Digital Clil Worksheets Recursos Genéricos CLIL

SecondaryDigital CLIL

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Digital CLIL

Index• Introduction 5

Level 1• Factsheet,term1 7• Worksheet1,term1 9• Worksheet2,term1 10• Teacher’sNotes,Worksheet1,Term1 11• Teacher’sNotes,Worksheet2,Term1 13• Factsheet,term2 14• Worksheet1,term2 16• Worksheet2,term2 17• Teacher’sNotes,Worksheet1,Term2 18• Teacher’sNotes,Worksheet2,Term2 20• Factsheet,term3 21• Worksheet1,term3 23• Worksheet2,term3 24• Teacher’sNotes,Worksheet1,Term3 25• Teacher’sNotes,Worksheet2,Term3 27


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Level 4• Factsheet,term1 71• Worksheet1,term1 73• Worksheet2,term1 74• Teacher’sNotes,Worksheet1,Term1 75• Teacher’sNotes,Worksheet2,Term1 76• Factsheet1,term2 77• Worksheet1,term2 79• Worksheet2,term2 80• Teacher’sNotes,Worksheet1,Term2 81• Teacher’sNotes,Worksheet2,Term2 82• Factsheet,term3 83• Worksheet1,term3 85• Worksheet2,term3 86• Teacher’sNotes,Worksheet1,Term3 87• Teacher’sNotes,Worksheet2,Term3 88

Digital CLIL

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WebQuests• WhatisaWebQuest? 91• HowtouseWebQuests? 91

Level 1• DestinationEarth! 93• SeeingtheFuture! 97• MeettheAncestors! 101

Level 2• EnergyforLife 106• ChangingtheWorld 110• SavetheWorld! 116

Level 3• PeopleProblems 122• Smoking 126• Discrimination 130

Level 4• WhoseMusic? 136• MobileLife 140• Waves 144

Digital CLIL

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IntroductionDigitalCLIL isacollectionofcross-curricularmaterial carefullydesigned forSecondarystudents,basedaround content areas like technology, music and science. Students will expand and consolidate theirknowledgeofthesetopics,andalsoundertaketheirownresearchontheinternet.

TheDigitalCLILmaterialforeachlevelofSecondarycentresononemaincontentarea,whichisdevelopedoverthreeterms.Eachterm,studentsexaminedifferentrelatedtopics,providinganexcitingopportunitytolearnaboutdifferentsubjectsovertheschoolyear.Eachlevelstartswithbasicgrammarstructuresandgraduallyprogressesindifficultyoverthethreeterms.However,teachersmaydecidetousethematerialsinanyordertomatchtheirclassneeds.AlltheDigitalCLILmaterialsincludedinthisCDarealsoaccessibleonourwebsite.

Level Topic 1st term 2nd term 3rd term

Level 1OurWorld TheEarth AroundtheWorld Maninthe

World

Level 2Changes Energy Famous

ContributionsTowardsChange

SavetheWorld

Level 3People Population TheHumanBody:

TheRespiratorySystem

PeopleandtheLaw

Level 4Waves TheMusic

IndustrySound Waves

TheDigitalCLILmaterialforeachtermincludes:• aready-to-printFactsheetwithbackgroundinformationoneachparticulartopic• twoready-to-printWorksheetsforeachtopic.Worksheet1canbecompletedwiththeinformationontheFactsheet.StudentswillhavetousereferencematerialorsurftheinternetinordertocompleteWorksheet2.

• completeTeacher’snoteswithsuggestionsonhowtoexploiteachworksheetfully• aWebquestandalistofsuggestedwebsitestoconsult*• aTeacher’seditionWebquestwithteachingnotes,afullanswerkeyandextraactivities.

Wehopeyouandyourclasswillenjoythismaterial.

*Thesewebsiteswerelastaccessedwhenthismaterialwasproduced.Werecommendyoucheckthewebsitesarerunning

beforeusingtheminclass.

Digital CLIL

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Level 1

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The Layers of the EarthTherearethreeouterlayersoftheEarth.

ThelithosphereisthesolidsurfaceoftheEarth.Continentsandtheareasontheseabedsformthelithosphere.Weliveonthelithosphereandbuildourhousesonit.

Theoceans,seas,riversandlakesformthehydrosphere.ThislayerofwatercoversthreequartersofthesurfaceoftheEarth.

TheatmosphereisalayerofgasesanditsurroundstheEarth.Youcanseecloudsintheatmosphere.

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ThereareeightplanetsintheSolarSystem.

Fact sheet, Term 1

The EarthOur PlanetThe Solar System is a group of planets. These

planetsorbittheSun.OurplanetistheEarth.TheEarthisthethirdplanetintheSolarSystem.The Earth revolves around the Sun and takes

365daysandsixhourstocompleteitsorbit.The

MoonistheEarth’ssatelliteanditrevolvesaroundtheEarth.TheshapeoftheEarth is likeasphere.Doyou

know why the Earth is called the Blue Planet?BecausefromspacetheEarthlooksblue.

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The Movements of the EarthRotationandrevolutionarethemovementsof

theEarth.TheEarthturnsonitsownaxis.Thenameofthis

movement is rotation. The Earth completes a fullcirclein24hours.TheEarth’srotationcreatesdayandnight.It’sdayonthatpartoftheEarthfacingtheSunandit’snightontheoppositesideoftheEarth.

TheEarthorbitstheSun.Thismovementiscalledrevolution. The Earth completes one full circlearoundtheSun in365daysandsixhours.Theseare the 365 days of the year. As a result of therevolution,therearefourseasons:spring,summer,autumn andwinter.Whenonepart of the Earthreceivesa lotofheatand light fromtheSun, it’ssummer.Atthesametime,inanotherpartoftheEarth, the light and the heat of the Sun isn’t sointenseandit’swinter.

NorthernHemisphere:springSouthernHemisphere:autumn

NorthernHemisphere:summerSouthernHemisphere:winter

NorthernHemisphere:winterSouthernHemisphere:summer

NorthernHemisphere:autumnSouthernHemisphere:spring

TheEarthturnsonitsownaxis.

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The Earth

Oh,no!Alienshavestolentheplanets.WritethenamesoftheplanetsinthecorrectorderfromtheSun.

The Sun

1

2

3 Earth

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WhatobjectscanyoufindintheSolarSystem?Matchthenameswiththedefinitions.

1 The Sun

2 Asteroids

3 Comets

4 Natural satellites

5 Planets

a Small bodies made of dust, ice and rocks. They have a tail.

b Large round objects. They move around the Sun in circular orbits.

c The enormous yellow star in the middle of the Solar System.

d These bodies orbit planets.

e Rocks floating in space.

Findwordsrelatedtoourplanetinthewordsnake.

1

2

3

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Worksheet 1, Term 1

ThesurfaceoftheEarthhasthreelayers,theatmosphere,thehydrosphereandthelithosphere.Wherecanyoufindthesethings?Writeatmosphere,hydrosphereorlithospherebesideeachpicture.

1

cloud

atmosphere

2

wave

3

glacier

4

mountain

5

lightning

WhatseasonisitforapersonintheNorthernHemisphereifit’ssummerintheSouthernHemisphere?

Thealiensfromexercise1wanttoknowmoreabouttheEarth.Writeaparagraphwithadescriptionofyourplanet.

The Earth is the third planet from the Sun. It has …

4

5

6

orbitlithospherecontinentgasesatmosphere

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Worksheet 2, Term 1

ImaginethatyouaregoingonajourneytothecentreoftheEarth.Writeaboutthechangesyoufindasyoutravelthroughthedifferentlayersfromthesurfacetothecentre.

I’m going on a journey to the centre of the Earth. I …

3

The Earth

HowmuchdoyouknowabouttheEarth?Dothequizbelowandfindout.1 The most common gas in the atmosphere is:

a oxygen b carbon dioxide c nitrogen

2 The Earth’s crust is made of:a rocks and minerals b water and ice c nitrogen and oxygen

3 When water vapour condenses it becomes:a ice b liquid c steam

4 When water becomes steam we call this:a condensation b solidification c evaporation

5 The hydrosphere contains water in two states:a solid and liquid b solid and gas c liquid and gas

HereisasectionoftheEarth.TheEarthhasseverallayers.Writetheirnamesonthediagram.

1 ocean crust

2

3

4

2,900km

6,378km

1

2

?

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Teacher’s Notes, Worksheet 1, Term 1

The EarthWarm up• Askstudentsiftheyknowwhataplanetis.Thenask themthenameof theplanetwherewe live.Writethewordontheboard.

• Ask students what they know about the Earth.Elicit things you can find on the Earth: people,animals,cities,houses,continents,etc.

• AskstudentsiftheyknowwhattheSolarSystemis. Tell students that they are going to find outmoreabout theSolarSystem.Give students theFactsheet.

• TellavolunteertoreadthesectionOur PlanetontheFactsheet.

• Afterreadingthetext,askstudentsiftheyknowthenamesof anyotherplanets apart from theEarth.Writethenamesoftheplanetsontheboard.

• Tellstudentsthattheyaregoingtocompletethefirst activity in Worksheet 1. Explain that somealiens have stolen theplanets and theyhave towritethenamesoftheplanetsinthecorrectorderfromtheSun.

Answers

• TellstudentsthattheSolarSystemismadeupoftheSunandtheplanetsbuttherearemorethings.AskthemiftheycannameanyotherthingsthatcanbefoundintheSolarSystem.

• Explainthatinthisactivitytheyaregoingtolearnabout other things in the Solar System. Ask avolunteer to read the example. Ask the class iftheyagreewiththedefinition.Finally,asktheclasstomatchtherestofthethingsintheSolarSystemwiththeircorrespondingdefinition.Theycanuseadictionary,anencyclopaedia,theinternetoranyotherreferencematerialtofindtheanswers.

Answers

1

2

• Tell students to find words related to ourplanetinthewordsnake.TheycanfindallthewordsintheFactsheet.

Answersorbitlithospherecontinentgasesatmosphere

• Tell students to read the information aboutthethreeouterlayersoftheEarthontheFactsheet. Explain that in these three layerswefindthingsweareveryfamiliarwith.

• Read theexamplewith them.Highlight thefactcloudsbelongtotheatmosphere.

• Askstudentstolookattheotherpicturesandthentowritethenameofthelayerwherewecanfindthem.

Answers1atmosphere2hydrosphere3hydrosphere4lithosphere5atmosphere

• Ask students if they knowwhy there isdayand night. Explain that it is because of amovement of the Earth called rotation.TellthemtoreadthefirsttwoparagraphsinthesectionThe Movements of the Earth.

• ThentellthemthatthereisanothermovementoftheEarthanditmakesseasonspossible.Askthemiftheyknowwhy.Thenaskthestudentstoreadthesecondparagraph.

• Tellstudentsthattherearetwohemispheresintheworld.Askthemiftheycannamethem(Northern and Southern Hemisphere). Askthemiftheyknowinwhichhemispheretheircountry is. Then elicit the name of morecountriesineachhemisphere.

• Askstudentstocompleteactivity5.

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4

5

1Mercury2Venus3Earth4Mars

5Jupiter6Saturn7Uranus8Neptune

1c2e3a

4d5b

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• WhatseasonisitintheNorthernHemisphere?

Answerwinter

• Tell students that they have to write about ourplanet. Encourage them to find information onthe internet or in any alternative referencematerialandwriteaparagraph.

AnswersStudents’ own answers

6

7

Did you know?TheEarthistheonlyplanetintheSolarSystemwhichdoesn’thavethenameofamythicalGod.

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The EarthBackground informationThe atmosphere is made up of mostly gaseousmaterials.Air isn’tonegasbutamixtureofgases.It’smadeupof78%nitrogen,21%oxygenand1%othergases.TherearethreelayersoftheEarth:• The crust:This is the external layer. It’smadeofrocksandminerals.Theoceaniccrustisbelowtheoceans, and the continental crust is the rockswhichformthecontinents.

• Themantle:Thisisabout2,900kmthick.It’salsomadeofrocks.

• The nucleus: It’s the innermost layer. There aretwosections: theoutercorewhich is liquid,andtheinnercorewhichissolid.

Warm up• Writethefirst letteroftheplanetsontheboard.Askstudentstocometotheboardandcompletethenamesoftheplanets.

• TellstudentsthatinthisworksheettheyaregoingtolearnabouttheinsideoftheEarth.

• Ask students towork inpairsor ingroups.TheyhavetofindouthowmuchtheyknowabouttheEarth.Tellthemtocompletethequiz.

• Once they have completed the quiz, tell thestudents to check their answers using referencebooks or the internet. Finally, check the answerswiththewholeclass.

Answers1c2a3b4c5a

• Tell students to look at the drawing. Ask themwhattheythinkitis.

• Thentelltheclassthatthisdrawingshowsthelayersof the Earth. The numbers show the distancebetween the surface and the centreof the Earth.Ask themif theyknowthenamesof the layers intheir own language. Then tell students that theyneedtofindthenamesoftheminEnglish.Theycanuseadictionaryorsurftheinternet.

1

2

• Optional: Ask students to find someinformation about each layer. Tell them towriteashortparagraph.Thenaskvolunteersto come to the front of the class and readtheirparagraphs.

Answers1oceancrust2continentalcrust3mantle4nucleus

• Askstudentsiftheyhaveevervisitedacaveandifso,totelltheclassaboutit.Ifnoneofthemhavevisitedacave,askstudentsiftheyhavereadbooks,watchedfilmsorreadaboutthe interior of the Earth. Do they think theinterioroftheEarthissimilartowhatwecanseeoutside?

• TellstudentstowriteastoryaboutajourneytothecentreoftheEarth.Askthemtowriteabout thedifferences theyfind in the threelayers.

• Optional:Tell students to draw a picture ofthem travelling to the inside of the Earth.They can also illustrate their story withphotostheyfindontheinternetorelsewhere.


3

Did you know?TauTona is the deepestmine in theworld.It’s agoldmine located inSouthAfrica. It’salmost4kmdeep. ItmayseemquitedeepbutasthecenteroftheEarthisatadistanceofover6,000kilometres, it’s likescratchingtheEarth’ssurface.


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Fact sheet, Term 2

Around the World

Jules VerneJules Verne is a French writer from the 19th

century. I likehisnovelsbecause theyareaboutourworld.SomeofhisfamousbooksareAround the World in Eighty Days,A Journey to the Centre of the Earth,From the Earth to the MoonandTwenty Thousand Leagues under the Sea. JulesVerne is famousbecause inhisnovelshe

predictsmoderntimes.Someofthepredictionsinhisbooksarethehelicopter,airconditioning,thesubmarine, television and the internet! Isn’t thatamazing?

Hi!MynameisPaulandIlikebooks.I loveadventureandsciencefictionbooks.I’vegot a lot of favourite writers like J. K.Rowling,J.R.R.Tolkien,MichaelCrichtonand Robert Louis Stevenson. But myfavouritewriterisJulesVerne.

Jules Verne is a French writer from the 19th century.

Some of Jules Verne´s predictions were the helicopter, the submarine and television.

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Around the World in Eighty DaysIt’s an adventure book. The main character is

PhileasFogg.He’sarichgentlemanfromLondon.He’samemberoftheReformClub.OnedayattheReformClubhehasanargumentwithoneofthemembers. Phileas thinks it’s possible to travelaround the world in eighty days but the othermembersthinkit’simpossible.Heacceptsawager.He sets off to travel around theworld in eightydaystoproveit’spossible.PhileastravelswithaFrenchman,Passepartout.

They travel tomany countries andhave a lot ofadventures.

Fact sheet, Term 2

Jules Verne’s novels are really interestingandexciting.Comeanddiscoversomeofhisfamousnovelswithme!

Journey to the Centre of the EarthProfessorVonHardwiggisaGermanprofessor.He

buysanoriginal runicmanuscript. In thebookhefindsanote.Atfirstit’simpossibletoreadthenotebecauseit’sincodebutfinallyhebreaksthecode.ItsaysthereisapassagetothecentreoftheEarth.The German professor decides to find the

passagetothecentreoftheEarth.Hetravelswithhis nephew Axel. Axel isn’t really convinced. Hetriestotellhisunclethisadventureisimpossible.ButProfessorVonHardwiggdoesn’tlistentohim.Therearemanydangersontheirjourney.Readthebook.Lotsofsurprisingthingshappen!

From the Earth to the MoonTheGun-ClubisasocietyinBaltimore.Itdesigns

weapons.Itspresidentthinksit’spossibletoshootaprojectiletotheMoon.Thefirstproblemtheyhaveismoney.Oncethey

get themoney, someof themen fromtheGun-Clubgo toFlorida to launch theirprojectile.Thebook tells the adventures of theses threeastronautsonthismission.JulesVernemadesomepredictionsinthisbook.

Forexample,thelaunchingoftheprojectile is inTampa, Florida. Today, NASA has got a spacecentreinCapeCanaveral−alsoinFlorida.

Phileas Fogg sets off to travel around the world in eighty days.

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Nowdrawtherouteofyourjourneyonthemapbelow.Labelallthecountriesyoupassthroughonthemap.

InJulesVerne’sbook,publishedin1873,theauthorwritesabouttravelbyshipandbytrain.Namefourmoreformsoftransportthatexisttoday.

1 jeep 2 3 4 5

4

5

Around the World

InAround the World in Eighty Days byJulesVerne,PhileasFoggvisitsthecitiesbelow.Whichcountryiseachcityintoday?

City Country1 London United Kingdom 2 Suez3 Bombay (Mumbai)4 Calcutta (Kolkata)5 Hong Kong6 Yokohama7 San Francisco8 New York

PhileasFoggcrossesEuropeandNorthAmericabyland.Therestofhisjourneyisbysea.Drawhisrouteonthemapbelow,usethecitiesinexercise 1.Youcanuseanatlasortheinternettofindthelocationsofplacesyoudon’tknow.

Imaginethatyouhaveeightydaystotravelroundtheworld.Whatcountriesareonyourroute,andwhydoyouwanttovisitthem?

My journey starts in . Then I want to go to because

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2

3

Worksheet 1, Term 2

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Around the World

InJourney to the Centre of the Earththeheroandhisfriendsarecrossingasubterraneansea,whensuddenlyseamonstersappear.Readthetextandfindwordsthatmeanthesameasthedefinitions.

1 the size of something dimensions 2 very ugly 3 very long thin animal, like a snake

1

Worksheet 2, Term 2

Two columns of water come up from the sea. Then they fall into the water and make a terrible noise. We don’t move because we are surprised and scared to see a group of terrifying marine monsters. Their dimensions are supernatural. They are gigantic and can destroy our boat and us easily. It’s a dangerous place. Hans tries to escape with the boat. On the left there’s a crocodile about twenty metres long, and a serpent of the same size. The serpent has an enormous and hideous head and is looking at us from the water. It is impossible to escape. The terrifying reptiles move towards us. They rapidly circle the boat. They form a series of concentric circles around us. I pick up my rifle in desperation. But it’s impossible because the monsters have thick armour. We are silent from horror. We don’t move or speak. They continue to advance. It’s a dangerous situation. On one side there’s the gigantic crocodile, on the other side there’s the sea serpent. The rest of the marine creatures disappear under the sea.

4 this dangerous animal lives in water

5 extremely big (two possible answers)

6 a general word for an animal

Readthetextagainandanswerthesequestions.

1 Why do the men do nothing at first?

2 What does Hans do?

3 What two types of monsters do they see

near the boat? 4 What is the head of the second monster

like? 5 Why is the rifle not useful against the

monsters?

Journey to the Centre of the Earthisanadventurestory.Namefourothergenres.

1 adventure 2 3 4 5 What’syourfavouritestorygenre?

Inyourownwords,describeascenefromoneofyourfavouritebooksorfilms.

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3

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Around the WorldWarm up• Askstudentsiftheylikereading.Aretheyreadinganybooksatthemoment?Aretheyreadingitforpleasureorasahomeworkassignment?

• Thenelicitsomeofyourstudents’favouritewritersandthenamesofthebooksthey’vewritten.Askyourstudents’aboutthewritersandbooks:Whatnationality are the writers? Are they alive? Aretheyfamousforanythingelse?,etc.

• TellstudentsthatinthisworksheettheyaregoingtofindoutaboutafamousFrenchwriter.AskthemiftheycannameanyfamousFrenchwriters.ThenaskthemiftheyknowanythingaboutJulesVerne.

• AskthestudentstoreadtheFactsheet.ThenaskthemiftheyhavereadanyofJulesVerne’sbooks.Havetheyseenanyfilmsofhisbooks?Askthemifthey can remember the places Phileas Foggvisitedonthisjourney.

• ElicitthenamesofcountriesandcitiesinEnglish.Howmanycantheyname?

• Then ask students to complete activity 1. Theyhavetowritethenameofthecountrywhereeachcityislocatedtoday.

Answers1Unitedkingdom2Egypt3India4India5China6Japan7UnitedStates8UnitedStates

• Ask students to read again the list of countrieswherethecitiesinexercise1arelocated.Thenaskstudents if they can name the continent whereeachcountryislocated.

• AskstudentstodrawtherouteofPhileasFogg’sjourneyontheworldmapontheworksheet.Askthemtolabelthenameofthecitiesandwritethenameofthecorrespondingcountries.

1

2

Answers

• Askstudentsiftheyliketravelling.Wheredotheyusuallygoonholiday?Whatdotheylikedoingwhen they are on holiday?Then askthem if they have been abroad and whatplaces they have visited. Can they nameany monumentsor importantsites in thosecountries?

• Tell students that theyhave to imagine theyaregoingtotravelaroundtheworldineightydays.Theyhavetodecidewhatcountriestheyaregoingtovisitontheirroute.Theyalsohavetolistthereasonswhytheywanttovisiteachplace.


• Ask some volunteers to read the countriestheyaregoing tovisiton their journeyandtheirreasonstovisitthoseplaces.Arethereanyfavouriteplacesincommon?Doasurveyandlistthefavouriteplacesontheboard.

• Thentellstudentsthattheyhavetodrawtherouteof theplaces theywant to visit.Oncetheyhavedrawntheirroute,askthemifthereareanyplacesincommonwiththosevisitedbyPhileasFogg.


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4


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• Askstudentstolookatthephotoinexercise5anddescribewhattheysee.Tellthemtheyhavetolistfour more forms of transport that exist today.Oncetheyhavecompletedtheexercise,asksomevolunteerstoreadtheirlists.

• Write the list on the board. Ask studentswhichtypeoftransportisthemostcommon,cheapest,mostexpensive,original,fastest…

AnswersPossible answers: jeep, car, plane, balloon, tram,boat,shuttle,train,bus,etc.

5

Did you know?Jules Verne is one of the most translatedauthorsintheworld.He’susuallyamongthetopfive.


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Around the WorldWarm up• Ask students if they can name the layers of theEarththattheystudiedinTerm1.Askthemiftheythink it is possible to travel to the centreof theEarth.Why/not?

• Read the text about Journey to the Centre of the Earth again from the Fact sheet. Explain to thestudentsthattheyaregoingtolearnmoreaboutthebook.

• Tellstudentstolookattheillustration.Askthemto describe what they can see. What type ofanimaldotheythinkitis?Whatdotheythinkishappening?

• Readthetextwiththeclass.Thenaskstudentstoreadthedefinitionsofthewordsandfindtheminthetext.

Answers1dimensions2hideous3serpent4crocodile5enormous/gigantic6creature

• Askthestudentstoreadthetextagain.Thenasksome volunteers to cover their worksheet anddescribe what they can remember from thereadingtext.Telltherestoftheclasstohelpthemwithanydetailstheycan’tremember.

• Thenaskstudentstoworkinpairsandanswerthequestionsinexercise2.

Answers1Becausetheyaresurprisedandscared.2Hetriestoescapewiththeboat.3Acrocodileandaserpent.4It’senormousandhideous.5Becausethemonstershavethickarmour.

1

2

• TellstudentsthatJourney to the Centre of the Earth is an adventure book. Do they knowany other adventure books? Can they givesomeexamples?

• Tell students that there are many othergenres.Tellthemtothinkofothergenresandwrite fourof them inexercise3. Finally, askthemtowritetheirfavouritestorygenre.

AnswersPossibleanswers:adventure,romance,action,sciencefiction,horror,etc.Students’ own answers

• Askstudentstonametheirfavouritebookorfilm. Is there any scene they likemost?Askthem towork inpairs and tell theirpartnerabout thatscene.Theytakenotesandthenreport to the rest of class the scene theirpartnertoldthem.


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4

Did you know?Journey to the Centre of the Earth has beenadapted for television,cinemaandtheatre.IthaseveninspiredarideinTokyoDisneySea.


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Fact sheet, Term 3

Man in the WorldPrehistory

Prehistory is the time period before humanswrote about history. It started fivemillion yearsago. Five thousand years ago man inventedwritingandPrehistoryfinished.Prehistorywasaverylongperiod.Itisdividedinto

three different stages: the Palaeolithic Age, theNeolithicAgeandtheCopper,BronzeandIronAges.

