Posted in Conversation Classes, Exam Preparation Class, Vocabulary Classes

CAE Speaking: Future Plans

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This is a phrase sheet to teach CAE students a range of impressive structures to talk about their future plans. Download the sheet below:

CAE Speaking Part 1 Future plans

In part 1 of the speaking paper it’s typical for candidates to be asked about their goals and aspirations. Give out the sheet and have students ask and answer the typical questions, then have them test each other on the expressions. They could go on to make gap-fill sentences for another pair to complete to consolidate the expressions.

Typical Part 1 Questions:

  1. What are your plans for the future?
  2. Where do you see yourself in 5 years?
  3. What are your ambitions?

Expressions

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.

Posted in Conversation Classes, Vocabulary Classes

You can’t choose your family: Family Expressions

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This is a lesson plan for higher levels (C1+) designed with CAE students in mind. Students will teach each other some expressions related to family and use them to describe themselves. Credit to my colleague Julie Banks for some of the expressions. Download the handout and key below:

You cant choose your family handout

You can’t choose your fam teacher notes

Teacher’s notes

Lead-in

Write the expression “you can’t choose your family” on the board. What does it mean? Does it exist in your language?

Peer Teaching

Put students in pairs and assign them As and Bs. Cut up the hand out and give them out. Tell students that they are going to teach each other some expressions related to family. Have two strong students do an example at the front of the class. A reads the first question of the first set to B:

“Are you named after another member of your family?”

If B doesn’t understand they say “Sorry I don’t understand” and A reads them the second question, which contains the definition of the expression in bold:

“Were you given your name because an older member of the family has/had the same name?”

So named after means your name was inspired by the name of another member of the family or by another person whose name your parents liked.

In pairs students ask and answer the questions, taking it in turns to ask and teach each other an expression. When they have finished they must test each other, first by asking for a definition of an expression, for example “what does like two peas in a pod mean?” and then by eliciting the expression “what’s the expression that means that two people are very similar?”

Then test them in open class, As should know all of B’s expressions.

Definition match

Students match the expressions with the definitions.

  1. k
  2. e
  3. f
  4. i
  5. b
  6. l
  7. g
  8. j
  9. h
  10. c
  11. d
  12. a

Personalise

Students complete the sentences about themselves and then compare with their partners.

Student handout

Student A

Here you have six sets of two questions. Ask the first question of each set to your partner. If they don’t understand the expression in bold, ask them the second question, which contains the definition.

  1. Are you named after another member of your family? Were you given your name because an older member of the family has/had the same name? Do any specific names run in your family?
  2. Are you the spitting image of another member of your family? Do you look almost exactly the same as another member of your family? If so, who?
  3. Are you the black sheep of your family? Are you the one member of your family who is different to all the others? If not, who is?
  4. Do you often fall out with members of your family? Do you argue of fight with members of your family? If so, who?
  5. Do you want to follow in your parents’ footsteps? Do you want to do the same job as your parents? Why? Why not?
  6. They say that blood is thicker than water. Do you agree? Do you think that family is the most important thing?

Student B

Here you have six sets of two questions. Ask the first question of each set to your partner. If they don’t understand the expression in bold, ask them the second question, which contains the definition.

  1. Do any specific names/characteristics run in your family? Are there any specific names/characteristics that are passed down from generation to generation?
  2. Are you and any member of your family like chalk and cheese? Are you and any member of your family completely different?
  3. Are you and any member of your family like two peas in a pod? Are you and any member of your family exactly the same in looks and personality?
  4. Who is the main breadwinner in your house? Who brings home the bacon? Who supports the family financially?
  5. Who do you get on like a house on fire with in your family? Who do you have a fantastic relationship with?
  6. Who do you take after in your family? Which parent have you inherited the most characteristics from?

 

 

 

 

Worksheet

Definition Match

Match the expressions on the left with the definitions on the right

1.       Take after sb

2.       Get on like a house on fire

3.       The breadwinner/bring home the bacon

4.       Like two peas in a pod

5.       Like chalk and cheese

6.       Run in the family

7.       Blood is thicker than water

8.       Follow in your parents’ footsteps

9.       Fall out with sb

10.   The black sheep of the family

11.   The spitting image of sb

12.   Be named after sb

a.       Your name was inspired by an older member of the family

b.      Completely different to sb

c.       Completely different to everyone else in the family

d.      To look exactly the same as sb

e.      To have a great relationship with sb

f.        The one who supports the family financially

g.       Family is the most important thing

h.      To argue/fight with sb

i.         Extremely similar in personality

j.        Do the same job as your parents

k.       To inherit personality/appearance from a parent.

l.         When a characteristic is passed down through many generations.

