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Idioms in Foreign Language Learning

Teresa McCann

Prof. Christopher Miles

FL 665

May 4, 2010

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Idioms in Foreign Language Learning

Attempting to learn a foreign language is no easy task and is not to be taken lightly. In

the past, foreign language learning focused primarily on grammar and syntax. Students learned

how to properly conjugate verbs (according to the proper tense) as well as proper sentence

structure. In Spanish, students learn early on that the personal pronoun is not required as it is in

English. Students also learn the importance of inflection, its usage and importance in Spanish as

well as its lack of usage in English. Frequently, students may also be slightly exposed to small

aspects of culture. For example, many texts discuss the importance of greetings and salutations

in Spanish. According to one textbook, Sol y Viento, “In the Spanish-speaking world, when

people first meet it is customary for them to shake hands, no matter their age or sex. Kissing on

the cheek between male and female friends varies from country to country but is fairly typical,

especially among younger friends,” (Van Patten 2009). This cultural information is introduced

in the very beginning on page 3. While a few aspects of culture are introduced early on, students

are not exposed to the how’s and why’s of culture of that second language. According to Carol

Klee, “To communicate effectively within a specific speech community cultural knowledge is

essential,” (1998 p. 346).

In order to effectively teach cultural components of a second language, teachers must

respect and understand that learning a language is beyond grammar and syntax. This change in

thinking and teaching has evolved to a new method incorporating all aspects of learning a second

language. It is important to recognize that teachers are a method of exposing students rather than

forcing students to adapt and accept another culture. For example, “It is clear that those who

learn a second language have to make a conscious choice of which behaviors to adopt and to

what degree and under what circumstances to use them,” (Klee 1998 p. 346). Furthermore, Klee

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adds, “Adopting the sociolinguistic rules of another speech community at times implies

violations of cultural values and beliefs. Spanish teachers should not attempt to impose Hispanic

norms of behavior on their students but do need to make them aware of the consequences of their

linguistic and paralinguistic behavior and allow them to choose the behaviors with which they

are most comfortable,” (1998 p. 346).

Learning a second language is becoming more and more important as globalization

occurs. Learning grammar and syntax will always be an essential component for learning a

second language. And as recent studies suggest, learning and participating in the culture of that

second language is growing in importance as well. As stated earlier, some aspects of culture are

sometimes introduced early on. Culture and language go hand in hand and should be introduced

early on. According to H. Ned Seeyle, “…culture must be taught during the first two years of

foreign language study,” (1976). If students are not exposed to the how’s and why’s of learning

a second language, they will not be able to effectively utilize it in daily conversation. Seeyle

continues by saying, “If a student (or teacher) is unaware of the culture connotation of a word, he

does not know the meaning of that word – irrespective of whether he is able to voice it or

translate it,” (1976). For example, using the English idiom to cost an arm and a leg in the wrong

setting could be embarrassing as well as giving the appearance of uneducated or ignorant. The

same is true in utilizing the Spanish equivalent costar un ojo de la cara (to cost an eye from the

face). By having the ability to properly utilize (and understand) this aspect of culture and

language, one can truly appreciate and be appreciated by the second culture of people. This

convergence of language and culture, or languaculture, as stated by Michael Agar, is language

learning at its best. Languaculture is “the necessary tie between language and culture,” (Agar

1994).

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While it is almost impossible to fully appreciate and learn all cultural aspects of a second

language, it is important to recognize that having the ability to recognize and utilize

communicative competence is just as important as understanding grammar and syntax.

Communicative competence involves a number of cultural behaviors. These range from

participating in greetings and salutations to understanding the meaning (beyond literal meaning)

of words and phrases. One area of communicative competence is idioms and their importance

not only in language but also cultural behavior. Idioms are an expansion of basic terms and

phrases. Having the ability to properly utilize idioms in everyday discussion is desirable and

achievable. Idioms and their usage vary from language to language, but if one can understand a

word or phrase beyond a literal meaning, he/she has the ability to interact appropriately.

