Music Idoms
Music Idoms
Match the word to the idiom. What do you think the idiom means?
Check Match the meaning to the idiom. Write the number from exercise two.
Check Rewrite these sentences using an idiom from the list above.
2. Sandy isn't sure about what she's going to do in Florence. She'll decide when she's there.
3. Yes, I know you won first prize, but please stop telling me how clever you are!
4. My boss told me that I can work at home next week. I was so happy to hear that!
Discussion
Are you as fit as a ................... ? Is there anything you should change about your lifestyle?
Have you changed your ................... about anything in recent years?
Has anyone said something to you recently that was music to your ................... ?
Do you plan your holidays, or do you usually just ................... it by ear?
Do you know anyone who often blows his/her own ...................?
This worksheet looks at some common idioms which are connected with music. There are a number of exercises
to recycle the idioms, including discussion at the end.
The opening question introduces the topic. Students can work in pairs for this.
Elicit a few examples from the group. Don't spend too long here. There is extended discussion at the end of the
lesson.
Follow the instructions. Before beginning, pre-teach vocabulary, as needed. Don't teach the meaning of the
idioms. In particular, pre-teach fiddle. Students can work alone, and then check in pairs.
Again, students can work alone and check in pairs. Elicit the answers from the group, and give further
explanations or examples where necessary.
After going through the answers, give the students one minute to read the idioms again, and memorize them.
This exercise checks your students’ ability to use the idioms in sentences. Students can work in pairs, and then
check with a student from a different pair. For this exercise, have students cover the previous exercises.
Go through the answers with the group. Accept any answers that make grammatical (and logical) sense.
Assign new pairs or groups of three. The pairs/groups should begin by reading through the questions, and
writing in the appropriate idiom.
The students can then proceed with the discussion questions. When students are talking, monitor, but try not to
interrupt. Make a note of errors which you think need correcting: especially ones which cover these idioms.
When the discussion comes to a close, write some of the errors you heard on the board, and elicit corrections.
1.
2.
Bob doesn't really prepare for meetings. He prefers to play it by ear.
I couldn't believe Claire was rushed to hospital. She looked as fit as a fiddle.
3. Jack is always blowing his own trumpet! He thinks he's the best at everything!
4. My boss told me I could I fly business class next time. It was music to my ears!
5. You've changed your tune! You used to say you couldn't stand your boss. What happened?
Are you as fit as a fiddle? Is there anything you should change about your lifestyle?
Have you changed your tune about anything in recent years?
Has anyone said something to you recently that was music to your ears?
Do you plan your holidays, or do you usually just play it by ear?
Do you know anyone who often blows his/her own trumpet?
We’d be pleased to hear some feedback on our worksheets. Tell us how it went in your class. You
can send us feedback from www.handoutsonline.com.