3a This activity provides reading and writing using the target language.
Read the directions. Ask students to point to the statements below the article. Ask different students to read these sentences to the class.
Ask students to read the article on their own. Ask the students to circle any words or phrases they don't understand.
Ask students to read to you any words or phrases they circled. Write these items on the board and ask other students to explain what they mean. Students can use the word in a different sentence, point to a picture in the book, draw a simple picture on the board, and so forth.
Then ask students to correct the statements below the article. Point out the sample answer. Read both the incorrectsentence and the correct sentence. Have students finish the activity on their own.
Correct the answers.

3b This activity provides writing and speaking practice using the target language.
Write the following on the board: Places I visited and Things I did. Write an example of a place you Visited and things you did there. Ask students for other examples and write them on the board.
Have students write down places they visited and activities they did in these places.
Focus attention on the phrases in the speech bubbles. Ask students to make example questions.
Then point out the sample conversation. Ask two students to read it. Say, This is how you can start your conversation .You can use the things you wrote on your chart.
Ask the students to work in pairs. First one student asks the questions and the other student answers. Then they change roles.
Ask some students to say their conversations for the class.

4 This activity provides oral practice using the target language.
Read the instructions and point to the picture. Say, Sit in a circle. One student starts the story by saying where he or she went. The other students add sentences.
Ask three students to read the sentences in the speech bubbles. Ask other students to add sentences to continue the story.
Then divide the class into groups of four or five students. Ask each group to sit in a different part of the room and make their own conversation.
Ask each group to present its conversation to the class.
Optional activity
If one or two groups finish early, you might ask the students to draw pictures of their sentences in order on the board. For example, a student might draw the state of Florida with a man standing on it to mean, Last year I visited my uncle in Florida .The next picture, two stick figures in a boat with fishing poles ,could mean ,We went fishing, and so forth. Then these groups can point at their pictures and ask the rest of the class to guess what sentence each picture represents before they say the real sentences.

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