape of their
another container.
another container. Water,
Water, blood,
blood, alcohol
alcohol container.) Do they change volume?
and oil
and oil are
are liquids.
liquids.
(No.) Ss look at the photo of the
Gases do
Gas. Gases
Gas. do not
not have
have aa fixed
fixed shape
shape
different containers of liquids. Read
or aa fixed
or fixed volume.
volume. They
They adopt
adopt thethe shape
shape
and the
and the volume
volume ofof the
the container
container they
they the caption.
are in.
are in. Water
Water vapour,
vapour, oxygen
oxygen andand carbon
carbon Inflate a balloon, then draw a balloon
dioxide are
dioxide are gases.
gases. on the board and shade in half of
Gases do not have a fixed volume. This diving
bottle can hold as much air as you would find the inside. Ask. Whats inside the
in a small room. balloon: a solid, liquid or gas? Point
to the drawing on the board and ask:
Questions Is it possible to have the full shape
1. Name two objects and two substances. 4. Look at the photograph and answer the of a balloon with the gas inside only
2. Which has more mass, a blown-up questions. occupying half the space? (No.)
balloon or an empty balloon? Explain. Read the text about the gas state. Do
gases change shape? Do they change
volume? (Yes, they adopt the shape
and volume of their container.)
Ss look at the photo of the diver and
read the caption. How much gas is in
a. In what state is the candle wax?
3. Do liquids have a fixed shape? Do gases b. How were the drops of wax on the
the diving bottle?
have a fixed shape? Explain. candle formed? Show Ss an inflated balloon and an
empty one for question 2.
sixty-nine 69
sentences about states of matter and
say liquid, solid or gas.
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Further activities Teachers Resource Book

Ss make a list of food that can be eaten without changing its state Reinforcement worksheet 16
(raw).
Demonstrate that fizzy drinks contain gas, by carefully opening a bottle Activity Book
of fizzy drink and immediately placing an empty balloon over the top of Pages 34 and 35
the neck of the bottle. Ss will see how the gas leaves the water and
occupies the space inside the balloon.
Ss research the mass and volume of foods in their kitchens and report
their findings to the class in the form of a chart with a column for mass
and another for volume.
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Changes in matter C
44 Ch
AA c
Objectives su
su
To identify some of the changes in 1 Matter changes di
dif
aa c
matter: mixtures, changes of state Matter changes all the time. For example, ex
ex
and chemical changes water freezes, wood burns and glass
To learn that the mixture of two breaks.
different metals is called an alloy Three types of changes in matter are:
copper
mixtures, changes of state and chemical
changes.
Key language
Vocabulary and structures: break, burn, 2 Mixtures Ch
Ch
change, combine, combustion, freeze, in
in
iron, oxidation, oxygen, rust; mixtures: ca
ca
alloy, bronze, copper, made of, mixed, bronze wh
wh
are mixtures. They contain water, sugar,
substance, tin; changes of state: cool, colouring and other substances. Many
tin
heat; chemical changes: ash, burn, rocks, such as granite, are mixtures.
When you look at granite, you can see the 6.3
6.3
carbon dioxide, change into, frequently, Bronze is an alloy of copper and tin. Bronze is
liquid petroleum, overripe, plastic(s)
different substances. very strong. It is used to make bells, statues and O
55 Ox
Ox
Ox
have different properties from the metals ch
ch
1 Matter changes they are made of.
Ox
Ox
A volunteer reads the text. wi
wi
co
co
3 Changes of state itit c
GAS
2 Mixtures
condensation
evaporation
Co
Co
change state. Alcohol, glass, rocks and W
Wh
Explain that a mixture is a physical iron can also change state. co
co
change. The substances do not ca
ca
Substances change state when they are
change. heated or cooled. LIQUID
Ss read the text. Explain that alloys We call these physical changes because
solidification
melting
can be stronger and more flexible, etc. the substances stay the same.
Look at the photo of bronze and read
the caption. Ask: What is the alloy? SOLID
Which two metals is it made from?
What do we use bronze for?
Changes of state. Matter goes through the same
changes of state as water.
3 Changes of state
Ask: What are the three states of 70 seventy
matter? Ss give examples of solids,
liquids and gases. 179225 _ 0066-0077.indd 70 23/05/11 15:22179225 _ 0066-0

Ask: Is water the only substance Values education
that can change state? When do
substances change state? Do the Talk about the need to be careful in the kitchen. Remind Ss they shouldnt
substances change? cook without supervision. Why can the kitchen be a dangerous place?
(Hot food. A hot oven can burn. Fires can start easily. If water mixes
Ss look at the diagram and read the accidentally with hot oil it can splash and burn. Sharp knives can cut and
caption. Write on the board: solid to hurt.) Ss make a poster warning of the potential dangers in a kitchen.
liquid = liquid to solid = liquid to
gas = gas to liquid = ... . Choose Ss Further activities
to complete the information.
Put oil and water in a transparent bottle. Ask Ss to name the two
substances. Why is the water at the top and the oil at the bottom?
Shake the bottle vigorously. Explain that you now have a mixture. It has
a different colour, texture and taste from the original substances. Let
the mixture stand for a short while and see how the mixture separates
into water and oil again.
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UNIT 6
Chemical changes
44 Chemical changes
AA chemical
chemical change
change is
is when
when oneone or
or more
more
4 Chemical changes
substances change
substances change into
into one
one or or more
more
different This is
substances. This
different substances. is also
also called
called Explain that a chemical change is
aa chemical Here are
reaction. Here
chemical reaction. are some
some
irreversible. Say: If we burn a piece
examples:
examples:
of paper we obtain ashes. Ask: Can
When wood
When wood or
or fabric
fabric burn,
burn, they
they change
change
we make these ashes into paper
into ashes
into ashes and
and carbon
carbon dioxide.
dioxide.
again? (No.) If we mix flour, water,
When milk
When milk changes
changes into
into yoghurt
yoghurt or
or
salt and yeast and we cook them, we
cheese, itit is
cheese, is no
no longer
longer milk.
milk.
obtain bread. Can we separate the
When fruit
When fruit is
is overripe,
overripe, the
the colour
colour and
and When milk goes through a chemical change,
flavour change.
flavour change. it becomes something different: yoghurt ingredients? (No.)
or cheese.
Chemical reactions
Chemical reactions are
are frequently
frequently used
used A volunteer reads the text. Ask: What
in industry.
in industry. For
For example,
example, liquid
liquid petroleum
petroleum can milk change into? What gas is
can change
can change into
into different
different types
types of
of plastics,
plastics, released when wood burns? Etc.
which are
which are solids.
solids.
Ss look at the photo of the chemical
changes of milk and read the caption.
6.3
6.3
d Oxidation and
55 Oxidation and combustion
combustion 5 Oxidation and combustion
Oxidation and
Oxidation and combustion
combustion are
are chemical
chemical Write the titles Oxidation and
changes.
changes.
Combustion on the board. Put
Oxidation is
Oxidation is when
when aa substance
substance combines
combines flashcards / pictures of rusting
with oxygen.
with oxygen. For
For example,
example, when
when iron
iron
objects and burning objects under the
combines with
combines with oxygen
oxygen from
from the
the air,
air,
itit changes
changes into
into iron
iron oxide
oxide or
or rust.
rust. appropriate word.
Combustion is
Combustion is when
when something
something burns.
burns. A volunteer reads the text. Ask: What
When aa piece
When piece of
of paper
paper burns,
burns, the
the paper
paper Combustion. Paper combines with oxygen and causes oxidation? Is it a quick or a
produces carbon dioxide. Ashes are the part
combines with
combines with oxygen
oxygen and
and produces
produces slow process? What is combustion?
carbon dioxide
carbon dioxide and
and aa lot
lot of
of heat.
heat.
What does combustion produce?
(Heat.)
Ss look at the photo of paper
Questions burning. Read the caption. Ask: What
1. What changes in state can occur when a substance is heated? What changes can substance is burning? What is the
occur when it is cooled? name of this chemical change? What
2. Which of the following is a physical change and which is a chemical change? colour is the flame? What is the part
a. Butter melts when you put it on hot toast. that does not burn? (The ashes.)
e
b. When a bottle of wine is left open for a long time, the wine changes into vinegar. What substances can burn? (Wood,
coal, gasoline, etc.) Why do we burn
substances? (To obtain heat.)
seventy-one 71
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sentences about changes in matter
and say True or False.
Values education
Talk about the dangers of fire. Fire can kill and destroy homes and animal
habitats. Explain that human carelessness can cause fires. (Glass left on Reinforcement worksheet 17
the ground magnifies the suns rays and produces flames. Unattended
barbecues, or lit cigarette ends thrown on the ground.) Ss make a poster
of how to prevent fires in forests and the countryside.
Activity Book
Pages 36 and 37
Further activities
Cut an apple to see how it oxidises. Ask: What colour is the cut surface?
Why? (The surface of the cut apple is exposed to oxygen in the air and
oxidises after a while. Cut it again, but cover it with cling film or smear
it with lemon juice. Why doesnt the apple oxidise? (It is not in contact
with air.) 6.3 See transcripts, page 194
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6.5
6.5
Materials Th
44 Th
Al
All
Objectives th
the
To know what materials are and what 1 What are materials?
they are used for Materials are the substances we use for
Wood has many Petroleum is used
To differentiate between natural and building, making tools, making clothes,
uses. to make plastics
man-made materials etc. All materials have properties that are and fuels.
useful for making things.
To learn about some of the properties
of materials
2 Natural materials
Key language We find natural materials in nature. Natural
materials come from animals, plants or
Vocabulary and structures: natural: minerals.
Hemp has natural Gold is easy to work
coal, cotton, gold, granite, hemp, Leather, wool and silk are natural fibres which are used with, and it does not
leather, linen, marble, petroleum, materials which come from animals. to make ropes and deteriorate. It is used
fabrics. for making jewellery.
rubber, silk, wood, wool; man-made: Wood and rubber are natural materials
cement, concrete, glass, paper, plastics, which come from plants. Cotton, hemp
Some natural materials.
steel; properties: bend, elastic, flexible, and linen also come from plants. We
use them to make fabrics.
fragile, light, resistant, see (through),
stretch, strong, transparent Granite and marble are natural materials
which come from minerals. They are
used in construction.
1 What are materials?
Coal and petroleum are also natural
A volunteer reads the text. Ask: What materials.
are materials?
6.4 Cement is made by Concrete is made by
crushing and heating mixing water, cement,
2 Natural materials 3 Man-made materials different rocks. sand and crushed
rocks.
Man-made materials are not found in
Ss look at the photos of natural nature. They are manufactured from raw
materials and read the texts. Ss materials, such as sand, petroleum and
give examples of the uses of wood. wood. Some man-made materials are
(Burning for heat, construction, paper, glass, plastics, steel and concrete.
furniture, etc.) What do we use gold
for? (Medals, rings, etc.) Most plastics are made
Glass is made by
Questions from petroleum. They are
heating sand until a. W
a. W
Volunteers read the text. Write the title it melts and then
cheap and light.
Natural materials on the board and cooling it.
1. Is cork a natural or a man-made
the subheadings Animal, Vegetable, material? What about clay? Explain. Some man-made materials.

Mineral. Ss give examples of materials
to write under each subheading. Elicit
uses of each material. 72 seventy-two
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3 Man-made materials
A volunteer reads the text. Define raw
materials: Materials found in nature. Further activities
Ss look at the photos of man-made Place ten household objects on a tray (wooden spoon, plastic spoon,
materials. Volunteers read the text. plastic food wrap, foil, a glass, cotton, wool, keys and a candle). Divide
SS give examples of the uses of each the class into groups and allow each group to examine the tray for two
material. minutes. When the whole class has looked at the tray, cover it. Ask
questions: How many objects are made from man-made materials?
Play track 6.4. Ss listen and say
How many objects are hard? How many are flexible? How many are from
natural or man-made. Ask Ss to say
animals? Which object is transparent? Etc. The group with the most
what the man-made materials are
correct answers wins.
made from.
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6.5
6.5
UNIT 6
The properties
44 The properties of
of materials
materials Questions
All materials
All materials have
have special
special properties which make
properties which make
1. Why is paper good 4 The properties of materials
them useful
them useful for
for aa specific
specific purpose.
purpose.
for making origame
Steel is
Steel is strong and resistant:
strong and resistant: itit does
does not
not easily
easily shapes? Make a list of its On the board write a list of adjectives
change shape.
change shape. ItIt is
is used
used to
to make
make bridges.
bridges. properties. and their opposites. Flexible / rigid,
Leather is
Leather is flexible: you can
flexible: you can bend
bend itit and
and itit does
does not
not heavy / light, transparent / opaque,
break. Consequently,
break. Consequently, itit isis used
used to
to make
make clothes.
clothes. etc.) Point to a window and ask: What
Rubber is
Rubber is elastic: you can
elastic: you can stretch
stretch itit and
and change
change its
its is this made of? Why? (Its transparent
shape, but
shape, but itit goes
goes back
back to
to its
its original
original shape.
shape. so it lets light pass through.) What
Glass is
Glass is transparent: light can
transparent: light can pass
pass through
through itit and
and other things are made of glass?
you can
you can see
see through
through it.
it.
Volunteers read the text. Ss give other
Aluminium is
Aluminium is light and resistant.
light and resistant. ItIt is
is used
used to
to make
make examples of uses for each material.
parts for
parts for aeroplanes
aeroplanes andand bicycles.
bicycles.
Pottery is
Pottery is fragile.
fragile. ItIt breaks
breaks easily.
easily.
Ask: Which material is flexible? Which
2. Write an example of a
material for each property:
material can we use for building
resistant, flexible, elastic, aeroplanes because its light? Which
transparent. material is strong and can resist a
YOUR TURN ! lot of weight? Which material is used
for tyres because it can stretch? Ask
Ss to look around the room and say
Choosing the right materials
where they can see examples of the
When you make something, you choose the materials based on their properties. materials in the text.
Wood to A B Aluminium Play track 6.5. Ss listen to the
make a bow. foil to wrap a
sandwich.
sentences about properties of
materials and say True or False. Pause
the recording for Ss to correct the
false sentences.
Plasterboard to Plastic Cork to
make a shelf. to make make a
a helmet float. Your turn!
visor.
Choosing the right materials
Read the text in unison. Focus Ss
attention on the pictures. Read the
a. Write
a. Write sentences
sentences about
about each
each picture.
picture. Choose
Choose from
from these
these words:
words: captions and have the Ss repeat. Ss
resistant, flexible,
resistant, flexible, light,
light, elastic,
elastic, transparent
transparent work in pairs and use the words to
make sentences about each picture
Example: Wood
Example: Wood to
to make
make aa bow
bow should
should be
be
.. following the example. Choose

volunteers to check the answers.

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Values education
Discuss the role of plastic in our lives and its affect on the environment. Activity Book
Plastic is a pollutant. Its production uses a lot of energy and pollutes the air. Pages 38 and 39
If not recycled, plastic goes into landfills and pollutes the land. Plastic bags
take 1,000 years to degrade. What happens if soil is polluted? How does
this affect the ecosystem? Ss choose a room in their home and list all the
things made from plastic.
Further activities
Play What am I? Make a simple crown for a volunteers head. Write an
object on a piece of card and clip it to the crown. The volunteer faces
the class. They ask Yes / No questions about the material to guess
the object: Am I made from a man-made material? Am I flexible? Etc. 6.5 See transcripts, page 194
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Activities
Objectives
To revise key concepts of the unit 1 Which of the following things are made of matter?
sand air horse happiness glass darkness
their own learning
To learn how to classify materials 2 Copy and complete the sentences.
120 kilos 100 litres

Key Language This aquarium has a volume of ..........
Vocabulary and structures: air, animal When it is full, it has a mass of ..........
/ mineral / plant origin, cement,
darkness, glass, happiness, horse, 3 Look at this experiment to demonstrate how the empty bottle is not empty.
mass, petroleum, plastics, (raw) Copy and complete the text with the words air and water.
material, rocks, sand, volume; man-
made / natural material, used for Before it goes in the water, the bottle looks
(colouring / drawing / making / writing) empty. In reality, it is full of ...........
.......... weighs less than ........... The ..........
in the bottle goes to the surface and you can
Activities see the bubbles. As the .......... goes out of
the bottle, the .......... goes in.
1 Which of the following things are
made of matter?
Read the question and choose
volunteers to give their answers. NATURAL MATERIALS
Mineral origin Plant origin Animal origin

2 Copy and complete the sentences.
granite
Choose volunteers to complete the
sentences and explain their answers.
Ss copy and complete the sentences 5 What materials are made from these raw materials? Match, then write sentences.
in their notebooks.
MATERIALS RAW MATERIALS
3 Look at this experiment to
demonstrate how the empty bottle glass petroleum
cement rocks Example:
Example:
is not empty. Copy and complete the plastics sand Cement is
Cement is made
made from
from
text with the words air and water.
Volunteers read and complete the 74 seventy-four
text. Ss copy and complete the text in
their notebooks. 179225 _ 0066-0077.indd 74 23/05/11 15:22179225 _ 0066-0
4 Copy and complete the table. Further activities

Ss copy the table in their notebooks Ss ask grandparents about how they kept food and liquids when they
and work with a partner to complete it. were young and what their toys were made of? Ss report their findings
Choose volunteers to give their answers to the class and discuss the use of plastic.
and put them in a table on the board.
5 What materials are made from these

raw minerals? Match, then write
sentences.
Remind Ss that raw materials are
materials found in nature. Complete
the example sentence. Discuss the
answers as a class. Volunteers write
their answers on the board. Ss copy the
correct sentences in their notebooks.
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UNIT 6
Hands on!
Classifying materials
Remind Ss how we classify animals.
Hands Classifying materials
on! When you classify materials, first, look at the properties
Explain that we can also classify
materials. First, we find what they
they have in common, then at the properties that are
different. Next, classify them into smaller groups.
have in common and then, we look at
what is different.
A volunteer reads the text. Ss look
FABRICS
at the diagram. Explain that fabric
means material for making clothes
or covering furniture. Point out that
natural
the first group is very general and
man-made
the other groups are more specific.
animal origin plant origin Choose Ss to classify fabrics without
looking at the book. What is cotton?
(Its a fabric. Its a natural material
from a plant.) What is nylon? What is
polyester? Etc.
Ss are going to classify the objects.
Remind them that the first step must
polyester nylon silk cotton
be to find the one thing that all these
objects have in common. Check
understanding of the vocabulary by
Classify school materials: holding up the object / a picture that
pen notebook rubber felt-tip pen pencil sharpener corresponds to each word. Ask: What
glue recorder crayon paper drawing pad scissors ruler pencil do these objects have in common?
a. Draw a chart which includes all these objects. Add a title. Make four groups (School materials.) Write the answer
under these headings: in the middle of the board.
Volunteers read the headings for the
Used for writing Books for writing Used for making Used for other
and colouring. and drawing. crafts. things. four groups. Write each one on the
board branching from the title.
b. Try to divide some of the materials into more groups. For example, the first group Ask a volunteer to read the
can be divided into two: objects used for writing and objects used for colouring.
instructions for b. On the board,
c. Finally, write the objects under their new headings.
subdivide the first group into two:
objects for writing and objects for
seventy-five 75 colouring. Ask: How can group two be
divided? (Book for writing and books
23/05/11 15:22179225 _ 0066-0077.indd 75 23/05/11 15:22
for drawing.) Etc.
Further activities and complete it by writing the objects
in the correct category. Volunteers
Ss write down man-made, natural, animal, vegetable, mineral on
write their answers on the board.
separate scrap pieces of card. Read out the name of a material, for
example: Leather. Ss hold up the appropriate cards: natural / animal.
Hold up an object, for example, a woollen glove. Ss hold up the cards Teachers Resource Book
and call out the natural material it is made from. (Wool.)
Ss make a poster of a natural material from its origin and name its
properties and uses.
Ss work in groups and use encyclopedias or the Internet to investigate
the origins of a man-made material of their choice. Ss present their
findings to the class.
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Revision IIc
Objectives 6.6

of the unit
To practise summarising a text Matter
To give Ss the opportunity to evaluate Everything around us is made up of matter. Each different type of matter
their own learning is called a substance.
All objects have two properties in common: mass and volume.
To value the importance of saving and
recycling paper Matter exists in three states: solid, liquid and gas. All matter changes. Three
examples of changes are: mixtures, changes of state and chemical changes.
Key Language Materials

Vocabulary and structures: animal
/ vegetable (plant) / mineral origin, Materials can be natural or man-made. Some natural materials, such as leather,
come from animals. Others, such as linen or wood, come from plants. Other
man-made / natural materials; leather, materials, come from minerals. Man-made materials, such as steel and paper, are
linen, marble, paper, wood, wool, steel, not found in nature. They are manufactured from natural raw materials.
granite; advantage / disadvantage, Materials have properties that are useful for making different things.
cardboard, craft, cut down, expensive,
factory / factories, last (long), lorry, new
/ used, print, recycle, reduce, resistant,
reuse, save, saw, use (again / less)
2 Copy and complete. Use information from the summary.
Revision MATERIALS
1 Read and listen to the summary.
are divided into
What is everything made of? What two natural
properties do all objects have? What for example
are the three states of matter? Can
you name three examples of changes animal origin vegetable origin
steel
in matter? Where do we find natural .........
for example for example for example
materials? What materials come from
plants? And from animals? What leather, wool
materials come from minerals? What
does man-made mean? Where do the
original materials for making 76 seventy-six
man-made materials come from?
179225 _ 0066-0077.indd 76 23/05/11 179225 _ 0066-007
15:22
2 Copy and complete. Use information

from the summary. Further activities
Ss copy and complete the chart Play Vocabulary bingo. Ask Ss to say key vocabulary from the unit. (At
individually using the information in least 40 words.) Write them on the board and ask Ss to draw a nine-
the summary. square bingo grid on a piece of scrap paper. Tell them to choose nine
Correct the chart on the board. words from the board and to write one in each square. Read out the
words randomly and ask volunteers to define them. Ss cross off a word
from their grid as they hear it. The winner is the person who has all
nine words crossed off and calls out Bingo!
Ss look at the labels in their clothes which are accessible, and make a
chart in their notebook to classify the textiles they are wearing.
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UNIT 6
IIccaann
Choose the right material I can
Jake and Julie want to make a toy lorry. Their mother is going to help them. Choose the right material
They cannot decide whether to use cardboard or wood. Both materials have
Ss name the advantages and
disadvantages of each material and
write them in a table on the board.
Ss write down in their notebooks which
material they think is more suitable
and why. Explain that choosing one
material or the other depends on what
the lorry is used for and whether they
Cardboard is easy to work with. Wood is not easy to work with. prefer to work alone or to be helped by
The children can recycle old boxes, so The children need to ask an adult to an adult. Choose volunteers to present
the cardboard does not cost anything. saw it. Wood is more expensive than
However, cardboard is not very resistant, cardboard. However, this toy lorry will be their answers to the class.
so this toy lorry will not last long. more resistant and will last longer.
Which material do you think they should use? Give reasons. Our world
The three Rs
Ask: What do you do with old
OUR WORLD newspapers and magazines at home?
The three Rs What do you do with the paper you
To make paper, people cut down trees, dont need in class? Examine the
and factories use water and energy. One contents of the class bin and take out
way to save trees, water and energy is to any paper. Ask: Is this really waste or
can we use it for something else?
Reduce: this means using less paper. Read the text with the Ss. Write the
For example, dont print anything if it is three Rs on the board and choose Ss
not really necessary. to explain the meaning of each.
Reuse: this means using paper again. Ask: Why is it important to save trees?
For example, use old sheets of newspaper to make crafts. What do trees do for us? (Give oxygen;
Recycle: this means putting used paper in recycling bins. This paper is clean the air; help make soil fertile; etc.)
then made into new paper. In this way, fewer trees are cut down and we Remind Ss that we are all part of one big
save water and energy.
ecosystem and we need to protect it.
Brainstorm the uses of paper and
glass in Ss lives. Explain that paper
also includes card and cardboard. Ask:
seventy-seven 77 What foods do you eat that come in a
box, packet, bottle or jar? What things
23/05/11 15:22
179225 _ 0066-0077.indd 77 23/05/11 15:22 do you use at home or school that are
made of paper? Write answers on the
Further activities board. Ask: How can we recycle, reuse
or reduce these things? Explain that
Make paper boats out of waste paper. Unfold the boat and show Ss Ss should try to use all the pages in
how to make a paper fortune teller, with English words under the flaps. their notebooks and not to throw paper
Ss bring in old magazines or comics. Show Ss how to turn pages into or glass in the rubbish. Ask: Which
envelopes and / or ask Ss to choose pages they like and use them to pollutes more: paper serviettes or
personalise their notebooks. fabric ones? Kitchen paper or fabric tea
Using encyclopedias or the Internet, Ss investigate the manufacturing towels? Disposable wipes or soap, water
process of paper from start to finish. Ss present their findings with and a towel?
pictures to the whole class.
Test 6
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7 Forces and energy
Unit content

To discover how forces act Forces and movement
To learn about types and sources of energy Nature and types of energy
To discern between renewable and The transformation of energy
non-renewable energy Renewable and non-renewable sources of energy U
To learn how electricity can be obtained from How to save energy
different types of power Consumption and energy
To learn about Sir Isaac Newton
To learn how to use energy more efficiently Studying drawings and diagrams to understand the
effect of forces on objects
Language objectives Observing sequenced photos and carrying out an
To understand simple instructions: Cut three experiment to test a hypothesis
sides off the shoebox lid. Put the ramp on sand. Observing illustrations and answering questions to
To use most and least correctly: Which types explain the forces of attraction, repulsion and gravity
of surface have the most / least friction? Completing a chart to summarise information about
To express simultaneous actions with when: the transformation of energy
When we drop an object, it falls to the ground. Making a list of ways to save energy and discussing it
To identify words according to their definitions. in class
To understand a short biographical text in Analysing ones consumer habits and presenting
the past. conclusions
Assessment criteria Showing interest in finding out about renewable

Understand and explain how forces act sources of energy
Describe different types and sources of energy Understanding that some sources of energy are
not renewable and should be used in a responsible
Explain the difference between renewable and
manner
non-renewable energy
Describe how electricity can be obtained from
different types of power P
Explain the contribution of Sir Isaac Newton to
modern science
Discuss how to use energy more efficiently

78A
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Competences
Knowledge and interaction Social competence Autonomy and personal
with the physical world and citizenship initiative
Recognising the forces of friction, gravity Understanding the connection Exploring new ways of creating
and magnetism and how they act (SB between energy consumption, and using renewable energy
p. 81: How forces act; Gravity; Questions) pollution and global warming (SB p. 78: Solar energy on
Understanding the types of natural and (SB p. 85: Using energy; wheels)
man-made energy that surround us (SB p. 89: Save energy; Reflecting on Isaac Newtons
p. 82: Types of energy) Consumption and energy) contribution to science (SB
Understanding that energy is not created Appreciating the need to use p. 87: Sir Isaac Newton)
or destroyed but transforms from one form renewable energy whenever Examining ones consumer
to another (SB p. 83: The transformation of possible (SB p. 85: Electricity; habits and drawing conclusions
energy; p. 86: Complete the table) Using energy) (SB p. 89: Our world)
Unit outline
Unit 7. Forces and energy
Forces Energy Uses of energy
Your turn! Hands on!

Sir Isaac Testing a
Newton hypothesis
I can Our world

Revision
Save energy Consumption and energy

Content: differentiating clearly between force and September October November December January
energy; avoiding the confusion between sources and
types of energy
Language: understanding and memorising the new
vocabulary; recognising and using the past tense; February March April May June
correct stress of the modal verb should
78B
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Objectives
To revise the effects of forces on
objects
7 Forces and energy
W
Key language
7.1
7.1
Vocabulary and structures: (be) 1.
covered with, (be) made up of, build,
capture, competing, flying saucer,
investigate, look like, mainly, race,
run on, solar energy / panel, source,
sunlight, usually, watch, wheel; break,
change, cut, effect, force, hit, racket,
shape, start / stop moving, to the left /
right
Presentation
Ss look at the photo. Does your family
have a car like this at home? Have you Solar energy on wheels
seen cars like this before? How is this Every two years, in Australia, you can watch THINK ABOUT
car different from other cars? Explain a very special car race. The competing teams
that the car is in a race called The are mainly made up of university students What is special about
Brain Race. Ask: Why do you think its investigating sources of energy. The teams build
the cars in this race?
called The Brain Race? Who do you their own cars, which run on solar energy. Describe the car in the
think designed the car? What type of photograph.
The cars are covered with solar panels which
energy do normal cars use? And this What fuel do normal cars
capture energy from sunlight. They usually use? 2.
car?
only have three wheels. They look like flying
Can water, sunlight
A volunteer reads the text. Ask: Where saucers! and wind be used A
A
is the car race? Who built the cars? to produce energy?
The cars race over 3,000 km, from Darwin
Where does the energy for the car Give some examples.
in the north of Australia to Adelaide in the
to run come from? How does the car
south.
capture this energy? Have you seen
solar panels on roofs?
78 seventy-eight
Ss read and answer the questions.
Ask questions to help Ss answer: How 179225 _ 0078-0089.indd 78 23/05/11 15:36179225 _ 0078-0
do sailing boats move? And the car in

the photo? Draw a windmill and ask:
What makes the blades move? Explain Values education
that watermills existed in the past. Discuss the effects of burning fossil fuels and deforestation on global
What made them work? warming. (We need trees to absorb carbon dioxide from the air.) Ss think
about things they do that use energy. Explain that we can all help reduce
global warming by using less energy. Ask: Did you know that having a dark
image on a computer or mobile screen saver saves energy? What else can
we do to use less energy? (Switch off computers when not in use. Turn off
lights when not in use. Etc.)
Further activities
Ss write down a list of things that use energy in the school.
Ss investigate wind turbines and wind farms using the Internet and
encyclopedias.
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UNIT 7
Forces IN THIS UNIT, YOU WILL Forces
Forces have different effects on objects.
Learn the effects that Put a football on the table where Ss
They start things moving. They stop things forces have on
moving. They change their shape. They break
can see it. Ask: Is it moving? Push
objects.
things. the ball gently. Is it moving now? Roll
Learn how to test the ball again and stop it abruptly. Is
a hypothesis.
7.1
7.1
1. What effect do the following forces have?
it moving now? Ask a volunteer to roll
Learn about friction the ball gently to another student. Use
and gravity.
your hand to gently push the ball away
Find out about from the second volunteer. Explain
different types of
energy. that forces start movement, stop it,
Learn how energy is and can change its direction.
transformed. Press a plastic ball with your fingers.
Discover the energy Ask: What caused the ball to change
sources we use. shape? Break a biscuit and ask: What
Find out about Isaac caused the biscuit to break?
a. Shaping plasticine. b. Cutting bread. Newton.
Read the text in unison. Drill: Forces
Learn how to save
energy. start objects moving, stop objects
moving, change their shape and break
Understand the
consequences of objects.
wasting energy. 1. Ss look at the pictures and suggest
what effect the forces have. Ask
volunteers to check the answers.
Ask: Why do we change the shape of
plasticine? (To make models.) Why do
c. Stopping a goal. d. Hitting a ball with we cut bread? (To make sandwiches.)
a racket. Why do we stop a football? (To stop it
2. Are the wagons moving to the left, to the right, or going into the net and scoring a goal.)
not moving? Why do we hit a ball with a racket? (To
make it go the other way.)
A
A B
picture.
2. Ss look at the pictures in pairs and
decide which way the wagons are
seventy-nine 79 moving. Choose a volunteer to answer.
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Further activities
Show everyday objects from home and school. Ss say the effect of the
forces involved when we use the objects. For example: a corkscrew
(starts the cork moving), scissors on paper (breaks the paper), a pencil
sharpener (breaks the wood), a door wedge (stops the door moving),
a table tennis bat (starts the ball moving in the other direction), etc.
Explain that it is possible to buy electric cars. They have a battery
which can be recharged by plugging it into a source of electricity similar
to recharging a remote controlled car. Ss make a list of advantages and
disadvantages of electric cars. They suggest other alternative forms of
energy to make cars move.
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7.2
Forces
Objectives 1 Forces and movement H
22 Ho
To learn that friction makes moving Forces make objects start moving. They also make them stop moving. No
No
objects slow down and stop To move a football, we put force on the ball with our foot. If nothing stops co
co
To understand that forces can act by the ball, it continues to move. However, it moves more and more slowly until aa b
it stops. This is because a force on the ground acts on the ball and slows it So
So
contact or from a distance and can
down. This force is called friction. be
be
attract or repel objects
AA m
To learn the effects of gravity A B C aa d

M
Ma
Key language
Vocabulary and structures: attract
/ repel, attraction / repulsion, be
attracted (towards), come into
Fo
Fo
(contact), drop, fall / fall down, force, How a ball moves. A. The player puts force on the ball with his foot and it starts moving. B. The ball rolls
across the field, but no force is making it move. C. The goalkeeper uses his hands to put force on the ball. to
tow
friction, goalkeeper, gravity, hit, The ball stops. Fo
Fo
hypothesis, magnetic, most / least, pu
pu
pole, ramp, rise, roll, rough / smooth,
7.3
7.3
slide down, slow down, start / stop
moving, surface Hands Testing a hypothesis G
33 Gr
on! W
Wh
Th
Th
1 Forces and movement A hypothesis is an explanation which we believe to be true. This is our hypothesis:
There is less friction from smooth materials than from rough materials. In
In
A volunteer reads the text. Ask: What Do this experiment to test the hypothesis. You need: a shoebox, two straws, glue,
th
the
starts the ball moving? What stops the gr
gro
tape, a marble and a ruler.
ball? Will the ball continue to move if
nothing stops it? What slows the ball
down till it stops?
Play track 7.2. Ss look at the pictures 1
and listen to how a ball moves. 2
Cut three sides off the shoebox Stick the lid onto the shoebox Put the ramp on sand.
lid. Glue the straws on the lid to to make a ramp. Let the marble slide down 3
Hands on! make a road for the marble. the ramp.
Testing a hypothesis Measure the distance the marble travels from the end of the ramp to where it stops.
Repeat the experiment on other types of surfaces, such as wooden or tiled floors.
Read the text. Ask: What is a a. Which types of surface have the most /least friction? b. What is your conclusion?
hypothesis? What is the hypothesis
here? 80 eighty
Look at the pictures and read the
instructions with the Ss. 179225 _ 0078-0089.indd 80 23/05/11 15:36179225 _ 0078-0
Ss work in small groups and follow the

instructions. They record their findings. Further activities
Volunteers present their findings. Say: Ss do a rubbing of the sole of their shoes. Ask: Who has the safest
Our hypothesis is that there is less shoes for walking on slippery surfaces? Is there a difference between
friction from smooth materials. What did the soles of winter shoes and summer shoes? Why? (Wet weather
we discover? What is our conclusion? makes the ground slippery.)
Ss draw the experiment in their Draw Ss attention to the importance of friction. The friction between
notebooks, make a note of which the graphite in our pencils and the paper allows us to write. Footballers
surfaces have the most friction and have studs in their boots to increase the friction between the boots and
which have the least friction and write the ground so they dont slip. There is little friction from professional
a conclusion. swimwear so the swimmer can move quickly. Ss describe the clothes
of gymnasts, cyclists, sprinters, skiers, etc. Why are goalkeeper gloves
big and rough? (To increase friction so the ball doesnt slip.)
Ss look at interactive friction games at http://www.bbc.co.uk/
7.2 See transcripts, page 195 schools/ks2bitesize/science/physical_processes/friction/play.shtml
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UNIT 7
A
2 How forces act
How forces
22 How forces act
act
Normally, forces
Normally, forces act
act when
when two
two objects
objects come
come into
into Ask: When we hit or kick a ball are
for example,
contact, for
contact, example, when
when aa tennis
tennis racket
racket hits
hits we in direct contact with the ball?
aa ball.
ball. (Yes.) Explain that there are forces
Sometimes forces
Sometimes forces act
act when
when there
there is
is no
no contact
contact B that make things move from a
between objects.
between objects. This
This happens
happens with
with magnetic
magnetic force.
force. distance with no contact. Ask Ss if it
AA magnet
magnet can
can attract or repel
attract or objects from
repel objects from is possible to move a piece of metal
aa distance.
distance.
without touching it. Show how a
Magnets have
Magnets have two
two ends,
ends, or
or poles.
poles.
magnet can attract a key and make it
When we
When we put
put the
the same
same poles
poles of
of two
two magnets
magnets move.
together, they
together, they push
push apart,
apart, or
or repel
repel each
each other.
other. Magnets attract and repel. A. Different
poles attract each other. B. Same
Read the text. Ask: What are the ends
When we
When we put
put the
the different
different poles
poles of
of two
two magnets
magnets
together, they
together, they pull
pull towards
towards each
each other,
other, or
or attract.
attract. poles repel each other. of a magnet called? (Poles.) What
happens when the same poles of
Force of
Force attraction: AA magnet
of attraction: magnet pulls
pulls iron
iron objects
objects
towards it.
towards it. two magnets meet? (They repel each
Force of
Force Repulsion means
repulsion: Repulsion
of repulsion: means when
when things
things
other.) What happens when different
push apart
push apart from
from each
each other.
other. poles meet? (They attract each other.)
7.3
7.3 Ss look at photos A and B: Which
Gravity
33 Gravity picture shows attraction? Why arent
When we
When we drop
drop an
an object,
object, itit falls
falls to
to the
the ground.
ground.
the magnets touching in picture
This happens
This happens wherever
wherever we
we are are inin the
the world.
world. B? Explain that we use magnetic
In reality,
In reality, objects
objects always
always fall
fall towards
towards the
the centre
centre of
of attraction and repulsion for closing
the Earth.
the Earth. The
The force
force that
that makes
makes things
things fall
fall to
to the
the fridge doors, lifting cars and heavy
ground is
ground is called
called gravity.
gravity. machinery, separating metals for
Objects fall to the ground because
they are attracted towards the centre recycling (magnets attract steel cans,
of the Earth. but not aluminium cans), etc.
Questions
3 Gravity
1. Give two examples of how forces make things start moving or stop moving.
2. Is gravity a force of attraction or repulsion? Read the text. Ask: Why dont we float
3. Look at the photograph and answer the questions. like astronauts? Explain that gravity
keeps us on the ground. Ss look at
a. What force is used to make a basketball
rise above the basket? the picture. Read the caption together.
b. What force makes the ball fall down into Play track 7.3. Ss listen and say which
the basket? force is acting: gravity, attraction or
repulsion.
eighty-one 81
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A volunteer stands on a chair holding a pencil in one hand and a ball Pages 40 and 41
in the other. Ask Ss which object they think will reach the floor first
if they are dropped at the same time. Ss will see that both objects
touch the floor at exactly the same time. Explain that this is because
gravity exerts exactly the same force on both objects. Explain that we
can make things fall slower by increasing friction. Parachutes are an
example of this.
Ss use magnets in the classroom to discover which objects are
attracted.
Ss investigate aerodynamics using the Internet and encyclopedias.
They draw their own aerodynamic car or aeroplane and explain their
design. 7.3 See transcripts, page 195
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Energy
Objectives 1 What is energy? Th
33 Th
To understand that energy makes We say that things have energy when they En
En
things change can make things change. in
int
m
ma
To learn about types of energy: Batteries have energy. They can make a toy
mechanical, chemical, thermal, car move and change direction. He
He
electrical, nuclear and light The wind has energy. The wind can make
a kite fly or a tree fall down.
To learn about the transformation of
energy Food has chemical energy. We use energy
to do everyday things.
Gas has energy. When it burns, it heats the water
Key language and changes it into steam.
Vocabulary and structures: appliance, 7.4
battery / batteries, be given off, be 2 Types of energy

stored (in), device, energy, fall down, There are different types of energy.
fuel, light bulb, petrol, plutonium, The most important ones are:
radiator, solar cell, toaster, torch, Chemical energy is the energy stored in
transformation; energy: chemical, food, in batteries and in fuels such as El
Ele
electrical, light, mechanical, nuclear, petrol and coal. ot
oth
thermal, uranium Nuclear energy is found in some
substances such as uranium and
plutonium.
Presentation
Thermal energy is the energy which is Food has chemical energy. We use this energy to
given off in the form of heat, for example run, walk and think.
1 What is energy? the energy given off by a radiator.
Show Ss a battery operated Mechanical energy is the energy of the

moving parts of a machine.
calculator: What makes the calculator
work? Explain that things work Electrical energy is the energy used
by electrical appliances and electronic
because they have energy. devices, such as televisions and mobile
A volunteer reads the text. Tell Ss to phones. It is also the energy lightning
solar 1
look at the first photo. Ask: What is has.
cell
in the saucepan? What change in the Light energy comes from a source
state of matter can you see? What type of light for example, the energy given off
by a light bulb.
of energy is causing this change? Read 2
the caption. Solar calculator. Some objects work using light
energy, which is stored in a solar cell.
2 Types of energy
82 eighty-two
Ask: How do you see when it is dark?
How do you come to school? Where do
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you keep milk at home? Explain that
we use many types of energy.
Volunteers read the text. Ss give Values education
examples of each type of energy. Ss Compare the human body to a machine: Where do we get our energy to do
look at the two photos and read the things from? When dont you have energy? Talk about the importance of
captions: Where do the children get having breakfast and eating a variety of foods. In pairs, Ss find out what
their energy from? And the calculator? they have for breakfast and if they start the day with a lot of energy or not.
Play track 7.4. Ss listen and say the Remind Ss of the need to rest. When we resting and sleep we recharge
type of energy. our batteries.
Further activities
Write a list of household appliances / electronic devices on the board.
(DVD player, food mixer, hairdryer, toaster, microwave, clock, torch,
fridge, washing machine, mobile, radiator, calculator, radio controlled
7.4 See transcripts, page 195 car, etc.) Ss say what kind of energy is needed to make them work.
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UNIT 7
3 The transformation of energy
The transformation
33 The transformation of
of energy
energy
Energy can
Energy can change
change from
from one
one type
type of
of energy
energy A Explain that the chemical energy
into another.
into another. This
This happens
happens inin nature
nature and
and in
in from food changes into mechanical
chemical energy
many of
many of the
the machines
machines we
we use.
use. energy when we walk, run or jump.
Here are
Here are some
some examples:
examples: Ask: Have you seen a windmill or wind
light energy
In an
In an electric
electric fan,
fan, electrical
electrical energy
energy is
is turbine? Where did you see it? What
transformed into
transformed into the
the mechanical
mechanical energy
energy makes the blades move? (The wind.)
of the
of the moving
moving parts.
parts. This mechanical energy from the wind
In aa car,
In car, the
the chemical
chemical energy
energy of
of the
the B changes into electrical energy to power
petrol is
petrol is transformed
transformed into
into thermal
thermal appliances in our homes.
r chemical energy
energy, then
energy, then into
into the
the mechanical
mechanical energy
energy
of the
of the motor.
motor. Volunteers alternate to read the text.
When you
When you switch
switch on
on aa light
light bulb,
bulb, mechanical energy Ask: What two types of energy make
electrical energy
electrical energy is
is transformed
transformed into into an electric fan work? What three types
light energy.
light energy. of energy are present in a moving car?
In aa toaster,
In toaster, electrical
electrical energy
energy is
is What two types of energy are present
C
transformed into
transformed into thermal
thermal energy.
energy. in a light bulb? What two types of
Electrical energy
Electrical energy is
is easy
easy to
to convert
convert into
into electrical energy
energy make a toaster work?
other forms
other forms of
of energy.
energy.
Ss look at the photos and read the
mechanical energy caption. Ask: Do you think there is
another energy transformation present
in all three pictures? (Yes, to thermal
o energy.)
Examples of the transformation of energy.
A. The chemical energy of the wax changes into Ask Ss what things in their homes
light energy. B. The chemical energy of the fuel
changes into mechanical energy. C. Electrical
work with electrical energy. Put Ss
energy changes into mechanical energy. answers on the board. Ss work
in pairs to study the household
appliances and decide what energy
Questions
transformations occur when the
1. What type of energy do these objects provide? appliances are used.
a. A moving car c. A bonfire e. Sunlight
b. A piece of coal d. A cake f. A bar of uranium
2. What energy transformations take place in these things? Reinforcement worksheet 20
a. A torch b. A vitroceramic cooker c. A gas cooker d. A bonfire
Activity Book
eighty-three 83 Pages 42 and 43
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Values education
Discuss the importance of electrical safety to prevent serious accidents
and make a poster. (Never use electrical appliances near water to avoid
bad electric shocks. Unplug appliances correctly. Never plug or unplug
appliances with wet hands. Keep kites / model planes away from over-
head power lines, because you are in contact with the ground. Etc.)
Further activities
Write on the board: A woman pushing a pushchair, a moving remote
controlled robot, a hairdryer blowing. Ss say what type of energy is used
and what energy transformations are taking place.
Ss investigate different types of batteries. What are they made from?
Ss find out why we should dispose of batteries correctly.
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7.5
Uses of energy
Objectives 1 Sources of energy El
33 El
To identify different sources of energy
A
We use energy every day. Energy makes El
Ele
To distinguish between renewable and cars, buses and trains move. It lights our st
sta
houses and our streets. It makes our tra
tra
non-renewable energy
machines work.
To learn about fossil fuels We use many types of energy from
To understand why we should not different energy sources. There are two
waste energy main types:
Renewable energy sources. These
sources never run out, for example, B
Key language sunlight and wind, or they are continually
produced in nature, for example, wood.
Non-renewable energy sources.
atmosphere, butane gas, coal,
Examples are uranium and petroleum.
depletion, diesel, electricity, falling These sources will run out one day
(water), global warming, mine, natural because we use them up and they
gas, oil field / rig, petrol, petroleum cannot be replaced. This is happening U
44 Us
to petroleum. A. Wind energy never runs out. B. Wood is a
(oil), pollution, renewable / renewable source of energy. Wood is continually W
We
non-renewable, run out, use up; produced in nature. Ho
Ho
electricity: hydroelectric, nuclear, solar, we
we
thermal, wind farm se
se
2 Fossil fuels
Coal, petroleum (oil) and natural gas are
Presentation fossil fuels. We extract coal from mines
and petroleum from oil fields. Natural gas
is found in deposits deep beneath the
1 Sources of energy
surface of the Earth.
Ss say the types of energy they have Petroleum is used to produce fuels, such
used so far today. Ask: What energy as petrol, diesel and butane gas. It is also
heated the (milk) for breakfast? used to make plastics and other products.
What energy got the (bread) from the Natural gas and coal are used directly as
supermarket to your house? Etc. fuels. They are used mainly to produce
electricity.
energy sources are renewable? What 1
energy sources are non-renewable?
Ss look at the photos and read the 2
Oil rig. Many oil fields are under the sea bed.
caption: Why is wood renewable? (We Enormous oil rigs are built to extract the oil. 3
can plant new trees.)
Play track 7.5. Ss listen and say if the
84 eighty-four
sources of energy are renewable or
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2 Fossil fuels
Further activities
Explain that dead plants and animals
trapped under the Earths surface Discuss the need to repopulate forests. Ask: Is wood renewable or
millions of years ago formed gases, non-renewable? What will happen if we use more trees than we replant?
solids and liquids. These sources of How can we prevent this? How can we not waste wood? (Recycle paper.
energy are called fossil fuels. Swap comics, books and magazines. Use old magazines pages to
cover books or to wrap fragile objects, instead of plastic bubble wrap.
Etc.) Ask: Who has a natural Christmas tree in December? Do you throw
are the three fossil fuels? What do we
it away or replant it after the festivities?
use them for? How do we extract them?
Ss investigate marine pollution and find out about recent ecological
Ss look at the photo and read the
disasters and the effects on marine life. Ss present their findings to
caption.
the class.
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UNIT 7
3 Electricity
Electricity
33 Electricity
Electricity is
Electricity is produced
produced at at power Power
stations. Power
power stations. Explain that electricity is made at a
stations use
stations use different
different sources
sources of
of energy
energy which
which they
they power station. Ask Ss if they have
transform into
transform into electricity.
electricity. seen a power station and where.
Thermal power
Thermal use fuels
stations use
power stations fuels such
such as
as coal,
coal, Ss look at the photo of the
natural gas
natural gas and
and petrol
petrol to
to produce
produce electricity.
electricity.
hydroelectric power station and
Hydroelectric power
Hydroelectric power stations use mechanical
stations use mechanical read the caption. Ask: What can you
energy from
energy from falling
falling water.
water.
see? Ask: Is this renewable or
Solar power
Solar use light
stations use
power stations light energy
energy from
from non-renewable energy? Does it pollute?
sunlight.
sunlight.
(No.)
use mechanical
farms use
Wind farms
Wind mechanical energy
energy from
from the
the wind.
wind. Hydroelectric power station. The
mechanical energy of the water is A volunteer reads the text. Ask:
Nuclear power
Nuclear use nuclear
stations use
power stations nuclear energy
energy from
from
uranium.
uranium.
transformed into electricity. What sources of energy do thermal
power stations use? What energy do
hydroelectric power stations use? What
Using energy
44 Using energy kind of power station uses energy from
sunlight? What energy do wind farms
We need
We need energy
energy to
to function
function in
in our
our daily
daily lives.
lives.
However, we
However, we should
should only
only use
use the
the amount
amount of of energy
energy use? What kind of power station uses
we need.
we need. We
We should
should not
not waste
waste it.
it. There
There areare two
two uranium?
serious problems
serious problems when
when wewe waste
waste energy:
energy:
When we
Pollution. When
Pollution. we burn
burn fuels,
fuels, they
they produce
produce 4 Using energy
carbon dioxide.
carbon dioxide. This
This goes
goes into
into the
the atmosphere
atmosphere
and increases
and increases thethe temperature
temperature of of our
our planet.
planet. Ask Ss to think about whether they
This is
This is called
called global Burning fuels
warming. Burning
global warming. fuels also
also leave the fridge open for a long time
produces other
produces other substances
substances which
which are
are bad
bad for
for
while they decide what to take out.
plants and
plants and our
our our
our health.
health.
In big cities, a lot of energy is used for
This lets cold air escape and the
Depletion of
Depletion of fossil These fuels
fuels. These
fossil fuels. fuels are
are not
not
transport. fridge uses more electricity to get cold
renewable. As
renewable. As time
time goes
goes by
by they
they will
will run
run out.
out.
again. This wastes energy.
Ask: What are the two problems
Questions caused by wasting energy? What is
1. Energy from waves is sometimes used to produce electricity. Do you think this is global warming? Why arent fossil fuels
a renewable or a non-renewable energy source? renewable? (Because they cannot be
2. What gas is produced when we burn fuels? replaced and in time they will run out.)
3. What is global warming? What causes it? Ss look at the photo. Ask: How much
traffic can you see? Is there a lot of
traffic where you live? Do you think
eighty-five 85
there is a little or a lot of pollution
where you live? What causes this
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pollution?
Values education
Discuss how we waste energy. (By leaving lights on unnecessarily; leaving
the tap running when we clean our teeth; using the washing machine to Reinforcement worksheet 21
wash a few things; leaving fridge / oven doors open, having the heating
turned up high, using air conditioning, using the car for short journeys, Activity Book
etc.) Ss propose changes in their own habits to save energy.
Pages 44 and 45
Further activities
Ss write a list of energy sources on the board. They classify the sources
into Renewable or Non-renewable.
Explain that the Sun is our biggest source of energy and it is the only
energy source outside our planet. All other energy sources come from
the Earth or its atmosphere. Ss investigate solar energy.
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Activities
Objectives
To revise the key concepts of the unit 1 Copy and complete the summary with the help of the pictures.
To revise key vocabulary A B C D
their own learning
To read a biographical text about
Sir Isaac Newton
Forces
Key Language Forces have different effects on objects. A They make objects which
are not moving ......... . B They make objects which are moving ......... .
Vocabulary and structures: break, C They make objects ......... . shape. D They make objects ......... .
change, chemical / electrical /
mechanical / thermal / energy;
2 Read the sentences. What type of energy are they talking about?
achievement, apple, (be) buried, (be)
recognised, carry out, childhood, a. You can buy this at petrol stations.
discovery, enemy / enemies, explain, b. When it is cold, you put on the radiators.
fame, famous, gravity, great, ill, c. Wind moves the blades of a windmill.
jealous, lifetime, mathematician, often, d. Washing machines use this type of energy.
physicist, property

Activities
ENERGY TRANSFORMATION
1 Copy and complete the summary Machine Energy it uses Energy it produces
with the help of the pictures.
iron electrical energy
Ss look at the pictures and copy and
complete the sentences individually.
vacuum
Choose volunteers to check the cleaner
mechanical energy
answers. Write the answers on the
board.
motorbike a. W
a. W
2 Read the sentences. What type of b. W

b. W
energy are they talking about? chemical energy thermal energy c. Ho
c. Ho
In pairs, Ss read the sentences d. Do

d. Do
and discuss what type of energy
each sentence refers to. Read the 86 eighty-six
sentences and choose volunteers to
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3 Copy and complete the table. Further activities

Revise energy transformation. Ss choose an object, draw it and explain what energy sources it uses
Focus attention on the table. Ss think and what energy it produces when it is working. Display the work.
carefully about what makes these Ss investigate other renewable sources of energy: tidal power, wave
objects work and how they work. energy, plant matter energy (biomass), geothermal energy and make
They copy and complete the table posters to promote their use.
individually. Check answers by asking:
How does an iron get the creases out
of our clothes? What makes a vacuum
cleaner work? What do we need to put
in a motorbike to make it move? What
uses chemical energy and provides
thermal energy?
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UNIT 7
Your turn!
YOUR TURN ! Sir Isaac Newton
Explain that a biography tells us about
the life of a person and that Ss are
Sir Isaac Newton going to read about the life of one of
the worlds most famous geniuses,
The great British mathematician and
Sir Isaac Newton.
physicist, Sir Isaac Newton, was born
in England in 1624 and died there Choose volunteers to read the
in 1727. paragraphs, pausing after each one
Newton was often ill during his to ask questions: Who is the text
childhood and he was not a good about? Was he a healthy child? Was
student at school. However, he studied
he a good student? What area did he
at Cambridge University and made
many important discoveries in make discoveries in? What force did
Mathematics. he discover? How did he make this
One of his greatest achievements was discovery? Who were his enemies?
the discovery of the force of gravity. Where is he buried? Explain that
He made this discovery when he Westminster Abbey is a very important
was sitting under an apple tree and church in London, England, and that
an apple fell to the ground. He used
members of the British royal family get
Mathematics to explain his Universal
Law of Gravitation. He also studied the married there, and are buried there.
properties of light and carried out many Ss look at the picture. Ask: What do
experiments about light and colours. you think Newton is investigating?
During his lifetime Newton was In his later years, he became famous
recognised as a great scientist. all over Europe. When he died, he
However, he had enemies: other was buried in Westminster Abbey, the Teachers Resource Book
scientists who were jealous famous church in London where many
of his fame. great men and women are buried. Extension worksheet 7
a. Who
a. Who was
was Sir
Sir Isaac
Isaac Newton?
Newton?
b. What
b. What subject
subject did
did he
he study
study at
at university?
university?
c. How
c. How did
did an
an apple
apple help
help Newton
Newton discover
discover the
the force
force of
of gravity?
gravity?
d. Do
d. Do you
you know
know any
any other
other famous
famous scientists?
scientists?
eighty-seven 87
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Values education
Talk about the valuable lesson we learn from Newtons life. Explain that
he had a difficult life, but he overcame his problems. He was not a good
student at school, but he continued investigating because he wanted to
learn. Motivate the class to follow Newtons example and not give up when
they have difficulties.
Further activities
Ss work in groups and use the Internet or encyclopedias to find out
more about Sir Isaac Newtons life, studies and discoveries. Each
group presents their findings to the class.
Ss choose another famous inventor, for example, Thomas Edison and
find out about his life and work. They make a presentation to the class.
87
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Revision I
Objectives 7.6

of the unit
To practise sumarising a text Forces
To give Ss the opportunity to evaluate Forces can act when two objects come into contact or, as with magnets, at a distance.
their own learning Forces can be of attraction or repulsion.
Gravity is the force that makes objects always fall towards the centre of the Earth.
Key Language Energy
Vocabulary and structures: renewable We say that things have energy when they can makes things change.
energy: biomass, geothermal, Some types of energy are mechanical energy, chemical energy,
hydroelectric, sunlight, wind; thermal energy, nuclear energy and light energy.
non-renewable energy: coal, fossil We obtain energy from energy sources. There are two types:
fuel, gas, petroleum, uranium; air Non-renewable energy sources. These include uranium
conditioning / heating, consume, and fossil fuels: coal, petroleum and natural gas.
consumption, contribute, drive, Renewable energy sources. These include energy from sunlight,
electronic device, industry / industries, from wind, from moving water and from burning wood.
instead of, lift, manufacture, neighbour,
public transport, remote control, save,
take turns, turn off
Revision SOURCES OF ENERGY
1 Read the summary. can be

the summary. Pause to ask questions: renewable
How can forces act? What is gravity?
When do things have energy? Give for example
examples of types of energy. What fossil fuels uranium

from sunlight
types of energy are renewable? Where
do we get them from? What types are
non-renewable? Where do we get them coal
from?

information from the summary. 88 eighty-eight
Ss copy and complete the chart 179225 _ 0078-0089.indd 88 23/05/11 15:37179225 _ 0078-0
individually.
Copy the chart on the board and Further activities
choose volunteers to complete it.
Show flashcards / pictures of sources of energy (hydroelectric power
station, coal mine, oil rig, solar panels, wind farm, etc.). Ss say the type
of energy obtained, if it is renewable or non-renewable, what energy it
can transform into and what it is used for.
Ss copy Magnetism, Friction and Gravity on small cards. Give examples
of forces at work. Ss raise the card with the correct force. For example:
a woman ice skating (Friction.); a magnet holding a postcard to a fridge
door (Magnetism.); a pencil rolling across the table and falling onto the
floor (Friction and gravity.).
88
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UNIT 7
I can
Save energy I can
Tom, Jessica and Sophie are neighbours. Every Save energy
day their parents drive them to school separately.
But yesterday the children asked their parents to Revise the importance of saving
take turns to drive them to school. One week one energy: Some forms of energy will run
parent takes all three of them, and the next week
out. Some forms of energy pollute a lot.
another parent takes them. In this way, they save
energy. They also have fun together in the car! Read the text. Ask: How does sharing
Read the list of ways to save energy. Which a car help the planet?
things do you do? Which things could you try? Read the list. Explain: The remote
control uses standby which consumes
Turn off all electronic devices completely, not just with the remote control. energy. Turning off electrical devices
Turn off the lights when you leave a room. completely, saves energy and money.
Turn off the television when you are not watching it. Doing homework with the TV on wastes
Use public transport to go to school. electrical energy (and is a bad study
Close the windows when the heating or air conditioning is on. habit!). Ask: What floor do you live on?
Walk up and down stairs instead of taking the lift. Do you use the stairs or take the lift?
Discuss in pairs. Then write more ways to save energy.

