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Describing Character and Behaviour British English Teacher
Describing Character and Behaviour British English Teacher
Describing Character and Behaviour British English Teacher
DESCRIBING
CHARACTER
AND BEHAVIOUR
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1 Warm up
1. What labels did the people give the man in the video?
2. What happened when he got the label ‘loved’?
3. Why do we label people without knowing them very well?
4. What can we do to stop labelling others?
2 Focus on vocabulary 1
Part A:
Part B:
3. Kate is really . She never says "please", "thank you" or "you’re welcome".
4. Angela is a girl. She doesn’t speak when there are a lot of people.
3 Listening comprehension
Listen to Nora talking about her friends to her father. Match the names and adjectives below to the
people in the photo.
a) b) c) d)
e) f) g)
i. Marcos a. smart
v. Alexei e. friendly
4 Focus on vocabulary 2
Match the adjectives on the left with their opposite on the right.
1. generous a. modest
2. boring b. interesting
3. shy c. miserable
4. rude d. polite
5. cheerful e. confident
6. arrogant f. mean
5 Speaking practice
Part A: In pairs, choose a card below and explain the adjective underlined without using any of the
words below it.
Part B: In small groups, think of four friends or relatives that your classmates don’t know (you can
show them photos if you have them on your phone). Describe their personality, giving reasons.
6 Grammar
• Some of the adjectives in this lesson can also describe a person’s behaviour. Study the
sentence below about John, a 40-year-old American tourist in Paris.
• Normally, we do not use the present continuous of the verb ‘be’. However, when we talk
about somebody’s behaviour, we can use the present continuous of ‘be’. The meaning is:
John is behaving in a funny way right now. (NOT: John is generally funny.)
In pairs, look at what John said below. Describe how he is behaving using the present continuous of
‘be’ + adjectives from this lesson.
2. "I can’t help you. I’m not from France. Please go away!"
3. "I hate this job. I do the same thing every day. I don’t want to go back to work."
7 Extension activities/homework
Task A: Complete the script with one word in each gap. Then listen again and check.
Nora: He’s really smart. He’s nearly a doctor! I think he finishes his course next year.
6
Who else: the one taking the selfie is Galina. She’s such
good friend, always so cheerful. The tall one behind her is called Alexei. He’s the
only one I don’t like very much.
Nora’s father: Why’s that?
7
Nora: Well, he can be a rude sometimes. But he’s OK.
That is Milena, she’s really generous. Always helping others!
8
Nora’s father: I think I remember this last now. The one with
the blue T-shirt. What’s his name?
Nora: Nikos.
9
Nora’s father: Yes, he was here before, he? He was very friendly.
10
Nora: Yes, that’s him! I’m really lucky to have them
friends!
Task B: In pairs, write short dialogues to show different personality types. Do not mention the actual
adjectives. Then perform the dialogues to the class, who have to guess what adjective it is.
Transcripts
3. Listening comprehension
Nora: Let me see... oh yes, those are my friends. I took that photo while they were taking a
selfie.
Nora’s father: They seem nice. I don’t think I know any of them...
Nora: I think you do, you just don’t remember. Starting from the left, this is Marcos.
Nora: Actually, he’s usually very shy! Next to him, there’s Aurora. She’s always making jokes,
she’s so funny. Then behind her, with the curly hair, is Jake.
Nora: He’s really smart. He’s nearly a doctor! I think he finishes his course next year. Who
else: the one taking the selfie is Galina. She’s such a good friend, always so cheerful.
The tall one behind her is called Alexei. He’s the only one I don’t like very much.
Nora: Well, he can be a bit rude sometimes. But he’s OK. That is Milena, she’s really
generous. Always helping others!
Nora’s father: I think I remember this last one now. The one with the blue T-shirt. What’s his name?
Nora: Nikos.
Nora’s father: Yes, he was here before, wasn’t he? He was very friendly.
Nora: Yes, that’s him! I’m really lucky to have them as friends!
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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)
Key
1. Warm up
10 mins.
Write the word ‘label’ on the board and elicit its meaning. Give examples of things with labels in the classroom.
Ask students if sometimes we give labels to people. Then play the video and ask students to discuss the questions
below.
2. Focus on vocabulary 1
10 mins.
Ask students to complete the sentences with the adjectives. If they are struggling, ask them to do the ones they
can, then find another student who can explain the words they don’t know. Correct as a whole class, drilling the
correct pronunciation.
Part A:
3. Listening comprehension
5 mins.
Students listen to the conversation and match the names and adjectives to the people in the photo. Ask students
to compare answers in pairs, then play the recording again, pausing after each person to elicit the correct answer.
adjective matching
4. Focus on vocabulary 2
5 mins.
Students match the opposites. Correct as a whole class, drilling pronunciation and eliciting example sentences
with the new words. After correction, practise further by saying a sentence using one of the adjectives on the left
(e.g. Pedro is a really cheerful guy) and students have to say the opposite (Pedro is a really miserable guy).
1. → f. 2. → b. 3. → e. 4. → d. 5. → c. 6. → a.
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TEACHER MATERIALS · PRE-INTERMEDIATE (A2-B1)
5. Speaking practice
Part A:
10 mins.
Explain how to play the game Taboo: in pairs, Student A chooses one of the eight underlined adjectives and has
to describe it to Student B without saying the word itself or any other in the box. Demonstrate yourself, then tell
students to play the game. Monitor and help when necessary.
Part B:
10 mins.
In small groups, students describe four friends or relatives to their classmates. Remind them to explain why they
have that opinion about them. Elicit some descriptions from each group, not from the person themselves, but
from another member of the group (i.e. Lucia said her cousin Alvaro is funny because he always tells jokes).
6. Grammar
10 mins.
Students read the grammar explanation and then write sentences to describe John’s behaviour. Tell students
that there are different possible answers. Elicit answers as a whole class, and challenge students to explain their
answers.
7. Extension activities/homework
Task A:
15 mins.
Students complete the sentences with one word in each gap, based on what they remember or what fits grammatically.
Ask them to compare their answers in pairs, then play the recording again for them to check. After correction,
students roleplay the dialogue in pairs.
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