PR
IMA
RY
Social ScienceTEACHER’S BOOK
Richmond
Social Science 1 is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Teresa Grence Ruiz.
WRITER Catherine Kneafsey
MANAGING EDITOR Sheila Tourle
PUBLISHER Sue Ashcroft
EDITOR Nicola Gooch
PROOFREADING Olivia McGrath and James Price
ContentsIntroduction
Key competences ����������������������������������������������������������������������������������������������������������������� IV
Multiple intelligences ������������������������������������������������������������������������������������������������������������ V
Student’s materials ��������������������������������������������������������������������������������������������������������������� VI
Teacher’s resources �������������������������������������������������������������������������������������������������������������� VII
Student’s Book �������������������������������������������������������������������������������������������������������������������� VIII
Teacher’s Book ��������������������������������������������������������������������������������������������������������������������� X
Student’s Book contents ����������������������������������������������������������������������������������������������������� XIII
Lesson plans
TERM 1
Unit 1 ��������������������������������������������������� 4
Unit 2 ��������������������������������������������������� 12
Unit 3 ��������������������������������������������������� 20
TERM 2
Unit 4 ��������������������������������������������������� 28
Unit 5 ��������������������������������������������������� 36
Unit 6 ��������������������������������������������������� 44
TERM 3
Unit 7 ��������������������������������������������������� 52
Unit 8 ��������������������������������������������������� 62
Unit 9 ��������������������������������������������������� 72
Final revision ���������������������������������������� 82
Audio transcripts ��������������������������������� 86
Activity Book Answer key �������������������� 90
II
Student’s Book 1 Contents
Contents
Unit Topics Know how to Songs
1 School 4
My friends My classroom My school
Describe your classroom
Respect
2 My house and my family 12
My family My house Inside my house
Complete a house plan
3 Festivals 20
Christmas preparation It’s Christmas Celebrate together
Find out about Christmas in the United Kingdom
4 My neighbourhood 28
My street My neighbourhood Road safety
Respect park rules
5 Where I live 36
Villages and cities Village life City life
Identify city problems In the city
6 Travel 44
Different vehicles Types of transport Types of communication
Use the bus
7 Soil, air and water 52
Soil Air Water
Make a windmill Water, water
8 Nature 62
The sky What’s the weather like? Landscapes change
Record the weather Four, seasons, four
When I look
9 Our planet Earth 72
The Earth and the Sun The solar system This is our Earth The Moon
Describe the night Thank you, Sun
FINAL REVISION
3three
ES0000000023497 657019_SS1_SB_U00_P01_03_20540.indd 3 10/08/15 10:54
XIII
This unit introduces the subject of different types of transport by road, rail, sea or air. It explores the difference between transport for people and for merchandise. It also looks at different types of communication over distance.
Unit outline
Travel6
SUGGESTED TIMING FOR THE UNIT
January February March
Travel
Different vehicles
Old and modern vehicles
Types of transport
Know how toTalk about types
of transport and communication
Final taskUse the bus
Individual and collective transport
Types of communication
44 A
Unit contents
CONTENTS
• Different vehicles
• Types of transport
• Individual and collective transport
• Types of communication
VOCABULARY AND STRUCTURES
• Transport: boat, bus, car, horse and carriage, hot-air balloon, lorry, motorbike, plane, sailing boat, taxi, train; collective/individual; modern/old; vehicle
• by air/land/sea; fast/slow
• airport, sea port, train station
• Communication: computer, mobile phone, newspaper, telephone, television, radio
KNOW HOW TO
• Recognize old and modern vehicles
• Talk about uses of vehicles for different purposes
• Differentiate between individual and collective transport
• Identify different types of communication and the function of different media
WORK WITH THE PICTURE
• Description of a train station
SPEAKING • Talk about different types of transport
WRITING
• Write about different uses of transport
• Write about different uses of communication media
FINAL TASK • Learn how to the use the bus
VALUES EDUCATION
• Valuing types of communication over distance
• Understanding civic behaviour on collective public transport
44 B
44
Travel
Where are the people, in a train station or an airport?
Point to the girl on the train. What is she saying?
Look at the sign. Where is the train going?
Name some other types of transport.
Do you ever travel by train?
