Académique Documents
Professionnel Documents
Culture Documents
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TEACHERS
RESOURCE PACK
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Contents
INTRODUCTION
Students Book........................................................................................................
TEACHER FILES
Student language guidance..................................................................................... 22
Vocabulary organizer .............................................................................................. 29
Students Book answer key ..................................................................................... 30
Recording transcripts ............................................................................................. 44
Content objectives, key competences and assessment criteria................................. 48
EXTRA RESOURCES
Investigation (Extension)........................................................................................ 70
Films (Teacher files) ............................................................................................... 76
Reading texts (Extension) ....................................................................................... 80
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Essential Geography
and History
Essential Geography and History is a four-level course which teaches
the core curricular objectives of Geography and History to students aged
12 to 16. Drawing on recent progress in the field of CLIL (Content and
Language Integrated Learning), it has been designed as an effective,
user-friendly tool in the classroom. Its goal is to combine scientific and
historical accuracy with clarity of presentation and simplicity of language.
Research tasks and stimulating activities help learners to develop valuable
skills and reflect on their learning process.
Our multi-disciplinary team is well aware that students need to achieve
a sound grasp of contents and skills in Geography and History, and we
never lose sight of the fact that this subject is being taught in English.
Every opportunity has been taken to personalise the contents so that
young learners develop curiosity, as well as feel responsibility for
the world they live in.
Special attention has been paid to the following aspects:
Sequencing of contents
Level of difficulty in
both the explanations
and the activities
Number and distribution
of the activities
Level of English used
throughout the course
Quality of the illustrations
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Students Book
STUDENTS BOOK CONTENTS
In Essential Geography and History 1, students study:
The Earth and our natural surroundings
Prehistory, early civilizations, Ancient Greece and Ancient Rome
Learning to learn
A series of simple activities at the beginning of the book (pages 3-5) is
intended to motivate the class, elicit prior knowledge and encourage
students to familiarize themselves with their Students Book.
C
K
M
cl e
re
nc
nt
iv
cC
ir
er
Newfoundland
ns
ATLANTIC
pi
al
pp
rra
nd
Ma
Gulf
of Mexic o
OCEAN
FLORIDA
PENINSULA
dr
BAHAMAS
ISLANDS
Cuba
GREATE
YUCATAN
Hispaniola
PENINSULA ANTILL R
Sie
ES
rr a
Puerto
Jamaica
Ma
Rico
dr
Caribbean Sea
r
Lake
Maracaibo
20
ale
na R
iver
iv
o R
er
Ori
n Ri ve
ES
MATO GROSSO
PLATEAU
Lake
Titicaca
1,500
1,000
40
1,532
Kilometres
3,064
100
R i ve
na
20
ra
er
Cape
So Tome
Iguazu
Falls
River Plate
PA M PA S
40
it of
St ra el la n
M ag
SCALE
200
6,959
Aconcagua
MO U N T A I N S
metres
P a ra
gua
y R ive r
U r ug ua
y
R
Pa
OCEAN
iv
6,880
Ojos del
Salado
P AT A G O N I A
rn
ATACA MA DESERT
of Ca p rico
Bolivian
6,682 A lt iplano
Nevado
Illimani
6,520
Sajama
Gulf
of Arica
T rop ic
Cape So
Roque
Amazon Plains
cis
ao
o F
ran
ar
r
A m a z o n R i ve
Huascaran
6,768
PACIFIC
Cape Orange
Guiana
Highlands
Ma
gd
Marias Point
oc
Equa tor 0
Chimborazo
6,310
of Ca
lS
u
COLUMBUS ARCHIPELAGO
(Galapagos Islands)
500
Tr op ic
LESSER ANTILLES
Islands
Antigua and Barbuda
Guadaloupe
Dominica
Martinique
Grenada Island
Trinidad and Tobago Islands
er
de
Panama
Canal
ALTITUDE
nc er
R iv
20
20
Cape Hatteras
Pico de Orizaba
5.700
Popocatepetl
5,452
0 Equa tor
ai
R iver
River
io
ac
Oh
Miss issip
ra
Cape
San Lucas
0
14
La
int
Sa
Lake
Michigan Niagara falls
ver
Color
GREAT
LAKES
ou
i
iR
Sie
er
io
nc
Ca
of
of
G ul f rn ia
C al i fo
ic
r
o Rive
ad
COLORADO
DESERT
Lake
Huron
an
ur
op
Lake
Superior
Mis so
LABRADOR
PENINSULA
Lake
Winnipeg
Whitney
4,418
Cape Farewell
Labrador
Sea
P l a i n s
U N
Tr
20
Davis
Strait
Hudson
Bay
G r e a t
Cape
Mendocino
Baffin
Island
Great Slave
Lake
Y
Vancouver
Island
Greenland
Baffin
Bay
Great Bear
Lake
40
8 Prehistory
9 Early civilizations
10 Ancient Greece
11 Ancient Rome
80
1 Maps
2 Relief
3 Water
4 Weather and climate
5 World landscapes
6 The continents
7 Europe and Spain
There are four History
units which have 14
pages each:
er
M a c k e nzi e R i v
Gulf of
Alaska
60
100
Ar
20
40
120
cti
140
Beaufort
Sea
16
ARCTIC
OCEAN
Str ait
Yukon
ska
ve
A l an g e
r
Ra
6,194
McKinley
hi
Ber ing
Bering
Sea
Alaska
Peninsula
40
160
60
The units
80
FALKLAND
ISLANDS
TIERRA DEL FUEGO
Cape Horn
60
40
60
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Language support
The Key Language summaries and activities on pages 138-148
underline the high level of language support.
The Glossary on pages 149-151 provides key vocabulary, and students
can write translations in L1. (The Vocabulary Organizer, provided
in this Teachers Book, enables students to go a step further
by encouraging them to look for word associations and to write
definitions in English.)
Recorded texts on the Students CD allow students to practise
their pronunciation.
INTRODUCTORY PAGE
To take maximum advantage of this page, use some of these techniques:
Focus students attention on the photo and ask: What does this photo
represent? If they answer in L1, rephrase their answers in English:
Yes, its a photo of / it represents
Read the title and ask: How is the photo related to the title? Make
sure you rephrase all their answers in English.
Help them to activate prior knowledge by creating a word map
on the board and eliciting words or phrases which are directly
related to the topic.
Introduce each of the three introductory sections separately.
Content objectives
Read and explain the content objectives. Encourage learners to predict
what they will learn: What do you think we will discover about the first
objective? Give priority to the content of their predictions rather than
the correctness of their language.
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Key language
UNIT
Maps
Observe and
think
What can the
things in this pho
tograph help us
Do you kno
to do? How?
w any ways in
which nature help
s us to find our
way
around?
Content object
ives
In this unit, you
will:
Learn about
the importance
of maps
Identify diffe
rent types of map
s
Locate plac
es on maps
Interpret sca
les on maps
Recognise diffe
rent features
of the Earth
as represented
on maps
Key language
Reporting fac
ts:
Physical maps
give informati
on on relief.
Globes represen
t the Earth accu
rately.
Describing thin
gs:
Expressing abil
ities:
LEAD-INS
Devise a variety of lead-ins (short activities at the beginning of the lesson).
Create a file with the more successful ones and use them every day with
books closed. This adds an element of expectation to the daily routine.
Some practical suggestions:
Use simple true or false statements to focus attention on a new topic,
for example: There are different types of maps. Weather and climate
are the same thing. The Olympic Games started in Greece.
True or false? Conclude the discussion by saying: We are going
to find out in this lesson.
Do quick hand counts to assess how much practical experience
students have: Raise your hand if you have ever seen a volcano;
visited a medieval city; found an old coin Count the hands and
present your conclusions: Most students have never (already)
visited a medieval city.
Do brain gym: write the letters H I J K L M N O and tell them
they represent the word water (H to O or H two O); What is 2 and 2?
(4 or 22). There are dozens of these little problems in books
and on the Internet.
Brainstorming: find three geographical terms beginning with the
letter s; say the names of the continents in alphabetical order, etc.
Focus on one vocabulary term. Write it on the board and ask individual
students what it means in Spanish, how to pronounce it and what
association they have found for it.
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Arouse students curiosity: cover a box the size of a shoe box with attractive
paper. Store this box in your classroom. When you come across an
interesting object (rock, thermometer, plant, coin, piece of pottery, etc.)
that you can somehow connect to the content of the days lesson,
put it in the box, set the box up somewhere visible in the room and
ask students: Whats in my mystery box today? Encourage students
to provide specimens too.
Did you know? boxes provide additional information about the main texts,
and many of the content pages feature an Activities section in which
students are asked to complete tasks directly related to the content
of the section or do supplementary research.
Whenever introducing a new section, use some of these techniques
to aid reading comprehension.
Before reading
Presentation: Read the section number and question aloud,
for example: Two. What types of maps are there? As this is a
wh- question, encourage students to brainstorm possible answers.
If reading out a yes/no question, for example: Can plants grow
in the Sahara? ask them to predict what the answer might be.
Skimming: In order to help students acquire the habit of taking in
a page at a glance, ask a general question about the section,
for example: How many types of maps are there? (page 8)
The headings, highlighted words and the map itself provide an
immediate answer: Three. Ask: What are they? and elicit the answer:
Physical, thematic and political.This technique will help students
become familiar with the way information is structured and presented.
Scanning: Copy an incomplete sentence or definition from the section
on the board and ask students to complete it with the appropriate
word, for example: The key contains the
which
represent information on the map. Or ask a question that they
can answer by looking at the text more closely: What does the scale
indicate? This technique will help them focus on specific information.
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While reading
Students then read the page individually or in pairs in order
to complete a task, for example finding a definition or answering
a specific question.
As a more general task, they can be asked to find the main idea
in the text.
After reading
Did you know?
spear
pit trap
bolas
of
the ancestors
Mammoths are
nct
y became exti
elephants. The
.Why did this
ago
s
year
a million
think
ntists used to
happen? Scie
:
climate change
it was due to
ame hotter and
the weather bec
ld not adapt.
mammoths cou
e
r scientists hav
However, othe
mammoths
discovered that
ually, as the
disappeared grad
populated by
land became
of
the extinction
humans. Was
?
sed by hunting
mammoths cau
ing
Mammoth hunt
efs
them in hunting
Rites and beli
es which helped disease and death.
ernatural forc
s caused
believed in sup
ght these divinitie
Our ancestors
h. They also thou ask these divinities for help.
birt
ng
givi
n
s to
or whe
ember them,
had different rite
It could be to rem jewellery,
That is why they
not clear why.
s,
dead, but it is
buried weapon
They buried the eved in an afterlife. They also
beli
they
use
beca
or
ies.
bod
the
with
and food
Activities
1. Think.
an impact on
Did humans have
during the
the environment
?
Palaeolithic Age
2. Investigate.
on on other
Look for informati
have become
species which
is
moths. There
extinct like mam
.bluelion.org
www
at
on
informati
happened?
Why has this
y?
toda
g
enin
Is it still happ
burial
es.
A prehistoric
next to the bodi
ts were buried
Valuable objec
87
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ILLUSTRATIONS
The illustrations in Essential Geography and History 1 include
high-quality photos, drawings, maps, charts and diagrams which
are captioned to provide explanations and / or additional information.
The drawings illustrate states or conditions that cannot be represented
with photos, for example, processes. They are labelled to provide
students with essential key vocabulary.
The illustrations that appear in Essential Geography and History 1
satisfy the following criteria:
Quality: great clarity and level of detail
Representativeness: the best-known and most frequent examples
are shown
Ease of identification: all the necessary references are provided
Using illustrations
Depending on the type, an illustration can be used to help students grasp
a complex idea or set of data quickly, describe a situation or a process,
predict an outcome, support an explanation or develop observation skills
and attention to detail.
To take maximum advantage of illustrations, do the following activities:
Make sure students know the meaning of terms like close-up,
magnified image, cross-section, graph, bar graph, pie chart and table.
Ask them to use the correct term when describing an illustration.
Identify the type of illustration and say what it represents: This is a
(photo) of (a globe). This is a (cross-section) of a (mountain). This
(climate graph) shows annual temperatures in Aberdeen, Scotland.
25
Mediterranean
35
The pharaohs
Sea
LOWER
EGYPT
Giza
Saqqara
30
30
Memphis
A R A B I A N
D E S E R T
L I B Y A N
D E S E R T
Amarn a
UPPER
EGYPT
R e d
Karnak
Valley of
the Kings
Valley of
the Queens
25
Thebes
Luxor
Sea
First waterfall
Oasis
Great temple
Fertile area
Pyramid
Capital
Tombs
A bu Simbel
30
The crook
symbolised
protection.
The Nemes
was a
headdress
to show
royal power.
The whip
symbolised
the pharaoh
as a guide.
A ceremonial
beard marked
them as a
divinity.
Activity
Tropic of Cancer
Depression
25
Edfu
25
High areas
35
1 . Research project
Use a computer to create a presentation of
Tutankhamens life. Try to answer each of these
questions in your research project.
Who was Tutankhamen?
When and where did he live?
Who discovered his tomb?
What was there in Tutankhamens treasure?
Why was this discovery so important?
Add some pictures to make your presentation
more interesting.
A royal
sarcophagus
The pharaohs
used ornaments
as symbols of
royalty,
power and
protection.
Pectoral
The Nile
Ancient Egypt is one of the most important
civilizations in History. It emerged more than
5,000 years ago, along the River Nile in
the north-east of Africa.
Ancient Egyptians lived near the River Nile,
because the land was fertile there. Each year,
water from the Nile rose and flooded the area.
When the water went back, it left mud which
made the fields fertile.
The Egyptians built dams to hold back
the water, and canals to carry water inland.
102
Sacred beetle
103
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ACTIVITIES
In many sections, there are activity boxes, highlighted in beige, to help students
analyse, revise, extend and summarize concepts. An activites section concludes
each unit. There are different types of activities:
STUDENTS CD
The Students CD provides the following resources:
Audio tracks. These recordings can be used either in class or by the
students at home to revise the content of the unit and, crucially, to practise
the pronunciation of key vocabulary and expressions.
Web tasks. There is one per unit. Each task poses a question to solve, together
with several pre-selected links to the Internet. Web tasks are mini-research
tasks. Students are instructed to go to selected web pages to find the
information they need. They then represent the results in the form of reports,
graphs, posters, etc. Web tasks can be done individually, in pairs or in groups.
Activity sheets. These blank diagrams help students revise key unit
vocabulary. They can be printed out and completed individually or in pairs.
10
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PROGRAMMING
This double page includes the objectives and contents as well as
assessment criteria for each unit. It also lists the competences which
students are expected to acquire. (See pages 48-69.)
