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ENGLISH FOR KIDS · PET COURSE · PRE-INTERMEDIATE (A2-B1)

DESCRIPTIONS

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1 Warm up
Look around your class. Describe a classmate to your partner and they say who it is.

2 Vocabulary
Write the words from the box in the correct column of the table below. Some words may be repeated.

hair face height and build appearance

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3 Focus on grammar 1

Read the sentences below the pictures in pairs and answer the questions.

1. We’re in our fifties. I’ve got a thin face and a grey beard. I’m wearing glasses. My wife has
got fair shoulder-length hair. She hasn’t got freckles. We’re both tall and well-dressed.

2. I’m a child. I’ve got long straight fair hair. I think I look cute. I’m short and slim.

1. Which verb do we use to describe hair and face?

2. What is a negative form?

3. Which verb do we use to describe height, build or appearance?

4. How do we describe a person’s age?

5. Which verb expresses an opinion?

6. What is different for glasses?

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4 Ordering

Match the following sentences to pictures 3 and 4.

Picture 3 Picture 4

a. She’s a young child. → picture

b. He’s got short, dark hair and a beard. → picture

c. He’s got short grey hair and a round face. → picture

d. She’s got shoulder-length dark hair. → picture

e. I think he looks older than the others. → picture

f. He’s tall, slim and well-dressed. → picture

g. I think she looks slim and good-looking. → picture

h. He’s got a lot of wrinkles. → picture

i. She’s got long wavy brown hair. → picture

j. He’s got a big nose. → picture

k. She isn’t wearing glasses. → picture

l. He is well-built and his style is casual. → picture

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5 Let’s create
Part 1: Create a boy and girl. Circle the red for the boy and green for the girl. Describe the person
and their clothes to your partner.

Part 2: Write a short description of your person.

This is ...

He / She’s in his / her ...

He / She has got / hasn’t got ...

He / She’s wearing ...

I think he / she looks ...

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6 Focus on exam: writing

Part 1: Read the exam information. Then complete the suggested steps.

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Part 2: You have received this email from a friend. Read it and the notes. Write your reply to Blanca
using about 100 words.

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Part 3: Read the following reply to Blanca’s email. Underline how the writer includes the four notes.

7 Focus on grammar 2

How does the writer include the three phrasal verbs? Complete the table.

phrasal verb repeats phrasal verb uses another verb example sentence

✦ or X ✦ or X
1 2 3
meet up

4 5 6
pick up

7 8 9
catch up

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Complete the following tasks.

A: Pronouns. Circle the pronouns in the reply, then list them and write what they refer to.

1. I → the writer, Jamie

2. →

3. →

4. →

B: Connectors. Find the following connectors in the email and match them to their functions.

also and because because of so

1. → to introduce the reason but only the noun

2. → to add information

3. → put at the beginning of a sentence to add new information

4. → to explain the purpose of something

5. → to give the reason for something

C: Adjectives. Complete these adjective phrases with words from the email.

1. I’ve got hair and a face.

2. Also, I’ve got eyes.

3. I’ll wear a hoodie.

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8 Practice

Part 1: Complete the text below with a pronoun, connector, or adjective.

Hi,
1 2
I’m in my teens. People think I’m older I’m very tall. I’ve got
3 4 5
hair a face. My sister looks like me. ’ve
6 7
got green eyes. She plays a lot of sport, she wears clothes.
8 9
think our brother doesn’t look like us his brown eyes.
10 11
, he is short and well-built. are both slim.

Part 2: Review your writing on page six. If necessary, add pronouns, connectors, and adjectives.

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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)

DESCRIPTIONS

Key

1. Warm up

5 mins.
Tell the students to look around the class and describe another person. Encourage them to use sentences rather
than single words. Use this opportunity to see what descriptive vocabulary they use.

