Teacher'S Resource Pack

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TEACHERS
RESOURCE PACK
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Contents
INTRODUCTION
Students Book........................................................................................................
Teachers Resource Pack.......................................................................................... 11

Values and key competences .................................................................................. 17
Teaching and learning in a foreign language ........................................................... 20
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
REINFORCEMENT, EXTENSION AND ASSESSMENT

1 Maps ................................................................................................................ 84
2 Relief ................................................................................................................ 88
3 Water ................................................................................................................ 92
4 Weather and climate.......................................................................................... 96
5 World landscapes ............................................................................................. 100
6 The continents ................................................................................................. 104
7 Europe and Spain ............................................................................................. 108
8 Prehistory ......................................................................................................... 112
9 Early civilizations ............................................................................................. 116
10 Ancient Greece ................................................................................................. 120
11 Ancient Rome .................................................................................................. 124
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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
There are seven Geography

units which have between
8 and 10 pages each:
160
60
The units
80
FALKLAND
ISLANDS
TIERRA DEL FUEGO
Cape Horn
60
40
60
Each unit is organised in the same way:

A photo on the introductory page helps to elicit prior knowledge. The content
and language objectives of the unit are also presented there.
Key questions at the beginning of each section frame the clear, illustrated
presentation of content. Short activities are interspersed throughout
the units.
There are round-up activities at the end of each unit, usually in two-page
spreads.
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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.
Observe and think

Read the questions aloud, then ask students to work in groups
or pairs to answer them: Work in pairs to answer the questions.
Encourage them to share and compare their responses: Lets share
information for the first question. Do you remember anything about ...
from previous courses?
Add the vocabulary students contribute to the word map.
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
Read the headings and

examples aloud. Return
to this section as you
progress through the unit
and ask students if they can
provide more examples:
Can you make other
sentences like these?
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
Turn to the grammar

section at the end of the
book and show them
how the key language is
summarized and more
examples are provided.
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:
The Earth is sphe

rical.
Expressing abil
ities:
The arrow enab

les us to establish
orientation.
Horizontal lines
enable us to iden
tify
6
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.
UNIT DEVELOPMENT PAGES

The content of the unit is divided into sections and the units contain
between 4 and 10 sections. (Some sections also include sub-sections
which are given separate headings.)
Each section begins with a numbered question which contains key words
that focus attention on the answer to follow. The answer is then developed
in short paragraphs which use the key language of the unit. Highly effective
illustrations accompany the text, and key vocabulary is highlighted in bold
type to aid comprehension.
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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Focus on key vocabulary: draw attention to key vocabulary and tell

students to refer to the Glossary on pages 149-151. The Glossary
is a basic tool which can be completed with translations to L1.
However, the Vocabulary Organizer, provided in this Teachers Book,
allows students to work on vocabulary in more depth. They can write
simple definitions or find associations. The Vocabulary Organizer allows
for more flexibility in the choice of key vocabulary according to the level
of the student and the class.
Focus on key language: Before going into the geographical or historical
content of the page, ask: Can you find any examples of the key unit
language here? Students refer back to the introductory page to refresh
their memory and scan the text again to find suitable examples.
They identify them, copy the functions in their notebooks and
colour-code both the functions and the grammar points to improve
recall, for example:
Describing things: The Earth is spherical.
Expressing abilities: The arrow enables us to
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?
Students can be asked

to summarize the text
orally or in writing
especially if it describes
a process or transmits
an opinion.
They can also read the
text again and write down
key facts in note form,
for example: three types
of maps: physical, political,
thematic
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.
6. Who were the pharaohs?
5. Why was the Nile crucial to Ancient Egypt?

30
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 serpent was

the symbol for
Lower Egypt.
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
The vulture was

the symbol for
Upper Egypt.
25
Edfu
25
High areas
The origins of Ancient Egypt date back

to about 3,100 BC, when King Menna united
all the territories along the River Nile.
Egyptian civilization lasted about three thousand
years. Egypt was conquered by the Romans
in the first century BC.
Egyptians called their king a pharaoh.
The pharaoh was all-powerful. He passed laws,
ruled the country, owned most of the land,
controlled trade and led the armies.
Egyptians believed that the pharaohs were gods.
Nobody could look at the pharaoh in the eye
or touch his body. They also believed that the
pharaohs had magical powers. For example,
they thought that pharaohs could make the
waters of the Nile rise.
35
Anci ent Egy p t
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
Focus attention on the caption and

read it aloud, then help students reword
the information: This photo shows
a globe. Read the labels that flag the
different parts of the illustration
and make sure students know how
to pronounce all the words. Point out
that this useful vocabulary should
be added to their Vocabulary Organizer.
The River Nile was also the main means

of communication. Sailing ships transported
people and goods along the river.
Egyptian civilization would not have existed
without the Nile. Egyptians knew how important
it was: they had a god which represented the river.
Sacred beetle
103
After using this approach several times

at the beginning of the course, ask
students to follow the same procedure
when working in pairs or groups.
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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:
Global comprehension activities

These include questions to help students clarify concepts, compare elements by
describing similarities and differences, draw inferences from known facts or use
logic to solve problems. These questions require a certain degree of linguistic
competence, and students should be encouraged to consult the Key language
boxes in each unit and at the end of the book.
Activities based on illustrations

These involve observing or producing a drawing, a diagram, a graph or
a chart in order to complete the given task. Remind students that clear,
uncluttered pages and neat labelling are essential, and spelling should
always be double-checked. Peer correction is a useful technique here,
as mistakes often go undetected by those who make them.
Activities based on research

These aim to help develop research skills and skill in collecting, selecting and
presenting information gathered from different sources such as encyclopedias,
books, specialised publications and the Internet. Students can be asked to work
in groups, especially to do the Web task, which is highlighted with a CD symbol.
Encourage them to create multi-media presentations which they then show
to the rest of the class.
Activities based on artistic expression

These involve creating something which will help students to appreciate a
particular fact or concept. They include making a plasticine model of the Earths
structure (Geography, Unit 2) and imitating cave painting (History, Unit 8).
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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Teachers Resource Pack

STUDENT LANGUAGE GUIDANCE
In recognition of the fact that Geography and History are being taught
in English (and English through Geography and History), this section,
on pages 22-28 of this Teachers Book, provides language models which
you can use to help your students. It provides suggestions for language
used in oral discussion, and gives guidance for written expression.
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.
11
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REVISION, EXTENSION AND ASSESSMENT WORKSHEETS

There are four worksheets per unit:
Worksheet 1: Resource page. These are blank maps or very simple
diagrams which allow students to revise key concepts or language.
Worksheet 2: Revision. Simple exercises recycle and revise
the language and the contents of the unit.
Worksheet 3: Revision and extension.
Worksheet 4: Check your progress. A variety of activities, such
as completing tables or answering questions, are used to test the
students progress. Listening activities are taken from the Students CD
(These tracks are also on the Teachers recording.). The answers are
provided on the Class CD.
30
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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The Webquests in Essential Geography and History

There are three webquests, linked to the contents of the Students Book.
They have been designed as an alternative, less conventional way
of studying particular aspects of the syllabus.
1. The continents. Groups of three explorers explore different
continents as a group and individually. Then they meet and choose
which continent to visit. Emphasis should be placed on the main
physical features of each continent.
2. Ancient Egypt. The students form groups of four. Each person
investigates a different role: pharaoh, priest, scribe or peasant.
Through these characters, the students study the most
important features of Ancient Egypt. Each character provides
the pretext for investigation of a particular aspect, but they all
have two topics in common: the periods of Egyptian history
and the power of the pharaoh.
3. Roman Pompeii. Students do research on the Roman Empire,
Pompeii and volcanoes. Then they prepare a script for a film on the
Last Days of Pompeii.
EXPLOITING THE WEBQUESTS

Before starting
Give a short introduction. Explain the different sections and talk about
the general organisation of the Webquest: the topic, group formation
and the role of each member, the time they have to do the task
and the final outcome. It is important for all students to understand
the objective of the Webquest. If necessary, they can write down the
purpose of the task so they can refer to it.
Focus the students attention on the task and awaken their interest
in the subject. For example, you could read an extract from a relevant
book or show a scene from a film.
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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.
Communicating the information

Tell students that they should express their main ideas clearly.
Explain that they should keep in mind their audience and the
format they are supposed to use.
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Values and key competences

VALUES
Transversal themes make a significant contribution to the acquisition
of moral and social values. They help students to build up their own
system of values, develop their critical abilities and take the initiative
in changing and improving their world.
The study of Geography and History is an appropriate context in which to
help students reflect on issues related to the environment and to society.
In Essential Geography and History 1, the topics presented for discussion
include the effects of human activity on the landscape, predictions about
global warming and climate change, the effects of climate on the economy
and our way of life, the factors involved in human survival, and the
importance of artifacts and archeological remains in learning about the past.
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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Key competences in the ESO curriculum

Key competences integrate formal and informal learning experiences.
They allow students to use their skills in widely differing contexts.
They help clarify objectives, content and assessment criteria
in all fields.
Each area can contribute to the development of key competences
which are then applied in other areas or subjects.
The key competences

The following key competences are considered essential and should
be developed in all the subjects of the curriculum:
Competence in linguistic
communication
The use of language as a tool for oral and written

communication.
Mathematical competence
The ability to use numbers, perform basic operations,

and understand the symbols and forms of
mathematical reasoning.
Knowledge and interaction

with the physical world
The ability to interact with the physical world, and apply

a scientific approach to explain its phenomena.
Processing information
and digital competence
The ability to find, obtain, process and transmit

information using traditional and modern technologies.
Social competence
and citizenship
The ability to understand the social reality in which

we live and the desire to contribute to its improvement.
Cultural and artistic

competence
The appreciation of cultural and artistic manifestations

through the ages and in different cultures.
Competence in
learning to learn
The ability to plan courses of action and set oneself

goals in order to develop efficiency and autonomy
during a lifelong learning process.
Autonomy and personal

initiative
The ability to imagine, develop and evaluate individual

or collective projects creatively, self-confidently and
critically.
The contribution of Essential Geography and History

Linguistic communication. This key competence figures prominently
on every page of Essential Geography and History. It includes the use
of formal terminology and the ability to use it with precision in both oral
and written work.
Mathematical competence. Mathematical competence enables
students to elaborate mathematical models and solve problems
(such as the climate graphs in Chapter 5).
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Knowledge and interaction with the physical world. Knowledge

of the physical world figures prominently in many units, such as
Unit 3 (Water), Unit 4 (Weather and climate), or Unit 5 (World
landscapes). Students are directed towards strategies which help
them to learn how to define and solve problems, design small inquiries,
work out solutions, analyse results and communicate them. Knowledge
of ones own body and caring for ones health are also crucial in the
acquisition of this competence, as are the interrelations of people
and their environment.
Digital competence: using new technologies.The ability to select
and use information found in digital media involves using text
processing (copying, pasting, inserting images) and surfing the
Internet. In Essential Geography and History, Internet-based activities
feature in the Webquests, the web tasks and numerous Investigate
activities. This competence also allows students to become familiar
with the different codes and formats of scientific language (numerical
and geometrical models, graphic representations, statistics, chemical
symbols, etc.)
Social competence and citizenship. This competence helps develop
group cooperation, solidarity and satisfaction at completing given tasks.
A fundamental dimension of citizen culture is aimed at sensitizing
citizens to the grave dangers faced by our environment while allowing
them to form opinions based on solid data. Citizenship also involves
tolerance and sensitivity to different cultures. There are many examples
of this competence in Essential Geography and History. For example,
students learn about the impact of natural disasters (page 31),
or investigate other cultures (page 56).
Cultural and artistic competence. This area deals with the ability
to produce accurate and elegant models to represent scientific
facts and results. It also highlights the development of humanitys
cultural and artistic patrimony. This competence is especially
present in Units 8-11. A good example is an activity in Unit 8:
Paint like a caveman!
Learning to learn. The acquisition of this competence
is based on the instrumental character of a great deal of technical
knowledge. Operating with theoretical models helps students develop
imagination, powers of analysis and observation skills, creativity
and a critical attitude. All of which fosters autonomous learning.
Personal initiative. The study of Geography and History requires
autonomy and initiative. Students permanently need to elect their
resources, plan their methodology, solve problems, manage their
resources and revise their results.
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Teaching and learning

in a foreign language
By Professor Ana Llinares Garca (the Autnoma University, Madrid)
Learning a specific discipline is tightly linked to learning the language

of that discipline. The term commonly used in Europe to refer to the
teaching and learning situation where a subject is taught in a foreign
language is Content and Language Integrated Learning (CLIL). This term
represents very well the aforementioned idea of the integration of content
and language. In this scenario, it is necessary for teachers to become
aware of the specific language demands of their discipline. This goes
beyond identifying grammatical and lexical features. It is important
for teachers to be aware of the different genres that they expect their
students to understand and / or produce.
Genre can be simply defined as the purpose of a text: description,
explanation, reporting facts, reporting events, etc. Each genre has specific
linguistic features that characterise it. For example, the present tense is
generally used for reporting of facts, and connectors such as Finally and
However are used to introduce arguments. It is probably not the content
teachers role to worry about whether the students will be using the present
perfect or the conditionals in the Geography and History class. This is rather
the task of the language teacher. However, content teachers should reflect
upon whether their students are expected to write a report of facts or
understand a historical explanation or run an oral discussion on a historical
event. This obviously implies making the students aware of the language
needed for each particular genre and each particular task. Thus explaining
events, for example, will require the use of grammatical words such
as because or consequently.
In the specific subject of Geography and History, the most common
genres are the report (to provide accurate and relevant information)
and the explanation (to explain how and why processes occur in our
social and physical worlds). In the case of History, other common genres
are the historical recount (to relate chronologically a series of past events
in order to inform), the historical account (to account for why events
occurred during a particular time in history) and the historical argument
(where historical events are interpreted).
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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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Student language guidance

UNIT 1: MAPS
many (important / interesting / historic) places to visit.

