How to English TEFL Podcast

Latest Episodes:

How Can You Teach Zero to Third Conditionals? With Arpana – S04E14 Jul 28, 2023

Show notes

How can you teach English conditionals without turning a lesson into a grammar lecture?

In this epsiode` of the How to English TEFL Podcast, Gav puts Em through a series of “What would you do if...?” classroom dilemmas. What if a student keeps arriving late, refuses to use a coursebook, laughs at someone else's mistake or turns up early while you're still preparing? Their answers change as they consider the learner, the rest of the class and the teacher's workload.

Then they make conditional sentences useful in class. Try zero conditional sentence starters, a first conditional chain story, second conditional “what if” questions and third conditional picture prompts. Em shares a student's memorable reminder about “if” and “will”, while Gav and Em reflect on lesson decisions they might have made differently.

Guest Arpana from AFBIELTS contributes a listening lesson with examples of zero, first, second and third conditionals. Download her worksheet to follow along. The episode ends with Learn A Word, exploring the different meanings of “condition”.

Explore the five S04E14 articles:

• What Should You Do When a Student Is Repeatedly Late?

https://howtoenglishpod.wordpress.com/what-should-you-do-when-a-student-is-repeatedly-late-s04e14/

• How Can You Teach English Without a Coursebook?

https://howtoenglishpod.wordpress.com/how-can-you-teach-english-without-a-coursebook-s04e14/

• What Should Teachers Do When Students Laugh at Mistakes?

https://howtoenglishpod.wordpress.com/what-should-teachers-do-when-students-laugh-at-mistakes-s04e14/

• What Should You Do When a Student Arrives Early?

https://howtoenglishpod.wordpress.com/what-should-you-do-when-a-student-arrives-early-s04e14/

• How Can You Practise English Conditionals in Class?

https://howtoenglishpod.wordpress.com/how-can-you-practise-english-conditionals-in-class-s04e14/

More teaching ideas: https://howtoenglishpod.com

Arpana (AFBIELTS): https://www.instagram.com/afbielts/

Website: https://arpegis.my.canva.site/

Listening worksheet: https://www.dropbox.com/scl/fi/lj35rom6aan6wny598q34/Conditional-sentences-with-Arpana.pdf?rlkey=q5keiwkau0ma4tkfi1t2n23n4&dl=0

Reference: Third conditional picture activity, English File, 2nd edition, Oxford University Press, Teacher’s Book, 8A, p. 175.

Chapters

00:00 What would you do if...?

01:32 A student is repeatedly late

04:39 A learner rejects the coursebook

07:30 Students laugh at mistakes

10:43 A student arrives early

14:36 Negative feedback

18:42 School administration

21:47 Too many classes

23:45 Zero to third conditionals

26:11 Zero conditional sentence starters

28:05 First conditional chain story

30:22 “If” with “will” or “would”

32:10 Third conditional pictures and regrets

35:07 Arpana’s lesson and worksheet

42:59 Learn A Word: condition

How Should English Teachers Correct Common Learner Mistakes? – S04E13 Jul 14, 2023

Show notes

How should English teachers correct common learner mistakes without interrupting communication or damaging confidence?

Gav and Em explore frequent English errors made by learners from different language backgrounds, including Dutch, French, German, Arabic, Spanish and Japanese speakers. Using a classroom-style “pick and mix” activity, they demonstrate how teachers can identify, explain and practise mistakes naturally.

Discover practical ways to correct problems with:

• make and do
• can, could, may and might
• difficult English spelling
• job, work, cloth, clothes and clothing
• irregular past-tense verbs
• hope and wish

Should teachers immediately provide the correct answer or encourage learners to try again? Gav and Em discuss eliciting corrections, reformulating sentences, using repetition and knowing when a learner needs a direct explanation. Drawing on their classroom experience, they also consider when accuracy matters most and why corrections should be followed by meaningful practice.

The episode finishes with Learn-A-Word, exploring common English suffixes including -es, -ed, -ing, -ly, -er, -tion, -able, -al, -y and -ness. Gav and Em explain how teachers can turn suffix practice into a simple vocabulary activity.

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

Chapters

00:00 Welcome to Mistakes – Pick and Mix
02:05 Common mistakes from different first languages
04:05 Correcting make and do errors
08:45 Teaching can, could, may and might
11:10 Correcting difficult English spelling
15:30 Cloth, clothes, clothing, job and work
19:35 Teaching irregular past-tense verbs
23:40 Explaining the difference between hope and wish
27:10 Common English suffixes and vocabulary practice
31:40 Final teaching ideas and conclusion

When Should English Teachers Give Up on a Lesson, Class or Job? – S04E12 Jun 30, 2023

Show notes

Have you considered giving up teaching or learning? How can you tell when perseverance is worthwhile and when walking away is the healthier, more professional choice?

Gav and Em explore when English teachers should abandon an activity, stop teaching a difficult class or leave an unsuitable company. Drawing on their own classroom experiences, they discuss the pressure teachers put on themselves to continue when something clearly is not working.

