File 2 Coolers

2A
Put students in pairs. Have them brainstorm a list of common items that they think people might
leave in one of these places:
on a bus
on a plane
at home (when going to work or school)
on a subway

Tell them to write their ideas on a piece of paper. Then ask students to work with another pair that
chose the same category and compare answers.

2B
Have every student in class take an object out of his or her desk or bag. Hold up an object from
your desk and start by saying, It’s my (name of object, e.g., pen). The next student must say your
object, e.g., It’s her pen, and then say his or her own object, e.g., It’s my ID card. The next
student says your object, the first student’s object, and his or her own, e.g., It’s her pen. It’s his ID
card. It’s my watch. Remind students to use the correct possessive adjectives. Continue until
every student has had a turn. When finished, play again with new objects, this time asking
students to use the possessive ’s, e.g., It’s Ms. Carter’s umbrella. It’s Ricardo’s photo. It’s my
credit card. You may want to reverse the order so that different students have to speak more.
Alternatively, you may want to put stronger students at the end as they will be challenged by
saying more.

2C
Put students in small groups. Have them decide the best type of car for the following people:
a family of six a male student
a family of four a 16-year-old girl’s first car
a female student a 16-year-old boy’s first car

Have them decide what color, model, and nationality the car is. They can also use the common
adjectives from the Vocabulary Bank on Student Book page 106 to describe the car.

Photocopiable © Oxford University Press 2010 -1- www.oup.com/elt/teacher/americanenglishfile