Ss say what they do and what they
could try. In pairs, Ss discuss saving
energy and write more habits that
OUR WORLD
would save energy and money. Ss
Consumption and energy share their ideas with the class.
Industries consume a lot of energy. Electricity or oil is used to manufacture
products. Consequently, every time we buy something, we are contributing
to energy consumption. Our world
Try to consume in a responsible manner. Before you buy something or ask
for something, think about whether you really need it. Consumption and energy
Make a list of all the presents you Ss look at the photo. Ask: What does
received for your birthday. Then, this factory make? (Toys.) What are
cross out the presents you have
toys made of? What are the boxes
never used or have only used a few
times. Finally, write your conclusions. made of? How do toys get from the
factory to shops? Does petrol pollute
I should buy things I really ......... .
I should think about what I need the air?
before I ......... it. Ss make a list of presents they
received for their birthday and cross
out what they have never played with
or played very little. Volunteers read
eighty-nine 89
out the total of the items on the list
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and the number of things crossed out.
Ask: Why dont you play with these
things? What can you do with them?
Values education (Give them to someone who needs
Ask Ss if they know how we should dispose of unwanted electrical them.)
appliances and electronic devices. They should not be put in with the Ss complete the sentences to write
normal household waste. They contain harmful chemicals which must be a conclusion. Read the conclusion in
disposed of at special disposal centres. Ss investigate on the Internet unison.
what waste disposal, recycling services and regulations are provided by
their local council.
Further activities
Test 7
Ss make a list of electronic devices at home dividing them into:
Unnecessary and Necessary. Share the results with the class.
Ss make posters promoting the motto Think before you ask for it!
Display the posters around the school.
89
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8 Light
Unit content

To learn how light travels Light and its propagation
To discover the difference between transparent,
translucent and opaque bodies

The passage of light through objects
Light and colours
U
To learn about reflection and refraction Using a word processor
To learn about the dispersion of light How to choose the most efficient light bulb
To identify the primary colours of light Common eyesight problems
To learn how to use a word processor
To discover the difference between Studying diagrams to understand the refraction of light
short-sighted and long-sighted vision through convex and concave lenses
Applying logic to answer questions about the
Language objectives propagation of light
To use the zero conditional when presenting Conducting an experiment involving the primary colours
facts: When it rains and the sun shines at the of light
same time, rainbows appear in the sky. If you Making predictions about the results of the experiment
put a pencil in a glass of water, it looks bent. Reading and solving a problem by applying acquired
To state facts in the passive voice: White light knowledge
is made up of all the colours we can see. Using a word processor to write a text about the sense
To state general facts using the impersonal of sight
you: This is why you can see an image of Analysing different types of light bulbs in order to
yourself in the mirror. choose the most efficient one
Assessment criteria Showing interest in understanding how light behaves

Explain how light travels Showing interest in learning to use a word processor
Describe the difference between transparent, correctly
translucent and opaque bodies Understanding how common eyesight problems are
P
Differentiate between reflection and refraction corrected
Explain how the dispersion of light occurs
Name the primary colours of light and explain
what happens when we mix them
Explain how to use a word processor
Explain the difference between short-sighted
and long-sighted vision
90A
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Competences
Knowledge and interaction Processing information Autonomy and personal
with the physical world and digital competence initiative
Understanding the nature of light Learning to use a word Formulating hypotheses and
and colour (SB p. 94: Light and processor (SB p. 97: Your applying acquired knowledge to
colours; p. 96: Read and answer) turn!) understand the nature of light and
Learning which types of lenses are Comparing data with the help colour (SB p. 94: Primary colours of
used to correct eyesight problems of charts (SB p. 99: Choose light; p. 96: Read and answer)
(SB p. 99: Perfect eyesight) the best light bulb) Analysing data and drawing
conclusions in order to choose
efficient light bulbs (SB p. 99:
Choose the best light bulb)
Unit outline
Unit 8. Light
The propagation Light

of light and colours
Your turn!
Using a word processor
I can Our world

Revision
Choose the best light bulb Perfect eyesight

Content: understanding the difference between September October November December January
reflection and refraction; understanding that white
light is made up of all the colours of the rainbow;
understanding that the primary colours of light are
not the same as the primary colours of paint February March April May June
Language: differentiating between reflection and
refraction, concave and convex; pronouncing and
memorising the vocabulary related to word processors
90B
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Objectives
To revise the concept of energy and
remember that light is a form of
8 Light
W
energy
To revise the parts of the eye and how
the eye works 1.
To present the content of the unit 2.
3.
Key language
Vocabulary and structures: appear,
arc, beginning / end, cannot, guard,
huge, legend, leprechaun, magical, pot,
rain, rainbow, shine, sky, touch; brain,
cornea, different, enter, in order to,
lens, optic nerve, pass (through), pupil,
retina, source
Presentation
Ask: Have you seen a rainbow? When
did you see one? What colours did you
see?
At the end of the rainbow 8.1
THINK ABOUT 4.
living things can you see? Where was In Ireland it rains a lot. When it rains and
the photo taken: in the city or in the the Sun shines at the same time, rainbows What can you see in the
countryside? What can you see in the appear in the sky. A rainbow is a huge arc of photograph?
sky? What colour is the sky? many colours. Do you know why rainbows
need rain and sunlight?
A volunteer reads the text. Ask: The Irish people have a legend: they say that
Can you name the seven
What is the weather like in Ireland? at the end of every rainbow there is a pot of
colours of the rainbow?
What shape is a rainbow? What is a gold. A magical little man, called
Why is it impossible to
leprechaun? What is supposed to be a leprechaun, guards the gold. touch a rainbow?
at the end of a rainbow? Is this a true Of course, the legend isnt true. You cannot
story? Is it possible to find the end of a see the beginning or the end of a rainbow!
rainbow?
Explain: We can see a rainbow when 90 ninety
it rains and the sun shines through
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colours.
Values education
Discuss the use of electricity to light our homes, schools and other public
places. Ask Ss if they have changed their habits at home to save energy.
Do they turn the lights off when they leave a room? Do they turn electronic
devices off? Have they stopped using lifts?
Further activities
Ss make a list of different sources of light. (The Sun, streetlights,
bonfires, candles, torches, matches, lamps, fires, a gas cooker, etc.)
Tell Ss that different cultures associate certain colours with certain
emotions. Ask: What colour does a bride wear? What colour is associated
with love? Etc. Ss give examples of how colours are used in daily life.
(Traffic lights, road signs, football referee cards, etc.)
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UNIT 8
Energy IN THIS UNIT, YOU WILL Energy
There are many types of energy, from different
sources. Light energy comes from light. Learn how light Remind Ss that energy makes things
travels. change. It exists in many forms
1. What other types of energy are there?
Discover how light and can transform from one type to
is reflected. another. A volunteer reads the text.
2. Why do plants and people need light? Find out how light In pairs, Ss discuss the answers to
is refracted.
3. Is there more light energy in summer or winter? questions 1-3. Choose volunteers to
Discover how white
light is made up of all
explain their answers.
the colours of light. Ss look at the photographs. Explain
Find out how we see that they both show natural sources
objects in colour. of light. (Lightning and the Sun.) What
Learn how to use a other natural sources of light are
word processor. there? (Stars.) Ss give examples of
Learn how to choose man-made sources of light.
the best light bulb for
Eyes and sight each situation. Eyes and sight
We need light in order to see. Light enters the Discover how
problems of vision Show objects of different shapes and
eye and passes through the cornea, the pupil
and the lens. Then, the retina captures this light can be corrected. colours. Ask about their size, colour,
and sends the information to the brain through etc. Ask: Can you see with the light off
the optic nerve. and the blinds down?
8.1 A volunteer reads the text. Revise the
4. Copy and label the diagram. parts of the eye: What is the name
A ......... D ......... of the black part of the eye? And the
coloured part? What part of the eye
captures the light? What nerve sends
E images to the brain?
.........
.........
4. Ss copy and label the diagram in their
B notebooks. Choose volunteers to give
their answers. Write the answers on
the board.
Play track 8.1. Ss look at their
......... .........
C F diagram, listen and check their
answers.
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Values education
Discuss the importance of the correct conditions for reading or studying:
Is your desk for studying near a window? Do you use a study lamp? Ss
should have light shining from the left if they are right-handed and from
the right if they are left-handed. There should be a safe distance from the
screen when watching TV or playing videogames.
Further activities
Demonstrate depth perception: Ss hold a pencil horizontally in each
hand, close or cover one eye and try to make the ends of the two
pencils meet. Ss will see that it is difficult. Ask them to do the same
with both eyes open to see the difference.
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The propagation of light
Objectives
To learn that light travels at a high 1 Light travels R
33 Re
speed in a straight line W
Wh
When we switch on a light bulb, light
To know that objects can be travels to every corner of the room. lik
lik
transparent, translucent or opaque Light travels in all directions at a speed of re
ref
300,000 kilometres per second. This is so M
Mo
To distinguish between reflection and fast that we cannot see light moving. th
the
refraction Light travels in a straight line, so it cannot Th
Th
move around objects. This is why we see aa m
Key language shadows.
How shadows form. Shadows form when objects
8.3
8.3
block light.
Vocabulary and structures: blurred,
R
44 Re
corner, how much, light bulb, light, pass
(through), per second, propagation, 8.2 Li
Lig
fro
fro
shadow, speed (of), straight, switch 2 Light and objects ca
ca
on / off, travel; objects: opaque, There are three different types of objects,
A
re
ref
translucent, transparent; allow, bounce according to how much light passes In
In
off, hit, image, mirror, reflect, reflection, through them. fro
fro
surface; bend, bent, concave / convex, Transparent objects. Light can pass tra
tra
medium, pass, prism, ray (of light), easily through transparent objects. pa
pa
When you look through them, you see ex
ex
refract, refraction
light, as well as objects on the other of
of
side. B re
ref
1 Light travels Translucent objects. Only some light can Le
Le
pass through translucent objects. When Le
Le
A volunteer reads the text. Ask: Can
you look through them, you see blurred or
or
we see light moving? Why not? Can objects on the other side.
light travel around corners? Opaque objects. Light cannot pass
Look at the picture and read the through opaque objects. A shadow
forms on the other side. C
caption. Can you see the objects 1
blocking the light? What are the areas
of darkness called? (Shadows.)
NOW YOU!
2 Light and objects
Find objects in the classroom
Volunteers read the texts. Ask: Can and classify them as transparent,
translucent or opaque. A. Transparent object. B. Translucent object.
light pass through transparent objects? C. Opaque object.
And opaque objects? What do we call
objects that let some light through?
92 ninety-two
Ss look at the photographs. Ask: Can
you see the pencils clearly in all three 179225 _ 0090-0099.indd 92 23/05/11 15:39 179225 _ 0090-0
photographs? Volunteers read the

caption.
Further activities
Play track 8.2. Ss listen and say True
or False. Use a torch in a dark room to demonstrate that light cannot pass
through all objects. Shine the light through glass. Ask: Can you see the
light? Is the glass transparent, translucent or opaque? Place a book in
front of the torch. Ask: Can you see the light? Is the book transparent,
translucent or opaque? Can you see a shadow?
Ss make stick puppets to see for themselves how light travels in a
straight line. Ss cut out animal or monster silhouettes, stick them on
sticks and shine a torch behind them in a dark room. Ss experiment
by changing the distance of the torch from the silhouette.
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UNIT 8
3 Reflection of light
Reflection of
33 Reflection of light
light Point at a mirror at Ss and ask them
When light
When light hits
hits an
an opaque
opaque object,
object, itit bounces
bounces off,
off, just
just to describe what they can see. Explain
like aa tennis
like tennis ball
ball bouncing
bouncing offoff aa racket.
racket. This
This is
is called
called that light hits the mirror and bounces
Reflected light
reflection. Reflected
reflection. light allows
allows us us toto see
see objects.
objects. off the surface. Draw a diagram on the
Most objects
Most objects only
only reflect
reflect part
part of
of the
the light
light that
that hits
hits board.
their surface.
their surface. However,
However, aa mirror reflects all
mirror reflects all the
the light.
light. A volunteer reads the text. Ask: Why is
This is
This is why
why you
you can
can see
see anan image
image ofof yourself
yourself in
in The reflection of light. Light hits an
aa mirror.
mirror.
reflection important? How are mirrors
object. The object reflects the light.
The reflected light enters your eyes. different from other objects that reflect
s
8.3
8.3 light?
Refraction of
44 Refraction of light
light Ss look at the illustration. Read the
A
Light bends
Light bends and and changes
changes direction
direction when
when itit passes
passes caption and ask Ss to follow the light
from one
from one transparent
transparent medium
medium to to another.
another. This
This is
is in the illustration.
called refraction.
called Water, clear
refraction. Water, clear glass,
glass, lenses
lenses and
and air
air
refract light.
refract light.
4 Refraction of light
In the
In the photograph,
photograph, aa ray ray of of light
light bends
bends as as itit passes
passes
from the
from the air
air to to aa glass
glass prism.
prism. AA prism
prism is is aa solid,
solid, Ask: When you throw an object into the
transparent object.
transparent object. The
The light
light bends
bends again
again as as itit swimming pool and try to retrieve it, is
passes from
passes from the the prism
prism toto the
the air.
air. Here
Here isis another
another the object always where you think it is?
example of
example of refraction:
refraction: ifif you
you put
put aa pencil
pencil in in aa glass
glass
B C Explain that as light enters the water
of water,
of water, itit looks
looks bent.
bent. This
This is is because
because lightlight isis
refracted when
refracted when itit passes
passes fromfrom thethe air
air to
to the
the water.
water. from the air, it bends. When it passes
are transparent
Lenses are
Lenses transparent objects
objects made
made of
of glass.
glass.
back into the air it bends again. This
Lenses refract
Lenses refract light.
light. They
They can
can be
be convex
convex is refraction.
or concave,
or concave, as
as in
in the
the diagrams.
diagrams. A volunteer reads the text. Ask: What
A. Refraction of light in a glass prism.
B. Concave lens. C. Convex lens. mediums refract light? Why does a
Questions pencil in a glass of water look bent?
What is a prism? What are lenses?
1. Think of the properties of light. Explain why these pictures are impossible. Ss look at illustrations A, B, and C
A B and read the captions.
Play track 8.3. Ss listen and say
reflection or refraction.

ninety-three 93
Activity Book
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Pages 46-48
Further activities
Use a prism, a torch and a pencil in a glass of water to demonstrate
the refraction of light.
Explain that when we see words in a mirror they look like they are
written from left and right. Ss write words backwards on slips of paper.
Collect the paper and give them out to different Ss. Ss try to guess the
words and then use a mirror to read them. Explain that ambulances
have the word ambulance written backwards so drivers can read it
correctly in their rear view mirrors.
Ask about the different uses of mirrors. (At the dentist, for seeing
behind us when driving, for eliminating blind spots at dangerous
intersections, to shave, to make shops look bigger, periscopes, hall
of mirrors at the fair, etc.) 8.3 See transcripts, page 195
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Light and colours
Objectives
To learn that white light is made up of 1 Dispersion of light
seven colours Sir Isaac Newton discovered that white
To learn that the primary colours of light (sunlight) is made up of many colours.
light are red, green and blue He did an experiment with a triangular
prism. A prism separates light into the
To understand how objects reflect and
seven colours of the rainbow: red, orange,
absorb light yellow, green, blue, indigo and violet.
When the Sun shines and it rains at the
Key language same time, we see a rainbow. This is
because the raindrops act like tiny prisms:
Vocabulary and structures: absorb, they separate the white light into the seven D
be made up of, create, cyan, discover, colours of the rainbow. t
disperse, dispersion, indigo, magenta, We say that prisms disperse white light 8.4
8.4
mix, primary colours (of light), prism, into all colours. Th

33 Th
rainbow, raindrop, reflect, separate,
W
Wh
shine, tiny, torch, white light so
so
Dispersion of light through a glass prism. White re
ref
light enters the prism. Then, the prism disperses
Presentation the white light into the seven colours of the An
An
rainbow. aa r
1 Dispersion of light m
ma
W
Wh
Ask Ss if they remember what Sir no
no
Isaac Newton discovered. Explain that blue
2 Primary colours of light Bl
Bla
Newton also investigated light and he magenta do
do
discovered that sunlight is made up of The primary colours of light are red, green
red
different colours. and blue. When we mix the primary colours
of light, we create new colours.
A volunteer reads the text. Ask: What For example, when we mix red light with white 1
is white light? What is white light made green light, we create yellow light. When we
up of? What are the seven colours that combine the three primary colours of light, 2
make up white light? What weather we create white light. 3
yellow
do we need to see rainbows? Why do green
rainbows appear? cyan
Ss look at the photograph and read The primary colours of light. Shine torches with
the caption. Explain that as light the three primary colours on to a white wall. What
happens when you mix the three primary colours?
passes through the prism it separates
into different colours. Ask: What
colours can you see? Are the colours 94 ninety-four
in the same order as the colours of the
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2 Primary colours of light Further activities

A volunteer reads the text. Ask: What Ss make a Newtons Colour Disk to show how white light is made up of
are the primary colours of light? What the colours of the rainbow. Ss cut out circles of white card and divide
colour do we get when we mix red their circle into seven equal segments. They colour each segment a
and green light? And when we mix the colour of the rainbow, in the same order of the rainbow colours. Then,
three primary colours of light? they push a pencil through the centre of the disk and spin. Ss will see
Ss look at the picture, read the how the colours merge to form white light.
caption and answer the question. Ask:
Place green cellophane across the light of a torch and attach it with an
Which colours of light do we mix to get
elastic band. Do the same with blue and red cellophane, and a second
(magenta)? Etc.
and third torch. Shine the torches on a wall. Ss will see the possible
combinations of the primary colours of light.
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UNIT 8
3 The colour of objects
Ask: If there isnt any light, can you
see what is in the room? Explain that
The bowl reflects blue light. The bowl reflects red light. we see because light is reflected
off objects and into our eyes. We
distinguish colours because we
distinguish the reflected light. Ask:
Whats your favourite colour?
The bowl absorbs all the light. The bowl reflects all the light.
colours will a red object absorb? What
Different coloured objects. What colour is an object that does not absorb any light? What colour is an object colours will a black object reflect?
that does not reflect any light?
(None. Black absorbs all colours.)
8.4
8.4 Ss look at the pictures of the bowls.
The colour
33 The colour of
of objects
objects Ask: Which bowl reflects red light?
When light
When light rays
rays reach
reach an
an object,
object, this
this object
object absorbs
absorbs Why? Why is the black bowl black?
some of
some of the
the light
light and
and reflects some of
reflects some of it.
it. The
The (Because it doesnt reflect any light.)
reflected light
reflected light enters
enters our
our eyes.
eyes. Read the caption.
s
An object
An object always
always reflects
reflects its
its own
own colour.
colour. For
For example,
example, Ss look at the photo of the houses
aa red
red bicycle
bicycle reflects
reflects red
red light.
light. ItIt absorbs
absorbs blue,
blue,
and read the caption. Ask: Why are
magenta, white,
magenta, white, yellow,
yellow, green
green and
and cyan.
cyan.
the houses white? What would happen
White objects
White objects reflect
reflect all
all light.
light. This
This means
means they
they do
do
not absorb
not absorb any
any light.
light.
In Lanzarote, Canary Islands, the Suns if they were painted black? What colour
rays are very strong. The houses are
painted white to reflect the light.
clothes are best to wear in summer?
Black objects
Black objects absorb
absorb all
all light.
light. This
This means
means they
they
do not
do not reflect
reflect any
any light.
light. This keeps the houses cooler. Why?
Play track 8.4. Ss look at the bowls,
Questions listen and say which bowl.
1. How can we show that white light is made up of all the colours we can see?
2. What colours will a black bicycle reflect? What about a green bicycle? Teachers Resource Book
3. Look at these objects. A B Reinforcement worksheet 23
What colour are they?
What colours do they reflect?
What colours do they absorb? Activity Book
at Pages 49-51
?
ninety-five 95
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Values education
Discuss the precautions we should take in the sun. (Never look directly at
the Sun or we can damage our eyesight. Wear sunscreen at the pool,
beach, skiing, or outside in hot weather. Wear sunglasses in the summer.)
Explain how snow reflects the suns rays.
Further activities
Ss make posters showing how important colours are in our lives. Elicit
examples: Which colour is used for hospital walls? Which colours are
used to decorate houses? Which colours are cold colours and warm
colours? Ss can research the effects of different colours on the Internet.
Ss research colour blindness on the Internet and the differences
between colour vision for men and women and night vision.
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Activities
Objectives
To revise the key concepts of the unit 1 Which diagram shows how we see objects? Explain.
To give Ss the opportunity to evaluate A B C
their own learning Wo
To use a word processor to write a text
Key language
2 Copy the diagram of the primary colours of light. Then colour the circles.
Vocabulary and structures: closely,
documentary, dot, happen, mix, pixel, c
screen, turn on / off; align, allow,

arrow / delete / enter key, backspace, c
blinking, bold, character, computer p

program, cursor, erase, icon, justify,
keyboard, mouse, paragraph, select, to
the left / right, word processor
Activities
3 Read and answer.
1 Which diagram shows how we see Imagine you are watching a TV documentary about
objects? Explain. birds. From a normal distance, you see a bird on
the screen. But if you look very closely at the TV
Revise light with Ss. screen, you see thousands of dots of coloured
Ss study the diagrams and choose the lights. These tiny dots are called pixels.
answer. A volunteer gives the correct Each pixel contains three points of light: red, green
answer. and blue. Each colour can be turned on or off.
A pixel looks white when all three colours are
turned on. When only red and green are turned
2 Copy the diagram of the primary on, the pixel looks yellow. This happens because
colours of light. Then colour the circles. pixels are so small that our brain mixes the
colours.
Revise the primary colours of light.
Ss copy and colour the diagram,
a. Why do pixels use red, green and blue?
preferably using wax crayons, so that
b. What colours in a pixel are turned on to get these colours: black, yellow and white?
they mix the colours.
96 ninety-six
3 Read and answer.
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Read the text: Ask: What do you see
on the screen from a distance? And if
you look closely at the screen? What Further activities
are pixels? What colours of light do
Ss draw a picture and an enlarged section, showing the pixels in that
pixels contain? When does a pixel look
section of the picture.
white? Why does our brain mix the
colours? Explain that 21st November is World Television Day. There is an
Ss study the screen image. Ask: What exchange of cultural TV programmes between countries. Ask Ss how
animal can you see? How many colours much TV they watch a day. How many TVs are there in your house?
can you see? Focus attention on the Could you imagine not having a television? Make a list on the board of
smaller image. Tell Ss that the picture Ss favourite TV programmes.
shows a photo taken of the bird on
TV. When the photo is enlarged we
can see the pixels and their colours.
In pairs, Ss read and answer the
questions. Volunteers give their
answers.
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UNIT 8
Your turn!
YOUR TURN ! Using a word processor
Using a word processor Ask: Do you have a computer at home?
Is it a laptop or a desktop computer?
Word processors are computer programs that allow us to write texts easily.
What do you use the computer for?
Do you ever write anything using
Write using the letters Look at the screen. Write the
on the keyboard. text where you see the blinking your computer? Why is writing with a
Press the Enter cursor. You can move the cursor computer better than writing with a
key to start a new with the mouse or with the
paragraph. arrow keys.
pencil or pen?
cursor
Choose Ss to read the texts. Draw
Laura Dixon, 4 B Backspace key the key symbols on the board. Ask
The world of light erases text
to the left Ss what each key is for. For example,
characters What is light? Light allows us to see objects.
of the cursor. draw the arrow keys and ask what
paragraph Light travels so fast that the human eye cannot see it move. Delete erases
Light from the Sun takes more than four hours to reach the text to the right they are for. Summarise the answers
planet Neptune. of the cursor. and write them next to the drawings
Properties of light Supr
on the board.
Light travels in all directions. It travels in a straight line. That is
selected why shadows form when it hits an object. Ss copy the information from the
text board into their notebooks.
Check understanding by giving
It is easy to change and improve your text. First, select parts of the text with problems to Ss. For example: I need
the cursor. Then, use the mouse to click on one of the icons on the screen. to make the title of my text clearer.
(Use bold text.) I have spelt something
capital letters incorrectly. (Use the backspace key to
align the paragraph to the right LAURA DIXON, 4 B erase.) I want to have my title in the
text in bold
middle of the paper. How do I start a
centre the paragraph The world of light
What is light? Light allows us to see objects. new paragraph? How do I write capital
Light travels so fast that the human eye
align the paragraph to the left cannot see it move. Light from the Sun insert image letters? Etc.
takes more than four hours to reach the
planet Neptune. Revise the sense of sight, the parts of
Properties of light
the eye and what they do. Put the key
justify the paragraph Light travels in all directions. It travels in a straight line. That
is why shadows form when it hits an object. vocabulary on the board.
Ss work in pairs and prepare a short,
handwritten text about the sense of
Use a word processor to write one page about the sense of sight. sight in their notebooks. Then, they
write a text using a word processor.
ninety-seven 97 Ss compare their handwritten script
with the text they prepared with the
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word processor. Reassure Ss that the
more they use word processors the
Further activities better and faster they will become.
Ss write a description of themselves and their favourite TV programmes

using a word processor. Display their work around the room and the Teachers Resource Book
school. Extension worksheet 8
Write a short text on the board. Ask Ss to copy it in their notebooks
and to rewrite it using a word processor. Ask them to make the first
line pink, the second line blue, the third line using Comic Sans,
underline the fourth line, etc.
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Revision I
Objectives 8.5

of the unit
To practise summarising a text The propagation of light
To give Ss the opportunity to evaluate Light travels at very high speed, in all directions
their own learning and in a straight line. It cannot move around objects.
Light cannot pass through an opaque object. A shadow forms
on the other side. When light reaches an opaque object, it is reflected.
Key Language This allows us to see objects. When light passes from one transparent medium to
another, it is refracted. This means that the light changes direction.
Vocabulary and structures: blue,
cyan, green, magenta, red, yellow;
Colours
astigmatism, best, choose, clearly,
White light is made up of all the colours we can see. White light is dispersed when
concave / convex, consume, converge it passes through a transparent prism.
/ diverge, eyesight, fluorescent tube,
The primary colours of light are red, green and blue. When you mix the primary colours
long-sighted / short-sighted, low-energy of light, you create new colours.
/ standard light bulb, saving, show,
suitable

Revision
1 Read the summary. THE PRIMARY COLOURS OF LIGHT

are
How does light travel? Can it go
around objects? Can it pass through red green blue
all objects? What do we call objects

that light cannot pass through? What when mixed they make when mixed they make
is a shadow? What to we call objects
that light can pass through? What
is refraction? What colours make up
white light? What happens when white when mixed they make
light passes through a transparent
prism? What are the primary colours of
light?
98 ninety-eight
from the summary.
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Ss look at the chart and discuss what

colours we get by mixing the primary
Further activities
colours of light.
Ss copy and complete the chart Ss mix primary paint colours and compare their results with the chart
individually. of primary light colour combinations.
Explain that laser is a special use of light. Laser rays are strong and
concentrated. CD and DVD players contain lasers that read the discs.
Lasers are also used for cutting materials and for delicate surgery.
Ask Ss to investigate laser and to make a poster to display the uses
of laser.
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UNIT 8
I can
Choose the best light bulb I can
This chart shows the characteristics of different types of light bulbs.
Choose the best light bulb
Ask: Is it better to read with a big lamp
Standard Low-energy Fluorescent
bulb light bulb tube
that lights up the whole room or a lamp
that focuses light where we need it?
Energy saving
(0 to 10)
0 8 9 Explain that choosing a light bulb is an
important decision. We should try to
Price 1 15 4
choose one suitable to our needs, so
Number of hours 1,000 15,000 10,000
that we dont waste energy.
Comments This bulb consumes This bulb is the This bulb is
Remind Ss how to read a chart. (The
the most energy. most expensive. quite large.
point where the column and the row
Choose the best light bulb for each place: meet gives us the information we
need.) Ask: Which light bulb is the
a. Your living room.
most expensive? Which saves the most
b. A lamp on the desk where you do your homework.
energy? Which lasts the longest?
c. A garage that needs light 24 hours a day.
In pairs, Ss discuss the best light bulb
for each place. Ss give their answers.
Ask: Who has low energy light bulbs at
OUR WORLD
home? Which rooms are they in?
Perfect eyesight
Some people are short-sighted. They need glasses
for reading. Some people are long-sighted. They need Our world
glasses for watching TV. Some people have astigmatism.
They need glasses to see near and far. Perfect eyesight
Refractive problems usually cause vision problems. Ss look at the photo. Ask: What is
Do you know any short-sighted or longsighted people?
What do they use to correct their eyesight?
the boy looking through? Does it make
things bigger or smaller?
What type of lens is more suitable in each case?
Copy and complete the text in pairs. Ask Ss if they or any members of their
Convex lenses converge light and let people see objects that are near family members wear glasses. Ask:
more clearly. They are suitable for .......................... people. Do you know why you wear glasses?
Concave lenses diverge light and let people see objects that are far away Do you have problems seeing things
more clearly. They are suitable for .................... people. that are close to you or far away? Who
told you that you need glasses? Did you
have an eye test? Say: Did you choose
the design of your glasses? Theyre very
ninety-nine 99 nice. (Encourage Ss that wear glasses
and feel nervous about answering.)
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A volunteer reads the text. Ask: If you

are short-sighted, what do you need
Values education glasses for? And if you are long-sighted?
Talk about the importance of eye health care. Talk about the importance of Why do people with astigmatism need
washing our hands after we touch a pet, before touching our eyes. Explain glasses?
that it is important to have regular eye check-ups. Who has visited the Read the questions and choose
optician recently? What tests did you have? What colour lights did you have volunteers to answer.
to look at? (Red and green.) Remind Ss that when we swim underwater we Ss copy and complete the text.
should wear goggles to protect our eyes from the chlorine in the water. Choose volunteers to give their
answers.
Further activities
Play Hangman with the key words from the unit. Teachers Resource Book
Ss research optical illusions and display their findings around the Assessment worksheet 8
room. Test 8
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9 Where we live
Unit content

To learn the definition of municipality, comarca, The territorial divisions of Spain
province and Autonomous Community Municipalities and comarcas
To learn how territory in Spain is organised
To learn how the territory of an Autonomous

Provinces and Autonomous Communities
How to read a political map
U
Community is organised Learning about Tarragona, in Catalonia
To know the comarcas and provinces of ones The importance of knowing more than one language
own Autonomous Community
To interpret a political map
Comparing illustrations to understand the differences
To learn about different languages in Spain between types of comarcas
Completing a file card about ones comarca
Language objectives
Reading texts and answering questions about
To use such as, for example and colons to
Autonomous Communities
clarify a statement: Some municipalities, such
as Madrid and Zaragoza, are very big. In some Reading a political map and interpreting the key
autonomous communities, people speak another Completing a chart to summarise information about
language. For example, in Galicia people speak the territorial divisions of Spain
Galician. Two are insular communities: the Discussing the advantages of knowing more than one
Canary Islands and the Balearic Islands. language
To introduce indefinite quantities with
quantifiers: many, most, some and all
Showing interest in learning about Spains territorial
To use phrasal / prepositional verbs: find out, organisation
ask about, divide into, consist of, group into
Showing interest in learning how ones own
Autonomous Community territory is organised
Assessment criteria
Respecting and appreciating the history, culture and
Define the terms municipality, comarca,
traditions of the other Autonomous Communities
province and Autonomous Community
Describe the organisation of the Spanish territory P
Describe the organisation of an Autonomous
Community
Name and describe the comarcas and provinces
of ones own Autonomous Community

Explain how to interpret a political map
Explain the advantages of speaking and
understanding more than one language
100A
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Competences
Competence in linguistic Processing information Social competence
communication and digital competence and citizenship
Describing the advantages of Reading political maps and Understanding the role of
living in Tarragona (SB p. 109: interpreting the keys and the municipalities and local
Imagine your family is going to symbols used (SB p. 104: councils (SB p. 102:
move to Tarragona, in Catalonia) Autonomous Communities and Municipalities; How
Discussing the advantages of Cities in Spain; p. 107: How to municipalities are grouped)
knowing more than one language, read a political map) Accepting that diversity within
and presenting ones conclusions a country enriches all its
to others (SB p. 109: Different citizens (SB p. 105: Every
languages) Autonomous Community is
different; p. 109: Our world)
Unit outline
Unit 9. Where we live
Municipalities Autonomous
and comarcas Communities
Hands on!
How to read a
political map
I can Our world

Revision
Appreciate other Autonomous Communities Different languages

Content: understanding the differences between September October November December January
geographical and political maps; understanding the
meaning of the keys and symbols used on maps
Language: the pronunciation of polysyllabic words:
municipality, autonomous, community, territorial, February March April May June
political; differentiating between on and in when used
before a geographical term
100B
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Objectives
To remember that people live in cities,
towns or villages
9 Where we live
W
To understand the importance of

being able to describe where people
live
1.

Key language
Vocabulary and structures: address,
artificial satellite, birds eye (view),
find out, look down, neighbourhood,
nowadays, space, type; city, coast, in
relation to, inland, mountain, near,
north / south / east / west, plain, town,
village
Presentation 9.1
Ask: Does anyone come from a 2.

different part of Spain or from a A birds eye view
different country? Does anyone have
Have you got family or friends in other
family or friends living in a different
countries? Do you know where they live? THINK ABOUT
country? Where do they live? How do
Nowadays, it is easy to find out. Just type their
you keep in touch: do you phone or Is the girl looking at
address into a program on the Internet. In a
email them? Have you visited them? a drawing or a satellite
few seconds you can see photographs of their photograph?
Ss look at the photo. Ask: What is the house, their school, etc. You can look down
girl using? What can you see on the Is the view of a coastal
on their neighbourhood. or an inland area?
screen? Is it a real photo or a painting? N
Explain that it is an image taken by

Computer programs show us photographs Why are these computer
W
W
from all over the planet. Artificial satellites programs useful?
satellite. Ask: Why can we see a big
take the photographs from space. This way, we Have you ever looked for S
blue area? Why can we see a lot of your house on the Internet?
have a birds eye view of the place where we
green?
live and the places where other people live.
909366U10
909366U10p
Explain that a birds eye view means
looking at something from high above 100 a hundred
as if you were a bird looking down. A
volunteer reads the text. Ask: How can 179225 _ 0100-0109.indd 100 23/05/11 15:43 179225 _ 0100-0
we see where someone lives? What

takes photos from space?
Further activities
Bring in satellite images of famous local buildings, national and
international monuments and ask Ss to identify them.
Ask Ss to type their own address into Google maps and to report their
findings to the class. What did they see? Did they see their home? Did
they see their car parked in the street?
Explain that GPS (Global Positioning System) is a system for navigating
by satellite. Twenty-four satellites take photos of the Earths surface
and send this information to GPS receptors in cars and planes, etc.
Using this system it is possible to locate places, objects and people
easily. Ask: Do your parents have GPS in their cars or mobiles? Ask Ss
to make a list of uses for GPS.
100
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UNIT 9
Cities, towns and villages IN THIS UNIT, YOU WILL Cities, towns and villages
People live in different places; either in a city,
town or village. Learn how Write City, Town and Village on the
municipalities are board. Ask: Which is the biggest?
grouped.
Which is the smallest? Which has
1. Briefly describe the place where you live. Understand the only one or two schools and not many
organisation of
I s it a city, a town or a village? What is its Autonomous
public services? Which has a lot of
name? Communities. pollution, but has a lot of facilities you
Is it near the coast? Is it in the mountains or Learn how to read need?
on the plains? a political map. Ss read the text.
Appreciate aspects 1. Ss read the questions and write the
of other Autonomous
Describing where you live Communities. answers in their notebooks. Remind
People live on the coast or inland, in the Ss that plains are flat lands with no
mountains or on the plains, in the north, south, hills. Volunteers talk about where they
east or west of a country. live.
It is important to know how to describe where
you live in relation to other towns, cities and Describing where you live
villages.
Display the map of Spain. Ask: Do
9.1 any of your family or friends live in a
2. Look at the map. Where is Bridgetown? Is it on different city, town or village? What
the coast or inland? Is it in the east or the west?
is its name? Do you go there to visit?
Is it a village or a city? Ask your partner about the
other places. Is it near the coast / inland / in the
mountains / on the plains? Which big
city is it near? Etc. Find the places on
Seaview
the map. A volunteer reads the text.
Bridgetown
Rive 2. Ss look at the map. Ask: What is
rW
yze the name of the river? Ss answer
the questions about Bridgetown. In
N pairs, Ss ask each other about the
W
W E
Portland other places on the map. Check
S
the answers by asking volunteers
? questions about Portland and
Seaview.
909366U10p06 norte
909366U10p06 norte
Play track 9.1. Ss look at the map,
a hundred and one 101 listen and say the names of the
places.
23/05/11 15:43 179225 _ 0100-0109.indd 101 23/05/11 15:43
Further activities
Ask Ss to bring in a photo of their last holiday or something they bought
there. Ask: Did you stay in a house, hotel or did you go camping? Was it
near the sea? What towns or villages were nearby? What places did you
visit? What did you eat? What did you buy as a souvenir?
Ss interview a family member from a different country or a different
part of Spain and try to find out information about the place. Is it an
industrial or agricultural area? Are there mountains, beaches or plains?
What customs do the people there have? Ss use the information to
make a poster to present to the class.
101
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Municipalities and comarcas
Objectives
To learn about municipalities and 1 Municipalities
comarcas We all live in a municipality. A municipality
To identify different types of comarcas: consists of one or more cities, towns or
mountain, coastal and plains villages governed by a local council.
Some municipalities, such as Madrid
or Zaragoza, are very big, with a large
Key language population. Others are very small. Each
Vocabulary and structures: agriculture, municipality has its own festivals and
monuments.
belong to, comarca, consist of,
council, (be) grouped into, inhabitant, 9.2
landscape, local, means of transport / 2 How municipalities are grouped

communication, municipality, province,
In Spain, municipalities are grouped into
several, share, stockbreeding, typical, comarcas. A comarca consists of several
valley municipalities in the same region. The
municipalities in each comarca share
similar characteristics, for example, the
Presentation landscape, traditions, and economic A
I
activities. The inhabitants share similar
1 Municipalities types of jobs: agriculture, stockbreeding, Plasencia town hall. Plasencia is a municipality
fishing, industry or tourism. and town in the province of Caceres.
D
33 Di
A volunteer reads the text. Ask: What All the inhabitants of a comarca share
Th
Th
is a municipality? Are they big? What basic services such as hospitals, markets
ty
typ
does each municipality have? and schools. These services are usually
found in the town with the best means of
Ss look at the photo and read the transport and communications. Q
caption. Ask: What building can
1
you see? What is the name of the
municipality? What province is it in? 2
Point to Caceres on a map of Spain. 3
Ask a volunteer to locate Plasencia.
Ask if anyone has been there. NOW YOU!
2 How municipalities are grouped Find out the name of your
municipality. What other towns
A volunteer reads the text. Ask: How The comarca of Liebana. The municipalities share
or villages belong to your
are municipalities grouped? What do the natural beauty of mountain landscapes. Rural
municipality? tourism is important in this comarca.
the inhabitants of a comarca share?
Ss locate their comarca on a map.
Ask: What do the inhabitants of this 102 a hundred and two
comarca do for a living? Where are the

179225 _ 0100-0109.indd 102 23/05/11 15:43 179225 _ 0100-0
hospitals in this comarca?
Ss look at the photo. Read the
caption. Do people go on holiday there Further activities
for the beaches? Brainstorm with Ss information about the municipality they live in.
Play track 9.2. Ss listen to the Can they name the different neighbourhoods? What public and private
definitions and say municipality or services are there? What are the names of the most important streets?
comarca. Who are the monuments dedicated to? What famous people are from
the municipality? Write the information on the board.
Now you! Ss research the festivities of their municipality. Who / what are they in
honour of? When are they celebrated?
Ss find out which towns and villages
Ss find out the name of their mayor or mayoress.
belong to the municipality they live in.
They present their findings.
102
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UNIT 9
3 Different types of comarcas
Ss look at the picture. Ask: Can you
see the mountains? What is covering
them? What is the space between two
mountains or hills called? (Valley.) How
many rivers can you see? What type of
roads can you see? Can you see a city,
town or village? What historic buildings
can you see? Would you like to live in
this comarca?
A volunteer reads the caption and the
question. Choose a different volunteer
to answer.
Read the text. Show a map of Spain
with comarcas. Ask volunteers to find
comarcas in the mountains, comarcas
A typical comarca. The names of many comarcas refer to a local valley, river or mountain.
Is this comarca in the mountains, on the plains or on the coast?
on the plains and comarcas on the
coast. Ss find their own comarca and
say which municipality is the most
Different types
33 Different types of
of comarcas
comarcas important and why. Ask: What would
The municipalities
The municipalities in
in aa comarca share aa similar
comarca share similar landscape.
landscape. There
There are
are different
different you like to do for a living when you
types: mountain
types: mountain comarcas, coastal comarcas
comarcas, coastal comarcas andand comarcas on the
comarcas on the plains.
plains. are older? Can you do that job in your
comarca or will you have to leave and
Questions live somewhere else? Would you like to
1. What is a municipality? How is it different from a comarca? live in a different comarca? Why?
2. Which municipality in the picture provides services for the comarca? Explain.
3. Copy and complete the file card about your comarca. Teachers Resource Book
Name of comarca: Reinforcement worksheet 24
Most important festival.

Activity Book
Most important buildings.
re Pages 52 and 53
al Jobs.
a hundred and three 103
23/05/11 15:43 179225 _ 0100-0109.indd 103 23/05/11 15:43
Further activities
Discuss names of neighbouring towns and villages. Ss talk about
where these names might come from. For example: Does the place
name refer to a valley, a forest or a river?
Ss research the emblematic shield of their municipality. They make a
model of their comarca using plasticine and recycled materials to show
the landscape of the comarca.
103
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Objectives A
22 Au
N Cantabrian Sea
To know that Spain is divided into Oviedo
Santander
F R A N C E Ea
Ea
GUIPUZCOA
CANTABRIA VIZCAYA
seventeen Autonomous Communities W E A CORUA PRINCIPALITY
Santiago
de Compostela
LUGO
GALICIA
OF ASTURIAS
ALAVA
BASQUE
COUNTRY Pamplona/Irua ar
are
ANDORRA
and has two Autonomous Cities
Vitoria-Gasteiz
S PONTEVEDRA
OURENSE
LEON
PALENCIA Logroo
CHARTERED
COMMUNITY HUESCA
OF NAVARRE GIRONA
go
go
BURGOS RIOJA LLEIDA
To learn that an Autonomous

CASTILE - LEON
ZAMORA Valladolid SORIA
ARAGON
Zaragoza
C ATA L O N I A
BARCELONA ItIt
an
an
VALLADOLID Barcelona
ZARAGOZA
Community has its own capital, SEGOVIA
aa h
GUADALAJARA TARRAGONA
L
SALAMANCA
COMMUNITY TERUEL
government institutions and traditions AT L A N T I C AVILA OF MADRID
A
Madrid
CASTELLON
G
To know that Autonomous OCEAN Toledo
U
CACERES CUENCA
TOLEDO VALENCIA Palma
de Mallorca
T
CASTILE-LA MANCHA Valencia
Communities consist of one or more EXTREMADURA COMMUNITY BALEARIC
R
Merida O F VA L E N C I A ISLANDS
O
provinces BADAJOZ CIUDAD REAL ALBACETE
P
ALICANTE
CORDOBA
Murcia
ea
To learn that the Autonomous SEVILLE
JAEN
REGION
OF MURCIA an
S
ne
HUELVA A N D A L U S I A
Communities are governed by national Seville GRANADA

ALMERIA d i
t e
r r a
P
33 Pr
MALAGA M e
law CADIZ
AT L A N T I C O C E A N
Capital of Spain
Ea
Ea
C A N A R Y I S L A N D S
SANTA CRUZ
DE TENERIFE
Ceuta
Autonomous in
int
Key language
LAS PALMAS Community capital
Santa Cruz
de Tenerife Las Palmas
Melilla
Autonomous City is
is
de Gran Canaria
MOROCCO m
ma
Ea
Ea
Autonomous (City / Community), coat Autonomous Communities and Cities in Spain.
Th
Th
of arms, custom, (be) divided into, 179225U9p104 pr
pro
flag, (be) governed, government, hymn, 9.3
insular, law, municipality, own, province 1 Spains territorial divisions

Spain is divided into seventeen Autonomous Communities.
Presentation It also has two Autonomous Cities, Ceuta and Melilla.
Fifteen Autonomous Communities are on the peninsula. Two
are insular communities: the Canary Islands and the Balearic
1 Spains territorial divisions Islands. The two Autonomous Cities are in North Africa.
Ev
44 Ev
Look at the map. Ask: Can you count
is
is
the Autonomous Communities? Ss Ea
Ea
NOW YOU! ow
ow
locate the capital of Spain and say
tra
tra
which Autonomous Community it is Copy and complete the text with information about your Autonomous Community.
Pe
Pe
in. Can you find the two Autonomous My Autonomous Community is ... . In
In
Cities? The capital city is . an
an
A volunteer reads the text. Ask: Are The most important festival is . Date . Va
Va
the Autonomous Communities on The most important places and monuments are . Al
All
the peninsula? Where are the two by
by
Autonomous Cities?
104 a hundred and four
Play track 9.3. Ss look at the map,
listen and point to the Autonomous
179225 _ 0100-0109.indd 104 23/05/11 15:43 179225 _ 0100-0
Communities.
Values education
Now you!
Explain that when a region has little or no work, people who live there
Ask: Which Autonomous Community do often have to go to other Autonomous Communities or even other
we live in? What is the capital? What countries to work. Discuss the difficulties of going to live in another
festivals do we celebrate? What are the country or area. (Different language, accent, unfamiliar customs, etc.).
important places? Write Ss answers
on the board.
Individually, Ss copy and complete the Further activities
text. Choose volunteers to read the Write a list of Autonomous Communities on one side of the board
answers and correct. and their capitals in random order on the other side. Ss match the
Autonomous Communities with their capitals.
Ss choose an Autonomous Community that is not theirs and make a
file card similar to the one in Now you!
104
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UNIT 9
2 Autonomous Communities
22 Autonomous Communities
Each Autonomous
Each Autonomous Community
Community is is an
an A volunteer reads the text. Ask: What
area with
area with its
its own
own capital
capital city
city and
and its
its own
own does each Autonomous Community
government institutions.
government institutions. have?
ItIt also
also has
has its
its own
own symbols:
symbols: aa coat
coat of
of arms
arms Ask: What is the capital of Spain?
and aa flag.
and flag. Some
Some Communities
Communities also
also have
have Say: Madrid is also an Autonomous
aa hymn.
hymn.
Community. The capital of the
Autonomous Community of Madrid is
the city of Madrid.
Ss look at the photo. Ask: What city
can you see? Read the caption. Do
you live in a big city or a town? Would
Provinces
33 Provinces you like to live in a big city like Madrid?
Each Autonomous
Community is is divided
divided Why? / Why not?
into one,
into one, or
or several,
several, provinces.
provinces. AA province
province
is larger
is larger than
than aa comarca and consists
comarca and consists ofof
many municipalities.
many municipalities. 3 Provinces
Capital city. Madrid is the capital of the
Each province
Each province has
has aa provincial
provincial capital.
capital.
Autonomous Community of Madrid. It is also
A volunteer reads the text. Ask: Which
The government
The government institutions
institutions are
are in
in the
the the capital of Spain. is bigger: an Autonomous community
provincial capital.
provincial capital.
or a province? Is a province bigger than
a comarca? Where are the government
institutions of each province? What is
the name of the province we live in?
Questions What is the name of the capital?
1. What do all Autonomous

Every Autonomous
44 Every Autonomous Community
Community 4 very Autonomous Community is
E
Communities have?
is different
is different different
2. Are all Autonomous Communities
Each Autonomous
Community has
has its
its the same? Explain. A volunteer reads the text. Ask: Do
own history,
own history, its
its own
own customs
customs and
and its
its own
own
traditions.
traditions. 3. Look at the map on page 104. all Autonomous Communities have the
Name Spains Autonomous same customs and traditions? What
People in
People in Spain
Spain speak
speak Castilian
Castilian Spanish.
Spanish. Communities and Cities. Say if they
In some
In some Communities,
Communities, people
people also
also speak
speak laws are all Autonomous Communities
are on the peninsula, on the islands,
another language,
another language, for
for example,
example, Catalan,
Catalan, or in North Africa. governed by? What other languages
Valencian, Basque,
Valencian, Basque, Galician
Galician or
or Aranese.
Aranese. are spoken in Spain? What languages
4. Find out the symbols of your
All Autonomous
All Autonomous Communities
Communities areare governed
governed Autonomous Community. are spoken in your Community?
by national
by national laws
laws and
and institutions.
institutions.
a hundred and five 105 Teachers Resource Book

Reinforcement worksheets 25 and 26
23/05/11 15:43 179225 _ 0100-0109.indd 105 23/05/11 15:43
Activity Book
Further activities
Pages 54-57
Draw a table with three columns on the board with the headings
Autonomous Community, Traditional food, Local festivals and customs.
Complete the table with the Ss.
Explain that Spain adopted its red and yellow flag in 1785 in order to
identify Spanish ships. Red and yellow were chosen because they are
visible at sea. Ask Ss to design a flag for their classroom, explaining
their choice of colours and symbols.
Explain that there are small countries no bigger than a large city that
divide their territory in the same way as big countries. Ask Ss to use
the Internet and encylopedias to research San Marino, the Principality
of Liechtenstein or the Principality of Monaco. Ss report their findings
to the class.
105
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Activities
Objectives
To revise the key concepts of the unit 1 Choose
Choosethe
thecorrect
correctoption.
option.Then,
Then,copy
copythe
thecomplete
completesentences.
sentences.
a. AAmunicipality
a. municipalityconsists
consistsof
of

the
thetowns,
towns,villages
villagesand
andcities
citiesin
inaacomarca.
comarca.
their own learning
one
oneor
orseveral
severaltowns,
towns,villages
villagesor
orcities
citiesgoverned
governedby
byaalocal
localcouncil.
council.
To learn how to read a political map
b. AAcomarca
b. comarcaisis

bigger
biggerthan
thanaamunicipality.
municipality.
Key language smaller
smallerthan
thanaamunicipality.
municipality.
Vocabulary and structures: comarca, c. The
c. Thebasic
basicservices
servicesin
inaacomarca arelocated
comarcaare locatedin
in

consist of, council, (be) governed
the
theoldest
oldestmunicipality.
municipality.
by, local, means of transport /
the
themunicipality
municipalitywith
withthe
thebest
bestmeans
meansof
oftransport
transportand
andcommunications.
communications.
communications, municipality, on the
coast / plains, several; Autonomous
City / Community, border, boundary, 2 Look
Lookat
atthe
thepicture
pictureand
andanswer
answer
coastline, dotted / solid (line), thequestions.
the questions.
peninsula, political (map)
Isthis
Is thiscomarca onthe
comarcaon thecoast,
coast,
T
inthe
in themountains
mountainsor
oron
onthe
theplains?
plains?
Activities Whichmunicipality
Which municipalitydo
doyou
youthink
think
isisthe
themost
mostimportant
importantone?
one?Explain.
Explain.
1 Choose the correct option. Then, copy

the complete sentences.
Read the sentences and possible
endings. Ss work in pairs to choose the 3 Explain
Explainthe
thedifferences
differencesbetween
betweenthese
thesepairs
pairsof
ofwords.
words.
correct ending for each sentence. Read
the sentences again for volunteers to municipality comarca comarca province province Autonomous Community
complete them. Ss copy the complete
sentences in their notebooks.
4 Copy
Copyand
andcomplete
completethe
thechart
chartabout
aboutSpains
SpainsAutonomous
AutonomousCommunities.
Communities.
AUTONOMOUS COMMUNITIES a.
2 Look at the picture and answer the
questions. Name Capital Provinces b.
c.
Ss look at the picture and answer the
questions. Choose volunteers to give d.
their answers.
106 a hundred and six
3 Explain the differences between 179225 _ 0100-0109.indd 106 23/05/11 15:43179225 _ 0100-0
these pairs of words.

