Richmond ELT 2018

ELT

catalog

2018

Let's talk

AYdouultnsg Primary Readers

Secondary

Preschool

It's new, It's now, It's yours

New Title Richmond Spiral Platform App
Richmond Learning Platform Digital Book
British English Audio CD iBook
Video Exam-friendly Series
Symbol American English CD-ROM CLIL
key Microsite
A1 A2 CEFR

(Common European Framework of Reference)

*TBA To Be Announced

Contents

Learn with Ollie 6
8
Preschool BigJungleFun 9
Tippy Toes 10
Amanda and Friends 12
English with Ellie 14
Pip’s Phonics
18
Thumbs Up! Second Edition 20
COMPASS 22
Wonder 24
Sparks 28
Natural Science 30
32
Primary SocialScience 34
Music 35
Arts and Crafts 36
Drawing and Painting 38
Kid’s Web New Edition
Spotlight in English 42
44
Secondary StudentsforPeace 45
Achievers 46
Stopwatch 48
Geography and History 50
Biology and Geography 52
Music 53
English In motion
Spotlight on Literature 56
58
Personal Best 59
60
Young Adults TheBIGPicture 62
American Big Picture 63
English ID
Essential English 68
@work
69
Supplementary Visual Grammar/Vocabulary Builder/English Grammar in Steps
Primary Methodology Handbook/Richmond Handbooks for Teachers 72
73
Exams Richmond Practice Tests: YLE/Target KET for Schools 74
Richmond Practice Tests KET and PET/Target PET 75
Target Cambridge English: First/Richmond Practice Tests: Advanced
Richmond Practice Tests: First/Richmond Practice Tests IELTS 78
80
Readers RichmondReaders 82
Richmond Primary Readers
Richmond Mazes

...education

In the preschool years, children attempt to explain
how things work and why things occur. While their
explanations can often seem far-fetched to adults,
their stream of how and why questions display a
real desire to reason and solve problems about the
causes of events.

...concepts ...development

Concepts of print start to develop early Before children can read and write,
in a child. Affective instruction in the they need to learn about sounds,
preschool years is extremely important. words, language, books and stories.
Many times, children will create their own Preschool has a vital role to play in
theories on how concepts of print work. helping a child with early literacy
development.

Let's talk

Preschool...

...connection ...play

Effective early literacy instruction provides Make-believe play should be encouraged
preschool children with developmentally by teachers in the preschool years. Since
appropriate settings, materials, experiences, children often identify with characters in
and social support that encourage early forms books, reading stories that show children
of reading and writing to flourish and develop or other characters engaging in symbolic
into conventional literacy. play is a good method to inspire children
to participate in pretend play in new or
unique ways.

www.richmondelt.com • [email protected]

4

5

Learn with Ollie

Rebecca Williams Salvador

Learn with Ollie is an exciting new series which aims to provide pre-primary children with Components &
Resources:
the initial building blocks for future success in English. It focusses on early childhood
development not only on a linguistic level, but also on social, emotional, physical and For Students
cognitive skills.
Student’s Book
The content has been carefully planned and structured so that it promotes the Activity Book
development of essential skills in a fun and motivating way. Stories and Songs CD
(Includes Picture Dictionary
Throughout the course, children are presented with content and tasks that encourage Audio)
them to steadily move from comprehension to production. Stickers
Pop-Outs
Learn with Ollie contains: Phonics lesson in each unit Learn with Ollie Website

Key Language and Concepts presented All About Me! lesson in each unit For Teachers
through appealing illustrations and photos focusing on values and good habits
through personalised themes Teacher’s Book
Flexibility of lesson format and length (Includes Photocopiable
The unique Teacher’s i-solutions for Material)
Early literacy development the classroom which provides all the Teacher’s Audio Material
digital and audiovisual material in Flashcards
Original and Traditional Stories that provide one easy-to-access format Posters and Pop-Outs
a variety of input BIG Story Cards
Teacher’s i-solutions
Key competences integrated into the Puppet
language curriculum

6

Teach with Ollie More about... Preschool

Children are presented with and practise key language and concepts Learn with Ollie
appropriate for their early years in English. The language is introduced
through illustrations, games, songs and a variety of engaging activities. Teacher’s
The vocabulary and language is recycled throughout each unit and i-Solutions
provides the children with building blocks of knowledge.

Simple, easy-to-follow instructions. Ollie
Look and point. Colour. icons for
visual
support.

ES0000000027308 ES0000000027308 683365_Ollie_U0_25290_26383.indd 5 5 The unique Learn with Ollie
Teacher’s i-solutions for the
18/12/2015 11:59:52 classroom includes fully
interactive teaching and
Children begin 1 Look what I can do! Name: learning materials organised
to work with into step-by-step lessons. It
initial sounds I am amazing! provides you with the most
and basic sound effective, visual and easy-to-
combinations in I am amazing! Can you see? I can move my legs. use classroom resource. Quick
order to develop There is nobody the same as me. I can dance around. lesson guides and tips for all
their literacy I have long black hair, I can jump up high. the material are available at
skills. And big brown eyes. I can touch the ground. the click of a button.

List of key I can move my body. I’m learning new things, The Teacher’s i-solutions
vocabulary for I can exercise. Every day. also provides a variety of
each lesson. I am amazing, Audiovisual Material, including
In every way. Animated Stories, Values
videos for the All about me!
Song lyrics 14 climb dance exercise jump pull a face ride a bike swim write Lesson 3 lessons and well-known
and audio Action Song videos.
transcripts
are provided. 7

ES0000000027309 ES0000000027309 683376_Ollie_U1_25308_26592.indd 14 17/12/2015 13:42:21

For Students Level 1 Level 2 Level 3

Learn with Ollie Student’s Pack (Stickers + CD-ROM + Pop-Outs) 9788466829632 9788466829717 9788466829502
Learn with Ollie Activity Book *TBA 9788466829939 9788466830003

For Teachers Level 1 Level 2 Level 3

Learn with Ollie Teacher’s + Insert 9788466829021 9788466829595 9788466829519
Learn with Ollie Teacher’s Audio Mater 8431300980440 8431300984233 8431300984608
Learn with Ollie Posters 8431300993495 8431300949676 8431300966598
Learn with Ollie Flashcards 8431300992009 8431300992917 8431300992443
Learn with Ollie Storycards 8431300993655 8431300979406 8431300991385
Learn with Ollie Teacher’s i-Solutions 8431300977037 8431300914438 8431300914056

Big Jungle fun

Alison Blair & Jane Cadwallader

Big Jungle Fun is a beautifully illustrated three-level preschool course which follows Components &
Resources:
the adventures of Tommy, Tina and Polly. With its eye-catching design and focus on
movement, music and rhythm, it will ensure that English lessons are a stimulating, For Students
enjoyable experience for very young children.
Student’s Book
Key Features: Stickers
Pop Outs
Great variety of activity types and adorable The Teacher’s Resource Book Multi-ROM
characters which will appeal to young contains 54 photocopiable - Finger and Stick Puppets
students worksheets, complete audio - Stickers
transcripts, extra activities for - Mini-flashcards
Multi-ROM available for all levels, with celebrations and letters for parents.
a selection of songs from each unit, For Teachers
animated story activities and entertaining The ingenious activity generator
computer games contained within the iSolutions Teacher’s Book
Pack allows teachers to create Class Audio CD
The Teacher’s Book includes step-by-step personalised worksheets using the Story cards
instructions for each lesson and optional Big Jungle Fun material. Flashcards
extra activities. Posters
iSolutions Pack
Big Jungle Fun Level 1 Level 2 Level 3 - Student’s MultiRom
Student’s Book Pack 9788466813112 9788466813181 9788466813235 - IWB activities
Practice Book 9788466815475 9788466815482 9788466815499 - DVD activity generator
Teacher’s Book 9788466813136 9788466813204 9788466813259 - Puppets
Class Audio CD 8431300094499 8431300094574 8431300094659
Teacher’s Resource Book 9788466813150 9788466815468 9788466813273
Story cards 8431300094253 8431300094345 8431300094437
Flashcards 8431300164857 8431300164857 8431300164857
Posters 8431300094796 8431300094802 8431300094819
iSolutions Pack 8431300164703 8431300164710 8431300164765
Puppet set 8431300114326 8431300114326 8431300114326

8

Tippy Toes Preschool

Rebecca Williams Salvador

Tippy Toes is an exciting preschool series for very young children. It fosters personal

and social development, language and literacy, mathematics, knowing about the world
and the environment, artistic development and health development.

With Tippy Toes students will: The Student's Pack contains: Components &
Resources:
assimilate grammar structures and My First Letters and Sounds
vocabulary through engaging activities For Students
This book provides a foundation
develop cognitive, vocabulary and to literacy, allowing children to Student's Book
pronunciation skills with stories that model develop phonemic awareness Stickers
natural language while reinforcing vocabulary. Activity Book
Activity pages contain clear and Student's CD
explore different areas of the curriculum simple instructions, with games Interactive CD
further, through class projects to introduce and practice sounds. (Levels 2-3)
It includes an audio CD.
For Teachers
learn basic letter–sound relationships
through a comprehensive phonics program Teacher's Guide
Class CD
Big Book
Posters and Cutouts
Puppet (Level 3)
Digital Book

For Students Level 1 Level 2 Level 3

Pack Tippy Toes (SB+CD+Stickers+Letters & Sounds)* 7506009842755 7506009842762 7506009842779
9786070602658 9786070602665
Activity Book 9786070602641
Level 2 Level 3
For Teachers Level 1
9786070602689 9786070602696
Teacher's Guide 9786070602672 7506009807525 7506009807532
9786070602719 9786070602726
Class CD 7506009807518 7506009807198 7506009807204
7506009807846
Big Book 9786070602702 ------ 7506009844162
7506009844162
Posters & Cutouts 7506009807181

Puppet (Level 3 only) ------

Digital Book DVD (Levels 1-3) 7506009844162

*The Student's Pack also includes the Interactive CD in levels 2-3.

