This is an updated version of the Holiday Expressions lesson plan. Now the expressions are contextualised in three short texts. Download the handouts below:
Category: Vocabulary Classes
2Ts in a Pod Video: Friendship Expressions
We’ve recently launched a Youtube channel for our podcast 2Ts in a Pod. There’s not much up there yet but more content is in the pipeline. Check out this video we’ve made looking at 5 expressions related to the topic of friendship. Why not show it to your students or set it as homework?
If you like the video, please consider subscribing to the channel, it’s a new project for us and we really want to get it off the ground so a like, a share and a subscription can go a long way!
You can also check out full episodes of our podcast on our Soundcloud page below. Any comments or feedback welcome.
Gossip Girls: Phrasal Verbs
This is a fun lexis lesson for B1+ teens and adults based around the topic of gossip. Students read a dialogue of two people gossiping full of phrasal verbs. Then they try to guess the meaning of the expressions from the context, practice them in gap-fill exercises then write and perform their own soap opera/gossip scenes. Download the handout below:
Lesson Plan
Introduce the topic of gossip, check students understanding of the word, ask CCQs: what do people gossip about? relationships, secrets, arguments etc.
Gist Reading
Give out the handout, have students read it in pairs and then think of a title for the scene. If students have issues with any lexis, tell them that you will look at it in detail later.
Meaning Match
Have sts work together to match the phrasal verbs underlined in the text with the meanings in box.
Testing/Memorising
After checking sts answers on the board, have sts test each other on the phrasal verbs: one says the definition, the other has to recall the phrasal verb or vice versa.
Gap-fill: Recall prepositions
Students turn the handout over and have to quickly remember all the prepositions.
Controlled practice: New contexts
Sts have to try to use the phrasal verbs in new contexts by completing a gap fill, remind them to be careful of the tense and form of the phrasal verbs. Key:
- fell out
- pick up
- cheating on
- ask out
- put up with
- hang out
- get on
- looking back
- looking forward to
- turned up
- broke up
Freer Practice
Students work in pairs to write their own, new dialogues, you could show them clips from classic UK soap operas like Eastenders or Coronation Street to give them some inspiration. Have students read their dialogues out in front of the class and vote on the funniest/most scandalous.
Dialogue
Read the dialogue below with a partner, then think of a title for it:
Title: ___________________________
A: Have you heard about Kate and Steve?
B: No, what happened?
A: They’ve broken up.
B: No way! When did this happen??
A: Yesterday. Apparently she’d been cheating on him for months with a guy from her gym.
B: Seriously?? That’s horrible, tell me more.
A: Well apparently she met this guy in her yoga class and they got on really well and started hanging out after class. Then the guy asked her out for a drink and she said yes, but then Sarah saw them in the bar where they went for the date and confronted her about it.
B: Woah! Is that why Kate and Sarah fell out?
A: Yeah, looking back it seems obvious now. So then, last week Steve and Kate were supposed to be going to a concert together, Steve had been looking forward to it for ages. Then on the night of the concert she just didn’t turn up! He was calling her and calling her and she didn’t pick up, because she was out on another date with the guy from the gym!
B: What a bitch! Steve is such a nice guy.
A: I know he shouldn’t have to put up with being treated like that. So anyway, he went straight to her house because he was really worried and he caught her coming out of her flat with the guy!
B: Oh my god! It’s like something out of a soap opera!
A: I know…
Meaning
Replace the underlined phrasal verbs in the text with the words/phrases in the box below:
| 1. Tolerate
2. Stopped being friends 3. Ended their relationship 4. Spend time together |
5. Have a good relationship
6. Be excited about a future event/thing 7. Answer the phone |
8. To be unfaithful
9. Request a date 10. Appear/arrive 11. Remembering/thinking about |
Memory Test
Can you remember the missing prepositions?
A: Have you heard about Kate and Steve?
B: No, what happened?
A: They’ve broken _____.
B: No way! When did this happen??
A: Yesterday. Apparently she’d been cheating _____him for months with a guy from her gym.
B: Seriously?? That’s horrible, tell me more.
A: Well apparently she met this guy in her yoga class and they got ______really well and started hanging _______ after class. Then the guy asked her _______ for a drink and she said yes, but then Sarah saw them in the bar where they went for the date and confronted her about it.
