100
Titulo
T
How range juice is made
How to start
•
Ask the students to think of different jobs in the primary,
secondary and tertiary sectors, for example, fisherman,
farmer (primary), carpenter, factory worker (secondary),
nurse, teacher (tertiary).
•
Ask the students to think about bread and about the
different people involved in getting it to us (farmer,
baker, shop assistant). If possible describe the steps using
expressions like, First the farmer harvests the wheat. Then,
the wheat is made into flour. After that, the baker uses the
flour to make bread. Next, the bread is packaged and sent
to the supermarket.
Activities: step-by-step guide
Activity 1
•
Show the students a carton of orange juice and ask them:
Where does the juice come from?
•
Explain to the students that they need to look at the
pictures and to number them in the correct order. When
they have finished, they can check their answers in pairs.
Check answers.
Content objectives
•
Understand the relationship between jobs in the
primary, secondary and tertiary sector.
•
Recognise the importance of all three sectors.
Vocabulary
•
cashier, factory, factory worker, juice, juice carton,
orange, primary, secondary, sector, supermarket,
tertiary
Structures
•
Jobs from all three sectors
are
important.
•
The farmer
picks
the oranges.
•
Then, the oranges
are sent
to the factory.
•
Next, factory workers
sort
the oranges.
•
The juice
is sent
to the supermarket.
•
We
drink
the juice.
Assessment opportunity
•
As the students are numbering the pictures, walk around
the class informally assessing their progress through
observation.
•
Talk through the steps one by one encouraging the students
to point to the correct image. Say, for example:
First, the
farmer picks the oranges. Then, the oranges go to a factory.
Factory workers sort the good oranges from the bad ones…
•
Ask follow up questions, for example:
Who picks the
oranges? Where is the orange juice made? Where is the
orange juice sold? Who works in a supermarket?
Activity 2
•
Ask the students to look at Activity 1 and to circle jobs from
the primary, secondary and tertiary sectors.When they have
finished they can compare their answers. Check answers.
✔
Teaching tip
•
Allowing time for the students to check their answers in pairs
gives them the opportunity to share ideas in English and to
reflect on their answers in a non-threatening environment.
Working in pairs also helps to develop interpersonal skills.
•
Remind the students that different sectors work together.
Reflect on what would happen if there were no farmers,
factory workers or shop assistants. Where would we get our
food?
•
Read the sentence at the bottom of the page.
Extra ideas!
Revision
•
Ask the students to work in groups of three and to think
of a product. One child draws the raw material, another
child draws the product, and the third child shows a service
using/selling the product. When they have finished, they
can compare their series of illustrations with other groups.
•
Ask the students to act out the process of how orange juice
gets to us.
Extension
•
Investigate different ways the three sectors are interrelated.
Ask the students to think of a restaurant. Ask, What do