9

Amanda and friends

Andrea Turner

When working with Amanda and Friends teachers will quickly see how each lesson Components &
Resources:
builds on the previous ones and how the units and objective content slip into place
satisfyingly like jigsaw pieces. For Students

The sequence of content presentation follows a pattern: vocabulary first, followed by a Student's Book
concept, then a story and finally everything is consolidated. But beyond ensuring the Songs and Stories CD
range of material is correctly approached, is appropriate, is attainable for the children Stickers
or complies with educational legislation, Amanda and Friends’ prime value is in Pop-outs
Amanda and Friends website
All about Amanda how it makes the learning experience fun and enjoyable. - Fun, interactive activities
- Videos
Key Features: - Songs and Stories
- Letters to parents
Each unit is divided into four lessons, each A wealth of resources is provided
with a specific objective, respectively, to to help and the lesson notes For Teachers
introduce vocabulary, a concept, a story meticulously detail the best way to
and finally unit consolidation. optimise their use. Teacher's Book
Teacher's Resource Book
But the underlying objective is to achieve Teacher’s Audio Material
this by engaging the children completely Posters + Poster pop-outs
and by facilitating in every way possible the BIG Story cards
teacher’s task. Flashcards
Teacher’s i-solutions
- Step-by-step lesson plans
- Video material
- Interactive Routine poster
- Games and Game Generator
- Editable material

10

For the Students

41 Student’s Book More about... Preschool
The Student’s Book is Amanda and friends
made up of 64 full-colour
pages for the children. It Teacher’s i-solutions
comprises a Welcome unit,
6 main units, a Festivals
section and a colourful set
of motivational certificates.

31

3 Stickers The unique Amanda and Friends
The children will love Teacher’s i-solutions for the
Stickers working with the course classroom provides you with
stickers. There are lesson- the most effective, visual
specific stickers and and easy-to-use classroom
additionally reward stickers resource.
and coloured stickers.
It includes fully interactive
ame: teaching and learning
materials organised into step-
by-step lesson plans. Quick
lesson guides and tips for
using this material on the IWB
are available at the click of a
button.

Pop-outs 3 Name: It provides video support for
Pop-outs are provided so that the all the core material in the
children have a manipulative element Pop-outs course: routine songs, unit
to work with, helping them to retain the songs, animated stories and
lesson content while having fun. traditional action songs.

Songs ans Stories CD The Game Generator offers the
The Songs and Stories CD contains all the possibility of creating your
course songs and stories for the children own interactive games to play
to enjoy outside the classroom. It’s a with the children.
wonderful CD for listening to in the car!
In My Worksheets, you can
For Students Level 1 Level 2 Level 3 edit or create your own
Student's Pack 9788466829250 9788466829274 9788466829700 personalised worksheets
For Teachers using any of the photocopiable
Teacher's Resource Level 1 Level 2 Level 3 material available in the
TTAeemaaccahhneedrr''ass iPa-anScdokluFtriioennsds website 9788466829328 9788466829076 9788466829854 course. These worksheets
TAeascitheerf'osrAtuhdeiocMhailtderrieanlsand parents to 9788466828253 9788466827737 9788466828659 can be projected, saved and
ShtaovryeCfaurndstogether. 8431300288263 8431300285361 8431300294363 printed.
FlashCards 8431300292192 8431300292796 8431300285927
Phonics Big Book 8431300916210 8431300916050 8431300910324 11
Posters 8431300911277 8431300911727 8431300920699
9788466826983 9788466827133 9788466825757
8431300288522 8431300288591 8431300288638

English with Ellie

Alison Blair & Jane Cadwallader

English with Ellie invites children into the wonderful world of Ellie Elephant Components &
Resources:
and her friends where their first contact with the English language is fun and
exciting. This three-level course creates a magical learning environment and For Students
includes a fantastic range of components to ensure hours of enjoyable learning.
Student’s Book Pack
Key Features: - Student’s Book
- Song CD
Beautifully illustrated colour pages Laminated lesson plans are - Stickers and pop outs
removable; one side contains an
Simple story-based tasks to encourage illustration while the other provides For Teachers
creativity ideas for fun and captivating
lessons Teacher’s Book Pack
The teacher’s materials are presented in - Teacher’s Book
an attractive, full colour ring binder There are also extra tasks, - Class Audio CD
suggestions for using the Ellie - Photocopiable worksheets
puppet, songs and Table Time Puppet Pack
activities. - Elephant puppet and hats

English with Ellie Level 1 Level 2 Level 3
9788466807203
Student’s Book Pack 9788466807180 9788466807227
Teacher’s Book Pack 9788466819008 9788466819015 9788466819022
Puppet Pack (all levels) 8431300007673 7506009834484
8431300007673
12

13 Preschool

Pip’s Phonics

Gill Budgell

Pip’s Phonics is based on Synthetic Phonics which is used in English speaking Components &
Resources:
countries to teach children the basic skills of reading and writing. It is a process
of teaching children the relationship between letters (graphemes) and sounds For Students
(phonemes) for reading, spelling and handwriting. The word synthetic relates to the
process of identifying, sounding out and then synthesising or blending the sounds in Student's Book
a word from left to right in order to read it. This enables learners to decode from print Readers
to speech. Stickers
Pop-Outs
Why choose Pip’s Phonics?
For Teachers
Pip’s Phonics adapts to every teaching Pip’s Phonics reinforces letter
Action Frieze
and learning style; the lessons can be sounds that Spanish speakers may Teacher’s Resource Book
tailored to meet every class’ needs. find tricky i-Flashcards
i-book
Pip’s Phonics offers clear and direct Pip’s Phonics provides a full suite Class CD

support for teachers with step-by-step, of resources to enable the teacher
weekly lesson plans, pronunciation tips, to bring phonics alive in the
letter formation guidance as well as lots classroom.
of activity ideas.

Pip’s Phonics reinforces letter sounds that

Spanish speakers may find tricky

For Students Level 1 Level 2 Level 3

Student's Pack (SB+Folder+Stickers+PopOuts+3 Readers) 9788466815567 9788466815604 9788466816816

For Teachers Level 1 Level 2 Level 3

Teacher's i-Book 8431300225510 8431300225527 8431300225534
Teacher's Resource Book 9788466815598 9788466815642 9788466816823
Class CD 8431300225480 8431300225497 8431300225503

14

Student’s Book

Up to 15 single soundsare More about... Preschool
introduced per level,
eachone with two pages of Pip’s Phonics
clear,systematic activities.
TReeascohuirncges
The children are introduced
to eachsound which they Teacher’s Resource Book
then practisehearing, saying, This useful Resource Book
seeing andwriting also has many practical
sections to help the teacher
Readers as well as a wealth of
photocopiable material to
Each level of Pip’s Phonics is accompanied by a set of Readers written extend classroom teaching.
by the course author to ensure the correct progression to independent
reading. The Pip’s Phonics Readers feature the course characters and are i-flashcards
the perfect tool to practise reading in a meaningful way. The flashcards are available on
the Pip’s Phonics i-book and
The artwork can be projected or printed
contains many out. They are divided into four
images which different types:
the children will
have seen and can Jingle flashcards
recognise from the Sound flashcards
Student’s Book so Picture flashcards
they can practise Decodable word cards
their vocabulary
development as Jingles
well. The jingles are catchy little
songs to help reinforce the
sounds. Each one has been
recorded in a variety of ways:
as a chant, spoken, at natural
speed and also fast in order to
suit all learning needs.

Pip’s Phonics i-book
An exciting classroom tool
which integrates all the
Pip’s Phonics teaching and
learning materials into one
single format to make lesson
planning easy. This fully
interactive resource provides
the teacher with alternative
and innovative ways to
approach the course content.
Use it on the interactive
whiteboard (IWB) to really
bring learning alive in the
classroom!

15

...education

...concern Educating children is about so much ...senses
more than ‘just’ school. Let’s talk about
Always remember that children can their personal development, their way We perceive the world around
feel worried or anxious about things of perceiving the world, their worries us through our senses. This is
that might seem trivial to us as adults. and fears, their families, environment particularly important for children,
Likewise, what they tell us they are and friends, their self-esteem and who still have limited experience
worried about,-may only be a symptom of motivation, and their likes, joys and and knowledge.
something else. Treat children’s worries dreams…
seriously. Don’t just dismiss them.

Let's talk

Primary...

...connection

As much as we want children to understand ...responsibility
their special importance and their unique
place in the world, none of us should ever Motivated, confident children are positive,
forget our inter-connectedness. We are all inquiring and set goals. So teaching children
part of a whole. the power of motivation is the best gift we
can give them. We can facilitate this by giving
...colors them an appropriate degree of responsibility
from an early age.

