recording. Students fill in the chart.
Play the recording a second time. Ask students to finish filling in their answers and to check their answers.
Correct the answers.
2c This activity provides guided oral practice using tbtarget language.
Call attention to the question words. Have a student read them to the class.
Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.
Help with the first question. Point to activity 2a. Ask Where did you go on vacation?
Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.
3a This activity provides reading practice using the target language.
Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.
Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".
Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great","beautiful", "fun" = good;"not much fun", "boring","crowded" = bad). You may want to ask a student to tell
you what the first "bad thing" was (i.e. Kirn's kite breaking).
Ask students to finish the activity individually.
Check the answers.
3b This activity provides guided writing practice using the target language.
Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.
Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.
Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)
4. This activity gives students listening and speaking practice using the target language.
Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.
Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
As students talk, move around the room, offering vocabulary and pronunciation support as needed.
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