Em shares a recent lesson in which an overplanned technical vocabulary gap-fill proved too difficult for the learner. Should she have powered through because she had invested so much time in preparing it, or changed direction after noticing the silence and lack of engagement?

Gav explains how teachers can move smoothly into a different activity without appearing unprofessional. This might mean developing one interesting question into a conversation, setting the unfinished exercise for homework or giving students a familiar task while the teacher takes a moment to regroup.

The conversation moves from unsuccessful activities to entire classes. Gav and Em discuss what teachers can try before giving up a course: speak honestly with the students, negotiate changes, identify practical problems and ask a manager for support. However, repeatedly dreading a class, overplanning every lesson and feeling disappointed afterwards may be signs that a different teacher would be better for everyone.

When should an English teacher leave a company? Gav and Em consider bullying, discrimination, persistent late payment, excessive workloads and situations that begin to affect a teacher’s health or sleep. They also explain why inexperienced teachers can be particularly vulnerable to unfair treatment and why an outside perspective from colleagues, friends or family can help.

But should teachers ever tell learners to give up studying English? Gav and Em agree that the decision belongs to the learner. Teachers can explain the situation honestly and help learners understand the commitment required, but they should not decide somebody else’s limits.

Stay until the end for Learn-A-Word, featuring commonly confused words such as colour and collar, access and excess, eminent and imminent, statue, stature and statute, and wander and wonder.

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

References:

Psychology Today:
https://www.psychologytoday.com/us/blog/tech-support/201501/8-ways-you-can-tell-that-its-the-right-time-to-quit

Sergio from Grammar Drops:
https://www.youtube.com/@GrammarDrops

Merriam-Webster commonly confused words:
https://www.merriam-webster.com/words-at-play/commonly-confused-words-list

Chapters:

00:00 Should teachers ever give up?
01:34 When a classroom activity is not working
04:15 Recognising silence and disengagement
06:20 How to change activities without looking unprofessional
08:41 Is it ever acceptable to leave a lesson?
12:26 When to stop teaching a difficult class
15:15 Speaking to students and negotiating changes
17:42 Signs that it may be time to quit a course
20:29 When should a teacher leave a company?
23:12 Late payment, unfair treatment and teacher wellbeing
25:52 Should teachers tell learners to give up?
27:50 Learn-A-Word: commonly confused English words
32:46 Next episode and closing thoughts

How Can Teachers and Learners Overcome Language-Learning Setbacks? With Eni – S04E11 Jun 16, 2023

Show notes

What setbacks do English teachers and language learners face, and how can they keep moving forward when progress becomes difficult?

Gav and Em explore practical ways to overcome challenges in English teaching and learning. They discuss how setbacks can interrupt progress without necessarily leading to failure—and why adapting, changing direction and continuing may be more important than following the original plan.

Special guest Eni, a self-directed English learner and content creator from Nepal, shares her inspiring language-learning journey. After receiving a painful comment about her accent, she turned the experience into motivation to improve her English pronunciation. By creating videos, joining online learning communities, accepting feedback and practising consistently, Eni found a learning method that suited her interests.

Drawing on their classroom experience, Gav and Em consider how teachers can respond when a carefully planned lesson suddenly has the wrong number or level of students. Em also explains how the pandemic forced her to move from entirely face-to-face teaching to online English lessons.

The episode explores practical questions including:

• How can learners understand unfamiliar accents and fast speakers?
• What can you do when you have little time to study English?
• How can online communities and study partners support language learning?
• What should you do when learning becomes repetitive or boring?
• How can teachers recover from unsuccessful lessons?
• What can you teach when you forget your lesson materials?
• How can teachers give honest feedback without damaging confidence?

Stay for Learn-A-Word, where Gav and Em explore the noun setback, the phrasal verb set back and several useful meanings and expressions.

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

Eni’s links

Instagram: https://www.instagram.com/eni.englishjourney/
YouTube: https://www.youtube.com/@englishjourneywitheni

Chapters

00:00 – British and American English with Eni
03:03 – What does “setback” mean?
06:33 – Setback as a noun and phrasal verb
08:16 – Eni’s self-directed English-learning journey
13:15 – Turning criticism into motivation
16:26 – Giving feedback without damaging confidence
18:45 – Adapting a lesson when plans go wrong
20:26 – Moving from face-to-face to online teaching
22:27 – Understanding accents and fast speakers
23:20 – Finding time and setting realistic learning goals
24:20 – Learning communities and study partners
25:13 – What to do when language learning becomes boring
27:05 – Setbacks English teachers may face
29:04 – Recovering when a lesson goes wrong
30:09 – Final thoughts and supporting the podcast

British vs American English: How Should You Teach the Differences? With PingoLearn – S04E10 Jun 02, 2023

Show notes

Should English teachers teach British English, American English or both?

Gav and Em explore the differences between British and American vocabulary, pronunciation and spelling, with practical activities teachers can use in class. From courgette and zucchini to tap and faucet, they show how learners frequently encounter a mixture of English varieties through television, films, social media and course materials.