EXTRA RESOURCES
Additional extension material is provided in this section (pages 70-83).
There are three Investigate activities, on the Sami, the Inuit and women
in Ancient Egypt, as well as teachers notes on four films which can motivate
students. The four reading texts in this section are for higher-level students.
VOCABULARY ORGANIZER
The Glossary on pages 149-151 of the Students Book provides a quick
check-list for students. Many of them will find this helpful to record
difficult words in L1. However, the Vocabulary Organizer, on page 29
of this Teachers Book, enables the students to work in much greater
depth and with more autonomy, adapting their lexical choices to their own
level and the necessities they detect as they progress through the book.
The sheet is divided into four columns. The English term is in the first
column and the Spanish translation in the second. Pronunciation is written
in the third column, while associations are given in the fourth. In this last
column, students include anything which helps them remember the first
three elements. This could be a drawing, a play on words or a diagram.
Encourage them to use colour to highlight important information or words
they have difficulty remembering.
The Students Book Glossary and the Vocabulary Organizer can be used as
alternative or complementary tools according to the characteristics of the class.
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20
10
40
10
20
30
40
50
60
40
30
Tropic
of Canc
er
30
20
Tropic of Cancer
20
10
10
0 Equator
B
Equator 0
Prime Meridian
F
10
H
10
20
Tropic of Capricorn
2,000 metres
500 metres
0 metres
20
Tropic
30
A
30
20
10
10
30
20
30
40
CLASS CDs
The Class CDs include all the material on the Students CD,
as well as photocopiable material from this Teachers Book.
They also include:
Answer keys to the Activity sheets.
Audio material. There are a series of listening tasks in addition to all
the recordings on the Students CD.
PowerPoints. (See the following section.)
Web tasks. (See the following section.)
12
of Capri
corn
50
60
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POWERPOINTS
PowerPoints on the Teachers CD
The Teachers CD provides three sets of PowerPoints:
There are eleven PowerPoints, one for each unit in the Students Book.
They include maps and images which will allow you to present key
points from the unit. Animations and simple activities are also
included.
There are three extra PowerPoints on Natural Disasters (which links
to Unit 2), The Environment (which links to Unit 5) and Roman
Hispania (which links to Unit 11).
Additional slideshows provide attractive extension material
on the History units.
PowerPoint presentations
PowerPoint presentations are an excellent medium for imparting and
receiving information in the classroom. Teachers and students alike
benefit from combining text, sights and sounds in interactive slideshows.
PowerPoint is a presentation software program, included as part of the
Microsoft Office package, that can be used for producing slideshows which
can incorporate text, graphics, video and animations. If your computer is
pre-loaded with Microsoft Office, you probably already have PowerPoint.
Just click Start and select Programs to find it. Not all Microsoft Office
packages include PowerPoint, however. If yours doesnt, visit
http://office.microsoft.com/es-es/powerpoint/default.aspx to find out how
you can get it and how much it will cost.
It is quite easy to create PowerPoint presentations. If you have never
used it before, there are many good tutorials on Internet. Here are a few:
http://www.actden.com/pp/
http://www.bcschools.net/staff/PowerPointHelp.htm
http://www.internet4classrooms.com/on-line_powerpoint.htm
For students, creating PowerPoints can be highly stimulating and good fun.
The research, ideas and analytical skills that go into the task are at least
as important as the final result. Students must learn that they have to use
PowerPoint as a means to an end (presenting their work) rather than
an end in itself (creating a presentation). Knowledge and skills are acquired
by completing the task.
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WEBQUESTS
What are webquests?
Webquests are activities in which students must obtain most of the
information they need from the Internet. The information is pre-selected
so that the student does not get lost in the huge amount of information
available, much of which is not reliable. The students main task is to
analyse and synthesize the information. Webquests combine individual
and group work, so the students work together and learn through
cooperation. They provide:
Motivation. Most students enjoy working with computers and find
it motivating. The webquests also pose problems which inspire
curiosity and a desire to find answers.
Skills development. Webquests encourage students to find, select,
synthesize and analyse information. Students also learn to develop their
own criteria and draw their own conclusions.
Personalisation. Webquests allow students to work in a more
personalised way.
Organisation
The Webquests have five parts:
1. Introduction. This gives the student basic information about the
proposed activity. It also creates interest and curiosity about
the subject.
2. The task. This section explains what the student is expected to do.
Tasks can vary: creation of a webpage, a report or a brochure;
an oral presentation, a dramatisation, a role-play, etc.
3. The process. This stage describes the steps the student should follow
in order to carry out the task successfully. All the links needed
to obtain the necessary information are provided and are clearly
connected to the questions asked.
4. Evaluation. This comes at the end of the process when the task
has been completed. A table of assessment is supplied which can
assess content, final outcome, and personal involvement of the
student in carrying out the task. This type of assessment has its
advantages: the students know what is expected of them at every
stage. This helps them to focus on their task. They can also assess
themselves and thus become aware of their own learning process.
5. The conclusion. The final stage of the task gives students the
opportunity to reflect on their work and what they have learned.
It also provides an opportunity to correct possible errors and
improve the Webquest.
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Collecting information
Explain to the students that they have a variety of sources at their
disposal and they have to select those which are relevant.
They should analyse the information and decide if it is useful.
A useful technique is to underline important information.
Advise them to print out only useful information.
Suggest to students that, as they collect information, they organise
it by creating a rough draft.
Explain that they may need to collect pictures or recorded material
to finish their task.
Finally, explain the importance of communicating their findings
and ideas to the other members of the group.
Processing information
Remind students that they should synthesize the information
obtained, keeping in mind how they are going to communicate
it later.
Explain the importance of editing the information: they should
write carefully and make any necessary corrections.
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KEY COMPETENCES
Competence is the capacity to use ones acquired knowledge, abilities
and personal attitudes in different contexts and situations. Going beyond
knowing and knowing how to, it also includes knowing how to be.
Key competences have the following characteristics:
They focus on the development of abilities rather than the narrow
assimilation of knowledge: individuals become competent when they
learn how to solve problems effectively.
They are dynamic because they develop progressively and can
be acquired in different learning situations.
They are interdisciplinary and transversal because they integrate
knowledge that originates in different academic disciplines.
While their aim is to guarantee an education that will respond to
the real necessities of our time (quality), all students are expected
to accept and develop them (equity).
Once acquired, they become part of a lifelong learning experience.
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Mathematical competence
Processing information
and digital competence
Social competence
and citizenship
Competence in
learning to learn
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In 1 ESO, in the area of Geography, the genre that students are mainly
expected to face is the report, especially in the form of reporting facts.
You will see that this is the most common function in the key language
section in the first seven units of the Student Book. In some units, functions
of language which would be classified within the genre reporting facts
have been presented as a different genre, because of the importance
of that function in the unit. For example, in Unit 7 (Europe and Spain)
describing places or giving examples, both part of the report genre,
are presented separately. The genre explanation also appears in the
geography units of the book, although at a lower frequency as can be
expected for 1 ESO (see, for example, Unit 4 Linking cause and effect).
In the history genre, you will mainly find the report of past events (historical
recount), some explanation and, although very rarely, argumentation.
You will notice that the Key Language section that appears at the beginning
of each unit in the Students Book is organised according to genres
(reporting, describing, etc). Then, examples from the unit are provided
which represent that specific genre, and where the grammar features
characteristic of the genre can be observed. For example, in Unit 1
(Maps) one of the main genres used is reporting facts. One of the examples
provided is Physical maps give information on relief. In this example, it can
be observed that the tense used for reporting facts is usually the present
tense. Thus, you may decide to ask your students to write a report
of facts. On the other hand, for example, the text on Atapuerca includes
some argumentation by the writer with some more complex use
of the language such as It may mean that the first European In this case,
you may decide to scaffold the type of activities and, at this stage, ask
students to read or talk about this text, but not yet to write an argumentative
history text.
The type of register to be used by the students is not specified in the Key
Language section. In the introduction to the different activities in each unit,
there is usually no reference to whether it is a spoken or written task. This
offers certain flexibility for the teachers to decide. However, at this stage,
most of the tasks are expected to focus on reading comprehension and
oral discussions. In fact, when writing is expected, this is explicitly specified
in the introduction to each activity. Long pieces of writing are not yet
generally expected from students in 1 ESO. In the long tradition of studies
on the language of schooling, the transition from the spoken to the written
language has been given a lot of relevance. This, too, has been taken
into account in Essential Geography and History.
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Page 7
Activity 1:
Activity 3:
Activity 1:
Look at the three maps. How are the maps different
from each other?
Language for making comparisons:
The information is different.
Map A has no labels.
Map B / C gives the names
The colours are different. They are used to show
different information.
The colours in Map A / B / C show
Activity 2b:
How is the use of colour related to precipitation?
Language for expressing a relationship:
(Dark green) corresponds to (more than 3,000 mm)
precipitation per year.
UNIT 2: RELIEF
Page 21
Activity 4:
Look for information (text, maps and photos) about
the island of La Palma, Canary Islands.
Language for describing a place:
The island of La Palma is km2.
The relief of La Palma is
There are many volcanoes on La Palma, for example,
These volcanoes are (ages).
They have different altitudes.
is
(number of metres).
Some examples of erosion are
Page 13
Activity 2b:
Use a map to plan a trip. Look for information about
the city.
Some language for describing cities:
buildings: churches, skyscrapers, government offices,
parliament building
famous shopping streets or areas
historic landmarks: walls, ruins, bridges
museums
parks: gardens, statues, fountains
sports facilities: football fields, racing tracks
Language for an oral report:
We chose
is a / an (important
/ interesting / historic / large / beautiful) city. There are
22
UNIT 3: WATER
Page 26
Activity 1:
Locate the largest reservoir in the world.
Language for describing a place:
Lake
is the largest reservoir in the
world.
It is in (country) on (name of rivers).
It covers about (area).
When this reservoir was formed in (year), there were
important consequences, such as (people, animals,
buildings).
Today Lake
is important for
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Activity 1:
Look for information about one of the oceans on the
map. Identify the economic activities which take
place there.
Language for reporting facts:
The
Ocean is (location).
It is (very) cold / warm, and there is (a lot of fog).
It is a (poor / wealthy) region.
The people earn their living working in (an important
fishing industry).
Also, they are developing (eco-tourism).
Page 28
Activity 3c:
Investigate the phenomenon called El Nio.
Language for describing:
El Nio occurs (time of year) (location).
El Nio is caused by
The result is that
Usually, the phenomenon is not important, but every
few years El Nio lasts longer.
This negatively affects
El Nio causes
El Nio can even lead to
Page 29
Activity 2:
Do research on the environmental impact of the
introduction of a new species in Lake Victoria.
Language for reporting an event in the past:
(Name of new species) was introduced in Lake Victoria
in (year / years).
At the time, it was considered
Unfortunately, this fish and consequently (names of
other species) disappeared.
Page 30
Activity 1a:
Ice caps store huge amounts of water. They are
melting because of global warming. What effects will
this have on the Earth in the future?
Language for oral discussion:
When ice caps melt
If large numbers of ice caps melt,
There are several possible consequences:
Some animals will have to
Glaciers will
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Social:
The population has
There is not enough
Economic:
There are too many new
There are not enough
The beaches are very
Some people do not have
Activity 2a:
Choose two predators which live in a rainforest.
Explain how they have adapted physically to their
environment.
Language for reporting facts:
(Name of animals) live in rainforests. They are
predators. It is very difficult to see a (name of animal)
because it moves (very quickly). It can also (Name of
animals) hide very effectively. Their camouflage makes
them
Activity 1c:
Find Aberdeen on an atlas. Write a short description
of its location.
Language for describing location:
Aberdeen is (in the north of)
It is on the
It is (number) kilometres north of Edinburgh.
Activity 2b:
Page 56
Activity 1b:
Page 53
Activity 1:
24
Page 55
Activity 2c:
Would you like to work there? Why?
Language for expressing likes and dislikes:
Yes, I would because it is
Yes, I would because I could
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Page 59
Activity 4a:
Do an Internet search. Where would you like to go on
holiday? Look for information about the climate of a
place where you often go on holiday, or where you
would like to go.
Language for describing climate:
I often go to on holiday. / I would like to go to on
holiday.
I usually go in (the season / month). / I would like to go
in (the season / month).
The climate is
In (the season / month), the weather is
It (rains / snows) often. / It does not (rain / snow) often.
/ It hardly ever (rains /snows) in (season).
The temperatures range from to
Page 74
Activity 2:
Write a short description of a river similar to those
above.
Language for describing a river:
The River
starts
It is one of the longest / most important rivers in
It is used to / for
It passes through the cities of
It flows into
Page 79
Activity 2:
What are the climate and landscape like in your
region?
Language for describing climates and landscapes:
I live in
Spain has a temperate climate.
The climate in my region is Mediterranean / Atlantic /
subtropical
In my region there are mountains / plateaus / plains /
depressions
Page 81
Activity 6:
Investigate and write a short report on tourism in the
Canary Islands.
Language for a written report:
The Canary Islands are very attractive to tourists
because
Tourism is very important to the Canary Islands. For
example, many people work in the hotels and
Tourism has an impact on the environment. For
example, there are many more people and many more
buildings have been built so
I think / I do not think tourism should continue to be
developed in the Canary Islands.
We can make tourism better for the Spanish
environment by
Activity 1d:
Plan a trip along African rivers.
Language for describing a plan:
I will begin my trip at
I will end my trip at
Along the way I will see many interesting places,
for example
UNIT 8: PREHISTORY
Page 87
Activity 2:
Investigate. Look for information on other species
which have become extinct
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Page 104
Many species have become extinct, for example, sabertoothed mammals and
Activity 2c:
Page 106
Activity 2:
Page 89
Activity 2:
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Page 126
Activity 1:
It was part
It lived at the centre of the
The Minotaur was killed by
Page 117
Activity 2:
Look for information on Greek pots.
Language for reporting facts and describing:
Page 127
Page 120
Activity 1:
Investigate. Choose two gods or goddesses and find
out more information about them.
Language for reporting facts:
is a famous
He is best known for / He is considered the
We do not know if he actually discovered / We know
very little about
He is credited with
Even today
Activity 2:
Page 131
Activity 2:
Investigate. Find out about these aspects of Roman
life: food, dress, education and entertainment.
Language for reporting facts:
Food:
The main food of all Romans was
The main drink was
Rich Romans had slaves to do the cooking and they
liked
Poor Romans only ate
Dress:
Romans wore tunics, but the material differed
according to class.
Plebeians wore tunics made of
Patricians wore tunics made of
Military tunics were
Education:
All Roman boys went
They learned
However, the girls
The boys from rich families were able to
Entertainment:
Entertainment was very important to the Romans.