Colors can influence the way we feel. They can
cheer us up, or make us feel cold or sad! Colors
can be symbolic, too. Red can represent danger,
or heat… or anger! Yellow can mean sunshine, or
warmth. Green can symbolize nature, or youth.

www.richmondelt.com • [email protected]

16

17

Thumbs Up! Second Edition

Sarah Fash, Suzanne Harris, Martyn Hobbs and Julia Keddle

A1 A2 B1 B2 C1 C2

Thumbs up! Second Edition is a six-level primary series that motivates children to Components &
Resources:
learn English while developing other areas of knowledge. It fosters students’ critical
thinking skills, creativity and natural curiosity through comics, videos, cross- For Students

curricular themes, games, poems and songs. Student’s Book
Practice Book
With Thumbs up! Second Edition students will: Student’s Resource Book
Practice Tests Booklet
discover grammar rules at their own pace reinforce values with comic strips Student’s CD
accompanied by fun activities Richmond Spiral Platform
focus on meaning rather than on form, as in
first language acquisition develop their listening skills and For Teachers
broaden their knowledge of the world
follow a structured reading skills program through videos and accompanying Teacher’s Guide (Units 1-4)
with original stories, a comprehensive activities Teacher’s Guide (Units 5-8)
phonics, pronunciation and spelling Posters and Cutouts
program, and a six-level writing program Practice Tests Booklet
Teacher’s Resource CD
- Class CD
- Videos
- Resources: flashcards, word

cards, templates, grammar
worksheets, assessments,
practice tests audio,
audioscript and answer key
Richmond Spiral Platform

For Students Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Pack (SB+PB+Res.Bk+CD+Test Bk) TBA TBA TBA TBA TBA TBA

For Teachers Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Teacher’s Guide + Res.CD + Tests 77506402100568 7506402100575 7506402100582 7506402100599 7506402100605 7506402100612
Posters & Cutouts 7506009847606 7506009847613 7506009847620 7506009847637 7506009847644 7506009847651

18

Student’s Book MMoorreeabboouut.t....

Eight topic-based units offer a balance of work in the four skill areas: is now on
reading, listening, speaking and writing.
STUDY
Vocabulary New pages
introduce the ACTIVITIES
1 Listen and label the pictures. 1 vocabulary of CARTOONS
each unit. GRADEBOOK
grassland lighthouse driveway TV crew RESOURCES
herd backyard hyena dawn
High PTLESATSY
Adventure1
www.richmondspiral.com
PrimaryReading
2 19
3 4

nit Episode 1

1 It was a long hot summer. Nobody knew

4 if it was the effect of global warming or just a heat

wave. But the heat was like a heavy blanket. The

air was as thick as soup. It had been hot for so

long that people were talking about it. It was too

5 7 hot inside the house; it was too hot outside. It was “You know there’s nowhere to park around here. And
too hot to work by day; it was too hot to sleep at I have to park my taxi somewhere...” He paused, then

night. It was even too hot to play. continued, “We need a garage at the end of the garden.”

For Isabella it was different. Every day she took Isabella looked at her mom (who looked at her cereal
her things and walked down the garden to the bowl), looked at younger brother Tyler (who gave her a
old tree—her tree. She climbed up the rope ladder, horrible smile), and then looked again at her dad.

6 up through the leaves and the tangled branches, “My tree is at the end of the garden,” said Isabella.
to her tree house. She loved it there. It was like
floating on a boat in the sky. Her floating world. “That tree is old, Bella. It’s dead on the inside...”

All day long Isabella stayed there alone or with “It’s the oldest tree in the neighborhood. It’s so
beautiful.”
her cat, Pizza. She read books or sent texts to her
“I know it is, but it’s getting dangerous. I’m sorry,
2 Think of answers to the following questions. friends or just watched the world below. Sometimes but it has to come down.”
her best friend, Scarlett, and Scarlett’s twin brother,
Isabella’s face turned as red as a chili pepper. It was
1. What animals are you likely to see in each of the two placesNoah, came, and they played and invented stories like an oven in the kitchen. Isabella could get angry
and listened to music. It seemed that nothing was very quickly—but this time she got angry as fast as
2. What activities can you do there? lightning! She didn’t say a word. She just picked up
3. Which of the activities do you consider “high adventure” ever going to change, until... Pizza, walked to the end of the garden, climbed up
“I’m sorry, Bella, but I have some bad news,” her the ladder and pulled it up behind her.
4. Which place is more fun to go to? Why?
dad said one morning.

3 Share your answers with other students. “What is it?” asked Isabella.

1 Read and complete. Then find two more similes. 41

1. The heat was like .

2. The air was as as .

3. Isabella’s face turned as as .

4. It was like in the kitchen.

• Invent more similes for the story.

Engaging texts 1. The tree was as as .
help students .
develop their 2. The tree house was like
reading skills .
3. Isabella was as as

58 Go to PB p. 55

Listening and Speaking Activities help
students develop
1 Complete the mind maps with words from the box. COMIC listening and
4 speaking skills

puppy gosling feathers fly beak paw hair bark nest teeth

Geese Dogs

Writing

1 Read the text. Then choose and write the headline.

Yesterday New York City police arrested their main suspect in a $10 million bank robbery.

2 Listen to the conversation and choose 3 Listen again and find the followingA His name is Harry, and he’s a nine-year-old parrot!

the best title for each picture. 43 information. BC

a) A Lucky Escape A highway number: _______
b) An Intrepid Mum
The name of baby geese: _________

DA geographical area with water: ___________________ E F

The name of a disaster: ________________

4 Make up a story using the pictures.

• Choose another headline and write a lead paragraph.

A lead paragraph should get your readers’ attention and make them want to read more.

It should only include basic information about your story.

• Make notes to write a short article.

Remember! 1. Who:

60 Go to PB pp. 57 & 58 Almost all interesting news 2. What:
stories answer these six 3. When:
questions. So think about them 4. Where:
before you write your story: 5. Why:
Who was involved? 6. How:
What happened?
When did it happen?
Where did it happen?
Why did it happen?
How did the story end?

Structured writing activities • Write a short article in your notebook.
lead students step by step
to create different pieces of Write three paragraphs.
writing. Paragraph 1: your lead paragraph that gets your readers’ attention
Paragraph 2: the main events in your story
Paragraph 3: the conclusion of your story—what happens in the end
Use the following expressions to organize your story:
First... To begin with... Next... Another... Finally... In the end...

Go to PB p. 59 61

mpass your world
Level 4
Level 2

Enco Level 6 with

Level 1 Level 3
Level 5

Set the course for bilingual education

20

Language Arts Program for Bilingual Primary Education More about...

• Unique ESL/EFL blend
• Inquiry-based program
• All components fully digitalized on an exclusivemulti-device platform
• Original literature and nonfiction texts
• Clear development of communicative skills

is a six-level English program for bilingual primary schools. TheCompass program includes five Primary
interrelated modules for students.

Compass Language Log content focuses on explicit grammar and vocabulary instruction, as well as the
development of the four skills, and aligns to the Common European Framework of Reference (CEFR). The
Language Log is accompanied by the Vocabulary and Grammar Log to reinforce learning.

Compass Reading Log, Phonics and Spelling Log and Writing Log provide a
complete English Language Arts program based on US Common Core State
Standards (CCSS). The Reading Log provides engaging stories and texts to
develop students’ reading skills; the Writing Log offers a complete, guided
writing program and the Phonics and Spelling Log supports reading and writing
development.
Used together, the five Compass modules provide a full program of teaching
and learning in American English for the six grades of primary school.
The Compass Digital Platform provides full digital support for students, teachers
and parents.

We’re sure you’ll enjoy using and working with !

For Students Level 1 - A1 Level 2 - A1+ Level 3 - A2 Level 4 - A2+ Level 5 - B1 Level 6 - B1+
9786070614859 TBA TBA 9786070614880 TBA
Language Log 9786070614897
Vocabulary & Grammar Log 9786070614873 TBA 9786070614873 TBA 9786070614866 TBA
Reading Log 9786070614569
Writing Log 9786070614552 9786070614903 9786070614590 9786070614934 9786070614576 9786070614927
Phonics & Spelling Log 9786070614613
9786070614583 9786070614644 9786070614910 9786070614620 9786070614941
For Teachers Level 3 - A2
9786070614606 9786070614637 TBA TBA TBA
Language Log Teacher's Guide Level 1 - A1 Level 2 - A1+ TBA Level 4 - A2+ Level 5 - B1 Level 6 - B1+
Reading Log Teacher's Guide TBA TBA TBA TBA TBA TBA
Writing Log Teacher's Guide TBA
Phonics & Spelling Log Teacher's Guide TBA TBA TBA TBA TBA TBA

TBA TBA TBA TBA TBA

TBA TBA TBA TBA TBA

21

Wonder

Susan House & Katharine Scott

A1 A2 B1 B2 C1 C2

Wonder is a new six-level course for primary education. Wonder in its verb form is Components &
Resources:
to feel curiosity and be excited by something new. The noun transmits something
that causes such a feeling. The methodology behind the Richmond Wonders series For Students
lives up to this definition and will provide a pleasant learning experience for both the
children and the teacher. Student’s Book
Pop-outs
Each unit of work is a web of different strands of learning objectives leading off Stickers
from a central focus. The unit web strands interleave and interleave again with the Activity Book +
subsequent levels to create a solid language fabric. Audio CD
Interactive Practice:
Wonder will provide a pleasant learning experience through: The Wonder game

Integrated Learning Web Approach Research skills development For Teachers
Story-based learning Vocabulary game generator
CLIL and Culture lessons i-book for teachers Teacher’s Book
Teacher’s Resource Book
Teacher’s Audio Material
Posters
Flashcards and Word cards
Story cards
Teacher’s i-book for IWB
Activity Generator

For Students Starter Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Student’s Pack (SB+PopOuts+Stickers) 9788466825184 9788466829533 9788466823258 ---- ---- ---- ----
Student’s Pack (SB+PopOuts) ---- ----
Student’s Book ---- ---- ---- 9788466824149 9788466824156
Activity Book + CD ---- ---- ---- ---- ---- 9788466824163 9788466824170
For Teachers 9788466825221 9788466829885 9788466823265 9788466820172 9788466820189
Teacher’s Book Starter Level 1 Level 2 9788466812719 9788466820165
Teacher’s Resource Book 9788466825207 9788466829168 9788466823272 Level 3 Level 4 Level 5 Level 6
Teacher’s Audio Materials 8431300931718 9788466829991 9788466823289 9788466824200 9788466824217
FlashCards 9788466825252 8431300258150 8431300258167 9788466824187 9788466824194 9788466824248 9788466824255
Posters 8431300276154 8431300971684 8431300234376 9788466824224 9788466824231 8431300258198 8431300258204
StoryCards ---- ---- ---- 8431300258174 8431300258181 8431300258495 8431300258501
Teacher’s i-Book 8431300270619 8431300972377 8431300263949 8431300234413 8431300258488
9788466825269 8431300263925 8431300263963 ---- ----
22 ---- ---- ---- ----
8431300234420 8431300258518 8431300259652 8431300259669
8431300259638 8431300259645

Student’s Book More about...

