PRIMARY 5
ACTIVITY BOOK
UNIT 1 Medieval Spain ........................................ 2UNIT 2 Spain: 15th and 16th centuries.............. 8UNIT 3 Spain: 17th and 18th centuries ........... 14UNIT 4 Population ............................................. 20UNIT 5 Economy .............................................. 26UNIT 6 Business and money ........................... 32 Glossary ............................................... 38
PRIMARY 5
ACTIVITY BOOK
32
11 MEDIEVAL SPAIN1 Complete the text about the Visigoths using the words from
the box. There are two extra words.
2 Match the dates to the events described. Then, complete the timeline.
Muslims • tribe • peasants • Christianity • capital • Roman • councils • nobles • settle • Latin
The Visigoths were a from the north of Europe. In the 5th century, the Visigoths started to in Hispania.
The Visigoth society consisted of a king, and peasants. The nobles were
wealthy families, often related to the king, who owned land and had power. The majority of the population were who worked on the nobles’ land for food and a place to live.
To unite the country, the Visigoths adopted some of the ways of life. They learnt Latin, converted to and followed Roman laws. They kept their own customs too. The king and the important members of the Visigoth tribe held
to discuss any problems in the kingdom.
Toledo became the of the Visigoth kingdom. The Visigoths controlled Spain for more than two hundred years.
ad 711
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Battle of Guadalete.
The Taifa kingdoms.
Abd al-Rahman III established the Caliphate of Córdoba.
Abd al-Rahman I established the Emirate of Córdoba.
Foundation of Al-Ándalus in Hispania.
The Caliphate of Córdoba fell.
711 Caliphate of Córdoba
Emirate of Córdoba
1031 Christian conquest of Granada
1238
700 800 900 1000 1100 1200 1300 1400 1500
Al-Ándalus
32
3 Look at the picture of an Al-Ándalus city. Complete the sentences and label the picture.
4 Look at the pictures and complete the information about the legacy of Al-Ándalus.
a The cities were surrounded by a for protection.
b People practised their religion in the .
c People bought and sold products in the .
d The royal palace was called the .
e The was where the craftspeople lived.
f The fort was also called .
The people of Al-Andalus introduced ...
a which was used to irrigate crops.
b which was used to make books.
c which was used to navigate.
d which was a new crop for Spain.
e which included the important
number zero.
f which became important in later
voyages of discovery.
compass rice astrolabe Arabic numerals water wheel paper
1
54
5 Read the text about the Reconquista. Write the dates and put the sentences into chronological order.
a The Catholic Monarchs defeated the Muslims in
Granada.
b Isabel I of Castilla and Fernando II of Aragón
married.
c Don Pelayo defeated the Muslim army at the
Battle of Covadonga.
d The Muslim army defeated the Visigoths at the
Battle of Guadalete.
e The Christian armies defeated the Muslim army
at the Battle of Las Navas de Tolosa.
f Alfonso VI conquered Toledo.
6 Read the text about Boabdil, the last ruler of Muslim Spain and complete the sentences about his life.
Boabdil was born in the Alhambra Palace in Granada in 1460. His nickname was el Rey Chico, not because he was small but because his kingdom was getting smaller and smaller as the Christian armies conquered more Muslim territories. Boabdil came to the throne in 1482. Although he was already at war with his own uncle and father, he decided to invade Castilla as well. In 1483, Boabdil was captured and imprisoned in the castle of Lucena. Three years later, in exchange for his liberty, Boabdil agreed to his kingdom paying taxes to the Catholic Monarchs. There were many wars during the next six years and finally the Christian forces placed Granada under siege. The city fell on 2 January 1492. Boabdil was expelled from the city and he
and his family and court went to the Alpujarras to live in exile; however, he stayed there for less than a year. Boabdil travelled to Fez in Morocco, where he died in 1527. His followers remained in the Alpujarras until they were expelled in 1570.
a In 1460 .
b In 1482 .
c In 1483 .
d In 1486 .
e On 2 January 1492 .
f In 1527 .
g In 1570 .
54
7 Label the people in a feudal society.
8 Identify the people described below. Then list them in order of their power and influence in feudal society from highest (1) to lowest (6).
a They worked on lands governed by nobles, knights or the king. They were free to leave the land. They
gave their crops as tax. In return for this tax, the knights and nobles protected them during times of war.
b He owned all the land in his kingdom and made the laws.
c They couldn’t leave the land where they worked. They were at the bottom of the feudal system, below
the peasants even.
d They received land from the nobles. In return, they fought in battles for the king.
e They received land from the king and in return they protected him and gave him knights for his armies.
f They were Christian religious people such as priests, monks and nuns.
