This is an activity to introduce and practise idioms with the word HEART. Students first match the expressions to their definitions, divide them into 2 categories and then answer the questions and discuss their responses with their classmates.
Time: 60 minutes
- To increase familiarity and correct use of idioms with the word HEART.
- To develop fluency and answer questions containing the target language in pairs.
- It is only with the heart that one can see rightly Worksheet, one per student or display it on the screen for everyone to see.
- Hand out or display a copy of “It is only with the heart that one can see rightly.” Worksheet and ask students to briefly discuss the quote from The Little Prince at the top of the page.
- Next go to Exercise 1 and ask students to go through the facts about a human heart and choose the one they were most surprised by and compare their opinions with their classmates. Mine were surprised that a woman’s heart beats faster. Any idea why?
- Tell them to, on the word GO, scan the expressions on the left in Exercise 2 and try to, as fast as they can, find the one body part that completes all expressions. At this stage it should be quite obvious what the word is so the students won’t take too long to guess the right answer.
- Next ask students to match the idioms on the left to the definitions on the right.
- Ask them to compare with their classmates before you check together as a class. I always encourage students to defend their choices and justify their answers and quite often I won’t give them correct answers until they all agree and provide me with identical answers. More often than not they manage to get the majority of their answers right. Just don’t give in too quickly when they start complaining that it is too hard (which they always initially do). Confidently explain that it is an opportunity for them to learn from their classmates or maybe to teach their classmates something. Also show them how much they can deduce and guess on their own before you spoon-feed them the answers.
- Next ask the students to divide the expressions into two categories: ones they associate with positive experiences and feelings and ones they have a negative association with. In class today I asked students to read out the idioms they put in the “positive” and “negative” section but only discussed the ones that they decided to put “in the middle” or the ones that they disagreed on with their classmates.
- When the students have finished, go to Exercise 4 and from memory try to correct the mistakes in red. I tried to think of words that have something in common with the words used in the actual idioms to give students some clues. You could try and turn it into a competition and ask students to do it individually or in small teams.
- When you are finished students answer the questions.
- If you have had no time to discuss all questions in class ask students to answer a couple of them in writing.
Food for thought:
Why not encourage your students to practise their listening skills with this great audio book:
P.S. This post is dedicated to my BIG prince:)