In pairs, Ss study the pairs of words Further activities
and explain how they are different.
Write the words on the board and Ss look at the map on page 104. Divide the class into two teams and
choose Ss to explain the differences. play Noughts and crosses (see page 7 for the rules). Ask questions
about capitals of Autonomous Communities and provinces. (What is
the capital of Andalusia? Which Autonomous community is the province
4 Copy and complete the chart about
of Badajoz in? Etc.)
Spains Autonomous Communities.
Ask Ss to use Internet or encylopedias to research the life of a
In pairs, Ss refer to the map on page famous person, past or present, from their Autonomous Community
104 to complete the chart. Ss use the or province. Ss report their findings to the class.
map key to identify the capitals.
Copy the chart headings on the board
and ask for volunteers to complete
the information. Write the correct
information in the chart on the board.
Ss correct their charts if necessary.
106
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UNIT 9
Hands on!
How to read a political map
Hands 9.4
How to read a political map Explain that there are many types
on! of maps. A volunteer reads the
Political maps show the boundaries of each territorial introduction. Say: Point to the key on
division. They also show the capital cities and the most important the map.
towns. Ss look at the map. Read the texts
explaining what the different kinds of
Theblue
The blueline
line
indicatesthe
indicates the lines indicate. Explain: A boundary is
coastline.
coastline. N Cantabrian Sea an imaginary line that indicates the
Santander
W E A CORUA
Oviedo
PRINCIPALITY CANTABRIA VIZCAYA
GUIPUZCOA
F R A N C E
limits of an area of land. A border is
The solid line Santiago LUGO OF ASTURIAS BASQUE
indicates the
de Compostela
GALICIA
LEON
ALAVA
COUNTRY Pamplona/Irua
Vitoria-Gasteiz CHARTERED ANDORRA the dividing line between two countries
S PONTEVEDRA
boundaries of OURENSE PALENCIA Logroo
BURGOS RIOJA
COMMUNITY HUESCA
OF NAVARRE LLEIDA
GIRONA or regions. We usually have to show
the Autonomous CASTILE - LEON C ATA L O N I A
Communities. ZAMORA Valladolid

VALLADOLID
SORIA
ARAGON
Zaragoza
BARCELONA our passport or ID card to cross the
ZARAGOZA Barcelona
SEGOVIA
GUADALAJARA TARRAGONA
border into another country.
L
SALAMANCA
COMMUNITY TERUEL
AT L A N T I C AVILA OF MADRID
Read the questions for volunteers to
A
Madrid
CASTELLON
G
OCEAN Toledo
answer.
U
CUENCA
This line indicates CACERES
TOLEDO VALENCIA Palma
de Mallorca
T
CASTILE-LA MANCHA Valencia

the borders with EXTREMADURA COMMUNITY BALEARIC Play track 9.4. Ss look at the political
R
other countries. Merida O F VA L E N C I A ISLANDS

O
BADAJOZ CIUDAD REAL ALBACETE

map, listen and say True or False.
P
ALICANTE
CORDOBA
Murcia
ea
JAEN
REGION
S
SEVILLE n
Thedotted
The dottedline
line HUELVA A N D A L U S I A
OF MURCIA ea
a n
showsthe
shows the Seville GRANADA
ALMERIA
M e
d i
t e
r r
provincial
provincial CADIZ
MALAGA
boundaries.
boundaries. AT L A N T I C O C E A N
Capital of Spain
C A N A R Y I S L A N D S Ceuta
SANTA CRUZ Autonomous
DE TENERIFE LAS PALMAS Community capital
Santa Cruz Melilla
de Tenerife Las Palmas Autonomous City
de Gran Canaria
nity MOROCCO
179225U9p104
a. What does the map show? What symbols appear in the key?
b. Which Autonomous Communities are not on the peninsula?
c. Find your Autonomous Community. Is it inland or on the coast?
d. Which countries border the Spanish peninsula?
a hundred and seven 107
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Further activities
Ss make a map of their municipality, locating the main buildings and
services and identifying the principal means of transport.
On the board, write Neighbourhood, .., Comarca, .,
. Ss fill in the blanks, in order of size. (Neighbourhood,
Municipality, Comarca, Province, Autonomous Community.)
Ss research the rivers that flow through their Autonomous Community.
Where do the rivers begin and which sea or ocean do they flow into?
Ss research the flags that represent each of the 17 Autonomous
Communities.
107
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Revision I
Objectives 9.5

of the unit
To practise summarising a text Spains territory
To give Ss the opportunity to evaluate Spain has seventeen Autonomous Communities and two
their own learning Autonomous Cities: Ceuta and Melilla. Most Autonomous
Communities are on the peninsula.
Each Autonomous Community has its own area, capital,
Key Language government, symbols, history and festivals.
Vocabulary and structures: Each Autonomous Community is divided into one, or several,
Autonomous Community, comarca, provinces.
inland, insular, municipality, on the A municipality consists of one or more cities, towns or villages.
islands, on the coast, on the peninsula, Municipalities are grouped into comarcas. A comarca consists of
province, territory, town, village; several municipalities in the same region.
advantage, all year round, appreciate,
attraction, benefit, coast, enjoy, make
up, mild, monument, province, spoken, 2 Copy and complete. Use the information from the summary.
temperature, theme park
In Spains territory
Revision
there are
ead the summary.

1 R
towns and villages Autonomous Communities
Play track 9.5. Ss read and listen
to the summary. Pause to ask
which form which can be
questions: How many Autonomous
Communities does Spain have? How
many Autonomous Cities does it have?
What are they called? What does each on the
which form inland
peninsula
Autonomous Community have? What is
each Autonomous Community divided
comarcas
into? What is a municipality? What is a
comarca?


108 a hundred and eight
Ss work in pairs to complete the chart
using the information in the summary. 179225 _ 0100-0109.indd 108 23/05/11 15:43 179225 _ 0100-0
Choose volunteers to correct the

chart. Write the answers on the board.
Further activities
Individually, Ss copy and complete the
chart in their notebooks. Ask Ss if they have been to other municipalities or provinces to see
festivals. What were people celebrating? Did people eat special food?
Were they wearing regional costumes? Did people do any regional
dances or play regional music? Did you participate?
Divide the class into small groups and ask each group to research
different festivals. For example, San Isidro, Las Fallas, Carnival, Holy
Week, etc. Each group makes a mural to display their findings to the
class.
Invite Ss from other countries in the class to talk about typical festivals
in the country they are from.
108
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UNIT 9
I can
Appreciate other Autonomous Communities I can
Imagine your family is going to move to Tarragona, in Catalonia. Appreciate other Autonomous
Communities
The provinces of Tarragona, Barcelona, Lleida and Ask: Which Autonomous Community
Girona make up the Autonomous Community of
Catalonia. Tarragona is the capital city of the province is the province of Tarragona in? Has
of Tarragona. anyone been there? Did you visit Port
This city is on the Mediterranean coast and has mild Aventura? What was the weather like?
temperatures all year round.
There are many attractions for visitors to enjoy: sandy
How did you get there? Did you have a
beaches, theme parks, such as Port Aventura, beautiful nice time?
monuments, delicious food, etc. A volunteer reads the text. Ask: Where
Tarragonas most important festivals are Easter,
Sant Magi, celebrated in August, and the festival is Tarragona? What other provinces
of Santa Tecla, in September. make up the Autonomous Community
About 130,000 people live in Tarragona. They speak two official languages: of Catalonia? Which coast is the city
Castilian Spanish and Catalan.
on? What is the weather like? What
can tourists do and see there? How
many people live there? What are the
Write three advantages of living in Tarragona. official languages of Tarragona?
In pairs, Ss discuss the advantages
OUR WORLD of living in Tarragona. Choose Ss to
give their answers and write them on
Different languages the board. Individually, Ss copy three
Castilian Spanish is the language advantages in their notebooks.
spoken all over Spain. In some
Autonomous Communities, people
speak another language. For Our world
example, in Galicia people speak
Galician. In the Basque Country,
they speak Basque. In Catalonia, Different languages
they speak Catalan. Knowing two Read the text with the Ss. What
languages is a great cultural benefit.
language is spoken all over Spain?
Think of the advantages of being What other languages are spoken?
able to speak and understand more
than one language. Ask Ss if they can speak any other
language apart from Castilian
Spanish. Do you know any words from
other languages in Spain?
Ss work in pairs and think of
a hundred and nine 109
advantages of being able to speak
23/05/11 15:43 179225 _ 0100-0109.indd 109 23/05/11 15:43
and understand more than one
language.
Ask volunteers to share their answers
Further activities with the class.
Put a large map of the Autonomous Communities on the board. Divide
the class into two. Write the names of the Autonomous Communities
and Cities on separate slips of paper and fold the paper in half. One
representative from each team chooses a slip of paper and both Assessment worksheet 9
players race to locate it on the map. Test 9
Explain to Ss that Spains economy depends on tourism. Ask Ss:
Where do most of Spains tourists come from? Which parts of Spain
do they visit? What is rural tourism? Do many tourists come to Spain
in winter? Do different parts of Spain attract different types of tourist?
Ask Ss to make a map of Spain indicating places of interest to foreign
tourists.
109
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10 Landscapes
Unit content

To identify the mountains and river basins of The main Spanish landscape features: mountains and
Spain coasts
To identify the coasts, rivers and watersheds of The rivers and watersheds of Spain
Spain
To study the Earths climatic zones and the
The Earths climate and the four types of climate in
Spain
U
climates in Spain Spanish flora and fauna
To learn about Spanish flora and fauna How to use the scale on a map
To learn how to use the scale on a map How to sketch a route
To draw a route on a sketch map Making good use of technology
To learn how to make good use of technology
Reading a relief map of Spain and interpreting the key
Language objectives Identifying the Spanish watersheds on a map
To contrast information with the conjunction Studying a diagram of world climatic zones
while: Tenerife has rocky cliffs, while Gran Locating different Spanish rivers on a map and saying
Canaria has long, sandy beaches. which watershed they belong to
To introduce alternatives using the conjunction Reading instructions on how to use the scale on a
or: They flow into the sea, a lake or another river. map
To present conclusions with the conjunction so: Calculating distances with the help of a scale
Rivers in Spain flow into three different seas, so
Tracing a sketch map and drawing different routes on it
Spain has three main watersheds.
Showing interest in learning how to read relief maps

Assessment criteria
Understanding the importance of studying the map
Name and locate the mountains and river before choosing a route
basins of Spain
Reflecting on the need to protect local flora and fauna
Name and locate the coasts, rivers and
watersheds of Spain
Describe the Earths climatic zones and the P
climates in Spain
Describe Spanish flora and fauna
Explain how to use the scale on a map
Know how to draw a route on a sketch map
Explain how to make good use of technology

110A
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Competences
Mathematical competence Social competence Cultural and artistic
and citizenship competence
Calculating real distance using the Appreciating the role of nature Appreciating the beauty of
scale on a map (SB p. 119: Use reserves in the conservation natural landscapes (SB p. 110:
the scale on this map to calculate of flora, fauna and natural A spectacular landscape)
the following distances) landscapes (SB p. 110: Appreciating the beauty of wild
A spectacular landscape; flowers and animals (SB p. 116:
p. 116: Nature reserves) Flora and fauna; Nature reserves)
Making good use of technology
(SB p. 121: Our world)
Unit outline
Unit 10. Landscapes
The relief Rivers

Flora and fauna
of Spain and climate
Hands on!
How to use the scale
on a map
I can Our world

Revision
Draw a route on a sketch map Making good use of technology

Content: understanding new concepts such as September October November December January
watersheds, mountain ranges and mountain chains;
understanding the difference between weather and
climate
Language: noun and verb confusion: the flow of a February March April May June
river, the river flows; river names in English: Tajo-Tagus
110B
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Objectives
To revise inland and coastal
landscapes
10 Landscapes
W
To revise rivers
Key language
Vocabulary and structures: go hiking
/ rock climbing, huge, landscape, look 10.1
like, roll down, unusual, wear down; 1.

bay, body (of water), cape, cliff, coastal
/ inland, cold / warm, consist of, flat,
flowing (adj), high, land, mouth, plain,
slope, source, steep, wide / narrow
Presentation
Ask: Where were you born? What
Autonomous Community is that in?
What is the landscape like? Are
there lakes and forests? Are your A spectacular landscape
parents from a different Autonomous
La Pedriza, in the Autonomous Community
Community or country? Are there
of Madrid, has a very unusual landscape. THINK ABOUT
mountains there or is it near the
There are rocks of all shapes and sizes. Some
coast? What is the landscape near the What is the man in the
look like animals: a crocodile, a bird, a tortoise,
school like? photograph doing?
even an elephant. Other huge rocks look as if
Ss look at the photograph. Ask: they are going to start rolling down the What shapes are some
of the rocks?
What is the man admiring? What mountain at any moment.
kind of landscape can you see in the How were these rocks
Over thousands of years, wind, water, ice and formed?
foreground? And in the background?
changes in temperature have worn down the What activities can a tourist
A volunteer reads the text. Ask: Where granite rock into these spectacular shapes. do in La Pedriza?
is La Pedriza? Has anybody ever been 2.
People visit La Pedriza all year round to go
there? What did you see? hiking or rock climbing.
110 a hundred and ten
179225 _ 0110-0121.indd 110 23/05/11 15:46 179225 _ 0110-0
Further activities
Ss make a list of activities that can be done in the mountains.
(Pot holing, walking, climbing, bird watching, camping, caving.)
Explain that some landscapes have underground caves or caverns.
Ask Ss to use the Internet or encyclopedias to research the caves of
Drach in Mallorca.
110
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UNIT 10
Landscapes IN THIS UNIT, YOU WILL Landscapes
Landscapes can be coastal or inland.
Learn about the relief A volunteer reads the text.
Inland landscapes consist of mountains and of Spain.
plains. Mountains are areas of high land with Ask Ss to name features of coastal
steep slopes. Plains are large areas of flat Find out about the and inland landscapes. Write them
climates of Spain.
land. on the board and ask for a definition
Coastal landscapes are near the sea. There are Find out about of each. Ask: Is a mountain high or a
animals and plants
beaches and cliffs on the coast. low? Do we find mountains inland or on
in Spain.
10.1 Learn about nature the coast? What are plains? What are
1. Match the words to the letters. reserves. cliffs?
Learn how to 1. Ss look at the illustration and match
cape plain mountain bay calculate distances each word with its corresponding
on a map.
letter. Choose volunteers to give their
Find out how to answers.
A sketch a route.
B Discover how to
make good use of their answers.
technology.
C Rivers
is a river? Is it fresh water or salt
water? Where do rivers start? And
D
where do they end?
Ask: What rivers flow through our
municipality? And through our
Autonomous Community?
Rivers
2. What activities can you do on or in a
Rivers are large, flowing bodies of water.
river? Are they dangerous? Read the
The course of a river starts at its source
in the mountains and flows into the sea questions to the class and choose
at its mouth. volunteers to answer.
st
2. Have you ever swum in a river in the mountains?
Was the river wide or narrow? Was the water
warm or cold?
a hundred and eleven 111

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Values education
Discuss the importance of water. Explain that most of the water on Earth is
salt water. Only a small amount of water is fresh water. Water is renewable,
but not everybody has access to clean, fresh water. We should not waste
water. Ss suggest ways to save water. (Dont leave the tap turned on when
you clean your teeth. Always fill the washing machine or dishwasher. Etc.)
Ss make a poster Saving Water.
Further activities
Ss draw a picture of their favourite landscape and explain why they
like it.
Ss make posters warning of the dangers of playing in rivers, lakes and
reservoirs, and the importance of respecting the environment.
111
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The relief of Spain
Objectives
To learn about landscapes in Spain 1 Landscapes in Spain N Cantabrian Sea
F R A N C E
To learn about Spanish mountains and The Iberian Peninsula has many W E Cantabr
ia n Mount ain Range
P Y R E
Ma cian
N E E S
f
ssi
Gali
ANDORRA
S
S
different landscapes. The map
N
coasts
IN
O Aneto
LE NT
A
U
3,404
MO IB I
N
A
E
E CH
B
shows the mountains, plains and
R O
AI
N
R
IA RI
T
V
INNER
N
E U
N
To learn about river basins in Spain

R O
LM
B TA
C AS
IN
ASI
ATLANTIC H N CO
rivers.
A A
CH
N
I
LA
A L
TA
L
RA
CA
N
N T Pico
e
ng
CE Ra
OCEAN
Central Spain is dominated by a
del Moro
U G
na
Almanzor ta
2,592 PLATEAU un
Tram
Key language large plateau, called the Meseta
R T
Balearic
Islands
Central or the Inner Plateau.
P O
GE
RAN
ENA
MOR
Vocabulary and structures: alternate RB

AS
IN
AI
N
an
Se
a
This is divided into two parts by

IVE
CH
ane
IR R
IV
Mediterr
C
T I Mulhacn
with, border, cliff, coastal, coastline,
QU
BAE
AL
3,478
the Central Mountain Chain.
AD
metres
GU
considerably, (be) divided into, (be) ATLANTIC OCEAN
Ceuta
2,000
1,000
dominated by, estuary, gulf, landscape, Canary Islands Melilla
500
Teide
0
low-lying (adj), mountain chain, narrow,
3,718
MOROCCO Peak
peak, plain, plateau, provide, relief, river

basin, rocky, sandy, varied (adj), vary Map showing the relief of Spain.
806083U08P145 M
10.2
1 Landscapes in Spain 2 Mountains

Ss look at the map of the relief of There are mountains to the north,
Spain. A volunteer reads the text and east and south of the Inner 10.3
10.3
Ss locate the Inner Plateau and the Plateau. S

44 Sp
Central Mountain Chain. The Pyrenees is a mountain Sp
Sp
chain to the north of the Inner Th
Th
Explain that a plateau is large area of Plateau. It provides a natural
high, flat land. Ask: What is the name border between Spain and
of the plateau that dominates central France.
Spain? What divides this plateau in two? The Baetic Chain is a
mountain chain to the south
of the Inner Plateau.
2 Mountains Mount Teide. The highest mountain peak in Spain.
The highest mountains on
A volunteer reads the text. Ask: What the Iberian Peninsula are
mountains are to the north of the Mulhacen in the Baetic Chain
and Aneto in the Pyrenees.
3 River basins
Inner Plateau? What mountain chain
The highest mountain peak The Iberian Peninsula has narrow coastal plains and
is to the south of the Inner Plateau? two large, low-lying plains called river basins.
in Spain is Mount Teide on
What are the highest mountains on the the island of Tenerife. The Ebro river basin is in the north.
Iberian Peninsula? What is the highest
The Guadalquivir river basin is in the south.
mountain peak in Spain? Where is it?
Ss look at the photograph and read 112 a hundred and twelve
the caption.
Play track 10.2. Ss listen and say True 179225 _ 0110-0121.indd 112 23/05/11 15:46 179225 _ 0110-0
or False.
Further activities
3 River basins
Show Ss a relief map and ask them to locate the Ebro and Gualdalquivir
A volunteer reads the text. Ask: What river basins. Where do these rivers start? Where do they flow into the
is a river basin? Where is the Ebro sea? Etc.
river basin? And the Guadalquivir river
Ss do a mini-project on the highest mountains in Spain. They can look
basin?
for information on the Internet about the comparative heights, what
they are like, if they have snow, etc. Ss present the information on a
poster, with pictures of the mountains and their location on a map,
etc.
112
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UNIT 10
4 Spanish coasts
Estaca de Bares Point Cape

Peas Cape Cape
Questions Ask: Do you prefer beach holidays or
F R A N C E
Cape Finisterre
Ajo Matxitxako
mountain holidays? Where did you go
ANDORRA Cape 1. Which coast is it? for your last beach holiday? Did you
Creus
Gulf
of
Roses
a. It is low and sandy, with swim in the sea? Was the water cold?
ATLANTIC
long beaches. Was it clean?
A L
OCEAN b. This coastline is not the

U G
Gulf of same in the north as

Ss look at the map. Ask: Is the
R T
Valencia
Balearic
Islands in the south. Cantabrian Sea in the north or the
P O
Cape
La Nao
c. It is a high coastline
south of Spain? Which coast is the
a
longest? (The Mediterranean coast.)
Cape
Se
Palos
ne
an with estuaries and
Gulf
e rra
of Cadiz Cape
Gata
Medit SCALE gulfs. What Autonomous Communities have
Tarifa Point Ceuta
0 142
Melilla
Kilometres 2. Look at the map and a Mediterranean coastline? (Andalusia,
ATLANTIC OCEAN
Canary Islands
Cantabrian coast describe the location of Valencia, Murcia, Catalonia and the
Mediterranean coast
Atlantic coast
each coast. Balearic Islands.)
Example: The

Volunteers read the texts. Explain that
Cantabrian coast is in the
Map showing the Spanish coasts.
north of Spain.
an estuary is the wide part of a river
806083U08P149 where it meets the sea and that a gulf
3. Which photograph shows
the Mediterranean coast? is a large area of sea surrounded on
10.3
10.3 Which one shows the three sides by a coast.
Spanish coasts
44 Spanish coasts Cantabrian coast? Play track 10.3. Ss listen and say
Spain has
Spain has nearly
nearly 5,000
5,000 kilometres
kilometres of
of coastline.
coastline. which Spanish coast.
There are
There are three
three different
different coastal
coastal areas.
areas. A
The Cantabrian
The Cantabrian coast has rocky
coast has rocky cliffs,
cliffs, estuaries
estuaries
and gulfs.
and gulfs. Teachers Resource Book
The Atlantic
The Atlantic coast
coast is is very
very varied.
varied. In
In the
the northwest,
northwest, Reinforcement worksheet 27
itit is
is high
high and
and rocky
rocky with
with many
many estuaries.
estuaries. In
In the
the
south, the
south, the coast
coast is is low
low and
and sandy.
sandy. The
The coastline
coastline
in the
in the Canary
Canary Islands varies considerably.
Islands varies considerably. For
For Activity Book
example, Tenerife
example, Tenerife hashas rocky
rocky cliffs,
cliffs, while
while Gran
Gran
Canaria has
Canaria has long,
long, sandy
sandy beaches.
beaches. B Pages 58 and 59
The Mediterranean
The Mediterranean coast is low
coast is low and
and sandy.
sandy. There
There
nd are many
are many long
long beaches.
beaches. In
In the
the Balearic
Balearic Islands,
Islands,
high coasts
high coasts alternate
alternate with
with long,
long, sandy
sandy beaches.
beaches.
a hundred and thirteen 113

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Further activities
Bring in travel brochures. Ss cut out pictures of coasts and describe
the beaches. Which beaches do they prefer? Which beaches have they
been to? What were they like?
Ss investigate coasts in Spain that are in nature reserves. Why are
these coastal areas protected? What can we see there? What are the
threats to these areas? Has anyone visited a coastal nature reserve in
Spain? Etc.
113
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Rivers and climate A
C
33 Cl
Cl
Cl
Objectives th
th
Cantabrian Sea
To learn the main rivers in Spain FRANCE an
an
NO
an
an
MI
To learn about the main watersheds in VE
RI
ANDORRA
R
VE
RI R Cl
Cli
Spain RI VE R
DUERO EB
on
RO
on
To identify the Earths three climatic
A L
U G
zones: tropical, temperate and polar RIVE
R TAGUS Th
44 Th
RIV
R
R T
B
E
JUCAR
To identify the four types of climate D IANA Balearic Th
Th
P O
A
in Spain: Oceanic, Mediterranean, VER SE Islands
de
de
U
RI G
RIVER G
UR
LQUIVIR A
ADA
Mountain and Subtropical GU a th
the
R Se
ha
ha
E
RIV
an
ATLANTIC ne
rra
Key language te SCALE
Ceuta
M edi 0 127
OCEAN Melilla Kilometres
Vocabulary and structures: abundant, WATERSHEDS

ATLANTIC OCEAN
body (of water), carry, fast-flowing Canary Islands
MOROCCO
Cantabrian
A. Rivers start in the mountains.
Mediterranean
(adj), flow (n), flow into, range, ridge, Atlantic
B. The mouth of the River Ebro.
tributary; climate: all year round,
climatic, cool / mild / warm, heat,
1 Rivers
hemisphere, inland, oceanic, pattern,
Rivers are bodies of moving water. They The Cantabrian watershed has short, 10.5
10.5
polar, rainfall, subtropical, temperate, 806083U09P118
start in the mountains and flow into the fast-flowing rivers. Their flow is C
tropical, weather, zone 55 Cl
sea, a lake or another river. A tributary is abundant and regular. The principal
a river that flows into a larger river. Some rivers are the Nervion, the Saja, the Sp
Sp
rivers have more water than others. The Navia and the Nalon.
Presentation volume of water is called the flow.
The Mediterranean watershed occupies
1 Rivers The principal rivers of Spain are the about one third of Spain. The rivers
Tagus, the Ebro, the Duero, the Mio, the are short, with the exception of the
Ask: Which rivers flow through our Guadalquivir, the Guadiana, the Segura Ebro. Their flow is irregular. They are
Autonomous Community? Do you know and the Jucar. sometimes dry in the summer. The
which sea or ocean they flow into? Ss 10.4 principal rivers are the Ebro, the Jucar
look at both photographs and read the 2 The watersheds of Spain and the Segura.
captions. Ask: Which river has more Watersheds are the dividing lines of The Atlantic watershed occupies over
water? Which can you sail a boat on? mountain ranges. They are areas of land half of Spain. The flow of the rivers is
which descend from high ridges. Rivers abundant and regular, but they carry less
A volunteer reads the text. Ask. What
on the same watershed flow into the water in summer. The principal rivers
is a river? What is a tributary? What is same sea. Rivers in Spain flow into three are the Mio, the Duero, the Tagus, the
the volume of water in a river called? different seas, so Spain has three main Guadiana and the Guadalquivir. The
What are the main rivers in Spain? watersheds. Tagus is the longest river in Spain.
Ss look at the map. Which rivers flow
into the Mediterranean Sea? And into 114 a hundred and fourteen
the Atlantic Ocean? Etc.
179225 _ 0110-0121.indd 114 23/05/11 15:46 179225 _ 0110-0
2 The watersheds of Spain

Volunteers read the text. Ss name the Further activities
three main watersheds in Spain. Ss write Cantabrian Sea, Mediterranean Sea and Atlantic Ocean on
Write the headings Cantabrian, separate slips of paper. Call out the name of a river. Ss show the
Mediterranean and Atlantic on the correct slip of paper.
board in three columns. Ss describe Draw the outline of Spain on the board. Write: Cantabrian Sea,
the rivers. Write the key adjectives in Mediterranean Sea, Atlantic Ocean, Mio, Navia, Segura, Nervian,
the columns. Guadiana, Duero, Saja, Ebro, Tagus, Guadalquivir, and Nalon and tell
Play track 10.4. Ss listen and say Ss to label the map.
which watershed: The Cantabrian, the Ss use the Internet or encylopedias to investigate how river water is
Mediterranean or the Atlantic? cleaned and made suitable for drinking.
In small groups, Ss make a poster showing how and why we should
keep rivers clean.
114
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UNIT 10
Climate
33 Climate
A Northern North Pole
Climate and
Climate and weather
weather are
are not
not the
the same
same
thing. Weather
thing. refers to
Weather refers to temperature,
temperature, wind
wind
Hemisphere
Polar zone
3 Climate
Tropical
and precipitation
and precipitation at
at aa particular
particular time
time zones Say: Look out the window. Ask: What is
Temperate
and place.
and place. The zones the weather like today? What was the
Equ
is the
Climate is
Climate the typical
typical weather
weather pattern
pattern in
in ato
r weather like yesterday? What weather
one area
one area over
over aa long
long time.
time.
Temperate
do you prefer? A volunteer reads the
zone text. Ask: How is climate different from
The Earths
44 The Earths climate
climate Southern weather?
South Pole Hemisphere
The distance
The distance of of an
an area
area from
from thethe Equator
Equator Polar zone
determines how
determines how much
much heatheat itit receives
receives from
from
the Sun.
the Sun. This
This affects
affects thethe climate.
climate. TheThe Earth
Earth B N
Cantabrian Sea
FRANCE
4 The Earths climate
has three
has three climatic
climatic zones:
zones: W E
ANDORRA
A volunteer reads the text. Ask:

The tropical
The tropical zones.
zones. TheyThey are
are near
near thethe S
How many climatic zones are there?
A L
Balearic
Equator. ItIt is
Equator. is very
very hot
hot all
all year
year round.
round. Islands
Where is the tropical zone? What is
U G
INNER
The temperate
The temperate zones. These are
zones. These are in
in both
both P L AT E A U
the weather like there? Where are the
R T
hemispheres. The
hemispheres. The summers
summers are are warm
warm
temperate zones? What is the weather
P O
and the
and the winters
winters are
are cool.
cool. In
In some
some regions,
regions, a
itit is
is rainy
rainy all
all year
year round.
round. In In other
other regions,
regions, Se like there? What is the weather like in
an ean
ATLANTIC iterr
itit is
is dry
dry and
and sunny
sunny inin the
the summer.
summer.
OCEAN
Med CLIMATES the polar zones?
Oceanic
The polar
The zones. ItIt is
polar zones. is very
very cold
cold all
all year
year Ask Ss to look at the diagram of the
ATLANTIC OCEAN Mediterranean
round.
round. Canary Islands
10.5
10.5 0
SCALE
174
Mountain world climatic zones and locate the
Subtropical
three climatic zones.
Climates in
55 Climates in Spain
Spain
Kilometres
A. World climatic zones. B. Spain's climatic zones.

Spain has
Spain has four
four different
different types
types ofof climate:
climate:
5 Climates in Spain
The Oceanic
The Oceanic climate.
climate. ThisThis is
is the
the mildmild
climate on
climate on the
the Cantabrian
Cantabrian and and Galician
Galician Volunteers read the text. Ask Ss to
es coasts. Rainfall
coasts. Rainfall is is abundant
abundant all all year.
year. Questions locate the different climatic zones on
806083U09P122
The Mediterranean
The Mediterranean climate. This is
climate. This is the map. Ask: What is the Oceanic
1. Look at the world climatic zones.
the climate
the climate of of most
most of of Spain.
Spain. In In inland
inland
a. How many polar zones exist? climate like? What climatic zone do we
Spain, summers
Spain, summers are are hot
hot and
and winters
winters are are
cold. Rainfall
cold. Rainfall isis irregular.
irregular. Near
Near the the sea,
sea, b. Where are the temperate zones? live in? Etc.
summers are
summers are hothot and
and winters
winters are are mild.
mild. c. Where are the tropical zones? Play track 10.5. Ss look at the map
Rainfall is
Rainfall is light.
light. 2. Answer the questions. of Spains climatic zones, listen and
The Mountain
The Mountain climate. This is
climate. This is the
the climate
climate a. Which areas of Spain have an point to the climates.
of the
of the elevated
elevated areas.
areas. Summers
Summers are are mild
mild Oceanic climate?
ess and winters
and winters areare cold.
cold. Rainfall
Rainfall isis irregular.
irregular. b. What are the characteristics
The Subtropical
The Subtropical climate. This is
climate. This is the
the of the subtropical and the Teachers Resource Book
e climate of
climate of the
the Canary
Canary Islands.
Islands. ItIt is is hot
hot Mediterranean climates?
all year
all year round.
round. ItIt only
only rains
rains aa few
few months
months Reinforcement worksheets 28 and 29
of the
of the year.
year.
a hundred and fifteen 115 Activity Book

Pages 60 and 61
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Further activities
Ss keep a weather diary for two weeks, briefly noting the temperature
and rainfall. Ss say if this weather is typical for their area at this time
of year.
Ss watch the national weather report on TV.
Ss make a poster about their favourite climate and where this climate
can be found. Ss present their posters to the class.
Ss use the Internet or encyclopedias to research examples of extreme
weather conditions (typhoons, hurricanes, flash floods, tsunami,
tornadoes, etc.) They explain what causes them and which countries
usually suffer them.
115
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Flora and fauna Fl
33 Fl
Objectives
To learn about flora and fauna in 1 Flora and fauna
Spain. Flora is all the vegetation and fauna is all the animal
To learn about nature reserves life in a specific area. Plant and animal life varies
according to the climate. There are more plants and
animals in a climate with a lot of rainfall.
Key language In the Subtropical climate of the Canary Islands,
there are endemic plants such as tabaiba and
Vocabulary and structures: according dragon trees.
Canary Island dragon tree.
to, ash, climate, create, deciduous,

In the Mediterranean climate of lowland Catalonia,
disappear, dragon tree, endemic, you can find holm oak and pine trees. On the higher
exploitation, fauna, flora, growth, higher land, there are deciduous forests of ash and oak.
land, holly, holm oak, lowland, nature The fauna of the Oceanic climate of northern Spain S
reserve, protect, rainfall, species, includes squirrels, wolves and foxes, as well as fish
squirrel, vary, vegetation, wild boar, wolf and other animals.
In the Mountain climates there are deer, wild boar
1 Flora and fauna and rabbits. Typical trees are pine trees and holly.
Explain that plants and animals adapt Wolf.

to the environmental conditions they 2 Nature reserves
live in this is why different parts of Flora and fauna are affected by population growth,
Spain have different types of animal and the construction of towns and roads. The
and plant life. exploitation of natural resources causes many
animal and plant species to disappear.
Read the text. Explain that endemic Governments create nature reserves to protect
means present in a localised area. flora and fauna. We call these places National or
Ask: What vegetation can you find in Regional Parks. An example is Caadas del Teide
lowland Catalonia? What can you find in the Canary Islands. Spain has many nature F
on the higher land? What animals live reserves.

in the Oceanic climate of northern Caadas del Teide.
Spain? What animals and trees are Q
there in the Mountain climates? Questions 1
Ss look at the photographs of the tree 1. Why are different flora and fauna found in different places?
and the wolf. Ask: What climate does 2. What types of forests are there on the higher land in Catalonia?
the dragon tree grow in? What climate
3. What makes animal and plant species disappear?
does the wolf live in?
4. What plants and animals are there in your region? Are there any nature reserves?
2 Nature reserves
116 a hundred and sixteen
can cause animal and plant species 179225 _ 0110-0121.indd 116 23/05/11 15:46 179225 _ 0110-0
to disappear? Why do nature reserves
help?
Ss look at the photo of Caadas del Further activities
Teide. Has anyone been there? Has In small groups, Ss research animals that are in danger of extinction
anyone been to a nature reserve? in Spain. For example, the brown bear or the Iberian lynx. Ss describe
Where was it? What was it called? What their habitats and the reasons for their possible extinction. What is
flora and fauna did you see there? being done to save them from extinction?
What rules did you have to follow?
116
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UNIT 10
Flora and
33 Flora and fauna
fauna of
of Spain.
Spain.
N
3 Flora and fauna of Spain
Cantabrian Sea
W E
S THE PRINCIPALITY
OF ASTURIAS
CANTABRIA
THE
BASQUE
F R A N C E
Ss look at the map. Ask Ss to look at
GA L I C I A
COUNTRY
THE CHARTEREA
COMMUNITY ANDORRA
the key and find the four climates on
OF NAVARRE
RIOJA
the map of Spain.
C A ST I L E -L E O N C ATA L O N I A
A RAGON Revise the key characteristics of each

climate. Ss look at the photographs
L
THE
A
COMMUNITY
of the flora and fauna and say which

OF MADRID
G
U
THE
climate they can be found in.
T
C AST I L E - COMMUNITY
L A M A N C HA OF VALENCIA
E X T R E M A D U RA T HE BA L E A R IC
R
I SL A N D S
Ss read the questions and discuss

PO
THE REGION
the answers in pairs. They can look
OF MURCIA
A N DA L U S IA
S
e
a
back at the text on page 116 to help
them.
n
a
Squirrel A T L A N T I C n
e
Deer
r a
e r
i t
O C E A N Ceuta M e d
Ask volunteers to give their answers.
Melilla
A T L A N T I C O C E A N
Activity Book
T H E C ANARY I S L A N DS
CLIMATES
AFRICA
Oceanic
Mediterranean
0
SCALE
Kilometres
55
Mountain
Subtropical Pages 62 and 63
Flora and fauna of Spain. M838412U09P122-123
Fish Dragon tree Pine tree
Questions
1. Match the climate with the flora or fauna. 2. Find more examples of flora
and fauna on the map.
a. Oceanic dragon tree
What do you think the symbols
b. Mediterranean wolf
represent?
c. Mountain holm oak
d. Subtropical deer 3. Match the photos to different
climates.
a hundred and seventeen 117

23/05/11 15:46 179225 _ 0110-0121.indd 117 23/05/11 15:46
Values education
Discuss the importance of not upsetting the balance of nature in an
ecosystem. Why shouldnt we pick plants or feed the animals when we are in
the countryside? (To protect the ecosystem. Animals become accustomed
to our food and may stop looking for their own food.) Ss make posters to
show how to behave in the countryside.
Further activities
Ss go on an outing to a nature reserve in their Autonomous Community.
They take notebooks to record information about the animals and
vegetation they see there, etc.
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Activities
Objectives
To revise the key concepts of the unit 1 Look at the map of Spain. Locate each river and say which watershed it belongs to.
Cantabrian Sea
To give Ss the opportunity to evaluate River Mio FRANCE
NO
MI
ANDORRA
their own learning River Duero VE

RI
R
VE
RI R
EB
DUERO
RIV ER RO
River Ebro
To learn how to use a scale on a map
A L
U G
River Tagus RIVE
R TAGUS
RIV
R
R T
E
JUCAR
ANA
DI Balearic
River Guadalquivir
P O
A
VER SE Islands
U
RI G
Key Language
RIVER G
UR
LQUIVIR A
ADA
GU a
River Jucar Se
R
E
RIV
a n
ne
River Guadiana
ATLANTIC a
Vocabulary and structures: belong OCEAN
Ceuta
Me
d it
err
0
SCALE
Kilometres
127
River Segura
Melilla
to, climate, extreme, feature, inland, ATLANTIC OCEAN

WATERSHEDS
Cantabrian
Canary Islands
landscape, locate, man-made (adj), MOROCCO Mediterranean

Atlantic
Mediterranean, mild, mountain

(climate), oceanic, on the coast, plain,
rainfall, refer to, sparse, subtropical, 806083U09P118
2 Copy the sentences in your notebook. What type of climate do they refer to?
temperature, watershed; allow,
measure, multiply by, scale, value Mountain Oceanic Subtropical Mediterranean
a. Summers are hot and winters are mild. There is little rainfall.
Activities b. Winters are cold and summers are mild.
c. It is never cold and there is not much rain.
1 Look at the map of Spain. Locate
each river and say which watershed it d. It rains a lot all year round and the temperatures are not very extreme.
belongs to.
3 Describe the landscape in the photograph.
In pairs, Ss read the list of rivers and These questions will help you.
find them on the map. They look at
a. Is this a mountain landscape or is it on the plains?
the key and identify which watershed
they belong to. Ask volunteers to b. Can you see a river or the sea? Is this place inland
or on the coast?
say a river and the corresponding
watershed. c. Is the vegetation abundant or sparse?
d. What man-made features are there?
2 Copy the sentences in your notebook.

What type of climate do they refer to?
Revise the four climates. In pairs, 4 Choose a plant or animal. Find out where it grows or lives. What climate does it live in?
Ss discuss the answers. Volunteers
give their answers. Write them on 118 a hundred and eighteen
the board. Ss copy the sentences in
their notebooks and write the correct 179225 _ 0110-0121.indd 118 23/05/11 15:46 179225 _ 0110-0
climates.
Further activities
3 Describe the landscape in the
photograph. These questions will help Ss bring in pictures or photos of landscapes from anywhere in the
you. world and describe them to the rest of the class. Make a mural with
the pictures.
Ss look at the photograph and answer
the questions. Ask volunteers to Ss draw pictures of the flora and fauna from their Autonomous
describe the landscape. Community. They cut them out and stick them on a map.
Watch the BBCs Planet Earth. Each episode features a different
4 Choose an animal or plant. Find out habitat or biome on Earth. Ss can see the different flora and fauna in
where it grows or lives. What climate the worlds climatic zones.
does it live in?
Ss make an index card with a photo
or drawing and the information. They
present their information to the class.
118
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UNIT 10
Hands on!
How to use the scale on a map
Hands How to use the scale on a map Ss look at the map and find the
on! A scale is a line that allows you to calculate the real scale in the bottom right hand corner.
distance between points on a map. Choose volunteers to read the text.
To calculate the
Explain that it is important to check
Cantabrian Sea Bay
s
c
Cape Or tegal
IF Cape Peas of
Biscay
distance between the scale, as not all maps have the
FRANCE
S
points, for example

AS
same scale.
NM
C A N TA
Cape F inisterre BRIAN RANGE Cape Nao and Cape
ICIA
P ANDORRA
Y
R Gata: Ss locate Cape Peas on the map. Ss
GAL
E N Cape
E
E E S Creus
127
1. Measure the
AIN
check that the distance to Cape Palos
N
res
Inner IBE
CH
RIA IN distance between
OCEA
A
MO
NT
AI
N UN
AS
TAL
MO U
these two points is 8 cm and do the multiplication
CH A TA CO
L
AIN River with a ruler: 3 cm.
N
T
according to the scale. They write their
IN
LA
UN Ebro
TA
A
2. Multiply this by
CH
O Delta
CA
L M
NTIC
AIN
RA
answers in the table.
G
T
C EN Plateau the value of each
Gulf
U
MOUNTAINS OF TOL centimetre on the

B EDO of
Ss do the same for line B and
AT L A
Valencia
scale.
T
Cape BALEARIC
R
Nao
In the example,
R A
N G
E ISLANDS
complete the information in the table.
3
we multiply 3 cm
O
A
E N
O R
by 100 = 300. So, Copy the table on the board and ask
P
M
2
IN
N CHA Cape Palos a the real distance
TA I
OU
N S
e
between Cape Nao volunteers for their answers. Write the
1
Gulf SM
TIC an
of Cadiz BA E
Cape
ra
ne and Cape Gata is multiplication on the board.
Gata
e r N 300 km.
dit
Tarifa Point
Ceuta Me
W E
Ss add two more lines to the table
CANARY ISLANDS
Melilla metres
2,000 S
The scale on this and exchange books with a partner.
map tells us that
1,000
500 Scale every centimetre
Each partner calculates the real
200
0
0
Kilometres
100
on the map is distance between the points on the
equivalent to a real
distance of 100 km.
new lines.
179225U10P119FISICO_ESPANA
Use the scale on this map to calculate the following distances: Extension worksheet 10
From To Distance on the map Real distance
Line A Cape Peas Cape Palos 8 centimetres
Line B
a hundred and nineteen 119

23/05/11 15:46 179225 _ 0110-0121.indd 119 23/05/11 15:46
Further activities
Show Ss other maps with different scales to practise calculating real
distances. Explain that generally, the bigger the territory represented
on the map is, the bigger the scale is.
Ss draw a map of their ideal theme park including a scale and all the
facilities visitors might need. Ss write five questions about how far it is
from one ride or facility to another and exchange maps and questions
with a partner.
119
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Revision I
Objectives 10.6

of the unit
To practise summarising a text The landscapes of Spain
To give Ss the opportunity to evaluate Relief, rivers, lakes, and flora make up
their own learning landscapes.
The Iberian Peninsula has many different
landscapes. Central Spain is dominated by the high
Key Language Inner Plateau. This is divided into two areas by the
Central Mountain Chain. The Iberian Peninsula has
Vocabulary and structures: coastal
narrow coastal plains and two large river basins.
plains, landscape, mountains, plains;
The Iberian Peninsula has three coastal areas:
Mediterranean / Mountain / Oceanic the Cantabrian coast, the Mediterranean coast,
/ Subtropical climate; Atlantic / and the Atlantic coast, with their corresponding watersheds. There are eight
Cantabrian / Mediterranean coastal principal rivers. Some of these are, the Nervion in the Cantabrian watershed, the
area; Ebro / Nervion / Tagus river; Ebro in the Mediterranean watershed and the Tagus in the Atlantic watershed.
across, appropriate, bank (of river), Spain has four different types of climate: Oceanic, Mediterranean, Subtropical
consult, do sport, draw, excursion, and Mountain.
follow, forest, go through, lake, make
good use of, picnic area, relief, restrict,
route, rule, sketch map, spend on, trace 2 Copy and complete. Use information from the summary.
CLIMATE AND RELIEF OF SPAIN

Revision LANDSCAPES
There are different areas:
1 Read the summary.
Coastal plains
CLIMATE
The four main types are:
What makes up a landscape? What
Oceanic Subtropical
divides the Inner Plateau? What are the
three main watersheds? What are the COASTAL AREAS
four different types of climate in Spain? The three areas are:
Cantabrian coast
2 Copy and complete the chart. Use Examples of rivers are:
information from the summary. Nervion
Ss complete the chart individually.

