As your students learn about physical descriptions, there is a very easy way to incorporate authentic language sources that even a level one student could interpret. Using the notion of a “missing person ad” they students have a clear context of what they are looking at. They do not need to know every word to be able to figure out the meaning of some of the descriptions. Cognates and context are a huge advantage in this activity.

For current missing persons report, you can check the Mexico City’s page on Personas Extraviadas y Ausentes or other lists of Extraviados, Personas Perdidas, or even Los Desaparacidos de Argentina, which would be a good way to tie in the events of the military dictatorship during 1976-1983.

Great way to talk about different hair, skin, and eye color. If you put together a list of several missing people you can ask questions such as:

¿Quién tiene los ojos claros?
¿Quién tiene el piel moreno?
¿Quién es el mayor?
¿Cuántos años tiene la niña?

You can also have students infer information. What is the difference between “Lo has visto” and “La has visto“? Based on the answer given, do you think “Complexión” refers to the skin? What do you think “señas particulares” means?

For a pre-made lesson looking at 3 missing children with 9 questions, check out this ready to use worksheet for only one dollar.