Some techniques to teach english idioms by topic in warm up activities at high school

1. Introduction
1.1. Rationale of the study
English has attracted a large number of people all over the world. It is not only
the effective means of communication but also has the progressive effect on many
aspects of life.
However, in the process of studying the language, the learners encounter
numerous obstacles. One of them is understanding English idioms because of the
following reasons. Firstly, idioms reflect specific cultural characteristics, so they
are considered as special factors of a language’s vocabulary system. This makes
students find it difficult to learn idioms and confused at first. Secondly, studying
idioms takes a lot of time and learners have to practice regularly. It requires
students’s patience and hard work.
It is obvious that if students master English idioms, they will effectively
communicate with others especially native speakers. In addition, they can do many
English idioms exercises that are required in the National examination.
After many years teaching English at high school, I realize that warm-up
activities have a great impact on students’ motivation and it is an effective way for
students to practice English idioms. Therefore, I have been applying “Some
techniques to teach English idioms by topic in warm-up activities at high school”.
That is the reason why I choose this topic for my research.
1.2. Aims of the study
- To enrich students’ English idioms.
- To assist students to express thoughts and affection accurately, polishedly,
concisely and vividly with English idioms by topic in warm-up activities.
1.3. Objectives of the study
- To present an overview of idioms, functions of idioms, characteristics of
English idioms, classification of idioms, classification of English idioms, some
examples of English idioms by topic.
- To emphasize the importance of warm-up activities to teaching English
idioms by topic.
- To introduce some techniques to teach English idioms by topic in warm-up

activities at high school.
- To show how warm-up activities can be designed for teaching English idioms
by topic at Thieu Hoa upper-secondary school.
1.4. Research Methodology
1.4.1. Research orientations
1.4.1.1. Research approaches
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The study is carried out by basing on the quantitative and qualitative
approach. With the quantitative approach, the vast amount of data of English
idioms is collected. Besides, the researcher uses the qualitative one to describe and
analyze the data of the research.
1.4.1.2. Data collection
The data collection is the most vital step in any research. This procedure
consists of two main stages. Firstly, a large number of English idioms were
collected in order to make the corpus of this study. Secondly, the collection of
English idioms by topic was done to hold up the study.
1.4.1.3. Data analysis
After assembling the data, the research is carefully studied, the following
stages of analysis are applied.
- The first stage is classification. In an attempt to make the study more
coherent the data is categorized into topics: Friendship, family, animals... It is also
an effective way to analyze the materials.
- The second stage is synthesis and generalization. The data is summarized and
generalized.
- The third stage is carrying out the survey in order to evaluate how effective
the study is.
1.4.2. Research methods
1.4.2.1. Major method

Descriptive method is mainly utilized to characterize the idioms in general
and English idioms by topic in particular.
1.4.2.2. Supporting methods
In addition to the above major methods, the study is also applied with some
other supporting methods. They are synthetic and analytic method. These methods
make the research become more general and logical.
1.5. New applies of the study
There have been a lot of authors whose studies generally relate to idioms.
Hoang Van Hanh (1973), Nguyen Thien Giap, Le Nhu Tien (1988), Nguyen Khac
Hung (1988), Hoang Van Thang (1992), Trinh Duc Hien (1995), Phan Van Que
(1995), Dang Anh Dao (1997) showed their concern for the ways how to use
idioms in literature and in different kinds of act. Studies on the roles of idioms in
traditional culture were carried by some authors such as Duong Quang Ham (1956),
Pham The Ngu (1969), Dinh Gia Khanh, Chu Xuan Dien (1972, 1973), Cao Huy
Dinh (1974), Le Chi Que, Vo Quang Nhon (1990) etc.
However, there has not been any research that studied about some techniques
to teach English idioms by topic in warm-up activities at high school. It means that
in the scope of the research, it is mainly focused on idioms classified into topics.
Moreover, those English idioms are applied in warm-up activities for upper
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secondary school students not only to introduce those idioms but also to motivate
them before their new lessons.
2. Contents
2.1. Theoretical background
2.1.1. An overview of idioms
Words have their own meanings. They, however, do not just come
individually; they also come in expressions or in groups. Idioms are among the
most common of these expressions. Besides, it is impossible to master a language