9 Classify the words according to the architectural style. Write I for Islamic, R for Romanesque or G for Gothic.
1 rose windows
2 open courtyards
3 thick walls
4 thin walls
5 horseshoe arches
6 dark inside
7 bright colours
8 small windows
9 pointed arches
a b c
d e
1
Discover
Project work
6
10 Imagine you live in the Middle Ages. Choose one period and think of the various aspects of life. Complete the table. Use the Internet to find the necessary information.
11 Write about what your life looks like. Use the information from Activity 10.
12 Compare your text with your classmate. Did you choose the same period?
I live in
period:
1. What social or religious group do you belong to?
2. What does the city where you live look like?
3. What styles of architecture can you see in your city?
4. What does your house look like?
5. What type of food do you eat?
6. What clothes do you wear?
7. How do you spend your free time?
Skills check
7
13 Read the text about castles and match the headings to the correct paragraphs. There are two extra headings.
Life in a castle wasn’t very comfortable. The rooms were dark and the tapestries on the walls and the straw-covered floors didn’t do much to keep the occupants warm. The nobles that lived there often shared the same bedroom, which was a problem because they didn’t wash very often!
In times of peace, the nobles often organised banquets. The guests ate many different types of food and there was plenty of meat, fish and exotic dishes such as swan. Musicians, acrobats and jesters entertained the guests. Sometimes a travelling singer called a troubadour came to the castle to sing and share news from other regions.
The knights had to practise fighting and often had competitions, which they called tournaments. A popular event was jousting. Two knights tried to push each other off their horses using a long, heavy pole called a lance.
The nobles often went hunting. They used a bow and arrow to hunt deer and wild pigs in the forests. They also used trained birds of prey to hunt smaller animals. The ladies of the court also practised this sport.
The castle served as a home for the nobles and their families as well as the centre of local power. It was a court of law and also a prison.
14 Fill in the gaps to complete the letter.
Dear Lucy,
I’m standing the top of the castle battlements. I can the sea and the mountains from here. It
a beautiful place. I came here two days with my class. are many
interesting places to visit. Yesterday we went a medieval walled town and walked the walls. I took lots photos. Tomorrow, we are
to the beach for the day. The weather is perfect. It’s sunny not too hot.
See you Monday.
Love, Jill
Hunting • Knights • Tournaments • Castle life • Function of a castle • Entertainment • Food
98
1 SPAIN: 15TH AND 16TH CENTURIES21 Classify the words according to the period they belong to.
2 Tick the events that took place in 1492.
3 Complete the text about Columbus’ first voyage. Use the words from the box.
a the conquest of the Kingdom of Granada
b the marriage of Isabel I of Castilla and Fernando II
of Aragón
c the Spanish arrival in America
d the conquest of Toledo
e the expulsion of the Jews
f the expulsion of the Moriscos
g the publication of the first Spanish
grammar book
h the Battle of Lepanto
i the end of the Reconquista
A called Christopher Columbus wanted to find a new route to Asia. At that time, other navigators sailed around the coast of , but Columbus decided to sail across the Atlantic Ocean. The Catholic Monarchs gave him money for this voyage. Three ships, the Santa María, the and the
Niña, left Palos de la Frontera on 3 August 1492 and arrived in , an island in the Bahamas, on 12 October. Columbus had reached , but he thought he had reached . Although he made
more voyages, he died not knowing that he had arrived in a new
.
Christopher Columbus • Christian Kingdoms • Al-Andalus • colonisation of America •Don Pelayo • Carlos I • Caliphate of Córdoba • Battle of Lepanto
America • navigator • Pinta • sea • San Salvador •
west • three • Africa • continent • Asia
the Middle Ages the Modern Age
98
4 Answer the questions. If necessary, search for the information on the Internet.
a Why did European monarchs want to find new sea routes to reach Asia?
b Why do you think Isabel I and Fernando II paid for the voyage?
c What problems do you think the sailors had during the voyage?
d Why did Columbus call the inhabitants of America Indians?
6 Label the photos with words from Activity 5.
5 Look at the map and identify the origin of these products. Write A for America or E for Europe.
a b c d
a pumpkin
b vanilla
c honey bee
d grape
e pineapple
f coffee
g corn
h horse
i tomato
j onion
k banana
l potato
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2
7 The colonisation of America had both positive and negative effects. Match the words to the explanations.
8 Circle the correct words.
a commercial expansion
c exploitation of natural resources
e slavery
b racism
d new products
f cross-cultural relations
g culture and religion
h disease
New viruses from Europe attacked living things on the continent.
The indigenous people were used as a workforce and were treated badly.
Different cultures enriched each other when they came into contact.
New markets were opened, where people could buy and sell.
The Spanish colonisers transported people from the African continent to work.
Precious metals were taken from the indigenous people and sent to Europe.
Tomatoes, potatoes and chocolate arrived in Europe.
