When you throw cats and dogs in a scene where they are falling from the sky, it might be hard for an English learner to know exactly what it means. So English learners should know the meaning of English idioms (习语).
It’s important to not only teach the meaning of idioms, but also teach how to use them correctly and effectively (有效地). When a non-native speaker uses an idiom correctly, he or she will sound very fluent. But on the other hand, if they use the phrase wrongly, they will sound the exact opposite.
Learning idioms is appropriate for intermediate to advanced (中到高级的) students. If you teach an idiom lesson to beginners or low-intermediate learners, they are very likely to use it wrongly. So how should teachers teach English idioms correctly?
Provide idioms in context, so students can fully understand the meaning. Be sure to provide a conversation around it as an example.
Watching videos of native speakers talking is a great way to show your students how idioms are used in the real world. FluentU is a great resource that can help you highlight the usage and context of various idioms used. FluentU takes real-world videos — like music videos, news and inspiring (鼓舞人心的) talks — and turns them into personalized language learning lessons.
Teach idioms in spoken form, not written, and explain to students how they are conversational, rather than formal. Have students practice the idioms in dialogue to help them understand how they’re used in spoken English.
Don’t just hand out a long list of idioms. Be sure to provide a small selection of 5-10 idioms and explain each one. If you provide too many examples, it’ll simply turn into an introduction of what an idiom is, rather than how to actually remember the meaning and use one effectively in dialogue.
1. Why does the author give the example in Paragraph 1?A.To explain why English is difficult to learn. |
B.To show English idioms are quite interesting. |
C.To show idioms can be difficult to understand. |
D.To tell us the meaning of an English idiom. |
A.Using English idioms correctly in conversation. |
B.Finding the meaning of idioms themselves. |
C.Sounding fluent by avoiding English idioms. |
D.Learning English idioms as low-intermediate learners. |
A.It has the latest music videos and movies. |
B.It is appropriate for low-intermediate learners. |
C.It provides various resource books for teachers. |
D.It provides real-world videos on the usage of idioms. |
A.How to teach English in a fun way. |
B.How to learn English idioms by yourself. |
C.How to teach English idioms correctly. |
D.How to use English idioms in dialogue. |
相似题推荐
A report said there were “a surprising number of small mistakes” in standard (标准) English. It asked teachers that they should prevent pupils from using "street language and text style", adding, “Most answers require formal expression of language.”
“Many concerns were expressed by examiners about basic errors, often appearing in the work of clearly able students,” the report continued.
It added that the use of street and text language “appeared with surprisingly regularity in the work of students who clearly desired a higher grade”.
“Most answers require formal expression but even when an informal style is appropriate--students should know the examination context and, in particular, should not use street language and text style.” it said.
There is rising concern about pupils’ writing skills, especially among boys. National test results for 11-year-old boys’ writing standards had fallen this year. Only 55 percent reached the level expected of an 1l-year-old by the time they left primary school, the results showed.
Many educationalists are now arguing that teachers should also think of ways of improving writing standards.
The report said spelling was “in general inconsistent (不一致)” and “variety of vocabulary and of sentence structure is often limited”. It went on, “Punctuation (标点符号) errors continue to be widespread.”
However, it added, “Some examiners felt that this year they had met an improvement in the whole structure of students' writing.”
1. What does the passage mainly talk about?A.The street-culture language is being examined in English exams. |
B.Street language is appearing in the standard English exams. |
C.The English say no to the street-culture language in daily life. |
D.What the street-culture language is in England. |
A.comfortable | B.possible | C.acceptable | D.valuable |
A.Small mistakes in spelling and punctuation. |
B.Limited vocabulary of boy pupils. |
C.Teachers teaching writing skills. |
D.Poor sentence structure, and errors in spelling and standard English. |
A.worried but positive | B.worried and negative |
C.concerned and sad | D.warm and excited |
A.In English exams, most answers require informal expression of language. |
B.When an informal style is correct, the students are allowed to use it. |
C.Boys' writing skills are worse than those of girls in England. |
D.There is no improvement in the whole structure of students' writing. |
【推荐2】Have you ever thought of the reasons why we had better learn a second language? As a matter of fact, in today’s highly-connected world, there are many benefits of it. Here are a few of them.
It helps you better understand the world.
