Idioms are expressions we use in everyday language that don’t always make sense if you translate them word by word. They add personality and color to our speech; food idioms are especially fun!
From “walking on eggshells” to “bringing home the bacon,” these phrases can make your English sound more natural and colorful.
In this post, I’ve put together 50 of the most common food idioms, along with some classroom activities that you can use to teach them to your students.
Whether you’re teaching beginners or more advanced learners, these idioms will help your students make conversations like native speakers.
Let’s get started and have some fun with these tasty phrases!
Table of Contents
A bun in the oven
A bun in the oven is a humorous or informal way of saying that someone is pregnant. It’s often used when announcing or talking about an expected baby.
Examples:
- Emily just told us she has a bun in the oven, and everyone is so excited to meet the baby!
- When Lisa said she had a bun in the oven, it took her friends a moment to realize she meant she was pregnant.
Classroom Activity:
Ask students to create short conversations or role-plays where one person announces they have “a bun in the oven” in a creative or funny way. The others guess or react, practicing listening and conversational skills.
A carrot and stick approach
A carrot and stick approach refers to using both rewards (carrot) and punishments (stick) to motivate someone to do something. It’s a way of balancing encouragement and discipline.
Examples:
- The manager used a carrot and stick approach to boost productivity, offering bonuses for success and warnings for missed targets.
- Parents often adopt a carrot and stick approach, rewarding good grades and setting consequences for bad behavior.
Classroom Activity:
Have students create dialogues where one person tries to persuade another using a carrot and stick approach. For example, a teacher encouraging a student to study harder with both rewards and consequences.
Apple of one’s eye
Apple of one’s eye means someone who is very precious or beloved. It’s often used to describe a person who holds a special place in someone’s heart.
Examples:
- Little Timmy is the apple of his grandmother’s eye; she loves him dearly.
- Sarah’s dog is the apple of her eye; she spoils him with treats and toys.
Classroom Activity:
Ask students to write a short paragraph about someone or something that is the apple of their eye. Then, have them share it with the class to practice speaking and expressing emotions.
As cool as a cucumber
As cool as a cucumber means staying very calm and composed, even in stressful situations. It describes someone who doesn’t get easily flustered.
Examples:
- Despite the chaos around her, Maria remained as cool as a cucumber and solved the problem.
- He was as cool as a cucumber during the interview, answering every question confidently.
Classroom Activity:
Set up a scenario where students must act out stressful situations (e.g., losing their wallet or missing a bus) while trying to stay as cool as a cucumber. This helps practice emotional control and vocabulary.
As flat as a pancake
As flat as a pancake means something is very flat or level, often used humorously. It’s usually said about objects or surfaces.
Examples:
- After the tire went flat, it was as flat as a pancake and couldn’t be driven on.
- The cake didn’t rise in the oven, so it came out as flat as a pancake.
Classroom Activity:
Bring photos of objects or situations (e.g., a deflated balloon or a smooth road) and have students describe them using the idiom. This encourages descriptive language and creativity.
As red as a beet
As red as a beet means someone’s face is very red, usually from embarrassment, anger, or exertion.
Examples:
- She turned as red as a beet when the teacher called on her unexpectedly.
- After running five miles, his face was as red as a beet from the effort.
Classroom Activity:
Ask students to share a funny or embarrassing experience where they felt as red as a beet. They can practice storytelling while using the idiom in context.
Bad apple
A bad apple refers to someone who causes trouble or has a negative influence on others. It’s often used to describe someone who disrupts a group.
Examples:
- The team struggled to get along because of one bad apple who constantly complained.
- The school had to expel a bad apple to ensure a positive learning environment for others.
Classroom Activity:
Divide students into small groups and give them a situation where a “bad apple” disrupts the group (e.g., a classmate refusing to cooperate on a project). Have them discuss how to handle the situation using polite language.
Bad egg
Bad egg refers to someone who is dishonest or behaves badly, often disrupting a group or situation.
Examples:
- Despite his charming appearance, he turned out to be a bad egg and caused trouble for everyone.
- She didn’t want to work with the new guy because he seemed like a bad egg.
Classroom Activity:
Ask students to create a short skit where one person plays a “bad egg” who causes trouble in a group project. The others will act out how they respond to the situation.
Beef up
Beef up means to make something stronger, larger, or more effective, often used when referring to improving skills or resources.
Examples:
- The coach decided to beef up the team’s defense before the big game.
- We need to beef up our study sessions to prepare for the final exam.
Classroom Activity:
Have students work in pairs to “beef up” a simple paragraph by adding more details or examples. This encourages creativity and writing skills.
