MEET ANA AND TOM...MAPS AND GLOBES Unit 1 LANGUAGE FOCUS • Globes and maps (key, symbols, compass...

27SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3

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MEET ANA AND TOM

149784_BMLT_3PRIM_SSm_TB_027-030_U0.indd 27 06/07/18 12:06

28

MEET ANA AND TOM

Work together

Get to know Ana and Tom. Answer their questions.1

54

MEET ANA AND TOM

Hello! I’m Ana. I love

exploring and walking

around new cities. Which

city do you want to travel to?

Hello! I’m Tom. I like studying

History and visiting monuments in

different places. Which period of

History are you most interested in?

Let’s work and learn together!

In every unit, you will find a section called Work together

where you will be asked to work with your classmates in a

cooperative way. You will be using the following cooperative

techniques. Would you like to know a bit more about them?

1 In groups of four, each of you will get one question to answer.

2 Put your pencils in the middle of your desks.

3 Now it is time to talk! Take turns reading your question to the rest of the group. All teammates express their opinions or doubts, discuss ideas and decide on one answer as a group.

4 Now, take back your pencils! It is time to stop talking and to start writing the answer quietly on your own.

5 Repeat the process for each question.

Teammates consult

1 In groups of four, talk about your experiment.

2 Create a hypothesis on your own first, then share it with the rest of your team.

3 Decide on one hypothesis for the whole group to work on.

4 Do the experiment and write down your conclusions.

5 Compare your conclusions with your original hypothesis.

Cooperative investigation

In this book, you will learn about: • different types of maps• continents, countries and capital cities• mountains, oceans, rivers and tributaries around

the world• the geography of Spain• different periods of History• historical sources• ... and lots more!

I’d like to travel to ...

I’m interested in Prehistory /

Ancient History / the Middle

Ages / the Modern Age /

the Contemporary Age.

Useful language

149782_BMLT_U0_3PRIM_SSm_SB.indd Todas las páginas 07/05/18 12:27

GETTING STARTED

•Herewemeetthemaincharactersofthebook,AnaandTom.This introductorypagealsopresents thekeytopicsofthebook(geographyandHistory).

•Elicit some general information about the twocharacters, including age, physical description,wheretheyareandwhattheyaredoing.

STEP BY STEP PAGE 4

Explain thatAnaandTomare the twomaincoursecharacters. Tell thepupils that theywill guide themthroughtheunitsandgoonschooltripstoveryspecialplaces.Elicitsomeplacestheylikevisitingandplacestheywouldliketovisittheyhaveneverbeento.ReferthepupilstotheUsefullanguageboxtoexpresstheirideas.

Activity 1

•AsktwopupilstoreadwhatAnaandTomsayandchoose a few different pupils to answer thequestions.Youcanvotebyshowofhandsthemostpopularcity intheclassandtheperiodofHistorythepupilsaremostinterestedin.

•Read the contents box and write the followingwords on the board in circles:maps, continents,countries and capital cities (Units 1, 2 & 3);mountains,oceans, riversand tributaries (Unit2);thegeographyofSpain(Unit4);periodsofHistory(Unit 5); historical sources (Unit 6). Check theirunderstanding of thesewords. Ask for ideas foreach category and add thewords to the circles.Thenaskthepupilstofindoutwhichunitcoversthetopicstheyhavebrainstormed.

WRAP IT UP

Ask the pupils to open their book on the contentspages2–3,andreadtheunittitles.Theywillhaveseenmanyofthetopicsbefore.Askthemiftheyrememberanythingrelatedtothetopics,e.g.theycanlistsomecountriesinEuropeortalkaboutwheretheyarefrominSpain

4

SUMMARY

Usethisopeningpagetointroducethepupilstothetwomaincoursecharactersandtofindoutsomethingabouttheirinterestsandhobbies.Usethissectiontofamiliariseyourselfandthepupilswitheachother'snamesandtofindoutsomethingabouttheirlikesanddislikesaswell.Youwillalsohavetheopportunitytointroducepupilstothekeytopicsofthebook.

LANGUAGE

•Vocabulary:exploring,walkingaroundcities,studying,visiting,maps,continents,countriesandcapitalcities,periods,sources

•Presentsimple:I'mAnna...

•Verb+gerund:Ilikestudying...

•Future:Youwilllearn...

•Languageforexpressingpreferences:Iwouldliketotravel...



OP

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WORK TOGETHER 25

SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3

GETTING STARTED

•Play‘ChineseWhispers’toshowteamwork.Pupilswhisperamessageuptheline.Whenthemessagereachestheend,thepupilsbytheboardwriteupwhat they have heard – and the most correctmessagewinsapoint.TellthepupilsthattheywillalsobeworkingtogetherinScienceclass.

•Discussthebenefitsofgroupwork,suchasreachingsolutions byworking cooperatively, sharing tasksandrespectingeveryone'sviews.

STEP BY STEP PAGE 5

Teammates consult

•Tellthepupilsthatwiththistechnique,theywillbeworkingfirsttogetherandthenalone.Explainthatsharing ideas together isagoodwayof learning,butthismeanswewillalsohavetheresponsibilitytolistentotheideasofothers.

•Read the steps out loud and check the pupilsunderstandtheinstructions.


•Tell the pupils thatwith this technique, theywillworkingroupsoffour.

•Each group will decide on a hypothesis, withcontributionsfromallmembers,decideonaplanofactiontotest thehypothesis,andfinallycomparetheresultswiththehypothesis.

•Brainstormclassroomrulesforworking ingroups,for example: Listen to your partner. Follow the instructions. Help your group.Then,makeaWork together rules poster to display in the classroomfromtherulesthepupilscomeupwith.

WRAP IT UP

Draw a doodle on the board and ask groups tocooperatively investigate it. First each pupil shoulddecidewhattheythinkthedoodleis,thentheysharetheirideasandchoosetheonethewholegroupagreeson.Then thegroupexplains to the restof theclasswhat they think thepicture showsandwhy. Finally,afterallthegroupshaveexplainedtheirhypotheses,theteacherrevealstheanswer.

5

Work together

Get to know Ana and Tom. Answer their questions.1

54

MEET ANA AND TOM

Hello! I’m Ana. I love

exploring and walking

around new cities. Which

city do you want to travel to?

Hello! I’m Tom. I like studying

History and visiting monuments in

different places. Which period of

History are you most interested in?

Let’s work and learn together!

In every unit, you will find a section called Work together

where you will be asked to work with your classmates in a

cooperative way. You will be using the following cooperative

techniques. Would you like to know a bit more about them?

1 In groups of four, each of you will get one question to answer.

2 Put your pencils in the middle of your desks.

3 Now it is time to talk! Take turns reading your question to the rest of the group. All teammates express their opinions or doubts, discuss ideas and decide on one answer as a group.

4 Now, take back your pencils! It is time to stop talking and to start writing the answer quietly on your own.

5 Repeat the process for each question.

Teammates consult

1 In groups of four, talk about your experiment.

2 Create a hypothesis on your own first, then share it with the rest of your team.

3 Decide on one hypothesis for the whole group to work on.

4 Do the experiment and write down your conclusions.

5 Compare your conclusions with your original hypothesis.


In this book, you will learn about: • different types of maps• continents, countries and capital cities• mountains, oceans, rivers and tributaries around

the world• the geography of Spain• different periods of History• historical sources• ... and lots more!

I’d like to travel to ...

I’m interested in Prehistory /

Ancient History / the Middle

Ages / the Modern Age /

the Contemporary Age.

Useful language

149782_BMLT_U0_3PRIM_SSm_SB.indd Todas las páginas 07/05/18 12:27

SUMMARY

TheWork togetherpagescontainactivitieswhichhelppupilslearntoworkcooperatively.Therearetwotypesofcooperativelearningtechniquesinthisbook:Teammates consult and Cooperative investigation.

LANGUAGE

•Imperatives:work,read,decide,choose,express,create,share,discuss,compare


30

Notes


UN

IT 1

MAPS AND GLOBES


MAPS AND GLOBESUnit 1

LANGUAGE FOCUS

•Globesandmaps(key,symbols,compassrose,scale,Equator,linesoflongitude,linesoflatitude,NorthPole,SouthPole,hemispheres)

•Givingdirections

•Floorplans

KEY STRUCTURES

•Questionwords

•Prepositions

•Thereis/are

•Can

•Comparativesandsuperlatives

•Timeclausesandreasonclauses

OPENING PAGES

Song:Maps

CONTENT PAGES

Lookingattheworld

Partsofamap

Typesofmaps

Mapsoflocalareas

Thescaleofamap

WORK TOGETHER

A floor plan

REVIEW

STORY

A trip to the map museum

OUR WORLD

The importance of maps

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

T

CU

L

Maps,globesandfloorplans Understanddifferenttypesofmapsandfeatures. Identifytheconventionalsymbolsthatappearonamap.

Identifyandusemapswithdifferentscales.

Drawsimplefloorplansandmapswithdifferentscales.

Introductiontoscientificactivity:sourcesofinformation Research,selectandanalyseinformation. Obtainconcreteandrelevantinformationaboutspecificfactsusingdifferentsources.

Analysetheinformationtoselectthemostrelevant.

Developstrategiestoorganise,memorise,etc.,todisplaytheinformation.

Presentationofwork Presentworkcarriedoutclearlyusingdifferentmedia. Usethecorrectvocabularywithprecisionandcare.

Summarise,orallyorinwriting,theinformationobtainedandtheworkcarriedout.

Personalskills Developsocialskills,responsibility,effortandconcentrationwhilestudying.

Showcriticalsense,personalinitiative,curiosity,interest,creativityandconfidenceinthemselves.

UNIT SUMMARY

Inthisunitpupilswilllearn:

•partsofamap

•typesofmaps(politicalmaps,physicalmaps,worldmaps,streetmaps)

•elementsinmapsandglobes

•theuseofscalesinmaps

•howtodrawafloorplan


UN

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33SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3 33

LIN Competenceinlinguisticcommunication

MSTCompetenceinmathematics,scienceandtechnology

DIG Competenceintheuseofnewtechnologies

LTL Competenceinlearningtolearn

SOC Competenceinsocialawarenessandcitizenship

AUT Competenceinautonomouslearningandpersonalinitiative

CUL Competenceinartisticandculturalawareness

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

T

CU

L

Maps,globesandfloorplans Understanddifferenttypesofmapsandfeatures. Identifytheconventionalsymbolsthatappearonamap.

