Вы находитесь на странице: 1из 48

Richmond

Social
Science

PRIMARY
TEACHER’S BOOK
Contents
Introduction
Key competences����������������������������������������������������������������������������������������������������������������� iv

Multiple intelligences������������������������������������������������������������������������������������������������������������ v

Student’s materials��������������������������������������������������������������������������������������������������������������� vI

Teacher’s resources�������������������������������������������������������������������������������������������������������������� vII

Student’s Book�������������������������������������������������������������������������������������������������������������������� vIIi

Teacher’s Book��������������������������������������������������������������������������������������������������������������������� X

Student’s Book contents������������������������������������������������������������������������������������������������������ xII

Lesson plans
TERM 1 TERM 3

Unit 1.................................................... 4 Unit 7��������������������������������������������������� 52

Unit 2.................................................... 12 Unit 8.................................................... 62

Unit 3.................................................... 20 Unit 9.................................................... 72

Final revision......................................... 82
TERM 2

Unit 4.................................................... 28 Audio transcripts.................................. 86

Unit 5.................................................... 36 Activity Book Answer key..................... 90

Unit 6.................................................... 44

ii
Introduction
Social Science is part of a global project which aims to promote the acquisition of
key competences, the achievement of academic excellence and the undertaking of
global assessment. It also promotes the acquisition of basic skills, such as reading
comprehension, speaking and writing skills and integrates Information and
Communication Technology (ICT), entrepreneurship and civic education.
This project is designed not only to teach students the main concepts, but to show
them how to apply them, both in the classroom and in everyday life, whilst developing
the values they need to become socially committed citizens.
Social Science is a six-level Primary course which covers the core objectives of the
Social Science curriculum in English, following the CLIL methodology (Content and
Language Integrated Learning). This methodology teaches scientific knowledge
through the medium of English. The core curricular objectives of social science are
progressively introduced to achieve two main objectives: to learn the scientific
contents and, at the same time, to practise the English language.
The aims of Social Science include:
• To promote understanding and appreciation of the social sciences, geography and
history through situations which reflect the learner’s real world.
• To offer a content-based approach to the social sciences through which other
interdisciplinary skills develop: language, scientific inquiry, learning to learn and
decision making.
• To provide opportunities for learners to develop their personal and social skills.
• To provide a solid base for values education through the course contents to enable
learners to develop scientific curiosity and how it applies to the social sciences.
Social Science allows the teacher flexibility to adapt the materials to the number
of contact hours, through a variety of extension activities and digital resources.
This project places great emphasis on improving students’ reading and writing skills.
Texts are presented in clear, simple language and are accompanied by attractive
photographs and illustrations which capture students’ attention immediately and aid
comprehension. The level of difficulty of both the explanations and the activities has
been graded and adapted throughout the project bearing in mind the students’ level
of competency in English.
Social Science provides ample opportunities for self-evaluation, in order to boost
students’ self-confidence and their capacity for autonomous learning. Helping students
to reach their own level of excellence is a fundamental goal of this project.

iii
Key competences
KEY COMPETENCES are a combination of knowledge, skills and attitudes appropriate to
different contexts and situations. These competences have the following characteristics:
• They encourage the development of skills rather than the assimilation of theoretical content:
individuals become ‘competent’ when they learn how to solve problems effectively.
• Competences develop progressively and can be acquired in different learning situations
and institutions.
• They are interdisciplinary because they integrate knowledge that originates in different
academic disciplines.

  Linguistic competence   Social and civic competence


This is the ability to interpret and use language as a tool This competence refers to the ability to understand and
for oral and written communication. Verbal participate successfully in the society in which we live and
communication is fostered by the exchange of opinions, to analyse historical events to understand how people
the narration of personal experiences and oral expositions lived in the past. Students learn about different societies,
on different topics. The ability to search for and their history and culture. This competence promotes
understand information is reinforced. debate, negotiation and conflict resolution. There are
This competence is developed by reading simple texts, activities to promote civic and values education:
maps, graphics and diagrams. environmental awareness, healthy habits, responsible use
of ICT, democratic principles, tolerance and respect
towards others, multiculturalism, etc.
 Competences in Mathematics,
Science and Technology  Cultural awareness
These competences are the ability to use numbers, and expression
perform basic operations, understand symbols and
This competence involves the interpretation of different
images related to mathematical, scientific and technical
cultural manifestations as well as the appreciation of the
areas and solve problems in order to interpret the
visual arts, music and literature. It enables students to
physical world. They include capacities and attitudes
express themselves through literature, art, music, etc.
related to mathematical processes, logical thinking,
and the use of new technologies. These competences
develop the ability to interact with the physical world   Learning to learn
and to explain natural phenomena by applying the
This competence is acquired by learning how to apply
scientific method. This includes obtaining information
different techniques aimed at selecting, organizing and
from different sources, working out solutions, analysing
interpreting texts of a social, geographical or historical
results and interpreting graphs and timelines.
nature. Students have the opportunity to summarize what
they have learnt and put it into practice at the end of the
  Digital competence unit. They reflect on and evaluate their own learning
process and their classmates’ through group work and
This is the ability to use computer programs to obtain, cooperative learning techniques.
process, exchange and transmit information. Students
learn how to use lists, tables, graphics and graphs to
 Initiative and entrepreneurship
classify and present scientific information in an accurate
way. They develop confidence in, and a critical use of Students are provided with the strategies they need to
Information and Communication Technology (ICT). plan, organize, communicate and evaluate their own
personal or social projects. This competence develops
creativity, innovative thinking and the ability to turn ideas
into strategies to solve specific problems.

iv
Multiple intelligences
In 1983, Howard Gardner, of Harvard University, wrote his Frame of mind: Theory of
multiple intelligences. In this work, he identified seven distinct types of intelligences,
located in different parts of the brain. To quote Gardner, this theory: ‘documents the
extent to which students possess different kinds of minds and therefore learn,
remember, perform, and understand in different ways’ (Gardner 1991). Gardner
believed that these types of intelligences were not innate, but could be developed
to a greater extent with appropriate learning strategies.
Using Gardner’s work as a base, researchers have identified eight different types of
intelligences, each independent of the other, and each with its own learning style. This
means that each individual will have a unique blend of these intelligences, with some
more developed than others. One student may stand out because of his linguistic
intelligence, whilst another may possess highly-developed logical-mathematical
reasoning.
Gardner said that these differences ‘challenge an educational system that assumes that
everyone can learn the same materials in the same way and that a uniform, universal
measure suffices to test student learning.’
The new education law, the LOMCE, seeks to maximize students’ abilities and
competences so that they may respond efficiently to different personal and social
situations. In response to this need, Social Science offers activities and strategies
designed to develop the different intelligences.
In the Teacher’s Book, activities that are specially relevant to particular learning styles
are flagged with a label.
These learning styles are as follows:

Linguistic intelligence. This is the ability to use the Musical intelligence. These students show sensitivity
spoken and written word effectively. It is the capacity to rhythm and sound. They show appreciation of
to use language to inform and persuade others, and musical patterns. They love music, but they are also
as a tool to acquire knowledge. These learners have sensitive to natural sounds around them. They love to
highly-developed auditory skills, excellent memories, tap out a rhythm.
and they are skilled at communicating ideas. Interpersonal intelligence. This is the ability to
Logical-mathematical intelligence. This intelligence understand and interact with others. These students
consists of the ability to think abstractly, to reason and learn through interaction. They show great empathy and
to calculate using numbers. These learners possess are good at cooperative group work. They are socially
the capacity to analyse problems logically, carry out adept and often show leadership qualities.
mathematical operations and investigate issues Intrapersonal intelligence. This is is the capacity to
scientifically. understand oneself, to appreciate one’s own feelings
Bodily-kinaesthetic intelligence. This is the ability and motivations. It involves having an effective working
to use one’s body to solve problems. These learners model of oneself, and being able to use such
have good coordination and balance. They display information to regulate one’s life. They are highly
stamina, flexibility and speed. Students with this learning independent learners.
style are good at sports, dance and movement. Naturalist intelligence. This is the capacity to interact
Visual-spatial intelligence. This is the ability to think in with nature, to be able to identify and classify flora
terms of physical space. These learners like to present and fauna, or rocks and minerals. It includes good
their ideas graphically, using lines, shapes and colour. observation skills and a love of experimenting. These
They study effectively with charts and graphs and with learners are motivated by field work and environmental
multimedia. They are usually good at drawing. concerns.

v
Student’s materials
Student’s Book 3
Christmas preparation
Festivals
The Social Science Student’s Book consists of nine units, which are 1 —olou® t™æ —hristmafi ∂ecorationfi.
organized into three terms. The Answer key to all activities is included 3.1 ∂ecorationfi sta®
cand¬efi
in the Teacher’s Book.
3 Festivals
Christmas prepa
1 —olou® t™æ —hristmafi
pumpki>
—hristmafi t®ææ balloo>
Opener page
3.1

2 Ußæ you® stic§erfi to comp¬e†æ t™æ nativit¥ s©e>æ.

A high-quality illustration introduces the main theme of the unit and


stimulates observational skills. Comprehension questions activate prior
learning skills and knowledge.

Information and practice pages 3 R�ea∂ an∂ comp¬e†æ.


T™e®æ ifi kin@.
T™e®æ a®æ animalfi.
The theme of the unit is clearly divided into sub-topics. Each topic is Is it Christmas or Carnival?
Point to the Christmas tree. How many people
KNOW HOW TO twenty-one 21

presented using short texts, photographs and illustrations. Students are singing?
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 21

Point to a small king. Point to a big king.


FINAL TASK
Find out about
04/02/2015 18:20

practise the concepts and language through a variety of graded activities. Point to the toyshop. Name some toys. Christmas in the United
Kingdom.
Point to the Christmas food. Which is your
favourite food?

20 twenty

Final pages
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 20 04/02/2015 18:20

Each unit ends with a Know how to page and a Revision page with
activities covering the key concepts. These pages aim to practise
different skills.
a su utilización, se puede repr
io par oduc
esar ir, co
nec pia
are r, al
ftw qu
l so ilar,
oe pre

Student’s Audio
om sta
íc r
as o
s, tra
do ns
ni m
te

iti
n
co

rp
or
s

Social
to

m
es

ed
de

io
rte

alg
pa

un
Science
a

o, n
PRIMARY
un
ing

i tra
(c) Richmond Publishing Santillana Educación, S.L. 2014
s. N

duc
cho

Student’s Audio

ir o
dere

redu
CP: 657008

The Social Science Student’s Audio for level 1 contains five songs.
S. L. Reservados todos los

cir a n
ingún soporte electrónico n
Songs can be played at the beginning of each lesson or throughout
ación,
Educ

ian
ingu
na
tilla

na
San

form
the unit if required.
or

a le
ap

gib
rad

le
bo

en
ela

m
o

áq
sid

ui
ha

na
o sin
ct la
pa au
m to
co riz
o ac
isc ión

The Student’s Audio is available to download from the CLIL Resources


ed
est esc
rita
en
ida del
ten titul
con ar de
ación copyrig l
La inform ht.

section of the website: http://www.e-vocacion.es

Activity Book
The Social Science Activity Book offers further practice of the concepts 1 School

introduced in the Student’s Book. Each activity is clearly linked to a specific 1 Wha† do yo€ do wit™ you® fr^endfi? L”oo§ an∂ matc™.

sub-topic and can be completed in class or given as homework. I stud¥. I go fo® walkfi. I pla¥.

The Answer key is provided in the Aula Virtual, and on the website:
http://www.e-vocacion.es

Digital Resources 2 Wri†æ goo∂ o® ba∂. T™e>, draw an∂ ∂escri∫¶ yourßel£.

Social Science also has a complete offer of digital resources for students.
T™eßæ child®e> S<™æ ifi
(See Digital Resources, page VII). a®æ

H æ ifi I aµ

4 four

694285_U-01.indd 4 10/2/15 17:31

VI
Teacher’s resources
Teacher’s Book 3 Festivals
Christmas preparation
3

Objectives
UNIT 3

• To describe Christmas tree


11 —olou® t™æ —hristmafi ∂ecorationfi. decorations

The Social Science Teacher’s Book offers step-by-step lesson


3.1
3.1 ∂ecorationfi sta® • To describe a nativity scene

cand¬efi Key language


3 Festivals
Christmas preparation
• Key vocabulary and structures:

plans with full-colour reproductions of the Student’s Book.


