Essential English phrases to blend in like a local on your holiday

Charlotte Guest
A woman stood in a square, holding a map looking around
Reading time: 5 minutes

Summer has arrived and you might be gearing up for a holiday soon. Knowing some of the local language is always helpful, but to genuinely speak like a native English speaker, you must grasp and use common phrases and idioms that locals employ in daily conversations. Native English speakers have a natural command of these phrases, whereas non-fluent speakers often need to study and practice them to achieve fluency.

In this blog post, we’ll delve into essential English phrases that will help you sound more like a local and less like a tourist.

Phrases to help you speak English like a local
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Common English idioms and phrases you should know

Depending on where you go, the language will be vastly different, but quite often, certain English phrases overlap, so you might hear some common phrases being used in more than one country.

"It's all gone pear-shaped" (UK)

This quirky phrase means that something has gone wrong or not as planned. For example, if your holiday plans fall apart due to bad weather, you could say, “Our trip to the coast has gone all pear-shaped.” In other words, it’s bad news for our vacation.

"No worries, mate!" (Australia/UK)

In Australia, you’ll often hear the phrase “No worries, mate!” used to convey that everything is fine or that there’s no problem. It’s a versatile expression of reassurance and friendliness. For instance, if you apologize for bumping into someone on a busy street, you might receive a cheerful “No worries, mate!” in response.

"Fill your boots" (Canada)

This phrase is an invitation to help yourself to as much of something as you want. For example, if you’re at a buffet and someone says, “Fill your boots,” they’re encouraging you to enjoy as much food as you like. It’s a welcoming expression that showcases generosity and hospitality.

"Fair dinkum" (Australia)

This expression is used to affirm the truth or genuineness of something. It can be equated to saying “really” or “honestly” in other English dialects. For example, if someone tells you a surprising fact about the local wildlife, you might respond with “Fair dinkum?” to confirm that it is indeed true.

"Chock-a-block" (UK)

This phrase means that something is full to capacity. For instance, if a pub or restaurant is very crowded, you might hear someone say, “The pub is chock-a-block tonight.” It’s an evocative way to describe a situation where space is limited or an area is very busy.

"Double-double" (Canada)

In Canada, especially when discussing coffee, a “double-double” refers to a coffee with two creams and two sugars. For example, if you’re at a cafe and want a coffee with two creams and two sugars, you would say, “I’ll have a double-double, please.” This phrase will make you sound like a fluent English speaker.

"I'm knackered" (UK)

Feeling extremely tired? Then you’re “knackered.” This phrase is commonly used in the UK to express exhaustion. After a long day of sightseeing, you might say, “I’m completely knackered!” If you only feel this tired once in a blue moon, you’re lucky! This is a common way to express tiredness in everyday conversation in the UK.

"It's not my cup of tea" (UK)

If something isn’t to your liking, you might say, “It’s not my cup of tea.” This phrase is a polite way of expressing disinterest or dislike. For example, you might say, “Horror films are not my cup of tea.” Even if English is not your native language, using phrases like “It’s not my cup of tea” can help you sound more natural.

"A bit miffed" (UK)

If you find yourself slightly annoyed or irritated, you might use the phrase “a bit miffed.” It’s a mild way to express discontent. For example, if you’ve been waiting a long time in a queue and someone cuts in front of you, you might say, “I was a bit miffed when they pushed in.” If you think cutting in line will get you served faster, you’re . Fluent English speakers often use “a bit miffed” to express mild irritation politely.

"What's up?" (US)

A common greeting in the United States, “What’s up?” is a casual way to ask someone how they are or what they are doing. It’s extremely common and often used among friends and acquaintances. For instance, when meeting a friend, you might say, “Hey, what’s up?” to start a conversation.

Another casual greeting you might hear is “How’s life?” which is used to check in on someone’s well-being.

"In a jiffy" (UK)

If you hear someone use this phrase, “in a jiffy,” it means they will do it very quickly. It’s a phrase used to indicate promptness or immediacy. For example, if you’re waiting for your meal at a restaurant and the server says, “It’ll be ready in a jiffy,” you can expect it to arrive shortly.

