The Art of Observation: A Complete Lesson Plan for Describing People (A2-B1)

 

Have you ever tried to describe a friend to someone who has never met them? Or perhaps you’ve watched a movie where a witness has to describe a suspect to a sketch artist? Describing people is one of the most fundamental skills in any language, yet it is often where students stumble. It requires more than just a list of adjectives; it requires mastering specific verb structures, understanding the delicate order of adjectives, and knowing how to be polite.

Whether you are a teacher looking for a ready-to-go lesson plan or a self-study student aiming to refine your speaking skills, this guide covers everything you need to move from simple descriptions ("He is tall") to detailed, nuanced portraits. By the end of this post, you will have the tools to paint a picture with words.

Have you ever tried to describe a friend to someone who has never met them? Or perhaps you’ve watched a movie where a witness has to describe a suspect to a sketch artist? Describing people is one of the most fundamental skills in any language, yet it is often where students stumble. It requires more than just a list of adjectives; it requires mastering specific verb structures, understanding the delicate order of adjectives, and knowing how to be polite.

Lesson Overview

• Level: A2 – B1 (Pre-Intermediate to Intermediate)
• Objectives:

1. Learn and categorize vocabulary for height, build, hair, and face.
2. Master the grammar distinctions between Be, Have, and Wear.
3. Understand the correct order of adjectives (specifically for hair).
4. Practice polite language when describing sensitive features.

• Timing: Approx. 60–90 minutes.

Part 1: The Vocabulary Toolkit

Before we can build sentences, we need the bricks. For A2-B1 students, it is helpful to categorize vocabulary into specific groups.

1. General Impression & Age

Instead of just saying "old" or "young," B1 students should try to be more specific.

• Young: A baby, a toddler, a child, a teenager.
• Middle-aged: In his/her 40s, middle-aged.
• Old: Elderly (more polite than old), in his/her 60s/70s, retired.
• General: Good-looking, attractive, handsome (usually men), beautiful (usually women), cute, ordinary-looking.

2. Height and Build

Note: We use specific adjectives here, not nouns.

Height	Build (Body Shape)
Tall	Thin / Slim / Slender (Positive/Neutral)
Short	Skinny (Often negative – too thin)
Medium height	Plump / Chubby (Polite way to say fat)
Of average height	Overweight (Medical/neutral term)
	Muscular / Well-built (Strong)

Teacher’s Tip: Remind students that words like "fat" or "skinny" can be rude. It is better to use "heavy," "overweight," or "slim."

3. Hair (The Three Dimensions)

When describing hair, we look at three things: Length, Style, and Color.

• Length: Bald (no hair), short, medium-length, shoulder-length, long.
• Style: Straight, wavy, curly, frizzy, tied back, a ponytail, a bun, spikes.
• Color: Black, brown, blond(e), red (ginger), grey, white, dyed (pink/blue/green).
• Facial Hair: A beard, a mustache, sideburns, stubble (unshaved for a few days).

4. Distinguishing Features

These are the specific things that make a person unique.

• Skin: Pale, tan, dark, fair, freckles, wrinkles, a scar, a tattoo.
• Accessories: Glasses, contact lenses, braces, earrings, a piercing.

Part 2: The Grammar Structure (Be vs. Have vs. Wear)

This is the most common mistake area for A2 students. In English, we use different verbs for different parts of the appearance.

1. The Verb "To Be"

We use BE for adjectives that describe the state of the person, such as height, weight, age, and general impressions.

• Structure: Subject + is/are + Adjective
• Examples:
• She is tall and slim. (NOT: She has tall.)
• He is middle-aged.
• They are attractive.
• He is bald.

2. The Verb "To Have" (or "Have Got")

We use HAVE for specific body parts (nouns) that belong to the person.

• Structure: Subject + has/have (got) + (Adjective) + Noun
• Examples:
• She has blue eyes. (NOT: She is blue eyes.)
• He has got a beard.
• I have long legs.
• The baby has a small nose.

