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Idioms, Clichés and Euphemisms — Answers

Answer sheet with model answers and success criteria for the 8th Grade vocabulary worksheet.

Success TutoringWorksheetsAnswer sheet8th Grade · English · Vocabulary

Idioms, Clichés and Euphemisms — Answers

Part A: Idioms

An idiom is a fixed phrase whose meaning is different from the meanings of its individual words.

1.Match each idiom to its meaning.
  • to bite off more than you can chew
  • to let the cat out of the bag
  • to be on the fence
  • to hit the nail on the head
  • to cost an arm and a leg
  • to burn the midnight oil
  • to take on more than you can manage
  • to reveal a secret by accident
  • to describe something exactly right
  • to work late into the night
  • to be very expensive
  • to be undecided

Answer: to bite off more than you can chew → to take on more than you can manage; to let the cat out of the bag → to reveal a secret by accident; to be on the fence → to be undecided; to hit the nail on the head → to describe something exactly right; to cost an arm and a leg → to be very expensive; to burn the midnight oil → to work late into the night

Part B: Idiom, cliché or euphemism?

A cliché is a phrase so overused that it has lost its impact. A euphemism is a mild or vague word used in place of one that might seem harsh or unpleasant. Circle the best label.

2."He passed away last spring."
  1. Aidiom
  2. Bcliché
  3. Ceuphemism

Answer: euphemism

Passed away is a gentle way of saying died.

3."At the end of the day, it's all about teamwork."
  1. Aidiom
  2. Bcliché
  3. Ceuphemism

Answer: cliché

At the end of the day is used so often that it adds little meaning.

4."Don't worry, it's a piece of cake."
  1. Aidiom
  2. Bcliché
  3. Ceuphemism

Answer: idiom

A piece of cake means very easy; the meaning cannot be worked out from the words. (It is so common that some people also call it a cliché.)

5."The company is letting some staff go."
  1. Aidiom
  2. Bcliché
  3. Ceuphemism

Answer: euphemism

Letting staff go softens the fact that people are losing their jobs.

6."Her smile was as bright as the sun."
  1. Aidiom
  2. Bcliché
  3. Ceuphemism

Answer: cliché

This comparison has been used so many times that it no longer surprises the reader.

7."The pre-owned car was a bargain."
  1. Aidiom
  2. Bcliché
  3. Ceuphemism

Answer: euphemism

Pre-owned makes second-hand or used sound more appealing.

Part C: Fresh, not stale

8.Replace the cliché with fresh language: "It was as cold as ice."

Answer: Model: The cold bit through my gloves and made my fingers ache. (Any original, specific description is correct.)

9.Replace the cliché with fresh language: "She was as quiet as a mouse."

Answer: Model: She slipped into the room so softly that nobody looked up from their books.

10.Replace the cliché with fresh language: "Time flew by."

Answer: Model: Before we knew it, the streetlights had flickered on and our pizza had gone cold.

11.Why do teachers often advise students to avoid clichés in creative writing?

Answer: Clichés are predictable, so they make writing feel lazy and unoriginal. Fresh, specific descriptions create clearer images and show the writer's own voice.

Part D: Euphemisms: kind or sneaky?

12.What does the euphemism between jobs really mean?

Answer: Unemployed.

13.What does the euphemism economical with the truth really mean?

Answer: Lying or not telling the whole truth.

14.Give one situation where a euphemism is kind and appropriate, and explain why.

Answer: Model: Saying someone passed away when speaking to their grieving family. The gentler phrase shows sensitivity and respect at a painful time.

15.Give one situation where a euphemism might be used to hide the truth, and explain why this could be a problem.

Answer: Model: A company describing job losses as restructuring or streamlining. The vague language hides the real impact on workers, so readers may not understand how serious the situation is.

Part E: Your turn

16.Your turn: write a short paragraph (5–7 sentences) about a day when something went wrong. Use two idioms correctly, include one euphemism, and avoid all clichés. Underline the idioms and circle the euphemism. Then write one sentence explaining why your euphemism was a kind or a sneaky choice.

Model answer: I knew I had bitten off more than I could chew when I agreed to cook dinner for the whole family. The recipe needed twelve ingredients, and I had none of them. By six o'clock the kitchen looked as if a bag of flour had exploded, and the smoke alarm was shrieking. When my brother tasted the pasta, he said it was an acquired taste. When my aunt arrived, she took one look at the pan and said we should probably order in. In the end we laughed so hard that nobody minded, and I learned to read a recipe before I promise to cook it. My brother's euphemism, an acquired taste, was kind because he did not want to say it tasted terrible.

Success criteria:

  • Two idioms used correctly and underlined
  • One euphemism used and circled
  • No clichés
  • Explanation of whether the euphemism is kind or sneaky
  • Coherent, well-punctuated paragraph
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