The Spanish invaders wanted to convert the indigenous population to Christianity and impose the Spanish language.
a Carlos I was the grandson of the Catholic Monarchs / Felipe II / Don Pelayo.
b During his reign, Spain conquered most of Asia / Africa / America.
c Carlos I was also the Holy Roman Emperor and was called Carlos III / IV / V of Germany.
d Carlos I divided the Spanish Empire into two / three parts.
e Felipe II inherited the Spanish / German Empire.f In 1571 Felipe II defeated the Turkish /
German Empire.g Felipe II conquered France / Portugal / Italy
in 1580.
1110
9 Which monarchs do the sentences refer to? Write C for Carlos I or F for Felipe II.
10 What happened in these years? Write the sentences.
11 Read the text about the Spanish Armada. Decide if the sentences below are true (T) or false (F).
a He inherited the German Empire from his father’s
family.
b He established the Royal Court in Madrid.
c He won the Battle of Lepanto.
d He conquered Portugal.
e He inherited Spain and its territories from
his grandparents.
f His father gave him Spain and the Netherlands.
a The causes of the war were economic and religious.
b The king of Spain wanted to invade England using more than 100 ships.
c Felipe II had to rebuild his fleet because the ships had been destroyed when coming back from America.
d The Armada escaped to Calais.
e The Spanish ships were difficult to control because of their size and weight.
a In 1479
b In 1492
c In 1516
d In 1571
d In 1580
Felipe II of Spain declared war on England because Elizabeth I would not punish British sailors for attacking Spanish ships returning from America. These sailors were stealing the gold and silver being transported from America to Spain. Felipe II also wanted to convert Protestant England back to Catholicism.
Felipe II’s plan was to send 130 Spanish ships with 30 000 soldiers to attack the English fleet and invade England. However, in 1587, the
Spanish fleet was destroyed in Cádiz before reaching England. Felipe II built a new fleet, the Armada, which set sail for England in 1588. While anchored near Calais, France, the Armada was attacked by the English, who chased the Spanish ships into the rough North Sea. Here, the heavy Spanish ships were difficult to control and the wind and storms drove them onto the rocks. The Armada lost half its ships and 20 000 soldiers and sailors.
Discover
131212
Project work
2
12 Search for information about the three pre-Columbian civilisations. Then complete the table.
13 Choose one civilisation and write a short text about it.
The lived in the region that is known today as
Central Mexico
Tenochtitlan
governed by an emperor
many gods; temples
the Aztecs the Mayas the Incas
time
language
location
main city
government
religion
society
entertainment
Science
art
1312 13
Skills check14 Read about the Aztec civilisation and match the headings to the
correct paragraphs. There are two extra headings.
15 Write the words for the definitions. You will find all the words in the text in Activity 14.
a : a building with a square base and sloping sides meeting in one point.
b : a ruler of an empire.
c : a set of actions preformed regularly, especially as part of a ceremony.
d : a natural substance used to give flavour to sweet foods, such as ice cream.
The Aztecs lived in the region that is known today as Central Mexico. The sacred capital of the Aztec empire was called Tenochtitlan. They were governed by an emperor.
The Aztecs were farmers who grew many different crops and raised livestock. The farmers raised turkeys and ducks for meat. The most important crop for the Aztecs was corn or maize.
The corn was ground between two stones to produce flour, and this flour was used to make a type of flat bread called tortillas. The Aztecs ate corn with every meal. In addition, they ate tomatoes, beans, peppers, peanuts and avocados.
In Aztec society, privileged people drank a bitter chocolate drink made from cocoa beans. This chocolate drink was not like the chocolate drinks of today. The Aztecs included vanilla, pepper and chilli in their recipe.
The Aztecs loved sports. The most popular and probably the most dangerous game involved a rubber ball. The aim of the game was simple: each team tried to get the ball into the opponents’ side of the court. Points were also awarded for passing the ball through hoops high above the court. In the Flying Bird game, players wore eagle costumes. The players climbed a high pole and held on to a rope with their legs. They would then swing upside down around the pole. Points were given for speed and style.
The Aztecs worshiped many gods. To honour their gods, they built temples in the shape of pyramids. One of the most important gods was the Sun god. The Aztecs called themselves the People of the Sun and performed rituals and sacrifices to give the Sun strength.
Religion • Diet • Ball game • Sports • Location • Chocolate • Farming • Corn
1514
1 SPAIN: 17TH AND 18TH CENTURIES31 Read the text and circle the correct words.
2 Correct the sentences about the end of the Habsburg dynasty in Spain.
a In the 17th century, Spain was involved in the Thirteen Years’ War.
b The Spanish population increased due to wars, plagues and poor harvests.
c The last Bourbon kings left their power in the hands of validos.
d Spain recognised Portugal’s independency in 1640.
e During the reign of Felipe III Segovia, Toledo and Sevilla became wealthy.
During Early Modern Age, social structure was hierarchical and very unfair / fair. Social classes were based on status and wealth.
Privileged class
• All power was held by the monarch.