Human beings

Archeologistsandanthropologists study life inPrehistory. Human beings appeared five millionyearsago.Thehumanspeciesevolved.

• Australopithecus:Theywereanimalsbuttheylookedlikehumans.Wecallthemhominids.TheylivedinAfrica.Theyateleaves,fruitanddeadanimals.

• Homohabilis:TheylivedinAfricatwomillionyears ago. They used stones to make toolsandknives.

• Homoerectus:TheylivedinAsia,AfricaandEurope 1.6 million years ago. They wereintelligent and used easy language tocommunicate.Theyusedfire to keepwarmandcook.

• Neanderthal:TheylivedinEurope,theMiddleEast and western Asia. They lived 150,000yearsago.

• Homosapiens:Wearehomosapiensandourspeciesappeared130,000yearsagoinAfrica.We are strong and intelligent.We inventedmanytoolsandmoresophisticatedlanguagetocommunicate.

– The Palaeolithic Agestartedfivemillionyearsago. Human beings lived by hunting andgathering.

– In theNeolithic Agepeople raisedcattleandgrewfood.

– Duringthe Copper, BronzeandIron Ageshumanbeingsstartedtousemetaltomakeobjects.

Palaeolithic Age Neolithic Age Modern times

Copper, Bronze and Iron Ages

The human species evolved.

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The Palaeolithic AgeThis agebeganfivemillion years agoandended

withthearrivalofagricultureandcattleraising,11,000yearsago.

ThefirsthumanbeingslivedinAfrica.Theylivedinwarmareas.Therewerealsodangerousanimalslikelionsandelephants.

HumansdecidedtoliveoutsideAfricaandwenttoEurope,AsiaandNorthAmerica.Theretheweatherwascold.Itwasdifficultforthemtoliveinthoseareas.They lived in cavesandworeanimal skins to covertheirbodies.Theyalsousedfiretokeepwarm,tocookfoodandtoscareawayanimals.Inthoseareastherewere also dangerous animals like bears andmammoths. They used wood, stone and bones tomaketools.

Humanbeings lived in tribes.People thoughtoldmenwerewise.Oldmenruledthosetribes.Lifewashard. It was cold in winter and weak adults andchildrendiedevery year.Theyused someplants asmedicinesbuttheyhadalowlifeexpectancy.

Fact sheet, Term 3

The Neolithic AgeHuman beings invented farming 11,000 years

agoandtheNeolithicAgestarted.Withfarming,humanbeingsdidn’thavetogotootherplacestofindfood.Theygrewfoodintheirvillages.

Villageswerenear rivers.Theydrankthewaterfromtheriversanduseditintheirfields.

Human beings made tools like the stone axe.Theyused those tools tobuild theirhouses andcanoes.Theyalsomadetheirownornamentsandinventedpottery.

The Copper, Bronze and Iron Age Technology developed during this age. In the

beginninghumanbeingsusedcopperbut itwasn’tverystrong.Thentheyusedironandbronzetomaketools,jewellery,etc.Theyalsoinventedthewheel.Thishelpedthemtotransportheavyobjects.

Peopletravelledtofindmetalsandmaketools.Thishelped commerce. Villages on commercial routesgrewandbecametowns.Newjobsappeared.Tradersboughtandsoldthings,andwarriorsprotectedthepopulation.

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Man in the World

Name When did they appear? Where did they live? Other

Australopithecus Five million years ago Homo habilisHomo erectusNeanderthalHomo sapiens

Thisarrowrepresentsthelastfivemillionyears.Writethenamesoftheperiodsintheboxes.Thenwriteoneimportantchangeatthebeginningofeachperiod.

Readthetextaboutprehistoricmanandfillthegapswiththewordsbelow.

metal trade wheel stone animal skins

caves farming fire pottery

During the Palaeolithic Age people lived in

(1) caves . They hunted animals and prepared

food with tools made from (2)

2

3

To keep themselves warm they wore

(3) . They also used

(4) to cook their food.

The Neolithic age began with the

invention of (5) . People

learned to make (6) .

In the Copper, Bronze and Iron Ages

people also learned to make tools from

(7) . This resulted in an

increase in (8) . To move

heavy things around people invented the

(9) .

WhichperiodsofPrehistorydotheseobjectscomefrom?

ImagineyouareapersonfromthePalaeolithic,theNeolithicortheCopper,BronzeandIronAges.Writeaparagraphdescribingyourlife.

4

5

Worksheet 1, Term 3

7,000 years agoCooper, Bronze and Iron Ages

11,000 years ago

5 million years ago

1 Neolithic

2

3

4

Copyandcompletethetableaboutdifferentspeciesofhumansandtheirancestors.1

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Worksheet 2, Term 3

ArethesesentencesabouttheNeolithictrue(✓)orfalse(✗)?Iftheyarefalse,writeacorrectsentence.

1 The first cultivated plants were wheat, rice

and maize. ✓

2 The first animals to be domesticated were

pigs, chickens and cats.

3 At the end of the Neolithic Age people

learned to make tools from iron.

4 Many Neolithic people believed in a

mother goddess.

5 Neolithic people built many megalithic

monuments.

6 Neolithic people only drew pictures of

animals in caves, never people.

ImagineyouareaNeolithicteenagerfromSpain,7,000yearsago.YoutraveltoatownintheMiddleEast.ThepeopletherearealreadyintheCopper,BronzeandIronAges.Whatthingstheresurpriseyou?

3

4

Man in the World

HowmuchdoyouknowaboutlifeinPalaeolithictimes?Dothequizbelowtofindout.1 The people made tools from:

a stone, wood and bone b stone, copper and iron c animal skins, bones and bronze

2 Palaeolithic people lived in:a towns and cities b temporary shelters and caves c trees

3 The Palaeolithic Age ended when people:a invented metal tools b invented the wheel c invented farming

4 Palaeolithic people drew pictures in caves of:a their gods b the animals they hunted c trees and flowers

5 Palaeolithic people probably played music on:a drums and flutes b trumpets and violins c drums and guitars

IncavesinthenorthofSpainyoucanseepicturesdrawnbyPalaeolithicpeople.Palaeolithicpeoplehuntedtheseanimals.Drawthreemoretypesofanimals.Thenwritetheirnamesbesidethedrawings.

1

bison

2

3

4

1

2

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25

Man in the WorldWarm up• Play Hangman with students using the word

Prehistory.Askiftheyknowwhatitis.ExplainthatthistermtheyaregoingtolearnaboutPrehistoryandhowhumanbeingslivedinthatperiod.

• ThenreadthesectionPrehistoryintheFactsheet.Askstudentsiftheyknowwhatthoseperiodsarecalledintheirownlanguage.

• ReadthesectionHuman beingsintheFactsheet.Then ask students to complete the table inWorksheet1.

• When students have finished, correct theinformation with the whole class. Then askstudentstocovertheirtables.Readtheinformationaboutonehumanspeciesandaskthemtoguesswhichoneitis.

Answers

1


NameWhen did

they appear?

Where did they

live?Other

Australopithecus5 million years ago

Africa They were animals but they looked like humans. They ate leaves, fruit and dead animals.

Homo habilis Two million years ago

Africa They used stones to make tools and knives.

Homo erectus

1.6 million years ago

Asia, Africa and Europe

They were intelligent and used easy language to communicate. They used fire to keep warm and cook.

Neanderthal150,000 years ago

Europe, the Middle East and western Asia

–––––––––––––

Homo sapiens

130,000 years ago

Africa It’s our species. We are strong and intelligent. We invented many tools and more sophisticated language to communicate.

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26

• Tell students to look at the illustrations in thesectionsaboutthePalaeolithic,theNeolithicandthe Iron, Copper and Bronze Ages. Ask them todescribe what they can see. Ask them how thethreeillustrationsdiffer.

• Tell students to read the information about thePalaeolithic, the Neolithic and the Iron, CopperandBronzeAges.Finally,askstudentstowritethenameoftheperiodsinthearrowandanimportantchangeatthebeginningofeachperiod.

Answers

7,000 years agoCooper,BronzeandIronAgesTechnologydeveloped.Theyinventedthewheel.

11,000 years agoTheNeolithicAgeTheyinventedfarming.Humanbeingsmadetoolslikethestoneaxe.

5 million years agoThePalaeolithicAgeTheyusedfiretokeepwarmtocookfoodandtoscareawayanimals.

• Tell the students to read the section about thePalaeolithic Age again. Explain any newvocabulary. Then ask students to complete theparagraphwiththewordsinthebox.

Answers1caves2stone3animalskins4fire5farming6pottery7metal8trade9wheel

2

3

• Ask students to cover their Fact sheet. Canthey name the periods in Prehistory? Cantheyrememberanyfactsabouteachperiod?

• Then ask students to look at the photos inexercise 4. They have to label each photodependingontheperiodtheybelongto.

Answers1Neolithic2TheIron,CopperandBronzeAges3Palaeolithic4Neolithic

• Tell students to think about how life wasduring thePalaeolithic, theNeolithicor theCopper, Bronze and Iron Ages. Elicit someideas from the students andwrite themontheboard.

• Then ask students to choose a period andwriteaparagraphdescribinglifeatthattime—whattheydo,whattheyeat,wheretheylive,howtheyhavefun,etc.

4

5

Did you know?TheAtapuercaMountainsisaregionintheprovinceofBurgoswherethereareseveralcaves. The oldest hominid remains inWesternEuropewerefoundthere.


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Answers1True2True3False.PeoplemadetoolsfromironintheIronAge.4True5True6 False. Neolithic people drew pictures ofanimalsandpeopleincaves.

• Askstudentswhatatypicaldayintheirlivesis likeandwhatthey likedoingintheir freetime.

• Then tell them to imagine they live in theCopper,BronzeandIronAges.Askstudentsifthey think life is easy.Do they like living intheCopper,BronzeandIronages?

• Finally, tell students to write an essayexplainingthosethingsthatsurprisetheminthisperiod.


4

Did you know?Stonehengewaserectedbetween3,000BCand1,600BC.Somepeoplebelieveitwasaplace of sun worship, some other peoplethink itwasa sacredburial siteorevenanastronomical calendar. It all remains amystery.


Man in the WorldWarm up• Askdifferentstudentstocometotheboardanddrawsomethingrelatedtotheperiodsinhistorythey have studied. The rest of the class has toguesswhattheobjectisandtheperiod.

• ReadtheinformationaboutthePalaeolithicAgeontheFactsheetagainwiththestudents.Explainanyunknownvocabulary.

• Thendividetheclassintopairs.Tellstudentstodothequiz.TheycanreadthetextontheFactsheetagain if they need to. Tell students to use anyreference books they may have or search forinformationontheinternet.

• Finally,checktheanswerswiththewholegroup.

Answers1a2b3c4b5a

• Ask students to look at the photo in exercise 2.Askthemiftheyknowwhatanimalitis.Explainitisabison.

• Then tell students that theyhave to draw threepictures of animals that human beings used topaintincavesinthePalaeolithicAge.Askthemtouseareferencebookorsearchontheinternetiftheyneedto.

AnswersStudents’ own answersPossible answers: bison, deer, horse, mammoth,reindeer,lion,fox,bird,etc.

• ReadthesectionabouttheNeolithicAgeontheFactsheetagain.Explainanyvocabularystudentsmay not know or explain any doubts theymayhave.

• Thenaskthemtoworkinpairsandusereferencebooks or search on the internet to discover theanswerstothequestions.Theyhavetosayifthesentences are true or false. Then they have tocorrectthefalseones.

• Finally,correcttheactivityasawholegroup.

1

2

3

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Level 2

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Fact sheet, Term 1

EnergyThere are a lot of changes in nature. Some

substances can change their physical state or their position. For example, ice can melt and become water, and a cell moves from one place to another. Some systems have got the capacity to produce changes in other systems. Energy has the capacity to produce those changes.

We use energy for many things every day. We use it to cook food, turn on the TV or move heavy objects.

Energy SourcesThere are two types:• Non-renewable energy sources: These are

energy sources that we can’t replace. We can’t replenish coal, petrol or natural gas stocks.

• Renewable energy sources: These are energy sources that we can reuse. For example, wind and water energy.

We can’t replace petrol.

Wind is a renewable energy source.

Types of Energy• Chemical energy: We produce this type of

energy by burning fossil fuels and biomass. Biomass comes from living organisms like wood.

• Mechanical energy: We produce it by movement. A wind-up clock works with mechanical energy.

• Nuclear energy: When we split or combine the nuclei of atoms, this releases energy. We find it in elements like uranium and plutonium.

• Gravitational energy: Gravity is the force which pulls objects to the ground. Ride your bike down a hill: gravitational energy helps you go faster. Drop a pencil: gravitational energy means it falls on the floor.

• Thermal energy: Put some water in a saucepan and heat it: the water changes into vapour. Or put water in the freezer and it turns into ice. Water changes form because the temperature changes.

• Electrical energy: This is the movement of electrical charges. We can store it in batteries. We use it to listen to music on our MP3 player.

• Sound energy: This is the movement of energy in waves through air, water and other substances. You can hear sound when something makes an object vibrate.

• Light energy: Light is also a type of energy. For example, the light from the Sun gives us energy.

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Fact sheet, Term 1

Traditional Sources of EnergyThese are non-renewable types of energy. • Coal: It takes millions of years to create

it. Originally humans used wood and vegetable coal. Then they discovered the mineral coal.

• Natural gas: We find it together with oil deposits. We use gas to heat our houses or cook food.

• Oil: It comes from plants and animals that died millions of years ago. Sand covered them for years and heat and pressure turned them into oil.

• Nuclear energy: This is the energy in the nucleus of an atom. A small amount of plutonium or uranium can produce a lot of energy.

Nuclear energy is a non-renewable source of energy.

Alternative Sources of EnergyThese are renewable types of energy.• Wind energy: It’s the energy that comes from

the wind. For centuries, we used windmills to produce energy, to grind cereals. Today, we use wind power plants to produce electrical energy.

• Solar energy: This type of energy comes from the Sun. It’s a clean type of energy. It doesn’t pollute the environment.

• Biomass energy: It’s the use of energy in organic matter. Plants and animals are organic material. This material is the biomass. Wood is one of these organic materials. We can burn biomass to produce energy.

• Geothermal energy: We use the heat from the interior of the Earth to produce energy. We can find it in volcanoes or geysers.

• Hydraulic energy: This energy comes from water. We also use it to produce electrical energy.

We can use hydraulic energy to produce electrical energy.

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Worksheet 1, Term 1

Energy

Link the types of energy with the examples or sources.

1 mechanical energy

2 gravitational energy

3 thermal energy

4 nuclear energy

5 chemical energy

6 electrical energy

7 sound energy

8 light energy

a water boiling

b a sound system

c an atomic bomb

d a rollercoaster

e the sun

f a stone falling to the ground

g a computer

h petrol

What types of energy from exercise 1 use the following things?

1 a lift

mechanical energy

2 heating run by solar panels

3 water being boiled in a microwave

4 water coming out of a tap

5 gas cooker

6 an MP3· player

7 a TV set

1

2

Name four sources of renewable energy and four sources of non-renewable energy.

Renewable energy

1 wind energy

2

3

4

Non-renewable energy

1

2

3

4

Which sources of energy are important in Spain? Are they good or bad for the environment?

3

4

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Worksheet 2, Term 1

Energy

Match these situations with the type of energy they produce.

1 A plant growing in the sun

a gravitational energy

b sound energy

c wind energy

d light energy

e chemical energy

2 Wood burning

3 A stone rolling down a hill

4 A wind farm

5 An MP3 player playing music

Give a definition for the following types of energy.

1 solar

2 wind

3 water

4 geothermal

5 biomass

Read the text about wind power and circle the correct words.

Wind turbines convert the wind’s (1) movement / gravitational energy into (2) electrical / chemical energy. The best sites for wind farms are (3) high places / river valleys or (4) islands / coasts. At present, wind energy is (5) cheap / expensive to generate in comparison with energy from fossil fuels, but as technology improves the cost (6) increases / decreases. The main problem with wind power is that the wind is (7) a renewable / an unreliable source of energy.

1

2

3

Is wind power a good or bad source of energy for Spain? Why / Why not?

4

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33


EnergyWarm up• Ask students if they can talk about some changes

in nature. Do they know which substances are solids, liquids or gases? Tell them to give you some examples.

• Explain to the class that in this unit they are going to learn what energy is and how changes help us produce energy. Ask a volunteer to read the paragraph about energy on the Fact sheet. Then ask the rest of the class to give more examples of what we use energy for.

• Tell students that there are two main types of energy sources: non-renewable and renewable. Write the words non-renewable and renewable on the board and write a list of examples of each type under each word. Then, ask students if they can describe what each type is. Finally, ask a student to read the definition of non-renewable and renewable energies on the Fact sheet.

• Explain that within these two categories, there are many different types of energy. Ask some volunteers to read about the different types of energy on the Fact sheet.

• Then ask students to complete exercise 1. They have to match each type of energy with their corresponding example or source.

Answers1 d2 f3 a4 c5 h6 g

7 b8 e

• Tell students that we use energy in our everyday life. We use it at home, at school, on the streets, etc. Elicit some types of energy they can use at school and give an example. For instance, electrical energy: electricity. Then ask them to complete exercise 2 with the different types of energy.

1

2

Answers1 mechanical energy2 light energy3 electrical/thermal energy4 gravitational energy5 chemical energy6 sound energy7 electrical energy

• Remind students that there is a general way of classifying energy: renewable and non-renewable sources of energy. Ask them to read the information about traditional and alternative sources of energy on the Fact sheet so that they can have more examples of the different types of energy. Then tell students to complete exercise 3 with different examples of renewable and non-renewable types of energy.

Answers

Renewable energy1 wind2 solar3 biomass4 heat from the Earth

Non-renewable energy1 coal2 natural gas3 oil4 nuclear energy

• Ask students to think of the different types of energy they use at home. Tell them to think of more examples of energy we use in our country in other places, at school, on the streets, in shopping centres, at restaurants, etc. Ask students which type of energy they think is the most important in their country. Then tell students to complete exercise 4. They have to say which sources of energy are important in Spain and if they are good or bad for the environment. Tell students to use a reference book or search on the internet if they need to.

3

4

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34



Sample answer:Oil is the most commonly used source of energy in Spain. Oil is a non-reneawable source of energy. It is bad for the environment because when it burns it generates carbon dioxide and pollutes the environment. The second most common energy is natural gas. It is good for the environment because it is less polluting than oil.

Did you know?Spacecrafts use solar panels to produce electricity from sunlight.

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Energy

Warm up• Ask some volunteers to think of all the things they

have done since they got up in the morning. Tell them to name the different types of energy they have used to carry out those activities. For instance, go to school by bus (mechanical energy). Are the energies used renewable or non-renewable?

• Tell students that they are going to classify more activities into the type of energy needed. Ask students to read the section about types of energy again on the Fact sheet. Then they have to match the situations with the types of energy produced.

Answers1 d2 f3 a4 c5 b

• Ask students if they can remember the definition of renewable energy. Ask a volunteer to give a definition and the rest of the class to correct them if the definition is not correct. Can they also give a definition of renewable/non-renewable source of energy?

• Then tell students to look at exercise 2. They have to give a definition to the different types of renewable energies. They can use the information on the Fact sheet but they have to use their own words.


• Draw a windmill (wind turbine) on the board. Ask the students if they know what it is. Tell students that windmills have been used for a long time. Today we still continue using them and we can find them in wind farms because they are a way to produce energy.

• Tell students to complete the paragraph in exercise 3 with the correct words. They can do it in pairs and use any resource material needed in order to do so.

1

2

3

Answers1 movement2 electrical3 high places4 coasts5 expensive6 decreases7 an unreliable

• Tell students to think of chemical energy. Do they think using petrol to drive cars is an efficient use of energy in Spain? Why / Why not? What about biomass? Is it a good source or not? Discuss their opinions in class. Then ask them to think of wind energy and write down what they think about it. Is it a good source of energy for their country? Why / Why not?


4

Did you know?The top four producers of wind energy are the USA, Germany, China and Spain.

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Fact sheet, Term 2

Famous Contributions towards Change

Hi everybody! My name is Kate and I’m an Art student. My favourite artist is Picasso. He was an important artist because he made a contribution to art. Do you want to know more about him?

Pablo Ruiz Picasso was born in Malaga in 1881. He was a painter and a sculptor. In his life as an artist, he experimented with different techniques and changed his painting

style several times.Picasso studied Art in

Barcelona and Madrid. Then he moved to Paris. Paris was the art capital of Europe at the time. He used the colour blue to paint and his paintings were quite depressing. This was the Blue Period.

In his Rose Period his style changed. He started to use the colour pink to paint circus performers and clowns.

Later his style changed a lot. He started to paint in a very revolutionary way during his Cubist Period. The idea of Cubism is to use geometry in paintings. At the beginning of this period, Picasso painted Demoiselles d’Avignon.

Picasso’s most important work of art is Guernica. This painting represents the German bombing of Guernica during the Spanish Civil War. It expresses the horror of war through symbols.

Picasso died in 1973. His paintings brought about changes in art. After his death, people still consider him one of the greatest artists in the world.

Picasso

Guernica expresses the horror of the Spanish Civil War.

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Fact sheet, Term 2

Stephen HawkingStephen Hawking was born in 1942 in Oxford,

England. He was a good student at school, but he didn’t seem to be a genius. He studied Physics at the University of Oxford. He wanted to learn more about thermodynamics, relativity and quantum mechanics. He graduated in 1962 and then went to Cambridge University to study Cosmology and Astronomy.

Stephen Hawking studied Cosmology and Astronomy.

When he was in Cambridge it became obvious he was sick. He started to display the first symptoms of amyotrophic lateral sclerosis. This illness meant he was unable to control his body movements and his body started to develop paralysis. When he lost all type of movement, he had to use a wheelchair. Today he uses a computer in his wheelchair to speak to other people. He also uses that computer to write.

Hawking worked on Einstein’s Theory of Relativity and created his Theory of Singularity. A singularity is a place in space or time. In a singularity a space or time becomes infinite. You can find this place in a black hole.

Stephen Hawking is a successful scientist, and people also admire him because he’s got a serious illness and he continues working.

Hello! My name is Robert. When I was a little boy I enjoyed my Science classes at school a lot. Now I’m a scientist. There are many famous scientists in the world. For example, Einstein made a contribution to science with his Theory of Relativity. However, my favourite scientist is Stephen Hawking because he changed how people think about science and scientists.

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Worksheet 1, Term 2

Read the text about the British scientist Stephen Hawking and put the verbs below in the correct spaces in the past tense.

go make be write study continue be learn finish

Stephen Hawking (1) was born in Oxford in 1942. His favourite subject at school (2) Maths. After school he (3) Physics at the University of Oxford. He (4) his degree in 1962 and (5) to

the University of Cambridge to finish his studies. At Cambridge he (6) that he

had a very serious illness, amyotrophic lateral sclerosis. He (7) to work and (8) many important discoveries. He also (9) a very popular book called A Brief History of Time, published in 1988. He continues to work with the help of a wheelchair and a computer. This computer helps him to speak.

Pablo Picasso and Stephen Hawking both changed the world in different ways. Write a paragraph about someone you think changed the world. Say why you think they made an important difference.

2

3

Famous Contributions towards ChangePablo Picasso is one of Spain’s greatest painters. How much do you know about his life?

1 Picasso was born in:a Barcelona. b Paris. c Malaga.

2 Picasso studied Art in:a Barcelona and Madrid. b Malaga and Madrid. c Madrid and Paris.

3 When he first arrived in Paris, he preferred to paint in:a green. b pink. c blue.

4 During his Rose Period, Picasso painted:a circus performers and clowns. b the bombing of Guernica. c depressing things.

5 Cubist painting uses:a geometry. b geography. c chemistry.

6 Picasso died in:a 1967. b 1937. c 1973.

1

?

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Worksheet 2, Term 2

Famous Contributions towards ChangeMatch the genres with the definitions.

1 portrait

2 landscape

3 still life

4 history painting

5 genre painting

a a painting of a view of the countryside or a city

b a painting of a group of objects

c a painting of normal life

d a painting of a person

e a painting of a story or real events

Choose a painting you like by Picasso, but not Guernica. What’s the name of the painting? What genre does the painting belong to?

Name: portrait landscape still life history painting genre painting

Describe the painting. Why do you like it?

1

2

3

This is Picasso’s most famous painting, Guernica.Find these six things in the painting.

df

e

c

a

b

1 a horse e2 a bull 3 a lamp 4 a broken statue 5 an electric light 6 a mother and child

Picasso painted Guernica during the Spanish Civil War. German aeroplanes destroyed the town of Guernica in April 1937. Many people were killed. The Germans helped Franco’s Nationalists to defeat the Republicans in the Civil War. At the time, the destruction of the city had a strong impact on world opinion. Picasso’s paintings often contain symbols for real things. For example, many people think that the bull represents Franco and the Nationalists. What do you think the other things represent?

