FIRST COURSE

ANDALUCÍA

Key Answer

© EDITORIAL VICENS VIVES KEY ANSWER 1

 UNIT 1
Page 2
Answer
a) The Milky Way is a spiral-shaped galaxy.
b) Astronomers estimate there are about 100 thousand million
stars in the Milky Way alone.
c) The Solar System is made up of one star, eight planets,
at least five dwarf planets and other celestial bodies, like
comets, asteroids, and satellites.
d) The rotation of the Earth causes the sequence of day and
night. The Earth is tilted at an angle on its axis. This,
together with its orbit around the Sun, causes the
seasons of the year.
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Look
a) The heavenly bodies that can be seen in the illustration are
the planet Earth and its satellite, the Moon.
b) You can distinguish the emerged lands from the submerged
ones.
c) In the photograph you can see brown, green and black
tones.
Think
a) The main reason for the presence of water and life on
planet Earth is due to its intermediate distance from the
Sun, which provides temperatures suitable for human
existence and the possibility of the water cycle.
b) Both water and the atmosphere are essential, but there are
other conditions such as gravity or temperatures that are
also necessary.
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a. Asteroids are small bodies made of rock and metal that
orbit the Sun, whereas satellites orbit a planet.
b. Their main differences are that the outer ones are further
away from the Sun and are gassier; whereas the inner
ones are closer to the Sun and are rockier.
1. Pair activity.
2. Galaxies are groups of stars.
3. The Milky Way is a spiral-shaped galaxy.
4. Our Solar System is located in one of the spirals of the
Milky Way.
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5. Mercury is the nearest planet to the Sun.
Neptune is the furthest planet from the Sun.
The Earth is the third nearest planet to the Sun.
6. The Earth equatorial diameter is 12,756 km.
7. Venus and Mars are nearest to Earth.
Neptune is the furthest planet from Earth.
2 KEY ANSWER
8. The order by size is: Jupiter, Saturn, Uranus, Neptune,
Earth, Mars, Venus and Mercury.
The largest planet is Jupiter, whereas the smallest one is
Mercury.
9. Satellite: The Moon, Phobos.
Galaxy: Milky Way.
Planet: Saturn, Earth, Jupiter.
Dwarf planet: Pluto, Ceres.
10. Personal activity.
11. Answer as follows:
a) There are three dwarf plants (F) There are at least
five dwarf planets.
b) The eight planets are divided into three groups (F).
The eight planets are divided into two groups.
c) The smallest planet is Venus (F). The smallest planet
is Mercury.
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a. The Earth is a sphere, but it is not perfectly round. It is
slightly flattened at the poles. Its shape is known as a
geoid.
b. The Equator is an imaginary line that runs around the
middle of the Earth and separates the planet into two
equal hemispheres.
1. We know what the Earth looks like from space because
satellites have been sent, from which pictures of our
planet have been taken.
2. Personal activity.
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c. Meridians are imaginary lines that run from pole to pole.
3. No, the Earth is not smaller, but modern technology has
made distance seem much smaller.
4. Astronauts take one and a half hours to orbit the Earth.
5. The first moon landing occurred on July 20, 1969, on
the Apollo 11 mission. The crew of Apollo 11 was Neil
Armstrong, Michael Collins and Buzz Aldrin.
6. a) The Earth is made up of 2 hemispheres.
b) The Equator is 40077 kilometres long.
c) At 510000000 km2, the total surface area of the
Earth is 1000 times bigger than Spain.
d) A meridian is 20004 kilometres long.
7. Because the oxygen in the atmosphere and the abundance
of seas and oceans make it look blue from Space.
8. The Northern Hemisphere.
9. The Northern Hemisphere has 39% land and 61% water.
The Southern Hemisphere has 19% land and 81% water.
10. The earth is not a perfect sphere because it is slightly
flattened by the poles and widened by the Equator, due
to the effect of its rotation movement during 4.5 billion
years. That is the reason why the length of the Equator is
greater than the length of a meridian.
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11. Personal answer. As an example: Both water and oxygen
are essential, but there are other conditions such as gravity
or temperatures that are also necessary.
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a. It takes 24 hours.
b. The rotation gives rise to the days and nights, influences
the tides and is in some way responsible for the time
differences.
If the earth did not rotate on itself, it would always be
day and night in the same places, there would be no
tides, but above all, there would be no gravity and
everything would fly out at great speed.
1. The Sun rises in the east and sets in the west.
2. The Sun is at its highest point in the middle of the day.
3. Days are longer during summer.
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c. The Sun rises first in Menorca.
4. The rotation of the Earth causes days and nights. The
Earth spins on an imaginary axis that runs from the
north Pole to the South Pole and completes a rotation
every 24 hours. Thanks to this rotation, different parts of
the planet receive light from the Sun at different times
causing day and night.
5. There are 24 time zones in the world.
6. In the Canary Islands it is one hour less because for time
zone purposes it is in the same time zone as the
Greenwich Meridian (0), while the Iberian Peninsula is
located in a more eastern time zone (+1).
7. a) The Sun turns once on its axis every 24 hours.
b) The Earth rotates towards the east.
c) The Canary Islands and Toledo are in different time
zones.
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a. Leap years are years with 366 days. Leap years exist to
correct the six-hour lag that it takes the Earth to go
around the sun. That's why they occur every four years,
which is equivalent to a full day
b. When it is summer in the Northern Hemisphere, it is
winter in the Southern Hemisphere.
1. It will be a Wednesday. However, if it is a leap year, as
February will have one more day, her birthday will be a
Thursday.
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2. a) Equinoxes mark the changes of season. (F)
Equinoxes and solstices mark the changes of season.
b) The seasons are the opposite in the Northern and
Southern Hemispheres. (T)
c) The winter solstice marks the end of winter in the
north. (F) The winter solstice marks the beginning of
winter in the north.
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3. Autumn equinox: 21st September. / Winter solstice: 21st
December. / Spring solstice: 21st March. / Summer
solstice: 21st June.
4. The Earth is tilted at an angle on its axis. This causes the
different seasons of the year.
5. When the North Pole is tilted towards the Sun, the
Northern Hemisphere receives more light and it is
summer in the north and winter in the south.
6. When both hemispheres receive the same amount of
solar light, it is spring or autumn in the north and south.
7. Solstices and equinoxes are the days when seasons
change. Solstices mark the longest and the shortest day,
whereas equinoxes are when day and night are equal
length.
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a. The Equator.
b. The Greenwich meridian is 0º.
c. We need to know the latitude and the longitude.
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1. a) The 42nd parallel north, a circle of latitude that is 42º
north of the Earth's equatorial plane.
b) The city of Rome is at 12° 29' 46.9176'' east.
c) Personal answer.
2. A: latitude 60º west, longitude 40º north.
B: latitude 20º west, longitude 0º.
C: latitude 20º east. longitude 20º north.
3. Parallel: north, Tropic of Cancer, latitude, Arctic circle.
Meridian: Greenwich, longitude, west, time zones.
4. Latitude is the angular distance that exists between any
point on the Earth's surface and the 0 parallel or Equator.
Longitude is the angular distance between any point on
the Earth's surface and the 0 or Greenwich meridian.
Both latitude and longitude are measured in degrees (º),
minutes (‘) and seconds (‘’).
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a. The function of the conventional signs is to help
understand the information on the map.
1. A map is a flat representation of the Earth’s surface.
2. Scale indicates how many times the real area has been
reduced to be able to represent it as an image. Thanks to
scales we can be aware of the exact measurements of the
surface that is represented on a map.
3. Scale is represented in two ways: numeric scale (fraction
or ration) and graphic scale (a line divided into segments).
4. a) The conventional signs are symbols found on a map.
b) The key shows the meaning of the conventional signs.
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b. The thematic map that shows transport routes is the road
map.
5. The map represents the territory of Spain.
KEY ANSWER 3
 It gives information on the provinces of Spain, their
capitals and the amount of population they have.
6. A red square, a big red circle and a small red circle.
7. The key provides the following information: a red
square represents a capital with more than 1 million
people, a big red circle indicates a capital which has
between 300 000 and 1 million inhabitants, and the
small red circle represents capitals with less than 300
000 inhabitants.
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a. It allows us to calculate the real distance between two
places.
1. (4.5 x 400) : 2.8 = 642 km between Seville and Zaragoza
(3.5 x 400) : 2.8 = 500 km between Barcelona and
Madrid.
2. 1: 30 000 000
3. Students will draw a graphic scale which represents 5
km in 1 cm.
4. (3 cm x 2 km) : 1 cm = 6 km.
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b. A topographic map is a general map that shows physical
(natural) and man-made (artificial) features.
5. Dubh Chnoc, on B2, is the highest point, because the
contour lines are nearly touching around this point,
which means the gradient is extremely steep.
6. The relief is pretty mountainous. The area representing
the locality of Callander looks plainer, whereas the areas
surrounding the lake look steeper.
7. There is a lake, Loch Venachar, and a river, East Gobhain.
8. There are woods surrounding the lake, to the west of
Callander and north of the river.
Because these areas have been painted green, where you
can also see small symbols representing trees.
9. Personal answer, as an example: We can see a school, a
leisure centre, a camping, a church, a parking, a quay, etc.
Some buildings are represented with symbols (the
church, the camping, the parking…) whereas some
others are represented using the orange colour and
writing their name.
10. It represents a rural landscape, although it includes a
small urban area, the locality of Callander.
Personal answer, as an example: the quay, the parking, the
leisure centre, the roads, the school, the Roman fort, etc.
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1. Copy and complete.
The Earth
– forms part of the Universe
• which includes the Milky Way, which includes the
Solar System composed of:
– the Sun
4 KEY ANSWER
– celestial bodies
– asteroids
– planets which are Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus and Neptune.
– satellites
– is divided by the Equator into the:
• Northern Hemisphere, which has most of the land.
• Southern Hemisphere, which has most of the water.
– makes two movements:
• rotation, causes days and nights, tides, time
differences.
• revolution, causes the seasons which are: spring,
summer, autumn, winter.
2. Copy and complete the sentences.
a) The Milky Way is the galaxy where our Solar System is
located. It consists of the Sun and eight planets that revolve
around it.
b) The inner planets are the four planets closest to the Sun:
Mercury, Venus, Earth and Mars.
c) The outer planets are the four planets furthest from the
Sun: Jupiter, Saturn, Uranus and Neptune.
d) Asteroids are small celestial bodies that orbit the Sun,
while satellites orbit planets
e) We sometimes call the Earth the Blue planet because of
its colour when we see it from space.
f) An imaginary line called the Equator separates the Earth
into two Hemispheres.
g) The Earth takes one year to complete an orbit around
the Sun. This movement together with the inclination of
the planet, causes the four seasons of the year.
h) The Earth rotates on its axis and completes one rotation
every 24 hours. This causes day and night.
i) Parallels are imaginary lines that circle the Earth
horizontally. The most important one is the Equator, which
divides the Earth into the Northern and Southern
Hemispheres. Other important parallels are the Tropics of
Cancer and Capricorn, and the Arctic and Antarctic
Circles.
j) Meridians are imaginary lines that run between the
Poles. The Greenwich meridian divides the Earth into
the Eastern and Western Hemispheres.
k) Latitude is the distance between a place and the Equator.
Longitude is the distance between a place and the
Greenwich meridian. Both are measured in degrees.
l) We use maps to represent parts or all the Earth’s surface.
m) To interpret a map we need to know the scale and the
conventional signs.
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Language skills: talking about GPS and places…
1. Personal activity. Sample answer in the book.
2. Personal activity. Sample answer in the book.
Analyse the video
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a) Among the conditions that allow the appearance and
evolution of living beings on our planet, the most
essential is the presence of water in its liquid state.
b) The factor that prevents most water from evaporating or
freezing is the distance separating the Earth from the Sun.
c) The atmosphere is a gaseous and relatively dense layer
that surrounds the Earth.
Its functions are to protect living beings from massive
radiation, stabilise the temperature of the planet and
allow the circulation of substances fundamental to life
such as water.
d) The elements that are interrelated among themselves are
the living beings, the water, the atmosphere, the rocks
and the soil.
UNIT 2
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Answer
a) Continents are enormous landmasses separated by oceans.
b) There are 6 continents: Africa, the Americas, Asia,
Europe, Oceania and Antarctica.
c) Rain erodes mountains. Rivers create ravines and
valleys and deposit sediments creating plains and deltas.
Water can also form caves and underground rivers.
Waves, marine currents and tides erode coastal areas
creating cliffs and deposit the sediments on beaches.
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Look
a) The landscape shown in the photograph is characterised
by the absence of vegetation and because the sand of the
desert, in the form of dunes, takes over the whole image.
This type of landscape can be found in the desert areas
of the planet in the northern third of Africa, extended
eastwards through the Asian continent, in the south of
America and in the interior of Australia.
b) The most recognisable form of the relief is the dunes. The
lack of stability and its continuous changes of form due to
the wind represent a serious difficulty for the pilot.
Think
a) Personal answer. There are places where life is not possible
due to extreme temperature conditions (very high or very
low) and rainfall (due to the presence of the same).
b) Personal answer. Students could orient their response in
the sense that those who live in these areas know well
how to orient themselves by experience, by the position
of the Sun and by the systems integrated by cell phones.
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a. The Earth can be divided into three sections. These are
the core (inner and outer) in the centre, the mantle in the
middle and the crust on the outside.
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b. Because the Earth has parts which are thicker, forming
the continents, and other parts which are thinner and lie
below the oceans.
c. As an internal force, the pressure from molten materials
in the Earth’s mantle can cause the crust to crack. The
external forces that can cause changes in the relief are
the action of water, wind or humans.
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d. 200 million years ago all the continents were connected
in one single landmass called Pangea. Gradually, the
landmass split and drifted apart and today we have six
continents separated by oceans.
e. When tectonic plates collide, one can rise and form a
mountain range or the other can sink and form an
oceanic trench. These places where plates collide are
very unstable so they can also produce volcanoes and
earthquakes.
1. The most unstable places in the world are the following
contact zones: between the North American and the
Pacific plates, between the Caribbean plate and the
North American, the Cocos and the South American
plates, between the South American and the Nazca
plates, between the Eurasian plate and the African, the
Arabian, the Indo-Australian, the Philippine and the
Pacific plates, and between the Pcific and the Indo-
Australian plates.
The most stable places in the world are the following
contact zones: between the Pacific plate and the Cocos,
Nazca and Antarctic plates, between the Indo-Australian
and the Antarctic, the African and the Arabian plates,
between the African plate and the South American and
the North American plates, and between the Eurasian
and the North American plates.
2. The areas of Spain with the highest risk of seismic
activity are the South and Southeast, because it is the
contact zone between the Eurasian and African plates.
3. a) The Earth’s structure consists of three layers: the
core, the mantle and the crust.
b) The mantle is 84% of the Earth’s total volume.
c) The Earth’s crust is between 10 and 70 kilometres
thick.
d) Mount Everest is the highest point in the world at
8.484 metres.
4. The Earth is a planet divided into three concentric layers:
the crust, the mantle and the core.
The Earth’s crust has different types of relief, which is
always changing because of the action of internal and
external forces.
The continental drift theory explains both the formation
of the continents and the existence of tectonic plates.
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a. Earthquakes are caused by the movement of the Earth's
tectonic plates. This movement is in the form of seismic
waves, which travel in all directions.
1. Personal activity.
KEY ANSWER 5
Page 25
b. The cone of a volcano is made of the ashes, rocks and
lava expelled during volcanic eruptions.
2. The parts of the volcano are the following: side vent,
pipe, crater, cone, lava flows and magma chamber.
3. Side vent: An opening on the side of a volcano through
which volcanic materials escape.
Pipe: Place through which the magma rises to the
surface during an eruption.
Crater: The opening at the end of the pipe, where the
materials come to the surface.
Cone: The sides of the volcano, made from erupted
materials.
Lava flow: A slowly moving river of molten rock
expelled during the volcanic eruption.
Magma chamber: A large underground pool of molten
rock beneath the surface.
4. They cause earthquakes and volcanoes.
5. The epicentre is the place on the surface closest to the
hypocentre.
The hypocentre is the area inside the Earth where the
earthquake originates.
6. Landforms created by lava include volcanoes, domes,
and plateaus. New land can be created by volcanic
eruptions. Landforms created by magma include
volcanic necks and domes.
7. The Mediterranean Sea is part of the contact zone
between the Eurasian and African plates, which explains
why it is an area of volcanoes and earthquakes. If the
plates enter in movement they can cause the eruption of
a volcano or an earthquake.
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a. Rain erodes mountains. Rivers create ravines and
valleys and deposit sediments creating plains and deltas.
Water can also form caves and underground rivers.
Waves, marine currents and tides erode coastal areas
creating cliffs and deposit the sediments on beaches.
b. Water can erode rocks, break them apart, react chemically
with elements in the rock and dissolve it, and carry pieces
of rock away and deposit them in other places.
c. Wind erodes rock and transports small particles, which
are deposited in other places.
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d. Aggressive mining and farming techniques, pollution,
tourism, and the exploitation of nature are damaging the
planet and its resources.
1. Personal activity.
2. Personal activity. As an example: External forces such
as water and wind can erode, transport and deposit
sediments in other places. Vegetation can split rocks, but
also stop erosion by holding the rocks in place. Human
action can change the relief by polluting it, deforesting
forests, causing desertification, etc.
6 KEY ANSWER
3. a) Fast rivers deposit sediment and create valleys.  Fast
rivers carry away rocks and earth and create valleys.
b) When ice in rocks melts, it can break them apart. 
When water in rocks freezes, it can break them apart.
c) Beaches are formed when water dissolves elements
in rocks.  Cracks are formed when water dissolves
elements in rocks.
d) Cliffs are made when waves deposit sediments on the
coast.  Beaches are made when waves deposit
sediments on the coast.
e) Wind erosion is greater in places with lots of
vegetation.  Wind erosion is greater in places with
little or no vegetation
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a. Internal and external forces shape the Earth’s relief.
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1. The kinds of relief we can find on land can be split into
two categories corresponding to their location.
– Valley, mountain, basin or depression, plateau and
plain. These are features of internal relief.
– Cape, inlet or fjord, island, peninsula and gulf. These
are features of coastal relief.
2. We can find the following kinds of relief under seas and
oceans: oceanic ridge, oceanic trench, abyssal plain,
continental slope and continental shelf.
2. We can find the following kinds of relief under seas and
oceans: oceanic ridge, oceanic trench, abyssal plain,
continental slope and continental shelf.
3. Personal answer. As an example:
Oceanic ridge: Mid-Atlantic Ridge. / Oceanic trench:
Mariana Trench. / Cape: Cape Finisterre. / Peninsula:
Iberian Peninsula. / Valley: Yosemite valley. / Island:
Greenland. / Mountain: Mount Everest. / Basin: Ebro
River Basin. / Plateau: The Meseta. / Plain: North
European Plain. / Gulf: Gulf of Cádiz.
4. An inlet is a thin channel of water that leads inland from
the sea, whereas a fjord is an inlet created by glaciation
which is normally found in mountainous coastlines.
5. A river valley is V-shaped due to the action of a river
running through it. A glacial valley is U-shaped because
they have been formed by a moving glacier.
6. The combined action of internal and external forces shapes
the surface of the Earth creating different kinds of relief.
On land, we can find two different types of relief:
internal and coastal relief.
Under the seas and oceans, we can find oceanic relief.
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a. The Atlantic and the Pacific oceans.
b. The Ural and Caucus mountain ranges and the Caspian
and Black seas mark the limits between Europe and
Asia. The Mediterranean Sea is the boundary between
Europe and Africa.
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c. Oceania is made up of 10000 islands.
1. Asia is the largest continent.
2. America is approximately 42.2 km2.
3. Europe is 21 times larger than Spain.
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4. Global warming is the unusually rapid increase in
Earth's average surface temperature over the past
century primarily due to the greenhouse gases released
by people burning fossil fuels.
If temperatures continue to rise, the Antarctic ice will
melt, filling the seas and oceans with more water, which
could cause the sea level to rise and many coastal towns
and regions to flood.
Antarctica is covered by a layer of ice. If it were to melt,
only the rock below would remain.
5. a) Depressions are an important feature of this
continent. Africa.
b) There is very little vegetation on this continent
because the temperatures are very low. Antarctica.
c) It is divided into two different subcontinents
connected by an isthmus. America.
d) The Urals and the Caucasus separate it from Asia.
Europe.
e) The four parts of this continent have different
dominant features, including plains, mountain ranges,
peninsulas and archipelagos. Asia.
6. Continents are enormous landmasses separated by oceans.
There are six continents on Earth: Oceania, Europe,
Antarctica, Africa, the Americas and Asia.
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a. The main forms of continental relief are mountain
ranges, plateaus, plains, depressions and deserts.
