AEIS 105 -- Producing Oral Academic Discourse
VOCABULARY LESSONS - IDIOMS
One of the hardest things for any non-native speaker to master is the appropriate use of idioms. Being able to understand idiomatic language is essential to full participation in academic settings. While books with lists of idioms are somewhat helpful, they do not reflect current usage or regional variations.
In order to help you understand the meaning and appropriate usage of idioms, you will systematically collect idioms you hear outside of this class. For each idiom, record the following information:
1.the idiom in context (provide two situations in which this idiom can be used)
2.where you heard it (setting -- movie, class, dorm; persons -- teachers, students, men, women)
3.what it means (ask a native speaker if you don't know)
4.when to use it and with whom (ask a native speaker if you don't know)
5.words of caution about inappropriate use (ask a native speaker if you don't know)
You will be asked to sign up for two dates to teach idioms to the class. Each lesson you give will include two idioms. You may choose an idoim from the list below for your first report. The idiom from your second report should be one tha your heard a home, on campue, in a movie, or T.V., etc.
(Bring your list to every class throughout the term so that you'll be prepared when asked to "substitute teach" if a student assigned to present is absent that day.) Keep a record of the vocabulary lessons given each day. There will be 2 or 3 quizzes during the term.
You may one choose form this list for your FIRST idiom report:
to put off
to be put off by
to play it by ear
to hit it off
to have the floor
under the weather
to be on a roll
to be a far cry from
to follow through with
to brush up on
to give someone the brush-off
to wine and dine someone
to see eye to eye
to bend over backwards
so far. so good
to be out to lunch
to stand someome up
to stand up for someone
a wake-up call
to take a stand (on something)
in a nutshell
to go thruogh with something
AEIS 105 - Producing Oral Academic DiscourseSpeaker _____________________________
FEEDBACK FORM: Vocabulary ReportsDate _______________________________
Vocabulary Expression ___________________________________________________________
Rating Scale: Poor/1 ....2..... 3.......4............5/Excellent
1.____The term to be defined was clearly stated, along with the grammar.
2. ____The examples were clear enough to be understood.
3. ____The speaker looked at the audience, not at his/her notes.
4. ____The speaker explained source for the idiom and usage.
5. ____The speaker checked audience comprehension.
6. ____Vocal quality (volume and pace) were at appropriate levels.
7. ____ Fluency (speech was fluid and easy to follow).
8. ____ Grammar (errors did not interfere with understanding the presentation).
9. ____ Vocabulary (adequate to explain the term being defined).
10. ____ Pronunciation Grade ______
AEIS 105: Impromptu Speech Guidelines
You will be required to do 2 impromptu speeches in class this term. An "impromptu" speech is a speech which you will do without much planning. First, we will create a list of possible topics for impromptu speeches. Then on the day that you are called on to give an impromptu speech, you will choose a topic form the list. After you choose your topic, I will give you about 5 minutes to prepare some ideas on that topic. Then you will have to give a 3-4 minute talk on that topic. After your talk, the other students may ask you questions about the topic.
You will be evaluated on your speech by the other students and the teacher. We will evaluate clarity, informativeness/ideas and presentation.
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Email: aeis@oregon.uoregon.edu
American English Institute
5212 University
of Oregon
Eugene, Oregon 97403-5212 USA
FAX: (541) 346-3917
Office: (541) 346-3945
This page last updated October 2001