• Nobles and clergy / bankers were very poor /
influential. They didn’t have to pay taxes and owned
most of the land. They lived in monasteries / castles,
in mansions or at the court.
Unprivileged class
• Most / Few people belonged to the unprivileged
class.
• The middle class included bankers, merchants,
craftspeople, lawyers and doctors / slaves.
• The lower class was made up of poor people who
worked all day for a very low / high salary.
1514
3 Put the kings in chronological order (1–9) and write the dynasty
they belong to.
5 Did the following events take place in the 17th or 18th century?
a The Thirty Years’ War took place.
b Many plagues broke out.
c Cities became more hygienic and safer.
d Felipe II was king.
e Validos controlled Spain.
f The Moriscos were expelled from Spain.
g Many people migrated from Spain to America.
h The War of Succession took place.
i Harvests were very poor.
j Many scientific discoveries were made.
k The population increased.
l Felipe V was king.
4 Use the information from Activity 3 to make a timeline.
a Fernando VI
b Felipe III
c Carlos II
d Carlos IV
e Felipe II
f Felipe V
g Carlos III
h Felipe IV
i Carlos I Habsburg
Carlos I
17th century
1
1716
3
6 Write the names of the Baroque painters and writers in the correct column of the table.
7 The main styles of the Golden Age were Renaissance and Baroque. Read and write R for Renaissance or B for Baroque.
8 Complete the sentences.
a El Greco
b action and movement
c Diego Velázquez
d harmony
e San Lorenzo de El Escorial
f Francisco de Quevedo
g 15th and 16th centuries
h Santa Teresa de Jesús
i 17th and 18th centuries
j Francisco de Zurbarán
a The E was a period that brought significant
changes to some European countries in the 18th century.
b In Spain, this period coincided with the reign of
F and his successors: Fernando VI, Carlos III
and C .
c Education was very i and scientists made great
discoveries during this time.
d One of these scientists was Isaac N .
e The main idea of the Enlightenment was a belief in human
r over religion.
Velázquez • Cervantes • Murillo • Lope de Vega • Quevedo • Góngora • Tirso de Molina Baltasar Gracián • Zurbarán • Calderón de la Barca
painting theatre poetry novels
1716
9 Read the description and find the people in the painting.
10 Write a description of the painting Beggar Boys Eating Grapes and Melon by Murillo.
a
b
c
d
e
In the centre of the painting we can see Infanta Margarita. She is wearing a long white dress. There are two girls next to the Infanta, who are looking after her. They are called las meninas (maids of honour). In the foreground on the right there are two dwarves and a large dog. On the left of the painting we can see the artist, Diego Velázquez. He is painting a portrait of the king and queen, Felipe IV and Mariana of Austria. This painting is very interesting because it is composed from the king and queen’s point of view. The Infanta and the other people are looking at us and we can see their reflection in the mirror at the back of the room.
Useful expressions
• In the centre ...
• In the foreground ...
• In the background ...
• He is wearing ...
• He is eating ...
b
c
e
a
ae
d
Discover
18
Project work
3
11 Spain suffered many problems in the 17th century, but conditions seemed to improve in the 18th century. Number the events according to the importance you think they had for society (1: the most important; 8: the least important).
12 Choose the most important event from each century. Explain why each event had such a large impact on society.
a
b
Scientific discoveries and inventions influenced society because ...
There were many important scientific discoveries and inventions. As a result,...
Spain in the 17th century
Spain was involved in many wars over territory and religion.
There were poor harvests, which caused famine.
There were outbreaks of plagues.
The Moriscos were expelled from Spain.
The amount of gold and silver imported from America decreased.
Spain lost many important territories.
Administration of the country was in the hands of the king’s validos.
People emigrated from Spain to America.
a
Spain in the 18th century
The Bourbon dynasty replaced the Habsburg dynasty.
The Spanish economy improved.
Many people moved into towns and cities.
Carlos III and Carlos IV modernised Spain.
Cities became safer and more hygienic.
It was the period of the Enlightenment.
There were many important scientific discoveries and inventions.
Industry, agriculture and trade developed.
b
Skills check
19
13 Read the text and write Murillo or Velázquez under the paintings.
14 Look at the paintings. What information can you find out about these children life? Consider the following:
Although Murillo is best known for his religious work, his paintings of street life in Sevilla give us a visual record of the everyday life of his time, even the misery of homeless children
Velázquez portrayed the members of the royal family and other wealthy people in many paintings. Their clothes and appearance contrast greatly with the poor people on the streets.
Niños comiendo uvas y melón (Beggar Boys Eating Grapes and Melon). 1650
Retrato del príncipe Baltasar Carlos. 1632
La infanta Margarita. 1654
Los niños jugando a los dados (Boys Playing Dice). 1675
clothes • food • free time • education
15 Answer the questions.
a Which children are posing for the painter?
b Which artist paints the children in a realistic way?
