I hold a photo of the two people in the conversation to remind them of "assistant" and "tourist". I stick the cards of the two words on the board.I elicit where they are quickly. if they don't know "tourist information centre" I'll explain the word. This quick warm-up is to prepare the students to my next exercise.

I write some choices on the board (map- help- open). I write "good morning" under "tourist" part on the board and then I write "Hello. Can I ......... you?" I elicit from Ss what the missing word is. then I write it on the board. I put ss in pairs, give them handouts of the exercise and ask them to fill in the gaps. I set a time limit of two minutes. While they are working, I monitor and help if needed. After they finish, I check with the whole class

I put a card of "Hello, can I help you?" under "the assistant part" and I say it in three different ways to students (the first one bored,the second one aggressive and the third is the right one". I exaggerate the intoantion and ask them" is that good or bad?" in order to make them know the right intonation they should use.

I start to put cards of the conversation one by one on the board. I focus on meaning by using my body language and acting the conversation part by part. I focus on stressed parts and mark the stress on the board. I show them the linked parts in the sentences. I also focus on assimialtion. Ss listen to me or the recording and drill part by part. Intonation will be focused on. I ask them to drill until I get the right intonation. I'll use (choral & individual and substitution drill). .

I divide the class in to two groups. the first group is "the tourist", the second group is "the assistant". I make some changes and substitute some words with others on the board. I ask Ss to read the conversation aloud in order to make it one conversation. I do that to make sure they can produce the conversation with good intonation and pronunciation. After they finish I swtich roles and ask them to do the same. Substitution drill is a good practice for them to help them know they can use other timing, prices, places.

I show ss the exercise and tell them they should circle the correct word. I give them an example on the board first to help them understand what to do. I put them in pairs and set a time limit of two minutes.I monitor while they're working and then I check with the whole class.

I put Ss in (As) and (Bs). Students As are the tourists and Ss bs are the assistants. I give them handouts and ask them to fill in the gaps. I monitor and check they have the right answer. I pick up a student and tell them he's A (the tourist) and I'm B (the assistant). I show them we have different papers. I model with the student part of the conversation and he asks me the first two questions and I show him and the class that I get the answers from the information I have from my handout. I tell Ss that's what they have to do. They should have the conversation and complete each others information. I switch roles and give Ss different handouts. and do the same thing. So at the end every student becomes (a tourist and an assistant).

I put Ss in pairs and tell them they should order the conversation. before they answer I give them an example on the board. I give them the handouts and set a time limit of three minutes. I monitor while they're answering and help them when needed. When they finish I check with the whole class. I ask Ss to read the questions in exercise 3 first. I tell them they should read the conversation they just ordered and answer the questions. I put Ss in pairs and give them the handouts. I set a time limit of three minutes. I monitor them. After they finish I check with the whole class.

I put Ss in pairs (1 & 2) and ask them to practise the conversation. first time I ask (1) to be the tourists and then to be the assistants.