SOME METHODS OF TEACHING ENGLISH IDIOMS FOR NON ENGLISH MAJOR STUDENTS AT LAM SON GIFTED HIGH SCHOOL

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ
TABLE OF CONTENTS

TRƯỜNG THPT CHUYÊN LAM SƠN

Part 1: INTRODUCTION
1.1.
1.2.
1.3.
1.4.

Rationale
Aims of the study
Scope of the study
Methods of the study

***

1
2
2
2

Part 2: DEVELOPMENT
SÁNG KIẾN KINH NGHIỆM
2.1.
2.1.1.
2.1.2.
2.1.3.

Literature Review

Definition of Idioms
Types of idioms
Methods of Teaching Idioms

3
3
4
5

2.2.

The current situation of teaching and learning English at Lam
6
Son Gifted High School
2.3.
tips and techniques
of teaching ENGLISH
idioms for high
school FOR6
SOME Some
METHODS
OF TEACHING
IDIOMS
students
NON-ENGLISH
MAJOR STUDENTS AT LAM SON
2.3.1.
Four tips before teaching idioms
6
GIFTED

HIGH
SCHOOL
2.3.2.
Effective Activities for Teaching English Idioms
7
2.3.2.1 Teaching idioms with pictures
7
.
2.3.2.2 Provide idioms in context
9
.
thựcand
hiện:
Bùi Thị Bạch Tuyết
2.3.2.3 CombinationNgười
of pictures
dialogues
9
Chức
vụ:
Giáo
viên
.
Đơninto
vị công
tác: Trường THPT chuyên Lam Sơn 11
2.3.2.4 Dividing Idioms
Categories
SKKN môn: Tiếng Anh
.

2.3.2.5 Teaching idioms with worksheets
12
.
2.3.2.6 Using stories
12
.
2.3.2.7 Using board game – Balderdash
13
.
2.3.2.8 Other Games
14
.
2.4.
Reached results
17
THANH HOÁ NĂM 2019
1


PART 3: CONCLUSION
3.1. Conclusion
3.2. Recommendations
Reference

18
18
19
TABLE OF CONTENTS

Part 1: INTRODUCTION

1.1.
1.2.
1.3.
1.4.

Rationale
Aims of the study
Scope of the study
Methods of the study

1
2
2
2

Part 2: DEVELOPMENT
2.1.
2.1.1.
2.1.2.
2.1.3.

Literature Review
Definition of Idioms
Types of idioms
Methods of Teaching Idioms

3
3
4
5

2.2.

The current situation of teaching and learning English at Lam
Son Gifted High School
Some tips and techniques of teaching idioms for high school
students
Four tips before teaching idioms
Effective Activities for Teaching English Idioms
Teaching idioms with pictures

6

Provide idioms in context

9

Combination of pictures and dialogues

9

Dividing Idioms into Categories

11

Teaching idioms with worksheets

12

Using stories

12

Using board game – Balderdash

13

Other Games

14

2.3.
2.3.1.
2.3.2.
2.3.2.1
.
2.3.2.2
.
2.3.2.3
.
2.3.2.4
.
2.3.2.5
.
2.3.2.6
.
2.3.2.7
.
2.3.2.8

6
6
7
7

2


.
2.4.

Reached results

17

PART 3: CONCLUSION
3.1. Conclusion
3.2. Recommendations
Reference

18
18
19

PART 1: INTRODUCTION
1.1. Rationale of the study
Teaching and learning English in Vietnam as a foreign language has been
encountering controversial social reactions when students are said not to be able
to competently communicate in English after their six or seven years of studying
English. It is claimed that students even cannot purposively speak one or two

