Unit 3: Teacher notes and answers
Teacher notes and answers
Unit 3: El impacto turístico en España
3.1 El gigante turístico se transforma... 50 años de
cambios
Pages: 42–45
Stage of Learning: AS
Objectives:
 Analyse the changes in the impact of tourism on Spanish society over the last 50 years.
 Contrast the uses of the imperfect and preterite tenses.
 Translate accurately from English into Spanish.
Audio files needed:
Audio file 3_1_4
Dynamic learning resources:
3.1 Vocabulary test English to Spanish
3.1 Vocabulary test Spanish to English (with audio)
Starter
1a
Students translate the names of the seven Spanish coastal areas. As a way in, you could ask
students who has been to any of these places, what they thought, and which they preferred.
Answers
1
2
Wild Coast
Golden Coast
3
4
Orange Blossom
Coast
White Coast
5
6
7
Sun Coast
Light Coast
Green Coast
1b
Students discuss why these names were invented, and find the two popular island destinations
on the map on page 6. This could work well as a class discussion or a homework.
Answers
Open ended
1c
Students decide if each of the statements relates to tourism in Spain in the 1960s or to the early
years of the 21st century.
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1
siglo XXI
2
siglo XXI
3
siglo XX
4
siglo XX
Reading text and exercises
Article contrasting life in the villages in Spain before the onset of mass tourism, and now. As a
way in, you could get students to list what changes they would expect to see in a small village
that became a tourist hotspot. After reading the text they could see how many items on their list
were mentioned. Some students may have personal experiences of living in a tourist area that
has changed over the years (maybe older family members can describe the changes) which
they could share with the class.
2a
Gap fill reading comprehension. Students choose the correct word from each list of four to fill
each gap in the sentences.
Answers
1
2
3
4
5
tradicional
local
manuales
masas
frenética
6
7
8
9
10
construcción
moderna
la migración
positivos
económica
Strategy box
Translating accurately from English into Spanish
Ask students, in pairs or small groups, to come up with some ideas of what NOT to do when
translating e.g. trying to translate word for word. Then ask them to look at exercise 2b and list
which verb tenses they will need to use. Can they spot any pitfalls such as word order that will
change in Spanish?
2b
English to Spanish translation exercise. Students translate the paragraph into Spanish, using
and adapting the language of the text to help them. Direct them to the strategy box before they
begin. They can check a partner’s work for accuracy; it is always easier to spot someone else’s
mistakes, and this is a valuable learning tool.
Highlight the use of tardar and balance.
Answers
Sample translation
La familia solía cultivar hortalizas y el trabajo se hacía a mano. Tardaron bastante en
reaccionar al mundo moderno, pero ahora el resultado es positivo porque la economía ha
progresado y las comunicaciones son mejores con autopistas nuevas a Madrid.
Desafortunadamente, controlar la contaminación es un problema y la gente no se preocupa
de la basura ni del ruido.
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Unit 3: Teacher notes and answers
Answers
Contrasting uses of the imperfect and preterite tenses (G3.4)
Direct students to grammar section G to revise the use of the preterite and imperfect tenses.
Ask them to summarise the differences in usage. They then find examples in the text and
translate them into English as described in the grammar box. Ask them to explain why the
preterite and imperfect have been used in the examples they have found.
Answers
a
b
c
d
Imperfect: era, tenía, iba, trabajaba, cultivaban, vendían, guardaban, estaban, se basaba,
podían
Preterite: tardó, se duplicó, desaparecieron, se construyeron, cambió, se alargaron, se
extendieron, empezaron
Imperfect:
Mi tío era como casi todos: My uncle was like almost everyone else
tenía una pequeña parcela: he had a small plot
iba allí cada día: he used to go there every day
con el peón que trabajaba para él: with the labourer who worked for him
cultivaban hortalizas: they used to grow market garden produce
mi tía y la abuela las vendían: my aunt and grandmother used to sell them
En su enorme casa guardaban el vino: in their enormous house they stored wine
las vacas estaban fuera: the cows were outside
La economía familiar se basaba en…: the family economy was based on…
lo que ellos podían cultivar: what they could grow
Preterite:
compraron un pequeño tractor: they bought a small tractor
el pueblo no tardó en reaccionar: the town didn't take long to react
la población se duplicó: the population doubled
Las pequeñas casas de pescadores desaparecieron: the small fishermen’s houses
disappeared
se construyeron pisos: flats were built
el puerto cambió: the port changed
las playas se alargaron: the beaches were lengthened
Los cámpings se extendieron: the campsites were extended
Luego empezaron a construir: Then they began to build
The imperfect is used in the first paragraph to describe what used to happen/descriptive
state. The preterite is used in the second paragraph to talk about a completed action or a
specific past event.