 

Personalise

Complete these sentences so that they’re true for you.

  1. My ____________ is the breadwinner in my house because________________________.
  2. Me and my ______________ are like two peas in a pod because_______________________.
  3. I often fall out with my ___________________ over ______________________.
  4. I’m named after ____________________________.
  5. I think I take after my ___________________ in my personality and my _________________ when it comes to my looks.
  6. __________________ am/is the black sheep of my family because ____________________.
  7. Me and my ___________________are like chalk and cheese because __________________.
  8. I get on with ____________ like a house on fire because __________________________.
  9. ____________________ runs in my family.
  10. I would/wouldn’t like to follow in my Mum/Dad/parents’ footsteps because _________________________________.
  11. People tell me that I’m the spitting image of ___________________________________.
  12. I agree/disagree that blood is thicker than water because___________________________.
Posted in Listening Classes, Vocabulary Classes

Scared Stiff! – Fear and Horror Film Expressions

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This is a lesson plan for higher level students (high B2+) in which students learn expressions related to fear and horror movies. It is a good companion activity my Chucky’s Participle Clauses lesson, I plan to teach the two activities in one 90 minute class. You will need the audio file and handouts below:

Scared Stiff Teacher notes

Scared Stiff Student Handout

Listening Audio File

Scared Stiff

Listening Comprehension

First check students understand “scared stiff” then tell them they are going to listen to a man talking about horror films. Dictate them these 5 questions, students write them down. Play the audio twice all the way through.

  1. What’s his opinion of gory films? He doesn’t find them frightening
  2. What types of gory scenes make him uncomfortable? Gory scenes involving eyes
  3. What types of horror films scare him the most? Psychological horror
  4. What sometimes happens while they are watching a horror film? The phone rings or the cat makes a noise, scaring them.
  5. What’s his girlfriend scared of? Spiders and anything that looks like a spider

Being a bit of a scaredy-cat I’m not really into horror films. But every now and then I like to sit down and watch one with my girlfriend. I’m not very squeamish so I don’t really find gory films very frightening but anything to do with eyes gives me the heebie-jeebies, so I find any scenes where people get the eyes cut or poked out really unsettling.

The films that really send shivers down my spine are psychological horror films, for me they’re far scarier than gory films. Maybe ones where some people are exploring a spooky house and there’s some creepy music playing, they really put me on edge because you don’t know when something is going to jump out and scare you half to death. Sometimes the scariest thing is when we’re watching a horror film and the house phone suddenly rings, or the cat makes a sound and we jump out of our skins with fright.

My girlfriend is slightly different to me. She’s petrified of spiders and anything that looks like a spider but they don’t really bother me. Once we watched a film about giant alien bugs and we had to switch it off because she was shaking like a leaf!

Students listen again and write down as many expressions as they can.

Language focus

Students look at the expressions in the box, find them in the text and try to deduce meaning from context.

1.       Scaredy-cat – a person who is easily frightened/scared of a lot of things

2.       Squeamish – a person who can’t deal with the sight of blood/gore

3.       Gory – a film with lots of blood and guts

4.       Gives me the heebie-jeebies – makes me feel uncomfortable/scared/disgusted

5.       Unsettling – makes you feel uncomfortable

6.       Sends shivers down my spine – a physical response to being scared

7.       Spooky – haunted, supernatural

8.       Creepy – discomforting, films can be creepy but people can too, a creepy guy etc.

9.       Put me on edge – makes me nervous

10.   Scare you half to death – scare a lot

11.   Jump out of your skin – gives you a big fright

12.   Petrified of – very scared of

13.   Shake like a leaf – physically trembling with fear

Memory gap-fill

Students turn the hand out over and try to remember the positions of all the expressions to complete the text. If they get stuck they can turn the paper over and look for one expression.

Analysis

Students look at the expressions and analyse them with the following questions to increase chance of retention.

  1. Is the meaning obvious from the words?
  2. Which ones exist in your own language?
  3. Which one is your favourite?
  4. Which one will be the easiest/most difficult to remember? Why?

Discussion

Students discuss the following questions with their partner using the expressions and the language in the box below. Students should be encouraged to use the “showing interest” expressions to actively listen to their partner.

Showing interest Personalising
Uh-huh.

That’s interesting/weird.

