3T Social 6º

Teacher's Resource Pack
6 Social Science
Social Science Learning Lab is a collective work,

conceived, designed and created by the Primary
Educational department at Santillana, under the
supervision of Teresa Grence.
WRITERS
Lynn Durrant
Fiona Elvin
Ronald H. Green
Michele C. Guerrini
Montse Watkin
ILLUSTRATIONS
Quique Palomo
Alberto Pieruz
EDITORS
Sara J. Checa
Sally Frazer
EXECUTIVE EDITOR
Peter Barton
BILINGUAL PROJECT COORDINATION

Margarita España
Contents
Teacher's Book
Student's Book contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Learning Lab game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
What can we do with our money? . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Read about it! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Key vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Worksheets
Reinforcement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Graphic organiser .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Language support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
6 The economy of Spain
UNIT 5 Spain and Europe today
and Europe
CONTENTS • How is power shared • What is the economy?

in the Spanish government?
• How are companies different?
• How did the European Union
develop? • What happens in the primary
sector?
• What are the accomplishments
and challenges of the EU? • What happens in the secondary
sector?
• How did Spain join the EU?
• What happens in the tertiary
• Why did Spain want to join sector?
the EU?
• Where is farming important
• Why was the euro created? in Europe?
• Values education: How is the EU • Which economic sector is

culturally diverse? the most important in Europe?
MINI LAB / BE A… • Investigate the political structure • Create a pie chart

of another EU country
• Be an economist! How do you
• Investigate the currency make a personal budget?
of a European country
• Be a social scientist! How do you

make a pros and cons table?
FINAL TASK Task Task

Make a time capsule of the EU Organise a self-guided walking tour
with audio
Values education
Pair and group work / cultural Values education
awareness Pair and group work / cultural
awareness
REVIEW Learning Lab game
READ ABOUT IT! Travelling across Europe What is DOP?

5
Learning goals
Spain and Europe today

• To review the institutions
of Spain and the EU
Key language
Vocabulary
institutions (Congress of Deputies,
European Commission, European
What are the institutions of Spain and the EU?
Parliament), head of state,
A B
parliamentary monarchy, single
currency
Language structures
Photo … shows an institution of…
I think photo … is the … of…
Key concepts
Spain is a parliamentary monarchy European Commission
and a democracy.
The EU is an economic and political C
organisation.
Resources
Map: Political map of Europe
Graphic organiser: The national European Parliament Congress of Deputies
institutions of Spain (pages 72-73)
1 Look at the photos and answer the questions

with a partner.
LibroMedia/i-book You already know!
• Which photo shows an institution of Spain?
Video Which photos show institutions of the EU? • Spain is a parliamentary monarchy.
The head of state is the king.
Play the video, first with subtitles • What are the functions of each institution?
on, then without them. • Spain is a democracy.
• What other institutions of Spain and the EU
Ask questions and discuss with can you remember? • The European Union (EU) is an
the class. economic and political organisation
made up of 28 European countries.
Photo A I think the European
Commission is the • The eurozone is formed by the 19 EU
shows an
government of the EU. It… member countries that have
institution of…
adopted the euro as their single
You already know!
currency.
Ask:
Why do we say Spain is a
parliamentary monarchy? 74 seventy-four
What makes Spain a democracy?

• Form teams. Ask them to name
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as many of the 28 EU member

1 Look at the photos and answer
countries as they can.
the questions with a partner.
• Focus on the photos. Ask where each building is
located.
• Students ask and answer the questions in pairs.
• Ask volunteers to ask and answer the questions
for the class.
10
Learning goals
• To review the structure
of the Spanish government
Key language
Key words Vocabulary
government officials (judge,
What is the structure of the Spanish • branch
magistrate, minister, prime minister),
• ombudsman
government? government organisation (executive/
judicial/ legislative branch, head of
The Spanish Constitution defines the national institutions. The head state), institutions (Congress of
of state rules the nation. The government is divided into three branches:
Deputies, constitutional court,
Senate, Supreme Court), complain,
function, ombudsman, right, specialise
Head of state
The monarch acts as head of Language structures
state. This is a hereditary position. The name of the … national
institution is…
Its main functions are…
Legislative branch Executive branch Judicial branch
Key concepts
The Spanish government is divided
The parliament consists of the The government consists The courts of justice
Congress of Deputies and the Senate.
into three branches: executive,
of the prime minister and are made up of judges
Its members are elected every four the ministers. The prime and magistrates. The judicial and legislative.
years by Spanish citizens who are 18 minister chooses the highest court in Spain
years old or over. ministers. is the Supreme Court.
What is the structure of the

Senate Spanish government?
2 Listen to the descriptions of two more Legisla
national institutions. Answer the questions
tiv
e
• Read the text aloud. Clarify any
doubts about the words in bold.
ns
about each one in your notebook. Then,

ti o
compare your answers with a partner.

O t h e r i n stitu
National
• Students work in pairs and name
a. What is the name of the national institution? and describe the government
institutions
e
cutiv
b. What are its main functions? branches.

Exe
The name of the first Ju d

icia l
national institution is…
Final task
Make sure the students know
3 Copy and complete the diagram with Final task that at the end of the unit they
the correct parts of the national institutions. will work in groups to make a time
Make a time capsule
of the EU
capsule of the EU.
Ask them to start thinking of
seventy-five 75 what items they can include
in it.
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2 Listen to the descriptions of two more 3 Copy and complete the diagram
national institutions. with the correct parts of the national
• Play the track once, students listen. institutions.
• Explain the parts of the diagram.
• Play it again, students answer in their
Review national institutions.
notebooks.
• Students complete the activity, then
• Students take turns in pairs asking
compare diagrams.
and answering the questions.
Full transcript, page 50, Track 9
11
How is power shared in the Spanish government?
Learning goals
• To describe how the system The Spanish Constitution establishes the separation of powers.
This means that each branch of the state has some power over the others. Key words
of checks and balances works
As a result, a system of checks and balances is created. This means that • checks and balances
Key language no one branch becomes too powerful. • executive power
Vocabulary • judicial power
powers (executive, judicial, • legislative power
legislative), apply, approve, checks Legislative power
and balances, elect, ensure, govern • creates and approves laws
Language structures • approves the national budget
What does the … power do? • elects the prime minister
I think it is important to have a • proposes members of
separation of powers because… the constitutional court
Key concepts
The separation of powers creates
a system of checks and balances. Judicial power Executive power
• ensures the Constitution • governs the country

is followed • makes political and
• applies the laws made by economic decisions
How is power shared in the the parliament
Spanish government?
• Students read the title and predict
the content.
1 Observe Look at the diagram. 3 Think about it How does the system
doubts about the words in bold. What does each power do? Ask a partner. of checks and balances work? In your
• Focus on the photos. Ask who notebook, copy and complete the
sentences with the correct branch.
works in each building. What does the judicial power do?
a. The … propose a budget and the …
approves it.
b. The … makes laws and the … decides if
It applies the law. they are constitutional.
Observe
c. The … propose members of the…
1 Look at the diagram.
• Students ask and answer the 2 Look at the photos. They show 4 Think about it Why do you think it is
questions in pairs using the the headquarters of each branch. important to have a separation of powers?
sentence stems. Use the internet to find out the name Write your answer in your notebook.
and location of the headquarters. I think it is important to have a separation
• Volunteers ask and answer of powers because…
the question for the class.
76 seventy-six
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2 Look at the photos. Think about it

• Students do research and answer 4 Why do you think it is important to have
in their notebooks. a separation of powers?
• Students compare their answers in pairs. • Students answer in their notebooks.
• Volunteers share their answers with the
Think about it
class.
3 How does the system of checks and
balances work?
• Students complete and compare their
sentences.
12
5
Mini Lab Learning goals
• To learn about the political
Investigate the political structure of another EU country structure of another EU country
Every EU country has a different political structure. Some EU countries are
monarchies, such as Spain, while others are republics. In a republic, the Key language
power is divided and shared through different branches of government. Vocabulary
capital city, chancellor, location,
1 USE YOUR ATLAS. Look at Maps
of the European Union. Choose an EU political structure, republic
country that you want to investigate. Language structures
What do you know about the country I think we should investigate
Germany. What do you know
I think we should investigate…
you have chosen?
about Germany? What do you know about…?
Think about:
The capital of … is…
• its location in Europe. They speak … in…
• the official language or languages.
The capital of Germany is Key concepts
• the capital city and other important places.
Berlin. They speak…
• any other facts you know about Some EU countries are monarchies.
the country. Others are republics.
2 Use the internet to investigate the political

structure of the country you have chosen.
Answer the questions in your notebook.
Resources
a. Is it a monarchy or a republic?
Mini Lab: Language support
b. Who is the head of state?
photocopiable (page 80)
c. Does the country have a president,
a prime minister or a chancellor? Map: Political map of Europe
d. What are the different branches My Atlas (pages 20-21)
of government?
e. What is the role of each branch
of government?
f. Who makes up each branch
of government?
Mini Lab
g How is power shared through Investigate the political structure
the branches of government? Angela Merkel, the German Chancellor of another EU country
1 USE YOUR ATLAS.
3 Present your findings in a diagram. 4 Prepare a presentation of your • Read the instructions aloud.
Use the diagrams on page 75 and 76 findings for your class.
to help you. Print pictures of
Clarify any doubts.
the institutions. • Pairs choose a country
and discuss the four points.
• Pairs test each other asking
seventy-seven 77 questions about the countries
they researched.
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2 Use the internet to investigate the 4 Prepare a presentation of your findings

