parts of the body,
plants,
animals, need, live, body, stomach, food, help, think,
better, do sports, hot, put, drink, eat, tired, have a
headache
Materials
CD
1
|
DVD or two drinking glasses and
two pieces of paper towel for each pair/small group
of students
Warmer
•
Play
Two minutes
(see page xvii) with the heading
Our bodies.
Encourage students to think of body parts and
also illnesses (e.g.,
head, hair, eyes, nose, ears, mouth,
arms, legs, hands, feet, bones, muscles, joints, knees,
elbows, sore throat, headache, earache, stomachache,
toothache, backache, cough, cold, temperature
).
Student’s Book page 44
Why is it important to drink water?
•
Point to the photograph and ask
How does she feel?
(
Thirsty
.)
What’s she doing?
(
Drinking water
.)
Ask
How much water do you usually drink a day – how
many glasses?
(explain the meaning if necessary).
Student’s Book page 45
1
Listen and repeat.
•
Use the photographs to present the new words. Play the
recording, pausing for students to repeat.
CD
1
:57
: see Student’s Book page 45
2 Watch the video.
•
Play the video.
•
If you don’t have the video, students can do an
experiment to show how water moves. Give each pair/
small group of students a glass of water, an empty glass,
and two or three pieces of paper towel. Tell them to
make a kind of rope from the pieces of paper towel by
twisting them together. They put one end of their “rope”
into the full glass of water (only the end should be in
the water) and the rest of the paper towel rope in the
empty glass. Leave the experiment until the end of the
lesson, by which time up to half of the water from the
full glass should have moved to the empty glass (if left
long enough, both glasses will have the same amount of
water in them).
•
Explain that the water from the full glass has managed
to move along the paper towel rope by filling very small
spaces in the fibre of the paper. You may wish to point
out that plants use the same process to transportation
water from the roots to the rest of the plant.
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