We chose to visit
and
. We are
going to tell you about
.
Page 7
Activity 1:
Activity 3:
Does sunlight enter your classroom in the morning

or in the afternoon? What does this show about the
position of your school? What direction does the
entrance face?
Visit the website www.viamichelin.com. Choose one

section of your itinerary.
Language for oral discussion:

Sunlight enters my
This shows that the entrance faces because, in the
(morning / evening), the Sun rises in the (east / west).
Page 9
Language for making comparisons:

The distance from to is (number) mm on the
map.
This corresponds to (number) kilometres.
The distance by road is (number) kilometres.
The distance by road is (number) kilometres longer
than the distance in a straight line.
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
ESSENTIAL GEOGRAPHY AND HISTORY 1 PHOTOCOPIABLE MATERIAL 2008 Richmond Publishing / Santillana Educacin, S.L.
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Page 27
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?
When ice caps melt
If large numbers of ice caps melt,
There are several possible consequences:
Some animals will have to
Glaciers will
Sea levels around the world will
(Area) of land, especially along Arctic coastlines, will be

covered by water.
Language for a written report:
Structure your argument.
First,
Main ideas / discussion
In conclusion,
Page 31
Activity 2:
You are a reporter!
Language for writing a newspaper article /
an eyewitness account:
1. Answer these questions:
What happened? Hurricane Katrina hit
Where?
When? (on / days ago)
What were the consequences?
Describe the effects of the hurricane and the
damage done:
New Orleans is now
Thousands of people are
Many are without
The Superdome is being used to
Describe relief efforts to help those affected by the
resulting floods:
Shelters have been
Emergency food has been
The Red Cross has
Include a quote from one of the survivors. (Name),
one of the survivors, asked, ?
2. Decide on a title. For example:
Very short and written in large letters: Disaster!
Longer, more informative text: Katrina leaves
thousands homeless
3. Write the article. Select and organise the
information.
Follow the order in part 1 above.
Illustrate your article with photos and / or drawings.
UNIT 4: WEATHER AND CLIMATE

Page 44
Activity 2:
What is the thermal equator?
Language for describing:
The thermal equator is similar to the geographical
equator, but not exactly the same and
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The thermal equator is like a line which connects

The thermal equator changes with
It is in the hemisphere where it is (season).
UNIT 5: WORLD LANDSCAPES

Page 51
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.
(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
Identify one native people from the Amazon and

another from the African Savannah. Look for
information and compare their lifestyles.
Activity 1b:
Language for reporting facts and making comparisons:

Answer these questions:
Where do they live?
What do they eat?
What kind of housing do they have?
What language / languages do they speak?
What do they look like?
How do they dress?
Are they isolated or in contact with other
civilizations?
What is the biggest difference between these two
peoples?
Investigate and do an interview. Write questions you

would ask to interview these people.
Language for holding an interview:
1. Where do you live?
2. What are your houses like?
3. What language(s) do you speak?
4. What do you eat?
5. How do your people make their living?
6. What is the origin of your people?
7. How is your life different from the life of your
ancestors?
Page 57
Activity 2a:
Page 53
Why do people want to visit alpine regions?
Activity 1:

People visit alpine regions because there are where
they can
The temperatures are in summer, and it often in
winter.
Identify the positive and negative effects of tourism

in Mediterranean regions.
Some positive effects:
Social:
The population has
There are more schools, libraries,
Economic:
There are more job opportunities, for example,
There are more services, such as
There are more shops and
Some negative effects:
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
No, I wouldnt because it is

No, I wouldnt because I would have to
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Page 59
UNIT 7: EUROPE AND SPAIN
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
UNIT 6: THE CONTINENTS

Page 61
Activity 2:
Find out more about Antarctica.
Antarctica covers an area of (number) km2.
It has the highest elevation of
It is also the continent.
Photographs of the surface show
No human beings live there.
Antarcticas ecosystem is very delicate.
Some plants, for example survive.
A few animals also live in Antarctica. For example,
there are
Page 65
Activity 2:
How did the Dead Sea gets its name? Why is it
salty?
The Dead Sea got its name because
The Dead Sea is so salty because it has
Page 70
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:
Scientists are not sure why this happened. Perhaps

Even today many species are becoming extinct every
year mainly because of changes in ecosystems.
Humans are killing animals, burning forests,
Write a short description of how people lived in

Ancient Egypt.
Investigate. Find out about the caves at Gargas in

France or El Castillo in Puente Viesgo, Spain.

In Ancient Egypt, people lived in houses which were
made of
They ate
They wore
Most of them worked as
Their favourite sports were
They also enjoyed
Language for expressing a possibility:
Page 106
There are several possible meanings of the hand prints

found in the caves at Gargas.
Activity 2:
Page 89
Activity 2:
They may show amputations or they may show

Perhaps the young people whose hands are shown
were
Page 94
Activity 1:
Investigate. Look for information about the menhirs of
Carnac or the dolmen of Menga.
Language for writing a description:
The menhirs of Carnac are
There are dolmens and
Each stone weighs from to
They were probably erected around the year
Archaeologists believe that
UNIT 9: EARLY CIVILIZATIONS

Page 101
Activity 2:
Investigate and discuss. What are the main
differences between the first Mesopotamian schools
and schools nowadays.
Language for describing differences:
Students in Mesopotamian schools learned
Students today learn
Mesopotamian students had to use hundreds of signs.
Today our alphabet is
They wrote on and they copied
We write on
Probably the students sat on
We sit
26
Investigate. Find some more information about

mummification in Egypt. Write a short description.
Language for reporting a process:
The process of mummification has two stages:
The embalming begins when the body is washed and
The organs, including the brain but not the heart, are
Then the body is covered with and stuffed with
Next, the wrapping begins. Strips of
Finally, a board of painted wood is placed on top.
The mummy is ready for burial.
Page 109
Activity 4:
Investigate: women in Ancient Egypt.
Egyptian women had
They enjoyed
Hatshepsut, the daughter of a king, is a good example.
She was Egypts
She reigned from
Her outstanding funerary temple is at
UNIT 10: ANCIENT GREECE

Page 111
Activity 2:
Investigate. Find information about the following:
Minoan civilization, Mycenaean civilization, the
legend of the Minotaur.
The
civilization was on the island of
This civilization flourished from
Then the
civilization became dominant.
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The most famous Minoan buildings are their
UNIT 11: ANCIENT ROME
These buildings had

The Mycenaeans buried their nobility in
Page 126
The Minotaur is a creature of Greek
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:
Investigate. The tribune of the plebeians was an

institution which tried to stop tensions between
patricians and plebeians.
The tribune of the plebeians was powerful because
The members could
They also had to
The tribune of the plebeians was usually
However, in the second century,
Greek pots were often decorated with

They can tell us about agriculture / children / religion /
education /
Page 127
For example, on one side of a pot we can see men

ploughing and
Investigate. Find information about one of the

following warriors: Viriatus or Hannibal.
We can also see
Language for reporting facts / writing about a person:

(Hannibal) is considered to be one of the
He was born
His most famous achievement was
He was victorious
Page 120
Activity 1:
Investigate. Choose two gods or goddesses and find
out more information about them.
was the god of

He could
He was associated with
The ancient Greeks believed
was the goddess of
She could
She was associated with
The ancient Greeks believed
Page 123
Activity 5b:
Choose one person from the table. Investigate his
influence on the development of his discipline.
Language for reporting facts / writing about people:
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.
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.
27
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There were many places where they could be

entertained, for example,
Page 132
Activity 1:
Write a letter. Imagine that you come from a small
city and you are visiting Rome in the time of the
emperors. Write a letter to your family about the
wonderful places you have seen.
Language for writing a letter:
Dear family,
This city is amazing! I have seen such wonderful
places, for example,
As you see, I will have many interesting things to tell
you about when I return home.
Love,
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
29
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Students Book answer key

LEARNING TO LEARN
Page 3
A: 2. B: 1. C: 11. D: 4. E: 5. F: 8. G: 7. H: 6. I: 9. J: 3. K: 10.
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.
1. a. countries map B. b. rivers map C. c. precipitation

map A. d. relief map C. e. capital cities and boundaries
map B.
Map A is thematic. It gives information about annual
precipitation around the world. Map B is political. It shows
countries and cities and boundaries. Map C is a physical
map. It shows the relief of the Earth.
2. a. Colours and lines are used on map A. b. The colour
changes to show varying amounts of precipitation.
For example, when an area is dark green that means
it receives more than 3,000 mm of rain per year.
c. The average precipitation of Spain varies. In the west,
it is between 1,000 and 3,000 mm. In the centre,
it is between 500 and 1,000 mm. In the east, it is between
250 and 500 mm. d. The average precipitation in
Antarctica is fewer than 250 mm. e. Yes, it rains a lot
near the equator.
3. Model answer: There are maps that show ocean currents,
altitude, and tectonic plates.
Page 11
1. Coordinates:
Latitude
Longitude
London
51 N
EUROPE AND SPAIN: Mountain chains in Europe: the

Pyrenees, the Alps, the Balkans, the Kjolen; Mountain
chains in Spain: Central Mountain Chain, Cantabrian
Range, Sierra Morena, Betic Chain ; Watersheds
in Spain: Atlantic, Cantabrian, Mediterranean.
Rio de Janeiro
21 S
38 W
Rome
41 N
12 E
Quito
78 W
Tokyo
38 N
140 E
PREHISTORY: The paintings in the Altamira caves depict

animals; They have different colours; They are realistic
The tools they used were made of stone to hunt and cut
meat.
Kinshasa
4 S
15 E
32 S
150 E
WORLD LANDSCAPES: Mediterranean, oceanic,

continental, polar, equatorial, desert
EARLY CIVILIZATIONS: The pyramids were big tombs for

the pharaohs The pharaohs were the kings of Ancient
Egypt and
ANCIENT GREECE: The Parthenon is a temple that was
built in the 5th century BC, in Athens. Alexander the Great
was the Macedonian conqueror of Greek territories; Hades,
Zeus, Demeter, Athena, Apollo, Aphrodite
ANCIENT ROME: Important Roman cities on the Iberian
Peninsula: Zaragoza, Cartagena, Mrida, Gades (Cdiz);
The most important buildings were the theatre, the curia,
the capitol, the basilica; Augustus, Claudius, Vespasian,
Trajan
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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2. b. Model answer: Edinburgh is a World Heritage Site. It

has five national art museums including the Museum of
Scotland. You can also visit the Edinburgh castle and go
to the beach. The Edinburgh Festival, which is held every
August, is very famous.
3. Model answer: The driving distance from Paris to
Luxembourg is 376 km and 270 km if you go in a straight
line.
4. a. Model answer: When people wanted to be the first to
start the 21st century, they went to Australia. b. Model
answer: Phileas Fogg won his bet in Around the World in
Eighty Days, because he travelled west. In that way he
lost hours because of the different time zones.
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
3. Model answer: No, I dont think continental drift has

finished. Maybe Africa will become completely separated
from Asia, or California will be separated from the North
American plate.
4. Open answers.
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.
1. a. An area of low land between mountains: valley.

b. Land surrounded by water on all sides except
for one: peninsula. c. The name given to a group
of islands: archipelago. d. A steep rock formation
on the coast: cliff.
2. Graph: salt water 97 %; fresh water 3 %
Page 19
1. The largest reservoir by surface area is Lake Volta

in Ghana. It is on the White Volta and Black Volta rivers.
1. a. Erosion occurs in the canyons. b. Sediment is

deposited in the alluvial plains.
Page 27
Page 26
2. Photo A: Water has caused erosion. Photo B: Waves and

currents have caused erosion. Photo C: Wind has caused
erosion.
1. Open answers.
3. a. Model answer: Some human activities have a positive

effect on landscapes. For example, governments have
created national parks to protect the wilderness. b. Model
answer: Other human activities have a negative effect on
landscapes. For example, both cutting down forests and
too much building take away animals habitats. Farming
can cause pesticides to get into the water, which is
harmful for animals.
1. a. It refers to the quantity of salt: salinity. b. They are large

masses of water, similar to rivers, which can be warm
or cold: currents. c. They are caused by the gravitational
forces of the Moon and the Sun acting on the water: tides.
d. Wind produces these undulations on the surface of the
water: waves. e. This product comes from the sea and is
used for cooking: salt.
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
31
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done in warm water. Boating and kayaking can be done at

any time of the year.
2. Open answer.
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.
based on including the River Kagera. At its source, the

altitude of the River Nile is 1,800 m. b. The River Nile
gets to Lake Victoria after approximately 800 km.
c. Bor and Khartoum are located on the Blue Nile.
Atbara is 500 m high. d. The Nile is about 5,200 km
long when it arrives at the Aswan Dam. e. The Nile
passes through Cairo between Aswan and the sea.
This city is the capital of Egypt. f. The Nile flows
into the Mediterranean Sea. g. The River Nile
is 6,671 km.
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
Europe and Africa
Arabian Sea
Indian Ocean
Africa and Asia
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 35
1. Model answer: Today it is cloudy and warm.
2. a. The weather in New York today is very cold. b. If you
live in a hot climate, you need to wear light clothes.
c.You need heating in your home if you live in a cold
climate. d. It is raining again. What awful weather!
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
1. Model answer: Latitude affects temperatures. The highest

latitudes are near the poles, where the Suns rays hit the
Earth obliquely and the temperatures are cold.
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Pages 4445
2.
Climate
zones
Location
Temperature
1. a. Model answer:
Mon.
cold
above Arctic Circle
10 to 20
temperate
Arctic Circle to Tropic of Cancer
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
below Antarctic Circle
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
b. Model answers: It was hotter on Sunday.

It was colder on Monday. It rained on Monday
and Sunday. It did not rain a lot. The pressure did not
change very much. The cloudiest day was Tuesday.
It was cold.
Page 40
2. a. Latitude, altitude and the degree of humidity affect

precipitation. b. It rains more on the coast because seas
are a source of humidity.
Fri.
yes
Cloudy
1. a. Model answer: Precipitation is over 3,000 mm a year

in Cameroon, Panama and New Guinea. b. Model answer:
There is precipitation between 250 and 500 mm a year in
Russia, the United States and Greenland. c. The wettest
part of Spain is in the northwest.
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
3. Model answer: London is near the coast so the ocean

keeps it warmer in the winter and cooler in the summer.
The climate is more temperate than the climate in
Moscow, which is far from the coast.
Wed.
2. Model answer: The thermal equator is an imaginary line

around the Earth that marks the place with the highest
average temperature at each longitude.
3. a. Open answer. b. See Students Book, page 44. c. Model
answer: It is going to be sunny along the coast and in the
south. There will be some fog in the south also. There will
be high winds coming off the land along the northern
coast, and low winds in the southern area. Inland, it will
be partly cloudy in the north, and it will rain in the east.
It will snow further inland in the north-east.
4.
What is it?
What weather
does it cause?
High pressure
The weight of the

air is greater.
dry, stable
weather and
clear skies
Low pressure
The weight of the

air is less.
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.
5. a. The lines represent isobars.

The letter H represents high pressure. The letter
L indicates low pressure.
The jagged lines represent fronts.
The numbers represent atmospheric pressure.
b. In high pressure areas, the weather will be stable
and dry.
In low pressure areas, the weather will be unstable
and rainy.
In areas affected by a front, it will be cloudy and it
may rain.

Pages 4849
1. a. The numbers on the first vertical axis represent
temperature. b. The blue bars represent precipitation.
c. The lowest average temperature in Seville during the
33
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year was 10 C. d. In Seville, there was less than

20 mm of precipitation in July and August.
e. In Amoy, it rained most in June. f. In Amoy,
November, December and January had the lowest
temperatures. g. The average temperature in Amoy
in November, December and January was between
15 C and 20 C.
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
Negative effects of tourism
Social effects:
overcrowding
Economic
effects:
whole
economy
becomes
dependent
on tourism
2. Model answer: The climate in Mediterranean countries is

not exactly the same as the climate in China. In addition,
China is a very large country and there are several
different climates.
Page 51
Page 55
1. Model answer:
Equatorial climate
Tropical climate
Temperatures
hot
hot
Precipitation
abundant
throughout the
year
abundant but only

during the rainy
season
Vegetation
lots of variety
tall grass, shrubs

and trees
b. Model answer: In Aberdeen it rains about 800 mm during

the year. October is the month with the highest rainfall: it
rains 90 mm. March is the month with the lowest rainfall:
55 mm of precipitation on average.
Seasons
little difference
between seasons
two seasons: rainy

and dry
c. Model answer: Aberdeen is in Scotland on the coast of the

North Sea.
Human activity
Most people live

on the coast or on
mountainsides.
Most people live on

the coast or near
rivers.
Page 56
1. a. There are three types of deserts: rocky, stony and

sandy. b. An oasis is a little pond in the desert. Oases are
an important source of drinking water for people living in
deserts and for their animals.
Page 57
2. Model answer: Hot deserts and cold deserts have very

little precipitation. Hot deserts are located near the tropics.
Cold deserts are located in temperate zones. The
temperatures in hot deserts are always very high during
the day. In cold deserts the temperatures are very high
in the summer, but they are very low during the winter.
2. a. Model answer: People like to visit alpine regions

because mountain ranges are beautiful, and hiking and
skiing are enjoyable and healthy activities. b. This creates
tourism. c. Model answer: I would like to work there in the
winter because I love snow and skiing.
3.
Pages 5859
2. Open answers.
Page 52
Deserts
Hot deserts
are found
near the
tropics
34
a. Model answer: Throughout the year, the temperature does

not change very much in Aberdeen. The highest
temperature is about 15 C, and it occurs in July. The
lowest temperature in Aberdeen is about 4 C, and it
occurs in January and February.
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
1. b. Open answers. Model questions: Where do you live?

