1. Write the word “rain” on the board and ask students to come up with words related to it. Write them down. Are they positive or negative? Can they sometimes be both? Why?
2. Introduce a few idioms with the word “rain” in them. The students read the definitions and write the corresponding idiom next to each of them. Then they decide whether the idiom is positive, negative, or whether the meaning can depend on the context.
KEY: 1. come rain or shine; 2. save up for a rainy day; 3. be rained in; 4. when it rains it pours; 5. right as rain; 6. rain down on (someone or something); 7. come in out of the rain
3. The students read a few lines from “Singin’ in the Rain” and complete the lyrics with them. Encourage the students to use the rhyme and the context to look for possible combinations, and tell them there might be more than one option. Have the students listen and check their answers:
Elicit what the song is about. The students circle any weather words in the lyrics and decide if they are used in a positive or negative way. Can they use any of the idioms in activity 1 to describe the song?
4. Read the information about “Singin’ in the Rain” with the students, and how it became popular with time. What if Rihanna’s “Umbrella” had appeared in the 1952 musical? The students read the lyrics of the song first and then make any necessary changes: all the words in each stanza are correct, but some of them are in the wrong order; the students look for pairs of words in each cloud and change their order so that the lines make sense.
KEY: Cloud 1: star – heart, dark – car, always – never; Cloud 2: shine-shines; together – forever; my – your; stand – stick; now – more; still – that; Cloud 3: world – fancy; together – between; cards – part; mend – hand; Cloud 4: rain – arms; be – don’t; distance – love; I’ll – all
5. Ask the students what the song is about and tell them to compare both “Singin’ in the Rain” and “Umbrella”, paying special attention to how rain is used in each of them. Introduce a few more weather idioms and have the students use these and the ones in activity 1 to write down a few comparisons.
KEY: 1g, 2i, 3c, 4e, 5h, 6f, 7b, 8a, 9j, 10d