Big cheese
Big cheese refers to an important or influential person, often in an organization or group.
Examples:
- She’s the big cheese in the company, and everyone listens to her opinions.
- He thinks he’s the big cheese because he’s always the first to speak in meetings.
Classroom Activity:
Ask students to role-play an interview with a “big cheese” where they have to ask respectful questions and make a good impression. This helps practice polite conversation and listening skills.
Bite off more than you can chew
Bite off more than you can chew means to take on more responsibility or tasks than you can handle.
Examples:
- I think I bit off more than I could chew when I volunteered for three projects at once.
- She bit off more than she could chew when she agreed to plan the entire event by herself.
Classroom Activity:
Have students share a time when they bit off more than they could chew and how they handled it. This can lead to a discussion on time management and setting realistic goals.
Bread and butter
Bread and butter refers to the basic, essential things that support someone’s livelihood or main source of income.
Examples:
- Teaching is her bread and butter; she relies on it to support her family.
- Technology is the bread and butter of this company, and without it, they’d struggle to survive.
Classroom Activity:
Ask students to discuss what their “bread and butter” is in their daily life or future career. This helps practice speaking and understanding the importance of essentials in life.
Bring a loaf
Bring a loaf is an informal way of saying to contribute something or offer help, usually in a group setting.
Examples:
- If everyone could bring a loaf to the picnic, we’ll have enough food to share.
- It’s always good when everyone brings a loaf to a team project to help out.
Classroom Activity:
Have students work in small groups and discuss what they could “bring a loaf” to in terms of classroom activities or projects. They will practice offering ideas and cooperating with peers.
Bring home the bacon
Bring home the bacon means to earn money or provide for the family, often used in the context of a primary breadwinner.
Examples:
- His new job as a lawyer will bring home the bacon for his family.
- She works two jobs to bring home the bacon and support her children.
Classroom Activity:
Ask students to discuss how they plan to “bring home the bacon” in their future careers, encouraging them to think about their goals and ambitions.
Burnt to a crisp
Burnt to a crisp means something has been overcooked or damaged, usually referring to food, but it can also describe an overworked person or situation.
Examples:
- The toast was burnt to a crisp, so we had to throw it away.
- After a long day of studying, I felt burnt to a crisp and needed a break.
Classroom Activity:
Ask students to describe a time when they felt “burnt to a crisp” from work or study. This helps them practice talking about fatigue and self-care.
Butter fingers
Butter fingers refers to someone who often drops things because they are clumsy or careless.
Examples:
- He has butter fingers and always drops his phone.
- She tried to catch the ball, but with butter fingers, it slipped through her hands.
Classroom Activity:
Have students role-play a situation where they have “butter fingers” and must carefully try to handle delicate objects (like a fragile egg). This can be fun while also encouraging coordination and patience.
Butter someone up
Butter someone up means to flatter or praise someone excessively, often to gain favor or get something in return.
Examples:
- She tried to butter the boss up by complimenting his tie before the meeting.
- He was always buttering up his teachers to get extra credit.
Classroom Activity:
Have students practice complimenting each other in a friendly, exaggerated way. Then, they can discuss how they feel about giving and receiving compliments.
Chew the fat
Chew the fat means to have a long, casual conversation, often about unimportant or trivial topics.
Examples:
- After the meeting, we sat down and chewed the fat about our weekend plans.
- The two old friends met for coffee and spent hours just chewing the fat.
Classroom Activity:
Ask students to role-play a casual conversation where they “chew the fat” with a partner, discussing light topics like hobbies or plans for the weekend. This helps with practicing informal conversations and listening skills.
Cherry-pick
Cherry-pick means to select the best or most desirable items from a larger group, often ignoring the less desirable ones.
Examples:
- He always cherry-picks the best tasks, leaving the hard ones for others.
- She cherry-picked the best apples from the basket and left the rest.
Classroom Activity:
Have students create a list of tasks or items and decide which ones they would “cherry-pick” if they had to complete a project or plan an event. This helps practice decision-making language.
Cool as a cucumber
Cool as a cucumber means staying calm and relaxed, even in stressful or difficult situations.
Examples:
- Despite the hectic deadline, he was as cool as a cucumber and finished the work on time.
- The teacher was as cool as a cucumber when dealing with the noisy class.
Classroom Activity:
Ask students to role-play a situation where they need to remain as cool as a cucumber, like answering questions in a job interview or speaking in front of a group. This encourages calmness in stressful moments.
Couch potato
Couch potato refers to a person who spends a lot of time sitting, usually watching TV or being inactive.
Examples:
- After a long week at work, he becomes a couch potato, watching movies all weekend.