What is your occupation? What language(s) do you speak?
What do you eat? Have you ever travelled? What is the
origin of your people? How is your life different from the life
of your ancestors?
1. a. Greenland and Russia and parts of Scandinavia have a

polar climate. b. Tibet, Russia, Switzerland and parts of
the United States and of Chile have an alpine climate.
2. b. The temperatures are mild. The hottest months

are March and April. The coldest months are July,
August, October, November and December.
There is barely any difference between the seasons.
The annual rainfall is 1,794 mm. It is abundant. Rainfall
varies somewhat between the seasons. It rains most in
September, October and November. It rains least in January
and February. c. The climate could be oceanic, because of
the abundant rainfall and little change in temperature
throughout the year. d. Model answer: Georgetown, Guyana
has an equatorial hot climate. The temperature stays almost
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exactly the same throughout the year. However, the rainfall

varies greatly: from almost 300 mm per month in the
summer to only 80 mm in the autumn. Kazan, Russia has a
continental climate. The temperatures vary greatly between
the seasons, from 20 C in the winter to 20 C in the
summer. There is not much precipitation, but it rains more
in the summer and the autumn. Flagstaff, USA has a polar
climate. Average temperatures vary from 5 C in the winter
to 20 C in the summer months. There is some precipitation
throughout the year. It rains most in July and August, when
the average is about 70 mm per month.
3. a. rainforest, savannah, desert, steppes and prairies,
Mediterranean forest, deciduous forest, mountain
vegetation, taiga, tundra. b. Model answer: Steppes and
prairies are found in continental climates. Tundra and
taiga are found in polar climates.
Page 65
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.
1. a. In Australia, plains and low plateaus predominate,

although there is a long mountain range called the Great
Dividing Range. It is the only island with two major rivers,
the Murray and the Darling. b. New Zealand and New
Guinea are mountainous. Their rivers are short, and some
of them receive water from glaciers. c. Some islands in the
Pacific Ocean are mountainous and have active volcanoes
(Samoa, Hawaii).
2.
Melanesia
Papua New Guinea, Solomon Islands,

Vanuatu, Fiji
Micronesia
Island of Guam, Palau, Federated States of

Micronesia, Marshall Islands, Nauru
Polynesia
Hawaiian Islands, Kiribati, Tuvalu, Samoa,

Tonga
3.
3. a. Model answer: 20 E: desert, dry tropical, humid

tropical, equatorial, humid tropical, dry tropical, and
oceanic. b. Model answer: 20 E: Libyan Desert, Tibesti
Mountains, Darfur Plateau, Congo Basin, South African
Plateau, Kalahari Desert, and the Drakensberg Mountains.
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
Sri Lanka Indochinese
Oman
South
China
Deccan
Luzon
Persian
Arabian
Iranian
1. a. Yes, there are islands in the Pacific Ocean. b. There are

cold climates in Canada and in Greenland, and along
mountain ranges such as the Rocky Mountains and the
Andes Mountains. There is a cold climate in Patagonia too.
Arabian
35
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c. Temperate climates predominate in most of Canada,

in the eastern part of North America and in the southern
part of South America. d. There are deserts in America
both in the north (Colorado Desert) and in the south
(Atacama Desert). e. In most of Canada the climate
is continental. f. Yes, there is a Mediterranean type of
climate in the north-west and in the south-east of North
America and along the eastern coast of South America in
the Tropic of Capricorn.
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
high mountains / New

Guinea has a low plateau
Rivers
two important
rivers
no rivers / some 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
a. Model answer: These rivers were important in the

development of trade in Europe because they were
navigable and goods could be transported on ships from
one country to another. b. Model answer: The
disadvantage of using these rivers as transport routes is
that they can become polluted. c. Trains and lorries and
aeroplanes have largely replaced rivers as forms of
transport.
1. Model answer:
Mountain ranges
The Danube
Countries
it flows
through
2. Open answers.
Oceans
The Rhine
Length (km) 3,700
Page 73
Seas
36
River
1. A. Tundra: we can find tundra on the Scandinavian

Peninsula and in northern Russia. B. Deciduous forests:
we can find them along the Atlantic Ocean and in the
eastern part of the continent. C. Steppes: there are
steppes in part of the Scandinavian Peninsula and in
Russia. D. Mediterranean landscape: we can find
Mediterranean landscapes along the north coast of the
Mediterranean Sea and around the Black Sea.
E. Mountain landscape: mountain landscapes are on the
highest peaks of European mountain ranges, for example,
the Alps and the Pyrenees.
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Europe is much flatter. Plains cover much of Europe from

western France to the Ural Mountains including the North
European Plain. This continues into the far north until it
reaches the Kjolen Mountains.
2. The continental climate is drier than the oceanic climate

because it is inland.
3. Draw a map. Model answer: Four important mountain
ranges in Europe are the Alps (mountain climate),
the Pyrennes (mountain and oceanic climate),
the Carpathian Mountains (mountain climate)
and the Balkans (Mediterranean and Oceanic
climates).
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
3. a. Two mountain ranges which cross the plateau: Central

Mountain Chain and Mountains of Toledo. b. Five
mountain ranges which surround the plateau: Mountains
of Len, Cantabrian Chain, Iberian Mountain Chain, Betic
Chain and Sierra Morena. c. Three mountain ranges which
are outside the plateau: Galician Massif, Pyrenees, Catalan
Coastal Chain. d. Two depressions which are crossed
by major rivers: Ebro depression and Guadalquivir
depression.
4.
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
1. a. The wettest regions are Galicia, the Principality of

Asturias, Cantabria, the Basque Country and the
Community of Navarra, because the Atlantic winds
influence the climate and there is rainfall throughout the
year. b. There are four types of Mediterranean climate in
Spain: typical, continental, very dry continental and dry.
The temperatures are different: on the coast, temperatures
are mild (typical and dry climates); on the central plateau,
temperatures are very hot or very cold (continental and
very dry continental).
2. Open answers.
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,
Types of climate: subtropical, alpine, Atlantic, Mediterranean

Vegetation: deciduous forests, shrubs, evergreen forests,
meadows, date palms
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
37
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2. Open answers.
2.
Species
Main characteristics
Australopithecus
Appeared five million years ago; similar to

chimpanzees; walked on two feet
Homo habilis
Appeared two million years ago; bigger

brain; skilful (made tools and lived from
hunting and gathering)
Homo erectus
Appeared one and a half million years ago;

walked upright; discovered fire
Homo antecessor
Lived 800,000 years ago; first Europeans
Neanderthal
Lived 150,000 years ago; stronger than we

are but shorter; buried their dead; probably
able to speak
Homo Sapiens
Appeared 130,000 years ago; slimmer but

taller than Neanderthals; greater
intellectual development; able to make
finer tools; developed a more complex
language; created art
3. a. Atapuerca is near Burgos in northern Spain.

b. Important archaeological remains have been found:
a complete pelvis (Elvis), a biface of red quartzite
(Excalibur), thirty-three human skeletons and a
1.2 million years old tooth. c. Model answer: The site
is so important because, among other things, the findings
may prove that the first European was not a Homo
antecessor.
4. Model answer: Yes, this text is different. It gives a historical
argument. The author is very enthusiastic about
Atapuerca. He / She uses very positive words: most
interesting, important (two times), extraordinary and
exciting.
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
1. First picture: C; second picture: A; third picture: B.

Picture C goes with text 2; picture A goes with text 1 and
picture B goes with text 3.
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 99
1. a. In about 2,330 BC Akkadian Empire,
b. The Chaldeans ruled Neo-Babylonian Empire,
c. The Sumerians were dominant Sumerian Period,
d. The city of Babylon, Babylonian Empire,
e. Between 1,356 and 612 BCAssyrian Empire.
2. a. Mesopotamia means between rivers. Meso means
between and potamia means rivers. b. Model answer:
Some important cities of Mesopotamia were Babylon,
Nippur and Ur. c. Turkey, Syria, Iraq, Iran, Lebanon,
Israel, Jordan, Saudi Arabia and Egypt are in the area
where Mesopotamian civilization flourished.
3. Model answer: Empire: an extensive group of states ruled
over by a single monarch or ruling authority. Dynasty: a
succession of powerful or prominent people from
the same family. Civilization: an advanced stage or system
of human social development. No, the meanings
are not similar. Empire refers to a system of government.
Dynasty refers to a family. Civilization is a more general
term.
4. Model answers: a. The empty space was left for an
illustration, or there was something attached there which
has been removed. b. I think they wrote from right to left.
c. Yes, there are lines. d. They used a reed. e. I think this
document may be about laws. f. It has survived for so
many years because the climate in the area where it was
found is very dry. g. All surviving documents are so
important because they give us true information about
the past.
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
were captured during a war or when they were the

children of slaves. d. The kings family and the nobility
belonged to the aristocracy. e. Priests controlled religious
rituals and co-operated with the government.
2. Social pyramid, top to bottom:
king and nobility
priests
civil servants
craftsmen and peasants
slaves
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.
39
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Page 107
Page 113
1. Model answer: Egyptian temples had six different parts:

the pylon, the courtyard, the hypostyle hall, the second
hall, the sanctuary and the sacred lake.
2. a. All the colonies are on the coast because it made

transport and trade easier.
2. Model answer: Wall paintings from Nefertaris tomb:

The objects are seen from the front. The figures are
painted without perspective. The womens bodies are seen
from the front, but their heads, arms and legs are seen
in profile. They are both young and beautiful. They are
static.
Pages 108109
1. a.
Sumerian Akkadian Babylonian
Period Empire
Empire
Politics
priests
priests,
Sargon
priests,
Hammurabi
Assyrian
Empire
NeoBabylonian
Period
priests,
Ashurbanipal
priests
Culture ziggurats, scribes, cuneiform

Religion polytheism
b. Model answer:
b. The Greeks expanded to other territories because there

was a crisis in Greece: the population increased, the land
was not fertile and there was not enough food for
everyone.
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.
Sumerian domination of Mesopotamia: change

Use of cuneiform writing: continuity
Page 116
The Code of Hammurabi created: change
1. Model answers:
Use of arches and vaults in architecture: continuity

The Akkadian Empire appears: change
Metal tools are made: continuity
3. a. The two women are wearing long, sleeveless dresses.
b. Statue C is wearing more elegant clothes. c. They are
carrying baskets with food. d. The figures in A are
travelling on a boat. e. Model answer: I think that servants
in Egypt wore simple clothes and they did difficult work,
such as rowing.
Citizenship meant full participation in public life. Men

could be citizens.
The lives of men and women were different. Women
were not citizens. They could not take part in politics.
Living as a slave was usually very difficult. Slaves had
the hardest work. Some had skills and were able to buy
their freedom.
2. Model answer:
4. Open answers.
Non-citizens
Citizens Foreigners

Page 111
1. a. The territories of the Ancient Greeks consisted of the
Balkan Peninsula, many islands in the Aegean Sea, Crete
and the coast of Asia Minor. b. Greece was divided into
different independent states because of its physical
characteristics (many mountains and islands). c. The
Greeks used the Mediterranean Sea to get food and for
trade and navigation.
2. Open answers.
Slaves
Women
had rights
were free
worked in trade and

crafts
worked in the home
could own land
could go to public
shows
took part in politics
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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wheat and olives. e. Yes, I think Greek products, for

example Greek pottery, were appreciated and exported to
other parts of the world.
2. a. Model answer: The vase which shows olive gathering is
very interesting and beautiful. It shows us the process in
great detail. You can even see the olives falling from the
trees. One man is in the tree shaking it. Two more are
hitting the tree and another is collecting the olives that are
on the ground. There are several geometric designs too.
b. Open answers.
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
made a world map
Pythagoras
Mathematics
laid the foundations

of geometry
Hippocrates
Medicine
father of scientific
medicine
Plato
Philosophy
disciple of great
philosopher Socrates
Archimedes
Physics and
Mathematics
invented the screw

and some war
machines
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.

Page 125
1. a. The Roman Empire dominated Hispania, Gallia,
Britannia, Germania, Pannonia, Italia, Moesia, Thracia,
Asia, Oriens and Africa. b. The following modern countries
were part of the Roman Empire: The United Kingdom,
France, Spain, Portugal, Italy, Tunisia, Egypt and Lebanon.
2. Model answer: The Romans called the Mediterranean Sea
'Mare Nostrum' because their territories completely
surrounded it. All the coasts of the Mediterranean Sea
were part of the Roman Empire.
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Page 126
Page 134
1. Open answers.
1. Table of Roman goods:
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.
Food & Drink

olive oil
spices
salt
wheat
wine
Minerals
amber
copper
gold
Others
hides
pottery
textiles
2. Map of the Iberian Peninsula showing the most important

Roman roads.
3. Model answer:
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
Spain, France, Italy, Greece
wheat
Italy, Egypt, Tunisia
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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3. a. Pompeii is located in the south-west of Italy. b. In 62

AD, Pompeii was hit by an earthquake. c. Mount Vesuvius
erupted in August 79 AD. d. Serious excavation work
started in the 18th century. e. Thanks to the excavations,
we have discovered a lot of information about everyday life
in Roman times.
4. a. Model answers: This scene represents Roman soldiers

conquering Dacia. Title: The Roman conquest of Dacia.
b. Trajan is near the bottom left surrounded by generals.
Legionaries on the right are bringing a captured enemy
soldier (bottom centre).
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
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.
Track 4
Track 9
Unit 3, page 26
2. What are rivers?

Listen and check your answers.
See the Students Book answer key
in this Teachers Book, page 30.
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.
Look at the illustration on page 15.

Listen and write the number of kilometres.
Upper mantle. This layer of the Earth has
a depth of
Lower mantle. This layer of the Earth has a depth
of
Core. The core has a depth of
Crust. This layer of the Earth has a depth
of but only about... under the oceans.
Track 11
Track 6
Track 12
Unit 2, page 16
Unit 4, page 42
2. What is the Earths relief?

7. How does atmospheric pressure affect the weather?

Unit 4, page 41
6. What types of rainfall are there?
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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?
Track 20
Unit 7, page 74

Track 14
Unit 5, page 48
1. What types of climate are there?
Track 15
Unit 5, pages 48 and 49
Look at the map and answer true or false.
Britain has an oceanic climate.
Egypt has a continental climate.
Canada has a desert climate.
Italy has a Mediterranean climate.
China has an oceanic climate.
Antarctica has a polar climate.
Listen and say the river: Danube, Rhine

or Volga.
It is the longest river in Europe.
It starts in the Black Forest region
of Germany.
It is one of the most important trade routes
in the world.
It starts in the Swiss Alps and flows into
the North Sea.
It is Russias main river transport route.
It forms a delta on the Romanian coast
of the Black Sea.
Track 21
Unit 7, page 75
3. What are Europes climates like?
Track 22

Track 16
Listen and correct your answers.