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28
Activity 2b:
Investigate. What Roman cities were there in Spain?
Describe one to your classmates.
Language for describing a city:
(Mrida) was one of the most important Roman cities in
Spain.
It was founded in
It has some of the most beautiful Roman ruins in the
Iberian Peninsula, for example,
Probably, the most important Roman ruin in (Mrida)
is
I especially like
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VOCABULARY ORGANIZER
UNIT
English
My language
Pronunciation
Association
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Pages 4 and 5
Model answers:
MAPS: physical, thematic, political; numeric scale, graphic
scale.
RELIEF: Continental: mountain, valley, plain, plateau,
basin Coastal: cape, peninsula, isthmus, gulf,
archipelago
WATER: Water from the sea evaporates. Water vapour
rises, cools and condenses. Clouds form. Wind moves the
clouds. Condensed vapour falls as precipitation: rain, snow
or hail; Rivers are permanent currents of water; Lakes
are permanent masses of water which have accumulated
inland; Reservoirs are artificial lakes.
WEATHER AND CLIMATE: Weather is the state of the
atmosphere in a place at a specific time; Climate is the
state of the atmosphere in a place over a long period of
time; There are two cold climate zones. There are two
temperate zones. There is one hot climate zone.
Page 11
1. Coordinates:
Latitude
Longitude
London
51 N
Rio de Janeiro
21 S
38 W
Rome
41 N
12 E
Quito
78 W
Tokyo
38 N
140 E
Kinshasa
4 S
15 E
32 S
150 E
UNIT 1: MAPS
Page 7
1. Model answer: Sunlight enters my classroom in the
morning, so the windows face east. The entrance is
opposite the window, so the entrance faces west.
30
Page 9
City
Sydney
Page 12
2. a. The distance from Litherland to the Kirkby Industrial Estate
on map A is 5 centimetres. The real distance is 10 km.
b. The scale of map A is different, so we see a smaller
area and Widnes does not appear.
Page 13
1. Boundary, highway, road, town (city), river, village, mine,
church and forest.
2. a. Model answer:
LondonParis
ParisLuxembourg
LuxembourgAmsterdam
AmsterdamBerlin
BerlinWarsaw
WarsawBudapest
BudapestSarajevo
Approximate
distance
on map
Approximate
distance in
kilometres
11 mm
9 mm
9 mm
18 mm
17 mm
18 mm
14 mm
330 km
270 km
270 km
540 km
510 km
540 km
420 km
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UNIT 2: RELIEF
Page 15
1. a. The surface layer of the Earth is called the crust.
b. The intermediate layer is called the mantle.
c. The scientific word for molten rock is magma.
d. The Earths crust consists of continents and oceans.
2. Open answer.
3. I will travel over 6,000 km from the crust to the centre of
the Earth.
Page 17
Pages 2223
1. a. Purple is used to show mountains over 4,000 metres
high. b. Light green is generally used for plains.
c. Depressions are dark green. d. The usual altitude of
plateaus is between 500 and 1000 metres. e. There are
two shades of blue to show different depths of the oceans.
2. a. The highest mountain range in the world is the
Himalayas. b. The highest mountain range in the southern
hemisphere is the Andes. c. Model Answer: Labrador
Peninsula is one of the peninsulas in North America.
d. Model Answer: The Central Siberian Plateau is a large
plateau in Asia. e. Challenger Trench is the deepest ocean
trench. f. Model Answer: The Canary Islands are an
archipelago. g. Model Answer: The Gulf of Mexico is a gulf.
UNIT 3: WATER
Page 25
1. a. The water found in oceans and seas is called salt water.
b. The water found in rivers and lakes is called fresh
water. c. The water that infiltrates into the ground is called
groundwater. d. When water vapour rises, cools and
condenses, it forms clouds.
Page 19
Page 27
Page 26
1. Open answers.
Page 21
1. a. The Iberian Peninsula is on the Eurasian plate.
b. The Canary Islands are on the African plate.
c. Earthquakes and volcanic activity both occur where two
plates meet.
2. Model answer: I can remember the Eurasian plate, the
African plate, the Pacific plate, the South American plate,
the North American plate and the Caribbean plate.
Page 28
2. Open answer.
3. Open answers.
Page 29
1. a. Model answer: Some activities which can take place on
a lake are sailing, windsurfing, kayaking, swimming,
boating, fishing, ice skating, ice fishing and water polo.
b. Model answer: They can be classified according to the
temperature of the water. For example, ice skating and ice
fishing are done on frozen lakes. Swimming is usually
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Page 30
1. a. Model answer: If many ice caps melt, the level of the
sea will increase and some land near coasts will be
flooded. b. Model answer: The Titanic sank when it hit an
iceberg in the Atlantic Ocean on 15 April 1912.
Page 31
1. a. Model answer: Drought and flooding are affecting the
places in these pictures. b. Model answer: When there is a
drought, plants and animals can die. Sometimes, people
die too. When there are floods, houses are destroyed and
people can get injured or even die.
2. Open answer.
3. Model answer: To save water we can take quick showers.
We can turn off the water when we are putting shampoo
on our hair or when we are brushing our teeth. We should
run the dishwasher only when its full.
Pages 3233
1.
River
Flows into
Continent
Zambezi
Indian Ocean
Africa
Amazon
Atlantic Ocean
South America
Congo
Atlantic Ocean
Africa
Yangtze
Pacific Ocean
Asia
Brahmaputra
Indian Ocean
Asia
Lena
Arctic Ocean
Asia
Darling
Indian Ocean
Oceania
2. Model answer:
Sea
Ocean found in
Continent
Caribbean Sea
Atlantic Ocean
America
Tasman Sea
Pacific Ocean
Oceania
North Sea
Arctic Ocean
Europe
Mediterranean Sea
Atlantic Ocean
Arabian Sea
Indian Ocean
3. Open answer.
4. a. The map is about ocean currents. b. The blue arrows
represent cold currents. c. The red arrows represent
warm currents. d. Warm currents start near the equator.
e. Cold currents start near the poles. f. Yes, the waters
place of origin influences the currents temperature.
g. I think the Gulf Stream makes temperatures increase
because it is warmer than the surrounding water.
h. I think the Canary Current makes nearby land colder.
Page 37
1. Model answers: Solstices are when the Sun is farthest
from the Earth. It is the longest day of the year in one
hemisphere and the shortest in the other. Solstices
are the first days of winter and summer. Equinoxes
are when the Sun is equally distant from all parts
of the Earth, and day time and nighttime are equal.
Equinoxes are the first days of spring and autumn.
2. a. The Earth rotates on it: axis. b. These are the two
points where the imaginary axis meets the Earths
surface: poles. c. This is the time it takes the Earth
to rotate on its axis: twenty-four hours. d. This is the
time it takes the Earth to orbit the Sun: 365 days and
six hours.
3. The Earth spins in an anticlockwise direction. It completes
a rotation every 24 hours. The Earth moves round the Sun
in an elliptical orbit. The angle at which the Suns rays
reach each hemisphere changes during the year. It is
summer in a place when the Suns rays are almost
perpendicular to it. It is winter when the rays arrive at an
oblique angle.
Page 38
1. a. The worlds climate zones from the North Pole to the
South Pole: northern cold zone, northern temperate zone,
hot zone, southern temperate zone, southern cold zone.
b. Model answer: When the Suns rays hit the Earth at
a perpendicular angle, that area will have direct sunlight
and high temperatures. This is the situation in the hot
zone. Where the Suns rays hit the Earth at an oblique
angle, it will be colder. This is the situation in the cold
zones.
Page 39
Page 33
5. a. The source of the River Nile is the tributary River
Kagera and Lake Victoria. The following calculations are
32
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Pages 4445
2.
Climate
zones
Location
Temperature
1. a. Model answer:
Mon.
cold
10 to 20
temperate
20 to 10
hot
Tropic of Cancer to
Tropic of Capricorn
20 to 28
temperate
Tropic of Capricorn to
Antarctic Circle
20 to 0
cold
0 and below
Temperature:
max /
min
Rainfall
Tues.
Page 41
1. Model answer: Where I live, rain is formed when hot,
humid air meets a mass of cold air and clouds form.
(Frontal rainfall).
Sat.
Sun.
yes
1001
1003
1002
yes
yes
yes
998
1015
1008
Page 40
Fri.
yes
Cloudy
Thurs
2 C / 3 C / 6 C / 8 C / 10 C / 8 C / 11 C /
1 C
2 C
6 C
6 C
2 C
5 C
5 C
Atmospheric
1001
pressure
Wed.
What weather
does it cause?
High pressure
dry, stable
weather and
clear skies
Low pressure
unstable weather,
rain and storms
Page 42
1. a. Atmospheric pressure is the force exerted on the Earth
at a certain point by the weight of the air above it.
b. An area of high pressure is called an anticyclone.
c. An area of low pressure is called a depression.
d. Pressure is higher at sea level. e. A low pressure
area is created when air warms and rises. f. It rains
in low pressure areas because the air cools and forms
clouds.
Page 43
1. Differences: Trade winds always blow in the same
direction. Monsoons change direction seasonally.
Similarities: Both trade winds and monsoons blow in set
directions.
2. a. Three low pressure areas are along the equator,
at 40 north latitude and 40 south latitude.
b. The four high pressure areas are near the two poles,
at the Tropic of Capricorn and at the Tropic
of Cancer. c. Winds in the temperate zones comes
from the west.
3. Open answer.
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Page 50
1. a. Model answers: The canopy prevents light from
reaching the small plants. b. The leaves on the shrubs are
large and green so that they can absorb more sunlight.
c. The lianas are growing up the trees to get more
sunlight.
Page 53
1. Model answer:
Positive effects of tourism
Social effects:
giving
community
pride to a
place
Economic
effects:
jobs for
inhabitants
of the area
Social effects:
overcrowding
Economic
effects:
whole
economy
becomes
dependent
on tourism
Page 51
Page 55
1. Model answer:
Equatorial climate
Tropical climate
Temperatures
hot
hot
Precipitation
abundant
throughout the
year
Vegetation
lots of variety
Seasons
little difference
between seasons
Human activity
Page 56
Page 57
3.
Pages 5859
2. Open answers.
Page 52
Deserts
Hot deserts
are found
near the
tropics
34
are
characterised
by hot
temperatures
during the day
and cold
temperatures
at night
Cold deserts
are found in
temperate
zones
are
characterised
by very hot
summers and
extremely cold
winters
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1. a. Siberia and the area around the Himalayas have cold
climates. b. I associate mountains and high plateaus with
cold climates. c. The equatorial climate is located mainly
in the south, for example, on the islands in the Indian
Ocean and the Pacific Ocean. d. The Mediterranean
climate is similar to that of East China.
2. Open answers.
Page 66
1. a. The oceans surrounding Oceania are the Pacific Ocean
and the Indian Ocean. b. The four largest islands are
Australia, New Guinea and the two islands of New Zealand
(North Island and South Island). c. There are three large
groups of islands: Micronesia, Melanesia and Polynesia.
Page 67
Page 61
1. Mount Fuji is in Asia. There are glaciers in Antarctica. The
Mississippi River is in America. The Great Rift Valley is in
Africa. Ayers Rock is in Oceania. The Andes are in America.
Page 63
1. a. There are large plateaus and deserts and some
mountain ranges in Africa. b. The highest part of the
continent is in the east, particularly in Ethiopia.
c. The largest island is Madagascar. It is off the eastern
coast of Africa.
2. a. A hot climate predominates in Africa. b. A desert
climate is found near the Tropic of Cancer. The landscape
is mostly desert with some mountains. c. The climates
near the Tropic of Capricorn are dry tropical and humid
tropical. There are high plateaus.
Micronesia
Polynesia
3.
Islands in Oceania
Large islands
Small islands
Australia
New Guinea
New Zealand (North Island
and South Island)
Melanesia
Micronesia
Polynesia
Page 64
1. Nearly all of Asia is in the northern hemisphere.
There are three oceans on the coast of Asia: the Arctic
Ocean to the north, the Pacific Ocean to the east, and
the Indian Ocean to the south. Asia is separated from
Europe by the Ural Mountains, the Caspian Sea,
the Caucasus Mountains, the Black Sea and the
Mediterranean Sea. Some people believe that Europe is
not a continent but a peninsula of Asia.
2. Model answer:
Islands
Taiwan
Peninsulas
Korean
Gulfs
Seas
Plateaus
Page 68
1.
Mountain ranges
Plains
Alaska Range
Rocky
Mountains
Appalachian
Mountains
Sierra Madre
Andes
Great Plains
Amazon Plains
Plateaus
Mato Grosso
Plateau
Bolivian
Altiplano
Thailand
Bering
Tibetan
Page 69
Oman
South
China
Deccan
Luzon
Persian
Arabian
Iranian
Arabian
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Plains
Mountain peaks
North European
Galdhopiggen
Mont Blanc
Aneto
Mulhacn
Teide
Etna
Olympus
Moldoveanu
Elbrus
Pages 7071
1. a. The continent which looks like two triangles joined
by a line: America. It looks like an upside-down triangle:
Africa.
Peninsulas
Kola
Scandinavian
Jutland
Iberian
Italian
Balkan
Crimean
Page 74
1.
New Zealand
and New Guinea
Australia
Relief
deserts, low
plateaus, one
important
mountain range
Rivers
two important
rivers
Climates
hot
oceanic / equatorial
c. Model answer:
d. Open answers. e. Model answer: The hottest climates
are near the equator. The coldest climates are near
the poles (North Pole and South Pole) and in the
mountainous regions. Temperate climates are north
of the Tropic of Cancer and south of the Tropic
of Capricorn.
2. c. The Andes go through Colombia, Ecuador,
Peru, Bolivia, Chile and Argentina. The Rocky
Mountains go through Canada and the United States.
The Amazon River and its tributaries go through
Peru, Colombia, Ecuador and Brazil. Ecuador,
Colombia and Brazil are on the equator. Canada
is next to Greenland. Bolivia and Paraguay are not on
a coast. The United States and Mexico are on the
Gulf of Mexico.
The Volga
1,300
western
Russia
Germany,
Germany, Austria,
France, the Slovakia,
Netherlands Hungary, Croatia,
Serbia, Romania,
Bulgaria,
Moldova, Ukraine
Important
cities
it runs
through
It passes near
Moscow.