Objectives balloon, candle, Christmas tree,
• To introduce the main theme decorations, nativity crib, star,
of the unit Three Kings
11 —olou® t™æ —hristmafi ∂ecorationfi.
1 6 3
• To identify decorations associated 21 pumpki> Presentation
3.1
3.1 ∂ecorationfi sta®
Answer keys to the Student’s Book and the Activity Book are
with the Christmas season —hristmafi t®ææ balloo> • Bring a picture of a Christmas tree
1 6
Key language 3 21 and a nativity crib with the Three
Ußæ you® 3stic§erfi Kings to school. Hold up the picture
1 16 6 • Key vocabulary and structures: 2 321 to21 comp¬e†æ t™æ nativit¥ s©e>æ.
1 1 3 3

included in the Teacher’s Book.


6 6 balloon, candles, Christmas, 21 21 of the Christmas tree and ask: What
Christmas tree, decorations, star; is this? Confirm the answer: Yes, it’s a
We celebrate Christmas on 25th Christmas tree. There are decorations
December. I eat special food.3 on the tree and a star at the top. Hold
1 6 21
—hristmafi t®ææ
up the other picture and say: Here is balloo>
Presentation a nativity scene of Mary, Joseph and
• Bring in pictures of a Christmas the Baby Jesus in 2the crib. Point to
Ußæ you® stic§erfi to comp¬e†æ t™æ nativit¥ s©
4
nativity crib and a Christmas tree. 29 the Kings and say: The Three Kings

Class Audio
Hold up the Christmas tree picture. visit Jesus. They follow the star.
2 13 Say: This is a Christmas tree. Ask:
4 29 Practice
When is Christmas? (December.)
Do you like Christmas? Show the 4 429 29 1. Colour the Christmas decorations.
2 Carnival?
Is it Christmas or 13
KNOW HOW TO
nativity crib. Say: This is a nativity 4 29 4 29 • Say: Point to the pumpkin. Ask: Do
Point to the Christmas 13
2 213 tree. How many people with the baby Jesus. Draw we have the pumpkin at Christmas?
2are singing?
13 2 13 FINALcribTASK
three outline crowns on the board. 3 R�ea∂ an∂ comp¬e†æ. (No.) Do we have the tree at
Point to a small king. Point to a big king. Find out about
Mime putting a crown on your4 head29 Christmas? (Yes.) Ss colour the
1al kin@.
The Class Audio includes songs from the Student’s Book and
2 18 Point to the toyshop. Name some toys. Christmas in the United
Kingdom.
and say: King. Say: Three Kings T™e®æIntinterpellifiersigeonnce Christmas decorations.
2 13 Point to the Christmas food. Which is your come to visit Jesus.
Play track 3.1. Ss listen, point to
favourite food?2 18 T™e®æ a®æIs it Christmas 4 animalfi .
or Carnival?
Work with the picture KNOW HOW TO 3.1 the decorations and then repeat.
• Ss look at the picture. Ask: Is 6

two additional listening activities per unit. The additional listening


20 46 Point to the Christmas tree. How many people twenty-one 21 2. Use your stickers to complete
twenty
2 218 18 it
2 18 2 18 Christmas in the square? (Yes.)
are singing? FINAL TASK the nativity scene. 3 R�ea∂ an∂ comp¬e†æ.
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 20
Say: Point to the 04/02/2015
Christmas 18:20
tree. Point
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd
621 to a 46small king. Point to a big king. Find out about
04/02/2015 18:20
• Say: Find the Christmas stickers.
Say: Point to the nativity crib. Point Christmas in the United Then say: Point to a king. Point to
Point to the toyshop. Name some toys.
6 646 46 T™e®æ ifi kin@.
audio transcripts are at the back of the Teacher’s Book. The
2 to the Three Kings. Point to a small 6 Kingdom. the royal page boy. Point to the
18 Reinforcement 46 Point to the Christmas 6 46 food. Which is your
king. Point to a big king. favourite food?
• Draw a Christmas tree in outline on the board. Elicit from Ss ideas for
angel. Point to the shepherd girl T™e®æ a®æ animalfi.
with the sheep. Make the sound
Know how to 20 twenty
decorating the tree. Revise the colours of different balls and the colour of a sheep baaa. Point to the baby
6

Audios are available to download from the CLIL Resources


• Explain: In this unit, you will talk 46 of the star.
Jesus (mime rocking a baby in your
about what we do at Christmas ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 20
arms). Point
04/02/2015 18:20
to Mary. Point to
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 21

and other festivals. Extension Joseph. Then, Ss put the stickers


• Explain the final task: You are going on the scene.
Reinforcement
• Download a virtual nativity scene onto the school computers so that Ss can

section of the website: http://www.e-vocacion.es


to find out about Christmas 3. Read and complete.
create their own nativity scene. Revise the vocabulary Ss know. Extend the
• Play a game. Ss look again at the picture on p.20. Elicit from Ss: There’s
in the United Kingdom and make an
language Ss can use to talk about their scene with new words: crib • Read the sentences aloud, but
English Christmas card. a Christmas tree. There’s a nativity crib. There are Kings.forThen, Ss close
Jesus, ox, ass, pause where the gap is. Say: How
theircamel.
books and say from memory what is in the picture.
many kings are in the picture? 1, 2,
3? (One.) How many animals are in
Extension the picture? (Four.) Ss write in the
• Discuss with Ss how we sing carols at Christmas and share the enjoyment
utilización, se puede rep
answers.
para su rodu
sario cir, c
together. twaren
ece opi
ar,
alq
sof uila
el r,
• Find English language Christmas carols at the educational website,

co
m
o pre
sta
ro
,a
http://www.singup.org/seasonalsingup.
en
id
os
tra
ns
m
21
t

iti
n
co

rp
Social

or
s
to

m
es

ed
de

io
606973_SS1TB_U3_p020_027.indd 37 5/2/15 10:57

rte

alg
CP: 657045

pa
Science

un
a

o, n
PRIMARY
un
ing

i tra
(c) Richmond Publishing Santillana Educación, S.L. 2014
s. N

duc
Class Audio

cho

ir o
dere

redu
S. L. Reservados todos los

cir a n
20

ingún soporte electrónico n


606973_SS1TB_U3_p020_027.indd 36 5/2/15 10:56

ación,
Educ

ian
ingu
na
tilla

na
San

form
or

a le
ap

gib
rad

le
bo

en
ela

m
o

áq
sid

ui
ha

na
o sin
ct la
pa au
m to
co riz
o ac
isc ión
ed
est esc
rita
en
ida del
ten titul
con ar d
ación copyrig el
La inform ht.

Teacher’s Resource Book Social


Science
PRIMARY

The Social Science Teacher’s Resource Book provides TEACHER’S RESOURCE BOOK

photocopiable worksheets which include reinforcement, extension


and assessment activities. The Answer key is provided.

Digital Resources
Libromedia is Santillana’s digital textbook. It includes interactive
content to go with each unit and can be used without an Internet
connection. Libromedia is available for different devices (PC,
Interactive Whiteboard, iPad, Android tablets, etc.). Libromedia 3

allows students to work simultaneously with the printed textbook, 3 Festivals


Christmas preparation
1 —olou® t™æ —hristmafi ∂ecorationfi.

whilst offering a broad range of multimedia resources.


3.1
3.1 ∂ecorationfi sta®
cand¬efi

Social Science Student’s Libromedia includes videos and —hristmafi t®ææ balloo>
pumpki>

animations, as well as interactive activities.


2 Ußæ you® stic§erfi to comp¬e†æ t™æ nativit¥ s©e>æ.

Social Science Teacher’s Libromedia includes the Student’s


Book in digital format as well as further teacher’s resources, Is it Christmas or Carnival?
Point to the Christmas tree. How many people
are singing?
Point to a small king. Point to a big king.
KNOW HOW TO

FINAL TASK
Find out about
3 R�ea∂ an∂ comp¬e†æ.

which allow teachers to personalize the materials.


Christmas in the United
Point to the toyshop. Name some toys.
Kingdom.
T™e®æ ifi kin@.
Point to the Christmas food. Which is your
favourite food? T™e®æ a®æ animalfi.
20 twenty twenty-one 21

ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 20 04/02/2015 18:20 ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 21 04/02/2015 18:20

vII
Student’s Book
Opening pages

3
Number
and topic
3 Festivals
Christmas preparation
1 —olou® t™æ —hristmafi ∂ecorationfi.
of the unit 3.1
3.1 ∂ecorationfi sta® High quality
cand¬efi illustrations
designed to
pumpki> capture
—hristmafi t®ææ balloo> students’
2 Ußæ you® stic§erfi to comp¬e†æ t™æ nativit¥ s©e>æ. attention and
introduce
the theme
of the unit

Is it Christmas or Carnival?
Know how to
KNOW HOW TO
Point to the Christmas tree. How many people
are singing? FINAL TASK
box introduces
3 R�ea∂ an∂ comp¬e†æ.
Point to a small king. Point to a big king. Find out about
Christmas in the United
the final task
Point to the toyshop. Name some toys. T™e®æ ifi kin@.
Point to the Christmas food. Which is your
Kingdom.
T™e®æ a®æ animalfi. of each unit
favourite food?

20 twenty twenty-one 21 based on


ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 20 04/02/2015 18:20 ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 21 04/02/2015 18:20 students’
recently
Comprehension questions and speaking acquired
activities about the unit topic knowledge

Information and practice pages

Each unit is It is Christmas 2 Whic™ ƒestiva¬ ifi i†? Wri†æ K”ingfi´ Da¥ o® —hristmafi Da¥.
clearly divided Spai> Uni†e∂ Kingdoµ
into topics
6th 25th
January December

Numbered
—irc¬æ t™æ —hristmafi foo∂ i> ®e∂. —irc¬æ t™æ K”ingfi´ Da¥
activities to
3

foo∂ i> bl€æ.


Short clear M”¥ famil¥ an∂ I ea† M”¥ famil¥ an∂ I ea† —hristmafi Da¥ K”ingfi´ Da¥ practise both
sπecia¬ foo∂ o> sπecia¬ foo∂ o>
texts make —hristmafi E<√¶. —hristmafi Da¥. the key
studying easier —hristmafi ca§æ nouga† min©æ p^efi marzipa> concepts
1 Loo§ an∂ matc™.
and the
3.2

24th
• New Yea®ªfi E<√¶
December
language
Simple 25th
—hristmafi puddin@ K”ingfi´ Da¥ ca§æ ca§efi
• —hristmafi E<√¶
listening tasks December A”† —hristmafi I ea†
related to the 31st
December • K”ingfi´ Da¥ Summary of
activities.
Wæ ©e¬ebra†æ —hristmafi E<√¶, —hristmafi Da¥, the concepts
These are 6th
• —hristmafi Da¥ New Yea®´fi E<√¶ an∂ K”ingfi´ Da¥.
January
in simple
recorded on 22 twenty-two twenty-three 23
English
the Class CD ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 22 04/02/2015 18:20 ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 23 04/02/2015 18:20

viII
Know how to

The final task KNOW HOW TO

provides the Find out about Christmas in the United Kingdom

opportunity to put
25th
into practice recently December

acquired skills and


knowledge 1 R�ea∂ abou† —hristmafi i> t™æ Uni†e∂ K”ingdoµ. Activities to
—irc¬æ.
Wæ ea† å sπecia¬ µea¬ o> —hristmafi Da¥ / revise language
E<√¶. Wæ ea† K”ingfi´ Da¥ / —hristmafi ca§æ. and personalize
T™æ Th®ææ K”ingfi gi√æ / Fat™e® —hristmafi the final task
gi√±fi ufi p®eßentfi. Wæ oπe> t™eµ o>
25t™ De©em∫±® / 5t™ Januar¥.
2 Wri†æ å —hristmafi car∂.

To
H”app¥ —hristmafi!
L”o√¶

26 twenty-six

ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 26 04/02/2015 18:21

Revision

3
The final activities REVISION

provide a variety 1 Wri†æ t™æ ƒestivalfi.


of tasks to cover 24th

the key concepts December


31st

learned in the unit 6th


December

January

2 Pu† t™æ ƒestivalfi i> or∂e®. Wri†æ 2, 3, 4 an∂ 5.


—hristmafi E<√¶
H”allo∑¶e>
E<as†e®
K”ingfi´ Da¥ 1
—arniva¬
3 Draw —hristmafi thingfi.
ob∆ectfi foo∂

twenty-seven 27

ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 27 04/02/2015 18:21

Final revision
At the end of the book, a four-page final revision provides a variety of activities for accumulative assessment.