B: Woah! Is that why Kate and Sarah fell ________?
A: Yeah, looking _______it seems obvious now. So then, last week Steve and Kate were supposed to be going to a concert together, Steve had been looking _________ to it for ages. Then on the night of the concert she just didn’t turn up! He was calling her and calling her and she didn’t pick ________, because she was out on another date with the guy from the gym!
B: What a bitch! Steve is such a nice guy.
A: I know he shouldn’t have to put _______with being treated like that. So anyway, he went straight to her house because he was really worried and he caught her coming out of her flat with the guy!
B: Oh my god! It’s like something out of a soap opera!
A: I know…
Practice
Complete the sentences with the correct phrasal verb:
- I ____________ with my sister 2 years ago and we’re still not speaking now.
- I tried calling my parents but they didn’t ____________.
- I think my boyfriend might be ________________ me, he keeps texting some other girl.
- I really fancy this girl in my class, I want to _______ her ________, where should I suggest?
- There was a crying baby in the seat behind me on the train, I had to _____________ the noise for the whole journey.
- I just want to _____________ with my friends this weekend.
- I ______________ really well with my Dad’s new girlfriend, she’s really nice.
- ________________ on my childhood, I think I had an easy life.
- I’m really _________________ my holiday in Greece, I can’t wait!
- I was waiting for the bus for 2 hours but it never ________________.
- I’m so depressed, my girlfriend _____________ with me last night, she says she doesn’t love me anymore.
A1: Daily Routines
I’ve recently been teaching some A1 adults as part of the Cert TESOL at TEFL Iberia in Barcelona. It’s been a while since I’ve taught really low levels and it’s been a great experience. I’ve made quite a few of my own materials for the class and I’ll try to upload them over the coming days and weeks. Let me know what you think.
This particular lesson plan was designed to help students practice using the present simple to talk about their daily routines using a loose TTT structure and then teaching from a short text. It was designed as a demo class for trainees during the first week of the course. I may have underestimated some of the timings of the tasks but students seemed to get a lot out of it.
Download the materials below:
My Morning routine LP – Teacher’s Lesson Plan
Our Daily Routines – Student Handout
PDFs:
Guest Post: Long time, no see! – Adjacency Pairs
Image credit: Language Boat – WordPress.com
Follow me on twitter @RobbioDobbio
This is the second in a series of guest posts by my friend and colleague Josh Widdows, an English teacher and teacher trainer at International House Barcelona.
This is a speaking lesson for strong intermediate/upper-intermediate students aimed at helping our learners to respond more appropriately to each other´s utterances. It highlights the importance of listening carefully and how to reply with better intonation and stress in a natural way. An enjoyable speaking lesson that gives students fun controlled and freer speaking opportunities in a ´mingling´ activity.
Download the PowerPoint, lesson procedure, audio and handout below. There are two different version, one for adults and one for teenagers:
- Long time no see! ADULT version TIM
- Long time no see! TEEN version TIM
- Long time no see Task Sheet TIM
- Long time no see Lesson Procedure TIM
- Long time no see PowerPoint Presentation
- https://goo.gl/nr1uue – Audio
- (Audio credit Language to go – upper-intermediate)
Tapescript
Complete the gaps with 1 or 2 words:
Conversation 1
A: Good evening.
B: Hi.
A: Is anyone sitting here?
B: No.
A: Would you _______ if I joined you?
B: Not _______ . That would be lovely.
A: Can I get you a drink?
B: That’s very _______ . I’d love one.
Conversation 2
A: It was lovely to see you again, Sue. We really enjoyed ourselves.
Thank you so _______ for having us to stay.
B: Not at all. It’s _______ .
A: But it was really kind of you to put up with all of us, and the animals.
B: It’s no problem at all. You must come again soon.
A: Thanks for the offer. We’ll do that. See you again soon, then!
B: Yes. Have a good trip.
Conversation 3
A: I passed!
B: Oh, well done…at last! Congratulations! We’ll have to celebrate.
A: Yes. How _______ opening a bottle of champagne?
B: Brilliant _______ .
Conversation 4
A: Do you fancy _______ with us to the
theatre to see Murder in the Garden?
B: I _______ , but you’ll never _______ what. My sister saw it yesterday.
