Page 102 - @ccess 1 Teacher´s Book

Activity 9
9. Formulate questions in which you describe the component parts of the body.
Try to use demonstrative determiners, passive voice and participles • Ask your students to check
and make superlatives in order to be clearer. Your partner will answer
your questions. Exchange roles. the body system they wrote in
ar
,
In case the questions ar
e not cle
t they have
• In case the questions are not clear, work together until you think that they have Activity 5 and to do
work together until you think tha
been improved.
the activity.
• If necessary, check the previous activity for information, look at the example below.
If necessary, check the previous activity for information, look at the example below.
• Support your students
My reminding them the names
In this organ,
is the
chewed food (bolus) turn! This is the of the parts of that system.
organ. It is
is partially digested by longest organ. It is
even longer tan a
the action of enzymes even longer tan a Offer them examples to
car. What is it?
and acid, what am I car. What is it? describe them.
talking about? Are
you talking Small • Check that the exercises
about the Intestine
Right!
stomach? Right! made by your students
Exactly!
have the right information:
that terms match with their
10. What terms in the diagram in Activity 8 are new for you? Circle descriptions in the chart
them, look for their meaning in a dictionary and describe them Remember
in your own words. Look at the example and use your notebook and that they used their own
if necessary. Adjectives can words to define the
express qualities to
different degrees. new terms.
Example: Enzymes used to establish Activity 10
Superlatives are
are proteins that help
to break down food
extremes, for
example: the
in order for it to be
biggest/the
digested. smallest, the least • Have your students show
active/the
most active. you how they are using your
Comparatives
dictionary. Give them any tips
are used for
comparing
11. Reflect on the actions that help you maintain your own you consider useful.
two things, for
physical well-being and that of others. Share the actions you example: bigger/ • Tell your students to use two
take in order to keep the organs of your digestive system smaller, less active/
healthy with your partner. Look at the example. more active. dictionaries and compare
them so that they choose the
I brush my I think that is a very
teeth after every good idea. In my house, best definition.
meal to keep my we try to avoid too much fat, • Ask your students to compare
mouth clean. that way we can keep our what they wrote and what they
livers healthy.
found in the dictionary and
• Share points of view.
make the changes to improve
Studentʼs Book / Practice 6 97
their descriptions.
Activity 11
• Offer your students examples of how to take care of the health of the system they chose.
• Ask them to compare with the class some of the actions they commented in pairs.
• At the end of the activity, divide the board into two, and write at the top of one division “Good habits” and
at the other “Bad habits”. Invite your students to come to write one example in the category they wish.
• Check each habit and have the whole class help you correct all the mistakes in the spelling, content,
writing, et cetera.

Teacher´s Book / Practice 6 101