IX
Teacher’s Book
The Social Science 1 Teacher’s Book reproduces all the sections of the Student’s Book in
full colour. In addition, it contains step-by-step instructions for each lesson. The structure of
each lesson is shown in clearly marked sections in the teaching notes:
• Objectives
• Key language
• Presentation
• Practice
• Work with the picture
• Reinforcement and Extension activities
• Values education activities
Each Teacher’s Book unit starts with a double-page programming spread.

Unit programming

3 Festivals
This unit introduces the subject of festivals, starting with the Christmas festivals and moving on to
other local festivals. It looks at how festivals are celebrated differently in different places. Unit contents

Unit outline
List of contents
•  Christmas
•  The main festivals of the year

A visual map Festivals


CONTENTS
•  Celebrations at home and at school

for the unit


providing
•   Names of festivals
Christmas preparation
VOCABULARY •   Christmas decorations
AND STRUCTURES •   Special Christmas food

an at-a-glance Decorations •   Traditions and customs related to festivals

summary of the It is Christmas •   Identify main festivals


•   Understand the traditions and food
of Christmas in Spain
An overview of
unit theme and
Celebrate together

The main festivals of the year


•   Compare customs and food of Christmas
in the UK the content
topics KNOW HOW TO
WORK WITH
THE PICTURE
•   Identify the nativity crib and figures objectives and
Know how to
Final task
SPEAKING •   Describe festivals at home and at school language
References to
Compare Christmas in Spain

objectives and a
Write a Christmas card
with Christmas in the UK
WRITING •   Write a letter to the three Kings

Know how to FINAL TASK •   Find out about Christmas celebrations in the UK summary of the
and Final task VALUES
•   Appreciating the importance of festivals
in communities main activities
sections EDUCATION •   Understanding that there are different customs
in different countries and respecting differences

SUGGESTED TIMING FOR THE UNIT

October November December

20 A 20 B

606973_SS1TB_U3_p020_027.indd 34 5/2/15 10:56 606973_SS1TB_U3_p020_027.indd 35 5/2/15 10:56

Values education activities in the unit


A calendar to help
organize the school year

X
The main content objectives
Opening pages for each lesson
33 UNIT 3

Objectives
• To introduce the main theme
3 Festivals
Festivals
Christmas
Christmas preparation
preparation
Objectives
• To describe Christmas tree
of the unit
111 —olou®
—olou® t™æ
t™æ —hristmafi
—hristmafi ∂ecorationfi
∂ecorationfi.. decorations
• To identify decorations associated 3.1
3.1
3.1 ∂ecorationfi sta® • To describe a nativity scene

A summary
with the Christmas season
cand¬efi Key language
Key language • Key vocabulary and structures:
• Key vocabulary and structures: balloon, candle, Christmas tree,
balloon, candles, Christmas,
Christmas tree, decorations, star;
We celebrate Christmas on 25th
decorations, nativity crib, star,
Three Kings of the
1 6 3 21 pumpki>
vocabulary
December. I eat special food. Presentation

An introduction
—hristmafi t®ææ balloo> • Bring a picture of a Christmas tree
Presentation 1 6 3 21 and a nativity crib with the Three

and key
• Bring in pictures of a Christmas Ußæ you® 3stic§erfi Kings to school. Hold up the picture
1 16 6 22 321 to21 comp¬e†æ t™æ nativit¥ s©e>æ.

to the lesson 1 1 3 3
nativity crib and a Christmas tree. 6 6 21 21 of the Christmas tree and ask: What
Hold up the Christmas tree picture. is this? Confirm the answer: Yes, it’s a
Say: This is a Christmas tree. Ask: Christmas tree. There are decorations
When is Christmas? (December.)
Do you like Christmas? Show the
nativity crib. Say: This is a nativity
1 6 3 21
on the tree and a star at the top. Hold
up the other picture and say: Here is
a nativity scene of Mary, Joseph and
language
crib with the baby Jesus. Draw
three outline crowns on the board. 4
the Baby Jesus in the crib. Point to
the Kings and say: The Three Kings structures
Questions
29
Mime putting a crown on your head visit Jesus. They follow the star.
nal
and say: King. Say: Three Kings 2 Inter13personce
come to visit Jesus. intellige 4 29 Practice

to stimulate 4 429 29 1. Colour the Christmas decorations.


Is
Is itit Christmas 2
Christmas or
or Carnival?
Carnival?
13
Work with the picture KNOW
KNOW HOW
HOW TO
TO 4 29 4 29 • Say: Point to the pumpkin. Ask: Do
Point
Point to
to the
the Christmas
• Ss look at the picture. Ask: Is it 2Christmas
213 13 tree.
tree. How
How many
many people
people
we have the pumpkin at Christmas?
2are
are singing?
singing?
13 2 13 FINAL
FINAL TASK
TASK

observation
Christmas in the square? (Yes.) 33 R�ea∂ an∂ comp¬e†æ. (No.) Do we have the tree at
Say: Point to the Christmas tree. Point
Point to
to aa small
small king.
king. Point
Point to
to aa big
big king.
king. Find
Find out
out about
about
4 29 Christmas? (Yes.) Ss colour the
Christmas
Christmas in
in the
the United
United
Say: Point to the nativity crib. Point 2 18 Point
Point to
to the
the toyshop.
toyshop. Name
Name some
some toys.
toys.
Kingdom.
Kingdom.
T™e®æ ifi 1 kin@. Christmas decorations.
2
Audio tracks
to the Three Kings. Point to a small

skills and
13 Point
Point to
to the
the Christmas
Christmas food.
food. Which
Which is
is your
your
Play track 3.1. Ss listen, point to
king. Point to a big king. favourite
favourite food?
food?2 18 T™e®æ a®æ 4 animalfi. 3.1 the decorations and then repeat.
Know how to 20
20 twenty
twenty
2 218 18 6 46 twenty-one
twenty-one 21
21 2. Use your stickers to complete

to introduce • Explain: In this unit, you will talk


about what we do at Christmas
and other festivals.
ES0000000023497
2 18
ES0000000023497657019_SS1_SB_U03_P20_27_20545.indd
657019_SS1_SB_U03_P20_27_20545.indd 20
20
2 18
04/02/2015
04/02/2015 18:20
18:20 ES0000000023497
ES0000000023497657019_SS1_SB_U03_P20_27_20545.indd
6
657019_SS1_SB_U03_P20_27_20545.indd 21
21
46 04/02/2015
04/02/2015 18:20
18:20
the nativity scene.
• Say: Find the Christmas stickers.
Then say: Point to a king. Point to
are clearly
6 646
the main theme signposted
46
• Explain the final task: You are going 2 18Reinforcement 6 the royal page boy. Point to the
6
Reinforcement
46 46
to find out about Christmas angel. Point to the shepherd girl
in the United Kingdom and make an • Play a game. Ss look again at the picture on p.20. Elicit from Ss: There’s • Draw a Christmas tree in outline on the board. Elicit from Ss ideas for with the sheep. Make the sound

of the unit
English Christmas card. a Christmas tree. There’s a nativity crib. There are Kings. Then, Ss close decorating the tree. Revise the colours of different balls and the colour of a sheep baaa. Point to the baby
their books and say from memory what is in the picture. 6 46 of the star.
Jesus (mime rocking a baby in your
arms). Point to Mary. Point to
Extension Extension Joseph. Then, Ss put the stickers
on the scene.
• Discuss with Ss how we sing carols at Christmas and share the enjoyment • Download a virtual nativity scene onto the school computers so that Ss can
together. create their own nativity scene. Revise the vocabulary Ss know. Extend the 3. Read and complete.

• Find English language Christmas carols at the educational website, language Ss can use to talk about their scene with new words: crib for • Read the sentences aloud, but
http://www.singup.org/seasonalsingup. Jesus, ox, ass, camel. pause where the gap is. Say: How
many kings are in the picture? 1, 2,
3? (One.) How many animals are in
the picture? (Four.) Ss write in the
answers.

20 21

606973_SS1TB_U3_p020_027.indd 36 5/2/15 10:56 606973_SS1TB_U3_p020_027.indd 37 5/2/15 10:57

A wide variety of optional


reinforcement and extension activities

Information and practice pages Full-colour reproductions of


the Student’s Book pages
33 3
Key
UNIT
It is Christmas 22 Whic™ ƒestiva¬ ifi i†? Wri†æ K”ingfi´ Da¥ o® —hristmafi Da¥.
Objectives Practice

vocabulary • To describe Christmas customs Spai> Uni†e∂ Kingdoµ 2. Which festival is it? Write Kings’
in Spain Day or Christmas Day.
6th
6th 25th
25th
• To describe and compare January
January December
December • Elicit from Ss what they can see in

and structures Christmas customs in the UK

Key language
the second picture: the presents
under the Christmas tree. Point out
the two dates, 6th January and
K”ingfiª D<a¥ C<hristmafi D<a¥
are presented
• Key vocabulary and structures: 25th December. Ask: When is
cake, Christmas pudding, marzipan, Christmas Day? Elicit the answer:
mince pies, nougat; We celebrate 25th December. Ask: When is
Kings’ Day on 6th January. 33 —irc¬æ t™æ —hristmafi foo∂ i> ®e∂. —irc¬æ t™æ K”ingfi´ Da¥
in alphabetical
Kings’ Day? Elicit the answer:
foo∂ i> bl€æ. 6th January.
Presentation M”¥ famil¥ an∂ I ea† M”¥ famil¥ an∂ I ea† —hristmafi Da¥ K”ingfi´ Da¥ • Tell Ss to write the phrase
• Ss look at the photos of the
sπecia¬ foo∂ o> sπecia¬ foo∂ o>
order
Christmas Day on the writing
traditional Christmas meal in Spain
guidelines below the picture and
and in the United Kingdom. Ask:
What do we eat at Christmas?
—hristmafi E<√¶. —hristmafi Da¥. date of 25th December and the
phrase Kings’ Day under the picture
(Turkey. Nougat.) Then ask: What is
on the dinner table in the UK? 11 Loo§ an∂ matc™. —hristmafi ca§æ nouga† min©æ p^efi marzipa> and date of 6th January.

Ideas to
3. Circle the Christmas food in red.
3.2
3.2
Teach: Christmas pudding, mince
pies. (British people also eat turkey 24th
24th Circle the Kings’ Day food in
but an interesting difference is that December
December
• New Yea®ªfi E<√¶ blue.
British people eat the main meal

introduce the
• Read aloud the words for Christmas
at lunchtime on 25th December.)
25th
25th
—hristmafi puddin@ K”ingfi´ Da¥ ca§æ ca§efi food while Ss point to the pictures.
Ask Ss: Which food do you like
• Write on the board the dates of
December
December
• —hristmafi E<√¶
24th December, 25th December, l A”† —hristmafi I ea† best? Which food do we eat in

topic and
matica
31st December, 1st January, l-mathe Spain? Which food do people eat in
Logica telligence the United Kingdom? Which food
6th January. Point to each date in 31st
31st in
turn and say: This is Christmas Eve, • K”ingfi´ Da¥ do we eat on Kings’ Day? (Kings’

motivate
December
December
Christmas Day, New Year’s Eve, Day cake is eaten on 6th January.
New Year’s Day, Kings’ Day. Elicit The other food can be eaten on
from Ss what happens on each 6th
6th
Wæ ©e¬ebra†æ —hristmafi E<√¶, —hristmafi Da¥, Christmas Day. Cakes can be eaten
• —hristmafi Da¥
students. Fun New Yea®´fi E<√¶ an∂ K”ingfi´ Da¥.
special day. January
January on any date.) Ss circle the
Christmas Day food in red. They
Practice circle the Kings’ Day food in blue.
22
22 twenty-two
twenty-two twenty-three
twenty-three 23
23

activities which
1. Look and match.
• Ss match the dates as follows: ES0000000023497
ES0000000023497657019_SS1_SB_U03_P20_27_20545.indd
657019_SS1_SB_U03_P20_27_20545.indd 22
22 04/02/2015 18:20 ES0000000023497
04/02/2015 18:20 ES0000000023497657019_SS1_SB_U03_P20_27_20545.indd
657019_SS1_SB_U03_P20_27_20545.indd 23
23 04/02/2015
04/02/2015 18:20
18:20

24th December – Christmas Eve;

students can
25th December– Christmas Day;
31st December– New Year’s Eve;
6th January – Kings’ Day,
Reinforcement Reinforcement References
to key
• Divide Ss into two teams. Say: It’s 25th December. What is the festival? • Ss draw a picture of a typical Christmas day or other family celebration.
or Epiphany.

relate to their
What am I going to eat? It’s 6th January. What is the festival? What am I Volunteers describe their pictures to the rest of the class.
Play track 3.2. Ss listen and check going to eat? Each team takes it in turn to answer a question.
Extension
competences
3.2 their answers to Activity 1.

personal
Extension • Invite Ss to plan Christmas decorations for the classroom. In groups of four,
• Ss write a menu for a Christmas Day dinner in the UK. They decorate the they make a list of decorations and plan to bring or make some decorations. KEY COMPETENCES

students are
menu with pictures. Show Ss how to make a simple chain decoration by making loops of

experience
coloured paper that link in to each other.
Ss understand that all people
around the world enjoy

expected to
festivals. They compare
Christmas in the UK and
in Spain.

develop in
22 23

606973_SS1TB_U3_p020_027.indd 38 5/2/15 10:57 606973_SS1TB_U3_p020_027.indd 39 5/2/15 10:57


the lesson

XI
Richmond

Social Science

PRIMARY
Social Science 1 is a collective work, conceived, designed
and created by the Primary Education department at Santillana,
under the supervision of Teresa Grence Ruiz.