A: Really?
B: Yes, and I’m afraid she said it wasn’t very good.
Now listen and check.
Look at the 6 underlined pairs of phrases in the dialogues.
What is their function?
Conversation 1
A: Good evening.
B: Hi.
A: Is anyone sitting here?
B: No.
A: Would you mind if I joined you?
A B: Not at all. That would be lovely.
A: Can I get you a drink?
B B: That’s very kind. I’d love one.
Conversation 2
A: It was lovely to see you again, Sue. We really enjoyed ourselves.
Thank you so much for having us to stay.
C B: Not at all. It’s a pleasure.
A: But it was really kind of you to put up with all of us and the animals.
B: It’s no problem at all. You must come again soon.
A: Thanks for the offer. We’ll do that. See you again soon, then!
B: Yes. Have a good trip.
Conversation 3
A: I passed!
D B: Oh, well done…at last! Congratulations! We’ll have to celebrate.
A: Yes. How about opening a bottle of champagne?
E B: Brilliant idea.
Conversation 4
A: Do you fancy coming with us to the
theatre to see Murder in the Garden?
F B: I would, but you’ll never guess what. My sister saw it yesterday.
A: Really?
B: Yes, and I’m afraid she said it wasn’t very good.
Match the function to the sentences:
Letter
- Saying thanks/responding to thanks ______
- Giving good news/responding to good news ______
- Asking permission/giving permission ______
- Inviting/declining an invitation ______
- Making a suggestion/responding to a suggestion ______
- Making an offer/accepting an offer ______
Now think about the sentence stress and connected speech:
Guest Post: Meet the Parents – Expressions with “Take”
Image credit: Neatorama
Follow me on twitter @RobbioDobbio
This is the first in a series of guest posts by my friend and colleague Josh Widdows, an English teacher and teacher trainer at International House Barcelona.
This is a vocabulary lesson plan for strong intermediate/upper-intermediate students based on the idea of meeting your partner’s parents for the first time. It highlights the importance of strong collocations that are rich in the English language, using ‘take’ expressions. A fun and discussion based lesson that allows students to create their own ‘guide’ for meeting the parents for the first time.
Download the PowerPoint, lesson procedure and handout below.
Meet The Parents Lesson Procedure
Meet The Parents Lesson Procedure
| Stage | Time | Focus | Procedure | Aim |
|
Reading
|
0-5
|
O/C
Individ.
O/C |
(Slide 1): Film poster of ‘Meet The Parents’. Ask: Have you seen it? What’s it about? Why can this be a difficult situation?
Ss read the article and decide on best ‘tip’.
Ss compare and debate which ‘tip’ is the best. Facilitate and direct conversation. Answer any questions about other lexis. |
Topicalise lesson and activate schemata about the first meeting of your partner’s parents.
Reason to read and gather ideas. Allow them to share ideas and debate the items. |
|
Vocabulary Focus 1
|
5-20 |
Pairs
Individ.
Pairs
Individ.
O/C
|
Highlight the first tip’s take expression and get them to underline the other 9. Encourage noticing of whole lexical chunk. Monitor and mediate.
Project article (Slide 2) with underlined expressions. Ss check and notice full form of the expressions.
Ss discuss the meaning of each identified item. Model first in o/c.
(Slide 3); Ss match the ‘take’ expressions to their meaning. Do first one in o/c and then encourage autonomy.
Write up answers and check. Notice the ones they have difficulties with and clarify any misunderstandings.
|
Allows ss to notice the multiple expressions in the text.
Notice all particles of the expressions.
They work out meaning from context.
Notice their ‘meaning gap’ and leads them to understanding the true meaning. Allow ss to check their understanding and question any uncertainties. |
|
Vocabulary Focus 2
|
20-30 |
Pairs
O/C
Pairs
Pairs |
Focus ss on the form of the first ‘take’ expression and discuss form together, eg. take+prep+noun. They then highlight and discuss the forms of the others: NB Poss. Adjs
(Slide 4): Project form table, focusing on ‘singular nouns’ and other patterns. Elicit the meta-language from ss. Talk about plurals and ask queries.
Notice which phoneme areas they struggle with and highlight weak forms.
Ss mumble practice the phrases. Notice any problem areas and then top-up in o/c.