without learning idioms – a very important part of the language. What is an idiom?
The question may have many answers.
Many linguists such as Robins (1989), Palmer (1981), Jackson and Amvela
(1998) and others consider idioms as a special kind of collocation. The meaning of
an idiom, however, cannot be deduced from the meaning of its constituents. An
idiom is distinguished from a collocation, for a collocation is a sequence of lexical
items which habitually co-occur and each lexical constituent of a collocation is a
semantic component. Hornby (1995) argued in his Oxford Advanced Learner’s
Dictionary, an idiom is “a phrase or sentence whose meaning is not clear from the
meaning of its individual words and which must be learnt as a whole unit”. Sharing
the same point of view, Seidl and Mordie (1988) defined “an idiom is a number of
words which, taken together, mean something different from the individual words
of the idiom when they stand alone”. For instance, the collocation of kick and the
bucket forms an idiom meaning die, which is not systematically determinable from
the meanings of kick and the bucket. This idiom or phrasal lexeme is formally
identical with the phrase kick the bucket whose meaning is systematically
determinable on the basis of the meaning of the lexemes of which it is composed hit a certain type of container for liquids with their foot.
Here are some more definitions of idioms:
- “An expression which functions as a single unit and whose meaning cannot
be worked out from its separate parts”.
(Longman Dictionary of Language Teaching and Applied Linguistics, 1992)
- “An idiom is a fixed group of words which is firm in terms of structure,
complete and figurative in terms of meaning, and is widely used in daily speaking”
(Hoang Van Hanh, 1994: 21)
- “An idiom is a fixed group of words with a special different meaning from
the meaning of several words”
(Dictionary of English Idioms, 1979)
As can be seen from the above definitions, there are different ways of defining
an idiom. In general, most of the linguists share the same point that an idiom is a
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fixed expression whose meaning cannot be worked out by looking at the meaning
of its individual words.
2.1.2. Functions of idioms
Idioms may play different roles. They are used to name objects, actions or
describe situations. They may express certain generalizations, advice, make an
evaluation, emphasize…
Traditionally, from the point of view of the function of idioms, we can refer to
the following basis groups:
- Idioms with a nominative function - express concepts and name objects,
states, processes, actions, qualities, etc. They have the structure of a phrase.
Examples: while elephant, pull somebody 's leg, cool as a cucumber; body and soul
- Idioms with a communicative function - describe situations and express
independent statements. They have the structure of a sentence, e.g. all that glitters
is not gold, the coast is clear
- Idioms with both nominative and communicative functions (including
idioms with a mixed, limited variable structure), e.g. break the ice - the ice is
broken, close the door on - the door is closed, lead somebody by the nose somebody is led by the nose
- Idioms without any distinctive nominative and communicative function linguists usually include here modal and interjectional idioms, or idioms which
have a cohesive function, e.g. like hell; what on earth; on the other hand; as well
as; by the way.
In relation to words, within the group of idioms with a nominative func-tion
(lexemic idioms), we can refer to idioms equivalent to single words, i.e. they may
be replaced by a single word (of course = certainly, kick the bucket = die, in the
family way = pregnant). They may also correspond to non-idiomatic phrases
(collocations: a big fish = an important person, as red as a turkey cock = very
angry), or they may be correlated with approximate (free) description, e.g. have
green fingers = have natural ability in growing plants.
Nominative idioms correlate with word classes (parts of speech). They may

