9788467383027 Social Science

social social sciences social sciences PRIMARY 6 PRIMARY

1 sciencesTeacher’s Book 1 1 The world around us 2 2 2 3 3 3 6 The world aroun us PRIMARY

Think Do Learn Social Sciences is a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical-thinking skills and helps children understand and learn Teacher’s Book in a more stimulating way. Level 6 includes extensive audio activities and a complete digital resource pack for both student and teacher.

The course is completely modular, allowing for a variety of teaching situations. 6 4

9 788467 383027

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Teacher’s Book

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Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries. Published in Spain by Oxford University Press España S. A. Parque Empresarial San Fernando, Edificio Atenas 28830 San Fernando de Henares, Madrid, Spain © of the text: Shane Swift, 2015 © of this edition: Oxford University Press España S. A., 2015 The moral rights of the author have been asserted. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press España S. A., or as expressly permitted by law, by license or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press España S. A., at the address above. You must not circulate this book in any other form and you must impose this same condition on any acquirer. ISBN: 978-84-673-8302-7 D. L.: M-27707-2015 Printed in Spain

AUTHORS Shane Swift

COVER DESIGN Leire Mayendía

ILLUSTRATIONS Cover: Carlos Navarro

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Module 1: The world around us Unit 1 22 Unit 2 38 Appendix 55 Module 2: Time and change Module 3: Living in society

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The LOMCE The RD 126/2014 establishes the o cial curriculum for Social Sciences in Primary within the framework of the LOMCE. This decree divides the subject into four distinct content blocks: Introduction to scienti c enquiry applied to Social Sciences, Living in society, The world around us and Time and change. It describes Social Sciences as a subject that integrates various disciplines related to geography, sociology, economics and history. The objective is to learn how to live in society, to understand the fundamental principles of democracy, and to respect the rules of living in a community. The LOMCE states that the rst content block, Introduction to scienti c enquiry related to Social Sciences is common to all the other content blocks, as it gives the basic methodology whereby students will learn by doing, using study techniques,participating actively in the process, and begin to understand the role and importance of technology in their lives. Think Do Learn is organised in modules, each one corresponding to one content block, with the rst block integrated throughout the units as a key to the methodology. This allows teachers and centres to design their own course, one that is best suited to their students’ needs and their resources.

Key competences Key competences are de ned by the LOMCE as ‘knowing how to do’, and should be integrated within each subject in order to renew the educational process. It proposes new tasks that mean a signi cant change in methodology: learning occurs through active participation. The teacher’s role is key, as they must design tasks that encourage the development of critical thinking skills, involving students in their own learning process.

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MODULE 1: The world around us

Unit Contents Page 1 Spain Spain 4 What’s Spain’s political geography like? 6 What are provinces? 8 What’s Spain’s relief like? 10 What are Spain’s rivers like? 12 What are Spain’s coasts and islands like? 14 Let’s work together! 16 Project time! 17 Let’s revise! 18 2 Europe Europe 20 Where’s Europe? 22 What are Europe’s rivers and lakes like? 24 What’s Europe’s relief like? 26 Wha’s Europe’s coastline like? 28 Let’s work together! 30 Project time! 31 Let’s revise! 32 Glossary 34 Appendix 35

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Table of contents Social Sciences 6

MODULE 2: Time and change

Unit Contents Page 3 Modern Spain: the 19th century Modern Spain: the 19th century 4 How did the Modern Age begin? 6 What was the Spanish War of Independence? 8 What were the Carlist Wars? 9 What happened to the Spanish Empire? 10 How did the economy and society change? 12 What happened in Spain in the late 19th century? 14 What artistic movements were there? 15 Let’s work together! 16 Project time! 17 Let’s revise! 18

4 Modern Spain: the 20th century Modern Spain: the 20th century 20 What happened in Spain in the early 20th century? 22 What was the Spanish Civil War? 24 What was Spain like during Franco’s dictatorship? 26 What’s happened in Spain since 1975? 28 How have art and culture developed? 30 Let’s work together! 32 Project time! 33 Let’s revise! 34

Glossary 36 Timeline 38

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MODULE 3: Living in society

Unit Contents Page 5 Spain’s politics Spain’s politics 4 What’s a democracy? 6 How is power distributed in Spain? 8 How’s Spain organised? 10 What are public services? 12 Let’s work together! 14 Project time! 15 Let’s revise! 16

6 The European Union The European Union 18 What’s the European Union? 20 What’s the Eurozone? 22 What’s are the main institutions? 24 What are the EU’s future goals? 26 Let’s work together! 28 Project time! 29 Let’s revise! 30

Glossary 32 Appendix 33

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SS6 LP M1 Preliminares.indd 7 24/8/15 8:31 PRIMARY 6 Class Book A DYNAMIC INTRODUCTION BASED ON PHOTOS - Think and Do! Getting Started activities based on the photos stimulate students to explore what they already know about the subject. The variety of activities (listen, think and do) further engages them and gets them communicating from the very beginning.

UNIT b 6 a Early Modern Spain c

G ETTING STARTED

1 Read the text on page 21 and look at the pictures. a) Write a sentence in your notebook to show which aspect of Early Modern life each picture shows.

nobles clergy commoners discovery

b) Write a sentence to describe what the machine in Leonardo da Vinci’s drawing could be. This machine could be…

14 ME 2 Listen and answer the questions. TI -FA T C he Early Modern Age began with the discovery In the Early Modern Age a) What did Johannes Gutenberg invent in about 1450? of America in 1492, and ended with the French there were many advances T b) What was there more of as a result of this invention? Revolution in 1789. During the Modern Age, agriculture in medicine. But some was the main economic activity, but trade was growing. treatments were very 3 Find out about Leonardo da Vinci. People began travelling to other countries around the strange. For example, to world. People used coins to buy things more than they a) When was he born? When did he die? cure a fever, leeches were had before. b) What other machines did he draw? placed on the patient’s body. The leeches sucked c) What famous paintings did he paint? Society was still divided into three groups: the clergy, his or her blood! nobles and commoners. The nobles and the clergy had hi 4 T n k! Think about this unit. special privileges. They had the power to govern and they didn’t have to pay taxes. Commoners didn’t have any a) What do you already know about Early Modern Spain? special privileges. Some commoners lived in towns and Make a mind map. cities. They were merchants, doctors, lawyers, artisans or b) What do you want to learn about Early Modern Spain? shopkeepers. Other commoners lived in the countryside Write three questions. and worked on the land. They were peasants and they were c) Draw a picture to show one aspect of life in Early Modern Spain. usually very poor. Some of them lived in terrible conditions. Leonardo da Vinci was an Italian artist.

20 Time and change 21 21

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In level 6, there is always a T h i n k ! activity to get G EO-F A C T or T I M E - F A C T students to think about what they already know on Interesting facts that are sure to capture the subject and what they’d like to nd out. students’ interest throughout the units.

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SS6 LP M1 Preliminares.indd 8 24/8/15 8:31 CONTENT PAGES - Do & Learn Students learn content through doing a variety of activities. 1 Lessons start o with a brief introduction to the 2 subject which helps students Getting Started: a pre-reading activity for students remember what they have to interact with the content. A question or an ‘Do!’ seen previously and helps them activity that prompts students to look at content focus on the topic. and communicate with each other.

Who were the Catholic Monarchs?

At the beginning of the Early Modern Age, there were various kingdoms What was the Spanish Inquisition? on the Iberian Peninsula, such as Aragón, Castilla and Navarra.In 1469 Fernando and Isabel were intolerant towards other and married. Later on they Fernando of Aragón Isabel of Castilla religions. They wanted religious unity in their kingdom. became known as the Catholic Monarchs. As a result, they established the Inquisition in 1478. This was an organisation with special powers to fi nd people who didn’t follow the offi cial Catholic religion. G ETTING STARTED The Inquisition arrested and interrogated people. Sometimes people were tortured and killed. 1 Look at the painting of In 1492 Fernando and Isabel also expelled Jewish the court of Catholic people from their kingdom. The Inquisition tribunal Monarchs. Answer the questions. a) What other people CTIVITIES does the painting A show? 2 Look at the timeline. In your notebook, match to make sentences. The painting shows… a) In 1469 … 1. Fernando and Isabel established the Inquisition. b) What do you think b) In 1479 … 2. Fernando took control of Navarra. they are asking the Catholic Monarchs? c) In 1512 … 3. Fernando and Isabel married. I think they’re asking d) In 1478 … 4. Fernando and Isabel conquered Granada. for… e) In 1492 … 5. Fernando became King of Aragón.

15 3 Listen and write true or false. How did Fernando and Isabel become monarchs? a) Isabel and Fernando had fi ve children. Isabel’s brother Enrique was King of Castilla. He named Isabel as his b) Their eldest child was a son called Juan. heir. When Enrique died in 1474, Isabel declared that she was queen. Their youngest daughter Catalina married King Alfonso of Portugal. But Enrique’s daughter Juana also wanted to be queen. There was a war c) between their supporters. Isabel won the war in 1479. In the same year 4 her husband Fernando became King of Aragón. Find out about the Inquisition. Answer the questions. a) Who were the conversos? What did the Catholic Monarchs do? b) How many people were killed by the Inquisition? They united the Kingdoms of Castilla and Aragón to c) When did the Inquisition end? form one big kingdom. This increased their power.

They created a modern state. There were many officials 16 5 QUIZ Check your learning. who helped them to rule their kingdom. They conquered Granada from the Muslims in 1492. This was the end of the Reconquista. 1469 1474 1478 1479 1492 1496 1512 They expanded their kingdom to include the Canary The Catholic Monarchs Islands, Melilla and Navarra. Fernando became Fernando Isabel The They conquered They took control of the Fernando took They also gave money to Christopher Columbus for a and Isabel became Inquisition King of Aragón. Granada and Canary Islands. control of voyage of discovery. The Catholic Monarchs married. queen. began. expelled the Jews. Navarra.

22 Time and change 23

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SS6 LP M1 Preliminares.indd 9 24/8/15 8:31 PRIMARY 6 Class Book

Group-work activities in every unit promote collaborative learning and oral communication.

You need: • Internet and reference books Project • A3 card time! • Paper and coloured markers Materials: Let’s work • Internet and reference books Write a biography together! • Template 6.1

Interview a historical fi gure Instructions:

1. Write out the information you found about the historical gure you chose for the interview activity on page 32.

Instructions: 2. Draw a timeline of the person’s life.

1. Work in groups of three. 3. Find a picture of the historical gure.

2. Choose one of these historical gures: 4. Find pictures of the paintings/books/buildings the person produced. El Greco Felipe II Isabel I 5. Write sentences to explain what each picture shows. Language support helps Carlos III Stick the information, timeline and pictures on the students to communicate Cervantes 6. card to make a poster. e ectively in English. I think we should choose… 7. Present your poster to the class. 3. Use the Internet and reference books to nd out about the person you chose. Include: important dates important events in his/her life places where he/she lived paintings/books/buildings/institutions he/she created TEMPLATE 6.1 Early Modern Spain Interview important things he/she did. An interview with 4. Imagine you could interview this person. With Important information

your group, write six questions you would ask. Dates:

Events: Write a dialogue. Include your questions and 5. Lived: write answers from the point of view of the historical gure. Paintings/books/buildings/institutions: 33 Things they did: 6. Role play the interview. One group member Dialogue is the historical gure. The other two group 18/06/14 16:13 Question 1: members take turns to ask the questions that Answer:

you wrote together. Question 2: Answer: Time and change

Question 3:

Answer: 020_035_MODULO 2 U6 Social Sciences 5PR 9788467383461.indd 33 18/06/14 16:13 Question 4: 32 Answer: Question 5:

Answer:

Question 6:

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SS6 LP M1 Preliminares.indd 10 24/8/15 8:31 MOTIVATING, EASY-TO-DO PROJECTS! You need: These help students to make connections • Internet and reference books between all the content seen throughout Project • A3 card the unit and use it to autonomously create time! • Paper and coloured markers and innovate. Materials: The units build up to Project time!, which Let’s work • Internet and reference books Write a biography o ers students an opportunity to take a more together! • Template 6.1 active role in their own learning process by creating something tangible.

Interview a historical fi gure Instructions:

1. Write out the information you found about the historical gure you chose for the interview activity on page 32.

Instructions: 2. Draw a timeline of the person’s life.

1. Work in groups of three. 3. Find a picture of the historical gure.

2. Choose one of these historical gures: 4. Find pictures of the paintings/books/buildings the person produced. El Greco Felipe II Isabel I 5. Write sentences to explain what each picture shows.

Carlos III Stick the information, timeline and pictures on the Cervantes 6. card to make a poster. I think we should choose… 7. Present your poster to the class. Develop study skills and creativity 3. Use the Internet and reference books to nd with engaging projects. out about the person you chose. Include: important dates Students consolidate all that they important events in his/her life have learnt by creating something places where he/she lived tangible at the end of each unit. paintings/books/buildings/institutions he/she created TEMPLATE 6.1 Early Modern Spain Interview important things he/she did. An interview with 4. Imagine you could interview this person. With Important information your group, write six questions you would ask. Dates:

Question 3:

Answer: 020_035_MODULO 2 U6 Social Sciences 5PR 9788467383461.indd 33 18/06/14 16:13 Question 4: 32 Answer: Question 5:

Answer:

Question 6:

1111

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SS6 LP M1 Preliminares.indd 11 24/8/15 8:31 PRIMARY 6 Class Book Throughout the year, students will acquire the necessary skills to be able to create their own summary diagrams autonomously — a key study skill.

Let’s revise!

1 Copy and complete the sentences in your notebook. 4 Make a fact file about one of these explorers. a) and are known as the Catholic Monarchs. Cortés Magallanes Pizarro b) Christopher Columbus discovered in . c) Men like Pizarro and Cortés are called because they . a) Include the dates of his voyages. d) The Hapsburg dynasty began with and ended when died in . b) Print or draw a map of his voyages and add it to your factfile. e) After the Hapsburgs, the ruled Spain. c) Find a picture of the explorer and include it in your factfile. f) Carlos III ruled during the century. He and built many . 5 Copy and complete the mind map about Early Modern Spain. 2 Copy and complete the table. The Catholic Monarchs The Age of Discovery Carlos III Carlos I Fernando II Felipe II Felipe IV Carlos IV

Isabel I Felipe III Felipe V Fernando VI Carlos II

Early Modern Spain

Catholic Monarchs Hapsburgs Bourbons

The Hapsburgs The Bourbons

hi 3 T n k! Look at the paintings. Answer the questions with a partner. 25 1. 2. 6 QUIZ Check your learning. hi 7 T n k! What have I learnt? a) Look at the mind map and the questions you wrote at the beginning of the unit. b) What questions can you answer now? c) How can you find answers for the other questions?

What do I know?

hi T n k! Copy the sentences in your notebook. Then draw a smiley next to each one. a) I can describe what the Catholic Monarchs did. No, not yet. a) What do you think the paintings show? b) I know about some important voyages in the Age of Discovery. I think picture 1. shows… c) I can represent the family relationships in the Hapsburg dynasty. Yes, I can. b) Who do you think the people are? d) I can identify some artists and writers from the Golden Age. I think this is … and this is… e) I can describe how the Bourbons changed Spain. Yes, I can do this very well. c) What do you think is happening? f) I can write a biography of a historical figure. I think they’re…

34 Time and change 35

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Self-evaluation The My progress section keeps students in touch with their learning process and promotes autonomous learning.

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SS6 LP M1 Preliminares.indd 12 24/8/15 8:31 A Glossary at the end of the module includes all the key vocabulary.

Glossary

Spain in the Middle Ages 5 artisan: a skilled workman or cra sman miller: a person who works in a mill, grinding seeds bishop: a religious leader. A bishop supervises from cereals to make our a number of local churches. Muslim: a person who follows the religion of Islam blacksmith: an artisan who works with iron monastery: a building where monks live border: the line which divides one country or region monk: a man who lives separately from other from another people in a religious community caliph: the ruler of a Muslim kingdom mosque: a religious building where Muslims pray caliphate: a Muslim kingdom noble: a person who belongs to the highest social class clergy: the group of people who belong to the church. It includes bishops, priests and monks. peasant: a poor person who lives in the countryside and works on the land conquer: invade and take control of a kingdom pottery: objects made of clay decrease: reduce the size or amount of something priest: a person who belongs to the clergy and performs services in church defeat: win a victory against an opponent prophet: a person who gives people messages emir: a governor of a Muslim province from a god emirate: a Muslim province raise: care for (animals or children) encyclopedia: a reference book that contains souk: a market in a Muslim town or city information on many subjects tax: money that people have to pay to the king, fortress: a building used to defend a town or city lord or government irrigated farming: growing crops by transporting trade: buy and sell objects to make money water to the crop tribe: a group of people that share the same leader Jewish: describes a person who follows the religion and customs of Judaism weapon: an object or instrument used to kill Latin: the language of the Romans or for defence merchant: a person who buys and sells products wheat: a cereal crop used to make our

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1313

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PRIMARY 6 Teacher’s Book: level 6

All the Teacher’s Books include a complete unit presentation containing: •Contents •Learning outcomes •Assessment criteria A unit map clearly illustrates when to use all the resources available (both print and digital) with each lesson, so that you know exactly how to make the most of each lesson.

UNIT 1 Spain Unit map LESSON RESOURCES DIGITAL

Learning outcomes 1 • Online resource 1 Spain’s political geography 1 Locate on a map and name the main Introduction Track 2 • Interactive activity 2 Provinces in Spain features of Spain’s relief. 3 Spain’s relief 3 Label a map correctly, identifying the main mountain ranges, areas of flat land and 2 What’s Spain’s political Tracks 3 & 4 • Online resource 4 Spain’s rivers • Worksheet 1.1 • Interactive activity depressions. geography like? • Support worksheet 1.1 5 Characteristics of Spain’s coasts and islands 4 Interpret a map and name correctly features of coastal relief such as gulfs, capes, islands 3 Tracks 5 & 6 • Online resource and rías. What are provinces? • Worksheet 1.2 • Interactive activity Assessment criteria • Support worksheet 1.2 5 Define Spain’s main hydrological systems 1 Identify and locate on a map Spain’s and identify the principle watersheds and Tracks 7 & 8 autonomous communities, provinces and their rivers. 4 What’s Spain’s relief • Outline map template • Online resource like? • Worksheet 1.3 • Interactive activity provincial capitals. 6 Analyse data relating to Spain’s major rivers • Support worksheet 1.3 3 Locate Spain on a map and identify its and classify them according to length, geographical and political boundaries. volume – including seasonal variation –, and Tracks 9 & 10 watershed. 5 What are Spain’s rivers • Online resource 4 Identify and locate on a map the main • Worksheet 1.4 • Interactive activity like? • Support worksheet 1.4 features of Spain’s physical relief. 7 Locate on a map the autonomous cities of 5 Identify and locate on a map Spain’s Ceuta and Melilla, the Canary and Balearic archipelagos. Identify and name the principle rivers and their watersheds, 6 What are Spain’s coasts Tracks 11, & 12 • Online resource principle islands. • Worksheet 1.5 • Interactive activity identifying their source, mouth and main and islands like? • Support worksheet 1.5 tributaries. 8 Locate on a map the natural barriers that 6 Identify and locate on a map the Canarias act as borders between Spain and other and Baleares archipelagos and the countries. 7 Let’s work together! • Template 1.1 • Digital fl ashcards autonomous cities of Ceuta and Melilla. • Extension worksheet • Animation 9 Recognise the geographical, cultural and 7 Identify some the main features of Spain’s linguistic diversity of Spain. coastal relief. • Template 1.2 10 Analyse information related to the physical • Revision worksheet 8 Project time! • Digital fl ashcards Assessment opportunities are highlighted and political geography of Spain using a • Make your own dictionary! template throughout the unit. range of media and information sources including the Internet, encyclopedias, maps, images, tables and illustrations. 9 Let’s revise! • Test A, B & C • Presentation Key competences 11 Collaborate in a variety of group activities to research, evaluate, organise and present Key competences are integrated in activities information about Spain’s physical and throughout the unit. political geography.

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SS6 LP M1 Preliminares.indd 14 24/8/15 8:31 Each lesson includes: •A reproduction ofof thethe correspondingcorresponding Class Class Book Book page. page. •Content objectives, vocabularyvocabulary and and structures structures seen seen in in each each lesson andand a guideguide toto thethe materialmaterial to to use. use. •A step-by-step guideguide toto allall thethe activities activities and and their their answers. answers. •The audio transcripts. •Extra ideas and additionaladditional materialmaterial associated associated with with the the lesson. lesson.

