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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

DESCRIBING
A FRIEND

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1 Warm up

Part A: Look at the photos and describe what people you can see.

adult child family friend man woman

1. 2. 3.

4. 5. 6.

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ELEMENTARY (A1-A2)

DESCRIBING A FRIEND

Part B: In pairs, ask and answer the following questions.

1. How many people are there in your family?

2. In most countries what age do people become an adult?
3. Do you have any children?
4. How often do you see your friends?
5. Do you have a best friend?

2 Describing physical appearance

Part A: Look at the photo. What can you see?

Part B: Listen to Mark describing his friends Greg, Ben, and Clare. Label the photo with the correct
name.

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ELEMENTARY (A1-A2)

DESCRIBING A FRIEND

3 Focus on vocabulary
Put the words to describe friends in the correct category. Some words can be used in more than one
category. Can you add any other words?

medium height / short / brown / glasses / long / blonde / green / beard / tall / thin /
black / curly / blue / wavy / brown / handsome / tattoos / pretty / overweight / gray

height hair body eyes other

4 Language point
Read the information below and fill in the gaps with the correct verb.

• We use have/has to describe hair color, hair length, and facial/body features.
• We use the verb to be to describe age, height, body build and overall appearance.
• We use the verb wear to describe clothes and accessories.

1. My friend short, and she a bit overweight. She

long brown hair.

2. He tall and thin, and he glasses. He lots of tattoos.

3. She medium height. She short, wavy hair and blue eyes. She
very pretty.

4. He short. He long brown hair, and he a beard.

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ELEMENTARY (A1-A2)

DESCRIBING A FRIEND

5 Talking point
In pairs, look at the different pictures and describe the people.

picture A picture B

picture C picture D

6 Focus on vocabulary: adjectives to describe personality

Part A: Match the adjectives to the correct descriptions.

1. friendly a. He doesn’t say much.

2. funny b. He always tells the truth.

3. loyal c. She learns things quickly and easily.

4. honest d. He is kind and nice to everyone.

5. smart e. She always tells jokes and makes us laugh.

6. quiet f. He is one of a kind.

7. special g. He is reliable and always supports his friends.

Part B: Discuss the following questions.

1. Which three personality traits in a friend are the most important to you?
2. Which three adjectives describe what type of friend you are?

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DESCRIBING A FRIEND

7 Pronunciation
How many syllables are there in the following words? Which syllable is stressed?

friendly woman wavy

honest funny loyal

special curly quiet

8 Listening comprehension
Part A: Listen to Mark talking about his friends in more detail. Tick the information he describes.

last name Personality

Likes and dislikes. Pets

Family What they do together

Part B: Listen again and fill in the information in the chart below.

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DESCRIBING A FRIEND

9 Talking point

Make notes about your friend using the following prompts below.

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DESCRIBING A FRIEND

10 Extension task

In groups, describe each word without saying the word.

Student A

friendly smart wavy special thin

Student B

honest pretty gray short funny

Student C

loyal overweight curly quiet tattoos

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

DESCRIBING A FRIEND

Transcripts

2. Describing physical appearance

Mark: I love this photo. I am the one on the right. I am medium height and have short brown hair
and I wear glasses. Clare took the photo. She has long blonde hair and green eyes. Ben
is at the back. He is tall and thin. He has long brown hair and he has a big beard. Greg is
also tall. He has short hair and a short beard.

8. Listening comprehension

Mark: I went to school with Greg. He is quiet but funny. He is very loyal and a good listener.
He likes playing sports like tennis, soccer, and basketball. He doesn’t like cooking, so we
often eat out. We often play soccer or watch movies.

Mark: Ben loves music, he is always singing. He is very friendly and honest. We like similar music,
so we go to concerts together. He doesn’t like doing exercise.

Mark: Clare is a special person. I met her at university, and we spend a lot of time together. She
is kind and s, so I am always learning new things. We often go to the movie theater or
meet in a café. She likes animals and doesn’t like eating meat.

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TEACHER MATERIALS · ELEMENTARY (A1-A2)

DESCRIBING A FRIEND

Key

1. Warm up

Part A:
2 mins.
This stage is to review the names of different people and introduce the topic. Ask the students, in pairs, to look
at the pictures and discuss what people they can see. Check the answers and practice the pronunciation. Then
elicit the plurals as there are a few irregular forms, and practice pronunciation.

