It's April Fool's Day today and we’re diving into the lighter side of the English language. English is full of quirky sayings and odd words that can leave you scratching your head or laughing out loud. So enjoy this collection of funny English sayings and words that are sure to bring a smile to your face and probably make you question whether this is an April Fool’s Day joke.
Let’s start with a classic British saying: “Bob’s your uncle.” This phrase is used to indicate that something will be simple or straightforward. For example, “Just add water, and Bob’s your uncle”. But who is Bob, and why is he your uncle? The origins are unclear, but it’s a fun way to say, “And there you have it”.
When something is the “bee’s knees,” it means it’s excellent or of high quality. But why the knees of a bee? This saying likely originated in the 1920s as part of a trend of using animal anatomy in slang. Other similar phrases include “the cat’s pajamas” and “the snake’s hips”.
If something has “more holes than Swiss cheese,” it means it’s full of flaws or problems. This saying is self-explanatory if you’ve ever seen a slice of Swiss cheese. It’s a humorous way to point out that something isn’t quite up to par.
To “bamboozle” someone means to trick or confuse them. This word itself sounds like a bit of a trick, doesn’t it? It’s believed to have originated in the 17th century, and it’s a perfect word to use on April Fool's Day when you’re pulling pranks on your friends.
A “fuddy-duddy” is someone who is old-fashioned or fussy. This term is often used affectionately to describe someone who is a bit behind the times. It’s a funny-sounding word that’s sure to bring a smile to your face.
“Gobbledygook” refers to language that is meaningless or hard to understand, often used to describe overly complex jargon. It was coined during World War II by a Texas congressman who compared confusing bureaucratic language to the sound of a turkey’s gobble. It’s a perfect word for describing those moments when someone is talking but you have no idea what they’re saying.
If someone is “mad as a hatter,” they’re completely crazy. This saying dates back to the 19th century when hat makers (hatters) often suffered from mercury poisoning due to the chemicals used in hat production, leading to erratic behavior. It’s a whimsical way to describe someone who’s a bit off their rocker.
When it’s “raining cats and dogs”, it’s raining very heavily. The origins of this saying are unclear, but it’s a vivid and amusing way to describe a downpour. Just imagine cats and dogs falling from the sky!
To “lollygag” means to dawdle or waste time. It’s a playful word that perfectly captures the essence of goofing off. So, if you find yourself procrastinating today, just tell everyone you’re lollygagging.
“The whole shebang” means everything or the entire thing. The origins of “shebang” are uncertain, but it’s a fun and quirky way to refer to the entirety of something. Whether you’re talking about a project, a meal or a party, this phrase adds a bit of flair.
When someone is unusually quiet or at a loss for words, you might ask “Cat got your tongue?” This odd saying dates back to the 19th century and is a humorous way to prompt someone to speak up.
If someone is “as cool as a cucumber,” they’re very calm and composed, even in stressful situations. This saying is amusing because it compares a person’s demeanor to a vegetable known for its refreshing coolness. It’s a fun way to compliment someone’s ability to stay unruffled.
English is a wonderfully weird language, full of sayings and words that can leave us amused and bewildered. On this April Fool's Day, we hope you’ve enjoyed this lighthearted look at some of the funniest expressions English has to offer. So go ahead, sprinkle these sayings into your conversations, and share a laugh with your friends. After all, laughter is the best medicine, and today is the perfect day to embrace the humor in our language.
Read our blog posts '7 myths about learning a new language debunked' and '7 essential phrases for easier conversations in English'.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about EnglishĚýthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
SubraĚýsays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
Kirsty Murray taught English for a year at a collège (the French equivalent of a secondary school) in Villers-Cotterêts: a town in the north of France known for being the birthplace of Alexandre Dumas. She taught mixed-ability groups of 11- to 16-year-olds, with classes ranging in size from 10 to 35 students. Here, she shares the five lessons she learned from the experience.
