Activity Overview
Idiomatic expressions are very difficult to learn in other languages because they often do not translate well to one's native language. This activity is designed to help English Language Learners learn, practice and memorize a variety of idioms while allowing them to demonstrate their meaning in context using a storyboard! In this activity, students will define and illustrate different idioms. Teachers may choose to divide a list of idioms amongst the class, and can ask students to illustrate anywhere between 2 and 10!
Examples of Common Idioms in English
A blessing in disguise: a good thing that seemed bad at first
A dime a dozen: Something common
A penny for your thoughts: Tell me what you're thinking
A picture is worth 1000 words: Better to show than tell
Actions speak louder than words: Believe what people do and not what they say
Barking up the wrong tree: To be mistaken, to be looking for solutions in the wrong place
Beat around the bush: Avoid saying what you mean, usually because it is uncomfortable
Better late than never: Better to arrive late than not to come at all; or, better to do something late than not to do it at all
Bite the bullet: To get something over with because it is inevitable
Break a leg: Good luck
Break the ice: Make people feel more comfortable
Call it a day: Stop working on something
Costs an arm and a leg: Very expensive
Cut somebody some slack: Don't be so critical
Cutting corners: Doing something poorly in order to save time or money
Do something at the drop of a hat: Do something without having planned beforehand
Don't cry over spilt/spilled milk: There's no use in worrying over past events which cannot be changed
Easy does it: Slow down
Get out of hand: Get out of control
Get something out of your system: Do the thing you've been wanting to do so you can move on
Get your act together: Work better or leave
Get wind of something :Hear news of something secret
Give someone the benefit of the doubt: Trust what someone says
Go back to the drawing board: Start over
Hang in there: Don't give up
Hit the sack: Go to sleep
It's not rocket science: It's not complicated
Let someone off the hook: To not hold someone responsible for something
Make a long story short: Tell something briefly
Miss the boat: It's too late
No pain, no gain: You have to work for what you want
On cloud nine: Very happy
On the ball: Doing a good job
Pull someone's leg: To joke with someone
Pull yourself together: Calm down
Speak of the devil: The person we were just talking about showed up!
That's the last straw: My patience has run out
The best of both worlds: An ideal situation
Time flies when you're having fun: You don't notice how long something lasts when it's fun
Under the weather: Sick
We see eye to eye: We agree
We'll cross that bridge when we come to it: Let's not talk about that problem right now
When it rains it pours: Everything is going wrong at once
Wrap your head (or mind) around something: Understand something complicated
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a chart that identifies, defines, and illustrates idioms.
Student Instructions:
- Click "Start Assignment".
- Choose 5 idioms / idiomatic expressions in English.
- Write the idiom in the first column.
- Add the definition / meaning in the second column.
- Create an illustration that demonstrates the meaning of the expression in the third column.
- Save and exit when you're done.
Lesson Plan Reference
- [ELA-Literacy/W/3/6] With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
- [ELA-Literacy/L/3/3] Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- [ELA-Literacy/L/3/5] Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- [ELA-Literacy/L/4/5] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Identify Idioms | Idioms are correctly identified. | Some idioms are correctly identified. | No idioms are correctly identified. |
| Define Idioms | All idioms are correctly defined. | Most idioms are correctly defined. | Only a few of the idioms are correctly defined. |
| Illustrate Idioms | Illustrations clearly show the meaning of the idiom in the correct context. | Some illustrations clearly show the meaning of the idiom in the correct context. | None of the illustrations clearly show the meaning of the idiom in the correct context. |
| Effort | All of the work is complete, thorough, and neat. It is evident student put forth a lot of effort. | Most of the work is complete, thorough, and neat. It is evident student only put forth some effort. | Only some of the work is complete, thorough, and neat. It is evident student did not put forth adequate effort. |
How to Teach Idioms in an Elementary School Classroom
Introduction to Idioms
Start by explaining idioms in simple terms, using examples like “piece of cake” or “it’s raining cats and dogs.” Ask students if they've heard these phrases and what they think they mean. This engages them with the concept of idioms right from the start.
Illustrating Idioms
Hand out different idioms to each student and have them draw what the idiom literally describes. This can lead to humorous interpretations, like cats and dogs falling from the sky. The use of art supplies like crayons, markers, or colored pencils makes this activity fun and interactive.
Exploring Meanings
After the drawing session, reveal the actual meanings of the idioms and provide real-life examples of their usage. Encourage students to share their drawings and discuss their initial thoughts versus the actual meaning of the idioms. This step helps solidify their understanding.
Idiom Role-Play
Divide the class into small groups and assign each a few idioms to incorporate into a short skit. This encourages students to use the idioms in a natural context, enhancing their ability to use them in everyday language. This final activity solidifies their learning in a practical, engaging way.
Frequently Asked Questions about Identifying Idioms in English
How Can I Tell if a Phrase is an Idiom?
Determining whether a phrase is an idiom can be challenging, as idioms are phrases where the overall meaning is different from the literal meaning of the individual words. To identify an idiom, look for phrases that, when taken literally, seem nonsensical or oddly specific in the given context. For example, "kick the bucket" doesn't align with its literal meaning when used to signify someone's death. Familiarizing yourself with common idiomatic expressions through practice and exposure to English in various contexts, such as literature, movies, and everyday conversation, is also helpful.
Are Idioms Universal Across All English-Speaking Countries?
Regarding their universality, idioms are not universally the same across all English-speaking countries. While some idioms are widely understood, many are specific to particular regions or cultures. For instance, idioms used in the United States might be unfamiliar or have different meanings in the United Kingdom, Australia, or other English-speaking regions. This variation is often due to cultural differences, historical contexts, and linguistic evolutions within different English-speaking communities. Therefore, when using idioms, it's important to consider the listener's cultural and linguistic background.
Can the Meaning of an Idiom Change Over Time?
The meaning of idioms can indeed change over time. Language is dynamic, and idiomatic expressions evolve along with cultural shifts, societal changes, and general linguistic trends. Some idioms may fall out of use, while others might adapt to new contexts or acquire slightly altered meanings. For example, the idiom "to dial someone," originally referring to turning the dial on a rotary phone, has evolved to mean calling someone on any type of phone. This evolution in idiomatic expressions reflects the changing technologies, values, and experiences of speakers. Understanding the fluid nature of idioms is crucial for both language learners and native speakers, as it underscores the living aspect of language.
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