1 The horse 2 The bull The Nationalists3 The lamp 4 The broken statue 5 The electric light 6 The mother and child

4

5

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40


Famous Contributions towards ChangeWarm up• Ask students the names of the people they admire.

Why do they admire them? Are they famous? Do your students and those famous people have anything in common? Then ask them if any of those people have done anything which has contributed towards change. For instance, did they invent something helpful? Did they help other people with their actions?

• Ask students if they like art. Can they name any famous artists? Where are those artists from? Can the students remember the name of any of their works of art?

• Tell students that they are going to read about a girl who likes art. Read the speech bubble with your students. Do the students know who Picasso was? Can your students tell the class anything about this famous artist? How do your students think Picasso contributed towards change?

• Ask a volunteer to read the section about Picasso. Explain any vocabulary students may not be familiar with. Then tell students to look at exercise 1 and complete it. Once they have completed the exercise, tell them to work with a partner. They have to check the answers together.

• Check the answers with the whole class. Once you have finished doing this, tell students to cover the Fact sheet and the worksheet. Ask the questions in exercise 1 and tell the students to answer them.

Answers1 c2 a3 c4 a5 a6 c

• Review the past simple with your students. First, start by reminding students of the rules to form the past simple of regular verbs and then focus on the irregular ones.

• Ask students if they enjoy their Science classes. What they are studying in Science at the moment? Do they know any famous scientists. Are they

1

2

from their country or are they foreign scientists? Why are they famous?

• Then ask students if they know Stephen Hawking. Do they know where he is from? Do they also know why he is famous? Ask a volunteer to read the section about Stephen Hawking. Then ask students to complete exercise 2 with the verbs in the vocabulary box. They have to put them in the past simple.

• As an optional activity, you can ask students to find more information about the Universities of Oxford and Cambridge and about amyotrophic lateral sclerosis. They can write a short paragraph about them and make a short presentation.

Answers1 was2 was3 studied4 finished5 went6 learned7 continued8 made9 wrote

• Ask students if they remember the names of the people they thought had made a contribution towards change. Do they think those people can be compared to Picasso or Stephen Hawking? Tell them to brainstorm all they know about that person and then write a short paragraph about them. Tell students to also include a short biography of that person.


3

Did you know?According to Hawking, alien life can exist in planets and maybe in the centre of stars.

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Famous Contributions towards ChangeWarm up• Ask a volunteer to say something that they can

remember about Picasso (a date, the name of a place, the name of a painting, etc.). Then ask another student to make a sentence with that piece of information. Continue until all the relevant information in the Fact sheet has been reviewed. If students cannot remember a lot of important details, ask a volunteer to read aloud the information about Picasso on the Fact sheet while the rest of the students take notes. Then elicit sentences about Picasso. Make sure students have said all the important information about him.

• Elicit the names of paintings students like or can remember. Write the names on the board and ask students if they know those paintings. Make students explain what appears in each painting. Then ask students if all those paintings have anything in common or if they are different. Explain that if they share some features, it is because they belong to the same genre. Tell students that in exercise 1 they are going to learn about different art genres. Ask them to match each genre with their corresponding definition.

Answers1 d2 a3 b4 e5 c

• Elicit different titles of paintings by Picasso. Write the titles on the board. Ask students to choose a painting that they like, but not Guernica. If they are not familiar with Picasso’s paintings, they can search for titles in a book or the internet. They have to decide what genre it belongs to.


• Ask students to describe the painting from exercise 2.

• Alternatively, you can divide the class into groups and have each group describe the same painting. They have to produce a poster with the description

1

2

3

of the painting and a picture of it. Then display all the posters on the wall so that the rest of the students can see what their classmates have done.


• Explain that in paintings you can usually find some symbols representing people, an object or an event. This also happens in Guernica. This painting depicts the Nazi German bombing of Guernica. This bombing took place during the Spanish Civil War. Ask students to look at the painting in exercise 4 and try to match each thing with their corresponding picture in the painting.

Answers1 e2 b3 f4 c5 d6 a

• Read the instruction to exercise 5 with the students. Then ask them to find out what each picture represents.

Answers1 Innocent victims in a war2 The Nationalists3 The need to inform the world about different

events4 Soldiers in a war5 The League of Nations, the governments, etc.6 Grief

4

5

Did you know?Guernica is displayed in the Reina Sofia National Museum in Madrid. However, after Picasso painted it, it was held in the Museum of Modern Art in New York. Picasso refused to allow the painting to return to Spain until democracy was restored. The painting was finally returned to Spain in 1981.

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Fact sheet, Term 3

Save the World!Development Problems

Do we live in a healthy world? Do you think the world was the same 100 years ago?

Life in modern society is quite different to the way it was a century ago. Science and technology have changed life. There are a lot of good things: electrical appliances like the washing machine or the television. We can communicate faster now with the use of mobiles phones and the internet.

But there are also bad things. The human effect on the environment is sometimes negative. Here is a list of some negative effects: • Air pollution• Water pollution• Deforestation• Desertification• Climate change

Air pollution has a significant negative effect on the

environment.

How can we protect the environment? Do you know what sustainable development is? It’s the sensible use of natural resources. This way, future generations will also have access to these resources.

We can do many things to save our world. Here are some ideas:

• Use renewable energy like wind and solar energy. Avoid the use of petrol and gas because they produce a lot of pollution.

• Try to save water. We must use water sensibly. Take a short shower not a bath. This will save a lot of water every day.

• Remember to recycle glass, paper, metal, plastic and batteries.

Recycling helps us save the world.

Can you think of more ways to save the world?

?? ??

?? ?

? ??

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Fact sheet, Term 3

Responsible ConsumptionConsumerism is the belief that society needs

to spend money and buy things to be happy. This is common in modern society, especially in the Western world.

In some cases it can be an illness. People think they are happier because they have got material

Advertising is really powerful today. It can influence our lives a lot. When people go to a shop, they try to buy the products advertised on TV. They think those products are better.

Advertising can be dangerous. Sometimes models in advertisements are very thin and young people try to imitate them. The consequences of this type of advertising can be

things. They need to buy things because they are unhappy with their life.

It’s important to have a monthly budget. It’s also good to save some money every month. You can use this money when something unpredictable happens.

eating disorders. There are some campaigns to promote healthy-looking models.

Life today is different to life in other centuries. Modern society has some problems and we have to solve them. Do you know how to fight against consumerism? Can you name a dangerous use of advertising?

Consumerism can be an illness.

People try to buy the products advertised on TV.

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Worksheet 1, Term 3

What solutions exist for these problems?

1 desertification

2 global warming

3 water pollution

4 air pollution

5 deforestation

Think of the environmental problems in your area. What can you do at home and at school to protect the environment?

2

3

Save the World!

Write the names of the different environmental problems under the photos.

desertification global warming deforestation water pollution air pollution

1

2

3

4

5

1

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Worksheet 2, Term 3

Save the World!

The American biologist Garrett Hardin wrote a story called The Tragedy of the Commons to illustrate the dangers of over-exploiting the Earth’s resources. Read the story. Then match the definitions below with words from the story.

The Tragedy of the Commons

There was once a village. The village had a large piece of common land. The land belonged to the whole village. The cows of all the farmers in the village grazed there. Because each farmer had only two or three cows, there was no problem. One day, one of the farmers started thinking, ‘The grass on the common land costs me nothing. If I keep another cow there, I can produce more milk and make more money.’ Soon he was the richest farmer in the village. The other farmers saw this and decided that they all wanted to keep more cows on the common. Each farmer saw that it was in their interests to have more cows there, because the grass was free. So each farmer acted in their own interests and there was nobody to stop them. Soon there were hundreds of cows on the common. They ate all the grass and then they all starved. With no cows and the common destroyed, all the farmers had to leave the village.

1 story with a very sad ending

tragedy

2 small town 3 this person uses land

to produce food

4 ate grass 5 began

1 6 with more money than the others

7 costing nothing 8 died of hunger

Can you think of a situation in the real world similar to the one in the Tragedy of the Commons? Write a paragraph describing it.

What solutions are there to the problem in The Tragedy of the Commons? Write a paragraph describing it.

2

3

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46


Save the World!

Warm up• Ask students if they know what consumerism is. If

they don’t, explain that consumerism is the idea that you can be happy if you spend money or buy things. Tell students that we live in a developed country and people consume a lot of goods. Elicit examples of things we consume and then ask students if consuming those things may lead to any problems. For instance, if we consume petrol a lot, we pollute the environment.

• Elicit environmental problems in the world. Help students with any new vocabulary they may need. Display a world map and ask students to point to the area where that environmental problem exists. Ask students to explain the causes of those environmental problems.

• Hand out Worksheet 1 and ask volunteers to describe each photograph. Do they think the pictures portray anything negative? What do they think they are portraying?

• Then ask students to read the section Development Problems on the Fact sheet. Explain any vocabulary students may not know. Then ask students to complete the first exercise on Worksheet 1, by matching each environmental problem with its corresponding photograph.

Answers1 air pollution2 global warming3 water pollution4 desertification5 deforestation

• Once students are familiar with the different environmental problems, ask them to read the question in exercise 2. Tell them not to look at the information on the Fact sheet. Can they remember any solutions to those problems? Can they think of any other solutions? Have a discussion about the solutions they propose.

• Then ask students to read the corresponding section about ideas to save our world on the Fact sheet. Could they remember any of those solutions or did they guess any of them? Which of

1

2

those solutions do they think are easier or more difficult to do?

Answers1 desertification: replant trees, use adequate

crop rotation2 global warming: reduce the amount of CO2

emissions produced, use renewable resources

3 water pollution: factories mustn’t throw rubbish into rivers

4 air pollution: reduce the amount of CO2 emissions produced, turn off the lights when they aren’t being used.

5 deforestation: recycle paper

• Elicit any environmental problems in your area. Ask students to suggest any solutions.

• Then ask students to choose an environmental problem and write about it. Alternatively, they can also produce a poster together with the text they have written and some photographs or illustrations.


3

Did you know?Sustainable development is the use of natural resources in a sensible way so that the world won’t run out of them. Agenda 21 is a UN programme which focuses on the promotion of sustainable development. The programme promotes the action of local and international communities and organisations in those areas which have been affected by human impact.

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Save the World!

Warm up• Ask students if they know what responsible

consumption is. Can they give any examples of when they or the people they know use responsible consumption? Do they think it is necessary in modern society? Why? Do they spend money wisely? Ask them how they spend their pocket money. Do they make a list of the things they need before going to the shops?

• Tell students that they are going to learn a bit more about responsible consumption. Ask volunteers to read the corresponding section on the Fact sheet. Then ask some students to speak about consumerism and advertising. Can they give any personal examples of when they bought something just because they saw it advertised.

• Then ask students to name any famous fables they may know. Explain that in a fable there is always a moral at the end of the story. Ask them to explain the moral in any of the fables they have mentioned.

• Tell students that they are going to read a story with a moral. Ask volunteers to read the story. Once they have read it, discuss the moral of the story.

• Finally, ask students to do exercise 1 on Worksheet 2. They have to match the definitions with words from the story.

Answers1 tragedy2 village3 farmer4 grazed5 started6 richest7 free8 starved

• Tell students that not only is it important to practise responsible consumption and to spend money on things we need, but it’s also important to manage the Earth’s resources in the right way.

1

2

• Ask students if they can think of similar situations to the one in The Tragedy of the Commons. Elicit any situations students may be familiar with. Write them on the board and ask students to say any words related to each of those situations. Once you have a list on the board, ask students to write a description of any of those situations or any other they can think of.


Sample answer:I can think of two possible solutions to this situation. They can divide the common between the farmers. They can also appoint a manager. This manager has to decide the number of cows each farmer will have.

• Ask students to read the story about the The Tragedy of the Commons again. Ask them to think of some possible solutions to this situation.


3

Did you know?There are several types of treatmens for shopaholics. These treatments can help them recover from compulsive buying. Debtors Anonymous is a fellowship which helps people recover from debt accumulated through compulsive buying.

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Level 3

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Fact sheet, Term 1

Demography is the study of the characteristics of the population, its size and growth. Changes in the size of the population are the result of changes in the number of births, deaths, migrations, etc. A demographic analysis can show the situation in a city, a country, a continent, etc. Demographers use different criteria to analyse population: education, migration, religion, jobs, nationality, etc.

There are three important concepts in demography:

• Birth rate: This is the number of babies born per 1000 people. You can use the following equation to calculate the crude birth rate:

Number of babies born x 1000

Number of inhabitants

• Fertilityrate: This is the number of babies born per 1000 women. Women in this group are usually between 15 and 49 years old. You can calculate the fertility rate with the following equation:

Number of babies born x 1000

Number of women between 15 and 49 years old

• Deathrate: This is the number of deaths per 1000 people. The equation to calculate this rate is:

Number of deaths x 1000

Number of inhabitants

ImportanceofDemographyDemography analysis is important because it

helps a country’s government organise budgets. For example, when there are a lot of children in a country, the government can invest more money in building schools.

To study the main features of population, demographers take into account age, number of men and women, level of education, etc.

Employment is a very important feature. There are two different population groups according to employment:

• Working population: people are between 16 and 64 years old, they want to work and can do so. Within this category, there are two subgroups:• Employed population: these people are

working.• Unemployed population: these people

aren’t working.• Inactive population: these people don’t

work because they are students, they’re retired or they aren’t looking for a job.

Population

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Fact sheet, Term 1

TheEvolutionofthePopulationToday the world’s population is around 6,500

million people. Before the 19th century, the growth rate of the population was slow. The main reason for the change to an accelerated population growth, from the 19th century onwards, was the Industrial Revolution. The death rate decreased because of advances in medicine and because people began to realise that hygiene was important. Also, techniques used in agriculture improved, so fewer people died of hunger.

MigrationDemographers also study migration. When

does migration happen? People do not always stay in the town, city or country where they were born. Sometimes they go to a different place. There are several reasons for this:

• They want to find a better job.• They want to escape from a political

regime.• They want to find a safe place to live

because there was a natural disaster in their hometown.

In the 50s, 60s and 70s a lot of Spanish people went to other countries to improve their lives. They went to live and work in rich countries. Today people from underdeveloped countries come to Spain and to many other countries in Europe to find better jobs.

The predictions now are that the population will continue to grow. Demographers estimate that the population will be around 9,000 million inhabitants in 2050. It will mainly increase in underdeveloped countries because the number of young people is high. However, it will not increase a lot in the developed countries where the population is growing older.

According to predictions, the population will continue to grow.

Some people go to another country to find a better job.

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Worksheet 1, Term 1

Population

Here is some data on the population of a country from 2009:

Number of inhabitants: 40,500,000Number of women aged 15 to 49: 10,400,000

Number of babies born this year: 400,000Number of deaths this year: 405,000

From this data, calculate:

1 the birth rate.

2 the fertility rate.

3 the death rate.

4 Is the population of this country increasing or

decreasing?

Match the words with the definitions.

1 employed population

2 unemployed population

3 working population

4 inactive population

a these people are available for work

b these people are working

c these people aren’t available for work

d these people aren’t working

1

2

Which of the categories in exercise 2 do these people belong to?

1 Nick Hampden is three months old.

2 Rob Evans works in a bookshop.

3 Sarah Cheung is studying Law at university.

4 Jessie Clarke worked in a clothes shop for 40

years. Now she is retired.

5 Bob Smith lost his job in a car factory last

month. He’s looking for a new job.

What demographic problems does Spain have? Can you think of any solutions?

3

4

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Worksheet 2, Term 1

Population

Draw a line on the graph indicating the approximate growth of the world’s population between 1800 and 2000.

Give three reasons why the world’s population increased in the 19th and 20th centuries.

1

2

3

How is population growth different in the developed world and the developing world today? What is the reason for this difference?

1

10

9

8

7

6

5

4

3

2

1

01800

World population (billions)

20001900 1950

Years

2

3

Give three reasons why people in some African countries have a lot of children.

1

2

3

In most developed countries the population is getting older. Around 20% of their populations are over 64. Give three problems caused by having an older population.

1

2

3

What solutions can you think of for this problem?

4

5

6

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53


PopulationWarmup• Tell students to look at the pictures on the Fact

sheet. Ask them to describe the people. How old are they? Where do the students think they are from? Do they think they have anything in common with the people in the picture?

• Tell students to look at the second picture on the Fact sheet. It’s a picture of a family. Are their families similar to that one?

• Explain that we live in society, and society is composed of very different people. We belong to different age groups and do things like study, work, retire, etc. Can they think of any other differences between people in different age groups?

• Ask students to read the first paragraph about demography on the Fact sheet. Ask them if they think there are any differences between the population in their city or country and that of another city or country. Do the populations have the same level of education?, What types of jobs do they think they have?, etc.

• Ask students to read the definitions of birth rate, fertility rate and death rate. Once students have read them, show them how to do the equations. For instance, how to calculate the birth rate of a country. Imagine 600 babies were born last year in a country with one million inhabitants. The birth rate is 0.6‰.

• Explain that if the rate is over 30‰, it is a high rate. If it is between 15 and 30‰ it is moderate, and if it is below 15‰ it is low.

• Ask students to complete exercise 1.

Answers1 0.78‰2 38.46‰3 10‰4 The population of this country is decreasing.

1

• Ask students to read the section Importance of Demography. Ask students if they know people in the different groups of population related to employment. Ask them to complete exercise 2.

Answers1 b2 d3 a4 c

• Look again at the pictures in exercise 1. Discuss with students what their situation may be. Ask them to read the sentences in exercise 3 and classify each person according to the categories in exercise 2.

Answers1 inactive population2 employed population3 inactive population 4 inactive population 5 unemployed population

• Have some volunteers read the sections The Evolution of Population and Migration. Ask students about migration. Do they know any people who have migrated to another country? Are there any students who come from a different country in class? If so, ask them to share their experiences and explain why they left their country.

• Tell students that migration can help change the demographic situation in a country. How do they think this happens?

• Finally ask students to complete exercise 4. Is there a demographic problem in Spain? Ask students to write down some solutions to this problem.

AnswersStudents’ own answersSampleanswer: The demographic situation in Spain is problematic because very few babies are born. Many couples don’t have children because they

2

3

4

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54


don’t earn a lot of money or because of their job situation. There are some possible solutions to this problem: more flexible timetables for working parents, a larger number of nursery schools or state aid to help cover the cost of childcare.

Didyouknow?The two most populated cities in the world are Mumbai (India) and Shangai (China), each with over 13 million people.

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Population

Warmup• Ask students if they can think of a situation where

people have had to migrate: a war, an earthquake, etc. Can they tell the class anything about that particular situation? Why did people migrate? Where did they go?

• Ask students to think of life in Palaeolithic times. Do they think the population was high? Why? Why do they think that the population has increased since Prehistory? (people eat healthier food, better hygiene, improved medicines, people have a healthier life, etc.)

• Tell students to think of the population from the 19th century onwards. Remind them that that’s when the Industrial Revolution took place. Then ask them to use reference books or surf the internet to find out about the evolution of the world’s population.

Answer

Years

World population (billions)

10

0

1

2

3

4

5

6

7

8

9

1800 20001900 1950

• Once the students have completed the graph, tell them to think of the reasons they discussed at the beginning of the lesson as to why the population has increased so much since Prehistory. Do they think they are the same reasons why the population has increased since the beginning of the 19th century? Ask them to use reference books or surf the internet to find three reasons why the population has increased so much.

1

2


Possible answers: better hygiene, better farming techniques, the scientific advances in medicine, etc.

• Ask students if they remember what a developed country and a developing country is. What’s the difference between them? (Developed countries: more jobs available, bigger houses, etc; developing countries: people don’t earn a lot of money, there are huge differences between rich and poor people, etc.) Do students think the differences between the types of countries also make a difference to the growth of the population? Ask students to write about the different situations.

AnswerStudents’ own answers

Sampleanswer:In developing countries the growth rate is high: couples have lots of children and there is lower life expectancy. People are usually quite poor and they don’t have enough money to support their families. Couples have babies because children can work to help their families. Famine can be a serious problem in the poorest countries and many people die of hunger.In developed countries the growth rate is low. Couples don’t have many children because of their job or economic situation. There is a higher life expectancy because there is a better quality of life.

• Ask students to name some countries that are developing. Do they know anything about the social, economic or political situation in any of those countries? Why do people in some of these countries have lots of children?

Answers1 Religion is important. Many religions are

against the use of contraceptives.

3

4

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2 Many governments don’t have family planning campaigns.

3 Most families live on farming. Couples need children to help them work and earn more money.

• Ask students if they think that the population in their country is growing older. Do they think that this is the same situation in other countries in the European Union or around the world? Can they think of three problems caused by having an older population?

Answers1 Governments have to spend more money on

health.2 Governments have to spend more money on

retirement pensions.3 Old people save more money. It’s good to save

money. But if people save a lot of money, the economic growth of the country isn’t high because people don’t spend it.

• Ask students if they think it’s a problem if the population grows older. Why? Can they think of any solutions to this problem?

AnswerStudents’ own answers

Sampleanswer:It’s a problem for countries when the population grows older and couples don’t have children. There are some solutions to this problem: governments could give more money to families with children, let parents have longer maternity or paternity leaves and open more free nursery schools.

5

6


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Fact sheet, Term 2

The Human Body: The Respiratory SystemThe human body is a complex system. However,

it has basically got a head, neck, torso, two arms and two legs.

There are many organs in the human body. Organs have got cells and tissues and they perform a specific function. In order to perform their function, several organs form part of a system. The systems in the human body are the following:

• The circulatory system• The nervous system• The respiratory system

• The digestive system• The excretory system• The reproductive system

TheRespiratorySystemTry to hold your breath. You may only be able to

do it for 30 seconds. Then you will need to breathe because your body needs oxygen from the air.

The respiratory system delivers air to the lungs. The lungs keep the oxygen and remove the carbon dioxide. Carbon dioxide is a toxic gas.

WhatOrgansareintheRespiratorySystem?

nose

larynx

trachea

lung

phrarynx

bronchi

bronchioles

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Fact sheet, Term 2

HowDoestheRespiratorySystemWork?

The respiratory system works in the following way: the air enters the nose. The nose warms the air before it enters our body. The air passes through the phrarynx, the larynx and the trachea. Then the air enters the lungs through the right and left bronchi and it goes to the bronchioles. At the end of bronchioles there are alveoli. Alveoli are small sacs of air.

Gas exchange takes place in the alveoli: air passes into the blood and the blood releases carbon dioxide. The carbon dioxide passes into the alveoli and it is finally released from the body.

In respiration there are two movements: inhalation and exhalation.

Inhalationallows you to take air into your lungs. Exhalation occurs when air leaves your lungs.

RespiratorySystemDiseases

The most common respiratory system diseases are the following:

Coldsand flu: Some viruses can cause colds and flu. Both diseases are very contagious and have similar symptoms like coughs or nasal congestion. But a fever is more common with flu.

Asthma: This happens when something makes your airways swell. Then you can’t breathe. What causes asthma? Allergies, smoke, intense exercise or infections like colds.

Bronchitis: This is an inflammation of the bronchi. Bronchitis can be acute or chronic. Acute bronchitis occurs when a virus attacks the bronchi and causes an infection. Chronic bronchitis happens when smoke or air pollution irritate the bronchi.

Tuberculosis: This is a bacterial disease. It begins in the lungs and it can spread to other parts of the body like the brain or kidneys.

Inhalation Exhalation

Colds are a respiratory system disease.

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Worksheet 1, Term 2

Complete the gaps in the text.

Air enters the lungs through (1) inhalation . When the air leaves the lungs again this is called

(2) . While the air is in the

lungs, (3) passes from

the air to the (4) , and

(5) passes from the blood to

the (6) . This process is called

(7) and happens in small sacs

of air in the lungs called (8) .

Write a brief description of these respiratory system diseases:

1Tuberculosis

2Cold / flu

3Asthma

4Bronchitis

3

4

The Human Body: The Respiratory SystemMatch the organs with the systems of the human body.

1brain

2lungs

3heart

4kidneys

5ovaries

6stomach

areproductive system

bexcretory system

cnervous system

ddigestive system

erespiratory system

fcirculatory system

Identify the different parts of the respiratory system.

1

2

1 nose

2

3

4

5

6

7

1 2

3

4

5 6

7

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Worksheet 2, Term 2

The Human Body: The Respiratory System

Name the two types of muscles used in breathing.

1 2

How do these two types of muscles work to fill the lungs with air during inhalation and push the air out of the lungs during exhalation? Write a description.

1 Inhalation:

2 Exhalation:

The body has two ways of expelling air forcefully from the lungs. What are these called?

1 2

How do these two ways of expelling air help to protect the body?

1

2

3

4

Do this quiz to find out how much you know about smoking.