Learning idioms in a second language can be difficult especially if the students do not

fully understand the importance of idioms in the native language. With respect to the teaching of

idioms in second language classrooms, there apparently has not been a large amount of research

done. However, the research that has been done has shown that students overwhelmingly agree

that idioms are an important aspect of learning a second language and that they should be

included as part of the overall second language curriculum. For example, according to a study

done by J.I. Liontas, “67% of respondents want to learn the meanings of idioms as part of their

SL training and 62% would like to know how idioms are created,” (2002). He continues by

stating, “Even more importantly, the majority of them (75%, or 45 participants) want idioms to

become an integral part of their language and culture training, given the many benefits associated

with learning and using idioms in the real world,” (2002). As seen early on, grammar and syntax

competence has always been at the forefront of learning a second language. Lately, the

immergence of cultural competence has gained importance. As a result of this particular study,

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J.I. Liontas reinforces the importance of “idiomatic competency” (2002). According to Liontas,

“idiomatic competency is the ability to understand and use idioms appropriately and accurately

in a variety of sociocultural contexts, in a matter similar to that of native speakers, and with the

least amount of mental effort,” (2002). With that being said, while idiomatic competency does

appear to be of growing importance with respect to second language acquisition, it is important

to discuss the method of learning idioms as well as the ability to properly utilize idioms in

everyday conversation.

As stated earlier, it can be difficult to understand and learn idioms of a second language

without having a true appreciation for the idioms in the native language. According to Suzanne

Irujo, “An idiom is a conventionalized expression whose meaning cannot be determined from the

meaning of its parts. Idioms differ from other figurative expressions, such as similes and

metaphors, in that they have conventionalized meanings,” (1986 p. 288). When taking on the

task of teaching idioms, teachers must understand the process of how students interpret idioms as

well as the most effective types of idioms to present to the students. The study done by Irujo

determined that idioms that are identical in first and second language learning are easiest to

understand while idioms that are similar are next in comprehension (1986). Students utilize

knowledge of their first language to interpret the meaning of the idiom in the second language, or

what is referred to as transfer. In the study done by Irujo (1986), the following idioms in English

(and identical counterparts in Spanish) were identified as the easiest to comprehend:

Point of view (punto de vista)

To have on the tip of my tongue (tener en la punta de la lengua)

To play with fire (jugar con fuego)

To run a risk (correr riesgo)

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The black sheep of the family (la oveja negra de la familia)

To wash my hands of it (lavarme las manos de ello)

As the idioms become more difficult or the transfer is less likely between the two languages,

comprehension becomes more difficult as well. The following list of idioms (with similar

counterparts in Spanish and the literal translation in English), although similar, caused more

difficulty in comprehension:

To kill two birds with one stone (matar dos pájaros de un tiro – to kill two birds from one

shot)

To lend a hand (echar una mano – to give a hand)

To burn the midnight oil (quemarse las pestañas – to burn one’s eyelashes)

Come hell or high water (contra viento y marea – against wind and tide)

To hold your tongue (morderse la lengua – to bite one’s tongue)

Lastly, according to Irujo (1986), the following list of idioms (and their Spanish equivalents and

literal meanings) were the most difficult to comprehend:

To pull his leg (tomarle el pelo – to take the hair of him)

To kick the bucket (estirar la pata – to stretch the leg)

To take the rap (pagar el pato – to pay the duck)

What’s eating him? (¿qué mosca le ha picado? – what fly has bitten him?)

As one can see, the previous idioms cannot be translated word for word; therefore, students had

much more difficulty understanding these because they cannot be transferred from their original

native language. Because of this difficulty, it is easy to understand how important it is for

teachers to carefully choose the idioms that are going to be discussed in class. Choosing idioms

that are not easily transferable between the first and second language will be too difficult for the

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students to understand and because of this, students will be less likely to utilize them in daily

conversation.

Now that it has been determined that idioms should be an essential component of foreign

language learning, it is important to discuss the method of teaching idioms. While students are

best able to understand idioms that are easily transferable between the native and target

language, it is not always realistic to discuss idioms as an individual component of language.