political structure of the country you for your class.
have chosen. • Students use their diagrams to report
• Read the instructions aloud. on their chosen country.
Clarify doubts.
• Display all the diagrams. Pairs use
• Students answer in their notebooks. the information to test each other.
3 Present your findings in a diagram.
• Review the structure of the diagrams
on the previous pages.
13
Learning goals
• To describe the evolution
of the European Union How did the European Union develop? Key words
Key language The European Union (EU) is an economic and political organisation formed
• amend
Vocabulary by 28 democratic European countries. • common market
EU treaties (Maastricht, Lisbon, • treaty
Rome), past tense verbs (amended,
became, created, formed, gave, made, 1952: After World War II, some
signed), common market, prevent, European countries decided to 1992: Twelve countries signed
prevent wars through economic the Treaty of Maastricht.
trading, World War II
cooperation. Germany, Italy, This transformed the EEC into
Language structures Belgium, the Netherlands, the European Union (EU),
Some European countries formed Luxembourg and France an economic and political
the ECSC because… formed the European Coal organisation.
The ... became the... and Steel Community (ECSC).
... signed all three treaties
Key concepts
The ECSC was created in 1952.
It became the EEC in 1957
and the EU in 1992. 2009: The Treaty
1957: The countries in the ECSC of Lisbon
created a common market by amended
signing the Treaty of Rome. This the previous
Resources made trading easier. The ECSC treaties. It gave
Map: Political map of Europe became the European Economic more power to
Community (EEC). the European
Graphic organiser: The European Parliament.
Union (pages 74-75)
My Atlas (pages 20-21)
1 Observe Look at the timeline and 3 Compare Which countries signed
answer the questions in your notebook. the treaties of 1952, 1957 and 1992?
a. Why did some European countries form Use the internet to help. Then, tell a
the ECSC? partner and draw the flags of the countries
How did the European Union that signed all three.
Some European countries formed
develop? the ECSC because…
• Students read the title and b. What did the ECSC become in 1957? Germany, … and … signed
predict the page content. all three treaties.
c. How many countries signed the Treaty
• Read the text aloud. Clarify any of Maastricht?
doubts about the words in bold. d. What did the Treaty of Lisbon do 4 USE YOUR ATLAS. Look at Maps of the
and when was it signed? European Union. Which was the last
• Focus on the photos. country to join the EU? When did it join?
2 Listen and write the correct treaty in your Which other countries joined at the same
Ask: notebook. time as Spain?
Who are these people?
Where is this room? 78 seventy-eight
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Observe
1 Look at the timeline and 2 Listen and write the correct treaty Compare
answer the questions in your in your notebook. 3 Which countries signed the treaties
notebook. • Play the track; the students listen. of 1952, 1957 and 1992?
• Students answer in their • Students research the answer, draw
• Play it again, they answer.
notebooks. the flags and compare with a partner.
• Pairs compare answers. 4 USE YOUR ATLAS.
• Students consult their Atlases
and answer in their notebooks.
14
What are the accomplishments
5
Key words
Learning goals
and challenges of the EU? • accomplishment
• To describe the accomplishments
The European Union has promoted democracy and unity among European • challenge of the EU and the challenges
people, supported economic development and improved the living • unity it faces
conditions of its citizens. Despite this, it still faces many challenges.
The EU offers its member countries social, economical and political Key language
benefits. Vocabulary
accomplishment, advancement,
citizenship, challenge, employment,
encourage, face, improve, promote,
support, sustainable, unity
The EU promotes equality The common market means that Citizens of the EU have Language structures
between men and women, products from the EU can be sold European citizenship, Photo … refers to the challenge of…
consumer protection and in any EU country. Countries in which means they can live, Being a part of the EU could benefit
student exchanges between the eurozone have the euro as study or work in any EU
me because…
countries in the EU. their official currency. country.
Key concepts
The EU faces many challenges in the 21st century: The EU has many accomplishments,
• Guaranteeing employment • Promoting cultural diversity among but it also faces many challenges.
for young people. EU members.
• Promoting solidarity among EU • Establishing a fair immigration
countries and developing the policy.
poorest areas of the EU. • Encouraging scientific and
• Supporting sustainable economic technological advancement. What are the accomplishments
development which is respectful and challenges of the EU?
of the environment.
• Students read the title and
predict the page content.
1 Observe Look at the photos 2 Observe Copy and complete the table with • Read the text aloud. Clarify the
and decide which challenge each one the benefits and challenges the EU faces. meaning of the words in bold.
refers to. Answer in your notebook.
Benefits • Volunteers read the sections
A B social economic political of the text aloud.
… … … • Students summarise the
Challenges accomplishments and challenges
social economic political
of the EU in a table or a graphic
organiser.
… … …
• They compare their work with
3 Think about it How could being a part
a partner.
of the EU benefit your future? Tell a partner.
seventy-nine 79
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Observe • Students complete the table Extension

1 Look at the photos and decide in their notebooks.
• Groups discuss more ways to illustrate
which challenge each one refers to. Think about it the challenges the EU faces.
• Students read the text and answer 3 How could being a part of the EU • They draw or find photos to represent
in their notebooks. benefit your future? each challenge.
Observe • Pairs discuss the question and • Each group displays their drawings or photos.
2 Copy and complete the table with compare their answers.
• Other groups identify the challenge and say
the benefits and challenges the how the illustration represents it.
EU faces.
15
How did Spain join the EU?
Learning goals
• To describe how Spain joined In 1962, General Franco's government applied
the EU to join the EEC. At that time, Spain was
a dictatorship. One of the conditions of
Key language the EEC was for its members to be democratic
Vocabulary countries. As a result, the request was denied.
dictatorship, fund, negotiation, quota, In 1977, Spain applied again. The answer
sacrifice, Schengen Area was yes. Negotiations lasted until 1985.
On 1st January 1986, Spain joined
Language structures
the EEC under Prime Minister Felipe González.
Why couldn't Spain join In 1992, the EEC became the EU.
the EEC in 1962?
On 25th June 1991, Spain became part
It was because… of the Schengen Area. This means that Key words
EU funds benefit Spain because… Spanish citizens can travel through • fund
EU funds have improved my area 26 countries without a passport.
• negotiation
because… After 1992, Spain began to receive • quota
Production limitations affected EU funds. This money has improved roads,
railways and airports. • Schengen Area
Spain by…
Key concepts
1 Listen to the statements about Spain
EU membership has benefits, but and the EU. Write true or false in your
also requires sacrifices. notebook.
2 Observe Read the information and test

your partner about Spain's entry into
How did Spain join the EU? the EU.
• Students read the title and predict Spain also made sacrifices to join
Why couldn't Spain
the page content. the EU. The Spanish economy had
join the EEC in 1962?
to change to become part of the EEC It was
• Read the text aloud. Clarify the market. Quotas limited the because…
meaning of the words in bold. production of milk, olives and grapes.
The steel and shipbuilding industries
Ask: had to change dramatically 3 Think about it Answer the questions
Can you match each photo with a to become more competitive. with a partner.
paragraph or key word? • How has Spain benefited from EU funds?
How have EU funds helped improve
the area where you live?
• How do you think production limitations
1 Listen to the statements about after joining the EU affected Spain?
Spain and the EU.
• Play the track; the students 4 Make a timeline in your notebook showing
listen. Shipbuilding in El Ferrol, La Coruña
how Spain became a member of the EU.
Decorate your timeline with pictures.
• Play it again; they answer in
their notebooks. 80 eighty

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Observe Think about it

2 Read the information and test your 3 Answer the questions with a partner.
partner about Spain's entry into the EU. • Pairs discuss and answer the questions
• Students write questions in their in their notebooks.
notebooks. 4 Make a timeline in your notebook showing
• In pairs, they ask and answer their how Spain became a member of the EU.
questions. • Volunteers share their timelines
with the class.
16
Why did Spain want to join the EU?
5 Learning goals
• To recognise the pros and cons
Before applying to join the EU, Spain had to consider the pros and the cons.
of joining the EU
Some of the points they had to consider before joining were: • To use a pros and cons table
• Trade among members is free and there are no taxes. to make decisions
• Economic cooperation helps to prevent conflicts and wars. Key language
• It is difficult for a country to leave the EU. Vocabulary
• A common currency, the euro, makes travelling and doing business easier. consider, expensive, justify, leave,
• The number of different languages makes communications difficult. matter, modernise, point, pro/con,
• The EU helps modernise new member states. tax, value
• Being an EU member state is very expensive. Language structures
The final decision will be…
I gave … that value because…
Be a social scientist! … makes … difficult/easier.
Key concepts
How do you make a pros and cons table?
Spain considered the pros and cons
Most choices have pros and cons and to help make a decision
before joining the EU.
on an important matter, it is a good idea to make a table.
Look at the table
1 What is the title? Should I study in another EU country?

Resources
Value Value
2 What information does Pros Cons Be a social scientist!: Language
0-10 1-10
the table show? support photocopiable (page 81)
I will learn about a different I will be far from my
6 8
3 What do the value culture. friends and family.
columns represent? I can learn another I will live with another
7 5
language. family.
4 What are the totals for Why did Spain want to join
each group of values? I will meet students from The trip might be
other countries.
9
expensive.
7 the EU?
5 What will the final • Students read the question and
TOTAL VALUE 22 TOTAL VALUE 20
decision be?
predict the content of the page.
Make a table about Spain and the EU • Read the text aloud.
6 Look at the points that Spain had to consider before joining the EU and decide if they are
pros or cons.
7 In your notebook, make a pros and cons table. Which points are more important than others? Be a social scientist!
Give each pro and con a value between one and ten. How do you make a pros and cons
8 Compare your table with a partner. Do you have the same values? Justify the values you gave. table?
Ask:
What is the purpose of the scale?
eighty-one 81 Can you give an example of an
important matter?
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Look at the table Make a table about Spain and the EU

• Review the structure of the table: pros • Students consult the text and make
and cons columns, values per item and tables in their notebooks.
total value.
• Pairs compare tables; they give reasons
• The class discusses and answers for the values they assigned.
the questions.
• Volunteers share their values
• Students assign values to each point. with the class.
• In pairs, they share their decisions.
17
Learning goals
Why was the euro created?
• To discover which countries use
the euro The eurozone is the 19 EU countries that use
the euro as their common currency. There are
Key language 1 USE YOUR ATLAS. Look at Maps of the
several non-EU countries that also use the euro.
European Union and answer the questions
Vocabulary In 1999, 11 EU countries created the euro. with a partner.
money (coin, common currency, They wanted to make trade easier by using
a. Which 19 countries use the euro?
denomination, equivalent, euro, the same currency. At first, the euro was only
used for financial records. b. Which countries are part of the EU
note), trade but do not use the euro?
Language structures On 1st January 2002, euro notes and coins
were introduced.
The EU countries that use/do not 2 Which non-EU countries use the euro?
use the euro are… Use the internet to find out.
I want to look at the currency in...
Key concepts
Several EU countries do not use the
euro. They have their own national Mini Lab
currency.
Investigate the currency
of a European country
Resources 1 USE YOUR ATLAS. Look at Maps
My Atlas (pages 20-21) of the European Union. Choose
Lifestyle an EU country that is not part
of the eurozone.
Before the euro was introduced, European
Why was the euro created? countries had their own currencies. Spain
I want to look at the
had the peseta. In 2002, when the euro was
currency in Croatia!
introduced, one euro was equivalent to 166
page content.
pesetas. 2 Use the internet to investigate
• Read the text aloud. Clarify the The price of day-to-day the currency of the country you
meaning of the words in bold. items increased when have chosen.
the euro was introduced. • What is the name of the currency?
Ask: In 2001, bread cost
What was the euro used for in 1999? • What are the different
approximately 50 pesetas
denominations of the currency?
What changed in 2002? (30 cents). Nowadays,
in most supermarkets • How much is one euro equivalent
it costs about 70 cents. to in the country's currency?
• What currencies • What are the coins and notes like?
Lifestyle
did other European
• Read the text aloud. countries have 3 Present your findings to the class.
before the euro? Show pictures or drawings of
Ask:
the currency.
Have you seen peseta coins?
Why do you think prices increased
with the euro? 82 eighty-two
• Students answer the question

in pairs. ES0000000096737 942995_Unidad05_87523.indd 82 11/06/2019 11:02:18
Mini Lab • Pairs do research and answer all the

Investigate the currency of a European questions. They use currency
country exchange websites to find out the
euro equivalents.
1 USE YOUR ATLAS.
• Pairs consult the map in their Atlases • Students print or draw images
and choose a country. of the coins and notes.
2 Use the internet to investigate the 3 Present your findings to the class.
currency of the country you have • Pairs present their findings and
chosen. include photos or drawings.
18
Learning goals
How is the EU culturally diverse?