Identifyandusemapswithdifferentscales.

Drawsimplefloorplansandmapswithdifferentscales.

Introductiontoscientificactivity:sourcesofinformation Research,selectandanalyseinformation. Obtainconcreteandrelevantinformationaboutspecificfactsusingdifferentsources.

Analysetheinformationtoselectthemostrelevant.

Developstrategiestoorganise,memorise,etc.,todisplaytheinformation.

Presentationofwork Presentworkcarriedoutclearlyusingdifferentmedia. Usethecorrectvocabularywithprecisionandcare.

Summarise,orallyorinwriting,theinformationobtainedandtheworkcarriedout.

Personalskills Developsocialskills,responsibility,effortandconcentrationwhilestudying.

Showcriticalsense,personalinitiative,curiosity,interest,creativityandconfidenceinthemselves.

DIGITAL RESOURCES

PUPIL'S IWB

LEARNING KIT

•Interactiveactivities

•Flashcards

•Presentation

•Song

•Multimedia

TEACHER'S KIT

•Testgenerator

•Wordlist

•Worksheets

•Lyrics

•Multimedia

•360°evaluationtests

FAMILY CORNER

•Presentations

•Wordlist

•Familyguide

1. 02 , Activity 6 (Maps song)

1. 03 Page 7, Activity 7 (Maps song)

1. 04 Page 8, Story (A trip to the map museum)

1. 05 Page 10, World maps

1. 06 Page 11, Globes

1. 07 Page 12, Parts of a map

1. 08 Page 13, Types of maps

1. 09 Page 13, Physical maps

1. 10 Page 13, Political maps

1. 11 Page 14, Street maps

1. 12 Page 15, Going places

1. 13 Page 16, The scale of a map

1. 14 Page 16, Large-scale maps

1. 15 Page 16, Small-scale maps

1. 16 Page 17, Floor plans


34

OPENING PAGES

76

Identify in the picture the instrument we use to find north.

Look at the picture. What type of information does the big map show?

What is the difference between a physical map and a political map?

How many globes can you see in the picture?

What is the difference between a globe and a map?

Listen to the Maps song. Point to the words you hear.

Sing the song.

What do you know? Let’s find out!

LET’S BEGIN

I can see ...

Useful language

1

2

3

4

5

6

7

7

the Equator

compass

GPS

globe

map

continent

MAPS AND GLOBES1

6

149782_BMLT_U1_3PRIM_SSm_SB.indd 6-7 26/03/18 14:51

GETTING STARTED

•If you are using an interactivewhiteboard, focusonly on the picture of the school trip to a mapmuseum,noton thequestions. Either elicit ideasabout what is happening in the picture, or askquestions,pointingtoeachpartofthepicture.

•Alternatively,usethewhiteboardwritingtoolsandask thepupils tocomeupto theboard,markanareaofthepictureanddescribewhattheycansee.Helpthemproducefull,correctsentences.

STEP BY STEP PAGES 6–7

Activity 1

Focusthepupils'attentionononeofthedisplaycasestoidentifythecompasses.

Activity 2

Indicatethelargewallmapinthepictureandaskthepupils how colours can help them read maps.Brainstormideasofoceans,countries,etc.

Activity 3

Pointtothemapsonthefarwallinthepicture.Askthepupilshowthemapsdifferandwhattheyshow.Elicitideasabouttheuseofcoloursinphysicalmaps.Askwheneachmapmightbemoreuseful.

Activity 4

Play‘Ispywithmylittleeye...’usingdifferentelementsinthepicture.Then,encouragethepupilstousefullsentencesintheirrepliestothequestion,followingtheexampleintheUsefullanguagebox.

Activity 5

Ask the pupils how the Earth can be represented.Encouragethemtoindicatetheiranswersinthepicture.

Activity 6 1. 02

•Youcanfocusonthepronunciationofthewordsbeforelisteningtothesong(Omap,Ooocontinent,Oocompass,Oglobe).

•Play the song and ask the pupils to point to thewordsastheyhearthem.

Activity 7 1. 03

Playthesongagainandasktheclasstosingalong.

6

SUMMARY

Theaimoftheunitopeneristodeveloppupils'observationalskillsandfindoutwhattheyalreadyknowaboutcontinents,oceans,countriesandmaps.Elicitvocabularyrelatedtomaps,globesandcompasses,aswellasactionverbsthatdescribewhatisgoingoninthescene.

LANGUAGE

•Vocabulary:typesofmaps,tablet,GPS,seas,continents,compass,globe,satellite,theEquator

•Questionwords:what,how,where,which,etc.

•Prepositionsofplace

•Thereis/are...,Icansee...

MATERIALSDigitalflashcards.

1. 02–1. 03 Maps song


UN

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35SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3

1. 02 – 1. 03 MAPSWhenyou'relostandneedtogetsomewhere,Amapwillshowyoutheway.UseyourcompassorGPSTogettoyourdestination.

Lotsoftoolstofindyourway,AllovertheworldOnanycontinent.

Whenyou'relostandneedtogetsomewhere,Amapwillshowyoutheway.UseyourcompassorGPSTogettoyourdestination.

Lotsoftoolstofindyourway,AllovertheworldOnanycontinent.

TARGETED QUESTIONS

Are there maps in the classroom? Pupils canpointtopostersonthewall.

What type of information does a compass give?Writethefourinitialsforthefourcardinalpointstohelpthem.

Which maps do you find most interesting? Why? Bringdifferenttypesofmapstoclass.

Encourage the children to name Europeancountries.Askthemtothinkhowtheycouldgothereand if theywouldneedanythingtohelpthemreachtheirdestination.What do you use a GPS for? Discusswiththeclasstheimportanceoftechnologytomakemodernmaps.

WRAP IT UP

Dividetheclassintotwoteams.Chooseapupilfromeachteamtositwiththeirbackstotheboard.Writeawordon the board and thenhave their teammatesgivetheirteammemberscluestoguesstheword.Thefastestteamtoguessthewordwinsthepoint.

360º EVALUATION

Download,printanddistribute theDiagnostic testandSelf-evaluationtestforthepupilstocomplete.

SOLUTIONS

1 CompassorGPS

2 Continentsdividedintocountriesandnamesofsomeoceans

3 Physicalmaps shownatural featureswhereaspoliticalmapsshownationalbordersandcapitalcities.

4 Icanseetwo(oneinfrontofthephysicalmapofEurope,andoneintheforeground).

5 AglobeisamoreaccuraterepresentationoftheEarthintheshapeofasphere,showingthetiltofitsaxisandplacementofthecontinents.Incontrast,mapsshowtheEarthasflat.

6 Continent,map,compass,GPS

7

76

Identify in the picture the instrument we use to find north.

Look at the picture. What type of information does the big map show?

What is the difference between a physical map and a political map?

How many globes can you see in the picture?

What is the difference between a globe and a map?

Listen to the Maps song. Point to the words you hear.

Sing the song.

What do you know? Let’s find out!

LET’S BEGIN

I can see ...

Useful language

1

2

3

4

5

6

7

7

the Equator

compass

GPS

globe

map

continent

MAPS AND GLOBES1

6



36

STORY

98

Work together

You are going to design the floor plan of a new school. In groups, think of the areas and the different rooms that your dream school will have.

Materials: paper, pencil, colouring materials, ruler, A3-coloured card, glue stick, scissors.

A floor plan

98

Listen, read and act out.

Ana and Tom are exploring the map museum ...2

43

1

How strange! It’s not the

right shape.

Ana, look at this old map

of the Iberian Peninsula.

That’s because

it’s more than

500 years old.

Today, we have new ways

of looking at the Earth.

Like this digital map.

When I touch it, I get

information about

different places.

What do you

two know

about globes?

I know!

They’re

round!

Find out what is

on the other side

of the Earth.

It’s an archipelago ... How

do you pronounce that?

Read the descriptions to guess what they refer to. Then, choose the correct photo to give the answers.

1

a. It represents the Earth as a sphere. b. It works with the help of satellites.

Story


Steps

Each group member decides which part of the school they are going to work on (classroom, toilets, dining hall and library).

Design your room, drawing the floor plan and adding any important details. Think about these things to include:

• Size and scale. How big or small will it be?• Furniture. Will there be desks, chairs or shelves?• Doors and windows. Where will the door be? How many

windows will it have?

As a group, prepare a blank school floor plan and answer the questions to help you decide where each room should go.

a. Where is the north in your school floor plan? Which rooms should get most sunlight?

b. What is the best location for the toilets?c. Does any room need to be bigger or smaller?d. Is there room for the corridors?

Think first

It’s New Zealand!

1

2

3

Evaluate your cooperative learning.

Not exactly ...

Globes are shaped

like a sphere.

The toilets should be ...

... should / shouldn’t be

bigger / smaller than ...

Useful language

1 12 2


GETTING STARTED

•Indicatethestoryandaskthepupilswhattheycanseeinit.Elicitideasaboutwhattheymightfindatamapmuseum.

•Reviewtheinstruments,map,globeandcompass.Giveaclueandelicittheword.Say:It'sflat. (map) It can spin around. (globe) It shows us which direction we are going in. (compass).

STEP BY STEP PAGE 8

A trip to the map museum 1. 04

•Askthreepupilstoreadthestoryfromthebook.Therestoftheclassshouldreadalong.

•Theconceptscanbefurtherreinforcedbydividingtheclass intogroupsofthreeandaskingthemtoactoutthestory,eachtakingtheroleoftheteacher,AnaandTom.

•This isagoodopportunity toworkon intonationandexpressivelanguage.

Activity 1

Ask the class to readout the two sentencesbeforetheychoosethecorrectphoto.Pupilsshouldputtheirhandsuptoanswer.Then,theycandrawapictureofpresent-day Iberian Peninsula and check with theirpartner.

WRAP IT UP

Askthepupilstolookatthefirstframe.Elicitideasofwhythefirstmapmightbethewrongshape(It's too old and innacurate.).

FAST FINISHERS

Use a real compass to let the pupils find whichdirectionnorthisintheclassroom.

8

SOLUTIONS

1 a.1;b.1

SUMMARY

ThispageopenswithastoryinwhichthepupilshavetheopportunitytoseeAnaandTomataparticularmomentoftheirschooltriptoamapmuseum.Inthestory,theyarelearningaboutmapsandglobes.