correct sentences in English for their communicative intention. Some students
with good English grammar and vocabulary think that they can communicate in
English. However, they still fail to communicate when they discover that the
language English speakers actually talk to them is different from what they have
been taught.
On the one hand, this may come from the teaching methodology. In the
past foreign language teachers just focused on grammar and writing. Speaking
and listening received inadequate attention; therefore, students did not have
chance to speak and to express their ideas in English. Later, in the 2000s English
started to be taught in light of the skill-based teaching approach. Students have,
consequently, learnt four skills separately, that is, speaking, listening, reading
and writing. In spite of the advantages of this approach, the biggest drawback is
the undervaluation of word power such as fixed phrases, formulaic expressions
because of the heavy emphasis on skills.
On the other hand, this crucial problem may come from the lack of
idiomatic phrases in teaching and learning English whereas idiomatic
expressions are of great popularity in English in use. Copper (1998) indicates
that an English native speaker uses about 20 million idioms in his or her lifetime
of 60 years. These impressive statistics illustrate the undeniable significant role
of idiomatic phrases in daily language use.
However, students and teachers tend to traditionally avoid idiomatic
expressions in English. This prevents students from the exposure to multi-word
units in English. Thus, students cannot profoundly understand the
communicative meanings of multi-word units in the right context. Researchers
in language acquisition such as Wray (2000), Joyce & Burns (1998) emphasize
that mastery of idiomatic language is one significant indicator of successful
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language acquisition. In fact, idiomatic competence is one of the criteria for

IELTS speaking assessment. In the IELTS speaking band descriptors, uses of
idiomatic vocabulary and collocation are mentioned as indicators for the use of
lexical resource in bands 7, 8 and 9.
At Lam Son Gifted High School, English is a compulsory subject in the
curriculum and it is considered as a major subject for the high school examination.
It is taught with the purpose that students have some basic knowledge of English
in order to communicate and to use it as a key to science and technology.
Moreover, most teachers expect their students to speak English fluently and
naturally like native speakers and their aim is to help them pass the national
examination with flying colors.Those are the reasons that inspire me with the
desire to write: ‘‘Some methods of teaching English idioms for Non-English
major students at Lam Son Gifted High School, Thanh Hoa.’’
1.2. Aims of the study:
This study is aimed to:
- Provide teachers some helpful tips and techniques of teaching English
idioms in their classes.
- Help students easily remember English idioms.
1.3. Scope of the study.
The study concentrates on strategies and methods teachers use in idiom
teaching. The subjects of the study are students whose majors are Math,
Chemistry and Physics in grade 12 ( 12T, 12F, 12H) at Lam Son Gifted high
school, Thanh Hoa.
1.4. Methods of the study:
This study uses an action research as methodology. Action research
provides teachers with an opportunity to apply the findings of research to their
own situations and to adapt theory to practice. It also involves teachers as
participants in their own educational process, and helps them to develop a
critical and reflective eye for their own instructional practices along with those
of their peers.

4


PART 2: DEVELOPMENT
2.1. Literature review
2.1.1. Definition of Idioms:
Idioms belong to the category of nonliteral or figurative language that also
includes metaphors, similes and proverbs.There are many definitions available
for idioms. In this study, an idiom, or idiomatic expression, according to the
Oxford English Dictionary, is a group of words whose meaning cannot be
deduced from the individual words that form it. In other words, idioms are
considered as fixed chunks with arbitrary meanings. For example, the idiom kick
the bucket cannot be interpreted by simply connecting the meanings of each
single word; learners who want to obtain the meaning of the idiom have to
memorize its corresponding figurative interpretation, which is to die. Meanings
of idioms are arbitrary and thus unpredictable. Even native speakers consider
learning and understanding idiomatic expressions difficult (Gibbs 1994), let
alone language learners whose comprehension of idioms is blocked by their
limited language proficiency and cultural immersion. Idioms, therefore, have
been considered an obstacle for learners. However, idiomatic expressions are
used so widely and commonly in spoken and written English that learners have
to prepare themselves to meet the challenge of learning and understanding them
(Cooper 1999). Without a doubt, this presents language learners with a special
vocabulary-learning problem. Thus, teaching idioms to learners is a necessary
element in the field of EFL teaching.
2.1.2. Types of idioms:
Idioms can be broken down into several categories (Badger, n.d.):
- Simile idioms
These idiomatic expressions compare one object or action to another
using the words "like" or "as." For example, the expression "like two peas in a

pod" describes how two things are similar or close in nature, by comparing them
to peas which grow together in a pod. "Light as a feather" and "busy as a bee"
are two other examples of simile-based idiomatic expressions.
- Phrasal verbs idioms
5


