Republic of the Philippines

Bulacan State University

Lesson Plan in English 8

Idiomatic Expression

I. OBJECTIVES

At the end of the lesson, the students are expected to:

● Define idiomatic expression

● Provide examples of commonly used idiomatic expression

● Utilize idiomatic expressions correctly

II. SUBJECT MATTER

A. Topic: Idiomatic Expression

B. Reference:

https://liberalarts.oregonstate.edu/wlf/what-idiom-definition-examples

https://www.ef.com/wwen/blog/language/20-english-idioms-that-everyone-should-know/

https://www.idiomsbykids.com/index.php?story_menu=1

C. Materials: Visual Aids, Powerpoint Presentation

1. Warm Up (5 minutes):

● The teacher will begin by showing the students some pictures that have something to do

with idiomatic expression.

1.

2.

3.

4.

5.
 ● The students will guess what the pictures are all about to decode the idiomatic expression

hidden there.

1. Spill the beans.

2. Break a leg.

3. Draw the line

4. Barking up the wrong tree

5. Back in the day

2. Introduction (5 minutes)

● The teacher will explain to the students that today they will learn about idioms. It is an

expression that holds a different meaning to its literal meaning, and an expression whose

meanings cannot be inferred from the meanings of the words that comprise it.

● The teacher will explain that the two examples given earlier were examples of an

idiomatic expression and the students will comprehend the meaning of the said idiomatic

expression.

3. Example-based Exploration (15 minutes):

● The teacher will ask the students to match column A (idiomatic expression) with the

corresponding meaning in column B on the board.

A. B.

1. A sight for sore eyes a. Being too curious can get you into trouble
 2. Keep an eye b. things are going well so far

3. Hang in there! c. watch in order to protect

4. Old as the hills d. someone that you are please to see

5. A drop in the ocean e. so small that it has very little effect on

something

6. In a nutshell f. To have a good relationship with someone

7. Barrel of laugh g. Don’t give up!

8. Get along with h. Someone who is very funny

9. So far so good i. someone who’s very old

10. Curiosity kills the cat j. very briefly

● The teacher will ask the students to choose the appropriate idiomatic expression that

corresponds in the sentences on the board.

1. The teacher asked us to talk about a piece of cake

the _______ of industrial odds and ends

development. pros and cons

ups and downs

2. The police found nothing special in a piece of cake

taken all the important documents pros and cons

with him, leaving just ________. ups and downs

3. Don’t worry about the problems you a piece of cake

have in your business. You know there odds and ends

are always ________ in a business. pros and cons

ups and downs

4. If you think that doing this math a piece of cake

problem is _______ just try it. odds and ends

pros and cons

ups and downs

● The teacher will ask the students to choose the appropriate word to complete the meaning

of the idioms in the sentences on the board.

5. All the promises these politicians use

make are just _______ in the sky. ocean

music

rags

shoulder

pie

6. The small amount of money donated is use

comprehend to the large sum of music

money needed. rags

shoulder

pie

7. I had to face the _______ all by use

myself although I was not the only one ocean

responsible for the problem. music

rags

shoulder

pie

8. They had a dispute yesterday. That’s use

why she gave him the cold _______. ocean

music

rags

shoulder

pie

9. He has been successful in his life. use

He went from _______ to riches. ocean

music

rags
 shoulder

pie

10. He spends his time drinking and ocean

watching TV. He's no _______ to music

man or beast. rags

shoulder

pie

● Circulate around the classroom to look for the students who want to volunteer in front

and answer some questions that arise.

4. Guided Practice (10 minutes)

● The teacher will ask the students to identify the meaning of the underlined idiomatic

expressions based on how it is used in the sentence. The students will choose the correct

answer from the choices below.

1.Yes, we made a mistake, but there's no point 6. Marcus finished the exam early because it

in crying over spilled milk. was just a piece of cake for him.

2.Losing that job was a blessing in disguise. 7.My mother is already tired and it's time for

her to hit the sack.

3.Kirsten will offer to help with the dishes 8. The doctor told her patient to take it easy
once in a blue moon, but usually he doesn't do for a while.

any housework at all.