6
KNOW HOW TO
FINAL TASK
Use the bus.
forty-four
PLATFORM
1
PLATFORM DESTINATION
1 Parktown
2 Greenfields
PLATFORM
2
6
45
Different vehicles
1 Wri†æ t™æ naµefi oƒ t™æ √±hic¬efi.6.1
3 A”®æ t™ey ol∂ o® mo∂er>? —irc¬æ.
old
modern
2 H”ow do t™ey tra√±¬? M”atc™.
forty-five
plane boat bus motorbike
b¥ lan∂
b¥ fieå
b¥ ai®
Objectives• Tointroducethemaintheme
oftheunit
• Totalkabouttravelfromatrainstation
Key language• Keyvocabularyandstructures:
airport, boat, bus, motorbike, plane, train; sea port, station, transport; fast, slow
Presentation• Bringinpicturesofdifferent
typesoftransport:train,boat,bus,plane,car.Elicittheirnames.Askvolunteers:Have you travelled by train/bus/plane? Where did you go?Ask:Which is the fastest type of transport?(Plane.)Which transport do you use to cross the sea?(Boat.)Who has travelled by boat?Was it fast or slow?Where do you travel by car?
Work with the picture• Sslookatthepicture.Ask:Where
are the people, in a train station or an airport?(Trainstation.)Say:Point to the girl on the train. What is she saying?(Sheissayinggoodbyetohergrandparentsontheplatform.)Then,pointtotheplatformsign.Say:Where is the train going? Is it going to Parktown from platform 1 or Greenfields from platform 2?(Parktown,becauseitisonplatform1.)AskSs:Do you travel by train to go and stay with your grandparents? When do you travel by train?
• Elicitagainthedifferenttypesoftransportandwritethemontheboard:car, boat, plane, train, bus.
Know how to• Explain:In this unit, you will learn
about how we travel on different types of transport by land, by sea or by air. You will also learn about different types of communication.
• Explainthefinaltask:You will learn how to use the bus.
Reinforcement• Ingroupsofthree,Sspreparetomimeasceneshowingatypeoftransport.
Avolunteergroupmimestheirtypeoftransporttotheclass.OtherSsguess:a train,etc.
Extension• Bringinpicturesofoldvehiclesandtypesoftransportthatarenotused
todayexceptfortouristexperiences,e.g.horseandcarriage.DiscusswithSstheoldtypesoftransportcomparedwiththemoderntypes.
44
44
Travel
Where are the people, in a train station or an airport?
Point to the girl on the train. What is she saying?
Look at the sign. Where is the train going?
Name some other types of transport.
Do you ever travel by train?
6
KNOW HOW TO
FINAL TASK
Use the bus.
forty-four
PLATFORM
1
PLATFORM DESTINATION
1 Parktown
2 Greenfields
PLATFORM
2
6
45
Different vehicles
1 Wri†æ t™æ naµefi oƒ t™æ √±hic¬efi.6.1
3 A”®æ t™ey ol∂ o® mo∂er>? —irc¬æ.
old
modern
2 H”ow do t™ey tra√±¬? M”atc™.
forty-five
plane boat bus motorbike
b¥ lan∂
b¥ fieå
b¥ ai®
UNIT 6
Objectives• Tolearnaboutdifferenttypesof
transport
• Tounderstandhowtransporthaschangedovertime
Key language• Keyvocabularyandstructures:
horse and carriage, hot-air balloon, motorbike, sailing boat, tram, vehicle
Presentation• Bringinpicturesofdifferenttypes
oftransport,e.g.ahorseandcarriage,ahot-airballoon,asailingboat,amotorbike,atram.Draw ontheboardsimplepicturesof thesea,thesky,aroadandrailtracks.AskSs:Have you ever travelled by horse and carriage/hot-air balloon, etc.? Which types of transport are old?
Practice1. Write the names of the vehicles.
• SslookatthepicturesinActivity1.Pointtoandeliciteachvehiclename.Readaloudthewordson thepage.Sscopythewordsnexttothecorrectpicture.
Sschecktheiranswersto Activity1.Then,playtrack 6.1.Sslistenandpointtothecorrectpicture.
2. How do they travel? Match.
• Elicitthetypesoftransportshown.Ask:Does this go by land, sea or air?, referringbacktoyourpicturesontheboard.Sscompletetheactivity.