Idioms are often used as one aspect of a conversation, using it to enhance one’s description of a

scenario. By doing so, the student is also able to use the context of the situation to help in

comprehension if the idiom is not identical in the native language. For example, the following

text was used by a study done by J.I. Liontas (2003) with respect to understanding idioms in and

out of context. The idiom to hang on by a thread is discussed.

Michelle: Hi John! How have you been? I haven’t seen you in Spanish class this week at all. Where have you been?

Juan: Don’t ask! I’ve been very busy. I have been spending all of my days at the hospital.

Michelle: What’s the matter? What happened? You’re not sick, are you?

Juan: No, it’s not me, it’s my father. He was involved in a terrible car accident last Monday.

Michelle: Your father? Is he all right?

Juan: I don’t know what to tell you. The doctors don’t think so. They say that he is hanging on by a thread. I am on my way to see him now.

Michelle: Don’t worry! He’s in one of the best hospitals in the country. I’m sure they will take good care of him.

By reading the entire conversation, it is easy to determine what is the meaning of the idiom

hanging on by a thread. While the Spanish equivalent of this idiom (estar colgando de un hilo) is

identical, students will find comprehension easier when the idiom is accompanied by text (in

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both Spanish and English). While context is extremely important, it is wise to note that there are

many different opportunities to successfully teach idioms in the classroom. According to J.I.

Liontas, “Teachers may want to focus on specific idiom teaching practices promoting idiom

understanding, acquisition, and production,” (2003). Introducing the proper idiom will enhance

the learning curve of the idiom as well as increase the likelihood of usage in daily conversation.

To ensure proper understanding and usage, teachers should utilize the following information

when introducing idioms in the classroom. Before beginning instruction, it is imperative that

students understand what idioms are and how they are used in their native language. It has been

determined that when students are successfully able to transfer meanings of identical idioms

from their native language to the second language, they are highly likely to correctly determine

the meaning of those idioms. Therefore, it is imperative that teachers instruct students on the

definition of idioms and the usage of idioms in the native language before introducing idioms in

the second language. When students understand the purpose of idioms, teachers should then be

able to introduce identical idioms in the second language. While it has been shown that context

is helpful when determining the meaning of the idiom, it should not be the only method utilized.

For example, “Careful selection and judicious use of authentic materials depicting real-life use of

idioms by native speakers, infusion of media presentations and student-centered multisensory

tasks for figurative learning, and systematic instruction on and repeated exposure to idiomatic

lexical patterning and the learning of formulaic chunks should prove especially attractive for

understanding and retention of idioms in memory, leading to automaticity and more effective

inferencing,” (Liontas 2003). Utilizing a variety of resources will aid in teaching idioms. And

by utilizing a variety of resources, students will have a greater chance in not only understanding

the material presented but also in utilizing this material in a regular conversational setting.

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Lastly, once students have had the opportunity to define and recognize the meaning of the idioms

presented, students should practice using idioms. This process of defining the idioms, using the

idioms and applying the idioms was developed by Karen D’Angelo Bromley. According to

Bromley, “Knowledge of three major components (definition, usage and application) seems

useful to teach idioms effectively,” (1984). If teachers are effectively able to implement this

system of defining the idiom, using the idiom and applying the idiom, students should be able

understand the value that idioms add to language.

Although it has been determined that students wish to learn idioms in second language

learning, it is easy to understand why this aspect of grammar is often left by the wayside. Many

teachers of foreign languages utilize textbooks as a resource for teaching. As stated earlier,

many textbooks often reduce the cultural amount of information included. This leaves the

burden of culture teaching on the instructor. This often proves to be very difficult because it

requires additional time to create and implement cultural activities while following curriculum

guidelines. Grammar phrases that are less commonly used or more difficult to explain are often

left behind just as culture often is. Bromley states, “Idioms add confusion and difficulty to the

learning of language,” (1984). However, if idioms are introduced in a manner such as those

given above, students are more likely to grasp the concept.