5 • To describe how the EU is
culturally diverse
The 28 countries in the EU are culturally diverse. • To recognise cultural diversity

• Europeans speak different languages. English,
in the classroom
French, German and Russian have the most
speakers in Europe.
Key language
• People in Europe practise different religions.
Vocabulary
Christianity is the most practised. Other diverse, event, food, interact,
religions such as Islam and Judaism, are also language, religion, speak, tradition
practised. Language structures
• Europeans eat different foods. In Poland, Do you speak any other languages?
it is normal to have a big breakfast with meat What traditions do you celebrate?
and cheese. In the UK, people tend to eat A traditional Polish breakfast
Let's research…
cereal or toast.
In … they have festivals/traditions
• People in Europe have different traditions.
Many different festivals and events are
such as…
1 Compare How diverse are you and your
celebrated in countries across Europe. classmates? Ask them questions to find out. Key concepts
• Does anyone in the class speak another The 28 countries in the EU are
language? What language do they speak? culturally diverse.
• What do your classmates have for
breakfast? Is it the same as you?
• Does anyone in the class celebrate
a different tradition? What is it? Resources
Do you speak any
The Carnival of Ivrea in Italy where people throw oranges other languages? Read about it!: Travelling across
I speak
at each other to recreate a historical battle. Europe (page 46)
French.
Lifestyle
2 Work with a partner and use the internet
to find out more about the food and
How is the EU culturally
Euroscola is a project for young people diverse?
the traditions of a country in Europe.
set up by the European Parliament.
Answer the questions with a partner.
It invites a selection of students from EU • Students read the title and predict
Then, present your findings to the class.
countries to spend a day in Strasbourg the page content.
at the European Parliament. a. Which country are you going to research?
Euroscola gives these young people b. What food do people in this country • Read the text aloud. Clarify the
the opportunity to interact and exchange typically eat for breakfast, lunch and meaning of the words in bold.
information in a foreign language and find dinner?
• Students describe the photos
out more about the culture and traditions c. What festivals and
of other students in the EU. and compare these traditions
traditions does this
country have? How
to Spanish ones.
• Would you like to participate
in Euroscola? Why? Why not? do people celebrate
them?
eighty-three 83
Lifestyle
doubts.
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Ask:
Compare 2 Work with a partner and use the Which European culture would
internet to find out more about interest you?
1 How diverse are you and your
the food and traditions of a • Pairs ask and answer the question.
classmates?
country in Europe.
• In groups, students ask and
• Pairs choose a country and do
answer the questions.
research to answer the questions.
• They think of other ways they are
• Pairs present their posters with
culturally diverse.
photos or drawings.
• Groups present their results
• The class votes on the traditions
to the class.
they find most interesting.
19
Learning goals
• To review the key concepts
and vocabulary learnt in Unit 5 Check your progress
Vocabulary Concepts
Vocabulary 1 Each underlined word is in the wrong 4 Look at the table about the main
1 Each underlined word is in the sentence. Rewrite the sentences in your institutions of Spain. Copy and complete
wrong sentence. notebook. Put the words in the correct it in your notebook.
place.
• Read the instructions aloud. a. The system of Treaty ensures that no one
Power Function Members
branch of the Spanish government Legislative … …

• Students define each
becomes too powerful. Executive … …
underlined word.
b. EU currency helped Spain to improve its Judicial … …
• Students write the correct roads and railways.
sentences in their notebooks. c. In 1992, the funds of Maastricht changed 5 What were some of the pros and cons that
the EEC into the EU. Spain had to consider before joining
d. Employment for young people is a checks the EU? Write sentences in your notebook.
2 What is the difference between and balances for the EU today. Some of the pros and cons that Spain had
to consider before joining the EU were…
the words? e. The euro is the common challenge in
the eurozone.
• Read the text aloud. Clarify 6 How is the EU culturally diverse?
any doubts about the meaning 2 What is the difference between the words? Write sentences in your notebook. Use
the pictures to help you.
of the words in each pair. Write sentences in your notebook.
a. notes / coins
• Students write sentences A B
in their notebooks. Notes are paper money. Coins are made
of metal and have a lower value.
b. parliament / courts of justice
3 In your notebook write c. challenge / accomplishment
synonyms for these words. d. different / diverse
• Ask how the image illustrates C

3 In your notebook write synonyms for these
the meaning of the words. words. When do we use them?
• Students write their answers
in their notebooks.
D
Concepts
4 Look at the table about the ¡Hola! Ciao!
main institutions of Spain.
• Focus on the structure of the
Salut! Hallo
table. Elicit examples for each
column.
• Students copy and complete
84 eighty-four
the table in their notebooks.
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5 What were some of the pros and cons that Spain Extension
had to consider before joining the EU? • Groups focus on the type of cultural
• Read the example aloud. diversity shown in each photo in Activity 6.
• Ask a volunteer to complete it. • They brainstorm how this same type of
diversity is reflected in their class.
• Students write more sentences in their notebooks.
• Each group does some drawings to illustrate
6 How is the EU culturally diverse?
the types of diversity and presents them.
• Students describe the four types of diversity
• The class identifies the most represented
and write sentences in their notebooks.
type of diversity.
20
5
Apply what you know
Apply what you know 7 What has happened in the EU
since 1951?
7 What has happened in the EU since 1951?
Draw a timeline in your notebook. Include Spain • Elicit important dates in EU
and its involvement with the EU. history; for example dates of
treaties.
• Students draw timelines in
their notebooks and compare
them with a partner.
8 Copy and complete the diagram in your notebook. • The class puts together a
timeline on the board using
information shared by
…
volunteers.
… accomplishments …
8 Copy and complete the diagram

THE ACCOMPLISHMENTS AND in your notebook.
CHALLENGES OF THE EU • Draw attention to the
structure of the diagram:
accomplishments and
… challenges … challenges.
• Volunteers define
… …
accomplishment and challenge.
Ask for examples of each.
… … • Students complete the
diagram in their notebooks.
My progress Think about your work in this unit. Copy and complete.
My progress
YES NO NOT SURE
• I can describe how the Spanish government is organised. … … … Students should be encouraged to
• I can explain the formation of the EU. … … … consider the work they have done in
• I know why Spain decided to join the EU. … … … the unit, before copying and
• I know what the eurozone is. … … … completing the progress table in
their notebooks.
eighty-five 85
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Extension
• Ask students to think of personal • Groups compare their diagrams.
accomplishments and challenges.
• Ask volunteers to share the similarities
• Pairs share their ideas. and differences they found in the
diagrams.
• Individually, students draw diagrams
in their notebooks to show their
accomplishments and challenges.
21
Final task
Learning goals
You need
• To revise the key concepts,
vocabulary and language Make a time capsule of the EU • a notebook
• sheets of A4 paper
structures from Unit 5
• coloured pencils
• a container
History facts
• an envelope
Resources A time capsule contains things that
represent the world as it is today. They can
Final task: Language support
also show how the past has influenced
photocopiable (page 82) the present. Time capsules are usually buried
2 Use the internet to investigate time
and then opened at some point in the future. capsules.
Make a time capsule about the EU. • What is a time capsule for?
Make a time capsule of the EU • What types of materials cannot be put
in a time capsule?
• Read the title aloud. 1 Think about it. • Where can you hide a time capsule?
Ask: • When did Spain join the EU? • How do people know where a time
What is a time capsule? • What does Spain get from the EU? capsule is hidden?
• Students share their ideas. • What does Spain give the EU? • Who can open a time capsule?
• How diverse is the EU?
• How did the EU start?
History facts • How did the EU grow?
• Read the text aloud. Clarify the • What are the institutions of the EU?
meaning of time capsule and • What are the symbols of the EU
buried. and what do they represent?
Ask: • Which EU values do you support?
What would you put in a time capsule
to represent your life? Spain joined the EU in… 3 Make a decision.
• Students share their ideas. Work in a group and discuss your answers
from Activities 1 and 2. Decide how you will
represent the formation of the EU and its
values and successes in a time capsule.
1 Think about it.
What types of things will you include in your
• Pairs discuss the questions time capsule?
and write their answers in their In your group, discuss possible choices.
notebooks. • photos and drawings
2 Use the internet to investigate • real objects
time capsules. • recordings and videos
• Students do research and • maps, diagrams and lists
answer the questions in their
notebooks.
86 eighty-six
• Pairs compare their answers.
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3 Make a decision. Extension

• Remind students to use their • Share examples of things that represent your life
notebooks to discuss the answers. today: house keys, a gym membership card, etc.
• Groups suggest items to include in their • Ask students to prepare a poster with a time
time capsules to represent the EU. capsule of their lives today.
• Groups suggest how to present each • They design a container and do drawings or use
item: photo, real object, etc. photos to represent the items they would include.
• Groups decide which member will be • Display the posters so the students can ask
responsible for preparing each item. each other about their capsules.
22
5
4 Prepare your time capsule. 4 Prepare your time capsule.

• Choose a container. I think it's a good idea to put … in • The class discuss types of
• Decide on the items you will put in the time capsule because... appropriate containers and
the EU time capsule. explain their choices.
• Choose a date to open the time capsule. • Focus on the model
• Write a short letter to put in the capsule. Yes I agree, ... represents the sentences. Volunteers
Say hello to the people in the future success of the EU. complete them.
and explain why you made the time
capsule for them. Put the letter in the • In their groups, students come
envelope and seal it. to an agreement on items to
include and a date to open the
capsule.
• Review the appropriate format
Presentation time!
for a letter: greeting, body,
5 Prepare a presentation.
closing.
Make sure you: • Groups write their letters
• give reasons for choosing the container and put them in envelopes.
and the items inside it.
• decide who will show and talk about • Take a picture of your group holding
each item in the time capsule. items from the time capsule.
• think about what to say about each • Bury or hide your time capsule!
item.
• decide who will read the letter. 7 Compare time capsules with other
groups.
• explain what you think the people who
find the time capsule will be like. • What differences are there between
the containers and content of the time
6 Present your time capsule to the class. capsules?
• Choose a place where everyone can • Which time capsule is the most
see you. representative of the EU?
• Show your time capsule to the class. • Which would you like to open in the
future? Why?
• Read your letter to the class.
• Show and explain how each item
reflects the EU. I think the time capsule that is
• Thank the class for their attention. most representative of the EU is...
• Answer any questions.
eighty-seven 87
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Presentation time! Extension

5 Prepare a presentation. 6 Present your time capsule • Groups make a mini time capsule of the EU
• Groups refer to the five to the class. with photos or drawings related to specific
points to prepare their • Groups follow the dates in EU history; for example, a pen used
presentations. instructions to give their to sign the Treaty of Lisbon or a drawing of
presentations. the EU and Spanish flags together.
• Groups rehearse their
presentations. 7 Compare time capsules • Groups exchange capsules and identify the
with other groups. date corresponding to each item. They
present the items and dates to the class.
• Groups answer the
questions. • The class agrees or disagrees.
23
6 The economy
Learning goals
• To review the three sectors
of the economy
Key language
Vocabulary
of Spain and Europe
economic sectors (primary, secondary,
tertiary), jobs (bus driver, chef, factory
Which sectors do people work in?
worker, farmer, nurse, shop assistant),
verbs (drive, grow, help, make, sell)
Language structures
The … offers a service.
The … finds materials.
The … works in the … sector.
Key concepts
People work in different sectors and factory worker shop assistant bus driver
places. They use different materials
to do their jobs.
LibroMedia/i-book
Video
Play the video, first with subtitles
on, then without them.
Ask questions and discuss with the
class. nurse farmer chef
1 Observe Look at the people in the photos.

