These are activities for students to introduce and practise furniture & fixture idioms. Students complete the sentences with the missing words, decide if the definitions of the idioms are correct and do a Find someone who activity with their classmates.
Time: 60 minutes
- To introduce furniture & fixture idioms.
- To complete the sentences with the missing words.
- To decide if the definitions of the idioms are correct or incorrect.
- To interview other students and try to get answers to as many questions as possible.
Materials (Click on the worksheet below to download the PDF file):
- Can_t stop dishing out idioms Worksheet, one per student.
- Write down the missing words from Exercise 1 on the board and in pairs ask students to tell each other if they know any idioms containing those words.
- Elicit some answers from the students.
- Hand the students Can’t stop dishing out idioms Worksheet.
- Individually, students try to complete the sentences in Exercise 1 with the missing words.
- When the students have finished, they compare their answers with a partner.
- Check the answers as a class.
- Now, individually again, the students decide if the definitions of the idioms in Exercise 1 are correct or incorrect (T = true, F= false).
- When they have finished, ask them to compare with their partner.
- Check the answers as a class.
- Next, using the bottom half of the worksheet (Exercise 2), students mingle asking questions and trying to get affirmative answers from their classmates, e.g. Is your sister a couch potato? If the other student says ‘yes’ they have to justify their answer to the interviewer and give an example or two, e.g. She spends 23 hours out of 24 on the sofa. She never does any exercise. Allow no more than 3 minutes for each interview. When the time is up ask students to switch partners.
- When the students have had a chance to ask everyone’s opinion, ask them how many affirmative answers they managed to get and which answers surprised them the most.
- Ask students to describe their ideal partner using at least 5 of the idioms studied, e.g. My ideal partner would have a memory like a sieve and quickly forget if I did or said something he didn’t like.
There is no place like…school
You make my heart BEET 😉
Somewhere over the rainbow
It’s game time
Nothing changes if nothing changes
The proof is in the pudding
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.
Time: 45 minutes
- To increase familiarity and correct use of animal idioms.
- To complete the sentences in Exercise 2 with the missing adjectives.
- To complete sentences containing animal idioms individually.
- MEOW! Worksheet, one per student.
- 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.
- Hand out a copy of MEOW!! Worksheet and ask students to individually complete Exercise 1.
- When they have finished, ask them to compare their answers in pairs and justify their choice if it is different from their partner’s.
- Students then complete Exercise 2 individually, before comparing their answers with their partner.
- Check together as a class.
- Students then complete Exercise 3 individually.
- When they have finished, students swap their sheets with their partner and read each other’s answers.
- When the students have finished, ask them to circle 4 new things they have found out about their classmate from Exercise 3.
- 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.
Mirror Mirror on the wall…
P.S. Nakotek. A little birdie told me it was your birthday today. Have an amazing day.
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.
Time: 55 minutes
- To introduce vocabulary describing body, face and hair.
- To draw a picture of a classmate.
- To write a brief description of a student’s own physical appearance.
- To find similarities between the students’ drawings of their classmates and the classmates’ description of themselves.
- Mirror Mirror on the wall…Worksheet A, one per student.
- Mirror Mirror on the wall…Worksheet B, one per student.
- 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.
- Put students into pairs and hand each student Mirror Mirror on the wall… Worksheet A.
- Go through the words as a class to make sure the students understand meaning and pronunciation.
- In pairs, students complete Exercise 1.
- Monitor and provide feedback.
- 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.
- 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.
- 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.
- Ask students to share with the group how many similarities and differences they managed to find.
Fast finishers / homework:
- 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
This is a fun activity which allows students to recycle and learn new vocabulary related to clothes and appearance.
- To increase speaking fluency.
- To practise descriptions of appearance and / or clothes.
- Put students into groups and ask them to brainstorm adjectives describing appearance.
- Feedback: add new adjectives to students’ lists e.g. chubby, curvy, muscular , plump, presentable , scruffy, etc.
- 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.
- Divide the class into two groups – police officers (A) and witnesses (B).
- 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.
- 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.
- 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.
- The students swap roles and repeat with a different image.
Fast finishers/ homework:
- 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 )
- Students could also compare the two suspects and write sentences e.g. Suspect 1 is not as chubby as suspect 2.
- 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.