Oh, I see.

Right.

Totally/absolutely.

I see what you mean.

I’m exactly the same.

Uh-uh, not me.

No way!

You’re joking

For me personally,

Speaking personally,

From my point of view,

When it comes to (scary movies), I think…

Speaking of (scary movies), in my opinion…

I find (gory movies) really (terrifying)

 

(psychological horror movies) are much/far scarier than (gory movies)

  1. Are you a scaredy-cat?
  2. Are you squeamish? Do gory movies give you the heebie-jeebies?
  3. What type of movies put you on edge?
  4. What are you petrified of?
  5. Can you think of a scene in a film that made you jump out of your skin?
  6. What type of scenes/monsters send shivers down your spine?
  7. Which films left you shaking like a leaf?
  8. What scares you more, a spooky place or creepy music?
  9. What situations are unsettling in real life?
  10. Has a friend or family member ever made you jump out of your skin or scared you half to death?

Follow up

Students right a CAE style review of the scariest film they’ve ever seen, explaining why it was so scary and who they would recommend it to.

Posted in Vocabulary Classes

Mind-Boggling Expressions with Mind

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This is a vocabulary activity designed with proficiency students (C2) in mind. However, it can be adapted for advanced students. Students will learn expressions with the word “mind” and use them in a discussion. Download the students’ handout and teacher’s notes below:

Mind Expressions teachers notes

Mind Expressions student handout

Sentence completion

Give out the handout and have students work in pairs to complete as many as they can. For lower levels or if students struggle you could write all the missing words on the board and students could use them to complete the activity. Students can use the list on the back to check their own answers.

Key

1.       Great

2.       Load

3.       Meeting

4.       Frame/state

5.       Right

6.       Give piece

7.       Have own

8.       Boggling

9.       In/of

10.   Cast

11.   Bearing

12.   Crossed

13.   If do

14.   Half

15.   Sieve

16.   Tracked

17.   Running

18.   Put

19.   Own business

20.   P’s q’s

21.   Slipped

Definitions

  1. Great minds think alike – When two people have had the same good idea
  2. A load off one’s mind – news that brings relief
  3. A meeting of the minds – group of experts meeting to discuss something
  4. In a frame of mind – in a mental condition
  5. No one in their right mind would – no sane person would
  6. Give sb a piece of one’s mind – to angrily express disapproval to someone
  7. Have a mind of its own – does things on its own
  8. Mind-boggling – so big/complex that it’s difficult to comprehend
  9. To be in/of two minds about something – to be undecided
  10. Cast one’s mind back – think about a specific time in the past/make an effort to remember
  11. Bear in mind/It’s worth bearing in mind – Remember/take into account
  12. Cross one’s mind/It never crossed my mind to – I never thought about (normally in relation to a solution to a problem)
  13. Don’t mind if I do – I would like to, used when accepting an offer, usually food/drink
  14. Have half a mind to – to be considering doing something (normally something you’re not going to do)
  15. Have a mind like a sieve – bad memory
  16. Have a one-tracked mind – always thinking about one thing, almost always sex
  17. Run through one’s mind – something you’re constantly thinking about
  18. Put one’s mind to st – make a considerable effort to focus on doing something
  19. Mind one’s own business – not interfere in other people’s lives/problems
  20. Mind one’s p’s and q’s – be polite and follow social rules (please, thank you etc.)
  21. Slip one’s mind – forget something

Analysis

This section is important as it gives students an opportunity to process the expressions on a deeper cognitive level and relate them to their lives, this will increase the chances of retention. Allow them to discuss the questions and then briefly in open class.

Discussion Key

  1. Sieve slip
  2. One
  3. Cast
  4. P’s q’s
  5. Own business
  6. Gave
  7. Put
  8. In/of
  9. Right
  10. Own
  11. Bear
  12. Load
  13. Running

 

Student’s Handout

Sentence completion

Complete the sentences with 1 word to form expressions with “mind”.