Model: Give definition of one expression in o/c and elicit the take expression: ‘Which take expression means “to participate”?’
One student has the definition table and the other folds theirs in half. The one with open paper, gives the definition, the other gives the take expression. Monitor pronunciation.
|
Get them to identify and notice the different forms of the expressions.
Allows them to notice that some of the expressions are fixed that some particles cannot be changed.
Highlight the connected speech and word stress.
Lets ss practice the expressions and notice problem areas.
Reinforce form and recycle/practise meaning.
Testing encourages more clarity and cognitive depth. |
|
Vocabulary Practice |
30-40 |
Individ. |
SS complete 10 sentences with the noun extracted.
(Slide 5) Project up the full sentences and ss check. Discuss any uncertainties or queries.
|
Draw attention to the lexical value and evaluate the form. Clarify answers. |
|
Personal-ised Practice
|
40-55 |
3s
O/C |
In small groups students discuss and share their own ideas and experiences about ‘How to Survive Meeting Your Partner’s Parents for The First Time and ss decide on best tips.
Monitor and ensure ss are using the target language appropriately. Feed in and shape any extra language.
Ss decide on best tip(s) and then feedback in open class. T reformulates language and ss debate their ideas.
Feedback to whole group and discuss best tips and personalised ideas that have come up.
Top-up on learning and answer any queries.
|
Ss gain cognitive depth through personalised answers and practice.
Allows T to check ss are using the items correctly and reinforce confidence in the ss.
Further cognitive depth by learning others’ use of the expressions.
Shared learning opportunities expands knowledge.
|
C1/C2 Holiday Diary: Reading & Vocabulary
UPDATE! Katy Muench has created this great PowerPoint of the whole lesson plan, great for face-to-face and online classes:
Image credit: Madagascar Wiki – Fandom
Follow me on twitter @RobbioDobbio
This is a reading and vocabulary lesson plan for higher level students based around an example of a holiday diary. It works well as a model for CPE article tasks about travelling. Download the power point and handout below:
Holiday Diary Madagascar – Handout
Holiday Diary madagascar pp – Original PowerPoint
Procedure
Show the power point and have students discuss the questions as a warmer.
Give out the handout and have students complete the exercises.
Encourage students to write a similar holiday diary for homework.
Holiday Diary
What do you know about Madagascar? Have you ever been there? Would you like to?
Read the text and tell your partner is this type if holiday would be your cup of tea.
Madagascar
We’re quite adventurous so your standard beach holiday doesn’t really cut it for us so after umming and ahhing for a few months we finally settled on a trip to Madagascar. We had set our sights on exploring the dense undergrowth of Madagascar’s jungles and maybe catching a glimpse of some of its famed wildlife.
We flew into the capital Antananarivo, no sooner had we stepped off the plane than we were hit by a wave of intense heat, Madagascar has a really humid climate so the sweat was pouring down our faces in no time at all. Antananarivo is bustling with life with a mindboggling network of haphazard back streets in which you can lose yourself in the blink of an eye. Apart from the hotel we’d booked online we’d decided to play it by ear for the rest of the trip so we set about looking for a guide to take us into the lush vegetation of the surrounding rainforests. Unfortunately there was a mix-up with our luggage that set us back 2 hours but eventually we picked up our suitcases and set off on our mission.
As a city, Antananarivo isn’t much to write home about, it’s pretty grimy and run-down and our taxi ride into the city centre was pretty fraught. When we finally arrived at our hotel it looked a sorry sight, not what we’d been led to believe in the brochure. However, we’re not really big on creature comforts so we didn’t mind. Luckily, the hotel organised guided-tours of the rainforest and there was one leaving the very next day.
We were up at the crack of dawn the next day to board the rickety old minibus that was going to take us out into the middle of nowhere to begin our adventure. The bus journey was a little bit hairy as the road was little more than a track with potholes everywhere. We gradually wound our way up through the mountainous landscape which surrounds the city until we reached the summit of one of the foothills where we stopped for a picnic. The views of the rainforest stretching out in front of us were a real sight to behold, never before have I seen such an awe-inspiring sight…
Read the text again and decide if these statements are true of false.
