3º ESO Bilingüe

SCHOOL YEAR 2017/18

FIRST TRIMESTER

The units of the book have been arranged according to the Global Classrooms Program.

UNIT 11. Socieconomic inequalities and global conflicts.

WARM UP ACTIVITIES:

Children testimonies

Read the following testimonies from children of different countries:

Juba, South Sudan– Every time I close my eyes, I can still see images of the gunmen shooting and killing people. It feels like it happened yesterday. I’m afraid of closing my eyes or going to sleep because I re-live those bad days. I have nightmares about what I saw and they make me scream at night. For a while, I thought I was the only one going through this, but sometimes I hear my brothers and sisters screaming too. The strange thing about these nightmares is that nobody wants to talk about them – probably because no one wants to remember those dreadful days and nights.

Jacob, Kenya –Lured (atraído) by promises of schooling and a job as a houseboy, 13-year-old Jacob left his village in Kenya and accompanied some men to Nairobi. Once there, they told him the plans had changed. The men took Jacob to Mombasa and made him hunt for scrap metal to sell. If he didn't find enough, he was forced to beg in the streets and would go to sleep hungry. He had no way to contact his family or seek help.

Lina, Cambodia

Lina comes from a poor family in Cambodia. At the age of nine, her parents entrusted her to an acquaintance who said she could find Lina work in Thailand. The woman promised to send Lina's parents part of her wages to help support their family.

In Bangkok, Lina stood for long hours outside nightclubs in the red-light district selling flowers and candy to tourists. Her trafficker took her earnings, and beat her when sales were low (this is known as child abuse!). After two years, her trafficker convinced Lina's parents to also allow her eight-year-old sister, Sopheak, to work in Bangkok. Unwilling to let her sister suffer the same abuse, Lina determined they must escape. She asked a nightclub worker for help - luckily he agreed.

A day in the life of Christophe and Céline, France

Christophe and Céline’s day generally begins around 7 or 7.30 a.m. Their breakfast typically consists of a bowl of hot milk or hot chocolate with bread and jam, or cereal.

The lunch break usually lasts 2 hours. Pupils either go home for lunch or eat in the school canteen with their classmates. Lessons begin again at 1.30 p.m. and continue until 4.30 p.m. (with an afternoon “récré”), when pupils either go home to do their homework, or attend a homework class supervised by a teacher who can if necessary give them some help.

In the evening, Christophe and Céline have dinner at home with their family. They generally go to bed at 8-9 p.m. A busy day!

The rest of the weekend is a time for leisure activities with friends and family.

1. WHAT ARE THEIR LIVES LIKE? Create one sentence that describes each child. Here you have some terms that might help you: wars, violence, fear, Sb-Saharan countries, job opportunities, hunger, poverty, development, large family, family income, comfortable life, etc.

CHILDREN NAMES	A SENTENCE
Juba, South Sudan
Jacob, Kenya
Lina, Cambodia
Christophe and Céline, France

2. WHAT IS THE DIFFERENCE BETWEEN THE FIRST THREE CHILDREN AND THE LAST ONES CHRISTOPHE AND CÉLINE?

3. LOOK AT THE BLANK MAP. WHAT ARE THESE COUNTRIES LOCATED?

Note: print it and colour the corresponding countries. If you don't have a printer explain with words  the area of the continent they belong to.

Don’t you detect great difference between the northern and the southern hemispheres in terms of development? Think about three reasons why.

• 
  
• 
  
• 
  

Definitely, the three first cases are immoral and under the rights of the children. 

Please have a look to these resources:

Video commemorating 20 years of the Rights of the Children : https://www.unicef.org/rightsite/

UNICEF means United Nations International Children's Emergency Fund

The Convention of the Right of the Children chart

http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx

Set of activities from the book	Activities. Clik here.
PPT	UNIT 11. Socioeconomic inequalities and global conflicts
VOCABULARY	Quizlet definitions  Make sure that cover the following aspects: term, translation,  definition and sentence.
MULTIMEDIA	Life and debt. Foreign domination and foreign debt. Origin and history of the United Nations 15-M. The discontent of Spain The Arab Spring The Umbrella Revolution The discrimination of women. Initiatives to eliminate violence.