3. Are they old or modern? Circle.
• Say:Point to the old types of transport.Sscircletheoldvehiclesinorange.Askabouttheredcar:Is it old or modern?Sscircleitingreen.
6.1
Reinforcement• Ssdraworfindpicturesofvehicles.Theyorganizethepicturesintogroups
ofslowandfastvehicles,thenoldandmodernvehicles,thenvehiclesthattravelbylandandvehiclesthattravelbyseaorair.
KEY COMPETENCES
Ssunderstandchanges intransportovertime.
45
boa† motorbi§æ
pla>æ bufi
46
1 Wha† do t™e¥ carr¥? L”oo§ an∂ matc™.
Types of transport
2 Ufiæ t™æ stic§erfi i> t™æ cor®ec† pla©æ.
port airport train station
Peop¬æ ußæ transpor† to tra√±¬ froµ o>æ pla©æ to anot™e®, an∂ to mo√¶ µerchandifiæ.
T™e®æ ifi individua¬ transpor†, li§æ carfi, an∂ t™e®æ ifi col¬ecti√¶ transpor†, li§æ bußefi.
forty-six
µerchandißæ
pasßen@erfi
6
47
T™e®æ ifi transpor† fo® pasßen@erfi an∂ transpor† fo® µerchandißæ.
4 Tic§ (✓) t™æ col¬ecti√¶ transpor†.
3 Wri†æ t™æ v±hic¬efi i> t™æ cor®ec† pla©æ.
individua¬ transpor† col¬ecti√¶ transpor†
Not many people
Many people
forty-seven
Objectives• Tocompareindividualtypesof
transportwithcollectivetransport
• Tolearnhowmerchandiseistransportedfromfactoriesorthecountrysidetoshops
Key language• Keyvocabularyandstructures:
airport, collective transport, individual transport, lorry, merchandise, passenger, port, train station
Presentation• Readaloudthetextonp.46.Hold
uppicturesofabus,car,trainandlorry.AskindividualSs:Has your family got a car? Who uses the car?(Thefamily.)Say:The car is a type of individual transport. Ask: Has your family got a bus?(No.)Who uses a bus?(Everybody.)Say:The bus has a lot of passengers. The train also has a lot of passengers. Trains and buses are collective transport.Thenask:Are there any passengers on a lorry?(No.)Say:A lorry takes things from the factory to the shops – clothes, furniture, wood. This is merchandise. Sometimes trains carry merchandise.PointtothewagonoflogsonthetraininActivity1.
Practice1. What do they carry? Look and
match.
• SslookatActivity1.Say:Point to the motor home, the train, the lorry, the boat.Foreachvehicleask:Does it carry passengers or merchandise?(Thetrainhereiscarryingmerchandise,thoughothertrainscarrypassengers.)Ssmatchthewordstothecorrectvehicles.
2. Use the stickers in the correct place.
• Ask:Where can you find planes?(Theairport.)Where can you find trains?(Thetrainstation.)Where can you find boats?(Theport.)Ssthenfindstickersandstickthemintheirbooks.
Reinforcement• PlayTrue or False.Givestatements:You can find planes at the port.Ask:
Is it true or false?Ssanswer.
Extension• DivideSsintothreegroups.Ssinthefirstgroupdrawpicturesofafactory
makingmerchandiseorafarmgrowingplants.Ssinthesecondgroupdrawpicturesofalorry,atrainandaboatcarryingmerchandise,andothervehiclescarryingpassengers.Ssinthethirdgroupdrawsomecitiesandvillages.Whenthepicturesarefinished,makeabigmuralwithfactories,farms,citiesandvillagesanddisplayitontheclasswall.Ssdrawtravelconnectionsbetweenthefactoriesandfarmsandthecities/villages.Ssstickthetypesoftransportintheappropriateplaces.
46
61
132
182
213
466
294
213
466
294
213
466
294
46
1 Wha† do t™e¥ carr¥? L”oo§ an∂ matc™.
Types of transport
2 Ufiæ t™æ stic§erfi i> t™æ cor®ec† pla©æ.
port airport train station
Peop¬æ ußæ transpor† to tra√±¬ froµ o>æ pla©æ to anot™e®, an∂ to mo√¶ µerchandifiæ.
