Idiomatic Language

Effective with upper elementary and above

• Develops/reinforces understanding and use of idiomatic language
• Develops/reinforces metalinguistic skills
• Reinforces reading skills

Strategy steps:

1. Prepare several short, one-paragraph stories containing an idiom. Example: Jenna and her little brother Jake wanted to go outside to play. Their mom said, “You can’t go outside now. It’s raining cats and dogs!”
2. Students read the story.
3. Ask them what the last sentence means. Show two pictures-one of the literal meaning and one of the figurative meaning.
4. Students decide which picture is correct.
5. Discuss what the sentence means literally and what it means figuratively. Explain that there are many structures like this is the English language.
6. Have the students think of other situations or personal experiences in which this idiom could be used.
7. Present 3 or 4 more stories using similar procedures.

For older students who have mad previous experience with idiomatic language, you may not need to use pictures:

1. Prepare several short, one-paragraph stories containing an idiom.  Example: One hot summer day Alberto and Rosaria were painting the porch. They worked hard for a long time. Finally, Alberto said, I am so thirsty I could spit cotton!”
2. Students read the story.
3. Ask them what Alberto means in the last sentence.
4. Discuss what the sentence means literally and figuratively.
5. Discuss the color and interest the idiomatic expression adds to English as compared to a literal sentence such as, “I’m really, really thirsty!”
6. Have the students think of other situations or personal experiences in which the idiom could be used.
7. Present 3 or 4 more stories using similar procedures.