Choose volunteers to check the 120 a hundred and twenty
answers. Write them on the board.
179225 _ 0110-0121.indd 120 23/05/11 15:46 179225 _ 0110-0
Further activities
As a whole class, Ss make and label a large relief mural of Spain,
representing its mountains, rivers, seas, islands and climate.
Ss describe another part of the world or another part of their country
they would like to visit and say why they would like to go there.
120
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UNIT 10
I can
Draw a route on a sketch map I can
The Cats Foot Mountaineering Club Draw a route on a sketch map
is preparing an excursion. The plan is to go
along the banks of a river, climb Ask: Do you prefer to walk in the
the mountain, then have a swim in a lake. countryside, the mountains or along
The red line shows a route. the beach? Ss look at the sketch map.
Shelter Ask: What can you see on the map?
Trace the sketch map in your notebook. Drinking
fountain A volunteer reads the text. Ask:
Draw another route which goes through: Picnic area
Swimming How are they going to go over the
a. A forest b. A swimming pool pool
Lake mountain? Where are they going to
c. A picnic area d. Mountains swim? Can you see the route they are
Where would you start the second excursion? Why? going to take?
Ss trace the map and draw their own
At what time would you go to the picnic area?
route. Ss explain their decisions to
Do you prefer walking in the mountains or across plains? Explain. a partner. Choose volunteers to give
their answers.
OUR WORLD Our world

We can find a lot of information on the
Internet. We can study the relief of any Ask: Do you have a computer at home?
place in the world or find the best way to
What do you use it for? How many
get to a town. When using the Internet, you
should follow certain rules: hours a day do you use it? Do you
use it more at weekends or on school
Only consult appropriate websites.
days? Do you use it alone or with a
Restrict the time you spend on the
family member or a friend?
Internet.
Use the computer for a while, and then do A volunteer reads the text. Explain
some sport, play outside or read a book. that the Internet is very useful, but
What would you say to somebody who we should also be careful. We should
spends hours and hours on the computer? never use our name, telephone
Example: You should do some sport. number or address on the Internet

and we should only use pages that our

parents think are appropriate.
Ss read the example and think of
more advice to offer to someone who
a hundred and twenty-one 121
spends too long on the Internet.
23/05/11 15:46 179225 _ 0110-0121.indd 121 23/05/11 15:46

Further activities Assessment worksheet 10
Play The longest list. On the board write: recreational, domestic, Test 10
industrial and agricultural. In teams, Ss write as many uses of water
for each category as they can. The team with the longest list wins.
Ss try to spend a whole week without using their computer or a video
game in their free time. Ss keep a diary saying how they spent their
free time and if they managed to avoid using a computer or video
game.
121
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Term revision
Objectives
To revise key concepts of the term UNIT 6
To give Ss the opportunity to evaluate 1 Think and answer. What has the greatest mass, a kilo of straw or a kilo of iron? 6
their own learning Which has the greatest volume?
To formally test knowledge acquired
during the term 2 The salt we eat comes from salt marshes. Salt
marshes are shallow pools filled with sea water.
Gradually, due to heat from the Sun, the water
Key Language disappears and the salt remains.
a. What happens to the water? 7
Vocabulary and structures: mass,
volume; energy: light, chemical, b. What is the name of the change of state
which occurs?
electrical, mechanical, renewable,
non-renewable; opaque; Autonomous
UNIT 7
Community, comarca, municipality;
climates: Mediterranean, Mountain, 3 Copy and complete the sentences about the transformation of energy.
Oceanic, Subtropical
light chemical electrical mechanical
Term Revision a. In a motorbike energy changes into energy. 8

Revise key concepts from Units 6, 7 b. In a lamp .. energy changes into .. energy.
and 8:
Matter exists in three states: solid, 4 Sunshine and wind are renewable energy sources. Coal and oil are non-renewable energy
liquid and gas. Matter changes state sources. What is the difference between renewable and non-renewable energy sources?
when it is heated or cooled.
UNIT 8
Three types of changes in matter
are: mixtures, changes of state, and 5 Match the columns, then write sentences about the properties of light.
chemical changes.
When we switch on a lamp, white light is made up of lights 9
Materials are substances that are it seems the whole room lights of different colours.
used to make objects. up because
Forces can act when two objects come Opaque objects create a shadow when light travels very fast.
into contact or at a distance. Forces light shines on them because
can be of attraction or repulsion.
When white light shines through a
light travels in a straight line.
Types of energy are: mechanical, prism, a rainbow is formed because
chemical, thermal, electrical, nuclear,
and light. Energy can change from one
122 a hundred and twenty-two
type to another.
Energy can be renewable (sunlight, 179225 _ 0122-0123.indd 122 23/05/11 15:28179225 _ 0122-0
wind, wood) or non-renewable (fossil

fuels).
Further activities
Light travels in all directions, in a
straight line and at very high speed. Write on the board the following statements about concepts learned
during the term. Ss copy and complete them.
White light is made up of all the
colours of light. a. Substances change . when they are heated or cooled. (State.)
Objects can be opaque, translucent or b. Oxidation is a . change. (Chemical.)
transparent, depending on how much c. Material can be of animal, mineral or . origin. (Plant /
light passes through them. vegetable.)
d. Forces act in two ways: . or repulsion. (Attraction.)
e. The force of . slows down and stops a moving object.
(Friction.)
f. The force of . makes objects fall towards the centre of the
Earth. (Gravity.)
122
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TERM REVISION 2
Term revision
UNIT 9 Revise key concepts from Units 9 and 10:
6 Do these sentences describe an Autonomous Community or a comarca? A municipality is one or more cities,
towns or villages governed by the
a. It consists of several municipalities.
same local council.
b. The municipalities have a similar landscape.
c. It has its own government institutions. A comarca is a collection of
d. It consists of one or several provinces. municipalities in the same area that
share the same landscape, traditions
and economic activities.
7 Copy and complete this index card with information about your Autonomous
Community. Spain has seventeen Autonomous
Communities and two Autonomous
The name of my Autonomous Community is: ......... Cities.
It borders on: .........
Autonomous Communities are made
It is divided into the provinces of: .........
up of one or more provinces.
The name of the capital city is: .........
Madrid is the capital of Spain.
The landscape of Spain has
UNIT 10 Cantabrian Sea mountains, plains and rivers and
FRANCE
8 Match the letters on the map to the A

ANDORRA coasts.
B
corresponding places. ATLANTIC
C
Spain has three main watersheds: the
AL
OCEAN
Cantabrian Sea, The Mediterranean
TUG
Baetic Chain Ebro River

POR
gy
Balearic
Islands Sea and the Atlantic Ocean.
? River Tagus Basin E
n
Se
a
Spain has two river basins: the
Pyrenees an
ea
Inner Plateau ATLANTIC OCEAN Med
it err
Guadalquivir river basin and the Ebro
Canary Islands
river basin.
The Earth has three climate zones:
tropical, temperate and polar.
s 9 Copy and complete this chart about the climates of Spain. 179225UR2p123_relieve con crculos
Spain has four types of climate;
Oceanic, Mediterranean, Mountain and
......... and ......... Subtropical.
The four main
climates of are The climate of an area affects the
Spain and flora and fauna.
......... .........

a hundred and twenty-three 123
Term 2 assessment
23/05/11 15:28179225 _ 0122-0123.indd 123 23/05/11 15:28
Term 2 test
Further activities
Write these activities on the board for the Ss to complete.
a. Name the seventeen Autonomous Communities and two Autonomous
Cities.
b. Trace the contour of Spain and write the main rivers, watersheds,
mountain chains and four types of climate.
c. Name three regional languages.
d. Name two important nature reserves in Spain.
Activity Book
Ss can do the activities for the second term, pages 98-101.
123
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11 Population
and traditions
Unit content

To learn the difference between a municipal The population of Spain
register and a census Spanish traditions
To study the distribution and changes in Local festivals
population in Spain
To differentiate between natural growth and
Reading of a population density map U
How to interpret a line graph
migratory growth
How to make a file card on population
To learn about Spains traditions and festivals
Customs and traditions involving animals in different
To learn how to interpret a line graph cultures
To learn how to make a population file card
To learn about traditions involving animals Reading texts and answering questions about the
population of Spain
Language objectives Interpreting a map of population distribution and
To give simple definitions: This is the difference density in Spain
between the number of babies who are born in Explaining the meaning of different architectural
a place in one year and the number of people elements in a typical house in the mountains
who die. Reading texts and answering questions about Spanish
To follow and complete simple instructions: To traditions and festivals
find out the quantity, draw a horizontal line from Reading instructions on how to interpret a line graph
the dot to the left-hand axis.
Calculating the population of Madrid with the help of
a graph
Assessment criteria Completing a file card about population
Explain the difference between a municipal
register and a census Showing respect for the different cultures that coexist
Describe the distribution and changes in in Spain
population in Spain Showing interest in learning about national and local
Explain the difference between natural growth traditions and festivals
and migratory growth Understanding how Spain is enriched by the positive P
Describe Spains traditions and festivals contribution of its immigrants
Interpret a line graph
Produce a population file card
Describe traditions involving animals
124A
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Competences
Processing information Social competence Cultural and artistic
and digital competence and citizenship competence
Learning how to read a map of Understanding the basic reasons Understanding the purpose and
population distribution and density for population growth and the significance of modern
(SB p. 127: Distribution of the changes in population, and how architecture (SB p. 124:
population; Questions) they directly affect ones Reaching the sky)
Learning how to interpret a line environment (SB p. 126: Changes Appreciating the beauty of
graph (SB p. 131: Your turn!) in population; p. 127: Distribution traditional costumes, dances,
of the population) music and imagery (SB p. 128:
To organise and classify
information by making a file card Perceiving local traditions and Traditions and festivals; p. 129:
about population (SB p. 133: I can) festivals as elements of cohesion Music and dances)
in the community (SB p. 129: Appreciating the harmony
Music and dances; Local festivals; of traditional architecture
Questions) (SB p. 128: Traditional buildings)
Unit outline
Unit 11. Population and traditions
Traditions
Population
and festivals
Your turn!
How to interpret a line
graph
I can Our world

Revision
Make a file card about population Traditions with animals

Content: understanding the difference between September October November December January
immigration and emigration; avoiding feelings of
exclusion when immigrant students describe
traditions in their country of origin
Language: distinguishing between emigrant and
immigrant in listening activities
124B
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Objectives
To understand the concept of
population and how it increases and
11 Population and
traditions
W
decreases
To revise traditions and festivals
1.
Key language
Vocabulary and structures: ago,
building, consequently, enough, high,
housing, move (v), over, skyscraper,
ten-storey; population: arrive, emigrant
/ immigrant, be born, die, increase /
decrease, leave / left; traditions:
costume, craft, dance, festival, patron
saint, celebrate, food, typical
Presentation 11.1
2.
Ask: Do you live in a flat or a house?
How many floors has your building got?
Are tall buildings in villages or in cities? Reaching the sky
What is the tallest building in our town THINK ABOUT
The first skyscrapers were built in New York over
/ city? And in Spain? (The Caja Madrid
a hundred years ago. More and more people were When were the first
Tower, Madrid, 250 metres.)
moving to New York and there was not enough skyscrapers built in
Ss look at the photograph. Say: Very housing for everyone. Consequently, buildings New York?
tall buildings are called skyscrapers became taller and taller. Why did people build them?
because they seem to touch the sky. How high is the highest C
A hundred years ago a skyscraper was
Ask: How many floors do you think the skyscraper in the United
a ten-storey building. Today, there are much, Arab Emirates?
buildings in the photograph have?
much taller buildings in New York and in other
Would you like to live on the top floor? What do you think the
parts of the world. There is a skyscraper in the skyscrapers in the
Why do you think we build such tall
United Arab Emirates with 150 storeys. photograph are used for?
buildings?
It is half a kilometre high!
Read the text. Ask: Where is New
York? How many storeys did a 124 a hundred and twenty-four
skyscraper have a hundred years ago?
And nowadays? 179225 _ 0124-0133.indd 124 23/05/11 15:49 179225 _ 0124-0
Further activities
Ask: Who has been to Benidorm? Which coast is it on? Did you see a
lot of skyscrapers? Explain that Benidorm is the city with the most
skyscrapers per inhabitant in the world. If possible, show Ss pictures of
Benidorm. Ss draw pictures of what they think a city full of skyscrapers
looks like.
Ask Ss to research Spain's tallest building: the Caja Madrid Tower in
Madrid.
Revise the use of scales from the previous unit. Ss use a scale of
1 cm: 10 m and draw the Caja Madrid Tower (250 metres) and the Burj
Khalifa in Dubai (828 metres).
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UNIT 11
Population IN THIS UNIT, YOU WILL Population
Population means all the people who live in a Remind Ss: An immigrant is someone
place. Population increases when more people Learn about
population. who comes to live in a new place. An
are born than die, and when there are more
immigrants than emigrants. Study the population emigrant is someone who leaves the
of Spain. place where they were born, to live in
1. In Farmfield last month, eight people were born Find out about another place. Ask: Does anyone have
and four people died. Three immigrants arrived traditions and any relatives who have emigrated?
and two emigrants left. Did the population festivals.
A volunteer reads the text. Draw a
increase or decrease? Learn how to
interpret a line graph. simple diagram on the board using
Find out how to make matchstick figures. Add smaller
Traditions and festivals a file card about matchstick figures and say these are
Most towns and villages have their own population. births. Cross off other figures and say
traditions. These include costumes, dances, Learn about these are deaths. Explain that
traditional food and crafts. traditions with
animals.
population increases when there are
Most places celebrate local festivals. One typical more births than deaths. Continue by
Spanish festival is to celebrate the patron saint
adding immigrants and crossing off
of a muncipality.
emigrants. Explain that the population
11.1
increases if more people arrive than
2. Match each word to a tradition. Then describe
leave.
a tradition from your Autonomous Community.
1. Read the question and illustrate the
dance craft festival answer on the board using matchstick
figures.
A B
Traditions and festivals
food is typical in Valencia? (Paella.)
?
What food is typical in Andalusia?
C (Gazpacho.) What is the name of the
typical dance in Extremadura? (The
jota.) What is the name of the patron
saint of Spain and when do we honour
him? (Santiago, 25th July.) Who is the
patron saint of the place where you
live? When is the festival to honour him
a hundred and twenty-five 125 / her? What activities are there during
the festival?
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2. Ss match the traditions with the
illustrations. Then, they describe
Further activities a tradition from their Autonomous
Community.
Say: Last year, Applesville had a population of 2,340 inhabitants. This
year, five babies were born and a family of seven came to live in the Play track 11.1. Ss listen and say if
village. Ask: If nobody has died and only one person has emigrated, how the traditions described are dance,
many people live in the village now? Has the population increased or crafts or festival.
decreased? (2,351. The population has increased.)
Ss analyse the population of their own class since Year One of Primary.
Has it increased or decreased? Did any Ss change class, leave the
school or are there any Ss new to the school?
Ss make a mural displaying pictures and information about festivals
and traditions in their Autonomous Community.
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Population
Objectives W
To learn about the municipal register 1 Studying population

and the census In every Autonomous Community the
To learn about the reasons for inhabitants are of different ages, they do
changes in population: natural growth different jobs and they live in the various
cities, towns or villages. The municipal
and migratory growth
register and census provide information
To learn how the population is about these people.
distributed in Spain T he municipal register. This is a list of
the people who live in a municipality.
It includes each persons age and
Key language address. The local council updates this
Vocabulary and structures: be born, register every year.
census, die, emigrant / immigrant, The census. This is a list of the
growth, inhabitant, municipal register, inhabitants of a municipality, a province
or a country. The census includes
migratory, densely / moderately / The census. Interviewers visit every home
information such as education, work, to collect information about the inhabitants.
sparsely populated, provide, update, type of house, etc. This list is updated 11.3
11.3
urban every ten years.
D
33 Di
11.2
Sp
Sp
Presentation 2 Changes in population pe
pe
The population of a place changes over bi
big
1 Studying population time. It increases or decreases due to de
de
natural and migratory growth. po
po
N
atural growth. This is the difference Ot
Ot
two documents give information about between the number of babies who ve
ve
population? are born in a place in one year and the S
S
Ask: How often is the municipal number of people who die. fe
few
register updated? Is the census more Migratory growth. This is the difference
detailed? How often is it updated? between the number of immigrants
who come to live in a place and the
Look at the photo. Ask: What is the man emigrants who leave the place.
doing? What questions is he asking? 1
Emigrants leave their place of birth and go
to live somewhere else. 2
2 Changes in population 3
Immigrants come to live in a new place.
Read the text. Ask: What is natural When the number of immigrants is
New-born babies. When more babies are born
growth? What is migratory growth? greater than the number of emigrants, the than people who die, the population increases.
population increases.
Ask: What happens to the population if
more people are born than die? What
126 a hundred and twenty-six
happens to the population if more
people come to live in an area than the
179225 _ 0124-0133.indd 126 23/05/11 15:49 179225 _ 0124-0
number of people who leave?
Ss look at the photograph and read
the caption. Further activities
Play track 11.2. Ss listen to the Ss say if they would like to emigrate to a different part of Spain or to
definitions and say natural growth or a different country. Why?
migratory growth. Ss create their own census. They compile a list of questions and ask
other Ss in the class. Possible questions: How old are you? Who lives
in your house? How old are the people who live in your house? What
do they do?
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UNIT 11
N Cantabrian Sea
F R A N C E
Oviedo
3 Distribution of the population
Santiago de Santander Pamplona
W E Compostela
Vitoria ANDORRA
S Logroo A volunteer reads the text. Ask: How

Valladolid Barcelona many people live in Spain? Which
ATLANTIC Zaragoza
L
areas are densely populated? What
A
does urban population mean?
Madrid
OCEAN
G
Ss look at the photograph. Ask: Is
U
Palma
Toledo
Valencia
Madrid a densely populated area?
T
Merida
R
S
e
a Ss look at the map of population
O
Murcia density. Say: Look at the key to the

P
Densely-populated areas
Sevilla map. What colour represents densely
an populated areas? And sparsely
Moderately-populated areas
Santa Cruz
a ne
rr populated areas? Which are the most
de Tenerife Sparsely-populated areas
te
Ceuta di
Me
Melilla
Very sparsely-populated areas
densely populated areas? And the
Las Palmas
de Gran Canaria
AFRICA
Capital of the Autonomous Community
least? Is our Autonomous Community
densely populated or sparsely
11.3
11.3 populated?
Distribution of
33 Distribution of the
the population
population Play track 11.3. Ss look at the map,
Spain has
Spain has aa population
population of
of over
over 47
47 million
million listen and answer the places on the
people. Most
people. Most of
of the
the population
population lives
lives in
in map.
big cities,
big cities, or
or on
on the
the coast.
coast. These
These are
are 805663P133
areas, known
denselypopulated areas,
denselypopulated known as as urban
urban
populations.
populations. Teachers Resource Book
Other areas
Other areas are
are moderately,
moderately, sparsely
sparsely or
or
very-sparsely populated.
very-sparsely populated.
Sparsely-populated means
Sparsely-populated means an
an area
area with
with
few people
few people living
living in
in it.
it.
Aerial view of Madrid. Activity Book
Pages 64-66
Questions
1. What documents give us information about population?
2. What are the two ways the population of a place can increase?
3. Look at the map and answer the questions.
a. Which are the most densely-populated areas?
b. Where do most people live in Spain: in the centre, in the north or in the south?
a hundred and twenty-seven 127
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Values education
Talk about how many big towns and cities have large numbers of immigrants.
These populations are multicultural. Ask Ss if they eat foods from different
cultures (kebabs, Chinese, Indian, etc.). Explain how multiculturalism can
benefit us all.
Further activities
Ss say where immigrants in their municipality or Autonomous Community
come from.
Ss investigate the population figures of their municipalities and
Autonomous Community.
Ss research Spains most densely populated cities (Madrid, Barcelona,
Valencia, Seville and Zaragoza) and their population figures.
127
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Traditions and festivals M
44 M
Ev
Ev
Objectives tra
tra
To understand traditions and festivals 1 Traditions us
us
th
the
To learn about traditions and festivals Traditions are the customs of people in a particular da
da
in Spain place. Traditions are passed down from adults to ty
typ
children, from one generation to the next. th
the
Traditions include songs, dances, costumes, typical M
Ma
Key language food, legends, as well as the way of speaking.
Vocabulary and structures: adult, child Lace-making. This is a traditional 11.4
11.4
craft, passed down from parents
/ children, custom, legend, pass down; 2 Traditional dishes to their children. Lo
55 Lo
dishes: lamb, suckling pig; arch, bridge, People eat a variety of traditional dishes in different Lo
Lo
building, castle, cathedral, local parts of Spain. For example, paella is a typical rice wo
wo
materials, palace, statue; battle, dish from the region of Valencia and cocido is a hi
his
typical stew from Madrid. Segovia is famous for its im
im
dancer, historical / religious festival,
lamb and suckling pig.
patron saint, perform, recreate, signing
3 Traditional buildings
Presentation There are different types of traditional buildings
and constructions.
1 Traditions
Typical houses. Different places have their own
Ss look at the photograph. Ask. Is traditional style of buildings, using local materials:
lace-making complicated or simple? stone, wood, etc.
How has the young girl learned to Historical monuments. These are very old
make lace? What traditions have you constructions. They can be buildings such as
cathedrals, castles or palaces. Or they can be
been taught? Cervantes monument in Madrid.
constructions such as bridges, arches or statues.
types of traditions are there?
NOW YOU!
2 Traditional dishes
A volunteer reads the text. Ask: What This is a typical house in the mountains of
Guadarrama, in the Autonomous Community
food is traditional in Valencia? And in
of Madrid. Think about the climate and landscape
Madrid? What is Segovia famous for? of mountain areas.
And Galicia? Ask Ss if they eat these 1
a. Why do you think this house is made of stone?
foods. 2
b. Why are the windows very small?
Ask: What dishes are typical in our 3
c. Why are the walls so thick?
Autonomous Community? Ask Ss from
other Autonomous Communities or other
nations what their typical dishes are. 128 a hundred and twenty-eight
3 Traditional buildings
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are the typical houses in your
municipality? What are they made of?
Values education
What historical monuments are there Spain is famous for its Mediterranean diet. Discuss the health benefits of
where you live? the traditional Mediterranean diet. Ss compile a list of foods in this diet
Ss look at the photograph. Ask: Who that can be eaten in winter and in summer.
was Cervantes?
Further activities
Now you! Ss ask grandparents how they celebrated their patron saints day when
Ss look at the photograph. Ask: Is the they were younger and tell the class about it.
building modern? What are the walls Explain what a medieval street market is. Visitors can find traditional
made of? Has anyone been to the dishes, cheese, drinks, crafts, etc. Ask Ss if they have visited one and
mountains of Guadarrama? ask them to describe the experience.
In pairs, Ss read the text and discuss Ss research historic monuments in their Autonomous Community and
the questions. Choose volunteers to briefly describe their history.
give their answers.
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UNIT 11
Music and
44 Music and dances
dances
Every Autonomous
Every Autonomous Community
Community has has its
its own
own
4 Music and dances
traditional songs
traditional songs andand dances.
dances. The
The dancers
dancers
usually wear
usually wear traditional
traditional costume
costume to to perform
perform Ask if anyone can dance sevillanas.
their dances.
their dances. ForFor example,
example, inin Aragon,
Aragon, they
they
Ask: What do men and women wear to
dance the
dance the jota. In Andalusia,
jota. In Andalusia, sevillanas are
sevillanas are
typical dances.
typical dances. In In Catalonia,
Catalonia, they
they dance
dance the April festival in Seville? What do
the sardana,
the while during
sardana, while during the
the festivals
festivals inin they wear for San Isidro in Madrid on
Madrid people
Madrid people dance
dance the
the chotis.
chotis. 15th May?
11.4
11.4
the caption. Explain that regions are
Local festivals
55 Local festivals
very proud of their traditional
Local festivals
Local festivals are
are held
held all
all around
around the
the costumes because they give them a
world. These
world. These festivals
festivals celebrate
celebrate religious,
religious,
historical or
or other
other events
events which
which are
are
sense of identity.
historical A traditional dance. Regional costumes are worn
important to
important to the
the local
local community.
community. for many traditional dances. A volunteer reads the text. Ask: Where
R eligious
R In Spain,
festivals. In
eligious festivals. Spain, most
most towns
towns do people dance the chotis? What do
and villages
and villages celebrate
celebrate their
their patron
patron saint.
saint. they dance in Andalusia? And in
Easter and
Easter and Christmas
Christmas are are other
other religious
religious Catalonia? And in Madrid?
festivals.
festivals.
H Historical These festivals
festivals. These
istorical festivals. festivals are
are 5 Local festivals
held to
held to commemorate
commemorate an an historic
historic event
event
such as
such as aa battle
battle or
or the
the signing
signing of
of aa A volunteer reads the text. Ask: What
treaty. In
treaty. In Cartagena,
Cartagena, every
every September
September do festivals celebrate? What religious
they recreate
they recreate the
the battles
battles between
between thethe festivals are there in your town? Does
Carthaginians and
Carthaginians and the
the Romans.
Romans. your Autonomous Community celebrate
O Other There are
festivals. There
ther festivals. are festivals
festivals a historical event? Does your school
to celebrate
to celebrate local
local products,
products, such
such as as celebrate any special festivals? Do you
cheese and
cheese and wine.
wine. Carnival
Carnival is
is aa very
very
ancient, popular
ancient, popular festival.
festival. Las
Las Palmas
Palmas
celebrate Carnival? Do you get dressed
and Santa
and Santa Cruz
Cruz are
are famous
famous for for their
their Carnival in Santa Cruz de Tenerife.
up? What is your favourite costume?
Carnival celebrations.
Carnival celebrations. Ss look at the photograph. Ask: Are
they having fun? What costumes are
they wearing?
Questions Play track 11.4. Ss listen and say the
1. What are traditions? Give three examples. types of traditions mentioned in the
2. Look at the photographs. Describe the costumes. What dance is in the top photo?
interview.
3. Give two examples of religious festivals you know. Do you know any historical
festivals? Teachers Resource Book
a hundred and twenty-nine 129
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Activity Book
Pages 67-69
Further activities
Explain that immigrants try hard to adapt to their new culture but at
the same time they do not want to lose their own culture, so they try
to keep their old traditions in their new country. Ask Ss if they have
seen people celebrating St Patrick's Day or the Chinese New Year.
Ask: Have you seen any other celebrations from other cultures? What
do the people do?
Explain that many festivals have an important origin which most people
do not know about. Ask Ss to research the origins of Carnival.
Ss design and draw a costume for Carnival saying what materials are
used and explaining the significance of the design.
129
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Activities
Objectives
To revise the key concepts of the unit 1 Explain the similarities and differences between the following terms.
municipal register census natural growth migratory growth
their own learning
To learn how to interpret a line graph 2 Do these people need the census or the municipal register? Explain.
I am looking Where can I find I want to know how

Key language for information about the addresses many people in my town
jobs in my of all the inhabitants have been
Vocabulary and structures: census,
province. of my town? to university. te
costume, craft, dance, festival, find,
food, inhabitant, look for, migratory / A B C
natural growth, monument, municipal
register; change, display, horizontal /
vertical axis, highest / lowest, interpret,
line graph, population, title
Activities 3 What traditions do the photographs show?

A B C D
1 Explain the similarities and
differences between the following
terms.
Revise each term with the class. Ss
explain the differences between them.
2 Do these people need the census or TRADITIONS IN MY
the municipal register? Explain. AUTONOMOUS COMMUNITY
Ss work in pairs to discuss the

questions. Choose volunteers to give a. Ap
a. Ap
buildings festivals
their answers to the class.
b. W
b. W
example example example example
3 What traditions do the photographs c. W
c. W
show?
Ss look at the pictures and say what

the traditions are.
130 a hundred and thirty
4 Copy and complete the table. 179225 _ 0124-0133.indd 130 23/05/11 15:49 179225 _ 0124-0
Copy the table on the board and ask

volunteers to fill in the spaces. Ss Further activities
copy the completed table on the board Explain that there are more than 2,000 abandoned villages in Spain,
in their notebooks. most of them in mountainous areas, such as Huesca. Ask Ss to make
a list of reasons why people move to towns or cities. Talk about the
advantages of living in the city and the advantages of living in a small
village.
Ss find out what important events took place in their Autonomous
Community in the past or what famous historical people were born
there.
Ss research traditional costumes from their Autonomous Community
(or their country of origin) and draw pictures of them.
130
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UNIT 11
Your turn!
YOUR TURN ! How to interpret a line graph
Read the text to the class. Ss look at
How to interpret a line graph the graph. Draw their attention to how
the line goes up, showing that the
A line graph is a drawing which displays numerical information, such as the number population has increased. The steeper
of inhabitants in a place. This line graph shows us how the population of the the line, the faster the increase.
Autonomous Community of Madrid has changed over a period of years.
Read the texts to the Ss, pausing for
them to find the title of the graph and
The title
tells us what
The population of Madrid of each axis. Remind Ss that both
from 1950 to 2007 Each dot
the graph is
represents a axes need a label, as they tell users
about. Inhabitants quantity. To what information they are looking at.
find out the
7,000,000
quantity, draw Draw the graph roughly on the board
The title of 6,000,000 a horizontal
the vertical line from the
and read the text explaining how to
axis tells 5,000,000 dot to the use it. Point to the graph on the board
us what the left-hand axis.
numbers 4,000,000 and practise reading it. Ask: What was
Then, to find
refer to. 3,000,000 out the year, the population in 1991? And in 1950?
In this case, draw a vertical
they refer 2,000,000 line down In pairs, Ss study the questions and
to the to the axis use the graph to find the answers.
number of 1,000,000
showing the
inhabitants. years. Choose volunteers to give their
0
1950 1960 1970 1981 1991 2001 2007 In this way, we answers. Use the rough graph on the
Year find out that board to demonstrate the correct
in 2007, the
population of answers.
The years are written on the horizontal axis. Madrid was
over 6 million
inhabitants.
a. Approximately
a. Approximately how
how many
many inhabitants
inhabitants did
did Madrid
Madrid have
have in
in 1960?
1960?
b. When
b. When was
was the
the population
population of
of Madrid
Madrid at
at its
its lowest?
lowest? When
When was
was itit at
at its
its highest?
highest?
c. What
c. What was
was the
the increase
increase in
in population
population between
between 1950
1950 and
and 2007?
2007?
a hundred and thirty-one 131
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Further activities
Divide the class into small groups. Assign an Autonomous Community
or City to each group. Ss use the Internet or encyclopedias to find
out information about the area: traditional dishes, regional costumes,
dances, patron saints, historical buildings, etc. Ss draw a mural of
Spain and display information about each Autonomous Community /
City in its correct geographical location.
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Revision I
Objectives 11.5

of the unit
To practise summarising a text Population
To give Ss the opportunity to evaluate The population of a place increases when there are more
their own learning births than deaths and more immigrants than emigrants.
The population of Spain is not distributed equally. Some
areas are densely populated, such as big cities like Madrid
Key Language and Barcelona. Other areas are sparsely populated, such as
rural areas in Castile-La Mancha and Castile-Leon.
Vocabulary and structures: city /
cities, emigrant, immigrant, densely /
Traditions
moderately / sparsely populated, rural
Traditions are old customs. Some examples of traditions are
area; (be) distributed, increase; bird
songs, dances, typical dishes and festivals. Most towns
of prey, bullfighting, cattle, falconer, and villages have local festivals to celebrate religious or
falconry, horse racing, horse riding, historical events.
hunt, involve, racecourse, return,
rodeo, round up, spectacle, train (v);
add, collect, file card, remove, set free,
share, would 2 Copy and complete. Use information from the summary.
THE POPULATION OF SPAIN

Revision
1 Read the summary. increases because is not equally distributed in the
Play track 11.5. Ss read and listen to country

the summary. Pause to ask: When there are more
births
does population increase? Which than deaths There are
places are densely populated: rural
areas or urban areas? What are densely-
traditions? What kind of traditions do populated areas
towns have?
for example for example
information from the summary. rural areas in
. Castile-Leon
Ss copy the chart in their notebooks.
In pairs, they discuss the missing
information. Choose Ss to complete 132 a hundred and thirty-two
the chart and write the missing

179225 _ 0124-0133.indd 132 23/05/11 15:49 179225 _ 0124-0
information on the board. Ss use the
answers on the board to complete
their charts. Further activities
Explain that lots of people visit historical monuments or eat typical
regional food when they are on holiday. Ask Ss where they went for their
last holiday, what typical food they ate and what historical monuments
they saw.
Ask Ss to draw and write a postcard from a place they have visited
on holiday. They should write about the food, monuments and other
traditions they saw or tried there.
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UNIT 11
I can
Make a file card about population I can
Marks class is making file cards to collect Make a file card about population
information to study the population
of the class. This is Marks card: Read the text to the class.
Ask Ss what information they would
Name: add or remove.
Surnames: Ss complete their card. Collect the
Age: . cards and redistribute them among
Sex: Female Male the class. Ss read out the information
Place and country of birth: What information would you add on their cards. Keep a tally on the
to Marks card? Would you remove board of how many girls and how
any information? many boys are in the class, how many
Address: Copy and complete the card Ss are still nine years old, how many
with your own information. Then,
are already ten, how many of them live
Number of people you live with: share the information with your
classmates. Together, make a in the same district, how many of
report about your class population. them live in the same street, and how
many of them have the same first
name or surname.
OUR WORLD Using the information you have
Traditions with animals compiled, Ss help you to write a report
Many traditions worldwide involve animals. In North America about the population of their class on
rodeos are popular. Here, cowboys show their skills at horse the board.
riding and rounding up cattle. Falconry is a traditional sport in
many countries. A trainer, called a falconer, trains wild birds of
prey. The birds are set free to hunt around the countryside, but they always Our world
return to the falconer. Bullfighting is popular in Spain, Portugal, and parts
of Latin America. Horse racing is a traditional sport in many countries. Traditions with animals
Siena, in Italy, and Ascot, in London, are famous for their racecourses. A volunteer reads the text. Ask: What
is a rodeo? What is a falcon? What
Name three traditions involving animals. Can you think of any more?
events involving animals are popular in
Have you ever watched a spectacle involving animals? Where and when
did you watch it?
Spain? What do horses do at Ascot?
Are events using animals cruel?
Research and make a list of animal traditions around the world.
What do you think about these traditions? Read and ask the questions to the
whole class. Encourage them to
compare their experiences.
a hundred and thirty-three 133

23/05/11 15:49 179225 _ 0124-0133.indd 133 23/05/11 15:49 Assessment worksheet 11
Test 11
Values education
Discuss animal rights movements with Ss. Ask Ss if they think it is cruel to
involve animals in traditions. Do you know of any animal rights movements?
What do these movements say about animals? Do you agree?
Further activities
Ss copy these sentences in their notebooks and answer true or false.
a. A tradition is a custom passed on from generation to generation. (T.)
b. If there are more deaths than births and nobody leaves or comes to
the village, the population increases. (F.)
c. Big cities like Madrid and Barcelona are sparsely populated. (F.)
d. Sevillanas are traditional dances from Madrid. (F.)
e. A census is carried out every 10 years. (T.)
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12 Landscapes
Unit content

To learn about the primary sector in Spain The primary sector

To learn about the secondary sector in Spain
To learn about the tertiary sector in Spain

The secondary sector
The tertiary sector
U
To learn how to read a road and transport map Interpreting a road and transport map
To read descriptions of jobs in the primary and Appreciating other peoples jobs
tertiary sectors Equality in the workplace
To learn about equality in the workplace
Reading texts and answering questions about the
Language objectives characteristics of the primary sector in Spain
To give examples using such as: They include Studying a sequenced diagram to learn about the
olives and grains, such as wheat. process of garment fabrication
To ask for explanations with Why? and give Reading texts and answering questions about the
replies using due to: Why has production in crop characteristics of the tertiary sector in Spain
farming increased? It has increased due to Completing index cards about work in the primary
modern farming techniques. sector
To express appreciation using thanks to: Interpreting a road and transport map
Thanks to his job, we have books to read and Writing descriptions of important jobs
consult.
Discussing the role of women in the workplace
Assessment criteria Showing interest in learning about economic activity in

Describe the characteristics of the primary Spain
sector in Spain Showing respect and appreciation for other peoples
Describe the characteristics of the secondary jobs
sector in Spain Reflecting on the need for equality in the workplace
Describe the characteristics of the tertiary
sector in Spain
P
Read and interpret a road and transport map
Describe the contributions of workers in all
three sectors of economic activity
Argue in favour of equality in the workplace
134A
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Competences
Competence in linguistic Social competence Autonomy and personal
communication and citizenship initiative
Reading extensively for gist Understanding that all three Understanding that jobs belong to
(SB pp. 136 and 137: The economic sectors contribute to the specific sectors of the economy,
primary sector in Spain; pp. 138 development of Spain (SB p. 139: and that the three sectors are
and 139: The secondary sector From cotton to T-shirts; p. 144: Read interdependent (SB p. 139: From
in Spain; p. 140 and 141: The the summary; p. 145: Appreciate cotton to T-shirts; p. 145:
tertiary sector in Spain) other peoples jobs) Appreciate other peoples jobs)
Discussing the right of women to Investigating the diverse economic
equal work and equal pay (SB p. activities in Spain (SB p. 145:
145: Equal jobs for men and women) Appreciate other peoples jobs)
Unit outline
Unit 12. Economic activities
The primary sector The secondary The tertiary sector

in Spain sector in Spain in Spain
Your turn! Hands On!

From cotton to T-shirts Road and transport networks
I can Our world

Revision
Appreciate other peoples jobs Equal jobs for men and women

Content: understanding the interdependent nature September October November December January
of modern day industrial production; realising that
jobs like nursing, teaching and writing are also
economic activities; differentiating between the
public and the private sector February March April May June
Language: the plural of nouns ending in -y: quarry,
factory, industry; learning the vocabulary related to
road and transport networks
134B
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Objectives
To revise jobs related to nature,
industry and services
12 Economic activities
W
To review manufactured products

1.
Key language
Vocabulary and structures: bright, calf
/ calves, cowshed, ecological, field,
graze, look after, receive (special
attention) relaxed, sponsored (by);
farming, fishing, mining, stockbreeding;
manufactured product; communication
/ cultural / education / financial / 12.1
health / tourism / transport services 2.
A
Presentation
Ask: What job does your father do?
Does he work in the city or in the
country? Does he work alone or in a
team? What about your mother? Happy cows
(Explain that being a housewife is a THINK ABOUT
Marta Alvarez is a dairy farmer in Galicia. However,
job and that running a house involves
she is not a traditional farmer. She has a special
a lot of work). What job would you like What do dairy farms
way of looking after her fifty-six cows. She plays produce?
to do when you are older? Do you need
classical music to them. She talks and sings to What special attention do
to study to do this job? Why would you
them. The cowsheds are painted in bright colours Martas cows receive?
like to do this job? What job would you
with photographs and paintings on the walls. According to Marta,
not like to do? Why not? what are the advantages
The cows graze in the green fields of the farm.
Ss look at the photograph and of having happy, relaxed
Marta believes that happy, relaxed cows give better cows? 3.
describe what they see.
quality milk, live longer and have more calves. Have you ever visited
A volunteer reads the text. Explain The cows are sponsored by famous people who a dairy farm?
that graze means to eat grass and love this ecological method of producing milk.
that calves are baby cows. Ask: What
is Martas job? Is she like other 134 a hundred and thirty-four
farmers? What kind of animals does
she look after? Why do the cows give 179225 _ 0134-0145.indd 134 23/05/11 15:49179225 _ 0134-0
better milk? What kind of music would

you play to animals on a farm so that
they were more productive? Values education
Nobel prizes are awarded to people who have made great contributions
to Physics, Chemistry, Medicine, Literature, Economics and Peace. The
President of the USA, Obama, won the Nobel Peace Prize in 2010. The
Spanish writer Camilo Cela won the Literature prize in 1989. Ask Ss who
they would give prizes to and why.
Further activities
Show flashcards or photographs of different professionals at work. Ss
name and discuss the jobs.
Divide the class into small groups. Describe jobs. For example: This
person looks after sick animals. This person repairs cars. Ss write the
jobs. Read the descriptions again. Ss give their answers.
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UNIT 12
Jobs related to nature IN THIS UNIT, YOU WILL Jobs related to nature
Some jobs, such as farming, stockbreeding,
fishing and mining, obtain resources directly Learn about the A volunteer reads the text. Explain
from nature. primary sector. that stockbreeding means looking
Find out about the after large numbers of animals, such
secondary sector.
1. What jobs do farmers do? Name three. as cows.
Discover how T-shirts
are made and sold. Ask: What do miners get from under
Learn about the the ground? Revise other resources
Jobs related to industry tertiary sector. obtained from under the ground
In some jobs, raw materials are transformed Learn how to read a (petroleum, gas, coal, diamonds, etc.)
into manufactured products. These are jobs in map showing
transport networks. 1.Choose volunteers to give answers.
industries.
Appreciate the value Write them on the board. Ask: Would
of other peoples you like to be a farmer? Is farming
12.1 jobs. easy? What time do farmers get up? Do
2. Which pictures are manufactured products? Appreciate the they have public holidays like other
importance of
workers?
equality between
A B C D men and women.
Jobs related to industry
A volunteer reads the text. Ss give
examples of different types of
industries. (Steel industry, car
industry, computer industry, textile
industry, cement industry, etc.)
Jobs related to services
2.Ss look at the pictures and identify the
Some jobs do not produce material goods.
manufactured products.
They provide services for other people. Some
examples are education, health, transport, Play track 12.1. Ss look at the
communication, tourism, cultural and pictures, listen and check their
financial services. answers.
3. Name two jobs related to transport services Jobs related to services

and two jobs related to health services.
A volunteer reads the text. Ask: Who
works in education? Who works in
transport? What do they do?
3.Ss work in pairs and write the
a hundred and thirty-five 135 answers. Ask volunteers to give their
answers. Write them on the board for
23/05/11 15:49179225 _ 0134-0145.indd 135 23/05/11 15:50
Ss to copy in their notebooks.
Further activities
Explain that the hospitality industry is a service industry. Elicit
examples of places where hospitality services are provided (hotels,
bars, restaurants, cafeterias, camp sites, etc.) and of the people who
work there (chefs, cooks, cleaners, receptionists, secretaries, maids,
kitchen staff, etc.). Write Ss answers on the board as vocabulary
webs.
Ss keep a diary of all the workers they come into contact with during a
week. They then sort the workers out into their corresponding category:
nature, industry, services. Ss share their findings with the class.
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The primary sector in Spain
Objectives M
44 M
To understand that the primary sector 1 Primary sector activities No
No
obtains products from nature Do you have cereals, milk and fruit juice for
Sp
Sp
A ar
are
To learn about primary sector breakfast? These foods are grown or produced
gr
gra
activities: crop farming, stockbreeding, by people working in the primary sector. These
people obtain resources directly from nature.
mining and fishing
The main activities of the primary sector are
farming, stockbreeding and fishing.
Key language Other jobs include mining and forestry.
Vocabulary and structures: crop These days, the number of jobs in the primary
farming: decline, dry / irrigated crops, sector in Spain is declining. B
fruit, grains, increase, olives,
vegetables; stockbreeding: extensive,
2 Crop farming
poultry farm; mining: cinnabar, coal,
The number of people working in crop farming
extracted, granite, gravel pits, marble,
has declined in recent years. However, 12.2
12.2
mercury, sand, slate, zinc; fishing: production has increased due to modern A. Dry crops. B. Irrigated crops. Olive trees Fi
55 Fi
imposed (by), overfishing, restriction farming techniques. There are two main types are dry crops. Leeks need to be irrigated
to grow. Fi
Fis
of crops in Spain:
pr
pri
Irrigated crops. These crops need a lot
Presentation of water in order to grow. They include
aa v
pe
pe
oranges, lemons, peaches and other th
the
1 Primary sector activities
fruit and vegetables, such as lettuces, ov
ov
A volunteer reads the text. Ask: What tomatoes and peppers. re
rea
are the main activities in the primary Dry crops. These do not need much water
sector? Are there more jobs in this in order to grow. They include olives and
grains, such as wheat.
sector now than in the past? (No.) Why
do you think this is? (More machines,
people prefer living in the city.) 3 Stockbreeding
Stockbreeding involves different animals.
2 Crop farming Pigs are very important for fresh meat and
Explain that crops are plants, such as cold meats, such as ham. Poultry farms
provide us with chicken and eggs. Cows 1
cereals, grown in large amounts.
are important for dairy products and meat.
A volunteer reads the text. Ask: Why Sheep provide us with meat and milk, as well 2
has the number of people working in as wool. Extensive farming, when animals 3
Extensive farming. Cattle grazing in a
crop farming fallen? Why has graze over large areas of land, is mainly mountain region. 4
restricted to cows and sheep.
production increased? What fruits and
vegetables are irrigated crops? Do dry
136 a hundred and thirty-six
crops need a lot of water? What are
two examples of dry crops?
179225 _ 0134-0145.indd 136 23/05/11 15:50179225 _ 0134-0
Look at the photographs of crops and

read the caption. What do we use
olives for? Do you eat leeks? Further activities
Write a list of animals on the board. Ss write the name of meats and
3 Stockbreeding other produce (eggs, etc.) that come from each animal and materials
Ss look at the cattle. Ask: Why are that we obtain from them. For example, cow: meat, sausages, leather.
there cows in these fields? (There is Organise a visit to a farm school in the Autonomous Community. After
lots of grass to eat.) the visit, Ss make a file card about one of the tasks carried out on
A volunteer reads the text. Ask: What the farm.
animals does stockbreeding involve?
What kind of farms do eggs come
from? What else do we get from
stockbreeding? (Meat, milk, wool, etc.)
136
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UNIT 12
Mining
44 Mining 4 Mining
Not many
Not many people
people are
are employed
employed in in mining
mining in
in A volunteer reads the text. Ask: What
Spain. However,
Spain. However, aa wide
wide variety
variety of
of materials
materials materials are mined in Spain? Are
are mined,
are mined, such
such as
as coal,
coal, zinc,
zinc, mercury,
mercury, there any mines in your Autonomous
granite, marble
granite, marble and
and slate.
slate.
Community?
Gravel and
Gravel and sand
sand are
are extracted
extracted from
from
gravel pits.
gravel pits. Ss look at the photograph of the
gravel pits and read the caption.
Marble and
Marble and granite
granite are
are extracted
extracted from
from
quarries.
quarries. Explain that gravel pits are essential
Mercury is
Mercury is found
found in
in aa mineral
mineral called
called
for construction because crushed
cinnabar. Cinnabar
cinnabar. Cinnabar is is extracted
extracted from
from rocks are used to make cement. When
mines.
mines. cement is mixed with water, crushed
Coal is
Coal is extracted
extracted from
from mines
mines deep
deep rocks and sand, it makes concrete.
Gravel pits by the river Jarama near Madrid.
beneath the
beneath the ground.
ground. Materials used in building are extracted from Ask Ss to name uses of concrete
gravel pits. (houses, roads, bridges, etc.).
12.2
12.2
Fishing
55 Fishing 5 Fishing
Fishing is
Fishing is still
still an
an important
important part
part of
of the
the A volunteer reads the text. Ask: If
primary sector
primary sector in in Spain.
Spain. The
The country
country has
has Spanish people eat a lot of fish, why
aa very
very extensive
extensive coastline,
coastline, and
and Spanish
Spanish
has fishing declined in Spain?
people are
people are the
the third
third consumers
consumers ofof fish
fish in
in
the world.
the world. However,
However, fishing
fishing has
has declined
declined Ss look at the photograph and read
over the
over the last
last fifty
fifty years.
years. There
There are
are two
two the caption. Ask: Why is this job
reasons for
reasons for this:
this: dangerous? (Fishermen are exposed
when too
Overfishing, when
Overfishing, too many
many fish
fish are
are to extreme weather conditions at sea.)
caught, has
caught, has reduced
reduced many
many species.
species. Would you like to be a fisherman? What
on fishing
Restrictions on
Restrictions fishing areas
areas at
at sea
sea do people fish? (Cod, tuna, crabs,
A fishing boat out at sea. Fishing is an important
have been
have been imposed
imposed byby European
European and
and
part of the primary sector in Spain. lobster, prawns, etc.) Whats your
international policies.
international policies.
favourite seafood?
Questions information about the primary sector
in Spain and say True or False.
1. Name four activities in the primary sector.
2. Why has production in crop farming increased?
3. Why has fishing declined in recent years in Spain? Teachers Resource Book
4. Which primary sector activities are there in your Autonomous Community? Reinforcement worksheet 32
a hundred and thirty-seven 137 Activity Book

23/05/11 15:50179225 _ 0134-0145.indd 137 23/05/11 15:50
Pages 70 and 71
Values education
Discuss the threat to fish populations of overfishing. Some fish species
are facing extinction. Ask Ss what this means for people. (No fish to eat
and no work for fishermen.) There are now fishing laws which try to control
the number and size of fish caught. Ss research fish that is eaten in Spain
and find out which species of fish are in danger of extinction: http://www.
greenpeace.org/international/seafood/red-list-of-species
Further activities
Ss mime a job from the primary sector. The class guess the job and
say what tasks the student was miming.
In small groups, SS find out about other jobs in the primary sector,
such as apiculture (beekeeping), horticulture and forestry.
137
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The secondary sector in Spain
Objectives M
33 M
To learn that the secondary sector 1 What is the secondary sector? Se
Se
transforms raw materials into This Science book you are now reading
Sp
Sp
manufactured products m
ma
was printed in a factory. Paper is an
th
the
To differentiate between different important raw material. After a long
Gr
Gr
process, it is transformed into a book.
types of industry ne
ne
The secondary sector transforms raw
To identify industries in Spain materials into manufactured products.
In
In
ar
are
Industries in the secondary sector include fa
fac
Key language factory work, the construction industry, car an
an
manufacturing, the chemical industry, the
Vocabulary and structures: bricklayer, metallurgical industry, the food industry,
belong to, carried out (by), electrician, graphic arts, and craft industries, among
engineer, factory work, manufactured others.
products, publish, raw materials;
industries: car manufacturing,
chemical / construction / craft / food /
metallurgical / technological, graphic Factory work. At factories, there are workers who
arts; cotton plant, thread, woven into specialise in one task, for example, packers.
(fabric), cut out, sew
12.3
2 The construction industry

Presentation Construction is one of the most important
activities in the secondary sector. It was
1 What is the secondary sector?
very important in Spain until the economic
Ss describe the photo of the factory. crisis of recent years.
Read the caption. Ask: Do you know The construction industry carries out
anyone who works in a factory? private and public works. The construction
of houses generally belongs to the private
A volunteer reads the text. Ask: What sector. The building of roads, bridges and
industries are included in the secondary tunnels is usually carried out by the public
sector? Say: What things in the room sector.
were manufactured in a factory? What
raw materials were used?
2 The construction industry

Construction. Many jobs are involved, such as
A volunteer reads the text. Ask: Why is bricklayers, engineers and electricians.
this industry so important? Explain that

private works are paid for by individuals 138 a hundred and thirty-eight
or companies. Public works, such as
roads, hospitals and schools, are paid 179225 _ 0134-0145.indd 138 23/05/11 15:50179225 _ 0134-0
for by the government.

Ss describe the photograph. Read the
Further activities
caption. Ask: What different people
work in construction? Show flashcards Write a list of buildings on the board. Ss decide if they are public or
or pictures of people who work in private works.
construction and name the jobs. Ss research the types and uses of concrete.
(Bricklayer, electrician, plumber,
plasterer, etc.) Ss say what each job
involves.
information. Then, they listen to the
questions and answer.
138
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UNIT 12
Main industries
33 Main industries in
in Spain
Spain 3 Main industries in Spain
Several industries
Several industries are
are very
very important
important in
in A volunteer reads the text. Ask: What
Spain. These
Spain. These include
include the
the food
food industry,
industry, car
car industries are important in Spain?
manufacturing, the
manufacturing, the metallurgical
metallurgical industry,
industry, What is graphic art? What things in
12.3
the chemical
the chemical industry
industry and
and graphic
graphic arts.
arts.
your home were made in a factory?
Graphic arts
Graphic arts industries
industries publish
publish
newspapers, books
newspapers, books and
and magazines.
magazines. 12.3
Explain that food goes to factories
In recent
recent years,
years, technological
technological industries
industries
because it needs to be processed and
In
are becoming
are becoming important.
important. These
These include
include put into bottles, jars, bags or cans.
factories that
factories that produce
produce electronic
electronic products
products A biscuit factory. Many people work in the food
industry. Ss look at the photograph of the
and computer
and computer components.
components.
biscuit factory and read the caption.
Ask: Why are the women wearing hats?
YOUR TURN ! Your turn!

From cotton to T-shirts
12.4
From cotton to T-shirts
Ss look at the photographs. Choose
o
1. Growing cotton. volunteers to read the texts. Ask: Is
Cotton plants
are grown in cotton grown in cold or warm climates?
warm climates. What do the machines in the factory
Cotton is
picked about do? Who creates the T-shirts and the
100 days after patterns? Do people or machines cut
it is sown.
2. Making the fabric. In the factory, workers use out the shapes? How do the T-shirts get
3. Design and
machines to obtain cotton threads. The threads to the shops?
are woven into fabric by other machines.
manufacture.
Designers create
Play track 12.4. Ss listen and read
the T-shirts and the 4. Selling. The about the process: From cotton to
patterns to go on T-shirts are
them. Machines packed in boxes.
T-shirts.
cut out the shapes. Lorries take them Ask: What is the first job? Who does
Workers use to the shops.
machines to sew the Shop assistants this? What happens at the factory first?
shapes together. sell the T-shirts. Who creates the shape and colour?
What do they use? Who sews the
a. What jobs are involved in making T-shirts? Write about each one. material? What do the packers do?
Example: Some workers sew the shapes together.

Who takes the T-shirts to the shops?

b. What sector does each job belong to: primary, secondary or neither? Who sells the T-shirts?
Put the Ss answers on the board so
they can use them to answer the
a hundred and thirty-nine 139 question in their notebooks.
23/05/11 15:50179225 _ 0134-0145.indd 139 23/05/11 15:50
Choose volunteers to say what sector
each job on the board belongs to,
primary, secondary or neither. Correct
Further activities the answers.
Ss read the labels on six foods at home and find out who manufactured
them and where.
Ss look at videos of how things are made in factories. For example,
How its made: Frozen pizza at http://www.dailymotion.com/video/
x3w3w0_how-its-made-frozen-pizza_news
Activity Book
Pages 72 and 73
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The tertiary sector in Spain
Objectives To
44 To
To understand that the tertiary sector 1 Services To
To
provides services The tertiary sector is also called the service sector.
le
lea
co
co
To learn about some services: trade, Services do not provide us with material goods.
re
res
health and education, tourism, Instead, they offer us such things as trade, health,
de
de
education, tourism and transport.
transport su
su
su
su
To learn about financial and public
in
in
services 2 Trade ci
cit
Trade is the buying and selling of products, for M
Ma
example, when shopkeepers sell products
Key language to customers. Teachers work in the tertiary sector.
Vocabulary and structures: customer, Domestic trade means buying and selling products Tr
55 Tr
domestic / foreign trade, exports / within a country. It includes products we buy in
Tr
Tra
imports, shopkeeper; compulsory, shops and supermarkets.
W
We
health centres, primary / secondary / Foreign trade means buying and selling products an
an
university education, run (by); lead to, to and from other countries. al
als
Imports are products which we buy from other Sp
Sp
tourism; financial / legal / public
services; businessmen, merchandise countries. Exports are products which we sell Tr
Tra
to other countries. m
me
Spain buys, or imports, more products than it to
to
Presentation exports. The main imports are petrol, heavy in
ind
machinery, electrical appliances, car components Pa
Pa
1 Services and telecommunications products. The main ro
roa
Domestic trade includes buying and
exports are cars, fruit and vegetables, medicines
A volunteer reads the text. Ask: What selling products in a supermarket.
and electrical goods. 12.5
12.5
kinds of services are there?
O
66 Ot
Ss look at photograph of the school
3 Health and education Ot
Ot
and read the caption: Ask: Where are
the children? What do teachers do? Health services are provided in hospitals, clinics
and health centres. Most of these services are
2 Trade public and are run by the government through
the Social Security System.
Education services consist of primary, secondary
is trade? What is domestic trade? Ask: and university education. The government provides
What is foreign trade? What is the free, compulsory education in primary and secondary Ot
Ot
Hospital in Madrid. Hospitals provide
difference between exports and schools. Private schools also provide primary health services. te
tel
imports? Does Spain export more than and secondary education. pr
pro
it imports? (No.) What does Spain
import? What does Spain export? 140 a hundred and forty
Ss look at the photograph of the

179225 _ 0134-0145.indd 140 23/05/11 15:50179225 _ 0134-0
supermarket and read the caption.
What are the man and the boy doing?
Values education
3 Health and education
Ambulance drivers, firefighters and the police all form part of the emergency
Ask: Where do you go when you are ill services. They provide a service to make people safer. Ask Ss if they know
or if you break a bone? Who attends what number to dial in an emergency (112). Ss draw or find pictures of a
you in these places? (Doctors, nurses, member of the emergency services and say what they do.
receptionists, radiologists, etc.)
hospital. Ask: Are hospitals busy places? Further activities
Have you ever been in hospital? Why? Divide the class into small groups. Each group makes a list of jobs in
A volunteer reads the text. Ask: Who the tertiary sector. The groups share their lists with the class.
manages health services? What do you Ss take note of the services offered where they live. Then, they suggest
do when you finish primary education? what other services the area needs.
(Secondary education.) Is education
optional? Do citizens pay for education?
Are all schools public?
140
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UNIT 12
Tourism
44 Tourism 4 Tourism
Tourism is
Tourism is very
very important
important forfor Spain.
Spain. ItIt Ask: Where did you go for your last
leads to
leads to the
the creation
creation ofof many
many jobs
jobs inin holiday? Did you stay in a hotel? Where
construction, as
construction, as well
well as
as in
in hotels
hotels and
and did you eat? What did you do? Explain
restaurants. Spain
restaurants. Spain isis aa very
very popular
popular tourist
tourist
that all the people that made the
destination. Most
destination. Most tourists
tourists visit
visit Spain
Spain inin
summer to
summer to enjoy
enjoy the
the beaches
beaches and and the
the holiday possible work in the tertiary
sunny climate.
sunny climate. There
There has
has been
been anan increase
increase sector: travel agents, hotel
in cultural
in cultural tourism;
tourism; people
people come
come to to visit
visit receptionists, maids, chefs, waiters,
cities such
cities such as as Granada,
Granada, Barcelona
Barcelona and and Tourists stopping for lunch while visiting monuments. lifeguards, etc.
Madrid, to
Madrid, to see
see the
the monuments.
monuments.
Ss look at the photo and read the
caption. Ask: Are there many tourists
Transport where you live? What do they visit?
55 Transport
Transport is
Transport is another
another important
important service.
service. A volunteer reads the text. Ask: Why
We need
We need transport
transport to
to go
go from
from one
one town
town to
to do foreign tourists like to visit Spain?
another. Foreign
another. Foreign tourists
tourists and
and businessmen
businessmen Which cities do tourists visit? Why?
also use
also use transport
transport services
services when
when they
they visit
visit
Spain.
Spain. 5 Transport
Transport is
Transport is also
also essential
essential for
for moving
moving
Ask Ss what forms of transport they
merchandise. Raw
merchandise. Raw materials
materials are
are taken
taken
to factories.
to factories. Products
Products from
from farming
farming and
and normally use.
industry are
industry are taken
taken to
to consumers.
consumers. A volunteer reads the text. Ask: Why is
Terminal 4 at Madrid-Barajas airport.
Passengers and
Passengers and merchandise
merchandise travel
travel by
by This is the busiest airport in Spain.
transport important?
road, rail,
road, rail, sea
sea and
and air.
air.
Ss make a list of what is needed for a
good transport system. (Roads,
12.5
12.5
motorways, railways, modern vehicles,
Other services
66 Other services traffic regulations, road signs, air
Other important
Other important services
services are:
are: traffic control, etc.)
Questions
Banks provide
services. Banks
Financial services.
Financial provide
Ss look at the photograph of Terminal 4
financial services.
financial services. 1. Give three examples of services
provided by the tertiary sector. and read the caption. Ask: Have you
Services such
services. Services
Public services.
Public such asas
been to an airport? What jobs do people
rubbish collection
rubbish collection and
and street
street lighting
lighting 2. What is the difference between
are provided
are provided by
by the
the government
government or or domestic and foreign trade? do at an airport?
the local
the local council.
council. 3. Why is tourism important for Spain?
6 Other services
Other services,
Other services, such
such as
as legal
legal services,
services, 4. Why is transport important for
e
telecommunications and
telecommunications and electricity,
electricity, are
are trade? A volunteer reads the text. Ask: What
provided by
provided by private
private companies.
companies. services do banks provide? What
services provide rubbish collection and
a hundred and forty-one 141 street lighting? What are some other
services?
23/05/11 15:50179225 _ 0134-0145.indd 141 23/05/11 15:50
Ask: What public services are there in

your municipality?
Further activities Play track 12.5. Ss listen to people
Ss make a list of jobs people do in their school. Remind them of talking about their jobs and say
people other than teachers: the people who clean the school, make primary, secondary or tertiary sector.
photocopies, organise teachers, etc.
Ss make a list of people they come into contact with during the week. Teachers Resource Book
They organise the list by the economic sector of the peoples jobs. Ss
report which sector they have more direct contact with. Reinforcement worksheet 34
Activity Book
Pages 74 and 75
141
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Activities
Objectives
To revise the key concepts of the unit 1 Copy and complete these index cards about work in the primary sector in Spain.
their own learning Farming Stockbreeding Mining
To study a road and transport map

Main crops: Main types of Main materials
______________________ livestock: extracted:
______________________ ______________________
Key Language ______________________
______________________ ______________________ ______________________

Vocabulary and structures: industries: ______________________ ______________________
______________________
chemical, food, graphic arts,
______________________ ______________________ ______________________
technological; primary sector: farming,
mining, stockbreeding; services:
cultural, tourist, trade, transport; dual
carriageway, high-speed (railway), 2 Match the products to the industries that manufacture them.
network
A B C D E
Activities BLEACH
1 Copy and complete these index cards

about work in the primary sector in
Spain. chemical industry food industry graphic arts technological industry
Revise the primary sector: What are
crops? What is stockbreeding? What is
livestock? What is fishing? What fish do 3 Read the text. Copy and complete the card with the services this tourist has used.
we eat? What is mining? Etc. Hans is a German tourist who arrived at Madrid-Barajas airport yesterday.
Ss copy the index card and write their At the airport, he went to the tourist information desk to find out about hotels
and monuments. Then, he took a taxi to his hotel. At the hotel, the receptionist gave him
answers. Choose volunteers to correct a room. Before he visited the Prado Museum, he had lunch in a restaurant.
the activity.
Name TYPE OF SERVICE

2 Match the products to the industries
of service trade cultural tourist transport
that manufacture them.
Ask Ss what each picture is. Ss say Airport
which industry manufactures each

product. 142 a hundred and forty-two
3 Read the text. Copy and complete the 179225 _ 0134-0145.indd 142 23/05/11 15:50179225 _ 0134-0
card with the services this tourist has

used.
Further activities
A volunteer reads the text. Ask: Where
is the tourist from? How did he come to Explain that the entertainment industry is part of the services sector.
Spain? How did he know where to find Ask Ss to make a list of forms of entertainment and some of the jobs
a hotel and which monuments to visit? involved.
How did he go to the hotel? Who gave Ss research places of interest for tourists in their Autonomous
him a room? What museum did he Community: monuments, churches, cathedrals, castles, markets,
visit? Where did he have lunch? landscapes, etc. Ss display the information on a mural, encouraging
Ss work in pairs to discuss the tourists to visit the area.
answers. Copy the file card on the
board and ask volunteers to give their
answers. Ss copy the completed card
in their notebooks.
142
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UNIT 12
Hands on!
Road and transport networks
Hands Read the title and explain that a

on! network is a large system consisting
Road and transport networks
of similar parts that are
This map shows towns and the transport networks that connect them interconnected to permit movement or
in the Autonomous Community of Madrid. It also shows the principal
airport.
communication.
Volunteer read the texts. Ss look at
The colours and Capital of the Autonomous the key and find the symbols on the
different types of lines Community
indicate railways, Other towns map.
Buitrago
motorways, dual del Lozo ya
carriageways and
Motorway or dual carriageway
Ss look at the map. Ask: Why are the
Main road
other roads. roads in different colours? What is the
Minor road
Railway line
scale of the map? What towns are in
High-speed railway line the north? And in the south?
Collado
Airport Choose volunteers to describe the
Villalba meaning of each symbol.
The airport is Alcobendas
represented Alcala de Henares
In pairs, Ss discuss possible routes to
by an Madrid
Torrejon
The key explains get to Buitrago from Alcala. Remind
illustration. the symbols
909366U12p171 leyenda
Alcorcn
de Ardoz
on the map. them that more than one answer is
San Mar tin
de Valdeiglesias
Mostoles
Getafe
possible. Choose volunteers to give
Arganda del Re y
their answers. Ask: Which is the
y quickest route, by motorway or by
Villarejo minor roads? What advantages does
de Salvanes
travelling by train have?
Aranjuez

SCALE
0 12
Kilometres
Look at the key and say what each symbol represents.