All the core work is divided into a Welcome unit and eight main teaching Wonder
units. The units in turn are divided into eight lessons. Aditionally, there is
a section wich covers festivals at the end of the book. is now on

3 In the snow Lesson 1 The course characters are used to present the STUDY Primary
language and the context of the unit in a fun,
1 1.19 Listen and say the number. skiing engaging way to capture the children’s interest. ACTIVITIES
12 CARTOONS
GRADEBOOK
Unit 3 Lesson 2 RESOURCES

skating PTLESATSY

1 1.20 Listen and find objects for the activities. Then, sing the song.

sledging

34 goggles a helmet

2 Play Mime and guess. What am I doing? throwing When you’re … in the snow, wear … .
snowballs
Recognising snow activities | Winter activities |
What am I doing? You’re (skiing). When you’re … in the snow, and it’s very, very cold.

When you’re … in the snow, wear … .

making a boots
a hat snowman

iceplhaoygicnklgoeyves an anorak
He isn‘t wearing goggles.
2 Find the mistakes and guess the person.
You‘re throwing Is he skiing?
a snowball.
Yes, he is.
Mproarcetice 27

The children have opportunities to 3 Write about the mistakes in the picture. She’s …
practise the language and to gain but she isn’t wearing … .
confidence in speaking and using English.

28 pMroarcetice Identifying clothes and equipment for snow | Winter clothes |
He isn’t wearing (shoes). / Is she (skating)?

3 In the snow Lesson 1

1 1.19 Listen and say the number. skiing
12

Unit 3 Lesson 2 skating
1 1.20 Listen and find objects for the activities. Then, sing the song.

sledging

34 goggles a helmet
2 Play Mime and guess. What am I doing?
throwing
snowballs

When you’re … in the snow, wear … .

When you’re … in the snow, and it’s very, very cold.

making a When you’re … in the snow, wear … .
snowman

boots

a hat

playing an anorak
ice hockey He isn‘t wearing goggles.

gloves

2You‘Friendtthhreowminisgtakes and guess the person.
a snowball.

Recognising snow activities | Winter activities | pMroarcetice 27 Is he skiing?
What am I doing? You’re (skiing). Yes, he is.

The main language being taught 3 Write about the mistakes in the picture. She’s …
in the lesson is highlighted for but she isn’t wearing … .
the teacher to see clearly what
the learning objectives are. 28 pMroarcetice Identifying clothes and equipment for snow | Winter clothes | www.richmondspiral.com
He isn’t wearing (shoes). / Is she (skating)?
23

Sparks

Susan House & Katharine Scott

A1 A2 B1 B2 C1 C2

Sparks provides a content and language-related learning programme for the full six Components &
Resources:
years of primary education. Each lesson focuses on oral communication and children are
encouraged to really push their communication capacity to a maximum. The course also For Students
includes a specially designed reading programme with an entertaining, age-appropriate
story in every unit. Student’s Book
Student’s Multi-ROM
Key Features: Huge selection of fully adaptable Pop-outs
teaching resources Activity Book
Dual objectives in every lesson: Project Book
communicative and CLIL Cut outs

Attractive illustration using many different Mapped to the Cambridge Young For Teachers
styles Learners’ Suite
Teacher’s Book
Strong recycling from unit to unit and Reading strategies and writing Class Audio CDs
between levels procedures Teacher’s Resource Book
Story cards
Wide variety of interesting activities Flashcards
Posters
DVD
E-solutions Pack

Sparks Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book 9788466817240 9788466817257 9788466819640 9788466819695 9788466819725 9788466819756
Student’s Book Pack 9788466817226 9788466817233
Activity Book 9788466811361 9788466811378 9788466819732 9788466819763
Activity Book Pack 9788466811552 9788466811873 9788466811880 9788466811897 9788466811903 9788466811910
Teacher’s Book Pack 9788466811149 9788466811163 9788466811187 9788466811200 9788466811224 9788466811248
Teacher’s Resource Book 8431300034471 8431300034501 8431300034532 8431300034549 8431300034570 8431300034587
Class Audio CDs 8431300016231 8431300016279 8431300016293 8431300016330
Story cards 8431300034495 8431300016262 8431300016309 8431300016323 8431300016354 8431300016385
Flashcards 8431300016224 8431300016255 8431300016286 8431300016316 8431300016347 8431300016378
Posters 8431300028401 8431300028418 8431300028517 8431300028524 8431300028531 8431300028548
DVD 8431300028456 8431300028500 8431300028463 8431300028491 8431300028470 8431300028487
E-solutions Pack

24

Student’s Book Speaking activities help children develop More about...
interpretative skills such as map reading
Clear assessment of key language and content objectives from the unit Sparks

17 Talk about the travel possibilities. E-Solutions

Activities to improve awareness of the natural Primary
world and the relationships human beings
have with the space within which they live

KEY

road 1 Read the chart and identify the animal. 7
train (started 1870)
train (started 1900, stopped 1960)
bus (started 1920)
coach (started 1960)
plane (started 1920, stopped 1950)

You could go by plane from
Westbury to Hillton in 1930. You couldn’t polar bear The interactive resources for
mountain gorilla panda bearded vulture the teacher include three CD-
GEOGRAPHICAL AREA ROMs per level:
18 Write a history of travel quiz. Littleton to Lakeby iAnN1IM9A8L 0. DIET NUMBER IN THE WILD HABITAT central Africa
700 mountain rainforest southern Europe 1. The student’s Multi-ROM
1 herbivore 200 high mountains Asia 2. Interactive YLE practice
tropical forest all oceans The CD-ROM YLE can be used
Instructions 2 carnivore 4,000 water Arctic Circle in the language laboratory or
3-5,000 ice elds southwest China on an interactive whiteboard.
1 Write six questions. 3 carnivore 20-25,000 deciduous forest south & central Africa 3. Teachers Interactive
grasslands southern Europe Resources:
2 Give the questions to a classmate. 4 carnivore 1,600 mediterranean This contains e-flashcards,
3 Answer your classmate’s questions. 3, 725 e-storycards and e-posters.
KEY 5 carnivore The digital componentes
1 2Did people travel by in the century? 110 of Sparks are compatible
1 = Choose a m67eanshheeorrfbbiivvoorree with all available interactive
2 8 carnivore whiteboard software.

Lesson 10 Iberian lynx tiger black rhino
Objective: Assessment. • Listen and check.
64 blue whale

Students review I think number 6 is the panda,
content and skills because pandas are herbivores
from the unit by
reformulating and they live in China.
their knowledge
in writing and 2 Read the email and classify the animals.
speaking tasks
Home Photo Chat

Search Critically endangered: under 250 animals
Hi,
My last project is about animals. I’ve Endangered: under 5,000 animals
got a list of categories for animals in
danger. Can you nd examples for each Vulnerable: under 30,000 animals
category?
Thanks,
Sam

• Choose and write about one of the animals. The panda is an endangered
Lesson 1 animal. There are only 1,600

in the wild.

CLIL Objective: Associating endangered animals with their habitats.

65

Children interpret information presented in a variety of formats.
They develop skills that help them search for, select and understand
information

Teacher Support

• The Teacher’s Books contain step- • There is also the E-Solutions package,
by-step instructions for teaching the consisting of 3 CD-ROMs per level, all
course, plus information to help the compatible with IWBs.
teacher develop their teaching skills,
guides to lesson preparation and • This provides a copy of the Student’s
optional games. Multi-ROM, Starters level Cambridge
Young Learner Exams and a range
• Further photocopiable extension of Teacher’s Interactive Resources
activities, tests and one Richmond including e-flashcards, e-storycards
Primary Reader story per level can be and e-posters.
found in the Teacher’s Resource Book.

25

is...

The new Virtual Learning Environment designed for young learners. Easy to register
and use for teachers and students, where they can find a wealth of interactive content

and other resources related to the course they are studying in class. Currently, you can
find content related to Young Achievers, Wonder, Cool Kids Second Edition, Skyrocket,
Thumbs Up! Second Edition, Stopwatch, Awesome New Edition and Achievers.

Study: Students have access to

interactive excercises that are related to
their Richmond course book.

Play: Students can have fun with 300

games to improve their vocabulary.
There are 4 levels of difficulty and 15
vocabulary topics per level. They can
win treasure and compete against their
classmates!

www.richmondspiral.com

26

Activities Study
Gradebook and
Resources
Play
Tests
Cartoons

Gradebook: Teachers can track their

students’ progress. They can monitor
scores for the whole class or individual
students.

Resources: All the support material

for teachers is in one tab. They can
upload their own resources and share
them with the class.

27

Natural Science

Natural Science is a six-level Primary course which covers the core objectives of the Natural Components &
Resources:
Science curriculum in English, following the CLIL methodology (Content and Language
Integrated Learning). This methodology teaches scientic knowledge through the medium For Students

of English. The core curricular objectives of Natural Science are progressively introduced to Student’s Book
Student’s Audio CD
achieve two main objectives: to learn the scientic contents and, at the same time, to practise Activity Book
the English language. Stickers (Level 1)

Natural Science aims to promote the acquisition of key competences, the achievement For Teachers

of academic excellence and the undertaking of global assessment. It also promotes the Teacher’s Book
acquisition of basic skills, such as reading comprehension, speaking and writing skills and Teacher’s Resource Book
integrates Information and Communication Technology (ICT), entrepreneurship and civic Digital Book
education.