- Don’t be a couch potato! Get outside and play some sports.
Classroom Activity:
Ask students to describe a typical “couch potato” day and compare it with an active day. This helps practice vocabulary related to daily activities and health.
Cry over spilled milk
Cry over spilled milk means to be upset about something that cannot be undone or is not worth worrying about.
Examples:
- It’s no use crying over spilled milk; we can’t change what happened in the past.
- She was upset about losing her keys but quickly realized there’s no point crying over spilled milk.
Classroom Activity:
Have students think of a situation where they could “cry over spilled milk” but choose not to. They can share their stories with the class to practice expressing themselves in a positive way.
Eat humble pie
Eat humble pie means to admit that you were wrong and apologize, often after being arrogant or boastful.
Examples:
- After losing the game, he had to eat humble pie and admit that his opponent was better.
- She ate humble pie when she realized she had misunderstood the instructions.
Classroom Activity:
Ask students to role-play a scenario where they have to “eat humble pie” after making a mistake, practicing apology and self-awareness.
Easy as pie
Easy as pie means something is very simple or easy to do.
Examples:
- The test was easy as pie, and I finished it in just 20 minutes.
- Don’t worry, this project is easy as pie—you’ll finish it in no time.
Classroom Activity:
Have students describe a task or project that is “easy as pie” for them, and share tips with their classmates. This helps practice confidence in completing tasks.
Food for thought
Food for thought refers to an idea or topic that is interesting and makes you think more deeply about something.
Examples:
- His lecture on artificial intelligence gave us plenty of food for thought.
- The book provided food for thought about how we can improve our education system.
Classroom Activity:
Ask students to watch a short video or read a passage and then share their “food for thought” with the class. This helps develop critical thinking and discussion skills.
Full of beans
Full of beans means being very energetic, lively, or enthusiastic.
Examples:
- After a good night’s sleep, she was full of beans and ready to start the day.
- The kids were full of beans at the birthday party, running around and playing games.
Classroom Activity:
Have students describe a time when they felt “full of beans” and were excited to do something. This encourages them to share their experiences and practice energetic expressions.
Go bananas
Go bananas means to become very excited, enthusiastic, or even a bit crazy.
Examples:
- The fans went bananas when their team scored the winning goal.
- She went bananas when she saw the surprise party her friends had organized for her.
Classroom Activity:
Ask students to act out a situation where they “go bananas” over something exciting, like getting good news or winning a contest. This helps with practicing emotions and expressions.
Gravy train
Gravy train refers to a situation where someone makes a lot of money or gets benefits easily, often with little effort.
Examples:
- He got on the gravy train with his new business venture and didn’t have to work hard.
- After years of hard work, she finally found a job that felt like a gravy train.
Classroom Activity:
Ask students to discuss careers or situations that they think could be a “gravy train.” This encourages them to think about the idea of easy success and money.
Hard nut to crack
Hard nut to crack refers to a person or situation that is difficult to understand or deal with.
Examples:
- John is a hard nut to crack; he never shares much about his personal life.
- Solving this puzzle is a hard nut to crack, but I think I’ll get it eventually.
Classroom Activity:
Have students work in pairs to solve a difficult riddle or problem together, and then discuss how they approached the challenge.
Have a lot on your plate
Have a lot on your plate means to have many things to do or be very busy with responsibilities.
Examples:
- I can’t help with that right now, I already have a lot on my plate this week.
- She had a lot on her plate between work, school, and family duties.
Classroom Activity:
Ask students to make a list of things they have on their plate this week and share how they manage their time. This helps them practice time management language.
Have your cake and eat it too
Have your cake and eat it too means to want to enjoy two desirable but contradictory things at the same time.
Examples:
- He wanted to keep his full-time job and travel the world—he wanted to have his cake and eat it too.
- You can’t have your cake and eat it too—you have to make a choice between studying and having fun.
Classroom Activity:
Ask students to discuss situations where they feel they can’t have their cake and eat it too, encouraging them to make decisions.
Hot potato
Hot potato refers to a difficult or controversial issue that people avoid dealing with.
Examples:
- The new policy on social media use at work is a hot potato, and no one wants to talk about it.
- The issue of climate change is a hot potato for world leaders to address.
Classroom Activity:
Have students discuss a “hot potato” topic (like climate change or politics), and then ask them to share their thoughts in a respectful and balanced way.
In a pickle
In a pickle means to be in a difficult or tricky situation with no easy solution.
Examples:
- I’m in a pickle because I lost my wallet and can’t pay for the bus.
- They were in a pickle when their flight got canceled and they had no way to get home.
