MEOW!

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Introduction: 

This is an activity to introduce and practise animal idioms. Students describe 10 animals, complete the expressions with the missing adjectives and complete sentences about themselves.

Level: B2

Time: 45 minutes

Objectives:

  1. To increase familiarity and correct use of animal idioms.
  2. To complete the sentences in Exercise 2 with the missing adjectives.
  3. To complete sentences containing animal idioms individually.

Materials:

  1. MEOW! Worksheet, one per student.

Procedure:

  1. Elicit different animals from students and write them on the board, e.g. tiger, dog, donkey, etc. and in pairs ask them to think of the characteristic traits of these animals, e.g. as fierce as a tiger.
  2. Hand out a copy of MEOW!! Worksheet and ask students to individually complete Exercise 1.
  3. When they have finished, ask them to compare their answers in pairs and justify their choice if it is different from their partner’s.
  4. Students then complete Exercise 2 individually, before comparing their answers with their partner.
  5. Check together as a class.
  6. Students then complete Exercise 3 individually.
  7. When they have finished, students swap their sheets with their partner and read each other’s answers.
  8. When the students have finished, ask them to circle 4 new things they have found out about their classmate from Exercise 3.

Fast finishers:

  1. Ask students to write down the name of professions they associate with the expressions they have learnt, e.g. stubborn as a mule: English teacher, etc.

MEOW! Worksheet

Related posts:

Mirror Mirror on the wall…

Wanted

P.S.  Nakotek. A little birdie told me it was your birthday today. Have an amazing day.

Mirror Mirror on the wall…

Introduction: 

These are activities for intermediate students to introduce vocabulary describing body, face and hair. Students categorise words into groups, draw a picture of their classmate and write a brief description of themselves for comparison.

Level: B2

Time: 55 minutes

Objectives:

  1. To introduce vocabulary describing body, face and hair.
  2. To draw a picture of a classmate.
  3. To write a brief description of a student’s own physical appearance.
  4. To find similarities between the students’ drawings of their classmates and the classmates’ description of themselves.

Materials:

  1. Mirror Mirror on the wall…Worksheet A, one per student.
  2. Mirror Mirror on the wall…Worksheet B, one per student.

Procedure:

  1. Show students several images of celebrities and elicit some words to describe their physical appearance and write them on the board e.g. short, tall etc.
  2. Put students into pairs and hand each student Mirror Mirror on the wall…  Worksheet A.
  3. Go through the words as a class to make sure the students understand meaning and pronunciation.
  4. In pairs, students complete Exercise 1.
  5. Monitor and provide feedback.
  6. When the students have finished, hand out Mirror Mirror on the wall…Worksheet B. In pairs, students must draw each other in the frame provided. Make sure the students don’t look at their partner’s pictures until you tell them so.
  7. When the students have finished, they now briefly describe their physical appearance using at least 7 new words from Exercise 1 of Mirror Mirror on the wall…Worksheet A.
  8. When the students have finished, they must compare their description of themselves with the drawing made by their partner and try to find 3 similarities and 3 differences. For example, In your drawing I have a round face but in my description I wrote that my face was oval. I have long wavy hair in both the drawing and the description.
  9. Ask students to share with the group how many similarities and differences they managed to find.

Fast finishers / homework: 

  1. Individually, students complete Exercise 2 of Mirror Mirror on the wall…Worksheet A.  When finished, they compare their answers with another classmate.

Mirror Mirror on the wall…Worksheet A

Mirror Mirror on the wall…Worksheet B

Related Posts:

Wanted

 

 

 

Wanted

Introduction:

This is a fun activity which allows students to recycle and learn new vocabulary related to clothes and appearance.

Objectives:

  1. To increase speaking fluency.
  2. To practise descriptions of appearance and / or clothes.

Procedure:

  1. Put students into groups and ask them to brainstorm adjectives describing appearance.
  2. Feedback: add new adjectives to students’ lists e.g. chubby, curvy, muscular , plump, presentable , scruffy, etc.
  3. Introduce the idea of reliable memory. Ask students if they think memory is reliable and if they remember e.g. what they were wearing last week. Tell them to shut their eyes and ask them questions about other people in the class e.g. what colour is Sara’s coat etc.
  4. Divide the class into two groups – police officers (A) and witnesses (B).
  5. Give the witnesses a picture of a person in a detailed background location. It could be a picture cut out from a magazine or a picture of a family member or even the teacher. They have 1 minute to look at the picture and memorise it.
  6. Put police officers and witnesses into pairs and tell the witnesses they have witnessed a crime and they saw the suspect. They must try and describe the suspect as accurately as possible to the police officer in front of them. The police officers’ job is to write down the details given by the witnesses.
  7. Allow three to four minutes for the interview and then ask the witnesses to move to another police officer and repeat the statement. Once the police officers are finished they compare their notes on the suspect’s appearance with the original photo. If there are few differences the suspect will be brought to justice.
  8. The students swap roles and repeat with a different image.

Fast finishers/ homework:

  1. Students design ‘Wanted’ posters and write a detailed description of the suspect based on the notes they made during the interview. They bring their descriptions to class and ask the “witness” to read the statement and confirm that the information is true and correct ( it allows students to recycle the vocabulary yet again whilst role playing )
  2. Students could also compare the two suspects and write sentences e.g. Suspect 1 is not as chubby as suspect 2.
  3. Encourage students to watch a fascinating Ted talk about the fiction of memory http://www.ted.com/talks/elizabeth_loftus_the_fiction_of_memory

P.S. A quick thank you note to my friend Alex. Thank you for taking the time out of your schedule to offer feedback and share your ideas.