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!

 

 

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