These idiomatic expressions function as verbs. They usually contain one
or more individual verbs and prepositions that, when used together in a sentence,
act as a single verb. For example, the phrasal verb "to get away with" is used to
mean "avoid punishment" as in the sentence, "She will get away with stealing
that car."
- Metaphorical idioms
The metaphorical idiom is a phrase that ordinarily designates one thing is
inferred to another, making an implicit comparison (Tang, 2007).It compares
two situations, objects or actions. However, idioms based on metaphors do not
use the words "like" or "as" to connect the two ideas. For example, a "carrot and
stick method," is used to mean a method of coercion. It compares the situation at
hand to the practice of luring stubborn horse or mule by dangling a carrot in
front of him and prodding with a stick behind.
- Aphorisms
Aphorisms are idiomatic expressions intended to convey wisdom or
morals. They are also colloquially called "sayings," widely read books, famous
speeches or other texts. They contain profound philosophical truths in short,
easy-to-remember sentences.
- Cultural and Historical Idioms
These idiomatic expressions deal with landmark events and important historical
figures. They are therefore particular to certain cultures. For example, in the
United States, "John Hancock" means to provide a signature. This expression
references one of the signers of the Declaration of Independence, John Hancock,

whose signature is one of the largest and most distinct on the document. Another
example is "Honest Abe." This idiom alludes to the fabled honesty of Abraham
Lincoln, the 16th president of the United States.
2.1.3. Methods of Teaching Idioms:
Since native speakers use numerous idioms during the course of every
day and since it is important to teach idioms to learners, teaching idioms
received much more attention recently and it becomes a topic in teaching ESL
and EFL after it was a neglected topic. It is important to have a clear view on
how to implement a methodology to teach idioms. However, the argument
between the traditional method and the conceptual metaphors instruction on how
to teach idioms is not over.
Teachers have a variety of methods to apply in their classes in order to
teach idioms. These teaching methods can be organized under two broad
methods. The traditional method encourages teaching idioms explicitly in
context. Or the conceptual metaphor method that teaches English idioms after
obtaining some knowledge of the terms. The traditional method teaches idioms
in context, Liontas (2003) stated that the context can effectively facilitate
understanding as well as learning and teaching of idioms and idiomatic
expressions. Liontas’s study concluded that “the absence of context” creates
obstacles “on learning and comprehending idioms” (p. 288).
- Teaching English Idioms in Contexts
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The role of context is central in language learning. It’s common that EFL
students don’t really understand the various meanings of new words in different
contexts. That’s why EFL students don’t know how to apply the words they have
learned practically in various contexts. It’s fundamental for teachers to provide a
rich context for students’ language learning and practice. For instance, linguistic
contextual information enhances adolescents’ interpretation of idioms (Nippold

& Martin, 1989). The contextual cues surrounding a particular word can help
readers get that’s meaning. In contrast, context-reduced language will be hard
for readers to tolerate (Brown, 2001). Consequently, it’s more effective for EFL
students to learn language in meaningful contexts than learn isolated words
through memorization and drilling.
- Teaching English Idioms with Rich Illustrations
Although there is lingering debate regarding the effect of visuals on
reading comprehension, some researchers claim that reading materials
accompanied by visuals will be more comprehensible. For example, Scarcella
and Oxford (1992) stressed that teachers need to illustrate key vocabulary
effectively by showing pictures and diagrams so as to improve the ESL students’
reading comprehension (p. 107). Mayer (1999) found that words and pictures
presented together helped students recall better than alone. It is efficient to
provide interesting pictures to foster and reinforce vocabulary development.
Consequently, visuals must be stimulating, interesting and motivating to
students’ comprehension and retention of reading.
- Teaching English Idioms with Group Discussion
Students’ discussing what they read is a helpful strategy to increase their
comprehension. Group talk can provide learners with rich opportunities to
acquire social and linguistic knowledge necessary for understanding new texts
they encounter (Freeman & Freeman, 1994). Klingner & Vaughn (2000) stressed
that ESL students engaging in collaborative talk during content reading, they
assisted one another in understanding the meaning of challenging words, getting
the main ideas, and answering questions about what they read. As a result, group
discussion appears to be an effective technique to enhance students’ reading
comprehension.
- Teaching English Idioms with Readers Theater
Readers Theater has been viewed as an interesting and motivating strategy
that can provide readers with a legitimate reason to reread text and further
improve their word recognition, reading fluency and reading comprehension.