WORLD ATLAS OF GEOGRAPHY (2017)

Materials:

Printable World Atlas of Geography  that you have to complete and present.

Helpful materials

Blank maps in case the printable atlas is not the desired quality.

UNIT 10. NATURAL RESOURCES AND ENVIRONMENTAL IMPACT

Now is the time!

Students will watch Leonardo DiCaprio's Moving Speech on Climate Change and ask some questions.

Transcripts:

"President Abraham Lincoln was also thinking of bold action 150 years ago when he said: "The dogmas of the quiet past are inadequate to the stormy present. As our case is new so we must think anew and act anew. We must disenthrall ourselves and then we shall save our country.” He was speaking before the US Congress to confront the defining issue of his time – slavery. Everyone knew it had to end but no one had the political will to stop it. Remarkably, his words ring as true today when applied to the defining crisis of our time – Climate Change. As a UN Messenger of Peace, I have traveled all over the world for the last two years documenting how this crisis is changing the natural balance of our planet. I have seen cities like Beijing choked by industrial pollution. Ancient Boreal forests in Canada that have been clear cut and rainforests in Indonesia that have been incinerated. In India, I met farmers whose crops have literally been washed away by historic flooding. In America, I have witnessed unprecedented droughts in California and sea level rise flooding the streets of Miami. In Greenland and in the Arctic I was astonished to see that ancient glaciers are rapidly disappearing well ahead of scientific predictions. All that I have seen and learned on this journey has absolutely terrified me. There is no doubt in the world’s scientific community that this a direct result of human activity and that the effects of climate change will become astronomically worse in the future. You know that climate change is happening faster than even the most pessimistic of scientists warned us decades ago. It has become a runaway freight train bringing with it an impending disaster for all living things. Now think about the shame that each of us will carry when our children and grandchildren look back and realize that we had the means of stopping this devastation, but simply lacked the political will to do so. Our planet cannot be saved unless we leave fossil fuels in the ground where they belong. Massive change is required, now. One that leads to a new collective consciousness. A new collective evolution of the human race, inspired and enabled by a sense of urgency from all of you. We all know that reversing the course of climate change will not be easy, but the tools are in our hands – if we apply them before it is too late. Now is the time for bold unprecedented action. It is time to ask each other – which side of history will you be on? As a citizen of our planet, it is time to declare no more talk. No more excuses. No more ten-year studies. No more allowing the fossil fuel companies to manipulate and dictate the science and policies that affect our future. Lincoln’s words still resonate to all of us here today:“We will be remembered in spite of ourselves. The fiery trial through which we pass will light us down, in honor or dishonor, to the last generation… We shall nobly save, or meanly lose, the last best hope of earth.” That is our charge now – you are the last best hope of Earth. We ask you to protect it. Or we – and all living things we cherish – are history." - 

                                                                                                        Leonardo DiCaprio 

QUESTIONS:

1. Comment   President Abraham Lincoln words: "The dogmas of the quiet past are inadequate to the stormy present. As our case is new so we must think anew and act anew. We must disenthrall ourselves and then we shall save our country.”

2. After travelling for the last two years what is DiCaprio’s perception about the places he has visited?

3. What are his proposals to reverse Climate Change?

INTRODUCTION	In this unit we will analyse the environmental problems caused by the human activities. You will be able to describe the impact of human beings on the environment and assess the most significant consequences this has.
PPT	UNIT 10  ACTIVITIES UNIT 10 ANSWER KEY
VOCABULARY	Quizlet definitions UNIT 10 Make sure that cover the following aspects: term, translation,  definition and sentence.
MULTIMEDIA	WATER CONSUMPTION. Water is a precious, yet finite resource essential for life, with no adequate substitute. THE NEOLITHIC REVOLUTION. From Hunter Gatherer to Farmer...in five minutes or less SOIL EROSION  DEFORESTATION IN THE AMAZONE JUNGLE CUANDO LOS ÁNGELES LLORAN BY THE GROUP MANÁ. EUROPEAN PLANS TO PROTECT BIODIVERSITY NATURA 2000

UNIT 4 .THE POLITICAL AND ECONOMIC ORGANIZATION OF THE WORLD

Warm up activity:

 

QUESTIONS:

1. What is economy?

2. What are the wants (or needs) that are nice to have?

3. What are the needs we must have to survive?

4. What is the difference between goods and services?

5. Is our economy mixed or commanded?

 

ACTIVITIES Student's book	Click here
UNIT 4 PPT	PRESENTATION UNIT 4
VOCABULARY	Quizlet definitions UNIT 4 Make sure that cover the following aspects: term, translation,  definition and sentence.
MULTIMEDIA Websites	The bussiness sectors THOUGHTCO. To know more about multeralism

UNIT 5 .THE PRIMARY SECTOR. AGRARIAN SPACES

John is Welsh farmer. Look at this timetable. In pairs, complete the questions with the following  words: often, why, does time, who, many, when.