1. The main mountain ranges in the Americas are the
Rocky Mountains and the Andes.
2. The main mountain ranges in Asia are Altai, Yablonovy,
Stanovoy, Taurus, Zagros, Hindu, Kunlun and the
Himalayas.
3. The main types of relief in Africa are an immense high
plain, a desert in the north and several mountain ranges.
4. The relief of Australia is pretty flat: apart from the Great
Dividing Range, the rest of the land is made up of
plains. In New Zeland, there is also a young mountain
range, the Southern Alps.
5. The largest plains are the West Siberian Plain (Asia), the
North European Plain (Europe), the Great Plains (North
America), the Pampas (South America) and Nullarbor
Plain (Oceania).
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a. Europe is a small continent. It measures 5000 km from
east to west and 4000 km from north to south.
1. Europe is bordered to the north by the Arctic Ocean, to
© EDITORIAL VICENS VIVES
the west by the Atlantic Ocean and to the south by the
Mediterranean Sea.
2. The largest island in Europe is Great Britain with
219 081 km2.
3. Corsica, Sardinia, Sicily, Malta and Crete.
4. The most outstanding peninsulas are those of Jutland
and Kola in Northern Europe and the Iberian, Italian,
Balkan and Crimean peninsulas in Southern Europe.
5. The plains are represented using the light green and yellow
colours. The highest mountains are represented in lilac.
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1. Copy and complete.
Earth’s relief:
– formation of relief internal forces caused by the
action of tectonic plates
• volcanoes / earthquakes
– external forces with an effect on relief:
• water, actions of rivers: erosion / sedimentation
• wind / vegetation / human action
examples of relief located in
– world: plains / mountains / deserts / basins /plateaus
/ valleys
– Europe: Great European Plain / old mountain ranges /
young mountain ranges
2. Copy and complete the sentences.
a) The Earth is divided into three layers: the core, the
mantle and the crust.
b) Earthquakes are the result of seismic waves in the
Earth’s crust.
c) Volcanoes start when a crack in the Earth’s surface
reaches an area of molten rock deep inside the Earth.
d) Water is the main external agent acting on the land. It
can erode, deposit material known as sediments, and ,
when it freezes, can break rocks apart. Water also reacts
chemically with certain rock and dissolves it.
e) Waves, marine currents and tides act on coastal areas.
Soft rock is worn away and cliffs are produced. The
sediment is later deposited to form beaches.
f) Wind erodes rock and transports small particles and
deposits them in other places.
g) The roots of trees penetrate the ground and break rocks.
They can also help to stop erosion by holding the soil
and rocks in place.
h) Human action also transforms the land through the
building of cities and infrastructure, such as roads,
railways and bridges.
i) Continents are enormous landmasses separated by
oceans. There are six: Europe, Africa, Asia, Oceania,
the Americas and Antarctica.
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Language skills: talking about future plans
1. Pair activity. Sample answer in the book.
KEY ANSWER 7
Analyse the video
a) The features of continental relief presented in the video
are: mountain ranges, plateaus, basins and plains.
b) The plateau symbol simulates the shape of a table, with
two elevations and a flat area representing the flat
surface at a certain height. In the case of the basin, this
figure is inverted, representing a flat surface that has
sunk in relation to sea level.
Mountain ranges are usually represented by a group of
upwardly pointing triangles that simulate mountains.
Watersheds are usually represented with a drawing that
schematically simulates a river, and both elevations and
plains can be represented with the help of contour lines.
c) The Himalayas are the highest mountain range in the
world and the Andes are the biggest.
d) Asia: Mount Everest (8848 m). / America: Aconcagua
(6959 m). / Africa: Kilimanjaro (5895 m). / Europe:
Elbrus (5642 m). / Oceania: Puncak Jaya (5030 m)
UNIT 3
Page 38
Answer
a) It is known as hydrosphere.
b) Salt water can be found in oceans and seas. Fresh water
can be found in the ground in lakes, rivers, icebergs,
glaciers and in the atmosphere.
c) The three states are solid, liquid and gaseous.
d) There is a fixed amount of fresh water in the world, of
which a smaller percentage is drinkable. Furthermore,
drinking water is not distributed equally throughout the
world. It is very important not to waste it or pollute it so
that everyone can have access to it.
Page 39
Look
a) Water from areas with a very dry climate and no rivers
comes from the aquifers in the subsoil.
b) Water shortages mean that its essential use is to meet
basic needs, such as drinking and cooking, as well as
personal hygiene and household cleaning.
c) Water is used in agriculture, industry, energy production
and services. Its lack creates poverty and
underdevelopment.
Think
a) There are 1385 trillion litres of water on Earth. It is a
fixed amount.
b) Our planet's water has different chemical and physical
characteristics. Most of it is salt water (only 2.79% is
fresh) and can be found in a liquid, solid and gaseous
state.
8 KEY ANSWER
Page 40
a) A river is a large natural stream of water flowing in a
channel to the sea, a lake, or another river.
b) The regime of a river is the variation in its discharge
throughout the year.
1. Most of the hydrosphere (97.21%) is made up of salt
water from the seas and oceans.
The proportion of fresh water represents only 2.79% of
the total water on the planet.
2. Most fresh water is found in icebergs and glaciers or as
subterranean water. We normally use water from lakes
and rivers, which makes up only 0.4% of all fresh water
found on Earth.
3. Because in the upper course of a river, the land is steep
and so the river’s discharge is stronger.
4. An ocean is a big body of salt water that separates
continents. Seas are an extension of the oceans, in the
areas closest to the continents.
5. The water comes from rain.
6. The water comes from melting snow.
7. a) Sedimentation is the amount of water in a river. 
Discharge is the amount of water in a river.
b) A river’s regime depends on its basin.  A river’s
regime depends on its rainfall.
c) Rivers with a melt regime have a low discharge in
spring.  Rivers with a melt regime have a high
discharge in spring.
Page 41
8. Listening activity:
First of all the heat causes the water in the sea to
evaporate. Water from rivers and lakes also evaporates
into the atmosphere. The water vapour cools and
condenses, forming clouds. The wind moves the clouds.
Some of the water then falls to Earth in the form of
snow, rain or hail and is absorbed into the ground. Any
excess water from rain and other sources, flows along
rivers and eventually returns to the sea.
See Figure 1 on the next page as an example of flow
chart.
9. a) Water vapour in the air cools and condenses and
forms clouds.
b) Precipitation from clouds falls to Earth in the form of
rain, hail or snow.
c) Some of the water is absorbed into the ground to
form aquifers.
d) Heat from the Sun causes liquid water to evaporate
to form water vapour.
Page 42
a) The three largest oceans are the Pacific Ocean, the
Atlantic Ocean and the Indian Ocean.
1. They flow into the Atlantic Ocean (Saint Lawrence,
Mississippi, Río Grande, Orinoco, Amazon, Sâo
© EDITORIAL VICENS VIVES

CONDENSATION
Clouds are formed
when the water vapour
in the atmosphere
cools and condenses.
EVAPORATION
Heated water from Excess water flows
seas, rivers, and lakes along rivers and
evaporates into the returns to the sea.
atmosphere.
Francisco, Uruguay, Paraná, Salado), the Pacific Ocean
(Yukon, Columbia) or the Arctic Ocean (Mackenzie).
The longest rivers flow into the Atlantic Ocean because
they originate in the western mountain ranges of the
continent and run from west to east.
2. Pupils locate the following most important seas, lakes,
and rivers on the world map from this double page.
− Rivers: Amazon, Colorado, Mississippi, Volga,
Danube, Rhine, Nile, Congo, Niger, Obi, Ganges,
Euphrates, Murray, etc.
− Lakes: Lake Superior, Lake Titicaca, Caspian Sea,
Lake Baikal, Lake Onega, Lake Constance, Lake
Chad, Lake Victoria, Lake Tanganyika, Lake Eyre.
− Seas: Caribbean Sea, Greenland Sea, North Sea,
Black Sea, Mediterranean Sea, Red Sea, Arabian Sea,
Yellow Sea, Bering Sea, Tasman Sea, etc.
3. Listening activity:
a) This borders Asia, the Americas and Oceania and
contains hundreds of islands and archipelagos. 
The Pacific Ocean.
b) This is the longest river in North America.  The
Mississippi River.
c) This is 3,000 kilometres long and flows through 10
different European countries.  The Danube River.
d) This is the longest river in the world.  The Nile
River.
e) This is the shallowest ocean in the world and borders
the Americas, Europe and Africa.  Atlantic Ocean.
Page 44
a) Waves are caused by the wind, when energy from the
wind transfers to the water. This energy in the waves
causes more waves to form.
Tides are caused by the gravitational forces of the Moon.
b) At high tide, the water level rises and, at low tide, the
water level falls.
© EDITORIAL VICENS VIVES
FIGURE 1
PRECIPITATION
Water falls back down
to Earth as snow, rain
or hail.
FLOW ABSORTION
Water from
precipitation is
absorbed into the
ground.
1. Personal activity.
2. Picture A shows the beach at high tide, as water level is
higher and does not allow people to come closer to the
rock in the centre.
Page 45
3. Cold ocean currents move towards the Equator.
4. Warm currents move towards the poles.
5. a) They are produced by the action of the wind on the
surface of the water.  Waves.
b) The Moon’s gravitational pull produces them.  Tides.
c) The time in a day when the level of the sea on the
coast is at its lowest.  Low tide.
d) They can be warm or cold and move like big rivers
across the ocean.  Ocean currents.
6. Ocean currents are like rivers that flow through the
oceans. Their waters do not mix with those of the rest of
the sea because they have a different temperature,
density and salinity. Ocean currents have their origin in
the movements of the Earth (rotation and orbit).
Page 46
a) European rivers are classified according to the climate
of the area where they are located into continental rivers,
rivers that flow into the ocean and Mediterranean rivers.
1. The Arctic Ocean borders Europe to the north and the
Atlantic Ocean to the west.
2. The Barents Sea is the northern sea in Europe, whereas
the Mediterranean Sea is the southern.
3. In southern Europe, there are also the Tyrrhenian Sea,
the Adriatic Sea, the Ionian Sea, the Aegean Sea, the
Black Sea, the Sea of Azov and the Caspian Sea.
4. The following rivers flow into these seas:
− Danube: Black Sea.
KEY ANSWER 9
 − Rhine: North Sea.
− Volga: Caspian Sea.
− Vistula: Baltic Sea.
− Dnieper: Black Sea.
− Don: Sea of Azov.
− Loire: Atlantic Ocean.
Page 47
5. Glacier – waterfall – erosion – meander – delta –
sedimentation – mouth – sea.
6. a) The place where a river flows into the sea.  mouth.
b) A frozen mass of water at the head of a river  glacier.
c) A part of the river where the water falls vertically. 
waterfall.
7. European rivers can be classified according to the
climate into: continental rivers, rivers that flow into the
ocean and Mediterranean rivers.
Page 48
a) A person needs between 100 and 250 litres a day.
b) Because there are differences between the amount of
rain each place receives. Some countries also have better
technology to take advantage of the available water.
1. The parts of Spain which have more tan enough water
are the following: Galicia, the part of Castile-León
adjacent to Galicia, most of the territory of the Pyrenees,
the Ebro basin and the centre of the Peninsula, the
territory between the Tajo and the Guadiana.
The parts of Spain which are most affected by the lack
of water is the Mediterranean watershed: the centre of
Catalonia, the southern part of Aragon, the Community
of Valencia, Murcia, the Eastern part of Castile-La
Mancha and parts of Andalusia.
2. Conflicts arising from global differences in water
availability can be
− Political: armed struggles for the domination of
territories.
− Economic: increased water prices for domestic use,
informal water sales.
− Social: increasing problems such as poverty,
illiteracy and disease.
− Legal: determination of whether water is owned, by
whom and how it is managed.
− Environmental: depletion of aquifers, insufficient
urban and industrial discharges.
Page 49
c) The World Water Day is celebrated to highlight the
importance of water as a basic human right and to help
people understand how they can all manage this vital
resource in a sustainable way.
th
d) The four main objectives of the 6 goal are the following:
− Achieve universal access to safe drinking water and
to sanitation and hygiene services.
10 KEY ANSWER
− Improve water quality by reducing pollution and
ensure the sustainability of its extraction and supply.
− Manage water resources in an integrated way without
compromising the sustainability of ecosystems.
− Protect and restore water-related ecosystems.
e) According to the UN, at least 10% of coastal and marine
areas should be conserved.
Page 49
1. Copy and complete.
Water on the Earth’s surface
– can be salt water, is found in:
• oceans / seas, are moved constantly by:
– waves
– tides, affect coasts by creating and transforming
them.
– currents affect climates
– can be fresh water, is found in :
• rivers, are divided into:
– upper course, where the land is steep.
– middle course, where the discharge is heavy
– lower course, where the river ends.
2. Copy and complete the sentences.
a) The hydrosphere is the name we use to call the water
forming the oceans, and seas, rivers, lakes, glaciers,
groundwater and water vapour in the atmosphere.
b) An ocean is a big body of water that separates the
continents. A sea is an extension of the oceans near
land.
c) The water in the oceans and seas accounts over 97.21%
of the water on the planet. It contains salt.
d) Currents, tides and waves move the oceans and seas.
e) Fresh water represents only 2.79% of the total water on
Earth. Most of this water is in the form of ice or is
underground.
f) Rivers and lakes make up 0.4% of all fresh water. The
availability of fresh water is very limited.
g) The water cycle is the process by which water constantly
changes its form in nature from solid to liquid to gas and
back again.
h) The Earth’s relief explains the course of rivers and the
location of lakes.
i) Water consumption has increased by 600% since the
start of the 20th century.
j) Around 2.1 billion people in the world do not have
access to clean water at home.
k) Water is a basic human right. It is everyone’s
responsibility to look after this precious resource.
Page 51
Language skills: word order
1. a) Always have a shower instead of a bath.
b) Turn off the tap while brushing your teeth.
© EDITORIAL VICENS VIVES
 c) Always drink water directly from the tap.
d) Flush food waste down the toilet.
e) Don’t waste the cold water that comes out of the hot
tap.
f) Only use washing machines when they are half-full.
g) Always use water from washing up to water your
plants.
h) In summer you should play with water balloons as
often as possible.
i) Eat less meat and buy food grown locally.
j) Tell the adults you know to stop drinking coffee.
Analyse the video
a) The set of transformations that water makes on its
journey through the Earth is called the water cycle.
b) Phases: evaporation, condensation, precipitation,
solidification, fusion, infiltration and drainage.
In evaporation, the heat from the soil causes the water in
rivers, lakes and seas to evaporate and pass from the
liquid to the gaseous state. When the water vapour cools
down and passes from the gaseous to the liquid state,
condensation occurs, generating small drops of water
that form clouds.
In the precipitation phase, the water drops fall as rain,
snow or hail. If it is very cold, the water droplets in the
air go into a solid state; this is solidification.
Snow, hail and ice melt when the ground is heated,
passing from the solid to the liquid state, that is, the
phenomenon of fusion occurs.
Part of the water that precipitates from the atmosphere to
the Earth's surface infiltrates into the soil, producing the
infiltration. And the water from the precipitation and
from the melting of the ice and snow that runs along the
surface, forming lakes and rivers, follows the process of
drainage.
c) In the drainage, part of the rainwater passes into the
surface waters, rivers and lakes.
d) Infiltration is the process by which a part of the water
that falls in the rainy season passes into the subterranean
water.
e) Plants contribute to the water cycle through the process of
evaporation, as water also evaporates through the
transpiration of living beings, known as evo-transpiration.
f) Fusion is the passage from the solid to the liquid state of
snow, hail and ice. This type of precipitation melts when
the ground is heated.
The accelerated melting of the polar ice caps and
glaciers is responsible for the rise in sea level, which
affects coastal areas throughout the planet.
UNIT 4
Page 52
Answer
a) They exist in the Earth’s lower atmosphere.
© EDITORIAL VICENS VIVES
b) Weather describes the atmospheric conditions in a
particular place at a particular time. Climate refers to
atmospheric conditions that exist in a region over a long
period of time.
c) Personal answer.
d) Personal answer.
Page 53
Look
a) The meteorological phenomenon in the central image is a
tornado, that is, a column of air that spins at great speed
and, in its path, drags both materials and living beings.
There are places in the world where this phenomenon is
often in the news, such as the United States.
The mission of these vehicles, like that of the image, is to
investigate and record this phenomenon in images.
b) The elements seen in the images above, such as heavy
rain, polar cold, hurricane winds, intense heat or high
humidity, determine the weather and influence people's
lives: in food, in the way they dress, in their work
schedules, in the way they build houses, in their leisure
time or in the activities they carry out in general.
Think
• The media often, through meteorologists, inform us of
weather forecasts.
• The weather conditions people when doing activities such
as going for a walk, going on holiday, holding an outdoor
event…
Page 54
a) The atmosphere is a gaseous layer that surrounds the
Earth. It is more than 1000 km thick and it stops some of
the Sun’s rays from reaching the Earth’s surface..
b) Ozone is the gas produced when the ultraviolet radiation
from the Sun comes into contact with oxygen in the
higher layers of the atmosphere.
It filters out the ultraviolet light.
1. The gases that make up the atmosphere are the
following, ordered from highest to lowest in terms of
quantity: nitrogen (78%), oxygen (21%), argon (0.93%),
water vapour (0.04%) and carbon dioxide (0.03%).
2. Personal answer. As an example: The ozone layer has been
reduced throughout the 20th century due to the use and
emission into the atmosphere of certain chemical products
used in air conditioners or refrigerators, among others.
However, due to the important role played by the ozone
layer, the international community has managed to
eliminate 99% of this type of harmful product. The aim
is to restore the thickness of the ozone layer, so that
fewer ultraviolet rays reach the Earth.
Page 55
3. a) Meteorological phenomena happen here. 
troposphere.
b) Temperatures are very low in the layer.  mesosphere.
KEY ANSWER 11
 c) It is where the ozone layer is located.  stratosphere.
d) Temperatures are very high in this layer. 
thermosphere
e) Most of the air we breathe is located in this layer. 
troposphere.
4. The atmosphere is very important for life on Earth
because it regulates the temperature of the planet, with
the air currents preventing the Earth from overheating
and becoming too cold. The troposphere layer also acts
as a protective biological shield, with its own
combination of gases. In the stratosphere, the ozone
prevents harmful ultraviolet light from reaching the
Earth. Finally, the atmosphere also protects us from
falling objects from space.
5. The characteristics of each layer of the atmosphere are
the following:
− The troposphere is the lowest layer, where we can
find the air that we breathe, and where the main
meteorological phenomena occur.
− The stratosphere is the second layer, where air is
stable and stratified. In this layer we can find the
ozone layer.
− The mesosphere is the coldest layer of the
atmosphere, and it has a low air density.
− The thermosphere has high temperatures and
includes ionosphere, where the aurora borealis
occur.
6. In recent years, the increase in the emission of harmful
gases caused by human activity has caused global
warming and a hole in the ozone layer. The hole in the
ozone layer allows harmful ultraviolet rays to reach the
Earth’s surface. When solar radiation reaches the Earth’s
surface, it is reflected, absorbed and re-emitted.
However, if the ozone layer cannot filter enough rays,
they can also be harmful: temperatures will vary, there
will be an increase in skin and eye diseases and flora and
fauna can also suffer harmful consequences.
7. Mountaineers carry an oxygen cylinder along with
them. It is because when they climb mountains, as
altitude increases, the amount of oxygen level in the
atmospheric air decreases as trees are not found at
higher altitudes. As a result, mountaineers suffer from
dizziness.
8. Most satellites do not come back to Earth because they
burn to a crisp before they get anywhere near the
ground.
Every day, bits of space junk get burnt up in the sky
above our heads. Most of the time we do not even notice.
Satellites are always falling towards the Earth, but never
reaching it. They are meant to stay there, and usually
there is no plan to bring them back to Earth. From orbit,
they send us pictures of the Earth and signals to help us
find our way about.
Those closest to the Earth will eventually fall into the
atmosphere and burn up. This is a good thing, because
we do not want old satellites staying up there as junk.
Some fall back within weeks of being launched. Others
are up there for hundreds of years.
12 KEY ANSWER
Mostly, their orbits are above the thickest parts of the
atmosphere. But eventually, the heat of the Sun makes
them fall into Earth’s atmosphere.
Page 56
a) Atmospheric temperature is the amount of heat in the
air.
b) Insolation is the amount of energy from the Sun’s rays
and is the largest influence on temperature.
c) Because the sea is a liquid and it takes a long time to
heat up or cool down.
Page 57
1. The highest temperatures on Earth can be found between
the tropics, the area between the tropics of Cancer and
Capricorn.
The lowest temperatures are in the polar regions.