be divided into: noun, verbal, adjectival and adverbial idioms, etc., for example: a
dark horse (noun), make give up (verbal), as white as a sheet (adjectival), once in a
blue moon, tooth and nail (adverbial). Their function is not completely identical
with that of single words, since their meaning usually includes a higher degree of
both expressiveness and evaluation.
From the pragmatic point of view and discourse, some linguists, including
Fernando (l996) speak about:
- "Ideational" idioms ("the state and way of the world" idioms, expressing
namely: actions, events,. situation, people, things, attitudes, emotions, etc.): red
herring, bury the hatchet, as white as a sheet.
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- "Interpersonal" idioms (expressing greetings, agreement, rejections, etc.):
so long, never mind
- "Relational” idioms (ensuring cohesion, etc.) : by the way, in addition to,
last but not least
Other linguists give more detailed categorization of idioms. Some idioms may
have more than one function. Moon (1998), for example, distinguishes the
following groups of idioms:
- Informational (conveying information of a different kind: in the red, rub
shoulders with, one’s kith and kin)
- Evaluative (giving the speaker’s attitude to the situation: works wonders,
wash one’s hands of sth, a different kettle of fish)
- Situational (expressing conventions, clauses, exclamation, relating to
extralingual context: walls have ears, so long, talk of the devil, long time no see)
- Modalizing (expressing modality, truth values, advice, request: mark my
words, more or less, at all, in effect)
- Organizational (organizing the text, signaling discourse structure: by the
way, all in all, let alone, in the light, on the other hand, in other words)

2.1.3. Characteristics of English idioms
According to many linguists, a group of words which has a fixed structure,
indivisible meaning and can appear in speech like a word is called an idiom.
Therefore, idioms can be distinguished by their grammatical and semantic features.
2.1.3.1. Grammatical features
It is very easy to realize that most idioms are fixed expressions. There are no
changes in structure, word order and lexicology. We can take the idiom black and
blue (of bruises) as an example. It would sound uncanny if we changed it into blue
and black. It means that it wouldn’t make sense. Moreover, when an idiom is used
in a complete sentence, it is hardly change into passive voice. Let us consider the
idiom “to stuff one’s face” in the sentence “She is stuffing her face with chocolates”
(She is eating a lot of chocolates). It would be unnatural to say “Her face is stuffed
with chocolates”.
However, some other idioms are more flexible; we can make some changes if
they don’t lose their idiomatic meaning. This means that idioms are only fixed in
some of their parts but not all. The alteration of component words can help to form
a different idiom of the same or different meaning. Appearing on the mass media is
in this way of using. They no longer keep the full form of the idiom but add some
more components to make it more vivid, particularly effective when writing
articles. We can change the tense of the verb in the idiom to give someone the cold
shoulder (to treat someone in a cold or unfriendly way), or the verb in to have one’s
finger with to get one’s finger.
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In addition, idioms may take many different forms or structures. Some idioms
are noun phrases such as tender age, a black sheep, forty winks, etc. Some are verb
phrases such as to spare one’s blushes, to make someone proud, to cut one’s coat
according to one’s cloth, etc. The most important thing is that an idiom can have its
own regular, irregular or even incorrect grammatical structure. To be at large is an

example of grammatical irregularity. The idiom is formed by verb + preposition +
adjective. In English, no structure like this is normally accepted because an
adjective doesn’t usually come after a preposition singly. However, this can be
considered as an exception in language.
2.1.3.2. Semantic features
When mentioning the semantic features of an idiom, we often talk about its
meaning. A linguist said “the meaning of an idiom is the special chemical mixture
of all components’ meaning, which is completely new in quality”. This means that
it is very important to understand idioms metaphorically. We can not usually
discover the meanings by looking up the individual words in a dictionary when
studying idioms; most of the idioms are metaphorical rather than literal. For
example, in order to understand the idiom (to feel) like fish out of water, we have to
consider its meaning metaphorically as to feel uncomfortable because of the
unfamiliar surroundings.
Another feature concerning itself with semantics is that idioms can range from
positive, neutral to negative meaning. Some idioms have positive meanings such as
a willing horse (a keen worker), to get it into one’s head (to deeply understand), or
to warm the cockles of one’s heart (to make someone feel pleased or happy). Some
have neutral meanings as to watch the world go by (to observe the others while
doing nothing oneself), etc. Moreover, many other idioms are negative. For
instance, crocodile tears mean insincere tears, to waste one’s breath means to talk
or give advice without having any effects, or to wash one’s dirty linen in public
means to discuss or argue about one’s personal affairs in public, etc. All those
examples show that the nuances of idiomatic meanings are very complicated. They
mainly depend on the nuances of their key components.
2.1.4. Classification of English idioms by topic
Some authors have classified English idioms into topic groups and countries.
They have also listed the amount of idioms belonging to each topic or country.
However, in the scope of the study, it is mainly mentioned about the classification
of English idioms by topics. Dividing idioms into thematic categories will make