Key Features:

promotes understanding and appreciation provides opportunities for learners
of the natural environment through to develop their personal and social
situations which reflect the learner’s real skills.
world.
provides a solid base for values
offers a content-based approach education through the course
to Science through which other contents to enable learners
interdisciplinary skills develop: language, to develop scientific curiosity
scientific inquiry, learning to learn and alongside responsibility for the
decision making. world they live in.

28

Student’s Book

The Natural Science Student’s Book consists of nine core units, which are organized
into three terms. Throughout the year, students will develop a cooperative project.

6 Ecosystems The text to introduce the main
theme of the unit is accompanied
forest by high-quality pictures to
stimulate observation skills and to
activate prior knowledge.

beach Primary

Living things are different

1 Look at the picture and classify the living things.

rabbit pine trees lynx dolphin
fish
rocks seagulls jellyfish

in the forest

on the beach and rocks

in the sea

seabed 2 What do all living things need? Choose and complete the sentence.

food ice water salt sunlight fire air

What animals can you see in the forest? A”l¬ livin@ thingfi >æe∂ .
What animals can you see in the water?
How many seagulls are flying? KNOW HOW TO
Where is the coral, on the land or in the sea?
SPEAKING. Tell your partner about a seaside FINAL TASK
place you know. What animals live there? Study an ecosyst3emD. ifferent living things live in different places. Where do these

animals live? Write.

a river a desert a forest the sea

52 fifty-two A dolphi> liñfi i> .
A lyn≈ .
The theme of the unit is clearly divided A caµe¬ .
into sub-topics. Each topic is presented A crocodi¾ .
using short texts, photographs and
illustrations. Students practise the Living things are different and have different needs because they live
concepts and language through a variety in different places.
of graded activities.
fifty-three 53

KNOW HOW TO
Study an ecosystem

6

REVISION
1 What do all living things need? Write.

1 Look at this ecosystem and write. 2 Read and complete the text.
living things

food living shelter non-living

non-living things

An ecosystem is made up of and

2 What kind of ecosystem is it? Tick (✓). things. The living things depend on each other for

a forest a desert grassland and .

3 Look at the picture and write an example of a food chain. 3 Name these ecosystems.

4 What problem is there in this ecosystem? Read and circle.

There is not much water / sunlight. The animals and plants
can / cannot live without it.

60 sixty SHOW YOUR SKILLS

Each unit ends with the Know how to and 4 Choose one of these activities:
Revision pages with activities covering the
key concepts. These activities aim to practise A. Make a poster about B. Search the Internet for information
different skills. The Show your skills section a protected natural area about savannahs. What type of
helps to develop learner autonomy. where you live. ecosystem are they?

sixty-one 61

For Students Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book + CD 9789752409422 9789752409453 9789752409460 9788468027463 9789752409316 9789752409323
Activity Book 9789752409415 9789752409439 9789752409446 9788468027524 9789752409293 9789752409309

For Teachers Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Teacher’s Book 9789752409750 9789752409767 9789752409774 9788468029061 9789752409330 9789752409347
Teacher’s Resource Book 9789752409798 9789752409804 9789752409811 TBA 8431300937390 9789752409897
I-Book 8431300278905 8431300293045 8431300277236 8431300278127 8431300988613
8431300983250

29

Social Science

Social Science is a six-level Primary course which covers the core objectives of the Social Components &
Resources:
Science curriculum in English, following the CLIL methodology (Content and Language
Integrated Learning). This methodology teaches scientific knowledge through the For Students

medium of English. The core curricular objectives of Social Science are progressively Student’s Book
Student’s Audio CD
introduced to achieve two main objectives: to learn the scientific contents and, at the Activity Book
same time, to practise the English language. Stickers (Level 1)

The course aims to promote the acquisition of key competences, the achievement of For Teachers
academic excellence and the undertaking of global assessment. It also promotes the
acquisition of basic skills, such as reading comprehension, speaking and writing skills Teacher’s Book
and integrates Information and Communication Technology (ICT), entrepreneurship and Teacher’s Resource Book
civic education. Digital Book

Key Features:

promotes understanding and appreciation provides opportunities for learners
of the social sciences, geography and to develop their personal and social
history through situations which reflect the skills.
learner’s real world.
provides a solid base for values
offers a content-based approach to the education through the course
social sciences through which other contents to enable learners to
interdisciplinary skills develop: language, develop scientific curiosity and how
scientific inquiry, learning to learn and it applies to the social sciences.
decision making.

30

Student’s Book The text to introduce the main theme of Primary
the unit is accompanied by high-quality
The Social Science Student’s Book consists of nine core units, which are organized pictures to stimulate observation skills
into three terms. A list of definitions of key words and self-assessment activities are and to activate prior knowledge.
included in the revision pages at the end of each term.

6 Villages, towns and cities

Read and understand

What is a Child Friendly City?
Which international organization gives this title to cities?
How can the children from these cities give their opinions?
SPEAKING. In pairs, suggest three ways to improve your
neighbourhood.
We need more parks to play in.

KNOW HOW TO

6.1 Child Friendly Cities Find out about life in villages, towns
and cities.
Do you know what a Child Friendly City is? Learn about different services in
villages, towns and cities.
Today, more than half the children on Earth live in cities. UNICEF FINAL TASK
is an international organization that supports children all around Use a street map to find your way.
the world. It gives the title 'Child Friendly City' to a city that
protects children’s rights. For example, the right to have parks to fty-nine 59
play in or the right to receive healthcare.

In Spain, there are more than 60 Child Friendly Cities. Some

children in these cities meet in their neighbourhoods, and they

form committees or children’s councils. Adults listen to the WHAT DO YOU REMEMBER?
children's opinions.

Is your town Child Friendly? Are you in a children’s council? Most people live in villages, towns or
cities. Villages are small, and they

58 fty-eight have low buildings and narrow streets.

Towns and cities are much bigger, and

they have a lot of buildings.

The theme of the unit is clearly divided into What are the buildings and streets
sub-topics. Each topic is presented using like in your neighbourhood? Are
short texts, photographs and illustrations. there a lot of people?
Students practise the concepts and language
through a variety of graded activities.

FINAL ACTIVITIES 6

1 SUMMARY. Copy and complete with these words:

long – small – urban – streets – towns and cities – district –
villages – historic – suburbs – buildings

6.10

are rural areas with a population. In villages there are low

narrow . are big areas with a big population. Towns and cities have lots

of buildings and , wide streets. Cities have three main parts: the KNOW HOW TO

modern and the .

2 THINK ABOUT IT. Which part of the city can you see in each photo? Use a street map to find your way
What are the features of this part of the city?
Street maps show an aerial view of the streets, parks, gardens and buildings in a
ABC town or city. Street maps have symbols for important buildings and places.

AB CD E F

Each 1 Pine Each letter at the
number Oak top represents a
on the left Dawn Street column of squares.
represents Cat Park
a row of
squares. 2 Beech Hope Street Ash Street

3 USE YOUR ATLAS. Find the pages about cities. 3 Willow StreetAvenue
Write the names of the cities that you can see on the map. Street
Write which continent each city is in.
Write one interesting fact about each city. Lime Street Street fire station car park
Which city would you like to live in? Explain. hospital school
4 Constitution museum leisure centre
Show your skills
BrightonStreet Street
Choose one of these activities: 5 River Cat
A. ICT. Find the website for the local council where you
Identify features of a street map.
live. Who is the mayor? And how many local councillors
are there? What are their names? 1 Find the symbols for these buildings in the key:
B. Draw a map of your bedroom. Draw the shape of the
room and also draw the furniture, as it is in real life. school leisure centre hospital fire station museum car park
Then draw an aerial view.
C. Think about five things that you really like about your Describe each symbol in your notebook. Follow this example:
neighbourhood and another five things that you would The symbol for the hospital is a red cross.
like to change. Write them in your notebook.
2 Look at the grid on the street map.
Each unit ends with the Know how to and
Revision pages with activities covering the Find column C and put your finger on it. Now, move your finger down the map
key concepts. These activities aim to practise until it is in the square on row 3. This is square C-3. What building is there?
different skills. The Show your skills section
helps to develop learner autonomy. Name the buildings in these squares: A-4, D-2, E-4, B-4, F-4

3 On street maps you can read the names of the streets.

If you are in the Cat Park, which streets do you have to cross to get to
the school?

Plan routes on a street map.

4 Trace the street map into your notebook.
Find the hospital and the museum on your map. Draw two different routes
between the two buildings. Then write the names of the streets for each route.
Which do you think is the quickest route?

66 sixty-six

For Students Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book + CD 9789752409378 9789752409408 9788468088037 9788468028705 9788468030739 9788468028736
Activity Book 9789752409361 9789752409385 9788468028514 9788468028712 9788468028675 9788468028811

For Teachers Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Teacher’s Book 9789752409712 9789752409729 9788468028569 9788468028699 9788468028804 9788468028798
Teacher’s Resource Book 9789752409736 9789752409743 9788468028644 9788468028750 9788468028767 9788468028743
I-Book 8431300992689 8431300272712
TBA TBA TBA TBA

31

Music

Music is a six-level primary course designed for primary students learning Music Components &
Resources:
through the medium of English. The course covers all aspects of musical education:
language and music theory, musical culture, vocal and instrumental performance, For Students
movement, dance, and rhythm. It divides content into three main areas: listening,
musical performance and dancing. Student’s Book
Student’s Audio CD
The course provides regular opportunities for students to participate in activities Activity Book
and to give dance and musical performances.
For Teachers
Key Features:
Teacher’s Book
Provides motivating materials that are Class Audio CD
tailored to the age of Primary students.
Provides numerous creative and
Contains a systematic programme performance activities, giving
that deals with all aspects of musical students the opportunity to play an
education: language and theory of music, active role in their learning process.
musical culture, active listening activities,
vocal and instrumental performance, and Allows flexibility to adapt the
moving and dancing activities. materials according to the number
of contact hours, and it includes a
variety of reinforcement activities
and digital resources.