Classroom Activity:
Ask students to create a short skit where they find themselves in a pickle and must work together to solve the problem. This encourages teamwork and problem-solving language.
Lemon law
Lemon law refers to a law that protects consumers who buy faulty products, especially cars, that do not work properly.
Examples:
- She took the car back under the lemon law after it broke down three times in a week.
- The lemon law protects buyers from defective cars and ensures they get a replacement or refund.
Classroom Activity:
Ask students to discuss what they would do if they bought a “lemon” product and how they could use the lemon law to fix the issue. This helps with vocabulary related to consumer rights.
Not my cup of tea
Not my cup of tea means something is not to one’s liking or preference.
Examples:
- That movie wasn’t my cup of tea; I prefer action films instead.
- I know it’s your favorite, but ballet isn’t really my cup of tea.
Classroom Activity:
Ask students to share something that’s “not their cup of tea,” like a type of food, music, or activity. This encourages personal expression and vocabulary about preferences.
Out to lunch
Out to lunch means to be confused, absent-minded, or not paying attention. It can also refer to someone who is not present, either physically or mentally.
Examples:
- He was completely out to lunch during the meeting and missed all the important details.
- Don’t be out to lunch when I’m talking to you! Pay attention!
Classroom Activity:
Have students describe a time when they felt “out to lunch” or when someone else was distracted. This helps practice vocabulary for focus and attention.
Piece of cake
Piece of cake means something that is very easy to do.
Examples:
- The exam was a piece of cake—I finished it in just 30 minutes.
- Fixing the broken chair was a piece of cake for Tom because he’s so handy.
Classroom Activity:
Ask students to think of something that was a “piece of cake” for them and share how they did it. This helps build confidence and reinforces the idea of easy tasks.
Put all your eggs in one basket
Put all your eggs in one basket means to risk everything on a single plan or opportunity.
Examples:
- It’s risky to put all your eggs in one basket by investing everything in just one company.
- She put all her eggs in one basket when she only applied to one university.
Classroom Activity:
Have students brainstorm other ways to avoid “putting all your eggs in one basket” in different situations (e.g., applying for jobs, planning vacations). This helps develop strategic thinking and decision-making.
Sour grapes
Sour grapes means to pretend to dislike something because you can’t have it. It often reflects jealousy or frustration.
Examples:
- After not getting the promotion, he started saying that the new position was just “sour grapes.”
- She said the concert wasn’t great, but I think it’s just sour grapes because she couldn’t get tickets.
Classroom Activity:
Ask students to describe a time they felt “sour grapes” about something they couldn’t have, and discuss how they handled it. This helps practice expressing emotions and frustration.
Spill the beans
Spill the beans means to reveal a secret or information accidentally.
Examples:
- He spilled the beans about the surprise party, and now it’s not a surprise anymore.
- I can’t believe she spilled the beans on our plans—now everyone knows!
Classroom Activity:
Have students role-play a scenario where they “spill the beans” about a secret and then practice apologizing for it. This helps with practicing language for revealing and managing secrets.
Spill the tea
Spill the tea means to gossip or share juicy details, often about someone else.
Examples:
- Come on, spill the tea! What happened at the party last night?
- She’s always spilling the tea about what’s happening at work.
Classroom Activity:
Have students practice sharing a funny or interesting story with their partner in a casual way, using the phrase “spill the tea.” This helps with conversational practice and storytelling.
Sweet tooth
Sweet tooth refers to a strong liking or craving for sweet foods, like candy or chocolate.
Examples:
- He has such a sweet tooth—he can’t resist dessert after every meal.
- I’m trying to avoid sugary snacks, but I have a serious sweet tooth.
Classroom Activity:
Ask students to share their favorite sweet treats and discuss why they have a “sweet tooth.” This encourages sharing preferences and practicing descriptive language.
Take it with a grain of salt
Take it with a grain of salt means to not take something too seriously or to be skeptical about it.
Examples:
- He told me that the project was a huge success, but I take that with a grain of salt.
- You should take her advice with a grain of salt; she’s not an expert in this area.
Classroom Activity:
Ask students to listen to a piece of news or a story and then discuss whether they would “take it with a grain of salt.” This helps develop critical thinking and skepticism in language.
The cherry on top
The cherry on top refers to something extra that makes a good situation or achievement even better, similar to the “icing on the cake.”
Examples:
- The concert was amazing, and the cherry on top was meeting the band after the show.
- Getting a promotion was great, but the cherry on top was the bonus they gave me.
Classroom Activity:
Have students think of a perfect day and share what would be the “cherry on top” to make it even better. This encourages imaginative thinking and expressive language.