You want to go from Alcala de Henares in the east to Buitrago de Lozoya in the north.
909366U12p171
How can you get there? What alternative routes can you take? Can you go by train?
In pairs, describe a route using the road and rail networks. Say your starting point
and your partner guesses the destination.
a hundred and forty-three 143
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Further activities
Ask Ss to describe their favourite form of transport and describe a
journey they enjoyed.
Talk about the advantages and disadvantages of using public transport.
Organise a trip to a local library so that Ss see how this service
works. Ss write about how a lending system works and the basic
rules of a library. Explain that book lending schemes also exist on the
underground system in Madrid. Passengers can borrow books and
return them at a later date. Say that some municipalities also have
library buses, called bibliobuses. Ask Ss if they have seen a bibliobus
and if they can think of other places where there could be libraries.
143
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11
Revision I
Objectives 12.6

of the unit
To practise summarising a text The primary sector
To give Ss the opportunity to evaluate The main activities in the primary sector are farming,
their own learning stockbreeding, fishing, mining and forestry. The primary
sector has declined in Spain in recent years.
Key Language The secondary sector

Vocabulary and structures: primary The main activities in the secondary sector are industry and
construction. The most important Spanish industries are the food
sector: farming, fishing, forestry,
industry, car manufacturing, the metallurgical industry, the chemical
mining, stockbreeding; secondary industry and graphic arts.
sector: car manufacturing, chemical /
food / metallurgical industry, graphic The tertiary sector
arts; tertiary sector: education, health, The tertiary sector is also called the service sector. Services do not
tourism, trade, transport; affect, cured, provide us with material goods. Instead, they offer us such things as
disease, quarryman; apply for (a job), trade, health, education, tourism and transport.
hire

Revision
1 Read the summary. ECONOMIC ACTIVITIES
Play track 12.6. Pause the recording

can be divided into three sectors
to ask questions: What are the main
activities in the primary sector? Is this
sector growing? What are the main PRIMARY
activities in the secondary sector?
What is the tertiary sector also called? for example for example for example
Does it provide us with us goods?
Name examples of services. Write the
main answers on the board.
farming industry trade

from the summary.
and use information from the 144 a hundred and forty-four
summary and the board to complete
it. Choose volunteers to give their 179225 _ 0134-0145.indd 144 23/05/11 15:50179225 _ 0134-0
answers and correct the activity. Put

the completed chart on the board for Values education
Ss to make corrections.
Explain that very often we do not value other peoples jobs. We only value
jobs where people are famous or earn a lot of money. But all jobs are
important. Ask: What would happen if there were no farmers or secretaries,
or rubbish collectors? What other jobs are important?
Further activities
Play Hangman with jobs and professions. To win, the Ss who guess the
word must say what economic sector the job belongs to.
Ss compile a list of people who work at night. For example, newspaper
printer, office cleaner, security guard, night porter, nurse, doctor,
telephone operator, petrol station attendant, rubbish collector, road
12.6 See transcripts, page 197 repair worker, etc.
144
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UNIT 12
I can
Appreciate other peoples jobs I can
Emma and Dan have made a list of jobs. They are going to decide Appreciate other peoples jobs
which jobs most affect other peoples lives. Explain that all jobs are important.
Ask: Who makes cars? Who repairs
them? Who mined the graphite to
make your pencils?
Ss look at the pictures. Ask: Why is
the quarryman wearing a helmet? Why
Quarryman Research worker Writer Computer technician
is the computer technician wearing
Thanks to his job, we Thanks to her job, Thanks to his job, Thanks to her job, we
have stones to build many diseases can be we have books have computers at protective glasses?
houses. cured. to read and consult. home and at work.
Read the texts. Ask: Why is each job
Write how the following jobs affect our lives. important?
A volunteer reads out the three jobs.
teacher footballer pianist In pairs, Ss discuss what a teacher, a
footballer and a pianist do for us.
Think of three more jobs. In your notebook, explain why they are
Choose volunteers to give their
necessary for other people.
answers and write them on the board.
Ss think of more jobs and write in
OUR WORLD their notebooks why they think these
Equal jobs for men and women jobs are important. Volunteers read
their answers to the class.
Both men and women can do most jobs. For
example, both can qualify to become doctors, lorry
drivers, pilots, or engineers. However, some people
think that certain jobs should only be for men and
Our world
others, only for women. Equal jobs for men and women
In addition, women often earn less money for doing the same job as
men. Do you think this is fair? A volunteer reads the text: Ask: Do
you think men and women can do the
Lucy has a license to drive buses. She has applied for a job with Billys
Buses. The company does not want to hire her because she is a woman. same jobs?
What do you think about this decision? Explain. Would you hire Lucy? Ss discuss the question and say
Make a list of jobs which you associate more with men than women, whether they would give Lucy the job.
and vice versa.
In pairs, Ss make lists of jobs
traditionally associated with men and
jobs traditionally associated with
women.
a hundred and forty-five 145
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Further activities Test 12
Invite parents to the school to talk about their jobs.
Explain that some parents decide to stay at home and look after their
children. Managing a house involves a lot of different tasks. Ask Ss
to compile a list of all the domestic activities carried out in the home
in a day.
Ss choose a job and investigate what studies or skills are necessary
to do it.
The class makes a mural divided into three parts, one for each sector
of the economy, with pictures and drawings of jobs in each sector.
145
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Unit content

To learn how the Spanish state is organised The political organisation of the Spanish State
To learn about the different types of elections The rights and obligations of Spanish citizens
in Spain The participation of Spanish citizens in politics
To learn what the Statutes of Autonomy define Reading the Declaration of the Rights of the Child U
To learn how citizens participate in politics How to write a code of conduct for the classroom
To read and discuss the Declaration of the The need to respect the rights of others
Rights of the Child
To write a code of conduct for the classroom Reading a text and answering questions about the
United Nations
Language objectives Listing the different types of elections in Spain
To use the indefinite pronouns no one, anyone, Explaining the difference between rights and
everyone, everybody, others obligations
To use all and each correctly: For each right, we Matching political representatives with the electoral
have an obligation. All citizens have the right to process that chooses them
participate in matters of general interest. Reading texts and answering questions about general
To use the adjective several correctly: In a elections
democratic state there are several political Writing additional rights for the Declaration of the
parties. Rights of the Child
To use the right to + noun and the right to + Listing obligations children have
verb correctly: the right to protection; the right
Producing and illustrating a code of conduct for the
to receive food.
classroom
Assessment criteria Showing interest in learning how citizens can

Explain how the Spanish state is organised participate in politics
Describe the different types of elections in Understanding the importance of the Declaration
Spain of the Rights of the Child
Explain what the Statutes of Autonomy define Respecting the rights of the people around us P
Describe how citizens participate in politics

Explain what the Declaration of the Rights of
the Child represents
Understand why codes of conduct are necessary

Produce a code of conduct for the classroom
146A
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Competences
Competence in linguistic Social competence Competence in learning
communication and citizenship to learn
Understanding concepts and Learning about the different Identifying and describing
expressing them in ones own types of elections in Spain (SB childrens rights and obligations
words (SB p. 151: Questions; p. 149: Elections; p. 152: Read (SB p. 153: Declaration of the
p. 152: Read and answer the and answer the questions about Rights of the Child; p. 155: I can
questions about general elections in general elections in Spain.) write a code of conduct)
Spain.) Learning the difference Studying the concepts that
Expressing opinions (SB p. 153: In between rights and obligations underpin the democratic state
your opinion, which three rights are (SB p. 150: How citizens (SB p. 148: Spain is a democratic
the most important?) participate; p. 151: Questions) state; p. 150: Equal before the
law; Freedom of expression;
p. 155: Our world)
Unit outline
Unit 13. Political institutions
How the state How citizens

is organised participate
Your turn!
Declaration of the Rights
of the Child
I can Our world

Revision
Write a code of conduct Respect for others

Content: understanding the concepts of democracy, September October November December January
political parties, types of elections, rights and
obligations
Language: pronouncing words ending in -ion:
organisation, constitution, election, obligation February March April May June
146B
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Objectives
To revise government responsibilities
To review the local council and public
W
services
1.
Key language
Vocabulary and structures: aim, at
close hand; although, (be) founded,
government, headquarters, councillor,
elect, local council, make a decision,
make up, mayor, on behalf of
Presentation
Ask: Do you always get on well with 13.1
2.
your friends, or do you sometimes
argue and stop being friends? How do
you solve the problems you have with
your friends? Do you listen to them, or
do you stop speaking to them? Explain The United Nations
that sometimes we need the The United Nations is one of the most THINK ABOUT
intervention and help of others to important international organisations in the
resolve problems between people. Where do you think this
world. Its main aims are to keep the peace
building is? What is it used
Ss look at the photograph. Ask: Do between countries and to develop friendly for?
you think this is an important building? relations between nations. What are the main aims
How many people can you see? of the United Nations?
The UN was founded in 1945 with 51 member
Choose a volunteer to read the text. countries. Today there are 192 members.
Why are there UN offices
all over the world?
Explain that the UN helps countries to The headquarters of the UN is in New York, How many countries are
find solutions to problems between although there are offices in many other cities members of the UN? 3.
nations. around the world. From these offices, the UN
Ask: What does UN mean? When was it examines the problems of the member
founded? How many members are countries at close hand to help find solutions.
there now? Where is the headquarters?
What do the UN offices in other cities 146 a hundred and forty-six
do?
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Further activities
Ss explain how they resolved an argument they had with a friend.
Elicit a list of vocabulary relating to peace. (Peace, love, honesty, trust,
friendship, respect, patience, understanding, reliability.) Give Ss a
silhouette of a dove to decorate with the new vocabulary and display
the work in the classroom.
Ss use the Internet and encyclopedias to research the UN and the role
of the Blue Helmets.
146
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UNIT 13
Government responsibilities IN THIS UNIT, YOU WILL Government responsibilities
Governments are elected to make decisions on
behalf of the people, and to provide services Learn about Remind Ss that the Government of
such as hospitals, schools and airports. democratic states. Spain is elected by voters over the
Find out about age of 18.
elections.
A volunteer reads the text. Ask: Why
1. Who do you think would make decisions if there Understand the
were no governments? rights and are governments elected? What
obligations of services do the government provide?
citizens.
1. Read the question and pause for Ss
The local council Learn about
childrens rights. to give their opinions. Ask: What would
All municipalities have a town hall where the happen if one half of a city wanted an
local council works. The mayor and the Find out how to write
councillors make up the local council. They a code of conduct. airport, but the other half didnt? Who
organise the public services that everyone Appreciate the would decide what to do? Help Ss to
needs. importance of come to the conclusion that without
respecting others.
a government it would be difficult for
13.1
people to make decisions.
2. Look at the picture. What services can the
local council provide to make this a better
The local council
neighbourhood?
Ask: Is there a town hall where you
live? Who works there?
A volunteer reads the text. Ask: Who
makes up the local council? What does
the local council do?
d 2. Ss look at the picture. Ask: What
things in the picture are dangerous
or unhealthy? (Broken drainpipe and
traffic light, sand on the road and
scaffolding with no signs, lots of
rubbish in the street, paint coming off
3. Name three public services organised by the local the zebra crossing, etc.) Ask: What
council. services can the local council provide
to improve this street?
Play track 13.1. Ss listen to how the
local council can improve this part of
a hundred and forty-seven 147 the neighbourhood.
3. Ss name public services organised
23/05/11 15:52 179225 _ 0146-0155.indd 147 23/05/11 15:52
by the local council (libraries, street
lighting, rubbish collection, traffic
Further activities signs, road works, etc.). Write the list
on the board.
Ss discuss what they would do to improve their school or the local
community if they were on the schools governing body or if they were
local councillors.
Ss find out information about their local mayor.
147
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How the state is organised
Objectives
To learn about a democratic state 1 Spain is a democratic state El
44 El
To learn that the Spanish Constitution In a democratic state, all citizens have the Ci
Cit
identifies the rights and obligations of same rights and obligations. For example, Th
Th
the citizens all citizens have the right to express their th
the
ideas freely and the obligation to obey the op
op
To learn about political parties law. Everyone can freely elect the Th
Th
To learn about types of elections candidates of their choice to represent
them in the national institutions.
Key language 2 The Spanish Constitution

Vocabulary and structures: approve, The Constitution is the most important law
Autonomous Community / European in Spain. It was approved by the Spanish Rights. Everyone has the right to express
people in 1978, in a referendum. A themselves freely and peacefully.
Parliament / general / municipal
referendum is when all citizens vote on an
elections, budget, citizen, Constitutional
important subject.
Courts / Lower House / Upper House
The Constitution recognises the rights
of Parliament, democratic state, draw
and obligations of the Spanish people. For
up, duty / duties, electoral campaign, example, voting in elections is a right; paying
fulfil, (be) held, manifesto, obey, taxes is an obligation. The Constitution also
political party, right, statute, tax / taxes establishes the national institutions. The
most important institutions are the Lower
13.2
13.2
House of Parliament, the Upper House of
Presentation Parliament and the Courts of Justice. Th
55 Th
Th
Th
1 Spain is a democratic state 3 Political parties la
law
In a democratic state there are several Th

Th
What rights and obligations do you
political parties. A political party is a group bo
bo
have at school? Co
Co
of citizens with similar ideas about how to
A volunteer reads the text. Ask: What govern. an
an
rights and obligations do citizens have? Political parties stand for election to obtain Th
Th
the most votes in order to govern. Co
Co
Ss look at the first photograph and
read the caption. Ask: What do you Political parties draw up an election
think these children are celebrating? manifesto to explain their ideas.
(International Peace Day.) They designate candidates to hold
government positions.
2 The Spanish Constitution They organise an electoral campaign Monument to the Spanish Constitution, Madrid.
to promote their partys ideas.
A volunteer reads the text. Ask: How
was the Constitution approved? What is
148 a hundred and forty-eight
a referendum? What does the
Constitution do? What are the most
179225 _ 0146-0155.indd 148 23/05/11 15:52 179225 _ 0146-0
important national institutions?
monument and read the caption. Ask: Further activities
Has anyone visited this monument? Hold a referendum in class. Ask the class for suggestions of a subject
they feel is important to vote on. Ss vote in secret. Help the Ss count
3 Political parties and recount the votes. Announce the decision of the majority.
A volunteer reads the text. Ask: What Ss decide what aspects of school life they would like to be put to a
is a political party? How does a political referendum.
party get elected? What is an election
Ss find information about the current leader of the national government
manifesto? What is an electoral
and the leader of the opposition. They can also do the same for the
campaign?
leaders of their Autonomous Community parliament.
Ask Ss which political parties exist in
Spain. Ask: What are the two main
parties? Who are the leaders?
148
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UNIT 13
4 Elections
Elections
44 Elections A volunteer reads the text. Ask: How
Citizens 18
Citizens 18 years
years old
old and
and over
over can
can vote
vote in
in elections.
elections. old must you be to vote? What does
The political
The political party
party with
with the
the majority
majority of
of votes
votes forms
forms the party with the most votes form?
the government.
the government. TheThe other
other parties
parties make
make upup the
the Who is the opposition?
opposition.
opposition.
Write the names of the types of
There are
There are different
different types
types of
of elections:
elections:
election as headings on the board.
Citizens vote
elections. Citizens
Municipal elections.
Municipal vote for
for their
their local
local Ask: Who do citizens vote for in
councillors.
councillors.
municipal elections? Who do they vote
Autonomous Community
Autonomous Community elections. Citizens
elections. Citizens for in Autonomous Community
vote for
vote for the
the members
members of
of parliament
parliament of
of their
their
Community.
elections? And in general elections?
Autonomous
Who do they vote for in European
Citizens vote
elections. Citizens
General elections.
General vote for
for the
the candidates
candidates
of aa political
of political party.
party. Those
Those who
who win
win seats
seats in
in the
the
Parliament elections? Write the
Lower House
Lower House of of Parliament
Parliament elect
elect the
the President
President answers under the appropriate
of the
of the Government
Government of of Spain.
Spain. heading.
European Parliament
European Parliament elections. Members of
elections. Members of the
the General elections are held every four Ss look at the photograph and read
European Parliament
European Parliament are
are elected.
elected. years in Spain. the caption. Explain that the man is
getting a ballot paper to vote for the
party of his choice.
13.2
13.2
The Statutes
55 The Statutes of
of Autonomy
Autonomy 5 The Statutes of Autonomy
The Statutes
The Statutes of are the
Autonomy are
of Autonomy the most
most important
important A volunteer reads the text. Ask: What
laws of
laws of the
the Autonomous
Autonomous Communities.
Communities. are the Statutes of Autonomy? What do
These statutes
These statutes define
define the
the name,
name, capital,
capital, territorial
territorial they define?
boundaries and
boundaries and symbols
symbols of
of each
each Autonomous
Autonomous Questions Ask: What are the responsibilities of
Community. They
Community. They also
also define
define the
the organisation
organisation
and powers
and powers of
of the
the autonomous
autonomous institutions.
institutions. 1. What is a democratic the Autonomous Community
state? parliament? Explain that a budget is
The main
The main responsibilities
responsibilities of
of the
the Autonomous
Autonomous
Community parliament
Community parliament are:
are: 2. What does the Spanish the amount of money an organisation
Making the
Making the laws.
laws. Constitution establish? has to spend on its needs.
Approving the
Approving the budgets.
budgets. 3. Who approved the Spanish Play track 13.2. Ss listen to the
Constitution? In what year? definitions and choose the correct
Making sure
Making sure the
the government
government fulfills
fulfills its
its duties.
duties.
4. Why do political parties word.
Electing the
Electing the president
president of
of the
the government
government of
of stand for elections? Who
the Autonomous
the Autonomous Community
Community from
from among
among can vote for them?
its members.
its members.
a hundred and forty-nine 149 Reinforcement worksheet 35
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Activity Book
Pages 76-79
Values education
Explain that friends sometimes argue. Ask Ss why they argue with their
friends. What do you do to make the situation right? Discuss the importance
of talking and trying to negotiate a solution that both sides agree on. If we
do not agree, then we should agree to disagree, but still be friends and
respect each other. Ss role play resolving disagreements.
Further activities
Divide the class into small groups. Each group represents a small
village with only a few facilities. Write a list of facilities with prices on
the board. (Cinema 1 million euros; indoor pool 1 million euros, etc.)
Write an amount on the board, which is less than the total amount of
all the facilities. Each group decides how to spend the money. 13.2 See transcripts, page 198
149
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13.4
13.4
How citizens participate P

44 Pa
Al
All
Objectives of
of
To understand that citizens in a 1 Living in society in
in
society have rights and obligations an
an
Society is a group of people who live in in
ins
To learn about the right to equality, the same community. fre
fre
freedom of expression and peaceful Codes of conduct help make living in
assembly society easier. A code of conduct is a list P
55 Pe
of rights and obligations, based on respect
To understand how citizens participate for others. For each right, we have an Al
All
in politics obligation. For example, by right, no one is
is,
may read your private correspondence. Th
Th
At the same time, it is your obligation to
Key language respect the private correspondence of
More than 47 million people live in Spanish
society. Respect for each other is essential.
Vocabulary and structures: apply to, others.
assembly, code of conduct, These rights and obligations are
demonstration, right to (equality), recognised in the Constitution.
freedom of expression, peaceful Ci
Cit
de
de
assembly, press, free, society
2 Equal before the law
In a democratic state, all people are equal
Presentation before the law. This means that all laws
and obligations are applied equally to all
1 Living in society men and women.
A volunteer reads the text. Ask: What The right to equality means that we have
Everybody is different, but we all have the same
the obligation not to discriminate against rights.
is society? What are codes of conduct? anybody because of their sex, race, religion
Do codes of conduct make living in a or beliefs.
society easier? Where are citizens
rights and obligations recognised? 13.3
Ss look at the first photograph and 3 Freedom of expression

read the caption: Ask: What is The Spanish Constitution establishes two
essential for living in a society? main rights about freedom of expression:
The right to demonstrate and to practise
2 Equal before the law our religious and political beliefs.
The right to express and share our ideas 1
A volunteer reads the text. Ask: What 2
freely.
does equal before the law mean? Freedom of the press means the right to publish
At the same time, we have the obligation 3
Ss look at the photograph of the newspapers and magazines, etc., without
to respect the freedom of expression of government censure. 4
class. Ask: What differences are there others.
between the children? Say: All these
children are equal before the law. 150 a hundred and fifty
3 Freedom of expression 179225 _ 0146-0155.indd 150 23/05/11 15:52 179225 _ 0146-0

are the two main rights about freedom Further activities
of expression? What obligation do we
Ask Ss to say how they would feel if they were treated differently
have?
because of their skin colour or their religion.
Ss look at the photograph of
newspapers. A volunteer reads the Ss read a newspaper or watch the national news. They write notes
caption. Ask: What does freedom of about two main stories. Then, they present their news summaries to
the press mean? the class.

definitions of citizens rights and say
True or False.
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13.4
13.4 UNIT 13
Participating in
44 Participating in politics
politics
All citizens
All citizens have
have the
the right
right to
to participate
participate in in matters
matters
4 Participating in politics
of general
of general interest.
interest. We
We participate
participate when
when we we vote
vote
in elections.
in This is
elections. This is when
when we we choose
choose thethe men
men Play track 13.4. Ss read and listen to
and women
and women whowho will
will represent
represent usus in
in government
government
the text.
institutions. Voting
institutions. Voting must
must bebe universal, and
secret and
universal, secret
Universal means
free. Universal
free. means available
available to
to all
all citizens.
citizens. Play the recording again. Ss listen to
the questions and give their answers.
Peaceful assembly
55 Peaceful assembly Ss look at the first photograph. Ask:
All citizens
All citizens have
have the
the right
right to
to peaceful
peaceful assembly, that
assembly, that Who can vote? Do we have to tell
is, to
is, to form
form peaceful
peaceful groups
groups toto defend
defend their
their interests.
interests. others who we voted for?
All Spanish citizens aged 18 and over,
These groups
These groups include:
include: have the right to vote.
Political parties
Political parties 5 Peaceful assembly
Neighbourhood associations
Neighbourhood associations A volunteer reads the text. Ask: What
Trade unions
Trade unions does the right to peaceful assembly
Consumer protection
Consumer protection groups
groups mean for citizens? What groups defend
Citizens also
Citizens also have
have the
the right
right to
to attend
attend peaceful
peaceful peoples interests? Why do we need
demonstrations.
demonstrations. these groups? What kind of
demonstrations can we have?
NOW YOU! Ss look at the photograph of the

demonstration and read the caption.
Read this article from the Spanish Ask: Who has seen a demonstration?
Constitution. What right does it refer to? Where was it? How many people were
Explain the meaning of discriminated against. there? Was it peaceful? Explain that
the organisers of demonstrations
Article 14. Spanish people are equal before the
must obtain permission to have a
law and they cannot be discriminated against for
demonstration. The demonstration
reasons of birth, race, sex, religion, opinion, or any
other personal or social condition or circumstance. has a planned route.
Peaceful demonstrations are a way of
exercising freedom of expression.
Now you!
Questions Read the introductory text. A volunteer
reads Article 14. Choose volunteers to
1. What are codes of conduct?
answer the questions.
2. Explain in your own words, All people are equal before the law.
3. What does freedom of expression mean?
4. What can citizens do to participate in politics? Teachers Resource Book
a hundred and fifty-one 151
Activity Book
23/05/11 15:52 179225 _ 0146-0155.indd 151 23/05/11 15:52
Pages 80 and 81
Values education
Explain that 1st May is Labour Day in many countries. Citizens celebrate
the workers' fight for many years, since the early 20th century, to improve
working conditions and reduce the working day to eight hours.
Remind Ss that in many countries, particularly developing countries, working
conditions, hours and wages are still very poor. Workers often do not have
groups to defend their rights. Child labour still exists in these countries.
Further activities
The class choose something they would like to change at school,
in their country or in their Autonomous Community. Ss organise a
demonstration to ask for change. In small groups, Ss decide on slogans,
banners, demonstration T-shirts, and the route for the demonstration.
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Activities
Objectives
To revise the key concepts of the unit 1 After which type of election are these people chosen or named?
A B C D
their own learning
To read the Declaration of the Rights
of the Child President of the Mayor Member of the European President of the
Government Parliament Autonomous Community
Example: The President of the Government is chosen after a general election.

Key language
Vocabulary and structures: be 2 Read and answer the questions about general elections in Spain.
approved (by), general elections, polling
station, Lower House of Parliament,
q
United Nations; nominate;
General elections are
abandonment, care, compulsory, held every four years.
exploitation, healthily, housing, They are always held on
a Sunday.
regardless, safety, tolerant
w Citizens go to a polling
Activities station to vote for a list
of people who represent
a political party.
fter which type of election are these
1 A
people chosen or named?
Revise different types of elections. The political party with the
most votes nominates a
In pairs, Ss look at the pictures and candidate to be President.
decide their answers. Choose e r This is normally the leader
of the political party.
volunteers to correct the activity. Write
the answers on the board. Ss copy The presidential
candidate is approved
them into their notebooks. by the Lower House of
Parliament and named
ead and answer the questions about
2 R by the King of Spain.
general elections in Spain.

a. In
a. In
Ss read the texts and look at the Explain Spanish general elections in your own words. b. Ca
b. Ca
corresponding pictures. Explain that What happens to the political party with the most votes? c. W
c. W
a polling station is the place (usually a
school) where people go to vote. 152 a hundred and fifty-two
Ss work in pairs and discuss the
answers. Ask volunteers to give 179225 _ 0146-0155.indd 152 23/05/11 15:52 179225 _ 0146-0
answers.
Further activities
Write True / False sentences on the board. Ss correct the false
sentences. For example:
a. Only men can vote. (False.)
b. Everyone over 18 must vote. (False.)
c. Mayors of municipalities are elected in national elections. (False.)
d. Local councils are responsible for public services in a municipality.
(True.)
Three small groups form political parties. They choose a name and a
slogan and draw up a two-point election manifesto. The rest of the class
makes ballot papers and boxes, and chooses a polling station officer.
The groups present their campaigns and the class votes. The polling
station officer collects and counts the votes, and announces the winner.
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UNIT 13
Your turn!
YOUR TURN ! Declaration of the Rights of the Child
Read the introductory text. Explain
Declaration of the Rights of the Child that the class is going to look at the
rights that all children have.
In 1959, the United Nations wrote the Declaration of the Rights of the Child in order Read each right. Pause to ask
to protect children under 18 years old in all countries.
volunteers to explain what they think
each right means. Ask: Who has these
rights? What do children need to grow
healthily? Is having a name important?
What happens if children dont receive
water? What happens if a child cant go
have
hildren 4. The right to receive
the doctor? In what ways can a person
1. All c hts, 3. Th food, water, housing
ri g e
thes e ce, sex, given right to be handicapped? (Blind, deaf, in a
ss of ra a nat a name a e
b and medical services.
regardle or religion. 2. The right to ionali
ge nd
wheelchair, etc.) Is love important in
langua protection in order to ty.
grow healthily.
our lives? What happens if children are
not allowed to go to school or if they
are forced to work? What does tolerant
mean?
grow 7. The right to receive Ask Ss if they think they have all these
5. The
rig ight to nd
educati ht to special he r a free, compulsory
o
for the n and care
6. T ith love ng.
i education. rights. Ask: Do you have a name and a
handica up w rstand
pped. und
e surname? Do you eat food that helps
you to grow healthily? Do you receive
water? Does someone take you to the
doctor when you are ill? Do children in
r
10. The developing countries, for example India,
ri
9. The right to be grow in ght to enjoy these rights?
8. The right to a
protected against society tolerant
receive protection .
and safety.
abandonment and In pairs, Ss study the questions and
exploitation.
discuss their answers. Choose
volunteers to explain their answers to
the class. To help them answer
a. In
a. In your
your opinion,
opinion, which
which three
three rights
rights are
are the
the most
most important?
important? Explain.
Explain.
question c, ask Ss to think about the
b. Can
b. Can you
you think
think of
of other
other rights
rights you
you would
would add
add to
to this
this declaration?
declaration? obligations they have at school, at
c. Write
c. Write down
down three
three obligations
obligations children
children have.
have. home and towards others. (Respect
parents, teachers and other people,
a hundred and fifty-three 153 respect the environment, behave at
home and at school, washing
23/05/11 15:52 179225 _ 0146-0155.indd 153 23/05/11 15:52
themselves, respect the opinions and
customs of others, etc.)
Further activities
Ss make a declaration of Ss rights and obligations at school. They Teachers Resource Book
illustrate each right and obligation with a picture. Extension worksheet 13
Ss compare their lives with the lives of less fortunate children in other
countries and suggest how we could help them. Ss can look at http://
www.oxfam.org.uk/coolplanet/kidsweb/children.htm for stories about
children all around the world.
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Revision I
Objectives
13.5

of the unit
To practise summarising a text A democratic state
To give Ss the opportunity to evaluate In a democratic state, all citizens have the same rights and obligations.
their own learning In Spain, these are identified in the Constitution, which is the most
important law in the country. Rights include the right to equality,
freedom of expression, freedom of the press, the right to peaceful
Key Language assembly and the right to participate in the political process.
Vocabulary and structures: constitution, Elections

obligation, rights: freedom of
Citizens choose political parties and leaders. There are different types
expression / of the press, right to of elections: Municipal, Autonomous Community, general, and European
equality / participate / vote / peaceful Parliament elections.
assembly; annoy, display
Each Autonomous Community in Spain has its own laws called Statutes
Revision of Autonomy. These statutes define the name, capital, territorial
boundaries and symbols of each Autonomous Community.
1 Read the summary.
What do all citizens have in a 2 Copy and complete. Use information from the summary.
democratic state? Where are citizens
rights and obligations written down? CONSTITUTION
Choose Ss to write important rights on
the board. recognises
Ask: Why do we have elections? What
types of elections exist in Spain? Write obligations rights
them on the board.
Ask: What are the laws of an for example
Autonomous Community called? What

do these laws define?

from the summary.
Ss use the information from the 154 a hundred and fifty-four
summary to complete the chart.
179225 _ 0146-0155.indd 154 23/05/11 15:52 179225 _ 0146-0
equality freedom of freedom peaceful participate

participate
expression of the press assembly in the
in the political
political
Further activities process
process
Write these sentences on the board. Ss put the words in order to make
correct sentences.
a. political choose leaders parties Citizens and
b. The most Constitution is the important in the law Spain
c. All have the rights citizens and obligations same
Explain that Spain is a parliamentary monarchy. This means that it
has a democratic government and a king or queen as head of state,
although the monarch has little real political power. The monarch is
the figurehead of Spain. Ss research the Spanish monarch to find
out where he lives and what he does. Ss make posters depicting the
functions of the monarch.
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UNIT 13
I can
Write a code of conduct I can
A code of conduct helps to make living together easier.

Write a code of conduct
Ask: Can you shout in a library? Can
q Work with your classmates. On
you push to the front in a queue at the
the board, write a code of conduct
for the classroom. For example: supermarket? Explain that our lives
Dont throw paper on the floor.
Pay attention to the teacher. are ruled by a code of conduct to
Dont shout in class. make it easier for us to live together
in a society.
w Vote for the best codes of conduct. Read through the instructions with the
Be sure to respect the opinions Ss.
of your classmates.
Ask Ss to write a code of conduct for
the classroom. Write suggestions on
the board and number them.
e Make a poster. Display it on the Tell Ss that they are going to vote for
classroom wall.
the best three codes of conduct. Give
Ss ballot papers and tell them to write
the numbers that correspond to the
codes. Remind them that the vote is
OUR WORLD
anonymous and secret.
Respect for others
Collect the votes and write the results
Do you ever shout in the street? Do you listen on the board, so that Ss can see the
to loud music all the time? Do you push people
progress of the voting. Announce the
when you get angry? When we do these things,
it can annoy other people. winning code of conduct.
Think about how you feel when this happens In small groups, Ss design posters to
to you. Can you sleep when people are shouting? explain the code of conduct. Display
Can you study when your neighbours are playing loud music? the posters in the classroom.
Do you feel sad when someone pushes you?
If we want respect, then we must show respect to others. Respect
is a necessity for living together in society. Our world
Write down two things that annoy you a lot. Compare these Respect for others
with the class. Do you ever do things that annoy your classmates?
Ask volunteers to read the text. Ask
volunteers to answer the questions in
the text. Ask: Why is showing respect
to others so important in a society?
a hundred and fifty-five 155
Anonymously, Ss write down two
23/05/11 15:52 179225 _ 0146-0155.indd 155 23/05/11 15:52
things that annoy them on scrap
icipate
cipate
paper. Collect the pieces of paper and
political
political read them out. Ask Ss if they do
ocess
ocess Further activities things that annoy other Ss. Ask: Will
In small groups, Ss role play people behaving incorrectly. The rest of you stop doing these things?
the class say in what way they are being disrespectful and how they
can remedy the situation. Teachers Resource Book
Divide the class into small groups. Ss design posters displaying codes
of conduct for a park, a swimming pool, a hospital, a library, the street,
etc. Test 13
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14 Life thousands of years
ago
Unit content

To learn how primitive tribes lived in prehistoric Life, travelling and tools in prehistoric times
times Life, travelling and constructions in Roman times
To learn about life in Ancient Rome Life, travelling and churches in medieval times
To learn about medieval times in Europe How to make a mosaic U
To make a Roman mosaic How to behave in museums
To learn how to behave in museums Putting our heritage to good use
To discover how we can put our heritage to
good use Reading a text and answering questions about Pompeii
Matching ancient artifacts and their uses
Language objectives Studying the plan of a domus
To use the simple past of the verb to be: Life Listing the buildings built by Romans and describing
was very hard many thousands of years ago. In their uses
this period, tools were very simple.
Observing the differences between Romanesque
To talk about past events using the simple and Gothic churches
past: The first human beings travelled on foot.
Completing timelines
The Romans spoke a language called Latin.
Making a Roman mosaic
To talk about the past using the adjective ago:
Writing rules of behaviour for visiting museums
One thousand years ago, nobles lived in castles.
and historical buildings
Assessment criteria
Showing interest in learning about the early
Describe how primitive tribes lived in prehistoric development of human art and technology
times
Reflecting on the importance of archaeological
Describe life in Ancient Rome investigations to help explain the past
Describe medieval times in Europe Understanding the importance of behaving properly
Design and make a Roman mosaic in museums and historical buildings
Explain what correct behaviour in museums
entails P
Explain how we can put our heritage to good

use
156A
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Competences
Mathematical Social competence Cultural and artistic
competence and citizenship competence
Designing a mosaic and Learning about the contributions Appreciating the significance of
calculating the number of of Roman civilisation to archaeological explorations (SB p. 156:
tiles needed to complete it European culture, architecture Pompeii: a city buried under ashes;
(SB p. 165: Hands on!) and modern languages (SB p. 159: Ancient remains)
p. 160: Life in ancient Rome; Understanding the purpose and
p. 161: Roman remains) significance of Roman civic architecture
Understanding how to behave (SB p. 161: Roman remains)
properly in museums and Understanding the purpose and
historical buildings (SB p. 167: significance of religious architecture
I can behave properly in in the medieval times (SB p. 163:
a museum) Medieval churches)
Unit outline
Unit 14. Life thousands of years ago
How primitive
Roman times Medieval times
human beings lived
Hands on!
Make a Roman mosaic
I can Our world

Revision
Behave properly in a museum Putting our heritage to good use

Content: bearing in mind that the cultures and September October November December January
civilisations of Africa, Asia and America have their
own historical timeline
Language: forming and pronouncing the simple past
of regular verbs; memorising the simple past of February March April May June
irregular verbs
156B
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Objectives
To revise what family history is
To remember that history tells us
14 Life thousands
of years ago
W
about the past

Key language
1.
Vocabulary and structures: ash /
ashes, public bath, erupt, pumice,
remain intact, ruins, surprisingly,
temple, thanks to, walk (through);
ancient objects: arrowhead, clay pot,
comb, harpoon, sandal, sculpture;
childhood, custom, find out, (be) made
up of 14.1
14.1
2.
Presentation
can you see in the picture? Are there
any historical ruins where you live?
Ss read the text. Ask: Where is
Pompeii: a city buried under ashes
Pompeii? What is Vesuvius? Explain Almost 2,000 years ago, in Ancient Rome, the
that ash is the soft powder left after volcano Vesuvius erupted. Vesuvius buried the THINK ABOUT
something has burned and pumice is nearby town of Pompeii under six metres of
Describe what you see in
volcanic rock. Many people in Pompeii volcanic ash and pumice. the picture.
were trapped by hot ash and rocks In 1592, archaeologists discovered this buried town. When did the volcano
and soil as they tried to escape. Vesuvius erupt?
Surprisingly, most of Pompeii remained intact.
Explain that archaeologists are Why was Pompeii buried?
Today, you can walk through the ruins of Pompeii
scientists who study the buildings, Why was the discovery of
and imagine what life was like 2,000 years ago. Pompeii so important?
tools and objects of people who lived Thanks to this discovery, we know that temples,
in the past. It is thanks to their work palaces, public baths and shops existed thousands
that we know about the past. of years ago.
156 a hundred and fifty-six
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Further activities
Bring in pumice stone for Ss to look at and touch. Ask where it comes
from.
Ss draw pictures of what they think the inhabitants of Pompeii were
doing at the time of the eruption.
Ss research the city of Pompeii on the Internet.
Ss research the oldest building in their Autonomous Community. They
find out what era it dates from and what important events happened
there.
156
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UNIT 14
Family history IN THIS UNIT, YOU WILL Family history
Family history is made up of memories. Ask Ss about their (great)
Our grandparents and parents have memories Learn how the first
humans beings lived. grandparents: Where did they live
about their lives. We also have memories of
when we were younger. These memories help Discover how the when they were younger? What job did
us find out about the history of our family. Ancient Romans lived. they do?
Find out about life in Ask: When were you born? What
1. Tell your classmates one of your childhood medieval times was the name of your first school?
memories. Make a Roman Do you remember the name of
mosaic. your first teacher? Do you have lots
Learn how to behave of photographs of when you were
The passing of time in a museum. younger?
Everything changes with time: people, customs,
Find out how old
objects and the landscape. History helps us to A volunteer reads the text. Ask: What
buildings can be used
know how people lived many years ago. is family history? Who tells you what
today.
you did when you were younger? How
14.1
14.1
2. Look at these ancient objects. What were they do you know what your parents looked
used for? What do they tell you about the people like when they were younger? Have
who used them? you seen any old photographs of your
grandparents? What are they doing in
fishing carrying fresh water
combing hair decorating the house
the photographs? Are the photographs
hunting protecting feet in colour or black and white?
1. Choose volunteers to talk about their
A B C early memories. Elicit answers: Can
you remember your first day at school?
What was the name of your first friend?
Did you have a favourite toy, nursery
harpoons sandals clay pots
rhyme or TV programme?
D E F The passing of time

A volunteer reads the text. Ask
questions: How do people change with
arrowheads combs sculptures time? (They grow older.) How does the
Example: Harpoons were used for fishing. landscape change? (Construction and

I think these people lived near a river. erosion change the landscape. Etc.)
2. Revise the vocabulary in the box.
a hundred and fifty-seven 157
Ss look at the photographs. Choose
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volunteers to use the vocabulary to
say what each object was used for.
Ask: What is it made of? Write the
Further activities answers on the board.
Ss use vocabulary and knowledge acquired in previous units to talk Play track 14.1. Ss listen to what the
about how and why landscapes change. objects were used for and what they
Ss write five or six sentences describing their first day at school. tell us about the people who used
Ss should try to answer the following questions: Who took you there? them.
What was the name of the school? What was the name of your teacher?
What did you do? How did you feel?
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How primitive human beings lived Tr
22 Tr
Th
Th
Objectives Th
Th
To learn how the first human beings ba
ba
lived La
La
as
as
To learn how the first human beings
m
ma
travelled th
the
To recognise prehistoric remains W
Wi
bo
bo
pe
pe
Key language Tr
Tra
Vocabulary and structures: belongings,
bison, branch / branches, cart,
cave, clay pot, cultivate, depict, deer,
domesticate, easier, faster, hunter,
A
33 An
hut, look for, make from, merchandise,
Th
Th
obtain, primitive, sailing boat, shape
wi
wit
(v), stable, storehouse, surface, tool, th
the
travel, tribe, uneven, wheel; primitive So
So
tools: arrowhead, hammer, harpoon, In
In
knife / knives, spear Hu
Hu
Life was very hard many thousands of years ago. by
by
sp
sp
Presentation Pr
Pr
14.2
ho
ho
1 Life in primitive times 1 Life in primitive times cl
cla
Many thousands of years ago, human th
the
Ss look at the illustration of life in
beings lived in small groups called tribes.
primitive times. Ask: What are the
They ate plants and hunted animals for
people doing? Where do they live? food. Tribes travelled from place to place
What are they wearing? Etc. to find fresh food. They lived near rivers to
Play track 14.2. Ss look at the big obtain fresh water. They made simple huts
from branches and animal skins,
picture and listen to the description of
or they lived in caves.
how people lived thousands of years
Later, human beings learned to cultivate
ago. plants and domesticate animals. They built
Choose volunteers to read the text: permanent villages with simple houses
Clay pots were used for storing, transporting and
Ask: What is a tribe? Why did tribes and stables for their animals. They built cooking food.
storehouses to keep their harvests in.
travel from place to place? Why did
they live near rivers? What did they
need fresh water for? What did they
158 a hundred and fifty-eight
use animal skins for? What did they

179225 _ 0156-0167.indd 158 23/05/11 15:57 179225 _ 0156-0
build when they learned to cultivate
plants and domesticate animals?
Ss look at the photograph and read Further activities
the caption. What did they use clay Ss use modelling clay or plasticine to make replicas of primitive pots.
pots for? Ss say whether their pots are useful and whether they were easy to
make.
Ss investigate the animals primitive people hunted and find out what
they did with the different parts of the animals.
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UNIT 14
Travelling in
22 Travelling in primitive
primitive times
times
The first
The first human
human beings
beings travelled
travelled on
on foot.
foot.
2 Travelling in primitive times
They carried
They carried all
all their
their belongings
belongings onon their
their
backs. This
backs. This made
made travelling
travelling very
very slow.
slow. Choose volunteers to read the text.
Later, people
Later, people domesticated
domesticated animals,
animals, such
such Ask: How did people travel? How
as horses.
as horses. They
They invented
invented the
the wheel
wheel and
and did they carry their belongings? Was
made the
made the first
first carts.
carts. They
They also
also built
built
travelling for the first human beings
the first
the first sailing
sailing boats.
boats.
fast or slow? Did the invention of the
With the
With the invention
invention of
of carts
carts and
and sailing
sailing
wheel make transport faster or slower?
boats, humans
boats, humans could
could transport
transport more
more Cave paintings over 15,000 years old in Altamira,
people and
people and more
more merchandise
merchandise at at aa time.
time. Cantabria. The artists used different colours. Ss look at cave painting. Read the
Travelling became
Travelling became easier
easier and
and faster.
faster. The uneven surface of the cave walls gives caption. Explain that primitive people
volume to the paintings.
What animal does this painting show? What painted their caves. Ask: Has anyone
colours were used? visited any cave paintings in Spain?
3 Ancient remains
Ancient remains
33 Ancient remains Choose volunteers to read the text.
The first
The first human
human beings
beings decorated
decorated cavecave walls
walls Ask: Why do you think they painted
with paintings.
with paintings. They
They depicted
depicted the
the animals
animals
their caves? What tools did the first
they hunted,
they hunted, such
such as
as deer
deer and
and bison.
bison. hammer
Sometimes hunters
Sometimes hunters are
are found
found in
in the
the scenes.
scenes. human beings make? What materials
did they use? Why did they make pots?
In this
In this period,
period, tools
tools were
were very
very simple.
simple.
Humans shaped
Humans shaped knives and arrowheads
knives and arrowheads What material did they use? Where did
harpoon
by hitting
by hitting two
two rocks
rocks together.
together. They
They made
made arrowhead
they find clay?
and harpoons
spears and
spears from wood
harpoons from wood oror bone.
bone. Ss look at the photographs of
Primitive human
Primitive human beings
beings made
made clay
clay pots
pots to
to Primitive tools made thousands of years ago. primitive tools and read the caption.
hold food
hold food and
and water.
water. They
They shaped
shaped thethe fresh
fresh They were used mainly for hunting and fishing.
Ask: What are these tools? What were
clay with
clay with their
their hands.
hands. Then,
Then, they
they cooked
cooked
the pots
the pots over
over aa fire.
fire. they used for? What are they made of?
Ask: Why did the first human beings
Questions travel around? Why did they later settle
1. Where did primitive human beings in permanent villages?
live? Explain that clay pots, arrowheads and
The first human beings lived in caves
or huts. Later, they lived in small, 2. Describe the first permanent villages. early tools found all over the world can
permanent villages. They travelled 3. How did the first human beings be seen in museums.
around looking for animals and plants travel? Was travelling fast or slow?
to eat. Travel was very slow. They Explain.
drew cave paintings and made simple 4. What ancient remains have survived Teachers Resource Book
d
tools and clay pots. to the present day? Reinforcement worksheet 37
a hundred and fifty-nine 159 Activity Book

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Pages 82 and 83
Further activities
Ask: Have you been to an archaeological or history museum? What did
you see there? Was the museum interesting?
Show Ss pictures of cave paintings from Altamira and discuss them.
Ss draw a mural explaining this period of history and depicting the
benefits of fire and the wheel.
Ss make replicas of cave paintings using their fingers, sticks and
natural pigments.
Ss work in small groups and imagine they are early human beings.
They give oral accounts of how they spend their days.
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Roman times Tr
22 Tr
Ro
Ro
Objectives m
ma
To find out about life in Roman times ro
roa
in
in
To learn how people travelled in ro
roa
Roman times
Sa
Sa
To identify Roman remains an
an
Fo
Fo
se
se
Key language 14.3
14.3
Vocabulary and structures: Roman R

33 Ro
houses: atrium, crowded, domus, Th
Th
frescos, insula / insulae, luxury, In
In
uncomfortable, storey, villa; travel: st
sta
bridge, carry, seaport, travel (on
horseback); Roman remains:
amphitheatre, aqueduct, bath houses
(thermae), circus, mosaic, temple,
theatre
Presentation
A Roman city. Markets, temples and amphitheatres were built in main squares.
Th
Th
1 Life in Ancient Rome
wo
wo
Elicit prior knowledge of life in Ancient
Rome: Have you seen any Roman 1 Life in Ancient Rome
pool
remains? Have you seen any films Over 2,000 years ago, the Romans built many atrium
about the Romans? What did you see? cities. They lived in different types of houses:
guest
How did the people dress? Etc. Domus were private houses for rich room Th
Th
people. They were large homes with an Ca
Ca
Ss look at the illustration of the atrium, or patio, in the centre to let so
so
Roman city. Ask: What are the people in light. fro
fro
doing? What buildings can you see? Insulae were apartment buildings for the
What things can you see that we still poorer people. They had three or four
have today? (Balconies, awnings, etc.) storeys. Most Romans lived in an insula.
These buildings were crowded bedroom entrance 1
Volunteers read the text. Ask: When and uncomfortable. 2
did the Romans build cities? Were Domus. The atrium had a pool to collect
Villas were luxury Roman country houses rainwater. 3
domus for the rich or the poor? What where rich land owners lived.
were insulae? Who lived in villas? Etc.
Ss look at the illustration of a domus 160 a hundred and sixty
and read the caption. Ask: What was
the atrium for? 179225 _ 0156-0167.indd 160 23/05/11 15:57 179225 _ 0156-0
Further activities
Ss draw pictures of an insulae, a domus and a villa.
Ss investigate Roman gladiators. How did they become gladiators?
How did they earn their freedom?
Plan an excursion to a museum which exhibits Roman objects. Ss take
notebooks and draw a picture and write information about something
that interests them in the museum.
160
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UNIT 14
Travelling in
22 Travelling in Ancient
Ancient Rome
Rome
Roman cities
Roman cities were
were linked
linked by
by straight
straight roads
roads
2 Travelling in Ancient Rome
made of
made of stone.
stone. The
The Romans
Romans used
used the
the
roads to
roads to travel
travel on
on foot,
foot, on
on horseback
horseback andand A volunteer reads the text. Check
in horse-drawn
in horse-drawn carriages.
carriages. They
They built
built many
many
understanding: What were Roman
road bridges
road bridges over
over rivers.
rivers.
roads made of? What were they like?
Sailing boats
Sailing boats were
were used
used to
to carry
carry food
food
(Straight.) How did Romans travel? Etc.
and merchandise
and merchandise toto other
other Roman
Roman cities.
cities.
For this
For this reason,
reason, the
the Romans
Romans built
built large
large Explain that roads were vital to the
seaports.
seaports. Roman Empire because they were
14.3
14.3
used for moving armies, transporting
Roman remains
33 Roman remains goods, and communication.
The Romans
The Romans were
were excellent
excellent builders.
builders. Ss look at the illustration of Roman
In fact,
In fact, many
many of
of their
their constructions
constructions are are still
still
roads and answer the question.
standing today.
standing today. They
They built:
built:
(Horse and carriage, on foot,
for performing
Theatres for
Theatres performing plays.
plays.
horseback, horse and cart, chariot.)
Amphitheatres for
Amphitheatres for watching
watching gladiator
gladiator fights.
fights.
Explain that many Roman bridges still
for watching
Circuses for
Circuses watching chariot
chariot races.
races.
exist today. Many modern roads follow
for worshipping
Temples for
Temples worshipping their
their gods.
gods.
the same routes as Roman roads.
called thermae,
houses, called
Bath houses,
Bath thermae, forfor bathing
bathing
and relaxing.
and relaxing.
3 Roman remains
for transporting
Aqueducts for
Aqueducts transporting water
water toto
the cities.
the cities. A volunteer reads the text. Ask:
The Romans
The Romans decorated
decorated their
their houses
houses with
with What did actors do in theatres? What
works of
works of art:
art: Roman roads. Name all the different means of happened in amphitheatres? Explain
were beautiful
Frescos were
Frescos beautiful wall
wall paintings.
paintings. transport you can see. that the Colosseum in Rome is an
Mosaics were
Mosaics were elaborate
elaborate floor
floor enormous amphitheatre, still standing
decorations made
decorations made from
from thousands
thousands today. Ask: What could Romans watch
of tiny,
of tiny, coloured
coloured tiles.
tiles.
in circuses? Where did they go to
The Romans
The Romans spoke
spoke aa language
language called
called Latin.
Latin. bathe? What transported water into
Castilian Spanish,
Castilian Spanish, Catalan
Catalan and
and Galician
Galician are
are
some modern
some modern languages
languages that
that developed
developed
cities? What is the difference between
from Latin.
from Latin. a fresco and a mosaic? What language
did the Romans speak?
Questions Explain that there are many words in
Spanish and English with Latin origins.
1. Name three types of Ancient Roman houses. Who lived in them?
For example, the Canary Islands takes
2. Name six Roman constructions. What were they used for?
its name from the Latin word canis,
3. How did Romans decorate their houses? which means dog.
Ask Ss if they have seen Roman
a hundred and sixty-one 161 remains near where they live.
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sentences about Roman constructions
and say True or False.
Further activities
Ss write down the modern day equivalent to Roman baths, temples, Teachers Resource Book
circuses and aqueducts. (Spas, churches, sports centres and water Reinforcement worksheet 38
pipes.)
Ss make a mural depicting life in Roman times.
Activity Book
Pages 84 and 85
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Medieval times
Objectives
To learn about life in medieval times Tr
22 Tr
To learn how people travelled in Tr
Tra
medieval times tim
tim
we
we
To identify medieval churches da
da
at
att
Pe
Pe
Key Language in
in
Vocabulary and structures: blacksmith, be
be
castle, (be) filled with, guard, hill, hut, Sm
Sm
keep (something) safe from, moat, riv
riv
mud, nobleman, peasant, (be) in poor m
me
condition, stable, straw, surround,
thief / thieves, tower, wall, warehouse,
well; medieval churches: arch / M
33 M
arches, bright, Gothic, pointed, Ea
Ea
Romanesque, round, thick, thin, vaulted th
the
Ro
Ro
m
ma
Th
Th
Presentation During an attack, village peasants entered the castle for protection. Archers in the towers defended
wi
wi
the castle. Describe the parts of the castle.
1 Life in medieval times La

La
14.4
ne
ne
Ss look at the illustration. Ss describe 1 Life in medieval times ha
ha
what they can see. Ask: Why does the 1,000 years ago, noblemen lived in castles with their Th
Th
castle have high walls and towers? family, servants and soldiers. NOW YOU! we
we
po
po
Why is it built on a hill? (It was easier To keep castles safe from attack, they were built we
we
to see the enemy coming and easier on hills and surrounded by a deep moat filled with Why were castles built on ch
ch
to defend.) Why are there so many water. Walls made of thick stone surrounded the hills?
th
the
castle. Soldiers guarded the castle from towers. Why did castles have a
animals? (For food.) Why does the
shop sign have a picture and no Inside the castle walls was a large house for the moat and walls?
lords family and several other smaller houses. There Why were villages built
words? (Most people could not read.)
were stables for the horses, a blacksmiths, a well for close to castles?
Read the text. Ask: Who lived in water and warehouses for storing food. 1
Name the different places
castle? What were the walls made Peasants lived in villages near the castle. They lived inside the castle walls. 2
of? Explain that a blacksmith is a in simple huts made of wood, straw and mud, with What were they used for? 3
person who works with metal. In one single room.
medieval times, it was his job to
make and repair swords, armour and 162 a hundred and sixty-two
horseshoes.
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Ask: Where was food stored? Explain
that peasants were poor people who
worked on the land. Further activities
Play track 14.4. Ss listen to the Talk about castles in the area or castles that Ss have visited. Ss
definitions about life in medieval times describe their experiences and say what they imagine life in a castle
and say the correct word. was like.
Ss research medieval knights. What was a knight? What did knights
do?
Show some examples of coats of arms. Explain that they were a way
of identifying a family or a knight in battle. Ss trace their coat of arms
using the Internet or they invent one.
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UNIT 14
2 Travelling in medieval times
Travelling in
22 Travelling in medieval
medieval times
times Read the text with the class. Ss: Was
Travel was
Travel was difficult
difficult and
and slow
slow in
in medieval
medieval travel fast? Were the roads in good
times. There
times. There were
were few
few roads,
roads, and
and they
they condition? Who attacked travellers?
were in
were in poor
poor condition.
condition. Travelling
Travelling was
was How did people travel? Explain
dangerous because
dangerous because manymany travellers
travellers were
were that market days were usually very
attacked by
attacked by thieves.
thieves.
dangerous days, as thieves knew that
People travelled
People travelled on
on foot,
foot, on
on horseback
horseback or
or travellers had money from selling
in horse-drawn
in horse-drawn carts.
carts. Most
Most people
people walked
walked
things or things to sell.
because horses
because horses were
were very
very expensive.
expensive.
Small sailing
Small sailing boats
boats were
were used
used on
on 3 Medieval churches
rivers and
rivers and at
at sea
sea to
to carry
carry people
people and
and
merchandise.
merchandise. Romanesque churches have round arches. Ask Ss if there is a church in their
area and if they know what style of
architecture it is. Explain that the type
Medieval churches
33 Medieval churches of architecture tells us the historical
Early medieval
Early medieval churches
churches were
were built
built in
in period churches were built.
the Roman
the Roman style,
style, called
called Romanesque.
Romanesque. Read the text to the class. Ask:
Romanesque churches
Romanesque churches hadhad very
very thick
thick walls
walls
What was the difference between
made of
made of stone.
stone. They
They had
had round
round arches.
arches.
They were
They were built
built with
with only
only aa few
few small
small Romanesque and Gothic churches?
windows, so
windows, so they
they were
were dark
dark inside.
inside. Ss look at the two photographs
Later, medieval
Later, medieval churches
churches were
were built
built in
in aa and compare the churches. (The
new style
new style called
called Gothic. Gothic churches
Gothic. Gothic churches Romanesque church has a lower roof,
had thinner
had thinner stone
stone walls
walls and
and stone
stone roofs.
roofs. fewer and smaller windows, and the
The roofs
The roofs were
were vaulted.
vaulted. This
This means
means theythey
were arched
were arched and
and convex.
convex. Arches
Arches were
were
arches are round.)
pointed, instead
pointed, instead ofof round.
round. Gothic
Gothic churches
churches
were larger
were larger and
and taller
taller than
than Romanesque
Romanesque
churches. They
churches. They were
were bright
bright inside
inside because
because Gothic churches have pointed arches.
they had
they had many
many large
large windows.
windows. Reinforcement worksheet 39
Questions Activity Book

1. Where did medieval peasants live? Describe a typical peasants home. Pages 86 and 87
2. Why was it difficult and slow to travel in medieval times?
3. Compare the characteristics of a Romanesque and a Gothic church.
a hundred and sixty-three 163
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Further activities
Show Ss pictures of Romanesque and Gothic churches. Ss identify
the architectural features of each style.
Ss draw a mural showing life in and around a castle.
Explain that the church played an important part in everyday life. Kings
and church leaders spent a lot of money building great cathedrals.
Thousands of craftsmen came from all over the country to work on
them. Stained glass windows were used to make churches more
beautiful. Because most people could not read, they depicted stories
from the bible. The big cathedrals often took hundreds of years to
build. Ask Ss if they have visited a cathedral.
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Activities
Objectives
To revise the key concepts of the unit 1 Do these sentences refer to primitive human beings or Romans?
To revise key vocabulary People built straight, stone roads connecting cities.
To give Ss the opportunity to evaluate People travelled on foot. They carried their belongings on their back.
their own learning People lived in domus and villas.
To make a Roman mosaic People lived in caves and huts.
2 Compare the Roman houses and answer the questions.