For Student’s Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book 9788468087641 9788468029313 9788468086651 9788468029153 9788468086989 9788468029245
Activity Book 9788468087986 9788468029344 9788468086866 9788468029252 9788468086729 9788468029290

For Teacher’s Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Teacher’s Book 9788468030906 9788468042817 9788468028965 9788468042855 9788468028958 9788468042824

32

Student’s Book More about...

The Student’s Book consists of 24 core lessons, organised into three terms. All Music
lessons are two pages long and follow a regular pattern. At the end of each term,
there is a final lesson to review the contents and musical practice of the term. Course
Components
1 Music in Our Lives
TERM

Primary
Each term starts with a story that Student’s Book is a spiral-
It’s Sarah’s birthday After her maths can be read out or played on a CD bound book that consists of
today. She’s wearing test it’s time for player. These stories introduce 24 core lessons, organised
her favourite dress! She’s break! Now Sarah’s different musical contents and, at into three terms.
going to school with her playing in the the same time, involve students
mum and she’s studying playground. in vocal performances, rhythmic Student’s Audio contains
maths in the car. accompaniments, etc. the main recordings in the
Student’s Book.
1 Listen to the story. Then In the afternoon, Sarah
1.2 sing and dance along. has a birthday party. Activity Book offers further
She loves dancing! practice of the concepts
1.3 introduced in the Student’s
Activity 1: Story: Music in Our Lives CD 1, track 2 (*). Sounds from the story CD 1, track 3. • Contents: The functions of music. Review of the beat. Book. Each page is clearly
6 (*) All track numbers refer to the Class Audio. linked to a specific lesson
and can be completed in
REVIEW TERM 1 lesson 2 class or given as homework.
The parts of a note: 4 Listen and follow the duration of the notes in the melody. An answer key is provided in
the Teacher’s Book.
1.6
Teacher’s Book offers step-
Each lesson includes contents and stem stem flag by-step lesson plans with
activities from different areas: note head note head fullcolour reproductions of the
musical language and expression, Student’s Book pages. Answer
listening activities, etc. 2 Listen and play along with body percussion. keys are included, as well as
all the scores of the songs
The teaching suggestions aim A1.4            in the Student’s Book, one
to provide a consistent and  photocopiable reinforcement
productive lesson.      worksheet per lesson and
 LR LR LR LR photocopiable tests. Cross-
The new musical contents are R  Repeat. references indicate when to
presented through listening, L use the Activity Book and the
creative or performance Class Audio.
activities. B
Class Audio includes all
Review and reinforcement          the recordings needed to
activities are also included. carry out the activities in the
     REVIEW Student’s Book, including
9 the backing tracks of all the
Repeat. Sounds can be high or low. That property of sound songs.
is the pitch. We show it with musical notes. There are
3 Write a new body percussion rhythm in your Activity two different ways to name the notes:
Book. Then listen and play along. • Do, Re, Mi, Fa, Sol, La, Si.
• C, D, E, F, G, A, B.
1.4
Activities 2 & 3: Notes and Rests CD 1, track 4. Activity 4: Waltz by C. M. von Weber CD 1, track 6.

German Dance Form ABA At least one lesson in each term
Repeat. includes active listening activities
1 Listen and follow the beat of the music. Pay attention to the changes in dynamics. using pieces of classical music
A1.7 Repeat. with graphic scores which allow
END students to work on musical
B elements, such as the structure
Repeat. of a piece, following the beat,
distinguishing solo instruments,
dynamics of the music, etc.

Repeat.

10 Repeat everything until END.

Activity 1: German Dance No. 1 by W. A. Mozart CD 1, track 7.
• Contents: Dynamics: forte, mezzoforte and piano. Active listening with graphic scores.

33

Arts and Crafts

Arts and Crafts is a six-level course for primary school children, teaching basic Arts Components &
Resources:
and Crafts through the medium of English. The course provides an introduction to
the art world and encourages students to express their own creativity. Each book is For Students
divided into two blocks with the first block focusing on drawing and art techniques
and the second on three-dimensional craft. Student’s Book

Key Features: For Teachers

Teacher’s Book
Class Audio CD
iBook

Paint the Music The Arts and Crafts Teacher’s Book
provides term objectives, detailed
Art dictation lesson plans and links to extra
resource materials. The i-Book offers
Dramatisation section a digital version of the complete
course and can be used either for
Three kinds of worksheet: drawing and art lesson preparation or in class on any
techniques, observations of famous pieces IWB.
of art, and craft.

Arts and Crafts Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book 9788468003702 9788468003733 9788468013497 9788468013510 9788468017198 9788468017204
Teacher’s Book 9788468003719 9788468003740 9788468013503 9788468013527 9788468017181 9788468017211
Class Audio CD 8431300125704 8431300125711 8431300180567 8431300180598 8431300230125 8431300230323
i-Book 8431300125742 8431300125759 8431300180574 8431300180604 8431300230286 8431300230309

34

Drawing and Painting Fun

Primary

Drawing and Painting Fun is a six-level course in Art through English for young learners. Components &
Resources:
It explores a broad selection of art concepts through English and provides progress in
both subject areas whilst also helping students develop valuable skills of self-expression. For Students

Key Features: 2D & 3D construction projects with Student’s Book
punch-out parts Student’s Audio CD
Carefully controlled content and language
objectives Chants and rhymes for language fun For Teachers

Cyclical syllabus offering plenty of revision Integrated holiday activities and Teacher’s Book
and extension opportunities crafts Teacher’s Audio CD

Picture dictionary pages with vocabulary
stickers

Reward stickers and self-evaluation
checklists

Drawing and Painting Fun Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Student’s Book Pack 9788429447583 9788429453171 9788429477696 9788429477719 9788429477733 9788429477993
Teacher’s Book Pack 9788429482188 9788429482201 9788429474985 9788429475838 9788429475883 9788429476705

35

Kid’s Web New Edition

Paul Seligson

INTERACT
WITH WEBBY

THROUGH
AUGMENTED

REALITY.

A1 A2 B1 B2 C1 C2

Kids’ Web is a stimulating five-level series in American English which teaches primary Components &
Resources:
students English in a fun and meaningful way. Designed to accompany children at every
stage of their intellectual development, the course has been tailored to meet different For Students
goals at each level. The series establishes a strong link to the English speaking world
through technology, as well as offering a range of innovative digital components. The Course Book with integrated
course website allows students to interact with the main character, Webby through Activity Book
augmented reality. Multi-ROM

Key Features: For Teachers

All-in-one Student’s Book and Activity Book Fun illustrations exposing students to Teacher’s Book
with stickers websites and TV programmes Class Audio CD
Class Multi-ROM
Website

Meaningful language in every unit, which can Variety of dynamic activities including
be transferred from the classroom to real-life songs, karaoke and 3D games
contexts
Fully interactive website with
Reading sections in the form of cartoons, activities, stories and songs presented
emails, and text messages to encourage by Webby character
reading for pleasure

Kids' Web Level 1 Level 2 Level 3 Level 4 Level 5

Student’s Book Pack 9788466818223 9788466818230 9788466818247 9788466818254 9788466818261
Teacher’s Book Pack 9788466818278 9788466818285 9788466818292 9788466818490 9788466818506
Class Multi-ROM 8431300244115 8431300244115 8431300244115 8431300244115 8431300244115

36

Student’s Book

Opening Pages: A two-page illustration More about... Primary
provides the connection between the
new content and the children’s previous Webby,
knowledge in a clear, dynamic and
contextualised way. the Kid’s Web

Students can explore the illustration Character
with the group through questions
about the topic, thus helping children
interpret the situation presented.

KW3_004_039.indd 12 25/09/12 14:44 Webby, a fun boy who
is interested in the new
Speech bubbles present the structures technologies, will accompany
that you want children to be capable of the children throughout the
producing at the end of the unit and their five levels of the series.
content is recorded on the audio CD wich
accompanies the Teacher’s Book. He will also be present on the
Kid’s Web website, interacting
KW3_004_039.indd 13 25/09/12 14:44 with the children when using
agmented reality.

On a double spread, varied
recognition and comprehension
activities favour the practice and
production of the topics presented
in the opening pages, apart from
presenting new ones and reviewing
others from previous units.