3. The Verb "Wear"

We use WEAR for clothes, accessories, and makeup.

• Structure: Subject + is wearing (for right now) / wears (habitually) + Noun
• Examples:
• He is wearing glasses today.
• She usually wears heavy makeup.
• They are wearing jeans and t-shirts.

Part 3: The Order of Adjectives

When we describe hair, we cannot put the adjectives in random order. We generally follow this rule:

1. Length ⇾ 2. Style ⇾ 3. Color

• Incorrect: She has red long curly hair.
• Correct: She has long, curly, red hair.

Practice Examples:

1. (Short / Brown / Straight) ⇾ He has short, straight, brown hair.
2. (Wavy / Blond / Medium-length) ⇾ She has medium-length, wavy, blond hair.

Part 4: Interactive Classroom Activities

Here are three activities designed to practice these concepts.

Activity 1: The "Police Sketch Artist"

Skill: Listening and Speaking

Level: A2

1. Setup: Divide students into pairs. Student A is the "Witness," and Student B is the "Sketch Artist."
2. The Task: Give Student A a picture of a person (you can use magazine cutouts or famous people). Do not show Student B.
3. Action: Student A must describe the person in detail. Student B must draw the person based only on the description.
4. Review: Compare the drawing to the original photo.
5. Swap: Switch roles with a new photo.

Activity 2: "Guess Who?" Class Edition

Skill: Speaking and Comprehension

Level: A2/B1

1. Setup: One student stands at the front of the class (or uses a breakout room in Zoom).
2. The Task: The student chooses one person in the class (or a famous celebrity everyone knows) but does not say their name.
3. Action: The student describes the person using the grammar points above.

• Example: "This person is female. She is wearing a blue sweater today. She has long, straight, dark hair and wears glasses."

1. Goal: The rest of the class must guess who is being described.

Activity 3: The "Wanted" Poster (Writing)

Skill: Writing

Level: B1

1. Task: Students must create a "Wanted" poster for a fictional character (a pirate, a spy, or a wizard).
2. Requirement: They must write a paragraph describing the character’s appearance, distinguishing features, and what they were last seen wearing.
3. Extension: Hang the posters around the room and have students vote on the most descriptive writing.

Part 5: Model Paragraphs

Reading examples is crucial for students to see how sentences flow together.

Level A2 Model (Simple Sentences)

"My best friend is named Sarah. She is quite tall and slim. She is in her early 20s. Sarah has a very friendly face. She has long, straight, blond hair and bright blue eyes. She usually wears casual clothes. Today, she is wearing a white t-shirt, blue jeans, and white sneakers. She also wears glasses for reading."

Analysis:

• Uses "is" for height and age.
• Uses "has" for hair and eyes.
• Correct adjective order (long, straight, blond).

Level B1 Model (Complex Sentences & Nuance)

"Let me tell you about my uncle, John. He is a middle-aged man, probably in his late 40s, and he is of average height. He used to be very thin, but now he is a little bit overweight. He has a round face with a thick, dark beard that covers his chin. He is actually going bald, but he still has some short, grey hair on the sides. He has a small scar above his left eyebrow from a childhood accident. Usually, John looks quite professional; he typically wears suits and ties, but on weekends he prefers comfortable sportswear."

Analysis:

• Estimating age: "In his late 40s."
• Polite descriptions: "A little bit overweight."
• Complex grammar: "Used to be," "going bald."
• Detail: Mentioning the location of a scar.

Conclusion

Mastering the description of people is a significant milestone for ESL learners. It moves the student away from simple translation and toward painting mental images. By focusing on the "Be, Have, Wear" distinction and practicing the order of adjectives, students can avoid common errors and speak with confidence.

Remember, the goal is not just accuracy, but clarity. Encouraging students to observe the world around them—the color of a stranger's eyes, the style of a friend's hair, or the distinguishing features of a celebrity—turns the world into a classroom. So, the next time you see someone interesting, ask yourself: How would I describe them in English?