WRITER
Hawys Morgan

MANAGING EDITOR
Sheila Tourle

PUBLISHER
Sue Ashcroft

ILLUSTRATIONS
Alberto Pieruz
José Zazo
Student’s Book 1 Contents

Contents
Unit Topics Know how to Songs

My friends Describe your Respect


My classroom classroom
1 School 4 My school

My family Complete a house


2 My house My house plan
and my Inside my house
family 12

Christmas preparation Find out about


It’s Christmas Christmas in the
3 Festivals 20 Celebrate together United Kingdom

My street Respect park rules


4 My My neighbourhood
neighbourhood Road safety
28

Villages and cities Identify city problems In the city


Village life
5 Where I live 36 City life

Different vehicles Use the bus


Types of transport
6 Travel 44 Types of communication

Soil Make a windmill Water, water


Air
7 Soil, air and
water 52 Water

The sky Record the weather Four, seasons, four


What’s the weather like? When I look
8 Nature 62 Landscapes change

The Earth and the Sun Describe the night Thank you, Sun
The solar system
9 Our planet
Earth 72 This is our Earth
The Moon

FINAL REVISION

three 3

ES0000000023497 657019_SS1_SB_U00_P01_03_20540.indd 3 5/2/15 11:08


1 School
This unit introduces the subject of school as a place where people work together. It looks at
cooperative relationships between friends in school and the people who help in the school.

Unit outline

School

My friends

My classroom

Behaviour in the classroom

My school

People in the school

Know how to
Final task
Talk about your class
Describe your class
and school

SUGGESTED TIMING FOR THE UNIT

October November December

4A
Unit contents
•  School friends
•  Good and bad behaviour
•  Classroom objects
•  Places in school
•  People who work in school

CONTENTS
•  Classroom objects and furniture: There’s/There
are a computer, a bin, a board, a table, scissors
VOCABULARY
•  People: janitor, teacher, cleaner
AND STRUCTURES
•  Places: library, playground, canteen, gym,
classroom, bathroom

•  Identify classroom objects


•  Identify places in a school and their function
•  Talk about good and bad behaviour in school

WORK WITH
•  Describe friends arriving at school
THE PICTURE
KNOW HOW TO

SPEAKING •  Describe activities you do with friends at school

WRITING •  Write about objects in your classroom

  FINAL TASK •  Draw and describe your classroom

•  Taking responsibility for good behaviour at


VALUES school
EDUCATION •  Understanding the importance of keeping things
tidy and clean at school

4B
Objectives
• To introduce the main theme of the
1 School
unit
• To identify activities you do with friends
• To identify when you feel happy or sad

Key language
• Key vocabulary and structures:
class, classmates, classroom,
school, teacher; Where are…?
Can you see…?

Presentation
• Write the name of your school on the
board. Then write the name of the
class. Say: This is our school. How
many teachers are in the school?
How many children are in the class?
How many girls and how many boys
are there? Who is the janitor? (hold
up keys to indicate janitor).

Work with the picture


• Say: This is the first day at school in
September. Ask: How many
children can you see? Then say:
Point to the janitor! Point to the
teachers. The teachers are waving 1.1
Where are the children?
to the children. Are the children KNOW HOW TO
Point to the janitor.
happy or sad? Point to the child FINAL TASK
Point to the teachers.
who is pushing a friend in a
How many boys can you see? How many Describe your
wheelchair. Say: Look at these
girls can you see? classroom.
friends. This boy is pushing the
wheelchair to help his friend. Mime Are the children happy or sad?
pushing a wheelchair. Ask individual
Ss: (Sara), who is your friend? 4 four
(Daniel), who is your friend?
ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 4 4/2/15 17:29
Know how to
• Explain: In this unit, you will learn
about people at school, our friends, Reinforcement
teachers and other people who help
• Play Simon says. Say: Simon says, look happy. Look sad. Ss follow the
in the school.
instructions when you say Simon says but don’t follow the instructions
• Explain the final task: You will learn otherwise.
how to describe your classroom.

Song Extension
• The song in this unit can be • Elicit other places in the school: library, toilets, gym. Tell Ss to work in pairs to
practised at any moment. draw their own plan of the school and help them to label the different places.
Play track 1.1. Song. Respect. Ss
1.1 listen. Explain in Spanish that the song
is about being nice to other people
and giving them respect. Play the
song again and Ss try to sing along.

4
UNIT 1
My friends
Objectives
• To understand the importance of
1 Draw å fr^en∂. friends
Wri†æ t™ei® naµæ. • To distinguish between good and
bad behaviour

Key language
• Key vocabulary and structures: bad,
good; rules; go for a walk, listen, play
2 Tic§ (✓) t™æ activit^efi yo€ do wit™ you® fr^endfi. rsonal in the playground, raise your hand,
Interpeigence study together, tidy up; Is this good
intell
or bad? Are they (tidying up)?

Presentation
• Choose two Ss who are friends.
Say: (Sara and Carla) play together.
They share their toys. They are kind.
Say: In this class everybody should
be kind to other children. We should
play nicely together.
stud¥ go fo® walkfi pla¥ Practice
1. 
Draw a friend. Write their name.
3 A”®æ t™æ child®e> goo∂ o® ba∂? L”oo§ an∂ draw.
• Ss draw a picture of their friend in
rsonal class but don't write his/her name.
GOOD BAD Interpeigence
intell • When the pictures are complete, hold
up one and ask: Who is this? Ss
guess. Repeat five times. Then, tell
Ss to write the name of their friend.
2. 
Tick (✓) the activities you do
with your friends.
• Ss look at the pictures. Say: Point
to the children who are studying.
Point to the children who are
five 5 playing. Point to the children on a
trip. Then, Ss complete the task.
ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 5 4/2/15 17:29
3.  Are the children good or bad?
Look and draw.
Reinforcement • For the first picture, ask: What are
they doing? (They’re playing
• Ask: What is good behaviour in friends? Draw some children’s hands on the
basketball.) Are they being good
board and write in the hands words suggested by Ss such as: kind, helpful,
or bad? Ss show what they think
plays games with me.
by a thumbs up. Confirm: They’re
being good. Continue with the
other pictures.
• Ss complete the task.
Values education
• Explain the importance of good behaviour in class so that school is a nice KEY COMPETENCES
place for everyone to enjoy. Ss must understand how hurting others is
unacceptable behaviour. Elicit from Ss some school rules that help everyone Ss understand how behaving
to cooperate together. well towards other people
makes school a better place.

5
1 6
My classroom
Objectives
• To learn the names of classroom 1 Ußæ you® stic§erfi to comp¬e†æ t™æ pictu®æ.
objects 1.2
1 6
1 6 3 21
• To understand how to behave in the
classroom

Key language
• Key vocabulary and structures:
ball, computer, fork, knife,
1 6
notebook, pencil, plasticine, rubber,
3 21

ruler, scissors; There’s/There are a


bin, a board, a computer, a table, 2 13
chairs, pegs

Presentation 4 29
• Put on your table a school bag 2 13 1 6
which contains some2common
13
classroom objects, e.g. paper,
pencils, a pen, a ruler, scissors. 2 18
Ask: What is in my bag? Ss make
guesses. Show the objects as they 4 29
guess correctly. Ask for each object:
2 for?13Do you
What do you use this 2 18
2 18
write with it? Do you cut paper with
it? Do you draw a line with it? 2 —irc¬æ t™æ ob∆ectfi yo€ ußæ i> clasfi.
• Ask: What furniture is there in this
classroom? Point to items of furniture 6 46

and say: There’s a board, a bookcase,


a computer, a bin. There18 are tables, 2 13
2
chairs, and pegs for the coats. Then
say: Point to the bookcase. Repeat for
the other things.
6 46
Practice
1. Use your stickers to complete the
picture.
6 six 2 18

• S
 s look at the picture on p.6. Ask: ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 6 4/2/15 17:29

What you can you see? (chairs, table,


board, bin). Say: What else is in the
classroom? Look at your stickers. Elicit Reinforcement
from Ss that there are stickers for a
• Label classroom items. Prepare some simple labels with a word and a picture
bookcase, pegs and a computer, and
for the things in the classroom, for example: pencils, rubbers, books, table,
also some more tables and chairs. Ss
desk, chair, door, window, board, etc. Hand them out to the Ss and ask them
put the stickers in the correct places.
to find the objects on the labels and to stick them on using Blu-Tack. Say:
Play track 1.2. Ss listen and point Point to the board, window, door, etc.
1.2 to the correct picture. Then, they
check their answers to Activity 1.
Extension
2. Circle the objects you use in class.
• Ss learn the names for the parts of a computer.
• Elicit from Ss the objects in Activity 2.
Some objects do not belong in the
classroom: the football, the spoon
and fork. Ask: What are these objects
used for? Then, tell Ss to circle the
objects that they use in class.

6
1
UNIT 1
3 W™e®æ do t™eßæ ob∆ectfi go? L”oo§ an∂ matc™.
Practice
coa† boo§ chal§ paπe® 3. Where do these objects go?
3 21
Look and match.
• Ss look at the pictures. Read aloud
the words. Ask: Where does the
coat go? Confirm the answer: Yes,
it goes on the pegs. Ask in a similar
way: Where does the book/chalk/
paper go? Confirm: It goes on the
bookcase/on the board/in the bin.
Ss then draw lines between each
object and the correct place.

4
bookcaßæ
29
πegfi bi> boar∂ • Play a game. Ss follow the
instructions as fast as they can.
3 21 Say: Put your pen in your school
4 Tic§ (✓) t™æ goo∂ child®e>. bag. Put your paper in your
school bag. Put your book in
✓ your school bag. Then say: Put
your pen/paper/book on your table.
4. Tick (✓) the good children.
• Point to the first picture and say:
What are the children doing?
They’re throwing paper and talking
✓ to each other. They are not listening
6 46 to the teacher. Is this good or bad?
4 29 Then ask: What should children do?
What are they doing in the other
picture? Continue with the other
pictures. Say: The boy is putting
rubbish in the bin. The girl is putting
Wæ sha®æ t™æ classrooµ wit™ ou® fr^endfi an∂ t™æ the book in the bookcase. Is this
†eac™e®. Wæ ¬ear> man¥ thingfi t™e®æ. good or bad? Then ask about the
other picture: What is on the board?
seven 7 Is that nice? What about the paper
on the floor? Is that good? Are the
ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 7 4/2/15 17:29
children walking or running? Then,
Ss tick the pictures with the good
6 46 behaviour.
Reinforcement
• Mime doing things such as throwing paper on the floor or putting it in the bin.
Ask Ss to signal whether this is good or bad by thumbs up or thumbs down.

KEY COMPETENCES
Values education
Ss learn to take responsibility
• Discuss with Ss the importance of keeping the work spaces clean and tidy
for taking care of things and
and looking after classroom equipment.
community spaces.

7
My school
Objectives
• To recognize the different rooms in 1 W™e®æ a®æ t™æ child®e>? L”oo§ a† t™æ pla> an∂ wri†æ
a school 1.3

t™æ num∫±rfi.
• To identify people who work in the
school 1 2 3

Key language
• Key vocabulary and structures:
bathroom, canteen, classroom, gym,
library, playground

Presentation librar¥ playgroun∂ can†æe>


• Tell Ss to point to the correct picture
4 5 6
while you say: In this school there’s
a canteen, there’s a library, there’s a
gym, there’s a playground and
there are many classrooms. Ask:
Do we have a library in our school?
Encourage Ss to compare the
school in the book with your school, gyµ classrooµ bathrooµ
e.g. a small school will not have
a library, but there will usually be a
reading corner in the classroom.
6 1 5
• Ask: What do we do in the library?
Confirm the answer: We read
books. Ask the same question of
other places to elicit answers: We
play with friends in the playground. 3
We eat in the canteen. We do gym
and other sport in the gym. We
2
study in the classroom. We go to
4
the toilet and wash our hands in the
bathroom. Explain that different
activities in school need special
equipment, so different rooms are
8 eight
built to have different furniture.

