social science · the sky what’s the weather like? landscapes change record the weather four,...

PR

IMA

RY

Social ScienceTEACHER’S BOOK

Richmond

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 Catherine Kneafsey

MANAGING EDITOR Sheila Tourle

PUBLISHER Sue Ashcroft

EDITOR Nicola Gooch

PROOFREADING Olivia McGrath and James Price

ContentsIntroduction

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 �� XIII

Lesson plans

TERM 1

Unit 1 �� 4

Unit 2 �� 12

Unit 3 �� 20

TERM 2

Unit 4 �� 28

Unit 5 �� 36

Unit 6 �� 44

TERM 3

Unit 7 �� 52

Unit 8 �� 62

Unit 9 �� 72

Final revision �� 82

Audio transcripts �� 86

Activity Book Answer key �� 90

II

Student’s Book 1 Contents

Contents

Unit Topics Know how to Songs

1 School 4

My friends My classroom My school

Describe your classroom

Respect

2 My house and my family 12

My family My house Inside my house

Complete a house plan

3 Festivals 20

Christmas preparation It’s Christmas Celebrate together

Find out about Christmas in the United Kingdom

4 My neighbourhood 28

My street My neighbourhood Road safety

Respect park rules

5 Where I live 36

Villages and cities Village life City life

Identify city problems In the city

6 Travel 44

Different vehicles Types of transport Types of communication

Use the bus

7 Soil, air and water 52

Soil Air Water

Make a windmill Water, water

8 Nature 62

The sky What’s the weather like? Landscapes change

Record the weather Four, seasons, four

When I look

9 Our planet Earth 72

The Earth and the Sun The solar system This is our Earth The Moon

Describe the night Thank you, Sun

FINAL REVISION

3three

ES0000000023497 657019_SS1_SB_U00_P01_03_20540.indd 3 10/08/15 10:54

XIII

This unit introduces the subject of different types of transport by road, rail, sea or air. It explores the difference between transport for people and for merchandise. It also looks at different types of communication over distance.

Unit outline

Travel6

SUGGESTED TIMING FOR THE UNIT

January February March

Travel

Different vehicles

Old and modern vehicles

Types of transport

Know how toTalk about types

of transport and communication

Final taskUse the bus

Individual and collective transport

Types of communication

44 A

Unit contents

CONTENTS

• Different vehicles

• Types of transport

• Individual and collective transport

• Types of communication

VOCABULARY AND STRUCTURES

• Transport: boat, bus, car, horse and carriage, hot-air balloon, lorry, motorbike, plane, sailing boat, taxi, train; collective/individual; modern/old; vehicle

• by air/land/sea; fast/slow

• airport, sea port, train station

• Communication: computer, mobile phone, newspaper, telephone, television, radio

KNOW HOW TO

• Recognize old and modern vehicles

• Talk about uses of vehicles for different purposes

• Differentiate between individual and collective transport

• Identify different types of communication and the function of different media

WORK WITH THE PICTURE

• Description of a train station

SPEAKING • Talk about different types of transport

WRITING

• Write about different uses of transport

• Write about different uses of communication media

FINAL TASK • Learn how to the use the bus

VALUES EDUCATION

• Valuing types of communication over distance

• Understanding civic behaviour on collective public transport

44 B

44

Travel

Where are the people, in a train station or an airport?

Point to the girl on the train. What is she saying?

Look at the sign. Where is the train going?

Name some other types of transport.

Do you ever travel by train?

6

KNOW HOW TO

FINAL TASK

Use the bus.

forty-four

PLATFORM

1

PLATFORM DESTINATION

1 Parktown

2 Greenfields

PLATFORM

2

6

45

Different vehicles

1 Wri†æ t™æ naµefi oƒ t™æ √±hic¬efi.6.1

3 A”®æ t™ey ol∂ o® mo∂er>? —irc¬æ.

old

modern

2 H”ow do t™ey tra√±¬? M”atc™.

forty-five

plane boat bus motorbike

b¥ lan∂

b¥ fieå

b¥ ai®

Objectives• Tointroducethemaintheme

oftheunit

• Totalkabouttravelfromatrainstation

Key language• Keyvocabularyandstructures:

airport, boat, bus, motorbike, plane, train; sea port, station, transport; fast, slow

Presentation• Bringinpicturesofdifferent

typesoftransport:train,boat,bus,plane,car.Elicittheirnames.Askvolunteers:Have you travelled by train/bus/plane? Where did you go?Ask:Which is the fastest type of transport?(Plane.)Which transport do you use to cross the sea?(Boat.)Who has travelled by boat?Was it fast or slow?Where do you travel by car?