2120
1 POPULATION41 Search for the information to complete the table. Then calculate
the population density of each country.
2 Look at the map and follow the instructions.
a List the countries with a population of
more than 80 million.
b Which country is more highly populated:
Belarus or Belgium?
c List the countries with a population of
less than two million.
d List the countries with populations larger
than 15 million but not greater than 30 million.
e Which country has the largest population?
f Which country has the smallest population?
Inhabitants (in millions)
> 100
80–100
60–80
40–60
30–40
20–30
15–20
10–15
5–10
2–5
1–2
< 1
country population surface area (km2) population density
Sweden
UK
Ireland
Turkey
Lithuania
Austria
Slovakia
Malta
2120
5 Match the types of population with their members.
a child population
d urban population
g economically inactive population
b adult population
e rural population
c elderly population
f economically active population
people living in villages and the countryside
people between 15 and 65
people living in cities and large towns
employed people
children, teenagers, retired people
children and teenagers younger than 15
people over 65
3 Look at the arrows and label the maps from the perspective of Spain.
4 Look at the verbs in the box in Activity 3. Change them so they fit the sentences.
a People who come to Spain from other countries are called
i ants.
b If you leave your country, you become an e t.
c Moving from one part of a country to another is called
m n.
d M y movements are the patterns we talk about
when we look at population movements.
e I ion is the action of coming to live in a foreign country.
migrate • emigrate • immigrate
ba c
2322
4
6 Choose the correct words or numbers to complete the text.
7 Look at the maps and answer the questions.
In recent years, migration from Spain to other countries has begun to fall / rise. Young single / married people, aged between 25 / 35 and 35 / 45, with a high level of education are emigrating to South America and to European countries, such as Germany or the United Kingdom. Many of them go to start jobs / degrees in multinational companies / universities. At the same time, South Americans continue to migrate to Spain but at a slower / faster rate than before.
a Which countries did Spaniards emigrate to at the
beginning of the 20th century?
b Which two cities were the main destinations for internal
migration in the 20th century?
c Which countries did Spaniards emigrate to in the 1970s?
d These are some effects of migratory movements. Which
map(s) do they refer to?
• overcrowded cities
• unemployment among rural migrants
• conflicts between different nationality groups
• people seen as a cheap labour source
• loss of young skilled workers
• cultural diversity
• abandoned villages
• culture shock
1900s–1950s
1960s–1970s
ATLANTIC
OCEAN
ARCTIC OCEAN
PACIFIC
OCEAN
1
2
2322
8 What do these numbers refer to? Match.
9 Look at the map and tick the correct sentences.
a 46 million
d 93
g 18 million
h 4.7
i 78%
b 1.3
e 4.4 million
c 81
f 35
average number of children per adult female in 2016
life expectancy in 2016
Spain’s inhabitants in 2016
average number of children per adult female in 1900
life expectancy in 1900
urban population percentage
Spain’s inhabitants in 1900
Spain’s population density
number of immigrants in Spain in 2015
a This map shows the distribution
of immigrants in Spain.
b This map shows the distribution
of the Spanish population.
c The province of Cádiz has more
inhabitants than the province of
Guadalajara.
d The province of Madrid has
more than five million
inhabitants.
e The province of Cuenca has
more inhabitants than the
province of Huesca.
f The province of Valencia has more than one million inhabitants.
Discover
24
Project work
4
10 You’re going to carry out a census of your class. Write six questions using the categories to help you.
11 Ask your questions to your classmates. Record the information in your notebook.
12 Choose two categories and present the data. What type of chart will best show the information?
13 Analyse the information that you have collected and answer the questions.
a How many students speak more than one language?
b What languages do students in your class speak?
c Are there more girls or boys in the class?
d Where were most of your classmates born?
a
b
c
d
e
f
birth date • religion • gender • family • birth place • languages
a b
Skills check
25
14 Study the population pyramids for Spain in 1950 and 2017 and answer the questions.
a
b
c
d
e
15 Read the text and circle the correct words.
16 Write sentences using the words you have chosen in Activity 15.
The population distribution / birth rate of a country often varies in different regions and there are different explanations for this. Firstly, the temperature / climate of an area is very important. If the climate is too extreme, it’s difficult for flowers / crops to grow there and for people to live there. Secondly, the relief of an area can affect its population density. It’s difficult to build houses in mountainous / coastal areas and transport is often a problem. Finally, economic factors are very important. People will often migrate to / live in a place where there are lots of jobs.
a Which age groups are bigger in each pyramid?
b Which age group could be the bigger in the future? How do you know?