See the Students Book answer key
in this Teachers Book.
Unit 6, page 61
1. Where are these physical features found?
UNIT 8: PREHISTORY
Track 23
Track 17
See the Students Book answer key in this Teachers
Book.
Unit 8, page 83
1. What is Prehistory?
Track 24
Unit 8, page 83
Track 18
See the Students Book answer key in this Teachers
Book.
Listen and say the period: the Paeolithic Age,

the Neolithic Age or the Metal Ages.
Human beings learned to use metals
to make objects.
This period began about 11,000 years ago.
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Human beings practised agriculture and

raised cattle.
This period began about 7,000 years ago.
Track 28
Human beings started to live in

villages.
Unit 10, page 120
Track 25
Unit 8, page 84
2. What were early human beings like?
Look at the picture of the gods and godesses and

say true or false.
Dionysus was the god of wine.
Hades was the god of commerce.
Athena was the goddess of wisdom.
Apollo was the god of beauty.
Poseidon was the god of agriculture.
Artemis was the goddess of hunting.
Aphrodite was the goddess of war.
Track 26
Track 29
Unit 9, page 97
Unit 10, page 121
1. What were the first civilizations?

9. What was Greek culture like?

Track 27
Unit 9, page 102
Read about the Nile. Then listen and write
the missing words.
Track 30
Ancient Egypt is one of the most important

civilizations in History. It emerged more than
years ago, along the River Nile in the north-east
of
Unit 11, page 126
Ancient Egyptians lived near the River Nile,

because the land was fertile there. Each year,
water from the Nile rose and the area. When
the water went back, it left which made the
fields fertile.
Track 31
The Egyptians built to hold back the water,

and to carry water inland.
The River Nile was also the main means of
Sailing ships transported people and goods along
the river.
Egyptian civilization would not have existed
without the Nile. Egyptians knew how important
it was: they had a which represented
the river.
46
2. What were the Monarchy and the Republic?

Unit 11, page 128

Look at the table of Roman Dynasties and emperors.
Say which emperor it was.
He proclaimed himself a god.
He conquered Britannia and increased the
number of Roman provinces.
He granted Roman citizenship to all free men
in the Empire.
He began the construction of the coliseum
and forum in Rome.
He set fire to Rome in 64 AD.
He was the first emperor of Rome.
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Notes:
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Maps
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
Learning about the importance of maps

Identifying different types of maps
Locating places on maps
Interpreting scales on maps
Recognising different features of the Earth as represented on maps
CONTENTS
48
CONCEPTS
Globes and maps as representations of the Earth

Orientation: the points of the compass
Types of map: physical, thematic and political
Meridians and parallels
Latitude and longitude
Scale on maps: numeric and graphic (bar) scales
PROCEDURES
Identifying different features on a map

Using different kinds of maps
Interpreting the key and symbols on a map
Calculating scales on maps
Working out a route using clues of latitude and longitude
Using a map to plan a trip
ATTITUDES
Curiosity to know about maps

Appreciation of the work of mapmakers
Precision in mapmaking and in the skills needed to calculate scales
Appreciation of the diversity of maps
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KEY COMPETENCES
Linguistic communication
Spatial competence
Vocabulary for talking about maps

Reporting facts: Physical maps give information on
relief.
Describing things: The Earth is spherical.
Expressing abilities: The arrow enables us to
establish orientation.
Analysing globes and maps

Knowing about different types of map: physical,
political and thematic
Using and creating symbols and keys on a map
Using the compass points (North, South, East and
West) in orientation
Using longitude and latitude in orientation
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
Knowledge and interaction with our world

Calculating the position of things and people using
the suns angle and other information
Analysing the connection between scale on a map
and distance in the real world
Cultural and artistic expression
Finding information about the most interesting
places to visit in a city
Choosing a European city to visit and presenting

information about it to the class
Autonomy and personal initiative
Looking for different types of thematic maps
in the textbook
Using a website to find out about distance
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.
Learn about the structure of the Earth

Learning about the Earths relief and how it is created
Understanding the importance of tectonic plates
Learning about volcanoes and earthquakes
Interpreting a relief map
CONTENTS
50
CONCEPTS
The internal structure of the Earth: crust, mantle and core

The oceans and continents
Tectonic plates
The concept of relief
Types of relief: continental, coastal and oceanic
Forces which cause relief: faults, folds, earthquakes and volcanic eruptions
Changes in relief caused by the action of water, wind, and humans
PROCEDURES
Interpreting drawings of the Earths interior and types of relief

Using basic maps of oceans, continents and tectonic plates
Analysing processes: the origin and evolution of relief
Interpreting different ways of representing relief, such as through colour
and altitude lines
ATTITUDES
Curiosity to know about relief

Appreciation of the work of geographers and mapmakers in representing relief
Precision in mapmaking and in the skills needed to calculate scales
Appreciation of the diversity of relief
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KEY COMPETENCES
Spatial competence
Vocabulary related to the Earths relief

Reporting facts: The Earth is divided into layers.
Defining: Oceans are large masses of salt water.
Making comparisons: The core is the deepest
layer.
Calculating scales
Learning to learn
Learning how to identify geographical phenomena
from their definitions
Using maps and drawings as a source of
information
Reflecting critically on the effects of human activity
on the Earths relief
Knowing about the physical space in which we live

Locating the main areas of relief in the world
Describing types of relief
Using a topographic map

Making hypotheses about the origin of mountains
and how the Earths plates have changed
Making predictions about the evolution of the
Earths plates
Analysing the evolution of a landscape and the
types of erosion which have formed it
Creating a model of the Earths structure using
plasticine
Producing a poster about a famous earthquake
or tsunami

Using different sources to find out about volcanoes,
earthquakes and tsunamis
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.
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Water
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
Reviewing the water cycle

Learning about water on Earth: rivers, oceans, seas, lakes
Identifying the effects of human action on the environment
Interpreting graphs
Suggesting solutions to problems caused by human actions
CONTENTS
52
CONCEPTS
The waters of seas and continents

Rivers: definition and basic concepts
The action of rivers on the landscape
Ocean waters: definition and characteristics
Lakes: definition and origin
Groundwater: origin, formation and importance
Glaciers: origin and formation
The uses of water
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
Curiosity to know about the Earths waters

Appreciation of the skill behind the different ways of representing water
Rejection of the excessive consumption of water and its contamination
Appreciation of water as part of the Earths heritage which must be conserved
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KEY COMPETENCES
Investigating a real life event involving a hurricane
Vocabulary relating to the Earths waters

Reporting facts: Water is always moving.
Discussing predictions: What effects will this have
on the Earth in the future?
Making impersonal statements: Rivers are used to
transport people.
Spatial competence
Learning to learn
Inventing a table and classifying information
Knowing about the physical space in which we live

Locating the worlds main seas, rivers and lakes
Representing water through drawings, graphs
and maps
Interpreting a map of ocean currents
Interpreting a chart of the course of a river
Reflecting critically on the impact of human actions

on the Earths waters
Discussing how to save water
Establishing relations between water and human

beings
Explaining the reasons behind certain phenomena,
for example the different amounts of salinity
in the seas
Relating different physical factors such as relief
and water in explaining the features of a rivers
course
Using knowledge to discuss daily problems, for

example the need to conserve our water sources
Drawing a diagram to represent the movement

of waves
Using maps, drawings and photos as a source

of information
Interpersonal and civil 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.
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Weather and climate
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
Differentiating between weather and climate

Understanding what causes the seasons
Learning about the relationship between temperature and climate
Understanding the concepts of precipitation and atmospheric pressure
Reading weather maps
CONTENTS
54
CONCEPTS
PROCEDURES
Interpreting representations of the Earths atmosphere

Using basic maps of average temperature, total precipitation and winds
Analysing processes: the origin of different types of precipitation and the formation
of winds
Interpreting different ways of representing weather: symbol and surface maps
Recording the weather on a daily basis in a particular place
ATTITUDES
The atmosphere
Weather and climate
Temperature, precipitation and atmospheric pressure
Winds
Curiosity about the Earths climate

Appreciation of human ingenuity in the discovery and representation of weather
Precision in the observation of the environment
Initiative in planning daily activities using geographical knowledge and skills
Concern for the negative effects of human activity on the Earths climate
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KEY COMPETENCES
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
Using the units of measurement for temperatures,
precipitation and pressure
Learning to learn
Organising information in different ways, such as
on charts and tables
Using maps and drawings as a source
of information
Reflecting critically on the importance of the ozone
layer in our lives
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
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
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.
2. Identifying and explaining examples of the impact of human activity on the environment,
analysing its causes and effects, and suggesting solutions.
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World landscapes
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
Identifying world climates

Analysing how climate affects landscapes
Learning to read different types of climate maps
Making and interpreting a climate graph
Recognising the relationship between vegetation and climate
CONTENTS
56
CONCEPTS
The Earths climates

The situation, climate, rivers, vegetation and habitation of the following: equatorial
landscape, tropical landscape, deserts, Mediterranean landscape, continental
landscape, oceanic landscape, polar landscape, alpine landscape
PROCEDURES
Interpreting drawings of different types of landscape

Using basic climate maps and graphs
Making a map of vegetation
Analysing the relation between the natural landscape and peoples way of life
Interpreting aerial photographs of landscape
Making and interpreting a climate graph
ATTITUDES
Curiosity about the Earths landscapes

Appreciation of human ingenuity in representing climate and landscape
Precision in representing climate information on a climate graph
Appreciation of the diversity of the Earths landscape
Concern for the loss of natural landscape caused by human activity
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KEY COMPETENCES
Spatial competence
Vocabulary related to climate and landscape

Reporting facts: Rainforests are almost
uninhabited.
Reporting change: Some towns have developed
in deserts.
Expressing contrasts: However, there are different
types.
Knowing about the different types of landscape

in which people live
Locating the main climates and landscapes
of the Earth
Making and interpreting climate graphs
Representing landscape through drawings,
sketches and photos
Describing landscapes
Differentiating between the natural and human
elements of a landscape
Drawing graphs of average temperature and total
precipitation
Learning to learn
Making comparisons using tables
Using maps and drawings as a source
of information
Obtaining information from an aerial photograph
Reflecting critically on the effects of human activity
on the landscape
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

Analysing the relation between climate and other
aspects of the physical world such as rivers,
vegetation and animals
Analysing the relation between natural landscape,
degree of habitation and way of life
Investigating native peoples from the Amazon and
Africa and comparing their lifestyles
Creating and carrying out an imaginary interview
with Lapps or Inuits
Making a dossier with information about holiday
places and their climate
ASSESSMENT CRITERIA
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.
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The continents
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
Learning about the physical features of the continents

Analysing the relationship between relief and climate
Learning some techniques to memorize information
Drawing a physical map
Comparing maps and drawing conclusions
CONTENTS
58
CONCEPTS
Physical features of the continents : situation, extension, relief, waters,

climate and landscape
PROCEDURES
Interpreting maps of the continents with relief, rivers and climate

Interpreting charts of the peaks and rivers of each continent
Analysing pictures of the landscape in the different continents
Completing blank maps
Comparing maps of the same continent in an atlas
ATTITUDES
Curiosity about the landscape of the continents

Precision in map making
Appreciation of the Earths landscape
Appreciation of important natural features of each continent as part of our heritage
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KEY COMPETENCES
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
Using maps, graphs and photos as a source of
information
Finding information in an atlas
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
Planning a trip through African rivers
Finding the main areas of relief, rivers, lakes,

climate and landscapes of the continents
Interpreting representations of peaks and rivers
Making outline maps of the continents
Using the atlas
Explaining the reasons behind the formation of the
continents, for example, why Africa has horizontal
relief and high average altitude; why America has
all types of climate; why cold climates cover
a greater area than in Africa
Relating the characteristics of the rivers on each
continent with features of relief and climate
Relating the distribution of vegetation in each
continent with the climate
Making hypotheses about the most populated
areas of each continent in relation with physical
features
Investigating to find out about Antarctica and the
Dead Sea
Inventing a story to remember the relief and rivers
of America
Making a physical map of Asia
Spatial competence
Locating the continents using geographic
coordinates
ASSESSMENT CRITERIA
2. Finding on a map the basic elements of the Earths physical structure.
Finding the main features in areas of Europe and Spain.
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Europe and Spain
CONTENT OBJECTIVES
1.
2.
3.
4.
5.
6.
Learning about the physical features and climates of Europe

Learning about the physical features and climates of Spain
Indentifying places on a map of Spain
Interpreting maps of rivers
Writing a short report on tourism
Organising information in tables and graphs
CONTENTS
60
CONCEPTS
The landscape of Europe: extension, waters, climate

Spain's location in Europe
The landscape of Spain: relief, waters, climate
PROCEDURES
Interpreting maps of relief, rivers and climate of Europe and Spain

Interpreting charts of peaks and rivers
Analysing pictures of landscapes
Completing blank maps
Playing an alphabet game about physical features
Writing a report about tourism
ATTITUDES
Curiosity about the landscape in Europe and Spain

Precision in mapmaking
Appreciation of landscape diversity in Europe and Spain
Appreciation of the landscape as part of our heritage
Critical attitude towards environmental problems caused by human actions
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KEY COMPETENCES
Spatial competence
Vocabulary related to the landscapes of Spain

and Europe
Reporting facts; location: The polar climate is
found in the north of...
Describing places: The vegetation is mainly
shrubs in evergreen forests.
Giving examples: With trees such as oak, beech
Locating the main features of relief in Spain

and Europe
Interpreting charts of peaks and rivers
Making outline maps of Spain and Europe
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
Using maps, graphs and photos as a source
of information
Understanding why environmental protection
is necessary and suggesting measures

Explaining the reasons for the physical features
of Spain and Europe, for example why European
rivers are usually long with a large flow but not
in Spain
Relating the features of Spanish and European
rivers with climate
Relating the distribution of vegetation with climate
Making hypotheses about population density in
different areas of Spain and Europe
Drawing a map of the four most important
mountain ranges in Europe
Writing the description of a river for a partner
to guess
Writing a report on tourism in the Canary Islands
ASSESSMENT CRITERIA
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.
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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
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CONCEPTS
Prehistory and History

The stages of Prehistory
The characteristics of early man
The evolution of human beings
Atapuerca: the importance of archaeological discoveries
Life in the Palaeolithic, Neolithic and Metal Ages
Cave painting
Megalithic monuments
PROCEDURES
Completing time lines and tables about early man

Obtaining information from pictures and photos
Finding out about cave painting and create a painting
Making index cards about Palaeolithic life
Investigating megalithic monuments and write about them
Answering questions using an historical map
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
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
Using primary and secondary sources to obtain
information
Finding information on the Internet and / or in
encyclopaedias
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
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
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.
Learning about the first civilizations

Finding out about the social structure of Mesopotamia and Ancient Egypt
Understanding the importance of the River Nile
Learning about the pharaohs
Analyzing Egyptian art
Deciphering hieroglyphics
CONTENTS
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CONCEPTS
River civilizations and their characteristics

The history of Mesopotamia, its culture and social structure
The invention of writing
The River Nile and its influence
The history of Ancient Egypt and its social structure
The power of the pharaohs
Religious belief: polytheism and life after death
Egyptian art: temples, tombs, sculpture, painting
PROCEDURES
Interpreting historical maps and time lines

Analysing drawings and photos to obtain information
Creating a social pyramid
Analysing change and continuity in History
Reproducing ancient techniques: writing with hieroglyphics
ATTITUDES
Curiosity about ways of life in the past