LANGUAGE

•Vocabulary:peninsula,archipelago,digitalmap,shape,globe,sphere,satellite,GPS,compass

•Timeclauses

1. 04 A trip to the map museum


UN

IT 1


WORK TOGETHER 9

SUMMARY

PupilswillusetheTeammates consulttechniquetohelpthemdeveloptheirthinkingandreasoningskills.Asagroup,pupilswilldiscusstheirideas,eachformingandexplainingtheirownconclusions,whilekeepingtheirpencilsinthemiddleoftheirdesks.Oncetheyhavefinishedthediscussion,theytaketheirpencilsandstartworkingonthequestionortask.Finally,theysharetheirwork.

LANGUAGE

•Vocabulary:partsofaschool

•Prepositions:behind,infront,opposite,nextto

•Comparatives

•Languageforsuggestingideas:Ithink...,Thisshould/shouldn't...,Whydon'twe...?,Howabout...?

MATERIALSPaper,pencil,colouringmaterials,ruler,A3-colouredcard,gluestick,scissors.

GETTING STARTED

•Talkabouttheclassyouareallin,howbigitis,howthe tables and chairs are displayed, where theteacher'sdeskis,etc.Askthepupilsiftheylikehowthingsaredisplayedandiftheychangedthingsfromone place to another. If you have time, you candiscusswiththewholeclassiftheyprefersittinginrows, ingroupsor in circles, etc., andencouragethemtojustifytheiranswers.

•Brainstormideasforanidealschoolwiththepupils.Allow them to be as creative and imaginative astheylikeatthisstage.

STEP BY STEP PAGE 9

•Step 1.Dividetheclassintoworkinggroupsoffour.Eachmemberofthegroupchoosesorisallocatedapartoftheschooltoworkon.Thiscanbedonebychoosingslipsof foldedpaperwith thenamesofthepartsoftheschoolwrittenoneach.

•Step 2. Eachpupilworksontheirplanindividually,thinkingaboutallthemainpointsandfeaturestheirsectionrequires,andfollowingthepointersinthebook.Make sure theyhaveall thematerials theyneedonhandandaclearsurfacetoworkon.

•Step 3. At this stage, they should combine theirideas tomake thenewplanusing the ideas fromtheirindividualwork.Itisimportantthattheylookatthelistedquestionswhichmakethemthinkabouthow they are going to prepare theirwork. Drawtheir attention to theUseful languagebox.Makesuretheyagreeonaunifiedscaleandorientationofthebuildingasawhole.Finally, theypresent theirschoolplantotheclass.

WRAP IT UP

Thefinalfloorplanscanformpartofawalldisplay.

360º EVALUATION

Download, print and distribute the Cooperativelearningevaluationforthepupilstocomplete.

98

Work together

You are going to design the floor plan of a new school. In groups, think of the areas and the different rooms that your dream school will have.

Materials: paper, pencil, colouring materials, ruler, A3-coloured card, glue stick, scissors.

A floor plan

98

Listen, read and act out.

Ana and Tom are exploring the map museum ...2

43

1

How strange! It’s not the

right shape.

Ana, look at this old map

of the Iberian Peninsula.

That’s because

it’s more than

500 years old.

Today, we have new ways

of looking at the Earth.

Like this digital map.

When I touch it, I get

information about

different places.

What do you

two know

about globes?

I know!

They’re

round!

Find out what is

on the other side

of the Earth.

It’s an archipelago ... How

do you pronounce that?

Read the descriptions to guess what they refer to. Then, choose the correct photo to give the answers.

1

a. It represents the Earth as a sphere. b. It works with the help of satellites.

Story


Steps

Each group member decides which part of the school they are going to work on (classroom, toilets, dining hall and library).

Design your room, drawing the floor plan and adding any important details. Think about these things to include:

• Size and scale. How big or small will it be?• Furniture. Will there be desks, chairs or shelves?• Doors and windows. Where will the door be? How many

windows will it have?

As a group, prepare a blank school floor plan and answer the questions to help you decide where each room should go.

a. Where is the north in your school floor plan? Which rooms should get most sunlight?

b. What is the best location for the toilets?c. Does any room need to be bigger or smaller?d. Is there room for the corridors?

Think first

It’s New Zealand!

1

2

3

Evaluate your cooperative learning.

Not exactly ...

Globes are shaped

like a sphere.

The toilets should be ...

... should / shouldn’t be

bigger / smaller than ...

Useful language

1 12 2



38

LOOKING AT THE WORLD

1110

NorthernHemisphere

SouthernHemisphere

World mapsWe know what the Earth really looks like because we can take

photos of it from aeroplanes and satellites. We use these photos

to create maps and globes.

Maps show the Earth as flat. There are lots of imaginary lines

on a world map which help us locate different places on the

Earth’s surface.

GlobesGlobes show the Earth as a sphere. They represent the Earth as

it really is. Globes also show how the Earth is tilted on its axis.

The Earth’s axis goes through the North Pole and the South Pole.

Globes are more realistic than maps. They show the correct

shape, size and distances of land and water on the Earth, but in

smaller proportions.

Looking at the world

Where is there more land: in the Northern or in the Southern Hemisphere?

Name some countries that are in the Northern Hemisphere.

Look for some countries in the Southern Hemisphere. Which continent are they in?

3

1

2

Make a list of the countries the Equator passes through.

Which ocean do the Greenwich Meridian and the Equator cross at?

Do most people use maps or GPS to get to places? What are the advantages of it?

4

5

6

What is the name of the

person who makes maps?

Lines of latitude go horizontally around the Earth. We use these lines to measure distance from the Equator.

Lines of longitude go vertically around the Earth from the North Pole to the South Pole. We use these lines to measure distance from the Greenwich Meridian.

The Equator divides the Earth into the Northern Hemisphere and the Southern Hemisphere.

The Greenwich Meridian divides the Earth into the Eastern Hemisphere and the Western Hemisphere.

North Pole

axis

South Pole Meridian Line, Greenwich (London)

the Equator

Gre

enw

ich

Mer

idia

n

... are better than ...

because ...

Useful language


GETTING STARTED

•Introduce themain concepts dealtwithon thesetwo pages:maps and globes. Show the pupils amaporaskthemtolookatthepictureofdifferentmapsonpages6-7.Drawacircleontheboardandwrite thewordmap in the centre to build up aconceptmapwithwords and phrases related tomaps:Maps show rivers and mountains. Some maps show roads. Some maps show countries, cities, towns,etc.Thendothesamewithglobe.Thereisanexampleofaglobeonpage8.

•Indicate the initial question and elicit answers(cartographer).


•Ask the pupils to read the introduction to thesectionoraskavolunteertoreaditoutloud.Askconceptquestionstochecktheirunderstanding.

•Encouragethepupilstolookatthemaponpage10and discuss how the imaginary lines divide theworldmap.

•Providepupilswithtimetolookatthepictureoftheglobeonpage11andaskthemtofindthelinesoflatitude,longitude,theEquatorandtheGreenwichMeridian.

Activity 1

Askthepupils tostudy themaponpage10beforetheyraisetheirhandstoanswer.

Activity 2

TellthepupilstopointtotheEquatorontheirmapsandsaywhatitdividestheEarthinto.ExplainthatallthecountriesabovetheEquatorare intheNorthernHemisphereandall thecountriesbelowtheEquatorareintheSouthernHemisphere.ElicitwhereSpainis(Northern Hemisphere). Encourage them to use apoliticalworldmaptochecktheiranswers.

Activity 3

IndicatejustthepartofthemapbelowtheEquator.Point out that there are far fewer countries in thissectionofthemap.ElicitthenamesofthecontinentsandaskthemtonamesomecountriesintheSouthernHemisphere.

10

SUMMARY

Thisdouble-pagespreadservestocompareandcontrastthetwoformsofrepresentingtheEarth:mapsandglobes.Pupils willlearnhowglobesrepresenttheEarthinamorerealisticwayasasphere.Pupilsaregivenabasicintroductiontotheconceptsoflinesoflatitudeandlongitude,theEquator,etc.

LANGUAGE

•Vocabulary:flat,horizontal,vertical,latitude,longitude,North/SouthPole,Equator,Meridian,Northern/Southern/Eastern/WesternHemisphere,sphere,axis

•Prepositions:above,to,below,around,from,through,between

•Comparisons:betterthan

•Reasonclauses:because

1. 05 World maps

1. 06 Globes


UN

IT 1


11

Activity 4

Elicitnamesofcountries.Generateasmanynamesasyou canbefore showing thepupils amap to checktheiranswers.Youcanextendtheactivitybyaskingtoidentify thecontinentswhere thecountries theysayarelocatedin.

Activity 5

Elicit the names of some of the world's seas andoceans. Then, encourage thepupils tonamewherethetwolinescross.

Activity 6

•Askthepupilswheretheycanfinddifferenttypesofmaps,plansofbuildings,etc.

•Pupilsshoulddiscusstheiranswers inpairsbeforesharingwiththeclass.DrawtheirattentiontotheUsefullanguageboxasareferencefortheirreplies.

WRAP IT UP

AskthepupilsthelasttimetheyhaveusedamaporaGPS.Elicitideasanddiscusswhichoneiseasiertouseandwhichonetheylikebest.

FAST FINISHERS

Toexplorethedifferencesbetweenamapandaglobe,thepupilscantrytowrapanorangewithasheetofpaper.Then,theycanpeelitandtrytoflattenthepeelintoarectangularshape.

SOLUTIONS

1 IntheNorthernHemisphere

2 Pupils'ownanswers

3 Pupils'ownanswers

4 Ecuador, Colombia, Brazil, Sáo Tomé andPríncipe, Gabon, Republic of the Congo,DemocraticRepublicofCongo,Uganda,Kenya,Somalia,Maldives,IndonesiaandKiribati

5 TheAtlanticOcean

6 Pupils'ownanswers

1110

NorthernHemisphere

SouthernHemisphere

World mapsWe know what the Earth really looks like because we can take

photos of it from aeroplanes and satellites. We use these photos

to create maps and globes.

Maps show the Earth as flat. There are lots of imaginary lines

on a world map which help us locate different places on the

Earth’s surface.

GlobesGlobes show the Earth as a sphere. They represent the Earth as

it really is. Globes also show how the Earth is tilted on its axis.

The Earth’s axis goes through the North Pole and the South Pole.