You already know! Talk to a partner.
• Elicit the names of the three • Who produces a product? The shop assistant offers a service.
economic sectors. • Who offers a service?
• Students brainstorm workplaces • Who finds materials?

and materials. • Do the people work in the primary,
secondary or tertiary sectors? You already know!
• People work in different sectors.
Which sectors do people work in? The bus driver works in the tertiary sector. • People work in different places and
use different materials.
• Focus on the photos.
Ask:
Where does each person work? 88 eighty-eight
What materials do they use?
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Observe • Read the questions aloud. Clarify

1 Look at the people in the photos. doubts about service and product.
sk:
A • Students ask and answer
What elements in each photo the questions in pairs.
indicate the person's profession?
• Volunteers ask and answer
• Provide a sentence stem, I would the questions.
like to be…, and ask pairs to discuss
which job they would like to have.
26
Learning goals
Key words • To describe types of companies
and their employees
• company
• employee Key language
What is a company? • organisation Vocabulary
A company is an organisation that offers products or services types of companies (factory, farm,
to customers in exchange for money. hospital, restaurant, supermarket,
Companies pay people to do different jobs. These people are called employees. transport), employ, employee,
organisation, pay
Language structures
I can see a…
A … employs…
Companies use transport to/for…
Key concepts
A company offers products or
services to customers in exchange
for money.
What is a company?
• Read the text aloud.
2 Think about it Look at the photos. Talk to a partner.
Ask:
• What types of companies can you see? What companies do you see in
I can see a hospital.
• Who do the companies employ? the photos?
• Do the companies use transport? How? What employees work in each one?
3 Copy and complete the table with the employees from the previous page. • Students name products or
services their families pay for.
Hospital Restaurant Factory Farm Supermarket Transport
company
nurse … … … … …
Final task
4 Think about it Does everyone work for a company?
Make sure the students know
Explain your answer. that at the end of the unit they
Final task will work in groups to organise a
Organise a self-guided
self-guided walking tour with audio.
walking tour with audio Ask them to think of local places
they might use in their tour.
eighty-nine 89
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Think about it Think about it

2 Look at the photos. 4 Does everyone work for a company?
• Pairs take turns asking and • Explain that governments are not
answering the questions. companies and elicit typical jobs.
Explain that some people are self-
3 Copy and complete the table with the
employed. Elicit examples of jobs.
employees from the previous page.
• Students use page 88 to complete • Students answer in their notebooks.
the table.
27
Learning goals
• To describe the three main areas What is the economy?
of economic activity Key words
The products and services that companies offer
• To describe the resources that • consumption
make up the economy. The economy has three
companies need main areas of activity. • distribution
• production
Key language
Vocabulary
company resources (financial, produ
ctio 1 Think about it Look at the
n
human, material), economic diagram. Talk to a partner about
activities (consumption, distribution, Main
the resources.
production), cost of production, profit areas of
Language structures economic What resources can you see
activity in the production section?
What resource can you see in the …
n
section? ti o
stribu
I can see ... resources. di
mption
Key concepts
consu
The economy consists of products I can see … resources.
and services offered by companies.
2 Compare Which bread company
can make a profit? Why?
What is the economy? a. Cost of production: 0.92€
Sale price: 0.92€
b. Cost of production: 0.50€
the content.
Sale price: 0.90€
doubts about the words in bold. Companies need financial, material and human 3 Think about it What are these
resources. They need money to buy materials places and people related to?
and to pay their employees. This is the cost of Production, distribution
production. or consumption?
Economic facts Companies need to make a profit. They make Answer in your notebook.
• Read the text aloud. a profit when the price of the product or service
is more than the cost of production. shopper supermarket
• Students brainstorm risks:
financial, material and human. lorry driver factory worker
Economic facts
you warehouse
Entrepreneurs have ideas for new products
Think about it or services. They take risks and start new
companies. 4 Think about it Could you be
1 Look at the diagram.
• What risks do you think they take? an entrepreneur? Explain your
• Pairs discuss and identify the answer in your notebook.
resources using the model
sentences. 90 ninety
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Compare Think about it Think about it

2 Which bread company can 3 What are these places and 4 Could you be an
make a profit? people related to? entrepreneur?
• Pairs subtract the cost from • Do the activity orally with • Provide a sentence stem: I
the price and decide. the whole class. could/couldn't be … because…
• Students match people • Students answer in their
with activities in their notebooks and share with
notebooks. the class.
28
Learning goals
• To classify companies by size
How are companies different?

6 • To describe the departments
within a company
Companies are classified by size.
Key language
Small companies have fewer than 50 employees. Key words
t • profit Vocabulary
Medium-size companies have between 50 and • departmen
urces • sector departments (accounting and
250 employees. • human reso
Large companies have more than 250 employees. finance, human resources, marketing,
Most companies are made up of departments.
production, purchasing, research and
Each one has a specific function. development), verbs (buy,
communicate, interview, invent),
Company departments medium-size
Production department Research and development Purchasing department Language structures
department The … department…
I would like to work in the…
Key concepts
Companies are classified as small,
medium-size or large.
Marketing department Human resources department Accounting and finance Most companies are made up of
department departments with specific functions.
Resources
Graphic organiser: Companies
(pages 76-77)
1 Think about it Look at the departments above. In your notebook,

match each one with an activity. How are companies different?
interview communicate invent new buy raw make • Read the text aloud. Clarify the
people with customers products materials do banking products meaning of the words in bold.
The human resources department interviews people. • Focus on the drawings.

Ask:
2 Listen. Which department do the people work in?
What does the … department do?
3 Think about it Which department would you like to work in? Why? Tell a partner. What does the picture show?
Possible answers:
I would like to work in the … department, because… It makes things.
The picture shows tools.
ninety-one 91
Think about it
ES0000000096737 942995_Unidad06_88447.indd 91 11/06/2019 10:57:05 1 Look at the departments above.
• Read the department
2 Listen. Which department do Think about it activities aloud. Clarify any
the people work in? 3 Which department would you like doubts.
• Play the track once; the students to work in?
listen. Play it again; they answer in • Students answer in their
Ask:
their notebooks. notebooks.
What work does each department do?
• Play the track a third time. • Provide a sentence stem: I would
Volunteers identify the like to work in … because…
department.
• Pairs discuss their preferences.
29
Learning goals
• To describe farming in the
primary sector in Spain What happens in the primary sector?
Key language
Employees in the primary sector get resources from nature. Very few
Vocabulary members of the active population in Spain work in the primary sector.
arable farming (dry crops, irrigated
crops), livestock farming (cattle, pig,
sheep), irrigation canal Arable farming is the most important activity in the primary Geography facts
sector. Farmers in Spain grow many different crops.
Language structures Dry crops receive water
What do we get from…? when it rains. Irrigated
crops receive water
We get … and … from…
from canals and
Some land is not good for farming machines.
because…
• What crops are
important in your
Key concepts Dry crops, such as cereals, Irrigated crops, such as fruit, rice
autonomous
In the primary sector, people get grapes and olives are important and vegetables are the main crops
community?
in Castilla-La Mancha, Castilla in the Comunitat Valenciana,
resources from nature.
y León and Andalucía. Murcia and Andalucía.
Resources Livestock farming is the second most important activity.
Map: Political map of Spain

Graphic organiser: Economic
sectors in Spain (pages 78-79)
My Atlas (pages 22-23)
Sheep farming Cattle farming Pig farming
is important in is common in is important in
Extremadura, Galicia, Asturias Cataluña and
What happens in the primary Castilla y León and and Cantabria. Aragón.
sector? Castilla- La Mancha. An irrigation canal
• Students read the title and

predict the page content.
• Read the text aloud. Use the 1 Observe Look at the photos of 2 Listen. Decide if the sentences are true
photos to clarify the meaning livestock. What products do we get from or false. Answer in your notebook.
of the words in bold. these animals? Talk to a partner.
3 USE YOUR ATLAS. Look at the Physical
What do we get from sheep? map of Spain. Answer the questions in your
notebook.
Geography facts
• Why is only 40% of the land good for
• Students describe the photo. farming?
We get wool and meat from sheep.
Ask: • Which areas are best for farming?
Are there canals where we live?
92 ninety-two
• Pairs answer the question.
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Observe 2 Listen. 3 USE YOUR ATLAS.

1 Look at the photos • Play the track; the • Students consult
of livestock. students listen. Play their Atlases and
• Pairs use the model it again, they answer. answer in their
sentences to discuss notebooks.
ull transcript,
F
and name products. page 51, Track 13
30
Learning goals
6 • To describe fishing and mining
in Spain
The Spanish fishing industry is one of the Lifestyle
most important in Europe. Industrial fishing Key language
includes coastal inshore fishing and deep- Most fishermen in Spain come from Galicia Vocabulary
sea offshore fishing. or Andalucía. Why do you think that is? fish (anchovies, mackerel, marlin,
monkfish, sardine, tuna, whiting),
fishing (inshore/offshore, deep sea),
types of rock (granite, marble, slate),
freeze, quarry, store
Language structures
The odd one out is … because…
... does … fishing.
... likes/doesn't like…
Bonito fishermen in Lugo, Galicia
Small inshore boats fish the Cantabrian and
I think there are few active mines
Mediterranean seas and the Atlantic Ocean. because…
They fish for sardines, anchovies, whiting,
monkfish and mackerel. Mining is less important than fishing in the Key concepts
Spanish primary sector. There are few active
The Spanish fishing industry is one
mines today. Most are in León, Teruel and
Asturias. Many miners work in quarries. of the most important in Europe.
They extract slate, marble and granite. Mining is less important in Spain.
Resources
Map: Political map of Spain
Large offshore boats spend weeks at sea.