T™e®æ ifi individua¬ transpor†, li§æ carfi, an∂ t™e®æ ifi col¬ecti√¶ transpor†, li§æ bußefi.
forty-six
µerchandißæ
pasßen@erfi
6
47
T™e®æ ifi transpor† fo® pasßen@erfi an∂ transpor† fo® µerchandißæ.
4 Tic§ (✓) t™æ col¬ecti√¶ transpor†.
3 Wri†æ t™æ v±hic¬efi i> t™æ cor®ec† pla©æ.
individua¬ transpor† col¬ecti√¶ transpor†
Not many people
Many people
forty-seven
UNIT 6
Practice3. Write the vehicles in the correct
place.
• ElicitandwriteontheboardthevehiclenamesundertheheadingsofIndividual transport (car,motorbike)andCollective transport(boat,plane).Say:Many people can use collective transport. How many people can go on a bus?(Perhaps60people.)How many people can go on a plane?(300.)Writesentencesontheboard:Not many people can travel by individual transport. Many people can travel by collective transport. SscompleteActivity3bycopyingthewords theyneedfromtheboard.
4. Tick (✓) the collective transport.
• Say:Point to the bus, the car, the taxi.Ask:Is the taxi individual transport or collective transport? Ssthentickthepicture(s)whichshow(s)collectivetransport.
Reinforcement• SslookatawebsiteofcitytransportintheirareaofSpain.Theytalkabout
thecoloursofthebusestheyseeinthecity.
47
motorbi§æ ca®
pla>æ boa†
✓
48
newspaper
1 Wha† tyπefi oƒ communicatio> do yo€ ußæ? —irc¬æ.
Types of communication
televisiontelephone
computer
Wæ ußæ †e¬epho>efi, compu†erfi an∂ ot™e® tyπefi oƒ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.
mobile phone
2 —omple†æ t™æ ßen†en©efi wit™ circ¬e∂ wordfi froµ A”ctivit¥ 1.
I ußæ thæ to ‡in∂ in‡ormatio>.
I ußæ t™æ to communica†æ wit™ ot™e® πeop¬æ.
forty-eight
radio
6
49
Wæ ußæ d^ƒƒe®ent tyπefi o‡ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.
3 Thin§ abou† t™eßæ tyπefi oƒ communicatio>. H”ow do t™e¥ wor§? Tic§ (✓) o® crosfi (✗).
5 Tic§ (✓) t™æ thingfi yo€ ußæ å compu†e® fo®.
4 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3.6.2
communicatin@ wit™ fr^endfi doin@ hoµewor§
playin@ gaµefi ‡indin@ in‡ormatio>
with images with sounds with text
newspaper ✓ ✗ ✓
radio
computer
mobile phone
forty-nine
Linguistic
intelligence
Objective• To learn about types of
communication in images, sounds and texts
Key language• Key vocabulary and structures:
computer, images, mobile phone, newspaper, radio, sounds, telephone, television, text; types of communication; communicate with other people, send information
Presentation• Ask: What can you see in the
photo? (A father and child looking at a laptop.) Then, read aloud the text.
• Ask Ss: Who has got a computer at home? Who has got a television? Who has got a mobile phone? Say: The computer, the television and the mobile phone are types of communication. Ask: Which types of communication do you listen to? Watch via a screen? Talk into?
Practice1. What types of communication
do you use? Circle.
• Point to the pictures and read aloud the words underneath.
• Ask individual Ss: What types of communication do you use? Ss circle equipment they use.
2. Complete the sentences with circled words from Activity 1.
• Ask Ss: Which types of communication do you use to communicate with other people? (The mobile phone, the computer, etc.) Then ask: Which types of communication do you use to find information? (The newspaper, the television, etc.) Write two model sentences on the board: I use the (newspaper) to find information. I use the (telephone) to communicate with other people. Ss then decide which words to use to complete the sentences.
Reinforcement• A volunteer mimes an action associated with a particular type of
communication, e.g. reading a newspaper, turning on and listening to a radio, watching television, typing on a computer, talking on a normal telephone, using a mobile phone. Other Ss guess the type of communication.
Extension• Make a chart on the board with the title, Our favourite types of communication.
