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Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.


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GRAB’N GO LESSONS

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Libers Språklåda i engelska

ISBN 978-91-47-90988-9 © 2012 Christina Andersson, Kristina Hurtig och Liber AB


Contents Introduction

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4

4. Using traditions and myths������������������������������ 80 Unit 1: Christmas ����������������������������������������������������������������������� 81

1. Using story-telling��������������������������������������������������������������� 5 Unit 1: The Baby and the Cat ���������������������������������������� 6 Unit 2: My Favourite City ���������������������������������������������������� 8 Unit 3: A True Story about Friendship ������������ 15

Unit 2: Bonfire Night ������������������������������������������������������������� 86 Unit 3: Easter ���������������������������������������������������������������������������������� 92 Unit 4: Stonehenge����������������������������������������������������������������� 96 Unit 5: Jack the Ripper����������������������������������������������������103

Unit 4: Characters in Children’s Books������������ 17 Unit 5: A Fairy Tale ������������������������������������������������������������������ 18

5. Using lyrics, poems and drama ������������� 115 Unit 1: Song in Strips

2. Using pictures������������������������������������������������������������������������� 22 Unit 1: The Boy and the Cake������������������������������������ 23 Unit 2: Two Stories in One ��������������������������������������������� 25 Unit 3: The Driver and the Wolves ���������������������� 28 Unit 4: Find the Differences ����������������������������������������� 30

  She’s leaving home���������������������������������������������������������116 Unit 2: Comparing Poems   My love is like a red red rose …. �����������������118 Unit 3: Nursery Rhymes ��������������������������������������������������122 Unit 4: Drama ������������������������������������������������������������������������������132 Unit 5: Pop Icons���������������������������������������������������������������������134

Unit 5: Draw the Pictures������������������������������������������������� 40

3. Using newspapers and magazines ������ 45 Unit 1: Problem Page������������������������������������������������������������ 46 Unit 2: Avoiding “Swenglish” ������������������������������������ 50 Unit 3: Mix and Match �������������������������������������������������������� 55 Unit 4: Reading Between the Lines �������������������� 61

6. Using phonetics and expressions������� 145 Unit 1: Phonemic Bingo �������������������������������������������������146 Unit 2: Idiomatic Expressions the Body �����158 Unit 3: Point and Say ���������������������������������������������������������164 Unit 4: Pronunciation and Spelling ������������������166 Unit 5: Singing Pronunciation ���������������������������������170

Unit 5: Broadcasting �������������������������������������������������������������� 70

7. Extra material ��������������������������������������������������������������������� 174

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Introduction Who is GRAB‘N GO LESSONS for? Having experience as teachers for more than 50 years together, we know that sometimes there is a need for quick solutions in the classroom. A substitute teacher will also find this catalogue of lessons handy. The concept of GRAB‘N GO LESSONS is that the lessons can be used without any other requirements apart from a photo copier. How is GRAB'N GO LESSONS organised?

There are six units, covering one theme each. Each unit consists of five activities, or lessons. Every activity includes a page with Teacher‘s instructions, also stating the objectives of the lesson, and a various amount of Student‘s worksheets, all ready to be photocopied. How long will the activities take?

Each activity is designed to take a complete lesson of between 40 to 80 minutes. You will need to tailor the time an activity takes to fit with your requirements. Are the activities graded?

Inevitably, some tasks will be more challenging than others. It‘s up to the teacher to decide how to adapt it to the level of the students. Some suggestions for extra work are included on the Teacher‘s instructions pages.

Christina Andersson and Kristina Hurtig 2012

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Using Pictures

Unit 3 

The Driver and the Wolves

En övning i att använda olika tempus samtidigt som eleverna hittar på en historia utifrån en serie bestående av tre bilder. I instruktionerna är det framför allt plus­ kvamperfekt, preteritum och pågående form

som tränas, men övningen kan lätt anpassas till andra tempus beroende på hur läraren formulerar frågorna. Ett exempel på hur berättelsen kan formuleras finns i Extra material.

Teacher’s instructions 1. Divide students into pairs or groups. 2. Hand out picture number 2 (the middle picture) to each group.