them easier to learn. The themes that can be used is various such as idioms related
to family, friendship, job, film, sport, nature and environment, music, health, mass
media and so on. Moreover, those themes extremely relate to the topics they learn
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from the textbook. Therefore, learning the idioms systematically will help learners
avoid mistakes and remember them well.
2.1.4.1. Idioms related to family
- Bring home the bacon: kiếm tiền nuôi gia đình
Eg: My mom – as a housewife, she does all the household chores, while my dad –
as an officer, works outside and brings home the bacon.
- When the blood sheds, the heart aches: máu chảy, ruột mềm
Eg: When the blood sheds, the heart aches. Everyone in the family has to take
responsibility to stand by side and help them to go through sorrow.
- Blood is thicker than water: một giọt máu đào hơn ao nước lã
Eg: You had better pay more attention to your family and relative than the
neighbor. Because blood is thicker than water.
- Chip off the old block: con giống ba mẹ như đúc
Eg: Look at him, he reminds me much of his father. He’s a chip off the old block
of Mr. Son.
- Apple doesn’t fall far from tree: Con nhà tông, không giống lông cũng giống cánh
Eg: This year, he has just won the 1st prize in Math Competition. He studied so
well, just as his father. You know that, apple doesn’t fall far from tree.
- Air one’s dirty laundry in public: vạch áo cho người xem lưng
Eg: My mom acts so sensibly, whenever I do anything wrong, she just helps me to
fix it right away, not yells at me in front of people. She doesn’t want to air my dirty
laundry in public.
- Like father, like son: giống hệt nhau
Eg: My dad and my brother is like father, like son, they match each other in every

aspect.
- Cleanliness is next to godliness: nhà sạch thì mát, bát sạch ngon cơm
Eg: My mom takes care for home very well, she thinks that cleanliness is next to
godliness
- Black sheep of the family: khác biệt
Eg: Being the black sheep of the family, I’m the only one who works as an artist,
while my parents are both teachers.
- Men make houses, women make homes: đàn ông xây nhà, đàn bà xây tổ ấm
Eg: Folks rumoured that men make houses, women make homes. So, in Viet Nam,
men often work outside to earn money, while women take care of home.
2.1.4.2. Idioms related to friendship
- A friend in need is a friend indeed: A true friend is a person who always helps you
when you really need it.
Eg: As I always say, a friend in need is a friend indeed, and Paul is certainly a true
friend.
- Bosom friends: One’s best or closest friend.
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Eg: Anne and Diana are bosom friends.
- Fair-weather friend: When someone is a friend, but only when things are going
well for you.
Eg: A really liked Priscilla, but I realized she was just a fair-weather friend. She’s
not there for me when I need her.
- Friend-zone: When one person would like to be in a romantic relationship with
another, but the other person thinks of them only as a friend.
Eg: Tyler said Shelly was in the friend zone, so she is quite sad about it.
- Close-knit: Very close.
Eg: Johnny and Casper are close-knit.
- Friends in high places: To have friends who have important or influential

