Economic activities in Spain 6
UNIT OUTLINE
Primary sector
Economic activities in Spain
• Oceanic
Agricultural activities Agrarian landscapes
originate
• Mediterranean
• Canary Islands
• Cattle
• Sheep
Tertiary sector
Energy production Secondary sector
• Pig
• Poultry
• Species caught
• Types of fishing
• Location
• Population
• Plots
• Crops
• Livestock
• Fishing grounds
• Fishing regions
• Marine aquaculture
• Metallic minerals
• Forestry
Mining production Trade
is based on
is based on is characterised by
Livestock Industrial production Tourism
• Domestic trade
• Foreign trade
• Industrial minerals
• Quarry rocks
• Ornamental rocks
• Renewable energies
• Hydraulic energy and alternative energy supplies
• Nuclear energy
• Natural gas
• Industrial sectors
• Dynamic sectors
• High-tech
which originate
Fishing Industrial areas
are distinguished by is charcterised by includes
Transport
• Land transport
• Sea transport
• Air transport
Favourable factors Positive consequences Negative consequences
The transportation network
Tourist modalities
includes which has form needs which develop has
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WHAT
TO LEARN? RESOURCES IN THE DIGITAL PROJECT
Opening page
Characters: Ángeles Alvariño Librarium Ephemerides
Sustainable Development Goals. UN targets 5.5, 14.1, 14.4 and 12
I’ll tell you in a moment: “Economic activities in Spain” +info
1 The primary sector in Spain (I). Agrarian landscapes
Interactive activities Web link Interactive map
“The primary sector in Spain (I). Agrarian landscapes”. Worksheets 1, 2, 3 and 4 Assessment generator and test
PEDAGOGICAL KEYS IN THE STUDENT’S BOOK
ICT Cooperative learning: Let’s check
SDG Commitments 5, 14 and 12
Evaluation
2 The primary sector in Spain (II). Fishing activity
3 The secondary sector in Spain (I). Mining and energy
Interactive activities Web link
“The primary sector in Spain (II). Fishing activity”. Worksheets 1, 2, 3 and 4 Assessment generator and test
Interactive activities Web link Interactive map
“The secondary sector in Spain (I). Mining and energy”. Worksheets 1, 2, 3 and 4 Assessment generator and test
Linguistic plan. Expository texts
Developing thinking: Provocative questions
4 The secondary sector in Spain (II). Industry and its location
5 The tertiary sector in Spain (I). Transport and commerce
6 The tertiary sector (II). Tourism
Interactive activities
“The secondary sector in Spain (II). Industry and its location”. Worksheets 1, 2, 3 and 4 Assessment generator and test
Interactive activities
“The tertiary sector in Spain (I). Transport and commerce”. Worksheets 1, 2 and 3 Assessment generator and test
Interactive activities Image gallery
“The tertiary sector (II). Tourism”. Worksheets 1, 2, 3, 4 and 5 Assessment generator and test
Graphic report. Sustainable development and protective measures
Challenges that leave an imprint Protagonists
Sustainable Development Goals. UN target 17.1
Evaluation
Developing thinking: I see, I think, I ask myself…
ICT
Linguistic plan. Discontinuous and expository texts
Enterprising culture
Protagonists
Sustainable Development Goals. UN targets 5.c and 12.3 Assessment generator, tests and competence-based learning
ICT
Linguistic plan. Discontinuous and expository texts
SDG Commitment 17
Evaluation
SDG Commitments 5 and 12
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ARE WE GOING
Digital resources Diversity and inclusion Assessment
Unit presentation
This unit, which is dedicated to the study of economic activities in Spain is organised into economic sectors. Their characteristics and spatial distributions are analysed and supported by cartographic, graphic and statistical documents which will help students to assimilate content and exercise different basic skills.
The need for economic activities to use resources sustainably is emphasised in the unit’s graphic report.
Resources and materials
For the treatment of the unit, in addition to the student’s book and the didactic proposal, the digital resources of the Anaya website will be useful, both for students and teachers. You will find course plans, the teacher’s guide, project documents, diversity and inclusion as well as assessment worksheets, and plenty of extra resources.
“Diversity and Inclusion” has a wide range of monographic worksheets to reinforce or extend the unit content. Thus, if necessary, the treatment of diversity can be carried out.
General suggestions
Methodological approaches that help develop speaking and writing skills are essential for this project. The following suggestions are therefore proposed:
ENCOURAGING READING, AND DEVELOPING READING COMPREHENSION AND SPEAKING AND WRITING SKILLS
Teachers must promote the use of various sources of information to achieve this objective. The reading comprehension process is very complex and transcends the purely linguistic, since it requires personal experiences in certain areas of reading to bring meaning to what is evoked. In this unit, commenting on geographical text is developed as a working technique, which, when used as a written tool, can allow development in this area.
One way to make students’ reading feel realer is by reading texts that are complementary to the unit, either by using the educational centre’s library as a resource, by reading newspaper and magazine articles or by reading web sites or blogs related to the subject. Also, creating a glossary of vocabulary that students do not understand, will help them to develop better reading comprehension.
ENCOURAGING THE USE OF ICT
Today’s new technologies have become technologies for learning and knowledge. It is important to incorporate different learning devices into the classroom, such as PCs, laptops, tablets and digital whiteboards.
This topic allows the use of new technologies in a direct way, given that the current content is in unison with both the media and information. However, teachers must guide students in their use by encouraging them to see them as a useful information mechanism tool and by providing specific links to official content websites.
VALUES EDUCATION
In every unit, we present students with a different value through the Sustainable Development Goals (SDGs). These values include forest sustainability and gender equality. This unit is closely linked to SDG 5 (gender equality) and 14 (sustainability of oceans and seas).
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Cooperative learning
Let’s check. With the cooperative learning activity “Let’s check”, the teacher could suggest different working methods that encourage interaction between students.