They catch tuna and marlin. Fishermen What happens in the primary
quickly freeze the fish and store it. Granite quarry in Badajoz, Extremadura sector?
• Read the text aloud. Use the
photos to clarify the meaning
4 Think about it Which is the odd one 5 Listen to the fisherman. Answer in your
of the words in bold.
out in each group? Explain why in your notebook. • Ask students to locate the places
notebook. a. What kind of fishing does he do? mentioned on a map.
a. anchovies, mackerel, tuna, slate b. What does he like about his job?
Ask:
b. quarries, coastline, marble, mining c. What does he not like? How much fish do you eat?
c. industrial fishing, weeks at sea, active
What kinds of fish do you eat?
mines, freeze 6 Think about it Why do you think there
are few active mines in Spain today?
Talk to a partner.
Lifestyle
ninety-three 93 • Read the text aloud.
• Have a class discussion to answer
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the question.
Think about it 5 Listen to the Think about it Ask:
4 Which is the odd one fisherman. 6 Why do you think How many women are there
out in each group? there are few active in the photo?
• Review inshore and
offshore fishing. mines in Spain today?
• Students answer in
their notebooks. • Students listen • Pairs discuss their
and answer in their answers.
notebooks.
ull transcript, page 52,
F
Track 14
31
Learning goals What happens in the secondary sector? Key words
• To describe the activities • heavy industry
of the secondary sector Employees in the secondary sector transform raw materials into
• machinery
manufactured products.
Key language • raw materials
Vocabulary
consumer industries (automobile,
computers, electronics, food, graphic
arts, textile), heavy industries
(chemical, metallurgy, steel), types of
industry (construction, consumer,
equipment and machinery), raw Heavy industries produce raw materials for Equipment and machinery industries build
other industries. They include the steel, machines and parts for other industries.
material metallurgy and chemical industries.
Language structures
In photo … is/are being made.
I think the most important
industries in Spain are…
Key concepts
The secondary sector transforms
raw materials into manufactured Construction industries include building Consumer industries make products that are
products. houses and offices and public works, such as sold directly to consumers. The major
bridges and roads. The number of people consumer industries are food, textile,
working in construction is now much smaller automobile, furniture, electronics,
than before. computers and graphic arts.
Resources
Map: Political map of Spain 1 Observe Look at the photos.
What is being made in each one?
Talk to a partner. SPAIN: MOST IMPORTANT INDUSTRIES
Cantabrian Sea
In the heavy industries photo, F R A N C E
What happens in the secondary chemicals are being made. AN

ANDORRA
sector?
CE
IC O
2 Compare Look at the map. L

G A
• Students read the question
What industries can you see?
ANT
R T U
and predict the page content. What types of industries are they?
AT L
a
ne an Se
Which industries do you think are the
P O
M ed ite rra
• Read the text aloud. Check
most important in Spain? Why? Food industry
understanding of the words in Chemical industry
bold. 3 Think about it In your notebook, Metal industry
Transport industry
Ask: make a bar graph of the industries Source: INE, 2017

in Spain shown on the map.
How does each photo relate
to the text? 94 ninety-four
942973_04_p58_h01_industria_espanaMATRIZ
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Observe Think about it

1 Look at the photos. 3 In your notebook, make a bar graph of
• Pairs describe what is being made. the industries in Spain shown on the map.
• Review the structure of bar graphs
Compare and how to make them.
2 Look at the map.
• Students count the icons to make each
• Focus on the key.
bar.
Ask:
Ask:
Where is there an important … industry?
Which is the most important industry?
• Discuss the questions as a class.
32
Learning goals
What happens in the tertiary sector?

6 • To describe the activities
of the tertiary sector
The tertiary sector is the services sector. SPAIN: IMPORTS FROM OTHER COUNTRIES Key language
Employees work in activities related to trade, Vocabulary
1. Germany
imports and exports, transport and tourism.
2. France commerce (domestic/foreign trade,
• Trade or commerce is the buying and selling 3. China import/export), tourism (beach,
of products. Domestic trade is trade within 4. Italy
a country. Foreign trade is trade between 5. United States of America
cultural, rural), transport systems
countries. (land, sea)
• Imports are products that are bought from
Language structures
SPAIN: EXPORTS TO OTHER COUNTRIES
other countries. Exports are products that are Does … sell a lot to Spain?
sold to other countries. 3.1% … and … buy the most products
• Transport systems move people and products
3.2% France from Spain.
The imported products I can buy
Germany
around Spain. Land transport includes 4.5% 15.1%
Italy
motorways and railways. Sea transport includes United are…
both cargo and passenger ships. 7.1%
Kingdom
• Tourism industries include hotels, tourist

Portugal
United States
Key concepts
guides and restaurants. Spain is the second 11.3% of America
People in the tertiary sector provide
7.5%
most visited country in Europe by tourists. Netherlands
services in trade, transport and
Belgium
Beach tourism is the most popular. Cultural 8%
tourism and rural tourism are increasing.

tourism.
Source: INE, España en cifras 2018
Lifestyle Resources
1 Observe Look at the diagrams. Which
countries are important trading partners for 942973_04_p60_h01_grafico_espana_exportaciones
Communication is important
Map: Physical map of Europe
Spain? Which places buy the most products in all sectors of the economy.
from Spain? Talk to a partner. Read about it!: What is DOP?
People use telephones and
(page 47)
computers to make their work
Does Germany sell a lot to Spain? easier and more efficient.
Communications companies
offer their services to help What happens in the tertiary
other companies. sector?
2 Listen. Copy and complete the table with ticks
• Think of a job you like.
(✓) and crosses (✗) in your notebook. How would you use • Students read the title and predict
communications in this job? the content.
Spain imports Spain exports
Product
it from it to • Read the text aloud. Elicit
petroleum ✓ ✗ examples of the words in bold.
... … …
3 Think about it Which imported products

Lifestyle
can you buy at your supermarket? Make a list • Students describe the photo.
in your notebook.
• Read the text aloud. Clarify doubts.
ninety-five 95 • Pairs ask and answer the question.
ES0000000096737 942995_Unidad06_88447.indd 95 11/06/2019 10:57:20
Observe 2 Listen. Think about it

1 Look at the diagrams. • Focus on the table: Does Spain 3 Which imported products can
import or export petroleum? you buy at your supermarket?
• Pairs discuss the diagrams, then
ask and answer the questions. • Students listen twice, • Elicit examples of imported
completing the table the products: cheese, biscuits, etc.
second time. • Students make lists and
Full transcript, page 52, Track 15 compare them with a partner.
33
Learning goals Mini Lab You need
• To learn how to make a pie chart • calculator • protractor
Create a pie chart
Key language Several steps are necessary to create a pie
Vocabulary chart. Often, the first step is a survey. The SPAIN: WORKERS BY SECTOR
maths (angle, calculator, degree, survey results are put into a table. Finally, 1.3%
the results are expressed in a pie chart.
divide, multiply, percentage, pie chart,
protractor, segment), step, survey 17.5% Primary sector
Language structures 1 Look at the pie chart. Secondary sector
The pie chart shows… • What is this pie chart about? Tertiary sector
81.2%
The colours represent… • What do the colours represent?
The smallest sector is the … sector. • Which sector is the smallest?
Key concepts
Source: INE, 2017
The results of a survey can be 2 Look at the results of this survey and copy the table in your notebook.
expressed visually in a pie chart.
Most popular areas of work for Class 5 students
Activity Agriculture Tourism Communications Education Total

942973_04_p59_h01_grafico_espana_sectores
Votes 1 5 6 8 …
Resources Percentage 1/20 3 100 5 5 % …% …% …% 100
Mini Lab: Language support
Angle 1/20 3 360° 5 18° …° …° …° …
photocopiable (page 83)
• How many students voted for each economic activity?
• Add all the votes together to find the total number of votes.
3 To calculate the percentage for each area, divide

Mini Lab the area's votes by the total and multiply by 100.
The total percentage should be 100.
Create a pie chart
4 To calculate the angle for each area's segment of
Focus on the illustration. the pie chart, divide the votes for each area by the
total number of votes and multiply
Ask: by 360. Remember: a circle has 360 degrees.
Why is this called a pie chart? 5 To make your pie chart, first use your compass to
• R
ead the text aloud. Elicit draw a circle.
examples of surveys. 6 Then, measure the angle for each segment. Use the
information from the table and a protractor to do this.
1 Look at the pie chart.
7 Colour the segments. Add a key and the correct
• Elicit answers from the whole percentage to each segment of your pie chart.
class.
96 ninety-six
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2 Look at the results of this survey and • Students copy the table, make
copy the table in your notebook. the calculations and answer the
• Discuss the structure of the table. questions.
Ask: 3–7
How many activities are there? • Read each step aloud and build up
How many votes did … get? the pie chart on the board.
How will you calculate the percentage
• Students follow the steps and draw
for education?
their pie charts.
• Pairs compare their pie charts.
34
Where is farming important in Europe?
6
Learning goals
Four percent of the active population in Europe works • To describe primary-sector
in the primary sector. activities in Europe
ARCTIC OCEAN
Key language
N
Vocabulary
W E
active population, cattle, fleet,
S furniture
Language structures
Arable farming
Livestock farming The most common land use is…
a
Se
North
Forestry Sea i … use land this way.
c
lt
Fishing Ba
N
… is most similar to Spain because…
A
Key concepts
E
C
O
Ca
IC
Only 4% of the active population in
sp
T
ia
N
n
A
Se
L Sea
Europe works in the primary sector.
a
ck
Bla
T
Medite
rra
nea
n S
e a
Resources
Arable farming is important in Russia and Livestock farming is important in northern
central Europe. Cereals and potatoes are and central Europe. There are many cattle,
grown there. Mediterranean countries sheep and pig farms. Sheep and cattle farming
942973_04_p62_h01_europa_sector_primarioMATRIZ
produce fruits and vegetables. are common in the Mediterranean area.
Where is farming important
in Europe?
Fishing is most important in Russia, Forestry is an important industry in • S
tudents predict the content
Scandinavian countries, the United northern European countries, such as from the question and the map.
Kingdom and Spain. All these countries Finland. Products including paper and
have modern industrial fishing fleets. furniture are made there. • R
ead the text aloud. Clarify
any doubts.
• S
tudents use a political map
of Europe to locate the countries
1 Observe Look at the map of Europe. and areas cited in the text.
Answer the questions. Talk to a partner. Which type of land use is the most common?
a. Which type of land use is the most
• U
se the key to help students
common? interpret the map.
b. Which countries use land this way? Arable farming. sk:
A
c. Which countries are most similar to Spain? Which activity does the colour green
represent?
ninety-seven 97
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Observe Extension
1 Look at the map of Europe. • Pairs test each other. Student A (with
• Read the questions aloud. book open) makes a statement: It is very
Clarify any doubts. important in Russia. Student B (with book
closed) answers: Livestock farming.
• Pairs use the key to find
primary-sector activities • Groups prepare three questions like Where
and answer the questions. is forestry important? and test each other.
• Volunteers share their answers. • Groups get one point for a correct answer.
The group with the most points wins.
35
Learning goals Be an economist!
• To make a personal budget
Key language How do you make a personal Analyse your monthly expenses
Vocabulary budget?
5 Look at the example below. Think about
balances (negative, positive, zero), If you spend money on products or use
the money you spend each month. Which
budgeting (analyse, balance, budget, services, you are a consumer. You are part
expenses are needs and which are wants?
of the economy. Consumers spend money
expense, income, subtract), comic, to satisfy their needs and wants. Needs are
Talk to a partner.
need/want, pocket money, save, necessary to live. Wants are extra things. • Saving for a bike: 8€
school supplies, snack A personal budget is a weekly or monthly • School supplies: 5€
Language structures plan. It calculates your income and your • Snacks: 8€
I get/don't get money from a job. expenses. Expenses are the things you
• Comics: 15€
spend money on.
My pocket money is … a week/
month.
Analyse needs and wants
I have other/no other income. My expenses each month are...
My expenses each month are… 1 Copy the table below. Add your own
My balance is… needs and wants.
Make your budget
Key concepts Needs Wants
A personal budget is a weekly or nutritious food cookies 6 Write your budget in your notebook.
monthly plan of how to spend a. Subtract your expenses from your
money. Budgets help you to use income.
money wisely. b. The final amount is your balance.
school supplies tablet

Income 25€
Expenses: -25€
Resources Balance: 0€
Be an economist!: Language
support photocopiable (page 84) 7 Analyse your balance. Is it zero, positive
… … or negative? Do you need to change your
spending habits? Explain why and how.
Be an economist! Calculate your income for a month