2. Vocabulary

5 - 10 mins.
First, allow the students to read the vocabulary in the box. Then tell them to put them in the correct column in
the table. If they have any difficulties, mime the descriptive element so they can understand the word.
hair: short, long, shoulder-length, wavy, straight, fair, brown, dark, grey
face: round, thin, beard, glasses
height and build: tall, short, slim, well-built
appearance: well-dressed, casual, cute, good-looking, old, young

3. Focus on grammar 1

5 mins.
Students work together to read the sentences and answer the language questions. You may wish to highlight the
question and negative forms too.

1. have got or has got 2. haven’t got or hasn’t got

3. to be - am, is, are 4. We’re in (our fifties.), I’m a (child.)
5. I think I look ... 6. We use present continuous, I’m wearing

4. Ordering

5 - 10 mins.
Students work together to match the sentences to pictures 3 and 4.

a. 3 b. 3 c. 4 d. 3
e. 4 f. 3 g. 3 h. 4
i. 3 j. 3 k. 3 l. 4

5. Let’s create

Part 1
10 mins.
Students work individually to create their person. Then they describe him or her to their partner. You can expand
this by having the students move around the class so they can practise multiple times.
Part 2
5 mins.

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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)

DESCRIPTIONS

Students work individually to write a short description of their person. Move around the room and check their
usage of vocabulary and language.

6. Focus on exam: writing

15 mins.
Part 1
Tell the students to read the strategy, and answer the guidance questions (answers do not need to be an exact
match).
Answers to the info box:
Who is it from? - A friend, Blanca.
What is it about? - She says she can come to your birthday party, she gives information and she asks some
questions.
How many words can you write? - About 100 words.
What are the notes? - fantastic, me and dad in your car, describe myself, chocolate cookies, in our car
Phrasal verbs in the email - meet up, pick someone up, catch up
Then let the students work in pairs to build their confidence when analysing writing.
Part 2: Exam note and homework
The Writing exam is 45 minutes for candidates to complete two writing tasks. They should take about 20 minutes
to write and check their email. You should set this for homework.
To correct the email use Exam Tip on page eight as a guide.
Part 3
Answers: 1. It’s fantastic news that you can come. I’m very happy. 2. Dad and I can pick you up in our car. 3.
I’m tall now. I’ve got short brown hair and a round face. Also, I’ve got big blue eyes. I like wearing casual clothes,
so I’ll wear a hoodie, jeans and trainers. 4. I’d love some cookies! Do you remember my favourite flavour? It’s
chocolate!

7. Focus on grammar 2

10 mins.
First, allow the students to complete the table. Then read the following exam tip as a class.

1. X
2. ✦
3. I want to get together too.
4. X
5. ✦
6. "...can collect you...", "We’ll drop you off at..." (the opposite of pick up)
7. X
8. ✦
9. "On Saturday we’ll talk about our news!"
After completing the exam tip, tell the students to focus on the following tasks A, B and C to improve their writing
skills. Go through the answers between each task.
A: Pronouns

1. I ≀ the writer, Jamie 2. We ≀ Jamie and his dad

3. You ≀ Blanca 4. It ≀ Jamie’s favourite flavour

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DESCRIPTIONS

B: Connectors

1. because of 2. and
3. also 4. so
5. because
C: Adjectives

1. short brown ≀ long round 2. big blue

3. blue striped

8. Practice

Part 1
5 mins.
Students should work individually here to consolidate their learning here. Once they have completed the gaps
they can compare in pairs. If they seem to be having difficulty first, they should complete pronouns (beginning or
middle of sentence), then adjectives (before a noun) and finally connectors (check what it is doing for the parts of
the sentence).

1. because
2. long brown wavy
3. and
4. round
5. We
6. so
7. casual
8. I
9. because of
10. Also
11. We
Part 2
5 mins.
Students should review their descriptions. First, they should edit nouns into pronouns. Then review their usage
of adjectives- Encourage them to combine sentences to make more natural adjective phrases, for example: She’s
got long hair. She’s got wavy hair. → She’s got long, wavy hair.
Finally, they should use connectors where possible.

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