SDG commitment
This double page covers SDG 14. Students can view Targets 14.1 and 14.4 of this SDG in the resource bank at anayaeducacion.es
The language bank worksheets (web resources) are designed to work on oral and written expression, combining the English language with the unit contents. The aim of the Speaking section is to develop students’ abilities to communicate in English on issues related to Geography and History. The language bank will help students with the grammatical structures required for the activity.
In the Writing section, students will improve their skill in both quantity and quality. The language bank will provide grammar and vocabulary to help students structure their writing and an example text which can be used as a guide to follow.
Economic activities in Spain
INTRODUCTION
In the opening double pages, the focus is on improving the four main linguistic skills: Listening and Reading (receptive skills), Speaking and Writing (productive skills). Taking the content of the unit as the main topic, students will develop and reinforce the four foundational skills of language learning.
SUGGESTED METHODOLOGY
We suggest beginning the unit with a “Reading and listening” of the text about Ángeles Alvariño that is related to the unit’s content. The aim of these readings is to give accurate evidence of the contributions of women in different fields of knowledge. Students will then answer questions related to the text. Some questions are literal, others are inferential and finally there are also critical thinking questions. There may also be questions related to linguistic topics, so students will have to answer questions about the English language.
In the “Speaking” section the aim of the activities is to create situations in class where students have real-life communication.
In the “Writing” section students will improve their skill in both quantity and quality. The activities don’t only focus on form and writing structures, they also encourage students to see writing as a communicative and creative task.
This section shows the contents to be addressed in the unit. In this way, students learn the general structure of the content. The content has been structured into the following sections: the primary sector, the secondary sector, and the tertiary sector in Spain.
The aim of this double page is to focus on students’ previous knowledge of the unit’s content and develop students’ English communication skills on issues related to Geography and History.
Answer key
1
a) Santiago de Compostela.
b) Because the Spanish Civil War broke out.
c) Because she was awarded some scholarships.
2 Areas with an abundance of fish stock where fishing is carried out.
CHALLENGES THAT LEAVE AN IMPRINT
LEARNING SEQUENCE
In this unit we finish the challenge or learning situation “Buy, use, throw away. Is it sustainable?” In the sequence for its execution, we will work on step 9.
We will relate the product analysed within the Spanish economic context, whether it is manufactured in Spain or in another area of the world. We will also evaluate this product by focusing on the sector to which it belongs, assessing its level of adaptation to the needs of a sustainable economy.
ÁNGELES ALVARIÑO OCEANOGRAPHER My name is Ángeles Alvariño and am an oceanographer. from school in Santiago de Compostela, decided to study Natural Sciences. started my university degree in Madrid back to Galicia. returned to college after the war ended. went into teaching for some years and later worked in Vigo, where carried out research in different fields finally settled in the US, where continued with research on aspects like the study of zooplankton and the great Sea fishing takes place in national and international fishing grounds, which are spaces in which boats fish For better understanding of the economic activities in our country, you are going to learn about: landscapes Fishing. Sea fishing: types and areas The tertiary sector: trade, transport and tourism Read the text and answer the following questions: a) Where did Ángeles go to school? c) Why was she able to travel to different countries? What are fishing grounds? ECONOMIC ACTIVITIES IN SPAIN 6 Spain are. products we analyse by studying the Spanish economy. In this way, we will better unand how they reach us. CHALLENGES THAT LEAVE AN IMPRINT LEARNING SEQUENCE 5 Some areas in Spain receive fewer tourists their economy. The tourist board in one to ask you to write an article that will Look at the maps of Spain the unit. They contain information about the areas take place. With partner, ask and answer Change some of the answers activity to another classmate what your partner has answered so they can correct it. LANGUAGE BANK
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Evaluation
The activities included in the anayaeducacion.es resource bank portfolio, like Activity 1, aim to make students aware of how they have learnt.
The primary sector in Spain (I). Agrarian landscapes
SUGGESTED METHODOLOGY
The primary sector in Spain is divided into two sections: agricultural landscapes and fishing activities. Before explaining this double page, and as an introduction, teachers should remind their students of the difference between each of the sector’s activities.
Despite employing only 4.4 % of the population, Spanish agriculture continues to have great economic importance because it maintains its traditional prestige of variety and quality of products, which makes it competitive in international markets. It is important that students, mostly urbanites, recognise and value the importance of agricultural and livestock farmers, and forest employees, as the people who make their life possible in the city, by supplying us with basic products (cereals, oils, wines, vegetables, fruits, legumes, meats, eggs, cheeses, woods, etc.).
To work on the different agrarian landscapes, it is useful to associate an illustration to each landscape, such as those that accompany the text, or others provided by the teacher using slides, books or the Internet. We can also take advantage of this section to talk to our students about organic farming.
Students must work on the agricultural landscapes’ map, since they must be able to identify them and know how to place them on a blank map. The landscapes are: oceanic, Mediterranean and the Canary Islands.
Answer Key
1 We suggest using this activity as evidence in the student portfolio. In this activity students are expected to create tables with various entries related to agricultural landscapes.
Location North and northwest of the peninsula South of the oceanic climate, Balearic Islands, Ceuta and Melilla
Canary Islands
Physical environment Rugged relief and oceanic climate Flat relief and Mediterranean climate Volcanic relief and subtropical climate
Population Dispersed Concentrated Dispersed
Plots Small, numerous and closed by hedges Big
Contrasts: large on the coast and small inland
Agriculture
In the valleys, garden crops Contrasts: interior dryland and extensive cereals, vine and olive trees, and intensive irrigation of fodder and industrial plants in the interior; and fruit trees and orchards on the coast
On the coast, monoculture for export, cultivation under plastic and tropical fruits; interior polyculture for self-consumption
Livestock farming
Extensive cattle farming in the mountains and intensive on the coast
Traditional extensive, sheep and pig, and intensive in cities
Reduced. Sheep and goats extensive and swine and poultry intensive
Silviculture Oak, pine and eucalyptus Pine and eucalyptus Pine groves and laurel forest
2 Poultry and pork. It is because they are intensive farms that can be developed regardless of the physical environment.
3 In the oceanic, livestock farming predominates, and in the Mediterranean and Canary Islands, agriculture. It is because in the oceanic the plots are small, while in the Mediterranean they are large.