How do you make a personal Zero balance: equal income and expenses
2 Do you get money from a job?
budget? Positive balance: higher income than
• Students read the title and 3 Do you get pocket money? How much? expenses
predict the content. 4 Do you have any other income? Negative balance: higher expenses than
income
• Read the introductory text aloud.
Clarify the meaning of the words
in bold.
98 ninety-eight
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Analyse needs and wants Analyse your monthly expenses

• Students copy and personalise the table • Pairs discuss and compare their needs
adding more items. and wants.
Calculate your income for a month Make your budget

• Students answer questions 2-4 in their • Students make their budgets in their
notebooks. notebooks and analyse their balances.
• Students reflect on their spending habits
and share their ideas.
36
Which economic sector is the
6
Learning goals
most important in Europe? • To describe and compare the
Ninety-six percent of the active population
secondary and tertiary sectors
in Europe works in the secondary and tertiary in Europe
sectors.
Key language
1 Compare Look at the tertiary sector
diagram. Answer the questions in your Vocabulary
Thirty percent of the active population in notebook. monuments (amphitheatre, church,
Europe works in the secondary sector.
a. Which industry does the data represent? statue, tower), most visited,
Heavy industry factories make metal secondary/tertiary sector, tourism
and chemical products. b. Which three European Union countries
receive the most tourists? Language structures
The machinery and equipment industry
makes machines, cars and electrical parts. c. How many people visit Spain each year? The data represents the … industry.
… and … receive the most tourists.
The consumer goods industry makes 2 Look at the photos. Write sentences about
products that consumers buy from shops.
I would like to visit … because…
them in your notebook.
• Monument: the Little Mermaid, the Eiffel Key concepts
Tower, the Coliseum, the Sagrada Familia 30% of the active population in
Sixty-six percent of the active population in
Europe works in the tertiary sector. It is the
• Type: church, tower, amphitheatre, statue Europe work in the secondary sector.
most important sector. • City: Copenhagen, Barcelona, Rome, Paris 66% percent work in the tertiary
• Trade. Europe exports metal and chemical • Country: Italy, Denmark, France, Spain sector.
products, cars and technology. Europe
imports petroleum and raw materials.
• Transport. Europe has excellent roads,
high-speed railways and an important
Resources
network of modern airports.
• Tourism. Europe receives more tourists
than any other continent. Spain is one
of the most visited countries in Europe.
MOST VISITED COUNTRIES IN THE EU Which economic sector is the

In percent of total visitors
15 most important in Europe?
12,5
• Students read the question and
10 predict the content.
7,5
• Read the text sections aloud.
5 3 Think about it Which of these Clarify the meaning of the words
monuments would you like to visit? Why?
in bold.
Tell a partner.
2,5
0
ria ce y
an ree
ce ly nd
s d ga
l
ain d
ite m
Say:
st an Ita rla lan Sp
Fr erm rtu
Au
G
G
Ne
t he Po Po
Ungdo
K i n I would like to visit… Scan the text. What do 66% and 30%
Source: OIT, Panorama OMT del turismo internacional 2018
refer to?
ninety-nine 99
942973_04_p63_h01_grafico_barras_UE_destinos
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Compare 2 Look at the photos. Think about it

1 Look at the tertiary sector • Ask pairs to identify the 3 Which of these monuments
diagram. monuments by type, city would you like to visit?
and country.
• Review bar graph structure. • Students answer the
• Students write sentences questions in pairs, giving their
sk:
A
in their notebooks. reasons.
What do the bars represent?
• Students answer in their
notebooks and share with a
partner.
37
Check your progress
Learning goals
• To review the key concepts and Vocabulary Concepts
vocabulary from Unit 6 1 Copy and correct the sentences in your 4 Look at the photos. Which show needs and
notebook. which show wants? Make a list in your
a. People in trade transform raw materials notebook.
Vocabulary into products.

b. Mining is the principal activity in the A B
1 Copy and correct the sentences
primary sector.
in your notebook.
c. Inshore fishing is also called offshore
• Read the instructions and fishing.
sentences aloud. d. Heavy industry factories produce food.
• Explain that only one word e. A pie chart presents data using bars.
needs to be changed in each f. Production, distibution and tourism are
sentence. the three main areas of economic activity. C D
• Students write their corrected 2 Complete these sentences in your

sentences in their notebooks. notebook. Use the words in the boxes.
companies exports
2 Complete these sentences in

big offshore ships livestock farming E F
your notebook.
• Read the words in the boxes people in mining the forestry industry
and sentence stems a-f aloud.
Clarify any doubts.
a. … are products sold to other countries.
• Students write their
b. … makes paper and furniture.
completed sentences in their
c. … spend weeks at sea.
notebooks. 5 Copy and complete the table in your
d. … need to make a profit notebook.
e. … work in quarries.
Activity Industry Sector
f. … involves sheep, pigs and cattle.
3 Match the word pairs in your making steel metallurgy secondary
notebook. 3 Match the word pairs in your notebook. guiding tourists … …
• Read all the words aloud. feeding sheep … …
domestic picking grapes … …

• Elicit one pair as an example.
foreign trade packing food … …
• Students write the matched land transport
making shoes … …
pairs in their notebooks. sea
making motors … …
100 one hundred
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Concepts 5 Copy and complete the table

4 Look at the photos. in your notebook.
• Review the difference between • Review the structure and

a need and a want. content of the table.
• Ask students to describe each • Read the data in the Activity

photo. column aloud. Elicit examples.
• Students make their lists in • Students copy and complete

their notebooks. the table in their notebooks.
38
6
Apply what you know
Apply what you know 6 Look at the pie chart.
6 Look at the pie chart. Answer the 7 Draw a pie chart. Show the three economic • Read the title of the pie chart,
questions in your notebook. sectors of Farmingville. Use this the key and the questions
a. What information does the pie chart show? information. aloud. Clarify doubts.
b. Do the percentages represent time The active population of Farmingville is 425.
• Students answer in their
or money? • dry crop farming: 125 people notebooks.
c. What does the largest percentage • inshore fishing: 75 people
represent? • biscuit factory: 100 people
MONEY TO SPEND ON HOLIDAY (TOTAL 1,000€) • retail shops: 75 people 7 Draw a pie chart.
4%
• hotel: 50 people
6%
• Read the text aloud, and have
Hotel 8 Copy these European trade items in your students classify the activities
25%
35%
Transport notebook. Label each as import or export. by economic sector.
Food
• petroleum • cars • Tell students to use the pie
Museums
30%
Souvenirs • metal products • technology chart in Activity 6 as a model
• chemical products • raw materials for their own pie charts.
9 Copy and complete the diagram in your notebook.

8 Copy these European trade
ECONOMIC ACTIVITIES IN EUROPE
items in your notebook.
942973_04_p65_h01_grafico_gastos_mensuales • Review the difference
between import and export.
Primary sector Secondary sector Tertiary sector
• Read the trade items aloud.
agriculture heavy industry trade Elicit an example for one item.
• Students copy and label the
… … … trade items in their notebooks.
9 Copy and complete the diagram

My progress Think about your work in this unit. Copy and complete. in your notebook.
YES NO NOT SURE
• I can describe the economy of Spain. … … … • Review the structure
of the diagram.
• I know how to draw a pie chart. … … …
• I can describe the economy of Europe. … … … • Students complete the
diagram in their notebooks.
one hundred and one 101
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My progress Extension
Students should be • Groups do research on European
encouraged to consider the monuments and choose four.
work they have done in the • They prepare an information grid using
unit, before copying and page 99, Activity 2, as a model.
completing the progress table
in their notebooks. • They draw the monuments or stick photos
on card and include the information grid.
• Groups exchange cards and write sentences.
39
Learning goals
Final task
You need
• To revise the key concepts,
• a notebook
vocabulary and language
structures from Unit 6
Organise a self-guided • coloured pencils
walking tour with audio • card
• sheets of A3 paper
Tourism is a very important part of the economy
• posterboard
Resources in Spain and Europe. People and companies
develop services to provide tourists with places • recording equipment
Final task: Language support (computer, smartphone
to stay, food to eat and different types
photocopiable (page 85) of entertainment. or tape recorder)
1 Think about it.

Organise a self-guided • Which sector is tourism part of?
walking tour with audio • What types of entertainment services do
people and companies provide for
• Read the title aloud. Ask what a tourists?
walking tour is and elicit elements
• Why do tourists take tours?
that can make it self-guided.
• Where do tourists take tours? Why?
• Students describe the photo. • Who organises tours for tourists?
• Read the introduction aloud.
Clarify any doubts.
Tourism facts
• Students review the list of things Tourists take self-guided walking tours to
they need for the task. visit houses, buildings or city centres on foot.
They follow a route indicated on a map and
listen to recorded information.
Tour operators plan and organise these
Tourism facts tours, but they do not go with the tourists.
• Read the text aloud. Clarify In this Final task you will play the part of
doubts using a local tourist map tour operators and organise a self-guided 3 Investigate.
walking tour with audio.
as an example. • What places of interest are there
in the area that you selected?
Ask:
2 Make a decision. • How many places will you include?
What could tourists visit in our town?
Where will people go on your walking tour? • What is the best route for your tour?
In a group, discuss locations. • How much time will the tourists need
• Will they visit your neighbourhood at each place?
1 Think about it. or the city centre? • How long does it take to complete
• Read the questions aloud. Elicit • Which places are interesting for children, the tour?
examples from the whole class. sports fans or artists? • Where can the tourists meet to begin
• Pairs ask and answer the • How many places will you include? the tour?
questions, writing the answers
in their notebooks.
102 one hundred and two
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2 Make a decision. 3 Investigate.

• Read the questions aloud. Clarify • Read the questions aloud and
doubts and elicit examples. encourage brainstorming.
• Groups discuss and select locations. • Students do research on the internet
They write their decisions in their and use local tourist information to
notebooks. answer the questions.
• They calculate distances by walking
their proposed route or using apps
like Google Maps.
40
6
4 Create the audio segments. 4 Create the audio segments.
• What do you want to tell visitors about each • Read the instructions aloud.
place on your route? Make a list. Clarify any doubts.
• Use the list to write three or four sentences
about each place.
• Remind the students that all
group members should take
• Practise reading the sentences.
part in the recording.
• Take turns recording the sentences. Remember
to record them in the order of the route. • Each group follows the
instructions to create
5 Prepare a computer presentation or poster the audio segments.
for your walking tour.
Include: • Groups discuss and assign
recording duties.
• the name of your tour operator.
• a title for the tour. • Check each group's written
• the price of your tour. work to be sure all elements
have been included. Give help
• pictures or photos of the places on your tour.
where needed.
• a map to show the route of the tour
and a map key. • Agree on a time and place for
rehearsals and recordings.
Presentation time!
5 Prepare a computer
6 Present your walking tour to the class. KIDS TOURING S. L.
presentation or poster for your
• Decide who will present and play the walking tour.
audio for each place. 7 Compare your tour with your • Groups prepare their
• Choose a place in your classroom classmates' tours.
presentations and include all
where everyone can see you and your • What differences were there?
poster or computer.
the required points.
• Which audio segments did you like
• Introduce the tour. the most? • Groups rehearse their
• Introduce each place and play the • Which tours would you like to take?
presentations or prepare their
recording. Why? posters.
• Thank the audience for their attention. • Which tour had the best price?
• Answer questions about your tour. Why?
• Take a picture of your group with the
poster and the map.
one hundred and three 103
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Presentation time! 7 Compare your tour with Extension