Work with the picture• Sslookatthepicture.Ask:Where

are the people, in a train station or an airport?(Trainstation.)Say:Point to the girl on the train. What is she saying?(Sheissayinggoodbyetohergrandparentsontheplatform.)Then,pointtotheplatformsign.Say:Where is the train going? Is it going to Parktown from platform 1 or Greenfields from platform 2?(Parktown,becauseitisonplatform1.)AskSs:Do you travel by train to go and stay with your grandparents? When do you travel by train?

• Elicitagainthedifferenttypesoftransportandwritethemontheboard:car, boat, plane, train, bus.

Know how to• Explain:In this unit, you will learn

about how we travel on different types of transport by land, by sea or by air. You will also learn about different types of communication.

• Explainthefinaltask:You will learn how to use the bus.

Reinforcement• Ingroupsofthree,Sspreparetomimeasceneshowingatypeoftransport.

Avolunteergroupmimestheirtypeoftransporttotheclass.OtherSsguess:a train,etc.

Extension• Bringinpicturesofoldvehiclesandtypesoftransportthatarenotused

todayexceptfortouristexperiences,e.g.horseandcarriage.DiscusswithSstheoldtypesoftransportcomparedwiththemoderntypes.

44

44

Travel

Where are the people, in a train station or an airport?

Point to the girl on the train. What is she saying?

Look at the sign. Where is the train going?

Name some other types of transport.

Do you ever travel by train?

6

KNOW HOW TO

FINAL TASK

Use the bus.

forty-four

PLATFORM

1

PLATFORM DESTINATION

1 Parktown

2 Greenfields

PLATFORM

2

6

45

Different vehicles

1 Wri†æ t™æ naµefi oƒ t™æ √±hic¬efi.6.1

3 A”®æ t™ey ol∂ o® mo∂er>? —irc¬æ.

old

modern

2 H”ow do t™ey tra√±¬? M”atc™.

forty-five

plane boat bus motorbike

b¥ lan∂

b¥ fieå

b¥ ai®

UNIT 6

Objectives• Tolearnaboutdifferenttypesof

transport

• Tounderstandhowtransporthaschangedovertime


horse and carriage, hot-air balloon, motorbike, sailing boat, tram, vehicle

Presentation• Bringinpicturesofdifferenttypes

oftransport,e.g.ahorseandcarriage,ahot-airballoon,asailingboat,amotorbike,atram.Draw ontheboardsimplepicturesof thesea,thesky,aroadandrailtracks.AskSs:Have you ever travelled by horse and carriage/hot-air balloon, etc.? Which types of transport are old?

Practice1. Write the names of the vehicles.

• SslookatthepicturesinActivity1.Pointtoandeliciteachvehiclename.Readaloudthewordson thepage.Sscopythewordsnexttothecorrectpicture.

Sschecktheiranswersto Activity1.Then,playtrack 6.1.Sslistenandpointtothecorrectpicture.

2. How do they travel? Match.

• Elicitthetypesoftransportshown.Ask:Does this go by land, sea or air?, referringbacktoyourpicturesontheboard.Sscompletetheactivity.

3. Are they old or modern? Circle.

• Say:Point to the old types of transport.Sscircletheoldvehiclesinorange.Askabouttheredcar:Is it old or modern?Sscircleitingreen.

6.1

Reinforcement• Ssdraworfindpicturesofvehicles.Theyorganizethepicturesintogroups

ofslowandfastvehicles,thenoldandmodernvehicles,thenvehiclesthattravelbylandandvehiclesthattravelbyseaorair.