  1. So you’ve decided to do a masters too! ________ minds think alike!
  2. They found the lost pendrive down the back of the sofa. Phew! That’s a ________ off my mind.
  3. The UN has organised a council of scientists to discuss the best way to solve the issue, it’s going to be a real _________ of the minds.
  4. Due to the recent speculation about a move to Real Madrid, the player has stated that he’s not in the right _________ of mind to play tomorrow.
  5. No one in their _________ mind would buy that car, it’s a death-trap!
  6. If you two don’t be quiet and go to sleep, I’m going to come up there and _____ you a ______ of my mind!
  7. My mobile phone seems to _______ a mind of its _______. It’s always calling people in my bag.
  8. The distances we’d have to travel to reach another habitable planet are mind-___________, it’s not going to be possible in our lifetime.
  9. I’m ___ two minds about what to do on Sunday, we could have a picnic or we could go to the cinema.
  10. ______ your mind back to the day of the robbery Mrs. Jones, what time did your husband arrive home?
  11. It’s worth __________ in mind that the sun goes down at 5:30 in winter, so we have to be off the mountain by then.
  12. It never ___________my mind to ask Tony for help, I figured he didn’t know anything about computers.
  13. Would you like another martini George? Oooo don’t mind ____ I _____.
  14. I have ______ a mind to go up there myself and tell them to turn the music down.
  15. I’m sorry but I’ve completely forgotten your name, I’ve got a mind like a _________.
  16. Most teenage boys have a one-_________ mind, and we all know what that means!
  17. Hi babe, are you tired? No, why? Because you’ve been ________through my mind all night.
  18. You can achieve anything if you ______ your mind to it!
  19. I was just sat at the bus-stop minding my _____ _______ when this guy walked up and started insulting me!
  20. You have to mind your ___’s and ____’s around my grandma, she’s quite sensitive about that sort of thing.
  21. Oh no! I forgot to bring you that letter, sorry, it completely ________ my mind.

Key

Below are the expressions from ex 1. Look at them with a partner, how can you express them in other words?

1.       Great minds think alike

2.       A load off one’s mind

3.       A meeting of the minds

4.       In a frame of mind

5.       No one in their right mind would

6.       Give sb a piece of one’s mind

7.       Have a mind of its own

8.       Mind-boggling

9.       To be in/of two minds about something

10.   Cast one’s mind back

11.   Bear in mind/It’s worth bearing in mind

12.   Cross one’s mind/It never crossed my mind to

13.   Don’t mind if I do

14.   Have half a mind to

15.   Have a mind like a sieve

16.   Have a one-tracked mind

17.   Run through one’s mind

18.   Put one’s mind to st

19.   Mind one’s own business

20.   Mind one’s p’s and q’s

21.   Slip one’s mind

Analysis

With your partner, look at the expressions and answer the questions below.

  1. Which ones are easy to guess from the individual meaning of the words?
  2. Which ones do you like?
  3. Which ones sound good?
  4. Which ones can be used in the most situations? And which in the least?
  5. Which ones can you easily relate to your life? Why?
  6. Which ones would you use in a letter/email/text message?
  7. Which ones would you use in speech?

Discussion

  1. Do you have a mind like a ________? What things normally _______ your mind?
  2. Is it true that men have a ______-track mind?
  3. How far can you ______ your mind back?
  4. Is it important to mind your ___’s and ___’s around your family?
  5. Are you a busy-body? Or do you tend to mind your _____ _____________?
  6. When was the last time you _______ someone a piece of your mind?
  7. You can achieve anything if you ________ your mind to it. Do you agree?
  8. Are you ____ two minds about anything at the moment?
  9. Complete the sentence about something in your city/life/country at the moment: No one in their _______ mind would…..
  10. Do any of your things have a mind of their ________?
  11. What should people ________ in mind if they want to do your favourite hobby/past-time?
  12. Can you think of any news you’ve received recently that was a _______ off your mind?
  13. Has anything been __________through your mind a lot recently? What are you going to do about it?
Posted in Conversation Classes, Vocabulary Classes

Politics: Idioms and Discussion

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This is a lesson plan for adult higher-level students (high B2+) in which students learn some political idioms and put them into practice in a discussion. Download the hand out and key below:

Politics student handout

Note: I found most of the political idioms on the site below, but designed the matching task, sentence matching activity and discussion myself:

http://www.learnenglish.de/vocabulary/electionidioms.html

Politics – Idioms and Discussion

Match the idioms to their definitions:

the hand-out has pretty pictures but they didn’t come out here 😦

1.       A two/three/four-horse race 2.       A political football 3.       Hot air
4.       Toe the party line

 

5.       A political hot potato 6.       A hung parliament
7.       Press the flesh

 

8.       Get on/off your soapbox 9.       Throw in the towel
10.   Bent/crooked 11.   Live/be in an ivory tower

 

12.   Have the common touch

 

a.       Be corrupt

b.      When there’s no clear winner in an election

c.       Empty words

d.      To speak passionately about something you believe in

e.      A problem that doesn’t get solved because of political reasons

f.        To give up

g.       A competition/election only a few people can win

h.      To shake hands with the public

i.         To be able to relate to the public

j.        To be detached from reality

k.       A potentially controversial  topic

l.         Conform to and express the same views as the leaders of your party.

