Use of Idiomatic Expressions

English Language 

Structure Work 

Second Term Lesson Note

Week 9

Primary 6 

Idiomatic Expression in sentences

Learning Objectives

By the end of the lesson, pupils should be able to 

1. Understand the definition and purpose of idiomatic expressions in language.
2. Recognize common idioms and their meanings in context.
3. Use idioms appropriately in spoken and written communication.
4. Analyze the cultural and historical significance of specific idioms.
5. Create original idioms and incorporate them into language use.

Entry Behaviour

The entry behaviors of pupils for teaching the topic of idiomatic expressions in sentences may vary depending on their prior knowledge and experiences with idioms. Some possible entry behaviors that a teacher might observe in pupils include:

1. Being unfamiliar with the concept of idioms and their role in language.
2. Struggling to understand the meanings of specific idioms when they are used in context.
3. Struggling to use idioms appropriately in spoken and written communication.
4. Being unaware of the cultural and historical significance of certain idioms.
5. Struggling to create original idioms or incorporate them into language use.

To address these entry behaviors, a teacher may need to provide explicit instruction and modeling on the concept of idioms and their use in language, as well as provide opportunities for pupils to practice using idioms in context through activities and exercises.

Instructional Materials

• Examples of idioms in context: The teacher can provide examples of idioms being used in sentences or short passages to help pupils understand how they are used in everyday language.
• Idiom lists: The teacher can create lists of common idioms, along with their meanings and examples of how they can be used in sentences. These lists can be used as reference materials for pupils as they learn about and practice using idioms.
• Idiom matching activity: The teacher can create a matching activity where pupils match idioms to their meanings. This can help pupils learn the meanings of new idioms and practice using them in context.
• Idiom fill-in-the-blank activity: The teacher can create a fill-in-the-blank activity where pupils must choose the correct idiom to complete a sentence. This can help pupils practice using idioms appropriately in spoken and written communication.
• Idiom story creation: The teacher can provide pupils with a list of idioms and have them create a short story using as many of the idioms as possible. This can help pupils practice incorporating idioms into their language use and encourage creativity.
• Idiom research project: The teacher can have pupils research the cultural and historical significance of specific idioms and create a presentation or report on their findings. This can help pupils deepen their understanding of idioms and their role in language and culture.

Methods of Teaching

• Direct instruction: The teacher can provide explicit, step-by-step instruction on the concept of idioms and how they are used in language. This might include defining idioms, providing examples of idioms in context, and explaining the meanings of specific idioms.
• Modeling: The teacher can model the use of idioms in sentences by using them in their own speech and writing, and then explaining the meanings and uses of the idioms to the pupils.
• Guided practice: The teacher can provide pupils with opportunities to practice using idioms in context through activities and exercises, such as idiom matching or fill-in-the-blank activities.
• Independent practice: The teacher can assign pupils tasks that require them to use idioms in their own spoken and written communication, such as creating a short story using a list of idioms or writing a paragraph using as many idioms as possible. 
• Group work: The teacher can have pupils work in small groups to practice using idioms in context through activities such as role-playing or creating skits using idioms. 
• Feedback: The teacher can provide pupils with feedback on their use of idioms in spoken and written communication, offering guidance and support as needed to help them improve their skills. 

   

Reference Materials 

• Scheme of Work
• Online Information
• Textbooks
• Workbooks
• 9 Year Basic Education Curriculum

Content 

An idiomatic expression is a phrase or group of words that has a figurative meaning that is different from the literal meaning of the individual words. Idioms are a type of figurative language that are used to convey meaning or emotion in a more vivid or imaginative way.

The purpose of idioms in language is to add richness, depth, and nuance to communication. They can be used to convey complex ideas or emotions in a more concise and creative way, and can also add a sense of playfulness or humor to language use. Idioms can also be used to express cultural or regional identity, and can serve as a way to connect with others who share a common cultural background.

For example, the idiomatic expression “it’s raining cats and dogs” does not literally mean that cats and dogs are falling from the sky. Instead, it is used to describe heavy rain. Similarly, the idiomatic expression “break a leg” does not literally mean to break a leg, but rather is used as a way of wishing someone good luck before a performance.

idioms and their meanings

1. Break a leg” – This means “good luck,” and is often used to wish someone well before a performance or important event.
2. “Bite the bullet” – This means to face a difficult or unpleasant situation with courage and determination.
3. “Cost an arm and a leg” – This means to be very expensive.
4. “On cloud nine” – This means to be very happy or satisfied.
5. “Pull someone’s leg” – This means to joke or deceive someone in a playful way.
6. “A piece of cake” – This means something that is very easy to do.
7. “Hit the nail on the head” – This means to accurately identify or solve a problem.
8. “In the same boat” – This means to be in the same situation or predicament as someone else.
9. “Pull out all the stops” – This means to use every effort or resource available to achieve something.
10. “Burn the midnight oil” – This means to work late into the night.

