Lesson plan to go with Food Idioms L3, L4 Level 3 teachers may want to use portions of this lesson over several classes.

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1 Lesson plan to go with Food Idioms L3, L4 Level 3 teachers may want to use portions of this lesson over several classes. WARM UP: Pull up the song You are the sunshine of my life on the internet or play it in a CD player and write the first two lines on the board. Discuss other ways to say someone else is your most beloved person. The second line of the song is: you are the apple of my eye which is the first idiom on the list. Whether you choose to teach this idiom or not, it may still be useful to begin the food idioms class with this warm up. PRESENTATION: Choose 16 or more idioms that you wish to teach your students from the list provided. Explain each with the examples given or other examples of your own. NOTE: The class ends with a Find someone who. Activity so you need to have 16 idioms that would fit well into your chart. 1 st PRACTICE: Cut up the list of 16 or more idioms presented and separate the idiom from the definition. in a nutshell simply Do not give students the example, which is the column on the right. Divide students into pairs. Each pair is to create a complete table with the idiom on the left and the definition on the right. This is a simple matching activity to have them take a first shot at learning the idioms. Once you go over the list with the whole class and are sure all students have the correct chart at their desks, ask them to sort idioms into categories: proteins, carbohydrates, nuts, beans, vegetables, fruits, other. Discuss with them why these words may be selected by one culture but not another to signify something good. For example cultures that do not eat pork, might not see how bringing home the bacon could be a good thing. NOTE Idioms are hard for students to learn because they don t always have a direct correlation with real life or with another similar phrase in their own language. In addition, the idioms list is confusing when it says: apple of one s eye and it expects students to replace one s with my, your and other possessive adjectives. So practice with them giving you examples and showing them how to fit the idiom in mini dialogues.

2 2 nd PRACTICE: Choose one idiom or two per pair of students from their table and move them to the top of their chart. Simply tell students: These are the two I d like you to work with for the next activity. Choose a different set of two for each team. Instructions: Students in pairs develop mini dialogues to demonstrate the use of the idioms assigned to them. Circulate to help them perfect the dialogues before they role play in front of the whole class. 3 rd PRACTICE: Students role play for the whole class if ready and willing. 4 th PRACTICE or REVIEW at the beginning of the following class: Preparation of handout: Fill in the blank FIND SOMEONE WHO chart attached with the idioms taught. Make enough copies for each student to have one. Give students a FIND SOMEONE WHO page. They will circulate to find someone who can be as cool as a cucumber under pressure, or someone who knows a big cheese, or someone who likes to go for a cup of joe with a friend, etc. EVALUATION: Preparation of game: write the idioms on big pieces of color cardstock and place on the board with magnets or reusable adhesive putty. Divide the class into two teams. Students form two side by side lines facing the board (similar to a flyswatter game but without the need for a flyswatter). As you provide a definition or example of an idiom, a representative from each team standing in the front of the line run to grab the paper and pile it up on the front table as a point to their team. This game is best played when you have done idioms before and can have examples on the board. Just having the ones from this class may be too easy for your students. APPLICATION: Ask students to think of situations during the week in which they could use the new idioms learned and ask them to share the following class. Ask students to think of examples from their own languages in which they use food idioms and bring one example to the following class to share.

3 FOOD IDIOMS L3, L4 Idiom Meaning Example Sentence apple of one's eye bad egg big cheese bread and butter bring home the bacon butter someone up (have one's) cake and eat it too carrot top cool as a cucumber cream of the crop (don't) cry over spilled milk cup of joe (not my) cup of tea a person that is adored by someone a person who is often in trouble very important person (VIP) necessities, the main thing earn the income be extra nice to someone (usually for selfish reasons) want more than your fair share or need person with red or orange hair very relaxed the best get upset over something that has happened and cannot be changed cup of coffee something you enjoy (usually used negatively) Baby Jessica is the apple of her father's eye. I don't want my little brother hanging around with the bad eggs on the street. I thought I was just going to interview the secretary, but they let me talk to the big cheese himself. Just explain the bread and butter of your report. You don't have to go into details. My husband has had to bring home the bacon ever since I broke my leg. We'll have to butter Angie up before we tell her the news about the broken vase. Rick wants to have his cake and eat it too. He wants to be single but he doesn't want me to date anyone else. Simon is the first carrot top I've ever gone out with. I thought I was afraid of flying, but I was cool as a cucumber all the way to England. We hired the cream of the crop to entertain us at the Christmas party. The mirror is broken and we can't fix it. There's no need to cry over spilled milk. Let's stop for a cup of joe before we head to work. Opera isn't exactly my cup of tea.

4 egg someone on urge someone to do something The gang tried to egg us on but we didn't want to fight. freeze one's buns off be very cold I froze my buns off at the ice rink. full of beans (have something) handed to someone on a silver platter hard nut to crack hot potato have a lot of (silly) energy receive without working for something difficult to understand (often a person) a controversial or difficult subject The kids were full of beans after the circus. The professor's daughter had her college diploma handed to her on a silver platter. Angelo is a hard nut to crack when something is bothering him like this. Choosing a location for our new store is a hot potato right now. in a nutshell simply In a nutshell, I'm having a bad day. nuts about something, someone one smart cookie like a lot a very intelligent person I'm nuts about classical music these days. Your daughter is one smart cookie. She reads much higher than her grade level. piece of cake very easy The exam was a piece of cake. put all of ones eggs in one basket souped up sell like hot cakes spice things up spill the beans rely on one single thing made more powerful or stylish bought by many people make something more exciting reveal the truth Even though I'm majoring in Art, I'm taking a math course because my Dad says I shouldn't put all of my eggs in one basket. The car was souped up with shiny rims and a loud stereo. The new Harry Potter books sold like hot cakes. I wanted to spice things up in the office, so I bought some red and gold paint. On Monday, I'm going to spill the beans about my travel plans. take something with a pinch (grain) of salt don't consider something 100% accurate Source: food.htm Take Mandy's advice with a pinch of salt. She doesn't always do her research.

5 Find someone who

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