2. The Asian continent will have a great variety of average
annual temperatures throughout its territory, as it
extends from the polar region (where there will be
average annual temperatures between 0º and -20º),
through the temperate zone (where average temperatures
are between 0º and 20º) to the tropics (with an average
annual temperature of up to 28º).
3. The factors that influence the temperature of a particular
place on Earth are latitude, altitude and distance from
the sea.
4. Insolation is greater at the Equator, as solar rays hit the
Earth at a very direct angle (90º).
5. At higher altitudes, temperatures are lower. This is
because at higher altitudes, the air is less dense and does
not retain heat.
6. In summer, air coming off the sea cools the land. Humid
wind comes inland from the sea during the day and dry
wind moves out from the land to the sea during the night.
Page 58
a) Air humidity is the amount of water vapour in the air.
b) Air is saturated when it cannot absorb more water
vapour.
c) The different forms of precipitation that fall from clouds
are rain, snow and hail.
d) Hail is formed when ice crystals are repeatedly carried
higher by rising air currents. Their size grows until their
weight causes them to fall.
Page 59
1. The isohyets are imaginary lines that connect places on
the Earth’s surface with the same amount of precipitation.
2. Between the tropics, precipitation is higher than 1000
mm in most areas: most of South and Central America,
central Africa, South Asia and the islands of eastern
Oceania. Outside the tropics, there are other areas that
also present this characteristic: the territories
corresponding to Chile, New Zealand, the east coast of
the United States and part of Alaska, northern Spain,
© EDITORIAL VICENS VIVES
 Ireland, the north of the United Kingdom, northern Italy
and the coast of the Balkans.
3. Precipitation is less than 250 mm in the Arctic Circle, in
some areas between the tropics and the polar circles
(west of the United States, south-west of South America,
south-west coast of Africa, central Australia, parts of
south-west and central Asia and the Arabian Peninsula)
and in the north of the African continent, right on the
Tropic of Cancer.
4. The clouds are formed from the cooling of water vapour
at high altitudes. The water vapour condenses and forms
droplets that accumulate and form clouds.
5. Rain is droplets of liquid water. If the droplets become
very cold they turn into ice crystals. When the air
temperature is very cold, ice crystals do not melt when
they fall, but stick together and form snowflakes.
6. Listening activity:
a) The amount of water in the air is humidity.
b) Evaporation is the process that produces water
vapour.
c) Isohyets connect places on a map with the same
amount of precipitation.
d) A hygrometer measures air humidity.
e) Rainfall is measured in millimetres.
7. The amount of water vapour in the air is its humidity,
which is measured with a hygrometer.
Clouds form when water vapour cools at high altitudes
and condenses into droplets.
Page 60
a) Atmospheric pressure is the weight or force that the air
exerts on the surface of the Earth.
b) Two areas with different atmospheric pressures can
cause wind. Air always moves from areas of high
pressure to areas of low pressure.
Page 61
1. Anticyclones are shown by concentric isobars with high
numbers at their centre.
2. Depressions are shown by isobars with low numbers at
their centre.
3. Listening activity:
a) False. The higher the altitude, the lower the atmospheric
pressure.
b) True. Warm air rises because it weighs less.
c) False. Depressions are caused by warm air.
d) False. When air moves from high pressure areas to low
pressure areas, winds are produced.
e) True. Prevailing and seasonal winds always behave in
the same way.
f) True. Monsoon winds bring rain.
4. The definitions are the following ones:
− Atmospheric pressure: the force of the air on the
surface of the ground.
© EDITORIAL VICENS VIVES
− Isobars: lines connecting areas with the same
atmospheric pressure used in maps to represent
depressions and anticyclones.
− Depression: areas of low pressure created by hot air.
− Jet stream: powerful air currents that circulate at an
altitude of 15,000 metres and determine the
atmospheric pressure.
− Anticyclone: areas of high pressure created by cold air.
− Prevailing wind: wind that blows in the same
direction, such as trade winds that always blow from
the tropics to the Equator.
− Seasonal wind: winds that blow in a different direction
and have a different outcome depending on the season,
such as the monsoon winds, which blow from the
Indian Ocean towards the centre of Asia in summer
bringing rain, whereas they blow from the continent
towards the sea in Winter and are dry and cold.
Page 62
a) Some of the causes of global warming are the increase
in carbon dioxide (CO2), methane and other gases in the
atmosphere.
b) The atmosphere, the hydrosphere, the cryosphere and
the biosphere.
c) The glaciers are disappearing due to the rising
atmospheric and sea-surface temperature.
Page 63
d) The 1997 Kyoto Protocol proposed limiting the amount
of greenhouse gases that each country could produce.
e) Each country agreed to implement policies and
strategies in their countries to reduce emissions of these
gases by 5.2%.
1. The effects of global warming are numerous and have
many negative consequences globally. As an example,
we can list some of them:
− Reduction in the availability of fresh water.
− Increased flooding.
− Spread of pests.
− Advance of desertification.
− Increase of the most dangerous hurricanes.
− Melting of glaciers.
2. a) Global warming is happening due to the increase in
carbon dioxide, methane and other gases in the
atmosphere.
b) Sea levels are rising due to melting ice and disappearing
glaciers.
c) Greenhouse gases allow solar radiation to enter the
atmosphere, and they do not let the heat escape.
3. Group activity.
Page 64
1. Copy and complete.
Climate is affected by
KEY ANSWER 13
– temperature 2. Group activity. As an example we can complete the
• measured with a thermometer. sentences of the activity as follows:
• represented on a map by isotherms − The greenhouse effect is caused by gas emissions
from human activity.
• depends on
− These gases prevent that the heat from solar
– latitude radiation leaves the atmosphere.
– altitude − The greenhouse effect leads to the average
– distance from the sea temperature has increased by 0.7º since 1900.
– precipitation: − One effect of global warming is the increase in the
• measured with a rain gauge average temperature of the planet.
• represented on a map by isohyets − A consequence of rising temperatures is the
expansion of deserts.
• falls as:
− The melting ice caps will cause sea levels to rise.
– rain
− Carbon dioxide emission is one of the reasons that
– snow the greenhouse effect has increased in recent
– hail decades.
– atmospheric pressure: − There are a number of reasons why many countries
• measured with a barometer have signed agreements to fight climate change such
as the Kyoto Protocol.
• represented on a map by isobars
Analyse the video
• depends on:
– altitude a) A front is a line that defines a transition zone between
two air masses with different characteristics.
– air temperature
– jet streams b) A polar front arises from contact in the mid-latitudes of
a colder and denser polar air mass with a warmer and
2. Copy and complete the sentences. less dense tropical air mass.
a) The weather is the state of the atmosphere in a certain place c) When a mass of polar air advances over a mass of
at a certain time. It has a great impact on our daily life. tropical air, a cold front is formed. It is represented on
b) The atmosphere is a gaseous layer that surrounds the weather maps using a blue triangle line.
planet. It stops some of the Sun’s rays from directly When a tropical air mass moves over a polar air mass, a
reaching the Earth’s surface. warm front is formed. It is represented on weather maps
c) The rise in the emission of certain gases causes the using a red line with semicircles.
Earth to absorb more solar radiation, in a phenomenon
d) On a warm front the weather is cloudy and drizzle occurs,
called the greenhouse effect.
the temperature rises slightly and as the cloudiness moves
d) Atmospheric temperature is the amount of heat in the away it decreases and some frost is generated.
air, which mostly comes from solar radiation.
On a cold front the weather is very cloudy and there are
e) Temperature is influenced by latitude, altitude and intense short term rainfalls. Storms and hail are
distance from the sea. common. As it moves away the temperature drops and
f) The most important influence on temperature is the cloudiness is reduced.
insolation, which is the amount of energy from the e) An occluded front is formed when a mass of polar air
Sun’s rays. moves faster and reaches the warm front.
g) Humidity is the amount of water vapour in the air. On weather maps it is presented by a purple line with
h) When air rises, water vapour cools and condenses into alternating semi-circles and triangles.
droplets, which accumulate and form clouds. The weather will be cloudy, resulting in periods of light
i) The different forms of precipitation are rain, snow and rain and a few showers, but atmospheric stability is
hail. restored.
j) Atmospheric pressure is the weight exerted by the air on
the Earth’s surface.
k) Wind is a moving mass. It happens between two areas UNIT 5
with different atmospheric pressure.
l) Air always moves from areas of high pressure to areas of Page 64
low pressure.
Answer
Page 65 a) The Earth is divided into three climate zones: the hot
nd zones, the temperate zones and the cold zones.
Language skills: the 2 conditional / cause and effect
b) Europe is located in the temperate zone.
1. Pair activity.

14 KEY ANSWER © EDITORIAL VICENS VIVES

c) Personal activity.
Page 65
Look
a) Personal activity. As a guideline, students can point out
the contrast between the flat and mountainous areas in
the photograph. While on the plain the landscape is very
much transformed by human action, the mountains are a
natural landscape.
b) We are faced with a landscape with an outstanding
human intervention which can be seen in the numerous
fields of crops, the buildings and the paths and roads
which connect villages and fields.
c) Personal activity. As a guideline, students can answer
that it would be very difficult to live in the taiga
landscape in Siberia, as temperatures are extremely low.
Think
a) Personal activity. The perception of the landscape is a
very subjective issue. While there are landscapes that are
beautiful for everyone, another part of that beauty is a
personal matter. Thus, the same place can be valued in
different ways and appear beautiful or not, depending on
who is looking at it
b) Personal activity. As a guideline, students can answer
that they like the picture of the jungle in Cameroon,
because it has a lot of vegetation and a waterfall.
Page 68
a. The Earth is divided into three climate zones: the hot
zones, the temperate zones and the cold zones
b. The highest temperatures can be found in the hot zone.
The lowest temperatures can be found in the cold zones.
1. Personal activity.
2. Cold climates’ average temperatures are below 0ºC; hot
climates’ average temperatures are above 20ºC; and
temperate climates are between 0ºC and 20ºC.
3. The Americas: equatorial, tropical, desert, oceanic,
Mediterranean, continental, polar and mountain
climates.
Europe: Mediterranean, oceanic, mountain, polar and
continental climates.
Asia: Mediterranean, continental, polar, mountain,
desert, tropical and equatorial climates.
Africa: Mediterranean, mountain, desert, tropical,
equatorial and oceanic climates.
Antarctica: polar climate.
Oceania: equatorial, tropical, desert, Mediterranean and
oceanic climates.
4. The Iberian Peninsula is in the temperate climate
zone.
Page 69
5. The continental climate is the most common in the
temperate zones
© EDITORIAL VICENS VIVES
6. The Himalayas in Asia, the Rocky Mountains in the
Americas and the Alps in Europe.
7. Personal activity. Students can name any of the
following deserts: Great Basin, Atacama, Patagonian,
Sahara, Arabian, Namib, Kalahari, Gobi, Great Sandy or
Great Victoria.
Page 70
a. We can find equatorial landscapes in the areas near the
Equator: the Amazon, parts of Central America, the
Congo, the Gulf of Guina and Southeast Asia.
b. The inhabitants of the jungles in South America are few
and make their living by picking fruit, hunting animals
and basic farming. On the other hand, the inhabitants of
the jungles in Asia are much more numerous and have
plantations of rice, cane sugar, tea and latex to make
rubber.
Page 71
c. We can find tropical landscapes in areas to the north and
south of the equatorial area: in Central and South
America, Central and South Africa, South and Southeast
Asia, and north and east Australia.
d. People in the tropical zone depend on livestock farming
and agriculture. They plant cocoa, coffee, sugar and tea in
plantations usually owned by foreign companies.
1. a) The equatorial climate has more rainfall, because the
climate chart of Uaupés (Brazil) shows that
precipitations are abundant throughout the year: an
average of 2674mm.
b) In the equatorial climate, the average temperature is
26.5ºC. In the tropical climate, the average
temperature is 27.
c) The equatorial climate has a more constant
temperature through the year.
2. a) Rivers have a regular discharge all year. 
equatorial climate.
b) There are two seasons: the dry season and the rainy
season.  tropical climate.
c) Vegetation is lush and includes a wide variety of
different species.  equatorial climate.
3. Equatorial landscapes are in areas near the Equator.
They are very hot and rainfall is persistent and heavy.
The rainforest is home to a lot of plant species and
fauna.
Tropical landscapes are in areas to the north and south
of the equatorial area. Temperatures are high all year in
these areas, which have a wet season (summer) and a
dry season (winter).
Page 72
a. Temperatures are very high during the day and very low
at night.
b. In the tundra, vegetation is in the form of mosses,
lichens and small flowers.
KEY ANSWER 15
1. Temperatures are generally high, between 20ºC and
almost 40ºC.
Temperatures vary: during January, February and March
they are between 10ºC and 20ºC, and during the rest of
the year, they are between 20ºC and 40ºC.
2. Temperatures vary a lot in the polar climate: during
December, January, February and March they are
between -30ºC and -20ºC, and during summer
temperatures can reach almost 10ºC.
In May, precipitation is at its lowest.
Page 73
c. Three factors affect vegetation: latitude, altitude and the
direction the vegetation faces.
3. Temperatures are very low: between -10ºC and 10 ºC
during most part of the year, although they can almost
reach 20ºC during the summer months.
4. Precipitations are heavy throughout the year.
5. From lowest to highest, mountain vegetation grows as
follows: farmland, deciduous forests, coniferous forests
and pastures.
6. a) Deserts are generally very cold at night.
b) A tundra environment is made up of mosses, lichens
and small flowers.
c) Precipitation in mountain climates decreases with
altitude
d) There are no rivers in desert landscapes.
Page 74
a. Rivers have a high regular discharge throughout the
year.
b. Because, as western Europe is heavily populated, most
forest have been cut down to make pastures fro livestock
or fields for crops.
1. No, temperatures are mild.
It rains regularly throughout the year.
Page 75
c. In the north, the most common vegetation is taiga, with
pine, fir, larch and birch trees. In the south, there are
extensive grasslands, such as steppes and prairies.
d. Humans use the trees of the taiga to make cellulose.
2. Temperatures vary greatly throughout the year. During
winter they are as low as almost -10ºC, whereas in
summer they reach the 20ºC.
3. The summer months, July and August in particular, have
the most rainfall.
4. The continental climate is more extensive, as it extends
through the interior of Europe, Asia and North America.
5. The continental climate can be found in the interior, far
away from the sea. The Southern Hemisphere is
basically made up of water, especially the part that
would correspond to a temperate climate. The land
16 KEY ANSWER
masses that make it up are either archipelagos or parts of
continents with seas or oceans near their entire territory.
6. Oceanic landscapes: moor, meadow.
Continental landscapes: steppe, taiga.
7. Oceanic landscapes are along the coastline between
latitude 40º and 60. They are mild and rainy, and there is
not much difference in temperature between the seasons.
Common vegetation includes deciduous forests,
meadows and moors.
Continental landscapes are mostly found in the interior
of Europe, Asia and North America. Temperatures are
extreme with cold dry winters and rainfall mostly
occurring in summer.
In the north, the most common vegetation is taiga,
whereas in the south there are extensive grasslands, such
as steppes and prairies.
Page 76
a. Summers are usually dry and hot, so rivers carry little
water and some are completely dry, as rainfall is scarce.
Rainfall can be heavy and even torrential in spring and
autumn, which can cause the rivers to flood.
1. The summer months have the highest temperatures.
It rains the least during summer.
Page 77
b. The rainfed agriculture is common in the Mediterranean
landscape. People grow crops such as cereals, grapes
and olives. In addition, vegetables like peppers, fruits
like strawberries, and flowers are grown in greenhouses.
2. Personal activity. Students can include the following
information:
Flooding can cause human losses, the interruption of
essential social services with the destruction of schools,
roads and hospitals, the evacuation of many people from
their homes and the disruption of services such as
electricity and water.
Flooding can also cause important economic damage to
the affected areas. Industries are damaged or destroyed,
essential infrastructures can be swept away by the flood
and have to be repaired, farmlands are flooded and crops
can be lost. Also, the interruption of everyday life causes
important economic losses to the affected area.
In addition, flooding can cause landslides on mountains
and hills, and rocks can fall. Fields and farmlands are
inundated, and animals can be swept away by the force
of the flooding.
3. a) Mediterranean winters are mild because of the
proximity to the sea.
b) Mediterranean forests are made up of evergreen trees.
c) Maquis and garrigue are types of shrubland.
d) Intense autumn storms can cause floods.
e) Cereals, grapes and olives are produced thanks to the
technique dryland farming.
4. Complete the table as follows:
© EDITORIAL VICENS VIVES
 coasts of the b) In northern Europe, tundra is the most common type
Africa Mediterranean northern of vegetation. In the south there are many coniferous
Sea forests.
2. Listening activity.
Africa South Africa southern
1. Steppes: This vegetation is found in central and eastern
coasts of the Europe and consists of herbaceous plants, which
Asia Mediterranean northern provide food for large animals like bison and horses.
Sea 2. Tundra: This vegetation is found in the very north of
Europe and consists of mosses and lichens. The land
The Americas California northern
is covered with ice for much of the year.

The Americas central Chile southern
southern and
Oceania southwest southern
Australia
5. In the Mediterranean region fires spread more rapidly, as
the air circulates freely, the climate is dry and the
temperatures are high. In Mediterranean ecosystems,
summer droughts are common and temperatures are high
which, together with the wind, mean extremely dry
vegetation and a high risk of fire spreading.
To prevent fires, the following measures must be taken:
– Prune the trees, especially the lower branches, to
avoid the flames reaching them.
3. Oceanic landscape: This landscape is found in costal
areas near the Atlantic Ocean and is dominated by
deciduous forests, which are home to many
mammals, birds and insects.
3. Europe has a wide variety of climates due to its latitude,
the influence of the sea and the relief.
In northern Europe, the common vegetation is tundra,
whereas, in southern Europe, there are coniferous
forests.
Indigenous vegetation has disappeared due to human
activity. Fauna has also changed as a result of human
intervention.
Page 80

– Clear the forests of undergrowth, especially near the
trees.
– Create firewalls, in order to prevent the fire
spreading.
– Keep a careful watch on all the areas near the roads.
Personal answer.
Page 78
a. Europe has different natural landscapes due to:
– The latitude, between 35º and 60º, so temperate
climates predominate, except in the area furthest to
the North.
– The influence of the sea, as the Atlantic Ocean and
the Mediterranean Sea influence makes the
temperatures milder and causes heavy rainfall.
– The relief. The flat lands favour the entry of
humidity; but the mountain ranges in the south shield
the interior from the influence of the sea.
b. The main characteristic of mountain vegetation is that it
is divided into different levels.
c. Most indigenous vegetation, such as mixed forests,
deciduous forests, Mediterranean forests and steppes,
has disappeared due to human activity.
The fauna has also changed due to human intervention:
there are fewer large mammals, such as bears and
moose, as an example.
Page 79
1. a) The three main factors that affect climates and
landscapes in Europe are latitude, influence of the sea
and relief.
1. Copy and complete.
The Earth’s landscapes are made up of
– vegetation
– fauna
– climate main elements are:
• temperature, determine the Earth climate zones
called:
– hot zone, climates: equatorial, tropical, desert
– temperate zone, climates: continental, oceanic,
Mediterranean
– cold zone, climates: mountain, polar
• precipitation
– relief
– soil
– human inhabitants
2. Copy and complete the sentences.
a) There are three climate zones on Earth: the hot zone, the
temperate zones and the cold zones.
b) The three types of climate in hot zones are equatorial,
tropical and desert.
c) The three types of climate in temperate zones: oceanic,
continental and Mediterranean.
d) In cold zones, there are mountain and polar climates.
e) Equatorial landscapes are in areas near the Equator.
Temperatures are high and rainfall is heavy and regular.
f) Tropical landscapes are in areas to the north and south
of the equatorial area. Temperatures are high and there
are two seasons: the rainy season and the dry season.
g) Desert landscapes are located in the tropics, near cold
ocean currents.

© EDITORIAL VICENS VIVES KEY ANSWER 17

h) Polar landscapes are located to the north of the Arctic
Circle and to the south of the Antarctic Circle.
i) The oceanic landscape is found on the western coast of
Europe, North America, South of Chile and Argentina,
and in South Africa, Southeast Australia, Tasmania and
New Zealand. Influence from the ocean creates mild
temperatures.
j) Continental landscape is mostly found in places far
away from seas and oceans: in the interior of Europe,
Asia and North America. These areas do not receive the
moderating influence of the sea and have extreme
temperatures and little rainfall.
k) The Mediterranean landscape is found in coastal areas of
the Mediterranean Sea, California, Chile and the South
African coast and South and Southwest Australia.
Page 81
Language skills: comparatives and superlatives
1. Personal activity. A sample structure can be found in the
book.