KW3_004_039.indd 1 25/09/12 14:44
KW3_004_039.indd 17
25/09/12 14:44

37

Spotlight on English

A1 A2 B1 B2 C1 C2

Spotlight on English is a comprehensive, standards-based program for English Components &
Resources:
language learners (ELLs), designed to help K-6 students gain and develop English
language proficiency, while studying grade-level content. The course exposes For Students
students to grade-level academic English, while providing teachers with the
necessary tools to empower their learners to acquire the language accurately. Student’s Book
Practice Book
Spotlight on English is a balanced program that brings together proven Assessments
Thematic Library Readers
methodologies and innovative teaching strategies to provide the academic language
students need. For Teachers

With Spotlight on English students will: acquire academic English, achieving Teacher’s Guide
competency in listening, reading, Assessments Teacher’s
learn with materials aligned to the US Core writing and speaking Manual
Curriculum Content Standards Blackline Masters
Audio CD
perform projects every unit as they study Poster Cutouts (Level K)
grade-level content Big Books (Level K)
Teacher’s Digital Resources
For Students Level K Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 - Interactive CD-ROM
9788466822527 9788466822565 9788466822589 9786070601453 9786070601507 9786070601545 - Photo Cards
Student's Book 9788466822572
Activity Pad 9788466822534 - - - - --
Practice Book
Student's Assessments - 9786070601279 9786070601323 9786070601415 9786070601460 9786070601514 9786070601552
Readers Thematic Library (8 readers) 9786070601330
9788466822541 9786070601286 9786070601835 9786070601422 9786070601477 9786070601521 9786070601569
For Teachers
- 9786070601750 Level 2 9786070601910 9786070601996 9786070602078 9786070602153
Interactive CD-ROM + Photo Card CD Level K Level 1 Level 3 Level 4 Level 5 Level 6
Teacher's Guide 7506009807716 7506009807785 7506009807792 7506009807808 7506009807815 7506009807822 7506009807839
Assessments Teacher's Manual 9786070601354
Blackline Masters 9786070601392 9786070601309 9786070601347 9786070601439 9786070601491 9786070601668 9786070601675
Class Audio CD 7506009806665
Digital Book 9786070601385 9786070601293 7506009806597 9786070601446 9786070601484 9786070601538 9786070601576
Poster Cutouts 9788466817264
Big Book Pack 7506009806641 7506009806658 7506009806672 7506009806689 7506009806696 7506009806702
-
7506009806573 7506009806580 - 7506009806603 7506009806610 7506009806627 7506009806634
9788466822671 9788466812351 8431300224438 8431300224445 8431300224452 8431300224469
7506009806559 - - - --
9786070601651 - - - --

38

39

...education

Teenagers look for someone to listen to
them. They are going through years of
major changes. Remember to generate
listening opportunities in your classes.
Teenagers will appreciate a time to express
how they feel.

...communication ...meaningfulness

Despite popular beliefs, teenagers like communicating the same way Most topics in the ELT classroom might seem like
children do. The main difference, however, is that teenagers need to cliché to today teenagers. It’s our job, as teachers, to
identify with the topic of discussion. Make sure to provide relevant find the right spin on every topic so that students get
topics that trigger students’ desire to speak. really hooked and feel the need to talk. Remember to
always personalize instruction for it to be memorable
and meaningful.

Let's talk

Secondary...

...collaboration ...variety

Teenagers move in groups. They like hanging out Our 21st-century teens were mostly brought
together and even doing as much as possible up in front of a screen with moving images.
with class peers. Promote cooperative and This has shaped their neurological connections
collaborative learning, maximize pair and group and consequently they expect our lessons to
work opportunities and even generate some if “resemble” a screen. Be sure to plan varied
the book does not suggest them. Your students activities, different interaction patterns and
will be very grateful and you will be promoting multiple resources.
opportunities for them to use their oral skills.

www.richmondelt.com • [email protected]

40

41

Students for Peace

Eduardo Amos

A1 A2 B1 B2 C1 C2

Students for Peace is a 4-level series for lower secondary classes. Peace Education Components &
Resources:
is the underlying theme of the series, which seeks to promote tolerance, respect
to diversity, empathy and cooperation in the school environment. For Students

Excellence in Course Innovation: Students for Peace was awarded the 2017 ELTons Student’s Book

Innovation Awards by the British Council, the most important award of this kind MULTIROM with interactive
in the industry. activities, digital objects and
SB audios
How?
Access to the Richmond
through careful choice of the themes in each through collaborative tasks which Educational Portal, with
course unit; help learners develop critical thinking supplementary resources
and group work
through activities which emphasize the Access to the Students for
acknowledgement and acceptance of other Peace Social Platform
people’s point of view, of cultural differences
and perspectives; Interactive Digital Book

For Teachers

Teacher’s Book

Multirom like the one in
the SB

Interactive Digital Book
with tools and resources
for projection and use on
interactive whiteboards

Access to the Richmond
Educational Portal, with tests
and other supplementary
resources

Access to the Students for
Peace Social Platform

For Students Level 1 Level 2 Level 3 Level 4

Student's Book 9788466825719 9788466825870 9788466825771 9788466825924
Workbook 9788466827126 9788466826839 9788466827218 9788466827058

For Teachers Level 1 Level 2 Level 3 Level 4

Teacher's Book 9788466825979 9788466825788 9788466826006 9788466826020
Teacher's Audio Pack 8431300306349 8431300306332 8431300306394 8431300306400

42

Student’s Book More about...

Essential question which leads Students for
to exploring the images. Peace

Opening pages which stimulate Teacher’s Resources
reflection and sharing of ideas
on different social contexts.

The interactive digital book Secondary
has a series of activities with
immediate feedback, as well
as videos and other digital
objects. It also has tools for
interactive whiteboards.

The Spark section activates previous
knowledge on the topics presented and
starts the work in each unit.

The Building Blocks section takes students through
elements which will be developed throughout the unit.

QR codes direct learners to
complementary resources.

The Lesson Planning tool is
available for teachers on the
Richmond Educational Portal.

At the end of this section, a question related
to the essential question presented in the
opening page, summarizes the work done so
far and starts a new discussion.

43

Achievers

Carolyn Barraclough, Leanne Gray, Martyn Hobbs,
Julia Keddle, Jane Revell and Ken Wilson

A1 A2 B1 B2 C1 C2

Achievers is an inspiring six-level course for teenagers which combines interesting, Components &
Resources:
age-appropriate topics with challenging input, practice and support, so that every
For Students
student will achieve his or her best.
Student’s Book
Achievers offers a choice of entry point (Post-Beginner or Elementary) and covers Workbook
Richmond Spiral Platform
CEFR levels A1+ through C1 over its six levels.
For Teachers
With Achievers students will: engage in an ambitious project-like
speaking task to develop their speaking Teacher’s Book
learn contemporary, colloquial English skills Teacher’s Resource Book
Teacher’s i-Book
improve their vocabulary through lexical Teacher’s Audio Material
sets and vocabulary-building sections Richmond Spiral Platform

focus on Cambridge English and TOEFL®
exams through an exam training section

For Students A1+ A2 B1 B1+ B2 C1
Student's Book 9788466829434 9788466829069 9788466829229 9788466829137 9788466829656 9788466829335
Workbook 9788466829489 9788466829083 9788466829724 9788466829267 9788466829540 9788466829496
For Teachers
Teacher's Book A1+ A2 B1 B1+ B2 C1
Teacher's Resource Book 9788466829625 9788466829731 9788466829045 9788466829564 9788466829052 9788466829892
Teacher's Audio Materials 9788466829762 9788466829472 9788466829298 9788466829779 9788466829922 9788466829755
Digital Book 8431300998513 8431300948006 8431300951396 8431300971059 8431300945883 8431300946279
9788466829571 9788466829380 9788466829106 9788466829557 9788466829915 9788466829748
44

Stopwatch

Simon Brewster, Viviane Kirmeliene and Alastair Lane

Secondary

A1 A2 B1 B2 C1 C2

Stopwatch is a motivating, visually engaging six-level series for teenagers. It Components &
Resources:
offers a choice of entry-point level (Starter, Beginner or Beginner Plus) and
develops skills through B1 of the Common European Framework (CEFR). Each For Students
level covers 90-120 hours of classroom instruction and more than 20 hours of
supplementary materials in the Teacher’s Toolkit. Student’s Book with
integrated Workbook and
With Stopwatch students will: develop an awareness of cultural Audio CD
diversity in our global community Richmond Spiral Platform
engage with authentic, down-to-earth
topics For Teachers

reinforce visual literacy skills through be motivated by timed activities Teacher’s Guide
icons and high-impact photos and challenges Teacher’s Toolkit CD
- Class audio
- Tests and audio
- Reading,Grammar and
Vocabulary worksheets
Digital Book
Richmond Spiral Platform

enhance their critical thinking skills enjoy hands-on projects and
answering relevant, thought-provoking practice in print and digital formats
questions

For Students Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pack Stopwatch (SB&WB+CD) 7506009847538 7506009847545 7506009847552 7506009847569 7506009847576 7506009847583

For Teachers Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Pack Stopwatch (TG+Toolkit+DB) 7506009849853 7506009849860 7506009849877 7506009849884 7506009849891 7506009849907

45

Geography and History

Geography and History is a multi-level secondary course covering the curricular Components &
Resources:
objectives for secondary education. In accordance with recent methodology in
the field of Content and Language Integrated Learning (CLIL), its approach is For Students
characterised by its clarity of presentation and carefully controlled use of language.
This provides a boost to the students’ self-confidence, stimulates their capacity Student’s Book
for autonomous learning and makes it much easier for them to assimilate new
concepts. The learner-centred methodology of Geography and History places the For Teachers
individual students at the heart of things – asking questions, carrying out research
and project work, cooperating in pairs and groups. In this way, they can reach their Teacher’s Book
own level of excellence. Class Audio

Geography and History forms part of an educational project aimed at promoting the

acquisition of key competences, the achievement of academic excellence and the
undertaking of global assessment. Traditionally, education meant teaching content:
it was essentially about knowing. However, today’s citizens need to develop a range
of skills, and know how to interpret and communicate, deduce and hypothesize,
select and evaluate. In competency-based learning, students apply critical thinking
and problem-solving skills to both classroom study and real-life situations. This
helps them to develop as individuals.