Key Language
Vocabulary and structures: belongings, A B
carry (something) on your back, cave,
countryside, domus, floor, hut, mosaic,
villa; ceiling, gold, mural, pottery, silver,
sweet wrapper, tile
Activities a. Which house is built in the city, and which one in the countryside?
1 Do these sentences refer to primitive b. Name and describe each house.
human beings or Romans?
3 Match each picture to its place on the timeline.
Read the sentences. Volunteers say if
they refer to primitive or Roman times. A B C
2 Compare the Roman houses
and answer the questions.
Ss describe the two illustrations
and answer the first question.
Write villa and domus on the board.
Ss identify the buildings and describe
them. Then, they write a brief Many thousands
2,000 years ago 1,000 years ago
of years
a hundred and ago
sixty-four
description of each kind of Roman
house in their notebooks.
3 Match each picture to its place

Example: Picture .......... shows life many thousands of years ago.

on the timeline.
In pairs, Ss look at the pictures and 164 a hundred and sixty-four
match them with the timeline. Write
primitive times, Roman times and 179225 _ 0156-0167.indd 164 23/05/11 15:57 179225 _ 0156-0
medieval times on the board to help

them.
Further activities
Read the example sentence. Check
the activity by choosing volunteers to Write the following sentences on the board. Ss say primitive times,
give their answers. Roman times or medieval times.
a) People lived inside castle walls or near castles for protection from
enemy invasions. (Medieval times.)
b) Rich people lived in villas in the countryside. (Roman times.)
c) Poor people lived in apartment buildings with three or four storeys.
(Roman times.)
d) People lived in caves and usually travelled around to hunt animals
and collect food. (Primitive times)
e) They built theatres, bath houses and aqueducts. (Roman times.)
f) They built Romanesque and Gothic churches. (Medieval times.)
Ss list three important things, tools or buildings from each time period.
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UNIT 14
Hands on!
Make a Roman mosaic
Hands Read the text to the class. Ask:

on! Make a Roman mosaic Who used mosaics to decorate their
buildings? What is a mosaic? Are they
The Romans decorated ceilings, walls and floors with works of art called
mosaics. Mosaics are pictures or murals made of lots of small, coloured difficult or easy to make? Have you
squares, called tiles. These tiles can be made of several different materials; seen one? Where?
glass, pottery, stone, and in some cases, even gold or silver.
Ss look at the photographs of
mosaics. Explain that it is an art
form that requires a lot of time and
patience.
Explain that Roman customs reached
all Mediterranean countries because
Roman soldiers set up home in the
lands that they conquered. In their
Make a Roman mosaic. new homes they followed their own
Step 1. On a sheet of cardboard, draw your mosaic design. customs.
Step 2. Cut square tiles out of paper and sweet wrappers. Read through the steps carefully with
Step 3. Glue the tiles to your design. Position the tiles according the class. Ask: What materials are you
to colour, and be careful not to leave any blank spaces. going to use? What are you going to
use to cut the paper? Should you leave
q w e any spaces between your tiles? (No.)
Ss follow the instructions and make
their mosaics individually.

Display your mosaic on the classroom wall.
a hundred and sixty-five 165
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Further activities
Show Ss images of modern mosaics made using photographs instead
of tiles.
A fun way to obtain information about the Roman way of life is by
reading Asterix and Obelix comics or watching their films. Ss can see
Roman clothing, roads, housing, decoration, transport, customs, etc.
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Revision I
Objectives 14.5

of the unit
To practise summarising a text How homes have changed
To give Ss the opportunity to evaluate Many thousands of years ago, human beings lived
their own learning in tribes. Their homes were caves and huts.
2,000 years ago, Romans lived in domus, insulae and villas.
1,000 years ago, noblemen lived in castles. Peasants lived in villages.
Key Language
Vocabulary and structures: cart, cave, How transport has changed
ceramic objects, (on) foot, hut, painting, Many thousands of years ago, human beings travelled on foot, in carts and
by sailing boat.
sailing boat, simple tools; behaving
2,000 years ago, Romans built straight stone roads, bridges and seaports. People
badly / properly, behaviour, heritage
travelled on foot, on horseback and in horse-drawn carriages.
1,000 years ago, transport was similar to what it was during Roman times.
Revision
Historical remains
1 Read the summary. Primitive people made paintings, simple tools and ceramic objects.
The Romans left behind buildings, wall paintings, mosaics and the Latin language.
Medieval people built Romanesque and Gothic churches.
the summary. Pause the recording to
ask questions: How long ago did man
live in tribes in huts and caves? How
long ago did Romans live in insulae, 2 Copy and complete. Use information from the summary.
domus and villas? How long ago did
noblemen live in castles? How did lived in caves,
primitive human beings travel? How
did Romans travel? How did medieval travelled on foot,
people travel? What things still exist Many thousands
of years ago,
from primitive times? What things still
people paintings
exist from Roman times? What things
still exist from medieval times? made things
we can see
2 Copy and complete. Use information today
from the summary.

Ss discuss their answers with a
partner. Copy the table on the board
and check Ss answers. Ss copy the 166 a hundred and sixty-six
completed chart into their notebooks.
179225 _ 0156-0167.indd 166 23/05/11 15:57 179225 _ 0156-0
Further activities
Write some true / false sentences on the board. SS correct the false
ones.
a. Peasants lived in the castles. (False. They lived in huts.)
b. The Romans travelled from place to place to find food. (False.
Primitive human beings travelled to find food.)
c. Primitive human beings were hunters and gatherers. (True.)
d. Medieval people were ruled by an emperor. (False. The Romans
were ruled by an emperor.)
Visit a local castle. Ss take notes and draw sketches of the parts of
the castle that they find interesting. In class, Ss work in small groups
and share their notes to compile a summary of the history of the
14.5 See transcripts, page 198 castle.
166
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UNIT 14
I can
Behave properly in a museum I can
Museums display many works of art from the past. Many of the exhibits are very Behave properly in a museum
delicate, so we must be careful not to touch them. Ask: Have you ever been to a
museum? What kind of museum was
A it? What did you see? Did you have a
B
guide? Did you buy a souvenir? Could
you eat or drink inside the museum?
Were you allowed to take photos? Were
D you noisy or quiet?
C
A volunteer reads the text. Ss look at
the children in a museum. Ask: Do you
think everyone is behaving correctly?
Present the example answer and
encourage Ss to answer in a similar
Which people are behaving properly? Which people are behaving badly? Explain. way.
Example: B. She isnt behaving properly. Shes touching the statue. Explain that objects in a museum

are very old and also very valuable

Write three rules of good behaviour for visiting museums and historical buildings.
because they tell us a lot about how
Example: Dont shout. Always whisper. Dont touch anything.

people lived in the past. We should

not touch things because they get
dirty and they might break.
OUR WORLD Ss say how they should behave in a
Putting our heritage to good use museum. Write their answers on the
board.
Historical buildings need special care
because they are so old. This care is
expensive. Using these buildings is one
way to make money. For example, the
Our world
Merida Classical Theatre Festival is held
every summer in the ruins of the Roman
Putting our heritage to good use
theatre. Explain that heritage means
Choose a historical building from your Autonomous Community. something which is inherited from
What is it used for? If it is not being used, think of ways it could be used. the past. Show photos or pictures of
World Heritage Sites in Spain (The
Alhambra palace, the monastery of El
Escorial, the University of Alcala de
a hundred and sixty-seven 167 Henares, the caves of Altamira, etc.)
and ask Ss if they can identify them.
23/05/11 15:57 179225 _ 0156-0167.indd 167 23/05/11 15:57 A volunteer reads the text.
Ss name historical buildings from their
Values education Autonomous Community. They say
what they are used for and suggest
World Heritage Day is celebrated on April 18th. It is a day when many
other uses for them.
monuments and sites of historical interest allow free access to visitors.
The aim is to make us all aware of the diversity of our heritage and the
need to conserve and protect it. Talk to Ss about the need to protect Teachers Resource Book
traditions, buildings, objects and languages.
Test 14
Further activities
Make a time capsule list. Ss make a list of things that they think
should go in a time capsule to leave for future generations to find out
about the period of history in which we live.
167
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15 Life hundreds of years
ago
Unit content

To learn how people lived in the Age of Exploration Life and inventions in the Age of Exploration
To discover how the printing press changed Life and inventions in the Industrial Revolution
European civilisation Life and inventions in present times
To learn how people lived during the Industrial
Revolution
How to write a biography U
How to find out about new places
To study the impact of new means of transport Cultural diversity in Spain
and inventions during the Industrial Revolution
To learn how people live nowadays
Reading a text and answering questions about dirigibles
To learn how to write a biography
Describing a craftmans house during the Age of
To learn how to find out about new places Exploration
To discover the richness of diversity Describing Velazquezs painting The Surrender of Breda
Listing inventions and discoveries from the Industrial
Language objectives Revolution
To use the past simple to describe how people Putting means of transport in chronological order
lived, worked and travelled in the past Completing a timeline with objects
To use the verb to be born followed by place Producing a short biography of a famous historical figure
and date of birth in the correct order: He was
Explaining how we can discover new places in a city
born in Alcala de Henares in 1547.
Showing interest in learning about the early

Assessment criteria development of human art and technology
Explain how people lived in the Age of Exploration Reflecting on the importance of archeological
Describe how the printing press changed investigations to help explain the past
European civilisation forever Understanding the importance of behaving properly in
Explain how people lived during the Industrial museums and historical buildings
Revolution
Describe the impact of new means of transport Interest in learning about changes in housing, means
and inventions during the Industrial Revolution of transport and artistic expression in each era P
Explain how people live nowadays Reflecting on the importance of historical documents
Write a short biography as witnesses of the past
Explain how to find out about new places Interest in learning about ones cultural heritage
Explain how diversity can enrich a culture Valuing the cultural richness of Spain
168A
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Competences
Competence in linguistic Processing information Cultural and artistic
communication and digital competence competence
Writing a biography of a Learning how to use a timeline Recognising the importance
well-known historical figure (SB to put historical periods in of the printing press for the
p. 177: Hands on!) chronological order (SB p. 176: diffusion of literary works and
Summarising the information Put these historical remains and scientific knowledge (SB
given in the unit with the help inventions in chronological order.) p. 171: Inventions from the Age
of a chart (SB p. 178: Copy and Organising events in someones of Exploration; p. 177: Learn to
complete. Use information from life to write a biography (SB p. write a biography)
the summary.) 177: Learn to write a biography.)
Unit outline
v Unit 15. Life hundreds of years ago
The Age The Industrial Life in present

of Exploration Revolution times
Hands on!
Learn to write a biography
I can Our world

Revision
Discover ways to get to know new places The richness of diversity

Content: understanding how compasses and September October November December January
astrolabes improved navigation at sea; knowing
which facts need to be highlighted in a biography
Language: forming and pronouncing the simple past
of regular verbs; memorising the simple past of February March April May June
irregular verbs
168B
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Objectives
To remember that things change with
the passing of time
15 Life hundreds
of years ago
W
To revise inventions that make our

lives easier
15.1
1.
Key language
Vocabulary and structures: advertising, A
airship / dirigible, be filled with, carry,
cross (v), sightseeing tour, steam
engine; invent, make (our lives) easier
Presentation
Ask: Who has travelled by plane? B
Where did you go? How long did the
journey take? How did people travel
before aeroplanes?
Ss look at the pictures. Explain
that these are airships, also called
dirigibles, and they carried people from Lighter than air
one country to another. In 1852, a French engineer built an airship filled
A volunteer reads the text. Check with gas and driven by a steam engine. He flew
THINK ABOUT
understanding: What were airships the airship to Paris. This was the first dirigible.
filled with? What were they driven by? These dirigibles crossed the Atlantic Ocean Look at the photo of the
Which ocean did they cross? How many carrying up to 100 passengers. However, they were dirigible. Describe its shape.
passengers did they carry? How long very slow. A trip from Europe to the United States When was the first dirigible
built?
did a journey from Europe to the United took a week. For this reason, airships had cabins,
States take? Where did passengers eat a dining room and a lounge. Why did people stop 2.
travelling in dirigibles?
and sleep? After 1940, people preferred to travel in aeroplanes What are dirigibles used for
Explain that when airships were built because they were faster. Today, dirigibles are still today?
they were considered to be the most used for advertising and for sightseeing tours.
advanced invention of their time.
People could travel by air, which was 168 a hundred and sixty-eight
faster than travelling by sea.
179225 _ 0168-0179.indd 168 23/05/11 15:59179225 _ 0168-0
Further activities
Brainstorm past and present forms of transport. (Car, tram, train,
steam train, bus, lorry, bike, van, ship, airship, aeroplane, hot air
balloon, etc.) Write the vocabulary on the board and ask Ss to name
the source of energy used by each. Which forms of transport pollute
the most?
Ss use the Internet to research the Hindenberg airship. Ask: Why were
airships unsafe? (Filled with gas, weather is unpredictable, etc.)
168
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UNIT 15
Before and now IN THIS UNIT, YOU WILL Before and now
Many years ago, people worked, travelled and
Learn how people Ask Ss how they relax and what they
relaxed in different ways to how we do today.
Many things change with time, but others stay lived during the Age do in their free time. Then, ask what
of Exploration. their parents and grandparents did to
the same.
Discover how people relax when they were young. Ask: Did
15.1 lived during the
Industrial Revolution.
they have video games or DVD players?
1. Compare the two pictures. What things have
changed with time? Compare life Choose a volunteer to read the text.
hundreds of years Ask: Where did your grandparents work
A ago to how people when they were young? How did they
live nowadays.
travel? What did they do to relax? Do
Learn how to write a
biography. people do different jobs now? Do we
Discover ways to get travel in different ways? How do we
to know new places. relax nowadays?
Find out about the 1. Ss look at the two pictures and
richness of Spanish discuss the differences in pairs.
B culture.
Choose volunteers to give their
answers.
Play track 15.1. Ss look at the
pictures and listen to how the things
in the room have changed with time.
Inventions change our lives

Inventions change our lives A volunteer reads the text. Ask:
As time passes, people invent new things. Do inventions make our lives more
These new inventions make our lives easier. difficult?
Some examples are mobile phones, computers
e. Ask: How do your parents go to work?
and aeroplanes.
e How do you keep warm at home? How
do you keep food cold? How do you
2. Imagine life without buses, computer games cook food? What makes a washing
or MP3 players. Explain how your life is machine work? What can you use
or different.
to look for information instead of
Example: There are no buses, so I have to walk

encyclopedias? When you have an

to school.
infection, what does the doctor give
you? (Antibiotics.) Explain that these
a hundred and sixty-nine 169
inventions help us to live longer and
23/05/11 15:59179225 _ 0168-0179.indd 169 23/05/11 15:59
more comfortably.
2. Read the question. Ss read the
example and write about the other two
Values education inventions. Choose volunteers to read
Explain that we live in a consumer society. We often buy things that we do their sentences.
not need. Discuss the influence of advertising. Ss make a list of things
they have that they dont use. Ss suggest what they can do with these
things and how to avoid buying things they dont need. (Give things to a
charity. Think carefully before they buy.)
Further activities
Elicit a list of jobs and write them on the board. Ask Ss what jobs are
disappearing. What does a shepherd do? What does a blacksmith do?
And a carpenter?
Ss write a list of things in their home that their grandparents did not
have when they were young.
169
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The Age of Exploration Tr
22 Tr
of
of
Objectives
M
Mo
To know how people lived in the Age ho
ho
of Exploration dr
dra
to
to
To learn how people travelled in the of
of
Age of Exploration m
mu
To learn about improvements in Sa
Sa
navigation ne
ne
in
ins
To learn about inventions from the Age
of Exploration
Key language
Vocabulary and structures: blacksmith,
carpenter, fountain, merchant, modest,
palace, peasant, stable, tailor; travel:
astrolabe, caravel, magnetic compass,
muddy, sailor, resistant; printing press,
receive (an education)
A city street during the Age of Exploration. Describe what you can see.
Presentation
1 Life in the Age of Exploration 15.2 In
33 In
Ask: Who discovered America? When? 1 Life in the Age of Exploration of
of
Explain that the Age of Exploration The Age of Exploration began over 500 years ago, in M
Ma
lasted until the 17th century. the 15th century. Many people lived in cities with long du
du
streets, gardens and squares with fountains. on
on
Ss look at the large illustration and al
all
describe what they see. Ask them Rich people lived in beautiful palaces. These palaces by
by
were large homes with many bedrooms, living rooms, ex
ex
about clothing, buildings, the streets gardens and stables. m
ma
and transport.
Merchants and craftsmen lived in modest homes. he
he
Play track 15.2. Ss look at the picture They had shops on the ground floor where they Ar
Ar
of a city street during the Age of made and sold their products. Some examples of Ar
Ar
Exploration. They listen carefully to the craftsmen were tailors, blacksmiths and carpenters. Craftsmen lived and worked in de
de
They manufactured goods with their hands. two-storey houses. Describe what the
pa
pa
description and say what the mistake first and second storeys were used for.
is. (There isnt a boy riding a bicycle.) Peasants lived in country villages in simple houses. st
sti

170 a hundred and seventy
Explain that merchants were people
who bought and sold things. Ask: 179225 _ 0168-0179.indd 170 23/05/11 15:59179225 _ 0168-0
When did the Age of Exploration

begin? Who lived in palaces? Where
did merchants and craftsmen live? Further activities
What did craftsmen make? Where did Ss draw a picture of themselves dressed in clothes from the age of
peasants live? Exploration and another, wearing modern clothes. Ask Ss about what
Explain that at this time cloth for clothes they wear that did not exist in the Age of Exploration.
clothing came from animals or plants. Explain that in this era people used buttons, pins and brooches, but
Revise the origin and uses of natural most people still fastened their clothes with a piece of cord. Ask Ss
materials. how we fasten clothes today. (Zips, press studs, velcro.)
Ss look at the house. Ask: How many Ss investigate El Escorial monastery in the Guadarrama mountains
storeys can you see? Which floor did outside Madrid. Ask them to find the answers to these questions:
the craftsmen live on? What did they Which monarch ordered it to be built? When and why was it built? Who
use the ground floor for? was the architect?
170
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UNIT 15
Travelling in
22 Travelling in the
the Age
Age
of Exploration
of Exploration
2 Travelling in the Age of Exploration
Most people
Most people travelled
travelled on
on foot
foot or
or on
on
horseback. Rich
horseback. Rich people
people travelled
travelled in
in horse-
horse- Ask: How did people travel in Roman
drawn carriages.
drawn carriages. The
The windows
windows hadhad curtains
curtains times? And in medieval times? Explain
to keep
to keep outout the
the dust.
dust. Roads
Roads were
were made
made that in the Age of Exploration no new
of dirt,
of dirt, so
so when
when itit rained,
rained, they
they became
became
muddy.
muddy.
forms of land transport were invented,
but, thanks to better ships and new
Sailors explored
Sailors explored the
the world
world and
and discovered
discovered
new lands.
new lands. Better
Better maps
maps and
and new
new navigation instruments, sailors could
instruments improved
instruments improved navigation
navigation at
at sea.
sea. make longer voyages.
The magnetic
The which indicates
compass, which
magnetic compass, indicates Choose volunteers to read the text.
North, helped
North, helped ships
ships find
find their
their bearings
bearings Explain that to find your bearings
at sea.
at sea. The astrolabe improved navigation at sea.
means to orientate yourself. Ask:
The astrolabe
The calculated latitude
astrolabe calculated latitude by
by How did people travel overland? Why
observing the
observing the height
height of
of the
the Sun
Sun above
above did the carriages have curtains on
the horizon.
the horizon. In
In this
this way,
way, sailors
sailors could
could
calculate the
calculate the position
position of
of their
their ship.
ship.
the windows? What helped to improve
navigation? What did the magnetic
The caravel
The was aa fast
caravel was fast ship
ship that
that could
could
travel long
travel long distances.
distances. ItIt was
was resistant
resistant compass do? And the astrolabe? What
to storms
to storms and
and attacks
attacks from
from pirates.
pirates. were the advantages of the caravel?
Christopher Columbus
Christopher Columbus sailed
sailed onon aa Explain that monarchs encouraged
caravel.
caravel.
explorers to sail to new lands to
discover new riches and to claim new
territories. Add that Spain became
Inventions from
33 Inventions from the
the Age
Age one of the most powerful countries in
of Exploration
of Exploration the world because of gold and silver
The Surrender of Breda. Diego de Velazquez is
one of the greatest painters of all time. from America.
Many new
Many new inventions
inventions changed
changed thethe world
world
Describe the painting.
during this
during this period.
period. The
The printing is
press is
printing press 3 Inventions from the Age of Exploration
one of
one of the
the most
most important
important inventions
inventions of of
all time.
all time. Before,
Before, books
books had
had to
to be
be copied
copied Questions Ask: Does anyone remember when the
by hand,
by hand, so
so they
they were
were very
very rare
rare and
and printing press was invented?
expensive. The
expensive. The printing
printing press
press could
could make
make 1. Describe where these people lived:
many copies,
many copies, much
much faster.
faster. Cheaper
Cheaper books
books rich people, craftsmen, merchants Choose a volunteer to read the text.
helped more
helped more people
people receive
receive an
an education.
education. and peasants. Ask: What were the advantages of
Art and
Art and culture
culture made
made great
great progress.
progress. 2. What navigational instruments the printing press? Who were famous
Artists such
Artists such as
as Michelangelo
Michelangelo and
and Diego
Diego helped sailors at sea? artists from this time? Where can we
de Silva
de Silva Velazquez
Velazquez made
made beautiful
beautiful 3. Why was the printing press such an see their work now?
paintings and
paintings and sculptures.
sculptures. Their
Their work
work can
can important invention?
r.
still be
still be seen
seen in
in museums
museums today.
today. Ask: Who had money to buy books and
study: the rich or the poor? Do you
a hundred and seventy-one 171 think peasants could read?
Ss describe the picture of The
23/05/11 15:59179225 _ 0168-0179.indd 171 23/05/11 15:59 Surrender of Breda. Ask: Who has
seen Velazquezs paintings in a
museum?
Further activities
Write a summary of the Age of Exploration on the board for Ss to copy.
Ss research Hernando Cortes, Francisco Pizarro, and Vasco Nuez de
Balboa. Reinforcement worksheet 40
Ss investigate the countries that formed part of the Spanish Empire.
Ss research foods brought to Europe from the Americas. Activity Book
Ss investigate Columbus discovery of America. Pages 88 and 89
171
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The Industrial Revolution
Objectives Tr
22 Tr
To learn how people lived at the time R
Re
of the Industrial Revolution Th
Th
To discover how people travelled then m
mo
To identify inventions from the

Industrial Revolution
Key language Th
Th
re
rep
Vocabulary and structures: abandon, in
inv
disorderly, factory, rapidly, sewage fir
fir
system, spacious, unhygienic, unpaved; ag
ag
travel: safe, aeroplane, electric motor, of
of
modernise, motorcar, petrol engine,
replace, steam engine, steam train,
steamship; electric light bulb, iron,
15.4
15.4
radio, telephone, reinforced (concrete);
aspirin, penicillin, vaccine, x-rays
In
33 In
R
Re
During the Industrial Revolution, workers lived next to the factories where they worked.
Fr
Fro
Presentation in
inv
15.3
m
mo
1 Life during the Industrial Revolution 1 Life during the Industrial Revolution in
inv
The Industrial Revolution began in the 18th an
an
Explain that Ss are going to look at
century. Large factories and machines Bu
Bu
how people lived during the time of
replaced small workshops and craftsmen. st
str
the first factories. Explain that the Peasants abandoned villages to go
Industrial Revolution lasted until the and work in factories. Cities grew rapidly
19th century. and in a disorderly fashion.
Ss look at the large illustration and Factory workers lived in city neighbourhoods.
The streets were unpaved. They were dirty M
Me
read the caption. Ask Ss to describe
and unhygienic because there was no pe
pe
what they can see. Ask: What can you sewage system. Houses were small and
see in the background? Why did people badly-built.
live near where they worked? (Because In contrast, rich people lived in spacious
workers walked to work.) What were homes in new neighbourhoods with nice Rich people lived in spacious, comfortable homes.
the streets like? Were the people rich gardens and shops.
or poor? What can you see on the
street? (A milk churn, a bag of coal, a 172 a hundred and seventy-two
barrel, a cat, etc.)
179225 _ 0168-0179.indd 172 23/05/11 15:59179225 _ 0168-0
Play track 15.3. Ss look at the
picture of a street during the
Industrial Revolution and listen to the Further activities
description.
Ask Ss to imagine life before people had electricity and running water.
A volunteer reads the text. Pause to Ask: How did people wash their clothes? Did they have a bath? What did
ask: When did the Industrial Revolution they use for light at night? How did they keep food?
start? How were things made before
Ask Ss why this time was called the Industrial Revolution (It was the
factories existed? How did the poor
time of transformation to an industrial economy which used power-
live? Did rich people live in the same
driven machinery, causing major changes in society.)
way?
Ss use the Internet and encyclopedias to research housing during the
Ss look at the small picture and read
the caption. Ask Ss to describe the
picture.
172
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UNIT 15
Travelling during
22 Travelling during the
the Industrial
Industrial 2 Travelling during the Industrial
Revolution
Revolution Revolution
The invention
The invention of
of the
the steam
steam engine
engine Ss look at the illustration read the
modernised travel
modernised travel and
and everyday
everyday life.
life. caption. Ask: What were the trains
made transport
trains made
Steam trains
Steam transport faster,
faster, like? Have you ever seen a steam
safer and
safer and cheaper.
cheaper. train?
were faster
Steamships were
Steamships faster and
and did
did not
not A volunteer reads the text. Explain
depend on
depend on wind
wind power
power to
to move.
move.
that trains and ships burned coal
The electric
The and the
motor and
electric motor the petrol
petrol engine
engine and wood to heat water to produce
replaced the
replaced the steam
steam engine.
engine. These
These
steam to make the engines work.
inventions led
inventions led to
to the
the development
development of of the
the
first motorcars,
first motorcars, over
over one
one hundred
hundred years
years
Steam trains made it faster to travel long Ask: How did faster ships and trains
distances.
ago, and
ago, and more
more recently,
recently, to
to the
the invention
invention affect life? (Faster and more far-
of aeroplanes.
of aeroplanes. reaching transport of goods, faster
communication, etc.) What replaced
the steam engine? Do you think the
first cars were for everyone?
15.4
15.4
telephone
Inventions from
33 Inventions from the
the Industrial
Industrial 3 Inventions from the Industrial
electric light bulbs
Revolution
Revolution Revolution
From the
From the middle
middle of
of the 19thth century,
the 19 century, new
new A volunteer reads the text. Ask: What
inventions and
inventions and discoveries
discoveries made
made life
life were the most important inventions?
more comfortable.
more comfortable. The
The most
most important
important
iron radio What materials improved buildings?
inventions were
inventions were electricity,
electricity, the
the telephone
telephone
and radio.
and radio. Name some medical discoveries /
Many inventions from the Industrial Revolution
inventions.
Buildings were
Buildings were improved
improved with
with the
the use
use of
of are still part of our lives today.
stronger materials
stronger materials which
which included:
included: Ss look at the picture of inventions.
Iron
Iron Questions Read the caption. Ask: Why was the
Glass
Glass telephone an important invention? How
1. Compare the lives of factory workers are phones different now? Why was
Reinforced concrete
Reinforced concrete and rich people during the Industrial radio an important invention?
Medical discoveries
Medical discoveries andand inventions
inventions helped
helped Revolution.
people to
people to live
live longer.
longer. Some
Some ofof these
these were:
were: 2. What developments in transport
Ask: What discoveries and inventions
Vaccines
Vaccines were made at this time? were made in the world of medicine?
X-rays
X-rays 3. Make a list of inventions and What are vaccines for? Have you ever
discoveries from the Industrial had an X-ray? Is anyone allergic to
s. Penicillin
Penicillin
Revolution. penicillin? Explain that penicillin was
Aspirin
Aspirin
the first natural antibiotic.
a hundred and seventy-three 173 For question 3, Ss work in pairs and
write a list in their notebooks of
23/05/11 15:59179225 _ 0168-0179.indd 173 23/05/11 15:59
inventions and discoveries from the
Play track 15.4. Ss listen and tick
Further activities
their list of inventions and discoveries
Show Ss the film of Oliver Twist based on the book by Charles Dickens. when they hear them.
Ss can see what life was like in England during the Industrial Revolution,
especially for children.
Ss ask their parents to tell them what vaccines they have had.
Ss compare and contrast urban life during the Industrial Revolution Reinforcement worksheet 41
with life in Prehistoric times.
Ss investigate the first motor cars on the Internet or in encyclopedias. Activity Book
Pages 90 and 91
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Life in present times
Objectives Tr
22 Tr
To describe how we live nowadays To
To
ow
ow
To learn about modern means of
bu
bu
transport
M
Mo
To name some of the most important sa
sa
advances of our times in
inc
Key Language
Vocabulary and structures: avenue,
block of flats, electricity, heating,
illuminate, nowadays, paved,
residential, running water, sewage
system, single-storey, skyscraper,
storey, streetlamp, suburb, wide; travel: M
33 M
aeroplane, abroad, energy-saving, Tw
Tw
high-speed train, spacecraft; access ha
ha
(to), computer, detect, extremely, ho
ho
da
da
Internet, mobile phone, satellite;
Modern cities have new suburbs. Factories are built outside cities.
medical scanner, organ transplant,
ultrasound
Presentation 1 How people live today Pe

Pe
Nowadays, the majority of the population
1 How people live today lives in cities. Streets are wide and paved.
Cities have large parks and avenues. There
Ss look at the illustration and read are modern sewage systems. Streetlamps
the caption. Ss compare this picture illuminate the streets at night.
with city life in the past. Ask: Are there Many people live in new residential areas,
more people in the street? Why? (The in tall blocks of flats that have several
storeys, or in single-storey family houses. Un
Un
population has increased and more
Most of these homes have modern m
ma
people live in cities.) Are the streets m
mo
comforts: heating, electricity and running
narrower or wider? Are the buildings water. However, some homes in poor po
po
higher or lower? How are our clothes neighbourhoods do not have all of these Skyscrapers are very tall buildings in cities.
different? What forms of transport are comforts.
in the picture? Are there streetlamps?
How do babies travel? (In pushchairs.) 174 a hundred and seventy-four
Volunteers read the text. Remind

Ss that a sewage system is for 179225 _ 0168-0179.indd 174 23/05/11 15:59179225 _ 0168-0
removing dirty water from our homes

and streets. Check understanding: Values education
Where do most people live nowadays? Scientists estimate that by 2050 there will be over seven billion people
Describe the streets in a modern city. living Earth. (Medical advances mean fewer infant deaths. People live
Ask: What is a residential area? What longer. Hygiene is better. Etc.) Discuss the effects of such a large population
are modern comforts? Does everyone on natural resources. Ss suggest ways to reduce energy consumption and
have these modern comforts? talk about alternative sources of energy.
the caption. What is a skyscraper?
Is there one in your Autonomous Further activities
Community? Can you name some Ss describe where they live and what their homes are like. How do you
famous skyscrapers? travel? What do you wear? What do you do in the week?
Explain that the time we live in is sometimes called the Information
Revolution. Discuss how, how much and how fast we get information.
Ss investigate the history of the Internet.
174
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UNIT 15
Travelling in
22 Travelling in modern
modern times
times 2 Travelling in modern times
Today, people
Today, people travel
travel aa lot,
lot, both
both within
within their
their Ask: Do you go on holiday? Where
own country
own country and
and abroad.
abroad. People
People travel
travel for
for do you go? How do you go there?
business and
business and tourism.
tourism. Is it a long journey? Is the journey
Modern means
Modern means of
of transport
transport are
are faster,
faster, comfortable? If you lived in Roman
safer and
safer and more
more comfortable.
comfortable. These
These times, would the same journey
include:
include:
take more or less time? Would it be
move twice
trains move
High-speed trains
High-speed twice as
as fast
fast as
as
comfortable?
traditional trains.
traditional trains.
Aeroplanes can
Aeroplanes can fly
fly from
from one
one continent
continent to
to A volunteer reads the text. Ask: Why
another in
another in just
just aa few
few hours.
hours. do people travel? Are modern means
High-speed trains are fast and energy-saving.
take astronauts
Spacecraft take
Spacecraft astronauts into
into outer
outer of transport safer nowadays? What
space.
space. means of transport are modern?
high-speed train and read the caption.
Modern inventions
33 Modern inventions Ask: What can you see from the
Two hundred
Two hundred years
years ago,
ago, very
very few
few people
people past in the photograph? (A medieval
had access
had access toto modern
modern inventions.
inventions. Today,
Today, castle.) Has anyone been on a
however, many
however, many inventions
inventions are
are part
part of
of our
our high-speed train? Where did you go?
daily lives.
daily lives. Some
Some ofof these
these are:
are:
How long did the journey take? Was it
Computers, the
Computers, the Internet,
Internet, satellite
satellite an uncomfortable journey?
television and
television and mobile
mobile phones.
phones. These
These
inventions make
inventions make communication
communication easy easy 3 Modern inventions
and extremely
and extremely fast.
fast.
People have
People have access
access to
to modern
modern medicine:
medicine: A volunteer reads the text. Write
helps doctors
Ultrasound helps
Ultrasound doctors observe
observe Communication on one side of the
organs.
organs. board and Medicine on the other. Ss
help people
transplants help
Organ transplants
Organ people live
live write the inventions in the text under
longer.
longer. the correct headings. Ss say how each
help doctors
scanners help
Medical scanners
Medical doctors to
to detect
detect Questions invention has made life easier.
diseases.
diseases. Ask: Does everyone in the world have
1. Describe a modern city.
Unfortunately, in
Unfortunately, in some
some parts
parts of
of the
the world,
world, access to modern inventions? Explain
many people
many people do
do not
not have
have access
access toto these
these 2. Name some modern means of that in many poor countries, there
modern inventions
modern inventions because
because they
they are
are too
too transport. is not enough food or clean water.
poor.
poor.
3. What modern inventions have made Medicines and vaccines are not widely
daily life easier for many people? available.
a hundred and seventy-five 175 Teachers Resource Book

23/05/11 15:59179225 _ 0168-0179.indd 175 23/05/11 15:59

Ss write the words Past and Present on different sides of a scrap of Pages 92 and 93
paper. Name inventions and discoveries and Ss show the correct side
of the paper.
Ask Ss to think about which single invention they think is the most
important and the reason for their choice. Ss draw their invention and
write why they think it is the most important. They present their choice
to the class.
Ask Ss to name one invention they think they could not live without.
Ask Ss to give a brief written account of a recent long trip. Ss should
describe where they went, what means of transport they used, the
length of the journey and what they did to occupy themselves during
the journey.
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Activities
Objectives
To revise and apply the key concepts 1 Copy the chart and tick: Ancient Rome, the Age of Exploration, or both.
of the unit
Ancient Rome Age of Exploration
Amphitheatres and bath houses.
Rich people lived in domus.
their own learning
They had wide streets and squares,
To learn how to write a biography palaces, fountains and gardens.
Rich people lived in palaces.
Key Language
Vocabulary and structures: ago,
2 Put these means of transport in chronological order.
amphitheatre, axe, bath house, battle,
Land transport
church, compass, computer, domus,
fountain, light bulb, mosaic, palace; A B C D
(be) captured, fight, held (in prison),
injure, tax collector
Sea transport
Activities
A B C D
1 Copy the chart and tick: Ancient
Rome, the Age of Exploration, or both.
Revise life in Ancient Rome and life in
the Age of Exploration.
Ss discuss the answers in pairs. Copy 3 Copy the chart. Put these historical remains and inventions in chronological order.
the chart on the board and choose
Ss to give their answers. Ss copy the
completed chart in their notebooks.
2 Put these means of transport in axe light bulb computer church mosaic compass
chronological order. Co
Thousands of 2,000 1,000 500 More than Present
Explain that chronological means in years ago years ago years ago years ago 100 years ago times
a hundred and seventy-six
the order things happened.
Ss look at the pictures and name
the means of transport. (Horse and
carriage, steam train, on foot, horse 176 a hundred and seventy-six
and cart; steamboat, caravel, sailing
boat, Roman sailing boat). Write 179225 _ 0168-0179.indd 176 23/05/11 15:59179225 _ 0168-0
the vocabulary on the board. Ss say

which period each means of transport
belongs to. Further activities
Ss talk about what period of history they would have liked to live in
3 Copy the chart. Put these historical
and why.
remains and inventions in
chronological order. Ss draw a picture and write a brief description of what they think city life
will be like in one hundred years time. How will people communicate?
Ss say what period in history each How will people travel? Etc.
object belongs to. Ask: Which period
Ss investigate on the Internet to see how clothes have changed
is the axe from? When was the light
through the ages. Why do clothes change? (Practical reasons, fashion,
bulb invented? Who uses computers?
new materials.)
Who built Romanesque churches? Who
used mosaics to decorate temples
and homes? When were magnetic
compasses invented?
Ss copy the chart and write the name
of each object in its correct time period.
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UNIT 15
Hands on!
Learn to write a biography
Hands Learn to write a biography Choose a volunteer to come to the

on! Biographies are books that tell the story of a persons life.
front of the class. Ask the rest of the
class to ask this person questions
to learn as much as possible about
his or her life. Start the questions by
Miguel de Cervantes asking: When were you born? Where
Introduce the were you born? What is your full name?
Miguel de Cervantes is one of the most character
famous writers of Spanish literature. Tell Ss that they are going to read the
Cervantes was born in Alcala de Henares Date and place biography of Cervantes.
of birth
in 1547. As a young man, he was a soldier. Ss read the text. Check
When he was fighting against the Turks understanding: Who is the biography
Important
in the battle of Lepanto, he injured his left events in about? Where was he born? When was
hand. On his way back to Spain, he was the persons
life he born? Who did he fight against?
captured by pirates and held in prison
for five years. What part of his body did he injure?
Who captured him when he was going
Later, back in Spain, he worked as a tax
collector. At the same time, he wrote books. back to Spain? What is the name of his
most famous book? How old was he
His most famous book is called Don Quijote
de la Mancha. when he died? When did he die? Where
did he die?
Cervantes died in Madrid in 1616. Date and
He was 69 years old. place of death Read and point out the four sections
of information in the biography.
Write these names on the board:
Diego de Silva Velazquez, Christopher
Columbus, Queen Isabella of Spain.
Ss choose one of the famous people
Write a biography of a famous person from history. Choose one of these people:
and use encyclopedias and the
Diego de Silva Velazquez, Christopher Columbus, Queen Isabella of Spain.
Internet to find out information to
Copy and complete an index card like this one:
complete an index card about their
life.
He / She was born in in the year He / She is famous for
Choose Ss to read their index cards to
Important things he / she did He / She died in in the year
the rest of the class.
a hundred and seventy-seven 177

23/05/11 15:59179225 _ 0168-0179.indd 177 23/05/11 15:59 Extension worksheet 15
Further activities
Write a list of vocabulary on the board and Ss decide what time
period each word belongs to. For example: caravel, stone tools,
cave drawings, insulae, castles, villas, straight roads, steam trains,
computers, domus, peasants, steamship, gladiators, cathedrals, new
countries, mosaics, compasses, frescos, mammoth, etc.
Ss interview their parents or grandparents and write their biographies.
They include drawings or photos where possible. Remind Ss that they
should put the information in chronological order. They find out the
persons date and place of birth, the names of their parents, how
old they were when they started school, how old they were when they
started their first job, what job they did, when they got married, if they
travelled anywhere, etc. Display the work in the school.
177
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Revision I
Objectives 15.5

of the unit
To practise summarising a text Changes in houses Changes in transport
To give Ss the opportunity to evaluate 500 years ago: 500 years ago:
their own learning Rich people built palaces in cities. New inventions helped sailors navigate
Merchants and craftsmen lived in the seas.
modest homes with shops on the 200 years ago:
Key Language ground floor. The steam train and the steamship
Peasants lived in huts. were invented.
Vocabulary and structures: (on) foot, 200 years ago:
(on) horseback, hut, navigation Today:
City workers lived in poor People travel by aeroplane, high-speed
instrument, palace, printing press, neighbourhoods next to factories. train and motorcar.
sailing boat, small house, work of art; Rich people lived in comfortable
cultural diversity, Muslims, prehistoric homes in new neighbourhoods. Inventions from the past
Nowadays: 500 years ago:
People live in high-rise flats or in Artists painted great works of art.
Revision single-storey family homes. The printing press was invented.
200 years ago:
1 Read the summary. Inventions and discoveries changed
Play track 15.5. Ss read and listen the way people lived.
to the summary. Pause the recording
to ask questions: Where did rich
people live 500 years ago? Where did
craftsmen and merchants live? Where 2 Copy and complete. Use information from the summary.
did peasants live? Where did workers
live 200 years ago? Where did rich
lived in palaces,
people live? Where do most people live
nowadays?
travelled on foot,
What helped sailors to navigate 500 500 years ago,
years ago? What inventions improved people
transport 200 years ago? How do we

travel today?
invented
What was invented 500 years ago?