 

Put the expressions in the sentences:

  1. After the speeches the politicians went into the crowd to __________________ with members of the public.
  2. What the chancellor said about trickle-down economics is a load of ________________, I don’t believe it for a second.
  3. The problem with most politicians is that they __________________________ and have no idea how their policies affect people.
  4. I reckon half the politicians in this country are _____________________, you just have to follow the money.
  5. The opposition have decided to __________________________ and accept that they lost the election.
  6. Normally, if a cabinet minister doesn’t ________________________ they’ll soon be out of a job.
  7. Early polls suggest the result will be a _____________________ with no clear winner.
  8. It looks like the election will be a ___________________ between Labour and the Conservatives.
  9. Prison reform has been a ______________________ for years because prisoners don’t vote!
  10. The subject of MPs’ expenses is a ______________________, nobody wants to touch it but I’m sure it’s going to blow up soon.
  11. The new leader of the Liberals _______________________, you can see it in the way he talks to his constituents.
  12. ______________________ Tony, you’re always banging on about conspiracy theories but we’ve heard it all before.

Discussion

  1. How much of a politician’s time should they spend on local issues relevant to their constituency?
  2. How much of a politician’s time should they spend on national issues?
  3. Should all politicians have to toe the party line? When should they be allowed to speak out against their leader/policy in their party?
  4. If a politician doesn’t toe the party line, what should the leader do?
  5. Which politicians are always spouting hot air? Can you trust anything a politician says? Are there any politicians in your country that you believe in?
  6. Who should get the first opportunity to form a government in a hung parliament, the party that got the most votes? Or the party most likely to be able to form a stable coalition?
  7. What have been the biggest political hot potatoes in your country in the last few years?
  8. Are there any issues that are treated like political footballs in your country?
  9. What do you think when you see a politician pressing the flesh? Why do you think they do it? Have you ever pressed the flesh with a politician?
  10. What do you get on your soap box about?
  11. Which politicians in your country have the common touch? And which don’t?
  12. Are elections in your country normally a two-horse race?
  13. If you could change one thing about the political system in your country, what would it be?
  14. How much do politicians earn in your country? Is it enough? Why do people get into politics?

Key

Definition match

  1. G
  2. E
  3. C
  4. L (l)
  5. K
  6. B
  7. H
  8. D
  9. F
  10. A
  11. J
  12. I (i)

Sentence match

  1. Press the flesh
  2. Hot air
  3. Live/are in an ivory tower
  4. Crooked/bent
  5. Throw in the towel
  6. Toe the party line
  7. Hung parliament
  8. Two-horse race
  9. Political football
  10. Political hot potato
  11. Has the common touch
  12. Get off your soap box – used to tell someone to stop talking about something

Follow up

Students could write a CAE/CPE style report on the state of politics in their country, the report could then suggest ways in which politicians could get young people to take and interest in politics.

Posted in Exam Preparation Class, Grammar Classes, Vocabulary Classes

CAE use of English useful language

This is a handout for CAE exam students. It contains a selection of the collocations, expressions, phrasal verbs and grammatical structures that can come up in the exam.

Download the hand out here:

CAE expressions collocations etc

Phrasal Verbs

Carry out (do/perform) tests/experiments/studies/orders.

End up – We ended up sleeping in a doorway.

Run out (none left) – We’ve run out of milk.

Run short/low on (not have much left) – we’re running short on milk.

Lead to (cause) – The accident led to huge traffic jams on the main road.

Meet up with (people) – We always meet up at the same café on Sunday afternoon.

Take up space/time – We threw our old sofa out because it took up too much space. I can’t do yoga anymore; it takes up too much of my time.

Stand out (be obviously different) – Alan is 185cm at 14 so he really stands out in his class.

Take after (a parent) (inherit their traits/characteristics) – Neil really takes after his Dad, their mannerisms are exactly the same.

Call for (require) – This job calls for a good head for numbers.

Meet with (encounter) problems/reactions – Joe’s plans for the company met with angry reactions from the employees.

To wear out (to be damaged with use/tired) – The two kids wear me out so much at the weekend. My tires are completely worn out; I need to buy new ones.