Basel,
Strasbourg,
Bonn,
Cologne,
Dsseldorf,
Utrecht,
Rotterdam
Vienna,
Bratislava,
Budapest,
Belgrade
Source
Valdai Hills
Swiss Alps
Black Forest,
Germany
Mouth
Caspian Sea
North Sea
Black Sea
Number of
tributaries
Many (Kama,
Oka,)
Many
(Main,
Ruhr,)
Many (Morava,
Yantra)
Page 75
Norwegian Sea
North Sea
Baltic Sea
Mediterranean Sea
Adriatic Sea
Ionian Sea
Aegean Sea
Black Sea
Arctic
Atlantic
Kjolen
Carpathian
Alps
Pyrenees
Apennines
Balkans
Ural
Caucasus
2,850
1. Model answer:
Mountain ranges
The Danube
Countries
it flows
through
2. Open answers.
Oceans
The Rhine
Page 73
Seas
36
River
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Page 76
1. a. The oceans and seas around Spain: Cantabrian Sea,
Mediterranean Sea, Atlantic Ocean b. The mountain
ranges of Spain: Cantabrian Range, Pyrenees, Iberian
Mountain Chain, Central Mountain Chain, and Betic
Chain. c. The central part of the peninsula is a plateau.
d. The seven most important mountains in Spain are
Teide, Mulhacn, Aneto, Torre de Cerredo, Almanzor,
Moncayo and Puig Major.
Page 77
1. a. Spanish rivers flow into three different seas or oceans
(the Cantabrian Sea, the Atlantic Ocean and the
Mediterranean Sea). Consequently, Spain can be divided
into three watersheds: the Cantabrian watershed, the Atlantic
watershed and the Mediterranean watershed. b. The River
Mio, the River Duero, the River Tajo, the River Guadiana
and the River Guadalquivir flow into the Atlantic Ocean.
c. The River Navia, the River Narcea, the River Naln,
the River Nervin and the River Bidasoa flow into the
Cantabrian Sea. d. The River Aragn, the River Jaln,
the River Gllego, the River Cinca and the River Segre
are tributaries of the River Ebro. e. The River Jarama,
the River Alberche and the River Salor are tributaries
of the River Tajo.
2. Open answers.
Page 79
River
Length
Flows into
Tajo
1000 km
Atlantic Ocean
Ebro
900 km
Mediterranean Sea
Duero
890 km
Atlantic Ocean
Guadiana
775 km
Atlantic Ocean
Guadalquivir
650 km
Atlantic Ocean
Jcar
500 km
Mediterranean Sea
Segura
320 km
Mediterranean Sea
Mio
300 km
Atlantic Ocean
Navia
175 km
Cantabrian Sea
5. Model answer:
Spain
Boundaries: Portugal, France, Mediterranean Sea, Cantabrian
Sea, Atlantic Ocean
Relief: Pyrenees, Cantabrian Range, Iberian Mountain Chain,
Central Mountain Chain, Betic Chain
Coasts: Atlantic Ocean, Cantabrian Sea, Mediterranean Sea
Islands and archipelagos: Balearic Islands, Canary Islands
Main rivers: Mio, Ebro, Duero, Tajo, Guadiana, Guadalquivir
Pages 8081
2. The south of Europe is mountainous. The Iberian
Peninsula is dominated by plateaus and mountain ranges
which include the Pyrenees. The Italian Peninsula has the
Apennines running down the middle of it, while it is
separated from northern Europe by the Alps. The Balkans
and Greece are shaped by the Dinaric Alps. To the northeast of these are the Carpathian Mountains. Further north,
6. Open answers.
UNIT 8: PREHISTORY
Page 83
1. a. Neolithic Age b. Palaeolithic Age c. Metal Ages
2. a. The Palaeolithic Age started 5 million years ago. b. The
Neolithic Age started 11,000 years ago. c. The Metal Ages
started 7,000 ago.
Page 85
1. a. homo: man; b. habilis: skilful; c. erectus: walked
upright; d. sapiens: with intellectual development
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2. Open answers.
2.
Species
Main characteristics
Australopithecus
Homo habilis
Homo erectus
Homo antecessor
Neanderthal
Homo Sapiens
3. Model answers:
PALAEOLITHIC AGE
Chronology (beginning and end): 5 million years ago
11,000 years ago
Meaning of the name: it refers to the Stone Age
Main features: human beings lived from hunting and
gathering; fire was discovered
LIFESTYLE
Organization: they lived in small tribes; they were nomadic
Housing: they lived outdoors, in caves or in wooden huts
Clothes: they were made from animal skins
Beliefs: they believed in supernatural forces
PALAEOLITHIC ART
Location: in caves
Meaning: unclear, perhaps it had a religious significance
Characteristics:
Subject: often animals
Style: realistic
Colours: red, brown, yellow and black
CAVE PAINTINGS AT COGUL, LLEIDA
Period: the first groups: hunters and gathers (8,000 BC),
later Neolithic groups (5,000 to 2,000 BC)
Material: paint - orange, red, black and purple colours
Shape: cave is approximately 10 m wide, 3 m deep
and 4 m high, paintings on cave walls
Decoration: 42 painted figures, 9 are animals: deer, wild
boars, bulls, etc. There is a group of nine women
surrounding a small man.
Technique: painting
Function: place of worship. Paintings may show a fertility
dance.
Present meaning: declared a World Heritage Site
by UNESCO
Page 86
1. a. During the Palaeolithic Age humans spent their time
hunting, fishing and gathering wild fruit. b. Fire is one of
the most important discoveries in the history of humanity
because it allowed human beings to heat their caves, cook
food and drive wild animals away. c. People made their
stone tools by hitting a stone against another one to make
a sharp end.
Page 91
2. a. The Neolithic way of life was different from the
Palaeolithic way of life. In the Neolithic Age, people
became sedentary. They settled in a particular area and
built villages, usually near rivers. b. Animal raising and
agriculture made these changes possible.
Page 92
Page 87
1. a. Model answer: I do not think that humans had a big
impact on the environment during the Palaeolithic Age
because they were nomadic, so they did not live in one
place.
2. Open answers.
Page 89
1. a. Yes, there is an outline. Its black and brown. Yes, there
is a lot of detail. There is volumne, but it comes mostly
from using the surface of the cave walls. b. Paint like a
caveman!
38
Page 93
2. a. Model answer: Photo A, a gold helmet, was used to
protect a persons head; photo B, knives, were used to cut
things, such as plants or animal meat; photo C, a sitting
feminine figure, probably it shows a fertility goddess,
which they worshipped.
b. If objects A and B were found in a tomb, the person
was probably a warrior.
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Page 94
1. Open answers.
Page 95
1. a. The topic of this historical map is the Neolithic Age.
The different colours show the different crops (wheat,
rice and corn production). The symbol * indicates
domestication of animals. b. Agriculture and farming first
appeared in Mesopotamia. These activities covered
many areas: the land surrounding the Mediterranean Sea,
some parts of central Africa, south-east Asia and some
parts of Central and South America. Life changed in
these areas because people became sedentary and
started building villages.
2. Model answer: I am studying remains from the Palaeolithic
Age. I have carried out the excavations near Atapuerca
because it is an important site. I have not found any tools
yet. I have found bones. I will take these remains to the
laboratory for further study.
Page 100
1. a. The Standard of Ur tells us that there were different
social groups in Mesopotamia society. Some groups had
more privileges than others. b. A slave had no rights.
c. Model answer: I think people became slaves when they
Page 101
1. Model answer: People say that a ziggurat is a staircase
between heaven and Earth because it has the shape of
a staircase and it points towards heaven.
2. Model answer: In Mesopotamian only male children from
rich families went to school and there was no education
for girls.
3. Arch: a curved structure spanning an opening
or supporting the weight of a bridge, roof, or wall.
Vault: a roof in the form of an arch or a series
of arches.
Page 103
1. Research presentation on Tutankhamen.
Tutankhamen was a pharaoh. He lived in Egypt from
1341 to 1323 BC. His tomb was discovered by Howard
Carter in 1922. Many things from his treasure had been
stolen, but, there were amulets, jewelry, fruit and clay pots
(which perhaps had contained money) he could use in the
afterlife. This discovery was so important because
archaeologists could learn about Egyptian society and
culture. For example: mummification, embalming, artwork,
jewelry and burial masks.
Page 104
1. a. Model answer: I can see people writing, planting,
harvesting, carrying things, etc. b. I can see baskets,
scythes, whips c. I can see a man with a whip. He is
whipping a bull.
2. Model answers: a. Scribes played an important role in the
society of Ancient Egypt because they could read, write
and count, and they were in charge of official documents.
b. Peasants worked for other people. They cultivated the
lands belonging to the pharaohs, the priests and the
noblemen. c. Open answers.
Page 106
1. a. The Egyptians worshipped many gods, some animals,
some natural features and some people, such as the
pharaoh. b. Tombs had treasures in them because the
Egyptians believed the person buried in the tomb would
need the treasures in the afterlife.
2. Open answers.
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Page 107
Page 113
Pages 108109
1. a.
Sumerian Akkadian Babylonian
Period Empire
Empire
Politics
priests
priests,
Sargon
priests,
Hammurabi
Assyrian
Empire
NeoBabylonian
Period
priests,
Ashurbanipal
priests
b. Model answer:
Page 115
1. a. A very large kingdom in the north of Greece:
Macedonia. b. The most famous person in Greek history in
the 4th century: Alexander the Great. c. The fusion of
Greek and Oriental cultures: Hellenism. d. The kingdoms
into which the empire was divided. Hellenistic monarchies.
2. Model answer: Alexander the Great began in Macedonia.
From there he went south across what is today Turkey
towards the Arabian Peninsula. He went around the
Mediterranean coast and crossed the River Nile before
returning to the Arabian Peninsula. He then went east to
the area that today is Irak and Iran. He went to Persepolis
and then he turned north into the territory of Afganistan
and Pakistan.
Page 116
1. Model answers:
4. Open answers.
Non-citizens
Citizens Foreigners
Slaves
Women
had rights
were free
could go to public
shows
paid taxes
Page 112
1. a. A polis was a city with its own government, laws, army
and way of life. b. In a democratic polis, citizens met
regularly to make decisions and choose their
representatives. In an aristocratic polis, the rulers were
usually rich people. c. Most European countries today are
democracies.
40
Page 117
1. a. The main economic activities in Greek towns were trade
and crafts. b. The Greeks brought food from other
countries because they did not grow enough on their own
land. c. Life in the country was hard and the people who
lived there were very poor. d. The Greeks grew vines,
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Page 118
1. b. Model answer: Each of these buildings has columns.
El Congreso de los Diputados and Le Capitole also have a
pediment. c. Model answer: The architects used these
elements of Greek architecture because they wanted the
buildings to look important, beautiful, harmonious and
elegant.
2. Model answer: There are several differences between the
three styles. The Kore from the Archaic period is simpler
and more static. The Discobolus by Miron from the
Classical period shows movement of the human body. The
Laocoon sculpture from the Hellenistic period is more
sophisticated. The bodies are contorted and appear in
difficult positions. Greek sculpture changed to show more
movement and emotion.
3. Model answer:
1. The different parts of a Greek temple. Exterior: pediment,
cornice, frieze, metopes, architrave, capitals, shafts.
2. Description Function: a shrine to a god or goddess
Materials: marble Elements which provide structural
support: columns Elements which are supported: the roof
Decoration: on the pediment and the metopes 3. The
historical period in which this temple was built: 5th century
BC. 4. Model answer: Greek temple at Segesta: it was never
completed. I think it is so well preserved because of the dry
climate.
4. 5. Model answer: 1. Classification. It is a free-standing
sculpture. 2. Description. Material: bronze. Theme: a
god. An individual. Standing. She is moving forward.
It is not a nude. 3. Characteristics. There is some
sense of movement. The posture is not relaxed nor rigid.
It can be viewed from the front and sides. Yes, it is
harmonious and well-proportioned. She is wearing
clothes. 4. Context. Period: Classical. I dont know the
artists name.
5. a.
Famous
person
Discipline
Eratosthenes
Geography
Pythagoras
Mathematics
Hippocrates
Medicine
father of scientific
medicine
Plato
Philosophy
disciple of great
philosopher Socrates
Archimedes
Physics and
Mathematics
Page 119
1. a. The Parthenon belongs to the Doric order. b. Giant: an
imaginary or mythical being of human form but
superhuman size. Sphinx: an ancient Egyptian stone figure
having a lions body and a human or animal head. Amazon:
a member of a legendary race of female warriors. c. The
mythical creature is a centaur - a creature with the head,
arms, and torso of a man and the body and legs of a horse.
Page 120
1. Open answers.
Page 121
1. a. F. Archimedes was a famous scientist. b. T c. F. Boys
became citizens of the polis at the age of twenty.
d. F. Girls did not go to school. e. T f. F. Only men
performed in Greek plays.
Pages 122123
1. a. If the Colossus were a building today, it would have
between ten and twelve floors. b. Helios was the patron of
the city of Rhodes. c. It took more than ten years to build
the Colossus. d. In 226 BC it was destroyed in an
earthquake.
2. Besides the Colossus of Rhodes, there were six other
wonders of the Ancient World: the Pyramids at Giza, the
Hanging Gardens of Babylon, the Temple of Artemis at
Ephesus, the Statue of Zeus at Olympia, the Mausoleum at
Halicarnassus and the Pharos of Alexandria.
Achievements
5. b. Open answers.
6. Model answer:
Sports in Ancient Greece: the gods were important
because the Greeks believed they gave their athletes
courage and strength. There are many sports which were
practised in Ancient Greece and are still practised today:
boxing, wrestling, discus-throwing, javelin-throwing,
jumping long jumping and high jumping, running races.
7. See the information on the film Troy in the Extra
Resources section of this Teachers Book, page 78.
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Page 126
Page 134
1. Open answers.
Page 127
1. Triumvirate: a group of three men holding power.
Example: Octavian, Mark Antony and Marcus Aemilius
Lepidus. Civil war: a war between citizens of the same
country. Example: Spanish Civil War. Dictatorship: a country
governed by a dictator, a ruler with total power over a
country. Example: Germany when Hitler was in power.
2. Open answers.
Minerals
amber
copper
gold
Others
hides
pottery
textiles
Page 129
1. a. The Visigoths were from Germany. They crossed
the Danube and entered the Empire through Thracia.
b. The Angles and Saxons were also from Germany.
They lived in the north near modern Denmark. They moved
to Britannia.
2. The name of the old 'English' language was
Anglo-Saxon.
Resource
Country
salt
Spain
olive oil
wheat
gold mines
Spain, Italy
slaves
Tunisia
amber
Germany
Page 130
1. a. Citizens had rights: they could own property, go to trials,
vote and get married. Non-citizens had none of these
rights. b. Both slaves and freedmen were not citizens, but
slaves were owned by another person.
2. a. The social group in the worst situation was the slaves.
They did not have rights and they were owned by another
person. b. Model answer: I think women in Roman society
had a very low position. They were at the bottom of the
social structure, they were not considered citizens, and
they were always under the rule of a man.
