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.

 

Worn to a frazzle? Relax with a puzzle

IMG-20170816-WA0027

Introduction:

This is a puzzle I created using Free Discovery Education Puzzle Maker. The idea is to recycle some of the vocabulary students have used in Mirror mirror on the wall… (Previous post).

Level: B2+

Time: 20 minutes

Objectives:

  1. To recycle and revise vocabulary used to describe physical appearance by unscrambling the 12 jumbled words.
  2. To discuss a famous quote by Ovid.

Materials:

Printable Mirror mirror on the wall…double puzzle, one per student.

Procedure:

  1. Hand each student a copy of the printable worksheet, Mirror mirror on the wall…double puzzle.
  2. Individually, the students must unscramble the 12 jumbled words and put the letters in the numbered boxes into the corresponding boxes at the bottom of the page to reveal a quote by Ovid.
  3. When the students have finished, they compare their answers and discuss the quote in pairs.

Solution: First appearance deceives many.

*** Ovid (43BC – AD 17), a Roman poet and scholar.

Mirror Mirror on the wall double puzzle

Related posts:

Mirror Mirror on the wall…

 

 

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

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Wanted