10. The groups read their stories to the rest of the class.

3. Tell students that the picture shows what happened the other day. Have them answer the following questions first in groups, then to the whole class:

p r e pa r at i o n

•• When was it?

time:

•• Where was it? •• What was happening at that moment?

Teacher makes notes on the whiteboard based on their answers.

4. Ask students to first discuss in their groups and then report to the whole class: What do you think had happened before this picture was taken? 5. Students receive picture number 1 and compare their ideas of what had happened before with the picture. Discuss first in groups, then report to the class. Teacher makes notes.

Photocopy the pictures, one set of cut-out pictures per group. 80 minutes

extras

Students continue the story: What will happen next?

objectives

Reading

Listening

Speaking

Writing

Studying pictures, writing sentences, working with peers, reading aloud, using tenses.

6. Now students discuss in groups and class: What happened in picture number 3? 7. Then hand out picture number 3 and have students discuss what actually happened. 8. Together with the class study the notes on the board. Make students aware of the use of different tenses (past perfect/continuous, simple past/continuous). 9. Each group writes down the story. Make sure every student writes at least one sentence.

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Unit 3 

The Driver and the Wolves

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using Pictures

Student’s worksheet

29


Using newspapers and magazines

Unit 2 

Avoiding “Swenglish”

Läraren delar ut texter med exempel på fraser som svenska studenter ofta säger fel på. Eleverna väljer rätt alternativ respektive ändrar själv i fraserna.

Teacher’s instructions 1. Introduce this lesson by presenting the following story: “Last weekend I went to the big mess in Stockholm. You had to show your leg before entering but I gave seventeen in that and went straight in. Feel you blown, I told the receptionist. I bought a book and asked the sales woman: – How much am I guilty? – It costs the shirt.” 2. Fix the “Swenglish” mistakes above in class. 3. Ask students to do the multiple choice paper individually (Student’s worksheet 1) and then compare with a fellow student. Report the correct answers to the whole class. 4. Work in pairs with Student’s worksheet 2, finding and correcting the mistakes in the text. 5. Tell the students to check their answers with another pair of students.

p r e pa r at i o n s

Copy student’s worksheets 1 and 2. Copy the box with the correct words. time:

80 minutes

extras

Use the original (wrong) words correctly, in your own sentences. example:

I found a dead rat in the garden.

objectives

Reading

Listening

Speaking

Writing

Reading for locating mistakes and correcting them.

6. To find the right answers e.g. do a running dictation: Put the box with all the correct words on the wall, preferably one copy for each group. One student at a time from each group runs up to the word-box and tries to find the word for each sentence. 7. Have one group at a time go through the right answers.

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Unit 2 

Avoiding “Swenglish”

Multiple Choice Paper Choose and circle the correct sentence for each Swedish phrase:

1. a) b) c) d)

Jag har alltid roligt på fester. I always have a funny time at parties. I always have a fun time at parties. I always get funny at parties. I always get it fun at parties.

2. a) b) c) d)

Jag har precis fått ett nytt jobb. I’ve just got a new job. I’ve just got a new work. I’ve just got a new works. I’ve just got new job.

3. a) b) c) d)

När är du född? When are you born? When is you born? When were you born? When was you born?

4. a) b) c) d)

Hur mycket är klockan? What is the clock? How much is the clock? What time is it? How much is the time?

5. a) b) c) d)

Tack för senast! Thank you for the latest. Thank you for the last time. Thank you for the last. Thank you for your hospitality.

6. a) b) c) d)

Vad håller de på med? What are they holding on with? What are they keeping on to? What are they doing on with? What are they doing?

c) I need to borrow a pen of you. d) I need to borrow a pen from you. 8. a) b) c) d)

Patrick lär de små barnen spanska. Patrick teaches the small children Spanish. Patrick teach the small children Spanish. Patrick learns the small children Spanish. Patrick is learning the small children Spanish.

9. a) b) c) d)

Var kommer du ifrån? Jag kommer från Sverige. Where are you coming from? I’m coming from Sweden. Where come you from? I coming from Sweden. Where do you come from? I come from Sweden. Where come you from? I come from Sweden.