Page 131
1. Model answer: Public baths have different parts. There
were hot baths in the caldarium. There were cold baths in
the frigidarium. People rested in the tepidarium, which
was a warm room. In this picture, I can see people
swimming, sitting, walking, reading and getting a massage.
Some of them are probably talking.
2. Open answers.
Page 132
1. Open answers.
2. a. Model answer: The centre of Rome is very small.
The most important Roman remains, including the
Coliseum and the Forum, are very close to each other.
b. Model answer: There were many Roman cities
in Spain: Alcntara, Crdoba, Itlica, Mrida, Salamanca,
Segovia, Tarragona and Toledo. Mrida has important
Roman ruins including a theatre and the National
Museum of Roman Art. c. Model answer: The Coliseum
received its name from a very large statue of Nero which
was nearby.
42
Page 135
1. a. Jesus of Nazareth founded a new religion: Christianity.
b. Pontius Pilate sentenced Jesus to die on a cross.
c. Emperor Theodosius declared Christianity the only
religion of the Roman Empire in 308 AD. d. Emperor
Constantine allowed Christians to practise their religion
freely. e. Paul of Tarsus, one of the apostles, spread Jesus'
message across Asia Minor. f. The Bishop of Rome, who
is the Pope, was the main authority of the Church.
Pages 136137
1. From top to bottom and left to right: g, b, e, c, f, a, d.
Model answer: Most of the streets are very straight. They
are parallel and perpendicular to each other.
2. Model answer:
Greek god
Roman god
God of
Aphrodite
Venus
love
Apollo
Apollo
beauty
Ares
Mars
war
Artemis
Diana
hunting
Athena
Minerva
wisdom
Hades
Pluto
underworld
Hermes
Mercury
commerce
Hera
Juno
family
Poseidon
Neptune
sea
Zeus
Jupiter
king of gods
(sky and thunder)
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Notes:
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Recording transcripts
UNIT 1: MAPS
Track 7
Unit 2, page 17
Track 1
Unit 1, page 8
Listen and say the type of map: physical, thematic
or political.
It gives information on political organisation,
such as international or regional frontiers.
It gives information on relief, and shows features
such as rivers.
It gives information on particular subjects, such
as climate or vegetation.
Track 2
Unit 1, page 10
3. How do we locate places on maps?
Students Book text, page 10.
Track 3
Oceanic relief
Students Book text, page 17.
UNIT 3: WATER
Track 8
Unit 3, page 25, Activity 1
Listen to the following words: fresh water, clouds,
salt water, groundwater.
Now complete the sentences.
The water found in oceans and seas is called
The water found in rivers and lakes is called
The water that infiltrates into the ground is
called
When water vapour rises, cools and condenses,
it forms
Unit 1, page 11
Latitude and longitude.
Students Book text, page 11.
Track 4
Track 9
Unit 3, page 26
2. What are rivers?
Students Book text, page 26.
UNIT 2: RELIEF
Track 5
Unit 2, page 15
44
Track 10
Unit 3, page 32
Look at the map of ocean currents and say true
or false.
The Gulf Stream is a cold current.
The Kuroshio Current is a warm current.
The Humboldt Current is a cold current.
The Benguela Current is a warm current.
The Labrador Current is a cold current.
Track 11
Track 6
Track 12
Unit 2, page 16
Unit 4, page 42
Unit 4, page 41
6. What types of rainfall are there?
Students Book text, page 41.
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Track 13
Unit 4, page 43
Listen and say the type of wind: prevailing, periodic,
synoptic or local.
It changes direction seasonally.
It always blows in the same direction.
It is influenced by the surrounding geography.
It changes daily.
Track 19
Unit 7, page 73
1. What is Europes relief like?
Students Book text, page 73.
Track 20
Unit 7, page 74
Unit 6, page 61
1. Where are these physical features found?
Students Book text, page 61.
UNIT 8: PREHISTORY
Track 23
Track 17
Unit 6, page 64, Activity 1
Listen and correct your answers.
See the Students Book answer key in this Teachers
Book.
Unit 8, page 83
1. What is Prehistory?
Students Book text, page 83.
Track 24
Unit 8, page 83
Track 18
Unit 6, page 67, Activity 1
Listen and correct your answers.
See the Students Book answer key in this Teachers
Book.
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Track 28
Track 25
Unit 8, page 84
2. What were early human beings like?
Students Book text, page 84.
Track 26
Track 29
Unit 9, page 97
Track 27
Unit 9, page 102
Read about the Nile. Then listen and write
the missing words.
Track 30
Track 31
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Notes:
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Maps
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
CONTENTS
48
CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Spatial competence
Mathematical competence
Using reference systems
Calculating scales
Representing statistical information on different
types of graph
Digital ICT competence
Knowing how to talk about maps
Using maps as a source of information
Interpersonal and civic competence
ASSESSMENT CRITERIA
1. Finding places on a map using geographical coordinates. Obtaining information from key
and symbols and communicating this information in oral or written form.
2. Showing comprehension of geographical texts in oral or written form.
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Relief
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
CONTENTS
50
CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Spatial competence
Mathematical competence
Calculating scales
Learning to learn
Learning how to identify geographical phenomena
from their definitions
Digital ICT competence
Using maps and drawings as a source of
information
Interpersonal and civic competence
Reflecting critically on the effects of human activity
on the Earths relief
ASSESSMENT CRITERIA
1. Locating places on a map using geographical coordinates and obtaining information about them
from the key and symbols. Communicating this information in oral or written form.
2. Using a map to locate the basic elements of the worlds physical structure.
Describing the features of an area in Spain.
3. Identifying and explaining examples of the impact of human activity on the landscape.
Analysing their causes and effects and suggesting solutions.
4. Showing comprehension of geographical texts in oral or written form.
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Water
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
CONTENTS
52
CONCEPTS
PROCEDURES
Interpreting drawings: the water cycle, the course of a river, a mountain glacier
Using basic maps of rivers, seas and lakes
Interpreting a map of ocean currents
Interpreting a picture graph of the course of a river
Analysing processes: the effect of rivers on relief
Establishing the relation between climate and river flow
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Spatial competence
Learning to learn
Inventing a table and classifying information
Digital ICT competence
ASSESSMENT CRITERIA
1. Locating places on a map using geographical coordinates.
Obtaining information from symbols and the map key.
Communicating findings in oral or written form.
2. Locating basic physical elements on a map.
3. Identifying and explaining examples of the impact of human action on the environment.
Analysing cause and effect and suggesting solutions.
4. Showing comprehension of geographical texts in oral or written form.
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CONTENT OBJECTIVES
1.
2.
3.
4.
5.
CONTENTS
54
CONCEPTS
PROCEDURES
ATTITUDES
The atmosphere
Weather and climate
Temperature, precipitation and atmospheric pressure
Winds
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KEY COMPETENCES
Linguistic communication
Vocabulary and concepts related to the Earths
climate
Describing: What is the weather like?
Linking cause and effect: Consequently,
temperatures are always cold.
Defining: Weather refers to the state
Mathematical competence
Using the units of measurement for temperatures,
precipitation and pressure
Learning to learn
Organising information in different ways, such as
on charts and tables
Digital ICT competence
Using maps and drawings as a source
of information
Interpersonal and civil competence
Reflecting critically on the importance of the ozone
layer in our lives
Autonomy and personal initiative
Using weather forecasts in planning daily activities
Looking for information outside the textbook
Spatial competence
Knowing about the physical space we live in
Representing elements of climate on maps:
temperature, precipitation, pressure and wind
Interpreting different types of weather map
Making observations on the weather around us
Knowledge and interaction with our world
Analysing the influence of latitude, altitude
and distance from the sea, on temperature,
precipitation, pressure and wind
Analysing the influence of the angle of the suns
rays on the Earths temperatures
Explaining processes: the formation of precipitation;
three different types of precipitation; the formation
and direction of winds
Explaining why weather fronts cause bad weather
and anticyclones bring stable weather
Making predictions about the weather in a
particular area
Cultural and artistic expression
Drawing the three types of precipitation
Drawing a diagram of pressure and wind
distribution
Inventing symbols to represent weather
ASSESSMENT CRITERIA
1. Finding places on a map using geographical coordinates.
Obtaining information from the key and symbols.
Communicating findings in oral or written form.
2. Identifying and explaining examples of the impact of human activity on the environment,
analysing its causes and effects, and suggesting solutions.
3. Showing comprehension of geographical texts in oral or written form.
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World landscapes
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
CONTENTS
56
CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Spatial competence
Mathematical competence
Drawing graphs of average temperature and total
precipitation
Learning to learn
Making comparisons using tables
Digital ICT competence
Using maps and drawings as a source
of information
Obtaining information from an aerial photograph
Interpersonal and civil competence
Reflecting critically on the effects of human activity
on the landscape
Autonomy and personal initiative
Using knowledge to argue which landscapes are
the most favourable and unfavourable for human
beings
Investigating to find out information about people
and climate in different parts of the world
ASSESSMENT CRITERIA
1. Finding places on a map using geographical coordinates.
Obtaining information from the key and symbols.
Communicating findings in oral or written form.
2. Comparing physical elements of the Earth (relief, climate, water) and relating them
to the possibility of human activity.
3. Identifying and explaining examples of the impact of human activity on the environment
and suggesting solutions.
4. Showing comprehension of geographical texts in oral or written form.
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The continents
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
CONTENTS
58
CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Vocabulary related to the specific landscape of the
continents
Reporting facts; length and area: The highest
mountain in the world (8,848 m)
Making comparisons: The River Nile is the longest
river.
Making impersonal statements: Large plateaus are
found throughout Africa.
Learning to learn
Learning about different memory techniques
Digital ICT competence
Using maps, graphs and photos as a source of
information
Finding information in an atlas
Interpersonal and civil competence
Reflecting critically on how human activity has
affected important phenomena
Appreciating the importance that the melting of the
Antarctic ice caps might have on our own survival
and its long term consequences
Autonomy and personal initiative
Planning a trip through African rivers
Spatial competence
Locating the continents using geographic
coordinates
ASSESSMENT CRITERIA
1. Finding places on a map using geographical coordinates.
Obtaining information from the key and symbols.
Communicating findings in oral or written form.
2. Finding on a map the basic elements of the Earths physical structure.
Finding the main features in areas of Europe and Spain.
3. Identifying and explaining examples of the impact of human activity on the environment
and suggesting solutions.
4. Showing comprehension of geographical texts in oral or written form.
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CONTENT OBJECTIVES
1.
2.
3.
4.
5.
6.
CONTENTS
60
CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Spatial competence
Mathematical competence
Listing the rivers of Spain by their length, starting
with the longest
Learning to learn
Remembering seas and oceans by classifying them
alphabetically
Making cards in order to classify information
Digital ICT competence
Using maps, graphs and photos as a source
of information
Interpersonal and civil competence
Understanding why environmental protection
is necessary and suggesting measures
ASSESSMENT CRITERIA
1. Finding places on a map using geographical coordinates.
Obtaining information from the key and symbols.
Communicating findings in oral or written form.
2. Finding on a map the main physical features of Europe and Spain.
3. Comparing the main physical features of Spain and Europe and relating them to human activity.
4. Identifying and explaining examples of the impact of human activity on the environment
and suggesting solutions.
5. Showing comprehension of geographical texts in oral or written form.
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Prehistory
CONTENT OBJECTIVES
1. Learning about Prehistory
2. Finding out about early human beings
3. Distinguishing how people lived in the Palaeolithic, Neolithic
and Metal Ages
4. Painting like a caveman
5. Interpreting a historical map
6. Understanding the importance of Atapuerca
CONTENTS
62
CONCEPTS
PROCEDURES
ATTITUDES
Recognise that all human beings belong to the same species and share biological
and anthropological characteristics
Appreciate the value of archaeological remains in teaching us about our ancestors
and recognise the importance of preserving them
Appreciate the value of cave painting as creative expression and also as a reflection
of the society which produced it
Learn respect for human beings who lived in times which were technologically different
to ours
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KEY COMPETENCES
Linguistic communication
Vocabulary related to the characteristics and way of
life of early man
Giving historical recounts: Their brain was bigger.
Giving historical explanations: That is why they had
different rites.
Giving historical arguments: It may mean that the
first European...
Learning to learn
Classifying information on index cards
Digital ICT competence
Using primary and secondary sources to obtain
information
Finding information on the Internet and / or in
encyclopaedias
Interpersonal and civic competence
Understanding the importance of communal living
in survival and development
Identifying with people of other times and
understanding their problems and feelings
Appreciating that the tribe was a fairly egalitarian
form of social structure
appearance of art
Describing ways of life during the Palaeolithic,
Neolithic and Metal Ages
Understanding that Prehistoric times lasted for
millions of years
Interpreting time lines
Cultural and artistic expression
Knowing about the main examples of Palaeolithic
art and its characteristics
Using terms to describe art, such as outline,
volume, silhouette
Creating personal artwork based on knowledge of
Palaeolithic art
Knowledge and interaction with our world
Analysing the different ways of life of our ancestors,
according to the climate in which they lived.
Explaining technological processes from the past
Making hypotheses about the use of different
Prehistoric objects
Understanding that much of our knowledge of
Prehistoric times is hypothetical but is based on
reason and on evidence from archaeological
remains
Temporal competence
Determining the space / time context of Prehistoric
societies
Appreciating key aspects of the evolution of Man:
walking upright, the first tools, the use of language,
the discovery of fire, life in community, the
ASSESSMENT CRITERIA
1. Applying the concepts of chronology, evolution and change to the events
and processes of Prehistory.
2. Showing comprehension of texts about history in oral or written form.
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Early civilizations
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
6.
CONTENTS
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CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Vocabulary related to the river civilizations of
Mesopotamia and Ancient Egypt
Reporting on length of time: The Old Kingdom
lasted around 1,000 years.
Describing artwork: Mesopotamians built
magnificent palaces.
Giving historicial explanations: Writing made it
possible to organize the state.
Digital ICT competence
Using primary and secondary sources to obtain
information
Using texts, pictures and photos to obtain
information
Looking for information on the Internet
Organising information in different ways: the social
pyramid
Interpreting different kinds of writing: cuneiform
and hieroglyphic
Interpersonal and civic competence
Explaining how the first States emerged and how
they differed to what went before
Analysing the powers of the rulers in early
civilizations and comparing them to heads of state
today
Explaining the concepts of free and slave and
how we can apply those terms today
Understanding the role of women in early
civilizations and ones personal reactions to this
Showing empathy for people of other times, their
problems and feelings
Temporal competence
Determining the space / time context of the early
civilizations of Mesopotamia and Egypt
Describing past ways of life in early river
civilizations
ASSESSMENT CRITERIA
1. Applying the concepts of chronology, evolution and change to the events and processes
of ancient civilizations.