Researchers claim that Readers Theater offers a way to improve fluency and
enhance comprehension (Bafile, 2003) as well as to create interest in and
enthusiasm for learning (Ruddell, 1999). Even slow learners can benefit from
Readers Theater because there is no memorization required and there is no risk
for them at all. Apparently, Readers Theater provides enough opportunity for
practice--repeated reading in language learning. This activity also enhances
interaction opportunities with peers and makes the reading task more appealing
than learning alone.
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- Teaching English Idioms with Retelling and Rewriting
Retelling has been a good strategy to know how much students have
learned and to increase their comprehension. Retelling activities can facilitate
students’ reading retrieval because the activities can encourage students to try to
recall. Their recalling help teachers understand how much information their
students have obtained. Older students can benefit from retelling stories because
it allows students to learn to organize and describe events, which enhances
reading comprehension (Brandi-Muller, 2005). In Brandi-Muller’s classroom,
she found that her ELL students not only became more enthusiastic and willing
to take a chance and read aloud but also remembered the vocabulary better with
this method (Brandi-Muller, 2005). As a result, retelling activities can reinforce
integration of recentlyl earned reading.
- Teaching English Idioms with Dialogue Writing and Role-Play
Dialogues can provide situations for students to practice ordinary
conversation and offer students ample practice with basic speaking skills in
context. Firstly, dialogues can be viewed as short plays and used for students to
act out rather than simply read aloud. Moreover, the dialogues the students write
function as basic communication at all levels (Scott & Ytreberg, 2000). In
addition, putting pupils into pairs for the role-play in the daily dialogues is an

effective way of oral practice for various ages and levels (Scott & Ytreberg,
2000). Nunan (2003) stressed that role-plays are also excellent activities for
learners’ speaking in the relatively safe environment of the classroom before
they must do so in a real environment. Therefore, dialogues offer students
opportunities to act out and practice oral skill before encountering the real
world.
2.2. The current situation of teaching and learning English at Lam
Son Gifted High School.
At Lam Son Gifted High School, English is one of the compulsory
subjects in the curriculum and students have to pass the national examination by
the end of grade 12 to be qualified for the secondary school diploma.
“Tieng Anh 12” textbook consists of sixteen units for two terms. Each unit
focuses on four different language skills: reading, speaking, listening, writing
and grammar but not much on English idioms, which are included in the
national English Test and the IELTS assessment. It is very important to integrate
students in the four skills. Moreover, they should combine idiom knowledge in
the four skills in order to get the best result.
Traditional methods of teaching idioms focus on rote learning and
memorization. They are time- and effort-consuming as learners picked up
idioms discretely without associations between forms and meanings. There has
been the need of a flexible and dynamic approach towards the teaching of
English idioms. Therefore, teachers should design various activities for students
to use with English idioms so that they can collaborate with peers and utilize
idioms in different contexts.
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2.3. Some tips and techniques of teaching idioms for high school
students:
2.3.1. Four tips before teaching idioms:

* Amount: Not too many at once
Planning an idiom filled lesson may not be the best approach to
introducing this topic. Idioms are complex and difficult not only to understand
but also to explain so consider introducing only a small number, maybe three or
five, at a time.
You can do this by including them in your usual lessons. This approach will give
you enough time to cover them thoroughly and allow students sufficient practice
time without overwhelming them.
* Themes: Related to your topics
You can include idioms in your normal lessons by introducing them
thematically. If they are related to the topic you are studying, students will have
an easier time remembering them and will be familiar with the vocabulary you
are using. When talking about pets, for instance, you can introduce idioms such
as ‘work like a dog’ and ‘dog tired’ which are related to the topic and will give
students something to discuss. What makes idioms so interesting is that they are
a unique combination of words that have completely different meanings from
the individual words themselves.
* Level: Intermediate+
Many teachers do not introduce idioms to students who are not at the
advanced level. In some ways this seems like a good approach because idioms
are complex and have different meanings than their words alone suggest.
However, Idioms do not have to be just for advanced students, you can introduce
them earlier as long as you choose ones that are appropriate for your students.
Obviously, beginners may not have the vocabulary and comprehension skills to
learn certain idioms, however, intermediate students could definitely benefit
from learning about this aspect of the English language. Using the two examples
above, you can even discuss how these phrases may have been created.
* Comprehension: Make sure they understand the individual words first
Students have to know or understand the individual words of an idioms
before understanding the idioms itself. Avoid introducing idioms which use new