Appreciation of the remains of river civilizations and their role in telling us
about the past. Recognition of the need to preserve them
Appreciation of the art of Mesopotamia and Ancient Egypt
Rejection of the discrimination against certain social groups in these civilizations
Understanding of the beliefs and way of life in other periods of History
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KEY COMPETENCES
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.
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
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
Knowing about the main protagonists in the history

of Mesopotamia and Ancient Egypt
Explaining why the invention of writing is so
important in History
Understanding that while early civilizations were
developing, the rest of the world was still part of
Prehistory
Understanding that not all aspects of a civilization
develop at the same rate
Situating historical processes and facts on maps
and time lines
Knowing about Mesopotamian and Egyptian art
and its characteristics
Analysing the relation between art and society: the
connection between strong rulers and monumental
architecture
Using basic artistic vocabulary, such as arch,
column, pyramid
Analysing particular works of art from Mesopotamia
and Egypt
Reproducing hieroglyphic signs to write certain
words
Explaining why we consider the invention of writing
to mark the beginning of History
Differentiating between the factors which explain
why a civilization started and the characteristics of
that civilization
Explaining how the Egyptians used the Nile waters
to solve their problems
Forming hypotheses about life in early civilizations
from things which remain such as tombs, writing
tablets or sculptures
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.
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Ancient Greece
CONTENT OBJECTIVES
1.
2.
3.
4.
Learning about the origins of Greek civilization

Recognising the importance of Athens and Sparta
Learning about Alexander the Great
Reflecting on Greek society, religion and culture
CONTENTS
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CONCEPTS
The geographical situation of Ancient Greece

Stages in Greek history
The birth of city-states and Greek expansion
Athens, Sparta and democracy
The empire of Alexander the Great
Peoples connected with Greek civilization: Phoenicians and Persians
The structure of Greek society
Daily life: food, housing, economic activities
Greek religion: belief, worship and gods
Architecture and sculpture
The culture of reason
Greek theatre
PROCEDURES
Interpreting historical maps and time lines

Analysing drawings and photos in order to obtain information
Drawing maps to show Greek expansion
Completing a chart to show differences between citizens and non-citizens
Comparing between sculptures from different periods in Greek history
Analysing a building and a sculpture
Researching different topics: life in Athens, religion, sport, important figures
and the influence of Greek architecture in modern times
ATTITUDES

Appreciation of the remains of Greek civilization and their role in telling us
Rejection of the discrimination against certain social groups in these civilizations
Understanding of the beliefs and way of life in other periods of history
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KEY COMPETENCES
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
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
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
Using information to form reasoned opinions about
slavery and the position of women
Temporal competence
Determining the space / time context of early Greek
civilization
Knowing about the people and events which were

fundamental in the history of Ancient Greece
Explaining why the expansion of the city-states and
Hellenism were important
Describing the main characteristics of life and
society in Ancient Greece
Analysing the effects of Ancient Greece on our
politics, town planning, art and science
Situating on historical maps and time lines the
events studied
Making a mask based on study of a Greek funeral
mask
Knowing the main examples of Greek art and their
features
Analyzing the relation between art and the values of
a society
Using the correct terms to describe art and
architecture, such as metope, pediment, cella
Using basic guidelines to analyze buildings and
sculptures
Analyzing the importance of geographical factors in
the formation of the city-states
Comparing the political systems of Athens and Sparta
Differentiating the causes, development and effects
of Greek civilization
Explaining the reasons for the wars in this period
Comparing the Greece of city-states with the
empire of Alexander the Great
Comparing the rights and freedom of different
social groups
Identifying the factors which explain the location
and structure of the Greek city
ASSESSMENT CRITERIA
of ancient civilizations.
2. Differentiating the most relevant features of Ancient Greek civilization and evaluating their
influence on western civilization.
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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
The location of Ancient Rome

Stages in Roman history
The monarchy and the Republic
Life in Ancient Rome
Decline and fall of the Roman Empire
The legacy of Roman cities today
PROCEDURES
Interpretating historical maps and time lines

Completing an outline map showing roads in Roman times
Interpretating a diagram of social organisation
Observing Roman coins to obtain information
Analysing an aerial photograph of a Roman city
ATTITUDES

Appreciation of the remains of Roman civilization and their role in telling us
Rejection of the discrimination against certain social groups
Understanding of the beliefs and way of life in other periods of history
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KEY COMPETENCES
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...
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
Observation and description of Roman coins and
sculptures
Writing a letter about an imaginary trip to a Roman
city
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
Understanding the divergence of interests among

different groups in society and how the domination
of one group can cause serious crisis (as in the
Roman Empire)
Temporal competence
Determining the space / time context of the
development of Roman civilization
Knowing about the people and events which were
fundamental in the history of Ancient Rome
Explaining why the creation of the Roman Empire
and its fall are key moments in our past
Understanding that in the history of a civilization we
can distinguish different periods with their own
characteristics
Situating on historical maps and time lines the
events studied
Analysing the importance of military factors in
Roman expansion
Explaining the effects which Roman conquest had
on its conquered peoples
Comparing different forms of political organisation
Comparing the crisis of the Republic and the end
of the Empire and analysing the internal and
external causes involved
Evaluating the solutions of different emperors to the
crisis of the Empire
Comparing the rights and freedom of different
social groups in Roman society
ASSESSMENT CRITERIA
of ancient Roman civilization.
2. Differentiating the most relevant features of ancient Roman civilization and evaluating
their influence on western civilization.
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The Sami
INVESTIGATE
Inhabitants of the most northern parts of Europe

The Sami people, who are also called the Lapps, live in a
region which includes northern Norway, Sweden, Finland
and the Kola Peninsula, in the north west of Russia.
This area is also known as Lapland, which they prefer
to call Sapmi.
The Sami are considered to be the indigenous inhabitants
of the Scandinavian Peninsula because there is evidence
that these fishermen and reindeer hunters inhabited the
Scandinavian Arctic coast 11,000 years ago.
According to official estimates, today there are between
70,000 and 80,000 Sami, with half of their population
living in Norway, a quarter in Sweden and the rest in
Finland and Russia.
However, this number could be nearer 100,000 as there
is no census and governments prefer to keep their
estimates low.
A Sami family
Adaptation to the Arctic environment

Several factors make life very hard for the Sami: the cold
climate, the ground which is frozen in winter and covered
in snow in spring and autumn, and the isolation caused
by these climatic conditions. However, over the centuries
they have developed ways to survive.
Traditionally they are a nomadic or semi-nomadic people
who live on the tundra, the taiga or in the northern forests.
The Sami live in small communities, each of which has
its own pastures in which they can also go hunting and
fishing. Their traditional activities are hunting, fishing
and, in particular, herding reindeer.
The reindeer provides everything for the Sami. It gives
them work, and is their principal source of food
(in addition to salmon). They use practically every part of
the reindeer: the skin for clothes and tents, the tendons
for sewing, and the horns and bones to make tools.
The Sami follow the reindeer in their seasonal migrations
to the mountains in autumn and to the coast in
springtime. During the migration, several families join
together and live in communal camps called siida until
the time comes to follow the reindeer once again on their
journey. The siida are built on pastures on which the
families build their gammes or cabins made from wood,
tree bark and stone. Between the summer siida and the
winter, the Sami use reindeer skins and birch branches
to make tents known as lavvus.
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Fishing in Lapland
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Respect for nature and their own culture

Today many Sami are Lutherans. In the past they
believed in animism, which meant that they believed all
natural objects possessed a soul. The Sami believed
there were many gods who had powers over nature.
The wishes of these gods were interpreted by the Sami
witchdoctor, called a noaid.
The Sami language belongs to the Finno-Ugric family.
The Sami word tundra is used throught the world.
Today the Sami are fighting to maintain their cultural
heritage, such as their language, folklore and traditions.
They want to keep their right to the land and water
which has been theirs for thousands of years. This presents
an obstacle to the exploitation of the natural resources
of the region: the forests, hydraulic energy and iron.
DID YOU KNOW?

Most Sami live and work in villages. Only
a few work in the nomadic herding of reindeer.
Instead of sledges and dogs they use snowmobiles,
which are better for following the herds and towing
their pre-fabricated houses.
In recent decades the Sami have lost large areas
of pasture to other economic activities, basically
the forestry industry. This requires a network of roads
which has fragmented the pasture lands of the reindeer.
Consequently, the Sami have had to divide their herds
and use snowmobiles and even helicopters to keep
control of the animals.
Tourism is steadily becoming a part of the Sami way
of life, and a source of income. There are guided tours
on sledges pulled by huskies or reindeer, and tours
on snowmobiles.
The structure of a siida
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?
2. Analyse their clothing.

a. Describe the clothes and shoes of the Sami
b. Explain what influence environmental conditions
have on them.
3. Look for information.
Read about the culture and traditional beliefs of the
Sami people. Then, write a brief summary of the
role of the shaman in the Sami culture. This
website may help you:
http://www.scandinavica.com/sami.htm
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The Inuit
INVESTIGATE
Inhabitants of the Arctic

The Inuit live in Alaska, Northern Canada and Greenland,
and Chukotka in Russia. They are short and strong with
black hair and slanting eyes. In the past, they were also
known as Eskimos.
The Inuit reached Alaska about 12,000 years ago.
They came from Northwest Asia via the Bering Strait.
Their population today is about 150,000.
The Inuit are isolated from the rest of the world by ice.
Over the centuries, they have developed ways to survive
in freezing temperatures.
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.
The Inuit today

Contact with the western world has changed the
traditional way of life of the Inuit. Nowadays they spend
the winter in small villages in houses made of wood
or slate covered in peat. They have radios, television,
schools, and they work in mines, towns, airports and
on oil rigs. They live in tents made from animal skins
only while hunting in the summer. Igloos are only
used in emergencies such as snowstorms.
In the past, they hunted with bows, arrows and bone-tipped
spears. Today they use firearms and motorboats.
72
Nanook of the North:

a new kind of cinema
Nanook of the North (1922) was the first

documentary film in history. It eventually
became a film classic. It was filmed in
Hudson Bay in 1920. The director, Robert
J. Flaherty, wanted to show the beauty of
the arctic landscape and how the people
there lived. He was able to do this thanks
to Nanook and his family. In the film,
we see them hunting, building their
houses, and exchanging animal furs for
jewellery and sweets. This exchange
of goods brings them into contact with
the western world.
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Respect for nature and for others

Before the arrival of the Europeans, the Inuit lived in
family groups. Neighbouring families co-operated with
each other in order to survive.
The Inuit have their own language, with four very similar
dialects and a rich oral literary tradition, based on stories,
epic poems and songs.
The Inuit believe in the existence of gods which do not
have to be worshipped or prayed to. Sedna is the
goddess of the sea and Sila the spirit of the air.
Luna, who lives with her brother Sol, is the goddess
of fertility. The Inuit also believe that spirits
are present in all objects and all forms of nature.
DID YOU KNOW?

Hunting and fishing were the traditional activities
of the Inuit and this meant that they had to explore
new territories and make maps.
Inuit maps are surprisingly accurate. The maps were
not measured by length but by the time taken to cover
distances. For example, a journey of 10 days, travelling
the same distance every day, is divided into 10 equal
parts, even though some days more kilometres are
covered than others.
The maps also emphasize details which are considered
important. For example, they do not always show
the mountains, but they show the path going through
the mountains, because that is more important
to the traveller.
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.
c. The Inuit believe that all objects and forms of

nature have a soul. How do you think this
influences their attitude to nature and their
environment?
d. Do you think that contact with other cultures has
affected the way the Inuit think? How?
Look at the websites:
http://www.lac-bac.gc.ca/settlement/kids/index-e.html
a. Why is the family important to the Inuit?
www.answers.com/topic/inuit
b. Who are the Inuits gods? Why do they represent

natural forces?
Write an essay about the history, the land, the way of

life and the problems facing the Inuit today.
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Women in Egypt
INVESTIGATE
Family and marriage

Egyptian women had some rights and more freedom
than women of other ancient civilisations. A womans
place in the home was important as the family was
considered one of the main sources of contentment.
However, the husband was the head of the family
and his wife had to obey him.
We do not know for certain if a woman had to get
her fathers permission to marry. In any case, the
Egyptians believed that a marriage should be based
on mutual affection.
Divorce was also allowed.
Legislation and property

The Egyptian woman had a similar legal position to a man.
There were no legal restrictions on her economic
activities. She could inherit or own property, buy
and sell freely, ask for loans, lend or inherit money
and even file a lawsuit.
Both men and women could make a will and choose
their heirs.
A statue of a woman with children
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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Women and titles

Egyptian noblewomen, like men, had hereditary titles.
The mother and chief wife of the Pharaoh were the
women with the highest social position. The Pharaoh
could have many wives, but the chief wife had a higher
status than the others. The sisters and daughters of the
Pharaoh also had prestige, but they had no real power
or authority.
There were some important women Pharaohs, such as
Hatshepsut and Cleopatra.
Other women with high social status were
the priestesses.
Egyptian painting showing a couple
DID YOU KNOW?

An Egyptian woman had the same legal status as a man.
However, this theoretical equality was not always
reflected in real life.
As women could not always find work outside, they were
tied to their homes. If their husband died, they were
sometimes reduced to poverty unless they had some
savings or a pension.
Most Egyptians were very poor so all the legal and
judicial rights related to property and transactions had
no practical effect because there was nothing to inherit
or do business with.
ACTIVITIES
1. Answer the questions.
a. How did Egyptian women have a better social

position than women in other ancient
civilisations?
Look at the website:
b. Did they have total equality with men? What

types of discrimination were there?
Read about the position of women in Ancient Egypt.
c. How important was love in Egyptian marriages?
www.bbc.co.uk/history/ancient/egyptians/
women_01.shtml
Write a short text giving your opinion of womens lives
at that time.
d. What jobs did women do?

e. What titles did women hold?
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Master and Commander
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.
SUGGESTIONS TO THE TEACHER

This film, based on a Patrick OBrian novel, takes place
at sea, so it could be a good film to use when students
are studying Unit 3. Points of interest:
Napoleons power. Napoleon has captured half
of Europe; his only remaining rival is Great Britain.
Now the battlegrounds are the oceans, often far
away on the other side of the world.
76
Naturalists at the turn of the 18th century.

Maturin is the surgeon on board the Surprise.
He is also biologist and musician, a man
of many interests with a thirst for knowledge.
Trade. We see the Europeans exchanging objects
with the natives of the South seas.
Navigation techniques. The wind was a crucial

element in navigating the seas. Pilots and captains
had to have great skill in order to guide their ships
through dangerous waters, winds and storms.
Conditions could be terrible, as we see in the
ferocious storm the Surprise encounters when
it tries to round Cape Horn.
Flora and fauna of the Galapagos Islands.

When the crew arrives at the Islands they encounter
a rich and varied wildlife, unknown to most of
the world until then: iguanas, tortoises, flightless
birds and many insects. They also discover
new plant species. One of the young apprentices
records this new wildlife by making drawings
in his notebook.
The use of maps, nautical charts, and navigational

instruments. During much of the movie, Captain
Aubrey and his men use maps, charts and
instruments for orientation, measurement,
and the calculation of currents.
Resourcefulness. The men of the time had to be

very resourceful in order to deal with difficult
situations. Examples in the movie are their use of
disguises to fool the enemy and the operation
which Maturin performs on himself.
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Dances with Wolves
FILM
TEACHER FILE
Director: Kevin Costner
Year: 1990
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.

This movie looks at cultural integration and the
relationship of man with nature. Points of interest:
Arrival at a new place. Dunbar arrives at his frontier
post and he cleans up the river. He removes the
dead animals and other remains, and burns them
to avoid contamination. He then clears the land
around his house. As he grows acquainted with
this new world, he encounters the wolf Socks.
He wins the animals trust by offering it food.
and they are extremely respectful of nature.

