In this stage teacher shows a photo of her friend to the students and introduces her using the target language. "This is Derya." Comprehension Qs: What does she look like? A: She is pretty/beautiful/handsome/thin/fat/young/old. What color eyes/hair does she have? A:She has black eyes and black hair. How tall is she? A: She is about 1 metre ... . She is very short. How old is she? A: She is (about) ...

T puts the photo of her friend on the board using a board magnet and writes two of the sentences about her on the board. "She's short." and "She has black eyes. T clarifies the meaning of the functional language and highlights the differences between the use of "is" and "has". (She's + adjective and She has + noun) T elicits some other example sentences from the students and writes them on the board. T asks what the questions they can ask to describe people and elicits some examples from the students. "What does he/she look like?" "How old is he/she?" "How tall is he/she?" "What color eyes/ hair does he/she have?" etc. T writes the example questions and possible answers on the board. T models wh- questions and asks Ss to drill.

T reads through the examples carefully and points out She's + adj., and She has + noun. Then T plays the recording in ex.1.45. In pairs, Ss complete the listening ex. 1.45 on page 29 and make sentences with “She's” or “She has”. T monitors the Ss and checks the answers as a WC if necessary. Then T asks Ss to correct the questions and the answers in ex. 2 in pairs. T monitors Ss while they correct the statements and detects the ones that Ss have a difficulty in. Then T elicits the answers from the Ss and writes the problematic ones on the board.

T introduces "Find your double" game and hands out the cards to the Ss. T explains that each students has a partner with the same card and asks them to walk around the classroom and find their partners by asking/answering questions "What do you look like?" - I am tall and thin. "What color hair/eyes do you have?" - I have brown hair/green eyes.” They go around the class and try to find their partners by and asking them questions.

Ss do the speaking ex.1 on page 29 using the photocopiable act. pages: 132 & 135. T writes the names of the famous people in the exercise and checks if the Ss know about them. T uses cultural notes in Straightforward Elementary TsBk p. 34 to inform Ss about these famous people. T models the activity using two different pictures of Tarık Akan first. "Who is he? A: He is Tarık Akan, How does he look like here? A: He is young/thin/handsome/old/fat. What color hair/eyes does he have here? A: He has black/grey/white hair." T nominates Ss as As and Bs. Each group has the pictures of famous people but two of them are the same picture of the same people and two of them are different pictures of the same people. In pairs, they talk about the people and try to find out which pictures are the same and which pictures are different. As a whole class, they check answers.

T puts the Ss into A and B pairs. Then T gives A a minute to think of how to describe the person in the class they have chosen and gives B a minute to write the questions. Student B asks questions and Student A describes someone in the class. When student B has guessed the person, they change the roles.