Phraseology

Annotatsiya (O‘zbek)

Ushbu"Learning PhraseologicalUnitsthrough Text-Based Exercises" mashqlar kitobi xorijiy til o‘rganuvchi talabalarga frazeologik birliklarni kontekstda o‘zlashtirishlariga yordam berish maqsadida tuzilgan. Materiallar frazeologik birliklarning haqiqiy nutqda qo‘llanilishi va madaniy o‘ziga xosliklarini aks ettiruvchi autentik matnlarga asoslangan. Ushbu mashqlar kitobi talabalarning o‘qish, tushunish va kommunikativ kompetensiyasini rivojlantirishga xizmat qilib, frazeologik birliklarni anglash, o‘rganish, bilish va ularni og‘zaki va yozma nutqda faol qo‘llash bosqichigacha yo‘naltirilgan. Kitob universitet talabalari, o‘qituvchilar va mustaqil o‘rganuvchilar uchun mo‘ljallangan.

Annotation (English)

This exercise book "Learning Phraseological Units through Text-Based Exercises" is designed to help foreign language learners master phraseological units in context. The materials are based on authentic texts that reflect the real use and cultural peculiarities of phraseological expressions. This exercise book aims to develop students’ reading, comprehension, and communicative competence, guiding them through the stages of understanding, learning, acquiring, and actively using phraseological units in both oral and written speech. The book is intended for university students, teachers, and independent learners.

Аннотация (Русский)

Учебное пособие "Learning PhraseologicalUnitsthrough Text-Based Exercises" предназначено для помощи студентам, изучающим иностранные языки, в освоении фразеологических единиц в контексте. Материалы основаны на аутентичных текстах, отражающих реальное употребление и культурные особенности фразеологических выражений. Данное пособие направлено на развитие навыков чтения, понимания и коммуникативной компетенции студентов, а также ориентирует их на этапы осмысления, изучения, усвоения и активного использования фразеологических единиц в устной и письменной речи. Книга рассчитана на студентов университетов, преподавателей и самостоятельных изучающих.

Introduction

Phraseological units, commonly known as idioms, proverbs, and set expressions, form an essential part of any language. They embody not only linguistic structures but also the cultural values, traditions, and worldview of a speech community. For learners of a foreign language, acquiring phraseological competence is often one of the most challenging yet rewarding aspects of language learning. While traditional vocabulary teaching methods focus on single words, phraseological units require a deeper understanding of figurative meaning, cultural context, and usage in authentic discourse.

Recent research in applied linguistics and methodology emphasizes the effectiveness of text-based approaches in developing phraseological competence. Texts provide learners with natural contexts where idioms and fixed expressions appear in meaningful communication. Through reading, interpreting, and practicing with such texts, students are exposed not only to the semantic and stylistic features of phraseological units but also to the sociocultural realities they represent. This allows learners to move beyond rote memorization and instead engage in authentic language use.

This exercise book, Learning Phraseological Units through Text-Based Exercises, has been designed to address these needs. It offers carefully selected texts and activities that aim to:

1.     Introduce learners to common phraseological units in English.

2.     Develop the ability to interpret figurative meanings through context.

3.     Enhance learners’ lexical and communicative competence.

4.     Foster intercultural awareness by exploring the cultural background of idioms.

Each unit of the book follows a progressive structure, moving from presentation of phraseological units in context, through practice exercises for comprehension and accuracy, to production tasks that encourage learners to creatively apply idioms in spoken and written communication. By integrating these steps, the book reflects modern methodological models such as the Presentation–Practice–Production (PPP) framework and Robert Gagné’s instructional principles.

Ultimately, the aim of this resource is to make phraseological units accessible, memorable, and practically useful for learners. By engaging with texts, students will not only enrich their vocabulary but also gain insight into the cultural essence of the English language, thereby improving both their linguistic and communicative competence.

A Day in the Life of ...

It was a bright and sunny morning, and Jack decided to hit the road early. He had a bone to pick with his boss about his ever-growing workload. But first, he thought, let me bite the bullet and grab some coffee.