They are baptized with symbolic names that reflect
traits of their personalities. Dunbar, once
fully integrated, adopts these customs.
Relationship with the Indians. From his first visit,

Dunbar is fascinated by the Sioux and wants to
establish a relationship with them. Getting close
takes time. First, the Indians visit Dunbar and he
gives them objects from his culture. Later, they invite
him to their settlement and show him their customs.
Their relationship grows closer thanks to Stands with
a Fist, the white woman who was adopted as a child
after an enemy tribe killed her family.
The hunt for buffalo and respect for nature. Dunbar

shows an interest in hunting buffalo. His Sioux
neighbours give him a beautiful skin from an earlier
kill. Dunbar discovers a large herd approaching
Sioux territory, and together he and the Indians
prepare a celebration in anticipation of the big hunt.
Following the scent of the buffalo, they come across
a horrible sight: a hundred dead animals, killed and
mutilated for their skins by white hunters. This
massacre is a crime against nature for the Sioux,
who consider the buffalo to be a gift from nature
that should not be wasted. They start their own hunt,
only killing certain animals and following
a careful strategy.
Indian clothing, paintings, and names. Dunbar

realizes the value of this different culture. The Sioux
tribe is not the savage, uncivilized people that others
have described. They make their own clothing, shoes
and ritual paint, they have their own spiritual beliefs,
Persecution of indigenous peoples. Finally, a new

detachment of soldiers arrives at Dunbars outpost.
The persecution and rounding up of the Indians
begins. This provides an opportunity to focus on
how the West was won.
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Troy
FILM
TEACHER FILE
Director: Wolfgang Peterson
Year: 2004
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.

The movie shows the tensions between the different
Greek city-states and the forced nature of their union.
We see different aspects of Greek society, such as the
influence of the gods in peoples lives. Most
importantly, we see the role of war, and the different
motives people had for fighting such as ambition,
power, patriotism, love for a woman or desire for
immortality through fame. The movie also offers an
important reflection of how some events and figures
are portrayed throughout the centuries. This movie
is a good complement to Unit 10. Points of interest:
Battle techniques and peace celebrations in
ancient Greece. At the beginning of the movie, we
see how two armies prepare for war. To avoid the
massacre of their people, two of the best warriors
will decide the fate of their respective armies.
The glorification of war and immortality. The
ambitious King Agamemnon believes that peace
is for women and the weak. In addition, immortality
can be attained through victory. His brother Menelaus
is more pacific. When his wife abandons him for
an enemy, his dishonour forces him into combat.
Conflict between individual and general interests.
On the journey to Troy, Paris reveals to his brother
Hector that Helen is travelling with them. But it is too
78
late to turn back; the only option is to continue

and prepare the city in case of attack.
Creation of Antiquitys largest army, and the
recruitment of Achilles. Using Menelaus wish for
vengeance as a pretext, Agamemnon unites the
Greeks. His real motive is to expand his domain.
Achilles does not want to join them, but Odysseus
convinces him of the importance of his participation.
Paris cowardly dishonour. Paris proposes
confronting Menelaus in order to avoid the death of
more Trojans. But when he is wounded, he runs
away from the fight. Hector defends him and kills the
Spartan king. Paris is dishonoured before Helen and
his people.
Funeral customs and warrior ethic. Achilles kills
Hector following a heroic fight. But the Greek
warriors thirst for vengeance is so great he
disregards warrior ethic and drags Hectors corpse
around the city. The aged king Priam reclaims
the body of his son in order to give him a proper
burial.
Strategy beats force. Odysseus famous trick, where
the Greeks appear to have left, leaving behind a giant
wooden horse that hides the best warriors inside,
leads the Greeks to victory.
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Gladiator
FILM
TEACHER FILE
Director: Ridley Scott
Year: 2000
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.

The movie depicts the intrigue surrounding succession
in Ancient Rome. Upon his death, Marcus Aurelius
wanted to return power to the Senate and reform the
Republic after many years of Empire. Points of interest:
War in Ancient Rome. Maximus wins another victory
for Marcus Aurelius against the barbarians of
Germany. In the first scenes of the film, we see some
of the tactics of the Roman army and the weapons
they used.
Change of government. Marcus Aurelius plans for his
succession in his final days. He decides that power
should return to the Senate in the hands of Maximus.
Religion and rites. Using small clay figures that
represent his wife and child, Mazimus prays for his
family to the gods.
Treason. When Marcus Aurelius son discovers that he
will not succeed as emperor, jealousy takes over. He
kills his father and orders the execution of Maximus
and his family. In this way he comes to power.
Slave trade. Maximus escapes execution and travels
to Hispania, also under Roman rule. There he
discovers that his wife and child have been
murdered. Exhausted, he is captured by a slave

trader. He is then sold to a man who trains gladiators
in the Roman province of Asia Minor. Strong men are
easily sold in the slave market so that they can fight
in the circus.
Circus games and festivals. Commodus decrees that
there will be 150 days of games. We see the splendid
reconstruction of the Coliseum, and the peoples
frenzied response to the spectacles.
Religion and life after death. Maximus talks to his
friend Juba about the importance of the afterlife.
He is certain that he will be reunited with his family.
This is evident in the final scenes of the movie.
Revenge and restoration of order. With the help of
Lucilla, Commodus sister, Maximus is freed.
However, he is captured again and Commodus
challenges him to a duel between gladiators.
Even though Commodus wounds him
before combat, Maximus triumphs. Before dying
he recreates the Senate with Gracchus at its head.
Power is returned to the people.
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The Waterfalls of the Orinoco

The Maipure Falls are not like the Niagara Falls,
which drop from a height of almost 46 metres.
Neither are they long, narrow waterfalls which
increase the speed of the rivers flow, such as
the Amazon in the Pongo de Manserich.
The rapids of Maipure are numerous small
cascades situated on top of each other and
forming different levels. Raudal (torrent) is the
Spanish name for this type of waterfall. There
are small islands and rocks scattered across
the river which is 2,598 metres wide. Navigation
of the river is difficult as the areas free from
obstacles are only six or seven metres long. Today,
the eastern side is much more inaccessible and
dangerous than the western side.
From above the falls, the view is impressive.
The falls stretch away for several miles, and the
READ
spray rises like white smoke. Black rocks

rise from the waves like ruined towers.
Trees flourish on the islands. There are always
thick clouds above the crystal waters.
In the afternoon, sunlight pierces the clouds,
and produces a magical sight.
Rainbows appear and disappear with the wind.
During the rainy season, vegetation grows
vigorously. The islands are covered with the
silvery foliage of melastromas, droseraceas,
ferns and mimosa, which are extremely
colourful. The European visitor is reminded
of small granite areas in the Alps where isolated
flowers grow between the snows of glaciers.
Alexander Von Humboldt,
Pictures of Nature, 1808 (adapted)
Niagara Falls
ACTIVITY
e. Which plants does Humboldt mention?

Investigate and find out what they look like.
b. Which other waterfalls does Humboldt describe?

Where are they?
f. Why do you think Humboldt compares

the Maypures with something you can see
in Europe?
c. How is this waterfall different from other waterfalls?
80
d. Why is the river difficult to navigate?
a. What does Humboldt describe? Where is it?

Find it on a map.
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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
bricks which goes from the corners of the wall

and along each bank of the river.
In the city, the houses are mostly three and four
stories high. The streets are in straight lines
which run parallel and perpendicular to the
river. At the end of each perpendicular street,
on the fence that borders the river, there are
low, bronze gates which offer access to the
river.
The outer wall is the main defence of the city
There is also a second, inner wall, which is
equally strong but narrower.
The centre of each area of the city is occupied
by a fortress. In one area, there is the royal
palace, with large, solid grounds.
The wall and the moat defend Babylon.

The city has two sections separated by the
River Euphrates, which comes from Armenia
and runs through the middle of the city.
The river is wide, deep and fast, and it comes
out into the Erythraean Sea.
In another, there is the sacred precinct of

Jupiter Belus, which is a square enclosure with
huge bronze doors. There is a solid tower in the
centre of the sanctuary. On top of this tower,
there are seven smaller towers. A ramp goes
round the outside of the construction so that
people can go up. In the middle of the ramp
there is a platform with seats, so that those who
climb the tower can rest.
The city wall comes down on both sides to

the edge of the river. There is a fence of burnt
Herodotus, History, 5th Century BC (adapted)
ACTIVITIES
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?
2. What do you think?

a. What do you think the citizens of Babylon did
for work?
b. Do you think from this description that Babylon
was an important city?
d. Which defensive elements does the writer

describe? Why did the city need to defend itself?
3. Make a drawing.
e. How is Babylon similar to a modern city? How is

it different?
Follow the description and draw a diagram of the city

of Babylon.
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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
allow lies to exaggerate their past glories. Those

who say that the Iberians have over 1,000 cities
seem to suffer from this, identifying small towns
as cities.
The natural landscape of the country is too
poor, isolated, and lacking in culture for there
to be so many cities. Except for the people
living on the coast of Mare Nostrum, the
inhabitants do not live in circumstances that
would permit such civilization. Those who live
in towns are wild, while many live in the forests
and fight with their neighbours.
Nearly all the Iberians are fierce fighters. They
use spears, slingshots, and knives. The infantry
is mixed with the cavalry. The horses are used
to climb mountains and kneel down when
necessary. Iberia produces many wild stags,
horses, and large birds. There are beavers
in the rivers. They say that Iberian horses are
similar to those of Parthia, faster and better
as racehorses than other horses.
Strabo, Geography, 1st Century BC (adapted)
Ruins of Numantia
ACTIVITY
a. Who are the Celt-Iberians?
82
d. Does the writer believe that Iberia had 300

cities? Why?
e. What is the Mare Nostrum that the author
mentions in the text?
b. Where are Segida, Caesaraugusta, Pallantia,

Segobriga, Bilbilis, Numantia, and Intercatia?
Locate them on a map and find out what their
names are today.
f. How did most people live, according to the

writer? How did they fight?
c. Who do you think Marcus Marcellus was and

what did he receive?
g. Who do you think Posidorus and Polybius

were?
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A Journey to the Centre

of the Earth
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.
Whales! These whales were of supernatural

dimensions and the smallest would have
crushed our boat to pieces with just one of its
teeth. Hans wanted to get away from this
dangerous area, but he saw terrible enemies on
the shore; a 40 foot wide turtle and a 30 foot
long serpent, raising its fearful head above
the waves.
The weather seemed to be changing.
In the distance the clouds resembled great
bales of cotton, piled up in picturesque disorder.
Gradually they grew in size. They were so heavy
they could not rise from the horizon, but with
the wind they began to become very dense. The
grey gloom upon them deepened and they now
looked like a grey and threatening mass.
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

a. Does Jules Vernes image of the centre of the
Earth coincide with the image in your textbook?
b. Would it be possible to travel to the centre
of the Earth? Explain your answer.
3. Look for information in your textbook.
Name the different layers of the earth.
Climate
Vegetation
Fauna
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ACTIVITY SHEET 1
RESOURCE PAGE
MAPS
NAME:
CLASS:
DATE:
1 Write the geographical coordinates.
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:
1 Learning about maps.
a. Tick () the correct answer.

1. Maps convert the Earth into a sphere.
2. Maps represent the Earth in two dimensions.
3. Maps represent the Earth in three dimensions.
b. Complete the following diagram about types of maps.
Maps
They give information on relief.
They give information on

administrative areas.
They give information on

climate and vegetation.
c. Draw arrows and match the phrases to make sentences.

1. The key on a map contains
a. imaginary lines which establish the exact location of places.
2. The arrow pointing north
b. the symbols which represent information.
3. The parallels and meridians are
c. how many times the area shown has been reduced.
4. Scale indicates
d. enables us to establish orientation.
2 Establishing direction.
a. Write True (T) or False (F) next to these sentences.

1. There are six principal cardinal points.
2. The north is at the bottom.
3. The Sun rises in the west.
4. The south is on the right.
5. The Sun sets in the west.
6. To find the orientation of a place we can observe where the Sun rises.
b. Rewrite the false sentences correctly.
3 Using scale.
a. Tick () the correct sentence(s).

1. Scale shows the difference between real size and size on a map.
2. Scales show different perspectives of a place.
3. Scale shows the points of the compass.
4. Numeric scale is expressed as a fraction.
5. Graphic scale is also called bar scale.
b. Look at the map of the United States on Activity sheet 3.
Look at the scale. How many kilometres does each centimetre on the map represent?
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ACTIVITY SHEET 3
REINFORCEMENT AND EXTENSION
REPRESENTING THE EARTH
NAME:
CLASS:
DATE:
1 Different ways of representing the Earth.
a. Look at this aerial photograph of the United States. Answer these questions in your notebook.
What features can you see in this photograph?

Can you see the area clearly? Can you see details or just a general view?
What is the purpose of aerial photographs? Where are they taken from?
C
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
CHECK YOUR PROGRESS
GEOGRAPHICAL COORDINATES
NAME:
CLASS:
DATE:
1 Look at the picture showing the path of the Sun.
Write the names of the cardinal points in the correct place.
2 Listen to the recording. What type of map is it?
a. It gives information on political organisation, such as international or regional frontiers.

b. It gives information on relief, and shows features such as rivers.
c. It gives information on particular subjects, such as climate or vegetation.
3 Geographical coordinates.
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
OCEANS AND CONTINENTS
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
RELIEF AND STRUCTURE OF THE EARTH
NAME:
CLASS:
DATE:
1 Analysing a picture.
Look at this photograph and answer the questions in your notebook.

How many different types of relief can you see? What are they called?
2 Classifying different kinds of relief.
Make a chart and complete it with the words below.
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
3 Correct the information in these sentences.
a. The continents are the liquid part of the Earths crust.

b. The mantle is the deepest layer of the Earth.
c. The Earths temperature decreases with depth.
d. The Earths relief never changes.
e. Tectonic plates move only a few miles every year.
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ACTIVITY SHEET 7
RELIEF AND CONTINENTAL DRIFT
NAME:
CLASS:
DATE:
1 Locating continental relief.
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
c. The deepest ocean trench is
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
b. Group work: Identify examples of erosion in your area.

Use photographs. Write a short text.
3 Read the text on continental drift and complete the words.
The Earths c
is divided into different plates called t
collide, the Earths surface often undulates and f

f
m
plates. When plates
are created. When the surface fractures,
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
. Volcanic eruptions under the sea can form i
such as the Canaries. Earthquakes on the ocean floor can produce huge waves called t
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ACTIVITY SHEET 8
CHECK YOUR PROGRESS
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
Mountains are high (a)

is the Himalayas in Asia.
(b)
landforms
plains
valleys
with steep sides. The worlds highest mountain range
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.
, or low areas of land. Some are below sea level.
2 Defining different types of relief.
a. Match the definitions and the terms.

1. Large mountain range rising from the sea floor
a. continental shelf
2. Deep depression in the ocean floor
b. ocean trench
3. Plateau under the sea near a coastline
c. mountain
4. High landform with steep sides
d. ocean ridge
b. Are these sentences true (T) or false (F)?

