13 - 17
B2
90
This lesson focuses on some popular English phrases. Learners will find out the meaning of some of these new phrases, watch a video where people talk about what they mean, and then read a text about a research project looking at how expressions evolve to reflect different cultures and generations. Learners will then focus on language to talk about how popular something is and finally take part in a discussion about their own favourite phrases, both in English and their own languages.
Lesson outcomes
All learners will:
- learn some new popular phrases in English
- practise listening skills by watching a short video about idioms
- reflect on how language evolves, by reading a text about popular English phrases
- practise speaking in a discussion about idioms.
Materials
Lesson plan
Student worksheet
Presentation
Access to video: https://www.youtube.com/watch?v=tw6wgHa7j8A
Procedure
Stage
5
Lead-in
- Show learners the image on slide 2. Ask them what they can see. Then ask them if they know the expression 'an elephant in the room'. What does it mean? Answer: When something is very obvious but nobody is talking about it – maybe because it is an uncomfortable topic.
10
Task 1 – Looking at phrases
- Show slide 3. Put learners into pairs or small groups and ask them to discuss the question. Then get some feedback. Don't worry if learners don't know the answers yet.
10
Task 2 – Matching exercise
- Show slide 4 or ask learners to match the phrases to their meanings on the worksheet. Let them work in pairs or individually and then get feedback and check the answers (slide 5).
- Answers: 1. d, 2. g, 3. f, 4. i, 5. a, 6. c, 7. e, 8. j, 9. h, 10. b.
15
Tasks 3 and 4 – Video
- Tell the learners they are going to watch a short video where people are asked about these phrases. Show the video: https://www.youtube.com/watch?v=tw6wgHa7j8A As they watch they should listen for the phrases and answer the question (on slide 6). Do the people interviewed know all the phrases? Which phrase is better known by younger generations? Answer: not really – there is quite a divide between the younger and older interviewees, and depending on where they come from. 'Ate and left no crumbs' iss known better by the younger people.
- Tell learners to look at the true/false statements on slide 7/the worksheet. They can try to either answer the questions with what they remember and watch the video again to check or answer the questions as they watch the video for the second time. Answers: 1. F –They mean the same (to spread or share gossip), 2. T, 3. T, 4. F – This is a relatively new phrase (to do something perfectly), which has become popular on social media, 5. False – YOLO is now used by different generations.
- After watching, put learners in pairs to discuss the follow-up questions on slide 7 and then get some feedback.
15
Task 5 – Reading
- Learners will now read a text to find out more about the Phrase-ology project. Ask them to read the text and underline any other new idioms they find.
- After they have read, ask learners to answer the comprehension questions on slide 8/the worksheet. They can check their answers in pairs before you check them together.
- Answers: 1. Through social media – this phrase originated in the African American and LGBTQ+ communities. 2. 1229. 3. 'Keep it real' and 'YOLO'. 4. 'Please' – it comes from a Chinese word. 5. Positive – from the last paragraph 'connects us to the past', 'shared human experiences', etc.
7
Task 6 – Language focus
- Tell learners to complete the phrases on slide 9/the worksheet with ONE word. If they need to, they can refer back to the text. Answers (on slide 10): 1. having a resurgence, 2. fallen out of fashion, 3. skyrocketed in popularity, 4. changed over time, 5. took off 6. bridge the generational divide
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Task 7 – Discussion
- Put learners into pairs or small groups, depending on the size of your class. Ask them to discuss the questions on slide 11/the worksheet. Encourage them to expand their answers as much as possible, and at the end ask them to share their opinions with the group
15
Extension
- If you are teaching a multilingual class: Ask your learners to think of an idiom in their own language. Translate it into English, using a literal translation. Put learners into pairs, A and B (preferably with a different first language). A presents their idiom. B should try to guess what the idiom means.
- If you are teaching a monolingual group: Ask your learners in pairs to think of a popular idiom in their own language. Ask them to translate it directly into English. They can present their idiom to another pair and see if they can identify the original idiom. Does it make sense in English? The teacher can tell them if the idiom exists in English as they have translated it – or is there another phrase that means the same?
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