Author Topic: Body Part Idioms (Read 2448 times)

amurph8 · « **on:** April 22, 2011, 01:30:22 pm »

First, go through the powerpoint and ask students if they can guess the meaning of the idiom. If not, explain it in English and gives examples of how to use it in a sentence.

Then, hand out the worksheet and give students time to fill in the blanks. Then, go through the correct answers together. Have one or two students read the dialogue for each problem.

On the back of the paper, I made them write a sentence or short dialogue for each idiom. This can be challenging for some, so if your students aren't advanced enough, then skip this part. But, if they breeze through the fill in the blank part, they should be able to write their own sentences.

Logan.kruck · « **Reply #1 on:** September 09, 2011, 09:06:54 am »

Hey all,

Every week I present a simple "idiom" used in America. So far, I have taught "What's up?" as a greeting and not a literal question, and "Hang out," as being with people and not literally hanging on something.

However, I need some more daily phrases that are used which aren't literal. I'm trying to find the most common ones used in conversation.

Let me know if you have any ideas.

Jozigirl · « **Reply #2 on:** September 09, 2011, 09:15:57 am »

You rock
That's cool
Wait up
Check it out

dapto1 · « **Reply #3 on:** September 09, 2011, 09:28:20 am »

There's a massive list over on Dave's ESL Cafe.

flasyb · « **Reply #4 on:** September 09, 2011, 10:10:34 am »

[mod edit: changed the name of the thread and merged similar topics together]
Formerly named "My first ppt. An idioms lesson witha bomb game

So I've finally been able to start using technology in the classroom! My school life just got a whole lot better now that I'm not relying on chalkboards and pieces of paper.

Anyway, this is a lesson that I've made but haven't used yet. There's a powerpoint introducing 20 idioms and a worksheet that the kids should fill in while watching the presentation. I don't normally use Korean in my lessons (because I don't know any) but I thought it would go easier on the kids, especially when introducing so many idioms, if they could match the idiom with the Korean meaning (worked out by my co-teacher with my explanations). So the kids should do the matching exercise at the same time as watching the presentation.

I also made a bomb game (25 questions based on the idioms) - with thanks to Daejeon's excellent instructional videos. The students can refer to their worksheets when playing the game.

I'm a bit worried that the lesson might be a little short so if anyone tries it out, please let me know if it filled the whole class period and how far you got through the bomb game.

I'm hoping for some feedback (with constructive comments) so if you do try it, or just take a look at it, let me know how you think I could improve the lesson or if you make any improvements, please re-post.

Thanks!

PS My choice of idioms might seem a bit haphazard. That's because I just looked through a website and chose some that I think are commonly used and some that I think are just funny, like "no room to swing a cat" and "knuckle sandwich."

Jozigirl · « **Reply #5 on:** September 09, 2011, 11:05:37 am »

I think it's a great lesson!

I don't think it'll be too short. I could easily fill 50 minutes with the material you've posted. I'd anticipate the bomb game taking about 15 - 20 minutes. If your kids are anything like mine, the PPT with idioms will probably take about 15 - 20 minutes too which leaves 10 minutes for the worksheet.

The only thing I'd maybe consider changing is the use of "shut up" in the meaning for "put a sock in it". Some people equate "shut up" with swearing so I've found it preferable not to use it.

Overall, great job!

EDIT: Just re-read your plan to do the worksheet with the PPT. I would first do the PPT to introduce the idioms and then ask the students to fill in the worksheet - possibly even in groups depending on their ability and response to the PPT.

flasyb · « **Reply #6 on:** September 09, 2011, 11:49:04 am »

Thanks for the input sasez. I think I'll try doing the class your way when I use it next week, with the powerpoint before the worksheet. I just know that as soon as I give my students any kind of worksheet, half to 2/3s of most classes immediately put their heads down and sleep (since there's no exam or anything important based on my material) so I thought if they were watching the PPT, at least they would be awake enough to do the matching activity. I'll try to explain to my students that the worksheet is necessary for the bomb game.