2. a) London has more rain than the Sahara Desert.
b) Mexico has less snow than Canada.
c) Temperatures are usually higher at the Equator than
in Spain.
d) Rainfall is lower in Egypt than in Galicia.
e) The rainiest place in the world is Death Valley in
California.
f) The hottest city in the world is Quibdó in Colombia.
Analyse the video
a) The equatorial rainforest is associated with the humid
equatorial and tropical climates. The factors that allow its
growth are the constant high temperatures and its high
humidity.
b) These factors give rise to the development of a very dense
and compact jungle that has vegetable species that grow
very close together and have long and persistent leaves.
c) Due to the competition for access to light there are
different levels of vegetation. The vegetation layers are:
– The highest layer is made up of large isolated trees
that can measure up to 60 metres in height.
– The middle and lower layers have smaller trees
between 10 and 5 metres high.
– In the undergrowth there are more or less tall and
dense bushes with fine leaves given the high
humidity and lack of light they receive.
– At ground level, we find a highly developed
herbaceous mantle due to the lack of light which is
covered by the treetops on the upper layers.
UNIT 6
Page 82
Answer
a) Spain consists of a peninsula and two archipelagos: the
18 KEY ANSWER
Balearics and the Canaries.
b) Spain has a high relief compared to other European
countries. It has a big central plateau, called the Meseta,
and a number of mountain ranges.
c) The conditions of a climate create a particular type of
landscape.
Page 83
Look
a) The landscape in the photograph is mountainous,
characterised by the presence of several snow-capped
peaks, a valley floor crossed by a river accompanied by
riverside woodland as well as meadows and trees typical
of oceanic bioclimates with oak, beech and chestnut trees.
At the bottom right you can see a small mountain village
b) It corresponds to the oceanic climate.
c) Personal answer. By way of orientation: this is a natural
landscape because natural vegetation predominates over
artificial or human elements
Think
a) The human interventions that can be seen are a small
village on the lower right and several natural meadows
that have been able to replace the native forest to feed
the cattle
b) Personal answer. Students can point out that the
conservation of natural landscapes guarantees
sustainable development and an appropriate relationship
with the environment around us, as it is a guarantee of a
greater and better quality of life.
Page 84
a. The Iberian Peninsula is bordered by the Atlantic Ocean
and the Mediterranean Sea.
b. The relief of the Balearic Islands is very similar to the
relief of the Peninsula.
1. The Meseta is in the centre of the Peninsula. It is
surrounded by the Cordillera Cantábrica, the Sistema
Ibérico and the Sierra Morena.
2. The Pyrenees, the Cordilleras Costero-Catalanas, the
Cordilleras Béticas and the Macizo Galaico are the
peripheral mountain ranges.
3. See Figure 2 on the next page to see the location of the
rivers.
The Ebro river basin is surrounded by the Pyrenees, the
Montes Vascos and the Cordillera Cantábrica to the
north, by the Cordilleras Costero Catalanas to the
southeast and by the Sistema Ibérico to the southwest.
The Guadalquivir River Basin is surrounded by the
Sierra Morena to the north and the Cordilleras Béticas to
the south.
Page 86
a. In the north of the Peninsula, in Galicia and Cantabria,
coastlines have high cliffs. In the south, there are low
sandy stretches of coast.
© EDITORIAL VICENS VIVES
 FIGURE 2
b. Rivers can be classified according to which body of
water they flow into: rivers of the Cantabrian basin,
rivers of the Atlantic basin and rivers of the
Mediterranean basin.
1. a) Mediterranean coastline: It has low, sandy stretches
of coast where there are plains.
b) Rivers of the Cantabrian Basin: These rivers are
short with a high discharge because of the heavy
rainfall throughout the year.
c) Rivers of the Mediterranean Basin: These rivers are
short with a low and irregular discharge.
d) Canary Island coastline: The characteristics of its
coast vary depending on the proximity to the
mountains. There are steep coast with cliffs, and also
flat coats with long beaches.
e) Cantabrian coastline: The coastline is high with
cliffs due to the mountain ranges next to the sea.
Page 87
2. Rivers of the Cantabrian basin: Navía, Nalón.
Rivers of the Atlantic basin: Tambre, Ulla, Miño Duero,
Tajo, Guadiana, Odiel, Guadalquivir.
Rivers of the Mediterranean basin: Ter, Llobregat, Ebro,
Mijares, Turia, Júcar, Segura, Almanzora, Andarax,
Guadalhorce.
3. Personal activity. Each pupil should choose the river
closest to the town where they live or go to school.
They can search for information on the Internet and
select images to show how features such as the shape,
width, and depth of their chosen river change along
its course.
© EDITORIAL VICENS VIVES
Page 88
a. Spain has six types of climate, which provide it with a
great deal of bioclimatic variety. Various factors intervene
in this climatic diversity: the proximity or not to the sea,
the altitude and the geographical location.
b. The Atlantic and Mediterranean-continental climates are
the coldest. The subtropical and the Mediterranean
climates are the warmest.
Page 89
1. Oceanic: pines, eucalyptus, oak trees, beech trees and
moorland plants.
Continental: farmland, steppe, holm oaks.
Mediterranean: pines, garrigue, farmland, olives and
carobs.
Subtropical: farmland, Canary Island pines, Canary
island dragon trees.
Mountain: forests, meadows.
2. It depends on the climate, but seeing the Peninsula as a
whole, the most common types of vegetation are steppe,
olives and carobs, holm oaks and Portuguese oaks.
3. Spain has a wide variety of landscapes that reflects its
diverse terrain, climate and vegetation.
Page 90
a. It is common to have a rainy weather.
b. Deciduous forests, such as oak, chestnut and beech, are
the most common type of vegetation, together with
shrubland and meadows.
KEY ANSWER 19
c. In inland towns, the economic activities include livestock
farming and agriculture. In coastal town, we can find jobs
related to agriculture, forestry, fishing and tourism.
Page 91
1. Listening activity.
a) Pastures: These are fields where we can see cows
eating grass.
b) Coastal town: This place has a lot of buildings and
people and is next to the sea.
c) Valleys and sunny slopes: Not many people live here
and it is far from the sea.
2. Most of the population lives on the coast because the
influence of the ocean makes temperatures milder than
inland. Furthermore, living in a coastal town provides
more possibilities and diversity of employment as there
are more possible economic activities, such as fishing or
tourism, among others.
3. Despite the fact that these areas are not very populated,
the use of natural resources has led to changes in the
landscape, especially in the areas closest to the coast:
Traditionally, forests have been cut down to obtain
pastures, wood and charcoal, or to establish small plots
for the cultivation of potatoes, corn and garden products.
Recently, indigenous vegetation has almost disappeared
due to extensive logging and the introduction of exotic
species, such as pines and eucalyptus, planted for their
rapid growth to take advantage of their wood for
industrial uses.
The depopulation of some rural areas has allowed the
recovery of some of some vegetation, but sustainable and
environmentally friendly ways of life have been lost, as
well as extremely valuable traditional knowledge.
The landscape is also modified by human action through
the construction of buildings (e.g. houses or hotels) as
well as other infrastructure (e.g. ports or fish markets).
4. – Personal activity.
– Group activity.
Page 92
a. The proximity to the sea means that the temperatures are
mild, with hot summers and mild winters.
b. Most people live in provincial capitals and large towns.
Page 93
1. a) Among the most outstanding similarities between the
Mediterranean and the oceanic landscapes, we can
point out the concentration of buildings and activities
on the seafront. The main differences can be found in
the natural landscape, which is denser and more
numerous in the Atlantic areas than in the
Mediterranean areas.
The climate-related factors that explain this situation
are the different precipitations: abundant and regular
in the Atlantic areas and scarce during most part of
the year in Mediterranean areas.
20 KEY ANSWER
b) The impact of human activity has been greater in
areas with a Mediterranean landscape. In these areas
there has been a greater action of man, especially for
tourist uses.
2. The inland regions are far from the sea, so they do not
have its influence to temper the temperatures. Thus,
temperatures tend to be extreme, with very hot summers
and very cold winters. The distance from the sea also
means that rainfall is scarce, although it rains a little
more in spring and summer.
3. Personal activity. Wheat grows best when temperatures
are warm, from 21° to 24° C, but not too hot. Wheat also
needs a lot of sunshine, especially when the grains are
filling. Areas with low humidity are better since many
wheat diseases thrive in damp weather. It is planted in
the fall, usually between October and December, and
grows over the winter to be harvested in the spring or
early summer.
Having considered all the information about wheat, one
can conclude that it is better to build a wheat farm in a
Mediterranean-continental landscape. In this type of
landscape, there are large areas of farmland and it is not
a very steep terrain, with little unevenness. It is a
landscape with little humidity, as it is far from the sea,
with little rainfall, concentrated basically in autumn and
spring, which is when the grain is planted and filled.
4. Mediterranean landscapes are close to the sea, which
means temperatures are mild, with hot summers and
mild winters. Rainfall is scarce in summer and occurs
mainly in spring and autumn.
Page 94
a. The mountain landscape is characterised by its great
height and lush vegetation on several levels. At the
highest mountain regions we can find snow almost all
year round and some meadows and shrubland. In the
middle mountain regions, there are deciduous forests
(oak, beech, birch, etc.) and conifer forests (pine, fir,
etc.) In slightly lower regions, holm oak and pine grow
in drier areas, and oak and chestnut trees grow in wetter
areas. There are also riverside forests with trees such as
black poplars and elms.
b. The dragon tree is a unique species that only grows in
the Canary Islands.
Page 95
1. The mountain landscape is characterised by its great
height and lush vegetation on several levels. At the
highest levels we can find snow almost all year round
and some high mountain meadows and shrubland. In a
slightly lower area, there are pines, firs, beeches, oaks
and holm oaks. At the bottom of the valleys you can find
extensive meadows and the most important populations.
These are dedicated to both livestock and forestry
activities.
2. The activities that transform the landscape are the
livestock activity, the roads, the village and the ski
resorts.
Personal answer. In general, there should be a certain
consensus that roads and ski resorts are the ones which
© EDITORIAL VICENS VIVES
 most modify the landscape because of the type of
infrastructure necessary for them to function
3. No. It has been written intentionally, playing with the
idea that while the weather on the Peninsula is adverse
at this time of year, the archipelago maintains mild
temperatures.
4. Personal activity. Students should note that sunny areas,
which correspond to the south-facing slope, are
preferable, as the snow will be in better condition than
the shades of the north-facing slope, where the cold and
humidity will make snow icier.
5. In the mountains, rainfall increases because at high
altitudes the air is colder and more humid and cannot
retain that humidity, releasing it in the form of rain. The
temperature decreases at altitude by one degree for
every 150 metres climbed.
6. The Canary Islands are located in the Atlantic Ocean,
near the Tropic of Cancer. It is found inside the hot
climate zone. Because of its geographical location and
the influence of the ocean, its temperatures are high
almost all the year, with mild winters, and low irregular
precipitation.
The landscape of the Canary Islands is characterised by
the presence of mountains of volcanic origin which
condition all the vegetation. Thus, there are areas of
scrub in height and numerous endemic species such as
cardonales and tabaibales which alternate at lower
altitudes with patches of savin and palm trees. The most
unique groves in the Canary Islands are represented by
the Canary Island pine and the laurel forest in some of
its islands.
7. Personal activity. Students should direct their response
towards measures such as limiting usable space and
reforesting the most deteriorated areas. One of the most
appropriate measures for the conservation of mountain
ecosystems is to stop deforestation and thus the loss of
indigenous forests
Page 96
1. Copy and complete.
The Relief of Spain is divided into:
– mainland relief, three major features:
• Meseta
– surrounded by mountains
– divided into Submeseta Norte and Submeseta Sur.
• Mountains outside the Meseta, such as:
– Cordilleras Costero-Catalanas
– Cordilleras Béticas
– Macizo Galaico
– Pyrenees
• River basins, formed by the rivers:
– Guadalquivir
– Ebro
– island relief, islands:
• Balearic Islands, similar to:
– the relief of the Peninsula
© EDITORIAL VICENS VIVES
• Canary Islands, whose origin is:
– volcanic
2. Copy and complete the sentences.
a) The Meseta is a big plateau in the centre of the Spanish
mainland. The mountain ranges within the Meseta are
the Sistema Central and the Montes de Toledo.
b) The mountains around the Meseta are the Cordillera
Cantábrica, the Sistema Ibérico and the Sierra Morena.
c) The mountain ranges around the outer edge of the
mainland are the Macizo Galaico, the Montes Vascos,
the Pyrenees, the Cordilleras Costero-Catalanas and the
Cordilleras Béticas.
d) Spain also has two large depressions: the Ebro River
Basin and the Guadalquivir River Basin.
e) The Balearic Islands are an extension of the peninsular
relief, while the Canary Islands have rugged relief that
is volcanic in origin.
f) Spain’s rivers are divided into three basins: (the
Cantabrian, the Atlantic and the Mediterranean),
according to the ocean or sea into which they flow.
g) The landscapes with an oceanic climate are found in
Galicia, along the Cantabrian coast and in the western
Pre-Pyrenees. The temperatures are mild and there is
abundant rainfall.
h) The landscapes with a Mediterranean climate are found
along the eastern and southern coasts of the mainland,
parts of Extremadura and Castile-La Mancha and the
Balearic Islands. The temperatures are hot in summer
and mild in winter, and the rainfall is low.
i) The landscapes with a Mediterranean-continental
climate are found in the centre of the mainland. The
temperatures are extreme and the rainfall is low.
j) The landscapes with a mountain climate are found in the
highest mountains. The temperatures are very low and
precipitation, which often falls as snow, is high.
k) The landscapes with a subtropical climate are found in
the Canary Islands, where the temperatures are high
almost all year and the rainfall is low and irregular.
Page 97
Language skills: writing a news report
1. Personal activity. Sample structure and sample sentences
can be found in the exercise.
Analyse the video
a) The term secondary vegetation refers to vegetation that
appears after human intervention in the environment.
This may be plant species which replace those originally
in the area for the exploitation of its timber and other
resources or vegetation which appears following human-
induced degradation of the environment. For example,
shrubland that appears after the degradation of the forests.
In areas with a Mediterranean climate, the landscape has
been transformed due to the fact that these areas have an
intense economic and social activity. Infrastructure,
housing or tourism modify the landscape with special
intensity in areas with a Mediterranean climate.
KEY ANSWER 21
b) The xerophytic plants are found in the lower areas with
hot and arid climates. Generally, these are small plants
which have adapted to dry climates.
c) In the regions with granitic soil there is a proliferation of
bushes such as strawberry trees, heathers and brooms.
These are relatively tall plants, with a dense, closed
stratum and some clearings. It is a landscape of maquia
d) In the regions of calcareous soil, the bushes are lower and
more open, with the existence of some isolated trees.
In this environment, aromatic plants such as rosemary,
lavender and thyme predominate. It is a garrigue
landscape.
Pages 98 and 99
ICT Project: The Earth’s resources
Group activity.
DOSSIER GEOGRAPHY
Page 100
Answer
a) Andalusia has different kinds of relief: coastal plains,
basins, high mountain ranges, etc.
b) The Mediterranean Sea and the Atlantic Ocean border
Andalusia.
c) Andalusia has a Mediterranean climate.
Page 102
a. The three major landforms in Andalusia are Sierra
Morena, the Cordilleras Béticas and the Guadalquivir
River Basin.
b. Andalusia’s coastline is 800 km long.
c. The river in Melilla is the Oro River.
1. Personal activity. As an example, the students can point
out the following:
The Andalusian relief is peculiar in the Iberian
Peninsula due to the contrast between the mountains and
a great depression which is found between two mountain
ranges. In spite of the predominance of the mountains,
the Guadalquivir River Basin is one of the most
important plains on the Peninsula.
2. The Cordillera Penibética, in the Cordilleras Béticas, has
the highest peaks: Mulhacén (3479m) and Veleta (3396 m).
3. The Atlantic coast is characterised by its low altitude
because, as it can be seen on the map, the plain of the
Guadalquivir River Basin reaches out to the sea.
In contrast, the Mediterranean coast is high and rocky
because the Penibetic mountain range almost reaches the
sea, although there are also coves and beaches on the
Costa del Sol, the Costa Tropical and the Almeria coast
4. Andalusia has three major landforms: Sierra Morena, the
Cordilleras Béticas and the Guadalquivir River Basin.
22 KEY ANSWER
The Mediterranean Sea and the Atlantic Ocean border
Andalusia.
Page 104
a. 63% of Andalusia’s fresh water is in the Guadalquivir
River.
b. Reservoirs store excess water from mountain regions
which is sent to places that lack water.
c. Rivers are classified according to the watershed where
they flow, either in the Atlantic or in the Mediterranean.
The rivers on the Atlantic watershed are long, especially
the Guadalquivir, the longest and most abundant
Andalusian river.
Rivers on the Mediterranean watershed are short because
they originate in the mountains near the sea.
1. Much of the Guadalquivir River Basin and the
Mediterranean coast have a shortage of water. They
receive water from the Mountain areas, such as Sierra
Morena and the Cordilleras Béticas.
2. The two main drainage basins in Andalusia are the
Atlantic drainage basin and the Mediterranean drainage
basin.
The rivers on the Atlantic drainage basin are long,
especially the Guadalquivir, the longest and most
abundant Andalusian river.
Rivers on the Mediterranean drainage basin are short
because they originate in the mountains near the sea.
3. Personal activity. Students must locate the Guadalquivir
River on the map.
The Guadalquivir River has its source in the Sierra de
Cazorla, in the north-eastern part of the province of
Jaén.
On the right bank, it collects the waters of the
Guadalimar, the Jándula, the Yeguas, the
Guadalmellato, the Guadiato, the Bembézar, the Viar,
the Rivera de Huelva and the Guadiamar.
On the left bank, it receives water from the tributaries
Guadiana Menor, Guadalbullón, Genil, Guadajoz,
Cordobés and the Guadaira.
The tributaries of the left bank originate in the
Cordilleras Béticas and those of the right bank originate
in the Sierra Morena.
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a. Temperatures are coldest in the mountain and high
plateaus.
b. The six sub-climates are the following: Mediterranean,
continental Mediterranean, oceanic Mediterranean, sub-
desert Mediterranean, sub-tropical Mediterranean and
mountain.
c. The landscapes that can be found in Andalusia are the
following: Mediterranean forest, coniferous forest,
wetlands, olive groves and meadows.
d. In Andalusia’s coniferous forests, there are stone pines,
Scots pines, Aleppo pines among others.
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1. a) In general, temperatures in Andalusia are high in
summer and mild in the winter.
b) Rainfall is scarce which often causes drought.
c) Mediterranean forest is shrinking because of farming
and forest fires.
d) Stone pines and Scots pines can be found in
Andalusia’s coniferous forest landscapes.
e) Wetlands are at the mouths of certain rivers in
Andalusia.
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a. The human activities that cause environmental problems
are mining, uncontrolled urban growth, intensive
farming and industrial pollution.
b. Industrial pollution is a problem mainly in Bailén,
Huelva and Algeciras.
c. Around 20% of Andalusia is protected.
d. The five types of protected environments in Andalusia are
the National parks, the Natural parks, the Natural
landscapes, the Nature reserves and the Peri-urban parks.
1. Personal activity. As an example, students can point out
that it is necessary to protect Andalusia’s natural
environment to combat climate change by reducing the
risk of floods, droughts and forest fires and to preserve
the natural, cultural, historical or scenic values of the
natural environments.
2. Most of the protected areas are located in the
mountainous areas of the Sierra Morena and the
Cordilleras Penibética, Bética and Subbética.
The protected areas are concentrated in these areas
because they have a greater diversity of fauna and flora
and an environment of great scenic value.
3. Sierra Nevada National Park is in Sierra Nevada in
south-eastern Andalusia. Doñana National park can be
found in the mouth of the Guadalquivir River, in south-
western Andalusia.
4. Most Andalusia’s protected areas are Natural Parks, for
example, Sierra de Aracena and Picos de Aroche Natural
Park, Sierras de Cazorla, Segura and Las Villas Natural
Park, Los Alcornocales Natural Park, Sierra de Grazalema
Natural Park and Cabo de Gata-Nijar Natural Park.
UNIT 7
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Answer
a) Prehistory is the period that lasts from the origin of the
human species until the appearance of writing.
b) During the Palaeolithic Age, humans were nomads and
lived from hunting and gathering.
In the Neolithic Age, they became sedentary and learnt
to cultivate the land and domesticate animals.
c) In the Metal Ages, metalworking was developed. This
allowed humans to make metal tools.
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Page 111
Look
a) The unit covers approximately seven million years, from
the appearance of the first hominids to the generalisation
of the use of iron around the first millennium BC.
b) The central image represents the daily activities of a
Palaeolithic community. You can see how they fish,
hunt, gather, dry their skins and stand around the fire.
