Cats & Dogs

Introduction:

This is an activity to introduce and practise idioms with cats & dogs. Students first complete the expressions with the missing words, match the idioms to their definitions, complete the questions in Exercise 2 and answer the questions in pairs or small groups. 

Level: B2

Time: 50 minutes

Objectives:

  1. To introduce idioms with the words cat and dog.
  2. To match the idioms to their definitions.
  3. To complete Would you rather questions with the missing words and then answer the questions in small groups or pairs.

Materials:

  1. Cats and dogs Worksheet, one per student.

Procedure:

  1. Write the following statements on the board and ask students to decide if they are true or false: Cats have 32 muscles in each ear. Cats have no collarbone, which is one reason they are so flexible. Cats have 100 vocal sounds, while dogs have about 10. A dog’s sense of smell is 1000 times greater than a human’s. Every dog has a unique nose print with no two alike. Dogs sweat through their foot pads to keep them cool. All the statements are true Source : http://www.animalmedical.org
  2. Hand out a copy of Cats & Dogs Worksheet and ask students to complete the expressions with the words cat (meow, meow) or dog (woof, woof). When they are finished ask them to compare with their classmate(s).
  3. 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 answer, to try and convince others they are correct. 
  4. 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. 
  5. Check together as a class.
  6. After the first exercise and depending on how quickly the students completed the first two tasks, I divided them into groups and asked them to first draw and then mime the expressions they have learnt. The other teams tried to guess the correct expressions and received a point for each correct guess. You can skip this stage if you are pressed for time, but I find that students love this stage and are always eager to compete against each other and move around a bit, especially if you ask them to draw on the whiteboard.
  7. When the students have finished, ask them to complete Would you rather questions in Exercise 2 with the missing words. I usually ask students to fold the paper in half at this stage to try and encourage them to do it from memory which makes the task more challenging.
  8. When they have finished, ask them to go back to Exercise 1 and self correct before you check as a class.
  9. Next students answer the questions in pairs or small groups and justify each choice they made, e.g. I would rather be as sick as a dog every time I eat vegetables as I very rarely eat vegetables anyway, so I don’t think it would affect me.

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.

P.S. This post is dedicated to Mateo and Nero.

Related posts:

What a zoo

Cat got your tongue? Speak up

MEOW!

 

 

Taking the leap…

Introduction:

This is an activity to introduce and practise idioms related to success and failure. Students first answer some questions in pairs or small groups, divide the expressions into two categories, complete the questions in Exercise 3 with the missing idioms, and then answer the questions in pairs or small groups.

I would start this class with a story, something you initially struggled with and that you managed to turn into a great success. To create interest, first introduce the problem and then ask students to predict in pairs how you managed to overcome it. This way you will give students an opportunity to see you in a different light, someone more approachable and able to share your challenges and difficulties. 

My personal favourite for this type of class and the type of topic is the story of when I went to a bilingual secondary school at the age of 15 with no English to speak of. ZERO. I was in the bottom of my class. I worked my socks off for two years to get to the level of the other students. When I finally did, the momentum, my sheer determination and drive, together with my passion for English was already so strong that I became of one the best students in my class, graduated from an English university and years later became an English teacher, who the English themselves confuse with a native speaker from Ireland Impossible is nothing.

Side note: This post feels special to me and the time of its publication is not an accident. After working in a language school in the north of Madrid for a decade, yes a decade, I have decided to take the leap and go freelance. I am feeling a mixture of excitement, fear, and uncertainty but underpinning all this there is an unshakable belief that I have made the right decision. I loved working in the same school for such a long time, it gave me an amazing opportunity to work with wonderful students for years and years and a chance to get to know them really well. However, the time has come to leave my comfort zone and to take on a new challenge.

P.S. I have also made a Taking the leap conversation board game that I used with one of my students who recently created her own company. Well done! Feel free to download it and use it if it is appropriate for your students. 

P.S. I don’t really believe in failure myself. You either win or you learn. Here comes a book that inspired me in many ways.

John Maxwell “Sometimes you win, sometimes you learn”.