Globes are more realistic than maps. They show the correct

shape, size and distances of land and water on the Earth, but in

smaller proportions.

Looking at the world

Where is there more land: in the Northern or in the Southern Hemisphere?

Name some countries that are in the Northern Hemisphere.

Look for some countries in the Southern Hemisphere. Which continent are they in?

3

1

2

Make a list of the countries the Equator passes through.

Which ocean do the Greenwich Meridian and the Equator cross at?

Do most people use maps or GPS to get to places? What are the advantages of it?

4

5

6

What is the name of the

person who makes maps?

Lines of latitude go horizontally around the Earth. We use these lines to measure distance from the Equator.

Lines of longitude go vertically around the Earth from the North Pole to the South Pole. We use these lines to measure distance from the Greenwich Meridian.

The Equator divides the Earth into the Northern Hemisphere and the Southern Hemisphere.

The Greenwich Meridian divides the Earth into the Eastern Hemisphere and the Western Hemisphere.

North Pole

axis

South Pole Meridian Line, Greenwich (London)

the Equator

Gre

enw

ich

Mer

idia

n

... are better than ...

because ...

Useful language



40

PARTS OF A MAP

1312

Parts of a map

Which archipelago is Lanzarote part of?

Use a ruler. What is the real distance of 1.5 centimetres on the map?

What do these symbols represent?

2

3

1

Types of maps

There are many types of maps which all show

you different information.

Physical mapsPhysical maps show the location of important

natural features, such as mountains, rivers

and lakes. Different colours are used to

show the elevation of land and the depth

of water.

Political mapsPolitical maps show land divided into different

areas and countries. They also show the

capital cities of countries and other important

cities. Each colour shows the separate areas of

land divided by political borders.

Look at the maps of the United Kingdom.

a. How many countries make up the UK? What are their capital cities?

b. Which is the highest mountain in England?

Can you name the countries which border Spain?2

1

ISLAND OF LANZAROTEOrzola

ArrietaTinajo

El GolfoN

S

EW

airport

museum

port

park

hospital

beach

road

motorway

0

0 5 miles

5 10 km

La Santa

Mirador del Río

Arrecife

Costa Teguise

Puertodel Carmen

TíasYaiza

Playa Blanca

Parque Nacionalde Timanfaya

Haría

Teguise

Los Valles

TalcheSan

Bartolomé

ENGLAND

London

IRELAND

SCOTLAND

NORTHERNIRELAND

WALES

Edinburgh

Belfast

CardiffCelticSea

Manchester

Swansea

Glasgow

Derry-Londonderry

citycapital cityborder

N

S

EW

ATLA

NTI

C O

CEAN

No

r t h S

ea

E n g l i s h C h a n n e l

N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames

EdenScafell Pike978m

Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)

Height (in metres)Highest points

ATLA

NTI

C O

CEAN

No

r t h S

ea

Maps are tools that show us different places on Earth. Each part

of a map provides important information. Look at this map of

Lanzarote and learn how to read it.

The compass rose shows the cardinal points: north, south, east and west.

The scale shows the real distance between places.

Symbols are small pictures that represent real things like mountains, rivers, roads and buildings.

The key tells us the meaning of symbols.

political map of the United Kingdom

physical map of the United Kingdom

The highest mountain is ...

Useful language

What are maps used for?

Think of different types

of maps.

What do different colours

on a physical map mean?

a b c d

A compass has a magnetic

needle that always points

north.

Project tips


12

SUMMARY

Thispagefocusesonthedifferentpartsofamapincludingthecompassrose,scale,symbolsandkey.

LANGUAGE

•Vocabulary:compassrose,cardinalpoints,scale,symbols,key,distance

•Affirmativeandnegativeshortanswers:Yes,itdoes/No,itdoesn't;Yes,theydo/No,theydon't

•Purposeclauses:Weusea...to...

1. 07 Parts of a map

SOLUTIONS

1 TheCanaryIslands

2 Approximatelysevenandahalfkilometres

3 a.information;b.hotel;c.trainstation; d.policestation

GETTING STARTED

•Play‘Hangman’toreviewkeyvocabularyfromthepreviouspages.

•Indicate the initial question and elicit answers.(Maps are used to find out where we are going. There are physical maps, political maps, tourist maps, climate maps, road maps, etc.).Extendbyaskingwhentheylastusedamap,whytheyuseditandwheretheyweregoingto.

STEP BY STEP PAGE 12

•Ask the pupils to read the introduction to thesection.

•FocusonthemapofLanzarote.Elicit ideasaboutwhattheislandislike.Askquestionsabouthowbigit couldbe,what theweathercouldbe like,howmanypeoplelivethere,etc.

•Discussthemapwiththeclassandchecktoseeiftheyunderstandallthepartsofthemap.

Activity 1

Elicitanswersand,ifpossible,askthepupilstofindtheCanaryIslandsonapoliticalmap.

Activity 2

Askthepupilstousetheirrulerstocheckthedistancesbetweenvariouspointsonthemap.

Activity 3

•Pupils canwork individuallyor inpairs. Then, tellthem to think of more symbols they can see intowns/citiesanddrawthemintheirnotebooks.

•RemindthepupilsthattheProjecttipsboxpointsout important information theywill need for theTerm1project.

WRAP IT UP

Inpairs,theycantalkaboutwhereplacesare,usingthecardinalpoints(Mirador del Río is in the north of the island.).


UN

IT 1


TYPES OF MAPS 13

1. 08 Types of maps

1. 09 Physical maps

1. 10 Political maps

1312

Parts of a map

Which archipelago is Lanzarote part of?

Use a ruler. What is the real distance of 1.5 centimetres on the map?

What do these symbols represent?

2

3

1

Types of maps

There are many types of maps which all show

you different information.

Physical mapsPhysical maps show the location of important

natural features, such as mountains, rivers

and lakes. Different colours are used to

show the elevation of land and the depth

of water.

Political mapsPolitical maps show land divided into different

areas and countries. They also show the

capital cities of countries and other important

cities. Each colour shows the separate areas of

land divided by political borders.

Look at the maps of the United Kingdom.

a. How many countries make up the UK? What are their capital cities?

b. Which is the highest mountain in England?

Can you name the countries which border Spain?2

1

ISLAND OF LANZAROTEOrzola

ArrietaTinajo

El GolfoN

S

EW

airport

museum

port

park

hospital

beach

road

motorway

0

0 5 miles

5 10 km

La Santa

Mirador del Río

Arrecife

Costa Teguise

Puertodel Carmen

TíasYaiza

Playa Blanca

Parque Nacionalde Timanfaya

Haría

Teguise

Los Valles

TalcheSan

Bartolomé

ENGLAND

London

IRELAND

SCOTLAND

NORTHERNIRELAND

WALES

Edinburgh

Belfast

CardiffCelticSea

Manchester

Swansea

Glasgow

Derry-Londonderry


N

S

EW

ATLA

NTI

C O

CEAN

No

r t h S

ea


N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames


Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)


ATLA

NTI

C O

CEAN

No

r t h S

ea

Maps are tools that show us different places on Earth. Each part

of a map provides important information. Look at this map of

Lanzarote and learn how to read it.

The compass rose shows the cardinal points: north, south, east and west.

The scale shows the real distance between places.

Symbols are small pictures that represent real things like mountains, rivers, roads and buildings.

The key tells us the meaning of symbols.

political map of the United Kingdom

physical map of the United Kingdom

The highest mountain is ...

Useful language

What are maps used for?

Think of different types

of maps.

What do different colours

on a physical map mean?

a b c d

A compass has a magnetic

needle that always points

north.

Project tips


SUMMARY

Pupilsareintroducedtoaphysicalmapandapoliticalmap.Bycomparingthesetwomaps,theywillunderstandthatdifferenttypesofmapscanshowdifferentinformationaboutthesamearea.

LANGUAGE

•Vocabulary:physicalmap,politicalmap,naturalfeatures,man-madefeatures,country,capitalcity,politicalborders,elevation,height,depth

•Comparativesandsuperlatives:thehighest,higherthan,thelowest,lowerthan,thedeepest,deeperthan

SOLUTIONS

1 a.England(London),Scotland(Edinburgh)Wales(Cardiff)andNorthernIreland(Belfast);b.ScafellPike–978metres

2 France,Portugal,Morocco,AndorraandUnitedKingdom

GETTING STARTED

•Tellthepupilsto lookatthemapsandask:What place do these maps show? (The United Kingdom).ThenexplainthatIreland(ingreycolour)isacountrybutitisnotpartoftheUnitedKingdom,althoughitdoesformpartoftheBritisharchipelago.

•Indicatetheinitialquestionandelicitanswers(water depth and elevation of land).

STEP BY STEP PAGE 13

Askthepupilstoreadtheintroductiontothesection.Elicitwhatkindofinformationthepupilsthinkthesetwomaps show us (political map: countries, cities, capital cities; physical map: rivers, mountains).

Activity 1

•Focusthepupilsonthepoliticalmapkeyandelicitthecapitalcitiesandthecitiesonthemap.

•Pupilsshouldbeabletofindthemountainsonthephysicalmap,buttheywillhavetousethepoliticalmaptofindwhichcountryeachmountainbelongsto.DrawtheirattentiontotheUsefullanguageboxasareferencefortheiranswers.

Activity 2

Elicitanswersfromthewholeclass.Useapoliticalmaptoshowtheanswersifpossible.

WRAP IT UP

FinddifferenttypesofmapsoftheUnitedKingdomonthe internet to show the pupils.Many applicationshavemapswhichfeaturelocalinformation,landforms,orsatelliteimages.

FAST FINISHERS

AskthepupilstocopytheoutlineoftheUKfromthephysicalmapandaddmoreriversandmountains.


42

MAPS OF LOCAL AREAS

1514

Maps of local areas

Street mapsStreet maps are maps of smaller areas, such as a town or a city.

They show natural features, like forests and rivers, and

man-made features, such as hospitals, roads and parks. You can

use these maps to find directions to places you want to go to.

Going placesStreet maps can help you go from one place in town to another.

A metro map helps you find your way around a large city by

travelling underground.

