. .

SPEAK
NATURAL
ENGLISH


,



2012

www.phoenixbooks.ru

 (038)=111=161.1
81.2-4
8031
15

:
. . , . .
. . ., . .

15

. .
Speak Natural English :
,
/ . . . / : ,
2012. 334 . ().

ISBN 9785222195154
Speak Natural English
, ,
.

.
, ,

. , ,
,
. 200 .

(038)=111=161.1
81.2-4
ISBN 9785222195154

. ., 2012
, , 2012

www.phoenixbooks.ru

!

? ? , -,
, 50% ,
? !
- (Speak Natural English),
, ,
.
( ) , , ,
, . ,
.

, , ,
, .

.

, -
. ,
. ,
, , ,
,
-, - .
3

www.phoenixbooks.ru

 . . Speak Natural English

,

, , ,
,
,
( ?). ,

.

natural English . ,
-.
, .
: ,
,
.
,
, ,
, ,
.
? , , .

,
.
,
. , street talk
. , , .
. -
, 4

www.phoenixbooks.ru

,
. , , : ,
, ,
. .1
, -,
, ,
.
,
,
, . ,
.
, .
,
( ; ; ; ).
,
,
(,
) , .
( . , ), , -
( , , ).
(, ) ,
,
( ; ;
).
. , ,
.
1

www.phoenixbooks.ru

 . . Speak Natural English

Speak
Natural English
( ),
1.
, ,
,
,
-
.
, (natural English),
(, , ), ,
, . ,
Alive and
kicking, Cast pearls before swine, Reinvent the wheel Cross
the Rubicon
, .
,
(!),
(, , , ).
1

www.phoenixbooks.ru

. ,
,
.
,
( , , )
,
.

Recommendations to the teacher

Can you imagine such a conversation in your English
classroom?
How come the front door is open? Didnt you close it before
we went shopping? Why dont you answer? Cat got your tongue?
Im sure I did. I cant understand it.
Dont pull my leg, you didnt.
But I did. Frankly, I smell a rat.
Me, too. Wed better give a buzz to police.
I dont think this conversation will make any sense to your
students before you explain some of the expressions, especially
the ones about a cat and a rat, as they sound very unusual.
Its impossible to be proficient in English without knowing
idioms and idiomatic expressions; no one can speak or write good
English without them. Idioms are form of expression, peculiar to a
language that never corresponds with word for word translation in
their meaning. They are everywhere: in magazines or newspapers,
on TV or radio program. Idioms are a part of culture; nobody can
learn a foreign culture without being able to recognize an idiom
in reading or speech and getting its meaning. All languages have
idiomatic expressions and they are sometimes difficult for second
language learners to understand or to use in their own speech. But
using idioms may definitely add to oral and written language.
7

www.phoenixbooks.ru

 . . Speak Natural English

Americans also seem to enjoy using them in everyday

conversations, probably even more often than the untrained ear
could be aware of. Idioms are an example of figurative language.
The word idiom comes from the Greek word idioma which
means a peculiarity or a peculiar phraseology.
As defined in Websters New World Dictionary of the American
Language, an idiom is an accepted phrase or expression that is
contrary to the usual patterns of the language or has a meaning
different from the literal. Idioms add confusion and difficulty
to learning of language not only for students, but also for native
speakers, and so occupy a special place in teaching and learning.
Idioms are figurative expressions. They represent one concept
in terms of another that may be thought of as analogous. Examples
of English idioms that include parts of body and which cannot be
taken literally are slip of the tongue or pay through the nose.
Most idiom dictionaries give simple definitions for idioms. For
instance, crack the whip is defined to be in control, spill the
beans means to make known a secret, go to pieces means to
become distressed, and blow your stack means to become
very angry. Learning about idioms is even more important because
nonnative speakers do not have the background experience and
knowledge of culture that would help them. They are confused
when they discover that in certain contexts a word has totally
different meanings or shades of meanings and also multiple
spellings.
Clichs are also extremely popular in everyday life and in
writing. A clich is a phrase that is used excessively and has
become a bit meaningless and even irritating. Still they are widely
used in the language and especially by native-speakers.
Sample clichs: Achilles heel, like crazy, I was in heaven, stick
like glue, in one ear and out the other, always look at the bright
sight of life, scared to death, to be or not to be, live and learn, Cest
la vie, Que sera, sera; Dont worry, be happy!
8

www.phoenixbooks.ru

Do any of them look familiar to you? Do you have the same

expressions in your native language? Are they used widely in
everyday speech?
They are a part of culture. Thats why its so important before
teaching idioms (clichs) or together with it to teach some cultural
background (origin and usage) that may help students not to get
lost in the sea of English idioms. Just as idioms are disruptive
and difficult for the language user, so also are they interesting and
colorful. Idioms add humor and spice to language and frequently
can communicate more effectively.
Knowledge of three major components seems useful in
teaching idioms:
1) Definition. Most idioms can be taught directly, just like any
new word or concept, by defining and explaining them when they
are encountered in context. In this way the idioms actual meaning
is clarified immediately. When an idiom occurs in either speech
or writing, the literal meaning needs to be discussed. When this
is compared with the actual meaning, the nonsense of the literal
meaning can be seen. Investigating the original meaning of an
idiom and learning its derivation is an effective way to teach an
idiom, too.
2) Usage. Once the idiom has been defined, its origin explained, and its meaning compared to its literal interpretation,
students can be given a variety of opportunities to use it in class.
A simple way to demonstrate knowledge of something is to identify
its equivalent from a number of alternatives, using both oral and
written exercises. Exercises in rewording and rewriting (paraphrasing) sentences including an appropriate idiom can give students
practice in producing them in their further studies.
3) Application. Understanding idioms needs to be accompanied by opportunities to apply this new knowledge. Producing
the newly acquired information oneself is slightly more difficult.
Students can be given practice in listening for and identifying
9

www.phoenixbooks.ru

 . . Speak Natural English

idioms first. But you should remember that idioms lend themselves especially well to creative writing. Students might choose
an idiom and create a story. Dramatizations can reinforce the
students perceptions of differences among actual, literal, and
original idiomatic meanings.
In this book you will find a whimsical collection of colloquialisms, get a refreshing tongue-in-cheek look at English language
because the book provides real insight into English idioms, customs, tradition, literature and humor.
You will find a Standard English explanation of each idiom,
their origin and history behind it. Moreover, they are placed in
a real-life context, either a natural dialogue or narrative. These
facilitate understanding and make the idioms come alive. Pictures,
dialogues and narratives will help your students enjoy using the
idioms in their own speech. Happy teaching!

Advice to students
Idioms a pain in the neck or a piece of cake? To learners
of English, they can be either. These phrases that are not what
they seem, or that dont quite fit the rules of grammar can be a
real headache.
Idioms appear in every language, and English has thousands
of them. They are often confusing because the meaning of the
whole group of words taken together has little, often nothing, to
do with the meaning of the words taken one by one. For instance,
to let the cat out of the bag means to reveal a secret. In order to
understand a language, you must know what the idioms in that
language mean. If you try to figure out the meaning of an idiom
literally, word by word, you will get befuddled1. You have to know
its hidden meaning.
1

befuddled .

10

www.phoenixbooks.ru

In this book idioms are arranged alphabetically. The definition

of each idiomatic expression is given in Standard English.
Illustrations, dialogues and stories will help you come to grips
with these tricky idioms. With this book in hand, youve got the
world by its tail!
Good luck in your learning!

11

www.phoenixbooks.ru

 . . Speak Natural English

ENGLISH AND AMERICAN IDIOMS,

CLICHES AND PROBLEMS
~A~
ACHILLES HEEL
The meaning of the phrase Achilles
heel is the ones weakness, fault, flaw,
or vulnerable1 spot in ones otherwise
strong character. Achilles was a figure in
Greek mythology that was invulnerable
in battle except for his heel.
In the Iliad, the famous story about
the Trojan War by the Greek poet
Homer, Achilles was described as a
great hero and warrior2. However he
has one weak spot, the heel of his foot. When he was a baby, his
mother wanted to be certain that her son could never be harmed, so
she dipped little Achilles upside-down3 in the magical River Styx.
Wherever the water touched his body, he became invulnerable4.
But since she was holding him by his heel, that part of him never
got wet. Years later Achilles was killed in the Trojan War by an
enemy who shot a poisoned5 arrow into his heel.
1. I am an A student in math and science, but English
is my Achilles heel. What does the student mean by saying this?
Do you know what subject is your Achilles heel?
2. Weve got to find his Achilles heel if we hope to defeat
him. Imagine the situation in which this statement might be used.
1
2
3
4
5

vulnerable ; .
warrior ; ; , .
upside-down , .
invulnerable .
poisoned .

12

www.phoenixbooks.ru

English and American idioms, cliches and problems

Who are the characters in this situation? What might the Achilles
heel of the person be?
3. Bill is an excellent manager, but his Achilles heel is that he
trusts people too much. His employees take advantage of him. Have
you ever met people like Bill? What advice would you give to him?

ALBATROSS AROUND YOUR NECK

The meaning of this expression is a very difficult burden1 that
you can not get rid of or a reminder2 of something you did that
was wrong. In 1798 the English poet Samuel Taylor Coleridge
wrote his most famous poem, Rime of the Ancient Mariner. In
the poem, a young sailor shoots a large seabird called an albatross.
In those days that was considered very unlucky. Sure enough, a
lot of bad things happened to the ship, and the crew blames 3 the
young sailor. They hang the dead bird around his neck.
These are lyrics of Iron Maidens song Rime of the Ancient
Mariner written by S. Harris:
The mariner kills the bird of good omen4,
His shipmates cry against what hes done,
But when the fog clears, they justify him
And make themselves a part of the crime.
The albatross begins with its vengeance5,
As terrible curse6 a thirst has begun.
His shipmates blame bad luck on the mariner
About his neck the dead bird is hung
1
2
3
4
5
6

burden .
reminder .
blame , , .
omen .
vengeance , .
curse .
13

www.phoenixbooks.ru

 . . Speak Natural English

If you want to know what is the end of the story of the poor
sailor, read the original poem by Samuel Taylor Coleridge.
1. Everywhere I go my mom makes me take my little bratty1
sister with me. Shes an albatross around my neck. What does the
boy mean by saying so?
2. Make your own example with the expressions albatross
around ones neck. What kind of burden can it be?

ACTIONS SPEAK LOUDER

THAN WORDS
The meaning of this proverb is better to do something about
a problem than just talk about it. If you say that actions speak
louder than words, you mean that people show what they really
think and feel by what they do, rather than by2 what they say. It also
means that your actions (what you do) communicate more clearly
than your words (what you say). It is as if they were louder than
words and if you want people to believe your words, you should
speak with your actions. People sometimes use this expression
when they want to criticize someone who says one thing but does
something else.
1. Suppose you believe that actions speak louder than words
and you have, therefore, been demonstrating your love for your
parents or other relatives (friends) through. Describe your way
of doing it.
2. If your speaking partner3 is sure that actions are more
important than words ask him to give his reasons4.
What are the opinions of other members of your group?
1
2
3

bratty (), .
rather than by
speaking partner -

.
4

to give one's reasons .

14

www.phoenixbooks.ru

English and American idioms, cliches and problems

3. After listening to the senator promising to cut federal

spending, Ann wrote a simple note saying, Actions speak louder
than words. What did she mean by writing it?

ADD FUEL TO THE FIRE

You add fuel to the fire or add fuel to the flame when you
do something that makes a bad situation worse. Thousands years
ago the famous Roman historian Livy used this expression. If you
pour water on a fire, it goes out. But if you put fuel (like coal, gas or
wood) on a fire, you make it burn even higher, hotter and brighter.
If fire represents any kind of trouble, then anything you do to make
that trouble worse is fuel. A similar expression is to fan the flames.
A conflict between two people is like a fire, with both people
adding fuel to the fire. You add fuel to the fire when you do
something that makes the conflict worse. Sometimes you get
involved1 because you want to help, but your involvement2 only
makes the problem worse, adding fuel to the fire.
The meaning is to make a bad situation worse; to do or say
something that causes more trouble, makes someone angrier.
1. Reply using the idiom:
Look, those two are fighting. Why dont you get involved?
Oh, no! Itll only__________.
1
2

get involved , .
involvement , .
15

www.phoenixbooks.ru