- Put up a powerpoint slide of pictures from T's bk p. 141. Point to each one and ask different students to read the time or the price. - Continue until all the pictures have been covered and each student has spoken at least 3 times.

- As mentioned in "Anticipated Problems and Solutions," students will be introduced to this activity through an interactive introduction. - Use a powerpoint to incrementally build the students up to the task. First, a student will read as I mark next to what they say. Next, S1 will read as S2 marks what they say. Then, S2 will read from the "say" column next to what S1 says in the "hear" column. Finally, S1 and S2 will model the activity while still reading from a powerpoint slide that the whole class can see. Only at this point will the students break into groups and begin the task. - After the intro, Ss will work in groups of three. If there are not an even multiple of three, I will cut either one or two of the paper strips and make a group of 4 or 5 as necessary, with each student still having a speaking role. - Monitor students unobtrusively and make notes about their mistakes to bring up in FB.

- Show Ss a picture of a ticket counter and ask them who the people are. - Elicit what the customer says, and what the ticket seller says. - Show Ss a slide of a movie timetable, and ask them to choose which movie they want to see. - Bring two students to the front of the class, assign one of them as the customer and the other as the ticket seller, and prompt the customer to start the conversation practiced in Matt's class.

- Pass out worksheets. - Ss practice in pairs, alternating being the customer and the ticket seller. Switch pairs. - As Ss are speaking to each other, record their mistakes for FB.

- First, write examples of good language on the board. - Write some mistakes and ask the Ss to work in pairs to fix them. - Open discussion.