 

5: 25 am: John gets up and begins milking between six o'clock and quarter past six.

6:15 am: John feeds the cows

8:00 am: John begins to do other jobs such as taking the cows out to pasture

10:00 am: In summer, John harvests grass, which he stores in order to feed the animals in winter.

12:00 pm: John continues with his other jobd.

2:00 pm: A milk tanker comes to collect the milk.

4:30 pm: The cows are milked again.

Questions:

a) What ...................does john start work?
b) How................does he milk the cows? At wat time?
c).........does John feed the cows?
d) What other jobs...........John do?
e)...............does John harvest the grass?
f) What time do they collect the milk?.......collects it?
g) How..............hours a day does John work?

Some videos to know more about it:

Sustainable agriculture

POWER POINT PRESENTATION AND ACTIVITIES INCLUDED	TEACHER'S PPT UNIT 5 Solutions THE POLITICAL MAP OF THE UNITED STATES OF AMERICA
UNIT PLAN (Last year)	UNIT 5 PLAN
VOCABULARY	Quizlet definitions UNIT 5
MULTIMEDIA Websites	Subsistence farming Organic agriculture

UNIT 6 .THE SECONDARY SECTOR. INDUSTRIAL SPACES

WARM UP ACTIVITIES

Can 100% renewable energy power the world? 

According to this video what are the measures proposed for being be more sustainable?  Find specific examples that support your answer.

VOCABULARY	https://quizlet.com/122373366/3rd-graders-geography-unit-7-the-secondary-sector-the-world-of-industry-flash-cards/
UNIT PLAN AND PPT	TEACHER'S PPT STUDENT'S BOOK UNIT PLAN 6 Last year
MULTIMEDIA	RENEWABLE ENERGIES ENERGY PROBLEMS SEA POLLUTION. The Prestige CHERNOBYL FUKUSHIMA THE EVOLUTION OF THE INDUSTRIES

UNIT 7. THE TERTIARY SECTOR.

VOCABULARY	https://quizlet.com/122486492/3rd-graders-geography-unit-7-the-economic-sectors-the-tertiary-sector-flash-cards/
UNIT PLAN AND PPT	TEACHER'S PPT STUDENT'S BOOK
MULTIMEDIA	The tertiary sector

HISTORY

Created by Irene María García (4ºA)

Presentations:

1. The elements of a civilization

2. Mini-review: From Prehistory to the Modern Age

UNIT 1: THE START OF THE MODERN AGE. The 15th and the 16th centuries.

Vocabulary

Unit plan (Used in class) Complete the summaries and the selection of activities by using your student's book.

ANSWER KEYS


FILMS

THE CONQUEST OF PARADISE 1492

Spanish Version- Full film- Sorry for the quality and the language, the only version available 😐

2:43'-4:30'- Why the Earth is round-evidence
12:44'-18:00'- Explanation of the project in Salamanca and verdict
24:12'-28:00'- Meeting with Isabella in Granada
48:00'- Christopher Columbus arrives in America (Caribbean Islands)

LUTHER A film from 2003

The complete film. High quality

-------------------------------------------------------------------------------------------------------------------------

REINFORCED MATERIALS:

OLD  POWER POINT PRESENTATIONS (Based on Oxford Books)

Unit 6 The Catholic Monarchs and the Discovery of America from almusociales

Unit 8 Reformation, Humanism, Renaissance Art from almusociales

ART SECTION

Visual materials

The first artistic centre: Florence

The importance of the classical art

UNIT 2.  The start of the Modern Age in Spain and America

Unit 2 Guide

Vocabulary

REINFORCE MATERIALS:

• The Spanish Empire: Charles I and Philip II
• The Spanish Armada. Based on the film Elizabeth the Golden Age
• The Palace of El Escorial
• Worksheet of art (solutions)
• Unit 2 (activities and solutions)

UNIT 3.  The 17th century in Europe and Spain

An overview of the 17th century

An awesome video about how to recognize Baroque art. It also includes a comparisson with the Renaissance.