10. a) b) c) d)

Jag har klippt mig. I’ve cut me. I’ve cut myself. I’ve had my hair cut. I’ve cut the hair.

11. a) b) c) d)

Konduktören kontrollerade biljetten. The ticket collector checked my ticket. The ticket collector controlled my ticket. The ticket collector checked over my ticket. The ticket collector called my ticket.

12. a) b) c) d)

Jag är intresserad av sport. I’m interested in sports. I’m interesting in sport. I’m interested of sports. I’m interesting by sports.

13. a) b) 7. Jag behöver låna en penna av dig. c) d) a) I need to lend a pen of you. b) I need to lend a pen from you.

Using newspapers and magazines

Student’s worksheet 1

Har du legitimation? Have you got a leg? Have you got a legitimation? Have you got an identity ? Have you got an identity card?

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Unit 2 

Avoiding “Swenglish”

The following sentences were all said or written by Swedes. Work in pairs and find out what mistakes they made and correct them.

1. Shall we eat the daily rat? 2. Could you please strike my shirt? 3. It’s bear picking time in September. 4. What’s the fart limit in England? 5. Remember to spoil the toilet. 6. You have to fill in a blanket at the post office. 7. How can I know who you are? Have you got a leg? 8. Excuse me, I have to run. I’ve got a terrible diary. 9. I think I’ll announce in the paper that I’ve got a bike for sale.

Using newspapers and magazines

Student’s worksheet 2

10. Are you going to the Book Mess in Gothenburg this year? 11. I’m paying a lot of rent on my loan. 12. She wrote something on a lap. 13. He’s in bed with influence. 14. It’s self-service. You put your food on a brick. 15. You just walk those traps to her flat. 16. He looked very smart in his new custom. 17. There were a lot of creatures on the farm. 18. You can hang your clothes on that crook. 19. I’d like to have a hot dog with moose. 20. She polished the silver until it was blank.

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Jack the Ripper

Läraren introducerar ämnet genom att dela ut en karta över brottsplatserna. Därefter får eleverna olika ledtrådar med vilkas hjälp de ska identifiera offren och fylla i en tabell. Eleverna går därför runt i klassrummet och

frågar varandra vad de vet om fallen. I grupper tar de reda på mer fakta om en speciell kvinna och berättar sedan för övriga deltagare.

Using traditions and myths

Unit 5 

Teacher’s instructions 1. Copy the map of Whitechapel in duplicate or triplicate and place them on the wall in the classroom. 2. Brainstorming: Ask the following questions (You can also exclude questions 2–4 and let students work with these questions as extra work.):

Question 1: Who was Jack the Ripper? (What do you know about him?)

Question 2: In what period did he commit his murders? (What was typical of England at that time?)

Question 3: Who were his victims? (What was their situation, generally speaking?)

Question 4: Where were these women murdered? (In what part of London did the killer operate?)

3. Hand out one grid and some clues to each student. Their task is to fill in the grid by asking their peers what they know about the murdered women. After finishing the grid students try to find the places on the map and preferably also the names of the women. If they get stuck teacher can help them by displaying the fact sheets of the women on a table.

6. Students report in new groups. 7. End the lesson by discussing whether a serial murderer like this could get away with it today. p r e pa r at i o n

1–4 Copy map, grid and clues. Cut the clues into strips. 5–6 Copy students worksheet 1–6. time:

100–120 minutes

extra:

Investigate the questions above. Major events

e x t r a m at e r i a l :

objectives

Reading

Listening

Speaking

Writing

Listen and reading for information, communicating with peers.

4. Go through the correct answers. 5. Divide students into six groups and let each group study one woman (There are Student’s worksheets 1–6, with facts or use the internet). Students take notes of important facts, such as place of birth, family life, kind of occupation, standard of living… What did they all have in common?

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Using traditions and myths

Student’s worksheet

Unit 5 

Jack the Ripper

Map of Whitechapel

6 Annie Chapman

Mary Jane Kelly

Catherine Eddowes

The names of the murdered women:

Martha Tabram

Elizabeth Stride

1

Mary Ann Nichols

4

2

5 3 Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Commercial St.