4.Just tell me what you want to tell me, don't 9. She gets butterflies in her stomach every

beat around the bush. time she has to speak at a meeting.

5.I was not the one who started this problem. 10. Take your time to read the documents

You're barking up the wrong tree. before you sign them.

a. to stall; to waste time.

b. to ask the wrong person; to follow the wrong course.

c. make little effort; rest.

d. to feel sorry or sad about something that has already happened

e. it happens very rarely

f. It means that you can spend as much time as you need

g. it causes problems and difficulties at first but later you realize that it was the best

thing that could have happened.

h. you are anxious and have a nervous feeling in your stomach.

i. something that's simple to accomplish.

j. It's time to go to bed.

● Provide students with printed handouts containing short stories. The students will analyze

them and will underline the idiomatic expressions they will find there. After underlining

each idiomatic expression, students will give its meaning and will later on check it.
 1.

Drop the Charges

by: Nisa and Daniel Peterson

The store owner found the little boy stealing a chocolate bar. When the police arrived they said that
they would drop him off at the jail. When the store owner heard that he said, "No, I want to drop the
charges." The store owner decided to drop by the boy's home so that they could talk with his parents.
The parents didn't seem to think that stealing was that big of a deal because a lot of celebrities had
stolen and that they never got into much trouble. The child's parents told him that they would get the
child to drop him a line of apology. The store owner decided that he should drop a hint to the child's
parents that dropping names of celebrities who stole would teach their child that stealing was OK. The
store owner thought that perhaps he shouldn't have dropped the charges and had let the police drop him
off at the jail to teach the child a lesson.

2.

In the Middle of a Test

By: Nisa and Daniel Peterson

In the middle of a test Alex asked his teacher Ms. W. if he could go to the washroom. She said to Alex,
"I think you are just trying to buy time!" Lisett was about to say something to Ms. W. but Alex looked
at her and whispered, "Clam up." Carlos and Alexis shouted out, "Ms. W. I think Alex is about to throw
up!" Alex was mad at this and told them to zip their lips, but Sofia said, "Why should they zip their
lips, they are trying to help you out. Alexis and Carlos said, "Ms. W. we think he is falling in love with
that new girl in the next classroom, and he just wants to get another look at her."

By this time Diana had to give her opinion. She said, "Ms. W. , Alex is just going bananas, because he
thinks this test is too much work." Miguel piped up and said, "Yaaa Alex is just a couch potato he
doesn't want to finish the test." Cierra wanted to speak, but instead of just calling out, she put up her
hand. Ms. W. said, "Yes Cierra." Cierra said, "Ms. W. this isn't nice, everyone is saying things that are
making Alex upset and all these put downs are leaving a bad taste in my mouth." Thank you for putting
your hand up and for supporting Alex, who was very nice of you," said Ms. W. Theresa said, "Ms. W.,
Cierra is just fishing for a compliment." Paola shouted out (without putting her hand up), "Why do you
want to go to the washroom Alex, speak up, cat got your tongue?”

● Clarify any misunderstandings and provide additional examples if needed.

5. Application (10 minutes)

● The teacher will ask the students to group themselves into 5 groups. Each group will

create a short dialogue using at least 5 idiomatic expressions. Every group will present

their short dialogues in front of the class.

● Circulate among the groups to facilitate discussion and answer any questions that arise.

6. Wrap up (5 minutes)

● Summarize the key points about idiomatic expressions, emphasizing its use for

developing knowledge and skills in multiple aspects of language and literacy.

● Idioms can help students express their emotions and thoughts accurately, making their

communication more effective and compelling. Students can also add humor and interest

to their conversation, making it more engaging for their listener.

● Learning idiomatic expressions helps non-native speakers of a language become more

fluent, and sound more native-like.

the lesson.

Homework

● The teacher will assign the students to write a short story using at least 10 idiomatic

expressions. The short story can be fictional or non-fictional. The students may present

their works next class for feedback.

Assessment

● Monitor students’ participation during group discussions and their ability to accurately

complete the practice exercises.

● Evaluate students’ understanding based on their responses during class activities and their

performance on the homework assignment (if assigned).