Page 33 - Ace TB1 Cubierta.indd

96 Unit 6

Lesson 6 

 CB pages 60–61 and AB page 59 

CROSS-CURRICULAR LESSON

Lesson objectives

Describe the lifecycle of fruit trees.

Become familiar with the concept of tree lifecycles and create a drawing of different aspects of that lifecycle.

Language

Core: blossom, fruit, plant, tree, I like (apples)

Review: Here’s the (plant).

Materials

CD2 $ tracks 62–63; Unit 6 Cross-curricular poster; Unit 6 flashcards (fruit); Unit 6 wordcards; coloured pencils

Warmer

• Give out the fruit flashcards and wordcards to 20 children.

• Ask a question, e.g. Do you like oranges?

• The children with the corresponding flashcard and wordcard stand up and answer Yes, I do or No, I don’t. Repeat with the other fruit words.

Lead-in

• Display the Unit 6 Cross-curricular poster so all the children can see it.

• Point to the pictures and ask the children what they recognize on the poster (apple, orange, pineapple).

• Use the text on the poster to ask questions and present the new vocabulary blossom, fruit, plant, tree. Point to the photos on the poster.

• Say the new words again and ask the children to listen and repeat them.

Class Book

1 Listen and say 1, 2 or 3.  $ 2•62

• Ask the children to open their Class Books.

• Play the recording, pausing after each description.

• Ask the children Which number is it? and elicit the photo.

Transcript

Listen and say 1, 2, or 3.

Here’s a tree. The tree has got blossom. Here’s a tree. The tree has got fruit. Here’s a plant.

Answers

2 3 1

2 Listen and repeat.  $ 2•63

• Point to the pictures of the parts of a tree.

• Play the recording, pausing between the words. The children repeat each word. Repeat as necessary.

• Tell the children to look at Mr Lab the science teacher.

• Read out his question I like apples. Do you like apples?

• Ask the children to put up their hands if they like apples too.

3 Draw a plant and blossom. Choose and draw the fruit.

• Stick the flashcards of a lemon, a lime, a pear, an apple, an orange and a mango on the board. The children name them.

• Tell the children to draw a plant in picture number 1. Then they draw the blossom on the tree in picture number 2. Finally they draw the fruit on the tree in picture number 3. They use coloured pencils.

4 Listen and read. Tell your friend.  $ 2•64

• Point to Monty and Lola in Activity 4. Ask Who’s this? (Lola / Monty)

• Play the recording and ask the children to listen and read.

• Ask questions about Monty and Lola’s drawings of trees, e.g. What has Monty’s tree got?

• Ask two children to come to the front with their tree in picture number 3 from Activity 3. Ask them to tell each other about their trees, e.g. Here’s a tree. The tree has got mangoes.

• Put the children into pairs to talk about their picture.

• Monitor, encouraging the children to use the core language.

Optional activity

• Say Stand up, apple trees!

• The children who have drawn an apple tree stand up and show the class their pictures. Count and make a note of the number on the board. Repeat for the other trees.

• Find out which tree is the most popular by comparing the numbers on the board. Keep a record of this tree for use in Optional Lesson 6a (page 97).

KEY COMPETENCES:   Mathematical competence Identifying and counting fruits that different children have chosen to draw helps to develop mathematical awareness. It also develops the cognitive concepts of numbers and choice. The teacher can ask children why they chose to draw their fruit tree.

Activity Book

1 Read and number the pictures in order.

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

• The children number the pictures according to the lifecycle of the tree.

ANSWERS

1  Here’s the plant.   ​2  Here’s the tree.   ​ 3  Here’s the blossom.   ​4  Here’s the fruit.

2 Match. Look and write.

• Ask the children to look at the pictures and draw a line with a pencil between those that are the same.

• They choose the correct word from the box and write a sentence.

ANSWERS

1  Here’s the blossom.   ​2  Here’s the fruit.   ​ 3  Here’s the tree.   ​4  Here’s the plant.

Further practice

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