You make my heart BEET ;)

Introduction: 

These are activities for students to introduce and practise vegetable idioms. Students complete the sentences with the missing vegetables, match the idioms to their definitions and do a speed dating activity to practise the new expressions and find someone who makes their heart BEET 😉

Level: B2+

Time: 60 minutes

Objectives:

  1. To introduce vegetable (legume) idioms.
  2. To complete the questions with the missing vegetables.
  3. To match the idioms with their definitions.
  4. To practise the new expressions whilst doing a speed dating activity.

Materials (Click on the worksheet below to download the PDF file):

  1. You make my heart BEET 😉 Worksheet,one per student.

Procedure:

  1. Put the students in pairs and ask them to think of some questions they would ask someone on the first date to get to know them better.
  2. Elicit some answers from students.
  3. Hand the students You make my heart BEET 😉 Worksheet.
  4. Individually, students try to complete the sentences in Exercise 1 with the missing veggies.
  5. When the students have finished, they compare their answers with a partner.
  6. Check the answers as a class.
  7. Now, individually, the students match the idioms to their definitions (Exercise 2). When they have finished, ask them to compare with their partner.
  8. Check the answers as a class.
  9. Arrange the tables /chairs in your classroom so that students can change seats quickly. Tell half of your students (A) to remain seated at all times, the other half (B) should move over one chair for each round.
  10. Tell the students to go back to the questions in Exercise 1.
  11. In pairs, ask the students to interview each other using the questions from Exercise 1. Let the students role play the interview for 5 minutes and then ask the ‘B’ students to move along one seat. They can ask the questions in any order they wish.
  12. Continue until all the students have interacted with each other.
  13. At the end ask students if they have found anyone who made their heart skip a beet;) based on the answers to the questions they asked.

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Lovers’ tiff

Single and ready to mingle

P.S. Why did the potatoes argue? Because they couldn’t see eye to eye.

Phrasal verbs can be put off, never forgotten

Introduction:

This is an activity for intermediate + students to review some of the most common phrasal verbs with PUT. Students use context to come up with their own definitions of the ten phrasal verbs, answer the questions and share their examples with other students.

Level: B1 +

Time: 45 minutes

Objectives:

  1. To familiarise students with some of the most common phrasal verbs with put.
  2. To write down definitions of the phrasal verbs using the context provided.
  3. To discuss students’ examples with another classmate.

Materials (Click on the worksheet below to download the PDF file):

  1. Phrasal verbs can be put off, never forgotten Worksheet

Procedure:

  1. Write the following phrasal verbs on the board: to put on, to put through, to put off, to put up with, to put away, to put across to, to put down (to), to put forward.
  2. In pairs ask students to briefly define the phrasal verbs they know or think they remember.
  3. Hand each student the Phrasal verbs can be put off, never forgotten Worksheet.
  4. Individually, students look at the questions in column 2 and complete the first column, e.g. Definition/ synonym: Repel. Name two annoying things people do that really put you off.
  5. In pairs, students compare their answers with a classmate.
  6. Correct and provide feedback.
  7. Individually, ask the students to answer the questions in column 2 with one or two words, e.g. Name two food items that make people put on weight. Your examples: Alcohol. Mince pies.
  8. When the students have finished, ask them to switch their worksheets, read each other’s answers and circle 3 examples they have in common with their classmate, underline 3 examples they want to know more about and cross out 3 examples they completely disagree with.
  9. In their pairs, students now discuss their examples. Encourage students to use the phrasal verbs in their responses. You can ask students to switch pairs again to provide them with more opportunities to practise the target language.

Fast finishers:

  1. Students choose 4 questions from the worksheet and try to predict what the teacher’s answer would be or the classmate’s that they haven’t spoken to, e.g. Name two things you have to put up with at school or at work. Karolina has to put up with Stuart using her printer and talking about Star Wars (Love you really Stu). When they are finished they give their sentences to the teacher/classmate to check if their predictions were correct.

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Brace yourselves. Phrasal verbs r bk

Single and ready to mingle

Hit the road

How do you …?

P.S. Procrastinate now. Don’t put it off 🙂

 

Somewhere over the rainbow 

Introduction: 

These are activities for students to introduce and practise colour idioms. Students complete the sentences with the missing expressions, write their own definitions, answer questions containing the idioms and interview their classmates.

Level: B2

Time: 60 minutes

Objectives:

  1. To introduce colour idioms.
  2. To write the definitions of the idioms using students’ own words.
  3. To practise the new expressions whilst asking and answering questions.

Materials (Click on the worksheet below to download the PDF file):

  1. Somewhere over the rainbow Worksheet, one per student.

Procedure:

  1. Put students in pairs and ask them to choose three quotes (below) that they find the most interesting and briefly discuss them in pairs: Life is like a rainbow. You need both the sun and the rain to make its colour appear. Without black, no colour has any depth. Sometimes you have to see people as a crayon. They may not be your favourite colour, but you need them to complete the picture. Every person brings out a different colour in you. The greater your storm, the brighter your rainbow. If someone shows you their true colours, don’t try to repaint them. Source: Pinterest
  2. Hand students Somewhere over the rainbow Worksheet.
  3. Individually, students try to complete the sentences 1 to 12 with the missing idioms (Exercise 1).
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Now the students write their own definitions of the idioms (Exercise 2). Discourage the students from using the dictionaries at this stage. Ask them to check with their classmates first.
  7. Check the answers as a class.
  8. Now individually ask students to answer the questions 1-12 in RANDOM order and in as little detail as possible (Exercise 3).
  9. Once the students are finished ask them to cut the paper along the dotted line and give the sheet with JUST their answers to their partner.
  10. In pairs students now interview each other e.g. Student A: Why did you write meditate, drive and exercise in number 6? Student B: Because these are three things I do when I feel blue. Encourage the students to ask additional questions to obtain more details.
  11. After a few minutes ask students to switch partners and repeat the exercise. Repeat a few more times to make sure students recycle the expressions and to add colour to the activity.
  12. At the end ask students if they have spoken to anyone whose answers were identical to theirs.

