7 metodika indd

The list of new active and passive vocabulary

Unit 1
a few adj	eco-village n	part n
according to prep	energetic adj	poultry n
agricultural adj	enough adj	prefer v
agriculture n	entertainment n	prince n
although conj	even adv	product n
appear v	everyday adj	public adj
at the end of …	farmhouse n	role n
became past of become	feature n	ship n
become v	few adj	shopping n
better adj	full of …	sightseeing n
build v	gold n	silver n
camp n	Imperial family	simple adj
care n	Indian adj	smart adj
clear adj	industry n	spring n
clothes n	international adj	step back in time
company n	Italian adj	still adv
compete v	Japanese	surprising adj
competition n	landscape n	take care of
creative adj	large adj	television n
crop n	legend n	thirsty n
daily adj	local adj	transportation n
digital adj	made past of make	travel n
distance n	meteorite n	trip n
dream city	moreover adv	use n
dream n, v, adj	nearly adv	useful adj
earth n	needs n	vintage adj
eco adj	offer n, v	water v
ecological adj	one of …	wool n
Home Reading 1
graffiti n	gallery n	exhibition n
tag n	crime n	castle n
around adj	police n	homeless adj
teenager n	country n	Internet n
aerosol n	certain adj	online adv
paint n, v	zone n	discuss v
colourful adj	festival n	idea n
artist n	building n	future n
politics n

Unit 2 I don’t feel well!

Inquiry question:

Why don’t we feel well?

Inquiry theme:

To understand why we do not feel well

In this unit pupils will ...

read short texts, fact files, e-mails listen to dialogues and messages learn about the importance of keeping healthy diet and habits learn why we do not feel well and what to do in order to avoid problems learn about problem-cause-effect solution relationship learn how to give advice

Lesson 1 I have a pain in my …

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational: to learn about the body parts and how to talk about problems with health Developing: to enable pupils to talk about the body parts and problems with health Socio-cultural: to raise awareness of the body parts and health problems	By the end of the lesson, pupils will be able to talk about the body parts and problems with health.	New words: heart, chest, wrist, stomach, thumb, tongue, ankle, pain	Textbook; the DVD of the book; word cards with the following words for Activity 1a: head, body, arm x 2, leg x 2, eye x 2, nose, mouth, ear x 2, neck, shoulder x 2, hip x 2, stomach, back, knee x 2, ankle x 2, foot x 2, big toe x 2, toe x 8, elbow x 2, wrist x 2, thumb x 2, finger x 8

Activity 1a Work in pairs. Look and think. Look at the body outline. Draw and label the body. 7 min

Objective: to revise and develop understanding of words to label body parts in humans

STEP 1: Draw a large shape of a body on the board. Display the word cards on either side of the body outline (make sure that the 10 fingers/thumbs, big toe/toes are clearly drawn).

STEP 2: Begin to fill in body parts (e.g., draw an eye). Elicit the name of the body part and invite a pupil to find the word card and match it to the drawing.

STEP 3: Ask the pupils to work in pairs, draw a body outline and complete labelling using the words they know. They can check the spelling with the word cards on the board.

STEP 4: Continue drawing until they have completed all the parts they know (head, eyes, ears, nose, mouth etc.).

Activity 1b Check and correct your words. 5 min

Objective: to understand what vocabulary is known and what vocabulary still needs to be learnt

STEP 1: Invite pairs to come to the front and match the word cards to the body outline.

STEP 2: The other pairs in the class check and correct their own work.

Do you know? People have 206 bones in their body! Cats have between 240-245 bones in their body.

Objective: to understand that it is not just humans who have bones, and that the size of a body does not mean they have more bones

STEP 3: Ask: “Did you know that cats have more bones in their body?”

STEP 4: Ask: “Why do you think cats have more bones than people?” Accept anything reasonable including cats move in different ways to people, they are much faster, they can jump higher, they can climb trees.

Activity 2a Work in groups of 4/5. Think. 7 min What other body words do you know?

Objective: to understand an increasing number of body part names and develop vocabulary

STEP 1: Get the class into groups of 4/5. Say: “Look at each other carefully”.

Ask: “What other body parts can you see on your face?”

Possible answers: teeth, tongue, neck, lips

STEP 2: Ask: “What other body parts can you see?” Ask: “Who knows where your chest is?” Repeat with: stomach, wrist, thumb, ankle.

STEP 3: Ask: “Who knows the name of body parts you can’t see?” Accept any reasonable answer, e.g. blood, veins, muscles.

STEP 4: Ask: “Who knows where your heart is?” Praise any pupils who indicate where the heart is.

STEP 5: Play “Teacher says Show me your mouth”. Repeat with: teeth, tongue. Teaching tip: try and keep the body parts in groups, e.g. arm, elbow, wrist, hand,

fingers, thumb; leg, knee, ankle, foot, toe; head, eyes, ears, nose, mouth, neck.

Activity 2b Work in groups of 4/5 Think. 5 min

Have you ever been ill? What part of the body was not working well? What was wrong?

Objective: to understand that sometimes our bodies do not work well and we need to identify which part is not feeling right

STEP 1: Get the class into groups of 4/5. Ask: “Have you ever been ill? What was wrong?” Say: “Make a list”.

STEP 2: Say: “People get ill and we need to be able to tell our parents or doctor what does not feel right”. Accept any reasonable answer including sore head, broken bone, spots.

Activity 3a Work in pairs. Read and complete. 5 min

Objective: to understand how to tell someone what is wrong with them and how they know (problem and effect)

STEP 1: Say: “I have a pain in my I can’t hear you” (mime that you can’t

hear).

STEP 2: Ask: “What’s wrong? Where’s the pain? How do you know the problem is there?”

Answer: Ear is the problem and the effect is that you can’t hear.

STEP 3: Say: “Work with your partner. You have 5 minutes”.

STEP 4: Elicit feedback from the whole class. Invite different pupils to identify the problem and mime it.

STEP 5: Write the answers on the board.

STEP 6: Say: “Check and correct your work”.

Possible answers:

1. 
   I have a pain in my ear. I can’t hear you.
   
2. 
   I have a pain in my stomach. I can’t eat anything. 3 I have a pain in my ankle. I can’t walk.
   

4. 
   I have a pain in my wrist. I can’t write.
   
5. 
   I have a pain in my back. I can’t sweep the yard. 6 I have a pain in my eye. I can’t see well.
   

Activity 3b Play “Listen and Continue”. 7 min

Objective: to understand how to tell someone that they have a pain and what the effect is

Ask the pupils to stand in row in pairs. Give a card to Pupil A. S/he must look and say a sentence, e.g. I have a pain in my ear. Pupil B must continue, e.g. I can’t hear you.