II. ÍNDICE DE TABLAS
3. Análisis del sector del petróleo
3.4 Análisis de Riesgos
3.4.2 Riesgos Regulatorios
UNIT 0
RESOURCES
Resource folder
• Reinforcement and extension
– Reinforcement: Worksheet 5 – Extension: Worksheet 5
• Assessment
– Assessment: Worksheet 5
• Developing intelligence worksheets
• Working with recent immigrants
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *
Internet resources
www.richmondelt.com www.indexnet.santillana.es Mammals
http://www.bbc.co.uk/nature/animals/mammals/
Information about mammals, their habitats and behaviour. Children’s zone with games
Invertebrates
http://www.insecta-inspecta.com/
Information and activities about insects.
Let’s talk about insects
http://www.urbanext.uiuc.edu/insects/12.html
A clever ant explains about insects using pictures and simple text. Useful for students and teachers.
Other resources
• Richmond World Facts
• Richmond Student’s Dictionary
• Flashcards
• Posters
* Not yet available in English
VERTEBRATES AND INVERTEBRATES 17 1. Animal skeletons
Vertebrates are animals with a skeleton.
The skeleton is made up of bones. The bones are joined together to hold the body up. They protect it.
All vertebrates have a spinal column.
2. Vertebrate bodies
Vertebrate bodies have several parts:
• The head. The skull protects the head.
• The trunk. The spinal column, ribs, shoulders and hips are all in the trunk.
• The limbs. The bones are long. Some vertebrates have legs. Others have wings or fins. Some vertebrates, like snakes, have no limbs.
• The tail. This is an extension of the spinal column. There are very small vertebrae in the tail.
Vertebrates and invertebrates
COMPARE READ spinal column spinal column ribs ribs skull skull fish leopard Classification of vertebrates mammals birds reptiles amphibians fish duck •Match the skeletons to the animals.
•Are the skeletons similar?
spinal column ribs skull a b c 22 23 25 24
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CONTENT AND LANGUAGE DEVELOPMENT
Vocabulary. Write the following list of vocabulary on the BB and then read aloud the first sentence. The Ss must say which word finishes the sentence correctly. Then do the same with the other sentences.
a spinal column / fins / legs / vertebrae / no limbs / wings 1. Birds have … (wings)
2. Fish have … (fins)
3. Snakes have … (no limbs)
4. All vertebrates have … (a spinal column) 5. Some vertebrates have … (legs)
6. The tail has very small … (vertebrae)
1
Content objectives: 1, 2. Language objectives: 1.
Vocabulary
head, invertebrate, limbs, spinal column, tail, trunk, vertebrate
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Special attention
• Interpreting diagrams of animal skeletons • Understanding that fish are vertebrates
and that most fish have a skeleton made of bones
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Hands on
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Presentation
• Play and tell Ss that in order
to match the skeletons to the animals, they must look at the silhouette. (fish – a;
duck – b; leopard – c) The skeleton gives
shape to the body.
• Ask the Ss to locate the spinal column in each picture. This is a characteristic of all vertebrates. Ask the Ss: Can you describe
the spinal column? (long and made up of small bones called vertebrae) Where is it? (The spinal column extends from the head to the tail.)
• Play and practise the vocabulary.
Present and with and . Tell Ss
that the diagram shows vertebrate groups. Ask them to write sentences:
Dogs are mammals. Robins are birds. Crocodiles are reptiles …
Activity Book, pages 16, 17.
R ➔ 38 37 2 1 36 READ 35 COMPARE Observing animals
• Ask the Ss: How can we find out about
animals? (Elicit: Observe them.)
• The Ss study an animal, for example
an ant, in its natural habitat. Ss draw a picture and write what the animal was doing.
• Ask Ss to observe a pet. If possible,
take a pet animal to class, such as a turtle or a hamster. Give some observation guidelines: Look at hair,
feathers. Look at how it moves. Look at what the head, eyes … are like.
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Special attention
• Understanding that marinemammals are not fish, although they live in water
• Distinguishing differences between all,
almost all, most, many, some, other …
• Expressing contrast: however
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Hands on
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Presentation
• Do the matching activity together
Play .
• Ask the Ss how they know if an
animal is a mammal or not: Is a cow a
mammal? And a sheep? What do they drink when they are babies? (their mother’s milk)
• Ask the Ss: Does a bird or fish drink its
mother’s milk? How do fish and birds eat when they are babies? Can you describe their bodies? The Ss then read and and do the activity.
Activity Book, page 20.
➔ E 2 1 READ 39 COMPARE 18 VERTEBRATES AND INVERTEBRATES
COMPARE
Vertebrates
Match the words to the pictures.
• feathers -parrot • wings • ears
• skin •legs • bones
• beak • eggs • udders
parrot
Describe birds. Make more sentences. Birds are vertebrates. They have…
1. Mammals
Mammals are vertebrates. They are born live. They drink their mother’s milk
when they are babies.
• All mammals breathe air.