Grid: Find out about the victims Name Scene of crime

Age

Headgear

Coat

Skirt

Stockings

Special features

Buck’s Row

Hanbury Street

Berner Street

Mitre Square

Miller’s Court

105

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using traditions and myths

Jack the Ripper Unit 5  Student’s worksheet 2


Jack the Ripper

Clues to grid – find out about the victims

The woman found in Commercial Street was aged 39.

The small and delicate woman was 43 years old.

The 39-year-old woman wore a black bonnet and a dark green skirt.

The 43-year-old woman was wearing a reddish brown ulster with seven brass buttons.

The woman in the black bonnet and the dark green skirt was wearing stockings and a long black jacket.

The woman in the reddish brown ulster was wearing a brown linsey frock and black ribbed wool stockings.

The woman who was nearly 40 years old was plump and had dark hair.

The woman in Hanbury Street was bareheaded.

The woman found in Buck’s Row was small and delicate with five front teeth missing.

The woman in Hanbury Street was 22 years older than the woman found in Miller’s Court.

The woman with five front teeth missing was wearing a black straw bonnet trimmed with black velvet.

The woman in Hanbury Street was strongly built and had dark brown wavy hair.

The strongly built woman was wearing a long black figured coat of knee length and a black skirt.

The woman with the figured coat was wearing red and white striped woollen stockings.

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using traditions and myths

Unit 5 

106


Jack the Ripper

The woman found in Berner Street was two years younger than the woman found in Hanbury Street.

The second oldest woman had brown ribbed knee stockings.

The woman in Berner Street was wearing the same kind of skirt as the woman in Hanbury Street.

The woman with knee stockings had dark auburn hair and a tattoo on her left forearm.

The 45-year-old woman with the black fur trimmed jacket had a red rose pinned to her jacket and was clutching a packet of pills.

The woman found in Miller’s Court was 25 years old.

The woman with the rose pinned to her jacket was wearing a black crepe bonnet and white stockings.

The 25-year-old woman was blonde.

The woman in Mitre Square was one year older than the woman in Berner Street.

The blonde woman always wore a spotlessly clean apron.

The woman in Mitre Square was wearing a black straw bonnet trimmed with velvet and black beads. Her skirt was patterned with daisies and lilies.

The woman with the spotlessly clean apron didn’t wear any stockings.

The woman with black beads on her bonnet was wearing a skirt of the same colour as the woman in Commercial Street.

The woman without stockings had the same headgear as the woman in Hanbury Street.

The woman with the dark green skirt and black beads had a black cloth jacket with large metal buttons.

The bareheaded woman in Miller’s Court had a red shawl and a a linsey frock.

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using traditions and myths

Student’s worksheet  

107


Comparing Poems

Läraren uppmanar eleverna att läsa fyra korta dikter. Läraren kompletterar de två äldre dikterna med två moderna. Eleverna tränar uppläsning, ordkunskap, jämförelse mellan ålderdomligt och modernt språk, och

gör en kort skrivövning, en parafrasering av Shakespeares Sonnet 18. Exempel på en parafras finns på elevens arbetsblad. I extra material finns en parafras på Sonnet 18 för läraren.

Using lyrics, poems and drama

Unit 2 

Teacher’s instructions 1. Place students in groups. Hand out the worksheet with two poems as well as the two modern poems you have picked, one for each student. Students first read the poems silently to themselves, while underlining words they don’t understand. Tell them that two of the poems are older and that they will find a modern translation (a paraphrase) of one of the poems on the worksheet (A red, red rose.). 2. Students read out one poem each to the other members of the group, the original versions. Teacher listens while they are reading. 3. Students compare which words they have underlined. Have them look up the words they still don’t understand. 4. Discuss the poems: •• What are the four poems about? Have they got anything in common? •• In what centuries do you think the poems were written? Very old – modern? •• In what ways are the poems different?