KEY COMPETENCES

Ssunderstandchanges intransportovertime.

45

boa† motorbi§æ

pla>æ bufi

46

1 Wha† do t™e¥ carr¥? L”oo§ an∂ matc™.

Types of transport

2 Ufiæ t™æ stic§erfi i> t™æ cor®ec† pla©æ.

port airport train station

Peop¬æ ußæ transpor† to tra√±¬ froµ o>æ pla©æ to anot™e®, an∂ to mo√¶ µerchandifiæ.

T™e®æ ifi individua¬ transpor†, li§æ carfi, an∂ t™e®æ ifi col¬ecti√¶ transpor†, li§æ bußefi.

forty-six

µerchandißæ

pasßen@erfi

6

47

T™e®æ ifi transpor† fo® pasßen@erfi an∂ transpor† fo® µerchandißæ.

4 Tic§ (✓) t™æ col¬ecti√¶ transpor†.

3 Wri†æ t™æ v±hic¬efi i> t™æ cor®ec† pla©æ.

individua¬ transpor† col¬ecti√¶ transpor†

Not many people

Many people

forty-seven

Objectives• Tocompareindividualtypesof

transportwithcollectivetransport

• Tolearnhowmerchandiseistransportedfromfactoriesorthecountrysidetoshops


airport, collective transport, individual transport, lorry, merchandise, passenger, port, train station

Presentation• Readaloudthetextonp.46.Hold

uppicturesofabus,car,trainandlorry.AskindividualSs:Has your family got a car? Who uses the car?(Thefamily.)Say:The car is a type of individual transport. Ask: Has your family got a bus?(No.)Who uses a bus?(Everybody.)Say:The bus has a lot of passengers. The train also has a lot of passengers. Trains and buses are collective transport.Thenask:Are there any passengers on a lorry?(No.)Say:A lorry takes things from the factory to the shops – clothes, furniture, wood. This is merchandise. Sometimes trains carry merchandise.PointtothewagonoflogsonthetraininActivity1.

Practice1. What do they carry? Look and

match.

• SslookatActivity1.Say:Point to the motor home, the train, the lorry, the boat.Foreachvehicleask:Does it carry passengers or merchandise?(Thetrainhereiscarryingmerchandise,thoughothertrainscarrypassengers.)Ssmatchthewordstothecorrectvehicles.

2. Use the stickers in the correct place.

• Ask:Where can you find planes?(Theairport.)Where can you find trains?(Thetrainstation.)Where can you find boats?(Theport.)Ssthenfindstickersandstickthemintheirbooks.

Reinforcement• PlayTrue or False.Givestatements:You can find planes at the port.Ask:

Is it true or false?Ssanswer.

Extension• DivideSsintothreegroups.Ssinthefirstgroupdrawpicturesofafactory

makingmerchandiseorafarmgrowingplants.Ssinthesecondgroupdrawpicturesofalorry,atrainandaboatcarryingmerchandise,andothervehiclescarryingpassengers.Ssinthethirdgroupdrawsomecitiesandvillages.Whenthepicturesarefinished,makeabigmuralwithfactories,farms,citiesandvillagesanddisplayitontheclasswall.Ssdrawtravelconnectionsbetweenthefactoriesandfarmsandthecities/villages.Ssstickthetypesoftransportintheappropriateplaces.

46

61

132

182

213

466

294

213

466

294

213

466

294

46

1 Wha† do t™e¥ carr¥? L”oo§ an∂ matc™.

Types of transport

2 Ufiæ t™æ stic§erfi i> t™æ cor®ec† pla©æ.

port airport train station

Peop¬æ ußæ transpor† to tra√±¬ froµ o>æ pla©æ to anot™e®, an∂ to mo√¶ µerchandifiæ.

T™e®æ ifi individua¬ transpor†, li§æ carfi, an∂ t™e®æ ifi col¬ecti√¶ transpor†, li§æ bußefi.

forty-six

µerchandißæ

pasßen@erfi

6

47

T™e®æ ifi transpor† fo® pasßen@erfi an∂ transpor† fo® µerchandißæ.