4 Open answer. Students must comment on the main characteristics of the Canary (A), oceanic (B) and Mediterranean (C) agricultural landscapes.
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UNIT 1.1 Agrarian activities In Spain today these activities are minority activities: in 2017 only 4.4 % (wheat, barley, maize and rice), legumes (peas, broad beans), vines, olive trees, fruit and vegetable products, plants for industrial use livestock farming the main types are cattle farming for milk and meat production; sheep farming for cheese production; pig farming for its meat and eggs. Silviculture is focused on a number of broadleaf species (beech, These are used to supply wood, cellulose, resin and cork. 1.2 Agrarian landscapes in the north and north east of the peninsula in physical terrain that has rugged relief and oceanic climate. The population enclosed by hedgerows. Agriculture is limited to the lower valley areas and is specialised in plants for livestock. The principal type of livestock farming undertaken extensively in the mountains, where the region’s abundant areas, or those near the main cities. has a certain degree The Mediterranean agrarian landscape Balearic Islands, Ceuta and Melilla. is defined by flat terrain and a the Mediterranean coast the population dispersed and the plots of interior dryland regions the agriculture extensive, and cereals, grapes and crops are grown in the open air or in polytunnels. Traditional livestock been developed on the outskirts of cities. The exploits pine (Soria, Segovia) and eucalyptus forests. in the Canary Islands, this landscape has rugged, volcanic terrain and sub-tropical climate. The population is dispersed and there extensive use of coastal land and small-scale farming in the inland zones. The coastal agriculture is specialised in monoculture crops for (cucumbers, peppers, flowers) and tropical fruit (papayas, avocados). In the inland regions, crops for local consumption are grown using potatoes and wheat. farming is very limited, due to poor-quality pastures. The is scarce. almost exclusively limited to the wood extracted from the pine groves and the laurel forests of certain islands. Skills progress agrarianlandscapes.Itshouldinclude physical environment; population; plot types, and agricultural, livestock are the two main types of livestock? Explain the reason. predominate and which does livestock farming predominate? How of the agrarian landscapes depicted in the images above. Basic statistics THE PRIMARY SECTOR IN SPAIN (I). AGRARIAN LANDSCAPES 1 Sheep PORTUGAL A B C
Agrarian landscapes Oceanic Mediterranean Canary
Linguistic plan
Activity 1 aims to develop the linguistic communication of expository texts by comparing concepts related to the unit.
The primary sector in Spain (II). Fishing activity
SUGGESTED METHODOLOGY
Despite not having large fishing grounds, Spain is historically a fishing power. Teachers must remind students of terms already studied such as jurisdictional waters, fishing grounds, aquaculture, etc. Taking advantage of this last concept, we can watch the following video on aquaculture as a sustainable alternative: https://www.youtube.com/watch?time_continue=1&v=opWSPwAO00U&feature=emb_logo
To know the economic weight of this sector within the general volume of Spain, the linear graph on the evolution of employment in fishing and aquaculture (1970-2017) should be analysed, and the pie chart on the volume of catches in 2016.
With regard to sea fishing, students must recognise the Spanish problems in this sector: expansion of jurisdictional waters by the riparian countries who are rich in fishing banks; EU guidelines on fisheries; the signing of treaties with countries who are rich in fishing grounds in which reductions are applied to the volume of fishing; temporalisation; obligation to refuel in ports of the riparian countries.
In order for the students to better understand species, the catches have been classified by the group to which they belong; for the types of fishing, two maps are attached with the national and international fishing grounds.
Teaching staff will be able to expand on the previous information about the fishing areas and regions in Spain, commenting on the historical fishing grounds of the Spanish fleet (Gran Sol and North Sea, in Europe), which are now community waters; and the cold currents from the Canary Islands and Labrador, near Newfoundland (Canada). We can also explain that Spanish fishing has expanded in its range, including: waters near the Kalahari Desert; Arabian Sea; and cold current from Peru or Humboldt, in the Pacific.
Answer Key
1 Sea fishing: fish are caught in their natural environment. Aquaculture: fish, molluscs or crustaceans are raised in marine facilities near the coast. Traditional fishing: done by an artisanal fleet, with small and old boats that work close to the coast. Industrial fishing: carried out by deep sea or distant waters fleets, in large and modern ships, with new technologies and that remain on the high seas for days, weeks or months.
2 It has progressively declined, with a slight rebound between 2010 and 2017 due to community policies and deep-sea fishing. It is mainly due to the limitations established by the countries that are rich in fishing grounds and that have expanded their jurisdictional waters, in which the Spanish fleet traditionally worked in complete freedom.
3 To justify the statement, students must consult the two tables on the page on the right. As can be seen, the number of national fishing grounds (8 758), that is, close to the Iberian Peninsula, is much greater than that of international fishing grounds (192), further from our country.
4 In the national fishing grounds: Cantabrian-Northwest (4 700) and the Mediterranean (2 468). All the vessels total 9 056, so the percentage of vessels that fish outside of the national fishing grounds (European Union fishing grounds and international fishing grounds) totals 298 vessels, that is, almost 3.3 % of all vessels.
5 The autonomous community with the largest number of fishing vessels is Galicia with 4 400 (2018), followed a long way behind by Andalusia with 1 442 and the Canary Islands with 766.