"Hit the sack" (US)

If you’re ready to go to bed or sleep, you can use the phrase “hit the sack.” It’s a casual way of saying that you are going to sleep. After a long day of activities, you might tell your friends, “I’m exhausted, I think I’ll hit the sack.” When speaking English, using phrases like “hit the sack” can make your conversations sound more natural.

"Raining cats and dogs" (UK)

Brits love talking about the weather, so it's no surprise this idiom is weather-related. The idiom is a colorful way to describe heavy rain. Using this idiom not only conveys the severity of the rain but also adds a touch of humor to your conversation. If you visit during its rainy seasons (which is more often than you think), you'll have plenty of opportunities to use this phrase.

Conclusion

Incorporating these common English phrases into your conversations will not only help you blend in better but also make your interactions more engaging and authentic. Remember, language learning is an ongoing process, so don’t be afraid to make mistakes. Expanding your spoken English vocabulary will also help you feel more confident in your interactions.

The more you practice, the more confident you’ll become. The more you practice, the more you will sound like a fluent English speaker. If you can, consulting a native speaker can help you understand such idioms and use them correctly. Native speakers often talk quickly and use complex vocabulary, so don’t hesitate to ask them to speak slower or provide examples to improve your understanding.

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    • Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
    • Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

    Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language – and this is what I aim to demonstrate in this blog. Using , I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

    The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

    Howard Gardner’s Model of Multiple Intelligences

    prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

    • Verbal-Linguistic Intelligence (Word Smart)
    • Logical-Mathematical Intelligence (Maths Smart)
    • Spatial Intelligence (Picture Smart)
    • Musical Intelligence (Music Smart)
    • Bodily-Kinesthetic Intelligence (Body Smart)
    • Naturalistic-Environmentalist Intelligence (Nature Smart)
    • Interpersonal Intelligence (People Smart)
    • Intrapersonal Intelligence (Self-Smart)
    • (He later went on to identify Existential Intelligence – Life Smart, and Pedagogical Intelligence -Teacher Smart)

    Lesson 1: Outline the student’s learning goals

    Explain to the students that they are going to learn about Howard Gardner’s Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

    Student learning goals – you will be able to:

    • Identify different intelligences and what they mean. Name eight different intelligences you have
    • Communicate ideas clearly through a project to demonstrate your talents and interests
    • Use your success skills more effectively.

    Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

    What do you know about the Multiple Intelligences? How are you smart?

    • Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
    • Ask, “What does it mean be intelligent?” (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
    • Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isn’t only about getting good grades. Ask them to think of more ways to be smart.
    • Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
    • Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages…)
    • Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

    Lesson 2: Find out your smarts quiz

    Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

    • Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
    • Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
    • Give a picture dictation to illustrate each smart. Here are some examples:

    Word Smart:Draw a dictionary and children reading, writing and speaking.

    Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

    Music Smart: Draw children singing and playing musical instruments.

    Body Smart: Draw children playing a sport, dancing or cooking.

    Nature Smart:Draw trees, animals, insects, child watering a plant.

    Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

    People Smart:Draw a child helping or leading a group or a group of children holding hands.

    Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

    Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

    After the quiz

    • Encourage students to compare and discuss their results. Collect the papers and make notes about each student’s results. This will help you reach all your students when planning activities.
    • Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

    Tip: Video lesson 2 to use as part of assessment.

    Lesson 3: Beginning the project

    Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

    Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

    You may wish to give each student a (Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

    Lesson 4: Planning the project

    Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

    Remind all the groups to keep the following questions in mind:

    • What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
    • How will you research it? (Internet, tech tools, library.)
    • How will you delegate responsibilities?
    • How will you check that your audience has understood the message of your project? What questions will you ask?

    Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

    Encourage the students to share their work with the rest of the class (or in assembly.)

    Tip: Video the different groups sharing their work.

    Can assessment also be fun and engaging?

    Yes, it can; here are some tips and suggestions.

    • Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
    • Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
    • Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
    • Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: “You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly.” Or “You need to work on being more collaborative.” “You weren’t on task during the project.” “How do you think you can improve that?”
    • Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say “Did you like the ‘Find out your smarts’ quiz?” and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

    Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardner’s model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

    How the Global Scale of English can help

    TheGlobal Scale of English (GSE) Learning Objectives for provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners’ progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.