Many people, including some of your students, probably have difficulty distinguishing between terms that are used literally and those that are used figuratively.
An image such as the photograph above of a welcome mat missing two of its letters and about a quarter of its decorative design offers a way to open a discussion of figurative language.
Ask students to write in 15-30 seconds, depending on their ages, what they literally see.
That image, of course, literally shows that people have worn out a welcome mat.
Next have students write in 60-90 seconds, what they think caused part of the doormat image to disappear.
Students should have no difficulty explaining that repeated use—people coming in and going out—wore off the image.
To get them to understand the figurative use off “wore out a welcome,” you have to make them think about the word welcome by another short, informal writing prompt, like this:
If I told you that my neighbors had worn out their welcome, would you think I meant they had worn the design off the welcome at at their home, or would you think I meant something else? In no more than four sentences explain what you think I meant and how you arrived at your answer.
After students have written their responses, you could have them look up the meanings of welcome in a good dictionary to see if they support or contradict the students’ analysis.
After that, you’re ready to introduce that phrase “figure of speech.”