4 Tic§ (✓) t™æ col¬ecti√¶ transpor†.

3 Wri†æ t™æ v±hic¬efi i> t™æ cor®ec† pla©æ.

individua¬ transpor† col¬ecti√¶ transpor†

Not many people

Many people

forty-seven

UNIT 6

Practice3. Write the vehicles in the correct

place.

• ElicitandwriteontheboardthevehiclenamesundertheheadingsofIndividual transport (car,motorbike)andCollective transport(boat,plane).Say:Many people can use collective transport. How many people can go on a bus?(Perhaps60people.)How many people can go on a plane?(300.)Writesentencesontheboard:Not many people can travel by individual transport. Many people can travel by collective transport. SscompleteActivity3bycopyingthewords theyneedfromtheboard.

4. Tick (✓) the collective transport.

• Say:Point to the bus, the car, the taxi.Ask:Is the taxi individual transport or collective transport? Ssthentickthepicture(s)whichshow(s)collectivetransport.

Reinforcement• SslookatawebsiteofcitytransportintheirareaofSpain.Theytalkabout

thecoloursofthebusestheyseeinthecity.

47

motorbi§æ ca®

pla>æ boa†

✓

48

newspaper

1 Wha† tyπefi oƒ communicatio> do yo€ ußæ? —irc¬æ.


televisiontelephone

computer

Wæ ußæ †e¬epho>efi, compu†erfi an∂ ot™e® tyπefi oƒ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.

mobile phone

2 —omple†æ t™æ ßen†en©efi wit™ circ¬e∂ wordfi froµ A”ctivit¥ 1.

I ußæ thæ to ‡in∂ in‡ormatio>.

I ußæ t™æ to communica†æ wit™ ot™e® πeop¬æ.

forty-eight

radio

6

49

Wæ ußæ d^ƒƒe®ent tyπefi o‡ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.

3 Thin§ abou† t™eßæ tyπefi oƒ communicatio>. H”ow do t™e¥ wor§? Tic§ (✓) o® crosfi (✗).

5 Tic§ (✓) t™æ thingfi yo€ ußæ å compu†e® fo®.

4 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3.6.2

communicatin@ wit™ fr^endfi doin@ hoµewor§

playin@ gaµefi ‡indin@ in‡ormatio>

with images with sounds with text

newspaper ✓ ✗ ✓

radio

computer

mobile phone

forty-nine

Linguistic

intelligence

Objective• To learn about types of

communication in images, sounds and texts

Key language• Key vocabulary and structures:

computer, images, mobile phone, newspaper, radio, sounds, telephone, television, text; types of communication; communicate with other people, send information

Presentation• Ask: What can you see in the

photo? (A father and child looking at a laptop.) Then, read aloud the text.

• Ask Ss: Who has got a computer at home? Who has got a television? Who has got a mobile phone? Say: The computer, the television and the mobile phone are types of communication. Ask: Which types of communication do you listen to? Watch via a screen? Talk into?

Practice1. What types of communication

do you use? Circle.

• Point to the pictures and read aloud the words underneath.

• Ask individual Ss: What types of communication do you use? Ss circle equipment they use.

2. Complete the sentences with circled words from Activity 1.

• Ask Ss: Which types of communication do you use to communicate with other people? (The mobile phone, the computer, etc.) Then ask: Which types of communication do you use to find information? (The newspaper, the television, etc.) Write two model sentences on the board: I use the (newspaper) to find information. I use the (telephone) to communicate with other people. Ss then decide which words to use to complete the sentences.

Reinforcement• A volunteer mimes an action associated with a particular type of

communication, e.g. reading a newspaper, turning on and listening to a radio, watching television, typing on a computer, talking on a normal telephone, using a mobile phone. Other Ss guess the type of communication.

Extension• Make a chart on the board with the title, Our favourite types of communication.