Level: B2

Time: 50 minutes

Objectives:

  1. To introduce idioms related to success and failure.
  2. To answer questions about success and failure.
  3. To divide the idioms into two categories: one associated with success and one with failure.
  4. To complete questions with the missing idioms and then answer the questions in small groups or pairs.

Materials:

  1. Taking the leap Worksheet, one per student.
  2. Taking the leap board game board game, one per student/ small group.

Procedure:

  1. Hand out a copy of Taking the leap Worksheet and ask students to discuss the questions in Exercise 1. Elicit some answers when they are finished.
  2. Ask the students to divide the expressions into two categories: success and failure. 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. 
  3. Check together as a class and ask students to try and come up with precise definitions of each expression. Help with the ones students were unable to figure out themselves. 
  4. When the students have finished, ask them to complete the questions in Exercise 2 with the missing idioms. I usually ask students to fold the paper in half at this stage to try and encourage them to do it from memory which makes the task more challenging.
  5. When they have finished, ask them to go back to Exercise 1 and self / peer correct before you check as a class.
  6. Next, students answer the questions in pairs or small groups and give examples.

Fast finishers:

  1. Ask students to think of some inspiring stories they have read or heard about and write a short summary, using the expressions learnt, of how the character in their story overcame the challenges they faced.

Related posts:

The proof is in the pudding

It’s all a numbers game

Nothing changes if nothing changes

It’s game time

Somewhere over the rainbow 

You make my heart BEET 😉

There is no place like…school

Can’t stop dishing out idioms

Actions speak louder than words

Ups and downs

All rise please

Beauty is in the eye of the beholder

Half full or half empty?

P.S. Thank you Alex, Stu, Nat, Adam, Penny, Lorna and Kompacho for your support and encouragement.

 

 

Random words (Once upon a time…)

Introduction: 

This is a creative speaking/ writing activity inspired by a book called “Creativity Workout” by Edward de Bono. Students obtain random words and rewrite some of the most popular fairy tales. I have to say I absolutely love this activity since it takes me back to the times my dad used to read The Brothers Grimm, Charles Perrault and Hans Christian Andersen stories to me. Enjoy.

Level: B1 +

Time: 45 minutes

Objective:

  1. To recycle recently studied vocabulary in a new and memorable context.

Materials:  

  1. One die per pair or small group.

Procedure:

  1. At the beginning of the class ask students to write down the titles of some of their favourite fairy tales and short stories, e.g. Cinderella, Emperor’s New Clothes, Frog-Prince, The Gingerbread Man, Goldilocks and the Three Bears, Hansel and Gretel, Jack and the Bean Stalk, Little Red Riding Hood, Pinocchio, Princess and the Pea, Sleeping Beauty, Snow White and the Seven Dwarfs etc.
  2. Draw a 6 x 6 grid on the board.
  3. Ask the students to review recently studied vocabulary and provide a word for each square. Make sure the students know the meaning of all the words.
  4. When the grid is complete, put students in pairs or small groups. To obtain words for the activity students throw the die twice: the first throw indicates which column they are going to use and the second indicates which row they are going to use. Depending on the task, they must roll for the number of words and use them repetitively to complete the activity.

Examples:

  • Obtain four random words and choose one of the tales above or any other you would prefer to work on. It would be best if all groups worked on the same tale as they could later compare their stories and have a laugh. Using the random words create four discussion questions based on the tale of your choice.
  • Obtain four random words and create a different ending of the chosen story.
  • Obtain four random words and create a different beginning of the chosen story.
  • Obtain six random words and justify which character should be removed from your chosen story and why.
  • Obtain four random words and retell the story from the perspective of a different character, e.g. one of the Seven Dwarfs or the wolf’s perspective in Little Red Riding Hood. 
  • Obtain five random words and write a sequel to one of the stories, e.g. Cinderella 2.
  • Obtain four random words and write a contemporary version of one of the stories.
  • Obtain five random words and describe how you would act if you were one of the main characters in your chosen story.
  • Obtain five random words and present your chosen story as a TV news item.
  • Obtain five random words and write 5 quiz questions about the story for the other teams.

Related posts:

Random words (Getting personal)

Random words return

Random words