His/her age? Situation in life? Hopes and dreams? You can write in the first or in the third person. Use your imagination! 8. Students compare the two versions of Red, red rose. Then they paraphrase Sonnet 18 in pairs or groups (Student’s worksheet 2). Read the different versions out loud to the whole class. p r e pa r at i o n

Find two modern poems (for example two poems by Dorothy Parker – Unfortunate Coincidence and Goodspeed.) A good site is www.poemhunter.com. Copy Student’s woorksheet 1 and 2, one for each student. time:

60–80 minutes

extra

Write a short love story based on one of the poems.

objectives

•• Which poem do you like best and why? •• Try to make some notes about your discussions to report to the whole class later. 5. Ask some of the students to read the poems out aloud to the whole class. 6. Students report on their discussions.

Reading

Listening

Speaking

Writing

Listening to poems, working with peers, reading aloud, creative writing.

7. Individual task: Choose one of the poems. Describe the main character: Who is he/she?

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

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Unit 2 

Comparing Poems

A Red, Red Rose

A Red, Red Rose

Original version by Robert Burns

Paraphrase

O, my luve’s like a red, red rose, That’s newly sprung in June. O, my luve’s like the melodie, That’s sweetly play’d in tune

O, my love is like a red, red rose, That is newly sprung in June. O, my love is like the melody, That is sweetly played in tune.

As fair art thou, my bonie lass, So deep in luve am I, And I will luve thee still, my Dear, Till a’ the seas gang dry.

You are so fair, my lovely girl, I am so deep in love, And I will love you still, my dear, Till all the seas go dry.

Till a’ the seas gang dry, my Dear, And the rocks melt wi’ the sun! O I will luve thee still, my Dear, While the sands o’ life shall run.

Till all the seas go dry, my dear, And the rocks melt with the sun! Oh, I will love you still, my dear, While the sands of life runs out.

And fare thee weel, my only Luve, And fare thee weel a while! And I will come again, my Luve, Tho’ it were ten thousand mile!

And now farewell, my only love, And farewell for a while! And I will come again, my love, Although it were ten thousand miles!

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using lyrics, poems and drama

Student’s worksheet 1

119


Comparing Poems

18 Shall I Compare Thee To A Summer’s Day? sonnet

by William Shakespeare

Using lyrics, poems and drama

Student’s worksheet 1 

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date. Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; And every fair from fair sometime declines, By chance or nature’s changing course untrimm’d; But thy eternal summer shall not fade Nor lose possession of that fair thou ow’st; Nor shall Death brag thou wander’st in his shade, When in eternal lines to time thou grow’st: So long as men can breathe or eyes can see, So long lives this, and this gives life to thee.

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Unit 2 

sonnet

Comparing Poems 18, Paraphrase

Using lyrics, poems and drama

Student’s worksheet 2

Write your own paraphrase of Sonnet 18. Shall I compare thee to a summer’s day?



Thou art more lovely and more temperate:



Rough winds do shake the darling buds of May,



And summer’s lease hath all too short a date:



Sometime too hot the eye of heaven shines,



And often is his gold complexion dimm’d;



And every fair from fair sometime declines,



By chance or nature’s changing course untrimm’d;  But thy eternal summer shall not fade



Nor lose possession of that fair thou owest;



Nor shall Death brag thou wander’st in his shade,  When in eternal lines to time thou growest:



So long as men can breathe or eyes can see,



So long lives this and this gives life to thee.



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Using phonetics and expressions

Unit 2  

Idiomatic Expressions – the Body

Fem olika arbetsblad med kort som tränar språkliga uttryck med anknytning till olika kroppsdelar. Varje kategori har olika ramar som kännetecken.

Teacher’s instructions 1. Photocopy the flashcards on Student’s worksheets 1– 5, one copy of each flashcard. Note: All these worksheets also serve as a key, as long as you don’t cut them up. All the expressions include parts of your body: worksheet 1: parts of the head, worksheet 2: hands and fingers, worksheet 3: arms, legs and feet, worksheet 4: heart, worksheet 5: mouth and teeth. Flashcards in the same category have their special frame. 2. Cut the flashcards out but keep the different categories separated. 3. Divide students into five groups, giving each group one category of flashcards. Ask students to match the idiomatic expressions to the correct descriptions. 4. Teacher checks that the matching is correct, then asks students to write down the expressions in their notebooks and also write some sentences where the expressions might be used, e.g.: ‘Her husband has asked her for a divorce, so I’ve heard.’ ‘Oh, so that’s why she has been a bit down in the mouth lately’. 5. After some time, the groups hand over their flashcards to another group who do the same thing with these cards. Continue as long as suitable, or until all groups have used all the cards.

