B.

2
Whose Stuff ?
Whose Stuff?
Pairs. Student A, imagine you have some laundry to sort out. Ask Student B
which things are his or hers. Use the conversation below as a model.
Laura: Hi, Emi.
Emi: Hi, Mrs. Arnello. How are you?
Laura: Good. Oh, Emi . . . is this
your shirt?
Emi: The blue one?No, thats not
mine. Thats Maggies.
Laura: And these are your socks, right?
Emi: No, but those are mine.
Laura: Well, heres your stuff.
Emi: Thanks, Mrs. Arnello. I really appreciate it.
Information Gap: Find the Differences
Pairs. Student A, look at this page. Student B, look at page 28.
Some of the clothes these people are wearing are different. Ask and answer
questions to find the differences in what these people are wearing.
Ask questions about Susan, Gary, and Julie.
Use this language:
A: What color is Susans T-shirt? B: Its ______________________.
A: What size is it? B: Its ______________________.
A: What color are Garys pants? B: Theyre ____________________.
Name Clothing Color Size What's different?
Susan T-shirt small (S)
Gary pants large (L)
Julie skirt medium (M)
Jason jacket large (L)
Ruth jeans extra small (XS)
26
Level 1 Unit B.2 27
Board Game: Whose Is This?
Groups of 4. Two pairs will compete. Each pair needs 1 marker. See appendix for complete instructions.
Example
Pair 1, toss the coin. Move 1 space.
Pair 1, Student A: Look at the picture. Ask: Whose T-shirt is this?
Pair 1, Student B: Look at the picture and name. Say: The black one?Its Peters.
FINISH
START
17 16 18
15 14 13 12
8 9 10 11
7 6 5 4
1 2 3
Peter Sai Alan
Dan Kathy Martha Yuki
Sai Amy Lee Josh
Yuki Dan Martha Peter
Amy Alan Kathy
Longman English Online Communication Companion 28
Information Gap: Find the Differences
Pairs. Student B, look at this page. Student A, look at page 26.
Some of the clothes these people are wearing are different.
Ask and answer questions to find the differences.
Ask questions about Jason and Ruth.
Use this language:
A: What color is Susans T-shirt? B: Its ______________________.
A: What size is it? B: Its ______________________.
A: What color are Garys pants? B: Theyre ____________________.
Name Clothing Color Size What's different?
Susan T-shirt medium (M)
Gary pants large (L)
Julie skirt medium (M)
Jason jacket extra large (XL)
Ruth jeans small (S)
Interviews
Pairs. First, work alone. What kinds of clothes are in your closet?Make a list.
I have ______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
______________________________________ ______________________________________
Look at your list of clothes. Which ones are your favorites?Put an asterisk (*) next to those.
Now tell each other about your clothes. Take notes.
Use this language:
A: Whats in your closet?
B: Ive got shirts, pants, shoes, . . .
A: What are your favorites?
B: My favorite skirt is my long, black one.
My favorite shoes are my purple ones.
Report to the class about your partners favorite clothes.
Notes on your partners clothes:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Level 1 Unit B.2 29
Hidden Conversations
Pairs. Cover your partners side of the page. There are 2 conversations. Listen carefully to
your partner, then choose the next sentence. Student A, to begin, choose either Here are 2
notebooks. Which one is yours? or Which jeans are yours?
Student A Student B
Here are 2 notebooks. Which one
The red one is mine.
is yours?
or
or
The blue ones.
Which jeans are yours?
Which blue ones?
Its Johns. Whose disks are these?
or
or
And whose black notebook is this?
The old, blue ones. And whose
shirt is this?
The white one?
The ones with M.J. on them.
or
or
Which ones?
Yeah, the white one with the
flowers on it.
Oh, those are Marks.
or
Its Pams.
Now practice the other conversation. This time Student B begins.
WebTalk
Whole class. You will have an auction. Imagine you each
have $3,000 to spend. Sell the expensive piece of clothing
you found on the web. Buy expensive clothes from your
classmates.
Use this language:
Here is a beautiful evening dress.
Its an Armani.
Its black with red flowers.
Use these instructions for the games on pages 7, 15, 19, 27, 35, 39, 43, 47, and 51.
Groups of 4 (2 pairs). Use 1 book and 1 coin. Pairs compete against each other. Each
pair needs 1 marker.
Pairs 1 and 2: Put your markers on the Start square. To move forward on the
board, toss the coin. One side of the coin = move 1 space; the other side of
the coin = move 2 spaces.
Pair 1: Begin playing. Toss the coin and move your market to the correct square.
Use the cues and pictures in the square and/or in the middle of the board
to ask and answer a question. Look at the example on the page for more
information.
Pair 2: Make sure Pair 1 asks and answers the question correctly. If you arent sure,
ask your teacher.
Pair 1: If you are correct, your marker stays on the square. If you are not correct,
move the marker back to where you started.
Pair 2: Toss the coin and move to the correct square. If you land on the square
with Pair 1s marker on it, move to the next square. Ask and answer a question.
Pairs 1 and 2: Take turns. Play until one pair gets to the Finish square.
Use these instructions for the game on page 11.
Groups of 3. Use 1 book and 1 coin. Students A, B, and C will compete against each
other. Each student needs 1 marker.
Students A, B, and C: Put your markers on the Start square. To move forward on
the board, toss the coin. One side of the coin = move 1 space; the other side
of the coin = move 2 spaces.
Student A: Begin playing. Toss the coin and move your marker to the correct
square. Use the cues and pictures in the square to make up your sentence.
Look at the example on the page for more information.
Students B and C: Make sure Student A is correct. If you arent sure, ask your teacher.
Student A: If you are correct, your marker stays on the square. If you are not
correct, move the marker back to where you started.
Students A, B, and C: Take turns. Toss the coin and move to the correct square.
If you land on a square with another students marker on it, move to the next
square. Play until one student gets to the Finish square.
Instructions for Board Games
Appendix
62