Beauty is in the eye of the beholder

Introduction: 

These are activities to introduce and practise idioms describing physical appearance. Students complete the idioms with the missing words, divide the idioms into Beauty and Beast categories, do a Find Someone Who activity and play a board game. As you can see there are plenty of opportunities to recycle new vocabulary. By the end of the lesson students will have used each idiom at least 6 or 7 times.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce idioms describing physical appearance.
  2. To complete the idioms with the missing words.
  3. To divide the idioms into two categories Beauty and Beast.
  4. To find students who, e.g. think that new born babies are as ugly as sin, write their names next to the sentences and ask for more details (Exercise 2).
  5. To answer questions about beauty whilst playing a board game.

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

  1. Beauty is in the eye of the beholder Worksheet, one per student.
  2. Beauty is in the eye of the beholder board game, one per group.

Procedure:

  1. Write The beholder eye the is beauty in of on the board. Ask students to unscramble the phrase and in pairs discuss if they agree or disagree with it.
  2. Hand the students Beauty is in the eye of the beholder Worksheet.
  3. Individually, students complete the idioms in Exercise 1 with the missing words.
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Now, individually again, the students decide if the idioms are used to describe attractive (Beauty) or unattractive people (Beast).
  7. When they have finished, ask them to compare with their partner.
  8. Elicit answers from students.
  9. Next, students complete the missing words in the idioms again (exercise 2). Ask them to fold the sheet and try and do it from memory first. I try to use every opportunity for students to play with the new vocabulary as much as possible and in as many ways as possible to increase their chances of remembering the idioms.
  10. Students now mingle and try to get affirmative answers from their classmates, e.g. find someone who thinks newborn babies are as ugly as sin. If the other student says ‘yes’ they have to elaborate on their answer. Allow no more than 3 minutes for each interview. When the time is up ask students to switch partners.
  11. When the students have had a chance to ask everyone’s opinion, ask them which answers surprised them the most.
  12. Next put the students in groups of 2 or 3, and give them a copy of Beauty is in the eye of the beholder board game and a die.
  13. 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.
  14. When a player lands on a square all three players must answer the question from that square in as much detail as possible. Encourage students to ask each other additional questions to obtain more information. When a player lands on a square with a phrase they must use it to form a question for their partner(s) e.g.  When was the last time you were dressed to kill?
  15. The game continues in the circle going left.
  16. At the end, ask students what they found out about their classmates.

Fast finishers:

  1. Ask students to briefly answer one of the questions (in writing) on the board game using at least 3 of the idioms studied.

Related posts:

Cold reading

Who are you?

MEOW!

Mirror Mirror on the wall…

Wanted

Recommended podcast:

http://activateyourielts.libsyn.com/ielts-vocabulary-tips-for-teachers-and-students

Check out my friend’s podcast. This week we talked about learning and recycling new vocabulary and I think it makes for an interesting episode. Enjoy.

 

A good old chin wag

Introduction: 

This is a starter you can use with any new group, or at the beginning of any class, really. Students complete the sentences individually and look for the students whose strips of paper they have selected, to interview them further. I have purposefully chosen sentences that hopefully will encourage students to respond in a positive way to make them feel good throughout the activity, especially if it is their first class and they don’t know the teacher and/or the classmates.

Note: This activity could be adapted if you want to use a warmer related to a specific topic, e.g. describing personalities. I have created an example worksheet for you called ‘It’s all me, me, me…’

Level: B1+

Time: 30 minutes

Objectives:

  1. To complete the sentences with students’ own ideas.
  2. To get to know other students better.

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

  1. A good old chin wag Worksheet
  2. It_s all me, me, me Worksheet ( Topic related warmer)

Procedure:

  1. Print one or two copies of A good old chin wag worksheet and cut the paper into strips.
  2. Hand each student two or three strips of paper and ask them to complete them individually with their answers, making sure they put their names on each piece.
  3. When the students have finished, put the strips in a container, e.g. a hat, and mix them up.
  4. Go round the classroom and ask students to pick two or three pieces of paper from the hat. If they pick one of their own, ask them to choose another one.
  5. Next, students walk around the classroom, find and speak to the students who completed the sentences on their pieces of paper. Students chat to each other and try to get more information from each other, e.g. I get great pleasure from drinking coffee. Oh really? How many coffees do you drink a day? Do you like it black or white? Etc.
  6. At the end ask students to share what they found out about their classmates.