There are many important aspects to learning a foreign language. Language and culture

go hand in hand. To fully appreciate a second language, it is imperative to be both exposed and

competent in all aspects of that language, ranging from grammar and syntax to culture and

everything in between. Giving the students the opportunity to learn more than is presented in

textbooks should not only encouraged but expected.

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Works Cited

Agar, M. (1994). Language Shock: Understanding the culture of conversation. New York:

HarperCollins Publishers.

DAngelo Bromley, K. (1984). Teaching idioms [Electronic version]. International Reading

Association, 38, 272-276.

Irujo, S. (1986). Don’t put your leg in your mouth: Transfer in the acquisition of idioms in a

second language [Electronic version]. TESOL Quarterly, 20, 287-304.

Klee, C.A. (1998). Communication as an organizing principle in the national standards:

Sociolinguistic aspects of Spanish language teaching [Electronic version]. Hispania, 81,

339-351.

Liontas, J.I. (2002). Exploring second language learners’ notion of idiomaticity [Electronic

version]. System 30, 289-313.

Liontas, J.I. (2003). Killing two birds with one stone: Understanding Spanish VP idioms in and

out of context [Electronic version]. Hispania, 86, 289-301.

Seelye, H.N. (1976). Teaching culture: Strategies for foreign language educators. Skokie:

National Textbook Co.

Shrum, J.L & Glisan, E.W. (2010). Teacher’s handbook: Contextualized Language Instruction.

Canada: Heinle, Cengage Learning.

VanPatten, B., Leeser, M.J. & Keating, G.D. (2009). Sol y Viento: Beginning Spanish (2nd ed.).

New York: McGraw-Hill Companies, Inc.

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Teaching Program #1– Identifying Idioms in native language

Professor: Teresa McCann

Level: High School or College (Beginning level)

Title: What are idioms?

Principle Objectives:1. Define idioms2. Identify idioms in English Language3. Explain meanings of idioms presented

National Standards (as cited in Shrum amd Glisan 2010):1. Communication Standard 1.22. Connections Standard 3.13. Comparisons Standard 4.1

Assessment:1. At the end of class, students will read a paragraph and identify the idioms presented in

the paragraph. Students will also determine the meaning of the idioms identified.

Technology:1. ELMO – To show readings on screen (or provide individual copies to students)2. Access to Internet

Materials:1. Paragraph (in English)2. YouTube grammar tutorial 3. Worksheet4. Assessment paragraph

Instructions (all the activities for this assignment will be in English):1. Students will read the attached paragraph with the idioms in bold. Students will be asked

to read the paragraph and determine the grammatical term for the phrases in bold.2. Students will then be asked to discuss the meaning of the idioms in bold.3. Students will watch a video discussing the definitions of idioms.

http://www.youtube.com/watch?v=SHll_4taG0M 4. Students will do the worksheet discussing idioms and their meanings.5. At the end of class, students will receive another paragraph to read. Students will have to

identify the idioms presented in the paragraph and discuss the meanings according to context.

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Paragraph

Instructions: Please read the following paragraph. There are phrases highlighted in bold. For the phrases highlighted in bold, write the literal meaning below.

A student walks into the classroom one day looking exhausted. Her grades are dropping due to poor attendance and she feels as if this semester she bit off more than she could chew. But what could she do? She is sick and tired of doing poorly and has decided to make some changes. She wants help and realizes that she cannot do it alone. Her best friend, Jessica, has decided to give her a hand. With Jessica’s help, she can successfully finish the semester and pull up her grades in the nick of time.

What do the following phrases literally mean?

She bit off more than she could chew.

Sick and tired.

To give her a hand.

In the nick of time.

Now watch the grammar tutorial on YouTube. What are these phrases called? ______________

While watching the video, choose four phrases and determine the meaning.

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Paragraph – Assessment

Instructions: Please read the following paragraph. Identify the five idioms given in the paragraph. Once you have identified the idioms, determine the meaning of them.

