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1 Language use: listening to a news reportLead-in»Ask the students for examples of famous festivals aroundthe world (e.g., Mardi Gras in New Orleans, Carnival in Rio,etc.) Have the students work in pairs and discuss what festivalstake place in their town, city, or region. Elicit some ideas from theclass, and write the names of some of the festivals on the board.A CD 1, Track 27• Read the instructions aloud. Ask the students if theyhave heard of the festival of La Tomatina. If they haveheard about it, ask them what they know about it.• Ask them to look at the picture and tell you whatthey think the festival is about.Culture noteThe festival of La Tomatina is in honor of Buñol’s patronsaints, St. Louis Bertrand and the Mare de Deu desDesemparats (Mother of God of the Defenceless), a title forthe Virgin Mary. The tomato fight has been a tradition in thetown since the late 1940s, although no one is sure how itbegan. There are theories that it began as a local food fight, oras the result of an overturned truck carrying tomatoes, but themost popular belief is that disgruntled townspeople attackedcity councilors with the vegetables during a celebration.• Give the students time to read the sentences andoptions. Emphasize that they are listening for thename of the city and the month when the festivaltakes place.• Remind them not to worry if they don’t understandevery word they hear. Explain that they have workedon listening for specific information in earlier units,and that they should apply this same skill here.• Play the recording once. Ask the students to comparetheir answers in pairs. Play the recording again, ifnecessary. Check the answers with the class.Audio scriptCD 1, Track 27Reporter: Now, everyone likes a food fight. In the town ofBuñol, they have perhaps the biggest food fight inthe world. Buñol is near Valencia in Spain. They havea tomato festival called La Tomatina. It happens inAugust and everyone in the town throws tomatoes.About 30,000 people enjoy this festival every year.A• Tell the students they are going to read about anotherfestival. Ask them to look at the picture of the festival.Ask them what part of the world this could be andwhat might happen at the festival.• Nominate a student to read aloud the two questionsafter the text.• Have the students read the text individually andanswer the questions.B CD 1, Track 28• Tell the students that they will hear a radio interview.The interviewer is named Mary Turner, and sheis in Buñol at the festival. Make sure the studentsunderstand all the vocabulary in the sentences,especially throw.• Give the students time to read through the sentences,and elicit some predictions from the class.• Play the recording once, and have the students justlisten. Then play it again, and have the students marktheir answers.• Ask the students to compare their answers in pairs.Then check the answers with the class.Audio scriptCD 1, Track 28Reporter: We sent our reporter, Mary Turner, to Buñol to learnmore about the festival.Mary: Right now, there are more than 30,000 people herein Buñol, with people from Britain, Germany, andother countries. That’s because today is the day ofLa Tomatina, the tomato festival. I want to ask localpeople about the festival. … Excuse me.Man: Yes?Mary: I’m from Channel Ten news. Are you from Buñol?Man: Yes. I live here.Mary: What happens in La Tomatina?Man: Well, everyone goes to the main square and hasbreakfast. At eleven o’clock, everyone starts throwingtomatoes at each other.Mary: And how long does it last?Man: We throw the tomatoes for about two hours. Thewhole town is red at the end!Mary: And why do you do it?Man: I don’t know! It’s just for fun!C• Point out the How to say it box. Elicit additionaladjectives to complete the first sentence and write thestudents’ ideas on the board (e.g., It sounds boring; Itsounds stupid).• Read the instructions aloud. Have a groupdiscussion.• Take a poll to find out what the majority think of thefestival. Find out which students like festivals, andwhich ones they like.2 Grammar: there is/there are with some, any, several, a lot, many• When the students finish the task, check the answerswith the class.B• Have the students look back at the text in Ex. A andunderline all of the examples of there is and there arein the text.• Nominate students to read aloud the examplesentences in the grammar table.FREE SAMPLE FREE SAMPLEThis material is copyright and unauthorized copying is illegal.T48
T49• Give the students time to read the statements, andhave them do the exercise individually.• Have the students compare their answers in pairsbefore you check the answers with the class.• Highlight that the pronunciation of th in there is/ð/.Take some time going over the pronunciation,emphasizing that the tongue comes out slightlybetween the front teeth, and the sound is voiced (i.e.,if they touch their throat while making the sound,they can feel their vocal cords vibrating).• Elicit the negative forms (there isn’t/there aren’t) andthe interrogative forms (Is there?/Are there?).• Highlight that there is can be contracted to there’s, butthere are does not normally contract.• Ask the students to look at the Watch out! box, andremind them that people is plural, and so follows theplural form.• Nominate students to say the answers, and elicit anexample of each type of sentence from the class.C• Have the students read the statements.• Ask the students to do this exercise individually, andthen to compare their answers in pairs. Encourage thestudents to discuss any differences in their answers.• Check the answers with the class. Remind thestudents that we use any in questions and negatives(#1, #2, and #5), and we never use any in affirmativesentences.3 Vocabulary: places and attractions in a cityA CD 1, Track 29• Ask the students to look at the picture, and elicit thatthe information is about a Chinese New Year festival.• Have the students read the map. Use the icons to helpwith the meanings of unfamiliar vocabulary.• Tell the students they will hear a guide for visitors tothe festival. Explain that they should listen and circlethe places on the map that the speaker mentions.• Play the recording once, and check progress. Play therecording again, if necessary. Check the answers withthe class.Audio scriptCD 1, Track 29Hello and welcome to our phone guide for this year’s ChineseNew Year festival. There is a lot for everyone to enjoy. BetweenJanuary 23rd and 28th there is a special exhibition of Chinesepaintings at the art gallery on Park Street. There are specialevents at the zoo for children under 10 and Chinese dancersand musicians in the central park every day at 11 a.m. Chinesefood is available from special stalls at the shopping mall onweekends. Please note that there are special buses which leavehourly from …• Ask the students what helped them select the correctform of there is/there are (if the noun is singular usethere is, and if it is plural use there are).D• Read the instructions to the class, and nominate twostudents to read the example conversation aloud.• Do another similar example with the class. Choose alocal festival that the students will know—or use oneof the festivals from earlier in this unit—and give abrief description, using there is and there are. Have theclass guess the festival.• Give the students time to think of a festival and makesome notes about what happens during the festival.Remind them to use there is and there are.• Put the students into pairs to complete the task.While pairs work, circulate and check the studentsare using the correct forms of the verb be with there.monthsBriefly review the months of the year in English. Have aspelling race. Divide the class into teams of five or sixstudents. Call out one of the months of the year, and haveone person from each team come to the front of the classand write the word on the board. The first team to write theword correctly scores a point. Continue until every member ofthe team has had at least one turn.Workbook p. 28, Section 1B• Read the instructions and the question in #1 aloud.Nominate two students to read themodel conversation.• Put the students into pairs to answer the firstquestion. Encourage the students to use bothaffirmative and negative forms of there is/there arewhen talking about their town, e.g., There is a park.There aren’t any art galleries.• When the students finish, elicit the answers fromthe class.• Read the instructions for #2, and nominate twostudents to read the model conversation.• Ask the students to work in pairs again and listas many other places in their town as possible.Give them time to ask questions about unknownvocabulary. You can expect the students to mentioncognates or loan words, such as bank, supermarket,hotel, and museum.• Write new words on the board, marking the stress,and ask the students to copy the words intotheir notebooks.Workbook p. 28, Section 2FREE SAMPLE FREE SAMPLEThis material is copyright and unauthorized copying is illegal.
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