Introduction toto thethe unitunit HistoryHistory5 5

• In• pairs,In pairs, ask ask the the children children to decideto decide which which is the is the correct correct order. order. Track Track 2 2 Say Saythe theHistory History chant. chant. • Do• Do whole whole class class feedback, feedback, for for example, example, the the boy boy with with red red hair hair People,People, events events and and mystery. mystery. hashas the the oldest oldest clothes. clothes. The The girl girl with with black black hair hair has has the the most most GETTINGGETTING STARTED STARTED History recentrecent clothes. clothes. TheThe fi rst fi rstperiod period is Prehistory. is Prehistory. 4 5 4 How How many many objects objects can can you you fi find innd thein the picture picture that that belong belong only only to ourto ourModern Modern Age? Age? ThenThen Ancient Ancient History. History. 5 5 Thihnik! T n k Look! Look at atthe the timeline timeline with with a partner. a partner. Say Say clues clues and and guess guess the the period. period. ActivityActivity 2 2 ThenThen the theMiddle Middle Ages. Ages. It was before Ancient History. → Prehistory It was before Ancient History. → Prehistory • Put the students into pairs. Encourage them to look at the Then Early Modern History. It wasIt was aft aft er the er the Early Early Modern Modern Age. Age. → The→ The Modern Modern Age Age • Put the students into pairs. Encourage them to look at the Then Early Modern History. 6 timelinetimeline together together and and take take turns turns at askingat asking and and answering: answering: 6 Look Look at atthe the machine machine in thein the picture. picture. What What do doyou you think think it is? it is? ThenThen Modern Modern History. History. Is Is he he from from the the Modern Modern Age? Age? No, No, he’s he’s from from Prehistory. Prehistory. AndAnd that’s that’s Now! Now! WhenWhen did did the the Prehistory Prehistory period period begin/end? begin/end? It began/It began/ History history, people, events and mystery. endedended … years… years ago. ago. Which Which period period of historyof history began/ended began/ended History history, people, events and mystery. … years… years ago? ago? Track Track 3 3 Look Look at the at themachine machine in the in picture.the picture. What What do do • Ask• Ask a volunteera volunteer about about the the picture picture and and the the timeline: timeline: Which Which youyou think think it is? it Thenis? Then listen listen and andanswer answer the the periodperiod of ofhistory history is she/heis she/he from? from? He’s He’s from from Prehistory. Prehistory. The The questions.questions. studentstudent who who answers answers now now asks asks another. another. The Time Machine 3 Then listen and answer the questions. The Time Machine 3 Then listen and answer the questions. ActivityActivity 3 3 Track Track 2 2 a) What is The time machine by H.G. Wells? a) What is The time machine by H.G. Wells? A longA long time time ago, ago, a British a British writer writer called called H.G. H.G. Wells Wells wrote wrote a a b) Which periods of history are mentioned? • Listen to the chant. Practise clapping to the syllables in LOOK & THINK b) Which periods of history are mentioned? • Listen to the chant. Practise clapping to the syllables in LOOK & THINK storystory about about a machine a machine that that could could travel travel in time. in time. It was It wascalled called Prehistory.Prehistory. Use Use a louder a louder clap clap on onthe the syllable syllable that that is stressed. is stressed. 1 Look at the picture. Order the children’s clothes 7 Copy and complete the table in your notebook. The Time Machine. Imagine you could travel to a diff erent 1 7 Copy and complete the table in your notebook. The Time Machine. Imagine you could travel to a diff erent from Look the at oldestthe picture. time to Order the most the children’s recent. clothes • from the oldest time to the most recent. Listen again. Say: Chant and clap. period in history. Would you like to travel into the past or into 20 20 20 20 2020 • Listen again. Say: Chant and clap. period in history. Would you like to travel into the past or into 20 20 20 20 2020 2 Look at the timeline. Match each person in the the future? Would you like to live in Prehistory? You could 2 Look at the timeline. Match each person in the I was born. I fi rst walked My fi rst tooth Now I’m . I’m going to be the future? Would you like to live in Prehistory? You could picture to a period of history. I was born. I fi rst walked My fi rst tooth Now I’m . I’m going to be picture to a period of history. when I was fell out when . Activity 4 hunt your meat, collect your fruit and vegetables and paint when I was fell out when . Activity 4 hunt your meat, collect your fruit and vegetables and paint . I was . 3 2 Say the History chant. . I was . pictures on the wall of a cave! Or would you like to live in 3 2 Say the History chant. • Tell students you are going to call out something from the pictures on the wall of a cave! Or would you like to live in • Tell students you are going to call out something from the Ancient History? You could wear long white clothes and go about 5 million years ago about 5 000 years ago about 1 500 years ago about 500 years ago about 200 years ago picture, for example, the lamp, the banner, the painting, the Ancient History? You could wear long white clothes and go about 5 million years ago about 1 500 years ago about 500 years ago about 200 years ago picture, for example, the lamp, the banner, the painting, the about 5 000 years ago to the fi rst Olympic Games. Are you curious about the future? Prehistory Ancient History The Middle Ages The Early Modern Age The Modern Age club… If it is from the Modern Age, they stand up. If it is from to the fi rst Olympic Games. Are you curious about the future? Prehistory Ancient History The Middle Ages The Early Modern Age The Modern Age club… If it is from the Modern Age, they stand up. If it is from Would you like to see what is going to happen in the future? 5 before the Modern Age, they remain seated. Would you like to see what is going to happen in the future? 5 before the Modern Age, they remain seated.

U5_SocSciences_1007.indd 4 10/07/14 15:40 U5_SocSciences_1007.indd 5 10/07/14 15:40 Activity 5 U5_SocSciences_1007.indd 4 10/07/14 15:40 U5_SocSciences_1007.indd 5 10/07/14 15:40 Activity 5 • Call out two periods on the timeline and ask volunteers to How to start • Call out two periods on the timeline and ask volunteers to How to start make a statement using before/a er. Content objectives • Write History on the board. Say: History is what happened make a statement using before/a er. Content objectives • Write History on the board. Say: History is what happened • Tell the students to do the activity in pairs. • Identify diff erent historical time periods and their in the past, before now. Learning about the past helps • Tell the students to do the activity in pairs. • Identify diff erent historical time periods and their in the past, before now. Learning about the past helps chronological order. us understand the present and make decisions about chronological order. us understand the present and make decisions about Activity 6 Track 3 • Understand and use timelines to demonstrate a series the future. Encourage students to think about events Activity 6 Track 3 • Understand and use timelines to demonstrate a series the future. Encourage students to think about events of events in time. in their lives and how these relate to the present. Write • Say: Look at the picture. What do you think it is? What do of events in time. in their lives and how these relate to the present. Write • Say: Look at the picture. What do you think it is? What do • Understand how the past can aff ect the present and now-present and before-past on the board. Prompt ideas you think it does? Prompt students to describe it, It has a • now-present and before-past on the board. Prompt ideas you think it does? Prompt students to describe it, It has a theUnderstand future. how the past can aff ect the present and about now and before, for example, child/baby, food/milk… chair, it has a wheel, it has buttons … the future. about now and before, for example, child/baby, food/milk… chair, it has a wheel, it has buttons … ANSWERS and write them on the board. • Read the two questions before listening. Check for ANSWERS Vocabulary and write them on the board. • Read the two questions before listening. Check for Vocabulary comprehension. • aft er, Ancient History, before, begin, Early Modern Age, comprehension. 1. Children from left to right 1 = child 3, 2 = child 2, • aft er, Ancient History, before, begin, Early Modern Age, Activities: step-by-step guide • Students listen again while you mime certain words, for 31. = child Children 5, 4 from= child left 1, 5 to = rightchild 41 = child 3, 2 = child 2, end, future, machine, Middle Ages, Modern Age, now, • Students listen again while you mime certain words, for end, future, machine, Middle Ages, Modern Age, now, Activities: step-by-step guide example hunt, collect, paint ... Students learn mimes with 3 = child 5, 4 = child 1, 5 = child 4 oldest, past, period, Prehistory, recent, timeline Children from left to right Child 1: The Early Modern oldest, past, period, Prehistory, recent, timeline youexample and act hunt,it out ascollect, they listen.paint ... Students learn mimes with 2. Activity 1 Age,2. Children Child 2: fromAncient left History, to right Child Child 3: 1: Prehistory,The Early Modern Structures you and act it out as they listen. Activity 1 ChildAge, 4: Modern Child 2: Age, Ancient Child History, 5: Middle Child Ages, 3: Prehistory, Child 6: Structures • Ask students to look at the picture and encourage them to Activity 7 Assessment opportunity • There is a cake in the photo. • MiddleChild Ages 4: Modern Age, Child 5: Middle Ages, Child 6: • a cake in the photo. discussAsk students it. Ask: toWhat look is at it thea photo picture of? andA birthday encourage party. them Say: to Activity 7 Assessment opportunity • ItThere is from is the present/past. Is the … from the past Middle Ages Lookdiscuss at their it. Ask: clothes. What It’sis it a a fancyphoto dress/costume of? A birthday party.birthday Say: • Put the students into pairs. Tell them to look at the table • orIt isthe from the present? /past. Is the … from the past • Put the students into pairs. Tell them to look at the table 4. Computer, tablet, plastic straw, trainers, earphones, present Look at their clothes. It’s a fancy dress/costume birthday together and take turns at asking and answering: When 4. Computer, tablet, plastic straw, trainers, earphones, or the present? party. Challenge the class to name as many things as they together and take turns at asking and answering: When mp3, packet of crisps, birthday cake • The machine has got many buttons and levers. party. Challenge the class to name as many things as they were you born? I was born in... How old were you when mp3, packet of crisps, birthday cake • The machine has got many buttons and levers. can in and around the photo. Write a list on the board. Has it got any lights? can in and around the photo. Write a list on the board. youwere … ? you I was born? … when I was I... born . When in... did How you… old ? were I … in you 20… when . 5. Student’s own answers Has it got any lights? Prompt questions and answers by asking: What is there in 5. Student’s own answers Prompt questions and answers by asking: What is there in Studentsyou … ?copy I was and … complete when I... the . When table did in their you… notebooks. ? I … in 20… . Resources the photo? Is it from the present or the past/now or before? Students copy and complete the table in their notebooks. 6. a) A book about a machine that can travel in time Resources Whichthe photo? things Is are it from from the the present past/present? or the past/now or before? 6. a) A book about a machine that can travel in time Tracks 2 & 3 Which things are from the past/present? b) Prehistory and Ancient History Tracks 2 & 3 b) Prehistory and Ancient History 7. Student’s own answers 7. Student’s own answers

Key competences covered: Linguistic competence; Mathematical competence and basic competence in Social Studies; 24 (allKey activities); competences Digital competence covered: Linguistic (Activities competence;3 and 6) Mathematical competence and basic competence in Social Studies; 25 24 (all activities); Digital competence (Activities 3 and 6) 25

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Teacher’s Book 63 includes a Teacher’s Book 53 includes a double page per Class Book double page per Class Book lesson, providing extra ideas. lesson, providing extra ideas.

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There are speci c lesson plans for the Let’s work together! and Project time! lessons. In the Additional resources box you will nd alternate activities, such Let’s work Let’s work Materials: as Make your own dictionary!, • Template 1.1 together! • Template 1.2 together! • Internet or reference books Make a poster about • coloured markers or pencils which editable templates should countries in the EU

Content objectives Instructions: you prefer to substitute or • Research, collect, interpret and present information 1. Work in groups of ve or six. Each group member should about the population of a European country. choose a country in the EU. 2. Find out this information about your country. • Test students’ knowledge about the unit. a) What’s the total population? What’s the fertility rate? b) Print out graphs and charts that show population extend either of these lessons. change and gender groups. Resources c) Print out a pyramid graph to show the current • Template 1.1: Outline map (one photocopy per group) population by age group. Template 1.2 (one photocopy per group) 3. Present the information, charts and graphs to your • group. These lessons also include 4. Compare your countries. Complete the template Materials with your group. All of the countries have/are... • Coloured markers/pencils, Internet/reference books Most of them have/are... Hardly any have/are... the Extension and Revision None have/are... Population TEMPLATE 1.2 5. In your group, make a poster with the information you EU countries found. Include a map of Europe. Colour the countries Names of group members: ————————————————————————— Class: ——————————————— Date: ———————————————— you researched on the map.

List your countries in order 1. 2. 3. of their population.

Before starting 4. 5. 6. worksheets, which can be done in List your countries from 1. 2. 3. the highest fertility rate to the lowest.

• Divide the class into groups of fi ve or six. Each member 4. 5. 6.

Classify your countries Increasing population Decreasing population by population change chooses a diff erent EU country. in the last 10 years.

Classify your countries More males than females MoreLiving females than in males society • Hand out copies of Template 1.1 and 1.2 to each group. by gender groups. class or assigned as homework.

16 Compare the pyramid 12/08/14 10:33 Male Age group Female Male Age group Female Male Age group Female

graphs for each country. 100+ 100+ 100+ 90-99 90-99 90-99 80-89 80-89 80-89 Identify how many countries 70-79 70-79 70-79 60-69 60-69 60-69 50-59 50-59 50-59 have each type of chart. 40-49 40-49 40-49 30-39 30-39 30-39 20-29 20-29 20-29 10-19 10-19 10-19 0-9 0-9 0-9 2.0 1.5 1.0 0.5 0 0 0.5 1.0 1.5 2.0 2.0 1.5 1.0 0.5 0 0 0.5 1.0 1.5 2.0 2.0 1.5 1.0 0.5 0 0 0.5 1.0 1.5 2.0 (million) (million) (million) (million) (million) (million) countries countries countries During the lesson 004_019_MODULO 1 U1 Social Sciences 5PR.indd 16 España, S. A. Press University © Oxford TEMPLATE 1.2 • Students fi nd out information about the population and Population fertility rate of their chosen country.

Names: ——————————————————————————————————— • Each student presents their fi ndings to their group. Date: ———————————————— Class: • The group members work together to complete the ———————————————

template for the group. 1. 2. 3. List your countries in order • Each groups creates a poster to display their information. of their population.

• When groups are ready, they present their information to 4. 5. 6. other groups or to the whole class. 1. 2. 3. List your countries from ‘Station’ presentations. In groups, students the highest fertility rate Extra idea! to the lowest. 6. 5. practise presenting their work. They put their posters in 4. 5. 6.

diff erent parts of the classroom and take turns visiting Decreasing population Increasing population other posters and listening to that group’s presentation Classify your countries by population change and asking questions. in the last 10 years.

More females than males ADDITIONAL RESOURCES More males than females Classify your countries ● Extension worksheet by gender groups. Project

Female Age group Male Female Age group Male 100+ Female 90-99 Age group Male 100+ 80-89 90-99 70-79 Compare the pyramid 100+ 80-89 60-69 90-99 70-79 50-59 80-89 time!60-69 40-49 graphs for each country. 70-79 50-59 30-39 60-69 40-49 20-29 50-59 30-39 10-19 Identify how many countries 40-49 20-29 0-9 30-39 10-19 0 0.5 1.0 1.5 2.0 20-29 0-9 2.0 1.5 1.0 0.5 0 (million) 10-19 0 0.5 1.0 1.5 2.0 (million) have each type of chart. 0-9 2.0 1.5 1.0 0.5 0 (million) (million) 0 0.5 1.0 1.5(million) 2.0 2.0 1.5 1.0 0.5 0 (million) countries countries countries Project

Materials: © Oxford University Press España, S. A. S. España, Press University Oxford © time! • A4 paper Content objectives29/08/14 13:08 • ruler Make a pyramid graph • pencil UNIT 1_template 1.2.indd 1 • Apply knowledge and skills from the unit to make a • coloured pencils Instructions: Linguistic communication (all activities); Mathematical competence and basic competencespyramid in science graph showing the age/gender distribution Key competences covered: of the EU. 1. Use your ruler to draw two vertical lines down the centre of your sheet of paper. Leave a 2 cm space between them. 36 and technology (Activities 2-5); Cultural awareness and expression (all activities); Digital competence (Activity 2) Write ve pencil marks at 2 cm intervals on the lines. 04/09/14 13:06 Materials Starting at the bottom, write these age groups in each 2 cm interval between the lines. • A4 paper, coloured pens, pencil, ruler 0–14 15–24 25–54 55–64 65

SSLP5P_U1_M1.indd 36 2. Use your ruler to draw a horizontal line across the bottom of the page. Mark six 2 cm intervals on each side.

3. At the top of the graph on the le write Males. On the right write Before the project Females. Under the horizontal line write (million) on each side.

4. Starting from the centre, write these numbers under the horizontal • Explain the objectives of the task. Students are going to line on both sides.

work together to make a pyramid graph showing the age/ 20 40 60 80 100 120

gender distribution of the EU population. 5. Use the information in the table to draw and colour the bars. Use • It may help to put students into pairs, although each one colour for males and another colour for females.

student should make their own pyramid graph. Make sure POPULATION OF THE EUROPEAN UNION 2013 Age group 0–14 years 15–24 years 25–54 years 55–64 years 65–100 years the students have the necessary materials. Males 40 million 29 million 108 million 31 million 40 million Females 38 million 28 million 106 million 33 million 54 million 6. Describe the EU’s population. Use the information in your pyramid During the project graph to complete the sentences. a) The population of the EU is increasing/decreasing. • b) Most people in the EU are aged between Do activities 1 and 2 together. Aft er each stage, ask students There are fewer people aged between and . and to hold up their work for you to check. . • Students work through stages 3-5 while you go around

checking and helping where necessary. 004_019_MODULO 1 U1 Social Sciences 5PR.indd 17 17 • You may want to get the attention of the whole class again before asking them to try Activity 6. 12/08/14 10:33 • Check their answers by inviting volunteers to complete the sentences.

ADDITIONAL RESOURCES ● Template 1.3: Make your own dictionary! ● Revision worksheet

Key competences covered: Linguistic communication (all activities); Mathematical competence and basic competences in science and technology (all activities); Cultural awareness and expression (Activities 5 & 6)

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SS6 LP M1 Preliminares.indd 16 24/8/15 8:31 • If Trackthere 19are Listen any immigrant and fi nd children the mistakes in your in class the youpicture. could ask the other students to interview them. Look at this picture. What century is it? History It’sActivity the 19th 6 century… look at the calendar, 1850, and the 5 ANSWERS Track 13 furniture. It’s typical 19th-century furniture. 8. Quiz. Check your learning. • Students write and illustrate their articles then present Say true or false. Yes,them you’re to the right class. but Ifthere time are is short, some thisthings activity that are could a bit be Let’s revise! strange! 1. done for homework. Population1. Prehistory: includes wheel, all animal the people skins, collected living in afruit, city or country What do you mean? excepthunted, the immigrants. fi shed,... True or false? Activity 7 Look at the window. There’s a plane! They didn’t have planes 2. Cities Ancient usually History: have coins, a higher Greeks, population Romans,... density than in the 19th century! • Draw the mind map on the board and volunteers to call villages. Middle TrueAges: or mosques, false? Christian kingdoms, Ha! Ha! You’re right. out words for each category or invite students to come 3. Europeal-Andalus and Spain both have a low fertility rate. True or Andup look to the on boardthe wall. to completeNext to the the painting mind map. of the Students man on the false? Early Modern Age: compass, ships,... copy the mind map into their notebooks. Check students horse. There’s a cave painting. That’s from Prehistory! Can Modern Age: entertainment youpronunciation see it? Ha! Ha! of key terms. 4. Spain’s population started to increase rapidly in 2012. True or Add false? pictures to the words that are already Ha! Ha! And on the table there’s a manuscript from the Activity 8 in the diagram. Middle Ages! And Track look at13 the man: he’s wearing a helmet 5. Natural changes in population are caused by births, deaths from• Students the Middle have Ages to listen too! to fi ve sentences and decide if they and2. a)migration. 2, b) 1, c) 3,True d) 1, or e) false? 2, f) 1 Yeah,are andtrue the or false. statue’s You wrong could too:ask studentsit’s from toAncient stand Greece!up/raise 3. a plane, a cave painting, a manuscript, a helmet their right hand/put their hand on their head, if they think and a statue the sentence is true/false. ANSWERS4. Student’s own answers Activity 9 1. a) 2 • Ask students to refl ect on their learning. Refer students b) 3 to page 4, Activity 5. Ask: Can you answer your questions c) 4 about population? Can you answer your questions d) 1 Ltsrvs!Let’s revise! • Do feedback with the whole class. Student copy the self-evaluation sentences in their notebooks and assign 2. Student’s own answers

3 20 Listen and fi nd the mistakes in the picture. each sentence an appropriate smiley. 3. Write an article about the immigrant or migrant you interviewed. Student’s own answers 6 a) Include the answers to the questions in activity 5. 4. a) low Let’sLet’s revise! b) Include a photo or drawing. ADDITIONAL RESOURCES c) Show the journey she/he made on a map. b) there aren’t any towns/houses in k! In your notebook, copy and complete the diagram using words from the unit. 1 Th 1. the number of people living in each square kilometre. d) Present your article, photo and map to the class. 1 Match to make definitions in your notebook. Tests A and B the total number of people living in a city or country. ● Population is ... 2. c) Student’s own answers a) 7 Copy and complete the mind map in your notebook. 3. the average number of children each family has. b) The fertility rate is ... Population 4. the study of population. c) Demography is ... 5. Student’s own answers d) Population density is ... Representing population Population groups 6. Student’s own answers Do a class survey. Ask all your classmates. 2 a) Find out how many children each family has. Population words 7. Student’s own answers b) Calculate the total number of children. c) Count the number of families. Check your learning. 8. 1. false (Population includes the immigrants.) d) Calculate the fertility rate of your class. total number of children (your answer to b) 8 13 QUIZ

fertility rate 5 number of families (your answer to c) 2. true hin k! What have I learnt? 9 T a) Look at the mind map and the questions you wrote at the beginning of the unit. 3. true b) What questions can you answer now? 3 Draw a pie chart to show the gender distribution of your class. What other population groups can you think of in your class? c) How can you find answers for the other questions? 4. false (The population started to decrease in 2012.) a) Does this area have a high or low Thin k! Look at the photo and answer the questions. population density? 4 Make a picture dictionary for this unit. Include diffi cult words. 5. false (Natural changes in population are caused by b) How do you know this? 4 , Spain … My progress No, I need to d) InIn Ancient Ancient I know History, History this because Spain there … are/aren’t... study more. births and deaths.) U I Z Choose the correct answer. 2 Q c) Is your town or city more or less densely MYn k! PROGRESSCopy the sentences in your notebook. Then draw a smiley next to each one. 1. was part of the Roman Empire Thi No, not yet. populated than this? 9. Student’s own answers a) AA century century is is … … 2. waswas conqueredconquered byby MuslimsMuslims a) I canhi definen k! Copy population the sentences density and and the draw fertility a smiley rate. next to each one. My town/city is more/less densely T Yes, I can.Yes, I can. 11 000 years I can name types of charts and graphs used to represent 1. 3. hadhad aapopulated bigbig empire.empire. than this. b) Ipopulation. know how time is measured in history. 2. 100100 yearsyears Yes, I can do this e) In the Early Modern Agevented … c) II canknow give what examples the fi of ve population periods groups.of history are. very well.Yes, I can do 3. 1010 years.years. steam trains were in I can name factors that cause population to increase this very well. 1. steam trains were invented d) I can identify important events in each period. Years with B.C. are … or decrease. b) 2. explorersexplorers sailedsailed aroundaround thethe worldworld II can representdescribe aspectshow people’s of the population lives have of changed. the EU in a graph 1. beforebefore Jesus Jesus was was born born e) 3. therethere werewere manymany factories.factories. or chart. I can fi nd out about Columbus. 19 21 afterafter JesusJesus waswas bornborn 2. . f) I can do research on Spain’s population. f) In the Modern Age … 3. longer than other years

towns and cities got bigger Interview an immigrant or a migrant from another part1. towns of Spain. and Askcities these got questions bigger 10/07/14 15:40 Once a week! week! a Once week! a Once 5 12/08/14 10:33 Prehistoric people lived in … c) Prehistoricand any other people questions lived in you’d … like to ask. 2. noblesnobles livedlived inin castlescastles vented. 1. a)big Which houses country/region was she/he born in? 1. big houses 3. thethe printingprinting presspress waswas invented.in b) When did she/he move to your town or city? 2. 2. castles Time andLiving change in society c) Why did she/he move? 3. caves. 004_019_MODULOU5_SocSciences_1007.indd 1 U1 Social Sciences 21 5PR.indd 19 12/08/1410/07/14 10:33 15:40 2018 Activity 4 Key competences covered: Linguistic competence; Mathematical competence and basic competence in Social Studies; Teaching tip (all activities); Basic competence in Art; Digital competence (audio activities) U5_SocSciences_1007.indd004_019_MODULO 1 U1 Social 20 Sciences 5PR.indd 18 • Students choose words from the unit to add to theirPedro, picture • Ifdictionary. you want to You avoid can having ask them the tostudents choose move important around or the diffi cult Before starting class,words they or simplycan ask words and answer they like. in small groups. Create a Activities: step-by-step guide master list on the board by asking, for example: SSLP3P_U5_M2.inddSSLP5P_U1_M1.indd 4139 • Students should work individually for activities 1, 4, 7, 8 and 9. how many children are there in Maria’s family? Activity• Check 1 individual work in each student’s notebook before ADDITIONAL RESOURCES feeding back to the class. This will help to identify students Activity 3 413941 • In pairs, students look at the mind map and think of words Tests A and B having diffi culties. ● to add in the blank spaces on the lines. They can look back • Go● Template around helping 5.4: Make students your own with dictionary! their pie charts. Draw at the unit in their books and their own mind maps to fi nd a master pie chart for the class on the board and invite volunteers to come out and label it. Ask students to the words. Activities: step-by-step guide 22/08/1404/09/14 11:5113:06 suggest other population groups for the class. • In the meantime, draw the mind map on the board. In whole Activityclass feedback, 1 name students to come out and add words in the blank spaces. Activity 4 Students match the sentence halves. Check the answers • • Ask students to study the photograph and write sentences as a class and that students are comfortable with the Activity 2 in their notebooks using the models. Invite some students pronunciation of these key terms. to read out their sentences. • Students do the activity orally in pairs, taking turns to read a question out loud for their partner to answer. Activity 2 Activity 5 • Students do this Track activity 20 in pairs. They make a list of all the Activity 3 • Ask students to think of the direct questions they would students’ names in the class then go around asking and ask. Put some of the questions on the board, for example: • Beforeanswering: listening, How students many children look at are the there picture in your and family? see how Where were you born? Check pronunciation. •many Work mistakes out the fertility they can rate fi fornd. the group together as a class. • Students listen and name the mistakes in the picture and say why they are mistakes.

