Triantafyllos Koumpos Triantafyllos Koumpos

Apperances/Tour Groups
A2 Elementary level


In this lessons Ss will be introduced to adjectives related to appearances. The lesson starts with some images of Game of Throne characters where Ss will activate their knowledge of adjectives related to appearance. Together with that, meaning will be clarified so that the lesson will move on to a description activity. Some grammar intro will be introduced regarding the place of of an adjective in the sentence. After that the lesson will follow with a pair activity where students will interact for using the target language to form Qs and answers. The lesson will finish with a listening task so that Ss will practice their receptive skills.


Abc Clanfield, L. (2012) Straightforward Elementary SsBk 2nd Ed. Macmillan

Main Aims

  • To provide clarification, review and practice of adjectives for describing appearances in the context of Game of thrones characters

Subsidiary Aims

  • To provide speaking practice in a controlled environment in the context of appearance/tour groups
  • To provide specific information listening practice using a text about describing people in the context of appearances/tour groups


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students in the context of appearance.

Show the images to students. Ask them to describe what they see. Elicit for adjectives related to appearance. Script: what do you see? how does s/he look like? Divide the board in 3 categories: Height/Age/Looks. Ask them in which category each adjective goes. Nominate Ss and confirm with class.

Clarifying meaning and checking for understanding (6-8 minutes) • To clarify meaning of adjectives in the context of appearances and practice using the new vocabulary.

Use the adjectives that were written earlier on board to clarify meaning. Elicit for meaning before explaining. Possible unknown words: 1. young: If word is unknown use CCQ: How old are you S1? And you S2? Oh, you are young. I am 37. I am old. 2. handsome: If word is unknown use CCQ: Do you like the man on this picture? Yes/No. So, you (don't) think he is handsome, right? Yes, I (don't) think he is handsome. After eliciting, explain that we use handsome for a man and beautiful for a woman. Elicit for opposite. 3. Fair hair. Ask if anyone knows what fair means in this context. If not use CCQ: S1, what colour is your hair? Black. Oh, your hair is not fair then. S2, what colour is your hair? Blonde. Oh, you have fair hair. Elicit for opposite. write on board the following (from exercise 3, p28): middle-aged, medium height, average looking, pretty. Ask them to put them in the correct category. Nominate Ss, confirm w/c. Ask w/c if they know what these adjectives mean. If not clarify: Script: middle-aged: young (20y.o)__________________old (70 y.o.) Do you think he is closer to young or old? How old do you think a middle-aged person is? medium height: short(1.40m)__________________tall (1.90m). Do you think he is closer to short or tall? How tall do you think a medium height person is? average looking, pretty: ugly______________________good looking. Do you think an average person is closer to ugly or good looking? Look at the images again. Work in pairs (groups if not possible). Take notes and describe the Game of Throne characters. Demostrate with a student. I think Tyrion is medium aged and short. What do you think? You have 3 minutes. Monitor for assistance. Feedback: Nominate 2-3 Ss for answers. At this stage pay attention for pronunciation slips. Model and drill individually, then w/c.

Grammar. Basic grammar rules for adjectives. (3-5 minutes) • To provide students with introduction on the grammar rules of adjectives.

1. Defining adjective's place in the sentence: Write on board. He's a man handsome. Ask Ss if they think that this is the correct form. Ask them to find the noun in the sentence. Ask them to find the adjective in the sentence. Tell them that the adjective is placed before the noun. Write one more example: The big is school. Nominate Ss to correct the sentence. 2. Defining that adjectives don't have a plural form. Write on board: They are youngs children. Ask them if this is correct. Ask them to find the adjective in the sentence. Explain that the adjective don't have plural form. Write one more example: They are fats people. Nominate Ss to correct. (Use different colours to write on board)

Appropriacy (2-3 minutes) • To define the appropriacy of some comparative adjectives in the context of describing appearance.

Write a list of adjectives on the board: thin-fat, ugly. Explain that these adjectives are not polite to use when you talk to someone face to face. Model a phrase: Oh, Ss' name, you look very thin. Ask them if they know what adjective to use instead of thin. If not tell them "slim" is more appropriate.

Controlled speaking practice. (8-9 minutes) • To provide students with controlled speaking practice using adjectives in the context of appearance.

Tell Ss to think of famous people. Hand out the category copies (redesigned Grammar ex.1 p.28). Tell them to write the name of one famous person for each category. Tell them that this is a secret. Work alone. Demonstrate with a Ss and check for understanding. -T: S tell me the name of a famous film star... -S: Al Pacino What do you have to do? Give them two minutes. Monitor Ss Script: Work in pairs (groups if not possible). One S says a name. The others try to find the category. Demonstrate with S: -T: Ss Read a name from your list. -S: Angelia Jolie -T: Is she a famous film star? -S: Yes, she is. Check for understanding: What do you have to do? Are you working alone? Give them 3 minutes. Feedback: Nominate 1-2 Ss and play the dialogue. At this point check for pronunciation slips and correct by modelling and drilling.

Pre-Listening activity (4-6 minutes) • To provide Ss with an opportunity to use adjectives to describe someone and prepare them for the listening activities

Ask them to look at the image of the man in Listening task 1. Where is the man on the right? How does he look like? Write down your answers Demonstrate with a S: where is the man? what do you think? Does he look old? Work in pairs. You have 2 minutes. Monitor. Feedback: Nominate Ss for answers. Elicit as much descriptive adjectives as time allows.

Listening activity 1 (4-7 minutes) • To provide students with a listening activity in the context of appearance/tour guide to practice their receptive skills

Listen to the audio. A man and a woman talk on the phone. Answer these questions: Where is Brian (the man)? What does the woman talk to him about? Play the audio and monitor. Check your answers with your pair (group if not possible) Feedback: Nominate Ss for the answers and confirm with w/c.

Listening activity 2 (5-6 minutes) • To provide students with a listening activity in the context of appearance/tour guide to practice their receptive skills

Look at exercise 3. There are 3 names: Delilah Williams etc. There are 4 images (show them). Now listen to the dialogue again and: Match the people 1-3 to the images A-D. There is one extra image. Compare your answers to your pairs. Feedback. Nominate Ss and confirm with w/c

Web site designed by: Nikue