Jozigirl · « **Reply #7 on:** September 09, 2011, 12:16:56 pm »

Quote from: flasyb on September 09, 2011, 11:49:04 am

I just know that as soon as I give my students any kind of worksheet, half to 2/3s of most classes immediately put their heads down and sleep

In that case, I'd have the students complete the worksheet in the same groups they'll be in for the bomb game and tell them that the worksheet is the first round of the bomb game. If they don't do the worksheet, they're already at a disadvantage in the game. Maybe try allocating a few points in the game based on completing the worksheet?

flasyb · « **Reply #8 on:** September 09, 2011, 12:19:51 pm »

Quote from: sasez on September 09, 2011, 12:16:56 pm

Quote from: flasyb on September 09, 2011, 11:49:04 am
I just know that as soon as I give my students any kind of worksheet, half to 2/3s of most classes immediately put their heads down and sleep

In that case, I'd have the students complete the worksheet in the same groups they'll be in for the bomb game and tell them that the worksheet is the first round of the bomb game. If they don't do the worksheet, they're already at a disadvantage in the game. Maybe try allocating a few points in the game based on completing the worksheet?

That's a nice idea. I'll have them complete the worksheet in groups and when they have finished, they can pass it to the team next to them who can mark it (like in a pub quiz). They can then add up the number of correct answers and that will be the number of points they start the bomb game with.

essoebo · « **Reply #9 on:** September 09, 2011, 12:52:17 pm »

With older students you could do a phrasal verb. To use somebody...... To run off with....
Depending on their levels.

Daejeon · « **Reply #10 on:** September 09, 2011, 04:58:35 pm »

Congratulations on your first game. Works great =)

CandiceLee · « **Reply #11 on:** September 13, 2011, 06:09:17 pm »

Thanks for this! Jalhesoyo!

And the next thing is... it's CRAZY how we have to trick or bribe these kids into doing ANYTHING at school. Blows my mind...

gjzgodd · « **Reply #12 on:** September 14, 2011, 03:16:30 pm »

Great job!

Used this today and it went really well.

I'm attaching my slightly modified version.

flasyb · « **Reply #13 on:** September 15, 2011, 07:53:51 am »

Quote from: gjzgodd on September 14, 2011, 03:16:30 pm

Great job! Used this today and it went really well.

I'm attaching my slightly modified version.

Thanks, I'll be using your worksheet with the watermarked pictures.

joeyjoejoe · « **Reply #14 on:** September 15, 2011, 12:12:15 pm »

Quote

Quote from: CandiceLee on September 13, 2011, 06:09:17 pm

And the next thing is... it's CRAZY how we have to trick or bribe these kids into doing ANYTHING at school. Blows my mind...

And it makes me wonder, if they're like this in their non-English classes... lol

flowerpot115 · « **Reply #15 on:** September 19, 2011, 03:21:10 pm »

I'm looking forward to trying this with my students! It looks great. How did you make the bomb game? Is there a resource you can recommend for doing this?
Thanks!

flasyb · « **Reply #16 on:** September 19, 2011, 03:58:05 pm »

Yeah, there's a resource! Daejeon's (the level 2 moderator Daejeon) instructional videos which you can (or at least you used to be able to) find linked at the bottom of every post of his. His instructions are for making a jeopardy game but it's easy enough to work out that you could put pictures behind the boxes (of bombs, thieves, lightning, whatever you want) and once you've followed the videos you'll be pretty handy at using hyperlinks, animations and suchlike too.

You should definitely follow the instructions step by step and make your own as you go. Don't just watch them because, if you're like me, you'll probably forget some crucial bits and end up having to watch them 2 or 3 times or else giving up.

Personally, during exam time next month, I intend to start reverse engineering some of the more advanced games that I've seen and start learning about macros.

Johnssi · « **Reply #17 on:** September 20, 2011, 08:39:01 am »

Flasyb, Thank you for posting this. I will try this out with my after school kids. So far it looks very good.

I'm looking forward to exam time to so I can get some lesson planning done and try out designing some games. If I make any that I feel are worth posting I'll let you know!

Thanks again!

vossboss86 · « **Reply #18 on:** September 20, 2011, 11:53:27 am »

Can't wait to try this out- thanks!

Koradian · « **Reply #19 on:** September 20, 2011, 02:44:13 pm »

Simple yet brilliant.

This material is perfectly suited for a 50 minute class.

What I did was inroduce the idea of idiom, went over the examples in the PPT, handed out the worksheet and allowed them 10-15 to match, reviewed the answers together and used the bomb game as a quick review.

I hope it's going as well for others as it is for me.

Much appreciated!

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Author Topic: Body Part Idioms (Read 2448 times)