Put in (effort/time) – I put a lot of time and effort into the project.

Cut down on (consume less) – I’m going to cut down on cigarettes.

Collocations

A head for figures/numbers (talent)

On an annual/daily basis (every year/day)

An error of judgement

Loose clothes, a loose tooth, the animals got loose (escaped)

Run a business (manage)

A spot of rain, a spot for a picnic, To spot something (see)

Put something to use

Make use of something

Have a vast impact on st

A fall/drop/rise in the number of…

River bank

Sea shore

Clearly distinguishable

Come to light

Animal behaviour

Herds of dinosaurs/cows

Operate machinery

Operate on a person

Raw materials

Disposal of waste/waste disposal

The state of the environment

A pressing problem

Confront/face a problem/be confronted/faced with a problem

Life support systems

Set fire to st

A risk of fire

It soon became clear

Keep an area clear

Short space of time

parking space

release a film/CD/album

Release fumes into the atmosphere

A great deal of + uncountable noun (a lot of)

Snow-capped mountains

A point of interest

Pursue a hobby/leisure activity

A small/large sum of money

Expressions

A metre/day/etc. or so (approx.)

I think of him as a father figure

As much (noun) as possible

Upside-down

Back-to-front

Inside-out

Run into trouble (encounter problems)

Take somebody on a tour

… will be followed by…

It follows that (therefore/so)

Even the (superlative) bravest person would be scared.

Contrary to popular belief…

Behind/ahead of schedule

What do you make of this? (think about)

To make (quite) a name for oneself

I’d be grateful if you could…

This belongs to me

… is nowhere near…

… isn’t anywhere near…

… proved to be… (turned out)

Well over + number (there were well over 100 people at the event)

…is/are considered to be

… would make an excellent/terrible… (doctor/parent etc.)

It’s hard to believe that…

Prevent something from happening

At the height of his fame/success

In (his/its etc.) heyday

At its height (the height of its success/fame)

Common Key Word Transformation Expressions and Grammar

Would rather (not) do something (no to)

Would prefer (not) to do something

Deny + gerund – She denied having stolen/stealing the money

Accuse sb of + gerund

Spend time doing st

It took me (10 mins) to do ….

In spite of/Despite never having done st….

In spite of/Despite + noun

Get something done – I need to get my passport renewed

Were to + inf in conditionals. If I were to win the lottery, I would…

In the process of doing st – the house is in the process of being rebuilt

We wasted little time (in) starting the game.

There wasn’t a single… left.

Have great difficulty (in) doing st – he had great difficulty opening the box.

I can’t make it (come) to the meeting.

On no account/under no circumstances + should/must/to be – On no account should this door be opened. Under no circumstances am I to be disturbed.

As far as… Is concerned… is… – As far as computers are concerned, John is a real expert.

It was only when …. That …. – It was only when I arrived home that I realised I had been robbed.

Just about to do st

To be on the point of doing st – I was just about to open the door when the phone rang.

The lack/absence of … caused…

Posted in Conversation Classes, Vocabulary Classes

Family Expressions Conversation Class

Family clip art

This is a short activity in which students learn some expressions about family and use them in a short discussion.

Have students try to complete the expresions below in pairs.

Complete the expressions:

  1. A family t_______
  2. B______ is thicker than w________
  3. L______ father l_______ son
  4. To take a_______ somebody (to inherit characteristics from a parent)
  5. Like two p_____ in a p______ (very similar)
  6. Like c_______ and c_______ (very different)
  7. Go to a family g_____ – t________ / g_________
  8. A father f__________

Key:

  1. tree
  2. blood, water
  3. like, like
  4. after
  5. peas, pod
  6. chalk, cheese
  7. get-together / gathering
  8. figure

Go through the expressions as a class, then but students in small groups to discuss the following discussion questions:

Discussion questions:

  1. Does your family have a family tree? Have you ever looked at it? Do you know your family’s origins? Do you have any famous ancestors?
  2. Do you agree that blood is thicker than water? How important is family to you? How important is family in your country? Do you think it’s more important than in other countries?
  3. Who do you take after? Your mother or father? In appearance? Personality? Are there any specific hereditary characteristics in your family?
  4. Do you have any family members or friends who are like two peas in a pod? Or any who are like chalk and cheese?
  5. How often do you go to family get-togethers / gatherings? When was the last time? Do you enjoy them? Do you have any annoying relatives?
  6. How important is it for a child to have a father figure? Or a mother figure? How do you think a lack of either can affect children?