Describing a person in English is one of the key skills your ESL students must learn. While describing a person, they must talk about their appearance, personality, and interests.
So which classroom activity is helpful to teach them to describe a person and what type of resources do you need as a teacher?
If you’ve been teaching speaking skills for a while, you know that ESL teachers face at least a few, if not many, challenges while preparing their speaking lessons. One of the primary challenges is selecting the right activity for your ESL speaking class.
To boost my students’ conversational skills, I often use sample conversations as a role-play activity in my classes.
And guess what? My students truly enjoy them!
To improve your students’ conversational skills or descriptive writing for describing a person, you should give them ample opportunity to practice real-life conversations through role-plays.
Students often struggle to find the right words to describe a person’s physical appearance and personality as they describe someone.
This post offers 15 conversations for ESL learners to practice describing people. Designed for different levels: lower intermediate, higher intermediate, and advanced, these conversations help students learn vocabulary and improve their conversational speaking skills.
Table of Contents
Describing a Classmate (Informal)
Level: Low intermediate
Context: Two students chatting before class.
Emma: Hi David, do you know Sarah?
David: Yes, she’s tall and has brown hair.
Emma: Is she nice?
David: Yeah, she’s friendly and helpful too.
Emma: What does she like to do?
David: She likes reading and playing basketball.
Emma: Sounds cool. I want to meet her.
David: You should. She’s in our English class.
Emma: Great! I’ll talk to her after class today.
David: Sure, she’ll be happy to meet you.
Describing a Family Member (Formal)
Level: Low intermediate
Context: Two neighbors meeting in the apartment building lobby.
Mr. Johnson: Hello Mrs. Garcia, how are you?
Mrs. Garcia: Fine, thank you. And you?
Mr. Johnson: Good, good. Say, do you know my son?
Mrs. Garcia: Yes, I’ve seen him around. He’s tall, right?
Mr. Johnson: Yes, he is. And he has brown hair.
Mrs. Garcia: Is he studying at university?
Mr. Johnson: No, he’s in high school. He’s only sixteen.
Mrs. Garcia: Oh, I see. He seems very polite.
Mr. Johnson: Thank you, Mrs. Garcia. He tries his best.
Describing a Colleague (Informal)
Level: Low intermediate
Context: Two coworkers having a coffee break.
Lisa: Hi Mark, do you know John from accounting?
Mark: Yeah, I do. He’s short and wears glasses.
Lisa: Is he friendly?
Mark: Yeah, he’s really nice and funny too.
Lisa: What does he like to do outside work?
Mark: He likes watching movies and playing video games.
Lisa: Interesting. I’ll talk to him sometime.
Mark: Yeah, he’s cool. You’ll like him.
Describing a Friend (Formal)
Level: Low intermediate
Context: Two acquaintances meeting at a community event.
Ms. Lee: Hello Mr. Patel, how are you?
Mr. Patel: I’m well, thank you. And yourself?
Ms. Lee: Good, good. Say, do you know my friend Lisa?
Mr. Patel: Yes, I’ve met her a few times. She’s short, right?
Ms. Lee: Yes, she is. And she has curly hair.
Mr. Patel: Is she from around here?
Ms. Lee: No, she’s from New York. She moved here recently.
Mr. Patel: Oh, I see. She seems very kind.
Ms. Lee: Thank you, Mr. Patel. She’s a great friend.
Describing a Neighbor (Informal)
Level: Low intermediate
Context: Two neighbors chatting while taking out the trash.
Alex: Hey Maria, do you know Tom from apartment 2B?
Maria: Yeah, I do. He’s tall and has a beard.
Alex: Is he friendly?
Maria: Yeah, he’s really nice and always says hi.
Alex: What does he like to do in his free time?
Maria: He likes gardening and playing guitar.
Alex: Cool. I should talk to him more often.
Maria: Yeah, he’s a great neighbor. You’ll like him.
Describing a New Coworker (Informal)
Level: High intermediate
Context: Two colleagues chatting during a lunch break.
Emily: Hi Jack, have you met our new coworker, Alex?
Jack: Yeah, I have. He seems pretty friendly and outgoing.
Emily: What does he do outside of work?