positions.
Eg: Ethan always brags about having friends in high places.
- Strike up a friendship: To become friends with someone.
Eg: I want to strike up a friendship with Erin, she seems like a nice girl.
2.1.4.3. Idioms related to health
- Alive and kicking: to be well and healthy
Eg: My aunt is ninety years old and she is very much alive and kicking.
- Alive and well: to be well and healthy
Eg: The worker was alive and well after the accident.
- Breathe one's last: to die
Eg: The man breathed his last after a long illness.
- Pass away: to die
Eg: The man's father passed away when he was 96 years old.
- Catch a cold: to get a cold
Eg: I caught a cold last week and had to miss four days of work.
- Catch one's death of cold: to become very ill (with a cold/flu etc.)
Eg: The little boy was told to be careful in the rain or he would catch his death of
cold
- Picture of health: a perfect example of health
Eg: The man is feeling very well and is the picture of health
2.1.4.4. Idioms related to books
- Bookworm: a person who loves to read and is devoted to reading
- Book smart: to be very smart or successful in a scholastic way (from knowledge
in books), but not very smart or successful in real world interactions
- An open book: to have very evident and clear emotions and thoughts
- To hit the books: to study hard
- “That’s one for the books”: This phrase is used to say that something is
‘amazing,’ ‘wonderful’ or ‘impressive.’
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- “You can’t judge a book by its cover”: This idiom is used to say, ‘you should not
judge people by their appearance alone.’ This idiom also is used to remind people
that the outside of something is not always the same as the inside.
2.1.4.5. Idioms related to jobs
- Learn the ropes: Become more familiar with a job or field of endeavor; be trained
Eg: It will take me several months to learn the ropes, but I’m sure you’ll be
satisfied with my performance.
- Get the sack/ Be sacked: To be fired
Eg: I just got the sack, and so did 20 other people. I have three hours pack up my
things and leave the office.
- Off the hook: Free from blame or responsibility to do something
Eg: Jason said he’d finish the project tonight, so you’re off the hook.
- Burn the candle at both ends: Work very long hours
Eg: I’ve been working two jobs so we can buy a car, but I’m very tired. I’m
burning the candle at both ends.
- Out of work: Unemployed
Eg: I’ve been out of work since December. Hope I find a new job soon!
2.1.4.6. Idioms related to films
- Film at 11: A phrase used in broadcast journalism during clips of news stories that
are to be featured in greater detail later (when a news program airs, traditionally at
11 PM). Although it was once reserved for serious news stories, the phrase is often
used now in a joking or sarcastic manner in conversation or news parodies.
Eg: A five-alarm fire engulfs a historical landmark - film at 11. Ooh, Jill and
Megan are fighting again! Film at 11!
- Film over: To begin to display a film, a thin membrane that can develop on the
surface of some things.
Eg: Don't eat that soup. It's been sitting out so long that it's filmed over.
- Popcorn film: A film that is entertaining to watch, but is generally not of a very
high quality or rich in emotional or intellectual depth.

Eg: A: "So what film do you want to go see later?"
B: "I don't feel like watching anything too heavy or complex. Let's just see
whatever popcorn film is out."
- Snuff film: A film that shows the actual murder or death of a person.
Eg: Although snuff films are illegal, they are still widely circulated on the black
market.The death scenes were so realistic that the director and producers were
actually arrested at one point for making a snuff film.
- Tentpole film: A film with a very large budget and production value that is meant
to provide substantial revenue to the production company.
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Eg: Big blockbusters used to be quite the rare cinematic event, but we've gotten to
the point now where there's a tentpole film coming out nearly every weekend of the
year.
2.1.4.7. Idioms related to nature and environment
- A shrinking violet: A shy person
Eg: She was quite a shrinking violet until she left home and went to university
- On cloud nine: Very happy
Eg: He was on cloud nine after winning the competition.
- Cuts no ice: Doesn’t have any effect or influence
Eg: That sort of romantic attitude cuts no ice with money-men
- Calm before the storm: Unusual or false quiet period before a period of upheaval
Eg: Charity should have recognized it as the calm before the storm, but she didn’t.
- Many moons ago: A very long time ago
Eg: It all happened many moons ago.
- A ray of sunshine: Something that brings happiness to someone
Eg: Her visit brought a ray of sunshine into the old man’s life.
- Once in a blue moon: Very rarely
Eg: We go out to eat once in a blue moon.