All these activities are of vital importance as it is thanks
to them that they were able to survive.
Think
a) Personal answer. As a guide, one could answer that
human beings in Prehistory were very rudimentary
because their way of life was based on satisfying the
most elementary needs and they lacked other concerns
typical of today's society.
The argument against this type of assertion is their
ability to survive in very adverse conditions, as well as
the development of tools that are increasingly adapted to
their vital needs
b) Personal response
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a. They came from Africa.
b. The process is called human evolution.
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c. They were predator because they could not produce their
own food: they hunted, fished and gathered food.
d. At first, tools were simple sharpened stones. However,
they perfected them using flint and began making
specialised tools, such as scrapers and spear heads. They
also began using other materials, such as bone or horn.
1. In a Palaeolithic camp, the first humans made fire,
which they used to cook food, warm up themselves and
frighten away animals. They also cut up the animals
they previously hunted, dried out their meat and scrap
their skins to make clothes and huts. In addition, they
cut stones to make tools. They also healed the wounded.
2. They used scrapers, spears, knives, slings… which were
made of stone, wood, bone or horn.
3. Humans in the Palaeolithic dressed in a very simple
way. They used animal skins to make clothes. They
dried them and sewed them together using needles made
from bone, and thread made from animal tendons.
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a. Rock art are the paintings that the Homo sapiens began
painting on the walls of caves 30000 years ago. They
painted animals, symbols and hunting scenes.
b. Palaeolithic people sculpted, painted and engraved
figures of animals and humans on bone, stone or ivory,
such as the figurine of the Venus of Willendorf.
1. No, they show women with few facial features. The
body parts related to fertility (thighs, hips and breasts)
are exaggerated.
KEY ANSWER 23
2. It is believed they were used in fertility rituals.
Page 115
3. Personal activity.
4. The scene shows a group of people from the Palaeolithic
period painting cave paintings inside a cave. There are
two people preparing the painting, one person suggesting
a torch to illuminate the cave, two people painting with a
feather and a spraying pigment on the wall.
5. They used feathers as brushes and pigments as paint,
scaffoldings and ladders made of wood to reach all the
parts of the cave, lamps made of animal fat and wood
torches to light the space, and stones to crush the
pigments to prepare the paint.
6. They sprayed pigments on the wall using a blower,
feathers or their fingers. The shape of the cave walls was
used to give images more volume.
7. There are different interpretations about the purpose of
these paintings: they could have been used as part of a
hunting ritual (painted in the place where the ceremonies
were performed), or they could be associated with a
fertility and reproduction ritual.
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a. Humans learnt to cultivate, giving rise to agriculture,
and to raise livestock.
b. Pottery was used to transport and cook food.
1. Agriculture and livestock farming began in the Middle
East, in an area known as the Fertile Crescent, 10000
years ago.
Agriculture and livestock farming spread into Europe
from the 7th millennium BC. It spread to the coastal
regions of the Mediterranean and reached the interior of
our continent along the central rivers.
2. The process used to make a piece of pottery consisted of
modelling the wet clay into the shape of the container
was achieved. It was then hardened either by drying it in
the sun or by baking it in a wood-fired oven.
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c. The men and women of the Neolithic Age became
sedentary so they could look after their crops and
animals.
3. Listening activity.
1. Axe: This tool was used for cutting down trees.
2. Hand mill: This tool was used for making flour.
3. Spindle: This tool was used in making textiles.
4. Pottery vessel: This tool was used for storing food.
4. The villages of the Neolithic period were usually built on
high ground, almost always near watercourses, and were
often protected by walls or ditches. In these villages, self-
sufficiency was sought, that is, to produce everything
necessary for the maintenance of the community,
although certain objects could be exchanged.
24 KEY ANSWER
5. The houses were built with adobe, a mixture of straw and
sun-dried mud or bricks. The roofs were made of branches
and straw. They were usually circular or rectangular in
shape and were shared by an extended family and the
domesticated animals that lived with them. Next to the
houses, silos were built to store the grain.
6. Among the new tasks that the Neolithic period brought
with it were agriculture and livestock farming.
The tools that were needed and invented for these new
tasks were the sickle to mow, the hand mill to crush the
grain, the hoe to dig the earth and the axe to cut down
trees. As it became necessary to store the production,
pottery, basketry and weaving were born.
7. Because they produced everything necessary for the
maintenance of the community.
8. Neolithic people learnt to plant crops and to farm
animals from observing nature.
Farming meant that communities went from being
nomadic to sedentary.
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a. They used copper, then bronze in the 4th millennium
BCE, and later iron.
b. The first specialists appeared because metalworking was
difficult to work.
c. As a result of trade, sails and the wheel were invented.
d. The first kings and chiefs appeared because, as
population grew and villages transformed into the first
cities, they needed somebody to govern.
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e. The first megaliths appeared in Europe, in the 6th
millennium BCE.
f. Menhirs were believed to be commemorative or to mark
territory.
Dolmens were collective burial chambers.
Stone circles are thought to have been linked to cults of
agriculture or the Sun.
1. a) The metal is extracted by smelting it in a furnace.
b) The molten metal is poured into a mould.
c) The excess metal is cut off and the object is polished.
2. a) Personal answer. Students should point out that the
first social groups appeared because of the
development of metallurgy. Metal working was a
difficult task that required specialised craftsmen. The
dedication of some members of the community to the
defence of the territory they controlled brought about
the appearance of groups of warriors led by warlords
or kings.
In the Metal Age a social differentiation appeared
according to status, determined by the value of what
was produced. In the Neolithic, society had become
more complex than in the Palaeolithic, but the social
strata according to the tasks to which each one was
dedicated were not yet visible
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 b) Personal answer. Students should say that metal
goods stimulated trade. Commerce developed due to
sailing and the invention of the wheel. When the first
civilisations began trading with each other about five
thousand years ago, however, many of them got rich
fast. Trade was also a boon for human interaction,
bringing cross-cultural contact to a whole new level.
Page 120
1. Copy and complete.
Prehistory is divided into three main ages:
– Palaeolithic
• fed themselves by:
– fishing
– hunting
– gathering fruit
• they lived in caves
– where they did cave painting
• they discovered fire
– Neolithic
• they discovered livestock farming and agriculture
• they developed pottery and textiles
• they built the first villages
– Metal Ages
• they discovered metalworking
– copper
– bronze
– iron
• they developed crafts and trade
• they built the first cities and megaliths
2. Copy and complete the sentences.
a) Prehistory is the period before the invention of writing.
b) As there are no written records from this period,
archaeologists have to study material remains.
c) The process of human evolution describes the physical
changes that transformed primates into humans. The
first humans appeared in Africa six millions years ago.
d) During the Palaeolithic period, humans evolved
physically and developed language.
e) Men and women in this period lived by hunting, fishing
and gathering fruit.
f) They were nomads and lived in caves and huts. They
learnt to use fire and made tools from stone, bone and
horn.
g) Around 30000 years ago, Homo sapiens created the first
art (cave painting and mobiliary art).
h) Human began to practise agriculture and livestock
farming 10000 years ago.
i) They also started to make clothes, baskets and pottery.
They created new agricultural tools (e.g. the sickle and
the mill) and adopted a sedentary lifestyle in the first
permanent villages.
j) Around 5000 BCE, people began producing metal
objects (copper, bronze and iron). The first artisans and
© EDITORIAL VICENS VIVES
traders appeared. Sailing and the wheel were invented,
making trade easier.
k) Monuments known as megaliths (menhirs, dolmens,
stone circles) were built with huge stones. They began to
appear at the end of the Neolithic Age.
Page 121
Language skills: verb conjugation…
1. a) A woman is spraying pigment on the wall.
b) There is a man holding a torch.
c) One man is standing on a ladder.
d) Another man is painting a bison.
2. Listening activity
3. Personal activity. Sample sentences:
make  made: Palaeolithic people made stone tools.
build  built: Neolithic people built houses with bricks
of mud and straw.
begin  began: Neolithic people began to grow cereals
and pulses.
learn  learnt: Palaeolithic people learnt to make fire.
grow  grew: During the Neolithic, population grew.
evolve  evolved: The first hominids evolved over time
into human species.
Analyse the video
a) Throughout the video, a group of human beings of
different ages from the Palaeolithic age appear: adults,
old people, children performing different tasks. Among
them, there is a group of hunters, who go out into the
forest to find food.
– The human group lives in an open air camp in front
of a cave, where they are protected from rain and
cold.
– The main purpose of their daily life is to get food to
survive. They are nomads.
– Some of them leave to hunt animals in the forest.
They are the hunters, the strongest and most skilled
of the group in hunting animals.
b) The video is located in prehistoric times.
– The scene takes place during the Palaeolithic.
– This period began more than two million years ago
and lasted until 8000 BC when agriculture was
discovered and the Neolithic period began. Within
the Palaeolithic, we would locate the scene in the
Upper Palaeolithic stage, because the human beings
that appear correspond to Homo Sapiens due to their
living characteristics: they introduce the bone and the
horn in their tools that are more perfected, they make
the cave paintings and their physiognomy is that of
the current human being.
c) The inhabitants of the camp carry out various activities.
– In addition to hunting, they gather fruit and sprouts
from trees and bushes, eggs and fish, crabs,
molluscs and algae in the river to feed themselves.
KEY ANSWER 25
 – Going hunting was dangerous for them because they
had to face wild beasts and could be killed. That is
why they invoked the spirit of the forest to
accompany the hunters and protect them.
– The shaman asks for the protection of the spirit of the
forest for the hunters and paints on the walls of the
caves the animals they intend to hunt because this
way they will possess their spirit and the hunters will
be able to hunt them easily. The cave paintings are
related to hunting and have a magical meaning
because through them the animals they want to hunt
will be obtained.
– The fire in the camp is very important because it
scares away the beasts, illuminates them in the dark
and allows them to cook their food. The children at
the camp are taught various survival skills, such as
how to fish, how to master fire, how to separate the
meat from the animals for food and the skin for
clothing or how to make tools such as arrows and
knives.
d) Personal answer. Students can explain that the group
will move to warmer places, where there is more
hunting, and that they will have to move from their
outdoor camps to shelters in caves or shelters to protect
themselves from the change in temperature and many of
their outdoor activities will have to be done indoors in
caves and shelters
UNIT 8
Page 122
Answer
a) Around 6000 years ago, in the Middle East, the first big
civilisations appeared.
b) We know about them because they were the first to
invent writing.
c) Personal answer. Students can point out that the
invention of writing has preserved information about the
lives of these first civilisations. As some of these written
documents has reached nowadays, we can know about
them.
Page 123
Look
a) By way of orientation, the map shows the Near East, as
this is the place where the first urban civilisations arose
b) Personal answer. The image shows the ceremony in
honour of the god Amun-Ra at the solemnity of religious
acts in ancient Egypt. There are a lot of people dressed
in white standing along an avenue of sphinxes. They are
waiting for a procession of people carrying feather fans
and a kind of boat, which seem to go to the temple of
Luxor, the building with a painted façade in the middle
of the image.
c) Personal answer. A pharaoh might be carried in the
procession.
26 KEY ANSWER
Think
a) Writing had a great influence on our understanding of
the past, as it offers us an essential testimony to
understand the economic, political, cultural and religious
organisation of the early societies
b) Personal answer. Students should highlight the
importance of written culture over the centuries
through different supports (documents, books, etc.)
and its continuity under new parameters in the digital
era.
Page 124
a. The first city-states used the water form rivers to farm
the surrounding area. Some farmers also began to work
as artisans. They sold their products in the markets,
which stimulated trade and led to the invention of
money. They had a temple (ziggurat) in the centre of the
city to worship the gods that protected the city. Priests
lived in the temple and controlled the economic
activities of the city. As the number of inhabitants
increased, also conflicts became more common,
especially over land. This led to the appearance of
military commanders, who often took control of the
cities and became monarchs.
b. The empires of Mesopotamia were the Akkadian
Empire, the Babylonian Empire, the Assyrian Empire an
the Persian Empire.
Page 125
c. Their main contribution to architecture were the arch
and the vault.
d. Ziggurats were artificial ‘mountains’ to communicate
with the gods. They were pyramid-shaped temples made
of several levels of bricks. At the top, there was a
sanctuary where the gods lived.
1. Sculpture: worshippers, stele / Architecture: vault, arch /
Empires: Assyria, Persia / First city-states: Ur, Uruk.
2. Independent city-states emerged in Lower Mesopotamia
in the 4th millennia BC. They were ruled by kings, who
had political, military and religious power.
Between the 3rd and 1st millennia BC, different dominant
cities created empires in Mesopotamia: the Akkadian
Empire, the Babylonian Empire and the Assyrian
Empire.
Mesopotamians built big temples in the middle of their
cities, called ziggurats, and invented the arch and the
vault.
3. The first urban civilisations emerged in Lower
Mesopotamia in the 4th millennia BC, in the fertile
plains between the Tigris and Euphrates rivers.
The first city-states used the water form rivers to farm
the surrounding area. Some farmers also began to work
as artisans, who sold their products in the markets.
Priests lived in the temple and controlled the economic
activities of the city. As conflicts over land became
common, military commanders appeared, who often
took control of the cities and became monarchs
© EDITORIAL VICENS VIVES
4. a) (F) Babylon was in the Babylonian Empire.
b) (F) Mesopotamian sculptures often showed men and
women worshipping.
c) (T) Money was first used in the city-states.
Page 126
a. Egyptians built dykes and canals to irrigated crops,
which they planted on the river banks of the Nile when
the water level decreased.
Page 127
b. The pharaohs had absolute power over Egypt. They
owned the land and controlled the proper channelling and
irrigation of the fields. In addition, they were considered a
god to his subjects and represented the unity of all Egypt.
The power of the pharaohs was theocratic because they
were considered divinities, absolute because nobody
could question them under any circumstances and
hereditary because the position could be transmitted from
fathers or mothers to sons or daughters.
c. Egyptian society was organised in two groups: the
privileged class (high officials in the civil service,
priests and scribes), the common people (peasants,
traders and artisans) and the slaves.
d. Scribes were part of the privileged class because they
calculated taxes, organised the army and transcribed the
pharaoh’s orders.
e. The majority of Egyptians worked the land and helped
build pyramids and temples without compensation.
Some of them were also traders and artisans who
worked in textiles, metals or carpentry.
Privileged class
High officials in the
civil service
(owned a lot of land and
were wealthy)
Priests
(led religious worship
and managed the
temple lands)
Scribes
(calculated taxes,
organized the army
and transcribed
pharah's orders)
© EDITORIAL VICENS VIVES
1. The Egyptian agricultural cycle began in June, when the
Nile had a great annual flood that inundated the land on
its banks until September. When the Nile withdrew, this
land was covered with fertile silt. From October, farmers
used the silt to start planting. Finally, from February to
June, they harvested the plants before the next flood.
2. See Figure 3.
3. Under Ramses II, Ancienty Egypt expanded its territory.
4. Egypt became an important agrarian civilisation of the
Ancient Period thanks to the Nile River.
Pharaohs had absolute power, owned all the land and
were seen as gods by their subjects.
Egyptian society was divided into two groups: the
privileged and the common people.
Page 128
a. The majority of Egyptians lived in small villages on the
banks of the Nile River. They had simple houses, made of
straw and mud, and later of adobe bricks. The houses had
one floor and a flat roof, which was used to work or to dry
different types of foods.
The pharaohs and nobles lived in residences made of
stone and bricks, surrounded by high walls. These big
houses had many rooms and buildings, such as
storerooms and stables.
Page 129
b. The staple foods of the Egyptian diet were beer and bread,
together with dried fish, lentils, peas, fruits, honey and
dates.
FIGURE 3
Egyptian society
Common people Slaves
Peasants
(worked the land and built
pyramids and temples)
Artisans and traders
(worked in workshops)
KEY ANSWER 27
c. Egyptian clothes were very simple. Children were usually
naked. Women wore a linen robe and men wore a cloth
tied at the waist with a belt. The wealthy also were jewels,
diadems and pectorals.
1. The houses of the wealthy families were much larger
and made of stronger materials than those of the
peasants. They had several rooms to accommodate the
family and their servants. They were surrounded by
walls and consisted of more than one building: they had
stables, a storeroom and could even have a private
garden and a small temple.
The houses of the peasants consisted of a single floor and
sometimes even a single room where most of the family
activities took place. They also had a flat roof, where
different works were carried out, such as making pottery,
making mats, making baskets, in the case it was an
artisan's family, and some food was left to dry there too.
2. Personal answer. As an example: Traders and artisans
settled in cities because there was more population there
than in a village, which meant more possibilities to sell
their goods.
3. The table should contain the following information:
Peasants: beer, bread, dried fish, lentils, peas, figs,
grapes, honey and dates.
Wealthy: beer, bread, dried fish, lentils, peas, figs, grapes,
honey, poultry, meat and vegetables.
4. Common people lived in simple one-floor houses with a
flat floor, where they carried out different activities.
Wealthy people had large residences, with several rooms
and additional buildings, surrounded by walls.
The staple diet of Egyptians was simple: beer, bread, dried
fish, pulses and fruit. The wealthy eat more varied diets.
Egyptian clothes were very simple: children were naked,
women wore a linen robe and men wore a cloth tied at the
waist with a belt. The wealthy also wore some
accessories.
Page 130
a. Egyptians practised polytheism because they
worshipped many gods.
b. Seth killed Osiris, who was his brother.
c. The Egyptians believed in life after death. After dying,
the soul (ka) passed into the afterlife. For this to happen,
the body of the dead had to be preserved intact through
mummification.
d. At the ceremony of the Judgment of Osiris, the
deceased, accompanied by Anubis, presented himself
before the court of the gods. His heart was weighed
under the supervision of Maat, and if the heart weighed
more than a feather, it was devoured by Seth.
Afterwards, the deceased had to recite the formulas from
the Book of the Dead, accompanied by Horus.
Finally, Osiris, together with his wife Isis, exposed the
result of the scale and decided if the dead could enter the
kingdom of eternal life.
e. Offerings and small statues with magic inscriptions were
placed in tombs.
28 KEY ANSWER
1. The first one is Ra, the Sun god. The second one is
Osiris, the god of dead. The third one is Horus, the god
of war.
The heads of Ra and Horus represent a falcon.
2. In ancient Egypt mummification of the dead was
performed because they believed that after death the
soul (or ka) could pass to the afterlife in the kingdom of
Osiris. However, to enter the kingdom the body had to
remain undecayed, and so the bodies were preserved
(mummified).
Page 131
f. The architecture used lintels (not arches or vaults) and
was based on monumentalism, to represent the greatness
and power of the gods and pharaohs. The buildings were
made of stone and were decorated with engravings,
sculptures and paintings.
3. Hypostyle hall: part of the temple where only nobles and
senior officials were allowed to enter.
Sanctuary: part of the temple where the statue of the god
or goddess was kept in the dark.
Patio: part of the temple where all people were allowed to
enter.
Avenue of the sphinxes: avenue where ceremonial
processions entered the temple.
4. Listening activity.
1. High priest’s house: This is where the high priest lived.
2. Sanctuary: Only the priests and pharaohs could enter
this room.
3. Hypostyle hall: This hall in the middle of the temple
had decorated columns.
4. Patio: Everyone could enter this open area.
5. Osiris: God of dead.
Thot: God of wisdom.
Isis: Goddess of fertility.
Horus: God of war.
Ra: Sun god.
6. c) The body was mummified.
b) Offerings and statues were put in the tombs of the
dead.
a) The dead presented themselves for the Judgement of
Osiris.
d) The soul passed into the afterlife.
Page 132
a. The fundamental differences between the three types of
tomb are their shape, the construction techniques
employed and the raw materials used.
Mastabas and pyramids were built with stone blocks,
while the hypogeal were built underground. The
chambers of mastabas and hypogeums were decorated
with paintings.
Hypogeums and mastabas had bigger chambers than the
© EDITORIAL VICENS VIVES
 pyramids. Funerary objects such as statuettes, treasure
and everyday items were placed in all three types of
tomb.
The mastaba had a dug out well where the burial chamber
was located. In the pyramids, the burial chamber was
situated at its centre, whereas in the hypogeums the burial
chamber was hidden at the end of the corridor.
False burial chambers were built to stop looting.
Hypogeums were large burial chambers hidden
underground and decorated luxuriously with different
types of paintings.
Through an access corridor one entered into the first
room, which contained to statue of the deceased. Then,
one passed into an antechamber, and continuing on from
there one arrived at the treasure chamber, and then the
burial chamber, where the coffin was located.
b. The first Egyptian tombs were mastabas. Then, they
developed into pyramids and, finally, into hypogeums to
prevent the frequent theft.