46

Student’s Book

The teaching sequence is learner-centred and designed to promote the More about...

acquisition of competences and creative thinking. Most activities develop Geography and
History
content through the use of multiple language skills – reading, listening,
Classroom Resources
and so on – thus making language acquisition and content development
Teacher’s Book
mutually supportive. Content is developed through 12 units, each of which - Reinforcement sheets
- Extension sheets
has the following sections: - Assessment sheets

1 Planet Earth Work with the image. Guided activities elicit Class Audio Secondary
prior knowledge from the students and - The transcripts provide
FIND OUT ABOUT: encourage them, in pairs, to discuss the
•  Why life e ists on Earth images. They use a variety of thinking skills indications as to which
•  he Earth’s movement and its such as observing, comparing and giving recorded tracks are ideal
opinions. for student self-study,
conse uences and which ones are
•  How maps represent the Earth The double- teacher-guided.
•  atitude and longitude page colour
KNOW HOW TO: image, with
•  se a scale its recorded
•  ocate a place on a map accompanying
•  se a map of time ones text, captures
the students’
“I see Earth!” attention and
Today, we all know what the Earth looks like from space. gets them
But until the 20th century, no-one was sure. to reflect on
In 1961, the astronaut Yuri Gagarin became the first person issues related
to see the Earth from space. His first words were: “I see Earth! to the subject
It is so beautiful!” Since Gagarin’s flight, hundreds of men matter of the
and women have gone into space. unit.
Artificial satellites now collect images of the Earth
all the time. Satellite images are important in meteorology, HOW DO WE KNOW?
environmental conservation, military intelligence,
and many other fields. Maps are representations of the Earth’s surface.
One of the first world maps was made by Ptolemy,
6 a Greek geographer and astronomer, in the second
century AD.
• Where is the Iberian Peninsula?
•  Which continents are shown?
•  Why is America missing?

WORK WITH THE IMAGE

How do we know? This section focuses • What does the Earth look like
on geographical techniques and skills, or from space? Why do we call it the
historical sources and how we use and “blue planet”?
interpret them.
• Who was Yuri Gagarin?

• How do we use the information
provided by satellites?

7

Teacher’s Book Assessment sheets. Twelve tests, one for each unit,
provide a starting point for assessment, which can
SHEET REINFORCEMENT AND EXTENSION 1. PLANET EARTH be adapted to the requirements of specific groups of
students.
4
1 ASSESSMENT
Name: Course: Date:

1 Write the names of the meridians and parallels in the correct place. Colour the western and eastern hemispheres
in different colours.

Name: Course: Date:

1 Explain the difference between the following terms:
•  Sol tice and e uino :  

•  Parallel and meridian:

2 Compare the satellite photograph below to the map and answer the questions in your notebook. 2 What conditions make life possible on Earth?
a. Can you see many details in the satellite photo or does it just give a general view? What relief features can you see?

3 Complete the table on the three parts of the Earth’s outer structure. Characteristics
C Letter Name
b. Is the map identical to the aerial photo? Do you think satellite photos are useful to make maps?
A

A B
B

C Atmosphere.
A B CANADA

4 Describe the Earth’s two types of movement.
PACIFIC OCEAN
UNITED STATES •  Rotation:

ATLANTI
OCEAN

MEXICO

•  Revolution:
20 GEOGRAPHY AND HISTORY 1. Photocopiable material © Santillana Educación, S. L.

Reinforcement sheets. This material can be 22 GEOGRAPHY AND HISTORY 1. Photocopiable material © Santillana Educación, S. L.
photocopied and distributed to the class. It
includes maps and diagrams for labelling and
activities that revise key content.

47

Biology and Geology

Robert Campbell, Gill Holley and Robert Metcalf

Biology and Geology follows the Content and Language Integrated Learning (CLIL) Components &
Resources:
approach which enables students to acquire key academic competences while at
For Students
the same time developing their language skills. To achieve this goal, Biology and
Geology integrates a learner-centred methodology in which students take an active Student’s Book

role by asking questions, doing research, developing projects, etc. For Teachers

In addition, these activities allow students to develop real-life competences such Teacher’s Book
as critical thinking and problem-solving skills by focusing on cooperative learning Class Audio
linked to service to the community and social commitment. This variety turns the
classroom into a starting point for experiences that are enriching and meaningful
for the student.

The Student’s Book has sections that reinforce skills such as interactive speaking,
reading comprehension, writing and projects. The Teacher’s Book offers worksheets
that reinforce key vocabulary and concepts and others that extend understanding
and develop research and presentation skills.

Selected activities in the Student’s Book and the Teacher’s Book call for the use of
technology: Internet searches using key words, slide presentations, etc.

Continuous, formative assessment enables the teacher to detect difficulties that
students may be experiencing and select appropriate solutions. Learners are given
many opportunities to develop competences. Activities that are especially relevant
for a specific competence are labelled with the corresponding icon.

48

Student’s Book More about...

The CLIL teaching sequence proposed in Biology and Geology is learner-centred Biology and
and designed to foment the acquisition of competences and creative thinking. Geology
Most activities develop content through the use of several language skills:
reading, listening, etc., thus supporting simultaneous language and content Classroom Resources
development. Content is developed through 12 units, each with these sections:

1 The universe How do we know? Students are
and our planet encouraged to express opinions
on the unit topic.

FIND OUT ABOUT The Hubble Space Telescope
takes detailed images of very
•  he universe. distant objects in the universe.
•  he solar system.
•  he planets. Starting points.
•  he Earth   a uni ue planet. Questions to
•  he movements of the Earth. activate prior
•  he seasons. knowledge.
•  he Moon.

KNOW HOW TO HOW DO WE KNOW? Secondary

•  O  bserve and describe the  How do we learn about the universe?
constellations.
In 1610, the Italian mathematician Galileo was the first person to use a
telescope to observe the sky. Today, there are Earth-based radio telescopes
and space telescopes. The Hubble Space Telescope can observe the most
distant regions in the universe. It has increased our knowledge of the
structure and history of the universe.

GIVE YOUR OPINION. Which type of telescope can make more detailed observations of the
universe: a space telescope or a radio telescope on the ground? Why?

Radio telescopes are large The Hubble Space Telescope has made it
parabolic antennas located on the possible to see the structure of our universe.
ground. They detect radio waves
from space. Hubble is a large, optical Teacher’s Book
- Resources for every unit
4 telescope in space which - Language focus
- Audio transcripts and
orbits the Earth above the
answer keys to audio
WORK WITH THE IMAGE distortion of the tasks
- Rubrics and templates
atmosphere. It detects
Class Audio
•  t eolemspcaorpee t ohne  tHhueb gbrloeu  npda.c We haetle asrceo tphee wvaa dninseidfdilfbl eaualre lsertarlniiadngcvievhoiisto s iliebntlesrpainadcfiraea,tiraoesnd. - Longer tracks that
and similarities?
present aspects of
• A space telescope can observe very distant ob ects.  unit content in real-life
What do those ob ects look like from the Earth? contexts: interviews,
podcasts, dialogues and
Work with the image. Guided activities STARTING POINTS quiz shows. Students
help students, in pairs, to discuss the carry out brief tasks
images. To do so, they use a variety of •  What can we find in our universe? What can you identify in the for each track: answer
thinking skills: observing, comparing picture? questions, take notes,
and giving opinions. make a table, etc. These
•   he Earth, the un and the Moon are celestial bodies. What type tracks often provide an
Teacher’s Book of celestial body is each? What other celestial bodies do you extension of unit content.
remember?
49
5

SHEET REINFORCEMENT 1. THE UNIVERSE AND OUR PLANET Extension worksheets to extend
knowledge through research and
2 projects.

Name: Class: Date: 1. THE UNIVERSE AND OUR PLANET
1 Label the diagram to explain the Earth's rotation.
SHEET REINFORCEMENT
AND EXTENSION
4

Name: Class: Date:

1 Complete the summary. i. When the outline of the Moon looks like the letter D, it is

a. The model proposed that the in the phase.

Earth . j. In a solar eclipse, the is between
the Sun and the . In a lunar eclipse,
The model

that the Sun . the is between the Sun and the
.
b. Today,scientists believes that the universe came into

existence in a very rapid k. During the the length of day and

called the Big Bang. night are equal. During the

c. The average distance from the Earth to the Sun is the difference between day and night is greatest.

approximately 150 km, and is 2 Make a table about the planets with these headings.

equal to an •  average distance from •  orbital period in Earth years

Rotation refers to the movement of . A light year is about the Sun in AU •  atmospheric composition
Revolution refers to the movement of
2 Identify the two planes: equatorial and ecliptic. •  mass (Earth = 1) •  average surface    
Label and describe the equinoxes and the solstices
km. •  size (radius or diameter) temperature
The seasons are caused by the movement of
This movement causes d. The universe is made up of which •  rotation period in Earth days •  number of satellites.
BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.
are grouped into 3 Based on your table, what criteria are used to classify
Introduction and recommended planets as inner or outer?
resources such as books, .Our galaxy is called the
websites, apps, etc. . SCIENTIFIC ANALYSIS
Nebulae
e. The inner solar system contains the rocky planets,
Nebulae are produced when stars explode. The explosion
which are comes when the fuel that made them shine is exhausted.
Initially, nebulae have a spherical shape, but soon they disperse
and , the in space and mix with other clouds of gas.

belt, and the gas giants, which

are . Reinforcement
and worksheets
to revise key
f. The four major systems of the Earth are the: vocabulary and
content.
g. The Earth, like other planets, moves in two ways: CARINA NEBULA.
Images taken by
on its axis, which takes the Hubble.

hours, and revolution around the 4 The Orion Nebula is the only nebula that is visible to
the naked eye. It can be observed clearly with a pair of
which is completed in binoculars. It is located in the middle of the sword of
the Orion constellation. Find out how to locate this
days. constellation in the sky.

h. The Moon takes about days to 5 Describe what the pictures of nebula look like to you.
They look like ... They seem … They make me feel ...
rotate once on its axis, and days
6 In groups of three or four, design a mural to explain
to orbit the Earth. how a nebula is formed and how it evolves over time.
Illustrate the process with photos from the Internet.

BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L. 27