1. Have the beam projector ready to show the activity suggested in the “Materiales Educativos Digitales” section and have a set of speakers ready for the student to listen from their seats clearly.

2. Download and print the file suggested as well for the second activity.

3. Ask students how important it is to be able to describe someone physically and under what circumstances that is helpful and necessary.

4. Tell students they are going to learn vocabulary about physical descriptions.

5. Ask students to write down the vocabulary presented into categories such as ‘gender’, ‘age’, ‘appearance’, ‘height’, etc.

6. Make pauses for students to write the words and help as needed maybe with some examples even when the pictures are self-explanatory.

7. Up to 2:12 students will have different groups of vocabulary  so you may want to review them quickly by calling out a category, ‘face’ and have students tell you some of the adjectives used in that category, or say an adjective like ‘middle-age’ and ask for the category, etc.

8.  The second part of the video is about grammar, ‘forms to describe people’. Write some examples on the board for students to prove the formulae given with verb BE and HAVE GOT. You may want to take this opportunity to broaden students’ cultural knowledge and explain this form is used in British English as the American equivalent ‘HAVE’.

9.  Continue with the last part of the video, ‘What does he look like?’, play it without sound, and ask students to read the sentences and the categories they are describing as well.

10. Ask students to write down in their notebooks a similar description like the one in the video copying the categories about a classmate.

11. Ask students to give you some adjectives that describe people’s eyes, hair, etc.

12. Distribute the worksheet and tell students they are going to match the images to their correct description.

13. Check answers by calling out the letter, ‘Picture A’, and have volunteers read the description.

14. Invite students to rewrite the sentences by changing one word in the given descriptions (adjectives) and come out with a different possible description.

1. Have the beam projector ready to show students the activity suggested in the “Materiales Educativos Digitales” and a set of speakers as well.

2. Download the file suggested as well to work with the second part of the session.

3. Ask students to say words that come to their minds to describe, ‘Santa Claus’ and work with vocabulary as needed. Then, say ‘Minions’ and wait for answers.

4. Ask students to draw a visual organizer, a table, for example with two columns with these headings, HAIR and EYES and the letters of the alphabet A –Z to the left.

5. Tell students to write down the vocabulary presented in the video in the letter of the alphabet it belongs according to the first letter, for example, ‘long’, students write in the L line.

6.  Write down the sentences with examples from the video on the board and underline the adjectives used.

7. Ask students to go to their lists and tell you how many letters of the alphabet were used with adjectives.

8. Invite some volunteers to describe two classmates without saying their names and ask the class to guess who they are.

9. Ask students how many different words they can think of that can be used to describe both hair and eyes (colors, for example).

10. Distribute the worksheet and ask students to read the vocabulary (phrases and words) at the bottom to make sure they know them.

11. Set a time limit for them to search the words.

12. When they are finished, ask them to put the papers face down and spell out some (5) of these words and phrases for students to write.

13. Invite some volunteers to take turns and spell the words for the class, and ask what’s the word?