In the chart put the key words as headings to the columns: computer, television, radio, newspaper, mobile phone, telephone. Ask individual Ss: What is your favourite type of communication? When a volunteer says the computer, put a tick in the computer column. When you have asked everybody in the class, discuss the favourite type of communication for the majority of people in the class.

48

48

newspaper

1 Wha† tyπefi oƒ communicatio> do yo€ ußæ? —irc¬æ.


televisiontelephone

computer

Wæ ußæ †e¬epho>efi, compu†erfi an∂ ot™e® tyπefi oƒ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.

mobile phone

2 —omple†æ t™æ ßen†en©efi wit™ circ¬e∂ wordfi froµ A”ctivit¥ 1.

I ußæ thæ to ‡in∂ in‡ormatio>.

I ußæ t™æ to communica†æ wit™ ot™e® πeop¬æ.

forty-eight

radio

6

49

Wæ ußæ d^ƒƒe®ent tyπefi o‡ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.

3 Thin§ abou† t™eßæ tyπefi oƒ communicatio>. H”ow do t™e¥ wor§? Tic§ (✓) o® crosfi (✗).

5 Tic§ (✓) t™æ thingfi yo€ ußæ å compu†e® fo®.

4 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3.6.2

communicatin@ wit™ fr^endfi doin@ hoµewor§

playin@ gaµefi ‡indin@ in‡ormatio>

with images with sounds with text

newspaper ✓ ✗ ✓

radio

computer

mobile phone

forty-nine

Values education• Discuss with Ss how it is useful to be able to communicate with people over

a long distance. Ask if Ss have grandparents they communicate with over the Internet via email or skype. Emphasize that Ss should not use the Internet without their parents’ guidance.

UNIT 6

Practice3. Think about these types of

communication. How do they work? Tick (✓) or cross (✗).

• For each type of communication ask: Does it work with images? (Mime seeing.) Does it work with sounds? (Mime hearing.) Does it work with text? (Mime reading.) Ss put ticks and crosses in the correct cells.

4. Put the pictures in order. Write 1, 2 and 3.

• Ss look at the pictures. Elicit what they can see: a newspaper kiosk, a fire and an office with computers. Point to the woman and man in the middle picture and say: These are reporters. They are writing about the fire and taking photos. Elicit the order of the pictures. Confirm: First, there was a fire. While the firefighter was putting out the fire, two reporters took notes and photos. Then, the reporters went back to the newspaper office to write the story and put the photos in the text on the computer. The next day the newspaper was at the kiosk. People bought the newspaper and read the story. Ss number the pictures in order.

Play track 6.2. Ss listen and point to the correct picture. Then, they check their answers to Activity 4.

5. Tick (✓) the things you use a computer for.

• Ask: What do you use a computer for? Do you do homework on a computer? Do you play games? Do you communicate with friends? Ss tick the phrases that are true for themselves.

6.2

Reinforcement• Put some pictures on the board of a landline phone, a smart mobile phone, a

television, a desktop computer, a laptop, and a newspaper. Divide the class into two teams. Each team chooses one person to run to the board. Say a sentence: You use this to talk to people. The runner must touch an appropiate form of communication. The first to touch a correct picture wins a point.

49

KEY COMPETENCES

Ss are aware of the different types of communication that are digital and non-digital.

✗ ✓ ✗

✓ ✓ ✓

✓ ✓ ✓

3 1 2

50

KNOW HOW TO

fifty

Use the bus

1 Whic™ bufi gø±fi to t™æ H”ig™ S<t®æe†? —olou®.

3 —irc¬æ t™æ ba∂ ∫±haviou®.

2 Who a®æ t™æ ßeatfi ®eßer√±∂ fo®? —irc¬æ.

Number 6

Park Avenue

Mill Road

Church Street

Train Station

Number 3

High Street

Wood Road

Fisher Street

Green Park

3

6

6

51

Thifi ifi å .

I† tra√±lfi b¥ .

I† transportfi .

REVISION

fifty-one

1 —olou® t™æ col¬ecti√¶ transpor†.

