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:
- To increase familiarity and correct use of idioms with air, earth, fire and water.
- To match the idioms to their definitions.
- To complete the sentences with the missing idioms and then decide if the sentences are true for the teacher or the students themselves.
Materials:
- 4 elements Worksheet, one per student.
Procedure:
- 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).
- 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.
- 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.
- Check together as a class.
- When the students have finished, ask them to complete sentences in Exercise 2 with the missing idioms.
- When they have finished, ask them to swap their sheets with a partner and peer correct.
- Check together as a class.
- 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.
- 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:
- 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.
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P.S. “Some women are lost in the fire. Some women are built from it.” ―
Karola' s English Blog 