vocabulary and be able to simplify the meaning of idioms. You could say, for
instance, that ‘work like a dog’ means to work very hard. Students will have to
know all the words you use in your explanation as well so use the simplest
language you can. Even with advanced learners, simplifying idioms to their
basic meanings make them easier to understand.
Idioms may not be something you are prepared to introduce your students
but at some point in their studies, idioms will be important and you can give
students a head start by getting them accustomed to these types of phrases early
on. Just a handful each semester would be a good start.
2.3.2. Effective Activities for Teaching English Idioms
2.3.2.1. Teaching idioms with pictures:
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Provide a picture to explain the context. This works best if you show an
image that humorously illustrates the literal meaning of the idiom. It will make
students laugh, but also help them understand or guess what a phrase
means. Idioms are full of colorful imagery, perfect for a flashcard or photo.
Show the picture to your students and have them guess the meaning of the
idiom. ( see figure 1, 2, 3)
From there, give examples of when you would use it and how the words
and the actual meaning of the idiom are different.

Figure 1: A storm in a teacup

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Figure 2: Time flies

Figure 3: A flashcard: break the ice
2.3.2.2. Provide idioms in context:
Teachers should provide idioms in context so students can fully
understand the meaning. Be sure to provide a sample conversation around it. For
example, take the following dialogue featuring the idiom “to be a chicken” when
at a local amusement park.
Jack: Ooh, wow. Look at that roller coaster, Jane! It goes upside-down!
Jane: My stomach aches just looking at it. I will not ride that.
Jack: Ah, come on. Don’t be a chicken!
2.3.2.3. Combination of pictures and dialogues
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Students look at the picture and make an educated guess on what the
idiom means and then let them search for the real meaning. Students have to
write a conversation and use this idiom in it. Have students explain the meaning
to the rest of the class and use the idiom in a short sample dialogue.
Each pair stands before their classmates and acts out the conversation they
wrote. This way they not only practise using the idioms phrases, they hear other
examples from classmates, other ways in which these idioms may be included in
conversation.
- To be broke

Figure 4: To be broke
Meaning: to be out of money, to have no money
Teaching tips: Provide the students with two images. One image should be
of a broken item (such as a broken pencil) and one should be an image of a
person with no money (this is a great one). Explain how both images mean “to
be broke.” Then, present the following dialogue and have the students match the
correct image to the meaning of the idiom.

Sample dialogue:
Sam: I really want to buy that cool hat. But I’m completely broke.
Sarah: Would you like to borrow some money?
Sam: That’d be great. I promise, I’ll pay you back later.
- (to) Give someone the cold shoulder

Figure 5: (to) Give someone the cold shoulder
Meaning: to show no interest in someone or something, to ignore
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Teaching tips: Provide the sample image and have the students guess what
they think the idiom means. Ask the students if they’ve ever given someone the
cold shoulder. Or, if they’ve ever received the cold shoulder. Practice below
dialogue.
Sample dialogue:
Sarah: I ran into Sallie yesterday and we had a nice conversation at the
coffee shop, catching up with each other.
Sam: Oh, really? Last time I saw her, she gave me the cold shoulder. I
couldn’t figure out what I had done to make her angry.
Sarah: Well, it probably doesn’t help that you are dating her best friend.
- (to be) Head over heels (in love)

Figure 6: Head over heels (in love)
Meaning: to be really or completely in love with someone
Teaching tips: Show this image explaining the idiom. Talk to the students
about being in love. Ask which students are currently in love (guaranteed to
elicit a few giggles from your students!). Practice the below dialogue.
Sample dialogue:
Sarah: Sam, what are you writing?

Sam: I’m writing a letter to my new girlfriend.
Sarah: Ooh, really? You just wrote to her yesterday. You must be head
over heels!
Sam: I really am. I want to marry her.
2.3.2.4. Dividing Idioms into Categories
Dividing idioms into thematic categories will make them easier to learn,
for the students can study them as groups composed of elements that have
common features rather than as lists of unrelated expressions to be memorized.