1How many distinct chemical substances does tobacco smoke contain?a 40 b 400 c 4000

2The substance in tobacco that causes addiction is called:a carbon monoxide. b tar. c nicotine.

3The highly toxic gas in tobacco smoke that passes rapidly to the blood is called:

a carbon dioxide. b carbon monoxide. c oxygen.

4What effect does smoking have on blood pressure?a It raises it. b It lowers it. c It has no effect.

5Smoking tobacco:a protects the body from

infections. b reduces the body’s

defences against infections. c has no effect on the body’s

defences.

5

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Warmup• Bring a poster of the human body to the classroom

or draw the human body on the board. Ask the students to name the different parts of the body (arm, leg, head, etc.). Ask them if they can name any organs (bladder, heart, liver, etc.). Tell students that the organs are part of different systems in the human body and they are going to learn about them.

• Read the first section about the human body on the Fact sheet. Ask students if they can name any organs. Alternatively, you can also ask some volunteers to come to the picture of the human body on the board and point to where each system is.

• Ask students to read exercise 1. They have to match each of the organs with their corresponding system.

Answers1 c2 e3 f4 b5 a6 d

• Tell students that they are going to learn about the respiratory system now. Can they name any organs in their own language?

• Then ask students to read the section The Respiratory System and What Organs are in the Respiratory System? and look at the picture with the organs labelled. Tell students to try to memorise the different parts. They can work in pairs and test each other.

• Ask them to cover the Fact sheet and complete the diagram. Once they have completed it, ask a volunteer to come to the front of the class and draw the respiratory system on the board. Ask some other volunteers to label the different parts.

1

2

Answers1 nose 5 bronchi2 pharynx 6 bronchioles3 larynx 7 lung4 trachea

1 2

3

4

5 67

• Ask students if they know how the respiratory system works. Students may be familiar with this but not be able to express themselves in English. Allow volunteers to explain how the respiratory system works in their own language. They can come to the front of the class and explain it using the picture on the board.

• Ask students to read the section about how the respiratory system works in the Fact sheet. Finally, ask students to complete exercise 3.

Answers1 inhalation2 exhalation3 oxygen4 blood5 carbon dioxide6 air7 gas exchange8 alveoli

3

larynx

trachea

phrarynx

bronchi

bronchioles

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• Tell students that it is very important to lead a healthy life. This includes doing their best to take care of their respiratory system. Can they think of any diseases related to the respiratory system? Do they know how to take care of their respiratory system?

• Ask students to read the section about respiratory system diseases. Were they familiar with the diseases? Do they know anyone who has any of them? Can they explain anything else about the diseases such as the treatment to follow, etc?

• Finally, ask students to complete exercise 4. They have to write a short description of each disease. Tell them not to copy the description from the Fact sheet. They should try to put the information into their own words.

Answers

Students’ own answers

Sampleanswers:1 Tuberculosis: This bacterial disease affects the

lungs and other parts of the body.2 Cold / flu: Colds make you sneeze a lot and you

have a sore throat. Flu is similar to a bad cold but it is more serious.

3 Asthma: If you have asthma, you can’t breath easily.

4 Bronchitis: This illness makes your bronchial tubes become sore.

Didyouknow?Do you know the reason why you yawn? When you are tired, your lungs don’t take in enough oxygen. When your brain senses there isn’t enough oxygen, it sends a message to take a deep breath.

4

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Warmup• Review the different organs that are part

of the respiratory system. Elicit the names of the organs. Can students explain anything else related to the respiratory system that they have learned in their Science class? Tell students that with this worksheet they are going to learn more about the respiratory system.

• Explain that when we breathe, air enters and leaves our lungs. These are called inhalation and exhalation. There are two muscles involved in these movements. Ask students to use reference books or search on the internet to find the names.

Answers1 diaphragm2 intercostal muscles

• Ask students to find out how the diaphragm and the intercostal muscles work to fill the lungs with air. They have to write a short description.

Answers1 Inhalation: Air enters our lungs through our nose

or mouth. The diaphragm moves down to pull our lungs down. Then our intercostal muscles contract and pull the ribs up and out.

2 Exhalation: When we exhale, our diaphragm and intercostal muscles relax. This makes air leave our body through our nose or our mouth.

• Explain that sometimes air is forced out of our lungs suddenly. This happens in two ways. Can students think what they are? Give students some clues about when this happens (when we have a cold, when we breath dust, etc.)

Answers1 cough2 sneeze

• Ask students to write a short paragraph explaining how cough and sneeze help to protect the body.

Answers


1

2

3

4

Sampleanswer:Some substances like dust can be harmful for our bodies. When we cough or sneeze, we expel these substances from our bodies. These help us protect our body because they keep our airways clean.

• Ask students if they know anyone who smokes. Do they think this is a healthy habit? Why / Why not? Do they know anything about the consequences of smoking?

• Tell them that now they are going to find out how much they know about smoking. Ask them to complete the quiz on Worksheet 2.

Answers1 c2 c3 b4 a5 b

5

Didyouknow?Hiccups are a way to protect our body. We hiccup when our diaphragm involuntarily contracts. Usually hiccups disappear within minutes. However, in some cases they may last for hours. In this case you have to see a doctor.

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Fact sheet, Term 3

CitizenshipHuman beings live in society. We do things

together, share our feelings, help each other and build a world together. Good communication is important. Sometimes problems appear because people don’t understand the problems other people have. It’s important to express your feelings, but also to listen to other people.

Today in our country there are people from many different backgrounds. Age, race, nationality, religion, sex, education, social status, political tendencies, etc. make people different from each other. In a plural society we have to learn to live together in peace and harmony.

WhatistheLaw?The law is important because it establishes

people’s rights and duties. If someone does something wrong, then the law establishes the penalty. The law also protects property, and determines and limits the power of institutions. The law does all this according to fair criteria and through a set of rules.

The Code of Hammurabi is an ancient law code. It was written in ancient Babylon and it established rules related to commerce, religion and society. The judiciary system applies the law. There are different categories of law, such as criminal law, administrative law, maritime law and company law.

The Code of Hammurabi established some rules.

When people don’t obey the law, then they are fined, go to jail or their property is confiscated. The purpose of this is to prevent them from committing crimes. When criminals go to jail, the aim is to re-educate them. This way they won’t be so likely to reoffend when they are released from prison. When individuals have to pay a fine, this money compensates the harm done to victims of crime.

In a plural society we have to learn to live together in peace and harmony.

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Fact sheet, Term 3

VandalismVandalism is when people destroy something

for no particular reason. This is especially true of public property. For example, when someone burns public telephone boxes or draws graffiti on a wall. Some people think graffiti isn’t vandalism. They think it is art and graffiti is a way for street artists to express themselves.

Vandals often come from difficult backgrounds, they have problems at home, they are school dropouts, or they are jealous of other people.

RoadAccidentsMany people die every year because of road

accidents. Speeding and irresponsible behaviour are some of the causes of road accidents. Also, when people drive under the influence of alcohol or drugs, they are more likely to have an accident. Some other causes are bad weather conditions or distractions like talking on the mobile phone whilst driving.

In Spain many accidents are the result of driving under the influence of alcohol. The drink-driving limit is 0.5 g/l in our country. This is the equivalent of two cans of beer for a man weighing 70 kilos. It is important to know and obey the rules of the road.

When there is a road accident, it is important to help people. First aid can save people’s lives. However, if you don’t do it properly, you can do more harm than good. In this case you should phone the emergency services and wait for an ambulance.

Some people think graffiti is art.

Many people die every year because of road accidents.

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Worksheet 1, Term 3

2

3

Name five common causes of traffic accidents.

1 Speeding2

3 4

5

1 In Spain, how many grams of alcohol per litre of blood can you have in your body before you exceed the drink-driving limit?

g/l

2 How many cans of beer is this equivalent to in the case of a man who weighs 70 kilos?

4

5

Citizenship

Modern society is very diverse. Give six differences between people in modern Spanish society.

1 religion

2

3

4

5

6

Why is it important to respect people different from you?

“Art is subjective. One person may not like what another person likes. Graffiti is often rejected as an art form because the artist imposes their art on the public.” Look at the three examples of graffiti below. Which is most typical of the graffiti you see on the street? Do you agree with the previous statement?

1

1

2

3

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Worksheet 2, Term 3

Citizenship

People who break the law are often punished with a fine or a prison sentence. Give three reasons for punishing offenders in these ways.

1 2 3

Do you think these forms of punishment are effective? Why / Why not?

The principle of impartiality and the principle of independence are very important in the exercise of the law by the judiciary. What are they?

1 Principle of impartiality

2 Principle of independence

1

2

3

The United Nations has produced recommendations to protect the rights of pedestrians. The list of recommendations below contains some errors. Tick the correct recommendations and correct the incorrect ones.

1 Limit the entry of vehicles in pedestrian zones. ✓

2 Create residential zones with a minimum speed

limit of 30 or 40 kilometres per hour.

3 Cars always have to park on the pavement.

4 Regulate the speed of cars, especially in urban

areas.

5 Reduce the number of pedestrian routes.

6 Provide more road signs for pedestrians.

Do you think pedestrians’ rights are respected in Spain? Justify your answer.

4

5

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Citizenship

Warmup• Ask students if they can explain what living in

society means. Can they describe some of the advantages and disadvantages of living in society? Explain that in this unit they are going to learn about modern society and some of the characteristics of life in modern Spanish society.

• Ask students to work in pairs. Ask them to describe a friend. How are they similar/different? Do they have anything in common? Ask some volunteers to describe their friends. Are there a lot of similarities and differences between them?

• Tell students we live in a plural society and that is what they are going to learn about in this unit. Ask a student to read the Section Citizenship. Tell the class to complete exercise 1.


Possible answers: religion, age, race, nationality, sex, education, etc.

• Ask students if they always get along with the rest of the people in the class. Are there any situations when they have different opinions? Ask some volunteers to talk about one of those situations. What do they do when they have different opinions? Do they sit down and discuss their differences? Do they argue? How do they solve problems with the rest of the class?

• Tell students that it is important to respect other people’s opinions. Ask them to think about this and write why they think it is important.


Sampleanswer:Some people don’t respect other people because they are different: they come from another country, they belong to a different social status, etc. We are all different. We have to respect each other if we want to live in peace and harmony. Many wars have started because people don’t respect each other. If we want to avoid wars, we have to learn to live in society and follow rules and respect each other.

1

2

• Explain to students that when you live in society, you have to follow some rules, otherwise life wouldn’t be possible. Ask students to read the section Vandalism. Are students familiar with vandalism? Is there any in the area where they live? Do they think it’s possible to find a solution to vandalism?

• Tell students that art is subjective. Ask them to read exercise 3 and write their opinion about art and graffiti.


• Ask students if they have heard about any road accidents recently. Can they describe what they have heard? Were many people involved? How did it happen? Where did it happen?

• Tell students that a lot of people die in road accidents every year. Ask them to read the section about road traffic on the Fact sheet and complete exercise 4.


Possibleanswers:speeding, reckless behaviour, driving under the influence of alcohol or drugs, bad weather conditions, distractions like talking on a mobile phone, etc.

• Ask students if they are familiar with any ads that promote road safety. Can they describe the ad? Do they remember the slogan? When are these ads more common?

• Ask students to complete the two questions in exercise 5.

Answers1 0.5 g/l2 two cans of beer

Didyouknow?The drink-driving limit is 0.8 g/l in the UK. The UK also has some of the toughest penalties in the world if you drink and drive. You can be disqualified for a year, be forced to pay a £5,000 fine and/or go to prison for six months.

3

4

5

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Citizenship

Warmup• Ask students if there are any rules they have to follow

when they are at home. Do they have to help with the housework? Can they go out with their friends? What time do they have to be home when they go out? Is there anything they can’t do from Monday to Friday when they have school? Ask them if they think following rules is important. Why / Why not? Explain that in society we have to follow some rules and these rules are included in the law.

• Ask students to use a dictionary to find the meaning of the word law. Ask them to read the definition and explain it with some examples.

• Ask them to find the word punish, explain it and give examples.

• Tell them to read the section What is the Law? on the Fact sheet and complete exercise 1 on Worksheet 2.


Possible answers: it prevents people from committing crime, it re-educates people, money paid in fines compensates for the harm done to other people.

• Ask students if they think people should be punished when they drink and drive. Ask them to name some of the punishments there are in their country. Do they think they are effective? Why / Why not?

• Ask them to complete exercise 2. Ask them to think of more cases in which punishment may be effective or not and explain it.


• Explain that in the judiciary, there are some guidelines which make it possible for the judiciary to work properly. For instance, once judges are dealing with a case, they have to continue with it until it’s finished. The principle of independence and impartiality are also important. Ask students to find information about them in a reference book or on the internet and explain what they are.

1

2

3

Answers1 Principle of impartiality: When a judge has a

personal interest in a case, they can’t hear or decide on them.

2 Principle of independence: Judges should be free from any pressure. For instance, they can’t be pressured by the government.

• Ask students to get into pairs. They have to discuss the recommendations by the United Nations in exercise 4. Once they have completed the exercise, correct their answers and ask them if they can think of any other recommendations to protect the rights of pedestrians.

Answers1 Limit the entry of vehicles in pedestrian

zones. ✓2 Create residential zones with a minimum

speed limit of 30 or 40 kilometres per hour. ✓3 Cars always have to park on the pavement. ✗

Cars can’t park on the pavement.4 Regulate the speed of cars, especially in

urban areas. ✓5 Reduce the number of pedestrian routes. ✗

Increase the number of pedestrian routes. 6 Provide more road signs for pedestrians. ✓

• Ask students to read the recommendations in exercise 4 again. Do they think they are true in Spain?

• Ask students to complete exercise 5. They should explain if they think the rights of pedestrians are respected in Spain. Encourage them to use different ideas to those in exercise 4.

4

5

Didyouknow?The legal driving age in the US is 16 and in the UK it’s 17. However, in Spain you have to be 18 to drive a car.

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Level 4

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Fact sheet, Term 1

Music expresses emotions through the use of rhythm, melody and harmony. Music can be performed by a solo singer or a choir, and the performers can be accompanied by a musician, or even an orchestra. Although music is often associated with entertainment, it is also composed for other purposes like religious celebrations.

The origin of music dates back to Palaeolithic times when the first humans played flutes made of stone. Throughout history, music was often a privilege for the rich who attended concerts and sponsored composers. Thanks to the American

inventor Thomas Edison, who invented the phonograph in the nineteenth century, it became possible to record and reproduce sound. This meant more people could listen to music.

The invention of the radio in the twentieth century revolutionized the way people listened to music as it became possible for everyone to listen at home. New technology continues to change the way music is produced and distributed. For example, MP3, a digital audio format, has made it possible to buy music online.

The Music Industry

The American inventor Thomas Edison.

Music CompaniesToday, lots of people work in the music industry.

Many work for record labels: companies which produce and distribute most of the music we listen to. There are two main types of record labels:

• Major record labels: This type of company belongs to a larger conglomerate company. Within the conglomerate company, there are lots of smaller companies, some music-related and others which specialize in publishing or the media. The four biggest record labels are Sony-BMG, Universal, EMI and Warner. Between them, they control eighty per cent of the music market.

• Independent record labels: Often known as indies, this type of company operates differently to the major record labels. Independent record labels generally allow their performers more creative freedom and produce music which is less commercial. The indies sell less music than the major labels, with sales representing twenty per cent of the music market.

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Fact sheet, Term 1

Recording MusicMusic is recorded in three main stages and

different professionals work at each stage.• Creative stage: During this stage,

composers and songwriters write music and song lyrics. The same person might do both tasks as modern performers are often a mixture of composer, songwriter and musician. Music arrangers are also involved in the creative stage as they ensure that all the elements in a song —the instruments, the voice, the tempo, etc.— are in harmony.

• Recording stage: This is when artists record their music in recording studios. Technicians, sound assistants and sound engineers work together to make sure that the sound quality of the recordings is of the highest standard.

• Production stage: This stage takes place throughout the whole process. Producers plan, coordinate, organize and, finally, commercialize the music.

Copyright and PiracyComposers and songwriters have copyright to

protect their music and lyrics. Copyright means that a person’s work cannot be reproduced or performed without their permission. To obtain permission to use another person’s music or lyrics, you must pay royalties: a sum of money. In Spain, the SGAE (Sociedad General de Autores y Editores), a non-profit organization, manages copyrights and royalties, and defends the intellectual property rights of people working in the music industry.

Piracy, which is the illegal copying and selling of CDs, DVDs and MP3 files, and the illegal distribution of music on the internet are serious problems for the music industry. Piracy and illegal downloads mean that composers and songwriters are not paid royalties and that record labels lose money on sales. This explains why the music industry is currently experiencing financial difficulties.

A singer at work in a recording studio.

Internet piracy is a serious problem for the music industry.

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Worksheet 1, Term 1

The Music Industry

Answer the following questions about the history of music.

1 Which period of Prehistory did music begin in?

2 What were the first musical instruments?

3 What device for recording and reproducing

music did Thomas Edison invent?

4 What technology made music accessible to

many more people in the twentieth century?

5 Name a digital audio format for compressing,

transferring and reproducing music.

Write the names of the two types of record labels.

1 These companies are smaller and usually specialize in types of music of less interest to the bigger companies. They often produce more innovative and experimental music. Approximately twenty per cent of the music market belongs to these companies.

They are called

2 These companies belong to a conglomerate holding company. The parent companies often have very diverse interests in addition to music, for example film production, publishing or the media. Approximately eighty per cent of the music market belongs to these companies.

They are called

1

2

Write short job descriptions for the following people in the music industry.

1 sound engineer:

2 songwriter:

3 producer:

4 composer:

5 performer:

There are three stages in music production: the creative stage, the recording stage and the production stage. Which stage is each of the people from exercise 3 involved in? Some people may be involved in more than one stage.

1 Creative stage: 2 Recording stage: 3 Production stage:

Many people today share music with their friends in digital formats such as MP3. Explain why record companies want to take action against these people. Do you think record companies are right to punish people who share music in this way?

3

4

5

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Worksheet 2, Term 1

The Music Industry

Answer the following questions about copyright.

1 What is the name of the money paid for permission to use the material composers and songwriters create?

2 What Spanish organization protects the rights

of composers and songwriters?

3 What are intellectual property rights?

4 What noun means ‘copying music or films

illegally, without the permission of the creator’?

Why has it become easier to copy music illegally in recent years?

When the British band Radiohead released their album In Rainbows in 2007 they made an unusual decision. Read the article and fill in the gaps with the words below.

email website worth risk manager ordered property download

Thousands of fans (1) ordered copies of Radiohead’s album In Rainbows in advance. They woke up on the morning of 10 October 2007

to find an (2) from the band on their computers. It contained an activation code

1

2

3

for their MP3 (3) of the album. The band decided to sell their album only on their

(4) . Fans could pay what they

thought the album was (5) , from no money at all to £100. It was possible for the band to allow this because they had retained

the intellectual (6) rights

to their own music. The band’s (7)

said, ‘We’re prepared to take a (8) and we might come out looking very foolish. But we believe if your music is great, then people will pay for it.’

Answer these questions on the text.

1 What did fans have to do before receiving the new Radiohead album?

2 How was music distributed before MP3 and

the internet?

3 What did the new album cost to buy?

4 Was the band’s manager sure of the success of

the idea?

Was Radiohead’s experiment a good idea? If other popular bands do the same as Radiohead, what effect will have on the music industry?

4

5

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The Music IndustryWarm up• Ask students who their favourite singers or bands

are. Make a list on the board and check who is the most popular. Do all the artists belong to the same music genre? How are they similar or different? Do they wear similar clothes? What are their video-clips like?

• Ask students if they can tell the class anything about the history of music. Do they know when music was first played? Can they name any classical composers? Tell students to read the section about The Music Industry on the Fact sheet and complete exercise 1 on Worksheet 1.

Answers1 In Palaeolithic times.2 Flutes made of stone.3 He invented the phonograph.4 The radio.5 MP3.

• Ask students if they know which record label the singers and bands they named at the beginning of the lesson record with. If they don’t know, can they name any record labels? Then ask students to read the section about Music Companies and complete exercise 2.

Answers1 independent record labels.2 major record labels.

• Ask students if they know which professions are involved in the music world apart from singers. How many can they name? Tell students to read the section about Recording Music and complete exercise 3.

Answers1 The sound engineer makes sure that sound quality

is good.2 The songwriter writes the lyrics for songs.3 The producer plans, coordinates, organizes and

finally commercializes the product.4 The composer composes the music. 5 The performer sings or plays an instrument.

1

2

3

• Ask students to look at the people they described in exercise 3 and to classify them according to the different stages of the process of recording music. Remind the students that some people may be involved at more than one stage.

Answers1 songwriter, composer, performer2 performer, technician, sound engineer3 producer

• Ask students if they are familiar with the words copyright and piracy. Tell them to explain in their own words what these two terms mean. Then ask some volunteers to read the section about Copyright and Piracy and write an essay on this topic.


4

5

Did you know?The best-selling music album is Thriller by Michael Jackson. It was released in 1982 and it has sold over 110 million copies.

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The Music IndustryWarm up• Draw a big copyright symbol on the board (©). Do

the students know what it represents?

• Ask students when they listen to music. Do they go to concerts? Ask them if they think music will always exist or if it will disappear one day. Why do they think that?

• Then tell students to look at Worksheet 2 and answer the questions about copyright.

Answers1 Royalties2 SGAE (Sociedad General de Autores)3 These are the rights a person has on material

created by them like a book, an invention, a song, etc.

4 Piracy

• Ask students if they are familiar with the different ways to copy music. Then ask them to write a paragraph describing why it has become easier to copy music illegally in recent years.


Sample answer: It has become easier to copy music illegally in recent years because new technology is so easy to use. If you have a computer, it is easy to copy a CD and burn a new one. You can even send the MP3 files to a friend by email. There are websites where you can download music, too. Many people don’t realize that copying a CD or downloading songs from the internet without paying is illegal.

• Ask students if they have ever downloaded music from the internet. Ask some volunteers to describe the processes involved in downloading the music from the internet, and then uploading it onto their MP3 player.

• Then ask students if they know who Radiohead are. Do they know where the band is from? Are students familiar with their music? Can they name any of their albums? Tell students that they are going to learn more about this band. Tell them to read the text and complete the gaps in the sentences.

1

2

3

Answer1 ordered2 email3 download4 website5 worth6 property7 manager8 risk

• Ask students if there are any words from the text in the previous exercise that they don’t understand. Then ask volunteers to explain the meaning of those words to the rest of the class. Finally tell students to answer the questions in exercise 4.

Answers1 They had to order a copy in advance.2 People bought cassettes, LPs or CDs in a

music shop.3 Fans could pay what they thought the album

was worth, from nothing to £100.4 No, he said they were prepared to take a risk.

• Ask students what they think of Radiohead’s experiment. How many of them think it was a good or bad idea? Then ask students to complete exercise 5.


4

5

Did you know?Copyright lasts for a certain period of time. Internationally, this period ranges between 50 to 100 years after the author’s death. Once this period is over, it’s said that the work enters the public domain. When this happens, it can be used freely by anyone.

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Fact sheet, Term 2

SoundThe Telephone

The telephone is perhaps the most important communication device in the world. The word telephone comes from the Greek words tele (far) and phone (voice).

Controversy surrounds the invention of the telephone. Most people believe the device was invented by Alexander G. Bell. Other people have suggested that the inventor may actually be Antonio Meucci, an Italian born in Florence.

Meucci, who used to work in a theatre, invented an acoustic telephone to communicate between the control room and the stage. Later, when his wife became invalid because of rheumatoid arthritis, he improved the invention so that his

wife could speak to him in his laboratory from her bedroom.

For many years people have thought that Bell was the inventor of the telephone. Actually, Bell was the first person to patent an invention which transmitted sound. Meucci tried to patent his version of the telephone, but, unfortunately, did not have the $10 fee to pay the patent office.

In 2002, the US House of Representatives passed a resolution, recognizing Meucci’s contribution to the invention of the telephone. Like many successful inventions, the telephone exists because of the work of many inventors, including both Meucci and Bell.

How does a Telephone Work?A simple telephone consists of a switch, a

microphone and a speaker. The switch is used to connect and disconnect from the telephone network. When a person speaks into the phone, the microphone converts sound waves into electrical impulses. The speaker allows the listener to hear what the caller says.

A simple telephone.

The telephone helps us communicate with people all over the world.

Analogue and Digital Phone LinesA telephone network is a system of phone lines,

cables and wires which transmit and receive phone calls. Networks can be public or private and are increasingly wireless.

There are two types of phone lines: analogue and digital. An analogue phone line converts voices into electrical impulses, while a digital phone line transforms voices into binary code. The technology used in digital phone lines is similar to that used in mobile phones.

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Fact sheet, Term 2

A mobile telephone.

A young woman makes a call.

Mobile PhonesA mobile phone is a small, portable phone.

