- Ask the pupils to draw a forest in their notebooks. Tell them to draw some trees, bushes and grass and then encourage them to complete their pictures by asking questions and making suggestions, eg T: What is there in the forest? Class: Animals. T: What animals live in the forest? Class: Deer. T: Draw a deer. What other animals live in the forest? Class: Rabbits. T: Draw one or two rabbits. What’s the weather like? Class: It’s raining. T: Draw some clouds and some rain.
Completing Spain: Vegetation Worksheet
- Ask a pupil Have you got any plants in your house? Encourage him or her to answer Yes, I have or No, I haven’t. Follow the same procedure with a few other pupils. Explain that we need to take care of the plants and trees in our house or garden. Plants and trees need air, sunlight, water and soil.
- Ask the class Why are plants and trees important? They are important because some animals eat plants. Plants and trees are part of the food chain. Plants also produce the oxygen that we need to breathe. Draw a simple map of Spain on the board (or use a poster) and explain that there are different kinds of trees and plants in different areas of Spain, depending mainly on the climate and the soil. Ask the pupils where we can find rainy and humid areas in Spain (in the north) and dry and hot areas (in the south/east). Point to these areas on the map.
- Ask the pupils to read the text in Activity 1 in small groups and underline the words that they think are trees or plants. Read the first sentence with the class and encourage the pupils to call out the names of the trees. Continue in the same way with the rest of the text.
- Ask the pupils to complete the Vegetation column in the table in Activity 1. Check answers.
- Ask the pupils to write the name of their mother tongue in the brackets at the top of the second column in the table. Arrange the pupils in small groups. Give each group a bilingual dictionary and encourage them to write the names of the trees and plants in their own language in the second column.
Write the names of some trees on the board, eg oak, chestnut, eucalyptus, pine, beech, cork oak, holm oak. Invite some pupils to write the names of the trees in their own language on the board, next to the English names. Arrange the pupils in small groups. Ask each group to write the names of the trees in English and in their own language on pieces of paper or card. Ask the groups to place their cards face down on the table. Pupils then take turns to turn over two cards at a time. If they get the English tree and its equivalent in their own language they keep the two cards. If they don’t, they put the cards back on the table face down. The pupil with the most cards at the end of the game is the winner.
- Draw a map of Spain on the board. Write chestnut and cork oak on the board. Explain that chestnut trees and cork oaks grow in Spain. They are important for the environment and for the economy.
- Draw a table on the board similar to the one below (but without the answers) and ask the pupils to copy it into their notebooks. Then ask them to read the texts in Activity 2 and complete the table. Check answers with the class.