Learning a language isn’t just about learning words and grammar.
As you learn and get better at the language, you’ll find that you have increased self-awareness and more confidence using your second language, which can also make you more attractive to others! Truly, people will respect the fact that you’re learning another language. Native speakers will be impressed with your efforts, friends and family will be proud of you and strangers will be interested in your story.
It makes you smarter.
Believe it or not, it is said that learning a second language improves your memory and strengthens your problem-solving abilities.
You can help more people.
There are so many positive effects of learning a second language.
A.It improves your creativity |
B.It builds up your self-confidence |
C.It allows you to connect on a deeper level |
D.Studying a foreign language doesn’t have to be all about you |
E.So choose a language that you find exciting and benefit from it |
F.This is because learning languages helps your brain exercise |
G.It’s also about learning about the history and culture of a country |
“ Once bitten, twice shy.” If a dog bites me, I shall be twice as careful in future when I see it. This proverb is also used to apply to many things and not only to dogs. For example, if you have been cheated at a shop, you will not go to the same shop again.
“A bird in the hand is worth two in the bush.” If I am a hunter, trying to catch birds, it is better to catch one than to see two birds in a bush but not able to catch them. Thus this means that what you have already got is better than the chance of being able to get something bigger in future.
“ Don’t be a dog in a manger(槽)” means “ Don’t be selfish.” In a stable (马棚),the manger is the place where the horse’s food is put. Sometimes a dog will sleep in the manger and bark when a horse comes to get its food. The dog doesn’t want to eat the horse’s food in the manger but it will not let the horse eat it.
“ He who pays the piper calls the tune (调子).” A piper is a musician. The man who pays a musician can say what tunes the man will play. Thus this means that if a man provides the money for a plan, he can say how it will be carried out.
“To pour oil on troubled waters” is to try to calm things down. Oil is lighter than water. If a ship is in trouble at sea, another ship may come to help it. The second ship can send small boats to rescue people. However, it may first pour oil on the sea to make the sea less rough.
1. Peter has a bicycle which is much too small for him but he does not want to let his young brother ride on it. What would Peter’s mother say to him?
A.“ You can’t get blood out a stone.” |
B.“ Don’t be a dog in a manger. |
C.“ The early bird gets the worm.” |
D.“ To pour oil on troubled waters.” |
A.pouring oil on the troubled waters |
B.getting blood out of a stone |
C.being a dog in a manger |
D.sitting on the fence |
A.he was sitting on the fence |
B.once bitten, twice shy |
C.he who pays the piper calls the tune |
D.a bird in the hand is worth two in the bush |
A.a bird in the hand is worth two in the bush |
B.he who pays the piper calls the tune |
C.once bitten, twice shy |
D.I don’t want to be a dog in a manger |
A.a bird in the hand is worth two in the bush |
B.don’t be a dog in a manger |
C.he who pays the piper calls the tune |
D.once bitten, twice shy |
measure ['meʒə] noun, verb ●noun 1.[C, often pl.] an action that is intended to achieve or deal with something: a temporary measure to stop the problem, taken stronger measures against drug abuse 2. [C] an amount of a particular quality that is neither large nor small 3.[+of] a way of judging something: a measure of one’s ability 4.[C] an object such as a RULER used for finding out a particular measurement 4a a system used for expressing a particular quantity: liquid and dry measures [PHR] ①be a measure of sth to show how good a particular quality is ②beyond measure very large great: The beauty of the West Lake is beyond measure. ③for good measure as a way of making something complete or better. Add some salt to the soup for good measure. ④the full measure of sth something at is strongest, most powerful etc.: We were treated to the full measure of her anger. ⑤take sb’s measure to know or understand what someone is really like so that you can decide how to deal with them or defeat them. ⑥half measures action that fails to deal with something completely or effectively. ⑦in full measure to the greatest degree or in the largest amount | [IDM] ①measure for measure: to do something harmful or unpleasant to someone because they have done something harmful or unpleasant to you ②for good measure as an extra part ③keep measures with: be not mean to ●verb 1. to find the exact size, amount speed etc. of something using a special tool or special equipment: measure the distance between the two points/measure the atmospheric gases responsible for the or one destruction 2.[linking verb] to be a particular size: The room measures about 12 feet by 13 feet 3. to find the size of someone’s body in order to buy or make clothes for them: measure sb. for a new suit 4. [often passive] to form an opinion about how good or bad something is 5.[PHRV] 1. measure off: to measure a particular length, width, height etc, often at a point where something is to be cut: He took a piece of cloth and measured off a couple of meters. 2. measure out: to take a particular amount of something from a larger amount 3. measure up ①to be good enough. ②to measure something in preparation for making, building, or fitting something else. I measure up the boards and then Joe cuts them into pieces. |
1. —The manager lost his face at the meeting yesterday as the employees spoke out against him.