The secondary sector in Spain (I). Mining and energy
SUGGESTED METHODOLOGY
Our secondary sector is divided into mining and energy production; energy consumption; and energy self-sufficiency. Teachers must report on some of the problems with our industry, such as: the small size of companies; dependence on foreign technology or the need to import raw materials and energy. To understand the sources consumed, the sector charts must be analysed and compared with mining and energy production. In this way, students will better understand the problems of energy self-sufficiency, the high expenses of imports and dependence on supplying countries.
Developing thinking
Provocative questions. In the anayaeducacion.es resource bank, students have access to the “Provocative questions” strategy, such as in Activity 2. This thinking strategy seeks to encourage thinking and research by asking and developing questions and exchanging ideas.
We can take advantage of the contents of this section to look deeper, together with our students, into the subject of renewable energy. For this, we can consult the following infographic: https:// www.bbva.com/es/infografia-energias-renovables/
Answer Key
1 a) Quarry and ornamental rocks have the highest value, and metallic and non-metallic minerals the least. b) Nuclear energy (46.4 %) and renewable energy (41.5 %) are the ones that provide
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UNIT Fishing is the activity devoted to catching fish. Its production is aimed, of the fishing catch undergoes industrial transformation such as the In Spain, given the peninsula’s extensive coastline, as well as that of the islands, sea fishing of major historical importance. However, its of marine species has become more important. 2.1 Sea fishing Many sea fishing operations are being downscaled, since they are less grounds and opportunities for fishing in other countries´waters. Fishing provides employment for less than 0.5 of the population. Species and types of fish The most significant of the most commonly caught species are hake, market are molluscs (mussels), crustaceans (Dublin Bay prawn, prawn, spider crab, and velvet crab) and cephalopods (squid and octopus). fishing methods are used. These are employed by skilled fishermen are employed by deep-sea fishing fleets that operate at range of latest technology. They can remain at sea for months. Fishing zones and regions Fishing is carried out in fishing grounds, of fish stocks. Spanish boats operate range of fishing grounds: the the coast line and up to 200 nautical miles out to sea; those of other types of fishing grounds, the European Union negotiates and signs catch and the value of the fish caught, followed by Cantabria, southern Atlantic Andalucía, the Canary Islands, and the Mediterranean regions. 2.2 Marine aquaculture marine facilities near the coast. In Spain is growing sector that compensates for the reduction in sea fishing activity. On the Atlantic Mediterranean coast, the rearing of gilthead bream and sea bass. Skills progress Building your own differences between sea fishing and fishing and industrial fishing methods. evolved in the sector? Using written texts The text states that the fishing using the data on the fishing catch. 4 In which fishing ground do the highest number of outside of the national fishing grounds? 5 Which autonomous community has the highest total number of Spanish boats do they account for? Fishing data THE PRIMARY SECTOR IN SPAIN (II). FISHING ACTIVITY 2 The fishing fleet and its fishing grounds 1970 1980 1990 2000 2010 2020 Population employed shing and aquaculture, 58.1% EU fishing grounds M g PORTUGAL Cantabrian Sea OCEAN M d
UNIT mining, energy production and industrial production. During 2017 14.1 % of the Spanish population was employed
Mining production In Spain, this activity has lost the importance it had in past increasing cost of extracting resources from them. are hardly mined because many of the mines have closed. However, rising prices (Badajoz) and gold (Asturias) mines to reopen. are used range of industries. The most important of these are halite, glauberite, sea salt, extensively mined product. These quarried stones are used in the construction industry (limestone, granite, purposes (marble). 3.2 Energy production on renewable energy supplies. These include hydraulic energy biomass energy). Nuclear energy continues to be important and is generated at seven nuclear power stations with imported closure of non-profitable mines in 2018; as is the production of petroleum in the continental shelf of Tarragona after the closure of natural gas from reserves in the Gulf of Cádiz. 3.3 Energy consumption crude oil and gas, which have to be imported. Crude oil then transformed into petrol products at refineries. arrives in liquefied natural gas carriers or by pipeline of heat in industry and households. is also necessary from Niger, which is consumed in the stations to produce electricity. Skills progress answer the following questions: Which mining products are of the greatest value and which are of the least value? b) Which sources of energy provide the energy? level of consumption, renewable energy energy consumption model? Using maps Study the energy map and answer the a) What sources of energy are used by the located next to rivers? an explanation for the distribution of mining production in Spain. Also indicate which THE SECONDARY SECTOR IN SPAIN (I). MINING AND ENERGY 3 Mining and energy aimed to reduce consumption by 20 % by the year 2020 and increase the consumption of energy from renewable sources by 20 %. % 25. %
3.1
Evaluation
The activities included in the anayaeducacion.es resource bank portfolio, like Activity 1, aim to make students aware of how they have learnt.
Developing thinking
I see, I think, I ask myself. In the resource bank at anayaeducacion.es , students have access to the “I see, I think, I ask myself…” strategy, which, like activity 4, helps students discover what they know about a topic at a given moment.
the greatest value. c) Non-renewable (oil, natural gas, coal) with 73.4 %. The drawback is that they must be imported, so there are high import expenses and dependence on supplier countries, in addition to being polluting.
2 a) Thermal: coal, oil, natural gas. Hydroelectric: water. Nuclear: uranium, plutonium. Wind. Solar: the sun. Wave: the sea’s waves. Biomass: organic matter. b) Oil is imported, so it arrives in large oil tankers at coastal industrial ports; and to avoid being near inhabited areas, due to the environmental problems generated by the refineries (noise, soil, water and air pollution). c) Because they take advantage of the moving water masses that circulate through the rivers to transform them into electrical energy.
