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 barking up the wrong tree. 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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    Green education: Integrating sustainability into English lessons
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    If you teach English, you already know the subject is secretly a life skills course in disguise. You don’t just teach grammar and essays; you teach students how to notice, question, empathize, argue, imagine and make meaning. That’s exactly why English is one of the most natural places to weave in sustainability.

    Green education doesn’t have to mean swapping your entire curriculum for climate documentaries or forcing every creative writing prompt to involve melting ice caps. It can be quieter (and often more powerful): selecting texts with environmental angles, inviting students to think critically about the language used in climate communication, and encouraging them to write for real audiences and with real-world stakes.

    Below are ways to integrate sustainability into English lessons while still meeting literacy goals, plus a note on using AI consciously – because even our digital tools come with an environmental footprint.

    1. Start with “green reading”: texts that open doors, not close them

    The simplest entry point is text selection. Sustainability themes appear across genres and time periods, and you can choose materials that fit your students’ maturity level and your existing curriculum goals.

    Ideas to try:

    • Short stories that explore human-nature relationships, scarcity, or future societies shaped by environmental change.
    • Poetry that foregrounds place, seasons, biodiversity or loss. Nature poetry is an easy bridge into imagery, tone and figurative language.
    • Nonfiction articles on fast fashion, food waste, wildfires, local conservation projects or “greenwashing” in advertising.
    • Speeches and opinion pieces that let students analyze rhetoric, claims, evidence, emotional appeals and bias.

    A useful approach is to build a “paired text” routine: pair a literary text with a current nonfiction piece. Students can practice comparative analysis while also seeing how themes evolve from art into public discourse.

    2. Teach language as power: sustainability is a rhetoric unit waiting to happen

    Sustainability conversations are full of persuasive language, sometimes honest, sometimes manipulative. That makes them perfect material for rhetoric and media literacy.

    Mini-lessons you can try:

    • Greenwashing detective work: bring in ads or brand sustainability statements. Ask: What claims are being made? What evidence is offered? What’s vague? What’s measurable?
    • Framing and connotation: compare “climate change” vs. “climate crisis,” “carbon-neutral” vs. “net zero,” “natural” vs. “organic.” What do these terms imply and who benefits?
    • Tone analysis: how do different outlets report the same environmental story? Neutral? Alarmist? Dismissive? Hopeful? Students can annotate for diction and bias.

    This helps students become more thoughtful readers and more ethical communicators, two outcomes worth aiming for even when the topic isn’t sustainability.

    3. Make writing real: sustainability projects with authentic audiences

    When students feel their writing has a purpose beyond “hand it in, get a grade”, quality and investment usually rise. Sustainability offers plenty of authentic writing opportunities, even at a small scale.

    Writing tasks that work well:

    • Letters or emails to the school administration proposing a realistic change (recycling signage, reducing single-use plastics at events, a second-hand uniform swap).
    • Op-eds for the school newsletter on an issue students care about (food waste in the cafeteria, bus vs. car drop-offs, energy use).
    • Instructional writing: “How to…” guides for greener habits (thrifting, repairing clothes, reducing digital clutter).
    • Podcast scripts or short documentary-style narration about a local environmental story.

    The trick is to keep the scope manageable. Sustainability writing doesn’t need to save the planet; it needs to strengthen students’ ability to argue clearly, use credible evidence and write with voice.

    4. Use storytelling to build empathy and avoid burnout

    Many students feel overwhelmed by environmental news. English teachers are well placed to counter “doom fatigue” by using narrative, especially stories that hold complexity.

    Try prompts that balance realism with agency:

    • Write a scene where a character makes a small decision that has ripple effects.
    • Create a “future news report” set 20 years from now, showing both challenges and adaptations.
    • Write from a non-human perspective (a river, an old tree, an urban fox) to practice voice and point of view.

    The goal isn’t to sugarcoat realities, but to make room for imagination and nuance: people can be contradictory; systems shape choices; hope can be practical, not sentimental.

    5. Build sustainability into routine classroom habits (so it’s not just a topic)

    Sometimes, green education is less about what you teach and more about how the classroom runs.

    Small changes can become teachable moments:

    • Encourage digital submissions only when they truly help, and be mindful of unnecessary printing (but also avoid assuming digital is “free”; more on that below).
    • Reuse materials. Create a “paper bank” for scrap writing and drafting.
    • Do a short “language + environment” warm-up once a week: a new word (like “circular economy” or “biodiversity”) used in a sentence, then discussed for nuance.

    When sustainability becomes the norm rather than a special unit, students absorb it as part of everyday thinking.