Mobile phones are very popular and in Spain there are now more mobile phones than landline phones.

Mobile phones operate in digital mobile telephone networks. The most common network throughout Europe is GSM (Global System for Mobile Communication). GSM is used to transmit voice and data. Recently, GPRS (General Packed Radio System) technology, which allows better mobile access to the internet, is becoming more common.

Mobile phones are often described as 2G (second generation) and 3G (third generation). The main difference between 2G and 3G devices is that 3G mobile phones offer the user a wider range of services like the possibility of downloading files or sending and receiving MMS (Multimedia Messages).

All mobile phones have a series of security features to protect you and your data if your phone is lost or stolen

• SIM card: SIM stands for ‘Subscriber Identity Module’. SIM cards store information like your PIN and PUK codes, and information about your phone numbers and calls.

• PIN code: Your PIN is your personal identification number: the numerical password that you key into your phone when you switch it on.

• PIN2 code: This numerical code functions like a second password and also restricts access to certain phone numbers and services.

• PUK code: PUK stands for personal unlocking key. You need this eight-digit number to unlock your phone if you enter the PIN incorrectly three times.

• IMEI code: The International Mobile Equipment Identity code identifies your phone and is used to block the phone if it is stolen.

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Worksheet 1, Term 2

When we speak on the phone, the type of wave transmitting the signal changes twice. What type of wave or impulse carries the message at each stage?

1

2

3

Explain the difference between an analogue and a digital phone line.

What do these six acronyms mean?

1 SIM

2 GSM

3 PIN

4 MMS

5 PUK

6 PIN2

3

4

5

Sound

Answer the following questions about the telephone.

1 What two Greek words does the word telephone come from and what do they mean?

– – 2 Who do most people believe invented the

telephone?

3 Which other inventor is also credited with the

invention?

4 What did Meucci use the telephone for?

5 When was Meucci’s contribution to the

telephone finally recognized?

What are the three components of a telephone and what are their functions?

1

2

3

1

2

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Worksheet 2, Term 2

Sound

Name six functions of a mobile phone.

1

2

3

4

5

6

Match the parts of the mobile phone with their names.

a

b

e

f

d

c

1 alphanumeric keys 2 call key 3 screen 4 battery-level indicator 5 navigation key 6 power / end call key

Write short definitions for these words related to mobile phones.

1 Bluetooth

2 MP3

1

2

3

3 ring tone

4 text message

5 SIM card

6 chat

How different do you think mobile phones will be in twenty years’ time? Describe the phone of the future.

4

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SoundWarm up• Ask students what their favourite invention is. Ask

them to describe it and say when they use it. Do students know who invented it? Do they know how it has evolved since it was first invented?

• Tell students that they are going to learn about phones. Ask students to tell you everything they can about phones: Who invented them? When were they invented? Where were they invented? Do they have one? When do they mostly use it?

• Then tell students to read the section The Telephone on the Fact sheet and complete exercise 1 on worksheet 1.

Answers1 Tele – far, Phone - voice2 Alexander G. Bell 3 Antonio Meucci4 Meucci used the phone to communicate with the

people working in the theatre. He also used it to communicate with his wife in his own house.

5 In 2002.

• Ask students if they can name the different parts of a telephone. Do they know what they are used for? Tell them to read the section titled How does a Telephone Work? to find out about it. Then ask them to complete exercise 2.

Answers1 Switch: It’s used to connect and disconnect the

device to and from the telephone network.2 Microphone: When a person speaks, the

microphone converts sound waves into electrical impulses.

3 Speaker: The speaker allows the person receiving the call to hear the caller’s voice as sound waves.

• Ask students to look at the pictures in exercise 3. Explain that they represent a wave or impulse transmitting a signal. Can they remember what these waves or impulses are called? Tell them to write the name under each picture.

1

2

3

Answers1 sound waves2 electrical impulses3 sound waves

• Ask students if they know what the words analogue and digital mean. Then ask students to read the section about Analogue and Digital Phone Lines and complete exercise 4.

AnswerAn analogue phone line converts voices into electrical impulses, while a digital phone line converts voices into binary code.

• Ask students if they can think of any words related to mobile phones. Can they think of any acronyms? Do they know what the letters stand for? Then ask students to read the section about Mobile Phones to complete exercise 5.

Answers1 SIM: Subscriber Identity Module2 GSM: Global System for Mobile

Communication3 PIN: Personal Identification Number4 MMS: Multimedia Messages5 PUK: Personal Unlocking Key6 PIN2: Personal Identification Number 2

Did you know?The first automatic mobile phone was developed by Ericsson and it weighed 40 kg!

4

5

larynx

trachea

phrarynx

bronchi

bronchioles

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SoundWarm up• Ask students how mobile phones have evolved

since they were first invented. Can they think of any differences between a modern mobile phone and a mobile phone from fifteen years ago?

• Tell students that modern mobile phones allow us to do many things with just one device. This is different to what used to happen years ago when you needed several devices. For instance, if you wanted to listen to music, you had to use a Walkman. Nowadays, you can listen to music on your mobile phone. Can they think of any other functions modern mobile phones carry out?

Answers


Possible answers:1 SMS2 email3 MMS4 GPS navigation5 streaming video6 Bluetooth

• Bring a mobile phone to the classroom or ask a student to lend you theirs. Ask students if they can name the different parts of a mobile phone. Then ask students to look at the photo of the mobile phone in exercise 2 and to label it.

Answers1 f2 d3 b4 a5 c6 e • Ask students to think of one of the functions in

exercise 1. Can they describe any of them? Do they know how that function works? Then ask students to write brief definitions for the words in exercise 3. They can use reference books or the internet to find information.

1

2

3

Answers1 Bluetooth: is a method of connecting devices

without wires over short distances to exchange data.

2 MP3: is the abbreviation for MPEG-1 Audio Layer-3. It’s used to transmit music digitally, mainly on the internet.

3 ring tone: is usually a short tune. It can be the sound a phone makes when you receive a phone call.

4 text message: a written text you can send from your mobile phone to another mobile phone.

5 SIM card: is a mobile phone card. It stores information from your mobile phone like your PIN number, your service provider name, your local area identity, etc.

6 chat: instant messaging on your phone by accessing chat rooms.

• Ask students if they think the world will be exactly the same in twenty years’ time. Why / Why not? Ask them if they also think it will be the same for mobile phones and tell them to write a paragraph about mobile phones in twenty years’ time.

Answers


4

Did you know?Mobile phones are used in some countries to inform people of upcoming disasters, like earthquakes in Japan.

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Fact sheet, Term 3

WavesImagine you throw a stone into a lake, the

‘circles’ you see around the stone as it falls into the water are waves which transmit energy. Waves can move, or propagate, through space and time.

Types of WavesWaves are classified according to how they

move or propagate:

• One-dimensional waves move in one direction, for example, along a cable.

• Two-dimensional waves move across a flat surface, for example across a lake.

• Three-dimensional waves move in three different directions, for example, light moves in this way through space.

Waves are also classified according to the medium through which they move:

• Mechanical waves move through a medium like air. Sound travels through air.

• Electromagnetic waves move through an empty space or vacuum. Light can travel through a vacuum.

Waves are also classified according to the direction that particles in the medium vibrate:

• Longitudinal waves: The particles of a medium vibrate in the same or opposite direction as the motion of the wave.

• Transverse waves: The particles of a medium vibrate in a perpendicular direction to the motion of the wave.

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Fact sheet, Term 3

SoundHumans produce sound through speech and

objects like musical instruments. Animals and machines also produce sound. Sound is important

for communication and also has other uses, for example, in medicine.

Sound is produced when vibrations travel through solids, liquids or gases. Sound waves are longitudinal and three-dimensional and they can be represented on a graph. Each sound wave has a crest and a trough. The crest is the highest point of a wave and the trough is the lowest point.

Crest

Wavelength

Trough

A sound wave represented on a graph.

Sound waves are measured according to their amplitude, frequency and wavelength. The amplitude is the strength of the sound wave. The frequency is the number of waves that occur per unit of time. The wavelength is the distance between the crest of one wave and the crest of the next one.

Think of the noises made by heavy traffic, a baby crying or a dog barking. Each of these sounds is different and each one has different pitch, intensity and tone. The correct combination of pitch, intensity and tone produces music, the incorrect combination produces noise.

Pitch relates to the frequency of sound waves. High sounds like a soprano singer have a high frequency. Low sounds such as a double bass have a low frequency. Pitch is measured in kilohertz.

Intensity is the amplitude, or strength, of sound waves. A whisper is a quiet sound with low intensity, while thunder is a loud sound with high intensity. Intensity is measured in decibels.

Tone is the quality of a sound and relates to the shape of sound waves. Tone helps us to identify the source of sounds. We can identify different voices and distinguish between different musical instruments because of tone.

A doctor uses ultrasound to examine a patient.

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Worksheet 1, Term 3

Which three types of waves from exercises 1 and 2 does sound belong to?

1 2 3

Label the parts of the wave.

0

A

C

D

B

A

B

C

D

Match the words with the definitions. 1 pitch a is the quality of a

sound and relates to the shape of sound waves

2 intensity b relates to the frequency of sound waves

3 tone c is the amplitude, or strength, of sound waves

3

4

5

Waves

Name the three types of waves and give an example of each type.

1 Waves that propagate in one direction:

Name: Example:

2 Waves that propagate in two directions:

Name: Example:

3 Waves that propagate in three directions:

Name: Example:

Give definitions of these types of wave:

1 Mechanical wave:

2 Electromagnetic wave:

3 Longitudinal wave:

4 Transverse wave:

1

2

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Worksheet 2, Term 3

Waves

Read the text below and find words that match these definitions.

1 finding things using sound sonar2 sent out 3 sent back, like light from a mirror 4 discover if something is present 5 find the position of something 6 under water 7 for profit 8 reflected sounds 9 device that makes sound

10 word made from the first letters of other words

SonarSonar uses transmitted and reflected underwater sound waves to detect and locate submerged objects or to measure distances underwater. It is used for submarine and mine detection, depth detection, commercial fishing, diving safety and communication at sea. The Sonar device sends out a sound wave under the water and then listens for returning echoes. The sound data is sent to human operators by a loudspeaker or is displayed on a monitor. The word Sonar is an American term first used in World War II. It is an acronym for SOund, NAvigation and Ranging.Although Sonar was invented at the beginning of the twentieth century, some animals have used it for millions of years. Both bats and dolphins use a form of sonar called echolocation to find their food. Dolphins can use echolocation to detect a fish more than 100 metres away.

1 Are the following sentences about sonar true or false. If they are true tick (✓) them, if they are false correct them.

1 Sonar can be used to measure distances underwater. ✓

2 Sonar has military applications.

3 Sonar uses sound transmitted through the air.

4 The Americans invented sonar during the

Second World War.

5 Bats and monkeys use a form of sonar.

6 A dolphin can find a fish one kilometre away

using echolocation.

Ultrasound scanning is used extensively in modern medicine to see inside the human body. The picture below is an ultrasound scan of an unborn baby.

a What useful information do you think doctors can get from these images?

b What are the advantages of using ultrasound in medicine?

2

3

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WavesWarm up• Ask students if they can give you a definition of

energy - a source of power which can be used to drive a car, for instance. Ask them to write their definitions on a piece of paper and then ask several volunteers to read them aloud. Then, use all their definitions to write a final definition on the board. Explain that energy is transmitted by waves and they are going to learn about waves in this lesson.

• Ask students when they can usually see waves. Then ask them if they think all waves are similar or if there are any differences.

• Tell students to read the section about Waves on the Fact sheet. Then tell them to complete exercise 1 on Worksheet 1. In order to give examples of each type of wave, tell them to look at the pictures.

Answers1 Name: one-dimensional Example: a string2 Name: two-dimensional Example: when you throw a stone into a pond3 Name: three-dimensional Example: light coming out of a lamp

• Ask students to write a definition for each type of wave.

Answers1 Mechanical wave: This type of wave needs a

medium in order for propagation to take place.2 Electromagnetic wave: This type of wave can

travel through empty space or vacuum.3 Longitudinal wave: In a longitudinal wave, the

particles of a medium vibrate in parallel to the direction of the propagation of the wave.

4 Transverse wave: In a transverse wave, the particles vibrate in an up-and-down motion.

• Then ask students if they can think of examples for each type. Tell them they can search the internet or use reference books. (Possible answers: mechanical wave: an alarm clock, electromagnetic wave: a lamp, longitudinal wave: sound; transverse wave: waves on water, light, waves along a piece of rope.)

1

2

• Tell the students that sound is produced by vibrations in water, gas or air. Ask them to read the section about Sound on the Fact sheet. Then ask them which three types of wave they think sound belongs to. In order to answer this question, they may need to read the first section of the Fact sheet again.

Answers1 three-dimensional wave 2 mechanical wave3 longitudinal wave

• Ask students to re-read the section about Sound on the Fact sheet. Then tell them to cover the information and complete exercise 4. If they can’t remember the names of the different characteristics of waves, then write wavelength, frequency, amplitude, crest and trough on the board. Now tell them to try to complete the exercise. There’s one extra word.

Answersa amplitudeb wavelengthc crestd trough

• Ask students to complete exercise 5. Once you have corrected it, ask students if they know how to translate those words into their own language.

Answers1 b2 c3 a

Did you know?Earthquakes are produced by mechanical waves. In an earthquake the Earth is the medium through which waves propagate. The Richter magnitude scale is used to measure the energy released by an earthquake.

3

4

5

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WavesWarm up• Review some of the concepts learned in the previous

worksheet like the characteristics of sound (pitch, intensity and tone). Then ask students if they can think of any uses of sound waves (medical tests, for instance). Tell them they are going to learn about some uses.

• Ask students if they know what sonar is. Tell them to describe it in their own words. Then ask volunteers to read the text. Finally, tell them to find the words that match the definitions in exercise 1.

Answers1 sonar2 transmitted3 reflected4 detect5 locate6 submerged7 commercial8 echoes9 loudspeaker

10 acronym • Ask students to read the text again and complete

exercise 2. They have to tick the sentences which are true and correct the false ones.

Answers1 ✓2 ✓3 Sonar uses sound transmitted through the water.4 ✓5 Bats and dolphins use a form of sonar.6 A dolphin can find a fish more than 100 metres

away.

• Tell students that sound waves can be used for things other than sonar. For instance, it can be used in medical tests. Ask students if they know what an ultrasound scan is. Do they know when it can be used? Then ask students to complete exercise 3. They can surf the internet or use reference books to find the answers.

1

2

3

Answersa Ultrasound scans can be used in pregnancy.

They monitor the growth of an unborn baby. They can also be used to detect any abnormality in body organs such as the heart or kidneys. They are used to detect problems in organs like the liver, the thyroid gland, the ovaries, the bladder, etc. Some of the problems ultrasound scans detect include tumours or gallstones.

b It’s painless. It’s fast because you can see the organs on a screen and pictures or videos can be taken. It’s a safe test because it won’t harm you.

Did you know?Noise can have a negative effect on human health like hearing loss or sleep disturbances. Noise pollution can also interfere with the communication between animals, especially in reproduction and navigation.

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WebQuests

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Dear Teacher,

ICT has a growing importance in educational settings, and WebQuests are ideal for developing many skills included in the Basic Competences list. This is why we are proud to share these WebQuests with you. Keep in mind the Student’s WebQuests can be downloaded onto their computers and the Teacher’s Notes can be printed.

Please note that the websites provided were last accessed when this material was produced. We have chosen websites likely to be relatively permanent, but even so we recommend you check the websites are running before using them in class.

We hope you and your students enjoy working with these WebQuests.

Best regards,The Richmond Publishing Team

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Introduction to WebQuests

What is a WebQuest? A WebQuest is a task students complete about a

particular topic using the internet links provided. The objective of a WebQuest is to give students exposure to the language as it is used by native speakers through a series of internet based tasks. Through WebQuests students learn how to find information, using what they perceive as correct after contrasting what they have found in several websites and disregarding what may be false or not accurate.

Webquests are a fun way to promote interaction among students, to solve problems and most importantly, engage students in their own learning. Also, as students are provided with direct access to the websites, they do not waste time surfing an endless number of websites where the information may or may not be contained.

In order to complete WebQuests, follow these steps:

Pre-activity: this introduces the topic to students by reviewing their previous knowledge on a particular area and presents some of the vocabulary they may find while completing the task.

Introduction: this provides the background information needed to set the student on the topic to be developed.

Task: this states what the students are required to do. A set of questions to be answered or a project to be done are the most common type of tasks.

Process: this is a step-by-step description of the task to be completed with a set number of websites.

Evaluation: this provides students with the opportunity to reflect on their own learning process and set new goals in future projects.

Conclusion: this summarises what students have achieved after completing their WebQuest.

How to use WebQuests?If you are not familiar with WebQuests, you may

want to access this website http://webquest.org/index.php where you will find further information and a wide variety of WebQuests on different topics.

There are some easy steps to follow when doing WebQuests in your class:• First, choose a WebQuest from the ones provided

in Digital CLIL. Remember to check all the websites before using the WebQuest with your class and make sure they are available, as website content can change.

• Digital CLIL is material divided into terms, each one about a particular topic or area. A Fact sheet, two worksheets and a WebQuest is provided for each term. We recommend you use the WebQuests once students have completed both worksheets so that they are familiar with the vocabulary.

• Check the Presentation Tips and Helpful Links page in the corresponding WebQuest and review with your students the presentation skills and tools they will need.

• Follow the steps on the Task and Process sections on the WebQuest and make sure students understand what they have to do.

• Let students complete the Fact Worksheet included in the WebQuest surfing the websites provided.

• Remember that in the WebQuest Teacher’s Notes you will find further activities that you can do with your class before, during and after each WebQuest. These activities will help students consolidate their knowledge on the topic and the vocabulary.

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Destination Earth!Programación

WebQuest curricular competencesRD1631/2006

Science• Block2.The Earth and the Universe: Planet Earth.

Natural phenomena related to the movement of stars: seasons, day and night, eclipses.

WebQuest assessment criteriaRD1631/2006

• 1. Interpretation of some natural phenomena making simple representations of the Solar System and the movements of the Earth.

• 2.Description of some of the scientific findings and procedures which have made it possible to know more about our planet and its importance in the Universe.

Materials needed• Digital whiteboard • Computers for students (at least one for every

three students)• Printer• Paper

Pre-WebQuest ActivityWarmer

Draw a picture of the Solar System on the board. Elicit the names of the planets. Ask students if they can write the names of the planets in the order they follow beginning from the Sun. Then correct the activity with the whole group.

Answers: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.

Timing and interaction: Whole group. 5 min.

PresentationRead the Fact sheet from term 1 with the students.

Tell them that in this WebQuest they are going to learn more about the Earth. Then tell students that they are going to participate in a contest. Divide the class into three or four groups. Each group should have a speaker. Tell each group to write five questions about what they have learned about the Earth.

Timing and interaction: Whole group. 10-15 min.

PracticeTell the three or four speakers to come to the

front of the class with the five questions their groups have written. Explain that each speaker will ask a question to another group and they have to answer in one minute. Assign a point for each correct answer.

Timing and interaction: Groups. 15 min.

ProductionTell the class that they are going to begin a

WebQuest. Ask students if they can think of any doubts or suggestions before starting their WebQuest.


IntroductionPresentation

You are part of a team of alien scientists from the planet Zoob. Two months ago your team discovered a new planet, the Earth. The government of Zoob wants to send an expedition to Earth but before that, they need some information about the new planet. Your team must find the information about the Earth and write a report.

PracticeAt the same time as you put the WebQuest

on the digital whiteboard, the students open their WebQuest in their computers by clicking on Destination Earth! WebQuest. Present the Introduction and then ask them to read it individually.

Timing and interaction: Individually. 5-10 min.

Diagnostic testing and revisionCheck to make sure students have understood

any new vocabulary. Remind the class to use the online dictionary at http://dictionary.reference.com/.

Timing and interaction: Individually / pairs. 10-20 min.

Teacher’s Notes, WebQuest, Term 1

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TaskPresentation

To complete your task follow these two steps:1 Work in research teams of five. Browse the

internet and do research on planet Earth:• composition of the Earth• the atmosphere• water (the hydrosphere)• day length and seasons

2 Then make a PowerPoint presentation with the information. Don’t forget to include lots of pictures, diagrams and photographs.

Good luck!

PracticeRead over the Task with the class. Check for

comprehension. Point out that there will be an oral presentation of each WebQuest.


ProcessPresentation

1 Create research teams of five members.2 Print the WebQuest Checklist and check that

you do the WebQuest correctly.3 Look at the Evaluation Sheet to check the

evaluation points.4 Print the Earth Fact Worksheet. Visit the websites

on the Sources page to find the information you need to complete it. The team do question 1 together, then each team member researches one other question.

5 Look at the Presentation Tips page for some helpful suggestions.

6 Use the information on the Earth Fact Worksheet and some photographs to prepare your Power-Point presentation. Create the following slides:• Title page (invent a name)• Your names • Five more slides (one by each member of your

team)

ProductionGo over the instructions with the class for

comprehension. Follow the steps and use the links provided. Make sure that the students use their checklists.

Timing and interaction: Whole group. Two 50 min. periods.

EvaluationEvaluationDuring the process:• Talk through each section in the Evaluation

Sheet with the class for comprehension. Tell them that they should keep this criteria in mind when working on their task.

After each presentation:• Have the students print out as many copies

of the Evaluation Sheet as there are teams. Tell them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each member of the team and to be as objective and fair as possible when marking.Timing and interaction: Whole group. 15-20

min.

ConclusionPresentation

Congratulations!The government of Zoob is happy with your

research. Now the government is organizing a trip to planet Earth. You and your team are part of that expedition. Are you ready? Pack your suitcases!

Diagnostic testing and revisionAsk each group to present their project to

the rest of the class. Get their feedback on their first WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of the Earth by

talking, recording information, and collecting information about it

• use media and technology to create and present information

• communicate the results of research and inquiry in an appropriate format


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• learn about the spheres of the Earth, the different forms of water that you can find on the Earth, the types of gases in the Earth’s atmosphere, the layers of the Earth and what an equinox is

• make simple inferences based on observations• use online resources to find information about

the Earth• process information from more than one source

to retell what has been discovered• integrate text and visual images to create a

meaningful message• follow a sequence of steps to perform a task using

information technology tools • use information technology tools to organize

information• understand that information can come in different

forms such as picture files or CD-ROMs and know where to locate the resources

• use vocabulary related to the Earth• use complete sentences in documenting research • demonstrate a willingness to work cooperatively

when using information technology tools• use information technology tools in a variety of

ways to create new meaning• create a multimedia presentation (PowerPoint) to

demonstrate their learning.


Earth Fact Worksheet Answer Key

Use the internet to find the information to answer these questions:

1 What is the Earth? Say where it is in the Solar System and give a brief description. Earth is the third planet from the Sun. It is between Venus and Mars. Millions of animals and plants live on Earth. It is about 4.6 billion years old. 70% of its surface is covered in liquid water.

2 List the four spheres of the Earth. What is each sphere made of?a. The lithosphere: it is the rocky crust which covers the entire planet.b. The hydrosphere: water.c. The biosphere: living organisms.d. The atmosphere: air.

3 Where can we find water on Earth (e.g. rivers)? What form of water is in each place?Liquid water: oceans, seas, rivers, lakes, ponds and ground water.Solid water: glaciers and ice caps. Water as gas: clouds.

4 What gases are in the Earth’s atmosphere? What are the percentages of each gas?Nitrogen (78.1%), oxygen (20.9%), argon (0.9%), carbon dioxide (0.035%), water vapor, and other gases.

5 Draw a labelled diagram of the layers of the Earth. What is each layer made of?Students’ own answers Sample diagram: http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Inside.shtml

Core: iron and nickel.Mantle: silicon, oxygen, magnesium, iron, aluminum, and calcium.Crust: water, basalt and granite.

6 What is an equinox? You can use diagrams to help to explain.Students’ own answers

larynx

trachea

phrarynx

bronchi

bronchioles


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Further Activities1. Have the students show each other

photographs of the Earth and comment on anything they can say about the Earth (the country where they live, continents, rivers, countries, etc.)

Timing and interaction: Pairs / small groups. 20-25 min.

2. Divide the class into groups and have them do an oral presentation along with the PowerPoint presentation. They have to decide how to do the presentation and choose a speaker to present the information to the rest of the class. Vote to see which group did the best presentation.

Timing and interaction: Groups. 25-45 min.

3. Divide the class into four groups and assign a season to each one. They have to write a weather forecast for their season and advise people on the type of clothes they have to wear. They also have to advise people what to keep in mind if they have to travel with the weather conditions they are forecasting. Ask students to present their forecast and advice to the rest of the class.

Timing and interaction: Groups. 50 min.

4. Students make a model of the Solar System with plasticine, paper, plastic balls, etc. Make an exhibition in the class and vote for the best model of the Solar System. Timing and interaction: Whole group. 50 min.

