good as a rest V Šimičević Using proverbs in the language classroom 2015 1 USING PROVERBS IN THE LANGUAGE CLASSROOM The proverbs and their usage in the ID: 497178
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Slide1
'A change is as good as a rest.'
V. Šimičević, 'Using proverbs in the language classroom', 2015.
1
USING PROVERBS IN THE LANGUAGE CLASSROOMSlide2
The proverbs and
their usage in
the classroom:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
2
This
activity
can
make
up
just
part
of
a
lesson
,
a
complete
lesson
, or
even
two
–
depending
on
your
decision
(or
better
to
say
curriculum
).
The
activity
can
be
used
in
young
,
adult
or
teenage
general
English
(
foreign
)
language
classroom
.
As it
can
be
interesting
activity
with
plenty
of
opportunity
for
social
contact
it
can
be
used
at
various
times
in
a
lesson
, as
warm
-
up
,
break
and
filler
activity
.Slide3
The proverbs and their
usage in
the classroom:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
3
-
level
of
students
:
elementary
to
upperintermediate
-age
of
students
:
young
learners
to
adults
-
time
needed
:
according
to
your
own
choice
and
planned
activity
(
from
1-10
minutes
up
to 45
minutes
)
-
focus
:
vocabulary
,
pattern
memorisation
,
pronunciation
,
writing
,
discussing
,
storytelling
,
learning
proverbs
as
an
end
in
itself
,
-materials
: none
-
preparations
: a
brief
note
about
the
activity
the
purpose
of
which
is to
orientate
you
about
rationale
and
other
useful
background
information
,
careful
plannning
of
the
complete
lesson
-procedure
:
the
steps
to
follow
in
class
-
variations
:
warm
-
up
activity
,
filling
activity
,
break
activity
, a
complete
lessonSlide4
Depending of the level
and age of
your students and time
you
have, you
will have a diferrent
approach
to
this
activity:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
4
If
you
spend
a
few
minutes
per
lesson
it is best to
teach
one or
two
proverbs
at a time (
never
in
batches
).
You
can
use
the
main
idea
or one
of
the
review
ideas
in
tens
or
scores
of
different
lessons.Later
on, new
proverbs
can
be
introduced
by
you
or
by
students
as
you
go
along
.
Low
level
students
in
particular
like
learning
proverbs
.
For
beginners
,
learning
a
proverb
has
extra
value
since
learning
a
proverb
is
learning
a
complete
text
.
The
importance
of
students
learning
masses
of
prefabricated
chunks
of
language
(as
opposed
to
rules
for
creating
their
own
chunks
from
scratch
) is
academically
respectable
(
Nattinger
and
de
Carrico
1992).
One
sometimes
hears
it
said
that
proverbs
aren
't all
that
commonly
used
anymore
.
That
is
probably
true
for some
proverbs
(
e.g
.
'
Haste
makes
waste'
) but
not
for
others
(
e.g
.
'
You
win
some,
you
lose some'
).Slide5
Procedure:V. Šimičević, 'Using proverbs in the language classroom', 2015.
5
Make
sure
your
students know
what the word proverb
means
Choose
or
elicit
the first 'proverb of
the day‘Make
sure your students understand
the
proverb
!
Help
students
say
it
well
.
Pay
special
attention
to
rhythm
Ask
your
students
to
copy
the
proverb
into
a
special
proverb
section
of
their
notebooks
.
Move
on to some
other
activity
if
you
choose
this
activity
as
warm
up
activity
.
Perhaps
,
once
or
twice
later
in
the
lesson
ask
,
'
What
was
today
's
proverb
?
'.
To
continue
in
other
lessons
, at
the
beginning
of
the
lesson
,
you
may
ask
,
'
What
was
yesterday
's
proverb
?', '
What
was
the
proverb
before
last
?', '
What
was
our
first
proverb
?'Slide6
For homework, after every twenty
or so proverbs,
ask students to group them
in
some
way, for example:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
6
-
proverbs
that
have
similar ('What's done is done.'; '
The
past is past.
')
-or
opposed
imports
(
'
Clothes
make
the
man
.
'; 'Don't
judge
a
book
by
its
cover
')
-
ones
that
have
counterparts
in
Croatian
(
'
When
the
cat
's
away
,
the
mice
will
play
.'),
-
and
ones
that
don't
(
Two
in
distress
makes
trouble
less
.)
