Can’t stop dishing out idioms

Introduction: 

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.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce furniture & fixture idioms.
  2. To complete the sentences with the missing words.
  3. To decide if the definitions of the idioms are correct or incorrect.
  4. 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):

  1. Can_t stop dishing out idioms Worksheet, one per student.

Procedure:

  1. 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.
  2. Elicit some answers from the students.
  3. Hand the students Can’t stop dishing out idioms Worksheet.
  4. Individually, students try to complete the sentences in Exercise 1 with the missing words.
  5. When the students have finished, they compare their answers with a partner.
  6. Check the answers as a class.
  7. Now, individually again, the students decide if the definitions of the idioms in Exercise 1 are correct or incorrect (T = true, F= false).
  8. When they have finished, ask them to compare with their partner.
  9. Check the answers as a class.
  10. 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.
  11. 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.

Fast finishers:

  1. 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.

Related posts:

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

The proof is in the pudding

There is no place like…school

Introduction: 

These are activities for advanced students to introduce and practise idioms and phrases relating to school. Students match the sentence halves; complete the sentences with the missing expressions, decide if the statements are true for them and discuss the statements with their classmates.

Level: C1

Time: 60 minutes

Objectives:

  1. To match idiom halves to make idioms and phrases relating to school.
  2. To complete the sentences with the missing idioms.
  3. To decide if the sentences are true/ not true for the students themselves.
  4. To discuss the statements with a classmate.

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

  1. There is no place like…school Worksheet, one per student.

Procedure:

  1. Write the following questions on the board and ask students to briefly answer them in pairs: What’s your first memory of school? Do you think your school days are the best days of your life? What do you think students should be taught at school but aren’t?
  2. Hand students ‘There is no place like…school’ Worksheet.
  3. Individually, students match the idiom halves and then compare their answers with a classmate.
  4. Check the answers as a class – you can make this more competitive by asking each pair for their answer and awarding a point for the correct answer.
  5. Now, individually ask students to complete the sentences with the missing idioms before they compare them with their partner.
  6. Check the answers as a class.
  7. Ask students to read the sentences again and decide if there are or aren’t true for them.
  8. Put the students into pairs and ask them to compare how many things they have in common and to discuss the statements in more detail.
  9. At the end ask the students to describe one experience they have in common with their classmate and one that was different.

Fast finishers:

  1. Ask students to come up with some ideas of what an ideal school should look like and write them down in bullet points using the expressions studied e.g. In a ideal school students should be allowed to skip class if they are bored out of their minds.

P.S. Encourage students to watch a great Ted talk about education: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Related posts:

You make my heart BEET 😉

Somewhere over the rainbow 

It’s game time

Zzz

Nothing changes if nothing changes

The proof is in the pudding

It’s all a numbers game

 

 

Word Fusion

Introduction: 

This is an activity for intermediate students to practise forming compound nouns. Students form compound nouns, complete the sentences with the missing words and answer another classmate’s questions.

Level: B1

Time: 45 minutes

Objectives:

  1. To combine different words to form compound nouns.
  2. To ask and answer questions containing the compound nouns in question.

Materials (Click on the worksheets below to download the PDF files):

  1. Word fusion Worksheet A or B, one per student.
  2. Word fusion Fast Finisher Worksheet, one per student.

Procedure:

  1. Elicit some common compound nouns from students and write them on the board e.g. jellyfish, board game, eyelid,
  2. Divide the class in half down the middle – one side As, the other side Bs – and hand out the worksheets accordingly.
  3. Individually, students combine the nouns from the table and complete the sentences 1-10 with the newly formed words.
  4. When the students have finished, they compare their answers with another classmate  from their group of As or Bs.
  5. Monitor and check their answers in their groups of A or B.
  6. When the students have finished, put the students into A / B pairs; in turns they ask and answer each other’s questions.
  7. Monitor and encourage students to use the nouns in their answers.
  8. At the end ask students to share three things they agree about with their partner.

Fast finishers: 

  1. Hand out the Word Fusion Fast Finisher Worksheet and in A / B pairs ask students to choose six compounds and complete the table.

P.S. Thank you for your help Stu. Get better soon.

You make my heart BEET ;)

Introduction: 

These are activities for students to introduce and practise vegetable idioms. Students complete the sentences with the missing vegetables, match the idioms to their definitions and do a speed dating activity to practise the new expressions and find someone who makes their heart BEET 😉

Level: B2+

Time: 60 minutes

Objectives:

  1. To introduce vegetable (legume) idioms.
  2. To complete the questions with the missing vegetables.
  3. To match the idioms with their definitions.
  4. To practise the new expressions whilst doing a speed dating activity.

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

  1. You make my heart BEET 😉 Worksheet,one per student.

Procedure:

  1. Put the students in pairs and ask them to think of some questions they would ask someone on the first date to get to know them better.
  2. Elicit some answers from students.
  3. Hand the students You make my heart BEET 😉 Worksheet.
  4. Individually, students try to complete the sentences in Exercise 1 with the missing veggies.
  5. When the students have finished, they compare their answers with a partner.
  6. Check the answers as a class.
  7. Now, individually, the students match the idioms to their definitions (Exercise 2). When they have finished, ask them to compare with their partner.
  8. Check the answers as a class.
  9. Arrange the tables /chairs in your classroom so that students can change seats quickly. Tell half of your students (A) to remain seated at all times, the other half (B) should move over one chair for each round.
  10. Tell the students to go back to the questions in Exercise 1.
  11. In pairs, ask the students to interview each other using the questions from Exercise 1. Let the students role play the interview for 5 minutes and then ask the ‘B’ students to move along one seat. They can ask the questions in any order they wish.
  12. Continue until all the students have interacted with each other.
  13. At the end ask students if they have found anyone who made their heart skip a beet;) based on the answers to the questions they asked.

