1. Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section and download the file to make copies for students for the first activity.

2. Ask students to imagine they get lost and their parents are looking for them. What kind of information they think the police need in order to start looking for them.

3. Set the scene, a witness is going to identify a criminal based on a physical description.

4. Play the video and ask students to read the speech bubbles and listen.

5. Ask questions such as, why does Mr. Farr is asked by the police to identify the criminal?,  how old is the criminal? , what color is the hair of the criminal? Etc.

6. From 2:42 up to9:33 you have a general review of how to describe hair, eyes, height, etc. that students have probably den before. Decide if you want to use it or feel free to skip that part.

7. Pay special attention to QUANTIFIERS and give some extra examples.

8. Play the video and pause it to read the examples of what does he/ she look like? And review how much you can include as part of a physical description.

9. Invite students to work with the last part of the video ‘What do you look like? ‘ based on the information presented and talk about you in pairs.

10. Distribute the worksheet and ask students to write one sentence about each person.

11. When they finish, ask them to find someone who has a different sentence and share their sentences, then, finds a third student and repeat the procedure until they get at least 3 different sentences about the same character.

12. Invite volunteers to read the different sentences they collected and say if they are describing age, height, weight, etc.

1Download the file suggested in the “Materiales Educativos Digitales” section and make copies for students.

 2. Review verb BE and HAVE with the class in affirmative, negative, and question form.

3. Distribute the worksheet and go over the examples with students. Drive them to notice the use of BE.

4. Ask students to write short descriptions of the people in the pictures and compare their sentences with another student. Then, help with correction if necessary.

5. Invite students to work in pairs and take turns describing the people in the exercise about facial features.

6. Continue with the second page of this file, CLOTHES, and elicit from them how it is used in describing clothes people are (were) wearing at a particular moment.

7. Invite students to answer C / D / E in pairs and check answers with the class.

8. This is the second part of the activity started in the previous session. The worksheets have been divided into two parts.

9. Use the last worksheet used in the previous session (WEAR) and ask students to finish it with describing F in pairs.

10. Have some volunteers share their descriptions with the class.

11. Distribute now page 3 for students to complete exercise G with the correct verbs. They can work with the same classmates, in pairs, and then check answers with the whole class.

12. If time allows, ask students to work with I, describing themselves, and read their paragraph to their partners. What do they think of the description, is accurate or not?

13. You may give them the last page of the file for homework and check it, next class.