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Seeing the Future!Programación


Literature• Block 3. Literature education: Students read

information about age appropriate books and comment on the information included in them. Students produce their own text using the information they have learned from the commented books in the webquest.


Literature• Block 4. Students write, present and summarise

their ideas in a Powerpoint presentation. They organise their ideas using grammar and spelling rules. They also organise the contents in their presentations and revise their work.




Find some photos of famous tourist attractions and show them to the students. Elicit the names of each tourist attraction and the country where it is located.


PresentationPlay a miming game. Tell one student to come to

the front of the class. They have to mime something they would take to on a trip. The rest of the class has to guess what it is. Make a list of the objects on the board.


PracticeAsk the students to copy the list on the board on a

piece of paper. Tell students to think of a place they

would like to visit and tick those things on the list which could be useful. Tell students to add more things to the list. Then ask some volunteers to read their list. Finally, vote for that object they think would be the most useful to take to on a trip.

Timing and interaction: Groups. 10-15 min.


WebQuest. Make sure you have gone over the points in How to use WebQuests? and clarify any doubt students may have.



Jules Verne is an author from the nineteenth century. In his books he writes about the future. Some of his predictions are correct and some are not. Your task is to decide if he is right or wrong in four of his most famous books: A Journey to the Centre of the Earth; From the Earth to the Moon; Twenty Thousand Leagues under the Sea; and Around the World in Eighty Days.


on the digital whiteboard, the students open their WebQuest in their computers by clicking on Seeing the Future WebQuest. Present the Introduction and then ask them to read it individually.






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TaskPresentation

To complete your task follow these two steps:1 Work in teams of four. Browse the internet and

do research on the themes of Jules Verne’s novels:• A Journey to the Centre of the Earth• From the Earth to the Moon• Twenty Thousand Leages under the Sea• Around the World in Eighty days



comprehension. Timing and interaction: Whole group. 5-10 min.

ProcessPresentation

1 Create research teams of four members.2 Print the WebQuest Checklist and check that

you do the WebQuest correctly.3 Look at the Evaluation Sheet to check the

evaluation points.4 Print the Jules Verne Fact Sheet. Complete part

1 of the fact worksheet. Visit the websites on the Sources page to find the information to complete part 2.


6 Use the information on the Jules Verne Fact Worksheet and the photography links to prepare your PowerPoint presentation. Create the following slides:• Title page (invent a name)• Your names • Four more slides (one by each member of

your team)• Remember to include photographs, pictures

and diagrams.


comprehension. Have the class follow the steps and use the links provided making sure the class uses their checklists. Explain to them that each member of their team is responsible for presenting their own share of the work.






min.


Congratulations!Now you know a lot about Jules Verne books.

Jules Verne made a lot of predictions but he was also wrong sometimes. Continue reading Jules Verne books. You can discover many interesting things.

Diagnostic testing and revisionAsk the class for feedback on their WebQuest

experience and congratulate them on a job well done!

They have been able to:• demonstrate their knowledge of Jules Verne

books by talking, recording information, and collecting information about them




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• make simple inferences based on observations• use online resources to find information about a

Jules Verne book• process information from more than one source






• use vocabulary related to inventions and travelling• use complete sentences in documenting research • demonstrate a willingness to work cooperatively


ways to create new meaning• create a multimedia presentation (PowerPoint) to



Seeing the Future! Fact Worksheet Answer Key


Part 1

1 Read the title of your book. Write your ideas about how to make the journey in your book. You can draw pictures or diagrams to illustrate your ideas. Students’ own answers

Part 2

Use the internet to find the information to answer these questions about your book:

2 What invention or discovery does Jules Verne predict?JourneytotheCentreoftheEarth: Earth craft, living organismsFrom the Earth to the Moon: columbiad, spaceship

TwentyThousandLeaguesundertheSea: submarineAroundtheWorldinEightyDays: none

3 What does Jules Verne predict correctly?JourneytotheCentreoftheEarth: noneFromtheEarthtotheMoon: Similarities to the Apollo program. Some of his calculations were very close to reality. Weightlessness.TwentyThousandLeaguesundertheSea: submarinesAround the World in Eighty Days: Two women in 1889 proved that it was possible to travel around the world in 72 days! So Jules Verne was right about his prediction.

4 What does Jules Verne not predict correctly?Journey to the Centre of the Earth: The Earth’s crust is too thick to be easily drilled. Types of living organisms at the interior of the Earth.From the Earth to theMoon: Impossible for a man to reach space with the cannon requirements he predicted. TwentyThousandLeaguesundertheSea: problems of water pressure for a submarine and human beings. AroundtheWorldinEightyDays:none

5 Are any of the things in his book impossible? Why?Students’ own answers

6 Compare Jules Verne’s ideas to make the journey with your own ideas in part 1. Are there any similarities? Are there any differences?Students’ own answers

Further Activities1. Have the students write a short review of

the book they had to research. They have to say if they recommend it and why.


2. Have some students come to the front of the class and draw a famous tourist attraction. The rest of the class has to guess what tourist attraction it is.

larynx

trachea

phrarynx

bronchi

bronchioles


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3. Divide the class into groups of two or three students and have them do a role play. They have to imagine they want to travel to one of the destinations in one of Jules Verne’s books. They have to go to a travel agency and ask for information about the journey.

Timing and interaction: Small groups. 25-45 min.

4. Divide the class into groups and assign a book to each one. Ask them to design a cover for that book.

Timing and interaction: Small groups. 50 min.

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Meet the Ancestors!Programación


History• Block5.Prehistoric Society, the Cradle of Civilization

and Classical Civilization: Hunters and gatherers. Changes during the Neolithic revolution. Important aspects in Prehistory.


History• Block6. Students identify the main features of life in

Prehistory and create a poster with all the information found. Students use vocabulary and language appropriate to the topic.




Bring some photos of objects from Prehistory. Elicit the name of the period of Prehistory they come from.


PresentationPlay a drawing game. Tell one student to come to

the front of the class. They have to mime life in a period in Prehistory. The rest of the class has to guess which period it is.


PracticeWrite five words related to Prehistory on the

board. Ask students to use those words to write a paragraph about Prehistory. Then ask volunteers to read their texts to the rest of the class.






It is the year 2040. With Professor Chronos’ new invention, the time machine, people can travel to any time in the past. You work in a travel agency. Your travel agency specialises in tours of the past. Tourists can visit the past and stay with a typical family. You have to produce posters to tell customers about Britain in the Palaeolithic, the Neolithic and the Bronze Age. The past has to appear attractive as a destination, but you have to be honest about possible dangers or discomforts.


on the digital whiteboard, the students open their WebQuest in their computers and click on Meet the Ancestors! WebQuest. Present the Introduction and then ask them to read it individually.






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TaskPresentation

To complete your task follow these two steps:1 Work in research teams of three. Browse the

internet and do research on:• the Palaeolithic Age• the Neolithic Age• the Bronze Age• Then make three posters with the information.

The poster should include information on: - accommodation (for example, caves) - food - activities - customs and culture of the people - souvenirs

2 Try to make your period as attractive as possible to clients. Remember, you want to sell holidays!

3 Don’t forget to include lots of pictures, diagrams and photographs.


comprehension. Timing and interaction: Whole group. 5-10 min.

ProcessPresentation

1 Create research teams of three members.2 Print the WebQuest Checklist to make sure that

you do the WebQuest correctly.3 Look at the Evaluation Sheet to see what is

expected of you.4 Print the Meet the Ancestors! Fact Worksheet.

Visit the websites on the Sources page to find the information you need to complete it.


6 Use the information in the Meet the Ancestors! Fact Worksheet to prepare your posters. Create three posters (one by each member of your team).

Remember to include photographs, pictures and diagrams.


comprehension. Have the class follow the steps and use the links provided making sure the class uses their checklists. Explain to them that each member

of their team is responsible for presenting their own share of the work.






min.


Congratulations!Your poster is a success. A lot of people now

want to travel to the past to Prehistory in Britain and discover life at that time. Now you are really busy and have to prepare a lot of journeys to the past.



They have been able to:• demonstrate their knowledge of Prehistory

in Britain, recording information, and collecting information about it

• use posters to present information


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Prehistory in Britain• process information from more than one source






• use vocabulary related to life, culture and society in Prehistory

• use complete sentences in documenting research • demonstrate a willingness to work cooperatively


ways to create new meaning• create a poster to demonstrate their learning.


Meet the Ancestors! Fact Worksheet Answer Key


1 Draw a picture of a typical family the tourists can stay with and the clothes they wear. Students’ own answers

2a Where can tourists stay? Describe a typical place where people live.PalaeolithicAge:Caves, huts.Neolithic Age: Farmsteads. Stone was used to make furniture.BronzeAge:Cities. The places where people used to live consisted of two houses, a living house and an out-house for cooking.

b Draw a picture of a typical place where tourists can stay. Label things of interest.Students’ own answers

3 What food can tourists eat? Describe a typical dinner menu.Palaeolithic Age: Meet, fish, fruit, vegetables, insects, legumes.NeolithicAge:Cereals, wheat, barley. They ate animals, birds and fish.BronzeAge:Meet, fish, fruit.

4 What outdoor activities can tourists do?PalaeolithicAge:Hunting, gathering.NeolithicAge:Hunting, fishing, agriculture, gathering, monument building.Bronze Age: craft, trade, agriculture, cremation of the dead, monument building.

5 What cultural activities can tourists enjoy?Palaeolithic Age: Burial rituals, animal worship.Neolithic Age: Burial rituals; people gathered to socialize, to meet partners, etc.BronzeAge:Burial rituals, textile production.

6 Name five souvenirs tourists can bring home.Palaeolithic Age: sharpened stone, bow and arrow, harpoon, club, needle.NeolithicAge:plough, weapon, chisel, hoe, loom.Bronze Age: pottery, shaped blade, spearhead, sword, dagger.

Further Activities1. Have the students write an essay about

life in a period of Prehistory. They have to say if they like life in that period.


2. Have some students come to the front of the class and write a sentence about Prehistory. It could be a true or a false sentence. The rest of the class has to guess if it’s true or false.


3. Allow some time for students to explore the website on the Source page and get further information about Prehistory. Then ask some volunteers to share with


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the rest of the class something that they find surprising, interesting or fun about Prehistory.

Timing and interaction: Individually / pairs. 30 min.

4. Ask students to bring the materials they may need for this activity from home (plasticine, cardboard, glue, etc.) Divide the class into groups and assign a period of Prehistory to each one. Tell them to make a model of their period using plasticine, for instance. They have to model how people lived at that time, what they ate, etc.



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Energy for LifeProgramación

WebQuest curricular competencesRD1631/2006Science

• Block 5. Life in Action: Nutrition: acquisition and use of matter and energy by living organisms.


• 1. Use the concept of energy to explain how food is transformed into energy for human beings.

• 6. Interpretation of specific aspects related to life functions in living organisms. Verification of how nutrition can have a positive or negative effect on our lives.

Materials needed• Digital whiteboard• Computers for students (at least one for every



Begin the activity by showing photos of different types of food. Elicit the names of the different types of food. Ask students if they have had any of those foods that day. When do they usually have them?


PresentationTell students that there are healthy foods and

foods which are not that healthy. Check the different types of foods from the previous activity and ask students to write down the names of all of them on a piece of paper. Tell them to make two lists: one with healthy foods and another list with the types of food which are not that healthy. They have to work on their own lists individually and then check what they have written with a partner. Are they similar?

Timing and interaction: Pairs. 10-15 min.

PracticeTell students that there are different types of

food and they are classified according to a pyramid

structure. Find a food pyramid photo on the internet or use the one on the Task section on the WebQuest and show it to students. Explain that the pyramid helps you to know the amount of servings people should have of each type of food per day. At the bottom of the pyramid you can find cereal, bread, pasta and rice (6 servings per day) and then there is the vegetable and fruit group (3 servings of vegetables and 2 servings of fruit). In the third section of the pyramid you can find two groups: the milk, yogurt and cheese group (3 servings) and the meat, poultry, fish, nut and dry beans (2 servings). Finally you can find fats, oils and sweets (eat occasionally). Ask students to draw a similar food pyramid on a piece of paper and classify the different foods you can find in the photos you showed them.

Timing and interaction: Pairs / groups. 15-25 min.





Your Ministry of Health has asked you to produce a website about food and energy. The purpose of the website is to give information and advice about nutrition to secondary school students.

PracticeAt the same time as you put the Webquest

on the digital whiteboard, the students open their WebQuest in their computers by clicking on Energy for Life WebQuest. Present the Introduction and then ask them to read it individually.



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Diagnostic testing and revisionCheck to make sure students have understood any

new vocabulary. Remind the class to use the online dictionary at http://dictionary.reference.com/.


TaskPresentation

To complete your task follow these two steps:1 Work in research teams of five. Browse the

internet and research food and energy:• where the energy in food comes from• energy contents of different types of food• how our bodies use energy from food

2 Then make a website presentation with the information. Don’t forget to include lots of pictures, diagrams and photographs.


comprehension.Timing and interaction: Whole group. 5-10 min.

ProcessPresentation

1 Create research teams of five members.2 Print the WebQuest Checklist to make sure that


expected of you.4 Print the Energy for Life Fact Worksheet. Visit the

websites on the Sources to find the information you need to complete the worksheet. The team do question 1 together, then each team member researches one other question.


6 Use the information on the Energy for Life Fact Worksheet and the photography links to prepare your website. Create the following slides:• Home page (invent a name), including your

names• Five more pages (one for each member of

your team)Remember to include photographs, pictures and

diagrams.

Production

Revise the instructions with the class for comprehension. Follow the steps and use the links provided. Make sure that the students use their checklists.


EvaluationEvaluation

During the process:• Explain each section of the Evaluation Sheet

with the class for comprehension. Tell them that they should keep this criteria in mind when working on their task.

After each presentation:• Ask the students to print out as many copies


min.


Congratulations!Your Ministry of Health is really happy with

your work. A lot of people are visiting your website and it has been rated as one of the top websites on the internet in your country.

Diagnostic testing and revision

Ask each group to present their project to the rest of the class. Get their feedback on their first WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:

• demonstrate their knowledge of the different


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types of foods by talking, recording information, and collecting information about them



• learn about where the energy in food comes from, how the energy becomes part of food, what the energy from food is used for in the human body and the energy available in each type of food.


energy in food and the different types of food• process information from more than one source

to retell what has been discovered• integrate text and visual images to create a clear

message• follow a sequence of steps to perform a task using

information technology tools• use information technology tools to organise

information• understand that information can come in

different forms such as picture files or CD-ROMs and know where to locate the resources

• use vocabulary related to energy and food• use complete sentences in documenting research• demonstrate a willingness to work cooperatively


ways to transmit meaning clearly• create a website presentation to demonstrate

what they have learned.


Energy for Life Fact Worksheet Answer Key


1 Where does the energy in food come from? How does this energy become part of food?Plants obtain light energy from the sun. Plants process the energy from the sunlight through a process called photosynthesis.

2 What is the energy from food used for in the human body?To do exercise or any kind of activity. We also need energy when we are sleeping.To help our body keep warm.To pump blood around our body.To help us grow and repair our body.

3 Write the names of five foods that contain a lot of energy and five foods that contain very little energy.A lot of energy:

1 chocolate cake2 fried rice3 fish and chips4 hamburger5 doughnut

Very little energy:1 orange juice2 orange3 spinach4 apple5 boiled egg

4 A friend is an athlete and she needs lots of energy. Write a breakfast, lunch and dinner menu for her.Students’ own answersPossible answers:Breakfast: milk, fruit, bread and jamLunch: spaghetti bolognese, steak and fruitDinner: fish, salad and yogurt

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5 A friend is allergic to dairy products. Write a breakfast, lunch and dinner menu to help him.Students’ own answersPossible answers:Breakfast: soya milk, cereal and fruitLunch: fish, rice, green beans and orange juiceDinner: salad and fruit

Further Activities1. Students, in pairs, write a recipe in English.

Then tell them to rate the recipe. Who should eat that food, an athlete or someone on a diet?


2. Divide the class into small groups. Tell them to prepare a short presentation about the type of foods children should eat and why they think those are the most appropriate foods.


3. Divide the class into four groups. Ask them to design a poster to encourage people to eat more fruit and vegetables. Tell them to design a catchy slogan.


4. Divide the class into two groups and let them to discuss why it is important to have a healthy diet. They should describe the difference between the diet of an athlete, a person with a food allergy and a sick person. Why do they think some people are so worried about having a healthy diet? Are there any factors in society which make us follow a specific type of diet? Are they familiar with any type of illnesses associated with nutrition?



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Changing the WorldProgramación


Language and literature• Block 2. Comprehension of written texts:

Comprehension of texts written for academic purposes like encyclopaedias and educational websites.

• Block 3. Development of autonomous reading and interest in literature as a source of entertainment and knowledge from other worlds and cultures.

Science• Block 1. Interpretation of scientific information and

use of this information to shape their own opinion.• Block 2. Matter and energy.• Block 3. Light.

Social science• Block 1. Localisation in time and space of historical

periods and facts.• Block 3. Preindustrial societies. American

colonisation.

Music• Block 4. Use different resources to find information

about music composers.

Citizenship• Block 5. Citizenship in an international world.


Language and literature• 2. Write texts organising ideas clearly, using

grammar and spelling rules and acknowledging the importance of planning and revising the final text.

Science• 1. Use of the concept of energy to explain its

role in the transformations happening in our environment.

• 3. Explanation of natural phenomena related to light.

Social science• 6. Recognize the most important facts about the

Spanish colonisation of the Americas.

• 8. Write an essay describing some facts about different types of resources.

Music• 3. Express their personal opinion about

music.

Materials needed• Digital whiteboard• Computers for students (at least one for

every three students)• Printer• Paper


Find some photos of famous people who have and have not contributed something important to the world. Begin the activity by showing the photos. Elicit the names of those people. Do students know them? Why are they famous? Do they have anything in common?


PresentationTell students to look at the photos you brought

and find some people who have contributed something important to the world. Then ask students to say in which field those people succeeded. Tell students to make lists with all these people and add one or two more names of important people in each field.


PracticeDivide the students into several groups

and ask them to choose a speaker for their groups. Tell them that they have to prepare an election campaign. They have to write a list of proposals to improve life in their country. When they have prepared their lists, the speaker has to come to the front of the class and present their programme. The rest of the students can ask any questions about the speaker’s programme. Once all the presentations are done, ask students to vote


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for the best president. Remind students that they cannot vote for themselves.






The town council of Bigton wants to put three new statues in the main square of their town. The statues have to be of famous and important people. These people are important because their actions changed the world. You have to choose the final three from a list of nine candidates. Your task is to present your three candidates and justify your choices.

PracticeAt the same time as you put the webquest on the

digital whiteboard, the students open their WebQuest in their computers by clicking on Changing the World WebQuest. Present the Introduction and then ask them to read it individually.


Diagnostic testing and revisionCheck to make sure students have understood any

new vocabulary. Remind the class to use the online dictionary at http://dictionary.reference.com/.


TaskPresentation

To complete your task follow these two steps:1 Work in teams of three. Browse the internet and

do research on three of these nine people:• William Shakespeare• Marie Curie• Alexander Fleming• Wolfgang Amadeus Mozart• Margaret Thatcher• Isaac Newton• Mahatma Gandhi• Florence Nightingale• Christopher Columbus

Then make a PowerPoint presentation with the information. Don’t forget to include lots of pictures and photographs.


comprehension.Timing and interaction: Whole group. 5-10

min.

ProcessPresentation

1 Create research teams of three members.2 Print the WebQuest Checklist to make sure

that you do the WebQuest correctly.3 Look at the Evaluation Sheet to see what is

expected of you.4 Print the Changing the World Fact

Worksheet. Visit the websites on the Sources page to find the information you need to complete the Worksheet.


6 Use the information on the Changing the World Fact Worksheet to prepare your website. Create the following slides:

• Title page (invent a name)• Your names• Three more slides

Remember to include photographs and pictures.

ProductionRevise the instructions with the class for



EvaluationEvaluationDuring the process:• Explain each section in the Evaluation Sheet




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of the Evaluation Sheet as there are teams. Tell them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each team member and to be as objective and fair as possible when marking.Timing and interaction: Whole group. 15-20 min.


Congratulations!The town council of Bigton has accepted your

three candidates and their statues are going to be put in the main square of the town.

Diagnostic testing and revisionAsk different students to read out each slide. Get

their feedback on their WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of different people

who contributed towards change by talking, recording information and collecting information about them



• learn facts about the person they chose and explain why the world today is different because of their actions


some important people• process information from more than one source






• use vocabulary related to music, politics, history and science

• use complete sentences in documenting research

• demonstrate a willingness to work cooperatively when using information technology tools

• use information technology tools in a variety of ways to create a clear message

• create a PowerPoint presentation to demonstrate what they have learned.Timing and interaction: Whole group. 10-15

min.

Changing the World Fact Worksheet Answer Key


Person chosen: Wolfgang Amadeus Mozart

1 Complete the following information about the person you have chosen.Full name: Wolfgang Amadeus MozartDate of birth: 27 January 1756Date of death: 5 December 1791Nationality: AustrianProfession: ComposerInvention, discovery or innovation: A child prodigy who wrote his first symphony when he was eight. As an adult he composed over 600 works. He influenced western music.

2 Write a short biography of your person.Student’s own answers Sample answer:Wolfgang Amadeus Mozart was an Austrian composer. He was born in 1791. When he was eight years old, he wrote his first symphony. His father taught him how to play the harpsichord, the organ and the violin. His father travelled with him to develop Mozart’s musical gift. These trips exposed Mozart to a variety of musical genres. He was a court


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musician in Salzburg when he was 17. But he wasn’t satisfied and decided to find something better. He went to live in Vienna and became famous. However, he had little financial security. He died when he was 35 and there’s mystery surrounding his death.

3 How is the world today different because of your person?Student’s own answers Sample answer:Mozart wrote many different genres of music like operas and symphonies. He wrote a lot of religious music and developed the piano concerto. He influenced western art music. Mozart influenced many composers like Beethoven. Some of Beethoven’s works are comparable to Mozart’s pieces of music.

Person chosen: Margaret Thatcher

1 Complete the following information about the person you have chosen.Full name: Margaret Hilda ThatcherDate of birth: 13 October 1925Date of death: ---Nationality: BritishProfession: Prime Minister of the United Kingdom / politicianInvention, discovery or innovation: She improved the economy of the UK.

2 Write a short biography of your person.Student’s own answers Sample answer:Margaret Thatcher was born on 13 October 1925. She studied Chemistry at Oxford University. She was the first woman to become a prime minister in the UK and also the first person to be in office for eleven years. She became a Conservative member of parliament in 1959 and became prime minister in 1979. She privatised state-owned industries. She reformed trade unions, lowered taxes and reduced social expenditure. However, unemployment was a major problem. In foreign affairs, she had a close relationship with Ronald Reagan, the president of the USA. Both Thatcher and Reagan mistrusted communism. The Soviets called her the “Iron Lady”. In 1990 she resigned as prime minister.

3 How is the world today different because of your person?Student’s own answers Sample answer:She privatised state-owned industries. She reformed trade unions, lowered taxes and reduced social expenditure. Consequently, the British economy improved when she was prime minister and the UK became a world leader country.

Person chosen: Isaac Newton

1 Complete the following information about the person you have chosen.Full name: Isaac NewtonDate of birth: 4 January 1643Date of death: 31 March 1727Nationality: BritishProfession: Physicist and mathematicianInvention, discovery or innovation: Universal gravitation and the three laws of motion

2 Write a short biography of your person.Student’s own answers Sample answer:Isaac Newton was born on 4 January 1643. He was a British physicist and mathematician. He studied at Cambridge University. At Cambridge he became interested in physics, mathematics, optics and astronomy. Then he became a professor of mathematics and did some experiments on the composition of light. In 1687 he published his book Philosophiae Naturalis Principia Mathematica. This book was about gravity. He became president of the Royal Society in 1703. Newton died in 1705.

3 How is the world today different because of your person?Student’s own answers Sample answer:Newton used mathematics to explain the universe. He wrote the book Philosophiae Naturalis Principia Mathematica. This book is very important in the history of science. This book describes universal gravitation. The laws of motion also appear in this book.


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For three centuries after Newton’s discovery, these laws were very important. Newton also built the first reflecting telescope and studied the decomposition of light. Newton’s work changed people’s idea about the universe. Newton also studied the sun’s gravity and its relation to the planets.

Person chosen: Mahatma Gandhi

1 Complete the following information about the person you have chosen.Full name: Mohandas Karamchand GandhiDate of birth: 2 October 1869Date of death: 30 January 1948Nationality: IndianProfession: Lawyer and politicianInvention, discovery or innovation: He promoted non-violence and justice.

