Instruct and Model.

I'll tell you a story about my family and money matters. Every time you think you hear an idiom or an adjective about money, please, raise your hands. Then the phrase will appear on the screen. (The teacher tells the story, the students try to identify idioms, the teacher opens the phrases on the screen one by one while the story goes on).

My mother and I never rolled in money. I started working when I was a freshman to earn some pocket money and I remember buying a gift for my mother with my first scholarship. On the whole, we earned enough to make ends meet. As soon as my mother won some grants we became rather well off though we didn’t live in the lap of luxury. When I got married, my husband and I were really hard up. We both did our postgraduate studies, so we couldn’t work full day. We had to penny-pinch planning our wedding and invited very few guests and we always bought food in bulk because it was cheaper. We lived on a shoestring for a couple of years. Luckily, things have changed. Now my husband has a business that is doing a roaring trade so I needn’t tighten my belt any more.

The phrases on the screen: to roll in money, to make ends meet, to be well off, to live in the lap of luxury, to be hard up, to penny-pinch, to buy food in bulk, to live on a shoestring, to have a business that is doing a roaring trade, to tighten one’s belt.

Teacher Talk: Look at the board. There are all the phrases from my story. In pairs discuss which of these idioms stand for a good financial situation and which don’t. Write them down in two columns accordingly. (Students discuss in pairs)

The teacher then asks one or two students to rearrange the words

on the board and discusses the meaning of the phrases trying to elicit students’ skill to grasp the meaning of an idiom from the context and its components if possible.

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