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Lesson Plan Idioms English Slang Idioms Grades Language Arts

Harrow School Beijingwww.HarrowBeijing.cnClose Tutoring. Rich Activities. Excellent Academic Results Academic Journals in U.S.www.iiste.orgCall for Papers Submit and Publish! Faster review and rapid publication WHAT ARE IDIOMS?

by Rosanna Rizzo Aim: What are idioms? Objectives: 1. Students will be able to recognize and understand the meaning of idioms. 2. Students will be able to create their own idioms and illustrate the meaning. 3. Students will be able to appreciate and value the use of idioms. Materials: Resource: Amelia Bedelia, by Peggy Parish Chart of Amelia's idioms Two already prepared idiom booklets Other: construction paper 9 x 11, white paper 5x8, glue, markers Motivation: 1. Read Amelia Bedelia, by Peggy Parish to the students. Point out the idiom phrases without saying the word idiom. For example, "What does Amelia do when the things to list said to change the towels in the bathroom?" Did Mrs. Rogers want Amelia to physically change the towels? 2. After reading the book, ask the children if they could recall any other silly phrases like "change the towels" from Amelia's list. 3. Then take out an already made chart with "Amelia's Things to Do" idioms listed. Go through each idiom and discuss the meanings to the expressions. 4. From this, elicit the aim from the students. "From looking at this list, what do you think we are going to talk about today? What are these expressions called?" Tell students that we call these types of phrases idioms. Idioms are phrases or expressions that have hidden meanings. The expressions don't mean exactly what the words say. Procedure: 1. "Who can think of any other idioms that youve heard before?" Write the word idioms with a circle around it on the chalkboard. Make a web of the students' idioms around the word. Have the children explain the literal and non-literal

meaning of the idiom while you write the phrases on the board. Ask each student to put his or her idiom in a sentence so that the rest of the class can understand the meaning. 2. After there are many phrases on the board, hold up one of the idiom booklets and ask the students if they can guess what the idiom is from looking at the illustration. After they have guessed the idiom, open it up and show them the phrase and the meaning written inside. When showing the idiom "It's raining cats and dogs", read the idioms origin from Mad As A Wet Hen!, by Marvin Terban. Explain that some idioms have explanations. Post this on the board and then do the same for the other idiom booklet. 3. Tell the students to pick their favorite idiom but they can not tell their neighbor what idiom they have chosen. Give each student a white sheet of 5x8 white paper. Tell them to illustrate their favorite idiom. Refer to when Amelia was told to draw the drapes. She physically drew the drapes. Also recall the idioms in their daily reading of "Dear Mr. Henshaw". For example ask, where did you hear the phrase, "Dad ran up a high bill." 4. After they are finished, give out construction paper 9 x 11 and tell students to fold paper in half widthwise as the idiom booklet that was shown. Tell them to glue illustration on the front by only placing a drop of glue in each corner so that their picture will not be ruined. 5. Tell the students to write the idiom and its' hidden meaning inside the booklet. After they have completed their idiom booklets, have students come up to the front of the class and show their illustration. The other students will try and guess the idiom. Homework: To complete the worksheet on idiom phrases. Evaluation: The students listened to the different idioms heard in the story Amelia Bedelia. The students thought of their own idioms and illustrated them. The students shared their work with the other students. Follow-up: Students will look for idioms in their independent reading books and share them with the class the following day. They will also add their idioms to the idiom chart. Here is an example of my worksheet: Name: _____________________ Date:___________ IDIOMS can be the most confusing part of any language. Idioms are sayings that have hidden meanings. The expressions don't mean exactly what the words say. Mad As A Wet Hen!, by Marvin Terben

Write the meaning to the following idiom expressions. 1. That's the way the cookie crumbles. 2. He spilled the beans. 3. She's the apple of his eye. 4. The students in Class 4-420 are going bananas. 5. He's feeling blue today. 6. You're walking on thin ice mister! 7. Uh, oh. We're in hot water now. 8. You'd better hold your tongue and button your lip. 9. Mrs. Seigel has eyes in the back of her head. 10. Somethings fishy here.
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A Lesson on Food Idioms

Yen-Ling Teresa Ting yltting [at] tin.it Faculty of Sciences, University of Calabria (Calabria, Italy) This is a lesson using food-idioms in context. Use it as a classroom handout and have learners work together to guess how these colourful expressions add flavour to our language and life experiences. This activity can be followed-up with a quiz on food idioms at http://a4esl.org/q/h/id-lb-food.html where you can find more food idioms. There are some common idiomatic expressions which use food words. You may be able to hypothesize what these expressions mean but if not, start by guessing whether they carry positive or negative connotations. Then check your intuition by rewriting the text using the sentences in activity II.

Bringing Home the Bacon on the Gravy Train

Activity I) What do you think these expressions mean? Bob works hard to bring home the bacon1, and put bread and butter2 on his family's table. Every morning, he drags himself to his desk at the bank and faces his tedious 10-hour-a-day job. His boss, Mark, is a bad egg3 but has somehow taken a liking to Bob so he always speaks well of Bob in front of Mr. Davies, the owner and big cheese4 of the company. Mark tells Mr. Davies that Bob's the cream of the crop5 and is one smart cookie6 who uses his noodles7. Mark likes to chew the fat8 with Bob during coffee break and discusses half-baked9 company plans with him because he trusts Bob and knows that Bob won't spill the beans10 behind his back. On these occasions, Bob tries to avoid any hot

potatoes11 and, even if Mark isn't his cup of tea12, Bob makes an effort to butter him up13 by leading Mark into discussions about electronic gadgets which Mark is nuts about14. Bob really thinks that Mark is out to lunch15 and nutty as a fruitcake16, but in a nutshell17, if he polishes the apple18, his job could become a piece of cake19 and maybe one day he will find his gravy train20. This is definitely an exaggerated use of idiomatic expressions. But you can see how these expressions make spoken informal language much more colourful and jovial. Activity II) How good is your food-idiom intuition? Here are some non-food idiom expressions which you can use to substitute the food idioms in Activity I. Check answers with your teacher. NON-FOOD EXPRESSIONS FOOD IDIOMS boss 4 - big cheese food very easy on the table but still unofficial the best continues to be servile and brown-nose his boss scoundrel make a living is an intelligent person show admiration basically share confidential information means to a big income with little effort chat thinks a little out of touch with reality

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problematic issues a little crazy really likes the type of person he likes

Answers: A B C D 4 2 19 9 E F G H 5 18 3 1 I J K L 6 13 17 10 M N O P 20 8 7 15 Q R S T 11 16 14 12