The icing on the cake
The icing on the cake refers to something extra that makes a good situation even better, the final touch that adds to the enjoyment.
Examples:
- The vacation was amazing, and getting an upgrade to first class was the icing on the cake!
- She had already won the competition, and then they gave her a gift—what a perfect icing on the cake!
Classroom Activity:
Ask students to share a time when something extra made a good experience even better. This helps with expressing happiness and emphasizing positive details.
The proof is in the pudding
The proof is in the pudding means that the true value or success of something can only be judged after it’s been tried or tested.
Examples:
- The new app seems good, but the proof is in the pudding—let’s see how it works in real life.
- The team looks promising, but the proof is in the pudding when they play the first game.
Classroom Activity:
Ask students to discuss how they would judge the success of a new project or plan by looking at the results. This encourages critical thinking and analysis.
Tough cookie
Tough cookie refers to a person who is strong, resilient, or able to handle difficult situations.
Examples:
- She’s a tough cookie—nothing ever seems to get her down.
- He handled the tough situation like a tough cookie, without complaining or giving up.
Classroom Activity:
Have students share a challenging situation they faced and how they were a “tough cookie” in dealing with it. This helps practice resilience and problem-solving language.
Two peas in a pod
Two peas in a pod means two people who are very similar or always together.
Examples:
- Tom and Jerry are like two peas in a pod—they do everything together.
- The sisters are as close as two peas in a pod—they have the same interests and hobbies.
Classroom Activity:
Ask students to pair up and discuss how they are like “two peas in a pod” with someone in their life, whether it’s a friend or family member. This helps build connections and descriptive language skills.
Walking on eggshells
Walking on eggshells means to be very careful about what you say or do to avoid upsetting someone.
Examples:
- After their argument, I felt like I was walking on eggshells, afraid to say anything wrong.
- The manager was in a bad mood, and everyone in the office was walking on eggshells.
Classroom Activity:
Ask students to role-play a scenario where they have to be careful with their words and actions, such as comforting a friend after a difficult situation. This helps with practicing empathy and communication skills.
With a grain of salt
With a grain of salt means to view something with skepticism or not take it too seriously.
Examples:
- He said he could finish the project in one day, but I took that with a grain of salt.
- When she told me her story, I took it with a grain of salt since she often exaggerates.
Classroom Activity:
Ask students to listen to a claim or statement and discuss whether they would take it “with a grain of salt” or believe it fully. This helps with understanding skepticism and decision-making in language.
Conclusion
Teaching food idioms is a fun and exciting way to help your students sound more natural in English.
By using these expressions in class, you can encourage them to be more creative and confident with their language.
Remember, learning a language is about more than just grammar—it’s about connecting with others and expressing ideas in interesting ways.
So, give these idioms a try in your next lesson, and watch your students have fun while improving their English skills. Keep using these activities, and you’ll see them grow into more confident, fluent speakers!
FAQs about Food Idioms for ESL Classroom
1. What are food idioms?
Food idioms are phrases that use food-related words to express an idea or meaning that isn’t directly related to food itself. For example, “bringing home the bacon” means earning money or being successful.
2. Why should I teach food idioms to my students?
Food idioms make language more interesting and help students sound more natural in conversations. They also help learners understand native speakers better.
3. Can beginners learn food idioms?
Yes, beginners can start learning simple food idioms, like “a piece of cake” or “easy as pie.” They’re easy to understand and fun to use!
4. How can I introduce food idioms in class?
You can introduce food idioms by using fun activities, like role-playing, matching games, or storytelling. The activities in this post can be a great way to get started.
5. Do food idioms always make sense literally?
No, food idioms often don’t make sense if you take them literally. For example, “spilling the beans” doesn’t actually mean dropping beans; it means revealing a secret.
6. How can I make food idioms fun for students?
Use interactive activities like cooking-themed lessons, games, or challenges where students try to use the idioms in different contexts. The more fun and creative, the better!
7. Are food idioms useful in everyday conversations?
Absolutely! Food idioms are common in everyday English, especially in informal conversations. Knowing them will help students sound more fluent and natural.
8. Can I use food idioms in writing?
Yes, food idioms can also be used in writing, especially in creative writing, stories, or casual emails. They can add personality to your students’ writing.
9. How do food idioms help in understanding English culture?
Food idioms often reflect cultural attitudes and humor. Teaching them helps students understand how English speakers think and communicate in a fun way.
10. How can I check if my students understand food idioms?
You can check their understanding by asking them to use the idioms in sentences, explain their meanings, or identify them in conversations or texts. Activities like quizzes or group discussions are also helpful.
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