The document describes an idiom presentation project for an English class. Students will be assigned to present on three idioms to their classmates, including writing a dialogue demonstrating use of the idioms and creating a short PowerPoint. They will practice their dialogue before presenting. Classmates will take notes during presentations to study idioms for tests. Example presentation guidelines are provided for a phrasal verbs presentation with similar requirements of a dialogue, PowerPoint, and delivering the presentation with a partner.

1. Idiom Presentations Project Description
In this class, we will have student-led idiom presentations on many days. An idiom is a group of words that
have a different meaning than each word individually. For example, “to kill two birds with one stone” is an
idiom that means “to do two things at the same time or with one action." English has many idioms, so it is
important to familiarize yourself with authentic idioms that you hear or see, feel comfortable using these
expressions, and to have fun teaching them to other people.
STEPS
 This term, you will need to present three idioms to your classmates.
 You will be assigned your idioms and a date for your idiom presentation.
 Look up the meaning of your idioms online.
 Write a dialog (conversation) showing how to use the idioms. (See example below)
o Be sure to make the meaning clear from your dialog.
 Create a short PowerPoint presentation to show and explain your idioms.
o This only needs to include a few slides.
 Practice the dialog with your partner before your presentation.
On the day of your presentation…
 Present the dialog to the class.
 Ask the class what the idioms were, making sure they all can say it correctly.
 Ask the class what the idiom means.
 Finally, show your PowerPoint presentation and answer any questions that your classmates have.
AS THE AUDIENCE DURING THE PRESENTATIONS
When you are listening to your classmates presenting: Take notes so that you can remember what the
idiom is and what it means. You will use these notes to study for tests and quizzes. It might be a good idea
to have an idiom section of your notebook.

2. EXAMPLE DIALOGUE – Below is a dialogue. The underlined phrases are common idiomatic expressions. Read the
dialogue first with a partner
Mary: I'd really like to go see a movie tonight. Would you like to come?
Tom: Sure, but let's not go see Titanic. I hate blockbuster films.
Mary: I know what you mean. Why don't we go see Major League Blues? I've heard it will make you bust your sides
laughing.
Tom: Sounds good to me. What's it about?
Mary: Well, it's about a team that's hit the bottom of the barrel and has to hit the road for all of its 175 games. Tom:
I don't get it .
Mary: Well, the team loses its playing field because of construction contracts and the owner has to throw in the
kitchen sink when he tries to sell it to another owner.
Tom: Seems like a strange idea for a movie to me...
Mary: The new owner decides he's going to make a killing by turning the team into the worst baseball team in
history. He's a real fox (clever person) and thinks that if the team stinks, the media will give it great coverage
and he will be able to turn a nice profit by paying the bad players little and making all the money on off the
wall advertising.
Tom: Yeah, that would make sense in this day and age. Anyway, when should we meet tonight?
Mary: Oh, how about 7.30 before the flick.
Tom: Great, see you then.
Mary: Bye.
Here is the meaning of the idioms used in the dialogue above.
blockbuster: huge hit films
bust your sides laughing: Laugh very hard
bottom of the barrel: the very worst
hit the road: travel
don't get it: understand
throw in the kitchen sink: include everything when selling something
make a killing: make a lot of money
real fox: clever person
stinks: to be very bad
nice profit: make a lot of money
off the wall: crazy
this day and age: this period of history
flick: movie, film

3. Phrasal Verbs Presentation
Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb +
preposition. Think of them as you would any other English vocabulary. Study them as you
come across them, rather than trying to memorize many at once. If you think of each phrasal
verb as a separate verb with a specific meaning, you will be able to remember it more easily.
Like many other verbs, phrasal verbs often have more than one meaning.
(https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm)
 Choose a phrasal verb from the link above or find your own online.
 Write a short dialogue (4-5 sentences) in order to show how the phrasal verb is used.
 Create a short power point presentation with the dialogue, an image, and the definition of
your phrasal verb.
 Present your phrasal verb with a partner.
o First present the dialogue to see if your classmates understand
o Next present the definition with an example and an image
o Answer your classmates questions
Grading Criteria
Criteria Poor – 0 Novice - 1 Competent - 2 Proficient - 3
Organization
Dialogue is NOT well-
organized. The ideas
are NOT connected
and there is no flow
between them.
Dialogue is poorly
organized. The ideas
are slightly connected
and there is a lack of
flow between them.
Dialogue is organized.
The ideas are
connected and the
order makes sense
Dialogue is well-
organized. The ideas
are well connected,
the order is logical,
and there is a good
flow between them.
Grammar
There are many
grammar mistakes
and the impeded
understanding.
There are grammar
mistakes that impeded
understanding.
There are few
grammar mistakes
that but sometime
they have effect on
understanding.
There are very few, if
any, grammar
mistakes that rarely
impede
understanding.
Phrasal verb
Usage
The phrasal verb is
used incorrectly
and/or in way that is
misleading from their
actual meaning.
The phrasal verb is
not used in an
completely accurate
way.
The usage of phrasal
verb used represents
their true meaning.
The phrasal verb is
used in an accurate
way that
demonstrates their
true meaning.

4. Word Wall Explanation
The WORD WALL is a student-centered vocabulary augmentation tool. The words are chosen
by the students, written by the students, posted by the students, and then the students are
tested on them. The challenge is providing a source for the vocabulary. The words should be
ones that students encounter in a naturally way by either reading or hearing in a video. Having
the students pick random words is less effective because they might not be words that the
students will actually encounter later. Another option is using AWL (Academic Word Lists)
which are often compiled in the most common 1k, 2k, 3k, 4k, 5k, words. Thus the students will
definitely be studying words that they will encounter in the future.
 www.uefap.com/vocab/select/awl.htm
 www.englishvocabularyexercises.com/AWL/
PROCEDURE
 Students are provide with vocabulary sources – reading, video, AWL
 In groups students choose 1 words from the source
 Students write word / post word on digital wall
 About 10 words should be chosen each week
 Students are tested every week or every two weeks on a certain number of the words of
the WORD WALL words
o Test can be Matching, Vocabulary in Context, etc.
whale
shark
hot air
balloon
intellect stir-fry pandemic keyboard
disappoint
ment
pandemic seahorse window blanket starfish