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This lesson uses one clear six-turn lost-property conversation. The speaking order stays the same while the item and the learner’s role change, so every round is familiar but still requires real communication.

Level
B1
Time
30 minutes
Lesson type
Roleplay
Topic family
Appearance, Shapes & Description
Why this lesson matters · เหตุผลที่เรียนบทนี้

For learners: You can already recognise and describe objects. Now use those details in a real lost-property exchange where precision changes the outcome.

For teachers: The lesson moves from a six-turn map and useful description language to two-accent listening, guided roleplay, role reversal, variation, and an unrehearsed performance.

สำหรับผู้เรียน: คุณรู้คำบอกรูปลักษณะของสิ่งของแล้ว ขั้นนี้จะนำรายละเอียดเหล่านั้นไปใช้ในบทสนทนาของหายจริง ซึ่งความแม่นยำช่วยให้ค้นหาของได้ถูกชิ้น
สำหรับครู: บทเรียนเริ่มจากโครงสนทนา 6 ช่วงและภาษาบรรยายที่จำเป็น ต่อด้วยการฟังสองสำเนียง การฝึกแบบมีตัวช่วย การสลับบทบาท การเปลี่ยนสถานการณ์ และการแสดงบทบาทแบบไม่อ่านสคริปต์

Your goal

By the end of this lesson, you can give enough distinguishing detail for another person to identify a missing item, answer follow-up questions and confirm what happens next.

เป้าหมายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น

คุณจะสามารถแจ้งของหายโดยบอกรูปลักษณะ จุดที่เห็นครั้งสุดท้าย และรายละเอียดที่ใช้แยกของชิ้นนั้นออกจากของที่คล้ายกัน พร้อมตอบคำถามและยืนยันขั้นตอนติดตามต่อไปได้

Why this roleplay matters

  • You practise both sides of a realistic lost-property exchange.
  • You combine appearance, material, pattern, contents, place and time.
  • You learn to rule out a similar item and finish with a traceable next step.
Progress Focus · Lesson structure
CMConversation management

Open, answer, clarify and confirm so both speakers can complete the report.

FPFunctional performance

Give enough evidence to distinguish and trace the correct item.

4 minRoles & six turns
5 minBuild the evidence
4 minHear two models
6 minStudent Traveller
6 minStudent Officer
5 minFinal & retry
Teacher Lesson Plan · Read before class

Before class: Check the activity image and both audio buttons. The learner should speak in both roles.

  1. Show the six-turn conversation and assign the first roles.
  2. Build one evidence set from the activity image.
  3. Play the two short models for meaning and distinguishing detail.
  4. Run Round 1 with the learner as Traveller.
  5. Run Round 2 with the learner as Lost-property officer.
  6. Choose a new fictional item for Final Practice, score CM and FP, then retry once.

Teacher-talk rule: Demonstrate briefly, then let the learner finish each round. Do not read the whole phrase bank aloud or correct during the interaction.

1Know the two roles and the six turns

Every practice round follows the same order. Only the item and the learner’s role change.

  1. Traveller: Open and name the missing item.
  2. Officer: Ask about its appearance.
  3. Traveller: Give distinguishing features.
  4. Officer: Ask where, when or what was inside.
  5. Traveller: Answer and clarify a possible match.
  6. Both: Confirm a reference or follow-up step.

Traveller can say

“I’d like to report a lost backpack.”

“It has an orange tag on the handle.”

“That sounds similar, but mine has …”

Officer can say

“Can you describe it in more detail?”

“Where and when did you last see it?”

“Your reference number is …”

One complete exchange

Traveller: I’d like to report a lost black backpack.

Officer: Can you describe it in more detail?

Traveller: It’s medium-sized, made of nylon and has an orange tag.

Officer: Where and when did you last see it?

Traveller: Near platform four at about 3:20. There should be a blue notebook inside.

Officer: I’ll record those details. Your reference number is L-417.

Perform this exchange once. Then stop using the example and change the item.

How to run Stage 1

Read the six turn labels together. Perform the exchange once, then assign the learner as Traveller. If the learner tells a long story, point to “appearance” or “last seen” rather than supplying a full sentence.

2Build one useful evidence set

Student task
  1. Read the Traveller’s notes without making a full sentence yet.
  2. Compare them with the item at the lost-property desk.
  3. Say three details that match and one detail that does not.
  4. Build a short report using only the facts that identify the correct item.
Lost-item case notes · Read, compare and report

Traveller’s item

Item
Backpack
Appearance
Medium-sized, black, rectangular with rounded corners
Material
Slightly shiny nylon
Unique clue
Orange luggage tag on the top handle
Inside
Blue notebook and a clear water bottle
Last seen
Platform 4 at about 3:20

Possible match at the desk

Item
Backpack
Appearance
Medium-sized and black
Material
Nylon
Unique clue
Red luggage tag on a side strap
Inside
Grey folder
Found
Platform 3 at 3:05

Decision: Similar, but not the same item. Explain which evidence proves this.