Jack: He’s into photography and hiking. Quite adventurous, I’d say.
Emily: Sounds interesting. Where did he work before?
Jack: He worked at a marketing agency in the city.
Emily: Ah, I see. Does he have any pets?
Jack: Yeah, he has a cat named Luna. He adores her.
Emily: Nice. I’ll have to introduce myself later.
Jack: Yeah, you should. He’s a cool guy.
Describing a Classmate (Formal)
Level: High intermediate
Context: Two students discussing a group project in the library.
Sophia: Hi Daniel, do you know Jessica from our economics class?
Daniel: Yes, I do. She’s quite diligent and always well-prepared.
Sophia: That’s good to hear. Is she easy to work with?
Daniel: Definitely. She’s very collaborative and open to ideas.
Sophia: What are her interests outside of class?
Daniel: She’s passionate about environmental issues and volunteers at a local shelter.
Sophia: Impressive. I look forward to working with her.
Daniel: You’ll enjoy it. She’s a valuable team member.
Describing a Person from a Neighborhood (Informal)
Level: High intermediate
Context: Two neighbors catching up while gardening.
Ryan: Hey Anna, have you seen our new neighbor, Mr. Thompson?
Anna: Yeah, I’ve met him. He’s quite the handyman.
Ryan: Really? What sort of things does he fix up?
Anna: Everything, from leaky faucets to broken fences.
Ryan: Sounds handy to have around. Is he friendly?
Anna: Yeah, he’s always willing to lend a helping hand.
Ryan: That’s great. We’re lucky to have him in the neighborhood.
Anna: Definitely. I feel safer knowing he’s nearby.
Describing a Friend (Formal)
Level: High intermediate
Context: Two friends having coffee at a café.
Emma: Hey Sarah, have you heard from our friend Jason lately?
Sarah: Yes, I have. He’s been busy with his new job.
Emma: What does he do exactly?
Sarah: He’s a software engineer at a tech startup downtown.
Emma: Impressive! Is he enjoying the job?
Sarah: Yeah, he seems to be. He’s learning a lot.
Emma: Does he still play basketball on weekends?
Sarah: Not as often, but he tries to when he can.
Emma: I miss playing with him. We should catch up soon.
Sarah: Definitely. I’ll let him know you’re asking about him.
Describing a Family Member (Informal)
Level: High intermediate
Context: Two cousins chatting at a family gathering.
Alex: Hey Maria, how’s your brother, Mike, doing?
Maria: He’s doing well, thanks for asking. He’s been busy lately.
Alex: What’s been keeping him busy?
Maria: He’s been studying for his exams and working part-time.
Alex: Is he still into photography?
Maria: Yeah, he’s been taking some amazing shots lately.
Alex: That’s awesome. He’s really talented.
Maria: Yeah, he definitely has an eye for it.
Alex: I should catch up with him soon.
Maria: I’m sure he’d love that.
Discussing a Colleague’s Achievements (Formal)
Level: Advanced
Context: Two professionals attending a networking event discuss a colleague’s recent accomplishments.
Dr. Patel: Good evening, Ms. Carter. Have you heard about Dr. Nguyen’s latest publication?
Ms. Carter: Yes, I have. Her research on climate change adaptation strategies is groundbreaking.
Dr. Patel: Indeed. She’s been a pioneer in the field for quite some time.
Ms. Carter: Her innovative approach to data analysis sets a new standard.
Dr. Patel: Absolutely. I believe her work will have significant implications for policy development.
Ms. Carter: I couldn’t agree more. It’s refreshing to see such impactful contributions.
Dr. Patel: I plan to congratulate her personally at the upcoming conference next month.
Ms. Carter: That’s a wonderful idea. She deserves recognition for her dedication and expertise.
Dr. Patel: I’m sure she’ll appreciate the acknowledgment from respected colleagues like yourself.
Ms. Carter: Let’s make sure to highlight her achievements during the panel discussion as well.
Dr. Patel: Agreed. It’s important to showcase exemplary work in our professional community.
Describing a Historical Figure (Informal)
Level: Advanced
Context: Two history enthusiasts chat at a museum about a renowned historical figure.
James: Hey, Sarah! Have you seen the exhibit on Leonardo da Vinci?