P.S. Thank you Alex.

All rise please

Introduction: 

These are activities for students to introduce crime idioms. Students match the idioms with their definitions, complete the sentences with the missing expressions, rate the crimes, answer questions about crime and interview their classmates.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce crime idioms.
  2. To match the idioms with their definitions.
  3. To rate the crimes from the most to the least serious one.
  4. To answer questions containing the target language and interview a classmate.

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

  1. All rise please Worksheetone per student.

Procedure:

  1. Put students in pairs and ask them to discuss the following questions: What do you think the most common crime in your country is? Should police in your country be more strict or less strict? Do you think criminals can change? What crime would you commit if you could get away with it?
  2. Hand students All rise please Worksheet.
  3. Ask students to cover the definitions on the right and in pairs see how many idioms they could define before they match the expressions to the definitions provided. I found my students could accurately predict at least half the expressions given.
  4. Individually, students now match the idioms 1 to 11 to the definitions provided.
  5. When the students have finished, they compare their answers with a partner.
  6. Check the answers as a class.
  7. Next ask students to complete the sentences 1- 11 with the missing idioms.
  8. Check the answers as a class.
  9. Individually ask students to underline and rate the crimes in 1-11 from the most (1) to the least serious (11) one and then discuss their choices with their classmates.
  10. Now students individually answer the questions 1-11 (in RANDOM order and in as little detail as possible (Exercise 2).
  11. Once the students have finished ask them to cut the paper along the dotted line and give the sheet with JUST their answers to their partner.
  12. In pairs students now interview each other, e.g. Student A: Why did you write plenty of time to read in number 1? Student B: Because it is one of the advantages of doing time. Encourage the students to ask additional questions to obtain more details.
  13. 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 use them in a variety of contexts.
  14. At the end ask students if they have spoken to anyone whose answers were identical to theirs.

Fast finishers:

  1. I asked my students to invent a crime and agree on the main points, e.g. a man was killed by his wife who found out he had been cheating on her with her best friend. Individually or in pairs students now write a police report describing the incident in great detail and using the expressions studied.

Related posts:

Wanted

Ups and downs

Actions speak louder than words

Can’t stop dishing out idioms

You make my heart BEET 😉

There is no place like…school

Zzz

Somewhere over the rainbow 

The proof is in the pudding

Nothing changes if nothing changes

It’s game time

Stop beating around the bush

Introduction:

This is an activity for B2+ students to review some of the common phrasal verbs related to communication. 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 related to communication.
  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. Stop beating around the bush Worksheet

Procedure:

  1. Write the following questions on the board and ask students to briefly discuss them in pairs: What is good communication? What are the greatest challenges to effective communication? What role does body language play in communication? Do you believe people could benefit from communication courses?
  2. Elicit some answers from students and then write the following phrasal verbs on the board: to back up, to bring up, to cut off, to open up, to point out , to rant about, to speak up, to talk down to, to tell off, to tune out.
  3. In pairs, ask students to briefly define the phrasal verbs they know or think they remember. Tell the students all the phrasal verbs are related to communication.
  4. Hand each student the Stop beating around the bush Worksheet.
  5. Individually, students look at the questions in column 2 and complete the first column, e.g. Definition/ synonym: Support. Name two people who you know would always back you up.
  6. In pairs, students compare their answers with a classmate.
  7. Correct and provide feedback.
  8. Individually, ask the students to answer the questions in column 2 using the appropriate phrasal verb, e.g. Name two things you find yourself unable to stop ranting about. Your examples: I can’t stop ranting about men. I am constantly ranting about work. Encourage students to vary the structures slightly to give them an opportunity to play with the form of the verbs.
  9. When the students have finished, ask them to switch their worksheets, read each other’s answers and circle all the 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.
  10. 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. What two topics make you tune out in the middle of a conversation?  Karolina tunes out when people talk about board games and the weather. When they are finished they give their sentences to the teacher/classmate to check if their predictions were correct.