6. Each student chooses one expression, reading her/his sentences aloud, to her/his group or the whole class, if possible omitting the very idiomatic expression, for her/his peers to find out which expression she/he is thinking of, e.g.: ‘Her husband has asked her for a divorce, so I’ve heard.’ ‘Oh, so that’s why she has been a bit … lately’.

p r e pa r at i o n

Copy and cut student’s worksheets out, sort into categories. time:

60–80 minutes

objectives

Reading

Listening

Speaking

Writing

Students learn about idiomatic expressions and when to use them. Writing sentences explaining meaning.

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

158


Idiomatic expressions – head

a fresh pair of eyes

a person who is brought in to examine something carefully

my eye

idiom added to an adjective to show that you disagree

be all ears

be very interested in hearing about something

having cloth ears

not listening to people

prick up your ears

listen very carefully

knit your brows

frown or look worried

warts and all

with all their faults

bad hair day

when things are not going the way you would like or had planned

beat your brains out

think hard about something but can´t solve, understand or remember it

have a big nose

be interested in everyone else’s business

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using phonetics and expressions

Student’s worksheet 1 and key

159


Idiomatic expressions – hands and fingers

all fingers and thumbs

too excited or clumsy to do something properly with your hands

give a big hand

applaud by clapping hands

give me a hand

help me

living from hand to mouth

being very poor

getting out of hand

getting out of control

have sticky fingers

have a tendency to keep or steal an object you touch

rule of thumb

approximately

have butterfingers

be clumsy, drop things

close at hand

nearby or conveniently located

keep your fingers crossed

hope for a positive outcome

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using phonetics and expressions

Student’s worksheet 2 and key

160


Idiomatic expressions – arms, legs and feet

break a leg

wish someone good luck

it cost an arm and a leg

it was very expensive indeed

keep someone on their toes

make sure that they concentrate on what they are supposed to do

shake a leg

Hurry up!

My foot!

idiom used to show that you do not believe what someone has just said

pull someone’s leg

tease somebody, but not in an evil way

go weak at the knees

have a powerful emotional reaction to something and feel that you might fall over

at arm’s length

at a safe distance away from you

have deep pockets but short arms

someone who has money but never puts his hand in his pocket to pay for anything has this

get cold feet

lose the courage to do something

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using phonetics and expressions

Student’s worksheet 3 and key

161


Idiomatic expressions – heart

learn by heart

learn word for word

your heart is in your boots

you are very unhappy

your heart is in your mouth

you feel nervous or scared

wear your heart on your sleeve

show your emotions and feelings publicly

pay through the nose for something

pay a very high price for something

be all heart

be very kind and generous

it’s no skin off my nose

it doesn’t affect or bother me at all

have your nose in the air

behave in a way that is meant to show that you are superior to others

win by a nose

only just beat the others

have a change of heart

change the way you think or feel about something

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using phonetics and expressions

Student’s worksheet 4 and key

162


Idiomatic expressions – mouth

do something by the skin of your teeth

only just manage to do something and come very near indeed to failing

be long in the tooth

be a bit too old to do something

have a sweet tooth

like eating food with sugar in it

talk, shout or sing at the top of your voice

talk, shout or sing as loudly as you can

be down in the mouth

look unhappy or depressed

pay lip service

express one’s respect, but not act on one´s words, so the respect is hollow and empty

a word is on the tip of your tongue

you know that you know the word, but you just can’t quite remember it at the moment

be armed to the teeth

have lots of weapons

button your lip

keep quiet and don’t speak, or a way of telling someone to shut up

be better than a kickin the teeth

not very good, but better than nothing

Libers Språklåda i engelska GRAB’N GO LESSONS Beställningsnummer 47-90988-9 © Christina Andersson, Kristina Hurtig och Liber AB. Får kopieras.

Using phonetics and expressions

Student’s worksheet 5 and key

163


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