In the chart put the key words as headings to the columns: computer, television, radio, newspaper, mobile phone, telephone. Ask individual Ss: What is your favourite type of communication? When a volunteer says the computer, put a tick in the computer column. When you have asked everybody in the class, discuss the favourite type of communication for the majority of people in the class.
48
48
newspaper
1 Wha† tyπefi oƒ communicatio> do yo€ ußæ? —irc¬æ.
Types of communication
televisiontelephone
computer
Wæ ußæ †e¬epho>efi, compu†erfi an∂ ot™e® tyπefi oƒ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.
mobile phone
2 —omple†æ t™æ ßen†en©efi wit™ circ¬e∂ wordfi froµ A”ctivit¥ 1.
I ußæ thæ to ‡in∂ in‡ormatio>.
I ußæ t™æ to communica†æ wit™ ot™e® πeop¬æ.
forty-eight
radio
6
49
Wæ ußæ d^ƒƒe®ent tyπefi o‡ communicatio> to ‡in∂ in‡ormatio> an∂ to communica†æ wit™ ot™e® πeop¬æ.
3 Thin§ abou† t™eßæ tyπefi oƒ communicatio>. H”ow do t™e¥ wor§? Tic§ (✓) o® crosfi (✗).
5 Tic§ (✓) t™æ thingfi yo€ ußæ å compu†e® fo®.
4 Pu† t™æ pictu®efi i> or∂e®. Wri†æ 1, 2 an∂ 3.6.2
communicatin@ wit™ fr^endfi doin@ hoµewor§
playin@ gaµefi ‡indin@ in‡ormatio>
with images with sounds with text
newspaper ✓ ✗ ✓
radio
computer
mobile phone
forty-nine
Values education• Discuss with Ss how it is useful to be able to communicate with people over
a long distance. Ask if Ss have grandparents they communicate with over the Internet via email or skype. Emphasize that Ss should not use the Internet without their parents’ guidance.
UNIT 6
Practice3. Think about these types of
communication. How do they work? Tick (✓) or cross (✗).
• For each type of communication ask: Does it work with images? (Mime seeing.) Does it work with sounds? (Mime hearing.) Does it work with text? (Mime reading.) Ss put ticks and crosses in the correct cells.
4. Put the pictures in order. Write 1, 2 and 3.
• Ss look at the pictures. Elicit what they can see: a newspaper kiosk, a fire and an office with computers. Point to the woman and man in the middle picture and say: These are reporters. They are writing about the fire and taking photos. Elicit the order of the pictures. Confirm: First, there was a fire. While the firefighter was putting out the fire, two reporters took notes and photos. Then, the reporters went back to the newspaper office to write the story and put the photos in the text on the computer. The next day the newspaper was at the kiosk. People bought the newspaper and read the story. Ss number the pictures in order.
Play track 6.2. Ss listen and point to the correct picture. Then, they check their answers to Activity 4.
5. Tick (✓) the things you use a computer for.
• Ask: What do you use a computer for? Do you do homework on a computer? Do you play games? Do you communicate with friends? Ss tick the phrases that are true for themselves.
6.2
Reinforcement• Put some pictures on the board of a landline phone, a smart mobile phone, a
television, a desktop computer, a laptop, and a newspaper. Divide the class into two teams. Each team chooses one person to run to the board. Say a sentence: You use this to talk to people. The runner must touch an appropiate form of communication. The first to touch a correct picture wins a point.
49
KEY COMPETENCES
Ss are aware of the different types of communication that are digital and non-digital.
✗ ✓ ✗
✓ ✓ ✓
✓ ✓ ✓
3 1 2
50
KNOW HOW TO
fifty
Use the bus
1 Whic™ bufi gø±fi to t™æ H”ig™ S<t®æe†? —olou®.
3 —irc¬æ t™æ ba∂ ∫±haviou®.
2 Who a®æ t™æ ßeatfi ®eßer√±∂ fo®? —irc¬æ.
Number 6
Park Avenue
Mill Road
Church Street
Train Station
Number 3
High Street
Wood Road
Fisher Street
Green Park
3
6
6
51
Thifi ifi å .
I† tra√±lfi b¥ .
I† transportfi .
