Audience: Intermediate–High Level Students

Many EFL students have a hard time understanding idioms when they study English. Schmitt and Carter (2004) explain that the “meaning of idioms could not be derived from the sum of the meanings of the component words, and they did not always follow the rules of grammar” (p. 2). This is what makes it difficult for language learners to guess meaning when they base their guesses on vocabulary. Expressions such as “a piece of cake” or “long face” become hurdles for students attempting to attain fluency. Because memorization does not help with comprehension or proficiency when it comes to idioms, the teacher in the classroom should develop interesting and meaningful activities for teaching them. I would like to suggest a class activity that consists of drawing and discussing idioms.

Five Stages for Idiom Class

This activity will contain five stages during the class period. The teacher should find the idioms for the activity where the students can find them easily in their daily lives. For example, I chose idioms I found in some magazine advertisements.

Stage 1

The teacher hands out worksheets, which include idiomatic expressions. The teacher asks the students, in groups, to draw a picture of the literal translation of the idioms (see handout; .docx). This process can make it easier for the students to remember the idioms later.

Stage 2

The teacher gives the context regarding each expression. This can be presented by sharing the ads you retrieved the idioms from (a magazine, websites, etc.).

Stage 3

The teacher asks the students to guess two possible meanings of idioms using the advertisement and the pictures on it. Students can work on guessing meanings individually or in groups, or you can do it as a class discussion.

Stage 4

The teacher and the students identify the meaning of the idioms together.

Stage 5

The teacher asks the students to make their own advertisement by using those idioms they have just learned. Also, the students can draw pictures on their advertisement.

Conclusion

Idioms are very interesting to learn and use, but, because they are related to cultural references, just memorizing them does not help students to understand and use them. Using an interactive multiskills activity—like this one, incorporating drawing, discussion, and creating their own sentences—is very helpful because it creates meaningful learning.

References

Schmitt, N., & Carter, R. (2004). Formulaic sequences in action: An introduction. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing, and use (pp. 1–22). Amsterdam, the Netherlands: John Benjamins.

Bo Reum Jeong is a graduate student in the MS TESOL program at California State University, Fullerton. She taught English in high school in Su-Won, Korea for 6 years. Her major interests are idiom class, writing and composing, and student motivation.