13


Figure 7: Weather idioms
2.3.2.5. Teaching idioms with worksheets
This worksheet provides help in understanding 5 different idioms related
to body parts. Included idioms are: a sweet tooth, to pull one’s leg, to cost an
eye, to have something at your fingertips, to rack your brain.
Body Parts Idioms
* Guess what they mean. Choose the best answer.
1.Mary has got a sweet tooth.
a) One of Mary’s tooth has a cavity
b) Mary has got a liking for cakes and sweets
c) Mary is a really cute girl
2. Bob is pulling your leg.
a) Bob wants you to believe in his lie.
b) Bob wants to catch your attention.
c) Bob is a chiropractor
14

3. A new car would cost me an eye.
a) I cannot afford a new car. They are too expensive.
b) I cannot drive new cars because of bad eyesight.
c) I think new cars are really beautiful.
4. She’s well-trained and has the figures about the performance of her
business at her fingertips.
a) She has attended lots of business classes and is a good businesswoman.
b) She knows all the figures very well and can refer to them quickly
c) She is a good performer.
5. They asked me for fresh ideas, but I had none. I racked my brain, but
couldn’t come up with anything.
a) I made a mental list of different solutions.
b) I stopped thinking
c) I tried hard to think and find something to say.
2.3.2.6. Using stories
Telling a story can help students understand and remember the meaning
behind the words. “you are pulling my legs,” for example, lends itself well to a
simple story. You can then have your kids discuss the meaning of the phrase,
and come up with other ways that they could understand the idiom. Following is
an example:
Hector and Andy looked at the floor of their bedroom. It was littered with
clothes, shoes, papers, snack wrappers, and sports equipment. ‘I want this all
picked up before you go to the softball game’, declared their father.
Hector groaned but Andy waited until their father was out of sight, then
whispered, ‘ He said to pick it up. He didn’t say to put it away! Let’s throw it all
in the closet!’. The boys got busy, and five minutes later they shouted, ‘Papa,
we’ve finished’
‘You’re pulling my leg!’ their father called back.

15

Figure 8: Pull somebody’s leg

1.
2.

3.
4.
5.
6.

7.

2.3.2.7. Using board game - Balderdash
The original Balderdash is a board game in which obscure words are
read aloud, and players have to first propose a meaning, then have to guess
the true meaning. You can take the concept and apply your own expressions
- idioms, in this case.
Here's how it works:
The teacher reads aloud an idiom, one that the students haven't heard
before.
Without discussing it, each of the students writes down a possible
definition (it doesn't have to sound like it came from a dictionary; casual
language is just fine) on a note card. Students should aim for something
plausible, as it increases their chances of earning points.
Simultaneously, the teacher writes down the real definition on a note
card (ideally using casual language that matches the students').
The teacher collects all answers, shuffles them, and reads them aloud.
Each student selects which answer they believe to be the correct one.

The teacher adds up the scores:
- 1 point goes to a player for every other student who incorrectly
guessed their definition.
- 2 points go to a player for guessing the correct definition.
- 3 points go to a player for writing a definition that's very similar to the
true one.
Repeat with more idioms. The student with the most points at the end
wins.
16


If multiple answers are similar, you can combine them into the same
definition when you read them aloud (and all players who wrote those
similar ones receive equal points when others guess theirs). Also, you might
choose to allow some discussion leading into step 5; students can voice
which answers they like and which they don't, and they can try to cleverly
convince others that their false answer is the correct one
Balderdash is not only fun because of how silly it can get, but also it
helps students remember the definitions later. They might remember it
because it surprised them, or they might remember it because they'll also
remember the ridiculous false definitions as well.
2.3.2.8. Other Games:
* Drama Queen!
Create a list of ten idioms which students have recently met. Cut them up
and give one idiom to each pair of students in your class. Ensure your students
know the vocabulary; it’s not necessary at this stage for them to understand the
meaning of the idiom. They just need to be able to act it out!
In turn, each pair of students act out their idiom for the other students.
You can award points to pairs who guess the idiom correctly. This is a great way
to review idioms and so much fun. Students tend to remember them more easily

when they can relate it to a visual action.
Idioms which work well for this task:
1. to cry over spilt milk
2. to put your foot in your mouth
3. All in the same boat
4. to let the cat out of the bag
5. to speak of the devil
6. to see eye to eye
7. to cost an arm and a leg
8. to feel under the weather
9. to cut corners
10.to judge a book by its cover
* Work it Out!

17


Prepare enough idioms for half the students in your class (i.e for 16
students, prepare 8 idioms). You will also need to prepare a definition for each
of these idioms. Give half the students in your class an idiom each and give the
other half a detailed definition. Now students have to mingle and find one other
student who has the idiom/definition match.
You can use these ideas or prepare your own based on what you have
covered in your class during the week.
Best of Both Worlds

to enjoy two different experiences/things at the
same time

Break a Leg

Good luck!

Hit the Nail on the Head

to describe exactly what is causing a problem or
situation

Give Someone a Hand

to help someone

Keep an Eye on Someone

to take care of

Once students find their new partners, give them an extra task. Now they
have to think of an idiom they have learned that is not here and do the same
thing! Create two pieces of paper, one with the idiom and one with a detailed
definition and they get to play again!
* On Cloud Nine!

Organise your students in small groups of 3 or 4. Each group is given an
idiom such as ‘On Cloud Nine’ and must now work together to put this idiom
into an ‘asking for advice’ letter. See example below.
Dear Agony Aunt,
I need your help. My 7 year old daughter is so happy at the moment.
Everything is going well for her in her personal life, in school, at home.
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She’s on cloud nine. Unfortunately I have some bad news to tell her – her dog
died! How should I do it?
Now, have students pass their letters to the next group to write a response
using another idiom they have learned such as:
Dear Reader, It’s always very sad when a family pet dies. Hopefully your
daughter will see that your dog had a happy life but I can understand why you
want to tiptoe around the situation as this is difficult for any child to
understand. It will take time and she will need time to grieve so just be there to
support her.
This can be great fun and if you have students who have vivid imaginations,
they will come up with very creative problems and advice
* Bend the Truth!

Each pair of students present one idiom to the class and their teacher on
the board. This is a great way to review idioms already met and ones which
students are comfortable with.
For example, the first pair go to the board and write ‘to pull the wool over
someone’s eyes.’ and give a very detailed definition of its meaning such as ‘to
protect someone from danger’. The students must also give the class this idiom
in a sentence for context such as ‘There was a gang of boys outside the house so
I called my friend and told her not to come to pull the wool over her eyes.’ [This
is obviously not correct] but will the other students realize?
The aim of this task is for each pair to convince the other students that
their definition is a real one. If they succeed, they win the points but if a clever
pair of students realize it’s not real and can give the real definition, that pair win
the points.
This can be so much fun and very competitive!

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2.4. Reached results
After applying the methods as described above to teach English for
students in three classes: 12T, 12F, 12H (with 105 students) for nearly a year, I
am really amazed by the improvements made by students from 3 classes when
they learn idioms with innovative methods of teaching and leaning. Students
seems to be more positive and they can recognize the presence of figurative
idioms and fixed phrases in authentic materials. When they understand and
experience the importance of these phrases they can have the focus of idiomatic
phrases in their further learning. In the past, we ignore this significant feature
of language.
The majority of the teachers believe that students enjoy the idiomlearning activities and are motivated to learn idioms. As the teachers in detail
describe it in their responses, students actively involve in the idiom activities.
Not only in class but also outside class, they attempt to use idioms to
communicate with their friends. Students in fact feel like learning idioms. They
feel excited when they can express their thoughts with idiomatic phrases.
Thanks to such techniques of teaching idioms, students have become
autonomous learners.The positive attitudes of students toward idiom learning
have improved their English skills as well as their undertanding of numerous
idioms. Moreover, their achievements are remarkable in the IELTS Official Test
and the National Examination.
The result is as follows.
Before being applied
(2016 - 2017)
IELTS
- No one got IELTS overall
Official Test band score 8.0
- Two students got IELTS
overall band score 7.5

- Three students got IELTS
overall band score 7.0
- Four students got IELTS
overall band score 6.5