• Most mammals are land animals. However, some mammals, like dolphins, are aquatic.
• Most mammals have hair on their bodies. However, aquatic mammals have bare skin.
• Almost all mammals walk or swim. However, bats can fly.
READ
2. Birds
Birds are vertebrates. They are born from eggs. They have feathers on their bodies.
• All birds breathe air.
• Birds have two legs and two wings. All birds have wings. However, not all birds can fly, for example penguins.
• Many birds, such as sparrows, live on land. They can fly and walk.
• Other birds, such as ducks, live on land and water. They can fly, swim and walk. cow
26
27 28
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CONTENT AND LANGUAGE DEVELOPMENT
Listening. Write the following sentences on the BB and tell the
Ss to copy them in their notebook. Then Ss listen to and
and circle the correct answer.
1. Mammals are born a) from eggs b) live
2. Most mammals are a) land animals b) aquatic animals
3. Bats can a) swim b) fly
4. Birds are a) invertebrates b) vertebrates
5. Birds have a) feathers b) udders
Answers: 1 – b. 2 – a. 3 – b. 4 – b. 5 – a. 41 40 1 Content objectives: 3, 4. Language objectives: 2. Vocabulary
birds, eggs, feathers, hair, mammals, milk
Bird feathers
• Collect different types of feathers and
explain their function: What are
feathers used for? (Feathers are used for flying, to keep birds warm, and to attract mates.) Compare the different
feathers: small, soft, large, pointed.
• Show that the base of the feather is
hollow. Tell Ss that in the past, feathers were used for writing by introducing ink into the hollow part (quill).
M.A. They have feathers on their bodies. They have two legs and two wings.
They breathe air. Many birds live on land. Other birds live on land and water.
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Special attention
• Understanding that the bodies of invertebrates are soft, even though they have hard protective coverings
• The difference between a shell and an exoskeleton
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Hands on
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Presentation
• Present , and with ,
and .
• Check comprehension by asking the Ss to complete the sentences with shells or
exoskeletons. Beetles have …
(exoskeletons). Mussels have … (shells).
Ask Ss which sentences are false: Insects
have six legs. All insects have wings. (F) All insects are invertebrates. Insects are born from eggs.
• Look at the insect. Ask Ss: What do you
notice about the insect? How many wings does it have? (two pairs) How many legs? (six) How many antennae? (two)
• Finally, distribute photocopies of the activity on the opposite page and ask Ss to choose the correct word.
• Play and to practise the vocabulary
of the illustrations.
Activity Book, pages 18, 19.
‘The storks are coming!’
47 ➔ E R ➔ 45 42 46 44 43 3 2 1 READ
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CONTENT AND LANGUAGE DEVELOPMENT
Listening. Write the words and gapped sentences on the BB.
The Ss listen again to and complete the sentences.
Then they check their answers on page 19.
flies / air / walk / herbivores / eggs / dragonflies / insects / omnivores
1. Insects are born from … (eggs) 2. Young … are called larvae. (insects) 3. All insects breathe … (air)
4. Butterflies are … (herbivores) 5. … are carnivores. (dragonflies) 6. Flies are … (omnivores)
7. Insects with wings fly or … (walk) 8. Insects … wings walk. (without)
46
1
VERTEBRATES AND INVERTEBRATES 19 1. How invertebrates protect their bodies
Invertebrates have no bones.
Some invertebrates have a protective covering.
• Shells are hard and strong.
• Exoskeletons can be thick or thin.
Crabs have thick exoskeletons. Beetles have thin exoskeletons.
Some invertebrates, like jellyfish and worms, have no protective covering.
2. Insects
Insects are a kind of invertebrate. An insect has three parts to its body.
• The head has a mouth, two eyes and two antennae.
• The thorax has wings and legs. Most insects have wings. All insects have six legs.
• The abdomen is joined to the thorax.
3. Insect life
Insects are born from eggs. Young insects are called larvae. Some larvae are caterpillars. They have no wings or antennae.
• All insects breathe air.
• Some insects, like butterflies, are herbivores. Other insects, like dragonflies, are carnivores. Others, like flies, are omnivores.
• Insects with wings fly or walk. Insects without wings walk.
Invertebrates
Describe insects. Make more sentences. Insects are invertebrates. They have…
READ earth worm mussel head eye antenna (feeler) abdomen leg wing thorax beetle crab 31 30 29
M.A. They have a head, thorax and abdomen.
They have two antennae. They have six legs. They are born from eggs. They breathe air.
Content objectives: 5, 6, 9. Language objectives: 3.
Vocabulary
abdomen, exoskeleton, head, insect, invertebrate, shell, thorax
Make a dragonfly
• Put a ball of plasticine on the point of
a pencil to make the head.
• Put plasticine all around the pencil for
the thorax. The rest of the pencil is the
abdomen.
• Make wings with paper and glue them
on the thorax. Make two eyes out of plasticine; two antenna and six legs with toothpicks.
Respecting animal life. Ants and other small animals deserve our respect.