To use idioms appropriately in spoken and written communication, it can be helpful to follow these tips:

1. Familiarize yourself with common idioms and their meanings: The more familiar you are with idioms and their meanings, the more comfortable you will be using them in your communication.
2. Pay attention to the context in which the idiom is being used: Make sure that the idiom you are using is appropriate for the situation and the audience.
3. Use idioms sparingly: While idioms can add flavor to your communication, it is important not to overuse them. Using too many idioms can make your communication difficult to understand or seem forced.
4. Be aware of cultural differences: Some idioms may be specific to certain cultures or regions, and may not be understood by everyone. Be mindful of this when using idioms, and try to choose idioms that are widely understood.
5. Practice using idioms in context: The more you practice using idioms in context, the more natural and comfortable they will become in your communication.

Remember, idioms are a tool for adding depth, nuance, and creativity to your communication, and should be used appropriately to enhance your message.

1. “Adding insult to injury” – Make things worse. Example: “After spilling coffee all over my shirt, I accidentally stepped on my phone and broke it. Talk about adding insult to injury!”
2. “Beat around the bush” – Avoid saying something directly. Example: “I could tell that my boss was trying to beat around the bush when she told me I needed to improve my work performance.”
3. “Blessing in disguise” – An unexpectedly good thing. Example: “Losing my wallet turned out to be a blessing in disguise, because I was able to clean out all of the old receipts and expired credit cards that were inside.”
4. “Birds of a feather flock together” – People with a lot in common become good friends. Example: “It’s no surprise that Rachel and Sarah are such good friends, since they both love hiking and are passionate about environmentalism. Birds of a feather flock together, after all.”
5. Biting off more than you can chew” – Be overwhelmed. Example: “I thought I could handle taking on two extra freelance projects, but I quickly realized I was biting off more than I could chew.”
6. “Burning the candle at both ends” – Working or partying too much. Example: “I’m exhausted after burning the candle at both ends for the past week. I need a break!”
7. “Cat got your tongue?” – Asking why someone is not speaking. Example: “You haven’t said a word in the past half hour. Cat got your tongue?”
8. “Cutting corners” – Doing something in a way that is quicker but possibly less effective. Example: “I can tell that you’re cutting corners on this project. You’re not doing a thorough job.”
9. “Don’t count your chickens before they hatch” – Don’t get too excited about something that may not happen. Example: “I’m excited about the job offer, but I’m not going to count my chickens before they hatch. I’ll wait until I get the official offer letter before celebrating.”
10. Easier said than done” – Something that is easier to talk about than to actually do. Example: “I know you said we should just relax and not worry about the presentation, but that’s easier said than done.”
11. “Get your act together” – Get organized or improve your behavior. Example: “If you don’t get your act together, you’re going to fail this class.”
12. “Give the cold shoulder” – Ignore or be rude to someone. Example: “I can’t believe she gave me the cold shoulder after I spent all day helping her move.”
13. “Hit the nail on the head” – Accurately identify or solve a problem. Example: “You really hit the nail on the head with your suggestion to streamline the production process.”
14. “It’s a piece of cake” – Something that is very easy to do. Example: “I was worried about doing the presentation, but it turned out to be a piece of cake.”
15. Let the cat out of the bag” – Reveal a secret. Example: “I can’t believe you let the cat out of the bag about the surprise party!”
16. “Pulling someone’s leg” – Joking or deceiving someone in a playful way. Example: “I’m just pulling your leg. I didn’t really win the lottery.”

To use idioms appropriately in spoken and written communication, it can be helpful to follow these tips:

1. Familiarize yourself with common idioms and their meanings: The more familiar you are with idioms and their meanings, the more comfortable you will be using them in your communication.
2. Pay attention to the context in which the idiom is being used: Make sure that the idiom you are using is appropriate for the situation and the audience.
3. Use idioms sparingly: While idioms can add flavor to your communication, it is important not to overuse them. Using too many idioms can make your communication difficult to understand or seem forced.
4. Be aware of cultural differences: Some idioms may be specific to certain cultures or regions, and may not be understood by everyone. Be mindful of this when using idioms, and try to choose idioms that are widely understood.
5. Practice using idioms in context: The more you practice using idioms in context, the more natural and comfortable they will become in your communication.
6. Remember, idioms are a tool for adding depth, nuance, and creativity to your communication, and should be used appropriately to enhance your message.

Idiom

Presentation

Warm-up:

• Ask pupils if they have ever heard or used any idioms before.
• Have pupils share any idioms they know and try to guess the meanings.

Direct Instruction:

• Define idioms and explain their purpose in language.
• Provide examples of idioms in context and explain their meanings.
• Create an idiom list for pupils to reference.

Guided Practice:

• Have pupils work in pairs or small groups to complete the idiom matching activity.
• Have pupils work individually to complete the idiom fill-in-the-blank activity.

Independent Practice:

• Assign pupils the task of creating a short story using a list of idioms provided by the teacher.
• Have pupils share their stories with the class and discuss their use of idioms.

Closure:

• Review the key points of the lesson, including the definition and purpose of idioms in language.
• Encourage pupils to continue practicing their use of idioms in spoken and written communication.

Assessment:

• Observe pupils during the guided and independent practice activities to assess their understanding and use of idioms.
• Collect and review the idiom stories created by pupils as a formative assessment of their understanding and use of idioms.