It is very difficult to manage work and school. Students often struggle to successfully do both. However, it is as easy as pie if you follow these simple rules. First, if you are in over your head, ask for help immediately. The first step is always the hardest. Second, manage your time by setting a schedule and sticking to it. You have to take the bull by the horns! Lastly, when you feel as if you can’t go any further, keep pushing! My gut tells me that you will succeed!

Answers: Idioms in paragraph and their meanings (answers obtained from www.thefreedictionary.com)

Easy as pie Capable of being accomplished or done with no difficulty.

In over your head having more difficulties than one can manage.

The first step is always the hardest. Starting a new endeavor is the hardest part of it.

Take the bull by the horns to confront a problem head-on and deal with it openly

My gut tells me… my instincts tell me that

Students will be graded on the following:

2 pts 1 pt

Identifying Idiomatic ExpressionsStudents were properly able to identify all/the majority of the idiomatic expressions

Students were only able to identify 1-2 idioms or were unable to identify any

Determining MeaningStudents successfully determined the meaning of the identified idioms

Students were only able to identify the meaning of 1-2 idioms or unable to determine the meaning of any

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Teaching Program #2– Using Idioms in native language

Professor: Teresa McCann

Level: High School or College (Beginning level)

Title: Classroom Skits using well-known English idioms

Principle Objectives:1. Prepare a skit using a minimum of 5 of the idioms listed2. Demonstrate skit in front of class3. Identify a minimum of two (2) idioms in every other skit presented in class

National Standards (as cited in Shrum amd Glisan 2010):1. Communication Standard 1.22. Connections Standard 3.13. Comparisons Standard 4.1

Assessment:1. Students will be assessed using the rubric associated with this project. Students will be

assessed on the usage of the idioms as well as utilizing the minimum number required.

Technology:1. None

Materials:1. List of commonly used English Idioms and their meanings.2. Rubric to assess students’ skits

Instructions (all the activities for this assignment will be in English):1. Students will receive a list of commonly used English Idioms and their meanings. The list

comes from http://www.pride-unlimited.com/probono/idioms1.html 2. Students will be given 30 minutes to prepare a 5 minute skit utilizing a minimum of 5

idioms from the list.3. Students will present their skits.4. Students will observe the skits of other students and write down a minimum of 2 idioms

used in each additional skit.

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Rubric for skits:5 pts 3 pt 1 pt

Skit Preparation and Presentation

Student utilized the minimum of 5 idiomatic expressions in the skit. Student utilized the phrases successfully. The skit was creative and educational.

Student only used 2-3 idiomatic expressions or utilized the phrases incorrectly in context. The skit was educational.

Student used 1 or none of the idiomatic expressions. The skit shows lack of thought and lack of preparation.

Identifying/ Determining use of idioms

Student properly identified the idioms used in the other skits.

Student were only able to identify 1-2 idioms in total

Student did not identify any additional idiomatic expressions.

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In-class Skit incorporating Commonly Used English Idioms

Instructions: You are to work with your classmates to create a five minute in-class skit using a minimum of five of the idioms listed below. The idioms and their meanings are listed. You may choose the idioms that you like but you must use the idioms on this list. While additional idioms may be used and are encouraged, the minimum of five must come from the list.

English Idiom Meaning

Absence makes the heart grow fonder. Our feeling for those we love increases when we are apart from them.

Blow off some steam. To enjoy oneself by relaxing normal formalities.

Brand spanking new. New and unused.

Busting your chops. To say things intended to harass.

Close, but no cigar. Nearly achieving success, but not quite.

In the crapper. In the toilet, soiled; or hopelessly irretrievable.

Dead as a door nail. To be dead, with no chance for recovery.

Eyes are bigger than your stomach. When a person wants more than is good for them.

Face the music. To accept the truth.

Keep your pants on. Calm down, be patient.

Let the cat out of the bag. To divulge a secret.

Mind your P’s and Q’s. Behave properly.

Once in a blue moon. To happen only on rare occasions.

Show your true colors. To reveal your true intentions, personality, or behaviors.

Under the weather. To be ill.