3 Galicia: energy and metal products (fluorite, coal, gold); Principality of Asturias: energy products, ornamental rocks and industrial minerals (coal, granite, slates, kaolin); Cantabria: industrial minerals (rock salt, sphalerite); Basque Country: quarry products (limestone); Community Foral de Navarra: industrial minerals (magnesite) La Rioja: quarry products (plaster, sand, gravel); Aragon: energy products (sepiolite, coal); Cataluña: energy products and industrial minerals (potash, limestone, chalk, coal); Castilla y León: energy products, metallic minerals, ornamental rocks (coal, uranium, limestone, glauberite, tungsten, shales, feldspars, cassiterite, scheelite); Community of Madrid: quarry products (sepiolite, granite, plaster); Extremadura: quarry products (granite, slate); Castilla-La Mancha: industrial minerals (sepiolite, bentonite, thenardite); Community of Valencia: ornamental rocks and industrial minerals (kaolin, marble); Balearic Islands: ornamental rocks and quarry products; Andalucía: ornamental rocks, metallic minerals (marble, copper sulphides, gold, silver, lead, zinc, strontium); The region of Murcia: ornamental rocks (marble); Canary Islands: quarry products and industrial minerals (sand, gravel, basalt, pumice, sea salt).
The secondary sector in Spain (II). Industry and its location
SUGGESTED METHODOLOGY
Next, industry and its location, divided into sectors and industrial areas, and its distribution are discussed along with current problems. The classification of industrial sectors is already known to students, they will now identify the traits of each one of them.
It must be made clear that there are great regional imbalances in Spain, some areas are highly industrialised areas and others less. Furthermore, most industry is made up of small and mediumsized companies (SMEs), which are not very competitive, but which absorb a high percentage of the active population. The graphs that accompany the text expand on this information further, so they should be worked on in the classroom.
To better understand where the industrial areas of Spain are, we will analyse the map. It is also possible to draw a diagram of the text in such a way that students conceptualise the basic ideas, so that they cane characterise the Spanish industrial network on the map.
Students must understand the problems that plague Spanish industry, such as the main industries belonging to multinational companies, with a part of the profits going to the countries of origin and offshoring, which is an effect of globalisation.
Likewise, emphasis should be placed on finding solutions to alleviate these problems, such as promoting research and incorporating more advanced technologies that make products more competitive in national and international markets.
Answer Key 1
2 Between 2007 and 2012 there was a decrease in the number of companies due to the global economic crisis. From 2012 to 2016, there was a rebound followed by a stabilisation. Employment has been closely linked to the number of companies. Between 2007 and 2012 there was a decrease, from that year it went up and then sustained itself, although it didn’t return to the levels of recruitment that existed before the 2008 crisis. Finally, production is the only one to follow a different trend. Although production has been declining, it has had several significant rebounds (2008, 2011, 2015). However, from 2012 to 2016 it seems to remain balanced.
3 a) In Madrid and Barcelona, in terms of provinces, and in the axes of the Ebro and the Mediterranean in terms of areas. b) The largest concentration of national and multinational
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4.1 The industrial sectors furniture manufacturing, and toy production. Competition with production industries. Production is high, domestic and international high-tech sectors are the aerospace, biotechnology, pharmaceutical, electronics and IT industries. There has been a delay in the development research and technology. 4.2 Industrial regions and their distribution cities provide facilities for national and multinational companies and industries linked to new technologies. Industrial axes are linear concentrations of industrial installations, significant national industrial axes are those along the river Ebro been set up. Others seek to reduce costs and make the most of the environmental resources. Minor industrial axes have developed looking for larger and cheaper areas of land. Others have developed alongside motorways, such as the which has undergone period of crisis and the reconversion of its The actions to promote industrialisation have had unequal results. rest of the peninsular territory, the two archipelagos, and Sevilla, but is above all traditional and small-scale industries. 4.3 The current problems facing the industrial sector limit competitiveness: rising unemployment, small or medium-sized entrepreneurial spirit, among the population, business associations, and Skills progress Using graphs have the number of companies, the employment rate and industrial c) What are the principal industrial sectors in your Investigating problems ask myself 4 The table below presents the current problem faced High THE SECONDARY SECTOR IN SPAIN (II). INDUSTRY AND ITS LOCATION 4 Evolution in number of companies PORTUGAL OCEAN Mediterranean 3.9% 1.9% 24.7% 16.1% skill Industrial sectors Significant industries Traditional sectors Metallurgy: shipbuilding; textile, leather and shoe industries; wood and furniture; and toys Dynamic sectors Automobile; chemical and agri-food High-tech sectors Aerospace; biotechnology; pharmaceutical products; electronics; and ICT
companies, and new technology industries are in Madrid and Barcelona. The Ebro and Mediterranean axes cover almost all industrial sectors. c) Open answer.
4 The problem reflected in the table is that there are a large number of small and medium-sized companies. To solve this, an entrepreneurial spirit is encouraged with business associations and the improvement of professional training; The internationalisation of companies is promoted, as well as innovation and cooperation with other European countries in technology and research projects.
The tertiary sector (I). Transport and commerce
SUGGESTED METHODOLOGY
This section begins with the volume of the population employed in the tertiary sector: 75.5 %. With this information, teachers will be able to start reviewing students’ previous knowledge about the degree of the development of a country and the greater number of services demanded by its society.
This double page deals with the study of trade and transport. Both have great relevance in the “tertiarization” process experienced by Spanish society in recent years. Teachers can analyse the causes of this boom, such as the increase in the standard of living, which requires more and more specialised services; generalisation of the welfare state, with the increase in social services; or a demand for the services and tourism industry and expanding jobs in regional administrations following the entry of Spain into the European Union.
• To explain to students the importance of trade or commerce in Spain, the graphs must be used, which analyse exports and imports by geographic area and by sector.
• In transport, the development of the road, rail and air network should be highlighted. Highspeed trains have shortened travel time between major cities, and it competes with air travel. The highway has maintained its value with motorway and highway networks. The same cannot be said of sea transport, although this was never of great importance in Spain. When analysing transportation, the teacher can discuss the advantages and disadvantages with students of each of these means of communication.
Focus on English
The Focus on English section highlights words that can be difficult when trying to understand the text. The word is always followed by a clear definition. In this case the word is premise. Ask students to make a definition of the word in their own words and then a sentence with the word.