Grammar exercise
3
Students choose the correct form of the verb (preterite or imperfect) to complete each sentence.
Answers
1
2
3
4
íbamos
se instalaron, había
atrajo
estuvo
5
6
7
8
favoreció
se acercó
ocurrió, preocupaban
solíamos, llegaron, cambió
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Unit 3: Teacher notes and answers
Grammar box
Radio interview with a representative of Turismo Balear discussing the change in the type of
tourism in Mallorca. As a way in, ask if any students have been to Mallorca or any of the other
Balearic Islands, and what their impressions were. Alternatively, ask them to work in partners or
groups to list types of tourism other than the traditional beach and sun lounger holiday. Make
sure they know the name for the group of islands that Mallorca forms part of.
Audio files needed:
Audio file 3_1_4
4a
Listening comprehension exercise. Students listen and answer the questions in Spanish. They
do not need to write in complete sentences. Before beginning to listen, you could ask students
to discuss questions 4 and 6 as this may raise some vocabulary they will hear.
Answers
1
2
3
4
5
6
7
8
positivos
borrarla/cambiarla
negativa
funciona fuera de la temporada alta, es ecológico y llena hoteles
en la manera de conducir
los que son mayoritariamente rurales
la tranquilidad
hay más empleo para la gente del pueblo, hay más ofertas de trabajo para los jóvenes
4b
Multiple choice listening comprehension exercise. Students choose the correct ending to
complete each sentence. Students could choose which answers they think are correct, then
listen to see if they were right.
Answers
1
2
C
A
3
4
C
A
5
6
A
B
7
8
D
B
Research / Speaking
5a
Pair work discussion / presentation activity. One student investigates traditional tourism, and the
other alternative models such as cycling tourism and they take notes. They then work together
to prepare a short presentation to the class on the short and long term benefits of each model
for the inhabitants and for the island of Mallorca in general.
Encourage them to use the reading text and listening transcript for language and ideas.
Answers
Open ended
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Unit 3: Teacher notes and answers
Listening passage and exercises
5b
Further research and original writing activity. Students choose two of the listed points and find
information online to write a paragraph about each, comparing the status of these points in 1960
and 2014.
Answers
Open ended
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Unit 3: Teacher notes and answers
Research / Writing
Unit 3: Teacher notes and answers
3.2 Turismo, ¿todos ganamos?
Pages: 46–49
Stage of Learning: AS
Objectives:
 Analyse the relationship between tourism and the environment.
 Revise the use of direct and indirect object pronouns.
 Summarise information successfully.
Audio files needed:
Audio file 3_2_4
Dynamic learning resources:
3.2 Vocabulary test English to Spanish
3.2 Vocabulary test Spanish to English (with audio)
Starter
1a
Students match the items to do with tourism in Spain and their corresponding statistics. These
illustrate the impact of tourism on Spain and the Spanish population. They could work in pairs
and compare their answers with another pair before receiving the correct answers.
Answers
1
2
c
b
3
4
a
d
5
6
f
e
1b
Students compare the actual population of Spain with the number of annual visitors and discuss
if this is a problem, and why Spain is such a popular holiday destination. If based in or familiar
with one of the tourist areas of the UK, e.g. Cornwall, the Lake District, the Scottish Highlands,
they could compare that situation with Spain.
Answers
Open ended
Reading text and exercises
Article outlining the less positive aspects of mass tourism; speculative building and the
destruction of the natural environment. As a way in, you could ask students to list / discuss
some of the downsides of tourism and who / what these affect (environment, housing market,
skewing of the local economy towards seasonal employment etc.)
2a
Students find the Spanish equivalent for the five words or expressions in the article.
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Unit 3: Teacher notes and answers
Answers
1
2
3
burocracia
tener razón
los vecinos
4
5
el empleo
de cara al futuro
4
5
had broken the law
property speculation
2b
Students translate the 5 phrases into English.
Answers
1
2
3
cast its shadow
there were similar cases
did not take long to arrive
2c
Reading comprehension exercise. Students identify the correct sentences and correct the
others.
Answers
Four correct sentences: 2, 3, 5, 8
1 Ha habido muchos conflictos (los diez años es una referencia específica al hotel
Algarrobico).
4 Greenpeace se dio cuenta de la situación y no tardó en denunciarla.
6 Es uno de los pocos sitios de la costa mediterránea que quedan libres del feroz urbanismo
y la masificación turística.