- The author likes beach holidays T/F
- Antananarivo is a difficult city to navigate around T/F
- They had the whole trip planned out beforehand T/F
- Their luggage was put on the wrong plane T/F
- They liked Antananarivo T/F
- The hotel was different to the description in the brochure T/F
- They don’t mind roughing it T/F
- The journey to the rainforest was relaxing T/F
- They were impressed by the views from the foothill T/F
Look at the expressions in bold, discuss their meaning with a partner.
Look at the expressions again and try to categorise them.
What can you remember? Work with a partner.
Madagascar
We’re quite adventurous so your standard beach holiday doesn’t really ___ (1) it for us so after ________(2) and ahhing for a few months we finally settled ______(3) a trip to Madagascar. We had set our ___________(4) on exploring the _________(5) undergrowth of Madagascar’s jungles and maybe catching a ____________(6) of some of its famed wildlife.
We flew into the capital Antananarivo, no sooner had we stepped off the plane than we were hit by a wave of intense heat, Madagascar has a really humid climate so the sweat was pouring down our faces in no time at all. Antananarivo is ___________(7) with life with a mindboggling network of ________________ (8) back streets in which you can lose yourself in the blink of an eye. Apart from the hotel we’d booked online we’d decided to play it by ________(9) for the rest of the trip so we set __________(10) looking for a guide to take us into the ___________(11) vegetation of the surrounding rainforests. Unfortunately there was a _________(12) with our luggage that set us _________(13) 2 hours but eventually we picked up our suitcases and set off on our mission.
As a city, Antananarivo isn’t much to write home about, it’s pretty ________(14) and run-down and our taxi ride into the city centre was pretty fraught. When we finally arrived at our hotel it looked a ________ (15) sight, not what we’d been __________(16) to believe in the brochure. However, we’re not really big on creature ______________(17) so we didn’t mind. Luckily, the hotel organised guided-tours of the rainforest and there was one leaving the very next day.
We were up at the ____________(18) of dawn the next day to board the rickety old minibus that was going to take us out into the ____________(19) of nowhere to begin our adventure. The bus journey was a little bit __________(20) as the road was little more than a track with potholes everywhere. We gradually wound our way up through the mountainous landscape which surrounds the city until we reached the summit of one of the foothills where we stopped for a picnic. The views of the rainforest stretching out in front of us were a real sight to ________(21) never before have I seen such an awe-______________(22) sight…
Memory
Cover the text and try to retell the story using as much of the vocabulary as you can.
Personalise
Have you ever had a similar experience? Tell your partner about it using the vocabulary.
78 CAE Key Word Transformation Expressions
Image credit: Cambridge English
Follow me on twitter @RobbioDobbio
Before you use these materials why not check out or podcast for learners and teachers alike, it’s called 2Ts in a Pod, follow the link below to listen:
This is a list of 78 expressions from key word transformations in the CAE exam. The expressions are taken from the fantastic quizlet set that someone made. Have students study 10-15 of the expressions for homework and the use the quizlet set to test them in class; great for intensive preparation courses when you’re pressed for time. Download the handout below:
cae-key-word-transformation-expressions
Quizlet set – 82 key word transformations
Expressions
Study the expressions carefully, focus on the prepositions and patterns (gerund/infinitive etc.)
- Under NO CIRCUMSTANCES SHOULD YOU undo your seatbelt during take-off.
- A new manager HAS TAKEN OVER THE running of the finance department.
- THERE IS NO KNOWING what’s going to happen in the next few days.
- The burglar must HAVE GAINED ENTRY/ACCESS through the bathroom window.
- An ant IS CAPABLE OF carrying ten times its own body weight.
- The news that my favourite teacher was leaving CAME AS A DISAPPOINTMENT TO ME.
- Sometime I feel as if my children TAKE ME FOR GRANTED.
- I need TO GET MY PASSPORT RENEWED before our trip to Greece.
- I WAS WONDERING IF YOU WERE willing to donate some money to our cause.
- I SEE NO POINT IN asking Tina for help, she always refuses.
- Playing video games is JUST AS MUCH FUN AS playing sports.
- The defendant DENIED HAVING SEEN the woman before.
- Everyone’s opinions must BE TAKEN INTO ACCOUNT before a decision is made.
- It’s IN YOUR INTEREST to take good notes during class, you’ll need them for the final exam.
- I really need to GET that broken window REPAIRED.