Answer Key
1
2 a) Spain imports equipment products, chemical products and energy products; and exports equipment products, food, beverages and tobacco, and automobiles.
b) In all three cases, the trade balance is negative: equipment products (-1.2 %), chemical products (-0.9 %) and energy products (-6.3 %). However, it is positive in its exports of food, beverages and tobacco (+5 %) and automobiles (+3.4 %).
c) Food, drinks and tobacco; non-chemical semi-manufactures; automobile and other merchandise sector.
3 Transport networks have a radial layout, whose epicentre is Madrid. This is also reflected in the layout of the roads and railways that start from Madrid and are distributed throughout the rest of the Spanish territory.
4 Open answer. This activity promotes curiosity and individualised training through Internet searches.
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In 2020 tertiary sector activities provided work for 75.5 % of the Spanish active population. 5.1 Commerce commerce. It is based on small establishments run by salesperson. They are concentrated in urban centres. centres). These latter businesses use self-service sales techniques and commerce, innovative measures are adopted, such as the use of IT, modernisation of premises franchise systems, trade associations and rest of the world thanks to the increasing internationalisation of its goods, food products and automobiles. In terms of imports, energy production, capital goods and chemical products are of special 5.2 Transport Land transport of passengers and merchandise undertaken by road, for which there are more than 14 000 km of motorways; and It has network of more than 3 100 km, which places Spain ahead heavy merchandise, and concentrated in the ports of Algeciras, Barcelona and Valencia. These ports have improved their facilities passengers of the Strait of Gibraltar. However, the importance of tourist cruise Air transport has developed thanks to the fall in prices and Spain’s growing integration into the world economy. is the international in the airports of Madrid and Barcelona. However, there is significant flow of passengers through airports located in and near popular air transport for merchandise is infrequent. Efforts are currently being made to increase this use of transport by Skills progress Summarising Compare traditional shop with large-scale retailer: size, sales advantages and disadvantages. Handling graphs following information: a) What are the three main exports? b) these three products surplus data to explain your answer. Which products have surplus balance of trade? Using maps Study the transport network and Can you detect any association between rail and road routes? Finding relevant information 4 Passenger and cargo transport enormous and growing strategic importance for industry, trade de Fomento http://www.fomento. gob.es), and find data and statistics THE TERTIARY SECTOR IN SPAIN (I). TRANSPORT AND COMMERCE 5 Focus on English premises a piece of land or used by company as place of business. By geographical areas By sector Equipment PORTUGAL OCEAN Traditional shop Large-scale retailer Size Small Large Sales system Direct Direct and on-line Products offered Scarce although they are already beginning to have online sales Large Prices Expensive Cheaper Advantages Personalised service Great variety of products Disadvantages Little variety of products Indirect treatment and little proximity to clients
Enterprising culture
Activity 4 aims to develop productive attitudes that make a project viable, analysing its strengths and weaknesses.
The tertiary sector (II). Tourism
SUGGESTED METHODOLOGY
The study of the tertiary sector is completed with tourism, an economic activity of great importance in Spain. To address it, this section has been structured in factors; types; and consequences and future prospects.
It would be useful for students to previously analyse and comment on the graphs which give data on tourism in Spain (2017) either in their workbooks or orally. In this way, they will better understand the growth of Spanish tourism, especially from the 1960s onwards, as well as the favourable elements that have influenced its increase.
Students already know the different types of tourism. Now it is their turn to relate them to Spain and to recognise the areas in which each one of them takes place. The high, medium and lowdensity tourist areas are shown on the map, as well as other tourist attractions: World Heritage sites, Camino de Santiago, etc. To conclude, students must relate the causes and consequences, both positive and negative, of tourism.
To expand on the information or carry out small investigations on the economic impact of tourism in Spain, the following infographic can be consulted: https://www.bbva.com/es/enorme-impactoeconomico-turismo/
Answer Key
1 Open answer.
2 The highest percentage of tourists comes from the United Kingdom. It is followed in importance by Germany and France, and with less volume by Italy, the Netherlands and the United States.
3 a) high density: coastal areas, mainly in the Mediterranean and the Canary Islands, and Madrid; low-density areas: they correspond, almost entirely, to the interior of the peninsula and mountain areas. b) Cataluña: Girona, Barcelona and Tarragona coast: sun and beach and cultural tourism. Baleares: sun and beach tourism. Valencia and Alicante: sun and beach and cultural tourism. Mediterranean coast of Andalucía and Málaga coast: sun and beach tourism Madrid capital: cultural tourism. c) Sports tourism in the mountains with ski resorts, especially in the Pyrenees.
4 Open answer.
5 Open answer. It corresponds to religious and cultural tourism. It crosses Navarra, La Rioja, Castilla y León (Burgos, Palencia, León) and Galicia (Lugo and A Coruña). World heritage sites or cities: Yuso and Suso monastery in San Millán de la Cogolla; Burgos Cathedral and Atapuerca site; Roman mines of Las Médulas; Roman walls of Lugo.
Graphic report. Sustainable development and protective measures
SUGGESTED METHODOLOGY
Students must understand and know how to define the concept of Sustainable development before starting to delve into this graphic report. There are many definitions that could be given to try to explain this term, which, more than just vocabulary, is an objective in itself.
After reading the introductory text, we can deduce that it refers to the optimal use of world resources, together with the protection and preservation of the environment, responding to the needs of the present generation without compromising the ability of future generations to satisfy their own needs.
Students will then review the environmental protection measures applied in Spain. Students must understand that these guidelines are within the framework of the environmental regulations of the European Union and are based on caution, prevention and the correction of pollution and the maxim of “who pollutes, pays”. Starting from this phrase, students can take part in a brainstorming session in which they reflect their own opinions on the regulations of this body.