Unit 3 Guide

Vocabulary

CURSO 2015/2016

An overview of geography from almusocialstudies

Projections from almusocialstudies

Types of maps from almusocialstudies

12 Maps That Changed the World

Is there such a thing as a perfect map?

http://www.theatlantic.com/international/archive/2013/12/12-maps-that-changed-the-world/282666/

UNIT 2.  PLANET EARTH AND WORLD LANDSCAPES

Unit 2 planet earth from almusociales

This is an interesting power point about the Earth's relief my last year teaching assistant did. Have a look at it

Geographic features of the earth! from almusociales

To know more about world lanscapes

Unit5 World Landscapes from hebergf

A very interesting video about world biomes or landscapes !!

CLIMATE ESSAYS

My Model

Climate charts are used to show the average precipitation and temperatures, depicted with bars and lines respectively , distributed over the course of a calendar year.

This graph describes the amount of precipitation and average temperature in _____________________, a city located in the __________________hemisphere, and relatively close to the parallel/tropic_______________. This location indicates that we are in the ______________zone.

The mean annual temperature,_________________, (varies/doesn't vary) during the year. There are seasons/there aren't seasons. The atmospheric temperature range is _____________due to the location of this city__________________(inland/near the coast) and___________(influence of the sea if there is)

The total amount of precipitation/rainfall is _________________(regularly or irregularly distributed). According to this there are/there is __________________seasons (dry/wet)

In conclusion, the climate of ________________________ is a ___________________climate. The type of landscape associated with it is__________________(equatorial forest/savannah/mediterranean forest/ tundra/taiga, etc). Vegetation is composed of ____________________

The soil is _________________(fertile/unfertile) and fauna is made up of __________________ (examples of animals).

Topical or hot climates:

San José, Costa Rica 

         Climate charts are used to show the average precipitation and temperatures, depicted with bars and lines respectively, distributed over the course of a calendar year.

            This graph describes the amount of precipitation and average temperature in the city of San José, Costa Rica, a place located in the northern hemisphere and relatively close to the parallel cero or Equator. This location indicates that we have a type of hot or tropical climate.

           The mean annual temperature is high throughout the year, over 20ºC and it doesn't vary. Atmospheric temperature range is almost non-existent due to the location of this city near the Equator and the influence of the sea that helps to moderate temperature.

        The total amount of precipitation is abundant, more than 1500 mm, but the figures from May to October double the rest of the months. According to this there are two seasons, a dry season in winter (January, February, March and April), and a wet season in summer, from the month of May to the month of October, when precipitation is heavy.

            In conclusion, the climate of San José is a humid tropical climate. The type of landscape associated to it is tropical rainforest. Vegetation is composed of trees lower that the equatorial rainforest and there is more space between them. There is more vegetation on the ground because more light reaches the plants. The soil is more fertile than the equatorial rain forest and fauna is made up of birds, monkeys and leopards.

         

Cairo, Egypt 

  Climate charts are used to show the average precipitation and temperatures, depicted with bars and lines respectively, distributed over the course of a calendar year.

                  This graph describes the amount of precipitation and average temperature in the city of Cairo in Egypt, a place located in the Northern hemisphere and near the Tropic of Cancer. This location indicates that we have a type of tropical climate.

            The mean annual temperature is 21ºC. Temperature varies along the year. It is mild in winter, with the lowest temperature in January at about 10ºC, and hot in summer which is the dry long season. The warmest month is July, reaching near 30ºC, and then temperature drops dramatically at the end of autumn. There is a high atmospheric temperature range, which is typical in hot deserts, especially between days and nights.

            The total amount of precipitation is 24.8 mm.  Precipitation is very rare or non-existent. There is no rainfall in the months of July and August.

            In conclusion, the climate of Cairo in Egypt is hot desert climate.  Vegetation is composed of short, widely spaced grass, thorny shrubs, cactus, etc. In the oasis (areas with water) there are palm trees. Soil quality is poor. Fauna is made up of camels, gazelles, foxes, hyenas, snakes, scorpions and jackals

More examples from an English website:

http://ielts-simon.com/ielts-help-and-english-pr/2012/11/ielts-writing-task-1-climate-essay.html

The chart compares average figures for temperature and precipitation over the course of a calendar year in Kolkata.

It is noticeable that monthly figures for precipitation in Kolkata vary considerably, whereas monthly temperatures remain relatively stable. Rainfall is highest from July to August, while temperatures are highest in April and May.

Between the months of January and May, average temperatures in Kolkata rise from their lowest point at around 20°C to a peak of just over 30°C. Average rainfall in the city also rises over the same period, from approximately 20mm of rain in January to 100mm in May.

While temperatures stay roughly the same for the next four months, the amount of rainfall more than doubles between May and June. Figures for precipitation remain above 250mm from June to September, peaking at around 330mm in July. The final three months of the year see a dramatic fall in precipitation, to a low of about 10mm in December, and a steady drop in temperatures back to the January average.

UNIT 3. SPAIN.LANDSCAPES AND TERRITORIAL ORGANISATION

Spain landscape and territorial organisation. from almusociales

Selection of features maps from almusociales

UNIT 4. THE POLITICAL ORGANISATION OF THE WORLD

Vocabulary:

www. quizlet/almusociales

Open folder to your left: 3rd graders.

economy

politics

culture

sovereignty

free market

NGOs

law

challenge

The political organisation of the world from almusociales

Activities from the student book given: G&H 3.1. Vicens Vives

Page 45, What do you know? (all)

Page 27, number 4.

Page 29, numbers: 1, 2, 3 and 4.

Page 31, number 4

Page 37, number 2

Page 39, number 2

REINFORCE ACTIVITY

Page 43, number 2.

UNIT 5. THE ECONOMIC ORGANISATION OF SOCIETY

Vocabulary:

www. quizlet/almusociales

To overuse

collective needs

manufacturing process

natural resources

capital

goods

services

labour force

to exploit

profit

The economic organisation of society from almusociales

Visual resources:

Let me introduce you a video that perfectly summarizes the three traditional economic activities.

Activities from the student book given: G&H 3.1. Vicens Vives

Page 47, number 4

Page 49, number 1, 3 and 4

Page 51, number 5

Page 53, number 1 and 2

UNIT 6. THE PRIMARY SECTOR

Vocabulary

Crop production

Livestock farming 

Forestry 

Fishing

Cooperative

Irrigation system 

Pasture 

Reforestation

Fish farm 

Soil erosion 

Primary sector from almusociales

Potentional questions for the exam

1. What are the fields that have helped new agriculture technologies to be developed?

2. What are the activities that belong to this sector?

3. What kind of products does livestock farming provide?

4. Give an example of the importance of forestry.

5. Agriculture depends on a variety of factors, what are they?

6. Investigate about WWF. Write between 5-10 lines.

7. Find a real example of monoculture and polyculture.

8. In your opinion, what is the human factor that affects agriculture the most? Explain it.

9. Explain briefly the CAP.

10. What types of fishing activities exist?

REINFORCE ACTIVITIES:

1. Listening, Oxford, page 99. To do in class.

a) The action of animals eating grass is called....................

b) Birds that are kept on farms, like chickens or ducks, are called..........

c) .................... is the grey substance that is left after you have burnt something.

d) Vegetables and fruit are grown in................, ........................... and sold for profit.

e) Capital and labour are used to increase..................

2. John is Welsh farmer. Look at this timetable. In pairs, complete the questions with the following  words: often, why, does time, who, many, when.

 

5: 25 am: John gets up and begins milking between six o'clock and quarter past six.

6:15 am: John feeds the cows

8:00 am: John begins to do other jobs such as taking the cows out to pasture

10:00 am: In summer, John harvests grass, which he stores in order to feed the animals in winter.

12:00 pm: John continues with his other jobd.

2:00 pm: A milk tanker comes to collect the milk.

4:30 pm: The cows are milked again.

Questions:

a) What ...................does john start work?

b) How................does he milk the cows? At wat time?

c).........does John feed the cows?

d) What other jobs...........John do?

e)...............does John harvest the grass?

f) What time do they collect the milk?.......collects it?

g) How..............hours a day does John work?