- MUCH TO THEIR DELIGHT, Jon and Ana didn’t have to pay to get in.
- The cat REFUSED TO COME down from the tree.
- Georgina SAID SHE WOULD NOT WEAR the yellow dress her mother had chosen for her.
- Don’t FORGET TO KEEP IN TOUCH while you’re travelling.
- You need to be ON THE LOOKOUT FOR pickpockets in this area.
- Plans ARE BEING DRAWN UP for a new shopping centre on the outskirts of the city.
- MUCH TO OUR HORROR, when we got back to the hotel all our stuff had been stolen.
- Would YOU RATHER I HAD NOT told them about the party?
- LET ME KNOW if you can come to the party, I need to buy the food tonight.
- Andrés WAS AT A LOSS TO EXPLAIN why he was late for class again.
- Failure to show a valid ticket is LIKELY TO RESULT IN you having to pay a fine.
- It is HIGHLY LIKELY THAT THE FILM WILL win several awards.
- Quick ACTION ON THE PART OF the ambulance crew saved the little girl’s life.
- How can I GET IT ACROSS TO HIM that I’m just not that into him.
- Don’t be silly, there IS NO SUCH THING as vampires.
- I’m so sorry I’m late, I(COMPLETELY) LOST TRACK OF TIME!
- IN THE UNLIKELY EVENT that the plane lands on water, lifejackets are stored under your seats.
- Katy HAS BEEN MADE RESPONSIBLE FOR the sales department, she’s a bit nervous but very excited.
- Gerald has been PUT IN CHARGE OF finding a catering company for the Christmas party.
- I WAS TAKEN BY SURPRISE/ WAS TAKEN ABACK when they asked me to take over from Jon as finance manager.
- Bob is IN DANGER OF GETTING SACKED/FIRED if his bad behaviour continues.
- In the end they PLACED THE BLAME ON a group of local teenagers for the vandalism to the church.
- Sorry but I HAD THE IMPRESSION/WAS UNDER THE IMPRESSION that this was a permanent contract.
- I WAS LED TO BELIEVE that the salary would be €2000 a month.
- The runner who finished second told the press that she had NO INTENTION OF RETIRING and that she’d be back to compete next year.
- It’s really difficult TO COME UP WITH GOOD IDEAS in such a short space of time.
- The young actress STANDS EVERY CHANCE OF BEING offered a big role soon.
- Dinner WILL BE FOLLOWED BY a performance by the school orchestra.
- No FEWER THAN THREE PEOPLE ARE REQUIRED to operate this machine.
- Please don’t HESITATE TO CALL (US)/ HESITATE TO GIVE US A CALL if you have any questions or doubts.
- John’s failure to answer all the interview questions COST HIM THE JOB.
- We SPENT HALF AN HOUR LOOKING for a parking space in the city centre.
- The pay rise CAME AS A SURPRISE TO me.
- THERE’S NO DENYING MY disappointment at not being given the job.
- Looks as IF TONY HASN’T BEEN sleeping well
- I’m not going TO PUT UP WITH your behaviour anymore.
- I’m really not SURE HOW I WOULD HAVE REACTED in that situation.
- Novak Djokovic BROKE DOWN IN TEARS AS he was given the trophy.
- Would you HAVE ANY OBJECTION TO ME taking the rest of the day off?
- Her LACK OF EXPERIENCE might AFFECT her ability to do the job.
- It (HAD) NEVER OCCURED TO ME to ask my grandfather for help with my history project.
- Oh dear, I think we might HAVE TAKEN THE WRONG TURNING/TURN a few miles back.
- We WOULD LIKE TO HAVE CARRIED / WOULD HAVE LIKED TO CARRY ON playing for a few more hours but it started raining.
- The project will GO AHEAD ACCORDING TO PLAN.
- You really need to MAKE UP YOUR MIND about which uni you want to go to.
- IT’S HIGH/ABOUT TIME YOU GOT your hair cut.
- The school IS HIGHLY SPOKEN of in the local area.
- He was ON THE POINT OF LEAVING the restaurant when she finally turned up.
- I WOULD BE SURPRISED IF they didn’t win this match, they’re far better than the other team.
- I am IN NO DOUBT that event will be a resounding success.
- I’m sorry but I don’t HAVE ANY RECOLLECTION OF meeting you before.
