6 more strange English phrases explained

Steffanie Zazulak
Man and a woman stood together smiling

In a previous blog, we shared somestrange English phrases that might have left you with some questions. The English language is full of peculiar phrases that can even confuse fluent speakers. In today's post, we'll take a look at a few more such phrases to help you expand your repertoire.

Strange English phrases explained
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Cat got your tongue?

This phrase is used when someone has nothing to say. Attempts to get to the bottom of this phrase have left many speechless (sorry, we couldn’t resist). One tale states that, in the times of witch-hunting, a witch – or her cat – would steal a person’s tongue to prevent them from telling others about the witch.However, this is only a tale and there are many other guesses where this phrase came from. Others have suggested that ancient kings would punish those who displeased them by cutting out their tongues and feeding them to their pet cats.

Use it: “You’re very quiet – cat got your tongue?”

Don’t cut your nose off to spite your face

It is used to warn someone against a needless action (often motivated by anger or greed) that will be self-destructive. For example, if someone plots revenge but the act ultimately results in more harm to the individual than to the focus of their anger. Legend has it that this phrase originates from when pious women would disfigure themselves in order to protect their chastity. The most famous of these was Saint Ebba, the Mother Superior of the monastery of Coldingham. In 867 Viking pirates landed in Scotland, and when this news reached Ebba, she urged her nuns to cut off their noses and upper lips so they would be unappealing to the Vikings.

Use it: “I’m angry that my colleague was promoted before me, so I might just quit.” – “But you like your job and you need the money. If you react like that you’re just cutting your nose off to spite your face.”

Barking up the wrong tree

This is used when someone is pursuing a mistaken or misguided line of thought or course of action. Very simply, it alludes to the mistake made by dogs when they believe they have chased their prey up a tree, but it has actually escaped by leaping from one tree to another.

Use it: “If you think I want to get up at 5am tomorrow to go fishing with you, you’re barking up the wrong tree!”

The early bird catches the worm

This describes how a person who takes the earliest opportunity to do something will gain an advantage over others. This is first recorded in John Ray’s 1670, 1678: “The early bird catcheth the worm.”

Clearly, the title of the work indicates that this was considered proverbial even in the 17th century, and it recognizes that the first bird to spot a worm will likely grab it first.

Use it: “The sale starts tomorrow and the store opens at 8am. Arrive early to get the pick of the best stuff – the early bird catches the worm.”

Close, but no cigar

The phrase is often used to describe a good attempt at something that is almost – but not – successful. It is said that this saying is of American origin – along with its variant “nice try, but no cigar” – where fairground stalls used to give out cigars as prizes. It appeared in The Lima News in November 1949 in a report about how the Lima House Cigar and Sporting Goods Store narrowly avoided being burnt down in a fire. The title of the article was: “Close But No Cigar.”

Use it: “Actually, my name is June, not Jane – close, but no cigar.”

To add insult to injury

This means to make a bad situation worse. The origin of this phrase is debatable, but one theory is that it derives from the fables of from the first century AD. The that has landed on his head and bitten him. Instead, he hits himself on the head and the fly says: “You wished to avenge an insect’s sting with death; what will you do to yourself, who have added insult to injury?”

Use it: “I went for a job interview, but they told me I was too old for the job. To add insult to injury, my car broke down on the way home – what a bad day!”

These are just a few commonly used English phrases, so next time you hear them, you'll know exactly what they mean and their origin. You also might be able to potentially impress your friends with this knowledge.

Curious about more phrases and slang? Make sure to check out9 slang terms from across the UK.

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  • An overhead shot of a three children with notepads, tablets and phones on the table being handled by them

    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.