0-4
5-9
10-14
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-69
70-74
75-79
10%
80+
4.9%
4.5%
4.2%
4.8%
4.7%
4.1%
3.2%
3.2%
3.1%
2.8%
2.3%
1.9%
1.6%
1.2%
0.9%
0.5%
0.3%
10%
4.6%
4.2%
4.1%
4.9%
4.7%
4.4%
3.6%
3.7%
3.3%
3.2%
2.6%
2.2%
2%
1.6%
1.2%
0.8%
0.7%
0% 2%2% 4%4% 6%6% 8%8%
0-45-9
10-1415-1920-2425-2930-3435-3940-4445-4950-5455-5960-6465-6970-7475-7980-8485-8990-9495-99100+
2.2%2.6%2.7%
2.4%2.4%
2.5%2.9%
3.7%4.4%4.2%
3.9%3.6%
3%2.5%
2.1%1.6%
1.2%0.8%
0.3%0.1%
0
2.1%2.4%2.5%
2.3%2.3%2.5%
2.9%3.7%
4.3%4.1%
3.9%3.7%
3.2%2.7%
2.5%2%
1.7%1.3%
0.6%0.2%
0%
10% 10%0% 2%2% 4%4% 6%6% 8%8%
0%
20171950
2726
1 ECONOMY51 Match each economic sector to the correct definition.
2 Complete these diagrams about raw materials and manufactured products.
raw materialsfood industry
peaches
cotton
peach marmalade
cotton T-shirts
manufactured products
raw materialstextile industry manufactured products
a Primary sector
c Tertiary sector
b Secondary sector
This is the sector which provides services to customers.
This sector obtains products directly from nature.
This sector manufactures new products from raw materials.
3 Order the pictures to show the different stages of producing and selling yogurts. Then, identify the different economic sectors in the process.
2726
4 Read the text and choose the best word for each space.
1 active / passive / rural 4 tourism / farming / fishing2 rice / oranges / apples 5 growing / decreasing / falling3 Galicia / Aragón / Extremadura 6 industries / products / materials
Today 5 per cent of the (1)
population of Spain works in the primary
sector. This is 55 per cent less than at the
beginning of the 20th century.
Olives and (2) are the main
crops in Spain, although potatoes, cereals,
and vegetables are also grown. In the field of
livestock farming, pig farming is an
important activity, mainly in (3)
.
Since Spain has many kilometres of coast,
(4) is an important
activity, too. Mining is not as important as it
was in the past, but there is still some notable
mining activity in Asturias.
Spain’s secondary sector is (5)
in size. About 30 per cent of the active
population works in this sector. There are
important (6) in Bilbao,
Barcelona and Madrid.
5 Complete the diagram and describe the process.
retail
primary sector • secondary sector • tertiary sector
domestic trade • textile industry • consumer goods industry
primary sector
transport
Raw materials: wool, meat
livestock farming
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5
6 Complete the definitions with the correct words from the box. There is one extra word.
7 Complete the charts and draw the diagrams according to the facts. Compare and comment.
construction • capital • energy • base • consumer
a industries transform raw materials into semi-finished products.
b industries use raw materials to make buildings and public works.
c goods industries use base industry products to make machinery and equipment.
d goods industries use products produced by the base and capital goods industries
to make new products and sell them to customers.
economic sectors in Europe
economic sector% of active population
primary sector %
secondary sector %
tertiary sector %
economic sectors in Spain
economic sector% of active population
primary sector %
secondary sector %
tertiary sector %
2928
sport • farming • food industry • fishing • healthcare • construction
Activity:
Sector:
Activity:
Sector:
healthcare
tertiary sector
Activity:
Sector:
8 Which activity do these photos show? Choose the correct word from the box and indicate the economic sector they belong to.
a b c
Activity:
Sector:
d
Activity:
Sector:
f
Activity:
Sector:
e
9 Complete de diagram using the words in the box.
receptionist • builder • fisherman • lawyer • farmer • miner • sculptor carpenter • lumberjack • cleaner • journalist • factory worker
Economic sectors secondary sector jobs
primary sector jobs
tertiary sector jobs
Discover
30
Project work
5
10 Imagine you are a newspaper journalist who is interested in Spanish traditional crafts. Do some research to find out what raw materials and tools are needed for these crafts and which products are made.
11 Choose the craft you like most and write a short text about it. Tell your readers about its origin and its importance today.
guitar making
materials
tools
products
damascening
materials
tools
products
lace making
materials
tools
products
marquetry
materials
tools
products
Skills check
31
a
b
c
d
e
12 Read the text about honey bee industry crafts and circle the correct words.
13 Write sentences using the words you have chosen in Activity 12.
Honey bees have an organised society. Some bees have specific roles in the colony / members: guards, nurses, construction workers, etc. The queen can live for several years while worker bees live for 6 weeks during summer and 4-9 months during winter. Bees are very busy / inactive during the summer months but they are quite inactive during winter.