04/09/14 13:06 22/08/14 11:51

38 40

SSLP5P_U1_M1.indd 38 SSLP3P_U5_M2.indd 40

At the end of every unit the Let’s revise! lesson provides various opportunities to help your students review the content they have studied, as well as to evaluate their progress. Two alternative tests are o ered as additional resources, so that students can be tested at di erent levels.

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SS6 LP M1 Preliminares.indd 17 24/8/15 8:31 IWB Class Book

The Interactive Whiteboard Class Book is a one-stop resource for teachers that includes everything you need to make the most of your class time. It is available both on and o ine. As soon as you press Enter, you will be shown the menu of the units in the module you are teaching. From there you click on the unit and the lesson you want to go to. This takes you directly to the Digital Class Book.

Digital Class Book (Teacher’s version) This is a page faithful version of the book, with integrated audios (just click on the icon), pop up activities with answers, as well as a tool bar on the right. The audios include all the listening activities and the Talking Book.

The tool bar opens the tool page.

The home button brings you back to the main menu.

The green arrow sends you back to the previous page.

The star button allows you to save your own notes as a favourite.

The cap takes you directly to the Teacher’s Book unit in PDF format.

The correction symbol takes you directly to the Gradebook, where you can check your students’ progress in the Let’s Play section.

The resource button gives you access to all the additional resources of the module. From there you can also search by unit

The pencil button allows you to colour or underline things on the page, as well as giving you a highlighter or shade function.

The question mark button takes you to the IWB user guide.

SS6 LP M1 Preliminares.indd 18 24/8/15 8:31 Resources Animations: • These are very simple animations, designed to illustrate key content in a fun and simple way. Digital fl ashcards: • All the key vocabulary is presented along with text de nitions, with the audio. Digital Posters: • Large digital posters that can be projected. Let’s play*: • These are interactive activities, at least three or four per lesson. This material is also included in the student’s digital material, and you can track student’s progress through the Oxford Gradebook. Let’s surf: • A wide variety of possible web or video links are provided, for those classes that have direct on-line access. Letters to parents: • Every unit includes a letter telling parents what content their children will be studying in that unit, as well as what resources they can use from the Plus Zone. A bilingual list of vocabulary is provided. Material lists: • A list of supplies needed per unit for the projects and group work is provided, so that the teacher can ask parents ahead of time to buy the materials.

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SS6 LP M1 Preliminares.indd 19 24/8/15 8:31 Presentations*: • These are very simple Powerpoint presentations, which include the key concepts of every unit. This can be used for revision and will be provided in both English and Spanish. Editable resources: • An ample variety of editable worksheets are provided, as well as the answer keys. Tests: • There are three editable tests provided per unit: Test A, Test B and Test C. Teachers can modify them, depending on their students’ needs. These can either be printed or downloaded and edited.

*These resources, as well as the Talking Book audio, are included in the digital material for students in the Plus Zone.

SS6 LP M1 Preliminares.indd 20 24/8/15 8:31 Printable resources As part the Additional resources clearly indicated in every lesson plan in the Teacher’s Book, every unit includes the following: • one worksheet per content lesson • one Support worksheet per content lesson for students who need extra help • one Extension worksheet • one Revision worksheet • editable templates for the Let’s work together! and Project time! • editable templates for Make your own dictionary!

Population TEMPLATE 1.2 EU countries

Names of group members: ————————————————————————— Class: ——————————————— Date: ————————————————

List your countries in order 1. 2. 3. of their population. Our world GRID MAP Template 1.1 4. 5. 6. A B C D E F

List your countries from 1. 2. 3. the highest fertility rate 1 to the lowest.

4. 5. 6. 2

Classify your countries Increasing population Decreasing population by population change 3 in the last 10 years.

Classify your countries More males than females More females than males by gender groups. 5

Compare the pyramid Male Age group Female Male Age group Female Male Age group Female

graphs for each country. 100+ 100+ 100+ 90-99 90-99 N90-99 80-89 80-89 80-89 Identify how many countries 70-79 70-79 70-79 60-69 60-69 60-69 50-59 50-59 50-59 have each type of chart. 40-49 40-49 40-49 30-39 30-39 30-39 20-29 20-29 20-29 10-19 10-19 10-19 0-9 0-9 0-9 2.0 1.5 1.0 0.5 0 0 0.5 1.0 1.5 2.0 2.0 1.5 1.0 0.5 0 0 0.5 1.0 1.5 2.0 W2.0 1.5 1.0 0.5 0 0 0.5 1.0 E 1.5 2.0 (million) (million) (million) (million) (million) (million) countries countries countries

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SS6 LP M1 Preliminares.indd 21 24/8/15 8:31 UNIT 1 Spain

Learning outcomes

1 Spain’s political geography 1 Locate on a map and name the main 2 Provinces in Spain features of Spain’s relief. 3 Spain’s relief 3 Label a map correctly, identifying the main mountain ranges, areas of flat land and 4 Spain’s rivers depressions. 5 Characteristics of Spain’s coasts and islands 4 Interpret a map and name correctly features of coastal relief such as gulfs, capes, islands and rías. Assessment criteria 5 Define Spain’s main hydrological systems 1 Identify and locate on a map Spain’s and identify the principle watersheds and autonomous communities, provinces and their rivers. provincial capitals. 6 Analyse data relating to Spain’s major rivers 3 Locate Spain on a map and identify its and classify them according to length, geographical and political boundaries. volume – including seasonal variation –, and watershed. 4 Identify and locate on a map the main features of Spain’s physical relief. 7 Locate on a map the autonomous cities of 5 Identify and locate on a map Spain’s Ceuta and Melilla, the Canary and Balearic principle rivers and their watersheds, archipelagos. Identify and name the identifying their source, mouth and main principle islands. tributaries. 8 Locate on a map the natural barriers that 6 Identify and locate on a map the Canarias act as borders between Spain and other and Baleares archipelagos and the countries. autonomous cities of Ceuta and Melilla. 9 Recognise the geographical, cultural and 7 Identify some the main features of Spain’s linguistic diversity of Spain. coastal relief. 10 Analyse information related to the physical Assessment opportunities are highlighted and political geography of Spain using a throughout the unit. range of media and information sources including the Internet, encyclopedias, maps, images, tables and illustrations. Key competences 11 Collaborate in a variety of group activities to research, evaluate, organise and present Key competences are integrated in activities information about Spain’s physical and throughout the unit. political geography.

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LESSON RESOURCES DIGITAL

1 • Online resource Introduction Track 2 • Interactive activity

2 What’s Spain’s political Tracks 3 & 4 • Online resource • Worksheet 1.1 • Interactive activity geography like? • Support worksheet 1.1

3 Tracks 5 & 6 • Online resource What are provinces? • Worksheet 1.2 • Interactive activity • Support worksheet 1.2

Tracks 7 & 8 4 What’s Spain’s relief • Outline map template • Online resource like? • Worksheet 1.3 • Interactive activity • Support worksheet 1.3

5 What are Spain’s rivers Tracks 9 & 10 • Online resource • Worksheet 1.4 • Interactive activity like? • Support worksheet 1.4

6 What are Spain’s coasts Tracks 11, & 12 • Online resource • Worksheet 1.5 • Interactive activity and islands like? • Support worksheet 1.5

7 • Template 1.1 • Digital fl ashcards Let’s work together! • Extension worksheet • Animation

• Template 1.2 • 8 Revision worksheet • Project time! • Make your own dictionary! Digital fl ashcards template

9 Let’s revise! • Test A, B & C • Presentation

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UNIT 1 a c d

Spain

b e

G ETTING STARTED

1 Read the text on page 5. Then copy and complete the sentences in your notebook. a) It in the north of Spain. b) In the south of Spain winters are usually .

2 Match these descriptions to the photos. a) A dormant volcano c) Moorish architecture b) A Meseta landscape d) A volcanic landscape

2 3 Listen and match. Can you identify the language? EO- a) Speaker 1 1. Català G FACT Spain has diverse landscapes and di erent b) Speaker 2 2. Euskara More than 60 million climates. There are long rivers, high mountains tourists visit Spain every and green valleys. It rains more in the north than in c) Speaker 3 3. Galego year. This means Spain the south. Around the Meseta, in central Spain, it’s was the third-most visited usually hot and dry in summer and cold in winter. 4 Find out about the diff erent languages spoken in Spain. country in the world a er Temperatures in the south are mild in winter, a) How many diff erent languages are spoken in Spain? France and the United except in highland areas, and hot in summer. b) How do you say ʻGood morning!ʼ in the diff erent languages? States in 2013. We can nd a range of architectural styles in Spain which shows the di erent periods in the country’s hi 5 T n k! Think about this unit. history. These include the Moorish Alhambra and a) What do you already know about the physical and political Roman structures in Mérida and Segovia. Spain is geography of Spain? Make a mind map. also a culturally and linguistically diverse country. Most people speak Spanish (Castellano) but b) What do you want to learn about the physical and political other languages are also spoken, such as Catalan geography of Spain? Write three questions. (Català), Basque (Euskera) and Galician (Galego).

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How to start Content objectives • Activate knowledge and generate interest in the topic by • Recognise the geographical, cultural and linguistic asking students to look at the pictures. Ask: What can you diversity of Spain. see in the pictures? Explain that the photographs show diff erent places in Spain. Ask: Where do you think the Vocabulary pictures were taken? • diverse, dormant, highland, landscape, mild, range, volcanic ACTIVITIES: step-by-step guide Structures • It rains more in the north than in the south. Activity 1 • Other languages are also spoken. • Students read the sentences and try to predict the missing Resources information. Track 2 • Ask the students to copy and complete the sentences in their notebooks. • Students read the text on page 5 and check their answers. They can ask you or consult dictionaries for any words they are unsure of.

Activity 2 • Students work individually or in pairs to match the descriptions with the photos. Check the answers with the class. • Ask the students if they have visited any of these places.

010_SS6PRI_LP_U1_M1.indd 24 25/08/15 16:27 Activity 3 Track 2 Track 2 Listen and match. Can you identify the language? • Ask the students to name some of the languages spoken in Spain. a) Speaker 1 • Tell students they are going to hear people speaking three — Kaixo, zer moduz? Nire izena Susanna da. Portugaleteko diff erent languages. They have to match the speaker with naíz. Non zara zu? the language. b) Speaker 2 • Ask volunteers to call out the answers. —Hola. Com esteu vosaltres? El meu nom és David. Jo sóc • Ask the students if they understood what the speakers de Barcelona. D'on ets tu? were saying. • Encourage students to tell each other if they have people c) Speaker 3 who speak these languages in their circle of family and — Hola! Como vai? Chámome Iria e son de Cambados. E friends. vostede, de onde è?

Activity 4 • Ask the students if they know of any more languages spoken in Spain. Put their suggestions on the board. ANSWERS • Ask the students to fi nd out more about these languages by consulting the Internet, other reference sources, families 1. a) rains more, b) mild and friends. 2. a) c • Students report back on their fi ndings. Encourage them b) e to think about where the languages are spoken, by how many people, and the origin of the language. You may also c) b wish to discuss the current status of the language: offi cial, d) a recognised, endangered … 3. a) Euskera Activity 5 b) Català • Start a mind map on the board with Spain as the central c) Galego subject and physical and political as sub-categories. Ask the 4. a) Spanish is the offi cial language, Catalan students to suggest words and expressions they associate (including the Valencian variant), Galician, Basque with these categories. Add these to your mind map on the and Aranese (Occitan) are co-offi cial in the board. autonomous communities where they are spoken. • Tell the students to copy the mind map in their notebooks. All of these languages are Indo-European in origin, Give them fi ve minutes to add more words, if possible. except Basque, which is thought to be a language • Ask the students what else they would like to know about isolate. the physical and political geography of Spain. Encourage b) Catalan: Bon día, Galician: Bos días, Basque: Egun them to write three questions. on, Aranese: de Bones jorns

Extra idea! Ask students to write a list of the places in 5. Student’s own answers Spain they’d like to visit and why.

Key competences covered: Linguistic communication (Activities 1-5); Cultural awareness and expression (Activity 1-5); Digital competence (Activity 4); Learning to learn (Activity 5) 2525

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What’s Spain’s political geography like?

Spain is located in the Northern Hemisphere, in Europe. The capital of the Spanish Each autonomous community has its own capital and government. EO- state is Madrid. The country has land borders with France and Andorra in the north, Some communities also have their own language and law code. G FACT Portugal in the west and Gibraltar in the south. It also has a border Autonomous communities are responsible for some public services. Is it possible to be in two with Morocco on the African continent. For example they organise: countries at once? A small education and healthcare. town, called Llívia, is in the middle of the French social services. G ETTING STARTED Pyrenees but is part of regional tourism. Girona. It’s separated from the rest of Spain by a 1 Test your partner. Give clues about: 1.6 km-long road. a) bodies of water surrounding Spain. b) autonomous communities.

Spain is divided into 17 autonomous communities. These were created by the Spanish Constitution of 1978. Two of these, Canarias and IIles Balears, are archipelagos. There are two autonomous cities, Ceuta and Melilla, in North Africa.

A CTIVITIES

2 Copy and complete the sentences in your notebook. a) Spain has land borders with . b) The autonomous cities of and are located in North Africa. c) There are autonomous communities. d) Spain is surrounded by in the north, in the south and in the west.

3 3 Listen and look at the map. Which autonomous communities are being described?

4 Find out about diff erent autonomous communities. a) Choose a diff erent autonomous community from the one where you live. b) Use the Internet or an encyclopedia to fi nd out as much as possible: location, population, main economic activities and major cities. c) Does it have its own language? Translate a sentence of your choice into English using a programme on the Internet. d) Present your fi ndings to the class. If there is a language, say the phrase. hi 5 T n k! Can you think of ways to remember the autonomous communities? For example, think of a mnemonic for the names of the autonomous communities in the north of Spain.

4 6 QUIZ Check your learning.

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Point to the wrong place on the map and get students to say … until you indicate the correct location. Content objectives ‘north’, ‘south’ • Do the same with other places: Madrid, Catalonia, Canary • Revise the geographical location of Spain and its neighbouring countries. Islands and so on. • Learn about the location of Spain’s autonomous communities and their administrative functions. ACTIVITIES: step-by-step guide Vocabulary • archipelagos, borders, healthcare, land, mnemonic, Activity 1 social services, surrounding • Students look at the map. Structures • Ask for a volunteer to help you. Say: This body of water is to the south and east of Spain, between Spain and Africa. • Spain is surrounded by water. Elicit the answer (the Mediterranean Sea). Demonstrate • The autonomous communities are responsible for… the activity again with an autonomous community. Resources • Students continue the activity in pairs. Tracks 3 & 4 Activity 2 • Ask students to predict the missing information. Then, read How to start the texts on page 6 to check their predictions. • Draw on the board or project a rough outline map of the • Check by asking volunteers to read out their completed Iberian Peninsula. Remind students of the four cardinal sentences. points north, south, east and west. • Draw students’ attention to the text at the top of page 7 • Point to the map and ask questions: How many countries have and explain some of the administrative functions of the a border with Spain? Where’s Portugal, France, Morocco? autonomous communities.

010_SS6PRI_LP_U1_M1.indd 26 25/08/15 16:27 B Man: This is a big autonomous community. It’s not very Activity 3 Track 3 densely populated and it’s completely inland. It’s very dry • Ask the students to listen to some people describing three of in summer and very fl at. Spain’s autonomous communities and to write the name of Woman: So, it doesn’t have a coast. the autonomous communities they think are being described. Man: No, it doesn’t. Its capital is Toledo. • Ask volunteers to call out their answers. (pause) • Play the audio again. Stop aft er the fi rst section and elicit Woman: Ah, that’s easy then, Castilla-La Mancha! students’ answers. C Woman: This autonomous community is a long way from • Play the remaining sections of the audio for students to Madrid. It’s in the south-west. It’s quite close to Africa. check their answers. Man: Is it Andalucía? Activity 4 Assessment opportunity Woman: No ... • Students work in small groups. Ask them to choose an Man: Ah, I know, ... does it have a capital called Mérida? autonomous community to research. Woman: No. Listen, it’s made up of diff erent islands. • Students use the Internet, encyclopedias and other reference (pause) sources to fi nd out as much as possible about their choice. Man: Of course, near Africa, Canarias! • Students present their fi ndings to the class. This could be in the form of an oral presentation, a poster or a slideshow. Track 4 Quiz. Check your learning. Activity 5 Hello, everybody! Are you ready? Listen and answer the • Students challenge each other in pairs to see who can name questions. all the autonomous communities without looking at the map. • Discuss ways of memorising information. Explain what a a) Which country is west of Spain? mnemonic is. For example: Gorillas And Cats Play Netball b) Which is the closest country to Spain in the south? (Galicia, Asturias, Cantabria, Pais Vasco, Navarra) c) How many autonomous communities are there in Spain? d) What are the names of the two autonomous cities in the Extra idea! If students fi nd this easy, challenge them to north of Africa? memorise and then name the autonomous communities with their capital cities. e) Which two autonomous communities are NOT part of the Iberian Peninsula? Activity 6 Track 4

• Tell students they will hear fi ve questions. ANSWERS • Students listen and write their answers in their notebooks. a) Cantabrian Sea, Mediterranean Sea, Atlantic • Ask them to compare answers. If necessary, play the audio 1. Ocean a second time. b) Any of the 17 autonomous communities

ADDITIONAL RESOURCES 2. a) France, Andorra, Portugal and Gibraltar ● Worksheet 1.1 and Support worksheet 1.1 b) Ceuta, Melilla ● Online resources c) 17 ● Interactive activity d) Atlantic Ocean 3. a) Galicia b) Castilla La Mancha c) Canarias. Track 3 Listen and look at the map. Which 4. Student’s own answer autonomous communities are being describing? 5. Student’s own answer A Woman: This autonomous community is in the north of 6. a) Portugal Spain, to the north of Portugal. It’s to the west of Asturias. b) Morocco (Gibraltar is not a country, it’s a UK overseas territory) Man: Ah, so Asturias is to the east of this autonomous community. Is it very close to Asturias, the one you are c) 17 thinking of? d) Ceuta and Melilla (pause) So it must be… Galicia! e) Canarias and Baleares

Key competences covered: Linguistic communication (Activities 1-6); Mathematical competence and basic competences in science and technology (Activities 1 & 3); Learning to learn (Activity 5 & 6); Cultural awareness and expression (Activities 1-3 & 5); Digital 2727 competence (Activity 4)

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What are provinces?

