This dissertation deals with the polysemous verbs 'make' and 'do' and how they can be taught to Greek learners of English. Metaphor and metonymy are viewed as the mechanisms that triggering polysemy. One of the central questions of the study is whether metaphor theory awareness can enhance students' performance upon learning the meaning extensions of the verbs 'make' and 'do'. It appears that the answer is positive. Age plays a significant role too.