Page 133
1. See Figure 4.
2. Listening activity.
1. Throne: A special chair for the pharaoh.
2. Sarcophagus: A decorated container for the dead.
3. Necklace: Jewellery worn by the pharaohs.
4. Funeral sandals: Ceremonial shoes left inside the
tomb.
3. Pair activity.
Page 134
1. Copy and complete.
The first urban civilisations appear near big rivers
– such as the Tigris and Euphrates rivers in Mesopotamia.
– permitted the control of water and caused an increase in
population and wealth, forming civilisations with:
• social classes.
• writing systems: pictogram and cuneiform.
• monarchs: first written laws.
• organised religion: temples and tombs
FIGURE 4
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– such as the Nile River in Egypt.
2. Copy and complete the sentences.
a) The first urban civilisations emerged in the 4th millennium
BCE on the banks of the Tigris and Euphrates rivers in
Mesopotamia, and the Nile in Egypt.
b) The inhabitants of these areas used the water from rivers
for farming. This led to trade and the emergence of money.
c) Egyptian pharaohs had absolute power (religious, political
and military). They used governors and civil servants to
help them rule.
d) Most of the population were peasants. They had to work
the land belonging to the pharaoh, the nobles and the
temples. They also helped build temples and pyramids.
e) There were also traders and artisans, who worked in
textiles, metals or carpentry. Slaves were the lowest and
smallest class of society.
f) The Egyptian religion was polytheistic, which means they
worshipped many gods.
g) The most popular Egyptian god was Ra, the Sun god. The
gods lived in temple sanctuaries in the form of statues.
h) Mesopotamian temples were called ziggurats. They were
made from adobe and had arches and vaults. Egyptian
temples were made from stone.
i) The Egyptians believed in an afterlife. To enter the afterlife,
they followed a strict ritual: the mummification of the body
and the Judgment of Osiris.
Page 135
Language skills: prepositions of place…
1. Sample sentence can be found in the activity.
2. Listening activity.
Sample sentence can be found in the activity.
Analyse the video
a) The narrator of the story is Nebet, daughter of Hori. The
protagonist of the video is Pharaoh Ramses the Great, who
after his death is on his way to the Valley of the Kings.
b) The scene takes place at the end of the 13th century BC
during the New Empire. It is situated in the Valley of the
Kings.
KEY ANSWER 29
 Nebet states that the river Nile is the greatest gift that the
gods have given to their country.
c) The pharaoh is buried in the Valley of the Kings.
The queen accompanies and bids farewell to her
husband by offering him flowers.
The priest of Horus leads the ritual and proclaims
various formulas to bring the pharaoh closer to the most
important moment, the Judgment of Osiris.
For the Egyptians, the afterlife was very important
because they believed that human beings were made up
of a body and a soul (ka). They believed that when the
body died, the ka entered the afterlife in the kingdom of
Osiris.
d) Personal answer.
UNIT 9
Page 136
Answer
a) Greek civilisation first appeared on the Balkan
Peninsula, the islands of the Aegean Sea and in many
coastal areas of the Mediterranean.
b) It was organised in poleis, which were independent city-
states united by a shared language and religion.
c) The first democracy began in Athens.
d) With the conquest of Alexander the Great, Greek culture
expanded to the east and other civilisations adopted
elements of Greek culture.
Page 137
Look
a) The colonies were established in nowadays Spain, France,
Italy, Bulgaria, Romania, Ukraine, Russia, Turkey,
Georgia, Serbia, Bosnia and Herzegovina, Croatia, Albania,
Macedonia, Montenegro, Kosovo, Cyprus, and Libya.
b) The drawing shows an assembly or meeting of Athenian
citizens in Ancient Greece.
The purpose of the meeting is to discuss and decide on
the most important issues concerning the functioning of
the polis. There are no women.
There is no female representation in the assembly because
women were not considered full citizens in ancient Athens.
c) Personal answer. Students should argue that the first
democratic system of government in history was
established in the polis of Athens, though this does not
imply that all inhabitants could participate in it
Think
a) Personal answer. As a guideline, students should answer
yes, despite possible imperfections, since it is the only
system that guarantees the principles of freedom and
equality in a full manner.
b) The advantages, compared to others, are that citizens are
directly involved in the political organisation of the
30 KEY ANSWER
country and can actively participate in decision-making
through suffrage.
Page 138
a. Greeks worked in agriculture, livestock farming and
fishing. They also traded throughout the Mediterranean.
b. The Achaeans or Mycenaeans migrated to Greece
around the 2000 BCE. The Dorians also came to Greece
around 1200 BCE:
Page 139
c. The upper part (acropolis) contained the main religious
buildings, whereas the lower part was an area with
housing, public buildings and shops.
d. There were two types of government:
Oligarchy: poleis which were governed by small groups
of aristocrats, such as the government of Sparta.
Democracy: poleis where citizens had a saying in
government, such as Athens. Citizens could participate
in the Ecclesia, which was an assembly of citizens that
voted on laws, war and ostracism.
1.- The ancient Greeks lived in the same physical space,
known as Hellas.
They had some common cultural roots; they were
Minoan or Mycenaean.
They shared the same language, based on a syllabic
alphabet, as well as the same literary traditions, for
example, Homer's poems, were known by all Greeks.
The Greeks also shared the same polytheistic religion.
They believed in the same gods, myths and legends and
celebrated religious festivals together.
Finally, all Greeks shared common customs and ways of
life. They dressed and ate similarly. They worked in similar
jobs; working in the fields, in craftsmanship or in trade.
2. The agora was in the lower part of the polis.
3. They were called hoplites.
4. a) Greek civilisation developed on the islands of the
Aegean Sea and the Balkan Peninsula.
b) The agora was located in the city centre but the
acropolis was not.
c) The first poleis were governed by oligarchies.
Page 140
a. They were called colonies.
Page 141
b. The most important Greek colonies in the Mediterranean
were in Southern Italy, Sicily and Massalia (Marseille)
1. The Greeks emigrated from the Balkan Peninsula, Asia
Minor, and the islands of the Aegean Sea up to the
Black Sea and the southern and western coasts of the
Mediterranean
2. The great areas of Greek colonisation were:
© EDITORIAL VICENS VIVES
 − Southern Italy and Sicily, which were called "Great
Greece". The most important colonies were Syracuse,
Messina, Cumae and Taras.
− The coasts of the Black Sea. The most important
colonies were Byzantium, Olbia, Trabezus and Sinop.
− The coasts of southern France and the Iberian
Peninsula. The most important colonies were
Massalia, Emporion and H meroskopeion.
− The coasts of North Africa. The most important
colonies were Cyrene and Naucratis.
3. a) Greek colonies were surrounded by walls.
b) The acropolis was located on the hill.
c) Most colonies had a port for transporting goods by sea.
d) There was a central public space called the agora.
4. Their city of origin was called metropolis.
5. The Greeks traded with the Tartessians and the Iberians.
6. Many Greeks had to look for new places to live because
there was not enough available farm land and there were
too many people in the existing poleis.
They founded colonies along the costs of the
Mediterranean and the Black Sea resembling Greek
cities. They traded with the indigenous people and with
their metropolis.
Page 142
a. In the 5th century BCE, Athens became a democracy.
b. Citizens were free adult men with a father who was a
citizen and an Athenian mother.
1.- The main Athenian institution was the Ecclesia which
was an assembly of citizens who voted on laws, war and
ostracism.
The Ecclesia elected the magistrates, who were divided
into three groups: the Archons, the Generals, the
Heliasts and the Boule.
Ten Generals were elected annually, who were in charge
of leading the army and enforce laws. Ten archons were
elected by a lottery system from the members of the
Ecclesia to preside over courts and religious events.
The Heliasts (public court) were made up of 6000 judges
who judged crimes. The Boule (council) was composed
of 500 citizens who prepared the laws. Both the Heliasts
and Boule were elected by a lottery system from the
members of the Ecclesia.
2. The power comes from citizens.
3. Listening activity.
1. Ecclesia: This institution was made up of 40 000
citizens.
2. Generals: These people led the army and enforced
the law.
3. Archons: These people presided over religious events.
4. Boule: This institution of 500 citizens wrote the laws.
Page 143
c. The Greco-Persian Wars with the Persians, who came
from the east to conquer the Greek poleis.
© EDITORIAL VICENS VIVES
The Peloponnesian War, which confronted the poleis
with Athens and ended its dominance as a metropolis.
4. Pericles was leader of Athens from 460–429 B.C who
came from a wealthy family of aristocrats.
After establishing his prominence in the law courts,
Pericles entered politics in 470 B.C. Upon joining the
Assembly, Pericles supported major reform of the
Athenian constitution and was outspoken about his
hostility towards Sparta.
In 462, Pericles and a fellow politician, Ephiatles,
established a vote in the popular assembly. The vote
resulted in the complete loss of power for the old noble
council, Areopagus. Cimon, the conservative Athenian
leader whose policy it was to maintain friendly relations
with Sparta, was exiled.
To many historians, these events marked the true
beginning of Athenian democracy. Pericles quickly
seized the helm, organising democratic institutions
throughout the city and in 461 becoming the ruler of
Athens—a title he would hold until his death. The
period from 460 to 429 is in fact often referred to as the
Age of Pericles in Ancient Greek history.
5. The name of the association of poleis under the control
of Athens was the Delian League.
6. Democracy is a system of government in which power is
vested in the people and exercised by them directly or
through freely elected representatives.
Pair activity. For example: Athens did not have a true
democracy as we understand it today. In our times,
slavery no longer exists and all a country's citizens, both
men and women over 18 years of age, have the right to
vote and be elected.
Page 144
a. An Athenian house was organised around a central
patio, from where the inhabitants had access to different
rooms. There was a room reserved for women
(gynaecium) and another for men (andron).
1.- Personal answer.
2. An Athenian house had one or two floors. It was organised
around a central patio, from where the inhabitants had
access to different rooms. In the first floor, there was a
room reserved for women (gynaecium) and another for
men (andron), where they could eat and meet their friends.
They could also have a workshop in the first floor where
the house artisan made and sold their products. In the
houses, there was also a bathroom, a kitchen and a
storeroom. Bedrooms were in the second floor. If they had
slaves, they also had their own room.
3. The artisan makes pottery.
Page 145
b. Women had a male guardian during all their lives. When
they were single, their father was in charge of them.
Once they were married, their husband adopted the role.
Finally, if they became a widow, the guardianship
passed to their eldest son.
c. Daughters learnt how to look after the house.
KEY ANSWER 31
d. Greek men normally wore a linen tunic called chiton, under
a heavier cloak called himation. Women wore peplums, a
long tunic gathered at the waist with a belt and pinned at
the shoulders with brooches. They both were leather
sandals and used hats to protect themselves from the Sun.
4. The streets were narrow, there were no sewers, water
was scarce and no one collected the rubbish.
5. The streets were a meeting point full of activity:
Athenians bought goods, met friends and discussed
politics in the street.
6. Houses in Athens had one or two floors and a roof made
from clay tiles. Their rooms were organised around a
central patio. They heated them with burning charcoal.
They had a room reserved just for women (gynaecium)
and a room for just men (andron).
7. The men had the status of head of household, had the
responsibility to work for the maintenance of the family
and owned and managed the family assets. The women's
tasks consisted mainly of childcare and weaving
8. Boys and girls were raised different. Boys lived with
their mother until they went away to school at the age of
seven. After that, they completed the military service to
become citizens. Girls lived with their mothers, who
taught them how to look after the house.
9. The staples of Greek diet included semolina, bread,
cheese, vegetables, eggs, olives, figs and fruit.
Page 146
a. The conquests of Philip II happened during the 4th
century BCE:
b. Alexander the Great became king when he was 20.
c. He attempted to unify his empire by making all the
territories adopt Greek language and culture, although local
people could keep their own social and political customs.
1. He first conquered Macedonia in 334 BCE. The same
year he left on an expedition that led him to conquer Asia
Minor, Egypt, Mesopotamia and the Persian Empire.
2. He founded the cities of Egyptian Alexandria,
Alexandria (Merv), Alexandria Areion, Alexandria
Arachoton and Alexandria Eschate.
Page 147
d. His generals divided the Empire into different kingdoms.
e. The Egyptian city of Alexandria was the symbol of the
new Hellenistic civilisation. It was organised like a
Greek city, with many temples and monuments. With its
lighthouse, library and large port, it became a symbol of
east meeting west.
3. Phillip had strong a strong infantry based on formation
known as the phalanx. It consisted of lines of soldiers
armed with long spears and shields.
Personal answer. One of the primary reasons for its
success on the battlefield was the Phalanx formation.
The Greek army was dominated by the hoplite which
formed the basis of their infantry divisions. When
engaging in battle, the phalanx would form a tight
defence and advance towards the enemy.
32 KEY ANSWER
4. Alexander the Great was educated in Greek culture and
philosophy. He was taught by the Greek philosopher
Aristotle, from who he learnt about morals, politics and
philosophy.
5. The Hellenistic kingdoms were into which Alexander’s
generals divided his Empire after his death. Among
them, we can find Egypt, Macedonia, Mesopotamia, etc.
6. a) Alexander the Great dreamt of creating a single
empire from Europe to Asia.
b) When Alexander died, his empire was divided into
different kingdoms.
c) Alexandria represented the new Hellenistic civilisation.
Page 148
1. Copy and complete.
The Greek world
– shared a common culture based on the same language
and common past.
– was organised into poleis, which created colonies in the
Mediterranean, such as:
• Sparta, under the rule of oligarchy, made up of
aristocrats.
• Athens, which was organised into poleis, in which
power was held by the citizens.
– became an empire in the time of Alexander the Great,
and when he died, it was divided into the Hellenistic
kingdoms.
2. Copy and complete the sentences.
a) The Ancient Greeks shared a common culture: language
and religion.
b) They lived in poleis with different forms of government,
such as oligarchy and democracy.
c) From the 8th century BCE, many Greeks migrated to
coastal areas of the Mediterranean and Black Seas. There,
they founded colonies, which maintained connections with
the metropolis (city of origin).
d) They founded colonies on the Iberian Peninsula, such as
Rhode and Emporiae. They traded with the local
population: the Iberians and the Tartessians.
e) Athens became a democracy in the 5th century. Only
citizens could participate in the government, and women,
metics and slaves were excluded.
f) After defeating the Persians in the Greco-Persian Wars
(499-449 BCE), Athens began its golden age.
g) Athens grew and founded the Delian League, which it
dominated.
h) The four main democratic institutions in Athens were: the
Assembly, the magistrates, the public courts and the boule.
i) Philip II was the king of Macedonia. His son, Alexander,
became king when he was 20 years old, and he quickly
conquered the rest of Greece.
j) Alexander built one of the greatest empires of the ancient
world, which reached as far as India.
k) When Alexander died, his empire was divided into
independent kingdoms.
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Page 149
Language skills: similarities and differences
1. Personal activity. Sample structures can be found in the
book.
Analyse the video
a) – The two protagonists of the video are Iasus and his
son Nicias. They have departed from the
Peloponnese, across the Ionian Sea and the
Mediterranean, to Magna Greece.
– They are traders and the main purpose of their
journey is to do business: they bring empty amphoras
and hope to fill them with oil and wine, to transport
them on their boat and sell their goods on their return
to the Peloponnese. They also buy barley.
– This is not the first time they visit the colony, as they
come every year to do business.
b) – The scene can be placed roughly at the time of the
colonisations. More specifically, when the possible
premiere of a play by Aeschylus is mentioned, the
action has to take place between the end of the 6th
and beginning of the 5th century BC.
– Magna Grecia is the most important area of Greek
colonisation and was located in Southern Italy and
Sicily.
– The causes of the foundation of colonies were the
lack of farmland in the places of origin, the fear of
falling into slavery to pay debts, the flight of
tyrannical governments, the desire for adventure on
the part of sailors and the search for new markets on
the part of merchants.
c) – Iasus and Nicias participate in other activities of the
colony, such as shopping in the agora or making
offerings to the deities on the acropolis. The main
activities of the colony are export-oriented trade and
coinage. Due to its growth, another important activity
is construction, as well as oil and wine production.
– The colony's drachmas are made of bronze, while
those of Athens are made of silver.
– The gods Hermes, Eolos and the goddess Persephone
are mentioned.
– They are mentioned because they were considered
protectors of the maritime and commercial activities
to which Iasus and Nicias are dedicated.
d) – Personal activity. Students must mention the premiere
of the theatre with some tragedy by Aeschylus.
UNIT 10
Page 150
Answer
a) Rome became a republic in the 6th century BCE.
b) Rome had different types of government. Rome began
as an absolute monarchy. Then, it became a republic
and, with the conquest of new territories, an empire.
© EDITORIAL VICENS VIVES
c) Later, in the 3rd century CE, the Empire was divided into
the Western and the Eastern Roman Empire.
d) The Byzantine Empire survived another 1000 years, until
its capital, Constantinople, fell to the Turkish in 1453.
Page 151
Look
a) The Empire had territories in Europe, Asia and Africa.
b) You can see a dynamic commercial street where several
Roman legionnaires walk. There are various
establishments for services such as buying bread,
handicrafts or fabrics.
c) Roman civilisation developed over more than twelve
centuries. Its Empire covered most of Europe, North
Africa and part of Western Asia.
Think
a) Personal answer. By way of example, it is possible that
the students could have watched Gladiator (2000), in
which Russell Crowe plays Máximo, an officer of
Hispanic origin from the Empire who was betrayed in
the time of the Emperor Marcus Aurelius.
b) Personal answer.
Page 152
a. The peoples which lived on the Italian Peninsula in the
1st century BCE were the Latins, in the centre, the
Etruscans, in the north and west, the Samnites in the east
and the Greeks in the south.
b. Rome had seven kings: the first four were Latin and the
last three were Etruscan.
c. The Senate, a group of patricians (members of
aristocratic families), helped the king to govern.
d. The sewerage system was called Cloaca Maxima.
1. Some Latin tribes founded Rome in the 8th century.
2. The Greek colonies were located on the south coast of
Italy and on the north, east and south coast of Sicily.
The Carthaginians' territory was located on the coast of
Sardinia, the west coast of Sicily and part of the African
coast.
3. Romulus and Remus probably did not exist, as their story is
told through a legend, a traditional story sometimes
popularly regarded as historical but not authenticated.
4. The sculpture shows the so-called Capitoline Wolf
suckling the babies Romulus and Remus.
According to the legend, Romulus and Remus’ father
was the god Mars and their mother was Rhea Silva, a
descendant of the hero Aeneas.
The twin brothers were abandoned in the River Tiber after
their birth, nursed by a she-wolf and raised by a shepherd.
Page 153
e. Rome became a Republic in 509 BCE, when the people
rebelled against the last Etruscan king.
KEY ANSWER 33
Page 154
a. Cities became the centres of Roman culture and help
spread the Roman language (Latin) and laws.
Page 155
b. In the Roman Empire, there were agricultural colonies
where peasants worked on the land. Latifundia were
large estates owned by wealthy landowners where slaves
grew food for trade.
1. Personal and pair activity.
2. The main buildings were the temple, the theatre, the
amphitheatre, the forum, the basilica and the baths.
3. A Roman villa includes the house of the wealthy
landowner and other buildings that will help with the
agricultural tasks.
The main building was the owner's house, where the
owners of the villa lived or spent time. Around the
village were fields where slaves grew food for trade,
mainly grain and olives.
In the farmyard and stables the animals of the village
were kept. The food that was collected was kept in the
barn, the granary or stored in large vessels for further
processing or trade.
In the grain mill they ground the cereals to make flour,
which was then sold or turned into bread in the oven.
They also had an olive press to make oil. There was a
blacksmith that allowed them to make their own tools
and repair those that were damaged.
The slaves who worked in the fields lived in the slaves'
quarters and could use the latrines.
4. There were two big social groups: the citizens, who had
political rights and protection of the law and the non
citizens. However, among citizens, there was much
inequality.
Nobles were wealthy and had special privileges
(senators, senior officials, patricians, business
managers). Below the nobles were artisans, peasants and
urban plebs, who had to work hard.
Below the plebeians, there were the groups of non-
citizens, who had no political rights or protection of the
law. Freedmen were slaves who had obtained their
freedom. Slaves performed arduous tasks and were
property of another person.
5. Roman society was stratified with nobles at the top,
freed men and slaves at the bottom and plebeians mostly
in the middle.
Cities were important to the process of Romanisation, as
they helped spread the Roman language and laws.
Agriculture and trade became the main developed
activities under the Empire.
Page 156
a. In 476, the last Western Roman Emperor, Romulus
Augustus, was deposed by a barbarian leader. This date
is important because it marks the end of Ancient History
and the beginning of the Middle Ages.
34 KEY ANSWER
1. The Germanic people who invaded the Western Roman
Empire came from central Asia.