- We had TO PUT IN a claim with our car insurance company.
- They have NO CHANCE OF WINNING after that red card.
- The students TOOK NO NOTICE OF what the teacher was saying.
- The police have almost GIVEN UP HOPE OF FINDING any more survivors.
- It’s just A MATTER OF TIME BEFORE that car breaks down, it’s so old.
- I really can’t SEE THE POINT IN/OF LEARNING Latin anymore.
- The cat MADE A FAST RECOVERY after its operation.
- I DIDN’T USE TO LIKE olives when I was a kid but I love them now.
- He’s really MAKING A NAME FOR HIMSELF in the fashion world.
- We CAN AFFORD THIS HOLIDAY AS LONG AS we save up €100 a month.
- I HANDED IN MY NOTICE at work last week, 4 more weeks until I become my own boss!
- I haven’t got 10 cents, LET ALONE 1 euro.
Love is in the air: Love and Relationship Expressions
Image credit: Android Authority
Follow me on twitter @RobbioDobbio
This is a lesson plan I designed for Valentine’s day so it’s a bit late but who’s to say you can’t learn about love any day of the year? Download the teacher’s notes and student handout below:
A Love Story – Teacher’s notes
Preparation
Print out enough copies of the students’ handout for each student and enough copies of the pictures for students to work in pairs.
Step 1: Guess the Story
Give each pair a set of pictures and have them guess the order of the story. Tell them “this is the story of a relationship, you have to put it in order” you might want to put some simple sequencers on the board: “First, and then, afterwards, in the end etc.”
When they’ve finished choose a pair to tell their version of the story to the class, ask other groups if their version is different.
Step 2: Listening
Tell students that you are going to tell them the real story and they have to listen and put their pictures in the correct order. Read the story.
Step 3: Reading
Give out the handout but fold the paper so student cannot see the language focus exercise. Students read the story and check that they have the pictures in the correct order.
Step 4: Meaning from context
Have students try to guess the meaning of the expressions in bold from the context in pairs. Then go through the meanings on the board:
- love at first sight – fall in love when you first see someone
- check sb out – look at someone to decide if you’re attracted to them
- pluck up the courage – be brave
- chat sb up – flirt with sb
- ask sb out – arrange a date
- have a lot in common – have shared interests
- be made for each other – a perfect match/couple
- fall head over heels in love – fall madly/deeply in love with sb
- go out with sb – be in a relationship
- have a row – argue
- have a thing for sb – be attracted to sb
- break/split up – end a relationship
- get back together with sb – repair a relationship
- get down on one knee – kneel on one knee
- pop the question – propose to sb
- tie the knot – get married
- be in the doghouse with sb – your partner is angry at you
- worried sick – v. worried
- on the rocks – in trouble, danger
Step 5: Language focus
Students turn the handout over and try to complete the expressions from memory; they mustn’t look at the text.
Students then unfold the paper to check their answers.
Step 6: Retell the story
Students turn the handout over and attempt to retell the story, using all the expressions, using the pictures as prompts.
Step 7: Personalising
If appropriate, students describe a real relationship from their lives: How did you meet your wife/husband? etc.
The Story
Work with a partner, look at the words in bold, what do you think they mean?
Tony and Tina met at a party, it was love at first sight, they were both checking each other out for a while until Tony plucked up the courage to go and talk to Tina. He chatted her up for a while then at the end of the night he asked for her number. He called her the next day to ask her out and she said yes. They went out for coffee and discovered that they had so much in common, they were made for each other! They fell head over heels in love and started going out with each other straightaway. One night, they had a huge row because Tony thought that Tina had a thing for his best friend. It was a horrible argument and they broke up but it wasn’t long before they got back together because they just couldn’t stay apart.
2 years later Tony got down on one knee and popped the question to Tina, she said yes and 6 months later they tied the knot in front of their friends and family. A few years later Tony was in the doghouse for a few weeks because he got really drunk with his friends and didn’t come home, Tina was worried sick. For a few days it looked like the marriage might be on the rocks but she forgave him eventually and they both lived happily ever after.
Language Focus
Over the story and try to remember the missing words from the expressions.
- It was love ____ first sight
- They were both c_________ each other out
- He chatted her _____ for a while.