Practice ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 8 4/2/15 17:29

1. Where are the children? Look at


the plan and write the numbers.
Reinforcement
• Revise words by asking Ss to point
• Cover up pictures of different rooms with a piece of paper. Gradually reveal
to the room in the plan on p.8 when
the picture by removing the paper slowly. Ss guess which room it is.
you say the name of the room.
Explain that they need to write on
the plan the number that Extension
corresponds to each photo (1-6). • Cover up a picture of someone who works in a school with a piece of paper
Ss check their answers to Activity 1. and reveal it slowly. Ss guess who it is.
Then, play track 1.3. Ss listen
1.3 and point to the correct room in

the plan.

8
1 UNIT 1
2 —irc¬æ t™æ πeop¬æ who wor§ i> you® schoo¬.
Practice
2. Circle the people who work in
your school.
• Say: Let’s find out about the people
who help us in the different places
in school. Ask: Who keeps the
school clean? Who prepares the
c¬ea>e® janito® †eac™e® poli©æ o‡‡^©e® food for lunch? Read aloud the jobs
of the people in the pictures while
Ss point to the correct picture. Elicit
from Ss which people are not
usually found in a school (the police
officer and the firefighter). Then, Ss
circle the people who work in the
school.

coo§ fi®æf^gh†e® gar∂e>e® sportfi †eac™e® 3. Tick (✓) your favourite place in
your school.
• Ask: What is your favourite place in
3 Tic§ (✓) you® favouri†æ pla©æ i> you® schoo¬. the school? Is it the gym or the
rsonal
Interpeigence playground or the classroom? Ask:
intell Why do you prefer this? Do you like
to play with your friends? Do you
like to read? Ss tick their favourite
place out of the three options in the
book.

T™e®æ a®æ man¥ roomfi a† schoo¬.


M”an¥ πeop¬æ wor§ a† schoo¬.
nine 9

ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 9 4/2/15 17:29

Reinforcement
• Mime a person giving out food. Say: Who am I? Elicit: the cook. Mime other
jobs in school, e.g. writing on a board, unlocking a door, etc. to elicit other
jobs.

Extension
• Go for a walk round school to visit places and see who works in the office, in
the dining room and in the playground.

9
KNOW HOW TO

Objectives
Describe your classroom
• To apply knowledge acquired in the
unit to carry out a final task 1 Tic§ (✓) t™æ classrooµ tha† lookfi li§æ yourfi.
• To describe your classroom

Key language
• Key vocabulary and structures:
revision of classroom vocabulary

Presentation
• Bring in photos of places around
your school to revise vocabulary.
Ask Ss: Where is this? What is there
2 Wha† thingfi a®æ i> you® classrooµ? Colou®.
in this room? What are these
things? What activity do we do in
this room?

Practice
cloc§ bi> πegfi
1. Tick (✓) the classroom that looks
like yours.
• Ask: Which classroom looks like our
classroom? Why? What is there in
our classroom? Elicit from Ss things
that are in your classroom. They
should use the phrase, There is…
or There are…. Then, Ss tick the
boar∂ toyfi plan† bookcaßæ
photo that most looks like their
classroom. 3 Draw you® classrooµ.
2. What things are in your Descri∫¶ i† to you®
classroom? Colour.
fr^en∂.
• Elicit from Ss what they can see in
the pictures. Ask: Which ones are
not in the classroom? (Possible
answers: the plant, the toys.) Ss
choose and colour the objects that 10 ten
are in their classroom. Volunteers
give their answers: There’s a clock, ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 10 4/2/15 17:29

a board and a bin, etc.


3. Draw your classroom. Describe
it to your friend.
Reinforcement
• Ss draw the things that are in their • Play I-Spy. A volunteer thinks of a classroom word secretly. The volunteer
classroom in the box in their books. tells Ss that the word begins with ‘b’. The other Ss have to guess what the
Volunteers give answers: In our word is: Is it the bin? Is it the bookcase?
classroom there are eight tables.
There’s a reading corner with a Extension
bookcase. Then, all Ss describe
• Draw a simple map of your route to school and talk about what you see on
what they have drawn to their friend.
the way. Ss draw a picture of the things they see on their way to school in the
morning or a simple map of their route.

10
REVISION
1 UNIT 1

Objectives
1 —irc¬æ t™æ schoo¬ child®e>. • To revise key vocabulary and
concepts from the unit
• To give Ss the opportunity to
evaluate their own learning

Key language
• Key vocabulary and structures:
revision of Unit 1

Presentation
• Elicit from Ss examples of good
2 S<a¥ t™æ naµefi oƒ t™æ roomfi. T™e> circ¬æ t™æ od∂ behaviour and bad behaviour. Ask:
thin@ ou† i> eac™ pictu®æ. If I put paper in the bin, is that good
or bad? If I put paper on the floor, is
that good or bad? Ss respond with
a thumbs up or thumbs down.

Practice
1. Circle the school children.
• Ask for each picture: What group is
in this picture? Is it a family group?
Or a group of singers? Or a group
of children in class? Ss circle the
picture of school children.
• Talk about school friends with Ss.
Ask: Who are your good friends at
school? Should we be friendly with
everybody?
2. Say the names of the rooms.
3 Tic§ (✓) w™e®æ yo€ sπen∂ t™æ mos† tiµæ a† schoo¬. Then circle the odd thing out in
each picture.
playgroun∂ bathrooµ classrooµ • Elicit from Ss the name of each
room from top left: a classroom,
eleven 11 a gym, a library, a canteen. Say:
What is the strange thing in each
ES0000000023497 657019_SS1_SB_U01_P04_11_20541.indd 11 4/2/15 17:29 picture? What is the odd thing out?
Elicit the answers. Then, Ss circle
the odd things in their books.
Reinforcement
• Discuss where the odd things out
• Play True or False. Give statements: You can find books in the library. Ask: Is should really be: the basketball net
it true or false? should be in the playground, the
fridge in the kitchen, the bookcase
Extension in the classroom or library, the toilet
paper and soap in the bathroom,
• Tell Ss to imagine a new student comes to the class. What would they do to
the computer in the classroom.
be friendly to the new student? What would they tell the student about the
places and the people in the school? 3. Tick (✓) where you spend the
most time at school.
• Ask: Where do you spend most of
the day in school? In the classroom,
the bathroom or the playground?
(The classroom.)

11
My house
2 and my family
This unit introduces the subject of home and family. It looks at the relationships that connect
members of a family, and how people in a family change over time.

Unit outline

My house and my family

My family

Family relationships

My house

Flats and parts of a house

People who build houses

Inside my house

Know how to
Final task
Talk about family
Complete a house plan
and the house

SUGGESTED TIMING FOR THE UNIT

October November December

12 A
Unit contents
•  Family relationships
•  Flats and parts of a house
•  People who help to build houses
•  Rooms of the house

•  Family: grandmother, grandfather, aunt,


CONTENTS
uncle, etc.
•  building, flat, house, roof, window, garage,
VOCABULARY old, modern
AND STRUCTURES
•  electrician, builder, plumber
•  bathroom, kitchen, bedroom, living room,
washing machine, clean, wash up

•  Talk about a family tree of relationships


•  Distinguish between buildings for one family 
or many families; old and modern buildings
•  Describe activities you do in different rooms 
of a house
•  Talk about tasks to keep a house clean,
machines to help and which people do the
tasks to manage the house

KNOW HOW TO WORK WITH •  Talk about different generations of the family
THE PICTURE and changes over time

•  Describe your own family and house


SPEAKING
•  Describe who does tasks around the house

WRITING •  Write about one’s own family

  FINAL TASK •  Complete a house plan

•  Recognizing how families are different 


VALUES and change over time
EDUCATION •  Appreciating the tasks done by family members
to help each other and to manage the house

12 B
Objectives
• To introduce the main theme
2 My house and my family
of the unit
• To identify family members

Key language
• Key vocabulary and structures:
brother, family, family tree, father,
grandfather, grandmother, mother,
sister

Presentation
• Bring in pictures of your family when
you were a child. Say: This is my
mother, my father, etc. This is me.
Draw a family tree on the board,
using your own family. Explain: This
is a family tree. I can show my
father here and my mother and
myself. My father and my mother
are my parents. Extend the family
tree by a generation to show
grandparents.
• Explain how usually the oldest
people are at the top of the tree and
the youngest on the branches at
the bottom. Explain that you can Circle the family members who are
have different types of family as moving house. KNOW HOW TO
some families just have a mother Is it a house or a flat? FINAL TASK
on her own, etc.
What is the number of the building? Complete a house
Work with the picture How many floors can you see? plan.
• Ss look at the picture in their books. Do you live in a house or a flat?
Say: Look at the yellow lorry and
the ladder. The men are moving the
chair from the lorry to the balcony.
12 twelve

The whole family is moving house.


ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 12 04/02/2015 18:09
They are all going to live together.
Ss circle the whole family.
• Point to the building on the floor Reinforcement
where the grandmother is, and ask:
• Ask Ss about who lives with them in their house. Elicit mother, father, sister
Is it a house or a flat? (A flat.) What
and brother, for example.
is the number of the building? (12.)
How many floors can you see? (4.)
Do you live in a house or a flat? Extension
• Discuss with Ss the materials used in building flats like the ones in the
Know how to picture. The main building is built in bricks. There is glass in the windows
• Explain: In this unit, you will learn
and iron bars on the doors downstairs and in the balcony railings.
about family and home life. You will
find out who builds houses and how
we care for things in our home.
• Explain the final task: You will make
a plan of a house.

12
1 6 1 6 3 21 3 21
2 UNIT 2
My family
Objectives
• To describe a family tree
1 Ußæ you® stic§erfi to comp¬e†æ t™æ famil¥ t®ææ.
4 29 • To describe how4families
29 change
1 6 T™e> draw you® ow> famil¥ t®ææ i> you® no†eboo§. 3over 21
time.
2 13
grand£at™e® grandmot™e® grand£at™e® grandmot™e® Key language
• Key vocabulary and structures:
aunt, brother, grandfather,
29 4 sister,
4grandmother, 29 uncle

2 13 2 13 Presentation
2 18 • Ss look at the family tree. Say:
This is Fatima’s family tree. Point
to Fatima. Point to Fatima’s father.
Point to Fatima’s grandfather. He is
6 46 4her father’s
29 6 And46this is
father.
2 13
unc¬æ fat™e® mot™e® aun† Fatima’s aunt. Trace a line with your
2 18 2 18 finger between ‘mother’ and the
aunt and say: They are sisters.
Explain the other family members.
46 6
• 6Ask someone: 46
(Sara), have you got
brot™e® Fatimå an uncle? What’s his name? Is he
your father’s brother?
2 218 H”ow dø±fi t™æ famil¥ chan@æ? Pu† t™æ pictu®efi i> or∂e®. Practice
Wri†æ 1, 2 an∂ 3. 1. Use your stickers to complete
the family tree. Then draw your
6 own46 family tree in your notebook.
3 2 1
• Say: Fatima has two grandfathers.
Find the sticker of her other
grandfather. Continue until Ss have
completed all the stickers.
• Draw a family tree outline. Ss copy
it, draw in faces and write names
thirteen 13 for their family members.
2. How does the family change?
ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 13 04/02/2015 18:09 Put the pictures in order. Write 1,
2 and 3.
• Ask about Fatima’s family in the
Reinforcement
pictures: Who is in the middle picture?
• Ss draw their own family tree and talk to the person next to them about Fatima isn’t there, but the mother is
their family. Volunteers describe their family tree to the class. pregnant. Ask: Who isn’t in the picture
on the left? One grandmother and one
Extension grandfather aren’t there. They have
got old and died. Elicit which picture is
• Find pictures of different families around the world. Discuss with Ss the
number 1. Ss complete the activity.
different types of family.

KEY COMPETENCES
Values education
Ss understand how families
• Talk to Ss about how families are different and change over time. They comprise people of different
should respect different types of families. ages and all deserve respect.