7 Ellos lo han hecho saber a la Unión Europea, presentando una denuncia.
Grammar box
Direct and indirect object pronouns (F2)
Draw students’ attention to the grammar section on direct and indirect object pronouns. Ask
them to point out which pronouns take a different form as direct or indirect objects. They could
also produce a simple example of their own before embarking on the activities in the grammar
box. Emphasise the points on position and order of pronouns; remind students to take
comprehensive grammar notes to help them learn and revise grammar points.
Answers
a
b
c
d
e
Direct object pronouns: todos los conocían, la hizo pública, convertirlo
Indirect object pronouns: les molestó, les proporcionaría, comprarle el terreno
Combined: se lo hemos hecho saber
Direct object pronouns:
todos los conocían: they were all known (about)
la hizo pública: (Greenpeace) published it
convertirlo: convert it/ turn it into
Indirect object pronouns:
les molestó: it upset them
les proporcionaría: it would give them
comprarle el terreno: buy the land from (the developer)
Combined:
se lo hemos hecho saber: we have made them aware of it
Direct + indirect object pronouns: the pronouns precede an active verb in Spanish and the
order is the opposite of English (they knew them, to buy the land from him) when the verb is
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Grammar exercise
3
Students choose the correct form of the pronoun to complete each sentence.
Answers
1
2
3
4
la
-los/-les
nos, -los
-las
5
6
7
8
te, me
Se, la
les
lo
Listening passage and exercises
Radio interview about the conflict between cruise ship tourism and the environment. By way of
introduction, students could work in partners or small groups to list the possible environmental
impacts of cruise ships, and the potential benefits to the local economy.
Audio files needed:
Audio file 3_2_4
4a
Listening comprehension exercise. Students answer the questions in Spanish. Remind them
that for question 2 they need to provide 2 items of information.
Answers
1
2
3
4
El tráfico de cruceros ha aumentado
Dos millones y medio/2.500.000 , se invierte más en el puerto
La terminal está muy bien comunicada
El efecto tóxico del tráfico sobre la atmósfera
Strategy box
Summarising information successfully
A check list to aid students when summarising listening passages. Ask them to explain what
they find difficult about finding information in a text, and to share any good strategies of their
own. As additional practice, they could also summarise the reading text, using their previous
answers to exercise 2c as a foundation. Remind them that at AS they are expected to
summarise in English, but that if they carry on to A level they will be expected to summarise in
Spanish.
4b
Listening comprehension exercise. Students write brief summaries in English as directed by the
questions.
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Unit 3: Teacher notes and answers
conjugated. Infinitives: same order as English (to convert it) but separate words (infinitive +
pronoun) in English.
1
2
Greater numbers of cruise liners have increased the problem of pollution in Barcelona. The
city seems more interested in the money generated by the ships than the health of its
citizens who are worried about health related issues.
The heavy fuel used by liners is 50 times more toxic than diesel and levels of dangerous
ultrafine particles are 80 times higher than in other cities.
Research
5a
Students investigate the effects of sustainable tourism in the Cabo de Gata area, and one other
place from the list, and take notes.
Answers
Open ended
Speaking
5b
Pair work discussion activity. Students discuss their findings with reference to the points
provided in the list.
Answers
Open ended
Research / Speaking
5c
Pair work research / discussion activity. Students conduct further research into their chosen
destination using online guides to sustainable tourism. They discuss with their partner, asking
and answering the 5 questions they have prepared about each other’s destinations.
Answers
Open ended
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Unit 3: Teacher notes and answers
Suggested answers
Unit 3: Teacher notes and answers
3.3 Lo que nos ha dejado el turismo...
Pages: 50–53
Stage of Learning: A-level
Objectives:
 Examine the impact and economic benefits of tourism for Spain.
 Use the conditional tense.
 Find and use relevant material online.
Audio files needed:
Audio file 3_3_4
Dynamic learning resources:
3.3 Vocabulary test English to Spanish
3.3 Vocabulary test Spanish to English (with audio)
Starter
1
Students work with a partner to list all the benefits and disadvantages tourism brings to their
own country. Alternatively, this could be a preparatory homework to lead into this sub-unit.
Answers
Open ended
Reading text and exercises
Article about the impact of tourism in Andalucia. They could discuss, which of the problems and
benefits they have listed about their own country, might also be applicable to Andalucia, and
whether they can think of any different ones relating to the difference in climate.
2a
Reading comprehension. Students answer the questions in Spanish. Remind them to use their
own words to show they fully understand and not to just lift phrases from the text.
Before attempting the questions encourage students to read through the text carefully and note
new and useful words and phrases; the inclusion of numbers in this text may at first sight make
some students think it is more complex than it is.
Answers
1
2
3
4
5
6
7
8
En teoría si un andaluz vende una vivienda gana más, pero en Andalucía el sueldo medio
es más bajo en comparación con el resto de Europa.