- He called her the next day to _____ her out.
- They had so much in ______________.
- They were made ______ each ___________.
- They fell __________ over _________ in love.
- Tina had a _____________for his best friend.
- They ____________ up but it wasn’t long before they got ___________ together
- 2 years later Tony got __________ on one knee and ____________ the question to Tina,
- 6 months later they _________ the knot in front of their friends and family.
- Tony was in the ____________ for a few weeks
- Tina was worried ______________.
- It looked like the marriage might be on the _____________ but she forgave him.
CAE Expressions Sheet
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This is a phrase sheet for my CAE students to help them with some nice informal expressions for the speaking assessment. The expressions are collected from various other worksheets but they idea was to have them all in one place for ease of studying. Download the sheet below.
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Family 1. I definitely take after my Mum. 2. My sister and I get on like a house on fire. 3. My Dad is the breadwinner in our family. 4. My brother and I are like two peas in a pod. 5. My cousin and I are like chalk and cheese. 6. Curly hair runs in my family 7. They say that blood is thicker than water. 8. I want to follow in my parents’ footsteps and become a doctor. 9. I’m always falling out with my sister, she’s so annoying. 10. My uncle is the black sheep of the family. 11. My little brother is the spitting image of my Dad. 12. I’m named after my great-grandfather. |
Friendship 1. My best friend and I have been through thick and thin together. 2. My best friend is such a good laugh. 3. My best friend and I are like brothers/sisters from another mother. 4. I can always turn to my friend for advice or help. 5. My best friend always stands up for me in an argument or fight. 6. I know that my best friend has got my back if there’s any trouble. 7. If I tell my friend a secret, I know that their lips are sealed. They would never spill the beans. 8. My best friend is definitely not a fair-weather friend. 9. My best friend and I are lifelong friends. 10. We were best friends at primary school but now we have drifted apart. 11. My best friend and I are joined at the hip. 12. I often crash at my friend’s house at the weekend.
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Travelling 1. Get itchy feet 2. Get the travel bug 3. Culture vulture 4. Catch some rays 5. Sit and watch the world go by 6. Pack a lot in/Have a full plate 7. See how the mood takes me 8. Travel on a shoe string 9. Live it up 10. A culture shock 11. Feel right at home 12. Watch your back 13. Travel light 14. At the crack of dawn |
The Future With any luck, I will probably… I have a burning ambition to… I’ve always dreamed of… so I expect I will… I haven’t made up my mind yet but I’m leaning towards studying… I’m torn between studying… and …. In all likelihood I’ll study…/work in… I see myself working in the field of… If everything goes to plan in 5 years, I’ll be… I’ve got it all mapped out first I’m going to… then… I have absolutely no clue what I’m going to do tomorrow let alone in 5 years. I have always had aspirations to go into the field of… I expect I’ll follow in my Mum/Dad’s footsteps.
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| Likes/Dislikes
· I’m keen on / fond of…………… · I’m a keen / avid + noun · I’m a keen swimmer. · I’m an avid guitarist. · I’m an avid traveller. · I’m a (bit of a) bookworm. · I’m an avid reader · I’m a (bit of a) film / music / history / art buff. · I’m a (bit of a) computer geek. · I’m a (bit of a) shopaholic. · I’m a (bit of a) workaholic. · I’m a bit of a risk taker / adrenalin junky / daredevil. · I like to recharge my batteries at the weekend. · I like to get away from the hustle and bustle of my job / school / the city. · The word is on the tip of my tongue · The word escapes me at the moment but…. · I’m hooked on (Game of Thrones) · I’m a (bit of a) girly girl. · (Boys) I like sport, beer, and women. · I’m a (bit of a) man’s man. · I’m in tip top condition. |
English/Education
· I am / was a teacher’s pet / top of my class at school. · English is a requirement of my course / job. · If you want to get ahead in life you need English. · I’ve been studying English for ages. · I’ve been studying English for as long as I can remember. · English is an essential / key part of my everyday life.
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Typical Speaking Part 1 Questions
- What are you particular likes and dislikes?
- What do you look for in a friend?
- Describe your best friend.
- What type of holidays do you enjoy?
- Where do you see yourself in 5 years’ time?
- How important will English be in your future?
- Tell me about your family.
- What type of family do you have?