2. Differentiating the most relevant features of the first urban civilizations.
3. Showing comprehension of texts about history in oral or written form.
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Ancient Greece
CONTENT OBJECTIVES
1.
2.
3.
4.
CONTENTS
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CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Vocabulary related to the civilization of Ancient
Greece
Pronunciation /t/: Democracy replaced aristocracy.
Pronunciation /d/: They belonged to the same
civilization.
Pronunciation /id/: Greek civilization started in
Digital ICT competence
Using primary and secondary sources to obtain
information
Using texts, pictures and photos to obtain information
Looking for information on the Internet and in
encyclopaedias
Learning to learn
Making maps to express concepts such as
territorial expansion
Interpersonal and civic competence
Comparing two political systems, aristocracy and
democracy, and relating them to our own political
system
Understanding that territorial expansion takes place
for different reasons and has different results
Understanding how the concept of citizenship is
related to political rights which some people
possess and others do not
Showing empathy for people of other times, their
problems and feelings
Autonomy and personal initiative
Using information to form reasoned opinions about
slavery and the position of women
Temporal competence
Determining the space / time context of early Greek
civilization
ASSESSMENT CRITERIA
1. Applying the concepts of chronology, evolution and change to the events and processes
of ancient civilizations.
2. Differentiating the most relevant features of Ancient Greek civilization and evaluating their
influence on western civilization.
3. Showing comprehension of texts about history in oral or written form.
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Ancient Rome
CONTENT OBJECTIVES
1.
2.
3.
4.
Learning about the creation and the decline of the Roman Empire
Understanding society, religion, the economy and the political system of Ancient Rome
Interpreting an aerial photograph of a city
Extracting information from Roman coins and sculptures
CONTENTS
68
CONCEPTS
PROCEDURES
ATTITUDES
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KEY COMPETENCES
Linguistic communication
Vocabulary related to the civilization
of Ancient Rome
Giving historical recounts: The king was
helped by the senate.
Expresing contrast: However, the Christians
were persecuted...
Digital ICT competence
Using primary and secondary sources to obtain
information
Using texts, pictures and photos to obtain
information
Looking for information on the Internet and in
encyclopaedias
Learning to learn
Finding definitions of words and phrases in a
dictionary
Interpreting an aerial photograph
Cultural and artistic expression
Observation and description of Roman coins and
sculptures
Writing a letter about an imaginary trip to a Roman
city
Interpersonal and civic competence
Analysing the struggle between patricians and
plebeians as an example of social conflict
Comparing the different methods of conquest used
by the Romans and evaluating them from an
ethical point of view
ASSESSMENT CRITERIA
1. Applying the concepts of chronology, evolution and change to the events and processes
of ancient Roman civilization.
2. Differentiating the most relevant features of ancient Roman civilization and evaluating
their influence on western civilization.
3. Showing comprehension of texts about history in oral or written form.
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The Sami
INVESTIGATE
A Sami family
70
Fishing in Lapland
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ACTIVITIES
1. Relate people to their surroundings.
a. Why are the Sami said to represent one of the
most extreme examples of how humans adapt to
a harsh environment? Explain how they have
adapted to the arctic surroundings.
b. In the past, the Sami believed that all beings,
living and non-living, had a soul. Why do you
think they had this concept of the world?
c. Do you know any other indigenous people who
also have an animist system of belief? If you do,
name them.
d. What are the most important factors that have
contributed to the change in the traditional way
of life of the Sami over the last few decades?
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The Inuit
INVESTIGATE
Inuit
Traditional activities
Plants will not grow in such a cold climate, so traditional
Inuit activities were hunting and fishing.
In the past, the Inuit were nomads. They followed the
migration of the animals they hunted. In winter, they
killed seals, bears, and walruses and went fishing on the
ice. In summer, they travelled inland to hunt the caribou.
They used dogs for hunting and pulling sledges, which
were their main means of transport on land. On the sea
they used kayaks, which are boats made from wood,
whale bones and animal skins.
The Inuit made use of every part of the animals they
hunted. This included the meat, fat, skin, and bones
which they used for food, clothes, building houses
and making hunting tools.
The igloo was the traditional house of the Inuit. It was
round and made of blocks of ice. It had one room heated
by a lamp which used oil or seal fat. The temperature
inside the igloo was maintained by the insulation of the
ice and the shape of the entrance tunnel.
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ACTIVITIES
1. Relate people to their surroundings.
a. What kind of climate and landscape do the Inuit
live in?
b. How did the Inuit adapt to their environment in
the past? Think about these aspects:
activities, transport, houses, food, and clothes.
c. How has their traditional way of life changed in
the last few decades?
2. Analyse their ways of thinking and their feelings.
www.answers.com/topic/inuit
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Women in Egypt
INVESTIGATE
Work
In Egypt, women mainly did housework or worked as
servants or peasants.
Domestic chores included making fuel with cow dung,
making beer and bread, cooking, weaving, making
clothes and preparing medicines.
Agricultural tasks included harvesting wheat, shearing
sheep and preparing wool.
We also know that women helped to build major
monuments, and others worked in the gold mines.
Although women could manage their property, it was rare
for them to hold jobs outside the home. If they inherited
land, they still needed men to work it.
Woman working
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ACTIVITIES
1. Answer the questions.
www.bbc.co.uk/history/ancient/egyptians/
women_01.shtml
Write a short text giving your opinion of womens lives
at that time.
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FILM
TEACHER FILE
TECHNICAL INFORMATION
Director: Peter Weir
Year: 2003
Running Length: 135 minutes
Featuring: Russell Crowe (Captain Jack Aubrey), Edward Woodall,
Paul Bettany (Dr. Stephen Maturin)
PLOT
During the Napoleonic Wars, France and England fight to maintain
their status as world powers. Far from Europe, off the coast of
South America, a ship from the English Navy, the HMS Surprise,
tries to capture its French adversary, Archeron. With his boat
badly damaged and many of his crew killed, the English captain,
known as Lucky Jack because he is lucky in battle, decides
to complete his task and pursue his enemy.
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FILM
TEACHER FILE
TECHNICAL INFORMATION
Director: Kevin Costner
Year: 1990
Running Length: 173 minutes
Featuring: Kevin Costner (Lieutenant Dunbar), Mary McDonell
(Stands with a Fist), Graham Greene (Kicking Bird)
PLOT
Lieutenant Dunbar of the US army is sent to an outpost in Indian
territory. He is alone there and he comes into contact with a Sioux
tribe. Slowly, Durban and the Sioux form a relationship of respect
and mutual admiration, thanks to a white woman who was
adopted by the tribe as a child and acts as interpreter.
When Dunbar falls in loves with her and they marry,
he becomes completely integrated into the tribe. But soon
he must make a decision.
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Troy
FILM
TEACHER FILE
TECHNICAL INFORMATION
Director: Wolfgang Peterson
Year: 2004
Running Length: 164 minutes
Featuring: Brad Pitt (Achilles), Eric Bana (Hector), Diane Kruger
(Helen), Orlando Bloom (Paris)
PLOT
5,200 years ago. Agamemnon manages to unite all the kingdoms
of Greece. Peace with Troy also seems secure. But during the
celebrations, the Trojan prince Paris and Helen, Queen of Sparta,
fall in love and run away together. Her husband Menelaus, his
brother Agamemnon, and Achilles, a warrior, follow them.
Agamemnon assembles a huge fleet in preparation for battle.
Hector waits for them in Troy, a city considered indestructible.
The biggest war in Antiquity is about to begin.
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Gladiator
FILM
TEACHER FILE
TECHNICAL INFORMATION
Director: Ridley Scott
Year: 2000
Running Length: 103 minutes
Featuring: Russell Crowe (Maximus), Joaquin Phoenix
(Commodus), Connie Nielsen (Lucilla), Oliver Reed (Proximo)
PLOT
The Roman General Maximus is a close confidante of emperor
Marcus Aurelius. When the emperor is killed by his son
Commodus, Maximus and his family find they are also in danger.
Commodus manages to kill the entire family except Maximus, who
is sold into slavery. In captivity, he becomes a gladiator in order to
win the peoples favour and obtain vengeance.
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READ
Niagara Falls
ACTIVITY
1. Answer the questions.
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Babylon
Babylon is located on a great plain. It is
a magnificent city. A wide, deep moat full
of water encircles the city. Behind it, there
is a great wall.
I should explain how they used the earth from
the moat, and how they constructed the wall.
As they dug the moat, they used the earth
which they removed to make bricks,
which they then baked in kilns. Later,
they used hot bitumen as cement
and constructed the borders of the moat
with lines of brick and canes.
Then they used the same technique to build
the wall. On top of the wall they built buildings
of a single chamber facing one another.
Between the fortifications they left space for
a cart to pass. There are a hundred bronze
doors along the wall.
READ
ACTIVITIES
1. Answer the questions.
a. Where is Babylon located?
b. Where does the River Euphrates begin and end?
Which countries does it pass through?
c. What are the most important buildings in the city?
3. Make a drawing.
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The Celt-Iberians
The most dominant tribe among the CeltIberians are the Arevaci, who live in the south
and east where they co-exist with the
Carpathians near the source of the Tajo.
Their most celebrated city is Numantia.
The Lusones live in the east of Celt-Iberia. Their
settlements also extend to the mouth of the Taj.
The Arevaci also have control of the cities of
Segida and Pallantia. Caesaraugusta, is located
on the Ebro River, and Segobriga and Bilbilis
are Celt-Iberian cities too. Polybius also named
the cities of Segeda and Intercatia.
Posidorus said that Marcus Marcellus received
a tribute of 600 talents in Celt-Iberia, which
means that the Celt-Iberians were numerous
and wealthy despite living in a poor country.
Polybius said that Tiberius Gracchus conquered
300 cities.
Posidonius laughed at Polybius and suggested
that he had said this to please Gracchus.
According to Posidonius, Polybius had called
towers cities, as is the custom in triumphal
celebrations. Generals and historians easily
READ
Ruins of Numantia
ACTIVITY
1. Answer the questions.
a. Who are the Celt-Iberians?
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READ
Jules Verne, a 19th century writer, wrote about an imaginary journey to the centre of the Earth.
I accepted the proposal and we began our
journey over this new ocean. To the left there
were steep gigantic rocks, rising so high they
seemed to be piled one of top of the other.
There were a number of waterfalls, cascading
down to form clear pools of water: a few light
vapours showed that there were hot springs.
Streams flowed down to the common basin,
gliding down the gentle slopes with a soft
murmur.
At that moment my attention was drawn to an
unexpected sight. At a distance of 500 paces,
at the turn of a high promontory, appeared a
high, dense forest.
Two hours later I was woken by a terrible
blow.
ACTIVITIES
1. Complete the table with the characteristics
of the centre of the Earth, according
to Jules Verne.
Do they really
exist? (Yes or no)
Landscape
Water
Characteristics
Climate
Vegetation
Fauna
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ACTIVITY SHEET 1
RESOURCE PAGE
MAPS
NAME:
CLASS:
DATE:
A.
E.
B.
F.
C.
G.
D.
H.
30
20
10
20
10
30
50
40
60
40
40
G
30
30
D
Tropic of Ca
ncer
Tropic of Cancer
20
20
E
10
10
0 Equator
Equator 0
Prime Meridian
10
10
20
20
Tropic of Capri
corn
pricorn
Tropic of Ca
30
30
30
84
20
10
10
20
30
40
50
60
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ACTIVITY SHEET 2
REINFORCEMENT
USING MAPS
NAME:
CLASS:
DATE:
4. Scale indicates
2 Establishing direction.
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ACTIVITY SHEET 3
NAME:
CLASS:
DATE:
a. Look at this aerial photograph of the United States. Answer these questions in your notebook.
Michigan
SI
MO
PP
AM
AB
SS
I
SOUTH
CAROLINA
L
O
ID
A
Gulf of Mexico
BAHAMA
ISLANDS
ia
rn
lifo
MEXICO
ATLANTIC
OCEAN
AL
SS
I
NORTH
CAROLINA
GEORGIA
I
IS
Ca
762
f
lf o
382
kilometres
LO
TEXAS
Gu
Scale
0
TENNESSEE
ARKANSAS
MI
OCEAN
NEW
MEXICO
VIRGINIA
KENTUCKY
MISSOURI
NEW
HAMPSHIRE
MASSACHUSETTS
RHODE ISLAND
ie
Er
CONNECTICUT
PENNSYLVANIA NEW
JERSEY
OHIO
DELAWARE
WEST
VIRGINIA
ARIZONA
NEW
YORK
OKLAHOMA
PACIFIC
io
LA
ILLINOIS
ar
Ont
IND
IAN
IOWA
S T A T E S
KANSAS
H Hu
IG
A
N
VER
NE
IN
M
CO
COLORADO
IS
MAINE
U N I T E D
UTAH
NEBRASKA
NEVADA
MIC
N
C A L I F O R
WYOMING
SOUTH
DAKOTA
erior
n
ro
I D A H O
p
Su
TA
NORTH
DAKOTA
SO
MONTANA
OREGON
NT
WASHINGTON
b. This map shows the same part of the Earth as the photograph. Answer these questions.
Is the map identical to the photo?
Which countries are on the map?
Are aerial photographs useful in making maps? Why?
2 Group work.
Draw a map on a large piece of paper. First, decide on the type of map and the area you
will represent. Then, decide on the key and choose the symbols which you need.
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ACTIVITY SHEET 4
GEOGRAPHICAL COORDINATES
NAME:
CLASS:
DATE:
Look at the map. Which cities are located at these geographical coordinates?
a. 59 N, 10 E
180
150
120
90
60
30
30
60
90
120
150
180
60
60
O
b. 39 N, 116 E
40
40
20
20
20
20
40
40
60
150
120
90
60
30
30
60
90
120
150
B
c. 34 S, 58 W
B
180
4 Time zones.
The time in the Canary Islands is one hour behind that of mainland Spain. Do you know why?
Choose the correct option in each sentence.
a. The Canary Islands are located to the east / west of the Iberian Peninsula.
b. As the Earth turns, the Suns rays arrive at the islands before / after they arrive in Madrid.
c. The time zones of the Canary Islands and Great Britain are the same / different.
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ACTIVITY SHEET 5
RESOURCE PAGE
NAME:
CLASS:
DATE:
88
OCEAN
...........................
Oceans
OCEAN
.....................
OCEAN
Continents
OCEAN
...........................
..............................
OCEAN
................... OCEAN
........................
OCEAN
..........................