Some videos to know more about it:

Sustainable agriculture

ECOLOGICAL AGRICULTURE IN SPAIN

Pie chart

About CAP (Common Agricultural Policy)

UNIT 7. THE SECONDARY SECTOR

Vocabulary

Raw material

Energy sources

Human resources

Capital

Industrial park

RDI

Biodegreable

The world of industry from almusociales

Potentional questions for the exam

1. What are the economic activties included in this sector?

2. What is the biggest activity?

3. What activities are carrying out by mining?

4. Name two materials construction requires today.

5. Depending on the origin raw materials can be______________________ or______________

6. Classify traditional and alternative energy resources. Just name them on a table.

7. When and where did the First Industrial Revolution occur?

8. Give an example of a product which manufacturer belongs to equipment and machinery and another one which belongs to consumer industries.

9. Explain high-tech zones.

10. Fill in with a country:

Developed country..................................

Regional power........................................

Emerging  country................................

Some videos to know more about it:

1. Look at the map and answer the questions

a) Translate the raw materials that appear in the box into Spanish. 

b) Indicate if they are of animal, vegetable or mineral origin.

c) Write down which materials are produced in the United States, Peru, Brazil, India, Russia, China and Australia.

2. Look at the graph and answer the questions.

Complete the sentences with these words: more, second, all, smaller, as/a

Japan does not produce_________much steel _______China.

All countries shown in the graph produce _________than South Korea.

Production in the United States is bigger than in Russia, but______than in Japan.

Japan is the_______biggest steel producer.

China produces tha most of_____

3. Look at the photo and correct the mistakes in the description.

The photo shows a group of people working in heavy industry. The technology in the workplace looks very modern. The workers are wearing uniforms and using computers. They are probably from Europe.

OXFORD CLIL, 3ºESO

UNIT 8. THE TERTIARY SECTOR.

Vocabulary

Trade

Tourism

Media

mean of transport

Self-service

Ferry

Travel agency

Tertiary sector from almusociales

Set of questions that might be included in the exam:

1. Why is tourism considered to be a booming activity?

2. Classify the type of services

3. Explain the two types of market.

4. Domestic trade is carried out within the borders of a country.It can be__________________________or _________________________

5. Write down an advantage and a disadvantage of rail transport.

6. Write down an advantage and a disadvantage of water transport.

7. Name  two causes that have helped tourism to increase.

8. Name three types of tourism.

           

Lesson plan resources vocabulary and images_the3economic sectors from almusociales

HISTORY

An introduction to History

You will not find this brief introduction to History in your student's book, but, as a teacher, I believe it is necessary to review some key elements in order to understand History better. In addition, a summary from the Prehistory to the Middle Ages will help you to understand what happens next, during the Early Modern Age, our starting point this year.

UNIT 0: THE ELEMENTS OF A CIVILIZATION

Vocabulary is available in www. quizlet/almusociales

Please click on 4th graders and select the unit 0, I have been using these power points to introduce History to 4th graders, since they didnt study History in year 3.

Unit 0 the elements of a civilization from almusocialstudies

THE HISTORICAL PERIODS  EXPLAINED WITH A FOLDABLE

A Foldable is a three-dimensional, student-made, interactive graphic organizer based upon a skill. Making a Foldable gives students a fast, kinesthetic activity that helps them organize and retain information. 

This is a hot dog fold in the shape of an arrow used to explain the development of History with the most important events and dates to remember.

Created by Irene María García (4ºA)

UNIT 1: FROM PREHISTORY TO THE MIDDLE AGES

Vocabulary is available in www. quizlet/almusociales

Please click on 4th graders and select the unit 1, I have been using these power points to introduce History to 4th graders, since they didnt study History in year 3.

Unit 1 from prehistory to the middle ages from almusocialstudies

It might help you to understand better Quattrocento and Cinquecento master pieces, with clear pictures you do not have in your students book.

UNDERSTANDING MYTHOLOGY

A little approach to mythology is essential to interpretate some of the most important Renaissance works of art.

A QUICK OVERVIEW. Click on here.

Documentary (Greece Mythology) The Quest for the Gods - History Channel