REVISION
fifty-one
1 —olou® t™æ col¬ecti√¶ transpor†.
2 Wri†æ t™æ tyπefi o£ communicatio>.
3 Draw å tyπæ o£ transpor† an∂ wri†æ.
6
mobi¬æ pho>æ >ewspaπe® compu†e®
Logical-mathematical intelligence
50
Objectives• To apply knowledge acquired in
the unit to carry out a task
• To know how to use a bus
Key language• Key vocabulary and structures:
bus route, bus stop, old person, pregnant woman, reserved seats; first, then, finally
Presentation• Draw a bus stop on the board with
bus numbers, e.g. 27, 3, 5. Say: We’re going to go by bus from the school to the shops on the High Street. Let’s stand at the bus stop and wait for the bus to come. OK, now we can get on the bus and validate our tickets. Then we sit down if there’s a seat.
• Ask Ss: Do you travel by bus? Which number bus do you get?
• Write on the board the route of a real bus in your city. Say: This is the route of bus number (27). First it goes to (…), then it goes to (…), finally it arrives (…).
Practice1. Which bus goes to the High
Street? Colour.
• Read aloud the route of each bus. Ask: Which bus stops at the High Street? (Number 3.) Ss colour the number 3 bus.
2. Who are the seats reserved for? Circle.
• Identify the people in the pictures. Then elicit that the bus seats are reserved for people with disabilities, old people, pregnant women and parents with children. Then Ss circle the correct people.
3. Circle the bad behaviour.
• Elicit the bad behaviour. In the picture on the left, the boy has his bag on a seat, so the man with the briefcase has to stand. In the picture on the right, the child has turned around in the seat instead of sitting properly. Ss then circle the bad behaviour.
Reinforcement• Elicit from Ss examples of people they should give a seat to. Ask volunteers
to role play a situation on the bus where a child offers their seat to another person.
Extension• Take Ss on a bus journey from the school. Bring in the route map before the
journey so that they can look at the route and the stops.
50
KNOW HOW TO
fifty
Use the bus
1 Whic™ bufi gø±fi to t™æ H”ig™ S<t®æe†? —olou®.
3 —irc¬æ t™æ ba∂ ∫±haviou®.
2 Who a®æ t™æ ßeatfi ®eßer√±∂ fo®? —irc¬æ.
Number 6
Park Avenue
Mill Road
Church Street
Train Station
Number 3
High Street
Wood Road
Fisher Street
Green Park
3
6
6
51
Thifi ifi å .
I† tra√±lfi b¥ .
I† transportfi .
REVISION
fifty-one
1 —olou® t™æ col¬ecti√¶ transpor†.
2 Wri†æ t™æ tyπefi o£ communicatio>.
3 Draw å tyπæ o£ transpor† an∂ wri†æ.
6
mobi¬æ pho>æ >ewspaπe® compu†e®
Values education• Discuss how to reduce the number of cars on the road. Explain that if people
used more collective types of transport, there would be fewer people in cars. However, people using collective transport should obey the rules and respect each other.
UNIT 6
Objectives• To revise key vocabulary and
concepts from the unit
• To give Ss the opportunity to evaluate their own learning
Key language• Key vocabulary and structures:
revision of Unit 6
Practice1. Colour the collective transport.
• Ask: Which vehicles can carry many people? (The plane and the train.) Ss colour in these types of collective transport.
2. Write the types of communication.
• Say: Point to the mobile phone, the computer, the newspaper. Then, Ss copy each word under the correct picture.
3. Draw a type of transport and write.
• Tell Ss they can choose what type of transport they want to draw. Go round and check Ss’ work. Say: That’s a lovely bus/carriage/plane. What colour are you going to colour it? Does it travel by road, rail, sea or air? When Ss have finished, choose some examples to hold up. Read aloud the incomplete sentences in Activity 3 and elicit the completion of the sentences: This is a (boat). It travels by (sea). It transports (merchandise).
• Write cue words on the board for Ss to use: sea, land, air, rail, road, merchandise, people. Ss complete their own sentences in their books.
Extension• Tell Ss to ask grandparents and older people about the time before the
Internet and mobile phone. How did people communicate? Ss report back in the next class.
51
>ewspaπe® mobi¬æ pho>æ compu†e®