Each autonomous community is made up of one province or more. Some provinces, such as A Coruña and Alicante, have a coastline. Others O Seven of the 17 autonomous communities have only one province are completely inland, such as Ávila and Soria. There are three provinces GE -FACT and are sometimes referred to as uniprovincial communities. made up of islands. Until the year 2000, car Cantabria, for example, is an autonomous community Two of these are in Canarias: registration plates identi ed with just one province. Andalucía has eight. the province where they Santa Cruz de Tenerife includes Tenerife, La Gomera, La Palma and El were from. For example, Hierro. B was for Barcelona, M for G ETTING STARTED Las Palmas de Gran Canaria includes Gran Canaria, Fuerteventura and Madrid, SE for Sevilla and Lanzarote. CA was for Cádiz. 1 Answer these questions in your notebook: Illes Balears is the third island province. a) Which autonomous communities do these provinces belong to? It’s just one province consisting of:

Cádiz Burgos Tarragona Ciudad Real Badajoz Mallorca, Menorca, Ibiza, Formentera and some smaller islands, such as La Cabrera. b) Which autonomous communities have only one province?

Spain has 50 provinces. They define theelectoral They were created in 1833. districts and are important A CTIVITIES for assigning postcodes and telephone prefixes. 2 Match to make sentences. a) Spain’s provinces were … 1. aft er their principal town or city. b) Most of the provinces are named … 2. have only one province. c) Seven of the autonomous communities … 3. coastal, inland or islands. d) Provinces can be … 4. created in 1833.

5 3 Listen and say where the people are from.

hi 4 T n k! How many ways can you describe the provinces? Look at the map on page 8. Give clues and test your partner.

5 Draw the outline of an autonomous community with more than one province. Label and colour the diff erent provinces and main cities.

Provinces are subdivided 6 into municipalities. Find out more about the province where you live. Most, but not all, a) Is it inland, coastal or an island? c) What’s its population? provinces are named after b) Where’s it located? d) What are the major towns and cities? their main town or city. My province is … Its population is…

6 7 QUIZ Check your learning.

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How to start Content objectives • Ask the students to identify the provinces in their own (or • Learn about the location of Spain’s provinces. a neighbouring) autonomous community. Explain how the • Learn about the students’ own province. province is the next level down of political administration aft er the autonomous community. Vocabulary • Get students to call out the names of more provinces. • coastal, electoral district, inland, island, municipalities, postcode, province, uniprovincial ACTIVITIES: step-by-step guide Structures • There are three provinces made up of islands. Activity 1 • Most provinces are named aft er their main town or city. • Ask the students to take out their notebooks. They work together individually or in pairs to answer the questions, Resoucres with the help of the map. Tracks 5 & 6 • Invite volunteers to give their answers.

Activity 2 • Draw students’ attention to the introductory text, the map and the text on page 9. • Students match the sentences. To check answers, ask volunteers to read out their sentences.

010_SS6PRI_LP_U1_M1.indd 28 25/08/15 16:27 b) Man: Well, my home is in a province which is also the name Activity 3 Track 5 of an autonomous community. It’s very mountainous, but it • Students listen to some people describing where they also has a coastline, a very dramatic one, with forests nearly are from, and write their answers. Aft er the fi rst listening, on the beach. It’s between Cantabria and Lugo. (pause) I’m students compare their answers in pairs. from Asturias. • Play the audio again. Stop aft er each speaker and ask c) Woman 2: Where I live is completely inland. The capital city volunteers to call out their answers. is very old and has a wall around it. It has borders with six other provinces. These are Cáceres, Salamanca, Valladolid, Activity 4 Segovia, Madrid and Toledo. The capital city has the same • Ask volunteers to look at the map on page 8 and to suggest name as the province. (pause) I’m from Ávila ways of describing a province. Elicit some more ideas: coastal/inland, size, location in relation to other provinces or Track 6 Quiz. Check your learning. Hello Eveybody! geographical features, capital city, fi rst letter… Are you ready? • Demonstrate the activity with some examples. Say: This is a province in Andalucía. It has a border with Portugal. It Say true or false. begins with the letter H. (Huelva) 1. Andalucía is the autonomous community with most • Students test each other in pairs or small groups. provinces. True or false? 2. Murcia, Madrid and Extremadura are uniprovincial Activity 5 communities. True or false? • Students trace an autonomous community and its provinces. 3. Spain’s 50 provinces were created in 1833. True or false? • Students complete the map with additional information. Go 4. Spain has three island provinces. True or false? around checking and commenting on their work. 5. Soria, Teruel, Albacete and Huelva are all inland provinces True or false? Activity 6 Assessment opportunity • Students fi nd out more about their province by consulting ANSWERS the Internet and other reference sources. • Students write the information in their notebooks. 1. a) Cádiz: Andalucía; Burgos: Castilla y León; Tarragona: Cataluña; Ciudad Real: Castilla la Activity 7 Track 6 Mancha; Badajoz: Extremadura • Tell students they are going to hear fi ve sentences. They b) Principado de Asturias, Cantabria, La Rioja, have to decide if the sentences are true or false. Comunidad Foral de Navarra, Comunidad de Madrid, Región de Murcia, Illes Balears • Play the audio, pausing aft er each sentence for students to write their answer. 2. a) 4 c) 2 • Play the audio again. Students put up their right hand if b) 1 d) 3 they think the sentence is true and their left hand if they 3. a) Huelva think it is false. b) Asturias c) Ávila ADDITIONAL RESOURCES 4. Student’s own answers Worksheet 1.2 and Support worksheet 1.2 ● 5. Student’s own answers ● Online resources 6. Student’s own answers ● Interactive activity 7. 1. false (Castilla-Leon has 9 provinces. Andalucia has 8.) 2. false (Murcia and Madrid are uniprovincial, Extremadura has two provinces: Cáceres and Track 5 Listen and say where the people are from. Badajoz.) a) Woman 1: My town is in the most south-western province 3. true in mainland Spain. It’s the last province before Portugal 4. true and has borders with Sevilla in the east and Badajoz in the 5. false (Huelva has a coastline.) north. (pause) I’m from Huelva.

Key competences covered: Linguistic communication (Activities 1-7); Learning to learn (Activities 4-7); Mathematical competence and basic competences in science and technology (Activity 5); Cultural awareness and expression (Activities 1-7); Digital 2929 competence (Activity 6)

010_SS6PRI_LP_U1_M1.indd 29 25/08/15 16:28 What’s Spain’s relief like?

What’s Spain’s relief like? O Spain is one of the most mountainous countries in Europe. It has an Lowland Spain is dominated by two huge river basins or depressions, GE -FACT average altitude of 650 m. Switzerland is the only European country Depresión del Ebro in the north-east and the Depresión del The highest mountain with more high land than Spain. Guadalquivir in the south, which covers land from Huelva to Cádiz. It on the Iberian Peninsula has marshy areas where rice is grown. They are called Las Marismas del is Mulhacén in the Sierra Guadalquivir. Spain also has some coastal plains. Nevada. It’s part of the G ETTING STARTED Sistemas Béticos. It’s near Granada in Andalucía, and is 3 477 m high. The 1 With a partner, make a list of all the mountain ranges you know in Spain. highest mountain in the whole of Spain is Teide in Tenerife. The Macizo Galaico-Leonés in the north-west and the Cordillera Cantábrica in the north form an almost-continuous mountain The Pyrenees in form a barrier range which stretches right across the north of the country. between France and Spain.

The Meseta Central is surrounded by the Montes de León in the north, the Sistema Ibérico in the west and the Sierra Morena in the south.

A CTIVITIES The Meseta Central is a large 2 Copy the sentences in your notebook, choosing the correct answer. plateau in the a) The Meseta is a mountain range/large plateau in the centre of Spain. centre of Spain. It’s divided into b) The main mountain range in the south of Spain is the Pyrenees/Sistemas Béticos. the Submeseta c) France and Spain are separated by the Pyrenees/Sistema Ibérico. Norte and the Submeseta Sur. d) The Depresión del Ebro/del Guadalquivir is in the south of Spain. e) The Submeseta Sur is divided in two by the Montes de Toledo/León.

7 3 Listen and identify the mountain range or lowland area.

4 Make a political map with relief.

a) Use the template and tracing paper to create a relief map of Spain. The Submeseta Sur is b) Place your tracing paper over the provinces/autonomous communities map on pages 6 and 8. divided in two by the c) Where are the main mountain ranges located? Tell your partner. Montes de Toledo. The Meseta Central is in the provinces of… The Sistema Central runs from … in the west to … in the north-east. The south-west of Spain has the highest mountain range, 8 the Sistemas Béticos, which 5 QUIZ Check your learning. includes the Sierra Nevada.

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How to start Content objectives • With their books closed, ask the students: Which is the • Identify and locate on a map the main features of most mountainous country in Europe? And the next most Spain’s relief: mountain ranges, mesetas and river mountainous? Students may be surprised to discover that basins. Spain is the second most mountainous country in Europe • Combine diff erent types of maps in order to describe aft er Switzerland. the physical and political geography of an area. ACTIVITIES: step-by-step guide Vocabulary • altitude, barrier, basin, depression, marshy, range, stretches Activity 1 • With their books closed, students work in pairs to write the Structures names of the mountain ranges in Spain they can remember. • It forms an almost-continuous mountain range. • Ask volunteers to call out their suggestions. • It has marshy areas where rice is grown. • Students check their ideas on the map. Resources Tracks 7 & 8 Activity 2 • Draw students’ attention to the map and the texts on pages 10 and 11. Ask them to read the texts and check any unknown words with you or their dictionaries. • Check students can pronounce range, basin, depression, marshy. • Ask the students to copy the sentences in their notebooks and choose the correct word from the alternatives given.

010_SS6PRI_LP_U1_M1.indd 30 25/08/15 16:28 • Check the answer by asking volunteers to read their Track 8 Quiz. Check your learning. Hello eveybody! sentences. Are you ready?

Activity 3 Track 7 Choose a or b. • Tell students to listen and identify the feature described. 1. Where are the Pyrenees? • Aft er the fi rst listening, students should compare their a) Between France and Spain answers with their partner. b) Between Spain and Portugal • Play the audio again. Check the answers and ask volunteers to explain which words or expressions helped them to 2. Where is the highest mountain in the Iberian Peninsula decide. located? a) In the Pyrenees Extra idea! Play ‘Flight Path’. Students take it in turns to describe the features of relief they would fl y over on, for b) In the Sistemas Béticos example, a fl ight from Sevilla to Bilbao. 3. The Submeseta Norte corresponds approximately to which autonomous community? Activity 4 Assessment opportunity a) Castilla y León • Ask students to create an outline relief map by tracing the b) Castilla-La Mancha map on template 1.3 and placing this over the maps on pages 6 and 8. 4. Which two mountain ranges stretch across the north of • In pairs, students use the two maps to identify and talk Spain? about the location of the main mountain ranges and river a) The Montes de Toledo and the Montes de León basins. b) The Macizo Galaico-Leonés and the Cordillera Cantábrica • Go around checking their work. Then, invite volunteers to read out some of their descriptions. 5. Which mountain range is south of the Meseta? a) The Sierra Morena Activity 5 Track 8 b) The Sistema Central • • Tell students they will hear fi ve sentences, each with two answers to choose from. • • Students listen and write a or b in their notebooks. ANSWERS • • Compare answers before listening a second time if necessary. 1. Student’s own answers 2. a) large plateau ADDITIONAL RESOURCES b) Sistemas Béticos Worksheet 1.3 and Support worksheet 1.3 ● c) Pyrenees ● Online resources d) del Guadalquivir ● Interactive activity e) Toledo 3. a) Sierra Nevada Track 7 Listen and identify the mountain range or b) Meseta Central, lowland area. c) Depresión del Guadalquivir a) This is a mountain range in the south of Spain; in fact, it’s d) Cordillera Costero-Catalana, Montes de Toledo the highest range in Spain. Its tallest mountain there is 4. Student’s own answers Mulhacén. b) The Montes de León are to the north of this high plateau 5. 1 ) a in the centre of the country. 2) b c) This is a large area of land in the south-west. It’s low and 3) a has a lot of water. Rice is grown there. 4) b d) This mountain range is near the coast in Cataluña. 5) a e) This mountain range divides the Submeseta Sur in two.

Key competences covered: Linguistic communication (Activities 1-5); Cultural awareness and expression (Activities 1-5); Mathematical competence and basic competences in science and technology (Activity 4); Learning to learn (Activities 3-5); Digital 3131 competence (Activity 4)

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What are Spain’s rivers like?

There are more than 1 800 rivers in Spain. Some rivers are quite Watershed River Source Main tributaries Mouth Length short, particularly in northern Spain, but there are several long rivers which fl ow into the Atlantic Ocean. Their volume varies a lot between Miño Sierra de Meira Sil Viana do Castelo 310 km summertime, when there are sometimes droughts and wintertime, when there can be fl oods. Duero Picos de Urbión Pisuerga, Esla, Tormes Near Porto 885 km Sierra de Jarama, Guadarrama, 1 007 Atlantic Tajo Near Lisbon Albarracín Alberche, Tiétar, Alagón km Ocean G ETTING STARTED Lagunas de Guadiana Zújar, Záncara, Cigüela Gulf of Cádiz 818 km Ruidera 1 In pairs, answer these questions: Sanlúcar de Guadalquivir Sierra de Cazorla Genil, Guadajoz 657 km a) What’s the name of the point where a river starts? Rivers that fl ow into the Barrameda, Cádiz Cantabrian Sea form the b) What’s the name of a small river that fl ows into a bigger river? . Pedrafita de Cantabrian watershed Navia Ibias Navia, Asturias 159 km These are generally Cantabrian Cebreiro, Lugo short rivers that carry Sea Ría de Pravia, a lot of water all year Nalón Puerto de Tarna Narcea 138 km round due to rainfall. Asturias Fontibre spring Segre, Jalón, Aragón, Deltebre, Ebro 910 km (Cantabria) Gállego, Cinca Tarragona Montes Mediterranean Júcar Cabriel Cullera, Valencia 498 km Sea Universales Guadalentín, Zunceta. Guardamar del Segura Pontones, Jaén 341 km Mundo Segura, Alicante

A CTIVITIES

2 In your notebook, write the odd one out. Explain why. a) Miño, Guadalquivir, Nalón c) Lisbon, Sierra de Albarracín, 657 km b) Mediterranean, Atlantic, Guadiana c) Tarragona, Alicante, Porto Rivers that … is the odd one out because… fl ow into the Atlantic 3 9 Ocean form Copy the table. Then listen and complete the table. the Atlantic Watershed River Source Mouth Length watershed. Their volume varies depending on 4 Find out about two more Spanish rivers and add them to your table from activity 3. the season. Rivers that fl ow into the Mediterranean Sea form the Mediterranean watershed. These rivers are not very long, 10 except for the Ebro, which is the longest river in Spain. 5 QUIZ Check your learning. Their volume varies a lot depending on the season.

12 The world around us 13

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• Ask volunteers to call out the names of some rivers. Ask: Where does the river X begin? Where does it end? Ask more Content objectives questions: Which is the longest river in Spain? How can we • Locate on a map Spain’s main watersheds, their rivers describe rivers? Explain how rivers can be described in terms and tributaries. of their length, volume, and where they originate/fi nish. • Identify the main characteristics of Spain’s rivers. • Interpret data from diff erent sources such as tables and maps. ACTIVITIES: step-by-step guide

Vocabulary Activity 1 • droughts, fl oods, fl ow (into), length, mouth, rainfall, • Students work in pairs to answer the questions. source, tributary, watershed • Check the answers and the pronunciation of source and Structures tributary. • Rivers that fl ow into the Atlantic Ocean form the • Now ask: Which seas or oceans do Spain’s rivers ow into? Atlantic watershed. Elicit Mediterranean, Cantabrian, Atlantic. Use the map to • Their volume varies depending on the season. introduce and explain the meaning of watershed. • Tell students they are going to read some information about Resources Spain’s rivers. Ask them to read the texts and fi nd one piece Tracks 9 & 10 of information about each watershed. • Ask the students to look at the table on page 13. Ask: How long is the river Tajo? And the Ebro? Explain that the length How to start of the Tajo river is higher than the Ebro, but that it fl ows • Check what students already know. Ask: How many about 275 km through Portugal, hence the longest river in Spanish rivers can you name? Give a time limit of 1 minute Spain is the Ebro. to think of as many as possible.

010_SS6PRI_LP_U1_M1.indd 32 25/08/15 16:28 • When students have fi nished reading, ask for volunteers to Track 9 Listen and complete the table. provide some information about each watershed. If necessary, ask questions. For example: Are the rivers that form the A The Bidasoa is a short river: it’s only 66 km long. It fl ows Mediterranean watershed long? Does their volume vary? through the Pyrenees – the large mountains which separate Spain from France. Its source is in the western Pyrenees and Activity 2 Assessment opportunity it fl ows into the Cantabrian Sea at Hondarribia, in Gipuzkoa. B The Llobregat is a Catalan river. Its source is in the Sierra • Ask the students to study the table. Give them a time limit de Cádiz and it fl ows through several municipalities which of 3 minutes. Ask questions about the table: How long is the use it for drinking water and as a supply to farmland Guadiana? Which rivers form the Cantabrian watershed? and industry. It’s 175 km long and it fl ows into the Where is the source/mouth of the Ebro? Mediterranean Sea at Prat de Llobregat. • Ask for volunteers to answer the questions by raising their hand. C The Nervión is another short river. Its source is in the Altas de • Ask the students to work in pairs to complete the activity. Coral in Araba-Álava. It’s only 72 km long, and it fl ows through They could write their explanations in their notebooks. the Cordillera Cantábrica until it reaches Bilbao. In Bilbao, it • Students read out their answers. Write at least one of the fl ows out through the Ría de Bilbao into the Cantabrian Sea. answers on the board to ensure students have a correct model.

Extra idea! Students could use the information in the Track 10 Quiz. Check your learning. table to practise question forms. Drill the questions you Are you ready? Say the missing word. want them to practise. Then, they test each other in pairs. 1. The Tajo, Duero and Guadalquivir rivers are all part of the Activity 3 Track 9 (beep) watershed. 2. The Navía, Nalón and Nervión rivers form part of the (beep) • Tell students they are going to listen to descriptions of three watershed. more rivers. 3. The Ebro, Júcar and Segura rivers all belong to the (beep) • Ask them to copy the table in their notebooks, and create a watershed. row for each river. Tell them there may not be information 4. The place where a river starts is called its (beep). for all the columns. 5. A small river or stream that fl ows into another river or • Play the audio. Students compare their answers. stream is called a (beep). • Play the audio a second time allowing time for the students to complete the table. • Check the answers by asking for volunteers to read the information from each column. Stronger students could use 1. a) source b) tributary the information to describe the river using complete sentences. 2. a) Nalón is the odd one out because it doesn’t fl ow Activity 4 into the Atlantic Ocean. b) Guadiana is the odd one out because it isn’t a • Ask the students if they can name any more Spanish rivers. watershed. If the students can’t name any, suggest the Sella, Ter, Pas c) 657km is the odd one out because it isn’t (Cantabrian watershed) or Ulla, Tambre (Atlantic) or Ter, information about the river Tajo. Almanzora, Guadalhorce (Mediterranean). Alternatively, d) Porto is the odd one out because this mouth they could research a local river or tributary. doesn’t belong to the Mediterranean watershed. • Students add the information to the table in their notebooks. 3. A Watershed: Cantabrian Sea. River: Bidasoa. Extra idea! Students could do a project about their local Source: western Pyrenees. Mouth: Hondarribia. river and present the information on a poster or slideshow. Length: 66 km B Watershed: Mediterranean Sea. River: Llobregat. Activity 5 Track 10 Source: Sierra de Cádiz. Mouth: Prat de Llobregat. Length: 175 km • Students listen and either write the missing word in their C Watershed: Cantabrian Sea. River: Nervión. notebooks or call out their answers. Pause the audio aft er Source: Altas de Coral. Mouth: Ría de Bilbao. each question. Play the audio twice, if necessary. Length: 72 km 4. Student’s own answer ADDITIONAL RESOURCES 5. 1. Atlantic 4. source ● Worksheet 1.4 and Support worksheet 1.4 2. Cantabrian 5. tributary ● Online resources 3. Mediterranean ● Interactive activity

Key competences covered: Linguistic communication (Activities 1-5); Cultural awareness and expression (Activities 1-5); Mathematical competence and basic competences in science and technology (Activities 1, 3); Digital competence (Activity 4); 3333 Learning to learn (Activity 5)

010_SS6PRI_LP_U1_M1.indd 33 25/08/15 16:28 What are Spain’s coasts and islands like?

What are Spain’s coasts and islands like?

Spain is on a peninsula and its coastline is varied. There are rocky coasts with high cliff s and fl at coasts with wide, sandy beaches. There Rias are a coastal landform. They are capes, which oft en have lighthouses to warn boats about the rocky are submerged river valleys, coast. There are also archipelagos, islands, bays and gulfs and rias. sometimes with steep sides, that open into the sea. They were formed when sea levels rose and flooded G ETTING STARTED a river valley. The main rias in Spain are located in the north, and especially on the Galician coast. The 1 Tell a friend what you think these words mean. Rias Altas include: Ares, Betanzos,

archipelago gulf rias cape Ferrol, Cedeira and Ortigueira. The Rias Baixas include the Rias de Vigo, Pontevedra and Arousa.

A cape is a peninsula which protrudes into a body of water. The main capes on the Cantabrian coast are Cabo de Machichaco in Bizkaia, Ajo in Cantabria and Ortegal and Estaca de Bares in Galicia. A CTIVITIES

2 In your notebook, write true or false. Correct the false sentences. a) Machichaco and Ortegal are beaches in the south of Spain. b) A gulf is an area of land surrounded by sea. c) Rias are submerged river valleys. The main capes on the Atlantic d) The Canary Islands are examples of capes. coast are Cabo e) An archipelago is a rocky coast. de Fisterra and Trafalgar. f ) A gulf is a small bay.

11 3 Listen and write which places the speakers are describing. a) The Canary Islands or the Balearic Islands b) The Rias Baixas or the Cabo de Gata In the Mediterranean the best- c) The Golfo de Cádiz or the Bay of Biscay known capes are , A gulf is sea Cabo de Gata , and . cutting into Palos La Nao Creus 4 Find out more about one of Spain’s archipelagos. land. A small gulf is oft en a) Choose one of the archipelagos. Find out more about: called a bay.