A

1 2 3 4 5 6 7 8 9

B

C

D

E

F

MA

I N S

TR

EE

T

N E W P O R T R O A D

MARKET LANE

RIV

ER

SI D

E A

VE

NU

E

P I NE T

R E E ST R E E T

BU

TT

ER

F I EL D

PA

RK

W I N D Y B R I D G E

A S H T O N R O A D

KN

IGH

T'S LAN

E

RO

SE

ST

RE

ET

BUTCHER'S LANE

WIN

DS

OR

RO

AD

MU

RK

Y

RI V

ER

tourist information

hotel

museum

car park

hospital

post office

petrol station

university

shopping centre

train station

restaurant

bank

bus station

police station

public telephone

public toilet

Street maps show you the names of streets.

Street maps are usually divided into squares to help you find places on the map more easily. Each square corresponds to a letter and a number.

Look at the street map. What places can you find in these squares?

a. A4 b. E5 c. B8 d. C1

Where can you go if ...

... you want to visit an exhibition? ... you break your leg?

Design symbols for a school, cinema and library.

2

3

1

turn left turn right go straight on

go past it is on the left

it is on the right

How do I get from the ... to

the ...?

Go straight on and turn left

/ right.

It is on the left / right.

Take the ... line. It is the first

/ second, etc., stop.

Take the ... line to ... station

and then take the ... line to

... station.

Useful language

Look at the street map. Ask your partner how to go from the supermarket to the bank.

MA

I N S

TR

EE

T

C H U R C H R O A D

PA

RK

ST

RE

ET

C E N T R A L A V E N U E

C A S T L E S T R E E T

M U S E U M S T R E E T

100 m

N

S

EW

Look at the metro map. How do you get from Queensway Station (red line) to Leicester Square (black line)?

4

5

What do the letters GPS

stand for?


14

SUMMARY

Thisdouble-pagespreadhelpthepupilsreviewkeysandsymbols,whilelookingatastreetmapthatisdividedintosquares.Pupilswillpractiseusingthelettersandnumberspresentedonthegridtoacquirenewmap-readingskills.

Pupilswillalsohavetheopportunitytopractisegivingdirectionsusingastreetmapandametromap.

LANGUAGE

•Vocabulary:streetmap,square,symbol,key,coordinate

•Questions:HowdoIgetfrom...to...?

•Givingdirections:turnleft/right,gostraighton,gopast,itisontheleft/right.Itisthefirst/secondstop,Takethe...lineandthentakethe...lineto...station

1. 11 Street maps

1. 12 Going places

GETTING STARTED

•Revisemap symbolsbydrawinga symbolon theboard and asking the pupils to name what itrepresents.Then,youcaninvitevolunteerstodrawa symbol and ask the class to guess what itrepresents.

•Indicate the initial question and elicit answers(Global Positioning System).Asanextensionactivity,ask the pupils if they knowwhat a GPS uses tocalculateapositiononEarth(a satellite).


•Indicatetheintroductorytextonpage14andaskthepupils to read it. Tell them to find theplacesrepresentedinthekey.Thiscouldbedoneasaclassactivityorinpairs.

•Indicatethenumbersandlettersalongtheleft-handsideandtopofthemap.Explainthattogethertheymakefindingthingsonmapsmucheasier.Pointoutthatwe say the letter first and then thenumberwhenwegiveacoordinate.

•Indicatetheintroductorytextonpage15andthedirection symbols on the right. Practise readingthem out loud, focussing on pronunciation andintonation.

Activity 1

Ask thepupils to findAat the top leftof themapand 4alongthetopofthemap.WheretheymeetisA4.Theyshouldlookatthekeytoconfirmwhatthesymbolmeans.

Activity 2

Pupils should study themapbefore answering.Askthemtogiveyouthecoordinatesofbothpointsonthemap.

Activity 3

Studythesymbolsonthemapandelicittheimportantfeaturesaboutthem,suchasacleardistinctivedesign,colours,etc.Askthepupilstocomeupwiththeirownideasforaschool,cinemaandlibrary.


UN

IT 1


15

1514

Maps of local areas

Street mapsStreet maps are maps of smaller areas, such as a town or a city.

They show natural features, like forests and rivers, and

man-made features, such as hospitals, roads and parks. You can

use these maps to find directions to places you want to go to.

Going placesStreet maps can help you go from one place in town to another.

A metro map helps you find your way around a large city by

travelling underground.

A

1 2 3 4 5 6 7 8 9

B

C

D

E

F

MA

I N S

TR

EE

T

N E W P O R T R O A D

MARKET LANE

RIV

ER

SI D

E A

VE

NU

E

P I NE T

R E E ST R E E T

BU

TT

ER

F I EL D

PA

RK

W I N D Y B R I D G E

A S H T O N R O A D

KN

IGH

T'S LAN

E

RO

SE

ST

RE

ET

BUTCHER'S LANE

WIN

DS

OR

RO

AD

MU

RK

Y

RI V

ER

tourist information

hotel

museum

car park

hospital

post office

petrol station

university

shopping centre

train station

restaurant

bank

bus station

police station

public telephone

public toilet

Street maps show you the names of streets.

Street maps are usually divided into squares to help you find places on the map more easily. Each square corresponds to a letter and a number.

Look at the street map. What places can you find in these squares?

a. A4 b. E5 c. B8 d. C1

Where can you go if ...

... you want to visit an exhibition? ... you break your leg?

Design symbols for a school, cinema and library.

2

3

1

turn left turn right go straight on

go past it is on the left

it is on the right

How do I get from the ... to

the ...?

Go straight on and turn left

/ right.

It is on the left / right.

Take the ... line. It is the first

/ second, etc., stop.

Take the ... line to ... station

and then take the ... line to

... station.

Useful language

Look at the street map. Ask your partner how to go from the supermarket to the bank.

MA

I N S

TR

EE

T

C H U R C H R O A D

PA

RK

ST

RE

ET

C E N T R A L A V E N U E

C A S T L E S T R E E T

M U S E U M S T R E E T

100 m

N

S

EW

Look at the metro map. How do you get from Queensway Station (red line) to Leicester Square (black line)?

4

5

What do the letters GPS

stand for?


SOLUTIONS

1 a.museum;b.supermarketc.hospital;d.restaurant

2 Museum;Hospital

3 Pupils'ownanswers

4 Pupils'ownanswers

5 TaketheredlinewesttoTottenhamCourtRoadstation,andthentake theblack linesouth toLeicesterSquarestation.

Activity 4

Tellthepupilstotraceouttherouteonthemapbeforethey explain to their partner how to get from thesupermarket to the bank. Choose other points forthemtotraveltoandfromusingthemap.PointtotheUsefullanguageboxsothepupilscanusethecorrectlanguageforgivingdirections.

Activity 5

•IndicatethemapoftheLondonundergroundandaskhowitisdifferentfromastreetmap.

•Look at themap together and ask the pupils totracethejourneyonthemapfirstbeforeexplainingtheroutetotheirpartner.Askthemtochoosetwonew points and role-play being lost in theunderground.

•DrawtheirattentiontotheUsefullanguageboxasareferencefortheiranswers.

.WRAP IT UP

•Ask thepupils to thinkabout their journeyhomefromschoolanddiscusswhohasthelongestortheshortestjourney.

•Findoutmoreabouttheundergroundsystemsfromtheinternet.TheLondonundergroundistheoldest,buttheymayalsobeinterestedinfindingoutaboutothers.

•.FAST FINISHERS

Play‘Battleships’ topractisegivingcoordinatesandtoreviewvocabularyrelatedtoplacesinatown/city.


44

THE SCALE OF A MAP

1716

A large-scale map shows more details and

features are larger.

In this map, one centimetre equals 100

metres.

A small-scale map shows less details and

features are smaller.


metres.

The scale of a map Do maps show features in

their real size?

A map shows a large area of land on a piece of paper or on a

screen. Natural and man-made features are scaled down so

they fit on the map.

All the different things on the map (roads, squares, parks, etc.)

are reduced by the same amount. Not all maps have the same

scale. The two maps below show the same place, but on

different scales.

N

S

EW

100 m

A1 2 3 4 5 6 7

B

C

D

E

F

8 9

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

500 m

A1 2 3 4 5 6 7

B

C

D

E

F

8 9

N

S

EW

What can you see on the small-scale map that you cannot see on the large-scale map?

Use the large-scale map and a ruler to find out the real distances between the following places:

• from the museum to the post office

• from the public toilets to the taxi station

• from the petrol station to the tourist information office.

Now use the small-scale map. Is the distance the same?

2

3

1

Floor plansA floor plan shows, from above, the location and size of the

rooms in a building. You often find floor plans in museums,

hospitals, shopping centres, airports, etc.

Like maps, floor plans use different scales. A floor plan with

a small scale shows less detail, so the features look smaller.

A floor plan with a large scale shows more detail, so the

features look larger. Look at this floor plan of a museum.

Floor plans also use symbols to show things like stairs, lifts,

furniture, windows and doors.

The ... is ... metres from

the ...

Useful language

Large-scale maps Small-scale maps

There is a / an ...

There are some ...

There isn’t a / an ...

There aren’t any ...

Useful language

Look at the map above. Do the toilet doors open from right to left or from left to right? How do you know?

Draw a floor plan of your house on two different scales:

• on a large scale to show only your bedroom

• on a small scale to show the entire house

Compare your floor plan with your partner. How similar are they? How different is your bedroom?

6

5

4


16

SUMMARY

Thisdouble-pagespreadintroducestheconceptofscaleandprovidesthepupilswithagreaterunderstandingofhowalargeareaisrepresentedonapieceofpaper.Pupilswillalsolearnaboutcommonsymbolsusedwhenmappingtheinsideofabuilding.

LANGUAGE

•Vocabulary:scale,reduced,detail,centimetre,metre,kilometre,floorplan

•Phrasalverbs:scaledown

•Thereis/isn'ta/an...,Therearesome...,Therearen'tany...,The...is...metresfromthe...

•Comparatives:smaller,larger,more,less

1. 13 The scale of a map

1. 14 Large-scale maps

1. 15 Small-scale maps

1. 16 Floor plans

GETTING STARTED

•Introduce tools formeasuringdistance.Showthepupilsarulerandaskhowmanycentimetresthereareon it. Then, showametre stickandaskhowmanycentimetresthereareinametre(100).Finally,ask how many metres there are in a kilometre(1,000). Help the pupils understand we usecentimetrestomeasureveryshortdistances,metresto measure medium distances and kilometres tomeasurelongdistances.

•Indicatetheinitialquestionandelicitanswers(No, they don't. They are scaled down.).