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Teaching Program #3– Using context (visual cues) to understand idioms in native language

Professor: Teresa McCann

Level: High School or College (Beginning level)

Title: The Apple does not fall far from the tree.

Principle Objectives:1. Express a commonly used English idiom with pictures2. Identify the idiom using pictures

National Standards (as cited in Shrum amd Glisan 2010):1. Communication Standard 1.22. Connections Standard 3.13. Comparisons Standard 4.1

Assessment:1. At the end of class, students will write a short paragraph describing what they learned

today. The paragraph should only be approximately 50 words in length discussing today’s topic.

Technology:1. None

Materials:1. List of commonly used English Idioms and their meanings (approximately 10 different

lists with 2-3 idioms per list).2. Paper, scissors, markers, pens, pencils, magazines

Instructions (all the activities for this assignment will be in English):1. Students will receive a list with 2-3 idioms on the list.2. Students will choose an idiom to draw and begin drawing visual designs to portray the

idiom.3. Once all students have drawn their idioms, each student will present the drawing to the

class and give the class an opportunity to guess the idiom.4. Once the idiom has been guessed, students will then give the meaning of that particular

idiom.

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The Apple of My Eye

Instructions: Please hand out 2-3 idioms to groups of students (no more than 2 students per group). Ask the students to choose one of the three idioms to draw on paper. Give students approximately 10 minutes to draw the idiom. After 10 minutes, each group will present the drawing to the rest of the class. Students will then have to guess the idiom and determine the meaning. For example:

This example indicates “The Apple of My Eye”. Students would then be given time to discuss meaning. The following is a list of 30 well-known English idioms taken from http://www.learnenglishfeelgood.com/americanidioms/

An absence makes the heart grow fonder. Actions speak louder than words.

A little bird told me. At each other’s throats.

Barking up the wrong tree. Big fish is a little pond.

To have a big mouth. The birds and the bees.

To bite your tongue. Black sheep of the family.

Break someone’s heart. Crack of Dawn

To cut class. Down the drain.

To drive someone crazy. Down in the dumps.

Money talks. Neck of the woods.

Nest egg. Pain in the butt.

Piece of cake. Skeletons in the closet.

Turn a blind eye to something. Two-timing someone.

Rain or shine. A redneck.

Rock the boat. Run a fever.

Kick back. Knock on wood.

Hands down. Have a sweet tooth.

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Teaching Program #4– Introducing Identical Idioms in Spanish and English (Ahora introducimos los modismos en español. Por eso, la mayoría de esta lección y la una que sigue es español.)

Professor: Teresa McCann

Level: High School or College (Beginning level)

Title: Los modismos idénticos

Principle Objectives:1. Identificar los modismos idénticos en inglés y español. (vienen de

http://www.lingolex.com/refranes.htm) 2. Examinar los significados de los modismos

National Standards (as cited in Shrum amd Glisan 2010):1. Communication Standard 1.22. Cultures Standard 2.13. Connections Standard 3.14. Comparisons Standard 4.1

Assessment:1. Al fin de clase, los estudiantes tienen que hacer investigación en la red para encontrar

más ejemplos de los modismos idénticos en inglés y español. 2. Tienen que traducir los modismos y escribir su significado en inglés.

Technology:1. ELMO – para mostrar las actividades en la pantalla.2. Las computadoras (para hacer investigación)

Materials:1. La actividad donde los estudiantes tienen que identificar e igualar los modismos y

identificar su significado.

Instructions (all the activities for this assignment will be in Spanish):1. Darles a los estudiantes la actividad. Los estudiantes tienen que igualar los modismos

ingleses con los españoles. Después de igualarlos, los estudiantes tienen que discutir los significados de cada modismo. La discusión puede ser en inglés.

2. Los estudiantes tienen que buscar más ejemplos idénticos de los modismos españoles e ingleses en la red. Después de algunos minutos, los estudiantes tienen que presentar qué encontraron. (en inglés).

