T says: I have a surprise guys. Just don't laugh at me, alright? T shows the two photos of herself. One taken some years ago and one taken at present. T tells Ss to work in groups and talk about the two photos. Ss talk about their T's photos. Ss already know some vocabularies, like fat, blonde hair,etc. and they might use them. T elicits some language. 'You used to be vary fat. Now you're quite slim/thin.'

T shows the picture of Mark Boyle from the previous reading. T asks: So do you remember the reading? (yes) What does Mark Boyle look like now? Do you think he looked the same ten years ago? why? Ss talk about it in pairs. T tells Ss to read the text again and look for sentences that can be the answers. Ss read the text. Ss get back in pairs and compare their ideas. T asks some Ss to share their answers.

T says: So Mark Boyle is not totally clean-shaven. T shows the pictures and asks: Can you tell me which picture shows a person that’s not clean-shaven? Ss point to the picture. T tells Ss to read the sentences they are given and then based on the sentences, match the vocabularies in the sentences with pictures. T reminds Ss that they have 4 minutes. Ss, in groups, read and match the vocabularies with pictures. T changes some Ss’ seats. Ss check their answers with their new partners. T shows the answers on the board. Ss take notes of the correct answers.

T draws Ss' attention to the pronunciation of words. T elicits the right pronunciation of each problematic vocabulary. T models and drills the pronunciation, focusing on cluster consonants such as scruffy, straight and skinny.

T tells Ss that they will do some drawing. T gives Ss pieces of paper. Ss close their eyes and draw what they hear. T looks at a picture and some words below that for help and describes what she sees. (She's got long hair. She's very thin...) T checks that nobody opens their eyes. Ss sit in front of each other. ICQs: 'The guys who describe the picture, do you just say the words? (no) What do you say? (sentences) The guys who draw the picture, do you draw it with opened eyes? (no)' One student makes the sentences based on the picture and the other student draws the picture with closed eyes. (It's much more fun if T can give Ss a piece of cloth to cover their eyes.) Ss change roles and this time the Ss who were drawing describe the picture. T monitors and takes note of good language and errors.

T instructs Ss to talk about their current appearance and their look some years ago with their classmates. Ss stand up and talk to one/two people. T monitors and helps Ss whenever needed. If time, T writes some good language and errors on the board and asks Ss to work in pairs and correct them.