Fast finishers:

  1. Ask students to rate the expressions from the most to the least useful, according to them.

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It’s game time

Nothing changes if nothing changes

Zzz

It’s all a numbers game

The proof is in the pudding

P.S. I am sure you will pass all your exams with flying colours S. Good luck.

It’s game time

Introduction: 

These are activities for upper intermediate students to introduce and practise sports idioms. Students unscramble the expressions, match them with the correct definitions and play a game.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce sports idioms and expressions.
  2. To unscramble sports idioms and expressions.
  3. To match the expressions with their definitions.
  4. To practise the new expressions whilst playing a game.

Materials (Click on the worksheets below to download the PDF files):

  1. It’s game time Worksheet, one per student.
  2. 24 It’s game time Cards, printed, cut out and laminated for future use.

Procedure:

  1. Put students in pairs and ask them to briefly discuss the following questions: What are the most important events in the sporting calendar in your country?Which is more important in sport –winning or taking part? Who are your sporting heroes? What are the qualities of a true champion?
  2. Hand students It’s game time Worksheet.
  3. Individually, students try to order the underlined words in sentences 1 to 12 to discover what the correct expressions are.
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Now the students match the expressions with their definitions and compare their answers with their partner.
  7. Check the answers as a class.
  8. Divide the students into two or three small teams of 2 or 3 and place the cards face down on the table in front of the students.
  9. The first student from the first team draws a card and performs the action written in red on the card, e.g. they define what a safe bet is.
  10. The first team to guess the correct answer keeps the card.
  11. Then a player from another team draws the next card. The game continues until the cards have run out. The winner is the team with the most cards.

Related posts:

Zzz

Nothing changes if nothing changes

It’s all a numbers game

The proof is in the pudding

Make or do? Have no clue :(

Introduction:

This is a fun, competitive card game for small groups of 3 or more players to review the most common collocations with do and make.

Level: B2

Time: 45 minutes

Objectives:

  1. To practise and review common collocations with do and make.
  2. To divide expressions into two categories: ones that collocate with do and ones that collocate with make.
  3. To collect the most cards by completing the sentences written on the cards.

Materials (Click on the worksheets below to download the PDF files):

  1. 36 printable Make or do, have no clue Cards (laminate for future use).
  2. Make or do, have no clue Worksheet.

Procedure:

  1. Elicit some common collocations with do and make and write them on the board, such as homework / washing / judo; a cake, a mistake, a mess.
  2. Put students in small groups of 2 or 3 and give each group a Make or do? Have no clue Worksheet.
  3. To make the activity more competitive, tell students that the first group to complete the task correctly wins.
  4. Monitor and check answers as a class.
  5. Print and cut out the Make or do? Have no clue Cards, one set per group of 3 or 4.
  6. Place all cards face down on the table.
  7. The first player draws the top card off the pile and reads the incomplete sentence out loud. The remaining players listen to the sentence and try to guess if the expression in the sentence collocates with do or make (make sure students use the correct tense). The first player to raise their hand and give the correct answer keeps the card. To discourage random guessing you can penalize incorrect responses. If the answer is wrong, the card is placed at the bottom of the pile. Play continues in a circle going left.
  8. The winner is the player with the most cards at the end of the game.
  9. At the end of the game ask the players to give their cards to the player on their left. The players now individually make sentences with the collocations on their classmates’ cards, e.g. I make myself a cup of coffee as soon as I wake up. Adam makes wonderful coffee for his mother every morning.

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Go Get ‘em tiger!

Do, make, have or take? An instant headache

Go Get ‘em tiger!

Introduction:

This is a Go Get ‘em tiger! printable board game for students to revise and practise using some common expressions with GO and GET. The students play a board game and then do a quick test in teams to test their memory.

Level: B1+

Time: 45 minutes

Objectives:

  1. To practise using some common expressions with go and get.
  2. To complete exercises 1 and 2 (Go Get ‘em tiger! Worksheet) using expressions with go and get.

Materials:

  1. Printable Go Get ‘em tiger! board game.
  2. One die per group of 3.
  3. Go Get ‘em tiger! Worksheet

Procedure:

  1. Put the students in groups of 3, and give them a copy of Go Get ‘em tiger! board game and a die.
  2. Players take it in turns to throw the die twice – the first throw indicates which column they should use, and the second throw indicates which row, to obtain the question.
  3. When a player lands on a square they must answer the question from that square. The player has to answer the question using the expression in bold at least 2 times, e.g. I get on quite well with my parents, although I must say it’s my mother I get on better with. We seem to have more things in common.
  4. The game continues in the circle going left.
  5. At the end, ask the students to name three collocations they use on a regular basis and three they have never used before.
  6. Put the students in new teams and hand each team Go Get ‘em tiger!
  7. Students complete the exercises in teams.
  8. The first team to complete the exercises correctly wins. Make sure students don’t look at the board game during the quiz.

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Do, make, have or take? An instant headache

P.S. Thank you for all your help Alex.