Page 28 - Ace TB1 Cubierta.indd

91 Unit 6

Lesson 2 

 CB pages 56–57 and AB page 55 

STORY AND MAIN LANGUAGE PRESENTATION

Lesson objectives

Understand and act out a story. Talk about fruit using I like / I don’t like.

Language

Core: coconut, mango, pineapple, orange, lemon, banana, grape, pear, lime, apple, I like (mangoes) / I don’t like (frogs)

Review: frog, big, has got, It’s hot.

Extra: sees, phew, but, monkey, tree, then, fruit salad, pirate ship, sorry, Here’s a, Here are, let’s pick, Who can help? Not me! ready to eat, Me please! I’m hungry!

Materials

CD2 $ tracks 51 and 53–54; Unit 6 flashcards Set 1 (fruit); Unit 6 storycards; coloured pencils

Warmer  $ 2•51

• Give the fruit flashcards to 10 children and ask them to stand at 10 different points around the four walls of the classroom.

• Play the recording, encouraging the class to sing and point to the corresponding flashcard when they hear the fruit in the song.

Lead-in

• With books closed, hold up the first storycard.

• Ask the children questions about the picture, e.g. What can you see? (pirates, a boat, monkeys, mangoes)

Listen to the story with the storycards.  $ 2•53

• Tell the children to look at the storycards and listen and enjoy the story.

• Play the recording, holding up the storycards one at a time.

• Point to key items in the pictures as they are mentioned in the recording.

Answer the storycard questions.

• Hold up the storycards one at a time and ask the questions on the back of each card to check comprehension.

KEY COMPETENCES:   Learning to learn

Observing visual details and predicting is an important cognitive skill which helps children to become more effective learners. The skill of interpreting pictures and following the plot of a story can be enhanced by the nature of the teacher’s questions. Asking as many questions as possible in both the L2 and the L1 helps children to make meaning.

Class Book

1 Listen to the story.  $ 2•53

• Tell the children to open their Class Books.

• Play the recording again, encouraging the children to listen and follow the story in their books.

2 Listen and say the number.  $ 2•54

• Play the recording, pausing after each phrase as indicated.

• Ask the children to tell you the number of the story frame each phrase is from.

Transcript

Listen and say the number.

Narrator  Then Pirate Pete sees bananas. [Pause]

Pirate Pete  Phew! It’s hot! But I like mangoes. [Pause]

Pirate Pete  My fruit salad is ready to eat! Who can help? [Pause]

Pirate 2  Not me! I don’t like frogs. [Pause]

Pirate Pete  Sorry, pirates! It’s my fruit salad! [Pause]

Pirate Pete  Phew! It’s hot! But I like pineapples. [Pause]

Pirate Pete  Phew! It’s hot! But I like bananas. [Pause]

Pirate 2  Not me! I don’t like monkeys.

Answers

Frame 5  ​Frame 2  ​Frame 7  ​Frame 3  ​ Frame 8  ​Frame 4  ​Frame 6  ​Frame 1

3 Act out the story.

• Divide the class into four groups.

• Assign a role from the story to each group: Pirate Pete, Pirates 1 and 2, and a parrot.

• Play the part of the narrator yourself, then encourage the groups to act out their parts, saying the words from the story and doing appropriate actions of their choice.

• Then divide the class into groups of four to act out the story by themselves.

• Bring one or two groups to the front to act out the story for the rest of the class.

Activity Book

1 Remember the story. Look and tick ✓ . Say the fruit.

• Ask the children to open their Activity Books and look at the picture.

• Tell the children to tick the pictures that best represent the story.

• Then they say the names of the fruits in the pictures they have ticked.

• Check the activity by asking the children which fruits are in the pictures they ticked.

ANSWERS

mango pineapple banana fruit salad

Book Club

• Ask the children to complete the Book Club activities (Activities 2–4) as described on page 31.

Further practice

$ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Story worksheet. Notes and answers on CD-ROM.