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Teaching Tips: Discussing Idioms in the Classroom
“Slang is a language that rolls up its sleeves, spits on its hands, and goes to work.”
~Carl Sandberg (1878-1967), American poet and historian
Idioms, or phrases that have their own meaning relative to their specific conjunction of words, are a unique feature of language that can be difficult for beginners to make sense of. Here are some common examples of American idioms:
- You must be pulling my leg.
- That’s the last time I stick my neck out for that guy.
- She really jumped down my throat after I admitted I broke her tennis racket.
- I’ve got to hand it to you; you did a terrific job on that presentation.
- My uncle is hard of hearing so I practically shout when I talk to him.
It is important to explain to your students the concept and uses of idioms, as slang, street talk, casual speech, etc. as well as the difference between a literal expression and a metaphoric or figurative expression. Ask your students to name places where they are likely to encounter idioms. Explain where idioms are not used, such as in formal writing. If you have willing students, you can even act these expressions out. For example, you can ask, if I say I’m pulling your leg, am I actually pulling on your leg? Is this expression literal or figurative?
Go through all of the idioms with similar questions: If your boss was angry and yelled at you, did she literally jump down your throat? While snakes can swallow whole animals, human beings cannot. These examples should illustrate for your students the crucial skills for defining and understanding idioms.
Want to learn more? Check out the Studying English chapter from Compelling American Conversations, available here with additional commentary from the Teacher Edition!
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Using 5W/H Filter & Creating Longer, Better Conversations
What is the 5W/H filter? Who can use this technique? Where can English students use the 5W/H filter in daily conversations? When can they use this method? Why do many journalists and managers use the 5W/H filter in their work? How can the 5W/H filter keep conversations going?
Some English students will already be familiar with the idea of 5W/H as the general question words: Who, What, Where, When, Why, and How. This checklist approach encourages speakers to bring these questions directly back into the conversation. Can you guess how it works?
When you are asked a question, practice running the answer through the “5W/H Filter.” Make sure you answer at least two of the question words to provide details. Let’s look at an example of a typical casual conversation.
Nick: What did you do this weekend?
Nobu: I went shopping.
Nick: That’s good.
Nobu: …
Nick: See you later.
This short conversation might be pleasant, but it wasn’t too informative. Now let’s run the conversation through the 5W/H filter.
Question: “What did you do this weekend?”
Filter:
What: Went shopping
Who: With my sister
When: Saturday
Where: At the outlet
Why: We were looking for a present for our brother’s birthday.
How: We rode our bicycles.
With the filter in place, Nobu has several places to take the conversation. When Nobu chooses to share at least three of the filtered answers, it’s much more interesting and compelling. Nick may then continue the conversation in several directions. Let’s take a look at how the conversation might go:
Nick: What did you do this weekend?
Nobu: I went shopping at the outlet on Saturday with my sister. We were looking
for a present for our brother’s birthday.
Nick: Oh, really? How old will your brother be?
OR
Nick: How is the outlet? I haven’t been there yet.
OR
Nick: I didn’t know you had a sister! How many people are in your family?
By providing details, Nobu and Nick learn more and share more about their lives and activities. They can also maintain longer, better conversations. If they want, Nobu and Nick can cycle through the 5W/H filter again, and the two can talk for as long as they want! The good friends will learn more about each other and their friendship can
become even stronger.
Interested in learning more? Check out our sample chapter, Exploring Daily Habits from Compelling Conversations – Japan. Want your own copy? Click here for more information!
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Practicing Interview Skills, Staging a Mock Job Interview and Self Evaluation
Finding work is not always an easy thing, particularly in an uncertain economy such as that of the United States. But how does one get a job?
Research, self-nomination, and persistence are common paths that lead to job interviews. Our students, naturally, find the prospect of interviewing for a competitive job an intimidating prospect. We can reduce their justified anxiety by teaching a flexible phrases and providing authentic practice. I also like to share a few simple techniques (Situation, Task, Action, Results – STAR) in answering questions. It’s worth noting that many students come from more traditional societies where patronage and nepotism are alive and well. Some ESL students find the concept of merit-based hiring both refreshing and very American. Most Americans, after all, have had to apply and interview to get their jobs. Many English Language Learners come from countries where people are employed through families, political parties or government agencies.