Sarah: Yes, it’s fascinating. His contributions to art and science are unparalleled.
James: Absolutely. Did you know he was also a talented musician and inventor?
Sarah: Yes, his sketches of flying machines and anatomical studies are remarkable.
James: And let’s not forget about the Mona Lisa and The Last Supper. Masterpieces!
Sarah: Definitely. His attention to detail and mastery of perspective are awe-inspiring.
James: It’s incredible how his work continues to influence artists and scientists today.
Sarah: Agreed. He truly epitomizes the Renaissance ideal of the “universal man.”
James: I’m glad we have the opportunity to explore his legacy through this exhibition.
Sarah: Me too. It’s a reminder of the enduring impact of creative genius throughout history.
Describing a Political Leader (Formal)
Level: Advanced
Context: Two diplomats engage in a discussion about a prominent world leader’s policies.
Ambassador Lee: Good afternoon, Ambassador Singh. What are your thoughts on President Martinez’s recent economic reforms?
Ambassador Singh: Good afternoon, Ambassador Lee. I believe his initiatives show promise in revitalizing the economy.
Ambassador Lee: Indeed. His emphasis on infrastructure development and fiscal discipline is commendable.
Ambassador Singh: However, some critics argue that his policies may exacerbate income inequality.
Ambassador Lee: That’s a valid concern. Balancing economic growth with social equity is a delicate task.
Ambassador Singh: Agreed. It will be crucial to monitor the implementation of these reforms closely.
Ambassador Lee: I plan to raise these issues during our bilateral meetings next week.
Ambassador Singh: That’s prudent. Constructive dialogue is essential for fostering mutual understanding and cooperation.
Ambassador Lee: Absolutely. Let’s work together to address these challenges and promote sustainable development.
Ambassador Singh: I look forward to our discussions. Collaboration between our countries is key to addressing global issues effectively.
Describing an Inspirational Figure (Informal)
Level: Advanced
Context: Two friends chat over coffee about a public figure who inspires them.
Sophie: Hi Max, have you read Michelle Obama’s latest memoir?
Max: Yes, I have. Her journey from a humble upbringing to becoming First Lady is remarkable.
Sophie: Absolutely. Her advocacy for education and empowerment resonates with so many people.
Max: And her commitment to addressing social issues like childhood obesity is admirable.
Sophie: Definitely. She’s a role model for women and girls around the world.
Max: I admire her resilience and grace in the face of adversity.
Sophie: Me too. She reminds us that with hard work and determination, anything is possible.
Max: Her initiatives to support military families and promote healthy living are truly inspiring.
Sophie: Let’s raise a toast to Michelle Obama and her continued impact on society.
Max: Cheers to that! Here’s to strong women who change the world for the better.
Describing a Cultural Icon (Formal)
Level: Advanced
Context: Two academics discuss the legacy of a renowned cultural icon during a conference.
Professor Martinez: Good morning, Professor Kim. What are your insights on the influence of Bob Dylan’s music on contemporary culture?
Professor Kim: Good morning, Professor Martinez. Dylan’s lyrics continue to resonate with audiences across generations.
Professor Martinez: Indeed. His ability to capture the essence of societal change through song is unparalleled.
Professor Kim: And his poetic imagery and social commentary have inspired countless artists and activists.
Professor Martinez: Absolutely. His Nobel Prize in Literature further solidified his status as a cultural icon.
Professor Kim: However, some critics argue that his enigmatic persona overshadows his artistic contributions.
Professor Martinez: That’s an interesting perspective. Balancing persona with artistic merit is a complex aspect of celebrity culture.
Professor Kim: Agreed. It’s essential to critically analyze the intersection of art, fame, and identity.
Professor Martinez: I plan to explore these themes further in my upcoming research project on celebrity discourse.
Professor Kim: That sounds intriguing. I look forward to reading your findings.
Professor Martinez: Thank you, Professor Kim. I welcome your insights and collaboration on this topic.
Conclusion
In conclusion, practicing conversations about describing people can greatly enhance ESL learners’ language skills, helping them express themselves more confidently and accurately in English.
By engaging with the provided conversations, both teachers and students can make significant progress in mastering this essential aspect of communication.
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