1. Continental shelves can reach a depth of 10,000 m.
2. Ocean ridges can be as high as 3,000 m.
3. Islands are the highest peaks of ocean ridges.
4. Continental slopes go down to the deeper part of oceans.
5. The deepest trenches are in the Atlantic Ocean.
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
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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
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D
B
T
91
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ACTIVITY SHEET 9
RESOURCE PAGE
SEAS
NAME:
CLASS:
DATE:
92
12 South China Sea

10 Coral Sea
Arabian Sea
8
Black Sea
6
Baltic Sea
Caribbean Sea
Bering Sea
North Sea
Mediterranean Sea
Red Sea
Sea of Japan
11 Philippine Sea
1 Write the number of each sea in the correct place.
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ACTIVITY SHEET 10
REINFORCEMENT
WATER ON EARTH
NAME:
CLASS:
DATE:
1 Put the stages in the water cycle in the correct order.
a. Groundwater goes into the sea.

b. River water goes into the sea and other rivers.
c. Water from the sea evaporates. 1
d. Condensed vapour falls as precipitation.
e. Water vapour rises, cools and condenses. Clouds form.
f. Wind moves the clouds.
g. Some water infiltrates into the ground.
2 The seas. True (T) or False (F)?
a. All oceans and seas contain salt.

b. The amount of salinity in the seas and oceans varies.
c. Warm seas have a lower salt content.
d. Heat makes salt water evaporate.
e. The Red Sea has much less salt than the Baltic Sea.
3 The uses of water.
Write F (fresh water) or S (salt water) or both (FS) after these uses.
a. Watering crops
e. Transporting people and goods
b. Providing drinking water
f. Attracting tourists to the coasts
c. Providing food
g. Providing us with gas and petroleum
d. Providing salt
4 Forms of water.
What is described in these sentences? Choose from these words.

glaciers
currents
tides
lakes
waves
a. They rise and fall in a circular motion.

b. They are caused by the gravitational forces of the Moon and the Sun.
c. They are similar to rivers but they move through the oceans.
d. They are large masses of inland water.
e. They are masses of ice created by the accumulation of snow.
5 Complete the sentences about water problems.
a. A shortage of water is called a d

b. An excess of water can cause f
c. A
d. Water p
t.
s.
d rain contains harmful chemicals.

n occurs when harmful substances go into the water.
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ACTIVITY SHEET 11
RIVERS
NAME:
CLASS:
DATE:
1 Analyse the photograph and answer the questions.
a. What can you see in the picture, a river or a wadi?

b. Why is it dry?
c. Where do we find places like this? Why?
2 Match the words with their definitions.
a. flow
1. the place where a river starts
b. basin
2. the route taken by a river
c. course
3. the amount of water carried by a river
d. source
4. the area occupied by a river and its tributaries
3 Complete the sentences with the words below.
spring
rainfall
flow
a. If rivers are created from melting snow, the

b. If rivers are created from
, the
is larger in
is larger in the rainy season.
4 Look for information about an important river and complete the file.
Name:
Length:
Basin:
Flow:
Tributaries:
Countries which it passes through:
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ACTIVITY SHEET 12
CHECK YOUR PROGRESS
WATER
NAME:
CLASS:
1 Listen to the recording and complete the sentences.
DATE:
a. The water found in oceans and seas is called
b. The water found in rivers and lakes is called
c. The water that infiltrates into the ground is called
d. When water vapour rises, cools and condenses, it forms
2 Unscramble the words and match them.
IROVRESER
GOALON
GREBESCI
SCALAN
TIPICERAPNOTI
a. An artificial lake which stores water:

b. A small, inland lake:
c. They form when glaciers reach the sea and break up:
d. They connect the Caspian Sea to the Baltic, Black and White Seas:
e. The origin of most groundwater:
3 Quiz. Answer the questions and complete the table.
a. Which is the largest lake in the world?
d. Which is the highest waterfall?
b. Which is the deepest lake?
e. Which is the muddiest river?
c. Which is the longest river? River Nile

Name
Location
a.
b.
c.
River Nile
d.
e.
4 Write the percentages in the correct place.
25 %
3%
71 %
10 %
a. Water covers
of the Earths surface.
b. Fresh water represents less than

c. Only
of all the Earths water.
of fresh water can be used for consumption.
d. Groundwater represents
e. Glaciers cover
0.014 %
of the water on the continents.

of the Earths surface.
95
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ACTIVITY SHEET 13
RESOURCE PAGE
WEATHER
NAME:
CLASS:
DATE:
From 250 mm to 500 mm
Less than 250 mm
Green
Yellow
From 500 mm to 1,000 mm

Orange
More than 1,000 mm

Blue
ANNUAL PRECIPITATION
(In mm)
1 Look at the key and colour the map.
le
Circ
An
tic
t a rc
Tropic of Capricorn
Equator
Tropic of Cancer
Prime Meridian
96
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ACTIVITY SHEET 14
REINFORCEMENT
WEATHER AND CLIMATE
NAME:
CLASS:
DATE:
1 1. Look at the map and answer these questions in your notebook.
a. What does the map show?

b. Which symbols are used? Copy this table
and complete it with the words in the key.
Symbol
Meaning
clear / sunny
c. Where can you see weather maps?

d. When do you use a weather map?
Clear
Sunny
intervals
Mist
Cloudy
Rain
Showers
Storms
Snow
Sleet
Smooth
Slight
Moderate
Rough
Very rough
2 Differentiating between weather and climate.
a. Tick () the correct definitions.

1. Climate refers to the difference between the seasons in a certain place.
2. Weather refers to the state of the atmosphere in a place at a specific time.
3. Climate refers to the state of the atmosphere in a place over a long period of time.
b. Which of these sentences are never correct? Decide and tick ().
1. What bad weather were having today!
2. The weather in the Canary Islands is very pleasant all year round.
3. The weather forecast for the weekend is very good.
4. When we went on holiday to the coast the climate was very bad.
5. The climate forecast is excellent.
3 Recognising factors which influence climate.
Tick () the correct sentences.

a. Precipitation increases with altitude.
b. Temperatures usually increase with altitude.
c. Precipitation decreases near the equator.
d. There is more precipitation in lower areas.
e. Coastal climates are more temperate.
f. Temperatures are lower near the equator.
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ACTIVITY SHEET 15
CLIMATES
NAME:
CLASS:
DATE:
Title
1 Analysing a photograph.
a. Where was this photograph taken? Invent a title for it.

b. Which climate zone is it in?
hot zone
temperate zone
cold zone
c. What are the Suns rays like in this area?

perpendicular
oblique
2 Locating climate zones.
a. Where are the main climate zones? Draw arrows to connect them.
hot zones
within the polar circles
cold zones
between the two tropics
temperate zones
between the tropics and the polar circles
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.
Draw arrows to connect the phrases.

a. Temperatures are usually high.
1. Temperate climates
b. There are four seasons.
2. Cold climates
c. They occur at high altitudes.
3. Hot climates
4 Evaluate the importance of climate change.
Go to the webpage www.tecnun.es/Asignaturas/ecologia/Hipertexto/10CAtm1/350CaCli.htm and write a text

which answers the following questions:
a. What is climate change?
b. How can it affect life on our planet?
c. Do you think enough is being done to avoid climate change?
5 Group work.
Look for information on the climate of Spain and prepare a report.

a. In which climate zone is Spain situated?
b. How many different types of climate are there in Spain?
c. What type of climate is there in the area where you live?
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ACTIVITY SHEET 16
CHECK YOUR PROGRESS
FACTORS WHICH AFFECT CLIMATE
NAME:
CLASS:
DATE:
1 Listen to the recording and write True (T) or False (F) after these sentences.
/ 12
Then rewrite the false sentences.

a. Atmospheric pressure affects the weather.
f. Areas of low pressure are called anticyclones.
b. If the airs weight is greater, the pressure is less.
g. Anticyclones produce stable weather.
c. In low areas, pressure is higher.
h. Depressions produce unstable weather.
d. Hot air weighs more than cold air.
i. Weather fronts always bring sunny weather.
e. Areas of high pressure are called depressions.
j. Fronts are characteristic of temperate zones.
2 Read about rainfall and complete the text.
There are (a)
types of rainfall: convectional, orographic (or relief) rainfall
and (b)
rainfall.
Convectional rainfall is characteristic of (c)

of (d)
climates. Relief rainfall is characteristic
regions. (e)
rainfall takes place at the boundary,
or front, between a mass of warm air and a mass of (f)
air.
3 Different types of winds.
a. Draw arrows and match the winds with their description.

1. prevailing winds
a. They change daily.
2. periodic winds
b. They are influenced by the surrounding geography.
3. synoptic winds
c. They always blow in the same direction.
4. local winds
d. They change direction with the seasons.
b. Complete the sentence.

An example of a local wind is the
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
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J
E
L
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A
J
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M
N
B
M
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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
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B
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R
F
W
R
E
E
X
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J
G
E
A
X
V
K
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ACTIVITY SHEET 17
RESOURCE PAGE
PRECIPITATION
NAME:
CLASS:
DATE:
1 Use the information to make a climate graph.
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
2 Answer these questions.
a. In which continents are the hot climates?

b. In which continents are the temperate climates?
c. In which continents are the mountain climates?
3 Climate and landscape.
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
1. this refers to trees which do not lose their leaves
b. moor
2. a place with trees and water in the desert
c. oasis
3. a landscape of moss and small trees in the polar regions
d. steppe
4. a huge plain with tall grass
e. coniferous
5. coniferous forests
f. taiga
6. dry landscapes of low grass in the northern hemisphere
g. tundra
7. an area of poor soil in oceanic landscapes
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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
long grass; shrubs,

some trees
scarce; oases
Oceanic
regular, abundant
flow
Continental
Mediterranean
Polar
Mountain
reindeer, Arctic fox
varies with altitude
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
Spanish Mediterranean coast
Brazilian rainforest
Antarctic
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ACTIVITY SHEET 20
CHECK YOUR PROGRESS
CLIMATES
NAME:
CLASS:
DATE:
1 Read and complete the text with the following words.
perpendicular
desert
cold
polar
The Earth is divided into (a)

and (b)
temperatures
five
fauna
different
Chinese
oblique
main climate zones. Climate affects flora
and the way people live.
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 different seasons. There are three
main climates in the hot zone: equatorial, tropical and (e)
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)
angle. As a result, temperatures
. This type of climate occurs in the (j)
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
f. Aberdeen, United Kingdom
c. Libreville, Gabon
g. Mount Everest, Himalayas
oceanic
d. Acapulco, Mexico
3 Quiz.
Answer the questions.

a. Which is the highest mountain range in Asia?
b. Where are the biggest rainforests in the world?
c. Where is the driest place in the world?
d. Which is the coldest desert?
e. Which is the largest desert?
f. Where do the Tuaregs live?
g. Where do the Sami and Inuits live?
h. What is a taiga?
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ACTIVITY SHEET 21
RESOURCE PAGE
PHYSICAL MAP OF AMERICA
NAME:
CLASS:
DATE:
1 Write the name of each peak in the correct place.
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
104
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ACTIVITY SHEET 22
REINFORCEMENT
THE CONTINENTS
NAME:
CLASS:
DATE:
1 Write the names of the continents.
a.
b.
c.
d.
e.
f.
2
Complete the sentences with the name of the continent.

a.
is the third largest continent.
b. Some people believe that

c. Tibet, in the centre of
is not a continent but a peninsula of Asia.

, is the highest plateau in the world.
d.
, to the south-east of Asia, is the smallest continent.
e.
is the longest continent and stretches from the Arctic Circle to the Antarctic Circle.
f. Very few people live in
, the worlds coldest continent.
3 Which continent are they in?
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
4 Write True (T) or False (F). Correct the false sentences.
a. Oceania is formed by thousands of islands.

b. Africa has no large lakes.
c. Africa has very few islands.
d. Asia is a very large, very high continent.
e. The worlds highest mountain range is in America.
f. America has many different types of climate.
g. New Guinea is the largest island in Oceania.
h. Antarctica is a low continent.
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ACTIVITY SHEET 23
MATCHING PLACES WITH CLIMATE
NAME:
CLASS:
DATE:
1 Look at the photograph and answer the questions.
a. Choose the best caption.
Climbing in the Himalayas
Nomadic life in the Hindu Kush
Tourism in the far east
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
106
Things to see, for example, Mount Everest
The best time to visit
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ACTIVITY SHEET 24
CHECK YOUR PROGRESS
PHYSICAL FEATURES OF THE WORLD
NAME:
CLASS:
1 Complete the chart. Then listen and check your answers
Physical feature / Area
DATE:
/ 16 .
Location
The Andes
Statistics
(a)
7,200 km long
North America
(c)
Ayers Rock
(d)
340 metres high
Japan
(e)
Great Rift Valley
Southwest Asia to East Africa
(f)
km long
ice and glaciers
Antarctica
(g)
% covered by ice
(b)
River
Ocean
tributaries
over 3,000 islands
2 Find six of Africas main rivers in the wordsearch.
a. Which is the longest river?
b. Which sea does it flow into?
M E
T M
O N
N G
N O N
N O U O
M E
H Q U
3 Unscramble these words and write them next to the descriptions.
TNUMO UFIJ
RASHAA
KELA KLABIA
GADAMCRAAS
URASIALTA
MROLANIJAIK
EBTIT
KELA AIRCOTIV
a. The highest plateau in the world:

b. A volcano in Japan:
c. The largest island on Earth:
d. The highest mountain in Africa:
e. The biggest desert in the world:
f. The largest African island:
g. The deepest lake in the world:
h. The largest lake in Africa:
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ACTIVITY SHEET 25
RESOURCE PAGE
PHYSICAL MAP OF EUROPE
NAME:
CLASS:
DATE:
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
1 Write the name of each peak in the correct place.
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ACTIVITY SHEET 26
REINFORCEMENT
EUROPE AND SPAIN
NAME:
CLASS:
DATE:
1 Which river? Write the name in the gap.
a. The
is the longest river in Europe and has the largest flow.
b. The
starts in the Swiss Alps and flows into the North Sea.
c. The
starts in Germany and flows into the Black Sea.
2 Why are European rivers important? Unscramble these words and complete the sentences.
ERTAW
ICLETTEYIRC
SONPRTART
a. They are used to

b. They contribute
people and goods.

to the supply.
c. They are used in the production of
3 The climate of Europe. Underline the correct answer.
a. The climate of Europe is mostly temperate / tropical.

b. The oceanic / alpine climate is typical of the Atlantic side of Europe.
c. The polar / continental climate is found in the north of Scandinavia and Russia.
d. The alpine / oceanic climate is found on the highest peaks of mountain ranges.
e. Cold / temperate climates are found in polar regions and in the mountains.
f. The continental / desert climate is found in the centre and east of Europe.
g. The Mediterranean / equatorial climate is found along the southern coast of Europe.
4 Match the vegetation with the climate. Draw arrows.
Vegetation
Climate
a. tundra and taiga
1. oceanic
b. moors and deciduous forests
2. Mediterranean
c. shrubs and evergreen forests
3. continental
d. prairies and steppes
4. alpine
e. forests, pastures, prairies
5. polar
5 Spain and Europe.
Complete these sentences.

a. Spain is on the
Peninsula.
b. It is one of the
countries in Europe, with eleven mountain ranges.
c. It is one of the
European countries, with an area of 505,000 km.
d. It has two archipelagos:

e. It has two cities on the North African coast:
f. The peninsula is dominated by a large central
and
.
and
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ACTIVITY SHEET 27
SPAINS RELIEF
NAME:
CLASS:
DATE:
1 Read this text and give it a title.
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.
They are outside

the plateau.
a. Central Mountain Chain

b. Cantabrian Range
c. Mountains of Toledo
d. Sierra Morena
e. Pyrenees
f. Iberian Mountain Chain
g. Catalan Coastal Chain
h. Betic Chain
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.
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ACTIVITY SHEET 28
CHECK YOUR PROGRESS
EUROPES RELIEF
NAME:
CLASS:
1 Read and complete the text. Then listen and check your answers.
DATE:
10
/ 19
The relief of Europe

2
Europe is a (a)
continent with an area of only 105 million km . It is separated
from Asia by the Caucasus and Ural Mountains, the Ural River and the (b)
Most of Europe has a (c)
Sea.
relief. A very large central (d)
is surrounded by mountainous regions.