—I think the punishment is________ because he is always rude to us.
A.for good measure | B.a measure of him |
C.measure for measure | D.beyond measure |
A.measure up | B.measure out |
C.measure off | D.measure about |
A.Their joys and laughs were a good measure of satisfaction with the meal. |
B.Record sales are not always a measure of a singer’s popularity. |
C.With the exception of Jordan, each achieved a measure of success. |
D.The headmaster has no reliable measure of the damage done to his reputation. |
【推荐2】People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why.
Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly (均匀的) across a face as Westerners do, Easterners fix their attention on the eyes.
“We show that Easterners and Westerners look at different face features to read facial expressions,” Jack said. “Westerners look at the eyes and the mouth in equal measure, whereas Easterners favor the eyes and neglect the mouth.”
According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed. As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross-cultural situations.
The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories: happy, sad, surprised, fearful, disgusted, angry, or neutral. They compared how accurately participants read those facial expressions using their particular eye movement strategies.
It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than Westerners did. “The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions,” Jack said. “Our data suggest that whereas Westerners use the whole face to convey emotion, Easterners use the eyes more and mouth less.”
In short, the data show that facial expressions are not universal signals of human emotion. From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion. Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation.
1. The discovery shows that Westerners ________.A.pay equal attention to the eyes and the mouth |
B.consider facial expressions universally reliable |
C.observe the eyes and the mouth in different ways |
D.have more difficulty in recognizing facial expressions |
A.The participants in the study. |
B.The researchers of the study. |
C.The errors made during the study. |
D.The data collected from the study. |
A.do translation more successfully |
B.study the mouth more frequently |
C.examine the eyes more attentively |
D.read facial expressions more correctly |
A.The Eye as the Window to the Soul |
B.Cultural Differences in Reading Emotions |
C.Effective Methods to Develop Social Skills |
D.How to Increase Cross-cultural Understanding |
【推荐3】I often hear some of you saying,“I don't care what other people think! I do whatever I want!" There is a strong wish for independence in adolescence and you say you only care about your own opinion. But be honest — don't you care about what certain people think? Most teenagers have a circle of people who can influence them.They care very much about what this circle of people think, especially about them.
Most teenagers want to be independent, but they don't want to be alone. They don't want to stand out, away from the crowd. They want to have connection to other people, especially other teenagers.
During adolescence, friendships with other teens become very important. They care about what other teenagers think because they want to be accepted and they are afraid of what other people think. Fear makes them care.
Some teenagers are leaders and some are followers. You might think that teenage leaders don't care what other people think, but that is not true. After all, a leader really isn't a leader unless other people follow. If leaders don't care about what followers think, those followers may leave and follow someone else. Followers care about what the leader thinks because they want to be a part of the group.
There is a famous playwright named William Shakespeare. In one of his plays, Hamlet, the character Hamlet said,“To thine own self be true.” In other words, whatever you do, always be true to yourself. Sure, teenagers can care about what other people think of them, but the most important thing is what they think of themselves. This is one of the most important tasks that teenagers should have.
1. What do we know about teenagers from the text?A.They value friendship. | B.They have difficulty making friends. |
C.They are always deaf to others' advice. | D.They keep themselves away from others. |
A.Teenagers prefer to be leaders. |
B.Teenage leaders must listen to followers. |
C.Teenage followers should read leaders' mind. |
D.Teenage leaders and followers care about each other. |
A.Think of others around you. | B.Make friends whenever possible. |
C.Do what you think is right. | D.Go easy on yourself and others. |
A.Teens: Follow Your Heart | B.Teens: Why Do I Want to Be Independent |
C.Teens: Believe in Yourself | D.Teens: Why Do I Care What Other People Think |