your classmates' tours. • Show photos of residents in Spanish cities
6 Present your walking
tour to the class. • Groups discuss their protesting about tourists.
answers to the
• Groups give their Ask:
questions.
presentations taking Why are these people protesting?
into account all the • Have a whole-class
discussion to share • Groups discuss the advantages and
suggested points.
answers. disadvantages of mass tourism.
• Groups make a pros and cons table of tourism.
• Groups present their tables and ideas to the class.
41
Learning goals Learning Lab game
• To revise the key concepts and
language from units 5 and 6
• To give students the opportunity
to evaluate their own learning 1 Roll two dice. Move Answer the question. True or false?
• To informally test knowledge to the space with the
number you rolled. • What is a company? • The EU is made up of
acquired during the units
2 Choose one question • In what year did the EEC 32 European countries.
Key language and answer it. If your become the EU? • Spain is one of the
Revision of vocabulary and answer is correct, score • What has Spain used most visited countries
structures from units 5 and 6 the number on the dice. 213 EU funds for? in Europe.
• What do workers in • Spain joined the EU

e first in 1962.
ner is th the primary sector do?
The win t to 50 points.
ge
player to
3
Material
• Dice
• Coloured card or small classroom
2
game.
e cards for the
materials for counters Make 12 surpris pu t in spaces
make cards to
• 12 small pieces of card In your group,
6 and 12.
Include:
• Miss a turn
2 Answer the question. ints
• Win/Lose po
What is a company? Model
• tion
• Write a ques
Answer (M.A.) an organisation
• Roll again e.
that offers products or services the correct spac
d put them in
Shuffle them an
In what year did the EEC become
•
the EU? in 1992
What has Spain used EU funds
•
12 11 10
?
for? (M.A.) to improve roads,
• A diagram that • the ombudsman
railways and airports represents the • three company
Take a
What do workers in the primary
• structure of the departments
sector do? (M.A.) They get Spanish government.
se • the major consumer
surpri
resources from nature. • A diagram that industries
represents the three
card!
main areas of • the three treaties
economic activity. of the EU
3 True or false?
The EU is made up of 32
• Draw. Describe, name or say.
European countries. False
Spain is one of the most visited
• 104 one hundred and four
countries in Europe. True
Spain joined the EU in 1962. False
• ES0000000096737 942995_Repaso03_87718.indd 104 11/06/2019 11:01:29
10 Describe, name or say. 11 Draw.

the ombudsman (M.A.) a government
• A diagram that represents
•
official who deals with complaints the structure of the Spanish
three company departments (M.A.)
• government.
production, purchasing and marketing Open Answer (O.A.)
the major consumer industries (M.A.)
• A diagram that represents
•
food, textile and automobile the three main areas of
economic activity. (O.A.)
the three treaties of the EU the treaties
•
of Maastricht, Rome and Lisbon
42
Learning Lab game
• Groups take turns to roll the dice
and move to the space with the
number rolled.
?
Find the odd one out. Describe, name or say. • Groups choose a question and
answer it. If the answer is correct,
• legislative, executive, • employee they score the number on the
Take a
challenge • two challenges dice.
• notes, coins, of the EU today
se
surpri
negotiations • The winner is the first group to get
• materials extracted
50 points.
• primary, industry, from mines
secondary
• forestry, arable,
• eurozone card!
• pie chart
livestock
4 5 6
Make your own Learning Lab
game!
• Groups write questions and
activities using information from
units 5 and 6.
Make your own Learning Lab game!
• They follow the instructions to
• Write questions about the topics you
have learnt about in Units 5 and 6. prepare 12 surprise cards, shuffle
them and place them in spaces 6
• Include different surprise cards.
and 12.
• Play the game with your classmates.
• They play with other groups.
9 8 7 4 Find the odd one out.

• legislative, executive, challenge
• What percentage • All EU countries have • construction, fishing,
challenge
of the active European the same political forestry
population work in structure. • republic, monarchy, • notes, coins, negotiations
the secondary sector? • The tertiary sector constitution negotiations
• What are the three is the service sector. • circular, waste, linear • primary, industry, secondary
branches of the Spanish Trade, transport and
government? What construction activities • minister, Senator, industry
does each branch do? are part of this sector. Deputy
• forestry, arable, livestock
forestry
Answer the question. True or false? Find the odd one out.
one hundred and five 105
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5 Describe, name or say. (M.A.) 7 Find the odd one out. 8 True or false? 9 Answer the question.
employee a person who
• construction, fishing,
• All EU countries have
• What percentage of
•
works for a company forestry construction the same political the active European
two challenges of the EU
• republic, monarchy,
• structure. False population work in
today a fair immigration constitution constitution The tertiary sector is
• the secondary sector?
policy, promoting solidarity the service sector. 30%
circular, waste, linear
•
materials extracted from
• waste True What are the three
•
mines rocks branches of the
minister, Senator, Deputy
•
Spanish government?
eurozone countries that
• minister
executive, legislative,
use the euro
judicial
pie chart a circular graph
• 43
Learning goals
What can we do with
• To describe ways to use and save
money our money?
Key language
A B
Vocabulary
money (earn, invest, risk, save,
savings, spend), payment methods
(cash, credit card)
Key structures
The customer in photo … is using ...
to pay.
This person is putting money into…
… is saving/spending their money.
I am saving my money for…
Key concepts
Knowing how to earn and save
money are useful skills. People work to earn money. There are 1 Look at the photos A-C and answer
different ways to use the money that the questions with a partner.
we earn. • Which payment methods are the
We can: customers using in photos A and B?
What can we do with our • save our money. • What other methods of payment can you
money? • invest our money.
think of?
C
• Students read the title and • What is the person putting their money
• spend our money.
predict the content. into in photo C?
• Who is saving their money? Who is
Ask: spending their money?
What are three ways to use your
money? 2 Copy and complete the table with some
of the products and services you use in one
• Read the text aloud. Students People save money for different reasons: day. Ask your parents how they pay for
check their predictions. these products and services.
• to buy a house
• Elicit reasons for saving money • to pay for education Product/service Payment method
and for investing savings. • to have in case of an emergency milk …
Often, people invest their savings. Some … …
people choose to buy a property or start
a business. Investments always involve some 3 The person in photo C is saving their
risk. When we invest our money, we do not money. Do you save your money? What are
always make more. you saving your money for? Tell a partner.
106 one hundred and six
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1 Look at photos A-C and 2 Copy and complete the 3 The person in photo C is
answer the questions table with some of the saving their money.
with a partner. products and services you • Read the questions aloud.
• Students describe the use in one day.
• Pairs discuss the
photos using pay for, save, • Elicit payment methods
questions.
use. for milk.
• Volunteers share their
• In pairs, students answer • Students do the activity
answers.
the questions. in their notebooks.
44
public service advert
Advertising is using adverts to give people
information about a product or service they E Learning goals
can buy.
• To recognise what adverts sell
NOT COOL • To recognise four common
advertising strategies
persuasive advert
D
Key language
Vocabulary
advertising strategies (association,
exaggeration, promotion, repetition),
adverts (advertise, buy, persuasive,
Stop climate change before public service, slogan)
climate change stops you.
slogan Key structures
Advert ... is advertising...
Advert … uses…
Advertising strategies are used to send
messages to consumers. Key concepts
SUCCESS IS IN THE SHOES
• Association links the product with Adverts provide information about
a famous person. products and services. Being aware
4 Look at the adverts D and E. Answer • Advertising uses exaggeration to describe of advertising strategies helps you
the questions with a partner. products or services. to spend your money wisely.
• What are they advertising? • Promotions are special prices, discounts
or prizes.
• Can you think of any other ways
• Adverts repeat information to get
to advertise them?
the attention of the consumer. What can we do with our
This is repetition. money?
Advert D is advertising… Ask:
Which advert wants you to buy/do
6 Look at the adverts D-G. Which
something?
advertising strategy does each one use? • Read the introduction and the
5 In your notebook, match the phrases from
adverts D and E to the correct definition.
texts in each advert aloud.
F G Contains more
a. A short, memorable phrase that explains

nutrients than • Ask students to identify the
any other milk
the product. message or slogan in each one.
b. A type of advert that encourages • Explain that cool in advert E has
consumers to buy a product. two meanings: cold and
c. A type of advert that gives information appropriate.
or tries to help improve society.
BUY ONE GET ONE FREE! • Read the advertising strategies
So you get more for your family Start your day in an INCREDIBLE way! aloud. Elicit examples of the
words in bold.
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4 Look at adverts D and E. 6 Look at adverts D-G.

• Read the questions aloud. • Read the adverts aloud and clarify
any doubts. Remind students to
• Pairs answer the questions using the
refer to the strategies box.
sentence stem.
• Pairs analyse the adverts, matching
5 In your notebook, match the phrases
each with a strategy.
from adverts D and E to the correct
definition. • Volunteers share their decisions with
• Students match and copy the the class.
phrases and definitions.
45
Learning goals Read about it! Unit 5
• To explore the benefits of

travelling
GEOGRAPHY MAGAZINE
Key language
Vocabulary
past tense verbs (allowed,
became, created, could,
Travelling across Europe
exchanged, filled up), get on/off,
intend, InterRail pass, make friends, T ravelling is one of the most fun and exciting ways to learn about art, history,
geography and the traditions of other countries. You can also learn
languages and make new friends in unexpected places.
ticket, trip, young people
In 1972, the International Union of Railways
Language structures created a train ticket that allowed young
The InterRail pass allows you to... people, up to 26 years old, to travel
throughout the European continent at a low
The ... created a ticket that...
cost. It is a unique and unforgettable way to
It is intended for... discover up to 30 European countries.
I would like to visit... The ticket was named the InterRail pass
and became very popular. Trains filled up
Key concepts with youngsters from different countries.
They could get on and off trains as many
Travelling enables you to learn
times as they wished during their InterRail
many things about the countries trip. They exchanged their experiences, shared anecdotes and even
you visit. formed groups to continue their trip together.
1 Read the text and answer the questions in your notebook.

