4 elements

Introduction:

This is an activity to introduce and practise idioms with the elements: air, earth, fire and water. Students first complete the expressions with the missing words, match the idioms to their definitions, complete the sentences in Exercise 2 and then decide if these sentences are true for me, the teacher. I came up with my own examples to personalise the activity. You could do the same or simply ask students to decide if the sentences are true for them.

Level: B2

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of idioms with air, earth, fire and water.
  2. To match the idioms to their definitions.
  3. To complete the sentences with the missing idioms and then decide if the sentences are true for the teacher or the students themselves.

Materials:

  1. 4 elements Worksheet, one per student.

Procedure:

  1. Hand out a copy of 4 elements Worksheet and ask students to complete the expressions with the words air, earth, fire and water. When they are finished ask them to compare with their classmate(s).
  2. Check together as a class, but before you give students the answers make sure they compare as a whole class. Always encourage them to justify their answers to each other and, if they are sure of their answers, to try and convince others they are correct.
  3. Ask the students to match the expressions to their definitions. The students could first work individually and then compare with their partners, but once they get into groups or pairs they must agree on the answers. It encourages discussions and forces students to engage and defend their answers rather than mindlessly/distractedly do the task before moving on to the next one.
  4. Check together as a class.
  5. When the students have finished, ask them to complete sentences in Exercise 2 with the missing idioms.
  6. When they have finished, ask them to swap their sheets with a partner and peer correct.
  7. Check together as a class.
  8. Next students look at the sentences and try to decide which of them are true for their teacher (you can obviously use my examples but I would encourage you to come up with your own to make it more personal). Encourage students to give reasons for their choices to keep the conversation going, e.g. I think number 3 is correct. Karolina is constantly talking about her sister and all the things they do together. I imagine they must have a great relationship and get on like a house on fire.
  9. When they are finished ask them to ask you questions to check if they were correct, using the new expressions, e.g. Are you still up in the air about where to go on holiday in July? This also gives you the chance to correct and for students to yet again recycle the idioms.

Fast finishers:

  1. Ask students to come up with sentences that are true for them using the expressions they have learnt. Always encourage them to write down what is TRUE for them. It makes the activities much more personal and memorable.

Related posts:

Clothes do (not) make the man

Zzz

Beauty is in the eye of the beholder

There is no place like…school

Somewhere over the rainbow 

P.S. “Some women are lost in the fire. Some women are built from it.” ― Michelle K.

What a zoo

Introduction:

This is an activity to introduce and practise animal idioms. Students first answer a few questions, complete the idioms with the missing animals, match them to their definitions and answer some questions using the target language. Although the activity is quite hard I have done it with many different levels and by encouraging, providing the right scaffolding and guiding my students I managed to keep them going despite the difficulty.

Level: B2

Time: 60 minutes

Objectives:

  1. To increase familiarity and correct use of animal idioms.
  2. To match the idioms to their definitions.
  3. To answer questions containing the target language in pairs.

Materials:

  1. What a zoo Worksheet, one per student.

Procedure:

  1. Hand out each student a copy of What a zoo Worksheet.
  2. Tell students to, in pairs, answer questions in Exercise 1.
  3. Next ask students to complete the idioms with the missing animals. Bear 🙂 in mind that they will not know the majority of the expressions, but resist the urge to give them the answers. In one group I had all the students working relentlessly to try and come up with the right answers by applying logic, giving examples in their mother tongue (Spanish) until eventually they got ALL the answers right. It was an absolute pleasure to watch them and guide them. I have to add that I have an unshakeable belief in my students’ abilities and they can clearly sense it and as a result often are happy to deal with tasks that, initially, seem far too hard for them. With time however the VAST majority accepts the responsibility for their own learning in my classroom and they try and work things out for themselves.
  4. Check together as a class. Again here I always ask EVERYONE to compare FIRST rather than list the right answers. At this stage people often have some mistakes and if they do, there is usually someone in the classroom who is able to peer correct. It makes students so much more confident when you show them they can do it without your help but you are always present to provide the support and guidance if they are at a loss.
  5. Ask the students to match the idioms to their definitions. Again students work in pairs to encourage cooperation and show them how much they can learn from each other and that the teacher is NOT the only source of knowledge in the classroom. I don’t want my students to ever become too dependent on me. I value autonomy greatly and try to help them develop tools to be as independent of me as possible.
  6. Check together as a class.
  7. When the students have finished, ask them to look at the questions in Exercise 3 and first try and write down the animal idioms that match the definitions in bold. I encourage them to do it from memory first as it’s a great way to start recycling vocabulary and make them think and engage. I often turn these exercises into mini competitions to add some excitement.
  8. When they have finished, ask them to compare with their partner. Again comparing never means mindlessly looking through each other’s answers but justifying your choices which is always a great extra speaking activity and an opportunity to use the idioms again and again.
  9. Students now answer the questions in pairs or small groups using the animal idioms as often as possible.

Fast finishers:

  1. Ask students to draw four expressions they have learnt in class in their notebooks.

Related posts:

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MEOW!

All hands on deck, kids

Can’t stop dishing out idioms

Nothing changes if nothing changes

P.S. Happy Birthday Natalusia.