3. Al fin de clase, los estudiantes tienen que escribir un par de párrafos explicando qué aprendieron hoy. También se puede responder a las siguientes preguntas. Se puede hacer los párrafos en inglés.

a. ¿Qué aprendieron ustedes?b. ¿Qué modismo le gustó mucho? ¿Por qué?c. ¿De qué quiere aprender más?

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Los modismos idénticos

Las instrucciones: Hay que escribir una línea del modismo inglés que corresponde al modismo español. Los modismos son idénticos; por eso, debe ser más fácil.

Think before you speak No hay tiempo como el presente

He who laughs last laughs longest. El fin justifica los medios.

Better late than never. Cuando el gato duerme, bailanlos ratones.

There’s no time like the present. El tiempo es oro.

Never put off tomorrow what you can do Más vale tarde que nunca.today.

When the cat’s away, the mice will play. El que ríe último, ríe mejor.

The ends justify the means. Antes de hablar pensar.

Time is money. No dejes para mañana lo que puedashacer hoy.

Ahora, tienen que discutir los significados de los modismos. ¿Qué significan? Después, hagan investigación en la red para buscar más modismos idénticos de español e inglés.

Los ejemplos:Inglés Español

________________________________ ____________________________

________________________________ ____________________________

________________________________ ____________________________

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Teaching Program #5– Utilizing previously learned Spanish idioms in Teaching Program #4

Professor: Teresa McCann

Level: High School or College (Beginning level)

Title: Un skit de los modismos españoles

Principle Objectives:1. Usar los modismos españoles para crear un skit que se presenta enfrente de la clase al fin

de clase.

National Standards (as cited in Shrum amd Glisan 2010):1. Communication Standard 1.12. Cultures Standard 2.13. Connections Standard 3.14. Comparisons Standard 4.15. Communities Standard 5.1

Assessment:1. Tomar una prueba de los modismos españoles

Technology:1. Nada

Materials:1. Los modismos españoles que aprendieron los estudiantes en la lección #4.

Instructions (all the activities for this assignment will be in Spanish):1. Divida a los estudiantes en grupos de 3-4 estudiantes.2. Deles a ellos la lista de los modismos (si no la tienen).3. Los estudiantes tienen que crear un skit (en español) usando 2-3 modismos españoles.

Pueden escribir el skit y leerlo enfrente de la clase. No tienen que memorizar nada. (El skit es para practicar los modismos, por eso, la gramática puede ser un poco difícil. Los estudiantes pueden usar apuntes, diccionarios, la red, y la maestra para crear el skit).

4. Después de 20-30 minutos, los estudiantes tienen que presentar su skit para la clase. 5. Al fin, deles a los estudiantes la prueba. Los estudiantes tienen que adivinar la respuesta

de los modismos. Los estudiantes pueden usar los diccionarios y apuntes pero no se puede trabajar en grupos.

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La prueba

Instrucciones: Escoja el significado correcto de los siguientes modismos españoles.

1. _____ Antes de hablar pensar.a. La gente debe pensar antes de abrir la boca.b. La gente no debe hablar nunca.c. La gente habla siempre.

2. _____ Más vale tarde que nunca.a. No debe hacer el trabajo porque ya es la hora de salir.b. Es malo hacer el trabajo c. Aunque pasa el plazo de entrega, debe hacer el trabajo y entregarlo

3. _____ Cuando el gato duerme, bailan los ratones.a. A los ratones les gusta bailar la salsa.b. A los niños les gusta jugar mientras que sus padres no están en casa.c. A los gatos les gusta comer los ratones.

4. _____ El tiempo es oro.a. El tiempo es precioso y vale mucho.b. El oro cuesta mucho.c. La gente no tiene mucho dinero.

5. _____ No hay tiempo como el presente.a. El presente es un regalo.b. Es mejor hacer el trabajo ahora que espere más.c. El tiempo no le importa a usted.

6. _____ No dejes para mañana lo que puedas hacer hoy.a. Usted tiene que descansar ahora.b. Usted no debe hacer el trabajo.c. Si tiene tiempo ahora para hacer el trabajo, es mejor hacerlo ahora en vez de esperar.