•Ask thepupils to read the textsonpage16andmakesuretheyunderstandtheconceptofscalingdown.Askthemtoimaginewhatwouldhappenifobjects and placeswere represented in differentscalesonamap.

•Allclassroomsshouldhaveafloorplanshowingtheemergencyescaperoute.Usethistointroducetheideasaboutfloorplans.Askthepupilswhyitisintheclassroomandwhyitisimportant.

•Thenaskthepupilswhattheywouldneediftheyhadtofindtheirwayaroundalargebuilding.Elicitideasaboutthetypeofmaptheywouldneedandwhetheritwouldhavealargeorsmallscale.Readtheintroductorytexttochecktheirideas.

•Pupils should then study the two floor plans onpage17inmoredetailandnoticethedifferenceinthescaleused.

Activity 1

Askthepupilstolookatthetwomapsandelicitthedifferences.

Activity 2

Makesureallthepupilshavearulerbeforetheystartthe activity. Draw their attention to the Usefullanguageboxasareferencefortheiranswers.

Activity 3

•Ask the pupils to repeat the process, and thencomparetheiranswers.

•Activities2–3couldbedoneasgroupwork,withonehalfoftheclassusingthesmall-scalemapandthe other half, the large-scale map, and thencomparingtheiranswers.


UN

IT 1


17

1716

A large-scale map shows more details and

features are larger.


metres.

A small-scale map shows less details and

features are smaller.


metres.

The scale of a map Do maps show features in

their real size?

A map shows a large area of land on a piece of paper or on a

screen. Natural and man-made features are scaled down so

they fit on the map.

All the different things on the map (roads, squares, parks, etc.)

are reduced by the same amount. Not all maps have the same

scale. The two maps below show the same place, but on

different scales.

N

S

EW

100 m

A1 2 3 4 5 6 7

B

C

D

E

F

8 9

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

wall

window

doorway

door

stairs

lift

publictoilet

table

chairs

toilet

sink

500 m

A1 2 3 4 5 6 7

B

C

D

E

F

8 9

N

S

EW

What can you see on the small-scale map that you cannot see on the large-scale map?

Use the large-scale map and a ruler to find out the real distances between the following places:

• from the museum to the post office

• from the public toilets to the taxi station

• from the petrol station to the tourist information office.

Now use the small-scale map. Is the distance the same?

2

3

1

Floor plansA floor plan shows, from above, the location and size of the

rooms in a building. You often find floor plans in museums,

hospitals, shopping centres, airports, etc.

Like maps, floor plans use different scales. A floor plan with

a small scale shows less detail, so the features look smaller.

A floor plan with a large scale shows more detail, so the

features look larger. Look at this floor plan of a museum.

Floor plans also use symbols to show things like stairs, lifts,

furniture, windows and doors.

The ... is ... metres from

the ...

Useful language

Large-scale maps Small-scale maps

There is a / an ...

There are some ...

There isn’t a / an ...

There aren’t any ...

Useful language

Look at the map above. Do the toilet doors open from right to left or from left to right? How do you know?

Draw a floor plan of your house on two different scales:

• on a large scale to show only your bedroom

• on a small scale to show the entire house

Compare your floor plan with your partner. How similar are they? How different is your bedroom?

6

5

4


SOLUTIONS

1 Pupils'ownanswers

2 Pupils'ownanswers

3 Pupils'ownanswers

4 Oneopensfromrighttoleftandtheotherfromlefttoright.

5 Pupils'owndrawings

6 Pupils'ownanswers

Activity 4

•Tellthepupilstolookatthemainfloorplanaboveandthesymbols,andaskhowmanypublictoilets(two) and lifts (one) there are. Continue askingsimilarquestionsaboutthelarge-scalemap.

•Pupils should look at the map closely beforeanswering.Usetheclassroomdoortodemonstratetheanswer.

Activity 5

Makesurethepupilshavethenecessarytoolsbeforetheybeginandenoughtimetocompletebothplans.Theplansshouldfitontwoidenticalpiecesofpaper.

Activity 6

Pupils shoulduse theplans to explain the layoutoftheirbedroomandhouse.DrawtheirattentiontotheUsefullanguageboxasareferencefortheiranswers.

WRAP IT UP

Play ‘Bingo’, ‘Hangman’ or ‘Taboo’ to reviewvocabularyfrompages6–17.

FAST FINISHERS

Inpairs,thepupilsplayagameof‘TrueorFalse’ontheconcepts studiedonpages16–17.Eachpupilwritesfoursentencesandthenasktheirpartner.Forexample:All maps have the same scale (False). Large-scale maps show more detail (True). A floor plan shows the location of places in a town (False). Encourage thepupils tocorrectthestatementsthatarefalse.


46

OUR WORLD

1918

Our world

Maps are important because they provide you with lots of

useful information. Depending on what you are looking for,

you need to look at one map or another. There are road maps,

weather maps, streets maps, political maps, physical maps, etc.

Each type of map you know is a tool that can help you in any

situation, from finding the nearest street to locating the nearest

continent.

Our worldThe importance of maps

18

Maps do not just help you find your way around your local area.

They open up the world to you. You can learn a lot about other

countries: how big they are, what countries they are next to, the

names of their important cities and much more!

1 What is the capital city of England?

2 What is the highest mountain in Scotland?

3 Which country is to the north of England?

4 How do you get from Big Ben to Waterloo station?

5 Which river runs through London? Where can you cross it?

6 Name the sea the Thames River flows into.

Which map do you need?

19

Work with your partner. Ask questions 1–6 and answer them, using the correct maps.

Which map do you use if you want to go mountain climbing in Scotland? And if you want to know where London is located? Which map do you use to find the London Eye?

6

5

SPAIN

N

S

EW

PORTUGAL

FRANCE

Andorra

Illes Balears

ATL

AN

TIC

OC

EAN

Strait of Gibraltar

Mediterranean Sea

Cantabrian Sea

MOROCCO

ALGERIACanarias

I B E R I A N P E N I N S U L A

Madrid

A Coruña

SevillaAlmería

Alicante

Teruel

Which countries are to the north of Spain? And to the west? Which continent is to the south of Spain?

How many countries make up the Iberian Peninsula?

Look at the climate map. Can you identify what the different colours represent?

Look at the climate map. Identify the climate of:

a. Madrid b. Alicante c. Sevilla

1

2

3

4

N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames


Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)


ATLA

NTI

C O

CEAN

No

r t h S

ea

ENGLAND

London

IRELAND

SCOTLAND

NORTHERNIRELAND

WALES

Edinburgh

Belfast

CardiffCelticSea

Manchester

Swansea

Glasgow

Derry-Londonderry


N

S

EW

ATLA

NTI

C O

CEAN

No

r t h S

ea


Waterloo Bridge

LondonEye

Yo

r k R

oa

d

Waterlootube station

BigBen

Jubi

lee

Gar

dens

Belv

eder

e Ro

ad

DowningStreet

Westminster BridgeBridge St.

Vic

tor i

a E

mb

an

km

en

t

Wh

i t eh

al l

Northumberland Ave

A301Ri

ve

r

Th

am

esa

b c28 18

30 18

26 1628 18

28 16

28 18

27 18

26 1826 16

26 18

24 1822 14

26 11

18 8

20 12

18 10

18 10

20 11

18 10

18 8

20 14

17 8 16 10

15 8

20 14

28 15

28 16

16 8 18 10

25 1825 17

20 12

29 17

10 2

weather map

climate mappolitical map


18

SUMMARY

Thisdouble-pagespreadfocusesontheimportanceofmaps,bothasapracticaltooltohelppeoplefindtheirwayaround,butalsotounderstandmoreaboutthepolitics,geography,weatherandeventhehistoryofdifferentpartsoftheworld.Pupilswillrevisittheinformationtheyhavestudiedintheunitandexplorethetopicsingreaterdepth.

LANGUAGE

•Vocabulary:country,continent,climate,weather,capital,flow

•Typesofmaps

•Questionwords:what,which,how

•Verbs+prepositions:dependon,lookfor,openup,runthrough

GETTING STARTED

Revise ideasaboutdifferenttypesofmapsandtheiruses.Usetheiranswerstodrawamindmapontheboardtoorganiseandclarifytheirideas.


•Pupils read the introductory textonpage18andusetheinformationtochecktheideastheycameupwithinthebrainstormingactivity.

•Indicate the three pictures and ask the pupils toidentify the type of map they can see and theinformationtheyshow.

•Focusthepupils'attentiononmapsa–conpage19andaskwhichtypeofmaptheycansee(a. street map, b. physical map, c. political map).

•TellthepupilsthatallthreemapsshowtheUnitedKingdom,althoughthefirstoneonlyshowsasmallareaofLondon.Providethemwithtimetoexamineeachofthemapsbeforeansweringthequestions.Pupils can explore important landforms and riversrepresented on the physical map and study thenamesofthecountriesthatmakeuptheUK,aswellastheircapitalcities,usingthepoliticalmap.

Activity 1

Pupilsshouldstudythebigmapcarefully to identifythecountries.

Activity 2

Pupils should focus on the bigmap to answer thequestion.Elicit ideasabouttheuseofcolouronthemaptohelpthemanswer.

Activity 3

•Askthepupilstolookoutofthewindow,ifpossible,ortoremembertheweatherwhentheyarrivedatschool thatmorning. Elicit some ideas about thesymbols they coulduse to represent theweatheranddrawtheirsuggestionsontheboard.

•Indicatetheclimatemapinthebook.Askthepupilstoidentifytheclimateofdifferentareasbylookingatthekey.

Activity 4

Indicate the climatemap and elicit ideas about thedifferentregionsofSpain.Discussthedriestregions,thewettest,etc.Askthepupilstopinpointwheretheyliveandtoseewhattheclimateislikethere.Thenaskthem to find the three locations on the map andidentifytheclimateinthoseplaces.


UN

IT 1


19

TEACHER TIPS

Createavocabularybagtokeeptrackofnewwordsfromeachunit.Thebag,oranenvelope,canbeusedtorevisevocabularythroughouttheunit.

1918

Our world

Maps are important because they provide you with lots of

useful information. Depending on what you are looking for,

you need to look at one map or another. There are road maps,

weather maps, streets maps, political maps, physical maps, etc.

Each type of map you know is a tool that can help you in any

situation, from finding the nearest street to locating the nearest

continent.

Our worldThe importance of maps

18

Maps do not just help you find your way around your local area.