    6. A necessary addition: conscious use of AI (because it has an environmental cost)

    AI can be a helpful classroom tool, especially for brainstorming, drafting models, generating sentence stems or supporting students who struggle to start. But it’s worth naming what often stays invisible: AI requires energy. Data centers, model training and even repeated daily queries contribute to electricity and water use, depending on how systems are cooled and powered.

    That doesn’t mean “never use AI”. It means modelling the same critical thinking we want students to use everywhere else: use it with intention.

    Practical guidelines for greener, more ethical AI use:

    • Use AI when it replaces a bigger footprint. For example, generating one strong mentor text instead of printing five random worksheets.
    • Batch tasks. One well-planned prompt is better than ten quick “try again” prompts.
    • Teach prompt discipline. Have students plan what they want first, then query once. This improves learning and reduces unnecessary use.
    • Be transparent. Treat AI like a tool with trade-offs: useful, imperfect and not environmentally neutral.
    • Prioritize human thinking. AI should support reading and writing, not replace the process that actually builds skill.

    Framing AI this way turns it into another sustainability lesson: every choice. digital or physical, has a cost, and responsible people learn to weigh trade-offs.

    English is where sustainability becomes personal

    Sustainability isn’t only a science topic; it’s a human story. It’s about values, choices, culture, language, power and the way we imagine the future. English teachers already teach students how to read between lines and write with purpose. Integrating eco-conscious tasks simply gives those skills somewhere urgent and real to land.

    Start small: a poem, a paired article, a writing task with an authentic audience, a quick discussion about greenwashing, a mindful approach to AI. Over time, your classroom can become a place where students don’t just learn English, they learn how to speak for the world they’re growing up in.

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    11 great English-language song lyrics
    By Steffanie Zazulak
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    What is it about music that helps boost your English skills, confidence and pronunciation? A song can provide an emotional connection between the music and the listener, providing learners with new ways to express their feelings. Music and rhythm have also been shown to benefit memorization, which is a key component of learning.
    Here are some of our favorite lyrics to some of our favorite songs:

    1. The Beatles – Blackbird

    The Beatles are the best band to help you learn English. There are many Beatles songs with catchy melodies and simple lyrics, but Blackbird captures the Fab Four at their most poetic:
    Blackbird singing in the dead of night
    Take these broken wings and learn to fly
    All your life
    You were only waiting for this moment to arise

    2. The Cure – Friday I’m In Love

    This song is a great way to help learn the days of the week (that may be obvious). Love is also a very popular English word, so this one is for all the romantics out there.

    Always take a big bite
    It’s such a gorgeous sight
    To see you eat in the middle of the night

    3. Ed Sheeran – Thinking Out Loud

    Another one for the lovers: Ed’s heartfelt lyrics usually do well on the mainstream pop charts; he's one of the world's most popular songwriters. In this ballad, he tells the sweet story of long-time love.

    Take me into your loving arms
    Kiss me under the light of a thousand stars
    Place your head on my beating heart

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    Incorporating reflection activities to kickstart the New Year
    By Charlotte Guest
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    A new calendar year offers a natural reset, an opportunity for your learners to pause, look back and lean forward with purpose. Reflection isn’t just a feel-good exercise; it’s a powerful learning accelerator. It helps students consolidate knowledge, develop metacognition and set actionable goals. It also helps you, the teacher, gain insights into what’s working, what needs adjustment and how to sustain momentum. Below are activities that fit into real classrooms and real schedules, with variations for different age groups and subject areas.

    Why start with reflection?

    Reflection builds self-awareness and agency. When students name what they’ve learned and where they want to grow, they’re more likely to persevere and achieve. For you, structured reflection provides a clearer picture of learning gaps and strengths, enabling intentional planning. Think of these routines as small investments that pay off in greater engagement, clearer goals and smoother instruction all year long.

    Quick wins you can do in one class period

    Rose–Thorn–Bud

    • Purpose: Recognize successes ("rose"), challenges ("thorn") and emerging opportunities ("bud").
    • How-to: Give students three sticky notes or three boxes on a digital form. Prompt: “One thing that went well last term”, “One challenge I faced”, “One idea I want to try”.
    • Teacher moves: Sort responses to identify class-wide trends. Celebrate roses. Normalize thorns with a growth mindset. Turn buds into a short list of new strategies to try together.
    • Variations: Pair-share for younger grades; content-specific (rose = strategy that helped with fractions, thorn = multi-step problems, bud = practice with word problems).

    Start–Stop–Continue

    • Purpose: Turn reflection into immediate behavior and study habits.
    • How-to: Ask students to list one habit to start, one to stop, and one to continue this term. Provide sentence stems: “I will start…”, “I will stop…”, “I will continue… because…”
    • Teacher moves: Have students star the one they’ll commit to this week and set a check-in date. Invite a brief self-assessment after two weeks.
    • Variations: Subject-specific (start annotating texts, stop cramming, continue reviewing notes nightly).