What great artists lived and painted
500 years ago? (Velazquez, Da Vinci,
etc.) What inventions and discoveries
178 a hundred and seventy-eight
were there 200 years ago? (Telephone,
light bulb, penicillin, X-rays, electricity,
179225 _ 0168-0179.indd 178 23/05/11 15:59 179225 _ 0168-
etc.).
2 Copy and complete the chart. Use Further activities

Write true / false sentences on the board. Ss correct the false ones.
Ss look for the answers individually. a. In the Age of Exploration people worked in factories. (False. People
Copy the chart on the board. worked on farms or as merchants or craftsmen.)
Volunteers give their answers.
Complete the chart on the board. b. Radio was invented in the 21st century. (False. It was invented in the
Ss copy it in their notebooks. 19th century.)
c. The caravel was a new type of carriage. (False. It was a type of
sailing boat.)
d. The light bulb was invented during the time of the Industrial
Revolution. (True.)
Ss use the Internet and encyclopedias to investigate the history of one
of the inventions or discoveries from the unit. They use their findings to
15.5 See transcripts, page 199 make a poster about inventions. Display the poster in the classroom.
178
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UNIT 15
I can
Discover ways to get to know new places I can
Imagine you are on holiday in a new city. You want to learn more about it. Discover ways to get to know new
Look at these two options. places
Ask Ss what they do on holiday. Ask:
A B
Do you visit museums or take photos
of statues and monuments? Do you
visit castles or palaces? How do you
find out more information about these
places? Explain that even coastal
towns and villages have a lot of
history to investigate.
Read the text to the class and look at
the pictures. Explain that a street map
shows monuments and streets. A tour
Use a street map. Visit the city centre and the Hire a tour guide. Visit the prehistoric caves
guide explains important things about
principal monuments. outside the city. historical sites and objects.
Ss work in pairs and say whether they
What can you learn about the city from each option?
prefer to buy a street map or to hire
Which option do you prefer? Explain. a tour guide. They give reasons for
their preference. Choose volunteers to
present their choice to the rest of the
class.
OUR WORLD
The richness of diversity
Throughout history, many different people,
Our world
such as the Romans and the Muslims,
The richness of diversity
have lived in Spain. This cultural diversity
has influenced many aspects of Spanish Ask the class to say what they
life and has contributed to Spanish know about different cultures. What
language, art and cuisine.
languages do the people speak? Do
What do you think we can learn from they have different music? Etc.
people of other cultures?
Explain that when different cultures
live together they adopt things
from the new culture and they
bring things from their own culture.
a hundred and seventy-nine 179 Different cultures have lived together
throughout history.
23/05/11 15:59 179225 _ 0168-0179.indd 179 23/05/11 15:59 A volunteer reads the text. Ask: Does
anyone know any Roman remains
Further activities in Spain? Have you ever been to the
Alhambra Palace in Granada? What
Ss compile a list of modern forms of communication that help us to food from other cultures do you eat?
be in touch with others around the world in real time (e-mail, Twitter,
Choose volunteers to answer the
Facebook, Messenger, mobile, SMS, telephone). Talk to Ss about the
question and discuss as a whole
dangers of using personal information on the Internet.
class.
Ss choose a period of history from Units 14 and 15 and imagine they
are living in this period. They write an entry in a diary describing a day
in their life. Ss take turns to read their diary entries to the class. Teachers Resource Book
Test 15
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Term revision
Objectives
To revise key concepts of the term UNIT 11 UN
To give Ss the opportunity to evaluate 1 Look at the two population maps. Which one is correct? Then, answer the questions. 44 Co
Co
their own learning
To formally test knowledge acquired A B
during the term
Key Language Madrid Madrid
Sparsely-populated areas
Vocabulary and structures: agriculture, Moderately-populated areas
citizen, democratic state, densely Densely-populated areas
/ sparsely-populated, middle ages,

primary / secondary / tertiary services a. Is the centre or the north the most densely-populated area of Madrid?
sector, primitive, Roman, stockbreeding b. Is the capital of Madrid in a densely-populated
909366p214h1a or a sparsely-populated area?
909366p214h1b
909366p214h1al eyenda UN
UNIT 12 55 Co
Co
Term Revision
2 Look at the chart. Which sector has the most workers in the
Revise key concepts from Units 11 and 12: Autonomous Community of Madrid? Choose the correct answer.
The municipal register and the a. Agriculture and stockbreeding.
census provide information about the b. The industrial sector. Primary sector
population. Secondary sector
c. The service sector.
Tertiary sector
Natural growth is the difference
between the number of births and the
number of deaths in a place in one UN
year. 3 Look at the photos. What jobs do they represent? Which sectors are they in:
primary, secondary or tertiary. 909366p214h2l eyenda 66 Re
Re
Migratory growth is the difference 909366p214h2
between the number of immigrants

A B C
who come to a place and the number
of emigrants who leave.
Traditions are customs that have
existed for a long time. They include
typical food, songs, dances, costumes,
legends and architecture.
The primary sector includes jobs
which obtain resources from nature:
180 a hundred and eighty
mining, crop farming, stockbreeding
and fishing.
179225 _ 0180-0181.indd 180 23/05/11 15:29 179225 _ 0180-0
The secondary sector includes jobs

which transform raw materials into
manufactured products: factory work, Further activities
car manufacturing, the chemical Write these sentences on the board for Ss to correct:
industry, the metallurgical industry, a. The census is compiled every five years. (Ten.)
the food industry, graphic arts, crafts,
b. Natural growth in population is the difference between the number
the textile industry, the construction
of immigrants that arrive in a place and the number of emigrants
industry.
that leave. (The difference between the number of births and the
The tertiary sector includes jobs that number of deaths.)
provide services: trade, health and
c. Sevillanas are typical dances from the North of Spain. (The south of
education, tourism, transport, financial
Spain.)
and public services.
d. The tertiary sector includes stockbreeding, mining and fishing.
(These activities belong to the primary sector. The tertiary sector
provides services.)
e. The secondary sector includes transport. (The secondary sector
includes industry and construction.)
180
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TERM REVISION 3
Term revision
UNIT 13 Revise key concepts from Units 13, 14
and 15:
44 Copy
Copy and
and complete
complete the
the chart.
chart.
The most important law in Spain is the
Constitution, which identifies the rights
.......... such as .......... and obligations of all Spanish citizens.
In a democratic
There are different types of election:
state, all citizens
have the same .......... municipal, Autonomous Community,
.......... such as
general and European Parliament
..........
elections.
The Statutes of Autonomy are
the most important laws of the
UNIT 14 The first human beings lived in caves

or huts and travelled from place to
55 Copy
Copy and
and complete
complete the
the chart
chart with
with two
two characteristics
characteristics for
for each
each period
period in
in history.
history. place on foot.
The Romans left a rich legacy of
In the times of
constructions, frescos, mosaics and
Primitive human beings The Romans The Middle Ages language.
In medieval times, noblemen lived
in castles. Peasants lived in villages
near the castle, in simple huts.
Five hundred years ago, navigation
UNIT 15
improved due to important inventions
66 Read
Read the
the text.
text. Then,
Then, study
study the
the timeline.
timeline. When
When did
did Lucas
Lucas live?
live? Explain.
Explain. such as the caravel, the astrolabe
Lucas lived
Lucas lived in
in aa small
small village
village and
and worked
worked in
in the
the countryside.
countryside. and the magnetic compass. Explorers
One day,
One day, he
he got
got on
on aa train
train and
and moved
moved to
to the
the city.
city. He
He lived
lived in
in discovered new lands.
aa small
small flat
flat on
on aa narrow
narrow street.
street. He
He worked
worked inin aa factory
factory next
next to
to
In the age of exploration rich people
his home.
his home.
lived in palaces. Merchants and
craftsmen lived in modest two-storey
homes. Peasants lived in country
villages in simple houses.
1,000 years 500 years ago 200 years ago
The Industrial Revolution began in
the 18th century. People moved to
a hundred and eighty-one 181 cities and worked in factories. Factory
workers lived in small houses near the
23/05/11 15:29 179225 _ 0180-0181.indd 181 23/05/11 15:29 factories. The streets were dirty and
unhygienic. Rich people lived in large,
comfortable houses with gardens.
Further activities
During the Industrial Revolution there
Ss work in small groups and have a competition to see who can be the
were many inventions and discoveries
first group to complete the following lists.
which made life easier: the steam
a. The different types of elections. engine, electric light bulbs, radio, the
b. Five things invented or discovered during the Industrial Revolution. telephone, vaccines, penicillin, X-rays.
c. The two types of church architecture from medieval times.
d. Three kinds of craftsmen in the Age of Exploration. Teachers Resource Book
e. Three modern forms of communication. Term 3 assessment
Term 3 test
Activity Book Final assessment
Ss can do the activities for the third term, pages 102-105. Final test
181
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Glossary
saliva a transparent liquid made in the mouth.
1 INSIDE Your body
thorax the upper trunk where the heart and lungs
abdomen the part of the trunk where the stomach are located.
and the intestines are located. trachea a long tube through which air passes when
anus the opening at the end of the digestive system you breathe in.
through which faeces are eliminated. urine a mixture of waste substances and water.
arteries thick blood vessels that carry blood away veins thick blood vessels that carry blood back to
from the heart. the heart.
bladder a bag-like organ that stores urine. waste substances nutrients and small particles that
the body does not need.
blood circulation continuous movement of blood
throughout the body.
blood donors people who give blood to help people
2 KEEPING HEALTHY
who are ill.
blood vessels hollow tubes throughout the body balanced diet a diet that gives you the right amount
through which blood circulates. of nutrients.
breathing the process by which the body obtains calcium an important mineral that forms bones.
oxygen from the air and releases carbon dioxide. You can find it in milk and cheese.
bronchi two pipes that connect each lung to the carbohydrates nutrients that give the body energy.
trachea. You can find them in sugar, honey, pasta and
capillaries thin, fragile blood vessels that connect potatoes.
veins and arteries. dairy products foods that come from cows milk,
cavity(ies) decomposition of the teeth. for example, milk, cheese and yoghurt.
digestion the process which enables us to get diet everything a person normally eats and drinks
nutrients from the food we eat. every day.
excretion the process which removes waste substances fats nutrients that give the body energy. You can
from the blood and eliminates them from the body. find them in butter, oils and meats.
faeces undigested food and waste materials that fibre part of fruits and vegetables that keeps the
the body does not need. Faeces are eliminated digestive system healthy.
through the anus. habits repeated behaviour.
gastric juices strong, acid-like liquids in the stomach hygiene habits that keep your body clean.
that help to digest food. minerals nutrients that keep your body strong,
intestines long tubes in the abdomen. The small for example, calcium for bones.
intestine absorbs nutrients. The large intestine nutrients the body breaks down food into small
absorbs water to make faeces. parts called nutrients to obtain energy.
kidneys two small organs that filter blood and pain when your body hurts.
remove waste substances. posture the position in which you hold up your body
lung capacity the maximum amount of air your lungs and move it.
can hold. proteins nutrients that form muscles and organs
lungs the most important organs of the respiratory and help your body to grow. You can find them in
system. They pass oxygen to the blood and meat, fish and eggs.
remove carbon dioxide. rest when you sleep or stop doing an activity.
oesophagus a long tube that connects the mouth spinal column a series of vertebrae that support
to the stomach. your back. Also called the backbone.
organs parts inside your body that make it work, for sufficient diet a diet that gives you the amount of
example, the heart, brain or lungs. energy you need, but not too much.
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vitamins nutrients that prevent illness, for example, shrub a medium-sized plant with a woody stem and
vitamins A, C or E. branches that start near the ground.
wholegrain foods foods with unprocessed grains, stamen the male part of a flower that produces pollen.
for example, from wheat and rice. stem the part of a plant above ground that supports
its leaves and branches. Woody stems are hard
and rigid, like a trees trunk. Herbaceous stems
3 PLANTS are soft and flexible.
stigma the end of the style that takes in pollen.
blade the widest part of a leaf. It can be different style the long tube that connects the stigma to the
shapes. ovary.
calyx the group of small green sepals of a flower.
carbon dioxide a gas found in air that plants need
for photosynthesis. 4 MINERALS, ROCKS AND SOIL
corolla the group of coloured petals of a flower.
bedrock the bottom layer of soil. It is made up
deciduous a plant that loses its leaves in autumn.
mostly of rocks. It contains very little water.
evergreen a plant with green leaves all year round.
cave a large, underground hole made by nature.
fertiliser a substance containing mineral salts used
hardness one of the properties of minerals: how
to add nutrients to soil.
hard or rigid a mineral is.
flower the reproductive organ of a plant.
humus a dark mixture of animal and plant remains
fruit the ripened ovary of a seed-bearing plant. in soil.
The seeds are inside. A fruit can be fleshy,
lustre one of the properties of minerals: how shiny
like a pear, or dry like a nut.
something is or how much light it reflects.
germinate when a new plant grows from a seed.
mine a place deep underground where miners
grass a small plant with a soft, herbaceous stem. extract rocks and minerals.
leaves the green parts of a plant that grow from the mineral a natural, solid material made up of only
stem. one substance.
mineral salts nutrients that plants need. petroleum a liquid rock used to make plastics and
ovary the female reproductive organ of a flower. petrol.
It contains the ovules. property(ies) a characteristic of something.
oxygen a gas found in air that all living things need quarry(ies) holes near the surface of the Earth where
to live. rocks and minerals are extracted.
petiole the part of the leaf connected to the stem. rock a natural material made up of minerals. Most
photosynthesis the process by which plants make rocks are hard, like marble. They can be made up
their own food. of one or more substances.
pistil the female part of a flower. soil the solid, top part of the Earth where plants grow.
pollen grains fine pieces of pollen. stalactite a deposit of minerals hanging from the
pollination the process that transfers pollen from the roof of a cave.
stamens of one flower to the stigma of another. stalagmite a deposit of minerals built up from the
root the part of a plant that is usually underground floor of a cave.
and obtains nutrients from the soil. A taproot is subsoil the middle layer of soil made up of stones,
the main root of trees. Fibrous roots are very thin clay, sand and some water.
and fine. Root hairs are very fine roots on the end texture the characteristic of how something feels,
of large roots. for example, smooth or rough.
seeds the parts of a plant that grow into new plants. topsoil the top layer of soil where plants and animals
sepals small green leaves that make up the calyx. live. It contains sand, clay, water, air and humus.
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5 ECOSYSTEMS 6 MATTER
carnivore an animal that eats other animals. alloy a mixture of two or more metals. For example,
competition the relationship between living things bronze is an alloy of copper and tin.
when they compete for the same needs. chemical reaction a chemical change where a
consumer a living thing that eats other living things. substance changes into a different substance,
A primary consumer eats producers. A secondary for example, milk changes into cheese.
consumer eats other consumers. combustion a chemical change which takes place
cooperation the relationship between living things when a substance burns. For example, when
when they help each other. wood burns, it changes into ashes and carbon
dioxide.
deforestation when forests disappear because
people cut down trees for wood or for condensation the process by which a gas cools
construction. and changes into a liquid.
desert dry land with few plants and animals. elastic the property of a material that makes it easy
to stretch into a different shape, then return to its
deteriorate when something is not as good as it was
original shape.
before.
evaporation the process by which a liquid heats up
ecosystem all the living and non-living components
and changes into a gas.
that function together in one place.
fibreglass a man-made material made of glass
environment everything which affects living things,
fibres.
such as temperature, soil, types of rock, etc.
flexible the property of a material that makes it easy
erosion when wind and rain sweep away soil.
to bend without breaking.
food chain a visual representation of living things
fragile the property of a material that makes it break
that feed off other living things in an ecosystem.
easily.
forest land covered with trees and shrubs.
freezing the process by which a liquid cools
fresh water water that is not salty. It is found in and changes into a solid. Another name is
rivers and lakes. solidification.
grassland an area of land covered with grass and light the property of a material that weighs
shrubs. very little.
herbivore an animal that eats plants. man-made material a material people make from
nature reserve an area of land or water protected by raw materials, for example, plastic or steel.
law to preserve the ecosystem. mass the amount of matter in an object that gives
overexploitation when people take too many natural it weight. It is usually measured in grams or
resources from the land and they cannot be kilograms.
replaced. matter everything that has mass and occupies
pollution when nature is contaminated by harmful space.
substances, such as rubbish or car fumes. melting the process by which a solid cools and
producer a living thing that makes its own food, for changes into a liquid.
example, a plant or alga. mixture two or more substances that are mixed
salt water water that contains a lot of salt; found in together.
seas and oceans. natural material a material that comes from nature,
for example, leather or cotton.
oxidation a chemical change when a substance
combines with oxygen. For example, iron and
oxygen from the air change into rust.
physical change when heating and cooling causes a
change of state. For example, liquid water freezes
and changes into solid ice.
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GLOSSARY
recycle to put things into recycling bins so they can gravity the force that attracts objects towards the
be used to make new products. centre of the Earth.
reduce to make something less or smaller. hypothesis an idea that explains certain facts or
resistant the property of a material that makes it observations, but needs to be proven.
difficult to change its shape. magnet a device that uses magnetism to attract
reuse to use something again. certain metals.
substance the physical matter that things are mechanical energy the energy of the moving parts of
made up of. a machine.
volume the amount of space an object occupies. nuclear energy the energy found in substances such
It is usually measured in litres. as uranium and plutonium.
power station a place that uses energy sources to
produce electricity. Hydroelectric power stations
7 FORCES AND ENERGY use mechanical energy from falling water. Solar
power stations use energy from sunlight.
attract when the force of attraction causes an object repel when something causes another object to
to come closer to another object. move away and keeps it from coming closer,
chemical energy the energy stored in food, batteries it uses the force of repulsion.
and fuels. solar panel a sheet covered with solar cells that
consumption the process of consuming or using absorb energy from sunlight.
things. Responsible energy consumption means thermal energy energy in the form of heat.
using energy resources wisely. wind farm a power station that uses wind turbines
contact when two or more things physically touch to collect the mechanical energy of the wind and
each other. turns it into electrical energy.
depletion using up resources over time. For
example, non-renewable energies, such as fossil
fuels, deplete over time. 8 LIGHT
electrical energy energy used by electrical
appliances and electronic devices. absorption when something, for example, light, is
energy we say things have energy when they taken in. It is the opposite of reflection.
can make things change. Mechanical energy bend to curve or change the angle of something.
produces movement. Thermal energy produces cornea the transparent part of the eye that covers
heat. the coloured iris.
energy source a way of obtaining energy. dispersion spreading or dividing something into
Renewable energy sources, for example, pieces.
sunlight or wind, never run out. Non-renewable
keyboard a computer device with keys that have
energy sources, for example, uranium or
letters and special functions.
petroleum, cannot be replaced after using
them up. lens a transparent object, usually made of glass,
that can refract light.
force an effect that produces changes in something
or makes it move. medium a material that things can pass through.
Water is a transparent, liquid medium.
fossil fuel a substance that comes from the
decomposition of plants and animals mouse a hand device that moves the cursor over
millions of years ago, for example, coal the images or text on a computer screen.
or petroleum. opaque no light can pass through an opaque object.
friction a force which slows down two objects that optic nerve the nerve that sends information from
rub against each other. the retina in the eye to the brain.
global warming an increase in the average pixel the smallest component of an image, usually
temperature of the Earths atmosphere. a square dot.
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primary colour a colour that cannot be made from satellite a celestial body that orbits a star or a
mixing other colours. Red, green and blue are the planet. An artificial satellite is man-made. It
primary colours of light. receives and sends information back to Earth.
prism a solid, transparent object with a number of symbol something that has a special meaning. For
sides that can refract light. example, a coat of arms or a flag are
propagation the way something spreads or moves. visual symbols that represent the history
of a place.
pupil the dark spot in the centre of the eye that
opens and closes to let light in. territory an area of land marked for administrative
purposes. National territories are the areas that
reflection when light bounces off an opaque object.
belong to one country.
A mirror reflects all the light that reaches its
surface. town hall the building where the mayor and local
council work.
refraction when a transparent object bends the light
that reaches it and causes it to change direction.
Convex lenses curve out and move light inward.
Concave lenses curve in and move light outward.
shadow a dark shape projected onto a surface 10 LANDSCAPES
where light is blocked by an object.
climate the typical weather patterns in an area over
speed how fast something travels a certain a long period of time.
distance. For example, light travels at a speed of
300,000 km/s. climatic zone divisions on Earth where areas at a
similar latitude share a similar climate. Tropical
translucent only some light can pass through zones are near the Equator and have a hot
a translucent object. climate all year round. Temperate zones have
transparent light can pass easily through warm winters and cool summers. Polar zones are
a transparent object. near the Earths poles and are very cold all year
white light light made up of all the colours we can round.
see. coastline the outline of the coast. The part of a
word processor a program used to write texts on coastline that goes out into the sea is called a
a computer. cape. Gulfs and bays are parts of the sea that cut
into the coastline. Bays are smaller than gulfs.
estuary(ies) the wide part of a river near the sea
9 WHERE WE LIVE where fresh water and salt water mix.
fauna all the animal life in a specific area.
Autonomous Community an area with one or more flora all the vegetation in a specific area.
provinces that has its own capital city and
flow the volume of water a river carries.
government institutions. Spain has seventeen
Autonomous Communities. landscape all the land you can see around you.
Coastal landscapes are near the sea. They can
boundary(ies) a line that defines the limits of an area.
have cliffs or beaches. Inland landscapes are far
comarca a group of municipalities in the same from the sea. They can be mountainous or plains.
region that share the same type of landscape and
mountain a high area of land with steep slopes.
basic services.
Its peak is the highest part. Many mountains
festival a traditional celebration. together are called a mountain range. Many
law a rule that citizens must follow. mountain ranges together are called a mountain
map a visual representation of the Earths surface. chain.
municipality an area made up of one or more towns plateau a high area of flat land.
or villages that are governed by a local council. river a large flowing body of water. The path of a
province an area larger than a comarca that is made river is called its course. It starts at its source
up of several municipalities. In Spain, provinces in the mountains and ends at its mouth
are part of Autonomous Communities. at the sea.
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GLOSSARY
river basin a very low plain where a river flows.

12 ECONOMIC ACTIVITIES
scale the line on a map that tells you how to
calculate the real distance between two points. cowshed a building on a farm for cows.
tributary a river that flows into a larger river. dry crops plants that do not need much water to
watershed the dividing line of a mountain range grow, for example, olive trees.
where all the rivers flow into the same sea. engineer a person who applies science to make or
weather the temperature, wind and precipitation of design things, such as medicines or bridges.
a place at a particular time. exports products that we sell to other countries.
forestry the activity of taking care of forests.
graphic arts industries that publish newspapers,
11 POPULATION AND TRADITIONS
magazines and books.
birth when a baby is born. imports products we buy from other countries.
census a list of the inhabitants of a municipality, industry(ies) companies or factories that make
province or country. It is updated every ten years. manufactured products, such as cars.
costumes typical or traditional clothes that people irrigated crops plants that need a lot of water to
wear in a particular place. grow, for example, lettuces and tomatoes.
custom an activity that is common or typical of manufactured product a product made in a factory.
a particular place. motorway a wide road for fast traffic.
death when a person dies. overfishing when fishermen catch too many fish at
densely-populated an area where many people live. sea and reduce the population of a species.
emigrant a person who leaves to live in a new place. poultry chickens, turkeys, ducks and geese.
falconry the art of training falcons. primary sector jobs that obtain resources directly
from nature, for example, mining or farming.
immigrant a person who comes to live in a new
place. raw material a material that comes from nature and
inhabitants the people who live in a place. is used to make something new.
migratory growth the difference between the number secondary sector jobs that transform raw materials
of immigrants who come to a place and the into manufactured products.
number of emigrants who leave it. services activities that people do for other people.
municipal register a list made every year of the For example, a firefighter puts out fires.
people who live in a municipality. stockbreeding animal farming. The animals are
natural growth the difference between the number called livestock.
of babies born and the number of people who die technician a professional with special skills to make
in one place. or repair something technical, such as
new-born a baby that has just been born. a computer or an aeroplane.
population all the inhabitants of a place. tertiary sector jobs that offer services and do not
produce material goods. Teachers and doctors
skyscraper a very tall building with many storeys.
work in this sector.
sparsely-populated an area where only a few people
trade the buying and selling of products. Domestic
live.
trade means buying and selling products within a
tradition a custom that people in a particular place country. Foreign trade means buying and selling
have practised for many generations. products to and from other countries.
traditional dish a typical food. transport network a system of roads, railways,
urban from the city. For example, urban population flight paths or sea routes that cross or
is all the people who live in a city. interconnect.
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13 POLITICAL INSTITUTIONS 14 LIFE THOUSANDS OF YEARS AGO
budget the total amount of money that a government amphitheatre a place where the Romans watched
can spend. gladiator fights.
candidate a person you vote for in an election. aqueduct a stone structure used to transport water
citizen an inhabitant of a country. to a city.
codes of conduct rules that citizens follow to make arrowhead the stone or bone tip of an arrow.
living in society easier, for example, keeping quiet ash burnt materials.
late at night. atrium an open patio in the centre of a house.
constitution the most important law of a country. It
castle a large stone building where a king or
recognises the rights and obligations of citizens
nobleman lived. It was surrounded by a moat of
and establishes government institutions.
water and had tall towers guarded by soldiers.
councillor a member of the local council.
chariot a horse-drawn cart with two wheels.
democratic state a country that gives all citizens the
circus a place where the Romans watched chariot
same rights and obligations and allows them to
races.
participate in electing government leaders.
domus a private house for rich Roman people.
demonstration when many people get together to
protest about something. It is a form of peaceful entrance the part of the building you enter from
assembly. outside.
election when citizens aged 18 and over vote for Gothic a style of architecture. A Gothic church has
candidates to form a government. A municipal pointed arches and a stone roof with domes.
election decides the mayor. A general election horse-drawn a vehicle pulled by horses.
decides the national representatives for hut a small house made of branches and animal
parliament and the president. skins.
election manifesto a political partys declaration of
insula(e) an apartment building where Roman
its ideas to govern a town council or a country.
citizens lived.
electoral campaign when a politician explains his or
medieval times the period of history after
her ideas before an election.
Roman times but before the discovery
freedom a right people have to do something without of America.
restriction, for example, freedom of speech.
mosaic a decoration made with small, square tiles
government a group of people who are elected made of stone or glass.
to provide services and make decisions in the
nobleman a person with a noble title who lived in
interest of the people.
a castle.
headquarters a central office.
peasant a poor person who lived and worked in a
local council the mayor and councillors who organise
village near a castle.
the public services of a municipality.
primitive times the period of time before people
mayor the person in charge of a local council.
could write.
opposition political parties elected to parliament
pumice a rock formed from lava.
that do not have the majority of votes after an
election. Romanesque a style of architecture. A Romanesque
church has thick walls, round arches and few
political party a group of citizens with similar ideas
windows.
about how to govern.
referendum when all citizens vote for or against a law. ruins places that have been destroyed by time, wars
or natural disasters.
society a group of people who share the same
community. spear a long, sharp weapon.
Statutes of Autonomy the most important laws of stable a building for animals.
each Autonomous Community. thief(ves) a person who steals from others.
the press television, radio or newspapers. tribe a group of primitive people.
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GLOSSARY
villa a luxury country house for a rich Roman family. steam engine an engine that turns steam into
warehouse a building for storing food or mechanical energy.
merchandise. suburb a residential district surrounding a city.
well a hole in the ground to get fresh water from. transplant when a person receives an organ from
a donors body.
ultrasound an image of inside the body made using
15 LIFE HUNDREDS OF YEARS AGO sound waves.
unpaved not covered with stone or cement.
Age of Exploration the period of history when
vaccine a substance that is injected into the human
Europeans discovered the Americas and explored body to produce antibodies against illnesses.
other parts of the world.
astrolabe a navigational instrument that calculated
latitude by observing the height of the Sun above
the horizon.
biography(ies) a book that tells the story of a
persons life.
cabin a small bedroom on a ship where people
sleep.
caravel a fast ship that could travel long distances.
craftsmen people who work with their hands. For
example, a blacksmith uses a hammer to shape
iron. A tailor makes clothes.
cuisine a typical dish or way of preparing food.
dirigible an airship.
factory(ies) a large building where people make
manufactured products.
Industrial Revolution the period of history when
countries changed from mostly agricultural
activities to industrial activities.
magnetic compass an instrument that shows the
cardinal points. Its needle always points North.
merchant a person who works in trade.
penicillin an antibiotic that fights many infections
and diseases.
printing press a machine used for printing.
progress when things grow or get better.
reinforced concrete a hard construction
material made of concrete (sand, gravel and
cement) that is mixed with metal to make
it stronger.
remains old objects that are left behind.
sewage system a system of underground pipes for
waste and dirty water.
sightseeing when tourists visit attractions or places
of interest.
single-storey with only one storey or level.
spacious big and with lots of space.
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Spanish National Parks
N
Cantabrian Sea
PRINCIPALITY OF FRANCE
ASTURIAS CANTABRIA BASQUE
W E COUNTRY CHARTERED
GALICIA Picos de Europa COMMUNITY OF
NAVARRE ANDORRA
Atlantic Islands of Ordesa and Aigestortes
S Galicia RIOJA
Monte Perdido i Estany de San Maurici
CASTILE-LEON CATALONIA
ARAGON
A T L A N T I C
O C E A N A L
COMMUNITY
OF
MADRID S
ND
LA
IS
T U G
IC
AR
Monfrage LE
Cabaeros COMMUNITY BA
OF VALENCIA
CASTILE-LA MANCHA
P O R
EXTREMADURA Cabrera
Tablas de Daimiel
Archipelago
REGION
OF
MURCIA a
SCALE ANDALUSIA e
0 80 S
Sierra Nevada
n
a
Kilometres Doana e
n
a
e r r
Timanfaya
Caldera CANARY ISLANDS i t KEY
e d
de Taburiente
CEUTA
Garajonay
Teide M National Park
Country border
MELILLA
ALGERIA Autonomous Community border
MOROCCO
Picos
179225p190_ Espaa_parq_nacional
de Europea
National Park.
High mountain
and forests of
The Atlantic Islands of Galicia. Aeriel view of the Cies Fuente De,
Islands. Cantabria.
Ordesa and
Monte Perdido Aigestortes
National Park. i Estany de Sant
View of the Maurici. Lake
Massif of Tres Sant Maurici
Sorores seen and the Els
from the Pineta Encantats
Valley. Peak.
190
190 a hundred and ninety
Top Science 4 Photocopiable material 2011 Richmond Publishing / Santillana Educacin, S. L.
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Caboeros
Caboeros Tablas
NationalNational de Daimiel.
Park. Park. Dawn over
View ofView
the of the one of the
grasslands.
grasslands. pools.
The Cabrera Archipelago. The Ratas Islet. Doana National Park. Wetlands and pine wood.
Sierra Nevada National Park. Caldera de Taburiente. A sea of Monfrage National Park. View of
Mulhacen, the highest peak in the clouds over the park. Mediterranean oak woodland.
Spanish Peninsula.
Garajonay National Park. Laurisilva Teide National Park. View of Mount Timanfaya National Park. Volcanic
forest. Teide, the highest peak in Spain. mountain landscape and lava blocks.

a hundred and ninety-one 191
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Class audio transcripts
UNIT 1. INSIDE Your body
Track 1.1 page 7 faeces are formed. Finally, faeces 6. Finally, we breathe out to expel Track 1.5 page 14
Listen and point to the parts of
are excreted through the anus. this gas. Carbon dioxide or Listen to the summary.
the body and the organs. oxygen?
Track 1.3 page 9 Inside your body
Parts of the body: head, thorax, Track 1.4 page 11 The digestive system breaks
abdomen, arm, forearm, thigh, leg Listen to these sentences down food into small parts called
Organs: brain, lung, heart, about breathing and say the Listen to these sentences nutrients that our body can
stomach, bone, muscles correct word. about circulation and excretion absorb. The digestive system
1. Our bodies obtain this from and say True or False. is a long tube that starts in the
Track 1.2 page 8 the air when we breathe. 1. Capillaries connect veins and mouth and finishes in the anus.
Oxygen or carbon dioxide? arteries. Other organs of the digestive
Listen and trace the diagram
of the digestive system with 2. The respiratory system is the 2. Arteries carry blood back to system are the stomach, the
your finger. group of organs that carry out the heart. small intestine and the large
this function. 3. Veins carry blood away from intestine.
Digestion begins when we chew
Digestion or breathing? the heart to other organs. The respiratory system is the
food in our mouth and mix it with
3. When we breathe in, air travels 4. The kidneys filter blood and group of organs that helps our
saliva. This mixture goes down
down this long tube. remove waste substances body obtain oxygen from the air.
the oesophagus to the stomach.
from it. The trachea, the bronchi and the
In the stomach, it mixes with The bronchi or the trachea?
5. Urine is a mixture of blood and lungs are the main organs.
gastric juices. 4. Next, air continues through
water. The circulatory system moves the
Next, the mixture passes into the these two pipes.
6. Urine is stored in the bladder blood inside our body. The heart
small intestine as a thick liquid. The bronchi or the lungs?
until it is expelled from the pumps the blood through the
Here, nutrients are absorbed 5. This is where the oxygen
body. blood vessels.
and pass into the blood. Any passes from the air into the
undigested food and waste The excretory system cleans the
blood. The trachea or the blood. The kidneys produce urine.
continue on to the large intestine, lungs?
where water is absorbed and
UNIT 2. KEEPING HEALTHY

Track 2.1 page 17 2. These nutrients are found lunch, I had chicken with green Chicken, turkey and fish are
Say the healthy habit.
in meat, fish, eggs, dairy beans. In the afternoon, I had healthier.
products and pulses. We need a yoghurt and a banana. For Dairy products give us proteins
1. I play tennis twice a week. them to grow. dinner, I had a salad, eggs on and calcium. We should not eat
2. I carry my school bag on both 3. This nutrient is found in fruit toast, and a glass of milk. Oh, too much cheese because it
shoulders. and vegetables, cereals, and some grapes for dessert. contains a lot of fat.
3. I eat fish twice a week. pulses and nuts and 3. For breakfast, I had bread Dont forget to drink plenty of
4. I clean my teeth three times wholegrain bread foods. Our and cheese. For lunch, I had water and do a lot of exercise.
a day. bodies eliminate it in our cheese sandwiches. For
5. I sleep ten hours a night. faeces. It is very important for dinner, I had cheese on toast. Track 2.6 page 26
our digestive system. 4. I had a good breakfast. For Summary: Healthy habits.
Track 2.2 page 19 4. These nutrients are found in lunch, I had meat with rice and
butter, oil, margarine, cream, carrots. For dinner, I had fish Healthy habits help you to stay
Check your answers. well. Five healthy habits are
bacon, sausages, hamburgers, with potatoes and salad, and
I should sit down to put my socks and some cakes. They give us strawberries and yoghurt for hygiene, rest, exercise, good
on. energy, but be careful not to dessert. I had three pieces of posture and a healthy diet.
I should sleep on my side. eat too many of them. fruit today! Food contains the nutrients your
I should stand up straight when I 5. These nutrients are found in body needs. These nutrients are
clean my teeth. sugar, honey, fruit, bread, rice, Track 2.5 page 23 carbohydrates, fats, proteins,
I should carry my school bag on pasta, potatoes and pulses. vitamins, minerals and fibre.
Point to the food groups.
both shoulders. They also give us energy. Carbohydrates and fats give you
Foods which contain energy. Proteins help you to grow.
I should sit up straight. carbohydrates give us energy.
Track 2.4 page 22 Vitamins and minerals keep you
I should bend my knees, not my Wholegrain foods are healthier. healthy. Fibre helps the digestive
back, when I pick things up. Say healthy or not healthy. You should not eat too many system to function correctly.
1. I didnt have breakfast today. sweets or cakes.
Track 2.3 page 21 For a balanced diet, you
At lunch time, I had a packet Fruit and vegetables give us should eat foods containing
Listen and say the nutrients. of crisps and a cake. For vitamins, minerals and fibre. carbohydrates and eat a lot of
1. T hese nutrients are found dinner, I had a hamburger and We should eat them every day. fruit and vegetables. You should
in many different foods; chips with lots of salt on them You should not eat too many not eat too many cakes and
especially fruit, vegetables and and a bar of chocolate. fats, especially animal fats. sweets. You should not eat too
dairy products. We need them 2. For breakfast, I had cereal with We need proteins to grow. We much red meat or animal fat. You
to stay healthy and to prevent milk, and orange juice. I had should not eat too much red should do a lot of exercise and
illnesses. an apple at 11 oclock. For meat or too many sausages. drink a lot of water.
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UNIT 3. PLANTS
Track 3.1 page 29 1. The petiole is the part of the Track 3.5 page 34 consist of the petiole and the
Look at the plants. Listen and
leaf connected to the stem Look at the picture. Listen and
blade. They are green.
check your answers. 2. The blade is the widest part of point to the parts of a flower. Plants make their own food
the leaf. It is the same shape through photosynthesis. To do
The plant on the left is a tree, The four main parts of a flower
on all types of leaves. this, they need water, mineral
because it has a hard trunk. are:
3. Deciduous trees, such as salts, carbon dioxide and
The plant on the right is a grass, The calyx. This is made up
chestnuts and oaks, do sunlight. They release oxygen
because it has a soft, flexible, of small green leaves called
not lose their leaves in the during photosynthesis.
stem. sepals. Sepals protect the
autumn. Flowers are the reproductive
flower.
Track 3.2 page 30 4. Pine trees are evergreens. organs of plants. Flowers consist
The corolla. This is made up of of the calyx, the corolla, the
They have green leaves all
Look at the plants. Listen and coloured leaves called petals. stamens and the pistil. The
year round.
check your answers. The stamens. These are the stamens are the male parts of
1. T he privet plant has one Track 3.4 page 33 male parts of the flower. They the plant and the pistil is the
main root with smaller roots produce pollen. female part. The calyx is made
branching out from it. It has a Listen and say carbon dioxide, The pistil. This is the female up of sepals, and the corolla is
taproot. oxygen or photosynthesis. part of the flower. It is shaped made up of petals.
2. T he chrysanthemum has lots 1. Living things release this gas like a bottle. It consists of the The stamens contain the pollen,
of very fine roots of the same when they breathe. stigma, the style and the ovary. which is transferred to the stigma
size. It has fibrous roots. 2. Plants make their own food through pollination.
3. T he carrot plant has one very in their leaves through this Track 3.6 page 38 After pollination, the flowers
thick root. It has a really thick process. Listen to the summary. become fruits. The fruits contain
taproot. 3. Plants release this gas seeds.
Plants
into the atmosphere during
photosynthesis. All plants have roots, leaves
Track 3.3 page 31
and a stem. The roots are
Listen to the information 4. Plants take this gas in
underground. The stem grows
about leaves and say True or through their leaves during
above the ground and can be
False. photosynthesis.
woody or herbaceous. The leaves
UNIT 4. MINERALS, ROCKS AND SOIL

Track 4.1 page 41 7. Granite is a liquid rock that is Track 4.4 Page 46 Track 4.6 Page 50
Listen and check your answer.
used to make petrol. Listen and say which picture: Listen to the summary.
8. Plastic, paints and fertilizers A, B, or C.
Picture A shows the best type Minerals and rocks
are made from petroleum.
of soil for plants to grow and 1. Small pieces of rock mix with Rocks form the solid part of
for rabbits to build their homes, the humus and form soil. the Earth. Rocks are used
Track 4.3 Page 45
because the top layer of soil is 2. Rocks begin to break up due for construction materials, in
deeper and the rocks are smaller Listen to the properties and to the action of rain, wind and industry and as fuels.
than in picture B. point to the minerals on pages ice. All rocks are made up of
44 and 45. 3. Plant roots help to break up minerals. Minerals have different
Track 4.2 page 43 1. Malachite is green. It has an the rocks. properties: hardness, lustre,
Listen to the sentences about irregular shape. colour and shape. Minerals are
rocks and say True or False. 2. Diamond is very hard and shiny. Track 4.5 Page 47 used for construction materials,
ll rocks are formed by just
1. A 3. Quartz is very hard. It is Listen and say which layer:
for obtaining metals and for
one mineral. translucent. It can be white, topsoil, subsoil or bedrock.
making jewellery.
ranite is made up of several
2. G purple, pink or grey. Soil
1. The middle layer of soil. It
minerals. 4. Talc is white. It is not shiny. contains stones, sand, clay Soil is the top layer of the Earths
ome rocks have shells and
3. S 5. Calcite is soft. It can be white, and some water. surface.
sea creatures in them. orange, green or yellow. 2. The bottom layer of soil. It is Soil is formed from rocks by the
quarry is a place where
4. A 6. Feldspar is hard. It is not made up of rocks and contains action of wind, rain and ice, and
rocks are extracted from deep shiny. It can be white, green or very little water. also the action of plants and
beneath the ground. brown. animals.
3. The top layer of soil. It
iners reach the rocks by
5. M 7. Pyrite is very shiny. It has a contains sand, clay, water, air Soil has three layers: bedrock,
travelling through pipes regular shape. and humus. This is where the subsoil, and topsoil, which
8. Gypsum is soft. It can be white roots of plants grow and where contains humus. Plants grow in
ricks and tiles are made from
6. B
or brown. some animals live. soil. Plants provide us with food
clay.
and wood.
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UNIT 5. ECOSYSTEMS
Track 5.1 page 53 5. This type of terrestrial Track 5.5 page 61 Track 5.6 page 62
Listen and check your answer.
ecosystem has lots of trees Listen to this description of Listen to the summary.
which provide food and shelter Hayedo de Montejo nature
In picture B, the air is cleaner for animals. Ecosystems
because there are not as many reserve and answer the An ecosystem is made up of
cars as in picture A. There is questions. all the living things and all the
Track 5.3 page 56
also a bus in picture B, which Here we are on this cold and non-living things that function
can carry more passengers than Listen and follow the food cloudy autumn morning in a together in one place.
a private car. Cars pollute the air chain with your finger. magnificent nature reserve: the Ecosystems can be terrestrial
with petrol fumes. Grass is a plant; therefore it the Hayedo de Montejo beech or aquatic. Forests, grasslands
produces its own food. Grass is forest. The dark and fertile soil and deserts are examples of
Track 5.2 page 55 a producer. on these plains is perfect for terrestrial ecosystems. Aquatic
Listen and say which type of The rabbit eats the grass. The beech trees. In fact, this is one of ecosystems can be freshwater or
ecosystem. rabbit is a primary consumer. the most southern beech forests saltwater.
The genet eats the rabbit. The in Europe. The leaves on the
1. T his type of terrestrial There are different relationships
genet is a secondary consumer. beech trees have turned beautiful
ecosystem does not have between the living things in an
colours: golden brown, orange
many plants and animals ecosystem:
Track 5.4 page 59 and red. I can also see oak and
because it does not rain very holly trees. I am standing by the Food relationships: some living
much. Listen and say pollution, river Jarama which flows through things eat other living things.
2. T his type of aquatic ecosystem deforestation, or the reserve. Ooh look! Theres a Competition: when living things
is in the sea: on the coasts, overexploitation. deer drinking from the river. The compete because they need the
in coral reefs and in the open 1. Large areas of rainforest are reserve is also home to other same things.
sea. being destroyed. animals: wild boar, goshawks, Cooperation: when two living
3. T his type of terrestrial 2. Too many sharks are killed jays and lizards. This really is a things help each other and they
ecosystem has lots of grass. and this is affecting the coral wonderful place to spend the day! both benefit.
Large herbivores eat the ecosystem. Ecosystems deteriorate because
grass. 3. The seas are full of plastic of pollution, deforestation and
4. T his type of aquatic ecosystem which is a danger to marine overexploitation.
is in rivers, streams and lakes. life.
UNIT 6. MATTER
Track 6.1 page 67 3. This state of matter has a 1. concrete; 2. marble; 3. sand; All objects have two properties in
Listen and check your
fixed volume but not a fixed 4. plastic; 5. rubber; 6. glass common: mass and volume.
answers. shape. Matter exists in three states:
Track 6.5 page 73 solid, liquid and gas. All matter
Ice is heated and turns into Track 6.3 page 71 Listen to these sentences changes. Three examples of
water. This process is called
Listen to these sentences about materials and their changes are: mixtures, changes
melting.
about changes in matter and properties and say True or of state and chemical changes.
Water is heated and turns into
say True or False. False. Materials
water vapour. This process is
called evaporation. 1. Granite is a mixture of 1. Steel is fragile. Materials are the substances
substances. 2. Leather is flexible. which we use to make things.
Water vapour cools and turns
into water. This process is called 2. Bronze is an alloy. 3. Glass is transparent. Materials can be natural or man-
condensation. 3. Glass cannot change state. made. Some natural materials,
4. Aluminium is heavy and
such as leather, come from
Water cools and turns into ice. 4. When milk becomes yoghurt, resistant.
animals. Others, such as linen or
This process is called freezing. this is a chemical reaction. 5. Rubber is elastic. wood, come from plants. Other
5. When iron rusts, this is 6. Pottery is flexible. materials come from minerals.
Track 6.2 page 69 combustion. Man-made materials, such as
Listen to these sentences 6. When paper burns, this is a Track 6.6 page 76 steel and paper, are not found in
about the different states of chemical reaction. Listen to the summary. nature. They are manufactured
matter. Say liquid, solid or gas. from natural raw materials.
Track 6.4 page 72 Matter
1. T his state of matter does not Everything around us is made up Materials have properties that
have a fixed shape or volume. Listen and say if these of matter. Each different type of are useful for making different
2. T his state of matter has a materials are natural or matter is called a substance. things.
fixed volume and shape. man-made.
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UNIT 7. FORCES AND ENERGY

Track 7.1 page 79 Track 7.3 page 81 5. The energy an athlete obtains Gravity is the force that makes
Listen and say which picture. Listen and say which force is
from carbohydrates. Is this objects always fall towards the
acting: gravity, attraction or chemical energy or electrical centre of the Earth.
topping a goal stops the ball
1. S energy?
repulsion. Energy
going into the net.
6. The energy from uranium used We say that things have energy
utting bread breaks the
2. C 1. When a magnet pulls iron
to fuel a power plant. Is this when they can makes things
bread. objects towards it.
thermal energy or nuclear change.
itting a ball with a racket
3. H 2. When we put the same poles energy?
of two magnets together. Some types of energy are
starts the ball moving in
mechanical energy, chemical
another direction. 3. When a ball falls to the Track 7.5 page 84 energy, thermal energy, nuclear
ulling and pushing plasticine
4. P ground.
Listen and say if these sources energy and light energy.
changes the shape of the
Track 7.4 page 82 of energy are renewable or We obtain energy from energy
plasticine.
non-renewable. sources. There are two types:
Listen and say the type of 1. uranium; 2. petroleum; N on-renewable energy sources.
Track 7.2 page 80 energy. 3. wind; 4. coal; 5. sunlight; These include uranium and
Listen to how a ball moves. 1. Heat from a radiator. Is this 6. natural gas fossil fuels: coal, petroleum
A: T he player puts force on the chemical energy or thermal and natural gas.
ball with his foot and it starts energy? Track 7.6 page 88 R enewable energy sources.
moving. 2. Energy from the Sun. Is this These include energy from
Listen to the summary.
B: The ball rolls across the field, nuclear energy or light energy? sunlight, from wind, from
Forces
but no force is making it move. 3. Energy that a television needs moving water and from burning
to function. Is this electrical Forces can act when two objects wood.
C: The goalkeeper uses his
energy or mechanical energy? come into contact or, as with
hands to put force on the ball.
magnets, at a distance.
The ball stops. 4. The energy of a moving
bicycle. Is this thermal energy Forces can be of attraction or
or mechanical energy? repulsion.
UNIT 8. LIGHT
Track 8.1 page 91 Track 8.3 page 93 3. The bowl absorbs all the light. from one transparent medium
Look at the diagram. Listen, Listen and say reflection or 4. The bowl reflects blue light. to another, it is refracted. This
and check your answers. refraction.
means that the light changes
Track 8.5 page 98 directions.
A: iris; B: pupil; C: cornea; 1. A straw in a glass of water
Colours
D: lens; E: retina; F: optic nerve looks bent.
White light is made up of all the
2. An image of a house in a lake. The propagation of light
Track 8.2 page 92 colours we can see. White light
3. A fishing line in a pond looks Light travels at very high speed, is dispersed when it passes
Listen and say True or False. bent. in all directions and in a straight through a transparent prism.
1. L ight travels in all directions. 4. You can see your face in the line. It cannot move around
The primary colours of light are
mirror. objects.
2. L ight cannot move around red, green and blue. When you
objects. Light cannot pass through an mix the primary colours of light,
Track 8.4 page 95 opaque object. A shadow forms you create new colours.
3. L enses in glasses are opaque.
Listen and say which bowl. on the other side. When light
4. T racing paper is translucent. reaches an opaque object, it
5. W ood is opaque. 1. The bowl reflects red light. is reflected. This allows us to
6. A luminium foil is transparent. 2. The bowl reflects all the light. see objects. When light passes
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UNIT 9. WHERE WE LIVE
Track 9.1 page 101 Track 9.3 page 104 3. The province of Granada Communities are on the
Look at the map. Listen and Look at the map. Listen and
borders the province of Cadiz. peninsula.
say which place. point to the Autonomous 4. The Autonomous Community Each Autonomous Community
Communities. of Extremadura borders with has its own area, capital,
1. T his is a city on the coast, in
the communities of Andalusia, government, symbols, history and
the east. 1. I live in Albacete, in the
Castile-La Mancha and Castile- festivals.
2. T his town is inland, in the Autonomous Community of
Leon. Each Autonomous Community
north. Castile La Mancha.
5. Valladolid is the capital of the is divided into one, or several,
3. T his is a village on the coast, 2. I live in the Autonomous City
Autonomous Community of provinces.
in the west. of Ceuta.
Castile-Leon. A municipality consists of one or
3. I live in Palma de Mallorca, in
6. There are five provinces in the more cities, towns or villages.
Track 9.2 page 102 the Autonomous Community of
Autonomous Community of Municipalities are grouped into
Listen to the definitions and
the Balearic Islands.
Catalonia. comarcas. A comarca consists
say municipality or comarca. of several municipalities in the
Track 9.4 page 107
1. T his consists of one or more Track 9.5 page 108 same region.
cities, towns or villages Look at the political map.
governed by a local council. Listen and say True or False.
Spains territory
2. T his consists of several 1. Zaragoza is the capital of the
Autonomous Community of Spain has seventeen
municipalities in the same
Aragon. Autonomous Communities and
region.
two Autonomous Cities: Ceuta
2. Alicante is in the Autonomous
and Melilla. Most Autonomous
Community of Murcia.
UNIT 10. LANDSCAPES

Track 10.1 page 111 2. This coast is low and sandy. Track 10.5 page 115 into two areas by the Central
Listen and check your
There are many long beaches. Look at the map. Listen and
Mountain Chain. The Iberian
answers. The coasts are high in point to the climates.
Peninsula has narrow coastal
the Balearic Islands. The plains and two large river basins.
A: cape; B: bay; C: plain; Mediterranean coast or the 1. The Mediterranean climate is
The Iberian Peninsula has three
D: mountain Atlantic coast? the climate of most of Spain.
coastal areas: the Cantabrian
In inland Spain, summers are
3. This coast is very varied. In coast, the Mediterranean coast,
Track 10.2 page 112 hot and winters are cold. Near
the northwest, the coast is and the Atlantic coast, with their
Listen and say True or False.
the sea, summers are hot and
high and rocky with a lot of corresponding watersheds. There
winters are mild.
1. T he Inner Plateau is in central estuaries. In the south, it is are eight principal rivers. Some
low and sandy. The Cantabrian 2. The mountain climate. This of these are the Nervion in the
Spain.
coast or the Atlantic coast? is the climate of the elevated Cantabrian watershed, the Ebro
2. T here are mountains to the areas. Summers are mild and
west of the Inner Plateau. in the Mediterranean watershed
Track 10.4 page 114 winters are cold. and the Tagus in the Atlantic
3. T he Pyrenees are south of the 3. The subtropical climate. This
Listen and say which
watershed.
Inner Plateau. is the climate of the Canary
watershed. The Cantabrian, the Spain has four different types of
4. T he highest mountain peak in Islands. It is hot all year
Mediterranean or the Atlantic? climate: Oceanic, Mediterranean,
Spain is Mount Teide. round. Subtropical and Mountain.
5. T he highest mountains on T his watershed has short, fast- 4. The oceanic climate. This is the
the Iberian Peninsula are flowing rivers. Two of the main mild climate on the Cantabrian
Mulhacen and Aneto. rivers are the Nervion and the and Galician coasts.
6. T he Guadalquivir river basin is Nalon.
in the north. This watershed occupies over Track 10.6 page 120
half of Spain. The flow of the
rivers is abundant and regular, Listen to the summary.
Track 10.3 page 113
but they carry less water in The landscapes of Spain
Listen and say which Spanish summer. Two of the main rivers Relief, rivers, lakes and flora make
coast. are the Duero and the Tagus. up landscapes.
1. T his coast has rocky cliffs, This watershed has short The Iberian Peninsula has many
estuaries and gulfs. The rivers, with the exception of the different landscapes. Central
Mediterranean coast or the Ebro. Some of the rivers are Spain is dominated by the high
Cantabrian coast? dry in summer. Inner Plateau. This is divided
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UNIT 11. POPULATION AND TRADITIONS

Track 11.1 page 125 Track 11.3 page 127 I can give you many! First, are densely populated, such
Listen and say dance, crafts or Look at the population map.
people come to see the town as big cities like Madrid and
festival. Listen and answer. itself which has a beautiful main Barcelona. Other areas are
square, which is surrounded by sparsely populated, such as rural
1. E veryone takes part in this 1. Name a densely-populated the typical stone houses of this areas in Castile-La Mancha and
important event every year urban population of the Canary part of the country. Then there is Castile-Leon.
with a celebration in the main Islands. the medieval castle on the hill, Traditions
square. 2. Name two densely-populated overlooking the town. Traditions are old customs.
2. T hese are typical things places on the east coast of And what happens during the Some examples of traditions are
made in a village or town, for the peninsula. festival? songs, dances, traditional dishes
example pottery or lace. 3. Name an Autonomous We have traditional music and and festivals. Most towns and
3. V illagers dress up in typical Community with very sparsely- dances in the main square and villages have local festivals to
costumes to perform these populated areas. we eat our famous traditional celebrate religious or historical
activities to music. 4. Name a moderately-populated dish, made with octopus. Its events.
place in the northwest of Spain. delicious!
Track 11.2 page 126
Listen to these definitions. Say Track 11.4 page 128 Track 11.5 page 132
natural growth or migratory Listen and say the types of Listen to the summary.
growth. traditions you hear. Population
T his is the difference between So, why is this such an The population of a place
the number of immigrants who important date for your town? increases when there are more
come to live in a place and the Well, it is the day we celebrate births than deaths and more
emigrants who leave the place. our patron saint. immigrants than emigrants.
T his is the difference between Can you give me a good reason The population of Spain is not
the number of babies who are for coming to your towns summer distributed equally. Some areas
born in a place in one year and festival?
the number of people who die.
UNIT 12. ECONOMIC ACTIVITIES

Track 12.1 page 135 The secondary sector transforms 2. Making the fabric. In the 5. I sell fruit and vegetables in
Look at the pictures. Which are
raw materials into manufactured factory, workers use machines the market. I work in trade.
manufactured products? Check products. Industries in the to obtain cotton threads. The 6. I breed pigs. I work in farming.
your answers. secondary sector include car threads are woven into fabric
manufacturing, the metallurgical by other machines. Track 12.6 page 144
B: A shoe is a manufactured industry, the chemical industry, 3. Design and manufacture. Listen to the summary.
product. the food industry, craft Designers create the T-shirts
C: A pencil is a manufactured industries and graphic arts. and the patterns to go on The primary sector
product. The construction industry is them. Machines cut out The main activities in the primary
an important industry in the the shapes. Workers use sector are farming, stockbreeding,
Track 12.2 page 137 secondary sector, but has machines to sew the shapes fishing, mining and forestry. The
Listen to the information declined recently because of together. primary sector has declined in
about the primary sector in economic crisis. 4. Selling. The T-shirts are Spain in recent years.
Spain and say True or False. Now answer these questions. packed in boxes. Lorries take The secondary sector
1. T here are two main types of 1. Which industry makes your them to the shops. Shop The main activities in the
crops in Spain: irrigated crops Science book? assistants sell the T-shirts. secondary sector are industry
and dry crops. 2. Which industry produces and construction. The most
2. S tockbreeding includes only pottery vases? Track 12.5 page 141 important Spanish industries
cows and horses. 3. Which industry is responsible Listen to these people talking
are the food industry, car
for making biscuits? about their jobs. Say primary,
manufacturing, the metallurgical
3. G old is mined in Spain.
secondary or tertiary sector.
industry, the chemical industry
4. F ishing in Spain has declined 4. Which industry makes houses?
and graphic arts.
over the last fifty years 1. Im a travel guide. I work in
Track 12.4 page 139 The tertiary sector
because of overfishing and tourism.
restrictions. The tertiary sector is also called
Listen and read about the 2. Im a lumberjack. I work in
the service sector. Services do
process: From cotton to T-shirts. forestry.
Track 12.3 page 138 not provide us with material
1. Growing cotton. Cotton plants 3. Im a builder. I work in goods. Instead, they offer us such
Listen carefully to this are grown in warm climates. construction. things as trade, health, education,
information about the Cotton is picked about 100 4. I work in the food industry. I tourism, and transport.
secondary sector in Spain. days after it is sown. work in a cheese factory.
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UNIT 13. POLITICAL INSTITUTIONS
Track 13.1 page 147 the country. An Autonomous Track 13.4 page 151 identified in the Constitution,
Listen to how the local council
Community or a political party? Read and listen to the text.
which is the most important law
can improve this part of the 4. This is organised by a political in the country. Rights include
All citizens have the right to the right to equality, freedom of
neighbourhood. party to promote their ideas.
participate in matters of general expression, freedom of the press,
An election or an electoral
The sanitation services can interest. We participate when the right to peaceful assembly
campaign?
provide more rubbish and we vote in elections. This is and the right to participate in the
recycling containers, so the 5. The most important laws of when we choose the men and
Autonomous Communities. political process.
rubbish is not left in the street. women who will represent us in
The Statutes of Autonomy or Elections
The highway services can paint government institutions. Voting
the lines of the zebra crossing. budgets? must be universal, secret and Citizens choose political parties
They can put a barrier around the free. Universal means available and leaders. There are different
building work and a sign to show Track 13.3 page 150 to all citizens. types of elections: municipal,
pedestrians where to walk. Listen to the definitions of
Autonomous Community, general,
Now answer these questions.
these citizens rights. Say True
and European Parliament
1. How do we participate in elections.
Track 13.2 page 149 or False. elections?
Listen to these definitions. 1. The right to equality means 2. Who do we choose in
Choose the correct word. we have the obligation not to Each Autonomous Community
elections?
discriminate against anybody in Spain has its own laws called
1. A ll citizens have the same 3. Say three words to describe Statutes of Autonomy. These
rights and obligations in because of their sex, race, voting in a democracy
religion or beliefs. statutes define the name,
this kind of government. capital, territorial boundaries and
A democratic state or a 2. Freedom of the press means Track 13.5 page 154 symbols of each Autonomous
dictatorship? newspapers and magazines
Listen to the summary. Community.
2. T his is the most important law have to publish news only from
the government. A democratic state
in Spain. The Constitution or a
referendum? 3. Freedom of expression means In a democratic state, all citizens
we have the right to express have the same rights and
3. A group of citizens with
and share our ideas freely. obligations. In Spain, these are
ideas about how to govern
UNIT 14. LIFE THOUSANDS OF YEARS AGO

Track 14.1 page 157 Many thousands of years ago, Track 14.4 page 162 1 ,000 years ago, nobles lived
Listen. What were these
human beings lived in small Listen to the definitions about
in castles. Peasants lived in
objects used for? What do they groups called tribes. They ate life in medieval times and say
villages.
tell us about the people who plants and hunted animals for the correct word. How transport has changed
used them? food. Tribes travelled from place Many thousands of years ago,
to place to find fresh food. 1. These people lived in castles
A. H arpoons were used for with their servants and human beings travelled on foot,
They lived near rivers to obtain in carts and by sailing boat.
fishing. The people who made soldiers.
fresh water. They made simple 2,000 years ago, Romans built
them lived near a river. 2. This channel of water
huts from branches and animal straight stone roads, bridges
B. Sandals were used for skins, or they lived in caves. surrounded the castle to keep
protecting feet. People it safe from attack. and seaports. People travelled
travelled on foot. on foot, on horseback and in
Track 14.3 page 161 3. This was inside the castle
horse-drawn carriages.
C. Clay pots were used for walls for getting water.
carrying fresh water. People Listen to these sentences 1,000 years ago, transport was
4. These people lived in villages
carried the water from the river. about Roman constructions. similar to what it was during
near the castle.
Say True or False. the Roman times.
D. Arrowheads were used for 5. These were inside the castle
hunting. People hunted 1. Roman theatres were for Historical remains
walls and used for storing food.
animals for food and skins. watching gladiator fights. Primitive people made
E. C ombs were made for combing 2. Roman amphitheatres were for Track 14.5 page 166 paintings, simple tools and
hair. People looked after their watching plays. ceramic objects.
3. Roman circuses were for Listen to the summary. The Romans left behind
appearance.
watching chariot races. How homes have changed buildings, wall paintings,
F. Sculptures were used for
decorating the house. People 4. Roman temples were for Many thousands of years ago, mosaics and the Latin language.
made artistic images. worshipping their gods. human beings lived in tribes. Medieval people built
5. Roman bath houses were for Their homes were caves and Romanesque and Gothic
Track 14.2 page 158 swimming. huts. churches.
6. Roman aqueducts were for 2,000 years ago, Romans lived
Look at the picture. Listen to in domus, insulae and villas.
the description of how people transporting water into the
lived thousands of years ago. cities.
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UNIT 15. LIFE HUNDREDS OF YEARS AGO

Track 15.1 page 169 the left, there is a soldier. On the Track 15.4 page 173 200 years ago:
Look at the pictures. Listen to
right, there is a person weighing Listen and tick your list of City workers lived in poor
how the things in the room money or gold for a merchant. inventions and discoveries in neighbourhoods next to
have changed with time. There is a boy riding a bicycle. the Industrial Revolution. factories.
The people in the street look rich. Rich people lived in
T he paintings on the wall At the end of the street, there are During the Industrial Revolution,
are different. In picture A the new inventions and discoveries comfortable homes in new
some ships in the port. neighbourhoods.
painting is of a traditional made life more comfortable.
scene. In B it is a modern The steam engine made Nowadays:
Track 15.3 page 172
painting. transport faster. The electric People live in high-rise flats or
T he televisions are different. Look at the picture of a motor and the petrol engine in single-storey family homes.
In picture A the television street during the Industrial led to the development of the Changes in transport
is small. In picture B, the Revolution. Listen to the first motorcars. Electricity, the
description. 500 years ago:
television is large with a large, telephone and radio improved
New inventions helped sailor
flat screen. The people and children in communication. Buildings were
navigate the seas.
T echnology has changed. In the picture look poor. They are improved with the use of stronger
wearing old clothes. The houses materials such as iron, glass and 200 years ago:
picture A, there is a radio and
are small. The street is dirty and reinforced concrete. Discoveries The steam train and the
a record player. In picture B,
unpaved. There arent any drains and inventions in the field of steamship were invented.
there is an MP3 and a DVD
player. or streetlights. In the background, medicine, such as vaccines, Today:
you can see can lots of smoke X-rays, penicillin and aspirin, People travel by aeroplane,
Track 15.2 page 170 coming from factory chimneys. helped people to live longer. high-speed train and motorcar.
The people in the picture worked Inventions from the past
Look at the picture of a city in these factories. There is a bag Track 15.5 page 178
street during the Age of of coal for making fires. There is 500 years ago:
Exploration. Listen carefully to Listen to the summary. Artists painted great works of
washing hanging in the street.
the description. Can you spot Changes in houses art.
Now answer these questions.
the mistake? 500 years ago: The printing press was invented
Is this in the country or the
In the picture, there is a long city? Rich people built palaces in 200 years ago:
street with beautiful houses. cities. Inventions and discoveries
Where do the people work?
Some of the houses look like Merchants and craftsmen lived changed the way people lived.
palaces. The women in the street Are the people rich?
in modest homes with shops
are dressed in long dresses. A Why is the street dirty? on the ground floor.
man is wearing a short tunic and What do you think the street Peasants lived in huts.
carrying a sword. Behind him, on was like at night?
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Answer key
Page UNIT 1. INSIDE YOUR BODY pulses and wholemeal bread because these foods
contain fibre.
6 Think about.
A watersport that consists of holding your breath while
diving underwater. No. To breathe air. At least every 30
Page UNIT 2. KEEPING HEALTHY
or 40 seconds. 214 metres.
16 Think about.
7 What do you remember? The woman is in a garden or a park. She is reading.
Diagram 1: head; thorax; abdomen; arm; forearm; thigh; People live so long in Okinawa because the climate is
leg. Diagram 2: brain; lung; bone; heart; stomach; mild, the people have a healthy diet and they do a lot
muscles. of exercise. A healthy diet is the food you eat every day
that contains all the nutrients needed to keep your body
9 Questions. healthy.
1. The digestive system obtains the nutrients that
our body needs from the food we eat. The respiratory 17 What do you remember?
system obtains the oxygen that our body needs from 2. Ive got a headache. Ive got a high temperature. Ive
the air we breathe. 2. Food goes in our mouth, down got earache. 3. cereals: wheat, corn, rice; fats: olive oil,
the oesophagus to our stomach. Then it goes to the butter; dairy products: milk, cheese, yoghurt; proteins:
small intestine, then the large intestine. Waste matter meat, fish; vegetables: carrots, potatoes, lettuce; fruit:
leaves through the anus. 3. It is incorrect. It is oxygen orange, banana, apple.
from the air that passes into our body. 4. No, because
18 Questions.
all living things need to breathe oxygen from air.
1. You should clean your teeth after every meal because
11 Questions. it helps prevent tooth decay. 2. O. A.
1. Diagram B represents the circulatory system
19 Your turn!
because in this picture blood flows through a closed
circuit, starting at the heart and going all around the a. The spinal column supports your back. b. I should sit
body. 2. The kidneys clean and filter the blood. 3. The down to put my socks on. I should sleep on my side.
pulse is faster after jumping. This is because blood is I should keep my back straight when I clean my teeth.
circulating to all the muscles in the body when we jump. I should carry my school bag using both straps. I should
pick things up with my back straight, bending only my
12 Activities. knees.
1. left labels: mouth, stomach, large intestine, small
20 Now you!
intestine, anus; right labels: trachea, lungs, bronchi.
2. digestive system; nutrients; faeces; oxygen; lungs, O. A.
respiratory system. 3. a. Blood is inside blood vessels. 21 Questions.
b. Blood circulation never stops. c. The heart pumps 1. Yoghurt and meat contain protein. 2. Carbohydrates:
blood around the body. d. The kidneys clean the blood bread, pasta, cereal, biscuits... 3. Meal A gives us
and produce urine.; 4. blood vessels, arteries, veins, protein from fish, carbohydrates from potatoes, and
capillaries, circulation, heart. vitamins and minerals from green beans. Meal B gives
13 Hands on! us carbohydrates from bread and chips, fat from frying
Write a report: a. First, I count how many times I take the chips and protein from the meat. Meal A is healthier
in air when I am relaxed, and then after running for one because protein from fish is healthier than protein from
red meat and because the potatoes are boiled not
minute. Then, I count again after I have relaxed for five
minutes. b. Results: O. A. (Open Answer). fried. Also, the green beans provide fibre.
14 Summary chart. 23 Questions.