2 Write a short biography of your person.Student’s own answers Sample answer:Mahatma Gandhi was born on 2 October 1869. He studied Law in London. When he finished his studies, he returned to India and started to work as a lawyer. Then he went to South Africa. In South Africa Indians were not treated well. Gandhi didn’t like it and participated in several protests and went to prison several times. Gandhi returned to India and became very important in Indian politics. Later he decided to leave politics and work to improve Hindu-Muslim relations. Gandhi worked to make India independent from Britain and in 1947 India became an independent country. In 1948 a Hindu fanatic assassinated Gandhi because, for Gandhi, Muslims and Hindus had equal value.

3 How is the world today different because of your person?Student’s own answers Sample answer:Gandhi’s work was very important in Indian politics. Gandhi believed that it was possible to achieve things in a peaceful way. He transformed the Indian National Congress and started a peaceful programme to boycott British institutions. He worked to improve Hindu-Muslim relations. Unfortunately, this was the reason for

his assassination. Thanks to Gandhi’s work, India became an independent country.

Person chosen: Florence Nightingale

1 Complete the following information about the person you have chosen.Full name: Florence NightingaleDate of birth: 12 May 1820Date of death: 13 August 1910Nationality: BritishProfession: NurseInvention, discovery or innovation: She improved nursing practices.

2 Write a short biography of your person.Student’s own answers Sample answer:Florence Nightingale was born on 12 May 1820 in Italy. Her father was very wealthy. She didn’t want to follow a wealthy life and rejected marriage with a wealthy man. When she was 25 she decided to become a nurse. Her parents weren’t happy with her decision, but eventually accepted it. She went to Germany to train as a nurse. Then she returned to England and became matron of a hospital in London. In 1854 she travelled to Turkey to work as a nurse in the Crimean war to take care of the British soldiers. However, she sometimes took care of soldiers from the other side too. In 1860 she returned to England and established a school for nurses. Florence Nightingale died on 13 August 1910.

3 How is the world today different because of your person?

Student’s own answers Sample answer:Florence Nightingale established new nursing practices. These practices changed nursing and reduced the mortality rate. She worked to improve military health, sanitation and hospital planning. These practices are still in use today.


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Person chosen: Christopher Columbus

1 Complete the following information about the person you have chosen.

Full name: Christopher ColumbusDate of birth: Between August and October 1451Date of death: 20 May 1506Nationality: Maybe ItalianProfession: Sailor, navigator, coloniser and explorerInvention, discovery or innovation: The discovery of America

2 Write a short biography of your person.

Student’s own answers Sample answer:Christopher Columbus was a sailor, navigator, coloniser and explorer. According to some researchers, he was born in Italy in 1451. He travelled a lot when he was a teenager. Then he decided to travel to the Indies and tried to find a sponsor. Eventually King Ferdinand and Queen Isabelle agreed to sponsor him. Columbus set off with a fleet of three ships and on 12 October 1592 they landed on an island in the Bahamas archipelago. He named the place San Salvador. They thought they were in the Indies. He made more voyages, but never arrived in the Asian territories. So people started to think it was a new world. When he died in 1506, he was rich and he believed his voyages had taken him to Asia and not to a new world.

3 How is the world today different because of your person?Student’s own answers Sample answer:Christopher Columbus discovered the American continent. His voyages were made at a time of imperialism and economic competition. In the beginning, the encounters with native inhabitants were friendly. His voyages helped to increase Spanish territory, language and culture in other areas.

Further Activities1. Put the students into pairs and let them

ask and answer questions about the person they chose. They should give extra information to that included in their presentation.


2. Divide the class into small groups. Tell them to write a short biography of an imaginary character who changed the world.


3. Divide the class into four groups. Tell them to write a list of problems in the town or city where they live. Then students have to think of names of famous people they know who could solve those problems and explain why they think those people are good candidates to find a solution to the problems.


4. Divide the class into four groups. Give each group a newspaper. Ask them to find an article about a problem. They have to write the causes of that problem and what they think the consequences will be. They also have to write solutions to that problem.



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Save the World!Programación

WebQuest curricular competencesRD1631/2006Citizenship Education• Block 4. Democratic societies in the 21st century:

Responsible consumption. Consumers’ rights and obligations. The influence of advertising on society.

WebQuest assessment criteriaRD1631/2006• 7. Identify the characteristics of modern society

and develop responsible attitudes to improve the world.




Find some photos of different ads. Begin the activity by showing the photos. What are those ads advertising? Do students think publicity is good or not? Why / Why not? Do they think publicity has an effect on consumption? Do they think advertising can also contribute to responsible consumption or does it only focus on consumerism?


PresentationTell students to look at the ads you brought

in pairs. Ask them to make a list of the different products or things advertised. Then ask students to choose an ad and analyze it: what does it advertise? What elements (pictures, illustrations, message) appear on the ad? Who is targeted? What does the slogan mean? Why do they think those pictures were chosen? Does it promote consumerism?


PracticeTell students that they are going to prepare a

TV ad in pairs or groups. Their ad has to advertise

responsible consumption of something (for example, paper). They have to think of a slogan and write the text of the ad. They also have to think of the physical appearance of the people who will appear in the ad. Then students have to perform their ad in front of the class. At the end of their performance, ask students to explain why they have chosen that particular slogan, why the text of the ad describes some particular things and why the people have that particular physical appearance.






Your school has asked you to produce a poster about environmental problems. Your task is to find out about the different environmental problems that threaten the Earth and learn what actions we can take to combat them. Then put this information on a poster to make other students aware of how they can contribute to saving the planet.

PracticeAt the same time as you put the Webquest

on the digital whiteboard, the students open their WebQuest in their computers by clicking on Save the World! WebQuest. Present the Introduction and then ask them to read it individually.


Diagnostic testing and revisionCheck to make sure students have

understood any new vocabulary. Remind the class to use the online dictionary at http://dictionary.reference.com/.



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TaskPresentation

To complete your task follow these two steps:

1 Work in research teams of four. Browse the internet and research planet Earth:• solid waste• air pollution• water pollution• global warming

2 Then make a poster with the information. Include four sections — one on each problem. Don’t forget to include lots of pictures, diagrams and photographs.



ProcessPresentation

1 Create research teams of four members.2 Print the WebQuest Checklist to make sure that


expected of you.4 Print the Save the World! Fact Worksheet. Visit

the websites on the Sources page to find the information you need to complete it.


6 Use the information on the Save the World! Fact Worksheet to prepare your posters.


ProductionRead the instructions with the class for



EvaluationEvaluationDuring the process:• Explain each section in the Evaluation Sheet



of the Evaluation Sheet as there are teams. Tell them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each member of the team and to be as objective and fair as possible when marking. Timing and interaction: Whole group. 15-20 min.


Congratulations!The school chose your poster as the best one.

Your poster will decorate your school to show everyone how to save the world.

Diagnostic testing and revisionAsk the students to make a presentation

of their poster. Get their feedback on their WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of different

environmental problems in the world and the actions needed to solve them



• learn facts about different environmental problems and what the government and all citizens can do to save the world


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• learn how publicity can influence people’s actions• make simple inferences based on observations• use online resources to find information about

some important environmental problems• process information from more than one source






• use vocabulary related to publicity and the environment

• use complete sentences in documenting research• demonstrate a willingness to work cooperatively


ways to create a clear meaning• create a poster to demonstrate what they have

learned.Timing and interaction: Whole group. 10-15 min.

Save the World! Fact Worksheet Answer Key

Environmental problem: Solid wasteUse the internet to find the information to

answer these questions:

1 Describe the problem.We produce a lot of waste. Recycling is important because it’s a way to save energy and preserve the environment. If we recycle, we can transform waste into new materials and products. Recycling paper helps save natural resources like trees. Recycling is also important because there isn’t enough room to bury rubbish in landfills.

2 What are governments and companies already doing to solve the problem?Making recycling easier for citizens; using bins with microchips to charge people for the amount of non-recyclable waste produced, educating children about the importance of recycling.

3 Write five things students can do to help solve the problem at home or at school.1 Recycle metal, paper, glass, plastic and

aluminium.2 Contact the local council to get a compost

bin to recycle things like tea bags.3 Have different bins for different things,

recyclable and non recyclable, and label them.

4 Speak about the environmental problems and the importance of recycling with their families and friends. Convince them of the importance of recycling.

5 Use paper on both sides.

Environmental problem: Air pollutionUse the internet to find the information to


1 Describe the problem.Some substances are harmful for our health. When these substances get into the air, they pollute the air we breathe.


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2 What are governments and companies already doing to solve the problem?Increasing fuel efficiency (like using hybrid vehicles); using cleaner fuels; enacting laws to protect the quality of air, limiting the concentration of pollutants in the air.

3 Write five things students can do to help solve the problem at home or at school.1 Use less oil, gas or coal at home and at school.2 Use public transport.3 Walk or ride a bike.4 If you have to drive, drive slowly to use less fuel.5 If you have to buy glues or paints, make sure

they are water-based.

Environmental problem: Water pollutionUse the internet to find the information to answer

these questions:

1 Describe the problem.Water pollution happens when we drop pollutants into water. Factories and industries often pollute rivers and oceans. However, we also pollute water when the plumbing in our houses doesn’t work properly.

2 What are governments and companies already doing to solve the problem?Enacting laws against water pollution; using the ‘polluter pays’ principle (if you pollute, you have to clean it up), paying for plastic bags at the supermarket, encouraging recycling.

3 Write five things students can do to help solve the problem at home or at school.1 Turn off taps when not using them.2 Use environmentally-friendly washing powder

and toiletries.3 Have more plants in the garden. Plants can

absorb pesticides. Consequently, pesticides don’t get into rivers and oceans.

4 Don’t throw litter into rivers or oceans.5 Don’t throw paints down your toilet.

Environmental problem: Global warmingUse the internet to find the information to answer

these questions:

1 Describe the problem.Global warming is the rise in temperature on the surface of the Earth. This happens because

of the emission of pollutant gases into the atmosphere. When the temperature rises, natural disasters like hurricanes or floods happen. It can also have a negative effect on humans, animals and plants.

2 What are governments and companies already doing to solve the problem?The United Nations organised the Intergovernmental Panel on Climate Change; 154 nations signed a treaty at the Earth Summit in Rio de Janeiro in 1992 to reduce emissions. Also in 1997, 178 countries signed the Kyoto protocol with legally binding cuts in emissions.

3 Write five things students can do to help solve the problem at home or at school.1 Switch off lights when they aren’t being

used.2 Recycle glass, paper, glass, aluminium,

etc.3 Put a plastic bottle into the toilet cistern.4 Re-use plastic shopping bags.5 Use paper on both sides.


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Further Activities1. Ask the students to discuss, in pairs, the

different elements included in their posters. Do they think they are effective? What do they think should appear in a different way?


2. Divide the class into small groups. Tell students to imagine they represent different countries. They want to sign a treaty to save the world from environmental problems. They have to come to an agreement about what they can do and what they can’t do depending on the different situations in their countries.


3. Divide the class into four groups. Group them according to the environmental problem they chose for their poster. They are a group of experts on environmental problems. They are going to give a talk at your school. They have to convince the rest of the class about what should be done to save the world.


4. Tell the students to discuss, in pairs, what they would say to someone whose lifestyle isn’t environmentally friendly. For instance, imagine they see someone throwing paper in the bottle bank; How would they tell that person politely that they are not recycling in the right way? What other advice would they give that person?

Timing and interaction: Pairs. 50 min.


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People ProblemsProgramación

WebQuest curricular competencesRD1631/2006Geography• Block 4. Trends and consequences of population

movement in the world today. Analysis of the situation in Spain and Europe.


• 8. Analyse the Spanish situation as a representative example in current migratory trends. Identify the causes of migration and relate them to globalisation and economic integration. Identify the consequences for countries which host immigrants and those which lose emigrants.

• 10. Use different resources to find, relate and process information about social facts and present conclusions in an organised way using ICT.




Begin the activity by eliciting the main concepts about population (birth rate, fertility rate, death rate, working population, employed population, unemployed population, inactive population). Ask them to give a short definition of each one, or examples.


PresentationShow the students a world map or a map of their

country. Ask them to think of a place where they would like to move to. Ask them to think of the reasons why they want to migrate, why they think that particular place is a good place to go and the disadvantages of moving there.


PracticeOnce the students have completed the

previous exercise, ask some volunteers to come to the front of the class and talk about the place they would like to move to live. They also have to talk about the advantages and disadvantages of moving to that place. Allow the rest of the class to ask them any questions they want.






People in most European countries are not having enough children to maintain the population. You are an expert on European demographics. The Spanish government has asked you to produce a presentation on the problem. You also have to propose solutions to help the population grow.


on the digital whiteboard, the students open their WebQuest in their computers by clicking on People Problems WebQuest. Present the Introduction and then ask them to read it individually.






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TaskPresentation

To complete your task follow these two steps:1 Work in teams of three. Browse the internet and

research these topics:• European demographic decline• increasing the birth rate• immigration

2 Then make a PowerPoint presentation with the information. Don’t forget to include diagrams, graphs, pictures and photographs.



ProcessPresentation



expected of you.4 Print the People Problems Fact Worksheet. Visit

the websites on the Sources page to find the information you need to complete the fact worksheet.


6 Use the information on the People Problems Fact Worksheet and the photography links to prepare your PowerPoint presentation. Create the following slides:• Title page (invent a name)• Your names• Three more slides

Remember to include diagrams, graphs photographs and pictures.







of the Evaluation Sheet as there are teams. Tell them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentations. Remind them to write down the names of each member of the team and to be as objective and fair as possible when marking.Timing and interaction: Whole group. 15-20

min.


Congratulations!The Spanish government liked your

presentation a lot. Your solutions are good and they are going to implement them as soon as possible.

Diagnostic testing and revisionAsk each group to present their project to

the rest of the class. Get their feedback on their first WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of

demographics by talking, recording information and collecting information about it




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• learn about current changes in demographics, birth rates in Spain and another European country, problems of an aging population and possible solutions


demographics• process information from more than one source






• use vocabulary related to demographics• use complete sentences in documenting research• demonstrate a willingness to work cooperatively

when using information technology tools• create a multimedia presentation (PowerPoint) to



People Problems Fact Worksheet Answer Key


1 Describe current changes in the demographics of Europe.Students’ own answersSample answer: The birth rate in the European Union has decreased a lot since the 1960s. Since 2002 there has been an increase in population in some Member States. However, the current situation in most European countries is a low birth rate. Most women decide to have children when they are older – over 30 – especially in countries like Spain, Italy, Ireland, The Netherlands and Sweden. The average woman has 1.5 children in Europe.Some European countries have family-friendly policies. This has resulted into a rise in the birth rate. This happens in France and the Netherlands, for instance.

2 Draw graphs showing the birth rate (A) in your country and (B) in another European country in recent history. Then compare the graphs. Which country has got the highest birth rate?Students’ own answers

3 Give three problems that result from the aging of the population.1 Public spending increases because

governments have to pay a lot of retirement pensions.

2 Taxes have to rise because the government needs more money to pay retirement pensions.

3 Taxes will increase and this means that the economic growth of the country will be low.

4 What two principal solutions have been proposed?1 Improve family policies so that couples

have more babies.2 Employees will have to work for longer to

pay for retirement pensions.


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5 Can you identify any other possible solutions?Students’ own answers

6 What possible problems are there with the solutions to question 4?Students’ own answersSample answers:1 Improve family policies so that couples have

more babies: taxes may rise to pay for longer maternity leave, free nurseries, etc.

2 Employees will have to work longer to pay for retirement pensions: younger people may find it difficult to find a job.

Further Activities1. Have the students bring old photographs

of their families. Ask them to describe what they know about their families. How were families different years ago to families nowadays?


2. Divide the class into two groups and ask them to do a debate. The government wants to change the retirement age in their country. Ask them to discuss the pros and cons.


3. Divide the class into several groups and assign a country or area in their country to each one. They have to surf the internet and find the necessary information to calculate the birth rate, fertility rate and death rate of that place.


4. Divide the class into several groups and ask them to surf websites about immigration. Ask them to write an essay about the life of an immigrant. What type of problems do they find? How is life different in their host country? Do they miss anything from their home country?



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SmokingProgramación

WebQuest curricular competencesRD1631/2006Science• Block 5. General human body organisation:

systems, organs, tissues and cells.Health and illness. Determining factors in health. What illness is and the different types there are.Hygiene and prevention of illnesses.

WebQuest assessment criteriaRD1631/2006• 8. Be aware that health influences physical,

psychological and social aspects. The importance of a healthy lifestyle in order to prevent illnesses and improve our quality of life.




Begin the activity by eliciting different types of illnesses. What illnesses do students know about? Are any of their friends or family ill? Can they describe the illness to the class? Do they know any illnesses associated with the respiratory system?


PresentationGroup students in pairs or in small groups. Ask

them to think of any anti-smoking campaigns they can remember. Tell them to draw a poster or make a short presentation, if it was a TV campaign.


PracticeOnce the students have completed the previous

exercise, ask some volunteers to come to the front of the class and present the poster, or act out the TV advert. At the end of the presentations students vote for the best poster or TV advert.






Your school has asked you to produce a presentation about smoking for other students at your school. The purpose of the presentation is to give students information about smoking.

PracticeAt the same time as you put the WebQuest on

the digital whiteboard, the students open their WebQuest in their computers by clicking on Smoking WebQuest. Present the Introduction and then ask them to read it individually.





TaskPresentation

To complete your task follow these two steps:1 Work in research teams of four. Browse the

internet and research smoking:• smokers and smoking• smoking and health• smoking and the law• giving up smoking

2 Then make a PowerPoint presentation with the information. Don’t forget to include lots of pictures, diagrams and graphs.


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ProcessPresentation



expected of you.4 Print the Smoking Fact Worksheet. Assign each

of parts A to D to one student from the group. Visit the websites on the Sources page to find the information you need to complete it.


6 Use the information on the Smoking Fact Worksheet and the photography links to prepare your presentation. Create a presentation.

Remember to include photographs, pictures and graphs.

ProductionCheck that the students understand the

instructions. Follow the steps and use the links provided. Make sure that the students use their checklists.


EvaluationEvaluationDuring the process:• Talk through each section in the Evaluation Sheet


After each presentation:• Have the students print out as many copies of

the Evaluation Sheet as there are teams. Tell them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each team member and to

be as objective and fair as possible when marking.Timing and interaction: Whole group. 15-20

min.


Congratulations!Your school liked your presentation on

smoking a lot. Now they are going to organise a campaign against smoking and you will be in charge of the presentation.



They have been able to:• demonstrate their knowledge of

demographics by collecting information about the percentage of people who smoke



• use online resources to learn about health problems resulting from smoking, substances that provoke cancer, passive smoking, laws related to smoking and ways of giving up smoking

• process information from more than one source to retell what has been discovered

• integrate text and visual images to create a meaningful message

• follow a sequence of steps to perform a task using information technology tools

• understand that information can come in different forms such as picture files or CD-ROMs and know where to locate the resources

• use vocabulary related to smoking• demonstrate a willingness to work

cooperatively when using information technology tools

• create a multimedia presentation (PowerPoint) to demonstrate what they have learned.Timing and interaction: Whole group. 10-15

min.


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Smoking Fact Worksheet Answer Key


Part A: Smokers and smoking

1 Draw a graph. How many people smoked in the UK between 1975 and 2009?Students’ own answers

Answer: Students should draw a graph similar to the one on http://news.bbc.co.uk/2/hi/uk_news/4709394.stm

2 Do some groups of people smoke more than others? Describe the differences.There are some differences among groups of people:a. Men are more likely to smoke than women.b. Young people are more likely to smoke,

especially if they are between 20 and 24 years old. Older people are less likely to smoke.

c. Manual workers are quite likely to smoke.d. Single people are more likely to smoke than

married people.

3 a What percentage of teenagers smoke in England and Scotland?

England: 6% Scotland: 15%

b Do girls or boys smoke more? Girls smoke more than boys.

Part B: Smoking and health

4 Name five serious health problems that result from smoking.1 heart disease2 lung cancer3 emphysema4 pancreatic cancer5 chronic obstructive pulmonary disease

5 Answer the following questions about cancer and smoking.a What percentage of deaths from lung cancer

are caused by smoking?90%

b Name three other cancers linked to smoking.Breast cancer, cancer of the kidney, cancer of the throat.

c Name three substances in cigarette smoke that cause cancer.Nicotine, lead-210 and polonium-210.

6 What is passive smoking and how dangerous is it?Passive smoking is when you inhale the smoke of a cigarette someone else is smoking. People exposed to this type of smoke can develop lung cancer or heart disease. Children exposed to passive smoking can develop chest infections and babies have a greater risk of suffering from sudden infant death syndrome and ear infections. Smoking during pregnancy increases the risk of miscarriage.

Part C: Smoking and the law7 Choose three countries in the world and

describe their laws regarding smoking.Students’ own answers

8 Which country do you think has the best laws on smoking? Give reasons for your answer.Students’ own answers

Part D: Giving up smoking9 Describe three ways of giving up smoking.

1 Replace smoking with a new habit.2 Get support from family and friends or

from a stop-smoking group.3 When people quit smoking, the effects of

the lack of nicotine are strongly felt for the first two days. It’s advisable not to quit smoking gradually because these effects are prolonged.

10 What is the best way to give up smoking?Students’ own answers


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Further Activities1. Have the students bring in photographs

showing the effects of smoking. Ask them to make a poster advertising an anti-smoking campaign.


2. Play the video on the link below and elicit students’ opinions about this video. Are they familiar with any of the diseases caused by smoking? How can smoking damage our heart?

http://www.youtube.com/watch?v=pgpbeLYYEZQ&feature=related


3. Divide the class into two groups: one for and one against smoking. Ask them to find information about laws relating to smoking in their country. Tell them to discuss the law and say why they are for or against it.


4. Divide the class into several groups and ask them to find more videos about smoking on the internet. Ask them to write down the key words in the videos or any sentences or slogans they find interesting.



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DiscriminationProgramación

WebQuest curricular competencesRD1631/2006Citizenship Education• Block 2. Interpersonal relationships and

participation: Analytical thinking on the social and sexual division at work and on racist, xenophobic, anti-semite, sexist and homophobic prejudices in society.

WebQuest assessment criteriaRD1631/2006• 4. Identify the basic principles in the Universal

Declaration of Human Rights and its evolution. Identify situations where human rights are violated in the modern world and reject discrimination in all forms, especially those involving women.




Begin the activity by eliciting different types of discrimination. Ask students if they have ever felt discriminated against. Tell them to describe their experience.


PresentationTell students that as we live in society, we have

to accept that people are different. Ask them to get into pairs or small groups and write a list of differences between people of different sexes, nationalities or ages.

Timing and interaction: Pairs or groups. 10-15 min.


exercise, ask some volunteers to read their lists to the rest of the class. Ask the class which is the most common problem they have come across from the

lists. Ask them how they can find a solution to any conflict that may arise from those differences.






You work for Megabiz SA, a very large Spanish company. Your company has decided to open an office in London. Megabiz has a very strict policy on discrimination at work. Some Spanish managers are going to work in London. You have to prepare a presentation on discrimination and anti-discrimination laws in the UK.


on the digital whiteboard, the students open their WebQuest in their computers by clicking on Discrimination WebQuest. Present the Introduction and then ask them to read it individually.





TaskPresentation

To complete your task follow these two steps:


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1 Work in research teams of four. Browse the internet and research discrimination:

• racial discrimination• sex discrimination• age discrimination• disability discrimination2 Then make a PowerPoint presentation with the

information. Don’t forget to include pictures and diagrams.



ProcessPresentation



expected of you.4 Print the Discrimination Fact Worksheet. Assign

each of the four forms of discrimination to one student from the group. Visit the websites on the Sources page to find the information you need to complete it.


6 Use the information on the Discrimination Fact Worksheet and the photography links to prepare your presentation.





EvaluationEvaluationDuring the process:

• Talk through each section in the Evaluation Sheet with the class for comprehension. Tell them that they should keep this criteria in mind when working on their task.


of the Evaluation Sheet as there are teams. Tell them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each member of the team and to be as objective and fair as possible when marking. Timing and interaction: Whole group. 15-20 min.


Congratulations!Megabiz SA loved your presentation. Now

they feel they are ready to open an office in London. You did such a great job that they are going to promote you so that you will be able to help them more closely in London.


experience and congratulate them on a job well done.

They have been able to:• demonstrate their knowledge of

discrimination both in the UK and Spain by looking for information



• learn about a law in the UK to combat discrimination

• make simple inferences based on observations

• use online resources to find information about discrimination


• integrate text and visual images to create a meaningful message



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• use information technology tools to organise information


• use vocabulary related to discrimination• use complete sentences in documenting

research• demonstrate a willingness to work cooperatively

when using information technology tools• create a multimedia presentation (PowerPoint)

to demonstrate their learning.Timing and interaction: Whole group. 10-15 min.