1. woman 2. man 3. family 4. friend 5. child 6. adult

Part B:
3 mins.
This stage is for the students to practice the words in a personalized speaking task. In pairs, the students ask each
other the questions and give their answers. Check the meaning of the phrase best friend before starting.

2. Describing physical appearance

Part A:
5 mins.
This stage is to introduce adjectives to describe physical appearance. The students first look at the photo and
discuss what they can see. Four friends smiling and taking a selfie.
Part B:
5 mins.
Then introduce the context of Mark describing his friends. Tell them they need to listen and label the people with
the right name.
1) Ben
2) Greg
3) Mark
4) Clare

3. Focus on vocabulary

5 mins.
This stage is for students to identify vocabulary used to describe physical appearance. The students categorize
the given words. Check the answers and practice pronunciation. Encourage them to add any other words they
know. During feedback, check the meaning and practice pronunciation. Highlight any new language on the board.
Answers:
height: tall, short, medium height
hair: curly, short, long, brown, blonde, wavy, black, gray
body: thin, overweight
eyes: blue, brown, green, gray
other: tattoos, glasses, pretty, handsome, beard

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DESCRIBING A FRIEND

4. Language point

5 mins.
This stage is to give the students practice using the language. First, they read the information and then fill in the
gaps with the correct verb. Check the answers as a group. Point out that we also use have/has got.

1. is ≀ is ≀ has 2. is ≀ wears ≀ has 3. is ≀ has ≀ is 4. is ≀ has ≀ has

5. Talking point

5 mins.
Now students, in pairs, describe the photos using the same structures. Elicit a few ideas for the first picture before
starting. Pick up and highlight errors in accuracy.

6. Focus on vocabulary: adjectives to describe personality

Part A:
5 mins.
This stage is to introduce personality adjectives. First, ask the students what other things they can describe when
talking about a friend other than physical appearance. Try and elicit the word personality. Students then read the
descriptions and match them to an adjective. Check the answers and practice pronunciation.

1. → d. 2. → e. 3. → g. 4. → b. 5. → c. 6. → a. 7. → f.
Part B:
5 mins.
Now ask the students to rank (in pairs) the adjectives. The three most important personality traits in a friend. You
can give a model first of your top three.

7. Pronunciation

5 mins.
This stage is to focus and practice word stress. First, model a couple of words and elicit how many syllables are in
each word (2)
Then elicit which syllable is stressed (1)
Use the board to highlight the stress pattern. Then ask the students, in pairs, to practice the words.

8. Listening comprehension

Part A:
5 mins
This stage is for students to hear a more detailed description of Mark’s friends. First, they listen for the specific
information Mark describes. First, go through the list and give instructions for the tasks and then play the audio.
Ask the students to compare their answers with their partners before doing group feedback.

✓ Personality ✓ Likes and dislikes. ✓ What they do together

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DESCRIBING A FRIEND

Part B:
5 mins.
Ask the students to listen again for detail and fill in the chart. Monitor and assist as needed. If necessary play the
recording one more time.

Greg
personality: quiet, funny, loyal, a good listener;
likes: playing sports like tennis, soccer basketball;
dislikes: cooking;
what they do together: watch movies, play soccer.

Ben
personality: friendly, honest;
likes: loves music;
dislikes: doing exercise;
what they do together: go to concerts.

Clare
personality: special, kind, smart;
likes: animals;
dislikes: eating meat;
what they do together: go to the movie theater, meet in a cafe.

9. Talking point

5 mins.
This stage is to consolidate the language in a meaningful productive task. First, the students make notes about
their friends. They should use the prompt to generate some ideas. Monitor and help with any unknown vocabulary.
Then, put the students in small groups and ask them to describe their friends to their group. Listen out for any
good examples of language or errors to provide some post-task language feedback.

10. Extension task

10 mins.
This stage is to review the words from the lesson. Put the students in groups of three. They each get five words.
They must describe the words without saying the word. Their partners must guess the word. They can use words
and mimes.
Cut out and give to your students (The cut-ups are on the last page of the teacher’s notes).

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DESCRIBING A FRIEND

Cut-ups

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