2. The main Germanic peoples are the following: Angles
Saxons, Franks, Burgundians Alammanni, Ostrogoths,
Visigoths, Suebi and Vandals.
3. Angles Saxons: southern part of the United Kingdom.
Franks: region between the rivers Loire and Rhine
Burgundians Alamanni: in the western Alps and
southeastern Gaul.
Visigoths: most part of the Iberian Peninsula and most
part of France until the Loire and the Alps.
Suebi: the northwest corner of the Iberian Peninsula
Ostrogoths: the island of Sicily, Italy and the territories
south of the Danube.
Vandals: the Balearic Islands, Sardinia, Corsica and a
part of the African coast (Tunisia, Libya and Algeria).
Page 157
b. After the fall of the Roman Empire, stability was replaced
by insecurity in the west. Raiding and pillaging of
neighbouring territories became common. The roads were
not safe, which caused trade’s decline. Therefore,
agriculture became the main economic activity, which
caused many people to abandon the cities and move to the
countryside. Those peasants built villages protected with
wooden fences and worked for a wealthy landowner in
exchange for protection. Public construction ceased and
cultural activities became infrequent.
4. Personal answer. Students should say that they built huts
using wood, mud, stones and straw.
5. A family lived in the house.
6. They raised livestock and cultivated crops.
7. Romulus Augustus was the last Western Roman Emperor.
8. Latin continued to be the official language; they adopted
Roman law; they conserved the imperial currency, the
road network and the city walls; and Christianity
continued to be the official religion.
9. Due to the lack of safety on the roads, trade
decreased. Therefore, agriculture became the main
economic activity, which caused many people to
abandon the cities and move to the countryside where
they could farm.
10. People moved to the countryside, where they built new
small villages to work the land and raise livestock.
Therefore, the population of the cities, where the main
cultural activity took place during Roman times,
decreased, and so did the cultural activity, which
became an infrequent luxury.
Page 158
a. He wanted to restore the Roman Empire.
b. He conquered the Dalmatian coast, Sicily, Sardinia,
Corsica, the Balearic Islands, Southern Hispania and
part of North Africa.
c. The capital city was Constantinople.
1. Group activity.
© EDITORIAL VICENS VIVES
Page 159
d. Basileus was the name given to the emperor. He
controlled the Roman world and Christianity.
e. The attacks by the Turks caused the fragmentation of the
Empire.
2. The Byzantine Empire included the territories
corresponding to parts of nowadays Croatia, Serbia,
Slovenia, Bosnia and Herzegovina, Romania, Moldova,
Bulgaria, Poland, Slovakia, Ukraine, Albania, Kosovo,
North Macedonia, Greece, Turkey, Georgia, Syria,
Lebanon, Egypt, Israel, Cyprus and Libya.
3. Justinian conquered the South of the Iberian Peninsula,
the Balearic Islands, Corsica, Sardinia, Sicily, present-
day Italy and the territories south to the Danube and
some parts of the African coast corresponding to
nowadays Morocco, Algeria, Tunisia and Libya.
4. Hippodrome: a stadium for chariot or horse races.
Imperial palace: place where the emperor and his family
lived.
Lighthouse: signalled to the ships where the port was at
night.
Port: ships may dock to load and discharge passengers
and cargo
Senate: senators met there to ratify laws, direct foreign
policy and advise the magistrates.
Court of justice: people were judged there.
Forum: public square reserved primarily for the vending
of goods.
Hagia Sophia: place of worship.
5. It was called the East-West Schism.
6. East-West Schism – 1054
Conquests of Justinian – 6th century
Fall of Constantinople - 1453
Page 160
1. Copy and complete.
Rome
– began as a monarchy
– which was replaced in 509 BCE by a Republic
controlled by Patricians who made up
• the Senate
– the Republic was replaced in the 1st century BCE by an
Empire which
• conquered many territories such as Hispania, North
Africa and the Middle East.
• under the control of Emperors who had absolute
power.
• experienced a golden age known as Pax Romana.
– the Empire in 395CE split into
• Western Roman Empire, in 476 CE split into
– independent Germanic kingdoms
• Eastern Roman Empire which developed into
– the Byzantine Empire
© EDITORIAL VICENS VIVES
2. Copy and complete the sentences.
a) Historians believe that the city of Rome was founded
around the middle of the 8th century BCE.
b) The city on the banks of the River Tiber grew rapidly. It
was ruled by a monarchy, first Latin and then Etruscan.
However, in 509 BCE, the Romans removed the king
from power and formed a republic.
c) The Republic was governed by the patricians. The
remaining inhabitants, the plebs, were more numerous
and did not have political rights.
d) Later, the plebeians got more rights. They could
participate in the assemblies to elect the magistrates
who governed the city.
e) Rome expanded between 500 BCE and the 2nd century CE.
f) The first emperor was Octavius Augustus. All powers
were concentrated in the emperor.
g) During the reign of Emperor Augustus, Jesus of
Nazareth lived in the Roman province of Judea. His
teachings formed the basis of Christianity, which spread
throughout the Roman Empire.
h) The Empire enjoyed a golden age for 200 years (Pax
Romana). Cities and trade grew and almost all
inhabitants were given Roman citizenship.
i) In the 5th century, Germanic peoples such as the Vandals
and Visigoths invaded the Empire.
j) When the Western Roman Empire collapsed in 476 CE,
the invaders formed independent kingdoms, for example,
the Visigoths settled in Hispania.
k) The Eastern Roman Empire continued intact for another
1 000 years, as the Byzantine Empire.
Page 165
Language skills: making and talking about plans
1. Pair activity.
Analyse the video
a) – The owners of the domus are a wealthy Roman
family. Marcus Cornelius, a Hispano-Roman
patrician, lives there with his family. They live in a
large and luxurious individual house.
– The pater familias runs a pottery business in the city.
Because of the type of house he lives in, his business
is supposed to be prosperous.
b) – The situation in time and space is:
From the Roman period, this is the Empire, that is,
from the 1st century AD and it seems to be a period
of prosperity, so it could be between the 1st and 2nd
centuries AD.
– We know that they do not live in the capital of the
Empire because Marcus' son, Lucius, is preparing as
a politician to move there. The dwelling is located in
some city in Roman Hispania.
c) – The video shows different parts of the house: the
atrium, the tablinum, the triclinum and the peristyle.
The atrium .or area of the entrance where the
impluvium is located, which serves to collect
KEY ANSWER 35
 rainwater; the tablinum is the office; the triclinum,
the place to eat; and the peristyle, a large open
interior courtyard around which other rooms of the
domus are located.
– The slaves we see are Vesto, the head cook, and his
sister Sidonia, who helps in the kitchen and is the
personal slave of the housewife.
– The banquet meal consists of at least seven dishes
with different types of wine. The slaves' consists of
some bacon, vegetables, pulses and cereals
– Before the banquet begins, the slaves will wash the
feet of the diners, give them clean sandals and set
them up for dinner.
– The Romans did not use forks, they took the food
with their hands and helped themselves with a piece
of bread.
d) Personal activity. As a guide, students can explain that
Lucis must exercise the lower magistrates (quaestor,
alderman) to carry out his cursus honorum and aspire to
the higher magistrates as praetor, consul or censor.
UNIT 11
Page 166
Answer
a) Celts and Iberians lived on the Iberian Peninsula.
b) At the end of the 3rd century BCE, the Romans began to
conquer the Peninsula.
c) They called it Hispania.
Page 167
Look
a) The central image shows the construction of the Segovia
Aqueduct, and is dated to the 2nd century.
b) Romans divided the Iberian Peninsula into three
provinces in the 27 BCE.
The three provinces and their capitals were the following:
– Tarraconensis: Tarraco
– Lusitania: Emerita Augusta
– Baetica: Corduba
In the year 298, Diocletian divided Hispania into 5
provinces.
Think
a) Personal answer. As a guideline, students can refer to
the surprise that the way a Roman soldier dresses and
speaks his language, as well as his weaponry, will cause
in the inhabitants of an Iberian tribe and should bear in
mind that at that time the tribes lived in isolation and
communications with other peoples were scarce.
b) Personal answer.
Page 168
a. The Iberians occupied the east and south coasts of the
Iberian Peninsula.
36 KEY ANSWER
b. The Celts occupied the central, northern and western
parts of the Iberian Peninsula.
1. During the 1st millennium BCE, different Indo-European
peoples which came from the plains of Central Europe
settled in Catalonia and the Ebro Valley and later moved
into the Meseta and the north.
Page 169
2. Iberian houses are rectangular, whereas Celtic houses
are circular.
3. Celtic houses are circular. They have just one room on
the ground floor, which is divided by a makeshift wall
into the area where the animals live and the living
quarters for people. There is a storage space in the roof.
In contrast, Iberian houses have a rectangular shape and
have different rooms separated by solid walls. Some of
these rooms are used for food storage and others are
used for various activities such as sleeping, cooking,
weaving etc.
The walls of Celtic houses were made of adobe or stone
and the roof was covered with branches and straw. The
adobe walls of Iberian houses were built above a stone
base. The roofs were made of branches and straw and
were made waterproof by a layer of clay.
They were ventilated through a hole in the roof. Ventilation
was important to let out the smoke from the fires.
Inside the two houses we can see amphora and vases,
wooden boxes, tables and a set of stairs to get up into the
attic space. The furniture of the two houses is very
simple and constructed mainly from wood.
4. In the Celtic home, a woman is cooking over fire.
Another person is grinding grain in a stone mill.
In the Iberian home, a man is making tools. One person
is spinning, another is weaving and there are some
children playing.
5. The walls of Celtic houses were made of adobe or stone
and the roof was covered with branches and straw. The
adobe walls of Iberian houses were built above a stone
base. The roofs were made of branches and straw and
were made waterproof by a layer of clay.
6. The table complete must be as follows:
Iberians Celts
Territory East and south of the Central, northern and
Iberian Peninsula western parts of the
Iberian Peninsula
Economy Agriculture, livestock, Nomadic shepherds and
metalwork, textiles, farmers, ironwork,
ceramics. ceramics and textiles.
Cultural ch. Influenced by the They had no currency or
Phoenicians and the writing system. Their art
Greeks. Well-known for was more rudimentary.
their sculptures. They
had currency and a
writing system.
7. The Iberians lived in the east and south of the Peninsula
and were influenced by eastern Mediterranean
colonisers. They had currency and a writing system.
They lived in fortified towns and their houses were
rectangular. They practised agriculture and livestock
farming and were well-known by their sculptures.
© EDITORIAL VICENS VIVES
 The Celts lived in the north, central and west of the
Iberian Peninsula in walled small villages (castors) with
circular houses.
They were nomadic shepherds and farmers.
Page 170
a. The Second Punic War ended with Rome taking control
of the Iberian Peninsula.
b. It took 200 years.
1. The Roman army entered the peninsula through
Emporion, in the Mediterranean coast in 218 BCE,
commanded by the Scipio brothers.
2. The Romans fought the Lusitanians, Arevaci, Vaccaei,
Galleacians, Asturians, Cantabrians and Vascones.
3. They met resistance in the Meseta and in the north of the
Peninsula.
Page 171
c. Hispania began to export products to Rome and other
Roman provinces. Agricultural production increased
thanks to the Roman innovations. Artisan activities also
developed. Mining also became one of the main
activities and a source of wealth for the Empire.
d. The most important economic activities were
agriculture, artisanship and mining.
4. The two main Roman roads in Hispania were the Via de
la Plata and the Via Augusta.
The Via de la Plata connected Gades (Cádiz) with
Hispalis, Emerita Augusta, Asturica Augusta, Lucus
Augusti and Brigantium. The Via Augusta connected
Gades with Hispalis, Corduba, Acci, Carthago Nova,
Saetabis, Saguntum, Tarraco, Barcino, Emporion and
many other cities until it reached Rome.
The capitals of the Roman provinces were the following:
Hispalis (Baetica), Carthago Nova (Carthaginensis),
Tarraco (Tarraconensis), Lucus Augusti (Gallaecia),
Emerita Augusta (Lusitania) and Pollentia (Ballearica).
5. The Mediterranean coast, the southwest part of Spain
and the northwest part and the north area following the
river Ebro until the Mediterranean coast were the areas
of the Peninsula which were best connected.
6. a) The Scipio brothers commanded the Roman army
that arrived in Emporion in 218.
b) The Romans began their conquest by gaining control
of the Mediterranean coasts and defeating the
Carthaginians.
c) The Romans met strong resistance from the
Lusitanians, Arevaci and Vaccaei tribes.
d) Emperor Augustus divided the Peninsula into three
provinces.
e) Under Rome, the economy of Hispania depended on
agriculture and mining.
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a. There were two types of houses in Roman cities: the domus
and the insula. Domus were individual houses of wealthy
© EDITORIAL VICENS VIVES
families, whereas insulae were three or four storey blocks
of flats where less wealthy families rented flats.
1. In Roman families, the father had the ultimate authority.
Page 173
b. Romans ate bread, dates, cheese and olives for breakfast.
Then, their lunch included bread, cold meats, fruit and
wine. The dinners of a wealthy family was usually very
elaborated, with starters, side dishes, roasts, desserts and
wine, whereas the dinners of common people were less
varied, with cereals, pork fat, vegetables and pulses.
2. The domus were the homes of the wealthiest people.
They were individual and luxurious houses organised
around a central courtyard, which had an impluvium in
the middle.
On the ground floor, you could find shops with
entrances from the street. Also on the ground floor, there
was the office of the pater familias, the dining room, a
store, the kitchen and, right next door, the slave quarters,
where the slaves slept.
On the first floor, there were the bedrooms. Some
houses could also have a private garden.
3. People got changed in the apodyterium, the changing
room. The massage room had beds for people to lie on
while they got a massage. The cold (frigidarium), warm
(tepidarium) and hot (caldarium) baths had pools of
water for people to soak themselves in. They also had a
sudatorium, or sauna, where they could sweat while
talking to other people. The hypocaust was the
underfloor heating that warmed the waters of the
tepidarium and caldarium. The palestra had space for
people to play games and do exercise.
4. Domus were individual houses of wealthy families
which had one or two floors, whereas insulae were three
or four storey blocks of flats where less wealthy families
rented flats.
5. They typically ate bread, dates, cheese and olives.
6. There were two types of houses in Roman cities: the
domus (an individual house for wealthy families) and
the insula (a three or four storey block of flats where less
wealthy families rented flats).
Roman families were under the authority of the father.
Romans ate bread, dates, cheese, olives, cold meats, fruit,
wine, etc. Wealthier families had a much more elaborated
dinner than common people with several dishes.
Roman clothes varied depending on social status:
citizens wore toga virilis, the plebs wore a short tunic,
freeborn boys were a white toga praetexta with a purple
border and married women wore a stola and a palla.
Page 174
a. They decorated the structures they built with mosaics
and sculptures.
b. The people of Hispania adopted elements of Roman
culture, such as the language, laws, institutions, religion
and art.
c. Trajan, Hadrian and Theodosius were born in Hispania.
KEY ANSWER 37
Page 175
1. Personal answer.
2. Theatre: It was a building for entertainment where
comedies were played.
Amphitheatre: It was a building for entertainment where
several shows such as gladiator fights took place.
Circus: It was a building for entertainment where chariot
races took place.
Bridge: A structure carrying a road, path, railway, etc.
across a river, road, or other obstacle
Aqueduct: they were used to transport water to the cities.
Triumphal arch: they were built to commemorate an
event.
Temple: it was a religious building for worship.
Hot baths: Baths were building for hygiene, relaxation
and practising sport.
3. Personal activity.
4. Lucus Augusti: Lugo / Aquae Flaviae: Chaves / Clunia:
Peñalba de Castro / Salmantica: Salamanca / Plasencia:
Plasencia / Alcántara: Alcántara / Toletum: Toledo /
Emerita Augusta: Mérida / Ebora: Cortijo de Ébora /
Italica: Santiponce / Ossonoba: Faro / Hispalis: Sevilla /
Baelo: Bolonia / Sexi: Almuñécar / Corduba: Córdoba /
Castulo: Cortijo de Cazlona / Segobriga: Saelices /
Segovia: Segovia / Bilbilis: Bílbilis/ Numantia:
Numancia / Calagurris: Calahorra / Ilerda: Lérida /
Saguntum: Sagunto / Tarraco: Tarragona / Barcino:
Barcelona / Emporion: Ampurias.
5. They constructed triumphal arches, temples, and funeral
monuments.
6. They influenced the population of Hispania, as they
adopted their language, their laws, institutions, religion
and art.
7. Listening activity.
The listening talks about the Roman wall in Lucus
Augusti, Lugo. It was built between 263 and 276 AD to
defend the town against local tribesmen and Germanic
invaders.
Page 176
a. The barbarians arrived in Hispania in 409.
b. The Visigoths created the Kingdom of Toledo.
1. After the defeat of the Visigoths in the south of Gallia,
they expanded across Hispania by driving out the Suebi
in 585 and conquering many Byzantine territories in the
Peninsula In addition, they could halt the progress of the
Franks into the Peninsula.
To strengthen their dominance of the territory, they
promoted religious and legal unification among
Hispano-Romans by abolishing the law that prohibited
mixed marriages, converting to Catholicism and creating
unified laws called Visigothic Code.
2. They settled in the centre of the Iberian Peninsula, the
south of the Atlantic coast and the Mediterranean coast
until Cartagena.
38 KEY ANSWER
Page 177
3. They were built in the 7th century.
4. These churches were small, usually with one nave. They
had with few windows and a bell tower to call the
worshippers to the service. Their walls were thick made
of smooth, rectangular stones. They used the horseshoe
arch to strengthen the structure.
5. The horseshoe arch got its name because it is rounded
and it resembles a horseshoe.
6. 1) Liuvigild – mixed marriages legalised.
2) Reccared – Catholicism made official religion.
3) Receswinth – legal system unified.
7. During the 6th century, the Visigoths expanded across
Hispania and created the kingdom of Toledo.
The Visigothic kings promoted religious and legal
unification among Hispano-Romans by legalising mix
marriages, making Catholicism the official religion and
unifying the legal system.
Page 178
1. Copy and complete.
Hispania was, in the 1st millennium BCE, populated by
– Iberians
• influenced by colonisers from other parts of the
Mediterranean:
– Phoenicians
– Greeks
– Carthaginians
• settled in the east and south of the Peninsula
– Celts
• settled in the central, northern and western parts of
the Iberian Peninsula.
• influenced by Indo-Europeans.
– they were conquered between the 3rd and 1st centuries
BCE by Rome and Hispania became a Roman province.
• experienced the Second Punic War.
• the 5th century saw the arrival of the barbarian
peoples
– Suebi
– Alans
– Vandals
– Visigoths, who create the kingdom of Toledo
• they founded many cities.
• they built public buildings and roads.
• they developed agriculture, livestock farming, mining
and artisanship.
2. Copy and complete the sentences.
a) The wars between Rome and Carthage for control of the
western Mediterranean were the reason why Rome
occupied the Iberian Peninsula.
b) The conquest of Hispania took 200 years (218 BCE to 19
BCE) and consisted of four stages. The most intense
fighting took place against the Arevaci, the Lusitanians and
the Vaccaei.
© EDITORIAL VICENS VIVES
c) To organise Hispania, the Romans divided it into
provinces.
d) Emperor Augustus initially divided the territory into three
provinces: Tarraconensis, Baetica and Lusitania. Later,
Emperor Diocletian divided it into five provinces.
e) The Romans improved farming after the introduction of the
plough, fertiliser and crop rotation. The Romans also
mined gold, silver, copper and mercury.
f) Gradually, all of Hispania was Romanised, adopting the
language (Latin), laws, institutions, religion and art.
g) We can see a lot of Roman structures today including
walls, villas, roads, theatres, baths, amphitheatres,
aqueducts, etc.
h) The Germanic invasions of the 5th century brought about
the end of Roman rule in Hispania.
i) The Visigoths occupied the Peninsula and created the
Kingdom of Toledo.
Page 179
Language skills: tense in questions
1. a) What kind of houses did the Iberians live in? They
lived in rectangular houses made from adobe and
straw with a stone base.
b) What were the villages of the Celts called? They were
called castors.
c) How long did the Roman conquest of the Iberian
Peninsula take? The Roman conquest of the Iberian
Peninsula took 200 years.
d) What was the last Roman province to be created in
the Iberian Peninsula? Balearica was the last Roman
province to be created.
e) What were the main differences between a domus
and an insulae? Domus were individual houses of
wealthy families which had one or two floors,
whereas insulae were three or four storey blocks of
flats where less wealthy families rented flats.
f) What are some of the most famous Roman structures
in Spain today? Some of the most famous Roman
structures in Spain today are aqueducts, theatres,
amphitheatres, walls, bridges and baths.
g) Which famous Roman emperors were born in
Hispania? The Roman Emperors Trajan, Hadrian
and Theodosius were born in Hispania.
h) Which group of people created the kingdom of
Toledo? The Visigoths created the kingdom of Toledo.
i) What influenced Visigoth art and culture? Visigothic
art and culture was influenced by the Romans and
Christians.