13
My house
Objectives
• To identify buildings for many 1 H”ow man¥ famil^efi li√¶ i> eac™ buildin@? Matc™.
families and for one family
• To identify the parts of a house
• To identify the people who build
flatfi
houses
• To differentiate between old and
modern buildings

Key language
• Key vocabulary and structures:
O>æ famil¥
block of flats, entrance, garage,
house, roof, walls, windows; houßæ
architect, builder, carpenter,
electrician, plumber, postal worker;
modern, old

Presentation
• Ss look at the two photos on p.14. M”o®æ tha> o>æ famil¥
Say: Here is a block of flats. Count
the number of floors. Many families
can live in one block. Now look at
2 —olou® t™æ partfi oƒ t™æ buildin@. yellow
red
the house. Just one family can live
here. roøƒ
• Ss look at the picture in Activity 2.
Point to different parts of the windowfi blue
building and say: This is the roof, blue
the windows, the walls, the entran©æ
entrance, the garage. Tell Ss to
point to different parts of the gara@æ
building when you say: Point to the green
orange
roof, the garage, etc. wallfi
• Ask Ss about their own homes:
Do you live in a house or a flat?
How many windows are there in 14 fourteen

your flat? Are there many families


living in your block of flats? ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 14 04/02/2015 18:09

Practice
1. How many families live in each
Reinforcement
building? Match. • Ss draw a picture of a house and label the different parts of the building.
• Point again to each of the photos
and ask: How many families live Extension
here? Elicit the answers. Ss then
• Talk about how in a block of flats many of the areas such as the entrance,
draw a line from the photo to the
the garage, the stairs and the lifts are shared between many people. There is
correct picture.
not usually much space for a patio or garden around a block of flats, so
2. Colour the parts of the building. people go to parks and squares.
• Read aloud the words for the parts
of the building. Elicit from Ss what
they have to do in this activity.
Check answers with a volunteer.

14
2 UNIT 2
3 Tic§ (✓) t™æ πeop¬æ who
2.1
2.1
™elπ to buil∂ houßefi. Practice
3. Tick (✓) the people who help
to build houses.
• Ss look at the pictures in Activity 3.
Say: You need lots of people to
build a house. First, the architect
✓ ✓ draws a plan of the house. Then,
buil∂e® posta¬ wor§e® plum∫±® the builder builds the house with
bricks and concrete. Then, a
carpenter can bring some wood to
make window frames and some
stairs. You need an electrician to
put in the wires for the electricity so
✓ ✓ ✓ you can have lights. Then, you need
a plumber to put in the bathroom
archi†ect carπen†e® e¬ectricia> and the kitchen sink, so the family
can have water.
4 Whic™ buildin@ ifi ol∂ an∂ whic™ buildin@ ifi mo∂er>? • Ss look again at the pictures in
L”oo§ an∂ wri†æ. Activity 3. Elicit from Ss the names
of the people who work on houses:
architect, builder, carpenter,
ol∂ electrician, plumber. Then, Ss tick
those people.
Play track 2.1. Ss listen and check
mo∂er> 2.1 their answers to Activity 3.
4. Which building is old and which
ol∂ mo∂er> building is modern? Look and
write.
• Ask Ss: Which is the old building?
Which is the modern building? Ss
Wæ li√¶ i> flatfi an∂ houßefi. then copy the appropriate word
under the correct photo.

fifteen 15

ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 15 04/02/2015 18:10

Reinforcement
• Mime a carpenter. Say: Who am I? Elicit: the carpenter. Volunteers then mime
other jobs in building construction so Ss can guess what the job is.

Extension
• Ask Ss if they have family members who help to build houses. What is their
job?

15
Inside my house
Objectives
• To name the rooms of the house. 1 L”oo§ an∂ matc™. Wri†æ 1, 2, 3 an∂ 4.
• To identify activities that take place
in different rooms 2.2 2 1
• To recognize the need to clean and
manage tasks in a house

Key language
• Key vocabulary and structures:
bathroom, bedroom, kitchen,
living room; bed, dining table,
kitchen sink, sink, sofa, toilet, TV 4 3
Presentation
• Ss look at the rooms of the house.
Point and say: Here is the bathroom,
the kitchen, the bedroom and the
living room. Point to key items of
furniture in each room and teach
those and other words: sink, toilet, 1. kitc™e> 2. bathrooµ 3. ∫±drooµ 4. livin@ rooµ
kitchen sink, dining table, bed, sofa,
TV. W™e®æ do yo¤ do t™eßæ activit^efi? Wri†æ t™æ num∫±®.
• Point to the people on p.16.
Say: What are these people doing? 1 2 3
Mime the action as you say: This
person is eating breakfast. This girl
is brushing her teeth at the sink.
This boy is doing his homework.
This girl is playing a video game.
This person is sleeping. This girl is 4 3 3/4
playing. Play a game with Ss. Say
phrases such as: eating breakfast,
brushing your teeth, doing your
homework. Ss mime the action that
you say. 16 sixteen

Practice ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 16 04/02/2015 18:10

1. Look and match. Write 1, 2, 3


and 4.
• Ss match the room names with the Reinforcement
photos of the rooms. They write • Ss draw their own pictures of rooms in their own home. They show and
the corresponding numbers. describe their room to others in the class. Ask questions to help: What room
Ss check their answers to Activity 1. is this? What is in the room? What do you do in this room?
Then, play track 2.2. Ss listen and
2.2 point to the correct photo. Extension
• Ask: Where do we brush our teeth?
• Ss make a poster of a child at a bathroom sink, washing their face or
Elicit from Ss: The bathroom.
cleaning their teeth. Ss copy: Brush your teeth. Wash your face. Every day!
Continue: Where do we play video
games? Where do we sleep?
Where do we eat breakfast? Values education
• Ss write the correct room number • Talk about the importance of washing hands with soap and water after using
for each activity. the toilet and before eating; regular showers; twice daily brushing of teeth.

16
2 UNIT 2
2 Tic§ (✓) t™æ activit^efi yo€ do a† hoµæ. rsonal
Interpeigence Practice
intell
2. Tick (✓) the activities you do at
home.
• Say: Point to the people cleaning
the house. Point to the mother
helping the child with homework.,
etc. Ask Ss about what they do at
home, e.g. Does your mother help
3 Who dø±fi t™eßæ taskfi i> you® hoµæ? Wri†æ. you with your homework? Then, Ss
tick the activities that they do at
home.

3. Who does these tasks in your


home? Write.
• Pretend you have arrived at your
home and everything is in a mess.
You say: Oh no! There are toys and
clothes on the floor in the bedroom.
I have to pick them up! Mime
picking clothes and toys off the floor
4 —irc¬æ t™æ machi>efi tha† ™elπ ufi a† hoµæ. and putting them away in drawers
or boxes. Say: I have to make the
bed. Mime straightening the cover
of the bed. Then say: Now I need
to wash the dishes. Mime washing
the dishes.
• Ss look at the pictures. Ask: Who
makes the beds in your home? Who
tidies the toys away? Who washes
the dishes? If Ss say my mother or
A livin@ rooµ, kitc™e>, bathrooµ an∂ ∫±drooµ my grandmother, ask if other people
could help with these tasks or do
a®æ d^ƒƒe®en† roomfi i> å houßæ. some different tasks. Then, Ss write
under the pictures the names of
seventeen 17 their family members who do these
tasks.
ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 17 04/02/2015 18:10
4. Circle the machines that help us
at home.
Reinforcement • Teach the vocabulary in the photos:
a vacuum cleaner, a games
• Ss draw a picture of something in the house, e.g. furniture or a machine.
console, a washing machine, a
A volunteer holds up the picture to the class. Ss guess what it is.
hand blender, a TV. Ask Ss to mime
how you use each machine.
Extension • Ask: Which machines help us in the
• Ask: What do you need to clean a room? What do you need to do after house? Ss complete the activity.
dinner? Ss learn words for cleaning a home: dust, vacuum the floor, load the
dishwasher. They draw pictures and write the words.
KEY COMPETENCES

Ss learn to take responsibility


in the home and appreciate
the work done by parents.

17
KNOW HOW TO
1 16 6 3
Objectives 1 6 3
• To apply knowledge acquired in
Complete a house plan
the unit to carry out a task
• To complete a house plan
1 Wha† do t™æ pictu®efi ®ep®eßen†? L”oo§ an∂ matc™.
Key language
• Key vocabulary and structures
from Unit 2

Presentation
• Bring in some pictures of house
furniture and rooms. Play a game of
4
Guess what it is. Cover up most 2 4
of the picture apart from a small
213 13

corner, then gradually remove the


2 13

cover so that more and more of the


picture is revealed. Revise in this 2 Ußæ you® stic§erfi to
way the words for rooms and comp¬e†æ t™æ houßæ
furniture such as kitchen, bathroom,
bed, dining table. 2 18
pla>. Naµæ t™æ
2 18
roomfi.
Practice 2 18
1. What do the pictures represent?
Look and match. 6
13

18

• Explain to Ss that the pictures 6


represent the objects in the photos
2

below but as if you were looking at


them from the ceiling. This is similar
to the view into the house plan in
Activity 2.
• Go through the Activity in class so
that Ss identify which representation
matches which photo. Ss then draw
lines from the representations to the
correct photo.
18 eighteen
2. Use your stickers to complete
the house plan. Name the rooms. ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 18 04/02/2015 18:10

• Ss find the stickers that match the


house plan and put them in the Reinforcement
right rooms. Volunteers hold up
their books to point to and name • Volunteers mime an action in the house. Other Ss have to guess where they
the rooms. Ss check their answers. are in the house and what they are doing. Ss say: You’re in the bathroom.
You’re washing your hands.

Extension
• Play a game where Ss have to correct your bad behaviour. Mime activities in
the bathroom where you forget to take care of the things in the bathroom.
Say: I’m brushing my teeth. I’m not turning off the tap. The water is still
running. Now, I’m drying my hands. I’m dropping the towel on the floor. Elicit
from Ss what is wrong with this behaviour.

18
REVISION
2 UNIT 2

Objectives
1 —irc¬æ. • To revise key vocabulary and
concepts from the unit
houßæ flatfi • To give students the opportunity
to evaluate their own learning

Key language
• Key vocabulary and structures
from Unit 2

Presentation
2 L”oo§ an∂ matc™. • Revise members of the family by
showing some photographs of your
∫±drooµ kitc™e> bathrooµ livin@ rooµ own family. Also, revise the
difference between a house and
a block of flats.

Practice
1. Circle.
3 Draw you® famil¥ an∂ wri†æ t™ei® naµefi.
• Ask students to point to the
buildings that have many families
living in them (the blocks of flats).
Ss circle the blocks of flats in green.
Then ask them which buildings are
for just one family (the yellow
terraced and brown stone country
houses). Ss circle those in red.
2. Look and match.
• Ask: Which room am I in? Mime
sleeping on a pillow (in the
4 Wri†æ you® naµæ an∂ surnaµefi. bedroom); washing hands with
soap (in the bathroom); eating at a
table (in the kitchen); rolling dice
and playing a game (in the living
nineteen 19 room). Elicit the answers from Ss.
• Ss look at the activity. Elicit the first
ES0000000023497 657019_SS1_SB_U02_P12_19_20544.indd 19 04/02/2015 18:10
match as an example. Then, Ss
complete the activity.
Reinforcement 3. Draw your family and write their
• Play a listening game. Say: Stand up if you have got one sister and one names.
brother, etc. Continue until all the class is standing up and then say: Sit down • Ss draw a picture of their family
if you have got one sister, etc., until all the class is sitting down again. members. Volunteers show their
pictures and say: This is my
Extension mother., etc. Write the key words
for family members on the board.
• Volunteers mime examples of families helping each other. Other Ss guess: He Then, Ss label their family members.
is sweeping the floor.
4. Write your name and surnames.

Values education • Say your full name and write it on


the board.
• Appreciating the tasks done by family members to help each other and to
• Elicit a volunteer’s full name and
manage the house.
write it on the board. Then, Ss
complete the activity.

19
3 Festivals
This unit introduces the subject of festivals, starting with the Christmas festivals and moving on to
other local festivals. It looks at how festivals are celebrated differently in different places.