Spain’s biggest population political organisation transport economic activities climate gulfs are the Golfo de Cádiz, b) Organise your information into a presentation or a poster. Valencia and Roses. c) Present your research to the class.

5 12 QUIZ Check your learning.

14 The world around us 15

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How to start Content objectives • Identify and locate on a map the main features of ACTIVITIES: step-by-step guide Spain’s coastal relief. • Explore the characteristics of Spain’s principle Activity 1 archipelagos. • Draw students’ attention to the highlighted words in the Vocabulary introductory text. Alternatively, write these words on the • archipelago, bay, cape, cliff , coastline, gulf, lighthouse, board before students open their books. peninsula, ria, rose (rise), sandy, steep, submerged • Ask: What do these words mean? Students work in pairs or Structures small groups to see if they can guess the meaning. • A gulf is an area of sea or ocean which is partially • Ask volunteers for their ideas. surrounded by land. • Students read the texts on pages 14 and 15 to check their • Rías were formed when sea levels rose. answers. • Encourage students to look up any new words in their Resources dictionaries or ask you. Tracks 11 & 12 Activity 2 Assessment opportunity • Ask students to read the true/false sentences. They write their answers in their notebooks and correct any false sentences to make them true. • Go around checking their work and helping where necessary. • To check, ask for volunteers to read out their answers.

010_SS6PRI_LP_U1_M1.indd 34 25/08/15 16:28 Activity 3 Track 11 Track 12 Quiz. Check your learning.

• Students listen to three people describing places. They have Hello, everybody! Are you ready? Say true or false. to choose the correct alternative. 1. A cape is a peninsula that protrudes into a body of water • Play the audio twice, pausing aft er each speaker for students such as a sea or ocean. True or false? to complete their notes. 2. A big gulf is oft en called a bay. True or false? • Check the answers with the class and ask students which words helped them decide their answers. 3. In Spain, rías can be found on the coast of Andalucía. True or false? Extra idea! Students could take it in turns to describe other coastal places they know about. 4. Spain has two main archipelagos. True or false? 5. The best-known capes on the Atlantic coast are Gata, Activity 4 Palos, La Nao and Creus. True or false? • Elicit the names of Spain’s main archipelagos (Canarias and Baleares). ANSWERS • In pairs or small groups, students choose an archipelago to Student’s own answers research. 1. • Students use the Internet, reference books, friends and 2. a) false (Machichaco and Ortegal are cabos in the family to fi nd out more. north of Spain.) • Students present their fi ndings to the class. b) false (A gulf is an area of sea or ocean that it’s partially surrounded by land.) Activity 5 Track 12 c) true d) false (The Canary Islands are an example of an • Tell students they will hear fi ve sentences. They have to archipelago.) decide if they are true or false. e) false (An archipelago is a group of islands in the • Play the audio. Students either write their answers in their same area.) notebooks or hold up their right hand for true, their left hand for false. f ) true 3. a) Balearic Islands ADDITIONAL RESOURCES b) Rías Baixas ● Worksheet 1.5 and Support worksheet 1.5 c) Bay of Biscay ● Online resources 4. Student’s own answer ● Interactive activity 5. 1. true 2. false (A small gulf is oft en called a bay.) 3. false (Rías are found on the coast of Galicia.) Track 11 Listen and write which places the speakers are describing. 4. true 5. false (These capes are on the Mediterranean We had a very nice holiday there last year. We a) Woman: coast. The best-known capes on the Atlantic coast sailed a boat across from Barcelona, then spent a week are Fisterra and Trafalgar. sailing around the islands. Ibiza was very crowded, but I loved Menorca. b) Man: This area is stunning. It’s a really dramatic coastline with lots of inlets with fi shing villages. I loved the ría at Vigo - and the Cies islands were breathtaking. As it’s quite northern, though, the weather was a bit rainy sometimes. c) Woman: The ferry leaves Santander at 12.30 p.m. and there's a big circle before it heads out to sea. It goes past France, then arrives in Plymouth, in England, the next day in the aft ernoon. The sea can be very rough, especially in winter.

Key competences covered: Linguistic communication (Activities 1-5); Mathematical competence and basic competences in science and technology (Activity 4); Learning to learn (Activities 1 & 3-5); Cultural awareness and expression (Activity 4); Digital 3535 competence (Activity 4)

010_SS6PRI_LP_U1_M1.indd 35 25/08/15 16:28 Let’s work

together! Let’s work YouMaterials: need:

together! • Internet access or reference booksTemplate 1.1 • Printer or coloured pencilsstopwatch Solar systemPass itpresentation on • Large sheet of paper • Computer Content objectives

• Consolidate students’ knowledge of the physical and 1. Work in groups of three or four. Instructions: political geography of Spain. 2. Each group chooses 16 di erent names from the list on the template. Each member writes a clue next to a letter 1. Choose a planet in our solar system, but not the Earth. until they are all completed. • Encourage students to test their own and other students’ You could choose Mercury, Venus, Mars, Jupiter, Saturn, Uranus or Neptune. understanding through a group guessing game. It’s an autonomous community in the … of Spain. Research your planet. Use the internet, your school 2. It has … provinces. library or books you have at home. Resources It’s coastal/inland/an archipelago. 3. Find out as much as you can about your planet. In your • Template 1.1 (one photocopy per group). Extra 3. Make group, copies choose of two your questions group’s de each nitions to research. and give For them to theexample: other groups. templates are useful if you do not have access to a a. how big is it? 4. Each b. what group the chooses temperature a captain is? who reads the clues from photocopier during the lesson and want each group to other groups. The captain asks the same group member c. how long it takes to orbit the Sun? until they can’t answer a question and say ‘Pass!’. Each have a copy of the other groups’ clues. group d. what has gases ten minutes are found to in try the and atmosphere? answer the clues.

5.4. Groups Print out get or a draw point and for coloureach correct some picturesanswer andof your lose a Materials pointplanet. for each wrong answer. The group with the most points at the end of each round of ten minutes wins. Get together with the other members of your group SPAIN 5. TEMPLATE 1.1 • Stopwatch, pencils or pens to make a fact- le poster with information and A: Aragón, Álava-Araba, Albacete, Asturias, Almería, Atlantic Ocean, A Coruña, 6. Groups change their clues around (but they must never Andalucía, Andorra, Alicante, Ávila, Ajo pictures of your planet. B: Barcelona, Bilbao, Badajoz, Burgos, Baleares, Bidasoa have their own) and play more rounds of the quiz. C: Cáceres, Cabrera, Cuenca, Castellón, Ciudad Real, Córdoba, Castilla y León, Castilla la Mancha, Cantabria, Cordillera Costero Catalana, Ceuta, Canarias, Ciudad Real, Castellón, Cantábrico, Cádiz Catalá When your poster is nished, present your planet D: Duero 6. E: El Hierro, Ebro, Estaca de Bares, Euskara to the class. You could display the poster in class so F: Francia, Formentera, Fuerteventura, Fisterra, G: Galicia. Gran Canaria, Guadiana, Guadalquivir, Girona, Guadalajara, Granada, Gipuzkoa, that your classmates can read all the information Gata H: Huesca, Huelva you have found about your planet or you can make a I: Ibiza J: Jaén, Júcar L: Lugo, León, Lleida, Lanzarote, Llobregat, Lérida, La Palma, Logroño, La Rioja, La Gomera, Nao PowerPoint presentation. M: Macizo Galaico, Mallorca, Menorca, Madrid, Mérida, Mulhacén, Melilla, Murcia, Before starting Machichaco N: Navarra, Nervión O: Ourense, Oviedo, Ortegal P: Palencia, Portugal, Pontevedra, Palos R: Rías Altas, Rías Baixas, Roses S: Soria, Segovia, Sevilla, Salamanca, Santander, Sistema Central, Sistema Ibérico, • Divide the class into groups of fi ve or six. Tell students they Segura T: Teruel, Tarragona, Toledo, Tajo, Tenerife, Trafalgar V: Valladolid, Vitoria-Gasteiz, Valencia, Vizcaya, Vizcaya (province and gulf) are going to test other groups’ understanding of Spain’s Z: Zaragoza, Zamora Template with letters of the alphabet 16 The world around us geography. A: B:

SPAIN TEMPLATE 1.1 During the lesson A: Aragón, Álava-Araba, Albacete, Asturias, Almería, Atlantic Ocean, A Coruña, • Demonstrate with one name from the list what you expect Andalucía, Andorra, Alicante, Ávila, Ajo B: Barcelona, Bilbao, Badajoz, Burgos, Baleares, Bidasoa from the students. Write the clues on the board using the C: Cáceres, Cabrera, Cuenca, Castellón, Ciudad Real, Córdoba, Castilla y León, Castilla la Mancha, Cantabria, Cordillera Costero Catalana, Ceuta, Canarias, Ciudad Real, Castellón, model provided. Cantábrico, Cádiz Catalá • When students are choosing the names from the list, go D: Duero E: El Hierro, Ebro, Estaca de Bares, Euskara around the class helping them to write their defi nitions. Try F: Francia, Formentera, Fuerteventura, Fisterra, to ensure that between the groups all the names are used. G: Galicia. Gran Canaria, Guadiana, Guadalquivir, Girona, Guadalajara, Granada, Gipuzkoa, Gata • When they have prepared their clues, collect in the sheets H: Huesca, Huelva I: Ibiza J: Jaén, Júcar L: Lugo, León, Lleida, Lanzarote, Llobregat, Lérida, La Palma, and redistribute them among the groups, making sure that Logroño, La Rioja, La Gomera, Nao no group gets its own clues. M: Macizo Galaico, Mallorca, Menorca, Madrid, Mérida, Mulhacén, Melilla, Murcia, Machichaco • Play ‘Pass it on’. The group captain reads out the clues and N: Navarra, Nervión makes s not of the answers. When a group member cannot O: Ourense, Oviedo, Ortegal P: Palencia, Portugal, Pontevedra, Palos answer they ‘pass’ the clue to the next member of the team. R: Rías Altas, Rías Baixas, Roses S: Soria, Segovia, Sevilla, Salamanca, Santander, Sistema Central, Sistema Ibérico, • Aft er 10 minutes, tell the students to stop. Rotate the clues Segura between groups and play the game again. T: Teruel, Tarragona, Toledo, Tajo, Tenerife, Trafalgar V: Valladolid, Vitoria-Gasteiz, Valencia, Vizcaya, Vizcaya (province and gulf) • Continue until all the clues have been attempted by all Z: Zaragoza, Zamora

groups or until students’ interest begin to tire of the activity. Template with letters of the alphabet

A: ADDITIONAL RESOURCES B: ● Extension worksheet © Oxford University Press España, S. A. Press University © Oxford ● Animation

Key competences covered: Linguistic communication (Activities 2-6); Learning to learn (Activities 2-5); Cultural awareness and 36 expression (Activities 2, 4)

010_SS6PRI_LP_U1_M1.indd 36 25/08/15 16:28 Project time! Project Materials:You need: • • A torch for the SunTemplate 1.2

time! • • A m the e d ui m Internet s zi e d b a o l r a al r g e or an encyclopedia orange for the Moon ModellingChoose youra lunar dance! eclipse • A s t o o a l n d a v o ul n t e e r f o r t h e E a r t h

Use a few simple materials Content objectives to make a working model of how lunar eclipses occur. • Learn about the variety of regional dances in Spain. 1. Choose a regional dance.

Procedure: muñeira chotis sardana sevillanas Resources 1. Make a group with three or four other students.

• 2. Firstjota put theaurresku stool in theverdiales centre of the classroom. One Template 1.2 group member sits on the stool. This person is the Earth. 2. Use the Internet or an encyclopedia to answer these 3. questions. Next, a di Writeerent yourgroup answers member on holds the template. the ball about one Materials a)metre Which in front autonomous of the Earth. community The ball does is the the Moon. dance come from? Finally, another group member stands holding the torch • Internet or an encyclopedia, laptop or PC and 4. The … comes from… about two metres away from the Moon. The torch is the What costumes do people wear to do the dance? b)Sun. slideshow soft ware. Find photos of the costumes and write descriptions. 5. Point Women the light wear from … themen torch wear… towards the Earth. Make c)sure Describe that the the Sun, dance. Moon Find and photos Earth areor a in video. a straight line. People dance in pairs/alone/in a circle… 6. Take turns to sit on the stool and be the Earth. d) What instruments do people play for the dance Before the project 7. Trymusic? holding Find the photosMoon in of di the erent instruments. positions They play the … and the… SPAIN 8. When you have nished, draw pictures in your notebook TEMPLATE 1.2 e) What’s the history of the dance? Name of the regional dance: • This project can be done individually, in pairs or in small to show what you did and write sentences to explain what The … began in the… The autonomous community where people do this dance: you discovered. groups. If the students cannot agree on a dance, they could 3. Make a slideshow presentation using the information you have found. Remember to include photos and a vote or organise a draw. video of the regional dance. • Try to ensure that a variety of regional dances are represented by encouraging students to research a dance from another autonomous community or region. Description of the regional costume:

The instruments people play:

17 During the project The history behind the regional dance:

© Oxford University Press España, S. A. 004_019__SS6PR_U1_M1.indd 17 22/04/15 18:33 • If you organise students into groups, diff erent group members could be responsible for answering each question. • Once the students have prepared their answers and SPAIN TEMPLATE 1.2 produced their slideshows, encourage them to rehearse the presentation before showing it to the rest of the class. Name of the regional dance: The autonomous community where people do this dance: • If you do not have access to computers, students could prepare a poster display instead of a multimedia presentation.

Extra idea! If there is suffi cient interest, groups could learn part of the dance and give a demonstration to the class. • You could upload the fi nished presentations to the school website or blog (check with students beforehand).

ADDITIONAL RESOURCES Extension worksheet ● Description of the regional costume: ● Make your own dictionary template

The instruments people play:

The history behind the regional dance: © Oxford University Press España, S. A. Press University © Oxford

Key competences covered: Linguistic communication (all activities); Mathematical competence and basic competences in science and technology (Activity 3); Learning to learn (all activities); Cultural awareness and expression (all activities); Digital 3737 competence (Activities 2-3)

010_SS6PRI_LP_U1_M1.indd 37 25/08/15 16:28 Let’s revise!

Let’s revise!

1 CopyCopy the and text complete in your the notebook mind map and in correct your notebook the mistakes. 4 Classify these words in order of size, from biggest to smallest: 6 On the same map, label the landforms from activity 4. Solar System Universe Galaxy Spain is located in the Southern HemisphereThe and Universe forms part of Europe. 7 Copy and complete the mind map in your notebook. Spain and Andorra together make up the Iberian Peninsula. The peninsula Contains: is surroundedCan by thebe: following bodies of water: the Atlantic Ocean in the Stars 5 Copy and complete this chart with information Spainabout the Sun and the Moon. Galaxies west, the Cantabrian• spherical Sea in the east and the Mediterranean Sea in the Galaxies The Sun The Moon south. Spain is• divided eliptical into 18 autonomous communities, two of which are Planets archipelagos:• Melilla and Illes Balears. What shape is it? The Milky Way other celestial bodies and Does it produce heat? 2 Autonomous Match the rivers with the descriptions. Does it produce light? Coastal landforms communities a) Guadalquivir The sun Mediterranean watershedThe solar system long; variable volume other celestial bodies Is it bigger than the Earth? b) Nalón Cantabrian watershed not long; variable volume Does it rotate on it’s axis? c) Ebro Atlantic watershed not long, constant volume The planets Mercury Asteroids What does it revolve around? Now make sentences with the information above. Mars Mountain ranges Rivers The … flows into… It’s… It has a … because… Use the information in the chart to write about the Sun and the Moon in your notebook. Provinces 3 Write bay, archipelago or cape. The Sun is.... 2 Name the planets in our Solar System. Write the names in order in your notebook. The Moon is.... 13 8 QUIZ Check your learning. hi 96 WhatT n arek! the What four have phases I learnt? of the Moon? Write the names and draw a picture to show each phase. a) Look at the mind map and the questions you wrote at the beginning of the unit. Whatb) What do questions I know? can you answer now? c) How can you find answers to the other questions? In your notebook copy the sentences and draw a red, yellow or green circle next to each one hi My progress 4 T n k! Which is the odd one out? I know about the Universe and about galaxies. a) Golfo de Cádiz Cabo de Palos Golfo de Roses Golfo de Valencia I know the names of the planets in the solar system. hi T n k! Copy the sentences in your notebook. Then draw a smiley nextNo, Ito need each to one. study more b) Cabo Fisterra Cabo Trafalgar Rías Baixas Bay of Biscay I know about the Sun. I can describe Spain’s political geography. c) El Hierro Formentera Fuerteventura La Gomera a) 3 Complete the sentences in your notebook. I know about the Moon. Yes, I can b) I can name Spain’s mountain ranges and locate them on a map. No, not yet. a. The closest planet to the Sun is.... I know about the Earth. c) I can name Spain’s main rivers and their watersheds. 5 b. The Solar On system an outline consists map, of..... draw these mountain ranges and rivers. Yes, I can do this very well d) I know the sources, tributaries and mouths of the main rivers. Yes, I can. c. The Earth moves in two different ways, ... e) I can name Spain’s capes, gulfs, rias, and archipelagos Tajo Guadiana Sistema Ibérico Guadalquivir Yes, I can do this d. The Earth rotates on it’s ..... and locate them on a map. very well. e. EbroThe Earth orbits.... Júcar Segura Duero Cordillera Cantábrica Pyrenees Miño Montes de León f. A solar eclipse happens when .

18 The world around us 19

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Before starting: Activity 2 • Encourage the students to look back over the unit and • Aft er matching the rivers with their descriptions, students evaluate their understanding of the material. They could should write complete sentences in their notebooks, using ask you about anything they still do not understand. the information. • Check individual work in each student’s notebook before • Invite volunteers to read out their sentences. feeding back to the class. This will help to identify students having diffi culties. Activity 3 • Students can work individually or in pairs for most of the • Ask the students to write the correct word for each activities. photograph.

Activity 4 ACTIVITIES: step-by-step guide • Ask the students to identify the odd one out and explain why. Activity 1 Activity 5 • Students write the text in their notebooks and correct the • Ask the students to either draw a map or trace one of mistakes. the maps from this unit. They then draw the required • Invite students to compare their answers in pairs. information taking care to order it clearly. • Ask volunteers to read their texts sentence by sentence to check. Activity 6 • Ask the students to add to their maps the landforms, again taking care to plan how they organise the information so that it will fi t on one map.

010_SS6PRI_LP_U1_M1.indd 38 25/08/15 16:28 Activity 7 4. Which is correct? • Ask the students to look at the mind map and invite them to a) The highest mountain in Spain is Teide in the Canary call out more words for each part. Islands. • Students copy the mind map and add more words and b) The highest mountain in Spain is Mulhacén in the Sierra expressions from the unit. Nevada. 5. Which is correct? Activity 8 Track 13 a) Palos, Roses, Biscay and Trafalgar are all examples of • Tell students they are going to listen to fi ve pairs of capes. sentences. For each pair they have to decide which is b) Fuerteventura, El Hierro, La Gomera and Lanzarote are correct, a or b. all part of the same archipelago. • Ask students to write their answers in their notebooks. • Play the audio twice. You may want to allow students to compare their answers before checking with the whole class. ANSWERS

Activity 9 1. Spain is located in the Northern Hemisphere and forms part of Europe. Spain and Portugal together make up • Encourage students to refl ect on their learning. They look back the Iberian Peninsula. The peninsula is surrounded at the mind maps they started at the beginning of the unit and by the following bodies of water: the Atlantic Ocean their questions (page 4, Activity 5). Ask: What have you learnt in the west, the Cantabrian Sea in the north and the about the physical and political geography of Spain? Mediterranean Sea in the south. Spain is divided • Students copy the self-evaluation sentences in their into 17 autonomous communities, two of which are notebooks and assign each sentence an appropriate smiley. archipelagos: Canary Islands and Illes Balears. Use this as an opportunity to get feedback on students’ 2. a) Guadalquivir. Atlantic watershed. Long; variable reactions to the material. Did you enjoy the unit? What volume would you do di erently next time? b) Nalón. Cantabrian watershed. Not long; constant

ADDITIONAL RESOURCES volume c) Ebro. Mediterranean watershed. Long; variable ● Tests A, B & C volume 3. Photo 1: archipelago Track 13 Quiz. Check your learning. Photo 2: cape Photo 3: bay Hello, everybody! Are you ready? Choose a or b. 4. a) Golfo de Cádiz is the odd one out as it’s in the Atlantic. 1. Which of these is correct? a) Spain is divided into 19 autonomous communities, two b) Bay of Biscay is the odd one out as it’s in the Cantabrian Sea. autonomous cities and 40 provinces. b) Spain is divided into 17 autonomous communities, 2 c) Formentera is the odd one out because it isn’t in the autonomous cities and 50 provinces. Mediterranean. 2. Which is correct? 5. Student’s own answers a) The source of the Guadalquivir river is in the Sierra de 6. Student’s own answers Cazorla. The Guadalquivir fl ows for over 600 km to its 7. Student’s own answers mouth at Sanlúcar de Barrameda in Cádiz. b) The Ebro river has its source at the Fontebro Spring in 8. 1. b Cantabria. It fl ows for 500 km to the Atlantic Ocean 2. a near Lisbon. 3. b 3. Which is correct? 4. a a) The rivers that form part of the Cantabrian watershed 5. b are generally long with a constant volume. 9. Student’s own answers b) The rivers that form part of the Atlantic watershed have a variable volume.

Key competences covered: Linguistic communication (all activities); Cultural awareness and expression (all activities); Digital competence (Activity 5); Learning to learn (Activities 7-9) 3939

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UNIT APPENDIX1 The world around us

Contents Assessment criteria

1 What’s the Universe? 1 Identify and describe the basic components 2 How does the Earth move and what are its of the Universe and the Solar System. layers? 2 Describe the movement of the Earth and 3 How do we represent the Earth? identify its layers. 4 What’s weather? 3 Identify the di erent ways of representing the Earth’s surface and their uses. 5 What’s climate? 4 6 What’s the climate like in Europe and Spain? Explain the di erence between weather and climate 7 Why is water so important? 5 Identify and explain the reasons for the 8 How do humans damage landscapes? existence of di erent climate zones. 9 What should we do with our rubbish? 6 Describe the climate in Europe and Spain and account for regional variation. Learning outcomes 7 Describe the main elements of the hydrosphere and explain the importance of 1 Locate the Earth in the Solar System and water for sustaining life. describe the main components of the 8 Identify some of the ways that human Universe and its origin. activity impacts negatively on landscapes 2 Describe the movement of Earth, night and and suggest ways environmental damage day and the seasons. could be avoided. 3 Explain the di erent representations of the 9 Recognise the importance of minimising Earth, and the characteristics of di erent everyday waste production and explore ways kinds of maps. this can be achieved. 4 Describe a range of weather phenomena Assessment opportunities are highlighted and identify some of the instruments used throughout the unit. to measure weather. 5 Describe the main world climate zones. 6 Use ICT to identify and explain climatic variation in Europe and Spain. Key competences 7 Recognise the basic principles of the water cycle. Identify steps humans can take to Key competences are integrated in activities limit our use of water resources. throughout the unit. 8 Identify the main causes of environmental degradation. 9 Identify practical steps people can take to reduce their impact on the environment.

5757

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What’s the Universe?

The Universe is everything there is. It contains more than O 100 billion galaxies. Scientists believe that the Universe GE -FACT started with an explosion called the ‘Big Bang’ about Saturn’s rings are 15 billion years ago. the only ones that can be seen from Earth. There are ETTING STARTED seven rings in total. G They are made up of particles of ice, dust and 1 What do you know about the Universe: rocks. The rings are held Galaxies are diff erent shapes. a) What is an astronomical object? in place by the satellites b) Which planet is closest to the Sun? Galaxies are systems composed of dust, gas and millions of stars. They that orbit the planet. can have diff erent shapes. Our galaxy is called the Milky Way. It is spiral- The Solar System is where the Earth is. It’s a tiny part of the Milky Way galaxy. It has eight planets. The shaped. Others are elliptical, spherical and irregular. planets orbit the Sun, together with smaller astronomical objects such as asteroids, meteorites, satellites and Stars are astronomical objects that produce heat and light. Stars are made comets. of burning gases. The Sun is the nearest star to Earth and it’s essential to life on our planet. It’s mostly hydrogen and helium. The temperature of The inner Solar System has four small a star determines its colour. Hot stars are white or blue. Cooler stars are planets. In their order from the Sun these are: orange or red. Our star, the Sun, is known as a ‘yellow dwarf’. Mercury, Venus, Earth and Mars. They are Planets are spherical astronomical objects that orbit a star. Our planet, made of rock. In theory, it would be possible Earth, is 149 600 000 km away from the Sun. to stand on each of the inner planets. Natural satellites are astronomical objects that orbit a planet. The Earth has one satellite, the Moon. Asteroids are bodies of rock that are too small to be considered planets. Comets are balls of rock and ice that grow tails as they approach the Sun.

A CTIVITIES

2 In your notebook, match to make sentences. a) Galaxies contain millions of stars… 1. are called asteroids. b) The colour of a star… 2. an event called the Big Bang. c) Everything in the Universe came from... 3. and can have diff erent shapes. d) Astronomical objects which orbit a planet… 4. is determined by its temperature. e) Pieces of rock that are smaller than planets… 5. are known as satellites.

The outer Solar System has four giant planets: 3 Jupiter, Saturn, Uranus and Neptune. Some have Make a planet fact fi le. Choose pictures and fi nd out: rings and satellites. Jupiter, the largest planet, has a) What your planet is made of, what satellites it has, and the time it takes to orbit the Sun. a diameter of 142 984 km! The outer planets are b) Report your fi ndings to the class. composed mostly of gas and they are colder than the the inner planets. 4 24 QUIZ Check your learning.

36 The world around us 37

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How to start Content objectives • Books closed. Say: I’m thinking of something big. What is it? Respond to students’ suggestions with No, it’s bigger • Learn about the composition of the Universe. than X, it’s really big until they guess the Universe. • Learn about the planets which make up the Solar • Write THE UNIVERSE on the board, elicit words and System. expressions they associate with the Universe and write Vocabulary them on the board. They will probably suggest items such as galaxies, planets, etc. For each of these, ask: What is ...? • asteroids, astronomical objects, comets, explosion, Accept all contributions for the moment. galaxy, meteorites, orbit, rock, satellites, stars, Universe • If the students have already mentioned galaxies and the Solar System then establish that the Universe is the biggest Structures thing followed by galaxies and the Solar System. • The outer planets are colder than the inner planets. • Ask: Do you know how the Universe started? Students to • … is closest to the Sun read the short introductory text to nd the answer. • Stars are astronomical objects that produce heat and light. ACTIVITIES: step-by-step guide Resources Activity 1 Track 24 • Focus students’ attention on the questions and the illustration of the Solar System. Some students may know the answers already, but ask them to work together in pairs to check with the texts. • In pairs, students write a list of the astronomical objects

SS6PRI_LP_Anexo_M1.indd 58 25/8/15 13:15 they know about in space. Give them a time limit of ve Track 24 4 Quiz: Check your learning. minutes to name eight objects. • Ask them to read the texts again and ask you if there are any Hello everybody! Are you ready? Say the answers. words they do not understand. 1. How many planets are in our Solar System? Activity 2 2. Which is our galaxy? • Now focus on the texts on page 37 and ask students to 3. What shape are planets? read them. Encourage them to guess the meaning of 4. What shape is our galaxy? any unknown words from their context. They can use a dictionary or ask you to check if necessary. 5. Which is the closest star to Earth?. • Focus the students attention on the matching activity. Ask them to cover the column on the right with their hands and suggest ways in which they could continue each sentence. Then the students complete the matching activity in their notebooks. • To check, ask volunteers to read out the complete sentences.

Extra idea! Comparative chains. Students take it in turn to say a sentence. For example: A planet is bigger than a satellite but smaller than a star. The next student continues the chain: A star is bigger than a planet but smaller than…

Activity 3 Assessment opportunity • Students could work in pairs for this activity. Ask them to choose a planet to research. If you want to make sure that all the planets are covered you could put the names of all the planets on slips of paper and get students to pick one each, then repeat until everyone has been assigned a planet. • Students use the Internet or other reference sources to research their planet. • Students present their ndings to the class.

Extra idea! The information from the planet fact le could form the basis of a classroom display about the Solar System.

Activity 4 Track 24 • Students listen and write the answers in their notebooks. • Play the recording again and ask students for the answers. ANSWERS

1. a) Anything in the Universe. b) Mercury 2. a3, b4, c2, d5, e1 3. Student’s own answers. 4. 1.eight 2. The Milky Way 3. spherical 4. spiral-shaped 5. the Sun

Key competences covered: Linguistic communication (Activities 1-4); Mathematical competence and basic competences in science and technology (Activities 1-4); Learning to learn (Activity 2); Digital competence (Activity 3) 5959

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How does the Earth move and what are its layers?

The Earth moves in two different ways. The solid part of the Earth, the geosphere, is divided into three layers: the crust, the mantle and the core. The atmosphere surrounds the Earth. The crust is the outer layer G ETTING STARTED We live in the troposphere, of the Earth. It’s made the layer which includes of rock. This is the part of the Earth where life 1 Why is it dark at night? Discuss this with a partner. our world. It has the air that we breathe and it contains exists. The crust is made water vapour. up of continents, islands and the ocean fl oors. The crust is between 0 and 60 Rotation is the Earth spinning around its imaginary axis. The stratosphere is the next kilometres thick. layer up. It contains the The Earth rotates around its imaginary axis in an anticlockwise ozone layer and little air. direction and it takes 24 hours to make one complete spin. The mantle is a hot layer of Rotation causes day and night. magma and other semi- The ionosphere has almost liquid rocks and minerals. The light of the Sun cannot reach all the surface of the Earth. It is no air and is where we The mantle is about 1 400 daytime in the half of the planet that is facing the Sun and have artifi cial satellites km thick. night-time in the half that is facing away from the Sun. to give us information about the weather. They can communicate with Earth from the ionosphere The core forms the centre because the radiowaves of the Earth. This is the they use can easily be deepest part of the planet. refl ected back to Earth. It is made up mostly of iron. Revolution is the movement of the Earth around the Sun. The Earth takes 365 days and six hours to make one complete revolution around the Sun. This movement causes the seasons. As the Earth moves around the Sun, the seasons change. Because the Earth’s axis is tilted, some parts of the Earth receive more light and heat than others. A CTIVITIES

2 Copy and complete the sentences in your notebook. a) The movement of the Earth on its own axis is called . b) The movement of the Earth around the Sun is called . c) The Earth’s movement around the Sun and the Earth’s tilted axis together produce diff erent . d) The crust, the mantle and the core are all parts of the . e) There are layers in the atmosphere. f) These are the , and . g) The is the outer layer of the Earth. h) The is a hot layer of magma and semi-solid material between the and the . A) On 21 June summer begins in the B) On 21 December winter begins in Northern Hemisphere. Days are longer the Northern Hemisphere. Days are 3 Test a partner. Cover the labels on the diagram above and give clues. and hotter. shorter and colder. It’s full of ... and we ... in it... It’s the ... part of the Earth’s layers. Seasons in the Northern Hemisphere are opposite to the seasons in the Southern Hemisphere. When summer begins in the Northern Hemisphere, winter begins in the Southern Hemisphere. 4 25 QUIZ Check your learning

38 The world around us 39

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How to start Content objectives • See how much students already know by asking: How does the Earth move? See if students are able to describe the two • Learn about the rotation and revolution of the Earth. ways the Earth moves. • Learn about the di erent layers of the atmosphere and the geosphere. • Explain that in this lesson they are going to learn about how the Earth moves and the structure of our planet. Vocabulary • (anti) clockwise, atmosphere, axis, core, crust, ACTIVITIES: step-by-step guide geosphere, ionosphere, layer, mantle, re ected, revolution, rotation, spin, thick, tilted, troposphere Activity 1 Structures • Put the students in pairs to discuss the question. • The Earth takes 365 days (and six hours) to make… • Ask a pair to volunteer to come to the front and attempt • The crust is made up of continents, islands and the their explanation. ocean oor. • Use the lamp and the globe, or the orange to demonstrate rotation of the Earth. If possible, turn o the classroom Resources lights to enhance the e ect of the table lamp on the globe/ Track 25 orange. Materials • Then ask students to read the content of the rst text box and study the illustration. Make sure they understand that • A table lamp (preferably without its shade), an orange, rotation is responsible for producing night and day. a globe (if you have one) • Now focus attention on the second text box and give the students time to read the texts. Use the lamp and the globe/

SS6PRI_LP_Anexo_M1.indd 60 25/8/15 13:15 orange to demonstrate revolution. Emphasise the e ect of Track 25 4 Quiz: Check your learning. the Earth’s tilted axis in creating the seasons. Hello everybody! Are you ready? Say true or false. Extra idea! If there is interest, pairs of students could take it in turns to manipulate your Sun (lamp) and Earth (globe/ 1. The Earth spins in an anticlockwise direction. orange) model. Alternatively bring in more oranges or other 2. The Earth orbits the Moon. round objects for students to experiment with themselves. 3. The Earth takes 24 hours to make a revolution. Activity 2 4. The mantle is the outer layer of the Earth. • Focus students attention on the illustration on page 39. 5. The Earth’s axis is tilted. • Ask students to read the introductory text and point to the atmosphere and the geosphere on the illustration. • Point out that the texts on the le refer to the atmosphere and the texts on the right to the geosphere. Give them a time limit of ve minutes to read the texts about the Earth’s layers. • Check basic comprehension by asking questions: What’s the rst level of the atmosphere called? What’s the deepest part of the geosphere? • Students read the texts again, this time using a dictionary or asking you about the meaning of any words they do not understand. • Check the pronunciation of any words that are new for the students. • Students work together in pairs to complete the gap ll activity in their notebooks.

Activity 3 Assessment opportunity • Students work in pairs and test each other. Draw attention to the model sentences and encourage them to use similar descriptions to test their partner. • Give students more examples of sca olding to enable them to express themselves. Some other examples could include: The ______is hotter than the ______. The ______is beneath the ______. Have a brainstorming session for positionals such as above, beneath, and next to.

Extra idea! If you prefer this could be a writing activity. ANSWERS Students write a description for their partner to identify. 1. Possible answer: It’s dark at night because the Sun Activity 4 Track 25 is shining on the other side of the Earth. • Tell students they are going to hear ve sentences about the 2. a. rotation, b. revolution, c. seasons, d. geosphere, Earth and that they have to decide if they are true or false. e. three, f. troposphere, stratosphere, ionosphere, g. crust, h. mantle, crust, core. • Play the rst sentence then pause the recording. Tell students to raise their le hand if they think the sentence is 3. Student’s own answers. true and their right hand if they think it is false. 4. 1. True • Continue in the same way with the other sentences, pausing a er each sentence to check and discuss the answers. 2. False. It orbits the Sun. 3. False. It takes 365 days to revolve around the Sun, 24 hours to complete one rotation. 4. False. The crust is the outer layer. 5. true

Key competences covered: Linguistic communication (Activities 1-4); Mathematical competence and basic competences in science and technology (Activities 1-4) 6161

SS6PRI_LP_Anexo_M1.indd 61 25/8/15 13:15 How do we represent the Earth?

Arctic Cir ARCTIC OCEAN How do we represent the Earth? cle

There are different ways of representing the Earth.Globes imitate the Political maps show the borders of countries, states, provinces and counties. They may show capital cities and Alaska Greenland real shape of the Earth in three dimensions, and maps represent other human settlements(USA) such as towns and cities, depending on(Denmark) the scale of the map. Colours are oft en used to diff erentiate between them. the Earth in two dimensions. Most of the information we have to NORWAY ICELAND represent the Earth comes from the artificial satellites that we RUSSIAN FEDERATION We use geographical coordinates when we want to locate a point on the Earth’s surface withFINLAND accuracy. Reykjavik CANADA SWEDEN put in the ionosphere. These are called lines of latitude and lines of longitude. Helsinki UNITED Oslo Stockholm KINGDOM Minsk Moscow Dublin BELARUS Astana IRELAND London Kiev Ulan Bator UKRAINE KAZAKHSTAN Ottawa París MONGOLIA NORTH G ETTING STARTED A politicalFRANCE map Bishkek KOREA ANDORRA Andorra la Vella UZBEKISTAN 21 Tashkent KYRGYSTAN Beijing Pyongyang North Pole UNITED STATES SPAIN 23 JAPAN Azores PORTUGAL GREECE Ankara TURKMENISTAN Seoul 22 28 PACIFIC OCEAN Washington Northern (Port.) Lisbon Madrid Tunis Athens TURKEY Ashgabat CHINA SOUTH Tokyo Ceuta (Sp.) 18 Kabul Islamabad Algiers TUNISIA MALTA CYPRUS 19 Tehran KOREA 1 Melilla (Sp.) Rabat La Valeta Nicosia 29 IRAQ AFGANISTAN What do you know about maps? 20 IRAN Hemisphere MOROCCO BHUTAN Parallels Tripoli Cairo 17 Baghdad 24 PAKISTAN Katmandu Tropic of Cancer BAHAMAS Canarias (Sp.) ALGERIA Thimphu WESTERN LIBYA 26 New Delhi NEPAL Taipei a) What do maps show? Havana Nassau EGYPT Riyadh 25 27 BANGLADESH SAHARA Dhaka Hanoi TAIWÁN MEXICO CUBA MYANMAR Hawai MAURITANIA SAUDI ARABIA Muscat INDIA MALI OMAN (BURMA) LAOS Vientiane b) Which is the furthest continent from Spain? (USA) Mexico City ATLANTIC Nouachott NIGER CHAD Khartoum Asmara Northern Mariana Islands YEMEN THAILAND VIETNAM Manila (USA) Praia 1 Bamako Niamey Sana’a Rangoon/Yangon Guam N’Djamena SUDAN ERITREA CAMBODIA PHILIPPINES MARSHALL ISLANDS Caracas CAPE VERDE 2 8 NIGERIA Djibouti DJIBOUTI Bangkok (USA) PACIFIC 3 CENTRAL AFRICAN Phnom Penh Dalap Uliga Darrit GUYANA Georgetown Addis Ababa SRI LANKA Palikir VENEZUELA 4 7 10 Abuja REPULIC SOMALIA SURINAM(E) Paramaribo 5 ETHIOPIA MALDIVES BRUNÉI Koror Tokelau Tokelau OCEAN Bogotá 6 11 CAMEROON Bangui UGANDA Colombo Kuala Lumpur MALAYSIA FEDERATED STATES FRENCH GUIANA 9 Male Bandar Seri Begawan PALAU Bairiki Greenwich(NZ) COLOMBIA 12 Yaounde DEM. Kampala Mogadishu SINGAPORE Singapore OF MICRONESIA Bairiki (NZ) Equator SÃO TOMÉ AND PRÍNCIPE KENYA Quito Equator 13 REP. OF 15 PAPUA- Yaren District TARAWA ECUADOR São Tomé Nairobi NAURU TARAWA Meridian 14 CONGO 16 SEYCHELLES INDONESIA A is a round, three- A map is a two-dimensional representation of the TUVALU TANZANIA NEW GUINEA TUVALU globe Kinshasa Victoria Dili Cook Funafuti Jakarta Port Moresby SOLOMON ISLANDS Funafuti PERU BRAZIL Luanda Dodoma Islands SAMOA Cook Islands COMORES EAST TIMOR Honiara SAMOA dimensional representation Earth, on paper or another flat surface. There are Lima ANGOLA MALAWI Moroni INDIAN (NZ) Apia (NZ) ZAMBIA Lilongwe VANUATU Apia VANUATU FIJI La Paz Lusaka FIJI Brasilia Harare Antananarivo MAURITIUS of the Earth’s surface. different types of map and different scales of map. TONGA BOLIVIA NAMIBIA OCEAN TONGA Niue Port Vila Niue French Polynesia ZIMBABWE MADAGASCAR Port-Louis Port Vila Suva PARAGUAY Windhoek Suva (NZ) Nuku‘alofa (NZ) Meridians BOTSWANA MOZAMBIQUE Reunion Nuku’alofa Sometimes geographical areas and distances are Gaborone Areas and distances are Pitcairn Asunción Maputo (Fr.) New Caledonia Tropic of Capricorn Pretoria AUSTRALIA (UK) SWAZILAND Mbabane (France) not distorted. distorted. CHILE URUGUAY REPUBLIC OF LESOTHO Maseru Southern Santiago de Chile Montevideo SOUTH AFRICA