Discrimination Fact Worksheet Answer Key

Form of discrimination: Racial discriminationUse the internet to find the information to


1 Give three examples of ways people can be discriminated against.1 When a job is only available to people

from a specific ethnic group.2 When a person is paid less money in a job

because they belong to a specific ethnic group.

3 When admission into a university isn’t possible to people from a specific ethnic group.

2 What action can a person in the UK take if they have been discriminated against? Give three examples.1 You can speak to your boss and explain

the problem.2 You can make a claim at a court.3 You can publicise your case through the

media.

3 Name and describe the function of a UK law designed to combat discrimination.Name of law: The Race Relations Act 1976It protects people from racial discrimination. It also gives you the right to go to court. It encourages public organisations to promote racial equality.

4 Under UK law is it ever acceptable to discriminate? If it is, give some examples.1 A restaurant can employ people from

a specific ethnic origin if the restaurant setting requires so. For instance, a Japanese restaurant in London can advertise the position for specifically Japanese people.

2 When people rent a house or flat, if the landlord has to share it with the tenants.

3 Some charities help people from a specific ethnic origin. In this case it’s acceptable if they hire people from a specific ethnic origin.


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5 Is discrimination also a problem in Spain? Can you think of any examples?


Form of discrimination: Sex discriminationUse the internet to find the information to answer

these questions:

1 Give three examples of ways people can be discriminated against.1 Sexual harassment2 If you are a woman, and you don’t have the

same payment or terms and conditions as men in the same position.

3 You are married.

2 What action can a person in the UK take if they have been discriminated against? Give three examples.1 Take legal action.2 Negotiate with the person or company that

discriminated against you.3 Contact the Equality and Human Rights

Commission.

3 Name and describe the function of a UK law designed to combat discrimination.Name of law: Equal Pay Act 1970This law states that people with the same type of job must be paid the same amount of money.

4 Under UK law is it ever acceptable to discriminate? If it is, give some examples.1 In residences or dormitories it’s acceptable to

accommodate people of one sex only.2 A self-defence class can restrict membership to

only women.3 In life insurances women and men have

different rates because they have different life expectancies.

5 Is discrimination also a problem in Spain? Can you think of any examples?Students’ own answers

Form of discrimination: Age discriminationUse the internet to find the information to answer these questions:

1 Give three examples of ways people can be discriminated against.

1 If you are dismissed because of your age.2 If a doctor doesn’t refer you to the

appropriate physician because of your age.3 If you are treated unfairly at work because

of your age.

2 What action can a person in the UK take if they have been discriminated against? Give three examples.1 If someone discriminates against you

because of your age, try to express your disagreement to someone in authority.

2 If you can find any evidence of age discrimination, collect the evidence.

3 Take legal action.

3 Name and describe the function of a UK law designed to combat discrimination.Name of law: The Employment Equality (Age) Regulations 2006It protects people of all ages from age discrimination if they are discriminated at work, in training or in adult education. It also protects people if they need to get a reference from a previous employer. However, the law doesn’t apply if you work for the armed forces or as an unpaid volunteer.

4 Under UK law is it ever acceptable to discriminate? If it is, give some examples.If training is required before getting the job and the person is near retirement age.


Form of discrimination: Disability discrimination


1 Give three examples of ways people can be discriminated against.1 You can be discriminated when you apply

for a job.2 You can be discriminated when you want

to join a private club.3 If people makes jokes about your disability.


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2 What action can a person in the UK take if they have been discriminated against? Give three examples.1 Contact the Equality and Human Rights

Commission. They will give you advice.2 Discuss the problem with your boss.3 Take legal action.

3 Name and describe the function of a UK law designed to combat discrimination.Name of law: The Disability Discrimination Act (DDA) 1995It protects the rights of people with disabilities at work, school, when renting, etc. It sets standards for public transport, so that it is accessible to more people. This act also provides some guidelines to make buildings accessible to disabled people.

4 Under UK law is it ever acceptable to discriminate? If it is, give some examples.1 On health safety grounds.2 If it implies spending a large amount of money.


Further Activities1. Ask students to think of different ways people

can be discriminated against at work. How do they think the managers in the company should solve the problem. Ask them to write a short paragraph with their suggestions and then present them to the whole class.


2. Ask students if they know who Martin Luther King, Jr was. Then write the following on the board: I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character. Then have a class discussion to try to explain what Martin Luther King, Jr tried to say.


3. Ask students to work individually or in pairs. They have to think of any problems there are in their city or town for people with disabilities. They have to write a list of things that would help those people. For instance, broadcast all TV programmes with subtitles for the deaf.


4. Ask students if they know what audiodescription is (audiodescription is a way of making accessible the visual image to blind people. For instance, by describing the actions in a film). Tell students that they are going to audiodescribe a scene. They have to work in small groups and perform a scene for a TV show or film. Then one person needs to describe the actions, the way people are dressed, gestures, etc. Then the rest of the class has to say if the description was appropriate for the scene. Were all the details described? Do they think blind people would have been able to follow the scene and fully understand it?

Timing and interaction: Small groups and whole group. 50 min.


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Whose Music?Programación

WebQuest curricular competencesRD1631/2006Music• Block 1. Listening to music and musical references:

Editing, selling and releasing music. New types of music distribution and the consequences for music professionals and the industry.

WebQuest assessment criteriaRD1631/2006• 1. Explain the function of music in some people’s

live and in society.




Begin the activity by asking students if they can name any of the objects their parents or grandparents used to listen to music years ago (record player, cassette player). Then ask them to name any of the objects they use to listen to music now (MP3 player, MP4 player, iPod, etc.). Ask the students to list the advantages and disadvantages of using each object.


PresentationAsk students if they have been to live concerts.

How was the experience? Then ask them if they know who is involved in organizing live concerts. Make a list on the board with their ideas.


PracticeDivide the class in two groups. One group

represents a music record company and the other a company which organizes concerts. Ask them to discuss the importance of both of them for singers and bands. Do they think artists should only record

CDs or is it also important to perform live? How do they think both industries can fight against piracy?



WebQuest and, as it is their first WebQuest, they will be doing it together as a class. Ask students if they can think of any doubts or suggestions before starting their WebQuest.



You are the manager of The Green Stuff, a new band who are about to produce their first album. The band wants to know about copyright on their work and have asked you to give them information about it.


on the digital whiteboard, the students open their WebQuest in their computers by clicking on Whose Music? WebQuest. Present the Introduction and then ask them to read it individually.





TaskPresentation

To complete your task follow these two steps:1 Work in research teams of three. Browse

the internet and research these topics:• intellectual property rights


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• music piracy• protecting artists’ rights


PracticeRead the Task with the class. Check for

comprehension. Decide with the group if they will present their WebQuests orally.


ProcessPresentation



expected of you.4 Print the Whose Music? Fact Worksheet. Assign

each of the three topics to one student from the group. Visit the websites on the Sources page to find the information you need to complete the Fact Worksheet. Look at the Presentation Tips page for some helpful suggestions.

5 Use the information on the Whose Music? Fact Worksheet and the photography links to prepare your presentation.





EvaluationEvaluationDuring the process:• Explain each section of the Evaluation Sheet



of the Evaluation Sheet as there are teams. Tell

them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each team member and to be as objective and fair as possible when marking. Timing and interaction: Whole group. 15-20 min.

Conclusion

PresentationCongratulations!The band is now informed about copyright

and they are ready to release their first album. It will be a great success!

Diagnostic testing and revisionAsk different students to read out each

slide. Get their feedback on their WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of

intellectual property rights, music piracy and protecting artists’ rights by talking, recording information and collecting information about them



• learn about facts related to intellectual property rights, music piracy and the protection of artists’ rights

• make simple inferences based on observations

• use online resources to find information about intellectual property rights, music piracy and the protection of artists’ rights



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• integrate text and visual images to create a clear message


• use information technology tools to organize information

• understand that information can come in different forms such as picture files or CD- ROMs and know where to locate the resources

• use vocabulary related to intellectual property rights, music piracy and the protection of artists’ rights.

• use complete sentences in documenting research

• demonstrate a willingness to work cooperatively when using information technology tools

• use information technology tools in a variety of ways to create a clear meaning

• create a multimedia presentation (PowerPoint) to demonstrate what they have learned.


Whose Music? Fact Worksheet Answer Key


Part A: Intellectual property rights1 Name seven rights that composers and

songwriters have under intellectual property law in the UK.1 They can copy their work.2 They can distribute copies of their work.3 They can lend or rent their work.4 They can communicate their work to the public.5 They can adapt their work.6 They are the creators of their work.7 They have the right to object to derogatory

treatment of their work.

2 How long does copyright last for:1 a musical work? 70 years2 the sound recording of the work? 50 years

3 What can the creators do to prove they own the copyright of a work?Sample Answer: They can send a copy of their work to themselves

by special delivery and/or they can keep a copy with their solicitor or bank manager. They could also get it digitally ‘fingerprinted’ as being theirs, using the services of a company such as Codel.

4 What can a band do to avoid disputes over ownership of songs?They can draw up a document or contract between them to clarify this point. It can specify which rights each member of the group has and how royalties are distributed.

Part B: Music piracy1 Answer these questions below about

music piracy:1 What percentage of people’s digital

music collections are illegal copies? 48%2 What percentage of music downloads

are illegal? 95%3 How much money does the UK music

industry lose a year? £180 million

2 Give three negative effects of music piracy.1 Reduced income from record companies

means they are less willing to take risks on underground artists and focus instead on established popular artists.

2 Organized criminal gangs and terrorist groups raise and launder money through the sale of counterfeit CDs.

3 Commercial piracy companies benefit economically as opposed to the artists and record labels who have made the investment in the music.

3 Describe recent trends in: 1) music piracy; 2) CD sales; and 3) the demand for music. Do you think there is a link between these three trends?Students’ own answersSample Answer: CD sales are falling considerably though the demand for music in digital format continues to increase. This change in popularity of preferred music format is also connected to how easy it is to pirate digital music. The availability of music from legal companies such as Spotify has reduced the amount of music being downloaded illegally. An increase in the searches for unlimited music in


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broadband packages from internet providers also suggests that consumers are increasingly willing to pay a moderate sum for unlimited music.

Part C: Protecting artists’ rights1 Describe two things artists can do to protect

their copyright.1 They can use a company like Codel that uses

technology to put a ‘codelmark’ on digital files, a unique sort of fingerprint, whose function is to authenticate the files. The files with their codelmark can be stored indefinitely.

2 They must let people know their work is protected by copyright by including a copyright symbol ©, followed by the name of the copyright owner and the year on their work.

2 Describe two measures the government or the music industry can take against music piracy.1 The government could introduce legislation

that would allow internet service providers (ISPs) to write to subscribers, informing them that they are infringing copyright and risk losing their internet connection.

2 Music companies can work closer with the internet service providers to offer their music as a subscription service. They could also consider licensing their music to third parties.

3 Do you think these measures are likely to be effective? Why? / Why not?


Further Activities1. Ask students to bring in the music and lyrics

of their favourite artists. They must be able to explain what the lyrics are about and why they like a particular song/artist.


2. Divide the class into groups and have them do an oral presentation along with the PowerPoint presentation. Vote to see which group did the best presentation.


3. Divide the class into small groups and assign a song to each one (this can be negotiated with the student). Ask them to prepare a slide including the lyrics of the song, but with some words missing. Their classmates must listen to the song and try to identify the missing words. Additionally they could contribute whatever information they have about the artist’s inspiration for the song, the message it contains, etc.


4. Lots of new groups and solo-singers are using the internet to launch their music. Ask your students to look for new groups or singers that they liked. Draw up a list of criteria for choosing the best one (lyrics, melody, imagination in the video presentation, look, etc.). Watch the video clips and as a class vote ‘the group/singer most likely to succeed’.



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Mobile LifeProgramación

WebQuest curricular competencesRD1631/2006Music

• Block 2. Hardware and operating systems: Analysis of the parts in a computer and other electronic devices. Operating systems and their basic use.


• 3. Identify the different parts in computers and other electronic devices.




Begin the activity by asking students if they can say how people communicate (letters, emails, instant messaging, etc.). Ask them to describe one form of communication. Do they use it? When do they use it? Who do they use it with? Have they been using that form of communication for long?


PresentationThen ask students to choose one of the ways of

communication they mentioned in the warmer activity. They can choose anything other than mobile phones. Ask them to describe the different elements that make up that particular way of communication. Can they describe the process of how it works?


PracticeAsk students to choose two different ways of

communication. Divide the class into two groups and assign one way of communication to each group. Tell them to write the advantages and disadvantages of their form of communication.

Then ask them to debate in class why they think their way of communication is better than any other one.






You are the Minister for Communication in the remote mountain Kingdom of Batistan. The old king, Jumyat III, hated all modern technology and prohibited the use of mobiles in his kingdom. Jumyat III recently died and his son, Jumyat IV, loves new technology and wants to introduce mobile phones to the country for the first time. The king’s ministers are not sure if this is a good idea. You have been asked to make a presentation about mobiles to the Grand Council of Ministers to help them decide.


on the digital whiteboard, the students open their WebQuest in their computers by clicking on Mobile Life WebQuest. Present the Introduction and then ask them to read it individually.






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TaskPresentation

To complete your task follow these two steps:1 Work in research teams of three. Browse the

internet and research these topics:• how do mobile phones work• mobile phones and health• the future – 3G and beyond




ProcessPresentation



expected of you.4 Print the Mobile Life Fact Worksheet. Assign

each of the three topics to one student from the group. Visit the websites on the Sources page to find the information you need to complete the Fact worksheet.


6 Use the information on the Mobile Life Fact Worksheet and the photography links to prepare your presentation.





EvaluationEvaluationDuring the process:• Explain each section of the Evaluation Sheet

to the class. Tell them that they should keep this criteria in mind when working on their task.



min.


Congratulations!You convinced the Grand Council of Ministers

that mobile phones are useful. They want to introduce them into the Kingdom of Batistan as soon as possible. They think that you are the best person to help make this happen. Are you ready to help bring change and development to this kingdom?

Diagnostic testing and revisionAsk different students to read out each

slide. Get their feedback on their WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of mobile

phones by talking, recording information, and collecting information about them


• communicate the results of research and


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inquiry in an appropriate format• learn about facts related to how a mobile phone

works, mobile phones and health, and the future in mobile communication


how a mobile phone works, mobile phones and health, and the future in mobile communication


• integrate text and visual images to create a clear message




• use vocabulary related to how a mobile phone works, mobile phones and health, and the future in mobile communication

• use complete sentences in documenting research• demonstrate a willingness to work cooperatively


ways to create a clear message• create a multimedia presentation (PowerPoint) to

demonstrate what they have learned.


Mobile Life Fact Worksheet Answer Key


Part A: How do mobile phones work?

1 Explain how a mobile phone network works.Students’ own answers

2 Why are mobile phones also called cell phones?Because mobile phones use networks which are divided into geographic areas or “cells”.

3 Give definitions for the following terms:1 transmitter: It’s a piece of electronic

equipment. It generates radio signals and it’s connected to an antenna.

2 receiver: It receives signals from other phones.

3 radio base station: It’s a place with transmitters and receivers. It uses a feeder cable to connect it to antennae.

4 aerial: It’s a device which generates and receives signals.

5 mast: It’s a device that supports antennae.

Part B: Mobile phones and health

1 a What serious health problem do some people claim is caused by mobile phones? cancer

b Name three less serious problems that some people think are linked to mobile phones.1 memory loss2 sleeping problems3 headaches

2 Why do some people believe mobile phones cause these health problems?Students’ own answersSample answer: Some people believe that mobile phones can cause health problems because they use electromagnetic radiation in the microwave range. It’s believed that if you are a long-term user of mobiles phones, you may develop


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some type of cancer such as brain cancer. Some studies claim that if you use a mobile phone for more than ten years, you increase the risk of developing ear cancer by four.Some experts also claim that text messaging could cause problems. If you only use one thumb to type, you could develop a long-term disability.There are many other health problems which could be caused by the use of mobile phones like sleeping problems, nausea or headaches, for instance.None of the recent reviews recently carried out prove that mobile phones can have a harmful effect on your health. However, some health organizations like the World Health Organization has developed some guidelines and recommendations related to the use of mobiles phones and health.

3 What recommendations do the World Health Organisation (WHO) and the UK National Health Service (NHS) make on the use of mobile phones?They have recommended:a. To obey local restrictions of mobile phones to

avoid any type of interference with electronic equipment, for instance in hospitals.

b. Not to talk on the mobile phone while driving.c. To use barriers or fences to surround areas

with base stations.d. Recent investigations don’t prove that there is

any type of danger if you use a mobile phone. However, individuals may choose to limit the use of mobiles. For instance, they may choose to limit children’s exposure to mobiles. They can also use hands-free devices so that mobiles aren’t used in contact with their heads or bodies.

Part C: The future – 3G and beyond

1 What type of person is most likely to have a 3G phone? Usually men between 25 and 34.

2 What are the advantages of 3G mobiles?They provide many high-speed mobile services such as email, games, Multimedia messaging, information services and video-conferencing and messaging.

3 Identify three changes that are likely to affect mobile phones and the way they are used in the next ten years.1 Mobile phones which can operate at a

speed of 100 megabits per second.2 Some mobile phones may include

“presence” applications to allow people know where you are.

3 Phones will allow you to control who can call you and at what time of the day.

Further Activities1. Ask the students to choose one of the

services available on a mobile phone. Ask them to write a paragraph describing how that service works.


2. Divide the class into groups and tell them to invent the mobile phone of the future. They have to write a complete list of the services their mobile phone will have access to.


3. Ask the groups to make a presentation of the mobile phone of the future they designed in the previous activity. Then ask them if they think some of those services will be feasible or impossible. Discuss with the whole group the advantages and disadvantages of those services.


4. Ask students to search the internet about the uses of mobile phones for professionals like sales people, translators, doctors, etc. Then ask them to make a short presentation about the job they have studied.

Timing and interaction: Small groups / pairs. 50 min.


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WavesProgramación


Physics

• Block 3. The study of changes: Waves: a form of energy transfer.


• 7. Identify the uses of energy.




Ask students if they can think of any ways to communicate with other people. Write a list on the board (email, letters, phone, mobile phone, SMS, etc.) Remind students that waves can help us find information like that you can get from an ultrasound scan. However, waves can also be used to communicate.


PresentationTell students to work with a partner. They have

to surf the internet to find different ways of communicating other than the ones mentioned in the previous activity. For instance, ask them to consider how they would communicate with a person who is blind or deaf.



activity, tell them to present their results to the whole group. What types of communication did they think of? What are their characteristics? Are they used nowadays? Do they know anyone who uses that type of communication? How does it work?

(Sample examples of ways of communication are deaf sign language, Braille, etc.)






We can use waves to transmit information over very long distances. Professor von Frankenburg has recently found evidence of intelligent life on the planet Neptune. He wants to know the best type of wave to use to communicate with them. He has asked you to investigate the properties of sound waves, light waves and radio waves to discover the best way of communicating with the aliens.

PracticeAt the same time as you put it on the digital

whiteboard, the students open their WebQuest in their computers by clicking on Waves WebQuest. Present the Introduction and then ask them to read it individually.





TaskPresentation

To complete your task follow these two steps:1 Work in research teams of three. Browse

the Internet and research these types of waves:


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• light waves• sound waves• radio waves

2 Then make a PowerPoint presentation with the information. Don’t forget to include lots of pictures, diagrams and graphs.



ProcessPresentation



expected of you.4 Print the Waves Fact Worksheet. Assign each of

the three types of wave to one student from the group. Visit the websites on the Sources page to find the information you need to complete it.


6 Use the information on the Waves Fact Worksheet and the photography links to prepare your presentation.


ProductionRevise the instructions with the class. Follow the

steps and use the links provided. Make sure that the students use their checklists.


EvaluationEvaluationDuring the process:• Explain each section of the Evaluation Sheet with

the class for comprehension. Tell them that they should keep this criteria in mind when working on their task.


of the Evaluation Sheet as there are teams. Tell

them that they will be using the sheets to grade their classmates’ presentations. They should pay careful attention while each team is making their presentation in order to give a fair grade. Ask them to complete one sheet for each team when they finish their presentation. Remind them to write down the names of each team member and to be as objective and fair as possible when marking.Timing and interaction: Whole group. 15-20

min.


Congratulations!Professor von Frankenburg thinks your

research is very interesting. He wants to try communicating with aliens using your ideas. You will be in charge of the project. You may be able to discover interesting facts about aliens when carrying out your experiments.

Diagnostic testing and revisionEach group presents their poster. Give them

feedback on their first WebQuest experience and congratulate them on a job well done.

Here is a specific Outcome List, showing exactly what your students have learned to do during this WebQuest:• demonstrate their knowledge of the waves

by talking, recording information, and collecting information about them



• learn about the different types of waves and their use in the modern world

• make simple inferences based on observations• use online resources to find information

about waves• process information from more than one

source to retell what has been discovered• integrate text and visual images to create a

meaningful message• follow a sequence of steps to perform a task

using information technology tools


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• use vocabulary related to waves• use complete sentences in documenting research• demonstrate a willingness to work cooperatively


ways to create clear meaning.• create a multimedia presentation (PowerPoint) to

demonstrate what they have learned.


Waves Fact Worksheet Answer Key

Type of wave: Light wavesUse the internet to find the information to


1 Tick the terms that describe the type of wave you have chosen:

– According to the medium along which they propagate:Mechanical ✔

Electromagnetic – According to the direction particles follow

to vibrate:Longitudinal Transverse ✔

2 a Write a brief definition of your wave. Light waves are electromagnetic waves. Light has got magnetic and electric fields. That’s why it’s called electromagnetic radiation. These waves are visible to the human eye and they don’t need a medium to travel through. The characteristics of light waves are:– amplitude: brightness of the light– wavelength: colour of the light– polarization: the angle at which it

vibrates.b What is the speed of your type of wave?

299,792,458 meters per second

3 Give three uses for your type of wave in the modern world.1 satellites2 telescopes3 optics

4 In your opinion, is it a good method for communicating across space? Why? / Why not?Students’ own answersSample answer: It’s a good way to communicate because many instruments use visible light. Visible light can be seen by humans, but instruments can see farther and more clearly with this type of light.


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Type of wave: Sound wavesUse the internet to find the information to answer

these questions:1 Tick the terms that describe the type of wave

you have chosen:– According to the medium along which they

propagate:Mechanical ✔

Electromagnetic – According to the direction particles follow to

vibrate:Longitudinal Transverse ✔

2 a Write a brief definition of your wave. Sound waves are longitudinal waves. They need a medium to travel through. This medium can be solid, liquid or gas.Sound is produced when something emits energy through vibrations. The pitch and amplitude of sound waves depend on the source that emits it. Its speed depends on the density of the medium – sound waves travel faster if the medium is more dense. However, it doesn’t travel in outer space.

b What is the speed of your type of wave? 344 meters/second

3 Give three uses for your type of wave in the modern world.

1 medicine2 construction3 insulating materials

7 In your opinion, is it a good method for communicating across space? Why? / Why not?Students’ own answersSample answer: It isn’t a good way to communicate because sound doesn’t travel in outer space. In outer space molecules and atoms are widely-spaced, but they are so far apart that it’s difficult to detect regular wave motion.

Type of wave: Radio wavesUse the internet to find the information to answer

these questions:1 Tick the terms that describe the type of wave

you have chosen:

– According to the medium along which they propagate:Mechanical Electromagnetic ✔

– According to the direction particles follow to vibrate:Longitudinal Transverse ✔

2 a Write a brief definition of your wave. Radio waves are electromagnetic waves with the longest wavelength. Sound and video can be used to transmit information through radio waves. They are also used for communication and for maritime and aircraft navigation.

b What is the speed of your type of wave?300,000,000 m/s.

3 Give three uses for your type of wave in the modern world.1 Astronomy2 Television3 Radio

8 In your opinion, is it a good method for communicating across space? Why? / Why not?Students’ own answersSample answer: It’s a good method for communicating across space because astronomers can put several telescopes together in order to get better radio images. Astronomers do this so that all the telescopes together work as a big telescope.

Further Activities1. Ask the students to surf the internet or use

some reference books to find information about light. How does it propagate? How does it reflect? Then ask some volunteers to make a short presentation about what they have found.

Timing and interaction: Individually. 50 min.

2. Divide the class into groups and have them find information about Guglielmo


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Marconi. Ask them to write an essay about his life and his contribution to science.


3. Divide the class into four groups and assign each one an object (television, radio, telephone and ultrasound scan). Ask them to find information about their object and write it on a piece of paper. Then ask them to write questions with the information they have and three possible answers. They have to use those questions to test the rest of the class. Which group had the most right answers?


4. Students find information about mobiles phones and radiation. Then divide the class into two groups. One group thinks that mobile phone radiation isn’t healthy and the other group disagrees. Start a discussion on this topic.


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Digital Clil Worksheets Recursos Genéricos CLIL

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