After being applied
( 2017 – 2018)
- One student got IELTS overall
band score 8.0
- Five students got IELTS
overall band score 7.5
- Six students got IELTS overall
band score 7.0
- Nine students got IELTS
overall band score 6.5

National
Examinatio
n

- Six students got mark ≥ 9
- Thirteen students got mark
≥ 8.5

- Two students got mark ≥ 9
- Seven students got mark
≥ 8.5

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PART 3: CONCLUSION
3.1. Conclusion:
This paper analyses some techniques of teaching idioms as well as giving
some useful activities for teachers and learners in obtaining English idiom
expression. It demonstrates that students at Lam Son gifted school achieved
effectiveness in idiom learning. Both teachers and students believe that students
are motivated, feel relaxed and confident and actively participated in idioms
learning activities in this foreign language context. The findings also reveal that
students have demonstrated the process in idiom comprehension as well as in
idiom production though the evidence in the comprehension of idiomatic
phrases are more evitable.
These positive learning achievements in idiom learning are the result of
the creative use of idiom-related teaching activities that are designed in
integrated skill tasks. Idioms are contextualized in listening or reading activities
and then practice with speaking and writing focus. The learning tasks are varied
from idiom sharing, matching, role-play to theater playing with idioms.
The results also show that idioms teaching should focus more on idioms
practice in activities. Idioms teaching would be more effective if the students
have more chance to participate in numerous authentic video clips and games in
their process of idiom learning.Therefore, idioms should receive more attention
in language teaching to assist students in acquiring English in a foreign language
context. This filling may help EFL learners profoundly explore the target
language and then purposefully communicate in English.
Limitations and mistakes are unavoidable. Therefore, all comments and
feedbacks of the fellow are highly welcome and appreciated. The final goal is to
improve and perfect the materials the teaching community has owned and will
create. In the first place, it has a great meaning to the students learning English,
but at a higher level, it is also an absolute invaluable job for teachers in the
process of self training and studying.

3.2. Recommendations:
It is necessary to the English teachers to make their students motivated in
learning and use different techniques to increase the students’ motivation in
learning English idioms. It helps the students to involve their target language
like native speakers more effectively.
It is necessary to the English teacher to observe and follow the
students’development in class intensively. Moreover, we also recommend that
idioms should be taught to students of lower level of English as supplementary
tasks so that students are more familiar with idiomatic expressions. They then
can study on their own and gradually build up their idiomatic expression list.
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There is a need for further research into this field in a larger scale and a
longer period of time so that the effects of innovative techniques on the students
in terms of teaching and learning idioms at high schools in Vietnam will be
reflected more clearly.
XÁC NHẬN CỦA THỦ
TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 20 tháng 5 năm 2019
Tôi xin cam đoan đây là SKKN của mình
Viết, khơng sao chép nội dung của người khác

Bùi Thị Bạch Tuyết

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Reference

Abel, B. (2003). English idioms in the first language and second language
lexicon: a dual representation approach. Second Language Research, 19(4), 329358. />Block, D. (1991). Some thoughts on DIY materials design. ELT Journal,
45(3), 221-217. />Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M.
(2006). Formulaic expressions and perceived oral proficiency: Putting a lexical
approach to the test. Language Teaching Research, 10(3), 245-261.
/>Buckingham, L. (2006). A multilingual didactic approach to idioms using a
conceptual framework. Language Design, 8, 35-45.
Burke, D. (1988). Without slang and idioms, students are in the dark! ESL
Magazine, 1(5), 20-23.
Burns, A., & De Silva Joyce, H. (1997). Focus on speaking. National
Centre for English Language Teaching and Research.
Bygate, M. (1987). Speaking. Oxford; New York: Oxford University Press.

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DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN

Họ và tên tác giả: Bùi Thị Bạch Tuyết
Chức vụ và đơn vị công tác: Trường THPT Chuyên Lam Sơn

TT
1

Tên đề tài SKKN
Methods of teaching
vocabulary for high school

students

Cấp đánh giá
xếp loại
(Ngành GD cấp
huyện/tỉnh;
Tỉnh...)
Cấp Tỉnh

Kết quả
đánh giá
xếp loại
(A, B,
hoặc C)
C

Năm học
đánh giá
xếp loại
2007-2008

2
3
4
5
...

----------------------------------------------------

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