2 Wri†æ t™æ tyπefi o£ communicatio>.

3 Draw å tyπæ o£ transpor† an∂ wri†æ.

6

mobi¬æ pho>æ >ewspaπe® compu†e®

Logical-mathematical intelligence

50

Objectives• To apply knowledge acquired in

the unit to carry out a task

• To know how to use a bus


bus route, bus stop, old person, pregnant woman, reserved seats; first, then, finally

Presentation• Draw a bus stop on the board with

bus numbers, e.g. 27, 3, 5. Say: We’re going to go by bus from the school to the shops on the High Street. Let’s stand at the bus stop and wait for the bus to come. OK, now we can get on the bus and validate our tickets. Then we sit down if there’s a seat.

• Ask Ss: Do you travel by bus? Which number bus do you get?

• Write on the board the route of a real bus in your city. Say: This is the route of bus number (27). First it goes to (…), then it goes to (…), finally it arrives (…).

Practice1. Which bus goes to the High

Street? Colour.

• Read aloud the route of each bus. Ask: Which bus stops at the High Street? (Number 3.) Ss colour the number 3 bus.

2. Who are the seats reserved for? Circle.

• Identify the people in the pictures. Then elicit that the bus seats are reserved for people with disabilities, old people, pregnant women and parents with children. Then Ss circle the correct people.

3. Circle the bad behaviour.

• Elicit the bad behaviour. In the picture on the left, the boy has his bag on a seat, so the man with the briefcase has to stand. In the picture on the right, the child has turned around in the seat instead of sitting properly. Ss then circle the bad behaviour.

Reinforcement• Elicit from Ss examples of people they should give a seat to. Ask volunteers

to role play a situation on the bus where a child offers their seat to another person.

Extension• Take Ss on a bus journey from the school. Bring in the route map before the

journey so that they can look at the route and the stops.

50

KNOW HOW TO

fifty

Use the bus

1 Whic™ bufi gø±fi to t™æ H”ig™ S<t®æe†? —olou®.

3 —irc¬æ t™æ ba∂ ∫±haviou®.

2 Who a®æ t™æ ßeatfi ®eßer√±∂ fo®? —irc¬æ.

Number 6

Park Avenue

Mill Road

Church Street

Train Station

Number 3

High Street

Wood Road

Fisher Street

Green Park

3

6

6

51

Thifi ifi å .

I† tra√±lfi b¥ .

I† transportfi .

REVISION

fifty-one

1 —olou® t™æ col¬ecti√¶ transpor†.

2 Wri†æ t™æ tyπefi o£ communicatio>.

3 Draw å tyπæ o£ transpor† an∂ wri†æ.

6

mobi¬æ pho>æ >ewspaπe® compu†e®

Values education• Discuss how to reduce the number of cars on the road. Explain that if people

used more collective types of transport, there would be fewer people in cars. However, people using collective transport should obey the rules and respect each other.

UNIT 6

Objectives• To revise key vocabulary and

concepts from the unit

• To give Ss the opportunity to evaluate their own learning


revision of Unit 6

Practice1. Colour the collective transport.

• Ask: Which vehicles can carry many people? (The plane and the train.) Ss colour in these types of collective transport.

2. Write the types of communication.

• Say: Point to the mobile phone, the computer, the newspaper. Then, Ss copy each word under the correct picture.

3. Draw a type of transport and write.

• Tell Ss they can choose what type of transport they want to draw. Go round and check Ss’ work. Say: That’s a lovely bus/carriage/plane. What colour are you going to colour it? Does it travel by road, rail, sea or air? When Ss have finished, choose some examples to hold up. Read aloud the incomplete sentences in Activity 3 and elicit the completion of the sentences: This is a (boat). It travels by (sea). It transports (merchandise).

• Write cue words on the board for Ss to use: sea, land, air, rail, road, merchandise, people. Ss complete their own sentences in their books.

Extension• Tell Ss to ask grandparents and older people about the time before the

Internet and mobile phone. How did people communicate? Ss report back in the next class.

51

>ewspaπe® mobi¬æ pho>æ compu†e®

social science · the sky what’s the weather like? landscapes change record the weather four,...

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