Teaching Resource
Idioms Poster
A poster giving the definition for and examples of idioms.
Information includes:
An idiom is an expression whose meanings cannot be inferred from the meanings of the words that make it up. Idioms are common phrases or terms whose meaning is not real, but can be understood by their popular use.
Not my cup of tea – if something is not your cup of tea, you don’t like it very much.
It’s raining cats and dogs – means it’s raining very hard.
A piece of cake – something that is pleasant or easy to do.
Two heads are better than one – means two people working on a problem have a better chance of solving it than one person.
All ears – means you are listening intently.
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NSW Curriculum alignment
- EN3-1A
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
- EN3-2A
Composes, edits and presents well-structured and coherent texts
- EN3-5B
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
- EN3-6B
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
- EN3-7C
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
- EN3-8D
Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
Victorian Curriculum alignment
- VCELY317
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to contex...
- VCELT328
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
- VCELA339
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
- VCELT342
Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts
- VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
- VCELY320
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
- VCELA352
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
Australian Curriculum alignment
- ACELY1698
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to contex...
- ACELY1701
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
- ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
- ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- ACELT1611
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
- ACELT1798
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
- ACELT1615
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
- ACELA1525
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
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