Related posts:

Lovers’ tiff

Single and ready to mingle

P.S. Why did the potatoes argue? Because they couldn’t see eye to eye.

Phrasal verbs can be put off, never forgotten

Introduction:

This is an activity for intermediate + students to review some of the most common phrasal verbs with PUT. 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 with put.
  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. Phrasal verbs can be put off, never forgotten Worksheet

Procedure:

  1. Write the following phrasal verbs on the board: to put on, to put through, to put off, to put up with, to put away, to put across to, to put down (to), to put forward.
  2. In pairs ask students to briefly define the phrasal verbs they know or think they remember.
  3. Hand each student the Phrasal verbs can be put off, never forgotten Worksheet.
  4. Individually, students look at the questions in column 2 and complete the first column, e.g. Definition/ synonym: Repel. Name two annoying things people do that really put you off.
  5. In pairs, students compare their answers with a classmate.
  6. Correct and provide feedback.
  7. Individually, ask the students to answer the questions in column 2 with one or two words, e.g. Name two food items that make people put on weight. Your examples: Alcohol. Mince pies.
  8. When the students have finished, ask them to switch their worksheets, read each other’s answers and circle 3 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.
  9. 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. Name two things you have to put up with at school or at work. Karolina has to put up with Stuart using her printer and talking about Star Wars (Love you really Stu). When they are finished they give their sentences to the teacher/classmate to check if their predictions were correct.

Related posts:

Brace yourselves. Phrasal verbs r bk

Single and ready to mingle

Hit the road

How do you …?

P.S. Procrastinate now. Don’t put it off 🙂

 

Somewhere over the rainbow 

Introduction: 

These are activities for students to introduce and practise colour idioms. Students complete the sentences with the missing expressions, write their own definitions, answer questions containing the idioms and interview their classmates.

Level: B2

Time: 60 minutes

Objectives:

  1. To introduce colour idioms.
  2. To write the definitions of the idioms using students’ own words.
  3. To practise the new expressions whilst asking and answering questions.

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

  1. Somewhere over the rainbow Worksheet, one per student.

Procedure:

  1. Put students in pairs and ask them to choose three quotes (below) that they find the most interesting and briefly discuss them in pairs: Life is like a rainbow. You need both the sun and the rain to make its colour appear. Without black, no colour has any depth. Sometimes you have to see people as a crayon. They may not be your favourite colour, but you need them to complete the picture. Every person brings out a different colour in you. The greater your storm, the brighter your rainbow. If someone shows you their true colours, don’t try to repaint them. Source: Pinterest
  2. Hand students Somewhere over the rainbow Worksheet.
  3. Individually, students try to complete the sentences 1 to 12 with the missing idioms (Exercise 1).
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Now the students write their own definitions of the idioms (Exercise 2). Discourage the students from using the dictionaries at this stage. Ask them to check with their classmates first.
  7. Check the answers as a class.
  8. Now individually ask students to answer the questions 1-12 in RANDOM order and in as little detail as possible (Exercise 3).
  9. Once the students are finished ask them to cut the paper along the dotted line and give the sheet with JUST their answers to their partner.
  10. In pairs students now interview each other e.g. Student A: Why did you write meditate, drive and exercise in number 6? Student B: Because these are three things I do when I feel blue. Encourage the students to ask additional questions to obtain more details.
  11. 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 to add colour to the activity.
  12. At the end ask students if they have spoken to anyone whose answers were identical to theirs.

Fast finishers:

  1. Ask students to rate the expressions from the most to the least useful, according to them.

Related posts:

It’s game time

Nothing changes if nothing changes

Zzz

It’s all a numbers game

The proof is in the pudding

P.S. I am sure you will pass all your exams with flying colours S. Good luck.

It’s game time

Introduction: 

These are activities for upper intermediate students to introduce and practise sports idioms. Students unscramble the expressions, match them with the correct definitions and play a game.

Level: C1

Time: 60 minutes

Objectives:

  1. To introduce sports idioms and expressions.
  2. To unscramble sports idioms and expressions.
  3. To match the expressions with their definitions.
  4. To practise the new expressions whilst playing a game.

Materials (Click on the worksheets below to download the PDF files):

  1. It’s game time Worksheet, one per student.
  2. 24 It’s game time Cards, printed, cut out and laminated for future use.

Procedure:

  1. Put students in pairs and ask them to briefly discuss the following questions: What are the most important events in the sporting calendar in your country?Which is more important in sport –winning or taking part? Who are your sporting heroes? What are the qualities of a true champion?
  2. Hand students It’s game time Worksheet.
  3. Individually, students try to order the underlined words in sentences 1 to 12 to discover what the correct expressions are.
  4. When the students have finished, they compare their answers with a partner.
  5. Check the answers as a class.
  6. Now the students match the expressions with their definitions and compare their answers with their partner.
  7. Check the answers as a class.
  8. Divide the students into two or three small teams of 2 or 3 and place the cards face down on the table in front of the students.
  9. The first student from the first team draws a card and performs the action written in red on the card, e.g. they define what a safe bet is.
  10. The first team to guess the correct answer keeps the card.
  11. Then a player from another team draws the next card. The game continues until the cards have run out. The winner is the team with the most cards.

Related posts:

Zzz

Nothing changes if nothing changes

It’s all a numbers game

The proof is in the pudding