Analyse the video
a) In the Celtic village, there are warriors led by Vecio and
his son Hilerno, goldsmiths and weapons makers,
shepherds and families who honour the warriors. In the
Iberian village, you can see Greek merchants who are
welcomed by the inhabitants of the village, who were
dedicated to the production of ceramics and who had an
active market for agricultural and ceramic products.
– The Celtic settlement is surrounded by a palisade of
logs with watchtowers. The houses are circular huts,
© EDITORIAL VICENS VIVES
made of stone walls and covered with a straw roof.
The structure of the village is irregular, with no
streets. The Iberian settlement is built on a high
place, on a rock. It is fortified with a stone wall and
watchtowers. The houses are made of adobe walls,
have a rectangular shape, and are arranged to form
streets and squares.
b) – These scenes take place in the 4th century BC, in the
pre-Roman period in the Iberian Peninsula. These are
two contemporary scenes despite the differences
between them.
– The Celtic settlement is located in the northwest of
the Iberian Peninsula and the Iberian settlement is on
the Mediterranean coast. The two peoples were not in
the same area, as each town inhabited a different part
of the peninsula.
c) – The main activities of the Celtic tribe are agriculture,
the manufacture of weapons and tools, gold and
silver work and livestock. The Iberian tribe was
dedicated to trade, the production of ceramics,
agriculture and livestock.
– The trade of the Celts was with the neighbouring
peoples, and involved the exchange of products, in
this case grain for metals. The Iberians traded with
other peoples and Phoenicians who lived on the other
side of the Mediterranean. They exchanged
agricultural products, pots and other items with them
and used the currency in trade.
– The Celts thank the gods for the victory in the war,
and prepare to honour them with a great animal
sacrifice. The Iberians thanks the gods for bringing
the Greek traders safely to their sanctuary and make
offerings to protect the friendship between the
Iberians and the Greeks.
– The Iberians' village has a more peaceful and easy life
than the Celtic village that had to fight to avoid being
plundered. The commercial relations established with
the peoples around them and with colonising peoples
would make life easier for the Iberians, who would
maintain good relations with their neighbours and this
would avoid conflicts and wars.
d) Personal answer.
UNIT 12
Page 180
Answer
a) The birthplace of democracy was Greece.
b) They were interested in knowledge, art and the
organisation of society.
c) They influenced our society today through their
engineering and urban work, some of their laws and
their Latin language.
Page 181
Look
a) Personal answer. Students should say that the central
KEY ANSWER 39
 image shows the scene of the religious and sports area of b) To worship their gods, Greeks and Romans
the sanctuary of Olympia in Greece, where the Olympic conducted a private cult at home and a public cult in
Games were held in 776 BCE. the city.
b) The countries with the greatest influence of Greco- c) The Greeks consulted an oracle and the Romans
Roman culture are all those in Mediterranean Europe, consulted an augur to find out the will of the gods.
Asia Minor, the Middle East and parts of North d) The Olympic Games started in Ancient Greece in
Africa. honour of Zeus.
c) The Olympic Games began in the 3rd century BCE.
Think Page 184
a) Personal response. By way of example, students could a. Because the Greeks were the first people to use human
mention that the following areas of knowledge and reason to explain complex phenomena.
activities would not exist or would be very different: b. They were Socrates, Plato and Aristotle.
philosophy, theatre, the Olympic Games, languages of 1. Personal answer. As an example, pulleys could be used
Latin origin, astronomy, medicine, etc. in architecture, trade, fishing… to lift heavy materials.
2. The wheel crane was used to lift heavy weights. The
Page 182 Archimedes screw was used to transporting water from
rivers to higher ground.
a. Polytheistic means that someone believes in the
existence of many gods. 3. Greeks made plenty of contributions in philosophy and
science, as an example, students can mention the
1. Listening activity. following Greek philosophers and scientists:
a) Zeus: He was the Greek king of the gods. Philosophers:
b) Demeter/Ceres: This goddess was important to farmers. – Democritus: he understood that matter is made up of
c) Mars: He was the Roman god of war. tiny, indivisible atoms.
d) Hermes: This Greek god acted as a messenger for the – Socrates and Plato: they sought knowledge through
other gods. dialogue and reflection.
– Aristotle: he wrote about physics, natural sciences
and philosophy, and explained the rules of logic.
Page 183
Scientists:
b. The private cult was conducted in their home, where
they worshipped the household gods (Lares and Panetes) – Thales of Miletus, Pythagoras and Euclid: they set
and the spirits of their ancestors (Manes) in front of a the rules of algebra and geometry.
domestic altar. – Aristarchus: astronomer who claimed that the planets
Public cults included the sacrifices and processions that revolve around the Sun.
the inhabitants of a city conducted in order to worship – Archimedes: he set the principles of physics and
the god that protected their city. invented screw and lever.
c. The oracles were priests and priestesses who were – Hippocrates: he wrote the first medical treatises,
consulted to know the will of the gods in Greece. distinguished symptoms and causes of diseases,
The augurs were the priests that the Romans consulted, performed small surgical operations and developed
as they interpreted the will of the gods by studying the medicines with plants.
flight of birds. Later on, Romans developed the relationships between
the state and the citizens, creating public law, as well as
2. The completed table must be as follows:
those between citizens, creating private law. This
Greek name Roman name God of… Symbol provided the basis for future legislation.
Zeus Jupiter king of gods lightning
4. Eratosthenes was a geographer who made the first map
Hera Juno the family crown
of the known world with parallels and meridians.
Hestia Vesta the home hearth
Poseidon Neptune the sea trident
Hades Pluto the underworld helmet Page 185
Demeter Ceres the harvest grain
Ares Mars war spear, helmet c. The great authors of Ancient Greek tragedy were
Artemis Diana hunting bow and arrow Aeschylus, Sophocles and Euripides.
Apollo Apollo the arts the Sun
Athena Minerva wisdom owl
Hermes Mercury the messenger the Caduceus
Page 186
Dionysus Bacchus wine grapes a. Their biggest buildings were the temple and the theatre.
Aphrodite Venus love and beauty golden apple
b. The three orders of classical architecture were the Doric,
3. a) The Greek and Roman gods had special powers but the Ionic and the Corinthian. They differ in the width of
looked human. their columns and decoration.

40 KEY ANSWER © EDITORIAL VICENS VIVES

 The Doric order was sober and heavy, with thick
columns with grooves and without a platform. Its frieze
alternated triglyphs and metopes, decorated with reliefs.
The Ionic order was more slender, with columns
supported on a platform and capitals with scrolls. Its
frieze was decorated with reliefs.
The Corinthian order was inspired on the Ionic, and had
capitals decorated with acanthus leaves. Its columns did
not usually have grooves.
Page 1
c. Sacrifices happened in the temples, in the open air at an
altar at the temple entrance.
d. Theatres were built on hillsides, as they used the slope to
build the tiers of seats to help acoustics and visibility.
1. The Parthenon was dedicated to Athena.
In the cella, they kept the statue of the god or goddess.
2. a) slender columns: Ionic
b) broad columns: Doric
c) rich decoration: Ionic
d) elaborate capitals: Corinthian
e) acanthus leaves: Corinthian
f) little adornment: Doric
Page 188
a. Roman buildings were practical: technical aspects were
more important than aesthetics. They mixed Greek
styles with other elements, such as the arch, the vault
and the dome. They were mostly made of bricks and a
substance similar to cement and some luxurious public
buildings were covered in painted adobe or marble.
b. Roman cities were surrounded by walls. Their streets
were laid out in a grid, with insulae (blocks of houses)
built in rows. They had two main elements: the cardo (a
main street that went from north to south) and the
decumanus (a street that went from east to west). In the
intersection between these two streets, there was the
forum, a large square, which was surrounded by the
most important buildings of the city.
1. The main public structures were religious buildings
(temples), administrative and government buildings (the
forum and the basilica or court of justice), spaces
dedicated to leisure (the theatre, the amphitheatre, the
circus and the hot baths), the road networks, aqueducts
and commemorative buildings (columns, mausoleums
and triumphal arches).
2. The forum, a large square, was at the centre of the city.
3. There are hot baths, a library, a market, a temple and a
theatre.
4. Insulae were three or four storey blocks of flats where
less wealthy families rented flats. There were a lot of
insulae in Roman cities because most of the population
was lower or middle-class (plebs) and they could not
afford living in a domus. In addition, insulae was a way
to save space in cities, meaning that more people could
live in less space.
© EDITORIAL VICENS VIVES
Page 189
5. The Pantheon was built on a stone plinth (podium). An
entrance portico marks out the main façade, which is
accessed by a staircase. The portico has a Corinthian
colonnade of the peristyle and, on top of it, an architrave
with the inscription ‘Agrippa built this’ and a pediment.
The Pantheon’s great dome, which is 43.3 m high,
shows how far Roman architecture advanced beyond
Greek construction techniques. It has an oculus of 9m in
diameter, which allowed light to enter the building. The
inside of the dome is covered in coffers which they
reduce the weight of the dome, apart from being
decorative. The wall is 7m thick.
The inside walls of the Parthenon are covered with a
first level of attached columns that alternate with statues
of gods. On top of them, there are several paintings. The
floor is made of marble.
The Pantheon is a temple, therefore it was used as a
place of worship.
6. The circus is an elongated construction, similar to
today's athletic stadiums. At the ends there was a
triumphal door and a place for the exit of chariots
(carceres). On the sides there were stands and an
authority tribune. In the centre of the arena, a structure
decorated with some bushes and obelisks, the spina,
helped to delimit the space for the races.
The most frequent shows in the circus were the chariot
races.
Page 190
a. The Greek canon is a model for representing the human
body based on the proportions between the different
parts of the body.
b. In the first stage, the Archaic Period, they depicted
young male nudes and young women in dresses. The
body was represented rigid and forward-facing, and the
expression of the face was hieratical, with a half smile.
During the following stage, the Classical Period, the
human body showed agility and movement and the
facial expressions were serene.
During the last stage, Hellenistic Period, they depicted
human emotions and realism in the representation of
bodies, often with great drama.
c. Greek pottery was used to store, cook, eat…
d. They were decorated with beautiful paintings depicting
their culture and scenes of their daily lives.
1. Greek artists wanted to represent ideal beauty and
movement. Therefore, they studied the ideal proportions
of the human body and developed the canon.
Greek sculpture underwent different stages: the Archaic
Period (rigid and hieratical sculptures), the Classical Period
(more agility and movement), and the Hellenistic Period,
(more expressivity and exaggerated movements).
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2. The pottery vessel represents two men fighting.
KEY ANSWER 41
3. – Archaic sculpture: It depicted young male nudes and
maidens in dresses. The body was represented rigid
and forward-facing, and the expression of the face
was hieratical, with a half smile.
– Classical sculpture: The human body was
represented harmonically, with ideal proportions, and
with faces showing a serene expression.
– Hellenistic sculpture: It depicted human emotions
and realism in the representation of bodies, often
with great drama.
4. Polykleitos, the sculptor of the Doryphoros, lived during
the Classical period, therefore his sculpture is an example
of the Classical sculpture. In his sculpture, the proportions
were considered perfect, as the height of the Doryphoros
is exactly seven times the height of his head.
5. Pair activity.
6. The proportion they used to represent a perfect human
body was seven times the height of the head.
7. Listening activity. The sculpture represents a small boy
riding a horse and it belongs to the Hellenistic Period.
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a. The Romans introduced realistic portrayal of people: the
bust and the equestrian statues were very popular.
1. Trajan appears 58 times on the column.
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b. They represented mythological scenes, landscapes and
everyday life.
c. They usually had geometric and figurative designs.
2. Busts are sculptures depicting only the head and the
shoulders of the person. Equestrian statues are sculptures
of men on horseback. Commemorative relieves showed
the gestures and achievements of the emperors.
3. The Trajan’s Column is a commemorative relieve. The
statue of Marcus Aurelius is an equestrian statue.
4. a) T: Romans introduced realism into Classical sculpture.
b) F: Romans decorated their floors with mosaics.
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1. Copy and complete.
Classical culture
– Greece developed philosophy, science and theatre
– built temples according to the orders of:
• Doric
• Ionic
• Corinthian
– made painted ceramics and sculptures in 3 periods:
• Archaic
• Classical
• Hellenistic
– Rome developed theatre and law
– built private and public works
– made: sculptures, mosaics and paintings.
42 KEY ANSWER
2. Copy and complete the sentences.
a) The Greeks and Romans were polytheistic, which means
they believed in many gods.
b) To know the will of the gods, the Greeks consulted an
oracle while the Romans consulted the augur.
c) Greece is the birthplace of rational thought. Greek thinkers
also looked for scientific explanations for natural
phenomena.
d) The Romans developed the relationships between the state
and citizens (public law) as well as those between citizens
(private law).
e) The two main themes of Classical theatre were tragedy
and comedy.
f) Greek architecture was based on harmony and
proportion.
g) There were three Greek architectural orders or styles:
Doric, Ionic and Corinthian.
h) Roman architecture was more functional and used
arches, vaults and domes to create imposing buildings.
i) Roman cities were based on two main elements: the
cardo (a main street that ran north to south) and the
decumanus (a street that ran from east to west).
j) Greek sculpture represented the ideal beauty of the
human body. It is divided into three main periods: the
Archaic, the Classical and the Hellenistic.
k) Greek pottery pieces were decorated with paintings.
l) Roman sculpture was similar to that of Greece but it
included the innovation of making portraits.
m) Both Romans and Greeks decorated floors and homes
with mosaics.
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Language skills: imaginary situations
1. Personal activity. Sample structures can be found in the
book.
Analyse the video
a) The protagonists of the video are Cloé and Leónidas.
– Both protagonists are going to tell us about the
procession of the Panateneas on their arrival at the
Acropolis and they are very excited about this event,
which gives them hope, joy and admiration.
b) The situation of the video in time and space is the
following:
– The procession of the Panateneas takes place at the
Acropolis of the Athens polis. This procession goes
through the city and ends at the sacred enclosure of
the Athenian Acropolis.
– The temples of the Acropolis were ordered to be built
by Pericles. This person was very important for
Athens because his way of governing and his concern
for the arts made the city one of the most important
polis in Greece, both for its power and its beauty.
– If the Parthenon was completed around 432 BCE, we
could date the video scene to the late 5th century
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 BCE, the time of the Delian League and the
Peloponnesian Wars.
d) The video explains that the Acropolis was dedicated to
Athena, the goddess who gave her name to the city and
who protected it and gave it prosperity. She is the goddess
who represents wisdom and intelligence, and the
attributes she wears are her armour, helmet, spear and
shield. She is the protector of the arts and crafts and is
also a warrior goddess.
About the Parthenon, it is explained that in the naos there
is a sculpture of Athena, made of gold and ivory by the
sculptor Fidias who worked on it for ten years.
The procession of the Great Panathenians is the most
important religious festival in Athens, and is held every
four years in honour of Athena. It is the end of four days
of sporting and cultural competitions. The procession,
which crosses the Acropolis, features the participants in
the competitions and is also attended by the ambassadors
of the polis allied to Athens in the Delian League and the
maidens who carry a sacred peplum woven for the
goddess Athena. The winners of the competitions are
awarded in front of the altar of Athena and finally animals
are sacrificed and a great banquet is held.
d) The definition of the concepts associated with the
Procession are the following:
– Agora: an open space or square in which the public
life of the polis took place.
– Delian league: an association of cities led by Athens
that were organised in 477 BCE to repel a possible
new invasion by the Persians.
– Athlete: a person who took part in public games, in
this case those of Greece.
– Amphora: tall, narrow, cylindrical earthenware vessel
with two handles, long neck and conical base.
e) Personal activity. As a guide, students will explain that
this banquet will be attended by all the people who have
taken part in the competitions and the procession, as well
as all the Athenians, and that the meat of the animals
sacrificed in honour of Athena (oxen, sheep and rams)
will be eaten, and that it will be a festive and celebratory
atmosphere.
DOSSIER HISTORY
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Answer
a) We can find prehistoric sites in Pileta and Nerja caves
(Málaga), the fortified village of Los Millares and those
of the El Argar culture.
b) Throughout the 1st millennium BCE, the Kingdom of
Tartessos was located in the west of Andalusia.
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a. Palaeolithic settlements were located on the banks of the
Guadalquivir River and in the Guadix-Baza River Basin.
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b. Neolithic Andalusians made Almagra pottery.
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c. The technologies that developed during the Metal Ages
were the use of tools made of metal for the first time
and, in agriculture, the introduction of irrigation systems
and the plough.
d. The houses were circular.
e. They lived in fortified villages on hilltops, in square-
shaped houses.
1. Personal activity. As an example:
The culture of El Argar (2200 BCE-1500 BCE) dates
back to the Bronze Age. The inhabitants of the culture of
El Argar lived in fortified villages on top of hills, in
square shaped houses. They were dedicated to
agriculture and livestock and practiced mining and trade.
2. 5500 BCE: Developments typical of the Neolithic began
to occur in Andalusia.
3500 BCE: Open-air settlements became common,
especially around present-day Almería.
3200 BCE: The Copper Age began in Andalusia with the
fortified village of Los Millares.
2200 BCE: The Bronze Age began in Andalusia with the
culture of El Argar.
1998: 69 caves and shelters in the provinces of Almería,
Jaén and Granada were declared UNESCO World
Heritage Sites, under the name Rock Art at the Iberian
Mediterranean Basin.
3. The sites related to the Copper Age can be found in
Clavieja, Los Millares, Terrera Ventura, El Malagón y
Cabecico del Aguilar.
The sites related to the Bronze Age can be found in
Peñalosa, Cerro de la Virgen, Baza, Guadiz, Cerro de la
Encina, Gates y El Argar.
The Bell Beaker area of influence included the
Guadalquivir River Basin and some of its tributaries.
4. Andalusian rock art ranges from the first Palaeolithic to
Neolithic artistic manifestations. In some caves it is even
possible to observe the superposition of styles. The
Palaeolithic paintings are naturalistic and depicted
animals, Neolithic paintings had zoomorphic,
anthropomorphic and symbolic motifs.
The most outstanding prehistoric sites in our
Community and the province in which they are located
are La Pileta in Malaga, Ambrosio in Almeria, Nerja in
Malaga, Las Motillas in Cadiz, Malalmuerzo in Granada
and Morrón in Jaen
5. Andalusia has Palaeolithic settlements on the banks of
the Guadalquivir River and in the Guadiz-Baza River
Basin. Palaeolithics took refuge in caves, were we can
find some examples of rock art nowadays.
During the Neolithic, people started to settle in caves
and in open-air settlements, especially around present-
day Almería.
During the Metal Ages, we can point out the settlement
of Los Millares (3200-220 BCE), from which there are
KEY ANSWER 43
 dolmens and pottery preserved, and El Argar culture
2200-1550 BCE).
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a. The Greeks and Romans described the Kingdom of
Tartessos as a prosperous place, located in the south of
the Iberian Peninsula and dedicated to agriculture, and
the mining and trade of metals.
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1. Personal activity. As an example, students can justify
the existence of the Kingdom of Tartessos by
mentioning that the Greeks and Romans wrote about
their existence. Furthermore, several Tartessian
inscriptions on stones have been found, although they
have not been yet deciphered.
2. Personal activity.
See Figure 5. The drawing should show that the
Phoenicians established along the Andalusian coast by
crating trading posts in Castillo de Dona Blanca (El Puerto
de Santa María), Abdera (Adra), Sexi (Almuñécar), Malaca
and Toscanos (Vélez-Málaga). The Greeks settled on the
Andalusian coast on the Tartessian territory, to establish
trade with them. The Iberian peoples inhabited the
Guadalquivir River Basin. The Turduli and the Oretani
FIGURE 5
44 KEY ANSWER
occupied the Sierra Morena and the upper Guadalquivir;
the Bastetani occupied the northeast of Almería and the
Bastulos lived in present-day Granada.
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a. It took around 15 years (from 205 BCE to 190 BCE) for
the Romans to occupy Andalusian territory.
b. Trade became important because Hispalis and Corduba
were regions where they produced large quantities of
olive oil and Gades and Malaca produced wine to be
exported.
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c. We can find examples of Roman mosaics in Italica and
Corduba.
1. In the imperial era, Baetica reached its greatest political
prominence.
2. The emperors Trajan and Hadrian were born in Baetica.
3. During the Roman Empire, Baetica became an important
producer of olive oil and wine, which are still important
products in Andalusia nowadays.
4. Personal activity.
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