Travelling across Europe a. What is an InterRail pass?
• Students read the title and predict b. How did the idea originate?
the content. c. Who is InterRail intended for?
• Read the text aloud. Clarify any d. Which European countries would you like to visit with an InterRail pass?
doubts.
2 Look at the photos and talk to a partner about the places you can see.
• Check understanding. In which European countries can you find these places?
Ask: A B C
When was the pass created?
Who created it?
Where can you travel with this pass?
Who can use this pass?
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1 Read the text and answer the questions in Ask:

your notebook. Are there any towers in our town?
• Read the questions aloud. Clarify any doubts. What purpose do they have?
• Student answer in their notebooks. • Elicit the name and location of each tower in
the photos.
2 Look at the photos and talk to a partner
about the places you can see. • Pairs look for the answers, then share their
• Explain that towers are built for purposes like results with the class.
commemoration, observation and to hold
clocks.
46
Unit 6
Learning goals
• To understand what DOP means
ECONOMICS MAGAZINE
Key language
Vocabulary
DOP products (cheese, ham, olive
What is DOP? oil), shops (butcher shop,
delicatessen), standards (handling,
manufacturing, packaging), come
from, distinguish, ensure, feed,
I n butcher shops, delicatessens
and in certain other shops, you can
sometimes find products with
guarantee, label, protected
the words ‘denominación de origen
designation of origin (DOP), quality,
protegida’ or DOP on the packaging. recognise, seal
But what does this mean?
of manufacturing, handling and Key structures
The DOP is the name given to certain packaging.
products in Spain to distinguish their ... come/s from...
high quality. There are many products with DOP. ... improve/s the quality of the
Some of the most important ones are
In addition, the raw materials for cheeses such as Manchego and
product.
these products must come from
Cabrales; hams, such as Huelva The product must/should meet high
a particular geographical area,
Guijuelo; and olive oils, which have standards of...
meaning that they must have
a specific origin. This is because in
many protected denominations, I would/would not like to work there
especially in Andalucía.
the geographical area, there are because...
certain influences that improve the These products are labelled with a ... will be...
quality of the product, for example,
special seal that guarantees their
a particular climate or a special feed
given to the animals.
quality. When you see one of these Key concepts
seals, you know that it is a product
Products with protected designation
To ensure quality, a product with with protected designation of
DOP must also meet high standards origin.
of origin come from a specific area.
They meet high standards.
1 Read the text and answer the questions in your notebook.

a. What does 'denominación de origen protegida' mean?
What is DOP?
b. How do we recognise products with DOP?
• Focus on the photo. Ask students
c. What sectors do the products with DOP come from?
to name any cheeses they know.
d. What characteristics should the products with DOP have?
• Read the text aloud and clarify
2 Use the internet to find out about two products with protected any doubts about vocabulary.
designation of origin from another European country.
Ask:
• What is the name of the product?
What products often have a seal
• Which geographical area is it from? with DOP?
What makes these products special?
one hundred and thirteen 113
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1 Read the text and answer the questions in your 2 Use the internet to find out about two products
notebook. with protected designation of origin from
• Read the questions aloud and clarify any doubts. another European country.
• Revise the name and features of each economic • Pairs do research, downloading photos if possible.
sector. • Pairs share their findings with the class.
sk:
A
Which sector manufactures products?
• Students answer the questions in their notebooks.
• To correct, ask volunteers to share their answers.
47
KEY VOCABULARY
5 Spain and Europe today
accomplishment an achievement.
amend the action of altering a law to make
it more accurate.
branch a section of the government.
challenge a task that is difficult and requires
effort and determination.
checks and balances a system that allows each
branch of the government to limit the powers fund an amount of money the European Union
of other branches. It ensures that no single gives to countries in the EU. It is usually spent
branch has too much power. on infrastructure or other improvements
to the country.
common market an association of countries
formed with the aim of making trade easier. judicial power the part of the Spanish
government that applies the laws made
commissioner members of the European
by the parliament and ensures that the laws
Commission.
follow the Spanish Constitution.
currency the money used in a particular area
legislative power the part of the Spanish
or country.
government that creates and approves laws
dictatorship a form of authoritative government and approves the national budget.
in which all power is concentrated in the hands
minister a person who is in charge of a particular
of one person.
department of a government or organisation.
eurozone the economic zone formed by
monarchy a state that is ruled by a monarch.
member countries of the European Union that
have their euro as their official currency. negotiation a formal discussion between
countries or organisations that have different
executive power the part of the Spanish
aims or intentions and need to come to
government that governs the country
an agreement.
and makes political and economic decisions.
ombudsman the part of the government that
defends the rights of the citizens.
quota the maximum number of something
that is officially allowed.
Schengen Area an area of 26 European
countries where you do not have to show
your passport when travelling between
them.
tax money that most citizens have to pay
in order to pay for public services.
treaty a written agreement between countries.
unity when people or a country are
in agreement.
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48
The economy of Spain 6
and Europe
company an organisation that makes money
by selling products or services.
consumption the act of consuming, for example
by eating.
cultural tourism visiting places of cultural value.
department a section or part of an organisation.
distribution the act of distributing or delivering.
employ to pay someone to work.
employee a person who receives money
for work from a company or another person.
entrepreneur a person who has their own
mine a place where materials are extracted from
business.
the ground.
heavy industry an industry in which machines
offshore fishing fishing far from land.
are used to make large products.
organisation an official group of people.
human resources the part of a company that
is responsible for the employees. production the act of making products.
inshore fishing fishing close to land. profit money that is earnt.
irrigated crop a crop that is given water quarry land which is used for mining.
by people. raw materials material that has not been
machinery a group of machines. processed.
metallurgy separating and preparing metals. sector a part of the economy.
one hundred and nineteen 119
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49
AUDIO TRANSCRIPTS
unit 5
TRACK 9 TRACK 11
Page 75. What is the structure of the Page 80. How did Spain join
Spanish government? the EU?
2. Listen to the descriptions of two 1. Listen to the statements
more national institutions. Answer about Spain and the EU.
the questions about each one in Write true or false in your
your notebook. Then, compare your notebook.
answers with a partner.
A. General Franco's government
A. The constitutional court is the institution could not join the European
that makes sure the laws respect the Union in 1962 because Spain
Constitution. It is made up of 12 members was a dictatorship.
who specialise in law. They are known as B. Spain applied again to join the
magistrates of the constitutional court. EU in 1977. Their application
B. The ombudsman is the institution that was rejected.
protects the rights of citizens. People can C. Spain became part of the
complain to the ombudsman if they think Schengen Area in 1991. The
their rights have been violated. Schengen Area is an area in
which member countries have
to use a passport in order
to travel between member
TRACK 10 countries.
Page 78. How did the European Union D. The Spanish economy had
develop? to change in order to be part
of the EU. Quotas limited
2. Listen and write the correct treaty the production of Spanish
in your notebook. products such as meat, fish
A. This treaty was signed in 2009. It gave and building material.
more power to the European Parliament.
B. This treaty was signed by twelve different
countries. It transformed the EEC into the
EU.
C. This treaty created a common market.
Trading between member countries
became easier.
50
AUDIO TRANSCRIPTS
unit 6
TRACK 12 TRACK 13
Page 91. How are companies Page 92. What happens in the
different? primary sector?
2. Listen. Which department 2. Listen. Decide if the sentences
do the people work in? are true or false. Answer in your
notebook.
-Good morning, Hannah!
-Hello, Dave! How are you? 1. Many members of the active
population in Spain work in the
-Fine, but really busy! Today I have primary sector.
to interview some people for the job
in the production department. We 2. Livestock farming is the most
also need more people in customer important activity in the primary
services, so I have to create a job sector.
advertisement. 3. Dry crops, such as cereals, grapes
-Wow! I see you are busy in the human and olives are important in Castilla-
resources department. La Mancha, Castilla y León and
Andalucía.
-Yes, we are! What about you in the
marketing department? I heard you 4. Sheep farming, cattle farming and
were working on something big. pig farming are important areas of
livestock farming.
-Right now, we are creating an
advertising campaign for a new
product. We will launch the TV
advert soon!
51
AUDIO TRANSCRIPTS
unit 6
TRACK 14 TRACK 15
Page 93. What happens in the Page 95. What happens in the
primary sector? tertiary sector?
5. Listen to the fisherman. 2. Listen. Copy and complete the
Answer in your notebook. table with ticks (✓) and crosses
(✗) in your notebook.
My name is Andrés. I am a fisherman.
I work on a huge offshore boat. We 1. Petroleum is a product that Spain
catch fish such as marlin. The best imports.
part of the job is living at sea. I love to
2. Spain exports many food products,
sit and stare at the big blue. The worst
such as olive oil.
part is spending so much time away
from home – after several weeks, I miss 3. Spain imports many mobile phones
my family and friends. from countries such as China.
4. Cars are imported from Spain
to many other countries in the
European Union.
52

3T Social 6º

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Teacher's Resource Pack

Social Science Learning Lab is a collective work,

BILINGUAL PROJECT COORDINATION

CONTENTS • How is power shared • What is the economy?

• Values education: How is the EU • Which economic sector is

MINI LAB / BE A… • Investigate the political structure • Create a pie chart

• Be a social scientist! How do you

FINAL TASK Task Task

REVIEW Learning Lab game

READ ABOUT IT! Travelling across Europe What is DOP?

Spain and Europe today

1 Look at the photos and answer the questions

What makes Spain a democracy?

as many of the 28 EU member

What is the structure of the

about each one in your notebook. Then,

compare your answers with a partner.

b. What are its main functions? branches.

The name of the first Ju d

• ensures the Constitution • governs the country

ES0000000096737 942995_Unidad05_87523.indd 76 11/06/2019 11:02:05

2 Look at the photos. Think about it

2 Use the internet to investigate the political

2 Use the internet to investigate the 4 Prepare a presentation of your findings

ES0000000096737 942995_Unidad05_87523.indd 78 11/06/2019 11:02:08

ES0000000096737 942995_Unidad05_87523.indd 79 11/06/2019 11:02:12

Observe • Students complete the table Extension

2 Observe Read the information and test

Full transcript, page 50, Track 11

Observe Think about it

Look at the table

1 What is the title? Should I study in another EU country?

Look at the table Make a table about Spain and the EU

• Students answer the question

Mini Lab • Pairs do research and answer all the

How is the EU culturally diverse?

The 28 countries in the EU are culturally diverse. • To recognise cultural diversity

branch of the Spanish government Legislative … …

• Ask how the image illustrates C

ES0000000096737 942995_Unidad05_87523.indd 84 11/06/2019 11:02:23

8 Copy and complete the diagram

ES0000000096737 942995_Unidad05_87523.indd 85 11/06/2019 11:02:25

ES0000000096737 942995_Unidad05_87523.indd 86 11/06/2019 11:02:28

3 Make a decision. Extension

4 Prepare your time capsule. 4 Prepare your time capsule.

ES0000000096737 942995_Unidad05_87523.indd 87 11/06/2019 11:02:29

Presentation time! Extension

1 Observe Look at the people in the photos.

• Students brainstorm workplaces • Who finds materials?

Observe • Read the questions aloud. Clarify

ES0000000096737 942995_Unidad06_88447.indd 89 11/06/2019 10:57:02

Think about it Think about it

ES0000000096737 942995_Unidad06_88447.indd 90 11/06/2019 10:57:04

Compare Think about it Think about it

How are companies different?

1 Think about it Look at the departments above. In your notebook,

The human resources department interviews people. • Focus on the drawings.

Resources Livestock farming is the second most important activity.

Map: Political map of Spain

• Students read the title and

ES0000000096737 942995_Unidad06_88447.indd 92 11/06/2019 10:57:08

Observe 2 Listen. 3 USE YOUR ATLAS.

CONTENTS • How is power shared • What is the economy?

• Values education: How is the EU • Which economic sector is

MINI LAB / BE A… • Investigate the political structure • Create a pie chart

• Be a social scientist! How do you

2 Look at the photos. Think about it

2 Use the internet to investigate the 4 Prepare a presentation of your findings

Observe 2 Listen. 3 USE YOUR ATLAS.

Observe 2 Listen. Think about it

Compare 2 Look at the photos. Think about it

2 Complete these sentences in

Concepts 5 Copy and complete the table

Presentation time! 7 Compare your tour with Extension

4 Look at adverts D and E. 6 Look at adverts D-G.

• To explore the benefits of

1 Read the text and answer the questions in Ask: