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
Play
Privacy and cookies

By watching, you agree ĂŰĚŇapp can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

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.

More blogs from ĂŰĚŇapp

  • A teacher sat at a table with young students working together

    What is Content and Language Integrated Learning?

    By Joanna Wiseman
    Reading time: 4 minutes

    Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

    It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned.

    Who is CLIL for?

    CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

    What are the main benefits of CLIL?

    Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

    Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

    CLIL also promotes a deeper level of assimilation, as students are repeatedly exposed to similar language and language functions, and they need to produce and recall information in their second language.

    Furthermore, it has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased and their language acquisition is faster.

    CLIL also encourages students to develop 21st century skills, including the ability to think critically, be creative, communicate and collaborate.Ěý

    What are the challenges of CLIL?

    As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

    They must also structure classes carefully so that the students understand the content of the lesson, as well as the language through which the information is being conveyed.

    And when it comes to classroom management, educators need to be very aware of individual student understanding and progress.

    It’s therefore important to consistently concept check and scaffold the materials to be sure both the language and content are being learned.

    How can you apply CLIL to your class?

    It’s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as a language class nor a subject class simply taught in a foreign language.

    According to Coyle’s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

    • Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
    • Communication – Using language to learn whilst learning to use language
    • Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
    • Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

    Using a number of frameworks can help you prepare your lessons and make sure activities are challenging yet achievable for your learners.

    Bloom’s Taxonomy, for example, classifies learning objectives in education and puts skills in a hierarchy, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

    In the diagram below, you can see the levels increasing in complexity from the base up to the triangle’s peak.

  • A woman sat on a sofa smiling reading a book

    11 fascinating facts about English

    By Steffanie Zazulak
    Reading time: 3 minutes

    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.

  • A teacher stood helping a student in a large classroomw with other students sat working

    How do different motivations change how students learn English?

    By Steffanie Zazulak
    Reading time: 4 minutes

    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.

    Teaching English to 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.

    1. Adult learners

    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.

    2. Professional learners

    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.

    3. Academic learners

    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.