6 more strange English phrases explained

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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    It’s almost Halloween, and the ghosts and vampires will soon be coming out to play. Did you know that although we often associate Halloween with pumpkin carving and eating candy, the festival has much older origins?

    is an ancient Gaelic festival that celebrates the end of the harvest and the start of winter. This is why people often associate the colors of orange and black with Halloween: orange is the color many leaves turn in autumn and black is the color of the darker winter months.

    People used to believe that spirits walked the Earth on the night of Samhain. The tradition of dressing up as ghosts and demons started as a way to hide from the spirits who walked the streets. Similarly, people used to leave treats outside their houses for the spirits and from this came the tradition of trick-or-treating.

    So to help get your younger students in the Halloween spirit, here are five spooky ideas to try in your primary classes.

    1. ‘Pumpkin’ oranges

    Pumpkin carving is fun - but it’s also messy and pumpkins can be really heavy. Instead, bring in an orange for each student and give them a black marker pen. Get them to draw a scary face on their orange and then write a short text describing it.

    My pumpkin orange, Ghoulie, has two big eyes. He’s got a small nose and a big mouth, with lots of teeth. This Halloween, he’s going to sit outside my house. He’s going to scare people but he doesn’t scare me. I think he’s very funny.

    2. Bat fishing

    This is a great way to practice questions and review language with your younger students. Have your students cut out bat shapes on card and tell them to write a question on the back of each one. They can write personal information questions, such as ‘What do you eat for breakfast?’ or questions related to topics you’re studying at the moment, like ‘How do you spell dinosaur?’

    Attach a paper clip to each bat and put them on the floor, with the questions face down. Then attach a magnet to a piece of string.

    Divide the class into teams and have students take turns to fish a bat from the floor. When they catch a bat using the magnet, a student from another team asks them the question written on the bat. If the team can answer correctly, they keep the bat. If they don’t answer correctly, the bat goes back on the floor.

    When all the bats have been fished, the team with the most wins.

    3. Haunted house dictation

    This is a good activity to review prepositions of place and house vocabulary. Before you start, elicit some scary things from the students, such as ghost, spider, witch, zombie. If these words are new for your students, draw a picture dictionary on the board for them to refer to in the next stage.

    Next, give students an outline of a house with the rooms labeled, but without any furniture. Then dictate a sentence to the students and have them draw what you say on their individual houses. For example, ‘In the kitchen, there’s a big cupboard. In the cupboard, there’s a witch.’ Or, ‘In the living room, there’s an old sofa. A zombie is sitting on the sofa.’

    You can then divide the class into pairs or small groups and have them take turns dictating sentences to each other. When they finish, they can compare their pictures and then write a short story about their haunted houses.

    4. Trick-or-treat board game

    Draw a 7x5 grid on card and add Start and Finish squares. Number the other squares so the students know what direction to move in. Then, on some of the squares write Trick and on some of the other squares write Treat. Finally, prepare a set of ‘trick’ and ‘treat’ cards for each group. (There are some ideas for tricks and treats below).

    Before students play, teach them some phrases to use while playing the game. For example:

    • Whose turn is it?
    • It’s my turn.
    • Roll the dice.
    • Who’s winning?

    Then divide the class into groups of four and give each group a board, a set of ‘trick-or-treat’ cards, a dice and a counter. Have them take turns to roll the dice and move. If they land on a Trickor Treat square, they have to take a card and do what it says. Then they put the card at the bottom of the pile.The winner is the first person to reach the Finish square.

    Ideas for ‘trick’ cards

    • Go back 3 squares
    • Miss a turn
    • Go back to the start
    • Count down from 10 to 1 in English
    • Say the alphabet backwards (Z, Y, X…)
    • Laugh like a witch
    • Pretend to be a ghost

    Ideas for ‘treat’ cards

    • Go forward two spaces
    • Roll again
    • Go forward five spaces
    • Choose someone to miss a turn

    5. Spooky stories

    Are your students bored of celebrating Halloween every year? Mix things up with stories or readers. Allowing their imagination to run wild. There are lots of you can use or get inspiration from, creating your own. If you want your pupils more involved you could also have them make or take part in your very own 'create your own adventure' spooky story.

    After reading the story, have your students create comic strips of different parts of the book and display them around the classroom. If your students prefer theatrics, get them to act out or sing parts of the story.