They open up the world to you. You can learn a lot about other

countries: how big they are, what countries they are next to, the

names of their important cities and much more!

1 What is the capital city of England?

2 What is the highest mountain in Scotland?

3 Which country is to the north of England?

4 How do you get from Big Ben to Waterloo station?

5 Which river runs through London? Where can you cross it?

6 Name the sea the Thames River flows into.

Which map do you need?

19

Work with your partner. Ask questions 1–6 and answer them, using the correct maps.

Which map do you use if you want to go mountain climbing in Scotland? And if you want to know where London is located? Which map do you use to find the London Eye?

6

5

SPAIN

N

S

EW

PORTUGAL

FRANCE

Andorra

Illes Balears

ATL

AN

TIC

OC

EAN

Strait of Gibraltar

Mediterranean Sea

Cantabrian Sea

MOROCCO

ALGERIACanarias

I B E R I A N P E N I N S U L A

Madrid

A Coruña

SevillaAlmería

Alicante

Teruel

Which countries are to the north of Spain? And to the west? Which continent is to the south of Spain?

How many countries make up the Iberian Peninsula?

Look at the climate map. Can you identify what the different colours represent?

Look at the climate map. Identify the climate of:

a. Madrid b. Alicante c. Sevilla

1

2

3

4

N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames


Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)


ATLA

NTI

C O

CEAN

No

r t h S

ea

ENGLAND

London

IRELAND

SCOTLAND

NORTHERNIRELAND

WALES

Edinburgh

Belfast

CardiffCelticSea

Manchester

Swansea

Glasgow

Derry-Londonderry


N

S

EW

ATLA

NTI

C O

CEAN

No

r t h S

ea


Waterloo Bridge

LondonEye

Yo

r k R

oa

d


BigBen

Jubi

lee

Gar

dens

Belv

eder

e Ro

ad

DowningStreet


Vic

tor i

a E

mb

an

km

en

t

Wh

i t eh

al l

Northumberland Ave

A301Ri

ve

r

Th

am

esa

b c28 18

30 18

26 1628 18

28 16

28 18

27 18

26 1826 16

26 18

24 1822 14

26 11

18 8

20 12

18 10

18 10

20 11

18 10

18 8

20 14

17 8 16 10

15 8

20 14

28 15

28 16

16 8 18 10

25 1825 17

20 12

29 17

10 2

weather map

climate mappolitical map


SOLUTIONS

1 FranceandAndorra;Portugal;Africa

2 Three:Spain,PortugalandAndorra

3 TheclimateindifferentareasofSpain

4 a.continental;b.andc.Mediterranean

5 1.London; 2.Ben Nevis (1,344 metres);3.Scotland; 4.Through Westminster Bridge;5.RiverThames(throughWestminsterBridge);6.NorthSea

6 b;c;a

Activity 5

Pupilsexplorethemapsandanswerthequestions.Youmaychoosetodothisactivitytogetherasaclassorinteamsasacompetition.Give six indexcards toeachteam.Allowthemsometimetoreadthequestionsandwritetheanswersontheindexcards.Thengothrougheachquestionfortheteamstoshowthe indexcardseachtime.Notedownthescoreontheboard.

Activity 6

Pupilsneedtousemorethanonemaptoanswerthequestions.Bringsomerealmapsifpossibletoclassorshowthemonthedigitalwhiteboard.

WRAP IT UP

Ask thepupils if they thinkmapsonpaperwill stillexistinthefutureorifwewillallbeusingdigitalmaps.Elicitideasabouttheadvantagesanddisadvantagesofbothtypes.

FAST FINISHERS

Ask thepupils todrawamapof their autonomouscommunity.Tell themto includethecapitalcityand

themaincities,todrawsymbolsfortoday'sweather,andsignalstoshowthemainhospitalandamuseum.


48

REVIEW

212020

REVIEW

What type of information can you find in each map from activity 1?

2

20

Read the definitions and complete the words they refer to in your notebook.

In pairs, put the words in order to make questions. Test your partner.

a C..... r.....: It shows the cardinal points on a map: north, south,

east and west.

b S.....: This small image shows the real distance between two

places.

c S.....: They are small pictures on a map that represent real

places.

d K.....: It shows what the symbols used on a map represent.

5

6

21

Use maps on the internet.

Study skills

Copy and complete in your notebook. 1

N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames


Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)


ATLA

NTI

C O

CEAN

No

r t h S

ea

maps

..... map..... map ..... map

Correct the following false sentences in your notebook. 3

a Lines of longitude go horizontally around

the Earth.

b The Equator goes from the North Pole to

the South Pole.

c Greenwich Meridian divides the Earth

into the Northern and the Southern

Hemisphere.

d Globes show the Earth as flat.

Pretend to be a cartographer. In your notebook, draw an imaginary island and add details. This list can help you.

4

• Add the capital city. Is it in the north? In

the south?

• Add two main cities to your island. Where

are they?

• Make sure there is more than one mountain

and use colours to show their height.

• Use different colours to show water depth.

• Add symbols and the key to show what

they represent.

• Do not forget the compass rose.

• Think about the scale you want to use.

Pupil A Pupil B

a. map / as / flat / a / does / the / show / Earth ?

b. are / cardinal / the / points / what ?

c. map / shows / which / features / natural ?

d. is / what / floor / a / plan ?

a. does / flat / a / globe / as / show / Earth / the ?

b. is / where / Equator / the ?

c. important / maps / why / are ?

d. symbols / what / are / a / map / on ?

What do you know now? Check your progress!

• Open an internet browser and search for

a map website.

• Type the name of a country, city, town

or an address into the search bar.

• You can zoom in and zoom out to have

a closer view or a general one.

• You can also choose a satellite view of the area.

• You can click and hold the mouse to move the

map.


20

SUMMARY

Thisdouble-pagespreadoffersthepupilstheopportunitytoorganisewhatthey'velearntintheunitbymeansofaconceptmap.Pupilsreviewcontentbycompletingasetofautonomousreviewactivities.Theycanalsolearnanewstudyskill:inthisunitpupilscanusemapsontheinternettorevisewhatthey'velearnt.

PupilscanundertakeasimpleEnd-of-unittest.

LANGUAGE

•Vocabularyrelatedtocomputers:internet,browser,website,searchbar,mouse

•Imperatives:open,search,type,zoomin/out,click

GETTING STARTED

Play ‘Taboo’or ‘Hangman’ to reviewthevocabularyfromtheunit.Youcanalsousethepicturefromtheopeningpages6–7torevisetheideasandconceptsintheunit.


Activity 1

•Remind the pupils that when we organise newinformation,itiseasiertounderstandandrememberit.

•Focusthepupils'attentionontheconceptmapandaskthemtotellyouwherethemissingwordsgo.Pupilsshouldcopyandcompletetheconceptmapintheirnotebooks.

Activity 2

Encourage the pupils to use complete sentences intheiranswers.

A physical map shows natural features, such asmountain ranges, rivers and lakes; A political mapshows countries, capital cities and other cities, andborders.Astreetmapshowsanareaofaplacetohelpyoufinddirections.

Activity 3

Encouragethepupilstocorrecttheinformationinthesentences without looking in their books. Aftercompleting the activity, allow them to check theiranswersintheunit.

a. LinesoflatitudegohorizontallyaroundtheworldORLinesoflongitudegoverticallyaroundtheworld.

b. The Equator divides the Earth intoNorthern andSouthernHemispheresORTheGreenwichMeridiandivides the Earth into Western and EasternHemispheres.

c. The Equator divides the Earth intoNorthern andSouthernHemispheresORTheGreenwichMeridiangoesfromtheNorthPoletotheSouthPole.

d. GlobesshowtheEarthasasphereORMapsshowtheEarthasflat.

MATERIALSDigitalflashcards.

maps

map map map

N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames


Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)


ATLA

NTI

C O

CEAN

No

r t h S

ea

physical political street


UN

IT 1


21

212020

REVIEW

What type of information can you find in each map from activity 1?

2

20

Read the definitions and complete the words they refer to in your notebook.

In pairs, put the words in order to make questions. Test your partner.

a C..... r.....: It shows the cardinal points on a map: north, south,

east and west.

b S.....: This small image shows the real distance between two

places.

c S.....: They are small pictures on a map that represent real

places.

d K.....: It shows what the symbols used on a map represent.

5

6

21

Use maps on the internet.

Study skills

Copy and complete in your notebook. 1

N

S

EW

Ben Nevis1,344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambrian

Mou

ntai

ns

Southern Uplands

Thames


Snowdown1,085 m

CelticSea


2,0001,0005002000 sea level

2003,0005,000

Depth (in metres)


ATLA

NTI

C O

CEAN

No

r t h S

ea

maps

..... map..... map ..... map

Correct the following false sentences in your notebook. 3

a Lines of longitude go horizontally around

the Earth.

b The Equator goes from the North Pole to

the South Pole.

c Greenwich Meridian divides the Earth

into the Northern and the Southern

Hemisphere.

d Globes show the Earth as flat.

Pretend to be a cartographer. In your notebook, draw an imaginary island and add details. This list can help you.

4

• Add the capital city. Is it in the north? In

the south?

• Add two main cities to your island. Where

are they?

• Make sure there is more than one mountain

and use colours to show their height.

• Use different colours to show water depth.

• Add symbols and the key to show what

they represent.

• Do not forget the compass rose.

• Think about the scale you want to use.

Pupil A Pupil B

a. map / as / flat / a / does / the / show / Earth ?

b. are / cardinal / the / points / what ?

c. map / shows / which / features / natural ?

d. is / what / floor / a / plan ?

a. does / flat / a / globe / as / show / Earth / the ?

b. is / where / Equator / the ?

c. important / maps / why / are ?

d. symbols / what / are / a / map / on ?

What do you know now? Check your progress!

• Open an internet browser and search for

a map website.

• Type the name of a country, city, town

or an address into the search bar.

• You can zoom in and zoom out to have

a closer view or a general one.

• You can also choose a satellite view of the area.

• You can click and hold the mouse to move the

map.


Activity 4

Makesurethepupilshaveallthematerialstheyneedandenoughtimetocompletethemapoftheisland.Show them images from the internet to give themideas and encourage them to use the list in theirnotebooks.

Activity 5

Youcanplay‘Hangman’ontheboardtoguessthewords.

a.compassrose;b.scale;c.symbols;d.key.

