Food related idioms in teaching english vocabulary

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Normatova Charosxon
prezentatsiya standart, A’meliy sabaq №1 Тема 1, 5-dars test, 6-dars test, 15-dars test, Difektalogiya, 13-aprel, O\'ninchi aprel, Zoonimlar, Foods idioms, O’zbek tili va adabiyoti ta’limi yo’nalishi 3-kurs talabasi, Polvonova Mahliyo, Matluba K, Asinxron va sinxron mashinalar

Normatova Charosxon- a student Nukus State Pedagogical Institute
By writing this article I aimed to show how to teach idioms to improve learners idiom comperehension.The article suggests that idioms need to be learned so increasing the learners’awareness of these unique words and phrases can help them learn to identify and interpret them with greater success.
It is essential to define idioms and understand what they are.In the main literature on the topic,different scholars and grammarians have given idioms different definitions.Yet all agree that what is essential to an idiom is that its meaning can not be deduced from its grammatical structure.

An idiom, according to the Oxford English Dictionary, is a group of words whose meaning can not be deduced from the individual words that form it.

from the parts.
According to Irujo,”idioms do not say what they mean because they are not literal[ 4;326].It is not only the meaning of idioms that Second languages L2 learners struggle with,but also the proper usage of idioms.Irujo stated that using idioms correctly is a very difficult task for English learners even if they know the intended meanings.Therefore,mastering idioms becomes a hard goal for L2 learners since the meaning of the text can not be determined through individual analysis of each word.[ 3 ;13].

In this article I intended to study idioms of foods that are commonly used in the English language.They are not only fun to use but are sure to get your point across creatively in conversation.Everyone loves food, and can relate to foodie phrases, but remember that food idioms do not literally mean what they say.

Starting with a popular item of food,cake has a number of common idioms associated with it.If something is very easy to do,we sometimes say informally that it is a piece of cake:
The first paper in the exam was a piece of cake.
If someone selfishly wants two advantages that can not be experienced at the same time,you might say they want to have their cake and eat it(too).
As you might expect, various items of fruit feature in idioms.The apple of someone’s eye is the person they love most and are most proud of,usually their child.It is a slightly old-fashioned idiom,but one that you sometimes hear:
Melissa,his youngest child,was the apple of his eye.
In British English,another/a second bite at the cherry is another opportunity to do something:
He missed a chance to score just before halftime but got another bite at the cherry in the final minutes of the game.
Again in British English, if a plan goes pear-shaped,it fails:
Our intention was to make an early start and get there by midday,but that all went pear-shaped.
If you describe someone’s criticism as sour grapes,you are suggesting that they are only being negative about something because they could not do or have it themselves:
Joe was not impressed with Harry’s apartment but I suspect it is just sour grapes because he can not afford one himself.

The word fruit itself feature in a useful idiom.The phrase low-hanging fruit refers to things that are easy to do or deal with,especially compared with other things:

I know that writing about my family for this essay is low-hanging fruit,but I do not have time to research and write about anything else.

Recently,much of the attention has been on teaching idioms to L2 learners after the recognition of the significant role that idioms play in learning English.

Idioms can be fun,once we know them.But upon hearing or reading an idiom for the first time,they might seem confusing.So how do we present them to our leaners?How do we help learners remember them?
The standart way is probably to teach idioms just like we would any other new vocabulary.Idioms fall into the category of multi-word terms after all,right?But unlike most new terms,learners are already familiar with the components of idioms(i.e.they know all the words individually,but they do not yet know the meaning of the phrase as a whole).So why not build off their pre-existing knowledge?
Here are three fun and memorable ways to teach idioms.

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