Bees are essential to agriculture / forestry. Most of our crops depend greatly on the honey bee for pollination / fertilization. Without honey bees there would be a significant decrease / increase in the number of fruits and vegetables produced. Unfortunately, these insects are in
danger of disappearing due to some farming practices and diseases. The care provided by beekeepers is the reason why most remaining bee colonies are still alive.
Beekeeping and honey collection date back to the Stone Age. The harvest / crop of the bee products provides us with honey, pollen, royal jelly, wax and propolis, which can be eaten or used in craft, manufacturing and medicine. Honey bee products are of high nutritional value and have many applications.
14 Complete this mind map with the information from the text in Activity 12.
honeybees
How do they live?Why are they so
important?Who takes care
of them?Products and benefits
3332
1 BUSINESS AND MONEY61 Complete the graphic organiser with the words in the box.
regional • tertiary • raw • business • primary • national • services •
secondary • mining • tourism • factories • products
TYPES OF BUSINESS
sectors Geographical
sector
sector
sector
• , natural materials
• , agriculture, fishing…
• Process raw materials to make
•
• : food, enterteinment,
are categorized by
Business can be
Multinational
Local
2 Match the business departments to their functions.
Human resources
Production
Marketing
Sales Controls the money that is earned and spent.
Sells the products or services.
Responsible for how the products are made.
Finds, hires and trains the employees.
Responsible for advertising the business.Finance
3332
yen
euro
3 Where is this currency used? Match each banknote to the correct symbol and place.
yuan pound sterling
American dollarrouble
China
Europe
Russia
UK
Japan
USA
4 Complete the sentences using the words from the box.
loan • entrepreneur • insurance • salary • office • loss
a Startup costs are the expenses an has before opening a business.
b A is the money someone gets from a bank which must be returned in a fixed period of time.
c Rent is the money to be paid in order to be able to use a building, such as an or a store.
d Insurance is a contract between an company and a client. The client pays in order to
protect their business from any kind of , accident or damage.
e Staff are the people an entrepreneur contracts to work for him/her for a .
€
¥
$
¥1
£
1 2 3
654
3534
6
5 Complete the sentences about variable costs.
a An ad campaign is part of the costs.
b Delivering products to customers produces costs.
c Materials used to make a product or package it are part of the costs.
d Employees who meet their sales targets receive .
e Employees get for the sales they make.
6 Imagine you are to start a small business. Think about your ongoing and variable costs. Complete the table.
“Bikes and Wings. Messengers” “Homemade Deli-cakes”
Will you ask for a loan?
Will you rent a place?
Will you take out insurance?
Will you employ someone? What job would he /
she do?
What materials do you need to
make your products?
How would you advertise your
business?
3534
7 Read the examples and add five more ways of using money under each heading.
How can I earn money?
How can I save money?
How can I spend my money?
Selling things in a street market
Buying fewer sweets
Making a donation to an NGO
8 Read and decide if these transactions count as income (I), fixed expenses (FE) or variable expenses (VE).
a You receive your pocket money: 20 €
b You buy your favourite perfume: 17 €
c You sell old video games to a friend: 12 €
d You do the shopping for your grandad and he gives you some cash:
2,70 €
e You invite your best friend to the cinema: 13 €
f A neighbour asks you to take care of her little child: 15 €
g You buy your weekly comic: 6,50 €
Discover
36
Project work
6
9 What currencies are used in other parts of the world? Do some research to complete this table.
10 What is a bitcoin? Look it up on the Internet and answer the questions.
a Who created the bitcoin?
b When was it created?
c What is its symbol?
Europe
Switzerland:
Netherlands:
Denmark:
Finland:
North and South America
Mexico:
Cuba:
Chile:
Canada:
Asia and Oceania
India:
Kuwait:
South Korea:
Australia:
Africa
Morocco:
South Africa:
Mali:
Egypt:
Skills check
37
11 Read this text about microfinance and circle the correct words.
Microfinance is a banking system in which financial institutions offer financial services to the poor / rich, such as loans, insurance or savings accounts, to help them climb out of poverty / illness. The idea of microfinance was started in Bangladesh by the economist and banker Muhammad Yunus, who founded the first bank / insurance company for the poor, the Grameen Bank.
Microfinance involves lending / borrowing small amounts of money which people use to start a small business. Thanks to these microcredits many people have become micro-entrepreneurs / employees, have taken care of their families and improved their lives.
Today there are thousands of microfinance institutions; many of them develop
training courses for the borrowers / lenders in which they learn how to save and how to spend / waste their money.
90 per cent of the borrowers all over the world are women. When a woman improves her life, the first ones to benefit are her children / neighbours. They get new opportunities and are able to access education / entertainment and health care. Through microcredits new businesses emerge which deny / provide new valuable goods and services to the community.
Anyone can become a moneylender. There are many NGOs which offer people the opportunity to lend their money to people who need it.