1 Complete this map with the names of the oceans and the continents.
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ACTIVITY SHEET 6
REINFORCEMENT
NAME:
CLASS:
DATE:
1 Analysing a picture.
plateau
cliff
cape
basin
continental shelf
isthmus
mountain
continental slope
beach
island
plain
gulf
ocean trench
Continental relief
Coastal relief
Oceanic relief
valley
peninsula
ocean ridge
ocean ridge
peninsula
archipelago
bay
valley
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ACTIVITY SHEET 7
NAME:
CLASS:
DATE:
Complete these sentences and then write on the map. Write the names.
a. The highest mountain range in the world is the
b. The highest plateaus are in
2,000 metres
500 metres
0 metres
2 Erosion.
a. Which of these things can cause erosion? Decide and tick ().
1. water
4. planting trees
2. mountains
5. climbing mountains
3. wind
6. building houses
7. temperature
The Earths c
are created, and blocks rise or sink. The collision of plates has produced many
such as the Himalayas.
The movement of plates can also produce volcanoes and earthquakes. When a volcano erupts, it ejects
a very hot material called l
such as the Canaries. Earthquakes on the ocean floor can produce huge waves called t
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ACTIVITY SHEET 8
TYPES OF RELIEF
NAME:
CLASS:
DATE:
1 Listen to the recording and fill in the gaps with the words below. 3 / 6
depressions
plateaus
basins
landforms
plains
valleys
are areas of low land between mountains. Rivers flow through many valleys.
(c)
are low, flat areas of land. Large plains are often found on the coasts,
and are formed by large rivers.
(d)
are large, raised plains. The highest plateaus are in Tibet in Asia,
and in Bolivia in South America.
(e)
are natural f.
a. continental shelf
b. ocean trench
c. mountain
d. ocean ridge
3 Look at the wordsearch and find 11 more words connected with relief.
M
E
L
N
G
R
N
E
X
S
C
D
T
A
K
L
L
Q
T
J
L
L
I
A
J
X
F
H
E
I
G
A
B
A
S
I
N
J
C
R
Y
P
J
L
C
P
R
W
U
S
U
S
X
Y
G
T
P
W
R
G
T
F
P
S
M
A
N
T
L
E
H
H
X
Y
J
F
O
L
D
X
W
T
A
A
O
U
P
Q
V
Z
E
U
N
O
R
Z
C
Y
M
Z
R
C
R
U
S
T
H
B
I
V
E
W
R
R
I
I
E
O
T
A
B
A
G
D
C
L
I
F
A
K
V
P
G
R
F
K
U
T
R
E
N
C
H
A
T
M
U
E
G
E
H
E
L
X
W
O
U
B
C
U
E
L
A
V
A
H
X
L
V
B
L
V
T
X
Z
L
R
G
R
W
Y
L
N
Y
K
W
J
L
K
D
B
T
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ACTIVITY SHEET 9
RESOURCE PAGE
SEAS
NAME:
CLASS:
DATE:
92
8
Black Sea
6
Baltic Sea
Caribbean Sea
Bering Sea
North Sea
Mediterranean Sea
Red Sea
Sea of Japan
11 Philippine Sea
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ACTIVITY SHEET 10
REINFORCEMENT
WATER ON EARTH
NAME:
CLASS:
DATE:
Write F (fresh water) or S (salt water) or both (FS) after these uses.
a. Watering crops
c. Providing food
d. Providing salt
4 Forms of water.
currents
tides
lakes
waves
t.
s.
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ACTIVITY SHEET 11
RIVERS
NAME:
CLASS:
DATE:
a. flow
b. basin
c. course
d. source
spring
rainfall
flow
, the
is larger in
4 Look for information about an important river and complete the file.
Name:
Length:
Basin:
Flow:
Tributaries:
Countries which it passes through:
94
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ACTIVITY SHEET 12
WATER
NAME:
CLASS:
DATE:
IROVRESER
GOALON
GREBESCI
SCALAN
TIPICERAPNOTI
Location
a.
b.
c.
River Nile
d.
e.
25 %
3%
71 %
10 %
a. Water covers
d. Groundwater represents
e. Glaciers cover
0.014 %
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ACTIVITY SHEET 13
RESOURCE PAGE
WEATHER
NAME:
CLASS:
DATE:
Green
Yellow
ANNUAL PRECIPITATION
(In mm)
le
Circ
An
tic
t a rc
Tropic of Capricorn
Equator
Tropic of Cancer
Prime Meridian
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ACTIVITY SHEET 14
REINFORCEMENT
NAME:
CLASS:
DATE:
Symbol
Meaning
clear / sunny
Clear
Sunny
intervals
Mist
Cloudy
Rain
Showers
Storms
Snow
Sleet
Smooth
Slight
Moderate
Rough
Very rough
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ACTIVITY SHEET 15
CLIMATES
NAME:
CLASS:
DATE:
Title
1 Analysing a photograph.
temperate zone
cold zone
oblique
a. Where are the main climate zones? Draw arrows to connect them.
hot zones
cold zones
temperate zones
b. Where do the Suns rays fall vertically? Circle the correct answer.
hot zones
temperate zones
cold zones
c. Where do the Suns rays fall most indirectly? Circle the correct answer.
hot zones
temperate zones
cold zones
3 Distinguishing climates.
1. Temperate climates
2. Cold climates
3. Hot climates
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ACTIVITY SHEET 16
NAME:
CLASS:
DATE:
1 Listen to the recording and write True (T) or False (F) after these sentences.
/ 12
and (b)
rainfall.
regions. (e)
air.
2. periodic winds
3. synoptic winds
4. local winds
in
4 Look at the wordsearch and find 15 more words connected with weather and climate.
T
E
Q
U
A
T
O
R
M
U
F
U
R
A
I
N
N
H
E
A
T
X
O
C
A
X
I
S
J
E
L
I
A
J
G
M
N
B
M
P
P
R
E
S
S
U
R
E
E
V
O
M
S
M
W
I
N
D
M
T
M
U
N
E
S
O
L
S
T
I
C
E
O
W
S
Q
A
M
U
U
Q
S
U
O
M
P
O
U
Z
E
C
N
U
O
L
S
E
C
O
I
I
T
O
T
A
B
J
A
T
G
N
N
P
E
R
F
K
A
H
T
E
T
B
O
O
R
B
I
T
R
F
W
R
E
E
X
I
J
G
E
A
X
V
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ACTIVITY SHEET 17
RESOURCE PAGE
PRECIPITATION
NAME:
CLASS:
DATE:
T C
25
25,5
26
26
25,5
25
24,5
24,5
25
24,5
24,5
24,5
P mm
71
89
142
178
152
145
175
165
185
205
183
104
TEMPERATURES
(in C)
PRECIPITATION
(in mm)
220
210
200
190
180
170
160
150
140
130
120
110
100
90
80
70
30
60
25
50
20
40
15
30
10
20
10
0
J
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ACTIVITY SHEET 18
REINFORCEMENT
CLIMATE ZONES
NAME:
CLASS:
DATE:
1 Make a table and write the different climates in the correct zone.
oceanic
tropical
desert
polar
continental
Chinese
Mediterranean
equatorial
mountain
Hot zone
Temperate zones
Cold zones
equatorial
Read the sentences and write True (T) or False (F). Correct the false sentences.
a. In equatorial climates, precipitation is abundant.
b. Rainforests are full of plants and trees because of the hot, dry climate.
c. Tropical climates have a rainy season and a dry season.
d. There are no fertile places in the desert.
e. In a Mediterranean climate, it rains most in spring and autumn.
f. Continental climates are found in the southern hemisphere.
g. Oceanic climates are mainly on the east coast of temperate zones.
h. Polar regions near the temperate zones have a short summer.
4 Draw arrows and match the words with their definitions.
a. savannah
b. moor
c. oasis
d. steppe
e. coniferous
5. coniferous forests
f. taiga
g. tundra
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ACTIVITY SHEET 19
CHARACTERISTICS OF LANDSCAPES
NAME:
CLASS:
DATE:
1 Complete the information on the chart. Use your textbook, Internet and reference books to help you.
Landscape
Climate
Rivers
Vegetation
Fauna
Rainforest
abundant; birds
and insects
Savannah
Oceanic
regular, abundant
flow
Continental
Mediterranean
Polar
Mountain
2 Many of the Earths natural landscapes have been changed by human intervention. Some landscapes
have changed very little while others have suffered from industrial and other types of development.
Evaluate the effects of human actions on the following landscapes.
Degree of human intervention
(high / medium / low)
Type of activity
Brazilian rainforest
Antarctic
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ACTIVITY SHEET 20
CLIMATES
NAME:
CLASS:
DATE:
perpendicular
desert
cold
polar
temperatures
five
fauna
different
Chinese
oblique
Temperatures in the hot zone are usually high because the Sun reaches the Earth at a (c)
angle all year round. There is little difference in (d)
In the temperate zones, temperatures change because sunlight reaches the Earth at (f)
angles throughout the year. The four main climates in the temperate zones are: oceanic, Mediterranean,
continental and (g)
In the cold zones, sunlight strikes the Earth at an (h)
are always very (i)
regions and
in mountains.
2 Match the places and the climate.
desert
tropical
mountain
continental
equatorial
Mediterranean
a. Alicante, Spain
e. Atacama, Chile
b. Toronto, Canada
c. Libreville, Gabon
oceanic
d. Acapulco, Mexico
3 Quiz.
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ACTIVITY SHEET 21
RESOURCE PAGE
NAME:
CLASS:
DATE:
6,194 m
4,418 m
5,700 m
ALTITUDE
(In metres)
Brown
1,000 metres
Yellow
500 metres
Green
6,960 m
0 metres
SEA
Peaks
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ACTIVITY SHEET 22
REINFORCEMENT
THE CONTINENTS
NAME:
CLASS:
DATE:
a.
b.
c.
d.
e.
f.
2
d.
e.
is the longest continent and stretches from the Arctic Circle to the Antarctic Circle.
a. Polynesian Islands
f. Mount Fuji
b. Atlas Mountains
g. Antilles archipelago
c. Caspian Sea
h. Mount Everest
d. Rocky Mountains
i. Kalahari Desert
e. Amazon River
j. New Zealand
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ACTIVITY SHEET 23
NAME:
CLASS:
DATE:
b. Which animals can you see? What are they used for?
c. Describe the vegetation. What do you think the climate is like?
2 Read the text and answer the questions.
Everest
The winds in the Himalayas are terrible. The peaks and crevasses of Mount Everest
are a challenge to any climber. Temperature on summer nights can drop to - 40 C.
Everest is dangerous because all these factors combine at altitudes which cause
difficulties for a climber. At 8,500 metres, the air has only a third of the oxygen found at
sea level. Above 7,600 metres, a climber's legs feel heavy, his pulse races, his vision
blurs, and his hands freeze.
a. Which word means a high point of a mountain?
b. Which word means a fault, or crack, in a mountain?
c. Which three factors make climbing Everest so difficult?
d. What happens to the air at high altitudes?
e. What effects does altitude have on a climber?
3 Group work.
Prepare a report with text and illustrations for a travel agency which wants to promote adventure holidays
in Asia. Think about:
Landscape and climate
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ACTIVITY SHEET 24
NAME:
CLASS:
DATE:
/ 16 .
Location
The Andes
Statistics
(a)
7,200 km long
North America
(c)
Ayers Rock
(d)
Japan
(e)
(f)
km long
Antarctica
(g)
% covered by ice
(b)
River
Ocean
tributaries
M E
T M
O N
N G
N O N
N O U O
M E
H Q U
TNUMO UFIJ
RASHAA
KELA KLABIA
GADAMCRAAS
URASIALTA
MROLANIJAIK
EBTIT
KELA AIRCOTIV
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ACTIVITY SHEET 25
RESOURCE PAGE
NAME:
CLASS:
DATE:
ESSENTIAL GEOGRAPHY AND HISTORY 1 PHOTOCOPIABLE MATERIAL 2008 Richmond Publishing / Santillana Educacin, S.L.
3,718 m
Canary Islands
Peaks
0 metres
500 metres
SEA
Green
Yellow
1,000 metres
Brown
108
Orange
ALTITUDE
4,807 m
3,340 m
5,642 m
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ACTIVITY SHEET 26
REINFORCEMENT
NAME:
CLASS:
DATE:
a. The
b. The
starts in the Swiss Alps and flows into the North Sea.
c. The
2 Why are European rivers important? Unscramble these words and complete the sentences.
ERTAW
ICLETTEYIRC
SONPRTART
Vegetation
Climate
1. oceanic
2. Mediterranean
3. continental
4. alpine
5. polar
Peninsula.
b. It is one of the
c. It is one of the
and
.
and
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ACTIVITY SHEET 27
SPAINS RELIEF
NAME:
CLASS:
DATE:
If you go from any of Spains coasts towards the centre of the country, the land
becomes mountainous. You see many valleys and canyons. Then you arrive at
the Central Plateau. This is an area crossed by bare mountain ranges
and great rivers.
MIGUEL DE UNAMUNO (adapted)
a. Which feature of the peninsula stands out the most?
b. Which natural features does the writer mention?
2 The characteristics of Spains relief.
Where are these natural formations in relation to the Central Plateau? Tick the boxes.
They cross
the plateau.
They surround
the plateau.
3 Group work.
Plan a trip starting at Cape Creus, Catalonia, and ending at the Gulf of Cdiz. Use a map and make notes.
What natural formations are there?
Which rivers?
Which important mountains?
Which landscapes?
Write a short description of your trip. Include drawings and photographs.
110
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ACTIVITY SHEET 28
EUROPES RELIEF
NAME:
CLASS:
1 Read and complete the text. Then listen and check your answers.
DATE:
10
/ 19
Europe is a (a)
from Asia by the Caucasus and Ural Mountains, the Ural River and the (b)
Most of Europe has a (c)
Sea.
The older mountain ranges, such as the Kjolen and the Ural Mountains, are in the north
and (g)
the Pyrenees and the Balkans, form an arch along the (h)
coast.
2 Quiz.
Etna
Jcar
Aegean
Alps
Vanern
Pyrenees
Guadalquivir
North
Onega
Teide
Rhine
Mont Blanc
Ladoga
Carpathians
Black
Volcanoes: Etna
Rivers:
Mountain ranges:
Lakes:
Seas:
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ACTIVITY SHEET 29
RESOURCE PAGE
PALAEOLITHIC OBJECTS
CLASS:
DATE:
a. It is a
b. It is a
c. It is a
It was used for
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ACTIVITY SHEET 30
REINFORCEMENT
NAME:
CLASS:
DATE:
Look at the picture. Which part represents History? Which part represents Prehistory?
Complete this text with the words Prehistory or History.
is the longest period in human history. If we compare
(a)
it with a day, (b)
(d)
Characteristics
Human beings lived from
The (a)
Age
The (c)
Age
The (f)
Ages
(b)
, grew
.
