tral Park ______________　 2. visit a museum ________________

3. New York City _____________　 4. hot and humid ________________

9. application ___ ____ ___ ____　　　　　　 10. appearance ___ -___ ____

7. Egyptian __ __ ___　　　　　　　　 　　　　 8. vacation ___ ___ ___

5. discuss ___ ____　　　　　　　　　 　　　　　 6. delicious ___ ____ ____

3. inexpensive ___ ____ ____ ____　　 　　　　　 4. crowded ___ ____

1. questionnaire　 ____ ____ ____ ____　　 　　 2. corner __ ___

6. d__l__c__ous　 7. r__ __ny　 8. __x__m　 9. c__ntr__l　 10. v__c__tion

d__sc__ss　　 2. q__est__ ___na__ire　 3. c__ ___n__r　 4. cr___wded　

5. __xp__ns__ve

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.

4.　 This activity provides speaking practice using the target

language.

Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.

Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,

what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.

Have students interview their classmates about their vacation photo albums.

When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.

Have several pairs explain their choices of vacation destination to the rest of the class.

Section B

New language

delicious, awful

expensive, inexpensive

crowded, uncrowded

1 a　　 This activity introduces more key vocabulary.

Point out the six words. Say each word and ask students to repeat it.

Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.

Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.

Point out the sample answer. As students work, move around the room answering questions as needed.

1 b 　　This activity provides writing practice using the target

language.

Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.

Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.

Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.

Ask students to finish the activity individually.

Check the answers.

2a　　 This activity gives students practice in understanding the target language in spoken conversation.

Say, Now listen to this conversation. Vera is talking about her vacation.

Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, Listen to the recording and write the answer to each question.

Correct the answers.

2b　 　This activity provides further listening practice using the target language.

Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa

Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.

Point out the sample answer. Say, What does Vera thil of her vacation? It was great.

Play the 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.)