Evidence frame: Mine is a ___-sized ___ made of ___. It has ___. The possible match has ___, so it cannot be mine. I last had mine near ___ at about ___.

How to run Stage 2

Give the learner 30 seconds to read both columns. Ask: “Which three details match? Which detail proves it is not the same item?” Model only one comparison if needed. Then ask for a complete report without reading every row aloud.

3Listen for the report and the distinguishing detail

The audio is for noticing the conversation moves. Do not memorise either recording.

Listen and find these three moments:
  • The Traveller names and describes the item.
  • The Officer asks for a useful detail.
  • One feature confirms or rules out a possible match.

Model A · Use this first

Engduo Audio · American English
Transcript — open after listening

A traveller reports a black backpack and gives its size, material, orange tag, last-seen place and the blue notebook inside.

Model B · Compare the match

Engduo Audio · Australian English
Transcript — open after listening

The officer checks a similar item. The traveller listens for the feature that shows whether it is the correct one.

How to run Stage 3

Play Model A once and check item, place and unique feature. Play Model B and ask which detail rules out the wrong item. Open the transcript only to check. Do not turn the task into accent imitation.

4Round 1: Student is the Traveller

Student: Report the missing item, answer questions, clarify a near-match and confirm the next step.

Teacher: Be the Officer and ask one focused question at a time.

Scenario · Black backpack
  1. Medium-sized black nylon backpack.
  2. Orange luggage tag on the handle.
  3. Blue notebook inside.
  4. Last seen near platform 4 at about 3:20.
  5. One similar bag has a red tag.

Student support: Keep the evidence frame visible, but do not read the complete exchange.

How to run Stage 4

Ask one question at a time and offer the red-tag near-match. Do not correct during the round. If the student stops, point to the next turn or ask “What makes yours different?”

5Round 2: Student is the Lost-property officer

Teacher: Be the Traveller and reveal details only when asked.

Student: Ask focused questions, compare two possible matches and give a reference or follow-up step.

Scenario · Two similar suitcases
  1. Both are small grey hard-shell suitcases.
  2. One is smooth with a silver handle.
  3. The missing one is textured with a black handle and yellow ribbon.
  4. It was last seen by the airport bus stop.

Student support: Use the six-turn list and the Officer lines from Stage 1.

How to run Stage 5

Reveal only the detail the learner asks for. If the learner guesses, say “Please ask one more identifying question.” Let the exchange finish before correcting.

6Final roleplay: New item, less support

Teacher chooses the learner’s weaker role. Use a fresh fictional item. Partly cover the sample sentences, but leave the six-turn order visible.

Complete one full interaction
  1. Name or ask about the item.
  2. Give or elicit three distinguishing details.
  3. Establish where and when it was last seen.
  4. Clarify one possible match or uncertain detail.
  5. Confirm a reference or follow-up action.

New variation: A small rectangular cotton pouch with blue-and-white stripes, a round wooden zip pull and an uncertain last-seen location.

Scoring criteria · Use this attempt only

CM · Conversation management · 0–2

2: Responds, clarifies and completes the six-turn exchange independently.

1: Completes the exchange with one interaction prompt.

0: The teacher must manage most turns.

FP · Functional performance · 0–2

2: Gives enough evidence to distinguish and trace the item.

1: One essential detail still needs clarification.

0: The item cannot yet be identified or traced.

Progress target: 3/4 or higher. Give one interaction correction and one precision correction, then retry only the weakest turn.

How to run Stage 6

Observe without interruption. Record CM and FP immediately after the close. Give one interaction correction and one precision correction, then repeat only the weakest turn so the learner improves immediately.

คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น

บทนี้ฝึกสนทนาแจ้งของหายทั้งสองบทบาท ผู้แจ้งต้องบอกข้อมูลที่ใช้แยกของชิ้นนั้นจากของที่คล้ายกัน ส่วนเจ้าหน้าที่ต้องถามคำถามทีละประเด็น ตรวจสอบของที่อาจตรงกัน และปิดบทสนทนาด้วยหมายเลขอ้างอิงหรือขั้นตอนติดตามที่ชัดเจน

Continue your learning path

Learn first

Which Object Are They Describing?

Listen for the clues that identify the right object.

ฟังรายละเอียดที่ช่วยระบุสิ่งของชิ้นที่ถูกต้อง

Same language, different skill

Defining Relative Clauses

Build precise noun descriptions with defining relative clauses.

สร้างคำบรรยายคำนามที่แม่นยำด้วย defining relative clauses

Compare

Comparatives with -er and more

Use comparative forms to distinguish similar objects.

ใช้รูปเปรียบเทียบเพื่อแยกสิ่งของที่คล้ายกัน

Review and prove progress

Materials, Textures, and Patterns

Review materials, textures, and patterns before another roleplay.

ทบทวนวัสดุ พื้นผิว และลวดลายก่อนฝึกบทบาทสมมติครั้งต่อไป

Teaching reference

Council of Europe — CEFR Companion Volume: B1 interaction includes giving connected descriptions, obtaining information, asking for clarification and cooperating to complete a practical task.

Content and media rights

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