LESSON PLAN
Level: Advanced students
Topic: Idioms connected with animals.
Aims:
- teaching, revising and understanding idioms
- students distinguish between literal and metaphorical meaning of idioms
- students practise using dictionaries in order to find explanation of idioms
Materials:
- dictionaries
- handouts
- slips of paper
- a stopwatch
- home-made materials
Anticipated problems:
1. Difficulties in finding out (guessing) metaphorical meaning of idioms.
SOLUTION: students work with dictionaries

2. The manner in which the definitions will be presented.
SOLUTION: the LEADER of each group is obliged to read questions and definitions in loud, slow and clear manner.

Stage 1. Warm-up
Time: 3 min
Activity: Introduction to the theme
Procedure: The teacher shows the students an idiomatic expression (presents a word card )
IT’S RAINING CATS AND DOGS
The students try to guess the topic of the lesson.
Stage 2. Warm-up
Time: 5 min
Activity: Matching / group work
Procedure: The class is divided into four groups of 4 - 5 students. Each group works separately.
Students work with the list of idioms distributed to them by the teacher. The idioms
are connected with animals. Each group works with a different animal:
group 1 – a dog
group 2 – a cat
group 3 – a horse
group 4 – a lion
Each group gets 4 idioms and 4 definitions. Students match idioms with their correct
definitions. Teacher checks the correctness by monitoring the students during their work.

Stage 3. Semi-controlled work
Time: 10 min
Activity: Preparation to the quiz / group-work
Procedure:
Using dictionaries members of each group have to invent two false definitions to each idiom. The first correct definition was done in the previous exercise. The false definitions may be either a literal interpretation of the idiomatic phrase or a definition related to an assosiated word or a completely arbitrary but impressive-sounding definition.
Presentation: First the teacher shows an example on the board
If it’s raining cats and dogs:
a) it’s raining lightly
b) it’s raining heavily
c) thera are lots of cat’s offsprings because it’s March.
Stage 4. Semi-controlled practice
Time: 20 - 25 min
Activity: Quiz / groups compete
Procedure:
The teacher explains the rules of the quiz.
Each group must choose a LEADER. This person reads questions and three possible answers to the competitive group. The task can be repeated twice.
Group 1 reads questions to group 2. Group 2 to group 3, 3 to 4, and group 4 to group 1.
If group 2 guesses the correct answer – will get a point. If not – the opponent gets a point.
Before giving the answer, each group should discuss the question and definitions. It can last max 30 sec. (use a stopwatch). When they’ve made a decision, they should inform group 1 of their choice. The LEADER of the opponent group informs if the answer is correct.
The only person who arbitrates the problems is the TEACHER. He/she measures the time, counts the points, writes them on the board. The TEACHER states who the winner is.
Stage 5. Practice at home
Time: 2 min.
Activity: Homework
Procedure: Students receive handouts including 2 exercises:
1. Filling the gaps in sentences.
Eg. We tried to keep the party a surprise for my mother, but my sister ………………..
let the cat out of the bag.
2. Matching idioms with the sentences (definitions).
Eg. A fish out of water – a person who feels uncomfortable or embarrassed in unfamiliar surroundings
Students get the list of all introduced idioms.
Opracowała: Magdalena Szewczyk

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