Great plains cover the centre and (e)
of Europe, from France to Russia.
These areas are very fertile, as some of the major (f)
flow through them.
The older mountain ranges, such as the Kjolen and the Ural Mountains, are in the north
and (g)
of Europe. The younger mountain ranges, such as the Alps,
the Pyrenees and the Balkans, form an arch along the (h)
coast.
2 Quiz.
Europe and Spain

a. Which is the longest river in Europe?
b. In which country are the Apennines?
c. Which bay is off the north coast of Spain?
d. Which sea is between Italy and Croatia?
e. Which sea is between Poland and Sweden?
f. Which is Spains highest mountain?
g. Which is the longest river in the Iberian Peninsula?
3 Classify these physical features.
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
It was used for
b. It is a
It was used for
c. It is a
It was used for
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ACTIVITY SHEET 30
REINFORCEMENT
THE FIRST HUMAN BEINGS
NAME:
CLASS:
DATE:
1 History and Prehistory.
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)
would last 23 hours and almost 59 minutes.
The rest of (c)
would only last one minute and thirty seconds.
(d)
really began after the invention of writing.
2 Complete the chart.
When did it start?
Characteristics
Human beings lived from
The (a)
Age
5 million years ago
The (c)
Age
11,000 years ago
They lived in (d)

crops and raised (e)
The (f)
Ages
7,000 years ago
They used metal to make objects.
(b)
, grew
.
3 Match early human beings with their characteristics.
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
3. They are 800,000 years old.
d. Homo antecessor
4. They lived 150,000 years ago in Europe; they probably spoke.
e. Neanderthal man
5. They developed language, cooperated and created art.
f. Homo sapiens
6. They were hunter gatherers; they made stone tools.
4 Write True (T) or False (F) next to these sentences.
a. Stone Age people were nomadic.

b. They used fire for heat, cooking and protection from wild animals.
c. They burned their dead.
d. Cave art was very primitive.
e. In the Neolithic Age, people made textiles.
f. Neolithic means old stone.
g. Neolithic people were nomadic.
h. They grew crops and kept animals.
i. People in the Metal Ages invented the wheel.
j. There was more social division at this time.
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ACTIVITY SHEET 31
DISCOVERIES AND INVENTIONS
NAME:
CLASS:
DATE:
1 Read the magazine article and answer the questions.
Spanish archaeologists discover the oldest fire on the Iberian Peninsula

A team of archaeologists working on an excavation in Bolomor de Tavernes
de Valldigna (Valencia) discovered the oldest fire house ever found on the Iberian Peninsula.
The remains of the fire are 150,000 years old. They appeared during excavations on level XI of the site.
This level contained stone implements, as well as a large number of bones belonging to deer and horses.
The analysis of the substances found has given us valuable information about the diet of our ancestors.
In 1994, archaeologists in Bolomor found human remains 130,000 years old.
They are the oldest ever found in the region.
(Adapted from
La Aventura de la Historia, number 37)
a. Where is the excavation located?
b. What types of remains have been discovered there?
c. When did the remains of the fire appear?
d. How old is the fire? How old are the human remains? What does this tell us?
e. How old are the human remains discovered at the site of Atapuerca?
f. Why is it important to study ancient fires? What information can they give us?
2 Prehistoric inventions.
a. Look at the wordsearch. Find seven discoveries

or inventions of the Prehistoric period.
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b. Write the inventions in chronological order.

Palaeolithic:
Neolithic:
Metal Ages:
When were there most inventions?
3 Choose an invention and find out more about it.
a. When was it invented?

b. What was it used for?
c. Describe it. (shape, size, material)
d. How has it evolved from the time of its invention up to the present?
e. What is it used for today?
4 Group work.
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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ACTIVITY SHEET 32
CHECK YOUR PROGRESS
PREHISTORY
NAME:
CLASS:
1 Read and complete the text. Then listen and check.
12
DATE:
/ 23
a. Our first ancestors emerged about
years ago.
b. Writing was invented about
years ago.
c. Prehistory is divided into
periods.
d. In the Palaeolithic Age, people lived from
and gathering.
e. In the Neolithic Age, people started to live in

f. They practised
.
and raised cattle.
g. In the Metal Ages, people learned to make
from metal.
2 Read the sentences and circle the best answer.
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.
a. Why did people in Palaeolithic times have

no food in winter?
e. What was the first metal used in the Metal

Ages? What was it like?
b. Why are Palaeolithic people described as nomadic?
f. What other metals were used?
c. How did people discover agriculture?
g. Which two inventions improved transport?
d. Why are Neolithic people described as sedentary?
h. Which invention made it easier to work the land?
4 Draw arrows and match the megalithic monuments with their description.
a. Menhirs
1. Stonehenge is a well-known example.
b. Dolmens
2. Single, long, vertical stones
c. Stone circles
3. Vertical stones covered by horizontal blocks
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ACTIVITY SHEET 33
RESOURCE PAGE
TIMELINE OF MESOPOTAMIA
NAME:
CLASS:
DATE:
1 Complete the timeline.
3,000 BC
PERIOD
EMPIRE
EMPIRE
EMPIRE
EMPIRE
539 BC
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ACTIVITY SHEET 34
REINFORCEMENT
RIVER CIVILIZATIONS
NAME:
CLASS:
DATE:
1 Correct these sentences.
a. Writing first appeared in India.

b. Writing appeared about 10,000 years ago.
c. It marked the beginning of Prehistory.
d. Writing was a way of destroying information.
e. River civilizations used dry land in cultivation.
f. The army had the most power in Egypt.
g. Society in Mesopotamia was egalitarian.
h. The pharaohs built small-scale buildings such as temples and tombs.
2 Egypt or Mesopotamia? Write E or M next to these sentences.
a. Its name means between rivers.

b. Its kings were called pharaohs.
c. It was conquered by the Romans in the first century BC.
d. Its empires include the Babylonian Empire and the Assyrian Empire.
e. It developed cuneiform writing.
f. Its capital moved from Memphis to Thebes.
g. King Ashurbanipal was its last great king.
h. Hatshepsut and Ramesses II were important rulers.
3 Unscramble the words.
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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ACTIVITY SHEET 35
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)
to the Giza pyramids.
3 Analyse the Giza pyramids and complete this information.
Period of construction (dynasty):

Pharaohs who commissioned the building:
Comparison of measurements:
Building materials used:
Construction problems:
4 Answer these questions.
a. Did the pyramids face a certain direction?

b. Where did the stones come from?
c. How were the stones prepared for building?
d. Were ramps used to position the stones?
e. What were the tombs used for?
f. Who did the construction work?
5 Write about your opinions in a notebook.
What do you think of the Giza Pyramids?

Would you like to see them? Why?
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ACTIVITY SHEET 36
CHECK YOUR PROGRESS
EARLY CIVILIZATIONS
NAME:
CLASS:
1 Listen and complete the sentences.
14
DATE:
/ 26
a. As villages grew into towns, writing was a way of storing information about
and
b. River civilizations developed along

by
surrounded
land.
c. In these civilizations, the king made
, led the
and often had religious functions.

d. A minority of privileged people owned most of the
and wealth and had
important posts in
2 Ancient Mesopotamia.
a. Put these historic periods in the correct order.

Babylonian Empire
Neo-Babylonian Empire
Persian conquest
Akkadian Empire
Assyrian Empire
Sumerian period
3 Mesopotamia or Egypt? Write M and / or E next to these sentences.
a. They were polytheistic.
f. They believed in an eye for an eye.
b. Their main god was the Sun god.
g. They had a form of writing.
c. They worshipped the river.
h. Slaves had no rights.
d. Women were mens property.
i. The lion was an important symbol.
e. Some of the women became rulers.
j. They built magnificent palaces.
4 Look at the wordsearch and find eight words connected with Ancient Egypt.
P
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Which words are types of tombs?

h
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ACTIVITY SHEET 37
RESOURCE PAGE
TIMELINE OF ANCIENT GREECE
NAME:
CLASS:
DATE:
1 Complete the timeline.
800 BC
750 BC
PERIOD
This is a period of
The Persian Wars between
550 BC
499 BC
480 BC
The
War
431 BC
404 BC
PERIOD
334 BC
323 BC
Alexander the Great
AGE
Greek territories become

a Roman province.
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ACTIVITY SHEET 38
REINFORCEMENT
ANCIENT GREECE
NAME:
CLASS:
DATE:
1 Complete the map.
M________
Troy
B_____
P________
ASIA
A
M____
Ephesus
SAMOS
Mycenae
______
A_____
S__
P___________
______
RHODES
Green
C____
Knossos
Border of the
Greek territories
_____________
City
S__
2 Number these historical periods in the correct order.
Hellenistic Age
Classical period
Archaic period
Minoan civilization
Mycenaean civilization
Dark Age
3 City states and Greek expansion.
aristoi
poleis
acropolis
democratic
colonies
a. Athens, Sparta, Corinth and Thebes were all city-states or

b. Sparta is a famous example of
c. The word
.
government.
means the best.
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:
1 Analysing Greek pottery.
amphora
krater
kylix
pyxis
a. Shape, size and function.

1. used for carrying and conserving liquids: amphora
2. a drinking cup:
3. a container for jewellery and cosmetics:
4. used for mixing wine and water. It is wide at the top so that cups can be dipped
in to take out the liquid:
b. Decoration. Greek pots were decorated in many different ways. At first, only mythical subjects
were used, but later scenes from daily life also appeared.
c. Colour and period. In the Archaic Age, figures were painted in black on a red background.
In the Classical Age, the figures were painted red on a black background. In the Hellenistic Age,
the figures were painted in different colours on a white background.
2 Investigate.
a. Shape, size and function.

1. What shape is this Greek vase?
2. What is the mouth of this vase like?
3. What was it used for?
b. Decoration.
Describe the vase.
c. Period.
Which period do you think the vase is from? Why?
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ACTIVITY SHEET 40
CHECK YOUR PROGRESS
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)
to explain the world. The Greeks were the first to
look for an explanation of natural phenomena using (b)
and reasoning. That is
why the Greeks are considered to be the fathers of philosophy and (c)
The three greatest Greek (d)
were Socrates, Plato and Aristotle.
There were important (e)
too, such as Pythagoras and Archimedes.
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)
. They had military training from the age
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
could read and write.

2 Architecture.
Look at the wordsearch and find eight words connected with Greek architecture.
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3 Who were they? Match the names with the descriptions. Draw arrows.
a. Cyclopes
1. the legendary king of Mycenae who fought in the Trojan War
b. Sophocles
2. the leader of Athens in the 5th century BC
c. Agamemnon
3. a famous Greek playwright
d. Alexander the Great
4. a Greek hero who travelled the seas
e. Ulysses
5. a mythical one-eyed monster
f. Pericles
6. a famous person who built a huge empire for Greece in the 4th century
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ACTIVITY SHEET 41
RESOURCE PAGE
THE ROMAN EMPIRE
NAME:
CLASS:
DATE:
1 Complete the map and then colour it.
_ 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:
1 Complete the timeline of Ancient Rome and with this information.
27 BC
Republic
800 BC
600 BC
I AD
509 BC
400 BC
476 AD
Monarchy
Empire
753 BC
200 BC
200
400
2 The Monarchy and the Republic.
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.
e. The next emperor, Constantine, moved the capital to Constantinople.

f. The emperor Diocletian strengthened the frontiers and the situation improved.
g. The two parts of the empire evolved in very different ways.
h. In 375, the Huns entered Germanic territory and the Germanic tribes fled into the Roman Empire.
i. The Western Empire ended in 476 while the Eastern Empire lasted for another
thousand years as the Byzantine Empire.
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ACTIVITY SHEET 43
ASTERIX AND OBELIX
NAME:
CLASS:
DATE:
Asterix and Obelix are characters in a famous series of comic-book adventures.

Their stories, originally written in French, have been translated into many languages.
Maximum Roman Expansion
Ri
er
Rhine
Treveri
GALLIA
Lyon
ATLANTIC
OCEAN
VIENNENSIS
Marseille
1 Read the text and answer the questions.
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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ACTIVITY SHEET 44
CHECK YOUR PROGRESS
ROMAN SOCIETY
NAME:
CLASS:
1 Listen and complete the text.
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 king was helped by
the (b)
, an assembly formed by senators, who were the heads of
the leading (c)
. In the 6th century BC, Rome was conquered by
the (d)
. However, the Romans fought against them and eventually
defeated them. In 509 BC, a rebellion dethroned Lucius Tarquinus Superbus (Tarquin
the (e)
), the last Etruscan king.
After the expulsion of the Etruscans, a new form of government was established, a Republic.
There were (f)
main institutions. The (g)
these were assemblies where Roman citizens met to vote for laws and elect magistrates.
The (h)
: magistrates held political, military and sometimes religious power.
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
Free men with rights
They had no political rights.
They were owned by another person.
They were always under the rule of a man.

3 Write the answers to this quiz.
a. What were the three main crops in Roman agriculture?

b. What was used to season and preserve food?
c. Who were the three most important Roman gods?
d. In which famous building in Rome could people see games and spectacles?
e. Which column was built to celebrate the Roman conquest of Dacia (now Romania)?
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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.
2008 by Santillana Educacin, S. L. / Richmond Publishing

Torrelaguna, 60. 28043 Madrid
Richmond Publishing is an imprint
of Santillana Educacin, S. L.
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.:
All rights reserved. No part of this book may be reproduced, stored

in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise,
without the prior permission in writing of the publisher.

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Teachers Resource Pack.......................................................................................... 11

REINFORCEMENT, EXTENSION AND ASSESSMENT

There are seven Geography

Each unit is organised in the same way:

Observe and think

Read the headings and

Turn to the grammar

The Earth is sphe

The arrow enab

UNIT DEVELOPMENT PAGES

Focus on key vocabulary: draw attention to key vocabulary and tell

Students can be asked

6. Who were the pharaohs?

5. Why was the Nile crucial to Ancient Egypt?

The serpent was

The vulture was

The origins of Ancient Egypt date back

Anci ent Egy p t

Focus attention on the caption and

The River Nile was also the main means

After using this approach several times

Global comprehension activities

Activities based on illustrations

Activities based on research

Activities based on artistic expression

Teachers Resource Pack

REVISION, EXTENSION AND ASSESSMENT WORKSHEETS

The Webquests in Essential Geography and History

EXPLOITING THE WEBQUESTS

Communicating the information

Values and key competences

Key competences in the ESO curriculum

The key competences

The use of language as a tool for oral and written

The ability to use numbers, perform basic operations,

Knowledge and interaction

The ability to interact with the physical world, and apply

The ability to find, obtain, process and transmit

The ability to understand the social reality in which

Cultural and artistic

The appreciation of cultural and artistic manifestations

The ability to plan courses of action and set oneself

Autonomy and personal

The ability to imagine, develop and evaluate individual

The contribution of Essential Geography and History

Knowledge and interaction with the physical world. Knowledge

Teaching and learning

Learning a specific discipline is tightly linked to learning the language

Student language guidance

many (important / interesting / historic) places to visit.

Does sunlight enter your classroom in the morning

Visit the website www.viamichelin.com. Choose one

Language for oral discussion:

Language for making comparisons:

Sea levels around the world will

(Area) of land, especially along Arctic coastlines, will be

UNIT 4: WEATHER AND CLIMATE

The thermal equator is like a line which connects

UNIT 5: WORLD LANDSCAPES

Identify one native people from the Amazon and

Language for reporting facts and making comparisons:

Investigate and do an interview. Write questions you