- Out of the woods: Out of danger
Eg: The nation’s economy is not out of the woods yet.
2.2. Practical problems before the study
Before applying the research, I had a lot of difficulties in teaching English
idioms for students in my workplace. Although I took some measures, they were
not effective. I decided to find out the reasons for this situation. I talked with my
students, colleagues, friends and I realized the following problems. Firstly, my
students’ vocabulary was still poor while the meanings in English idioms are very
diverse. Consequently, they could hardly understand or misunderstood their
meanings. Secondly, they were less likely to utilize English idioms in their daily
life and their learning environment. Therefore, they did not have a chance to
practice frequently and they could not remember well. As a result, my students
often felt inconfident when encountering exercises related to English idioms.
Due to the above reality, I needed to find an effective solution to the proplems.
I consulted my colleagues about this as well as got more information from books,
newspapers and the Internet. I found that English idioms should be classified into
topics for students to remember easily. In addition, warm-up activities were
extremely suitable for students to practice with English idioms by topic. In fact,
warm-up activities appear at the beginning of every lesson. That is the reason why
students are easily eager to take part in them. Students may play games, talk freely,
do puzzles… that make them enjoyable. In short, teaching English idioms by topic
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in warm-up activities not only motivates learners but also helps them have
opportunities to practice this kind of idioms frequently.
2.3. Some techniques to teach English idioms by topic in warm-up activities
and some applications of those techniques at high school
2.3.1. Some techniques to teach English idioms by topic in warm-up activities
2.3.1.1. Only introducing a few idioms at a time with the same topic

Don’t overwhelm students by throwing lists of phrases at them. Even if they
are all common, useful idioms, students aren’t going to remember a few dozen
things from one lesson. Instead, introduce a few idioms at a time. It can also help
to keep them all related to a theme. For example, focus one lesson on a few
animal-related idioms, such as “work like a dog” “dog days” “raining cats and
dogs” and “the cat’s out of the bag”.
2.3.1.2. Keeping it fun and light
Teaching idioms is about helping the students communicate and understand
conversational English. Whatever activities or games you do, keep it low-stress
and focus on getting your students comfortable with understanding and using the
idioms that they know.
2.3.1.3. Saying the idioms regularly in the classroom
Keep track of the idioms that you have taught and make it a point to use them
every now and then in class. This will not only help students remember the phrase
and its meaning, but will also help them get a feel for how the idiom is used in
everyday speech.
2.3.1.4. Teaching idioms with pictures
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 helps 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. From there,
give examples of when you would use it and how the words and the actual meaning
of the idiom are different. Looking for a good resource and for some beautiful
images depicting idioms. It is better to introduce two pictures for two idioms with
the same topic in each lesson.

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2.3.1.5. Introducing idioms in context, never in isolation
It is obvious that students not only understand English idioms, but also learn
to use them, present idiom examples in context, for example, in simple
conversations where the meaning of the idiom is clear. Students should be asked to
guess or figure out the meaning of the idiom. After that teacher corrects their
answers as necessary and gets them to provide other examples of what it means to
give someone a hard time. Then, the teacher moves on to another conversation for
another idiom if time is enough.
2.3.1.6. Word Jumble Race
Teacher writes or prints out two English idioms and then cuts them into words.
Next, they will be put in a hat, a cup or any other container.
At this time, the class will be divided into groups of 3 students. The task of
each group is to find and combine the individual words into meaningful and
grammatically correct sentences and write them on the board. Winning will belong
to the group with more correct sentences with the earliest completion time.
After the game, the teacher helps students better understand about the idioms
and leads into new lesson.
2.3.1.7. Music game
First, the class must be divided into two halves. The teacher prepares two
pieces of paper, then writes two English idioms with the same topic on two pieces
of paper. The teacher gives two students sitting at two first tables of each half a
piece of paper. The teacher asks those students to pass on to the next student right
after the music starts and so on until the music stops. The last ones will eventually
have to hurry up and write down those English idioms on board. If the team writes
correctly and finishes sooner, they will win.
After the game, the teacher helps students better understand about the idioms and
leads into new lesson.
2.3.2. Some applications of those techniques at high school
In the scope of the research, one of the most important rules is that idioms
should be on the same topic. Besides, it is possible to combine many different

applications in the same lesson. For example, combining teaching idioms by
pictures and creating situations for students to guess the meaning of words or
sentences, have them repeat the idioms to help students remember better. In
addition, it should not be to use many idioms in a lesson, only one or two idioms
should be applied properly. This will not only improve the students' memorization
skills but also motivate them to learn new lessons and make the teacher’s
instruction easier.
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2.3.2.1. Teaching idioms with pictures
Unit 1: HOME LIFE – English 12
Period 2 - Lesson: Reading
WARM-UP (5 minutes)
Aims: to motivate students and to introduce the topic of new lesson.
Methods: integrated, mainly communicative
Procedures:
Activity 1: Teacher gives students a picture.