Related posts:

Phrasal verbs can be put off, never forgotten

Brace yourselves. Phrasal verbs r bk

How do you …?

You talkin’ to me?

Actions speak louder than words

Introduction:

This is a high level activity to introduce and practise idioms related to words. Students first complete the idioms with the missing verbs, match the idioms with their definitions and interview their classmates.

Level: C1

Time: 45 minutes

Objectives:

  1. To increase familiarity and correct use of word idioms.
  2. To complete the idioms with the missing verbs.
  3. To match the idioms to their definitions.
  4. To interview a classmate using questions containing the target language.

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

  1. Actions speak louder than words Worksheet, one per student.

Procedure:

  1. Write the following verbs on the board: break, eat, get, hang, have, put, twist, waste, weigh and in pairs ask students to brainstorm any idioms and expressions containing the word ‘WORD(S)’ and the verbs above.
  2. Elicit answers from students and write them on the board.
  3. Hand out a copy of Actions speak louder than words Worksheet and ask students to individually complete the idioms on the left hand side with the verbs given.
  4. When the students have finished, put them in pairs and ask them to compare their answers with their classmate.
  5. Check together as a class.
  6. Individually again ask students to match the idioms on the left to their definitions on the right.
  7. When the students have finished, ask them to compare their answers with their partner – they must discuss and agree on their answer.
  8. Check together as a class.
  9. When the students have finished, put them in pairs or groups of 3 and ask them to interview each other (Exercise 2).
  10. At the end, take the sheets away and divide students into small teams. Give them 4 minutes to write down as many idioms as they can remember. The team with the highest number of correct idioms wins.

Fast finishers:

  1. Ask students to try and find equivalent idiomatic expressions to the ones studied in class in their own language.

P.S. You will have to eat your words Stu when I beat you at pool. You will be grannied. 🙂

Related posts:

Can’t stop dishing out idioms

There is no place like…school

You make my heart BEET 😉

Somewhere over the rainbow 

It’s game time

Zzz

Nothing changes if nothing changes

 

 

I will make better mistakes tomorrow

Introduction:

This is an activity for B2+ students to review some of the most common mistakes they make. The students correct the mistakes individually and interview their partners. I have created this activity with my Spanish students in mind, but I am sure you could use it with other nationalities too.

Level: B2+

Time: 45 minutes

Objectives:

  1. To identify and correct common mistakes made by B2+ students.

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

  1. I will make better mistakes tomorrow Worksheet, one per student

Procedure:

  1. Give each student a I will make better mistakes tomorrow  Worksheet and in pairs ask them to discuss the quotes at the top of the page.
  2. Elicit some answers from students to learn more about their attitudes to errors.
  3. Now individually ask students to correct the mistakes in questions 1 to 18.
  4. When the students have finished, ask them to check their answers with a classmate. Together they must decide on an answer and agree.
  5. Check together as a class. The class must decide as a group what they believe the correct answer to be. As teacher, only write their final answers on the board, do not tell them if they are correct or not at this stage. Once they have discussed and agreed on all of their answers as a class, tell them how many (if any) they have wrong – do not tell them which ones are wrong. As a class, they must review all of the questions and decide which one(s) they think is incorrect. This increases talking time and requires repetition of the language; it also encourages competition.
  6. In the same pairs, or groups of three, ask students to interview each other using the questions 1 to 18.

Fast finishers:

  1. Ask students to write down true statements about themselves using the expressions they were not able to correct by themselves.

P.S. “Your best teacher is your last mistake.” Ralph Nader

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