Fortunately, like most skills, practice makes perfect. Rehearsing interviews is a common way to make sure you hit all the talking points for the real thing. As an instructor, you can pair or otherwise group students to make lists of skills they have and skills they would like to improve. For example, reading, writing and speaking their native language are skills they already have. Reading, writing and speaking English are skills they want to improve. That, of course, is why they are in your class. You can incorporate sayings and quotes that you may find to introduce and explore the importance of maintaining, developing and expanding skills in a competitive modern economy.
Mock Job Interview – Self-Evaluation
Name: Position: Organization:
Date: Length: Interviewers:
Please fill in this worksheet using with complete sentences. Feel free to expand the worksheet to meet your individual needs. You might, for instance, want to transcribe your strongest and weakest responses to interview questions.
1. What were you glad to see in your mock job interview?
2. What were some areas that should have been stronger?
3. What are some other observations?
4. What were some language (grammar/vocabulary) errors? Please identify and correct those errors.
5. Were there any pronunciation problems? What did you say? What did you want to say? Be specific.
6. What question led to your strongest answer? What did you say? Why do you believe that was your best response?
7. What question did you struggle to adequately answer? What did you say? Why was that response less than perfect? What could/should have you said?
8. On a scale of 1-10, what would you give yourself on this mock job interview? Why?
9. What specific areas do you want to work on for your next job interview?
10. How will you do better on your next speaking assignment next time?
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Changing Work Titles & Greater Equality
“Habits change into character.”
~Ovid (43 BCE-17 CE), Ancient Roman poet
Which is correct: fireman or firefighter? The answer is both! But one has been gaining traction lately, along with many other gender-neutral terms for occupational titles. Here’s why:
Many professions were traditionally only open to men. As women have gained greater rights and society has become more equal, the titles used for many professions have changed. It is important, however, to recognize both traditional and modern terms for various professions. We recommend the use of modern terms that show women can hold these important positions too.
Other examples of this include:
chairman => chair/chairperson
businessman => business professional
mailman => mail carrier
Can you think of any more occupations that have made the shift towards more inclusive language? Encouraging your students to do so can open up enlightening discussion on new workplace policies, and get them familiar with even more helpful terminology!
Interested in learning more? Get the info on Compelling Conversations – Japan, including where to find sample chapters, here!
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Home vs. House: What does this mean?
“No matter under what circumstances you leave it, home does not cease to be home. No matter how you lived there – well or poorly.”
~Joseph Brodsky (1940-1996), Russian-American poet & Nobel Prize winner
What’s the difference between a house and a home? English speakers clearly distinguish the two words. A house is simply the building where people live. It’s a physical structure. A house can be a stand-alone house, an apartment, or a condo.
A home, however, is the place where people live, create their lives, and feel comfortable. Often, teenagers who are forced to move may feel that their new location is a house, but not a home. They may have no memories there or friends nearby.
Does the expression “A house is not a home” in seem different when you understand this point?
You can continue to explore what home means with your students through the following prompts. Have them use complete sentences to respond.
1. When you were a child, did you live in a house or an apartment?
2. What did you like about it? What did you dislike?
3. Which was your favorite room? Why?
4. What is your favorite childhood memory at home?
5. Have you ever felt homesick? What did you miss the most?
6. Is your neighborhood the same today as it was when you were a child? In what ways is it different? In what ways is it the same?
7. What makes a good neighborhood?
8. Would you rather live in an apartment or a house? Why?
9. Would you rather live in a city, a suburb, a small town, or the countryside? Why?
10. Can you suggest some places to find interior design ideas? Where is a good place to buy furniture? Why?
11. What would your dream residence be like? Can you describe it in detail?
12. What modern appliances would your dream house have? Do you have—or want to have—a robot? Why?
13. What are some advantages of an apartment compared to a house?
14. What makes a house a home for you?
For more on this topic, try Chapter 3: Home Sweet Home, featured in Compelling Conversations – Japan!
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