- Teacher asks students to look at the pictures on the screen and introduces: “The
boy is Tony and the man is his father”.
- Teacher gets students to work in pairs and answer the following question: “What
are they doing?”
- Students discuss in pairs and answer: “They are running”
Activity 2
- Teacher makes a situation: “Tony’s father likes running and so does he. That
means they have the same interest. Which idiom is usually used in this situation?”
- Students may have various answers.
- Teacher gives feedback and correct answer: “ Like father, like son”
- Teacher explains more about that idiom, asks students to read it two or three times

in chorus.
Activity 3
- Teacher gets students to guess the topic of the lesson they are going to learn.

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- After students’ answers, teacher leads in new lesson: “Today, we are going to
learn about a topic related to the family. Now let’s start with Unit 1: Home Life –
Lesson: Reading”.
2.3.2.2. Introducing idioms in context
Unit 1: Friendship - English 11
Period 2 – Lesson: Speaking
WARM-UP (5 minutes)
Aims: to motivate students and to introduce the topic of new lesson.
Methods: integrated, mainly communicative
Procedures:
Activity 1:
- Teacher gives students conversation 1 on the screen.
Nga: Hello, Nga. Have you finished your assignment?
Hoa: Yes, I’ve already finished for one day. If you had not helped me, I
could not have finished it. A friend in need is a friend indeed. Thanks very much!
- Teacher asks students to work in groups of four, discuss the meaning of the idiom
“ A friend in need is a friend indeed ” and present in front of the class.
- After students’ presentations, the teacher gives feedback and explains more about
this idiom, then moves to another conversation.
Activity 2:
- Teacher gives students conversation 2 on the screen.
A: I’m very sad.
B: Why?

A: Last night Mary said she could not become my lover. She only considered
me as a friend. We were in the friend zone.
- Teacher gets students to work in groups and guess the meaning of the idiom
“friend zone”, then perform in front of the class.
- Teacher gives responses to their answers, explain more about that idiom for
students to understand.
Activity 3:
- Teacher gets students to read those idioms two or three times in chorus, asks them
to guess the topic of new lesson and leads in by saying “Today, we are going to
learn how to describe a friend with Unit1: Friendship – Lesson : Speaking”.

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2.3.2.3. Music game
Unit 10: Nature in danger - English 11
Period 63 – Lesson: Listening
WARM-UP (5 minutes)
Aims: to motivate students and to introduce the topic of new lesson.
Methods: integrated, mainly communicative
Procedures:
Activity 1:
- Teacher divides class into two halves.
- Teacher prepares two pieces of paper, then writes two idioms on each paper.
One is “ I got mark 10. I’m on cloud nine”. Another is “We go out to eat once in a
blue moon”
- Teacher gives two students sitting at two first tables of each half a piece of paper.
Activity 2:
- Teacher prepares a piece of music and asks those students to pass on to the next
student right after the music starts and so on until the music stops.

- At that time, someone who last receives the paper is the person going to write
those idioms on board.
- The reprentative writing correctly and finishing sooner is the winner.
- Teacher explains two idioms to students, asks them to repeat two times in chorus,
then gets them to focus on two underlined words in two idioms “on cloud nine”
and “ once in a blue moon” to guess the topic of new lesson they are going to
learn.
Activity 3:
- After students’ answers, teacher gives feedback and leads in new lesson by saying:
“ The words “cloud ” and “moon” relate to nature and environment and there are a
large number of environmental problems, so today I would like to introduce you
Unit 10: Nature in danger – Lesson: Listening”
2.3.2.4. Word Jumble Race
Unit 1: Books - English 12
Period 63 – Lesson: Writing
WARM-UP (5 minutes)
Aims: to motivate students and to introduce the topic of new lesson.
Methods: integrated, mainly communicative
Procedures:
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Activity 1:
- Teacher writes or prints out two English idioms (“He hit the books, so he passed
the exam”, “you can’t judge a book by its cover” ) and then cuts them into words.
Next, they will be put in a small box.
Activity 2:
- The class is divided into groups of 3 students. The task of each group is to find
and combine the individual words into meaningful and grammatically correct
sentences and write them on the board. Winning will belong to the group with more