12 Read the text in Activity 11 again and answer the questions.
a Why is it called microfinance?
b Where did this idea come from?
c Who founded the first bank for the poor?
d Who benefits from microcredits?
e How do the communities of the people who receive microcredits benefit?
GLOSSARY
English Your language English Your language
UNIT 1 Medieval Spain UNIT 2 Spain: 15th and 16th centuries
38
Arabic numerals (n)
caliph (n)
clergy (n)
conquer (v)
convert (v)
defeat (v)
dome (n)
feudalism (n)
guild (n)
horseshoe arch (n)
invade (v)
irrigation (n)
kingdom (n)
knight (n)
megalith (n)
merchant (n)
peasant (n)
pilgrimage (n)
proclaim (v)
serf (n)
settle (v)
alliance (n)
caravel (n)
city-state (n)
expel (v)
expulsion (n)
governor (n)
impose (v)
inherit (v)
leather (n)
mainland (n)
passage (n)
privilege (n)
punish (v)
ransom (n)
reign (n)
reinforce (v)
Renaissance (n)
scholar (n)
silver (n)
spice (n)
sponsor (v)
voyage (n)
weaken (v)
English Your language English Your language
UNIT 3 Spain: 17th and 18th centuries
UNIT 4 Population
39
Baroque (n)
bishop (n)
decline (n)
dependence (n)
Enlightenment (n)
famine (n)
hierarchical (adj)
hygienic (adj)
independence (n)
lawyer (n)
martyr (n)
misery (n)
modernise (v)
monarch (n)
plague (n)
portray (v)
printing press (n)
privileged (adj)
sewage (n)
splendour (n)
style (n)
unprivileged (adj)
wealth (n)
abandon (n)
birth (n)
census (n)
death (n)
decrease (v)
demography (n)
die (v)
emigration (n)
factory (n)
immigration (n)
inhabitant (n)
natural increase (n)
overcrowded (adj)
populated (adj)
density (n)
pyramid (n)
poverty (n)
rural exodus (n)
statistics (n)
supply (n)
unemployment (n)
urban (adj)
GLOSSARY
40
English Your language English Your language
UNIT 5 Economy UNIT 6 Business and money
active population (n)
capital (n)
consumer (n)
crafts (n)
domestic trade (n)
energy industry (n)
fishing (n)
food industry (n)
foreign trade (n)
goods (n)
harvest (n)
livestock farming (n)
manufacture (n)
mining (n)
primary (adj)
provide (v)
raw material (n)
retail (n)
secondary (adj)
service (n)
tertiary (adj)
bank (n)
banknote (n)
bartering (n)
borrower (n)
business (n)
coin (n)
contract (v)
cost (n)
currency (n)
development (n)
entrepreneur (v)
exchange (v)
expense (n)
income (n)
insurance (n)
loan (n)
loss (n)
microcredit (n)
money (n)
ongoing cost (n)
salary (n)
staff (n)
value (n)
variable (adj)
Social Science ByME is a project by Ediciones Bilingües S.L., a company created by Macmillan Iberia S.A. (part of Springer Nature) and Grupo Edelvives.
Authors Nicola Prentis and Maggi Riach
Editor Rosa Ramos
Visual project and art direction Design and Image Department GE
Project graphic design Design and Image Department GE
Illustration Pedro Bascón, Pablo Vázquez, Eosgis S.L., Chema Román
Cover photograph iStockphoto LP / Thinkstock
Layout and production coordination Editorial Production Department GE
Layout Composiciones Rali, S.A.
Printing Edelvives Talleres Gráficos. ISO 9001 certified
Printed in Zaragoza, Spain
ISBN: 978-84-17217-35-8
Depósito legal: M-13030-2018
© Ediciones Bilingües S.L., 2018
ColorADD © Miguel Neiva, 2018
Acknowledgements
The publishers would like to thank the following teachers and schools: Carmen Cejuela Maqueda andMª Ángeles Lara Rojo, CP Blas de Otero (Madrid); Leyre Alcalde Gordo, CEIP Cortes de Cádiz (Madrid); Marco Artime Tamayo, Colegio Inmaculada Concepción (Madrid); Beatriz García Baquero, CEIP Mariano José de Larra (Madrid); Ana Mª González Torres, Colegio Senara (Madrid); Marta Moreno Arroyo, CEIP Vicente Aleixandre (Móstoles); Cristina Aznal Redondo, Rocío García Marín and Sergio González Cenalmor, CEIP Vicente Aleixandre (Alcorcón); Mónica Bayetto Lechuga and Cristina Leal Catalán, CEIP Vicente Aleixandre (Aranjuez); María Andrés Martín, Colegio Mater Inmaculata (Madrid); Ana Reyes, Ana Medina and Valeria Castillo, CEIP El Manantial (Sevilla).
The following agencies have also contributed images to this work: Prisma; Album; Age fotostock; Cordon Press; Getty Images; iStockphoto LP / Thinstock; Trípode S.L.
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