Arctic Cir ARCTIC OCEAN Buenos Aires cle Tallinn Santo PUERTO RICO Hemisphere ARGENTINA ESTONIA JAMAICA HAITI Domingo (USA) Canberra Alaska Greenland South Pole Sea (USA) (Denmark) BELIZE 2 Riga NORWAY Kingston Port-au-Prince DOMINICAN DENMARK ICELAND RUSSIAN FEDERATION 1 LATVIA FINLAND NEW ZEALAND Reykjavik SWEDEN Belmopan CANADA Helsinki REPUBLIC 3 UNITED Oslo Stockholm KINGDOM Moscow GUATEMALA Falkland Islands LITHUANIA Minsk Dublin BELARUS 4 Astana IRELAND London Kiev Ulan Bator Baltic Wellington UKRAINE KAZAKHSTAN HONDURAS Copenhagen Ottawa París MONGOLIA NORTH (UK) FRANCE KOREA 5 UZBEKISTAN Bishkek Guatemala City ANDORRA Andorra la Vella 21 Tashkent KYRGYSTAN Beijing Pyongyang Vilna UNITED STATES SPAIN 23 JAPAN 6 Azores PORTUGAL Ankara GREECE TURKMENISTAN 28 Seoul Washington Madrid 22 PACIFIC OCEAN Caribbean Sea 1. SENEGAL (Dakar) 16. BURUNDI (Bujumbura) (Port.) Lisbon Tunis Athens TURKEY Ashgabat CHINA SOUTH Tokyo Tegucigalpa Kabul Ceuta (Sp.) Algiers MALTA CYPRUS 18 19 Tehran Islamabad KOREA Melilla (Sp.) Rabat TUNISIA IRAQ La Valeta Nicosia 29 20 AFGANISTAN 8 MOROCCO IRAN San Salvador Tripoli 17 Baghdad 24 Katmandu BHUTAN 1. THE NETHERLANDS (Amsterdam) Varsovia Trop Cairo PAKISTAN Thimphu 2. GAMBIA (Banjul) 17. ISRAEL (Tel Aviv) ic of Cancer BAHAMAS Canarias (Sp.) ALGERIA 1 WESTERN LIBYA 26 New Delhi NEPAL Taipei Berlin Havana Nassau EGYPT Riyadh 25 27 BANGLADESH 7 SAHARA Dhaka Hanoi TAIWÁN MEXICO CUBA Muscat MYANMAR Lines of go around the Earth. These are the . They measure the distance from the in SAUDI ARABIA INDIA latitude parallels Equator Hawai MAURITANIA EL SALVADOR Nouachott MALI NIGER OMAN (BURMA) LAOS Vientiane Northern Mariana Islands NICARAGUA 9 2. BELGIUM (Brussels) (USA) Mexico City A TLANTIC CHAD Khartoum Asmara POLAND 3. GUINEA-BISSAU (Bissau) 18. LEBANON (Beirut) YEMEN Niamey Rangoon/Yangon THAILAND VIETNAM Manila Guam (USA) Praia 1 Bamako N’Djamena SUDAN ERITREA Sana’a MARSHALL ISLANDS GERMANY CAMBODIA PHILIPPINES Caracas CAPE VERDE 2 8 NIGERIA Djibouti DJIBOUTI Bangkok (USA) PACIFIC 3 CENTRAL AFRICAN Phnom Penh Dalap Uliga Darrit GUYANA Georgetown 4 10 Addis Ababa SRI LANKA Palikir VENEZUELA 7 Abuja REPULIC SOMALIA BRUNÉI 3. LUXEMBOURG (Luxembourg) 2 Prague 5 ETHIOPIA 10 SURINAM(E) Paramaribo MALDIVES Koror 4. GUINEA (Conakry) 19. SYRIA (Damascus) Tokelau 6 11 CAMEROON Bangui UGANDA Colombo Kuala Lumpur FEDERATED STATES Tokelau Managua OCEAN Bogotá MALAYSIA FRENCH GUIANA 9 Male Bandar Seri Begawan PALAU Bairiki (NZ) COLOMBIA 12 Yaounde DEM. Kampala Mogadishu SINGAPORE Singapore OF MICRONESIA Bairiki (NZ) Equator SÃO TOMÉ AND PRÍNCIPE KENYA Quito 13 REP. OF 15 PAPUA- Yaren District 3 TARAWA ECUADOR São Tomé Nairobi NAURU TARAWA degrees. The Equator is at latitude 0º. 14 CONGO SEYCHELLES INDONESIA 4. LIECHTENSTEIN (Vaduz) TUVALU 16 NEW GUINEA TUVALU COSTA RICA 5. SIERRA LEONE (Freetown) 20. JORDAN (Amman) Kinshasa TANZANIA Victoria Jakarta Dili Port Moresby SOLOMON ISLANDS Funafuti Cook CZECH REPUBLIC SLOVAKIA Funafuti PERU BRAZIL Luanda Dodoma Islands SAMOA Cook Islands OCEAN COMORES EAST TIMOR Honiara SAMOA Lima ANGOLA MALAWI Moroni INDIAN (NZ) Apia (NZ) ZAMBIA Lilongwe VANUATU Apia VANUATU FIJI La Paz Lusaka FIJI 5. SWITZERLAND (Bern) Brasilia Harare Antananarivo MAURITIUS Vienna Bratislava 6. LIBERIA (Monrovia) 21. GEORGIA (Tiblisi) TONGA Niue BOLIVIA NAMIBIA ZIMBABWE OCEAN TONGA Niue MOLDOVA Port Vila French Polynesia MADAGASCAR Port-Louis Port Vila Suva PARAGUAY Windhoek Suva (NZ) Nuku‘alofa (NZ) BOTSWANA MOZAMBIQUE Reunion Nuku’alofa San José 4 Gaborone Pitcairn Asunción Maputo (Fr.) New Caledonia Panama Tropic of Capricorn Pretoria AUSTRALIA 6. MONACO (Monaco) (UK) SWAZILAND Mbabane (France) AUSTRIA Budapest Kishinev 7. IVORY COAST (Yamussukro) 22. ARMENIA (Yerevan) CHILE URUGUAY REPUBLIC OF LESOTHO Maseru PACIFIC Santiago de Chile Montevideo SOUTH AFRICA Buenos Aires Lines of longitude 1. SAINT go KITTS from AND NEVIS the (Basseterre) North Pole to the South Pole. These lines are called meridians5 . The line Tallinn Santo PUERTO RICO 7. SAN MARINO (San Marino) ARGENTINA ESTONIA HUNGARY 8. BURKINA FASO (Ouagadougou) 23. AZERBAIJAN (Baku) JAMAICA HAITI Domingo (USA) Canberra Sea 8 BELIZE 2 Riga ROMANIA Kingston Port-au-Prince DOMINICAN DENMARK 2. ANTIGUA AND BARBUDA (Saint John’s) Circle 1 LATVIA NEW ZEALAND PANAMA Belmopan REPUBLIC 3 rctic 8. SLOVENIA (Ljubljana) GUATEMALA Falkland Islands LITHUANIA ta 9. GHANA (Accra) 24. KUWAIT (Kuwait City) 4 Wellington An HONDURAS Copenhagen Baltic Guatemala City 5 (UK) OCEAN 6 Vilna 3. GUADELOUPE (Fr.) Bucarest Tegucigalpa Caribbean Sea 1. SENEGAL (Dakar) 16. BURUNDI (Bujumbura) 9 San Salvador 8 7 1. THE NETHERLANDS (Amsterdam) 1 Berlin Varsovia 2. GAMBIA (Banjul) 17. ISRAEL (Tel Aviv) of longitude that passes through Greenwich, in England, is called the or the EL SALVADOR 9. CROATIA (Zagreb)Prime Meridian Greenwich NICARAGUA 9 2. BELGIUM (Brussels) POLAND 3. GUINEA-BISSAU (Bissau) 18. LEBANON (Beirut) 10. TOGO (Lome) 25. BAHRAIN (Manama) GERMANY 10 3. LUXEMBOURG (Luxembourg) 2 Prague 4. DOMINICA (Roseau) Managua 4. GUINEA (Conakry) 19. SYRIA (Damascus) 3 COSTA RICA 4. LIECHTENSTEIN (Vaduz) CZECH REPUBLIC SLOVAKIA 5. SIERRA LEONE (Freetown) 20. JORDAN (Amman) 6 10 11 N 5. SWITZERLAND (Bern) Bratislava 6. LIBERIA (Monrovia) 21. GEORGIA (Tiblisi) 4 Vienna MOLDOVA 10. BOSNIA-HERZEGOVINA (Sarajevo) San José Panama 6. MONACO (Monaco) 7 11. BENIN (Porto Novo) 26. QATAR (Doha) AUSTRIA Budapest Kishinev 7. IVORY COAST (Yamussukro) 22. ARMENIA (Yerevan) 5. MARTINIQUE (Fr.) PACIFIC 5 1. SAINT KITTS AND NEVIS (Basseterre) 7. SAN MARINO (San Marino) HUNGARY 8. BURKINA FASO (Ouagadougou) 23. AZERBAIJAN (Baku) BULGARIA 2. ANTIGUA AND BARBUDA (Saint John’s) Circle 8 ROMANIA PANAMA tarctic 8. SLOVENIA (Ljubljana) 9. GHANA (Accra) 24. KUWAIT (Kuwait City) OCEAN 3. GUADELOUPE (Fr.) An 9 Bucarest 4. DOMINICA (Roseau) 9. CROATIA (Zagreb) 10. TOGO (Lome) 25. BAHRAIN (Manama) 6. SANTA LUCIA (Castries) 11. SERBIA (Belgrado) 6 10 11 N . It is at 0º longitude. This divides the Earth into 180° east and 180° west. 12. EQUATORIAL GUINEA (Malabo) 27. UNITED ARAB EMIRATES 10. BOSNIA-HERZEGOVINA (Sarajevo) Meridian 5. MARTINIQUE (Fr.) 7 11. BENIN (Porto Novo) 26. QATAR (Doha) ITALY BULGARIA Soﬁa 6. SANTA LUCIA (Castries) 11. SERBIA (Belgrado) 12. EQUATORIAL GUINEA (Malabo) 27. UNITED ARAB EMIRATES ITALY 12 Soﬁa 12 7. BARBADOS (Bridgetown) 12. MONTENEGRO (Podgorica) Rome 14 13. GABON (Libreville) (Abu Dhabi) 8. SAINT VICENT AND THE GRENADINES (Kingstown) 7. BARBADOS (Bridgetown) 13. ALBANIA (Tirana) VATICAN CITY 13 14. REPUBLIC OF CONGO (Brazzaville) 28. TAJIKISTAN (Dushanbe) 0 3 000 km 12. MONTENEGRO (Podgorica) Rome 14 9. GRANADA (Saint George’s) 13. GABON (Libreville) (Abu Dhabi) 10. TRINIDAD AND TOBAGO (Port of Spain) 14. MACEDONIA (Skopje) 15. RUANDA (Kigali) 29. PALESTINE 1 :107 273 000 8. SAINT VICENT AND THE GRENADINES (Kingstown) 13. ALBANIA (Tirana) VATICAN CITY 0 3 000 km 9. GRANADA (Saint George’s) 13 14. REPUBLIC OF CONGO (Brazzaville) 28. TAJIKISTAN (Dushanbe) 14. MACEDONIA (Skopje) A plan is a two dimensional representation Maps can show geographical features such as 10. TRINIDAD AND TOBAGO (Port of Spain) 15. RUANDA (Kigali) 29. PALESTINE 1 :107 273 000 of a street, a room or a building. continents, countries, oceans and towns. A CTIVITIES

2 Relief maps represent the physical Copy and complete the sentences in your notebook. characteristics of an area of land. a) Unlike maps, globes… c) A political map… We can see high land and low land. b) On a relief map we can fi nd… d) The line at 0º longitude is also known as the… This is often shown by using different colours. This means we can see immediately the 3 Use a globe or an Internet application to study the Equator and the Prime Meridian. Which differences in altitude of a place. Relief maps countries do they pass through? show the location of mountain ranges and lowland, rivers and lakes. 26 4 QUIZ Check your learning.

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How to start Content objectives • Write the title question on the board. If you have examples of di erent kinds of maps and plans, lay them out on a table • Understand that there are di erent kinds of maps for di erent purposes. for the students to see. • Ask: What kind of information can maps give us? Accept • Identify what di erent maps show. all suggestions. Ask: Where does the information for maps Vocabulary come from? Explain that most information now comes from satellites. • altitude, arti cial, distorted, Equator, at, globe, latitude, longitude, meridians, parallels, relief, scales, • You may also wish to talk about how electronic devices are settlements, shape rapidly replacing paper-based maps and whether they think paper maps will disappear completely. Structures • Lines of latitude go the Earth around ACTIVITIES: step-by-step guide • Unlike maps, globes do not distort … Resources Activity 1 Assessment opportunity • Track 26 Students work together to answer the questions. • Invite volunteers to call out their answers. Materials • Focus on the maps on page 40 and 41. Ask students to read • (If possible) examples of di erent maps, plans, a the texts including the rst paragraph on page 41 and study globe the illustrations. They can use dictionaries or consult you for any words they do not understand. • Focus on the globe. Ask students how this is di erent from

SS6PRI_LP_Anexo_M1.indd 62 25/8/15 13:16 maps. Ask: Are countries the same shape and size on the Track 26 4 Quiz: Check your learning. globe as they are on maps? • Ask them to look on a two-dimensional map. Say: How far Hello everybody! Are you ready? Who’s correct? Say man away is Japan from Alaska? How far away is Canada from or woman. Russia? Then ask them to look on the globe and answer the 1 • Globes are two dimensional objects. same questions. Part b of activity 1 is designed to highlight the di erences between two-dimensional representations • No, they’re three dimensional, spherical objects, like the and globes. Earth itself. • If you have brought in examples of di erent kinds of maps, Answer: woman invite students to say which type they think each represents. 2 • Ok, so a map is a two-dimensional object. Activity 2 • Yes and they show the Equator which is a real line that is drawn around the Earth. • Draw students’ attention to the lines of latitude and longitude on the illustration of the globe on p41. Ask: What Answer: man are these lines called? 3 • A plan shows the height of land. • Students study the illustrations and read the texts. Check they understand how the intersection between latitude and • No, I don’t think so, a plan usually shows streets or how a longitude gives our exact position anywhere in the world. building is organised. • Ask students to complete the comprehension activity in Answer: man their notebooks. 4 • Ok, so a relief map shows us the height of the land. • To check, invite volunteers to read out their sentences. • That’s not a relief map! That’s called a mountain map. Activity 3 Answer: woman • Students can complete this activity individually or in pairs. 5 • Lines of latitude go around the Earth horizontally. If you are short of time this activity could also be set for homework. • Yes, they go from east to west. • If the students do the activity for homework, ask them to Answer: man nd out and make a list of countries which the Equator and the Prime Meridian go through. Tell them they do not have to name every country, and they don’t need to print ANSWERS anything out. They just need to name ve countries for each Possible answer: a) Maps show what’s on the Earth. of the (imaginary) lines. 1. b) There is no furthest continent because the Earth is round. Activity 4 Track 26 2. Possible answers: • Tell students they are going to hear a man and a woman talking about maps. They have to decide who is correct. a) are round, three dimensional and not distorted • Play the recording, students call out their answers. b) di erences in altitude c) shows boundaries between countries. Extra idea! Students write sets of Lat/Long coordinates for countries, mountain ranges and other geographical d) Prime Meridian or Greenwich Meridian. features. They give their coordinates to a partner who has 3. Student’s own answers. to nd them on a map and identify the feature. 4. answers in audio script, above

SS6PRI_LP_Anexo_M1.indd 63 25/8/15 13:16 What’s weather?

What’s weather?

Weather is around us all the time. It aff ects how we live and what we wear. Wind is the movement of air in the atmosphere. If the movement is GEO-FACT very strong it can cause storms and extreme events such as tornadoes. G ETTING STARTED

1 Look at the picture and say what the weather’s like in diff erent parts of Spain.

Wind speed

Snow The fastest wind speed Warm front ever recorded was at a Pressure lines weather station in Barrow weather vane anemometer Island, Australia in 1996 Sunny and rainy Wind speed is measured with an anemometer. Wind direction is when Cyclone Olivia hit the measured with a weather vane. island. It was 408 km/h! Rain

Sunny Atmospheric pressure is the weight of the air in the atmosphere. The weather is stable Cold front when the pressure increases. The weather is unstable when the pressure decreases. In the northern/southern/eastern/western part of Spain… Atmospheric pressure is measured with a a) What human activities damage the atmosphere? barometer. b) How can we protect the atmosphere?

Weather is the group of atmospheric conditions A CTIVITIES at a specifi c time. Atmospheric conditions include temperature, precipitation, wind and atmospheric 2 Find out about these extreme weather types. pressure. We choose the clothes we wear according to

the weather. hurricanes tornadoes thunderstorms cyclones Precipitation is the water that falls from the sky. a) Find out what causes them. b) Present the results of your research to the class. Precipitation can be rain, hail or snow. It snows when the temperature is close to 0ºC. 3 However, it usually hails in early summer! Precipitation In your notebook, match to make sentences. is measured with a pluviometer or rain gauge. a) When the atmospheric pressure increases it means… 1. have cold winters and hot summers. We use umbrellas and waterproof clothes in wet b) Areas at higher latitudes are cooler because… 2. generally, the temperature falls. weather. c) Areas that are a long way from the sea… 3. they receive less energy from the sun. Temperature is the amount of heat in the atmosphere. d) As altitude increases… 4. the weather is going to be stable. It’s hot when the temperature is high and cold when the temperature is low. Temperature is measured with a 4 27 a rainy day QUIZ Check your learning. thermometer.

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How to start Content objectives • Activate students’ existing knowledge of language associated with weather. Ask a series of questions to encourage students • Distinguish between weather and climate. to describe di erent types of weather. • Learn about ways of describing and measuring weather phenomena. • Now ask the students if they can de ne ‘weather’. Accept all attempts. Then tell them to read the text on p42. Giving them a Vocabulary time limit will help them to focus on the task. • anemometer, atmospheric, barometer, front, • For example: What’s the weather like today? What’s the movement, precipitation, pressure, rain gauge, weather usually like here? What’s the weather like here in stable, temperature, unstable, weather vane, wind spring, summer, winter, autumn? What’s the weather like in … (other parts of the country)? Practise the pronunciation of basic Structures weather vocabulary if necessary. • Temperature is measured with a thermometer. • The weather is unstable when the pressure decreases. ACTIVITIES: step-by-step guide Resources Activity 1 ¡ Track 27 • This activity serves as an overview to both weather and climate. The rst part is a fun task to introduce them to weather and the second part is a chance to involve students in a class discussion. • Focus students attention on the weather map on page 42. In pairs students test one another on the di erent symbols on the map. Then they test each other on what the map

SS6PRI_LP_Anexo_M1.indd 64 25/8/15 13:16 shows for di erent areas of Spain. Monitor and guide them Track 27 in using north, south, east and west. • Use the model sentences to write one or two example 4 Quiz. Check your learning. Hello everybody. Are you sentences on the board then ask students to write more ready? Write a, b or c. sentences in pairs. Go around helping and clear up any 1. Weather is the group of atmospheric conditions at: doubts they may have regarding the map. • Focus on the questions and lead a short class discussion a) a speci c time. about how humans damage the atmosphere and what we b) a speci c place. can do to protect it. c) neither a nor b. • Ask comprehension questions: What is precipitation? How do we measure it? What is temperature? How do we 2. Atmospheric conditions include: measure it? a) temperature, pressure, wind and rainbows. • Check they can pronounce key words: weather, temperature, b) temperature, pressure, wind and precipitation. precipitation. c) both a and b. • Have students test one another on the di erent instruments by covering the names and asking each other what the 3. The symbols on weather maps can include: instruments measure. a) warm fronts, cold fronts, pressure lines, sun and Activity 2 temperature. b) wind speed, cold fronts and land relief. • Ask: Can weather ever be dangerous? Should we go out c) neither a nor b. when the weather is dangerous? Ask them what they know about extreme weather. Elicit examples. 4. Precipitation is: • Students can work in pairs or small groups for this activity, a) Rain and snow. some of which could be done as homework. b) Hail and rain. • Pairs or groups choose an extreme weather phenomenon to research. They can use the Internet and other reference c) Both a and b. sources to nd information. 5. When the weather is wet we: • Pairs or groups present their nding to the class. This could a) wear clothes which keep us dry. be done in the form of a poster or slideshow. b) stay at home because it’s extreme weather. Activity 3 Assessment opportunity c) wear the same clothes as when it’s sunny. • This activity is to test previous knowledge and problem- 6. Wind conditions are measured with: solving ability. • Ask students to complete the activity in their notebooks a) an anemometer. then review the answers as a class. b) a weather vane.

Activity 4 Track 27 c) both a and b. • Tell students they are going to listen twice and the second time they must make choices about weather and atmospheric conditions. • Play the track. Students just listen the rst time. The second time they write the answers in their notebooks. • When reviewing the answers you can play the audio again, pausing it and asking students to read out their answers. ANSWERS

1. Student’s own answers 2. Student’s own ndings 3. a4, b3, c1,d2 4. 1a, 2b, 3a, 4c, 5a. 6c

Key competences covered: Linguistic communication (Activities 1-4); Mathematical competence and basic competences in science and technology (Activities 1-4); Digital competence (Activity 3) 6565

SS6PRI_LP_Anexo_M1.indd 65 25/8/15 13:16 What’s climate?

What’s climate?

Climate is the group of atmospheric conditions we can expect in a place. Factors The temperate zone includes the area between the which can infl uence climate arelatitude , altitude, relief and distance from the The cold or frigid zone comprises the Arctic Circle and the northern tropics, and the Antarctic sea. Climate determines the kind of activities which humans can do in a place, areas between the Arctic Circle and the Circle. There are three types of climate in this zone: especially in reference to agriculture. North Pole, and the Antarctic Circle and the South Pole. Oceanic, Mediterranean and Continental. The Earth has three main climate zones: the hot or torrid zone, the temperate zone and the cold or frigid zone. ARCTIC OCEAN

Oceanic climates are have lots of precipitation and G ETTING STARTED mild temperatures all year round. Mediterranean EUROPE NORTH climates have mild winters ASIA 1 Describe the climate types to a partner. Which is which? AMERICA with hot and dry summers. A TLANTIC PACIFIC desert tropical polar Continental climates PACIFIC OCEAN OCEAN AFRICA have warm summers and Equator OCEAN

cold winters. In general, SOUTH AMERICA I NDIAN OCEAN OCEANIA there is little precipitation.

ANTARCTICA 0 4 000 km 1 :1 9 3 022 000

Cold climates Temperate climates Hot climates

Climate is determined by latitude, closeness to large bodies of water and altitude. Mountain Polar Oceanic MediterraneanContinental Equatorial Tropical Desert Latitude is the distance north or south of the Equator. Areas close to the Equator are hotter than areas further from the Equator because they receive the Sun’s Equatorial climates have lots Cold climates include mountainous and polar. Mountain climates rays more directly. For example, Brazil is hotter than Alaska because it’s closer of precipitation all year and high receive a lot of precipitation in the form of snow. Winters are cold and to the Equator. temperatures (average 25ºC). summers are cool. Brazil, Ecuador and Kenya have In Polar climates it is cold all year round. Temperatures are always low, this climate. oft en below zero.

A CTIVITIES

2 Choose a continent. Describe the continent’s climate to the class. South America has many diff erent climates. In the north there are … and … climates.

3 Find out about the greenhouse eff ect. The distance from large bodies of water aff ects Altitude also aff ects an area’s climate. It’s colder a) Is the greenhouse eff ect a natural process? b) What are the main sources of greenhouse gases? climate because water takes longer to warm up on high land, such as mountains, than low hi and cool down than land. Areas that are closer land. The hot or torrid zone comprises the area 4 T n k! What can we do to help stop global warming? to the sea, or other large bodies of water, are between the tropics and the Equator. There are 28 milder both in summer and in winter. two types of equatorial zone: tropical and desert. 5 QUIZ Check your learning.

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How to start Content objectives • Ask: If weather is the state of the atmosphere at a speci c time, what is climate? Accept all reasonable attempts to de ne • Identify the factors which in uence climate. climate. • Identify some of the world’s climate zones. • Tell students that in this lesson they are going to learn about the Vocabulary Earth’s di erent climate zones. • desert, equatorial, frigid, mild, oceanic, polar, relief, • Ask: Which factors a ect climate? Elicit some possible answers temperate, torrid, tropical then draw students’ attention to the introductory text on page 44. Structures ACTIVITIES: step-by-step guide • Water takes longer to warm up and cool down than land. Activity 1 • In polar climates it’s cold all year round. • Students describe the pictures in pairs and match each picture Resources to a climate type. Track 27 • Check their answers and ask them to explain how they decided. Ask students if they have ever visited places like these. • Students read the texts. Establish how climate is determined mainly by latitude, altitude and proximity to large bodies of water.

Activity 2 Assessment opportunity • Draw students’ attention to the map. Students read the

SS6PRI_LP_Anexo_M1.indd 66 25/8/15 13:16 texts about the world’s climate zones with the help of Track 28 dictionaries. Or they can ask you about any words they do not understand. 5. Quiz. Check your learning • Ask questions about the di erent zones to check understanding. For example: Which countries are in the Hello everybody! Are you ready? Choose a or b. frigid zone? Which zone is Spain in? Is Africa mainly in the 1. How many main climate zones does Earth have? temperate zone, the torrid zone, or the frigid zone? • Students choose a continent and prepare to describe it to a) ve the class. Encourage them to write a short text, using the b) three. model sentences. Go around helping where necessary. 2. Which are the warmer areas? • When they are ready students read out their descriptions to the class. Other students can guess the continent. a) those close to the Equator b) those close to the Poles. Activity 3 3. The cold zones are.. • The research stage of this activity could be set for homework. a) those close to the Poles. • Ask students if they have heard of the greenhouse e ect. Individually or in pairs they research this phenomenon. b) those near the Equator. • When students present their ndings to the class, make 4. Factors that can also a ect climate are: sure they understand that the greenhouse is indeed a natural phenomenon which serves to regulate the Earth’s a) closeness to water and ice. temperature, but that human activity is now creating an b) closeness to water, and altitude. enhanced greenhouse e ect with global warming producing undesirable outcomes such as extreme weather and rising 5. The types of Equatorial zone include: sea levels. a) tropical and desert.

Activity 4 b) tropical and oceanic. • Students work together to pool their ideas and discuss their solutions to global warming. • Using the Internet, students nd out what the Kyoto Agreement is. They should state its aims and nd out when it was initiated. • If you are short of time, students could do this as a homework exercise. Ask them to think of ideas for a poster and to think of three things that need to be controlled in order to stop global warming. Tell them they don’t need to print anything out, but to just write their ideas in their notebooks.

Extra idea! The students’ ideas could form the basis of a poster display for the classroom or school corridors.

Activity 5 Track 28 • Tell students they are going to hear ve sentences about the world’s climate. They have to choose the best option, a or b. ANSWERS • Play the recording twice. Then check the answers. 1. Photos l-r: polar, desert, tropical. 2. Student’s own answers 3. Student’s own answers 4. Student’s own answers 5. 1b, 2a, 3a, 4b, 5a

Key competences covered: Linguistic communication (Activities 1-5); Mathematical competence and basic competences in science and technology (Activities 1-4); Digital competence (Activities 2,3) 6767

SS6PRI_LP_Anexo_M1.indd 67 25/8/15 13:16 What’s the climate like in Europe and Spain?

What’s the climate like in Europe and in Spain?

Europe is in the temperate climate zone. However, there is a lot of variation. For Much of Spain is surrounded by water and has variations in altitude so diff erent types of climate are found here. example, the north of Europe has a polar climate due to its high latitude. C antabrian Sea Mountain climates: these Oceanic climates have cold winters and have mild ARCTIC OCEAN mild summers. There’s a G ETTING STARTED temperatures. lot of precipitation. Some There is a lot of 1 examples include the Picos In your notebook, write a list of the advantages and disadvantages of living precipitation all de Europa, the Pyrenees on the coast and inland. year round. and Sierra Nevada. Examples include: Galicia, Asturias Atlantic climate. The main influence on the climate and Cantabria. of coastal Europe is the Atlantic Ocean. This produces EUROPE A TLANTIC NORTH mild temperatures and lots of precipitation. Countries ASIA OCEAN AMERICA with this type of climate are the UK, Ireland, France, and Belgium. Subtropical climates have A TLANTIC PACIFIC M editerranean Sea mild temperatures all OCEAN M editerranean Sea PACIFIC OCEAN year round, with a lot of Continental- OCEAN ContinentalAFRICA climate Mediterranean climate precipitation in autumn and Equator : Central and eastern Countries with this type of spring. The Canary Islands Mediterranean climate extreme temperatures; SOUTH Europe are much further climate experience mild are Spain’s sub-tropical zone. AMERICA away from the ocean.I NDIAN OCEAN OCEANIAwinters and hot summers very cold winters and Here winters are very with relatively little Mediterranean climates very hot summers. cold and in summer, precipitation. Italy, south and have mild winters and hot There’sOceanic not very climate much C anary Islands it’s hot. Countries with eastern Spain, Greece and dry summers. There is little precipitation. Examples Oceanic climate ContinentalN Mediterranean climate a continental climate other countries that border precipitation. Examples include Castilla y León,

include the Ukraine and N the Mediterranean Sea have include the Balearic Islands Castilla-LaSubtropical Mancha climate and Oceanic climate Continental Mediterranean0 climate200 km Poland. this type of climate. and the Mediterranean coast. Madrid.1 :8 41 1 000 Oceanic climate Continental MediterraneanSubtropical climate climateMountain climate ANTARCTICA 0 4 000 km 1 :1 9 3 022 000 Oceanic climate Continental Mediterranean climate Subtropical climate Mountain climate Mediterranean climate

Continental MediterraneanSubtropical climate climate Mountain climate Mediterranean climate CTIVITIES A Subtropical climateMountain climate Mediterranean climate

2 CompleteMountain the climate sentencesMediterranean in your climate notebook. a)Mediterranean Most of southern climate Europe has a climate. b) The clearest examples of a climate are in central and eastern Europe. c) In areas with a climate, the infl uence of the ocean produces mild temperatures and Mountain climate: this is the climate in areas lots of precipitation. with high altitude, where winters are cold and summers are mild. Precipitation often falls Polar climate: this is the climate in the parts of 3 as snow due to the high altitudes. Areas with Europe with the highest latitude, such as north Find out about typical vegetation in two European climate zones. mountain climates include the Alps and the Iceland and the north-east Scandinavian coast. 4 29 Caucasus region in south-eastern Europe. Here it’s cold all year round. QUIZ Check your learning.

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How to start Content objectives • Write on the board: What’s the climate like in Europe? • Learn about the types of climate in Europe and Spain. • Ask students to share their own experiences of the climate in European countries they have visited. • Identify factors that in uence climate • Ask students if they think the climate is the same in the UK • Describe how the climate a ects the way we live and Spain, or in Italy and Russia. Vocabulary • Explain that in Europe the climate varies greatly. In • border, coast, continental, in uence, inland, oceanic this lesson they will study some of the causes of these variations. Structures • The main in uence on the climate of coastal Europe ACTIVITIES: step-by-step guide is … • Temperatures are always low, o en below zero. Activity 1 Resources • Students complete the activity in their notebooks. They Track 29 then compare notes with a partner. Invite volunteers to read out some of their ideas for the class to discuss. • Students read the texts on page 46. They can use dictionaries or consult you about any words they do not understand. • Ask questions to check comprehension. For example: What are the features of the Atlantic climate? Why is it cold in winter and hot in summer in Poland?

SS6PRI_LP_Anexo_M1.indd 68 25/8/15 13:16 Activity 2 Track 29 • Students complete the sentences in their notebooks. 4. Quiz. Check your learning. • Check the answers by asking volunteers to read out their sentences. Hello everybody! Are you ready? Say the missing word. • Now ask the students to read the texts about Spain’s climate. 1. Europe is in the BEEP climate zone. 2. Coastal Europe has the BEEP climate. Extra idea! They could write similar gap ll sentences to test their classmates. 3. Areas with BEEP climates include the Alps. • Give them some help with forming the sentences in English. 4. Precipitation in mountain areas is usually BEEP. Monitor and check they are using phrases in English. If 5. In Mediterranean climates there is relatively little BEEP. they are using their own language, gently guide them back to English helping them with the phrases they need such as: The climate in the north of Spain is... In areas with mountains it is usually...

Activity 3 Assessment opportunity • This activity could be done individually or in pairs. • Students choose two European climate zones to describe and compare. • Encourage students to consult the Internet and other reference sources as part of their research. • Students present their ndings to the class, possibly in the form of a poster presentation.

Activity 4 Track 29 • Tell students they are going to listen to a quiz about climate in which they have to provide the word. Tell them you are going to play the twice and to just listen the rst time. • A er the rst listening, have students re-read the text in the Class Book. Then play the audio again. • Students listen to the sentences and write the missing words in their notebooks. • Play the audio again and ask students for the answers. ANSWERS

Answers 1. Student’s own answers 2. 1. a) Mediterranean b) continental c) Atlantic 3. Student’s own answers 4. 1. Temperate 2. Atlantic (or oceanic) 3. mountain 4. snow 5. precipitation

Key competences covered: Linguistic communication (Activities 1-4); Mathematical competence and basic competences in science and technology (Activities 1,2,); Cultural awareness and expression (Activities 3-4); Digital competence (Activity 2,3,4) 6969

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Why is water so important?

All living things need water to live. There is always the same amount of water on the Earth – never any more or less. Water is continuously moving and changing state. These changes are known as the water cycle. The water cycle has four stages:

G ETTING STARTED 1. Evaporation. The heat from the Sun causes the water 2. Condensation. The water vapour cools and in rivers, lakes, seas and oceans to evaporate and go up forms clouds. The wind blows the clouds so they into the atmosphere. meet the cold air above the mountains. 1 Order the oceans from the biggest to the smallest. 2 Indian Arctic Atlantic Pacifi c Southern 1

The Earth is sometimes called the ‘blue planet’. This is because about 70% is covered in water. All this water is part of the hydrosphere. Water forms the oceans, seas, rivers, and lakes. Most of this water is salt water in seas and oceans. Only 2.5% of all the water on Earth is fresh water. This is found underground, in rivers, the ice caps and in glaciers. 3 Water exists in three states: solid, liquid and gaseous water, which is called vapour. To turn freshwater into drinking water we usually have to fi lter and purify it. 4

Surface water is the water in the oceans, seas, rivers, lakes and ponds. Groundwater comes up When water from snow, rain and rivers fi lters through the cracks naturally to the surface of and spaces in soil, sand and rocks to go underground it becomes the Earth in a spring. We groundwater. Deposits of water under the ground are called aquifers. can extract water through 3. Precipitation. The clouds get too heavy for the 4. Collection. The water travels back to the lakes, a well: a hole made to get atmosphere to hold the water and drops of water rivers, seas and oceans and the water cycle starts over source water out of an aquifer. fall as rain, snow or hail. again.

Rivers are bodies of fresh water that fl ow in achannel A CTIVITIES to a lake, another river, a sea or an ocean. Rivers 2 Match to make sentences in your notebook. that join other rivers are a) The water in oceans and seas… 1. is called groundwater. called tributaries. Rivers hillsides b) The water in rivers, lakes and glaciers… 2. is called an aquifer. begin at their source, usually in the mountains c) Water under the surface of the Earth… 3. in springs. and end at their mouth. d) A deposit of groundwater… 4. is called fresh water. fl oodplain e) Groundwater comes to the surface… 5. is called salt water. delta 3 Make a water-monitoring chart. a) List all the activities where you use water. Keep a record for one day. Estimate how much water you use. b) Present your results to the class. mouth 4 30 QUIZ Check your learning.

48 The world around us 49

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How to start

Content objectives • Books closed. On the board write THE BLUE PLANET. Ask: • Identify where water is found on Earth and the Which planet does this refer to, and why? Ask: How much di erent forms it can take. of the Earth is water? Ask students to guess. The students • Learn about the water cycle. who comes closest to the answer (70%) is the winner. You could also point out that the average human body is made • Recognise the importance of water for life on Earth up of 70% water. and human activity. • Brainstorm the reasons we need water. Ask students to Vocabulary make a list of everything that has water. They should do the • aquifers, channel, condensation, cracks, evaporation, exercise individually and give them a time limit to help focus freshwater, groundwater, hydrosphere, precipitation, concentration. A er three minutes go around the class and saltwater, spring, surface water, tributaries, vapour, write the contributions on the board. well • Explain that without water life on earth would be impossible and that the movement of water on Earth a ects us in all Structures sorts of ways. • The water in oceans and seas is called saltwater. • Water is continuously moving and changing state ACTIVITIES: step-by-step guide Materials Activity 1 • A bottle of water with volume marked • Students work in pairs to order the oceans. They will need to Resources look on a map or on the Internet. Track 30 • To check, ask volunteers to call out their sequence. Write the correct sequence on the board.

SS6PRI_LP_Anexo_M1.indd 70 25/8/15 13:16 • Ask students if they can name any large bodies of water in Track 30 4. Quiz. Check your learning addition to these. Hello everybody! Are you ready? Say true or false. Activity 2 1. The Earth is known as the Blue Planet because it’s 30% • Students should read the texts on page 48 with the help water. of dictionaries if necessary. Go around helping and check the pronunciation of the highlighted words and any others 2. Groundwater is water in rivers and lakes. students are not familiar with. 3. Rivers can ow into other rivers, lakes and the sea. • Check comprehension by asking questions. For example: 4. Water exists in three states, solid, ice and vapour. How much of the Earth’s water is fresh? What’s the beginning/end of a river called? 5. The water cycle has a beginning, a middle and an end. • Now ask students to read the text about the water cycle on page 49. • Students complete the matching activity in their notebooks.

Extra idea! Students test each other in pairs. Student A describes part of the water cycle. Student B has to say evaporation, condensation, collection or precipitation.

Activity 3 • Generate interest in the activity by asking: How much water do you use in a typical day? Show them a bottle of water as a reference of volume. Students should write their estimated gure in their notebooks. • Now students work in pairs to list all the activities where they use water. For example: brushing my teeth, drinking, cooking, using the toilet. • Ask the students to design a suitable record sheet. They keep a record for 24 hours and compare the result with their original estimate. • In the next class, they present their ndings to the class. Ask: Were you surprised by your ndings?

Extra idea! Ask students to suggest ways to save water. Vote on which would save most water.

Activity 4 Track 30

• Students listen and write the answers in their notebooks. ANSWERS • Play the audio again and ask students for the answers. 1. Paci c, Atlantic, Indian, Southern, Arctic. 2. a5, b4, c1, d2, e3. 3. Student’s own ndings. 4. 1. False. It is 70% water. 2. False. Groundwater is water under the ground. 3. True 4. Three states – true, but these are solid, liquid and vapour. 5. False. The water cycle is continuous, never-ending.

Key competences covered: Linguistic communication (Activities 1-4); Mathematical competence and basic competences in science and technology (Activities 1-4); Cultural awareness and expression (Activity 3); Digital competence (Activity 3)Key competences covered: 7171 Linguistic communication (Activities 1-6); Social and civic competences (Activities 1-6); Cultural awareness and expression (Activities 1-6)

SS6PRI_LP_Anexo_M1.indd 71 25/8/15 13:16 How do humans damage landscapes

How do humans damage landscapes?

The Earth needs our help. We need to protect the air and water on Earth. EO-F We can do this by: G ACT G ETTING STARTED disposing of our rubbish carefully and in the correct kind of container by not pouring oil or objects except water down the sink 1 In what ways do humans damage the Earth? trying to keep our journeys in cars to a minimum and joining up with others for journeys using sources of sustainable energy whenever possible Air pollution is caused by Water pollution can be caused Land pollution can be caused being careful how much paper we use, including serviettes and gases released by cars, planes, by many things. Sometimes by the insecticides and toilet paper The Great Paci c Garbage lorries and factories when factories release chemicals into fertilisers used in farming. Patch is a oating these things burn fossil fuels. rivers and the sea. Sometimes Landfill waste is also damaging Clean energy mass of rubbish in the cities release untreated to land as chemicals from the Paci c Ocean. Ocean Sources of sustainable energy sewage into the sea. Damaged rubbish often filter into the currents concentrate include wind farms and solar oil tankers can cause pollution soil. These chemicals can cause huge quantities of non- panels. These do not use fossil when oil leaks into the sea. animals and plants to die. biodegradable material, fuels which pollute the air. mainly plastic, in an area This is why this kind of energy the size of France. is also called ’clean energy´.

A CTIVITIES

2 Match to make sentences in your notebook. Human activity affects the Earth negatively in other ways. a) Water pollution… 1. from factories and cars causes respiratory illnesses.

Overfishing is what we do when we fish too much and when b) Intensive agriculture… 2. produces soil erosion if trees aren’t replaced. we catch fish when they are too young. Due to overfishing, the c) Air pollution… 3. uses fertilisers which may pollute water supplies. number of fish in the sea is getting dangerously low because the d) Deforestation… 4. can kill fi sh, seabirds and marine mammals. stocks of fish do not recover. 3 Thin k! Deforestation is the cutting down of trees in order to cultivate With a partner, make a list of other ways we can protect the air and water on Earth. land either for cattle to feed or for wood and paper. If trees are We should... We could... When we... not replaced, this can produce soil erosion and desertification. 4 In groups, make posters about sustainable energy. a) What kinds of renewable energy are there? As well as causing air pollution, fuels can cause damage when they are transported. When an oil tanker crashes and breaks b) What are their advantages and disadvantages? up, an enormous amount of damage is done to the coast and c) How do they work? to wildlife such as seabirds, whales and fish. In the Prestige d) What everyday objects could they give energy to? disaster of 2002, hundreds of volunteers joined in to try and clean up the beaches of Galicia. They were covered in oil 5 31 QUIZ because the tanker broke up just off the Galician coast. Check your learning.

50 The world around us 51

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How to start Content objectives • Ask the students to open their books and look quickly at the photos on page 50. • Identify the main causes of damage to the environment. • Ask students, in pairs, to describe the photos. • Examine ways of protecting the environment including the use of sustainable energy. ACTIVITIES: step-by-step guide Vocabulary Activity 1 • deforestation, deserti cation, fossil fuels, journeys, leaks, oil tankers, over shing, pollution sewage, • In pairs, students list all the ways that human activity can sink, soil erosion, solar panels, stocks, sustainable, damage the environment. Set a time limit of three minutes. untreated, wind farms • Ask volunteers to read out their suggestions. Structures • Ask students to read the texts in detail. They can use dictionaries or ask you to explain any unknown words. • Water pollution many things. can be caused by Encourage them to try guessing unknown words from their • We can do this by disposing of our rubbish carefully. context.

Resources Activity 2 Track 31 • Students complete the matching activity in their notebooks. • To check, invite volunteers to read out their sentences.

Activity 3 • Students read the di erent ways of protecting the

SS6PRI_LP_Anexo_M1.indd 72 25/8/15 13:16 environment on page 51. Help with any unknown words Track 61 55 Quiz. Check your learning • Ask: Can you think of any other ways of protecting our air Hello everybody! Are you ready? Repeat the correct answer. and water? Students brainstorm in pairs. • Write an example sentence on the board, using the model 1. Clean energy comes from: language provided. For example: We should use water washing ourselves. / sustainable energy sources. carefully. 2. Deforestation can cause: • Students write more sentences in their notebooks. Go around helping where necessary. soil erosion. / trains to be delayed. 3. To prevent air pollution we could: Activity 4 Assessment opportunity try to keep journeys to a minimum. / not use our cars so • Parts of this activity could be done for homework. o en. • Get students into groups of three or four. Have a brainstorming session as a class then ask them in groups to research types 4. Water pollution sometimes comes from: of sustainable energy, for example: wind, solar (photovoltaic factories not treating their waste correctly. / over- shing. and thermal) tidal, wave, water, biomass … 5. Land pollution can be caused by: • Students should describe how some of these di erent forms of sustainable energy work, their advantages and animals and plants. / using too much insecticide. disadvantages and their possible application. • They can collect photos and images from the Internet and other sources to illustrate their posters. • The groups present their posters to the class.

Activity 5 Track 31 • Students listen to the questions and write the answers in their notebooks. • Play the audio again and ask students for the answers.

ANSWERS

1. Student’s own answers. 2. a4, b3, c1, d2. 3. Student’s own answers. 4. Student’s own ndings. 5. 1. sustainable energy sources 2. soil erosion 3. not use our cars 4. factories not treating their waste correctly 5. using too much insecticide

Key competences covered: Linguistic communication (Activities 1-5); Mathematical competence and basic competences in science and technology (Activities 1-4); Learning to learn (Activity 4); Cultural awareness and expression (Activity 4); Digital competence 7373 (Activity 4)

SS6PRI_LP_Anexo_M1.indd 73 25/8/15 13:16 What should we do with our rubbish?

ACTIVITIES: step-by-step guide What should we do with our rubbish?

We all use resources and waste things every day. But we should Activity 1 know that resources can run out and rubbish can accumulate. • Students individually make lists of how they could reduce G ETTING STARTED the amount of rubbish they produce. Students compare

1 List things that you can do in your everyday life to avoid their ideas. unnecessary waste.

Humans consume products and we produce rubbish as a result. Activity 2 This waste can be divided into different types: recyclable waste – plastic, paper and glass. • Read the texts as a class, stopping to explain any di cult non-recyclable waste, which is buried in places called landfill sites. e-waste (electronic devices that are no longer used or work, such as words and to discuss the ideas presented. computers, mobile phones and tablets). • Students copy and complete the table using the items We should reuse, reduce and recycle everything that we can.

We should reuse things we have, for instance taking our own bags to mentioned in text. the shops. We should reduce the quantity of things we buy and only buy what we need. Activity 3 We should encourage people to recycle (paper, cans, glass, plastic) by dividing up our rubbish and putting it in the correct recycling container. • Students work in pairs to think of all the ways they could do with these items. A CTIVITIES • Pairs present their ideas to the class. The class could vote 2 Copy and complete the table in your notebook. Write different types of rubbish. recyclable e-waste non-recyclable for the best/most imaginative ideas. newspapers Activity 4 • Students write sentences in their notebooks. Go around

3 hin ! T k With a partner, talk about useful things you can make from: providing help where required.

a can an old pair of shoes an old newspaper

4 Write why it’s good to reuse, reduce and recycle. We should... We shouldn’t... ANSWERS

52 The world around us 1. Student’s own answers.

SS6-Appendix-M1A.indd 52 05/08/15 16:50 2. example answers. recyclable: newspapers, glass, cardboard. Content objectives 3. Student’s own answers • Identify the main sources of rubbish and waste in our 4. Student’s own answers. daily lives. • Re ect on the importance of reusing, reducing and recycling resources in everyday life. Vocabulary • container, e-waste, land ll, (non) recyclable, reduce, reuse, rubbish, run out, waste, Structures • Waste can be divided into three types. • We should reuse, reduce and recycle.

How to start • Write in big letters on the board. WHAT IS RUBBISH? Explain that rubbish is o en used to describe anything we don’t need or want anymore.Now ask students to think of all the rubbish they generated in a day or a week.

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