Unit outline

Festivals

Christmas preparation

Decorations

It is Christmas

Celebrate together

The main festivals of the year

Know how to
Final task
Compare Christmas in Spain
Write a Christmas card
with Christmas in the UK

SUGGESTED TIMING FOR THE UNIT

October November December

20 A
Unit contents
•  Christmas
•  The main festivals of the year
•  Celebrations at home and at school

CONTENTS
•  Names of festivals
VOCABULARY •  Christmas decorations
AND STRUCTURES •  Special Christmas food
•  Traditions and customs related to festivals

•  Identify main festivals


•  Understand the traditions and food 
of Christmas in Spain
•  Compare customs and food of Christmas 
in the UK

WORK WITH
•  Identify the nativity crib and figures
THE PICTURE
KNOW HOW TO

SPEAKING •  Describe festivals at home and at school

WRITING •  Write a letter to the three Kings

  FINAL TASK •  Find out about Christmas celebrations in the UK

•  Appreciating the importance of festivals 


VALUES in communities
EDUCATION •  Understanding that there are different customs
in different countries and respecting differences

20 B
Objectives
• To introduce the main theme
3 Festivals
of the unit
• To identify decorations associated
with the Christmas season

Key language
• Key vocabulary and structures:
balloon, candles, Christmas,
Christmas tree, decorations, star;
We celebrate Christmas on 25th
December, I eat special food.

Presentation
• Bring in pictures of a Christmas
nativity crib and a Christmas tree.
Hold up the Christmas tree picture.
Say: This is a Christmas tree. Ask:
When is Christmas? (December.)
Do you like Christmas? Show the
nativity crib. Say: This is a nativity
crib with the baby Jesus. Draw
three outline crowns on the board.
Mime putting a crown on your head
rsonal
and say: King. Say: Three Kings Interpeigence
come to visit Jesus. intell
Is it Christmas or Carnival?
Work with the picture KNOW HOW TO
Point to the Christmas tree. How many people
• Ss look at the picture. Ask: Is it
are singing? FINAL TASK
Christmas in the square? (Yes.)
Say: Point to the Christmas tree. Point to a small king. Point to a big king. Find out about
Say: Point to the nativity crib. Point Point to the toyshop. Name some toys. Christmas in the United
to the Three Kings. Point to a small Kingdom.
Point to the Christmas food. Which is your
king. Point to a big king. favourite food?

Know how to 20 twenty


• Explain: In this unit, you will talk
about what we do at Christmas ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 20 04/02/2015 18:20

and other festivals.


• Explain the final task: You are going
Reinforcement
to find out about Christmas
in the United Kingdom and make an • Play a game. Ss look again at the picture on p.20. Elicit from Ss: There’s
English Christmas card. a Christmas tree. There’s a nativity crib. There are Kings. Then, Ss close
their books and say from memory what is in the picture.

Extension
• Discuss with Ss how we sing carols at Christmas and share the enjoyment
together.
• Find English language Christmas carols at the educational website,
http://www.singup.org/seasonalsingup.

20
3 UNIT 3
Christmas preparation
Objectives
• To describe Christmas tree
11 —olou® t™æ —hristmafi ∂ecorationfi. decorations
3.1
3.1 ∂ecorationfi sta® • To describe a nativity scene

cand¬efi Key language


• Key vocabulary and structures:
balloon, candle, Christmas tree,
decorations, nativity crib, star,
Three Kings
3 21 pumpki> Presentation
—hristmafi t®ææ balloo> • Bring a picture of a Christmas tree
3 21 and a nativity crib with the Three
Ußæ you® 3stic§erfi Kings to school. Hold up the picture
2 321 to21 comp¬e†æ t™æ nativit¥ s©e>æ.
3 21 3 21 of the Christmas tree and ask: What
is this? Confirm the answer: Yes, it’s a
Christmas tree. There are decorations
on the tree and a star at the top. Hold
3 21
up the other picture and say: Here is
a nativity scene of Mary, Joseph and
the Baby Jesus in the crib. Point to
4 29 the Kings and say: The Three Kings
visit Jesus. They follow the star.

4 29 Practice
4 429 29 1. Colour the Christmas decorations.
4 29 4 29 • Say: Point to the pumpkin. Ask: Do
we have the pumpkin at Christmas?
3 R�ea∂ an∂ comp¬e†æ. (No.) Do we have the tree at
4 29 Christmas? (Yes.) Ss colour the
T™e®æ ifi 1 kin@. Christmas decorations.
Play track 3.1. Ss listen, point to
T™e®æ a®æ 4 animalfi. 3.1 the decorations and then repeat.
6 46 twenty-one 21 2. Use your stickers to complete
the nativity scene.
6
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 21
46 04/02/2015 18:20
• Say: Find the Christmas stickers.
Then say: Point to a king. Point to
6 646 46
the royal page boy. Point to the
6
Reinforcement
46 6 46
angel. Point to the shepherd girl
• Draw a Christmas tree in outline on the board. Elicit from Ss ideas for with the sheep. Make the sound
decorating the tree. Revise the colours of different balls and the colour of a sheep baaa. Point to the baby
6 46 of the star.
Jesus (mime rocking a baby in your
arms). Point to Mary. Point to
Extension Joseph. Then, Ss put the stickers
on the scene.
• Download a virtual nativity scene onto the school computers so that Ss can
create their own nativity scene. Revise the vocabulary Ss know. Extend the 3. Read and complete.
language Ss can use to talk about their scene with new words: crib for • Read the sentences aloud, but
Jesus, ox, ass, camel. pause where the gap is. Say: How
many kings are in the picture? 1, 2,
3? (One.) How many animals are in
the picture? (Four.) Ss write in the
answers.

21
It is Christmas
Objectives
• To describe Christmas customs Spai> Uni†e∂ Kingdoµ
in Spain
• To describe and compare
Christmas customs in the UK

Key language
• Key vocabulary and structures:
cake, Christmas pudding, marzipan,
mince pies, nougat; We celebrate
Kings’ Day on 6th January.

Presentation M”¥ famil¥ an∂ I ea† M”¥ famil¥ an∂ I ea†


• Ss look at the photos of the
traditional Christmas meal in Spain sπecia¬ foo∂ o> sπecia¬ foo∂ o>
and in the United Kingdom. Ask:
What do we eat at Christmas?
—hristmafi E<√¶. —hristmafi Da¥.
(Turkey. Nougat.) Then ask: What is
on the dinner table in the UK?
3.2
1 Loo§ an∂ matc™.
Teach: Christmas pudding, mince
pies. (British people also eat turkey 24th
but an interesting difference is that December
• New Yea®ªfi E<√¶
British people eat the main meal
at lunchtime on 25th December.)
25th
• Write on the board the dates of
December
• —hristmafi E<√¶
24th December, 25th December, tical
31st December, 1st January, a l-mathema
Logic ntelligence
6th January. Point to each date in 31st i
turn and say: This is Christmas Eve,
December • K”ingfi´ Da¥
Christmas Day, New Year’s Eve,
New Year’s Day, Kings’ Day. Elicit
from Ss what happens on each 6th
special day. January
• —hristmafi Da¥
Practice
1. Look and match.
22 twenty-two

• Ss match the dates as follows:


ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 22 04/02/2015 18:20

24th December – Christmas Eve;


25th December– Christmas Day;
31st December– New Year’s Eve; Reinforcement
6th January – Kings’ Day,
• Divide Ss into two teams. Say: It’s 25th December. What is the festival?
or Epiphany.
What am I going to eat? It’s 6th January. What is the festival? What am I
Play track 3.2. Ss listen and check going to eat? Each team takes it in turn to answer a question.
3.2 their answers to Activity 1.
Extension
• Ss write a menu for a Christmas Day dinner in the UK. They decorate the
menu with pictures.

22
3 UNIT 3
2 Whic™ ƒestiva¬ ifi i†? Wri†æ K”ingfi´ Da¥ o® —hristmafi Da¥.
Practice
2. Which festival is it? Write Kings’
Day or Christmas Day.
6th 25th
January December • Elicit from Ss what they can see in
the second picture: the presents
under the Christmas tree. Point out
the two dates, 6th January and
K”ingfiª D<a¥ C<hristmafi D<a¥ 25th December. Ask: When is
Christmas Day? Elicit the answer:
25th December. Ask: When is
3 —irc¬æ t™æ —hristmafi foo∂ i> ®e∂. —irc¬æ t™æ K”ingfi´ Da¥ Kings’ Day? Elicit the answer:
foo∂ i> bl€æ. 6th January.
—hristmafi Da¥ K”ingfi´ Da¥ • Tell Ss to write the phrase
Christmas Day on the writing
guidelines below the picture and
date of 25th December and the
phrase Kings’ Day under the picture
—hristmafi ca§æ nouga† min©æ p^efi marzipa> and date of 6th January.
3. Circle the Christmas food in red.
Circle the Kings’ Day food in
blue.
• Read aloud the words for Christmas
—hristmafi puddin@ K”ingfi´ Da¥ ca§æ ca§efi food while Ss point to the pictures.
Ask Ss: Which food do you like
A”† —hristmafi I ea† best? Which food do we eat in
Spain? Which food do people eat in
the United Kingdom? Which food
do we eat on Kings’ Day? (Kings’
Day cake is eaten on 6th January.
The other food can be eaten on
Wæ ©e¬ebra†æ —hristmafi E<√¶, —hristmafi Da¥, Christmas Day. Cakes can be eaten
New Yea®´fi E<√¶ an∂ K”ingfi´ Da¥. on any date.) Ss circle the
Christmas Day food in red. They
circle the Kings’ Day food in blue.
twenty-three 23

0 ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 23 04/02/2015 18:20

Reinforcement
• Ss draw a picture of a typical Christmas day or other family celebration.
Volunteers describe their pictures to the rest of the class.

Extension
• Invite Ss to plan Christmas decorations for the classroom. In groups of four,
they make a list of decorations and plan to bring or make some decorations. KEY COMPETENCES
Show Ss how to make a simple chain decoration by making loops of
coloured paper that link in to each other.
Ss understand that all people
around the world enjoy
festivals. They compare
Christmas in the UK and
in Spain.

23
Celebrate together
Objectives
• To identify main festivals during
I ©e¬ebra†æ m¥ birthda¥
the year wit™ m¥ fr^endfi, famil¥
• To classify festivals into celebrations
in school and in the community
an∂ >eighbourfi.
• To recognize the importance of
celebrating together

Key language
• Key vocabulary and structures: 1 L”oo§ an∂ wri†æ.
birthday party, cake, candle, Carnival,
Easter, festival, Holy Week, present birthda¥ ca§æ cand¬efi p®eßen† famil¥
Presentation
• Choose a student who has a cand¬efi family
birthday soon. Say: (Sara’s) birthday
is next week. What do we do to
celebrate a birthday? Elicit ideas
and draw on the board a cake with
candles to teach: cakes, candle,
party. Ask: Who comes to the
birthda¥ ca§æ preßen†
birthday party? Elicit: family and
friends. Say: We also celebrate
other festivals. What festivals do
2 Tic§ (✓) t™æ ƒestivalfi yo€ ©e¬ebra†æ a† schoo¬.
you like? Do you like Easter?
(Draw an Easter egg on the board.)
END OF YEAR
Give the English version of festivals:
PARTY
Halloween, Carnival, Holy Week,
Easter. PEACE
D AY
Practice
1. Look and write.
• Ask: What can you see in the
picture? Elicit: cake and candles. Wha† ot™e® ƒestivalfi do yo¤ ©e¬ebra†æ a† schoo¬?
Say: Yes, it’s her birthday. Here is 24 twenty-four
her birthday cake. How many
candles are on the birthday cake? ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 24 04/02/2015 18:20

Count, 1, 2, 3, 4, 5, 6. Say: This girl


is six years old. This is her family
– mother, grandmother, etc. She Reinforcement
has got a birthday present.
• Ss draw a picture of a birthday party with a cake and candles. They describe
• Say: Point to the words, birthday their picture to other Ss using the words they have learned.
cake, candles, etc. Ss point. They
then copy the words in the correct
places.
2. Tick (✓) the festivals you
celebrate at school.
• Say the festivals: Christmas, Peace
Day, end of school year party. Ss Values education
may tick all three festivals. Ask: • Explain that it is important to remember everyone’s birthday because we are
What other festivals do you all special human beings but also part of a community. Ask Ss what they like
celebrate at school? Elicit, e.g. Holy best about birthday celebrations.
Week, Easter and Columbus Day.