-
ones
they
like
and
ones
they
don'tSlide7
Proverbs can be used as a
theme for classroom work that
goes beyond reading
:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
7
-
to
promt
your
students
to tell stories or
anectodes on the theme,
the
'
message
', or moral
of
a
proverb
(for
example
:
'Rome
wasn
't
built
in
a
day
.'; 'Don't
judge
a
book
by
its
cover
')
-
You
may
encourage
discussion
using
morals
or
wisdoms
from
the
proverbs
(for
example
:
'
Early
to bed,
early
to rise,
makes
a
man
healthy
,
wealthy
and
wise
.'
)
-
morals
or
wisdoms
contained
in
proverbs
can
be
used
as a
theme
for a
homework
activity
:
writing
an
essay
using
a
suitable
proverb
as
its
'title' (
e.g
.
'A
friend
in
need
is a
friend
indeed
.’)Slide8
More activities that are not time
consumingV. Šimičević, 'Using proverbs in the language classroom', 2015.
8
-
Rhyming
proverbs can
be
written
on a
peace
of paper. You
cut the paper in
two so that one
the
proverb
is
divided
into
two
parts
.
Each
student
gets
just
one
peace
of
paper
with
a
part
of
a
proverb
(for
example
:
'
Haste
makes
'
/ '
waste
';
'
If
you
snooze
'
, /
'
you
lose'
)
The
students
circulate
to
find
their
match
.
When
the
match
is
found
,
they
stay
together
as a
couple
. At
the
end
of
the
activity
,
they
read
their
proverbs
.
-
If
you
teach
more
advanced
students
,
and
after
introducing
a
certain
number
of
proverbs
,
you
may
use
proverbs
that
do
not
rhyme
, a
longer
or more
complicated
ones
and
do
the
same
activity
but on
higher
level
.Slide9
Some proverbs
may be
used as introduction to grammar
activities
:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
9
Comparison
:
-’
Blood
is
thicker
than water.’
‘
If
’
clauses
:
-
’
I
f
it
can
’t
be
cured
, it must
be
endured
.’
Passive
voice
:
-’A
verbal
contract
isn
’t worth
the
paper
it’s
written
on.’
Present
simple
:
-
’
All
things
come
to
those
who
wait
.’Slide10
Some english proverbs:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
10
Rhyming
proverbs:
Love many, trust few;
always
paddle
your
own canoe.A stitch in
time saves nine.Alliterative
proverbs:Live and learn
.
Where
there
's a
will
,
there
's a
way
.
All
that
glistens
is
not
gold
.Slide11
Repetitive proverbs:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
11
First
come
,
first served.You
win
some,
you
lose some.
There
's no fool like an old fool
.A penny saved is a
penny earned.All's well
that
ends
well
.
What
's done is done.
The
past is past.
Don't
get
mad
,
get
even
.
If
it's worth
doing
, it's worth
doing
well
.
Like
father
,
like
son
.Slide12
Other proverbs:
V. Šimičević, 'Using proverbs in the language classroom', 2015.
12
There
's
an
exception to every rule
.
A leopard
never
changes
its spots.You
can't teach an old
dog new tricks.Neither a
borrower
nor a
lender
be
.
Rome
wasn
't
built
in
a
day
.
Experience
is
the
best
teacher
.
Don't
count
your
chickens
before
they
're
hatched
.
Charity
begins
at home.
All
work
and
no
play
makes
Jack
a
dull
boy
.
A new
broom
sweeps
clean
.Slide13
V. Šimičević, 'Using proverbs in the language classroom', 2015.13Slide14
References:V. Šimičević, 'Using proverbs in the language classroom', 2015.
14
E
.
Strauss
, 'The Dictionary
of European Proverbs
'
,
Routledge
, 1994
S.
Lindstromberg, 'The Standby
Book', (C. Laroy, A Proverb
Day),Cambridge University
Press
, 1999
www.phrasemix.com/
collections
/
the
-50-most-
important
-
english
-
proverbs
www.phrases.org.uk/
meanings
/
proverbs
.html
https://en.wikiquote.org/.../
English
_
proverbs
_(
alphabetically
)
www.learn
-
english
-
today.com
/
proverbs
/
proverbs
.html