Las estadísticas explican la rápida subida del sector, pero los andaluces siguen teniendo
un problema.
Su finalidad es vender viviendas a extranjeros.
El dinero sacado de la venta de casas.
El impacto sobre infraestructuras ya afectadas por la sequía; riesgo de desertización.
Invirtiendo unos 200 millones de euros anuales.
El alto nivel de ocupación hotelera.
La estacionalidad del empleo en la hostelería afecta a todo el sector.
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Translation exercise. Students translate the paragraph from Spanish into English.
Highlight estar en juego, aprovechar, inversión. Encourage students to keep adding to their
vocabulary notes for each topic. Remind them to watch out for places where a literal translation
would sound incorrect in English e.g. intentar sacar un beneficio.
Answers
Sample translation
We ought not to target short-term benefit because what is at stake is our own future.
Those who might take advantage of the general price rise tend to be foreign clients with a
high level of purchasing power. The environmental impact of new developments is a fact
and directly affects us. The good thing is that in spite of the recession, the region is
currently recording positive results although more government investment will always be
needed.
Grammar box
Using the conditional tense (G5.3)
Refer students to the grammar section on the conditional tense. Ask them to explain in their
own words how it is formed and what it is used for. They find examples in the text, translate
them, explain why they are used, and note the pattern.
Answers
a
b
c
Seven examples of the conditional:
1 Quién debería ganar: who should win
2 por una parte sería justo: on the one hand it would be fair
3 un extranjero tendría mucha más posibilidad: a foreigner would have much more
chance
4 si entregaran el patrimonio andaluz a extranjeros produciría un beneficio solo a corto
plazo: if they handed Andalusia’s assets over to foreigners it would produce a benefit
in the short term. [Note the tense sequence used here is the imperfect subjunctive
followed by the conditional].
5 Estas cifras podrían considerarse positivas: These figures could be considered positive
6 Sería interesante investigar: It would be interesting to investigate
7 Se podría decir que: You could say that
Conditional tense used as in English — the possibility of an event is being considered.
In some of the examples with two verbs the second verb is in the infinitive.
Grammar exercise
3
Students choose the correct form of the verb to complete each sentence.
Answers
1
2
3
4
gustaría
ganaran, tendrían
vendría
van
5
6
7
8
deberían
buscaré
Daría
fuera, mudaría
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Unit 3: Teacher notes and answers
2b
Radio interview with a director of an academy offering Spanish language courses for foreigners
in Salamanca. Language tourism is also big business in parts of the UK, most notably the south
coast. As a way in, students could discuss the benefits of this type of tourism to the tourist and
the local economy. If any have experience of following a language course abroad they could
share it.
Audio files needed:
Audio file 3_3_4
4a
Students listen and find synonyms in the interview for the words listed. Make sure they fully
understand the meaning of the words in the list before listening; they could also look up some
synonyms first, and see if these appear in the listening passage.
Answers
1
2
3
4
extranjeros
discretos
clave
crecimiento
5
6
7
8
dueños
reto
prestigiosa
me fijaría en
4b
Listening comprehension exercise. Students choose the correct ending to complete each
sentence. As students will by now be carrying out their second listening of the passage, they
could choose which answers they think are correct, then listen to see if they were right.
Answers
1
2
B
B
3
4
C
C
5
6
B
A
7
8
B
A
Strategy box
Finding and using useful material online
Advice for finding useful information online. Remind students that they will need to use this
advice on a regular basis so it is worth honing their research skills. Ask them to keep a note of
any websites they visit that are particularly useful, and to share that information with the class.
Encourage students to share their expertise in using the internet, as they will doubtless have
lots of tips and ideas from their own experience. Remind them it is best to use Spanish websites
for their research as this will increase their vocabulary skills. Encourage them to makes notes
under headings and sub-headings for clarity, and to write a specific list of what they want to find
out before they begin searching.
Research / Speaking
5a
Pair work discussion / research activity. Students compete to find the best offer for a Spanish
language summer course online. They make notes on the points listed, discuss their findings
with a partner, and justify their choice.
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Unit 3: Teacher notes and answers
Listening passage and exercises
Open ended
Speaking
5b
Pair work / group work discussion / presentation activity. Students choose either negative or
positive points about the impact of tourism from the list and debate them. Encourage them to go
back to the strategy in the previous sub-unit for summarising information, and to make clear
notes they can speak from.
Answers
Open ended
Writing
5c
Students write two paragraphs on the best future model of tourism for Spain. They use the list of
questions to structure their work. Students could first pool some ideas in class about the
possible advantages and disadvantages to Spain about the ideas in the list.
Answers
Open ended
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Unit 3: Teacher notes and answers
Answers