6 more strange English phrases explained

Steffanie Zazulak
Man and a woman stood together smiling

In a previous blog, we shared some?strange 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 ¨C or her cat ¨C 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 ¨C 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.¡± ¨C ¡°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 ¨C 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 ¨C but not ¨C successful. It is said that this saying is of American origin ¨C along with its variant ¡°nice try, but no cigar¡± ¨C 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 ¨C 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 ¨C 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 out?9 slang terms from across the UK.

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  • A teacher helping a teenage student working at her desk in a library

    How teachers can use the GSE for professional development

    By Fajarudin Akbar
    Reading time: 4.5 minutes

    As English teachers, we¡¯re usually the ones helping others grow. We guide learners through challenges, celebrate their progress and push them to reach new heights. But what about our own growth? How do we, as educators, continue to develop and refine our practice?

    The Global Scale of English (GSE) is often seen as a tool for assessing students. However, in my experience, it can also be a powerful guide for teachers who want to become more intentional, reflective, and confident in their teaching. Here's how the GSE has helped me in my own journey as an English teacher and how it can support yours too.

    About the GSE

    The GSE is a proficiency scale developed by ÃÛÌÒapp. It measures English ability across four skills ¨C listening, speaking, reading and writing ¨C on a scale from 10 to 90. It¡¯s aligned with the CEFR but offers more detailed learning objectives, which can be incredibly useful in diverse teaching contexts.

    I first encountered the GSE while exploring ways to better personalize learning objectives in my Business English classes. As a teacher in a non-formal education setting in Indonesia, I often work with students who don¡¯t fit neatly into one CEFR level. I needed something more precise, more flexible, and more connected to real classroom practice. That¡¯s when the GSE became a turning point.

    Reflecting on our teaching practice

    The GSE helped me pause and reflect. I started reading through the learning objectives and asking myself important questions. Were my lessons really aligned with what learners at this level needed? Was I challenging them just enough or too much?

    By using the GSE as a mirror, I began to see areas where I could improve. For example, I realized that, although I was confident teaching speaking skills, I wasn¡¯t always giving enough attention to writing development. The GSE didn¡¯t judge me. It simply showed me where I could grow.

    Planning with purpose

    One of the best things about the GSE is that it brings clarity to lesson planning. Instead of guessing whether an activity is suitable for a student¡¯s level, I now check the GSE objectives. If I know a learner is at GSE 50 in speaking, I can design a role-play that matches that level of complexity. If another learner is at GSE 60, I can challenge them with more open-ended tasks.

    Planning becomes easier and more purposeful. I don¡¯t just create lessons, I design learning experiences that truly meet students where they are.

    Collaborating with other teachers

    The GSE has also become a shared language for collaboration. When I run workshops or peer mentoring sessions, I often invite teachers to explore the GSE Toolkit together. We look at learning objectives, discuss how they apply to our learners, and brainstorm ways to adapt materials.

    These sessions are not just about theory: they¡¯re energizing. Teachers leave with new ideas, renewed motivation and a clearer sense of how to bring their teaching to the next level.

    Getting started with the GSE

    If you¡¯re curious about how to start using the GSE for your own growth, here are a few simple steps:

    • Visit the GSE Teacher Toolkit and explore the learning objectives for the skills and levels you teach.
    • Choose one or two objectives that resonate with you and reflect on whether your current lessons address them.
    • Try adapting a familiar activity to better align with a specific GSE range.
    • Use the GSE when planning peer observations or professional learning communities. It gives your discussions a clear focus.

    Case study from my classroom

    I once had a private Business English student preparing for a job interview. Her speaking skills were solid ¨C around GSE 55 ¨C but her writing was more limited, probably around GSE 45. Instead of giving her the same tasks across both skills, I personalized the lesson.

    For speaking, we practiced mock interviews using complex questions. For writing, I supported her with guided sentence frames for email writing. By targeting her actual levels, not just a general CEFR level, she improved faster and felt more confident.

    That experience reminded me that when we teach with clarity, learners respond with progress.

    Challenges and solutions

    Of course, using the GSE can feel overwhelming at first. There are many descriptors, and it can take time to get familiar with the scale. My advice is to start small: focus on one skill or one level. Also, use the Toolkit as a companion, not a checklist.

    Another challenge is integrating the GSE into existing materials, and this is where technology can help. I often use AI tools like ChatGPT to adjust or rewrite tasks so they better match specific GSE levels. This saves time and makes differentiation easier.

    Teachers deserve development too

    Teaching is a lifelong journey. The GSE doesn¡¯t just support our students, it also supports us. It helps us reflect, plan, and collaborate more meaningfully. Most of all, it reminds us that our growth as teachers is just as important as the progress of our learners.

    If you¡¯re looking for a simple, practical, and inspiring way to guide your professional development, give the GSE a try. It helped me grow, and I believe it can help you too.

    Additional resources