    3–2–1 Learning snapshot

    • Purpose: Capture key learning quickly.
    • How-to: Prompt with “three concepts I understand now”, “two questions I still have” and “one resource or strategy that helped me learn”.
    • Teacher moves: Use the “two questions” to plan mini-lessons or office-hours topics. Share a class list of “one resource” to build a peer-sourced toolkit.
    • Tools: Paper exit tickets or a quick digital form, whatever is easier and quicker for you. 

    Peer reflection interviews

    • Purpose: Build belonging and metacognition through conversation.
    • How-to: In pairs, students ask: “What’s one thing you’re proud of from last term?”, “When did you feel stuck – and how did you get unstuck?”, “What’s a goal you have for this month?”
    • Teacher moves: Teach active listening (eye contact, paraphrasing) and capture themes. Close with a 2-minute write: “One insight I gained from my partner.”
    • Variations: Record short audio or video reflections for classes using multimedia tools.

    Two stars and a wish (Portfolio refresh)

    • Purpose: Reflect using evidence.
    • How-to: Students choose two artifacts from last term to highlight ("stars") and one area to improve ("wish"). They attach a brief reflection: what it shows and why it matters.
    • Teacher moves: Model with your own sample. Provide a rubric for reflective depth (specificity, evidence, next steps).
    • Variations: Early grades can draw or use photos; older students link to digital artifacts.

    Deeper dives for week-one routines

    Personal learning timeline

    • Purpose: See growth over time and connect effort to outcomes.
    • How-to: Students draw a timeline of the term: key topics, pivotal moments, breakthroughs, setbacks and supports that helped. They mark future milestones: “By Week 4, I will…”
    • Teacher moves: Guide students to identify strategies that worked (study groups, retrieval practice), then add them to their plan. Create wall or digital gallery for optional sharing.
    • Extension: Have students revisit the timeline mid-term to add new milestones.

    Goal-setting conferences

    • Purpose: Craft specific, measurable goals with support.
    • How-to: Provide a short goal sheet: “My priority skill”, “Evidence I’ll use”, “Daily/weekly actions”, “Support I need”, “Check-in date”.
    • Teacher moves: Rotate through 3-minute conferences to coach students toward clarity and feasibility. Encourage process goals (such as practicing 10 minutes daily) alongside performance goals.
    • Variations: Small-group coaching if individual conferences aren’t feasible; student-led with peer feedback for time efficiency.

    Class norms refresh (Community agreements)

    • Purpose: Re-center your classroom culture.
    • How-to: Invite students to propose two norms that helped learning and one to adjust. Synthesize into 5–7 concise agreements.
    • Teacher moves: Co-create routines that enact the norms (silent start, exit reflections, peer tutoring). Post and practice with brief weekly check-ins.
    • Equity lens: Ensure norms protect voice and belonging, not just compliance.

    Make it stick: Implementation tips

    • Keep it short and regular. Even just 5–10 minutes a week builds powerful habits.
    • Use sentence stems to reduce cognitive load: “A strategy that helped me was…”, “Next time I’ll try…”
    • Celebrate progress. Highlight student reflections that show growth, not just perfection.
    • Close the loop. Bring reflections back into instruction: “I noticed many of you asked about synthesizing sources—let’s start with a mini-lesson.”
    • Make it visible. A reflection wall or digital board keeps goals at the forefront.

    Inclusive informed considerations

    • Offer multiple modalities: writing, drawing, audio or a private form. Choice increases safety and authenticity.
    • Normalize struggle and curiosity. Use language that validates effort: “Challenges are data, not defects”.
    • Protect privacy. Invite, but don’t require, public sharing. Summarize themes anonymously.

    Using tools you already have

    Many of you use courseware, dashboards and assessment reports. Use them to ground reflection in evidence:

    • Pull a quick progress report to anchor 3–2–1 reflections in actual performance trends.
    • Use item analysis to identify common thorns and plan targeted practice.
    • Invite students to look at their data with you during goal-setting conferences.

    A quick start plan for week one

    • Day 1: Rose–Thorn–Bud plus a short norms refresh.
    • Day 2: 3–2–1 Learning Snapshot tied to last term’s key skills.
    • Day 3–4: Goal-setting conferences; peers do Two Stars and a Wish.
    • Day 5: Personal Learning Timeline and a brief share-out; set check-in dates.

    Reflection is a powerful tool. Begin small, stay consistent and let students’ feedback guide you. With clear prompts, support and the right tools, including Pearson’s, you can turn New Year’s energy into steady progress for your class.