A Lesson Plan for ENGL 1013: Study and Thinking Skills

Course and Year Level: BSEd Filipino 1-1N Students

IDIOMS
Training Objectives:
1. Define idioms.
2. Interpret the meanings of selected idioms prepared by the teacher.
3. Apply the usage of idioms in class discussion through the participation of
students.
4. Analyze the importance of idioms by letting the students watch videos.
5. Specify situations of when and how idioms should be used.
6. Assess the students knowledge on idioms through an activity.
Duration: 60 minutes
Instruction Materials:

Images of idioms flashed through the LCD projector

Meaning of the idioms written in paper
Videos entitled If Idioms Were Real parts 1 and 2
Powerpoint Presentation for the Discussion Proper
Seatwork about idioms provided by the teacher

Method
SETTING THE IMPORTANCE
The students will be divided into four groups. The names of the groups will be
given by the teacher. This division will be observed until the end of class. Points are
earned by group through activities. Points can also be given to the students who
participate in class discussion and be counted as part of the groups points.
Mechanics of the Game:
The teacher will give each group something to write on. There will be an
assigned student per group to write down the answer. The teacher will flash images
that make up a phrase/idiom and will ask the students to guess what phrase/idiom
is being shown to them. The group who first answers correctly will be given points.
The following guide questions may be used to elicit the importance of idioms:
1. Enumerate the phrases you have just encountered.
2. When these phrases are used, do you think that they should be taken
literally? Why?
3. What do you think would happen if these phrases are not understood?
4. What are these phrases called?
5. How does your knowledge of idioms affect the way you understand texts and
conversations?

FORMULATING THE OBJECTIVES

The teacher will ask the students to match the idiom with its corresponding
meaning. The class will be reminded of what idioms are. Discussion proper will
begin. The following questions may be used as a guide:
1. There are times when you encounter reading or speaking wherein idioms are
used. Thus, for our lesson today, what do you think should our objectives be?
2. What do we need to know about idioms?
3. Why do we need to learn idioms?
Inform students about the objectives of the lesson:
1. Define idioms.
2. Interpret the meanings of selected idioms prepared by the teacher.
3. Apply the usage of idioms in class discussion by participation of
students.
4. Analyze the importance of idioms by letting the students watch videos.
5. Specify situations of when and how idioms should be used.
6. Assess the students knowledge on idioms through an activity.
PROVIDING FEEDBACK
The teacher will let the students watch 2 videos entitled If Idioms Were Real
and let them list down important details for class participation. The teacher will then
discuss the importance of idioms, when and how to use them. Examples of idioms
will be coming from the video.
FACILITATING THE ACTIVITY
For the first part of the activity, the teacher will be giving the meaning of
some idioms found in the two videos and will ask the students to use the idioms in
sentences. After that, the teacher will test the students knowledge of idioms by
giving them a seatwork with the content also coming from the video and idioms
discussed earlier in the game.

Activity 2
Match the underlined idiom with its meaning. Encircle the letter of the correct
answer.
1. Monica asked Jessica to spill the beans about the results of the student
council election.
a. reveal secret information
b. make rumors
2. I dont want to burst your bubble but you have to work hard to be rich and
have everything you want.
a. to destroy someones illusion or fantasy
b. to agree or approve
3. Timmy noticed that his mom was beating around the bush with him earlier
today.
a. speaking in an angry manner
b. speaking indirectly in a conversation
4. She needs to stop pulling my leg with her lies and made-up stories.
a. kidding, fooling, or tricking someone
b. telling rumors
5. Michael couldnt go outside because it was raining cats and dogs.
a. someone playing loud music
b. raining heavily
6. The task that the teacher assigned me is a piece of cake.
a. getting a reward after success
b. something easily achieved
7. What Barney did was horrible but theres no use in crying over spilled
milk.
a. complaining about tasks needed to be done
b. remaining upset about what can not be undone
8. Ted told Tracy to break a leg before the stage play started.
a. wish someone good luck
b. secretly wish someone to fail
9. Lily had to walk on eggshells when she told Marshall about the surprise
party for their friend.
a. be excited
b. be extremely cautious about ones words or actions
10.Delivering the morning news in front of the camera is Robins cup of tea.
a. something one likes or excels in

b. least favorite thing to do

GENERALIZING TAKEAWAYS
The teacher will ask the students if they think they have achieved the
objectives for the lesson and what the class have learned about idioms.

Prepared by:

Mary Joyce Z. Bautista