24
3
UNIT 3
3 Whic™ ƒestivalfi a®æ t™e¥? L”oo§ an∂ matc™.
Practice
—arniva¬ E<as†e® Hallo∑¶e> 3. Which festivals are they? Look
and match.
• Discuss the photos with Ss and
help them to identify the procession
of penitents for Easter, the witch
and skeleton costumes and
pumpkins for Halloween and the
children’s costume procession
for Carnival. Write the festivals
on the board.
• Say: We celebrated Halloween in
October. We had pumpkins and we
put on costumes to be witches or
4 Draw t™æ typica¬ costuµæ oƒ you® ®egio>. skeletons. Ask a student: (Sara,) did
you put on a costume for
Halloween? Point to the photo on
the right and say: Which festival is
this? Is it Halloween? Or is it
Easter? Or is it Carnival? (Easter.)
Repeat the questions for the middle
photo to elicit that it is Carnival.
Then do the same for the photo on
the left (Halloween). Ss then match
the written words with the photos.
4. Draw the typical costume of
your region.
• Discuss with Ss the festivals and
the costumes people wear in your
Wæ ©e¬ebra†æ ƒestivalfi wit™ famil¥, fr^endfi an∂ region. Bring in pictures of typical
costumes such as the Sevillanas
>eighbourfi. and mantillas of 18th century
women’s costumes. Ss then draw
their own pictures in their books.
twenty-five 25

ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 25 04/02/2015 18:21

Reinforcement
• Celebrate the birthdays of Ss in class when they happen by singing the
English version of the song Happy birthday to you.

Values education
• Discuss with Ss how their family and community prepare for local
celebrations of festivals. Emphasize the need for everybody to work together
to make a celebration and to share the fun.

25
KNOW HOW TO

Objectives Find out about Christmas in the United Kingdom


• To apply knowledge acquired
in the unit to carry out a task
• To find out about Christmas
25th
in the UK
December

Key language
• Key vocabulary and structures
from Unit 3

Presentation
1 R�ea∂ abou† —hristmafi i> t™æ Uni†e∂ K”ingdoµ.
• Ss look at the photos of British —irc¬æ.
children celebrating Christmas.
Ask: What are the children doing Wæ ea† å sπecia¬ µea¬ o> —hristmafi Da¥ /
on the 25th of December? Confirm
answers: They’re receiving presents
E<√¶. Wæ ea† K”ingfi´ Da¥ / —hristmafi ca§æ.
in the first photo. In the second T™æ Th®ææ K”ingfi gi√æ / Fat™e® —hristmafi
photo they are eating special
Christmas food. Ask: When do
gi√±fi ufi p®eßentfi. Wæ oπe> t™eµ o>
children receive presents in Spain? 25t™ De©em∫±® / 5t™ Januar¥.
(On 24th December, Christmas Eve,
and on 6th January after the visit 2 Wri†æ å —hristmafi car∂.
of the Three Kings.)
• Write on the board as a reminder
for activities: Christmas Eve, 24th
December. Christmas Day, 25th
December. Kings’ Day, 6th January. To
Practice H”app¥ —hristmafi!
1. Read about Christmas in the
United Kingdom. Circle. L”o√¶
• Read aloud the sentences. Ask: Do
children in the United Kingdom eat
a special meal on Christmas Day or
Christmas Eve? (Christmas Day, 26 twenty-six
25th December.) Ss circle the
correct option. They then complete ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 26 04/02/2015 18:21

the other sentences.


2. Write a Christmas card.
• Ask: Who is on the Christmas card?
Reinforcement
(The Three Kings.) Explain that Ss • Play a game of True or False. Say some statements about celebrations of
are going to write this Christmas festivals: In the UK families eat mince pies on Christmas Day, etc. Ss say
card to someone, perhaps their whether the statements are True or False.
mother. Read aloud the words on
the card. Tell Ss that the word Mum Extension
would go on the line after the word
To and that they write their name • Ss investigate more about Christmas celebrations in Britain on the website,
after the word Love. projectbritain.com/Xmas. This site was created by a teacher at Woodlands
Primary School in Kent, UK.

26
3
REVISION
UNIT 3

Objectives
1 Wri†æ t™æ ƒestivalfi. • To revise key vocabulary and
concepts from the unit
24th
December
C”hristmafi E”√¶ • To give students the opportunity
to evaluate their own learning
31st
Ne∑ Yea®´fi E”√¶ December Key language
• Key vocabulary and structures
6th
January
K”ingfi´ Da¥ from Unit 3

Presentation
• Write on the board the three
2 Pu† t™æ ƒestivalfi i> or∂e®. Wri†æ 2, 3, 4 an∂ 5. festivals of Christmas Eve, New
Year’s Eve and Kings’ Day. Ask Ss
—hristmafi E<√¶ 5 for each festival: When is it? Write
the dates 24th December, 31st
H”allo∑¶e> 4 December and 6th January after
the correct festival.
E<as†e® 3
Practice
K”ingfi´ Da¥ 1 1. Write the festivals.
• Say each date and ask: Which
—arniva¬ 2 festival is it? Then, Ss copy the
correct festival to match the date
3 Draw —hristmafi thingfi. in their books.
2. Put the festivals in order.
ob∆ectfi foo∂ Write 2, 3, 4 and 5.
• Write a list of the months of the year
on the board from January to
December. Ask: When is Kings’
Day? (January.) When is Carnival?
(February.) When is Easter? (March
or April.) When is Halloween?
(October.) When is Christmas Eve?
twenty-seven 27 (December.) Write the name of each
festival next to the correct month.
ES0000000023497 657019_SS1_SB_U03_P20_27_20545.indd 27 04/02/2015 18:21 Say: Kings’ Day is the first festival.
It is number 1. Write 1 next to
Kings’ Day in January. Ask: What is
Reinforcement number 2? (Carnival.) Continue to
• Bring in magazine pictures of Christmas and Kings’ Day celebrations in ask questions and number the
Spain. Ss choose pictures to cut out or draw their own to make a Christmas festivals in order. Ss then write
card. Write on the board the greeting to put in the card: Happy Christmas. Ss the answers in their books.
copy the words. They can give their card to their grandparents. 3. Draw Christmas things.
• Ask Ss to name some special food
Extension for Christmas (e.g. turkey, mince
pies). Then ask Ss to name some
• Find a Youtube recording of Kings’ College Cambridge choir of boys and
objects (e.g. presents, nativity crib).
men singing a traditional English carol such as Once in Royal David’s City.
Ss draw one object and one item of
Ss may be interested to know that young boys aged 8–13 sing on Christmas
food of their choice in their books.
Eve and Christmas Day.

27
CLASS AUDIO TRANSCRIPTS

ADDITIONAL LISTENING ACTIVITIES

Track 1.2, page 6, Activity 1


  Unit 1. School
Listen and point to the picture.
Track 1.1, page 4 In the classroom ...
There is a board.
Song. Respect
There is a bookcase.
Take a look at your classroom,
There are some pegs.
Take a look at your home,
There is a computer.
We’ve got to work together,
There are some tables and chairs.
You can’t do it alone.
There is a bin.
If it’s what we give,
Then it’s what we get,
Track 1.3, page 8, Activity 1
It’s all about each other,
It’s all about respect. Listen and point to the places on the school plan.
At the school ...
I can help my teacher,
There is a library.
I can help at home,
There is a playground.
By working well together,
There is a canteen.
By working well alone.
There is a gym.
If it’s what we give, There are some classrooms.
Then it’s what we get, There is a bathroom.
It’s all about each other,
It’s all about respect.

I can help my mother,


 Unit 2. My house
I can help at school, and my family
We all help each other,
That’s the number one rule. Track 2.1, page 15, Activity 3
Listen and check your answers.
If it’s what we give,
builder
Then it’s what we get,
plumber
It’s all about each other,
architect
It’s all about respect.
carpenter
electrician

28
Track 2.2, page 16, Activity 1 Track 4.2, page 31, Activity 3
Listen and point to the correct photo. Listen and check your answers.
Point to the kitchen. A police officer protects the community.
Point to the bathroom. A postal worker delivers letters.
Point to the bedroom. A gardener looks after the parks.
Point to the living room. A street cleaner cleans the streets.

  Unit 3. Festivals   Unit 5. Where I live


Track 3.1, page 21, Activity 1 Track 5.1, page 36
Listen, point to the decorations and repeat. Song. In the city
Christmas tree In the city, where the buildings are so high,
decorations In the city, lots of traffic passes by,
star In the city, in the city.
candles In the city, hospitals with doctors helping us,
pumpkin In the city, you can go anywhere by bus,
balloon In the city, in the city.

In the city, the police take care of you,


Track 3.2, page 22, Activity 1 In the city, firefighters help you too,
Listen and check your answers. In the city, in the city.
The 24th of December is Christmas Eve.
In the city, schools are filled with girls and boys,
The 25th of December is Christmas Day.
In the city, cars and machines are making noise,
The 31st of December is New Year’s Eve.
In the city, in the city.
The 6th of January is Kings’ Day.

Track 5.2, page 39, Activity 3


  Unit 4. My neighbourhood Listen and check your answers.
A farmer grows plants.
Track 4.1, page 30, Activity 1 A fisherman catches fish.
Listen and point to the places. A miner mines rocks.
Point to the school. A woodcutter cuts wood.
Point to the hospital.
Point to the park. Track 5.3, page 41, Activity 4
Point to the sports centre. Listen and point to the correct picture.
Point to the church. Use the bin.
Point to the supermarket. Do not drop rubbish in the street.
Clean up after your dog.

29
CLASS AUDIO TRANSCRIPTS

  Unit 6. Travel Track 7.3, page 59, Activity 4


Listen and point to the correct arrow.
Track 6.1, page 45, Activity 1
The Sun heats the sea water. The water changes into water
Listen and point to the correct picture. vapour.
Point to the boat. The water vapour gets cold and changes into droplets of
Point to the motorbike. water. Droplets form clouds.
Point to the plane. Rain and snow fall from the clouds.
Point to the bus. The water flows from rivers back to the sea.

Track 6.2, page 49, Activity 4


Listen and point to the correct picture.   Unit 8. Nature
There is a fire! Point to the picture.
Track 8.1, page 62
The people at the newspaper write the story about the fire.
Point to the picture. Song. Four, seasons, four

The boy reads about the fire in the newspaper. Point to the Four, seasons, four,
picture. Has every year,
When the leaves begin to grow,
We know spring is here.
  Unit 7. Soil, air and water Four, seasons, four,

Track 7.1, page 52 Has every year,


When the trees are full of leaves,
Song. Water, water
We know summer is here.
Water, water, drip, drop, drip,
Water, water, take a sip, Four, seasons, four,
Water, water, splish and splash, Has every year,
Water, water, take a bath. When the leaves being to fall,
We know autumn is here.
Water, water, flow, flow, flow,
Water, water, make plants grow, Four, seasons, four
Water, water, stream and spray, Has every year,
Water, water, we use it every day. When the tree has no leaves,
We know winter is here.
Track 7.2, page 57, Activity 3
Four, seasons, four...
Listen and point to the correct photo.
We use water for swimming. Track 8.2, page 65, Activity 3
We use water for cooking.
Listen and check your answers.
We use water for drinking.
A strong wind is called a gale.
We use water for watering the flowers.
A gentle wind is called a breeze.

30
Track 8.3, page 67, Activity 3 Track 9.2, page 75, Activity 3
Listen and check your answers. Listen and check your answers.
It’s spring. It rains. Plants have flowers. 1.  This planet is Mercury.
It’s summer. It is hot. Plants have fruit. 2.  This planet is Venus.
It’s autumn. It rains. Leaves fall from trees. 3.  This planet is Earth.
It’s winter. It snows. Trees have no leaves. 4.  This planet is Mars.
5.  This planet is Jupiter.
Track 8.4, page 68 6.  This planet is Saturn.
Song. When I look 7.  This planet is Uranus.
I see the mountains and the rivers when I look, 8.  This planet is Neptune.
I see the mountains and the rivers when I look,
I see the mountains and the rivers when I look,
Track 9.3, page 78, Activity 1
At the landscapes of our world. Listen and check your answers.
The Moon is a sphere.
I see the coasts and the islands when I look,
The Sun gives light to the Moon.
I see the coasts and the islands when I look,
The Moon is smaller than the Earth.
I see the coasts and the islands when I look,
There is no air on the Moon.
At the landscapes of our world.

I see both man-made and natural when I look,


I see both man-made and natural when I look,
I see both man-made and natural when I look,
At the landscapes of our world.

We have to care for them all if we want to look,


We have to care for them all if we want to look,
We have to care for them all if we want to look,
At the landscapes of our world.

 Unit 9. Our planet Earth


Track 9.1, page 72
Song. Thank you, Sun
Thank you, Sun, for what you do,
You give us light and heat us, too,
Thank you Sun, for what you give,
You make plants grow so we can live.

Thank you Sun, even at night,


You shine on the moon, making it bright,
Thank you Sun, for all you are,
You’re the best – our favourite star.

31