Species
Characteristics
a. Australopithecus
1. This is the first species to live outside Africa; they walked upright.
b. Homo habilis
2. They are our oldest known ancestors; they were similar to chimpanzees.
c. Homo erectus
d. Homo antecessor
e. Neanderthal man
f. Homo sapiens
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ACTIVITY SHEET 31
NAME:
CLASS:
DATE:
S
M
E
T
A
L
O
P
A
E
F
N
Q
S
L
O
I
W
H
E
E
L
J
T
L
Y
T
M
B
A
K
T
S
U
C
L
O
T
H
E
P
L
O
U
G
H
G
R
O
F
I
R
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P
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Design a mural. Divide it into the three periods of Prehistory. Draw the main inventions of Prehistory
and locate them in the period in which they appeared.
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PREHISTORY
NAME:
CLASS:
12
DATE:
/ 23
years ago.
years ago.
periods.
and gathering.
.
and raised cattle.
from metal.
a. The first species to walk upright was Homo erectus / Homo habilis / Homo antecessor.
b. The remains found in Atapuerca, Spain, belong to Australopithecus / Homo antecessor / Homo habilis.
c. The people who discovered fire were Australopithecus / Homo habilis / Homo erectus.
d. The first people to use language were probably Homo habilis / Homo erectus / Neanderthals.
e. The tooth found at Atapuerca is 1,500 years old / 1.2 billion years old / 1.2 million years old.
f. The object Excalibur found at Atapuerca is probably a funeral offering / decoration for a house /
a tool for cutting things.
g. People of the Palaeolithic Age spent most of their time dancing and singing / growing crops /
hunting and gathering.
h. The reason for the extinction of mammoths is not known / was due to climate change /
was due to intensive hunting.
i. Cave painters gave volume to their paintings by using animal hair / using the relief surfaces of caves /
giving them a ritual meaning.
j. Cave painters used mainly black paint / mixed different colours using minerals / used stone implements
to carve pictures.
3 Answer these questions in your notebook.
4 Draw arrows and match the megalithic monuments with their description.
a. Menhirs
b. Dolmens
c. Stone circles
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ACTIVITY SHEET 33
RESOURCE PAGE
TIMELINE OF MESOPOTAMIA
NAME:
CLASS:
DATE:
3,000 BC
PERIOD
EMPIRE
EMPIRE
EMPIRE
EMPIRE
539 BC
116
CONQUEST
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ACTIVITY SHEET 34
REINFORCEMENT
RIVER CIVILIZATIONS
NAME:
CLASS:
DATE:
Mesopotamia
a. An early law code: Code of (BIMMARUHA)
b. High priests ruled in this period: (NIAREMUS)
c. These people were owned by the aristocracy: (VESLAS)
d. This was the name of their moon god: (ANANN)
e. This construction is described as a staircase between heaven and Earth: (TARZUGIG)
Egypt
f. Today we can see treasures from the tomb of this young king: (NEMANKTHATU)
g. These were the people in charge of official documents: (BERISCS)
h. Dead bodies, or mummies, were put inside this: (SHUGRASPOCA)
i. These were the biggest tombs: (MARYDIPS)
j. A form of writing which uses symbols and pictures: (PICSHOHEGRILY)
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PYRAMIDS
NAME:
CLASS:
DATE:
1 The pyramids
The pyramids are the most famous monuments of the civilization of Ancient Egypt.
Find out more about them. Go to the webpage www.ancientegypt.co.uk and look at the section on pyramids.
Make a list of the main pyramids, their location and the date of their construction.
Pyramid of
Location
Date of construction
2 Analyse how the appearance of pyramids changed, from the stepped pyramid of Djoser (Zoser)
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EARLY CIVILIZATIONS
NAME:
CLASS:
14
DATE:
/ 26
a. As villages grew into towns, writing was a way of storing information about
and
surrounded
land.
, led the
important posts in
2 Ancient Mesopotamia.
Neo-Babylonian Empire
Persian conquest
Akkadian Empire
Assyrian Empire
Sumerian period
4 Look at the wordsearch and find eight words connected with Ancient Egypt.
P
O
P
H
A
R
A
O
H
A
G
B
Y
S
S
X
Z
C
P
P
S
P
H
I
N
X
M
Y
Y
R
O
D
F
C
V
A
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G
F
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S
B
S
U
A
T
E
M
P
L
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T
S
M
S
U
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G
W
N
A
D
I
Q
M
U
M
M
Y
B
U
D
M
L
K
P
M
E
A
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ACTIVITY SHEET 37
RESOURCE PAGE
NAME:
CLASS:
DATE:
800 BC
750 BC
PERIOD
This is a period of
550 BC
499 BC
480 BC
The
War
431 BC
404 BC
PERIOD
334 BC
323 BC
AGE
120
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ACTIVITY SHEET 38
REINFORCEMENT
ANCIENT GREECE
NAME:
CLASS:
DATE:
M________
Troy
B_____
P________
ASIA
A
M____
Ephesus
SAMOS
Mycenae
______
A_____
S__
P___________
______
RHODES
Green
C____
Knossos
Border of the
Greek territories
_____________
City
S__
Hellenistic Age
Classical period
Archaic period
Minoan civilization
Mycenaean civilization
Dark Age
aristoi
poleis
acropolis
democratic
colonies
.
government.
d. Athens is an example of
e. The word
aristocratic
government.
means city at the top.
f. Between the 8th and 6th centuries BC, the Greeks founded many
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ACTIVITY SHEET 39
GREEK POTTERY
NAME:
CLASS:
DATE:
amphora
krater
kylix
pyxis
2 Investigate.
c. Period.
Which period do you think the vase is from? Why?
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ACTIVITY SHEET 40
GREEK CULTURE
NAME:
CLASS:
1 Listen and complete the text with the words in the box.
philosophers
science
logic
DATE:
29
sports
seven
scientists
illiterate
polis
myths
Greek culture
Ancient civilizations used (a)
why the Greeks are considered to be the fathers of philosophy and (c)
The three greatest Greek (d)
Education was very important. In Athens, boys started schooling at the age of (f)
They learned to read and write, and some mathematics. They also had classes in ethics, learned about
traditions and customs and practised (g)
of eighteen to twenty. Then they were considered adults and citizens of the (h)
Girls did not go to school and so most women were (i)
.
. Only a few wealthy women
Look at the wordsearch and find eight words connected with Greek architecture.
P
D
Q
C
A
P
I
T
A
L
E
E
W
Z
R
D
W
K
L
P
D
G
R
X
C
O
L
U
M
N
I
A
T
C
H
F
E
Y
Z
C
M
N
Y
V
I
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T
R
D
O
E
B
M
E
T
O
P
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R
R
N
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B
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G
Q
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T
N
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3 Who were they? Match the names with the descriptions. Draw arrows.
a. Cyclopes
b. Sophocles
c. Agamemnon
e. Ulysses
f. Pericles
6. a famous person who built a huge empire for Greece in the 4th century
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RESOURCE PAGE
NAME:
CLASS:
DATE:
_ RI
V
ARABIAN
DESERT
ER
on
ASIA
Eu
us
xinus
ORIENS
_
N _
_ VER
I
M _ _ _
N _ _ _ _ _ _
Empire
Blue
Red
Limes (frontiers)
Monarchy
Republic
Green
H _ _ _ _ _ _ _
O _ _ _ _
A _ _ _ _ _ _ _
G____ _
B _ _ _ _ _ _ _ _
124
ROMAN EMPIRE
SAHARA DESERT
AFRICA
RI
VE
Tyrrhenian
Sea
MOESIA
R___
D_ _ _
GERMANIA
ITALIA
PANNONIA
RIVER
THRACIA
_ _
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ACTIVITY SHEET 42
REINFORCEMENT
ANCIENT ROME
NAME:
CLASS:
DATE:
27 BC
Republic
800 BC
600 BC
I AD
509 BC
400 BC
476 AD
Monarchy
Empire
753 BC
200 BC
200
400
Read the sentences and write True (T) or False (F). Correct the false sentences.
a. Romulus was the first king of Rome.
b. The kings were chosen by all the people.
c. The Romans fought against the Etruscans.
d. The last Etruscan king was Caesar.
e. There were six main institutions in the Roman Republic.
f. The senate was less important than the comitias and the magistratus.
g. During the Republic, society was divided into patricians and plebeians.
h. By the 4th century BC, plebeians could be magistrates and senators.
i. During the Punic Wars, Rome fought against Cartagena in Spain.
j. Julius Caesar was assassinated by supporters of the Republic.
3 The decline and fall of the Roman Empire. Number the sentences in chronological order.
a. After the emperor Theodosius died in 395, the empire was divided into two.
b. Trade collapsed, and the cities were attacked by tribes.
c. Germanic tribes invaded from the north and the Persians attacked from the east.
d. The crisis of the Roman Empire began in the 3rd century.
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ACTIVITY SHEET 43
NAME:
CLASS:
DATE:
Ri
er
Rhine
Treveri
GALLIA
Lyon
ATLANTIC
OCEAN
VIENNENSIS
Marseille
The year is 50 BC. Gaul is entirely occupied by the Romans. Well not entirely. One small village
of indomitable Gauls continues to resist the invaders. And life is not easy for the Roman legionaries
at the fortified camps of Barbaorum, Aquarium, Laudanum and Petibonum.
Asterix is our hero, a brave, astute little warrior. All dangerous missions are immediately given to him.
Asterix gets his superhuman strength from a magic potion made by the druid Panoramix.
Obelix is Asterixs inseparable friend. He works as a menhir delivery man and is addicted to wild
boar and fighting. He is always ready to drop everything and join Asterix in a new adventure.
He is usually accompanied by his dog Idefix, a canine ecologist who barks in protest when a tree is cut down.
At this time, there were two types of Gaul, those who accepted the domination of the Roman
invaders and imitated their customs and speech, and those who resisted domination at any cost.
Clearly, Asterix and Obelix do not belong to the first group.
a. Write the names of the characters below the drawings.
b. Who were the Gauls? Where did they live?
c. Which period in Roman history is described?
d. How far did Roman domination extend at this time? Name three or more provinces.
e. Who were the Roman legionaries? Why was life difficult for them?
f. Did everyone adopt Roman customs? Why?
g. How would you describe Asterix and Obelix?
2 A letter from abroad.
Imagine you are a soldier from Rome based at a camp on Hadrians Wall in the north of England.
What is the weather like? What do you do all day? Are the native people friendly? What do you miss?
In your notebook, write a letter to your family. Describe your life and how you feel.
Ask them to send you the things you need.
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ROMAN SOCIETY
NAME:
CLASS:
16
DATE:
/ 30
In the first centuries of its history, Rome was governed by a king. This king was chosen by the most
important families in the city, the (a)
the (b)
the (d)
defeated them. In 509 BC, a rebellion dethroned Lucius Tarquinus Superbus (Tarquin
the (e)
After the expulsion of the Etruscans, a new form of government was established, a Republic.
There were (f)
these were assemblies where Roman citizens met to vote for laws and elect magistrates.
The (h)
They were elected for a year. The highest magistrates were two (i)
controlled political life and the army. The (j)
who
: this was the most important
institution. It established the laws, directed foreign policy and gave instructions to magistrates.
2 Roman society. Complete the diagram.
ROMAN SOCIETY
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Essential Geography and History, Teachers Resource Pack 1 is a collective work, conceived,
designed and created by the Secondary Education department at Santillana, under the supervision
of ENRIQUE JUAN REDAL, TERESA GRENCE RUIZ and MICHELE C. GUERRINI
Contributing authors: Jos M. Caballero Martnez, Jess Diguez Nanclares, Teresa Grence Ruiz,
Javier Iniesta Ayerra, Ana Llinares Garca, Daniel Maras Martnez, Pilar Moralejo Mateos,
Antonia Perales lvarez, Lesley Thompson, Mady Musiol and Javier Santa-Isabel Hernndez
Consultants: Sophie Gonick, Jane Kilner, Elena Mara Martn Monje and Jeannette West
Language consultant: Ana Llinares Garca (Professor at the Autnoma University, Madrid)
Editors: Martin Minchom, Kirsten Ruiz-McOmish and Sheila Klaiber
Powerpoints and webquests: Isabel Prez Torres, Marcos Kroeger, Concepcin Fernndez,
Javier Snchez Claramonte and Jeannette West
Web tasks: Javier Santa-Isabel Hernndez
Art director: Jos Crespo
Design coordinator: Rosa Marn
Design Team:
Cover: Martn Len-Barreto
Interior: Manuel Garca
Coordinator, design development: Javier Tejeda
Design development: Jos Luis Garca and Ral de Andrs
Technical director: ngel Garca Encinar
Technical coordinator: Marisa Valbuena
Layout: Leticia Fernndez and Javier Pulido
Artwork coordinator: Carlos Aguilera
Cartography: Jos Luis Gil, Beln Hernndez, Jos Manuel Solano and Francisco Javier Fernndez
Research and photographic selection: Amparo Rodrguez and Kirsten Ruiz-McOmish
Photographs: LES EDITIONS ALBERT RENE / GOSCINNY-UDERZO / EL REGALO DEL CESAR / EDITORIAL GRIJALBO-DARGAUD;
F. Ontan; GARCA-PELAYO/Juancho; J. C. Muoz; J. V. Resino; Krauel; Michele di Piccione; ORONOZ; R. Manent; R. Toln;
BRAVO PRESS; COVER/SYGMA/Michel Setboun; EFE; HIGHRES PRESS STOCK; PHOTODISC; J. L. Ferrer; MATTON-BILD;
MUSEO ARQUEOLGICO DEL ANTIGUO CORINTO, GRECIA; SERIDEC PHOTOIMAGENES CD; THE METROPOLITAN MUSEUM
OF ART, NEW YORK; ARCHIVO SANTILLANA
The publishers would like to express their gratitude to the following teachers for their insightful comments
and useful suggestions throughout the preparation of Essential Geography and History :
Carlos lvarez Santos (Liceo Zuloaga); Elaine Blaus (British School of Alicante); Cristina Delgado Vico;
Carlos Dez Hernando; Julin Gonzlez Fraile; Mara Gonzlez Sanz (Colegio B. V. Mara, IBVM);
M. Antonia Hervada Bermdez de Castro; David Hinojar San Romn; Irena Jaroszynska (IES Ciudad de Jan);
Jos Ramn Noya (Liceo Zuloaga); Juan Carlos Ocaa Aybar; Elena del Pozo; Eli Sagasta (Viator School);
Maureen Vidal Gafford.
Richmond Publishing
26-28 Hammersmith Grove
London W6 7BA
United Kingdom
PRINTED IN SPAIN
Printed in Spain
ISBN: 978-84-294-0687-0
CP: 843146
D.L.: