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Published by JoelRiveraMora

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Published by: JoelRiveraMora on Jun 25, 2013
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section 3 
     i     d     i    o    m    s
n idiom is an expression that cannot be understood literally. Even when a person knows the meaning of all the words and understands the grammar,the overall meaning of the idiom may be unclear. When students gain anunderstanding of American idioms, and the facility to use them, they are truly a part of the American English speech community. Tis may be one reason why somany students are interested in learning idioms.Some idioms are so widely used that they are clichés—so commonplace in thespoken language that they are best avoided in writing for fear of suggesting anunoriginal mind! Clichés and proverbs, another form of idiomatic usage, donot vary in form, e.g., “Curiosity killed the cat” not “the dog” and “oo many cooks spoil the broth” not “the meal.” Other idioms may allow for some form of variation, such as “to look (or feel) like death warmed over;” or in the form of taking on modiers, e.g., “It was (beautiful) music to my ears.” q. Te rst two activities in this section can be done inpairs or as a whole class “mingling” activity. If the mingling format is used, theteacher will give each student a piece of paper with a portion of the idiom writtenupon it. Te student’s task is to locate the classmate who has the portion of thesentence which completes the idiom.Te “Fun ime” and “Idiomatic Antonyms” activities should be done in pairs with students identifying the correct idiom and providing a situation and a sentence in which it can be used.Te nal activities in this section include (1) idioms that are semantically linked,as expressions relating to sports or food, and (2) idioms derived from specializedvocabulary items that have found their way into current, general AmericanEnglish usage.
Teachers can reproduce the information from these pages for class discussion andthen extend the activity in the following ways:1. Make a list of situations some of which would allow for the use of a designated idiom and others do not. Ask the students to determine whether the idiom applies to the situation or not,E: Which of the following statements illustrate theidiom “(to) be on target”—to achieve a desired goal;to be correct about something. A student who answers every question on a test correctly. : She/he is on target. A basketball player who makes 15% of his shots. :She/he is not on target.2. Ask the students to work in pairs to identify situations and writesentences in which a particular idiom will apply.3. Ask the students to personalize an idiom by giving examples of how theidiom applies to their lives.4. Ask the students to consider whether there are expressions in their nativelanguage similar to the idiom in American English. If there are, ask themto describe the situations in which the expressions are used. Have themcompare this with the usage of the American idiom.
Bird words
I. Match each word or phrase in the rst column with the word or phrase in the second columnthat produces common saying or idiom.1. a bird in the hand2. birds of a feather3. bird-4. stool5. bird’s eye6. to kill two birds7. silly 8. which came rst9. he eats10. what’s sauce for the goose11. wise old12. bury one’s head in the sand13. crane14. dove of 15. the early birda. gooseb. peacec. the chicken or the egg d. is worth two in the bushe. owlf. one’s neck g. catches the wormh. pigeoni. with one stonej. braink. like an ostrichlike a birdl.m. is sauce for the gandern. view o. ock togetherII. Match each word in the rst column with its correct denition in the second column.1. birdie2. chicken3. turkey 4. cuckoo5. duck 6. parrot7. for the birdsa. foolish, or inept personb. objectionable or worthlessc. lower the head or body to avoid collision with an objectd. repeat by rotee. a golf score of one stroke less than parf. timid; cowardly g. silly, a little crazy 

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