You will learn
- Define an idiom.
- Explain common idioms.
- Tell literal from figurative.
- Use an idiom correctly.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Literal means exactly what the words say.
- Figurative means a different meaning.
- Idioms are fixed expressions.
- Use context to explain them.
Words to know
a phrase whose meaning is different from its words
exactly what the words say
having a meaning beyond the words
a phrase people use
1. Discover: A piece of cake
Ayo said, The maths test was a piece of cake. Tolu looked puzzled. Was there cake in the test? Ayo laughed. No, it was very easy! Later Ama said she felt under the weather, so she stayed home.
Think: What do these expressions really mean?
2. Understand: More than the words say
Idea 1: Literal and figurative
Literal means exactly what the words say. Figurative means the meaning goes beyond the words.
Idea 2: Idioms
An idiom is a fixed expression: a piece of cake means very easy; under the weather means a little ill.
Idea 3: Use context
Read the sentence around an idiom. Another example: It is raining cats and dogs means raining very hard.
3. Worked examples
Example 1 (I show you): Piece of cake
What does it mean?
- Very easy.
Answer: very easy
Example 2 (We do it together): Under the weather
What does it mean?
- Slightly ill.
Answer: a little ill
Example 3 (You try): Cats and dogs
What does raining cats and dogs mean?
Show the steps and answer
- Heavy.
Answer: raining very hard
Did you know?
Every language has idioms, and they often cannot be translated word for word.
Why this matters
Understanding idioms helps you understand stories, jokes and conversation.
4. Explore: Idiom illustrator
Illustrate an idiom.
- Choose an idiom.
- Draw the literal picture.
- Write the real meaning.
- Use it in a sentence.
Think about it: what did you notice?
You can explain idioms.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The idiom is ___.
- Literally it means ___.
- Figuratively it means ___.
- I know because of ___.
Guided practice
Question 1. A phrase whose meaning is different from its words is an ___.
idiom
Question 2. Exactly what the words say is ___.
literal
Question 3. Having a meaning beyond the words is ___.
figurative
Independent practice
Level 1: Start
- A phrase whose meaning is different from its words is an ___.
- Exactly what the words say is ___.
- Having a meaning beyond the words is ___.
- A phrase people use is an ___.
- A piece of cake means very ___.
Level 2: Grow
- What does under the weather mean?
- What does raining cats and dogs mean?
- What does a piece of cake mean?
Level 3: Stretch
- Is a piece of cake literally cake?
- Can context help?
- Do all languages have idioms?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Learn two idioms and teach them to a family member.
Show a sample answer
two idioms
Another one. Find two more idioms and write their real meanings.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can define an idiom.
- I can explain common idioms.
- I can tell literal from figurative.
- I can use an idiom correctly.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Literal means exactly what the words say.
- Figurative means a different meaning.
- Idioms are fixed expressions.
- Use context to explain them.
11. Next lesson
Next lesson: Spelling conventions. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an idiom? [1 mark]
- What does a piece of cake mean? [1 mark]
- What does under the weather mean? [1 mark]
- Explain the difference between literal and figurative. [2 marks]
- Explain how to understand an idiom. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a phrase whose meaning differs from its words [1]
- very easy [1]
- a little ill [1]
- literal = exact words [1]; figurative = beyond the words [1]
- read the context [1]; think about the meaning beyond the words [1]; check it fits [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- A phrase whose meaning is different from its words is an ___.
- Exactly what the words say is ___.
- Having a meaning beyond the words is ___.
- A phrase people use is an ___.
- A piece of cake means very ___.
- What does under the weather mean?
- What does raining cats and dogs mean?
- What does a piece of cake mean?
- Is a piece of cake literally cake?
- Can context help?
Homework
Find two more idioms and write their real meanings.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A phrase whose meaning is different from its words is an ___. | idiom | 1 |
| 2. Exactly what the words say is ___. | literal | 1 |
| 3. Having a meaning beyond the words is ___. | figurative | 1 |
| 4. A phrase people use is an ___. | expression | 1 |
| 5. A piece of cake means very ___. | easy | 1 |
| 6. What does under the weather mean? | a little ill | 1 |
| 7. What does raining cats and dogs mean? | raining very hard | 1 |
| 8. What does a piece of cake mean? | very easy | 1 |
| 9. Is a piece of cake literally cake? | no | 1 |
| 10. Can context help? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 idiom; 2 literal; 3 figurative; 4 expression; 5 easy. Level 2: 1 a little ill; 2 raining very hard; 3 very easy. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define an idiom | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Explain common idioms | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Tell literal from figurative | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use an idiom correctly | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define an idiom; explain common idioms; tell literal from figurative; use an idiom correctly.
Prerequisite knowledge. Dictionary skills.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.3.5a (distinguish the literal and nonliteral meanings of words and phrases in context) and L.3.5b; Cambridge Primary English Stage 3 (vocabulary). These sources informed the lesson.