7 metodika indd

The list of new active and passive vocabulary

Unit 2
alcohol n	general adj	put the broken leg in plaster
alone adj	get v	really adv
ankle n	Get well soon.	regime n
aspirin n	grain n	responsible adj
at the same time	habit n	same adj
backache n	have v (of illness)	seen pp of see
bandage n	heart n	serious adj
be sorry v	heavy adj	shoes n
been pp of be	herbal adj	sign n
bench n	hold v	smoking n
bring v	hour n	sneeze v
broken adj	hurt v	socks n
brought v past, pp of bring	ill adj	socks n
catch v	illness n	sometime n
caught past and pp of catch	infect v	sticking plaster adj+n
chest n	injection n	stomach n
companion n	later adv	stomachache n
contact v	less adj, adv	swimming pool n+n
cough n, v	lie v	symptom n
cover v	lifestyle n	tablet n
cream n	matter n	take medicine
cry v	medicine n	take v
dentist n	mineral water n+n	therapy n
diet n	moment n	thought past, pp of think
drops n	nothing pron	throat n
during prep	object n	thumb n
easy adj	Oh, poor you.	tongue n
ever adv	operation n	too adv
exercise n, v	outside adv	treatment n
extra adj	plaster n	unhappy v
eye/nose drops n	player n	virus n
fall v	poor adj	wealth n
first of all	prevent v	What’s the matter with you?
flu n	prevention n	wrist n
gadget n	properly adv
Home Reading 2
agree v	golden adj	shout v
anyone pron	hundreds of ...	sir n
anything pron	look for v	strange adj
belly n	magical adj	taste v
change n, v	needle n	treat v
die v	once adv	understood v past, pp of
felt v past, pp of feel	Once upon a time	understand
flew v past of fly	sell v	without prep
found v past, pp of find

Unit 3 Sport

Inquiry question:

Why is sport good for us?

Inquiry theme:

To understand why physical activity is good for mind and body

In this unit pupils will ...

read short texts and fact files listen to dialogues and interviews ask for and give information about sports and its importance learn about the importance of keeping active learn about sports at school in the UK and USA learn how to agree with people’s opinions

Lesson 1 Keeping active

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational: to learn the role of muscles and bones Developing: to understand what the bones and muscles do Socio-cultural: to raise awareness of the need to move and the importance of keeping muscles strong and healthy	By the end of the lesson, pupils will understand that the skeleton are the bones in our body which make our shape (height) and the muscles make us move.	New words: shoulder, elbow, wrist, hip, knee, ankle	Textbook; the DVD of the book

Activity 1a Work in pairs. Look and think. 8 min

Objective: to understand that the skeleton are the bones in our body which make our shape (height) and the muscles make us move

STEP 1: Get the pupils into pairs. Say: “Look and think. Look at the skeleton and muscle groups inside our body”.

STEP 2: Ask: “What can you see? What do you notice?” Accept any reasonable answers including: bones behind the muscles, muscles on top of the bones, bones and muscles look different, lots of gaps between bones, muscles touch each other, no gaps.

STEP 3: Ask: “Why do you think we need bones? What would happen if we didn’t have bones? What would we look like?” Accept any reasonable answers including: they make the shape of a person; they hold us up; they are hard; they protect our internal organs, e.g. heart, liver, kidneys, stomach; if we didn’t have bones, we would be like a jellyfish with no shape.

STEP 4: Ask: “Why do you think we need muscles? What would happen if we didn’t have muscles? What would we look like?” Accept any reasonable answers including: they make us move; if we didn’t have them, we could not move; if we didn’t have them, we would look like a skeleton, just bones.

Activity 1b Work in pairs. Read and check your guesses. 7 min

Objective: to understand the role of muscles and bones

STEP 1: Ask the pupils to work in pairs. Say: “Read and check your guesses in 1a”.

STEP 2: Elicit feedback, ask the following questions: What’s the main function of our skeleton? (to support the body, protect organs); What’s the main function of the muscles? (to help the body move)

STEP 3: Ask the following questions: What happens if you break your leg? (you can’t walk); What happens if you break your arm? (you can’t write); Why do you need to keep your bones and muscles healthy? (you can’t move if they are not healthy, they break)

Activity 1c Look at the words in the cloud and label the skeleton. 10 min

Objective: to understand what the bones and muscles do

STEP 1: Get the pupils to work in pairs. Get the pupils to look at both the skeleton and the muscle groups in the textbook. Get some feedback about what they notice about the skeleton and muscle groups. Remind the pupils that in Unit 2 they learnt that the human body has 206 bones.

Possible comments: a skeleton is made up of lots of bones, we have a lot of bones inside our body, the bones make our shape, the bones are strong; muscles give us strength, they help us to move our body in different ways.

STEP 3: Ask: “Which is the longest bone in the body? (thigh bone); Which is the smallest bone in the body?” (inside ear)

STEP 4: Say: “Look at the muscles in the arm. Why do you think there are so many muscles?” (so we can move our arm in different directions)

STEP 5: Say: “Look at your arm. Move it to the front of your body. Bend your wrist so the fingers and palm come up. Wriggle your fingers. Pick a pencil up. Touch your desk”.

Teaching tip: You are getting the pupils to become aware of their bodies and the way they work. Without a skeleton and muscles they would not be able to move their bodies.

Activity 2 Look at the pictures. Think. 10 min

Objective: to understand that other living creatures have very different shapes depending on where they live and what they do; not all creatures have skeletons

STEP 1: Say: “Look at the pictures. Think.”

STEP 2: Ask: “Which animals have skeletons? How do you know? Why do they need a skeleton? What can they do?”

1. 
   Which living creatures have skeletons?
   

Answer key: d,e,f

2. 
   Why do you think the other creatures don’t have skeletons?
   

Possible answers: a) the jellyfish is like a jelly and changes shape, it has no eyes, ears, brain or heart. They do not have a head or blood, their body is made mostly of water (98%) and is very soft; b) the earthworm does not have legs, eyes, teeth or any bones but it does have muscles; c) the butterfly is small and light, its skeleton is outside its body.

Activity 3 Work in pairs. Think. 8 min

Objective: to understand the need to move and the importance of keeping muscles strong and healthy

STEP 1: Say: “Work in pairs and think”.

STEP 2: Ask the following questions:

Why do you think animals and people need to move?

What do you think happens when we do not use our muscles? What should we do to keep our muscles strong and healthy?