correct sentences with the earliest completion time.
Activity 3:
- After the game, the teacher helps students better understand about the idioms and
leads into new lesson : “You have discovered two idioms containing the word
“book”. It is also the topic related to our lesson today, Unit 11: Books – Lesson:
Writing”
2.4. The result after applying the research in teaching
After applying some techniques mentioned in the research, I discover that my
students’ study result on English idioms has been getting better and better. The
more they practise English idioms by topic in warm-up activities, the more
confident they become. Consequently, they feel easier to do English idiom
exercises.

The number of students desire learning English idioms in Warm-up activities
Class

At the beginning of the
school year 2019-2020

At the end of the school
year 2019-2020

11M

10/42
(23,8 %)
8/37
(21,62 %)
10/36
(27,8 %)

13/39

25/42
(59,52 %)
22/37
(59,46 %)
23/36
(63,89 %)
28/39

11P
12 X
12M

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(33,3 %)

(71,8 %)

3. Conclusion and proposals
3.1. Conclusion
The treasure of idiomatic expression in each language in general and in English
in particular brings students so many benefits. Studying and applying creatively
English idioms help students reach the flexibility in using this language and the
creativity of simple but vivid sentences in daily speech. With my experience and
knowledge learned from my teaching English at high school, my colleagues, books
and the Internet, I have tried to provide my students with some techniques to learn
English idioms by topic in Warm-up activities.

3.2. Proposals
3.2.1. To learners
Firstly, the learners should understand about the culture, belief, region, habit
of both Vietnamese and English so that they can compare and guess the meaning of
the idioms.
Secondly, the learners should study the features of idioms carefully, and
distinguish them from other kinds of set expression to identify the idioms better.
Thirdly, the learners can analyze the meaning of all components and the
relationship among the components or study the meaning in the context or ask the
native speakers.
Fourthly, it is advisable not to make frequent use of slang expressions because
it is easy to sound strange. And using idioms with neutral style is a good idea.
Fifthly, knowing an idiom is natural or appreciate in a certain situation is also
a difficulty. This can only be learnt by careful reading of English texts which
contain idioms. The learners should take careful note of examples of usage in
typical situation.
Lastly, some English idioms have more than one Vietnamese equivalent so
the learners should be careful when choosing them because if they choose the
idioms which reflect the specialties of Vietnamese nature and society too much, the
unity of English style will be lost. Some English idioms have no Vietnamese
equivalent, we can translate them into our language but we must keep the suitable
nuance of meaning.
3.2.2. To teachers
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Firstly, the teachers should be well- prepared before lessons in order to provide
as many suitable English idioms for students as possible.
Secondly, the teachers should apply different methods of teaching English
idioms to different students’ level of knowledge.

Thirdly, the teachers should find the suitable ways to check students’
understanding.
Fourthly, the teachers should encourage students to participate in learning
English idiom activities.
Fifthly, the teachers should motivate students to do English idiom exercises
from books, the Internet, ect.
Finally, the teachers should be patient and helpful with students during
teaching English idioms.
I am fully aware that shortcomings and mistakes are unavoidable. I wish to
receive any comments and contributing ideas from others. I also hope that my
research will be very useful for those who are learning and teaching English
idioms.

THE CONFIRMATION OF
THE HEADMASTER

Thanh Hoa, July 5th 2020.
I hereby declare that this is my
experience initiative and it has not been
copied from any other’s work.
Writer

Lê Đăng Điển

Hoàng Thị Thủy

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