Activity 6

Pupilsshouldwriteoutthequestionsintheirnotebooksbeforeusingthemtotesttheirpartnersorally.

Pupil A

a. DoesaglobeshowtheEarthasflat?(No,itdoesn't.)

b. Whatare thecardinalpoints? (North, south,eastandwest)

c. Whichmapshowsnaturalfeatures?(Physicalmap)

d. Whatisafloorplan?(Itisanimagethatshowsthelocationandsizeoftheroomsinabuilding.)

Pupil B

a. DoesaglobeshowtheEarthasflat?(No,itdoesn't.)

b. Where is theEquator? (It'san imaginary line thatdividestheEarthintotwohemispheres.)

c. Whyaremapsimportant?(Theygiveusimportantinformationaboutplaces.)

d. Whataresymbolsonamap? (Smallpictures thatrepresentrealthings)

Study skills

If the pupils have access to individual laptops orcomputersinclasstime,usethem.Theyshouldfollowthe instructions in the book to learn how to use adigitalmapandtoexploreitsvariousfeatures.

360º EVALUATION

Download,printanddistribute theEnd-of-unit test.Comparethetestattheendoftheunitwiththeonesthepupilsdidat thebeginningandduringtheunit.Ask: What did you learn? Elicit vocabulary andconceptsfortheunit.


50

Downloadable and photocopiable © Ediciones Bilingües, S.L.

UNIT 1 DIAGNOSTIC TEST Name:

Class:

Cross out the mistakes and write the correct word or words.1

a Maps show the Earth as round.

b Globes show the Earth as flat.

c Maps show the correct proportions of the Earth.

d The Greenwich Meridian goes east to west.

e The Earth is tilted on its Equator.

f Spain is in the Southern Hemisphere.

Circle the correct option.2

a Lines of latitude / longitude go horizontally around the Earth.

b The Earth's axis / Equator goes through the North Pole and South Pole.

c The Earth's axis / Equator divides the Earth into the Northern Hemisphere and Southern

Hemisphere.

d Lines of latitude / longitude go vertically around the Earth from the North Pole to the

South Pole.

e We use lines of latitude / longitude to measure the distance from the Equator.

a A is a map of a small area such as a town or city.

b A shows an area of land divided into countries.

c A shows different levels of elevation and bodies of

water such as oceans, rivers and lakes.

d A shows natural features, like rivers and forests,

and man-made features, like hospitals and roads.

e A shows the capital cities of countries.

f A is used to find directions to different places.

g A shows each country in a different colour.

Write political map, street map or physical map.3street map

149784_BMLT_3PRIM_SSm_TB_050-058_U1_FOTOC.indd 50 06/07/18 12:07

UN

IT 1


UN

IT 1


Label the symbols used on street maps.4

a b c d e f

tourist information

bus station

police station

restaurant

museum

petrol station

Look at the three different maps and answer the questions.5

ENGLAND

London

IRELAND

SCOTLAND

NORTHERNIRELAND

WALES

Edinburgh

Belfast

CardiffCelticSea

Manchester

Swansea

Glasgow

Derry-Londonderry


N

S

EW

ATLA

NTI

C O

CEAN

No

r t h S

ea


N

S

EW

Ben Nevis1344m

Slieve Donard850m

Pennines

Grampia

n M

ount

ains

Northwes

t High

lands

Cambr

ian M

ount

ains

Southern Uplands

Thames


Snowdon1085m

No

r t h S

ea

CelticSea

ATLA

NTI

C O

CEA

N


200010005002000 sea level

20030005000

Depth (in metres)


Waterloo Bridge

LondonEye

Yo

r k R

oa

d


BigBen

Jubi

lee

Gar

dens

Belv

eder

e Ro

ad

DowningStreet


Vic

tor i

a E

mb

an

km

en

t

Wh

i t eh

al l

Northumberland Ave

A301Ri

ve

r

Th

am

es

a What is the capital city of Scotland?

b What park is near the London Eye?

c Which river runs through London?

d What is the highest mountain in Wales?

f


52


UNIT 1 Name:

Class:

PUPIL’S SELF-EVALUATION

I'm an expert! I know some

things, but I have some questions.

I have lots of questions!

Imaginary lines on world maps: lines of longitude and lines of latitude

Cardinal points: location of places

Representation of the Earth: globes and maps

Elements and parts on a map: key, compass rose, symbols and the scale

Physical maps and political maps

How to read street maps

Directions to go from one place to another

The scale of a map: features and sizes

Floor plans: location and sizes of the features.

What do you know about maps and the information they provide? Tick.


UN

IT 1


UN

IT 1


Name:

Class:

COOPERATIVE LEARNING EVALUATION

UNIT 1 Name:

Class:

Great work! Good job! I can do better

next time!

I worked well with my group.

I waited my turn to speak.

I listened to the rest of the group members.

I asked for help when I needed it.

Great work! Good job! We can do better

next time!

We all contributed to the project.

We shared our ideas and listened to each other.

We respected each other's opinions.

We finished our task on time.

We all helped to prepare the project.

We solved any problems we had effectively.

We all enjoyed working together.

Evaluate your cooperative learning. Tick.

Self-evaluation

Group evaluation


54


UNIT 1 Name:

Class:

END-OF-UNIT TEST

Complete the sentences. Label the images. 1

elevation street physical globe political find borders sphere water natural

a A represents the Earth as a .

b maps show the between different

countries.

c maps show and man-made features.

They help people places they want to go to.

d maps use different colours to show different levels of

. They also show bodies of

globe

Compare maps and globes. Circle.2

a They represent the Earth as it really is. maps globes both

b They show the Earth tilted on its axis. maps globes both

c They have lines of longitude and latitude. maps globes both

d They represent the world as flat. maps globes both

N

S

EW

3,0002,0001,0005000 sea level

1,0002,0003,000

Height (in metres)

Depth (in metres)

Cantabr ian Sea

Mediterranean Sea

AT

LA

NT

I C O

CE

AN

Strait ofGibraltar

Aneto3,404 m

Peñalara2,430 m

Miñ

o

EbroDuero

Tajo

Júcar

Gua

dian

a

Segura

Guadalquiv i r

PyreneesCordillera

CantábricaS

i s t em

a I b

ér i c o

Sistema Central

Sierra Morena

Almanzor2,592 m

La Sagra2,381 m

Mulhacén3,482 m

Puigmal2,913 m

Teide3,718 m

Montes de Toledo

Sistema Bét ico

Desiertode Tabernas

Sierra deTramontana

Nalón

Ter

Eo

Narcea

T iétar

Segr

e

Tormes

Geni l

Torre Cerredo2,648 m

Mt. Llambrión2,646 m

N

S

EW

Cantabrian Sea

COMUNIDADDE MADRID

EXTREMADURA

COMUNIDADFORAL DENAVARRA

CASTILLA Y LEÓN

CANTABRIAPAÍS VASCO /

EUSKADI

LA RIOJA

GALICIA

CASTILLA-LA MANCHA

ARAGÓN

ILLES BALEARS

REGIÓNDE MURCIA

PRINCIPADODE ASTURIAS

ANDALUCÍA

CATALUÑA

Toledo

Sevilla

CANARIAS

Santiago deCompostela

Oviedo

Las Palmas deGran Canaria

Sta. Cruz deTenerife

Logroño

Pamplona / Iruña

Madrid

Murcia

Valencia

Barcelona

Palma

Mérida

Zaragoza

Santander

CEUTAMELILLA

Mediterranean Sea

Vitoria-Gasteiz

ATL

AN

TIC

OC

EAN

Strait of Gibraltar

COMUNITATVALENCIANA

a


UN

IT 1


UN

IT 1


Label the map. 3

Complete the text about maps. 4

The is a line that goes around the

Earth. It divides the world into the Northern Hemisphere and the

Hemisphere. Europe is located in the Hemisphere and

is located in the Southern Hemisphere. Lines of

go vertically around the Earth from the North

to the South Pole. Lines of

go horizontally around the Earth. We use these lines to measure

from the Equator.

Equator

Equator Pole longitude Southern distance horizontally Northern latitude

a The

b Lines of c Lines of


56


Look at the map and answer the questions. 5

Label the maps small scale or large scale. 6

a b

a Which places are in these squares?

D2 E3 A4 E5

b Which square is the university in?

c Which square is the bank in?

d Which square is the train station in?

car park


UN

IT 1


UN

IT 1


Pupils

Und

erst

and

diff

eren

t ty

pes

of m

aps

an

d fe

atur

es.

Rese

arch

, sel

ect

and

anal

yse

info

rmat

ion.

Pres

ent

wor

k ca

rrie

d ou

t cl

early

usi

ng

diff

eren

t m

edia

.

Dev

elop

soc

ial s

kills

, res

pons

ibili

ty, e

ffor

t

and

conc

entr

atio

n w

hile

stu

dyin

g.

EVALUATION GRIDUNIT 1


58

UNIT 1 LETTER HOME

Dear Parent / Carer,

In this unit, your child will begin by looking at the vibrant illustration related to maps and globes on the first two pages. This illustration will act as a tool to help your child brainstorm ideas and opinions on the subject matter and to assess their previous knowledge. Your child will then listen to and read the story about the course characters, Ana and Tom, who are on a school trip to the map museum. The story will be accompanied by audio and fun illustrations which will ease your child into the unit subject matter while encouraging curiosity and participation.

After the story, your child will move on to the Work together section in which they will use a cooperative learning technique to carry out a group experiment. Your child will learn about how to design a floor plan of a new school while also developing important teamwork and communication skills.

This unit on maps will expand on your child's previous knowledge of how the world on paper and on globes is interpreted. Your child will learn more about physical and political maps, and will be introduced to street maps of local areas.

Finally, the Our world page will encourage your child to reflect on the usefulness of maps, on the importance of choosing the right type of map, and on how maps can open up the world to them if they know how to read them.

Useful language tips throughout the unit will provide your child with language support to help them improve their oral skills.

Key vocabulary

•Map, globe, floor plan

•Equator, meridian, poles, axis, longitude, latitude, continents

•Key, scale, compass, symbol

Materials

•Paper, pencil, colouring materials, ruler, A3-coloured card, glue stick, scissors

Have fun and happy learning!

Best wishes,

Science teacher


MEET ANA AND TOM...MAPS AND GLOBES Unit 1 LANGUAGE FOCUS • Globes and maps (key, symbols, compass...

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