In addition to those proposed here, the teacher can include more activities aimed at protecting the environment, such as, for example, those proposed by non-governmental organisations such as Greenpeace, SEO/BirdLife, Ecologistas en Acción and WWF/Adena (www.oei.es/decada/ portadas/225_medidas.pdf ).
Answer Key
1 Sustainable development means that the needs of the current generation should be met without compromising the ability of future generations to meet their own needs. Sustained
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UNIT 6.1 Factors underpinning tourism Spain is, together with France and the USA, one of the main global centres for tourism, both in terms of tourist numbers and the income hot summers and excellent beaches; the rich and diverse cultural, artistic, and the country’s safety and political stability in comparison to other nearby competitor countries. 6.2 Types of tourism Beach holiday tourism is the main type of tourism. This type above all takes place during the summer months and in certain geographical Canary Islands. For many years now other types of tourism have also been promoted, locations, cultural tourism in cities with historic heritage, as well as the tourism provided by Madrid and business tourism. Additional and shopping. The foreign above all European (especially German, British and French) and focused in the summer months. Andalucía; national tourists also seek other types of tourism and this 6.3 Consequences and perspectives The positive consequences are wealth and employment creation, as well as fostering contact between different countries. negative consequences are the seasonal type of employment created; rising prices; saturation of infrastructures and environmental production, etc. lies in the increased involvement of Spanish greater quality and wider range of activities; and commitment to Skills progress Developing knowledge Find images for each of the types explaining what they represent and where they are practised. Using graphs Study the graphs and answer this tourists who visit Spain come from? THE TERTIARY SECTOR (II). TOURISM 6 Tourism areas Day and night 20% Distribution of holidays according type Aranjuez Cultural Site Atapuerca Monastery PORTUGAL ALGERIA A N C O N M d e S Tenerife GRAPHIC REPORT UNIT Sustainable development and protective measures activities follow the principle of sustainable and aims to combine its conservation with being of present and future generations. Greater control over activities that are established. Spain the application of these ideas and by the European Union, have led to different measures being implemented in order nature’s degradation. Skills progress Comprehension, expression and ICT sustainable development. information and clarify how differs Name five measures in which you can personally collaborate towards the Design a badge to promote respect for week in your centre of study. asked about it, explain its meaning. 1. Relief restoration The reliefs that are altered by the exploitation of mines and quarries 2. Protection of geodiversity Places of special geological they constitute tourist rural development. 3. Air quality control measured at air quality control stations; and measures have been 4. Decreased air pollution its greenhouse gas emissions emission ceilings have been set for the most polluting and urban public transport and cycling are encouraged. 5. Controlling the overexploittion water and saving water is promoted irrigation systems and the reuse of purified water. Urban bike lane. 6. Controlling water pollution Stations have been created to control the quality of been drawn up to control discharges. 7. Measures against deforestation measures to prevent and suppress fires are reinforced. 8. Measures against soil degradation Pollution is tackled by promoting organic farming and the control of discharges; erosion tackled through 9. Protection biodiversity Endangered species are protected, recovery centres 10. Solid waste treatment its reduction, reuse, recycling and revaluation. To do this, selective collection is used; composting, or disposal in controlled landfills. Recycling carried out in sorting plants, where the are separated. It applied to almost half of the waste from selective collection: cardboard, paper, glass and Water treatment plant. Ten environmental protective measures
Evaluation
Remember to select the work material from this unit for your portfolio. The activities included in the anayaeducacion.es resource bank portfolio aim to make students aware of how they have learnt.
development is one that only takes into account the sustainability of the current generation, without taking into account future generations.
2 Open answer.
3 Open answer. Ideas can be suggested: climate change; alternative energies; sustainable transport; sustainable consumption and production; conservation and management of natural resources; public health; social inclusion; demographics and migratory flows; Poverty in the world; and challenges in terms of sustainable development.
Challenges that leave an imprint
SUGGESTED METHODOLOGY
The strategies that allow students to self-evaluate are essential to develop the evaluation key. The aim of this key is to help students to reflect on the way in which they acquire their learning.
Therefore, we suggest a series of activities in “APPLY” on which they can analyse what learning they have acquired (related to the knowledge of the specific content), in relation to those proposed in the unit. These activities are related to a portfolio that will make the students reflect on the procedures they have carried out to acquire the learning. In the section “REFLECT AND EVALUATE” work methods are suggested for the development of the steps and the conclusion of the learning situation. It is important not to forget that any kind of opinion or personal appreciation must be linked to critical exposition and respect for classmates.
In “TEST YOUR SKILLS”, resorting to the competency assessment sheets of the resources of anayaeduacion.es is very proactive and convenient, since they reinforce the pragmatic and critical sense that should be associated to the study of history.
In relation to the steps of the challenge “Buy, use, throw away. Is it sustainable?”, the “Portfolio” designed for the students in their own books can be used.
Answer Key
1 The first illustration, is an oceanic agrarian landscape, we can tell by its physical environment with its rugged relief, scattered settlements and small plots, which are very numerous, and are closed in with hedges; and the second, which is a Mediterranean agricultural landscape, due to its flat relief, and large plots with dryland crops.
2 a) Food, beverages and tobacco (22.3 %); coke ovens, refining, chemical and pharmaceutical products (16.8 %); transportation material (16.3 %); production, 1st transformation and smelting of metals (6.6 %); and metal products (6.4 %). b) Food, beverages and tobacco in consumer goods; Coke ovens, refining, chemicals and products in capital goods; Transport equipment in capital goods; Production, 1st transformation and smelting of metals in heavy industry; and metal products in heavy industry.
3
4 a) Small shop. b) Tourism. c) Ground transportation. d) Air Transport. e) Beach tourism. f) Commerce/Trade.
5 The most outstanding traditional sectors are metallurgy; shipbuilding; textiles, leather and footwear industries; wood and furniture; and toys.
Faced with competition from countries with cheaper prices, they invest in innovation and quality.
