1 7 Read and listen. •
Say
Read and listen. Play the recording while students
read along with the text.
•
Check comprehension with a few questions:
Which instruments does the orchestra make? (
Trumpets, drums, violins, and clarinets. )
When do they make the instruments? (
Before each concert. )
How long does it take to make them? (
Three hours. )
CD2: 1 4 : see Student’s Book page 53
1 8 Read again and correct the sentences. •
Say
Now read again and correct the sentences . Students
read and correct, referring back to the article in
activity
1
7.
•
Check the activity by asking students to say the corrected
sentences.
Key: 1 The Vegetable Orchestra is from Austria.
2 They make all their instruments from vegetables.
3 They buy their vegetables at the market.
4 The musicians make their instruments slowly and
carefully.
5 They need more than forty instruments for each
concert.
6 People enjoy (vegetable) soup after the concert.
Your turn! Design an unusual instrument. •
Say
Now it’s your turn. Design an unusual instrument. Read the questions in the Student’s Book and check that
students understand the meaning
. Write some ideas /
useful language on the board for each of the questions,
e.g.,
a coconut, a tree, an empty bottle, It sounds like a violin/saxophone/piano. You blow into it. / You hit it with a stick. / You play it like a violin. It has (strings/keys/holes). •
Students imagine their unusual instrument (it doesn’t
have to be made from a vegetable). They make notes to
answer the questions and draw a picture. Circulate and
help with language.
•
Students then write a description of their instrument in
their notebooks, using the language on the board.
•
Students can talk about their instrument in small groups
or tell the class. The class can also vote for the best
instrument.