As he reached the coffee shop, he realized he’d forgotten his wallet. “Oh, great!When it rains, it pours,” he muttered. A kind stranger offered to pay for his coffee, and Jack was over the moon. “Thanks a million!” he said, vowing to pay it forward

Arriving at work, Jack noticed his boss was in a bad mood—probably because the project was up in the air. “Better to keep my head down,” Jack thought. But as the day dragged on, he couldn’t keep his cool.

“Sir,” Jack began, “I’m really burning the candle at both ends. Can we talk about balancing this workload?” His boss nodded. “I hear you, Jack. Let’s bury thehatchet and divide the tasks more fairly.”

By the end of the day, Jack felt like he’d won the jackpot. On his way home, he realized that life, despite its challenges, was all about rolling with the punches and taking things one step at a time.

As he tucked into bed that night, he whispered to himself, “All’s well that ends well.” 

Glossary:

Hit the road- to leave or start a journey

Bite the bullet-to do something difficult or unpleasant that you’ve been avoiding

When it rains, it pours-problems or difficult situations often happen all at once

Over the moon-extremely happy or pleased

Keep my head down-to avoid attracting attention or trouble, especially in a difficult situation

Burning the candle at both ends-to overwork yourself by doing too much, often staying up late and waking up early

Bury the hatchet-to make peace or resolve a conflict

Rolling with the punches-to adapt to difficult situations and keep going

All’s well that ends well- everything is fine in the end, even if there were problems along the way

Won the jackpot- to achieve great success or get very lucky 

a set of exercises

Ex-1: Fill in the Blanks.

Complete the sentences using the correct idiom from the story.

Jack was feeling really stressed, so he decided to __________ and have a coffee before facing his boss.

He forgot his wallet at the coffee shop, and then a kind stranger paid for his coffee, so he was __________.

Things were not going well at work, and Jack was sure that __________ that day.

His boss was in a bad mood, and Jack decided it was best to __________ and not make things worse.

Jack felt like he was __________ at work, trying to juggle too many tasks at once.

After the meeting, Jack suggested they __________ and find a way to divide the work fairly.

On his way home, Jack realized that life is all about __________ and not getting discouraged.

By the end of the day, Jack felt like he had __________ because the day turned out to be much better than expected.

Exercise 2: True or False.

 Read the statements and decide whether they are true or false based on the story.

Jack forgot his wallet, but no one helped him at the coffee shop. (True/False)

Jack decided to confront his boss immediately about the workload. (True/False)

The stranger who helped Jack was rude and unhelpful. (True/False)

Jack had a relaxing day at work with no stress. (True/False)

By the end of the day, Jack realized life is about taking things one step at a time. (True/False)

 Exercise 3: Multiple Choice

Answer the following questions based on the story.

1. What idiom is used when Jack says things are getting worse after forgetting his wallet?

A) Burning the candle at both ends

B) When it rains, it pours

C) Bite the bullet

D) Hit the road

2. Which idiom reflects Jack’s excitement after someone helped him with coffee?

A) Keep my head down

B) Over the moon

C) Bury the hatchet

D) Rolling with the punches

3. Which idiom does Jack use when he talks to his boss about his workload?

A) Burning the candle at both ends

B) Won the jackpot

C) Hit the road

D) Bury the hatchet

4. What did Jack learn about life after his day at work?

A) It’s better to fight for what you want

B) It’s about rolling with the punches

C) Things can never improve

D) When it rains, it pours

Exercise 4: Use the Idioms in Your Own Sentences

Write your own sentences using the following idioms:

Hit the road

Bite the bullet

Over the moon

Keep my head down

Burn the candle at both ends

Bury the hatchet

Rolling with the punches

All’s well that ends well

 Exercise 5: Identify the Idiom

In each of the following sentences, underline the idiom used and then write its meaning.

Jack was feeling stressed about work, so he decided to hit the road early and clear his mind.

When Jack forgot his wallet, a stranger came to his rescue and Jack was over the moon.

After a long day of working on the project, Jack felt like he was burning the candle at both ends.

Jack’s boss was upset, and Jack realized it was best to keep his head down and avoid further conflict.

By the end of the day, everything fell into place, and Jack thought to himself, All’s well that ends well.

  Exercise 6: Discussion Prompt

Write a short response (150-200 words) to the following prompt:

In your opinion, why is it important to “roll with the punches” in life, as Jack did? Do you have any personal experiences that relate to this concept?