The high-tech sectors are aerospace; biotechnology; pharmaceuticals; electronics and ICT. They have been implemented late compared to other countries around us, due to dependence on research and technology from abroad.
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PROTAGONISTS CHALLENGES THAT LEAVE AN IMPRINT relate to these images and why? Study the bar chart below and answer the following areas of industry that provide the most economic consumer oriented) can each area be classified? as this one, on the consequences of tourism. Assign each of the following phrases to a tertiary in urban centres. b) is trip that lasts for less than year. The movement of people and merchandise. transportation of passengers. e) Beach holidays are concentrated along the Mediterranean coast, among other places. Textiles and clothing and reproduction supports Gasworks, neries, products Production, transformation Metallic products and optical products Transport materials manufacturing industries Repair and installation High-tech. we consume, we will study economic activity in Spain. Reflect individually and share in group your corresponding rubric at anayaeducacion.es anayaeducacion.es IN THE PAST Celia Rivas Nationality: Spanish village on the coast of Fisterra. like many Galicians, they had sought he managed to turn an old car transport fish from the area. asked my older sister to become accept the proposal. In Spain women didn’t drive, but according to my in 1932, decided to get my truck truck driver in the country. truck that we had for bus, but with the outbreak of the Civil War the representative. We remaining do to move forward. To prevent However, was not easy to keep At the end of the conflict, we the transport of fish and shellfish. The company grew thanks to the company, which my father started, together. We now have salting and NOW Aviadoras Project Project Aviadoras Date of creation: 2017 Calvo-Flores Field of activity: aeronautical Aviadoras is a project that is included was created by Vanessa de Velasco, in our airspace, in which the presence when Aviadoras began, only 198 out of the 6 000 pilots affiliated with the were women, which represented only 3.3 %. Aviadoras was presented on aviation sector, highlighting its desire channel for present and the future Aviadoras also aims to spread of women within aeronautics, which why the work of Bettina Kadner and inauguration of the project. Bettina license in 1969 and retired in 2006 helicopter pilot in our country in 1980. this profession, Aviadoras gives dissemination activities and projects. It acts in favour of equality and has been present forums, and transport the EU held in Brussels in 2017. In 2018, formed part of the Congress of Deputies and in 2019, received the MAS award (Mujeres the Community of Madrid. After reading Celia Rivas’s review, point out which characteristics you find most impressive. Why? What are the main objectives they do to achieve them. What would you like to be when you grow up? Do you be organised by gender? Justify your answer. QUESTIONS 153 152 Positive Negative Employment Generates jobs Seasonality Economy Generates income and promotes other economic activities Rising prices Transport Boosts infrastructure Infrastructure saturation Others Encourages rapprochement between peoples Environmental damage (pollution, waste, etc.)
SDG commitment
This page works on SDG 5. In the resource bank of anayaeducacion.es students can view the videos Targets 5.5 on the effective participation of women and equal opportunities, 5.a on reforms that grant equal economic rights to women and 5.c on the promotion of laws and policies that promote gender equality and the empowerment of women.
Protagonists
SUGGESTED METHODOLOGY
This section introduces students to women from the past and present who have some type of bond and who have played or who are playing an important role in some aspect of Geography and History.
In this case, we meet Celia Rivas, trucker, transporter and businesswoman; and the Aviadoras Project, a platform that seeks gender equality in this profession.
Answer Key
1 Open answer.
2 Aviadoras Project seeks gender equality and opportunities in this profession. In addition, it aims to spread the historical role of women in aeronautics.
3 Open answer.
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PROTAGONISTS CHALLENGES THAT LEAVE AN IMPRINT relate to these images and why? Study the bar chart below and answer the following areas of industry that provide the most economic value. as this one, on the consequences of tourism. Assign each of the following phrases to a tertiary b) is trip that lasts for less than year. c) The movement of people and merchandise. d) is mostly used for the international Beach holidays are concentrated along the Mediterranean coast, among other places. f) One result of this the balance of trade. Textiles clothing and reproduction supports Gasworks, neries, products Production, transformation Metallic products and optical products Transport materials manufacturing industries Repair and installation High-tech. Spain. Reflect individually and share in group your corresponding rubric at anayaeducacion.es IN THE PAST Celia Rivas village on the coast of Fisterra. My family had settled there after like many Galicians, they had sought their fortune across the ocean. My he managed to turn an old car transport fish from the area. asked my older sister to become the company’s driver, but she didn’t didn’t drive, but according to my in 1932, decided to get my truck with the outbreak of the Civil War My father died and as my brother the representative. We remaining do to move forward. To prevent the truck from being requisitioned, However, was not easy to keep and they took away on more than At the end of the conflict, we the transport of fish and shellfish. The company grew thanks to the company, which my father started, is now one of the most important together. We now have salting and canning factories and more than company. NOW Aviadoras Project Basic information Name: Project Aviadoras Calvo-Flores Field of activity: Aviadoras is a project that is included in the Spanish Association of Pilots was created by Vanessa de Velasco, commercial pilot and the director in our airspace, in which the presence of women less than 5%. In fact, of the 6 000 pilots affiliated with the Spanish Airline Pilots Union (SEPLA) only 3.3 %. Aviadoras was presented on October 1, 2017 at the Cuatro Vientos the first platform created to support aviation sector, highlighting its desire to increase the presence of women channel for present and the future pilots. Aviadoras also aims to spread why the work of Bettina Kadner and inauguration of the project. Bettina Kadner was the first female Spanish with more than 24 000 flight hours. helicopter pilot in our country in 1980. this profession, Aviadoras gives and has been present forums, Brussels in 2017. In 2018, formed part of the Women’s Day celebrations in the received the MAS award (Mujeres Seguir Women to Follow) from review, point out which of her qualities and most impressive. Why? What are the main objectives of project Aviadoras? Point they do to achieve them. when you grow up? Do you be organised by gender? Justify your answer. QUESTIONS 153 152
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