Inside your body: Digestive system: stomach; intestines; 1. A healthy diet is one that provides the exact amount
anus. Respiratory system: trachea; lungs; bronchi. of energy that we need and the correct amount of each
Circulatory system: blood; blood vessels; heart. nutrient. 2. It is healthier to use olive oil because butter
is an animal fat. Vegetable fats are healthier. 3. We
15 I can reflect on the importance of blood donations. should eat more of the foods in the outer part of the
M. A. (Model Answer): A blood donor is a healthy person, wheel. 4. M. A.: S1: You shouldnt eat too many animal
over 18 years old who donates blood. The blood is given fats. S2: You shouldnt eat too many sweets. Etc.
to people who are ill. Poster: O. A.
24 Activities.
Our world. 1. A. rest; B. food; C. correct posture; D. hygiene;
Sweets are not healthy for the digestive system E. exercise. 2. a. carbohydrates, fats. b. protein.
because they cause cavities in teeth. Sweets do c. vitamins and minerals. d. fibre. 3. M. A.: cereals:
not contain fibre which helps food travel through the bread: carbohydrates; fats: none; meat, fish, eggs: fish:
digestive system. Peter should eat fruit, vegetables, protein; dairy products: cheese, milk; protein, vitamins;
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fruit and vegetables: fruit: pineapple, banana, pear, 35 Questions.
apple; vitamins, minerals, fibre: vegetables: pepper, 1. The parts of a flower are the calyx, corolla, stamens
garlic, tomato, cauliflower: vitamins, mineral and fibre. and pistil. 2. Picture A shows pollination by insects and
picture B shows pollination by the wind. 3. Fleshy fruits:
25 Hands on!
melon, and grapes. Dried fruits: chestnuts and walnuts.
The most popular sport is football. 9 students like
4. Some plants need insects for transferring pollen
football. Windsurfing is the least popular sport. Table:
from one plant to another.
football: 9; basketball: 5; volleyball: 3; cycling: 3;
swimming: 2; windsurfing: 1. 36 Activities.
1. Plants need sunlight, carbon dioxide, minerals, and
26 Summary chart.
water. Plants produce oxygen and food.
Foods contain nutrients: fats and carbohydrates give
2. labels: clockwise: ovary, petal, stigma and stamen.
us energy. Protein help us grow. Vitamins and minerals
Text: sepals, calyx, petals, corolla, stamens, pollen, pistil,
help us to stay healthy. Fibre makes our digestive
fruit. 3. A. An apple tree produces flowers; B. An insect
system function properly.
pollinates the flowers; C. The flowers change into fruits.
27 I can identify healthy habits. D. The fruits (apples) have seeds inside.
M. A.: You should go to bed early. You should eat a 37 Hands on!
good breakfast. You should listen in class. You should
O. A.
play during the break. You shouldnt go to bed late. You
shouldnt skip breakfast. You shouldnt watch too much 38 Summary chart.
television. Flowers consist of the calyx which is made up of the
sepals; the corolla which is made up of the petals;
stamens which contain pollen, and the stigma.
Page UNIT 3. PLANTS
39 I can make a decision about protecting plants.
28 Think about. O. A.
Strawberry trees grow in some parts of Europe and
Our world.
North America. The fruit is red like a strawberry. The
Botanical gardens are important because they protect
flowers appear in autumn. The leaves are elongated,
rare species of plants and help people to learn the
green and shiny and stay on the tree all year round.
importance of plants. Poster: O. A.
29 What do you remember?
1. Living things breathe air, reproduce and eat food.
Non-living things dont breathe air, they dont reproduce
Page UNIT 4. MINERALS, ROCKS AND SOIL
and they dont eat food. 2. The left hand plant is a tree 40 Think about.
because it has a thick woody trunk. The right hand plant Limestone rock formations form very slowly. Limestone
is a grass because it has a thin, flexible stem. Useful is a hard rock. Stalactites hang from the ceiling and
products from plants are medicines, linen, hemp. stalagmites grow up from the ground.
30 Now you! 41 What do you remember?
The pine and poplar are trees. Rosemary is a shrub. 1. Rocks: Granite is used for building; Petroleum is
Poppies, daisies, wheat and reeds are grasses. used for fuel and making plastics; Minerals: Diamonds
and emeralds, used for jewellery. 2. A is the best place.
31 Questions.
The soil is not too hard for rabbits to make homes, and
1. The first leaf has a smooth edge and an ovate
the soil is more fertile for plants to grow.
shape. The second leaf has a jagged edge and a lance
shape. 2. I think evergreens lose very old leaves, but 43 Questions.
not all at once. 3. The oak is a tree, with lobed leaves. 1. Rocks are the solid part of the Earth. There are rocks
The rosemary is a shrub with linear leaves. under the ground, in mountains, in lots of building materials,
etc. 2. M. A.: Granite is made up of several minerals.
33 Questions.
Clay is soft. 3. A mine is where rocks are extracted
1. Plant nutrition and animal nutrition differ in that
from far beneath the Earths surface. A quarry is a large
plants produce their own food while animals have to
artificial hole at the Earths surface from where rock and
find their food from their environment. 2. Root hairs
sand, etc. are extracted. 4. Granite is a hard rock used in
are fine hairs that are found on roots and they are for
construction. Petroleum is a liquid rock which is used to
absorbing water. 3. O. A. 4. Photosynthesis is important
make plastics. Coal is a rock which is used for fuel.
for animals as without it there would be no plants for
herbivores to eat, and if there are no herbivores, there 45 Questions.
are no carnivores. Also, plants release oxygen, which all 1. Minerals are natural, solid substances made up
living things need. of one substance. 2. The properties of minerals are
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hardness, lustre, colour and shape. 3. M. A.: Diamond
is used for jewellery and precision cutting; marble is Page unit 5. ECOSYSTEMS
used in construction and decoration; graphite is used
for the lead inside pencils. 52 Think about.
A ladybird and an ant. Aphids eat plants. Ladybirds eat
Your turn!
aphids. Ants love the sweet liquid that aphids produce.
Table: Opal: shiny, irregular shape, green and brown;
The tiny farmers are the ants.
pyrite: shiny, regular shape, grey.
47 Questions.
1. Plants produce their own food through photosynthesis.
1. Soil is the layer of earth that contains water, air, and
2. They obtain water and minerals through their roots.
animal and plant remains, that covers rocks. 2. Wind
3. Plants are essential to animals because they provide
and rain help form soil because they erode rocks and
food and oxygen. 4. Air pollution can be caused by
break them into smaller pieces. 3. Topsoil: this top
traffic and smoke from factories. 5. The air is cleaner in
layer contains sand, clay, water, air and humus. This
picture B because there is less traffic.
is where the roots of plants grow and where some
animals live. Subsoil: this middle layer contains 54 Now you!
stones, sand, clay and some water. Bedrock: this Components in a forest: The living things: squirrels,
bottom layer is made up of rocks and almost no water. birds, butterflies, ants, lizards, trees, shrubs The
4. M. A.: Uses of soil: plants grow in soil; soil provides environment: soil, a stream with water, small rocks, a
food and habitats for animals; people construct houses warm temperature. Vertebrates: snake, mouse, trout;
on soil. 5. The soil in picture A is better protected from Invertebrates: mussel, prawn, tarantula.
rain. The tree roots hold the soil and prevent the wind
and the rain from destroying it. Also, the branches 55 Questions.
and leaves stop the rain from hitting the ground so 1. No, it would be impossible to find a penguin in
hard. grassland because theres no water and penguins are
aquatic animals with fins for swimming. They should live
48 Activities. in the sea. There arent any fish in grasslands either,
1. Minerals: they are natural materials formed by and penguins eat fish. 2. Rocks, water, air, trees and
one substance. Example: calcite. Rocks: they form plants. 3. Take advantage of this activity to briefly revise
the solid part of the Earth. Example: limestone. the main ecosystems that can be seen in Ss locality or
2. Photograph A is a mineral because it is made up of
nearby. Mention plants, animals and landscapes.
only one substance. Photograph B cannot be a mineral
because we can see that it is made up of more than 56 Now you!
one substance. 3. M. A.: Plant roots grow in humus and Grass is the producer. Next in the chain is the deer
help to stop wind and rain eroding the soil. 4. Fertile because it is a primary consumer and eats grass. At
soils correspond to picture 2. Poor soils correspond to the top of the chain is the bear which is a secondary

picture 1. The soil in picture 2 is best for growing plants consumer and eats deer.
because the plants can obtain the water and minerals 57 1.a. Producers are plants, in this case, wheat. b. The
necessary for photosynthesis. consumers are the mouse and the hawk. c. The hawk is
49 Hands on! the carnivore and the last link in this food chain. d. The
The index card does not have information about lustre. mouse is the herbivore. e. A food chain tells us what
Basalt: colour: grey to black; appearance: in a block; the animals in a particular ecosystem eat.
texture: smooth and fine-grained. 2.a. Plants and insects which pollinate them have a
relationship of cooperation because the insect obtains
50 Summary table. its food from the flower and the flower attracts the
2. Picture A: subsoil: stones, sand, clay and some insect to help in pollination. Both organisms benefit
water; Picture B: topsoil: sand, clay, water, air and from the relationship. b. Cooperation; because both
humus; Picture C: bedrock: contains rocks and almost organisms obtain benefits. The plant gets its seeds
no water. transferred to the soil and the animal gets its food.
51 I can choose the best soil for a plant. 59 Questions.
Alex should buy the soil with humus because it is the 1. Because if trees and their roots disappear, the rain
most fertile. and the wind can easily strip the soil away. 2. M. A.:
Our world. Ss should reach the conclusion that the road should
Dont cut down trees. Trees stop soil erosion. Dont not pass through a protected space because this type
drop rubbish. Rubbish contaminates soil and can cause of infrastructure can lead to the deterioration of an

forest fires to spread. ecosystem.
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ANSWER KEY
60 Activities. weight on your back; healthy diet: dont eat too much red
1. a. Living things have different needs. B. An meat.
ecosystem is made up of living things and the physical 3.a. We should eat more fruit, vegetables,
environment in which they live. c. The environment carbohydrates, protein from fish and poultry, olive oil
is everything that is non-living and that affects living and milk. b. We should eat more fish. c. We shouldnt
things. 2. The otter lives in environment B because it is eat too many sweets. d. We should eat less animal fats,
an aquatic animal, as we can see from its webbed feet, such as butter.
and it eats fish. The buffalo lives in environment
UNIT 3
C because it is a herbivore that eats grass, so it
4. Plants need carbon dioxide, water, mineral salts and
needs to live in grasslands. The orangutan lives in
sunlight. Plants produce: food, oxygen. 5. The petals
environment A because it is an animal that moves
are the coloured leaves that form the corolla. The
by swinging from tree to tree. It needs to live in a
sepals are the green leaves that form the calyx. The
rainforest. 3. M. A.: Pollution is the deterioration of the
pistil is the lower part of the flower in the shape of a
environment due to the presence of other substances,
bottle. The stamens are the vertical filaments inside
for example smoke or rubbish. Deforestation is the loss
the flower.
of trees and plants in a specific area. Overexploitation
is extracting too many natural resources from the 65 UNIT 4
environment to the extent that the resources cannot be 6. A. rock; B. mineral. The rock is made up of various
replenished. 4. Ecosystem B is the most deteriorated minerals, it has an irregular shape and is not shiny. The
because there is only one type of animal and so theres mineral has a regular shape, has only one colour and is
only one food chain - the cows that eat the grass. Also, made up of only one substance.
the trees have been cut to create fields for the cows to
graze. 5. When there is a fire in a forest, deforestation UNIT 5
means that the soil is unprotected against the rain and 7. a. The producers are the plants because they are the
the wind, and so erosion deteriorates the ecosystem only living things that produce their own food. b. If the
even more. plants disappeared, the snails would have no food and
would die. If the snails all died, the crows would have
61 Hands on! no food.
O. A.
62 Summary chart.
Ecosystems are made up of living things and non-living
Page UNIT 6. MATTER
things. They can be terrestrial or aquatic. Terrestrial
ecosystems are forests, grasslands and deserts. 66 Think about.
Aquatic ecosystems are freshwater or saltwater. I can see fibreglass and fibre optics. Fibreglass is
strong, light and versatile. Fibreglass is used for making
63 I can behave properly in a nature reserve. boats, surfboards and pole-vaults. Fibre optics are used
Advice: You shouldnt light a fire. You shouldnt throw in communication systems.
rubbish. You shouldnt swim in the lake. You shouldnt
disturb the wild animals or pick the plants. You 67 What do you remember?
shouldnt hunt the animals. You shouldnt make loud 1. When ice is heated, it melts and the water changes
noises. to a liquid state. When water vapour cools, it condenses
and changes to a liquid state. 2. Ice-melting-water-
Our world. evaporation-water vapour-condensation-water-freezing.
M. A.: We should turn off the tap when cleaning our 3. Cotton is used for making textiles. Wood is used for
teeth. We should not have heaters or air-conditioning too making paper, furniture and for building houses. 4. We
high. We should use public transport. We should only get wool from sheep. We get silk from silkworms.
load the washing machine with a full load.
69 Questions.
1. As examples of objects Ss can name what surrounds
Page Term revision them. As examples of substances make sure Ss give
example materials which can be used to make objects
64 UNIT 1 (wood, iron, plastic, paper, plaster, aluminium...). 2. An
1. first diagram: digestive system: stomach, large inflated balloon has more mass because it is full of air,
intestine; small intestine; second diagram: respiratory which also has mass. 3. Liquids and gases do not have
system: trachea; lungs. a fixed shape. They adopt the shape of their container.
4. a.The candle wax is solid. B.The drops of wax on the
UNIT 2 candle were formed when the candle was lit, and the
2. hygiene: clean your teeth after every meal; rest: sleep heat made the wax melt. As the melted wax drips
10 hours a day; exercise: practise moderate physical down the candle, it cools and changes back to its solid
exercise frequently; good posture: dont carry too much state.
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71 Questions. 80 Hands on!
1. When a substance is heated, it can melt if it is a M. A.: The smoother the surface, the less friction.
solid or evaporate if it is a liquid. When it is cooled,
it can freeze and become a solid if it is a liquid or 81 Questions.
condense and become a liquid if it is a gas. 2.a. It is 1. M. A.: Examples of how forces start things moving
a physical change. 2.b. It is a chemical change. are: pushing a swing, kicking a ball, riding a bike.
Examples of how forces stop things moving are:
72 Questions. stopping a ball with your hands, using the brakes on
1. Cork and clay are natural materials. Cork comes from your bike. 2. Gravity is a force of attraction. 3.a. The
a plant and clay comes from a mineral. force that makes the ball rise above the net is the force
of the player who throws the ball. b. The force that
73 Questions. makes the ball fall is gravity.
1. Paper is good for making origami shapes because it
is flexible. 2. Resistant: steel; flexible: paper; elastic: 83 Questions.
rubber; transparent: glass. 1. a. mechanical energy; b. thermal energy; c. thermal
energy; d. chemical energy; e. light and heat energy;
74 Activities. f. nuclear energy. 2.a. A torch changes electrical energy
1. Everything is made of matter except for happiness into light energy; b. A vitroceramic cooker changes
which is an abstract concept. 2. The aquarium has a electrical energy into heat energy. c. A gas cooker
volume of 100 litres and a mass of 120 kg. 3. Before changes chemical energy into heat energy. d. A bonfire
it goes in the water, the bottle looks empty. In reality, it changes chemical energy into heat and light energy.
is full of air. Air weighs less than water. The air in the
bottle goes to the surface and you can see the bubbles. 85 Questions.
As the air goes out of the bottle, the water goes in. 1. Energy from waves is renewable energy. 2. When
4. O. A. 5. Glass is made from sand; Cement is made we burn fuels, carbon dioxide is produced. 3. Global
from rocks; Plastic is made from petroleum. warming is an increase in the temperature of the planet
as a result of the increase in carbon dioxide in the air.
75 Hands on! Burning combustible fuels means that large amounts
a. School materials: used for writing and colouring: pen, of carbon dioxide are released into the atmosphere.
pencil, crayon, felt-tip pen, rubber, pencil sharpener,
paper; used for writing and drawing: notebook, drawing 86 Activities.
pad; used for making crafts: scissors, glue, ruler; used 1. Forces have different effects on objects. A. They
for other things: recorder. b & c. O. A. make objects which are not moving start to move.
B. They make objects which are moving stop. C. They
76 Summary chart. make objects change shape. D. They make objects
Materials are divided into natural and man-made. break. 2. a. chemical; b. thermal; c. wind; d. electrical.
Natural materials can be of animal origin, for example, 3. An iron uses electrical energy to produce thermal
leather and wool, vegetable origin, for example, wood, energy; A vacuum cleaner uses electrical energy to
or mineral origin, for example, marble. Man-made produce mechanical energy; A motorbike uses chemical
materials: steel or paper. energy to produce mechanical energy; A radiator uses
77 I can choose the right material. chemical energy to produce thermal energy.
M. A.: I think they should use wood because it is 87 Your turn!
stronger and lasts longer, but they need help from an a. Sir Isaac Newton was a great British mathematician
adult to make this lorry. and physicist. b. He studied mathematics. c. He saw
how the apple fell to the ground. d. Other famous
scientists: Marie Curie, Charles Darwin, Albert Einstein,
Page UNIT 7. forces and energy Michael Faraday, Stephen Hawking, Louis Pasteur,
James Watt.
78 Think about.
These cars run on solar energy. The car has three 88 Summary chart.

wheels and is covered with solar panels. Petrol. Sources of energy: renewable: sunlight, wind energy,
A hydroelectric plant, a solar panel, a windmill. biomass, hydroelectric, geothermal energy;
non-renewable energy: coal, gas, petroleum.
1. a. Shaping plasticine makes the plasticine change 89 I can save energy.
shape. b. Cutting bread makes the bread break. O. A.
c. Stopping a goal makes the ball stop. d. Hitting a ball Our world.
with a racket makes the ball start to move in a different M. A.: I should buy things I really need. I should think
direction. 2. Wagon A is moving to the right; Wagon B is about what I need before I buy it.
not moving.
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ANSWER KEY
fluorescent tube as it has to remain switched on for

Page UNIT 8. LIGHT long periods of time, and a fluorescent tube saves 9
times as much energy as a standard bulb.
90 Think about.
Our World.
In the photo you can see a rainbow. Rainbows only
O. A; Convex lenses are suitable for
appear when it is sunny and it rains at the same time.
long-sighted people. Concave lenses are suitable for
Red, orange, yellow, green, blue, indigo, violet. It is
short-sighted people.
impossible to touch a rainbow because it is an image
created by the combination of sunlight and rain.
91 What do you remember? Page UNIT 9. WHERE WE LIVE
1. In addition to light energy there is mechanical energy,
100 Think about.
chemical energy, electrical energy, thermal energy and
nuclear energy. 2. Plants need light to make their own The girl is looking at a satellite photograph. The view is
food via photosynthesis. People need light to keep of a coastal area. Thanks to artificial satellites we can
plants alive so that they can eat them, and also, so that get a birds eye view of places all over the planet. O. A.
they can see things. 3. There is more light energy in 101 What do you remember?
summer. 4. A. iris B. pupil C. cornea D. lens E. retina 1. O. A. 2. Blue represents the sea and suggests that
F. optic nerve. Bridgetown is a coastal town. A beach is also visible.
93 Questions. Bridgetown is in the east. Bridgetown is a city.
A. Diagram A is impossible because light travels in 103 Questions.
straight lines and therefore cannot turn a corner. 1. A municipality is one or more cities, towns or villages
B. Diagram B is impossible because light is dispersed governed by a local council. A comarca is a group
in all directions and would therefore light up the whole of several municipalities in the same region.
room, not just a section of it. 2. The municipality in the valley provides services for
95 Questions. the comarca. It is situated at the centre of the comarca
1. Because if we pass light through a glass prism, the and therefore can easily communicate with the other
different colours that make up white light separate municipalities. It also has a hospital, which is an
revealing the colours of the rainbow or spectrum. important service for the comarca. 3. O. A.
2. A black object absorbs all colours so it doesnt 105 Questions.
reflect any colours. A green bicycle reflects green. 3. 1. All Autonomous Communities consist of a defined
The red bucket is red because it absorbs all colours area with its own capital city, government institutions and
except for red, which is the colour it reflects and which symbols such as a flag, a coat of arms and a hymn.
we perceive. The green watering can is green because it 2. No. Each Autonomous Community has its own history,
absorbs all colours except for green, which is the colour customs and traditions. 3. Peninsula: Galicia, Principality
it reflects and which we perceive. of Asturias, Cantabria, Basque Country, Chartered
96 Activities. Community of Navarre, Aragon, Catalonia, Community
1. Illustration B shows how we see things as it shows of Valencia, Region of Murcia, Andalusia, Extremadura,
how light hits an object and is reflected into the boys Castile-La Mancha, Castile-Leon, Community of Madrid.
eyes. 2. Ss with difficulties look back at the diagram on Islands: Balearic Islands, Canary Islands. Africa:
page 94. Autonomous City of Ceuta, Autonomous City of Melilla.
3. a. Because these are the primary colours of light 106 Questions.

and by mixing these colours we obtain all other colours, 1.a. A municipality consists of one, or several towns,
including white. b. To get white; red, green and blue villages or cities governed by a local council. b. A
need to be turned on. To get black, no colours are comarca is bigger than a municipality. c. The basic
turned on. services in a comarca are located in the municipality
with the best means of transport and communications.
98 Summary chart. 2. This comarca is on the coast. The most important
a. yellow b. cyan. c. magenta municipality is the one in the bottom left hand corner
99 I can choose the best light bulb.
because it has the most services, and it has the best
means of transport and communication.
a. A low energy light bulb in the living room. Although
3. A municipality is an area that consists of one or
it is more expensive than a standard light bulb, it lasts
more cities, towns and villages. A comarca is a group
longer and saves 8 times as much energy.
of municipalities located in the same region. A province
b. A low energy light bulb could also be used in a
consists of a group of comarcas. An Autonomous
desk lamp. However, as a lamp is switched on for
Community consists of a variety of provinces. 4.
short, concentrated periods of time, a standard light
Students can return to page 104 and use the map to fill
bulb could be chosen. c. In a garage I would use a
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in the table. Autonomous Communities are marked in Catalonia there are deciduous forests of ash and oak.
bold capital letters, the Communitys capital is marked 3. Population growth, the creation of towns and roads
with a black dot inside a circle and provinces are and the exploitation of natural resources can cause
marked in normal text. animal and plant species to disappear. 4. O. A.
107 Hands On! 117 Questions.
a. The map shows the organisation of Spain into 1.a. Oceanic: wolf; b. Mediterranean: holm oak;
Autonomous Communities. The key identifies the capital Mountain: deer; Subtropical: dragon tree. 2. O. A. 3.
of Spain, the capital and the location of an Autonomous Oceanic: squirrel; fish; Mediterranean: pine trees;

Community. b. The Canary Islands, the Balearic Islands Subtropical: dragon trees; Mountain: deer.
and the Autonomous Cities of Ceuta and Melilla are
not on the peninsula. c. O. A. d. Portugal, France and 118 Activities.
Andorra border the Spanish peninsula. Atlantic watershed: River Mio, River Duero,
River Tagus, River Guadalquivir, River Guadiana.
108 Summary chart.
Mediterranean watershed: River Ebro, River Jucar, River
municipalities; provinces; on the islands; on the coast; Segura. 2.a. Summers are hot and winters are mild.
insular / on the islands. There is little rainfall: Mediterranean; b. Winters are
cold and summers are mild: Mountain. c. It rains a lot
109 I can appreciate other Autonomous Communities. all through the year, but the temperatures are not very
Students should read the text about Tarragona closely extreme: Oceanic. d. It is never cold and there is not
to answer the questions. The three main points are much rain: Subtropical. 3.a. Its on a high plain. b. No.
the citys coastal location, its mild climate and its It is inland. c. Vegetation is sparse. d. There are roads,
attractions, such as theme parks. Explain to the houses and farmlands. 4. O. A.
students that speaking more than one language allows
us to understand and respect people of all different 119 Hands on!
cultures and beliefs. 900 km; Cape Ortega, Ceuta, 9 cm, 9 km.
120 Summary chart.
Coastal plains, Mountains, Plains, (landscapes); Oceanic,
Page UNIT 10. LANDSCAPES
Mediterranean, Subtropical, Mountain, (climate);
Cantabrian, Mediterranean Sea, Atlantic Ocean, (coastal
110 Think About.
areas); Nervion, Tagus, Ebro, Guadalquivir, Guadiana,
The man in the photo is rock climbing. The rocks are all
Duero, Mio, Jucar, Segura... (examples of rivers)
shapes and sizes. Some look like animals. These rocks
were formed over thousands of years and shaped by 121 I can draw a route on a sketch map.
wind, water, ice and changes in temperature. Tourists O. A.
can hike and rock climb in La Pedriza.
111 What do you remember? Page term revision
A. cape B. bay. C. plain D. mountain. 2. O. A.
122 UNIT 6
113 Questions. 1. They both have the same mass, 1kg, but the straw
1. a. Mediterranean coast; b. Atlantic coast; has more volume 2.a. The water has evaporated
c. Cantabrian coast; 2. The Mediterranean coast runs because of the effect of the suns heat. b. Evaporation.
down the east side of Spain. The Atlantic coast is in
the west of Spain. Photograph A shows the Cantabrian UNIT 7
coast. Photograph B shows the Mediterranean coast. 3. a. Chemical energy changes into mechanical
energy. b. Electrical energy changes into light energy.
115 Questions. 4. Renewable sources of energy do not run out or
1.a. Two polar zones exist. b. The temperate zones replenish. Non-renewable sources of energy run out.
are in both hemispheres between the polar zones and
the tropical zones. c. The tropical zones are near the UNIT 8
Equator. 2.a. The Cantabrian and Galician coasts have 5. When we switch on a lamp it seems that the whole
an Oceanic climate. b. In a Subtropical climate it is hot room lights up because light travels very fast. Opaque
all year round. It only rains a few months of the year. In objects create a shadow when light shines on them
a Mediterranean climate it is hot in summer and cold in because light travels in a straight line. When white light
winter, with little rain. shines through a prism, a rainbow is formed because
white light is made up of lights of different colours.
116 Questions.
1. Different types of fauna are found in different places 123 UNIT 9
because vegetation varies depending on the relief and 6.a. a comarca; b. a comarca; c. an Autonomous
climate of a specific area. 2. On the higher land in Community; d. An Autonomous Community. 7. O. A.
206
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ANSWER KEY
UNIT 10 131 Your turn!

8. A. The Pyrennees; B. The Inner Plateau; C. The Ebro a. 2,500,000 inhabitants. b. The lowest population
river basin; D. The Tagus river; E. The Baetic Chain. was in 1950. The highest population was in 2007.
9. Oceanic; Mediterranean; Mountain and Subtropical. c. Between 1950 and 2007 the population increased by
approximately 5,000,000 people.
132 Summary chart.
Page UNIT 11. POPULATION AND TRADITIONS
The population of Spain increases because there are
more births than deaths, there are more immigrants
124 Think about.
than emigrants. It is not equally distributed in the
A hundred years ago. Because there was not enough
country. There are densely populated areas, for example
housing for everyone. Half a kilometre high. For homes
the capital, Madrid, and big cities like Barcelona. There
and for offices.
are also sparsely populated areas, for example,
125 What do you remember? Castile-Leon.
1. an increase of five people, (8 - 4) + (3 - 2 ); 2.a. 133 I can make a file card about population.
craft; b. dance; c. festival; O. A.
O. A.
127 Questions. Our world.
1. The municipal register and the census. 2. Population O. A.
can increase if the birth rate is higher than the death
rate, and if the number of immigrants coming to live in
a place is greater than the number of emigrants leaving Page UNIT 12. ECONOMIC ACTIVITIES
the place. 3.a. The most densely populated areas are
those near the capital. b. in the centre.
134 Think about.
128 Now you! Dairy farms raise cows which produce milk to make
a. I think the house is made of stone because it is a dairy products. Martas cows listen to classical music.
material found in this area. b. The windows are small She talks and sings to them. They live in brightly-
to stop heat escaping. c. The walls are thick to insulate coloured cowsheds with photos and paintings on the
the house from the cold temperatures in winter. walls. Happy relaxed cows produce more milk of a
better quality. O. A.
129 Questions.
1. Traditions are customs that have existed for a long 135 What do you remember?
time, for example, town squares with columns, paella, 1. Farmers jobs: milking cows, sowing seeds, looking
the jota dance from Aragon, cocido. 2. Costumes: the after animals, collecting the harvest. 2. The shoe and
top photo is of the jota from Aragon, men wear short, the pen are manufactured products. 3. Jobs in transport:
black trousers, a red sash round their waist and a short bus driver, pilot; jobs related to health: doctor, nurse.
black waistcoat. Women wear full skirts and a black
137 Questions.
blouse. They both wear white socks and black shoes.
1. fishing, mining, livestock breeding, crop farming,
The children in the Carnival celebrations are dressed
forestry. 2. Production has increased due to modern
as clowns. 3. Examples of religious festivals: Easter,
technology and farming techniques. 3. Fishing has
Christmas, San Jose; Historical festivals: for example:
declined due to overfishing and the imposition of new
2nd May, in Madrid.
regulations so that fish populations can be replenished.
130 Activities. 4. O. A.
1. The municipal register and the census are similar
139 Your turn!
in that they are lists of people living in a place. They
Jobs related to making T-shirts: cotton farmers plant
are different because a census is every 10 years, it
cotton in warm climates (primary); factory workers
includes more information and it can refer to people
make cotton threads (secondary); designers create
living in a province or a country. Natural growth refers
T-shirt designs; machine operators cut out the fabric
to the difference between people who are born and
(secondary); workers sew the shapes together
people who die in a place; Migratory growth refers to
(secondary); lorry drives take the T-shirts to shops
the difference between the number of immigrants and
(neither); shop assistants sell the T-shirts (neither).
emigrants in one place. 2. Child A needs the census;
Child B needs to consult the municipal register; Child C 141 Questions.
needs to consult the municipal census. 3. A. traditional 1. tourism, education, health, transport and trade.
dish / food; B. Dance; C. building; D. festival. 2. Domestic trade means buying and selling products
4. M. A.: music and dance: jota; rural houses, castles; within a country. Foreign Trade means buying and
food: paella; Carnival, Easter. selling products to and from other countries. 3. Tourism
creates many jobs in construction, as well as in hotels
207
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and restaurants. 4. Transport is essential for moving as the organisation of the national institutions. 3. The
merchandise. Raw materials are taken to factories and Constitution was approved by all of Spains citizens in a
finished products are taken to shops. national referendum in 1978. 4. Political Parties stand
for election in order to be chosen to govern the nation.
142 Activities. All Spanish citizens over the age of 18 can vote.
1. Main crops: oranges, lemons, peaches, fruits,
vegetables, olives and grains; Stockbreeding: pigs, 151 Questions
poultry, cows and sheep; Mining: coal, zinc, mercury, 1. Codes of conduct are ways to behave based on
granite, marble, cinnabar, gravel and slate. 2. A. graphic respect towards others. 2. All people are equal before
arts. B. technological industry. C. food industry. the law independent of age, sex, religion or race. 3.
D. chemical industry. E. food industry. 3. Tourist Freedom of expression means that everyone can
informacin desk: tourism; taxi: transport; hotel: tourism; express their opinions freely. 4. Citizens can participate
Prado Museum: cultural; restaurant: trade. in politics by voting and by forming part of a political
group, such as an association of neighbours, a trade
143 Hands on! union, a consumer protection group. Citizens can also
Key symbols: O. A.; Alcala de Henares to Buitrago de take part in public demonstrations.
Lozoyo: motorway into Madrid, passing through Torrejon
de Ardoz, then another train to Buitrago, passing Now you!
through Alcobendas. Yes, you can go all the way by The article refers to the right to be treated equally
train; O. A. before the law.
144 Summary chart. 152 Activities.

Primary: farming, fishing, mining, forestry and, 1. A. General elections. B. Municipal elections.
stockbreeding; Secondary: construction and factory C. European parliament elections. D. Autonomous
work; Tertiary: education, health, trade, tourism and Community elections. 2. M. A.: Spanish General
transport. elections are held every four years. Citizens vote
in a polling station for someone in a political party.
145 I can appreciate other peoples jobs. The political party with the most votes wins the elections
M. A.: Thanks to teachers we learn many things. Thanks and the leader becomes President. Parliament approves
to footballers we are entertained. Thanks to pianists we the President and the King of Spain names him.
are entertained and hear beautiful music; Three more
jobs: O. A. 153 Your turn!
a. O. A.; b. M. A.: The right to be protected during a
Our world war, to go to school, to have equal opportunitis, a clean
M. A.: I think it is unfair not to give Lucy the job. It is environment. c. M. A.: Children have the obligation to
as easy for women to drive buses as men. M. A.: Jobs obey their teachers and parents, the obligation to do
associated with women: teachers, dancers, nurses, their homework, the obligation to come to school.
air hostess. Jobs associated with men: taxi driver, bus
driver, miner, astronaut. 154 Summary chart.
The Constitution recognises obligations and rights, for
example: freedom of expression, the right to vote, the
Page UNIT 13. POLITICAL INSTITUTIONS right to peaceful assembly, the right to equality before
the law.
146 Think about.
155 I can write a code of conduct.
M. A.: The headquarters of the UN is in New York. It
M. A.: Codes of conduct: Help your teacher. Tidy the
is used by countries to meet together. Its main aims
classroom. Dont run. Dont shout. Put your hand up.
are to keep the peace between countries and develop
friendly relations between nations. 192. Our world.
M. A.: I dont like loud noises. I dont like people eating
147 What do you remember? in the classroom.
1. People would all try to make decisions. 2. The
sanitation services can provide more rubbish and recycling
containers, so the rubbish is not left in the street. The Page UNIT 14. LIFE THOUSANDS OF YEARS AGO
highway services can paint the lines of the zebra crossing.
3. M. A.: rubbish collection, police, fire fighters. 156 Think about.
149 Questions. M. A.: I can see the ruins of Pompeii and the volcano
1. A place where everyone has the same rights and Vesuvius. It erupted almost 2,000 years ago. It was
obligations and can freely choose their representatives buried because of the ash and pumice from the
in government. 2. The Constitution establishes the volcano. Thanks to the discovery of Pompeii we know
rights and obligations of all Spanish citizens as well about life 2,000 years ago.
208
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ANSWER KEY
157 What do you remember? 166 Summary chart.

1. O. A. 2. A. Harpoons were used for fishing. huts; carts, and sailing boats; simple tools and ceramic
B. Sandals were used for protecting feet. C. Clay pots objects.
were used for carrying fresh water. D. Arrowheads were
used for hunting. E. Combs were used for combing hair. 167 I can behave properly in a museum.
E. Sculptures were used for decorating the house. A and C are behaving properly. D is not behaving properly.
He is throwing rubbish on the floor. Rules: Dont make
What do they tell you about the people noise. Dont throw rubbish on the floor. Dont run up and
who used them? down the stairs. Dont take photos without permission. Etc.
O. A.
Our world.
159 Questions. O. A.
1. Primitive human beings lived in small groups in
caves or huts and travelled around looking for animals
and plants to eat. 2. The first permanent villages had Page UNIT 15. life hundreds of years ago
simple houses, stables for animals and storehouses
for keeping harvested crops. 3.The first humans 168 Think about.
travelled on foot which was slow. 4. Today we can see The dirigible is long and thin and fatter at the front end,
cave paintings, simple tools such as haspoons and which is rounded. The first ones was built in 1852.
arrowheads, and clay pots. People stopped travelling in them because they were
161 Questions. very slow. Today they are used for advertising and
1. domus for rich Romans living in the city; villas for sightseeing tours.
rich Romans living in the countryside; insulae, for poor 169 What do you remember?
Romans living in the city; 2. theatres for performing 1. Things that have changed: Before: TV, radio, record-
plays; amphitheatres for watching gladiator fights; player; Now: flat-screen TV, DVD, satellite TV box, MP3
circuses for watching chariot races; temples for player. 2. There are no computers, so I have to write by
worshipping their gods; bath houses, called thermae, hand or use a typewriter; There are no MP3 players, so
for bathing and relaxing; aqueducts for transporting I have to listen to music on the radio or buy records to
water into the cities. 3. The Romans decorated their listen to on the record player.
houses with frescos, which were beautiful wall paintings,
and mosaics, which were elaborate floor decorations 171 Questions.
made from thousands of tiny, coloured tiles. 1. Rich people lived in palaces with lots of rooms,
stables and with big gardens. Craftsmen and merchants
162 Questions.
lived in small houses in the town. They lived on the
1. Castles were built on hills so that the kings men and first floor and had their businesses on the ground
knights could see enemies approaching. 2. Moats and floor. Peasants lived in small villages in the country as
walls made it difficult for the enemy to enter the castle. 3. in previous times. 2. The magnetic compass and the
Villages were built close to castles so that peasants could astrolabe were invented. The caravel was developed.
seek refuge there when the village was under enemy attack. 3. The printing press allowed many copies of a book to
4. There were wells for drinking water, warehouses for be made and made books cheaper to buy. More people
keeping grain and preserved foods and meats, so that, in learned to read.
the case of an enemy siege, people living inside the castle
would not have to leave their refuge to search for food. 173 Questions.
1. Factory workers lived in small houses in poor
163 Questions.
sanitary conditions. Streets were very narrow with no
1. Peasants lived in villages near castles. Their homes sewage system. Rich people lived in very large houses
were small, made of wood and mud with only one room located in new spacious neighbourhoods with shops
where the whole family ate and slept. 2. Travelling was and gardens. 2. The steamship and steam train were
slow because it was on foot, horseback or in carts. 3. invented. 3. Electricity, radio, light bulbs, the telephone,
Romanesque churches were built with thick walls and X-rays, vaccines, penicillin.
few windows for natural light. Gothic churches were
built with higher but less thick walls, with enormous 175 Questions.
windows so natural light could enter. 1. Modern cities are very big with wide streets. Streets
are paved and there are usually many public parks.
164 Activities.
There is also street furniture, street lighting and sewage
Primitive human beings: people travelled on foot; they system. 2. Transport: the electric train, motorbike,
carried their belongings on their backs; people lived in car, lorry, van, tram, underground, high speed trains.
caves and huts. Romans: straight, stone roads were 3. Mobile phones, fridges, freezers, tumbledryers,
built connecting cities; people lived in domus and villas. washing machines, microwave ovens, computers,
2. a villa: countryside; b. domus: city. 3. B, C, A. Internet, ecographs, TV, satellites, GPS system.
209
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176 Activities.
1. Ancient Rome: amphitheatres and bath houses;
Page TeRM REVISION
rich people lived in domus. Age of Exploration: they
had wide streets and squares, palaces, fountains and 180 UNIT 11
gardens; rich people lived in palaces. 2. Land transport: 1. The correct map is A. The capital of Madrid is
C, D, A, B: on foot, horse and cart, horse and carriage, densely populated. The north is sparsely populated
steam train; Sea transport: D, B, C, A: Roman sailing because it is the mountain region.
boat, sailing boat, caravel, steamship. 3. Axe, mosaic, UNIT 12
Romanesque church, compass, light bulb, computer. 2. Graph: most workers in Madrid work in the tertiary
177 Hands on! sector. 3. A. Stockbreeding: it is the primary sector. B.
Biography: O. A. Teaching: it is the tertiary sector. C. Factory work: it is
the secondary sector.
178 Summary chart.
UNIT 13
500 years ago, people lived in palaces, small houses in
the city, or huts. People travelled on foot, on horseback, 4. In a democratic state all citizens have the same
or by sailing boat. They invented navigation instruments, rights, such as freedom of speech. They have the same
the printing press and painted great works of art. obligations, such as to pay taxes.
179 I can discover ways to get to know new places. UNIT 14

Option A: I can find out about the past in big cities; 5. Primitive human beings lived in caves and huts.
Types of buildings: main monuments and churches. They gathered food and hunted animals. They used
I can find out about the past by visiting museums simple tools and they travelled on foot. Romans lived in
and art galleries; Option B: I can find out about life insulae, domus and villas. They had wide roads and had
in prehistoric times by looking at remains of cave sewage systems. They travelled on foot, on horseback
paintings, and museum relics. or by horse and cart. They built many important
constructions. In the Middle Ages people lived in
Our world. villages or castles. They built Romanesque churches
We can learn different ways of cooking, different styles and later, Gothic churches.
of painting and art, a new language, different ways of
growing plants, and new inventions as well. UNIT 15
Lucas lived 200 years ago because trains existed as
a means of transport and it was the time of the first
factories.
210
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179236 _ 0242-0256.indd 253 28/07/11 10:52
Political map of Spain
C a n
N A Corua
Oviedo
LUGO
Santiago de Lugo P R I N C I PA L I T Y
Compostela OF ASTURIAS
W E
A CORUA
GALICIA
Pontevedra LEON
Leon
S PAL
PONTEVEDRA Ourense
OURENSE Pa
ZAMORA
C A S T I L
Vallad
Zamora
VALLADOL
Salamanca
A T L A N T I C SALAMANCA Avila
L
AVILA
A
O C E A N
G
CACERES
U
Caceres
R T
EXTREMADURA
O
Merida
P
Badajoz
KEY
Country capital BADAJOZ
Autonomous Community capital
Autonomous Community and Province capital CORDOBA
Province capital
Cordoba
Autonomous City
National border
Autonomous Community border HUELVA
Province border
Seville
Huelva A N D A L
SEVILLE
A T L A N T I C O C E A N MALA
CADIZ Malaga
CANARY ISLANDS LAS PALMAS
Cadiz
Santa Cruz
de Tenerife
SANTA CRUZ DE TENERIFE
Las Palmas
de Gran Canaria
Santa Cruz de Tenerife
Santa Cruz de Tenerife Ceuta
SANTA CRUZ DE TENERIFE Las Palmas de Gran Canaria

SANTA CRUZ DE TENERIFE LAS PALMAS
SANTA CRUZ
DE TENERIFE LAS PALMAS LAS PALMAS
SANTA CRUZ DE TENERIFE

212 M O R
179247_p202-203 an
179236 _ 0242-0256.indd 254 28/07/11 10:52

C a n t a b r i a n S e a
Oviedo Donostia- F R A N C E
Santander VIZCAYA San Sebastian
N C I PA L I T Y CANTABRIA Bilbao
GUIPUZCOA
ASTURIAS BASQUE COUNTRY Pamplona/
ALAVA Vitoria- Irua
Gasteiz
ON BURGOS CHARTERED ANDORRA
Leon
COMMUNITY
PALENCIA Logroo LLEIDA GIRONA
O F N AVA R R E
Burgos RIOJA Huesca
Palencia
MORA Girona
HUESCA CATA LON IA
C A S T I L E - L E O N Zaragoza Lleida BARCELONA
Soria
Valladolid ARAGON Barcelona
Zamora SORIA
VALLADOLID ZARAGOZA
SEGOVIA Tarragona
manca Segovia
TARRAGONA
GUADALAJARA
MANCA Avila COMMUNITY Guadalajara TERUEL
OF Madrid Teruel BALEARIC
AVILA CASTELLON
MADRID ISLANDS
Cuenca
Castellon de la Plana
RES
Toledo
Palma
TOLEDO CUENCA
Valencia
CASTILE- VALENCIA
MADURA COMMUNITY
LA MANCHA
OF VA LEN CI A
erida
Ciudad Real Albacete
CIUDAD REAL a
OZ ALBACETE
Alicante e
CORDOBA S
R E G I O N ALICANTE
Cordoba JAEN OF Murcia
n
Jaen MURCIA a
ville
e
A N D A L U S I A GRANADA n
VILLE ALMERIA a
Granada r
Almeria
r
MALAGA e
Malaga t
ADIZ i
iz d A L G E R I A
e
M
Ceuta
Scale
0 42
Melilla
Kilometres

M O R O C C O 213
79247_p202-203 anexo Espana poltico
179236 _ 0242-0256.indd 255 28/07/11 10:52

Top Science 4 is a collective work, conceived, designed and created by the Primary Education department at Santillana,
under the supervision of Enric Juan Redal ENRIC JUAN REDAL and VICKI CABALLEROVicki Caballero.
English adaptation: Amanda Morrison, Cristina Quincy

Managing editor: Sheila Tourle
Editor: Julie Davies
Editorial team: Vassilia Katte, Cynthia Donson, Sheila Klaiber
Class audio: recorded and mixed by EFS Television Production Ltd, London, UK
Art director: Jos Crespo

Design coordinator: Rosa Marn
Design Team:
Interiors design: Jorge Gmez Tobar
Cover design: Pep Carri
Cover illustration: Javier Vzquez
Design development coordinator: Javier Tejeda
Design development: Jos Luis Garca and Ral de Andrs
Technical director: ngel Garca Encinar

Technical coordinator: Marisa Valbuena
Layout: Victoria Lucas
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 Espaol de Derechos Reprogrficos, 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 Educacin, 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 Educacin, S. L.
PRINTED IN SPAIN
ISBN: 978-84-294-8995-8
CP: 179236
D.L.:
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Top Science 4 PRIMARY

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Teachers Book lesson plans

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Top Science 43PRIMARY

Teachers Resource Book

Teachers Resource Book

To promote understanding and appreciation of the

natural and social environment through situations

which reflect the young learners real world. www.richmondelt.com www.santillana.es

To provide opportunities whereby young learners can

Students Book Activity Book

Top Science Top Science

Teachers Resource Book

curiosity as well as responsibility for the world they

live in. Digital Flashcards, Posters

Special attention has been paid to the following

Teachers Book Teachers Resource Book

Quantity and diversity of the activities DIGITAL MATERIAL ALSO AVAILABLE

Top Science 4 PRIMARY

Top Science i-solutions is a box set containing four

Teachers Resources Language Companion CD-ROM

Top Science i-solutions has these components:

289836_CD.indd 1 14/01/11 21:48 289825_CD.indd 1 14/01/11 21:47

8 431300 115 385

Complementary components in both printed and

digital format to suit all teaching situations.

cianallomagentanegro cianallomagentanegrotroquel cianallomagentanegrotroquel

179236 _ 0001-0015.indd 3 28/07/11 10:57

179236 _ 0001-0015.indd 4 28/07/11 10:57

The changes of state of water IN THIS UNIT, YOU WILL

Full-colour images atmosphere is water vapour. Find out how matter

to their own world

Short texts related An amazing new material

to the images to amazing properties. Fibreglass is one of these.

and language from

and to introduce the

Information and practice pages

The Science content is made accessible by careful language grading and

Changes in matter 44 Chemical

Water is not the only substance which can

the substances stay the same. Questions

and diagrams to Changes of state. Matter goes through the same

179236 _ 0001-0015.indd 5 28/07/11 10:57

Materials The properties

and make language shape,

Photos and illustrations and linen also come from plants. We

sand air horse happiness glass darkness Hands Classifying materials

types to practise 120 kilos 100 litres

4 Copy and complete the table.

179225 _ 0066-0077.indd 74 23/05/11 15:22 179225 _ 0066-0077.indd 75 23/05/11 15:22

179236 _ 0001-0015.indd 6 28/07/11 10:57

language OUR WORLD

The summary charts are divided into

help students natural

light chemical electrical mechanical

Baetic Chain Ebro River

Inner Plateau Pyrenees i ter

ATLANTIC OCEAN Med

UNIT 8 Canary Islands