Should teachers correct learners who use an American pronunciation in a British English lesson? Gav and Em explain why these differences are not errors and discuss when clarification may help other students. They compare the pronunciation of words such as advertisement, missile, vitamin, schedule and lieutenant before examining regional accents, dropped sounds and the American flap T.

The episode also looks at spelling differences such as colour/color, honour/honor and centre/center, including Noah Webster’s influence on American English. Drawing on their extensive classroom experience, Gav and Em demonstrate two adaptable speaking games that help learners notice language differences, expand their vocabulary and practise asking for clarification without presenting one variety as “correct”.

You’ll also hear about PingoLearn, an app designed to help English learners improve their pronunciation, receive feedback and become more confident speakers:

https://pingolearn.page.link/howtoenglishpod_p

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

References

British English vs American English vocabulary:
https://www.dictionary.com/e/british-english-vs-american-english/

British vs American English pronunciation:
https://www.espressoenglish.net/british-english-vs-american-english-pronunciation/

Differences between American and British English:
https://www.babbel.com/en/magazine/what-are-the-differences-between-american-and-british-english

Chapters

00:00 Improving pronunciation and confidence with PingoLearn
01:41 Welcome to How to English
02:01 British and American English in the classroom
03:16 Courgette or zucchini and aubergine or eggplant?
04:47 Faucet, tap, bathroom, restroom and toilet
06:09 British and American pronunciation game
07:13 Advertisement and word stress
08:04 Missile and vitamin pronunciation
09:48 Should teachers correct American pronunciation?
10:55 How do you pronounce schedule?
12:45 Lieutenant or leftenant?
13:59 More British and American pronunciation differences
15:05 The American flap T and regional accents
16:40 British and American spelling differences
17:34 Noah Webster and American spelling
18:19 British vs American vocabulary role-play
20:20 Dummy or pacifier and bin or trash can?
23:05 Supermarket vocabulary challenge
26:40 Learn-A-Word: equivalent
28:44 Supporting the podcast
29:13 Closing music

How Can Social Media Help English Teachers and Learners? – S04E09 May 19, 2023

Show notes

Can social media genuinely improve English teaching and language learning, or is it simply another distraction?

Gav and Em explore how teachers and learners can use Instagram, Facebook, YouTube, TikTok and messaging apps more effectively. They discuss identifying your audience, defining the purpose of each post and deciding whether you want views, comments, shares, new students or professional connections.

The episode covers recommendation posts, quotations, quizzes, polls, reels, mini grammar lessons, vocabulary videos, podcast clips, testimonials, collaborations, memes and ask-me-anything posts. Gav and Em also consider branding, accessibility, posting times, captions and the importance of offering genuine value.

Several English-teaching content creators share practical examples. Marta from English Smart Llama demonstrates recommendation posts, Vivi from Ki-Bird English shares an attractive quotation graphic, and Mike from Mike English Academy shows how humour and role-play can make vocabulary memorable.

Andy from Andy’s Everyday English explains how learners can use social media wisely. She warns against misleading “Don’t say this; say that” content and encourages learners to follow reliable educators and check whether advice is current, culturally appropriate and useful in context.

Charlotte from English in Athens and Pearl from Pearl English Academy demonstrate how collaborations can connect audiences and teach useful language. Pearl also explains how she uses WhatsApp groups to share assignments, reminders, corrections, audio, video and other learning materials.

Drawing on their own experience, Gav and Em recommend establishing a recognisable style, keeping your message simple, interacting genuinely and creating content you enjoy. The episode concludes with eight practical takeaways and a Learn-A-Word exploration of engage and engagement.

Support the show:
https://ko-fi.com/howtoenglishpod

Teaching ideas and resources:
https://howtoenglishpod.com

Guests

Marta – English Smart Llama
https://www.instagram.com/english_smart_llama/

Vivi – Ki-Bird English
https://www.instagram.com/kibirdenglish/

Mike – Mike English Academy
https://www.instagram.com/mike_english_academy

Andy – Andy’s Everyday English
https://www.instagram.com/p/CqBJx1jIgRZ/

Charlotte – English in Athens
https://www.instagram.com/english_in_athens/

Pearl – Pearl English Academy
https://www.instagram.com/pearl_english_teacher/

Sergio – Grammar Drops
https://www.youtube.com/@GrammarDrops

References

Social media marketing ideas for language teachers and schools
https://postfity.com/blog/promote-language-school-using-social-media-8-social-media-marketing-tips-language-teachers-schools-case-studies/

Hootsuite social media resources
https://blog.hootsuite.com

Chapters

00:00 Welcome and the importance of getting social
01:30 Choosing your audience, message and outcome
04:10 Likes, comments, saves, shares and views
07:35 Collaborations, products and sponsorship
09:05 Posting times and different time zones
10:55 Choosing useful hashtags
12:45 Branding, consistency and clarity
14:05 Gav’s tip for genuine engagement
15:30 Types of social media content
16:10 Marta’s recommendation post
18:00 Vivi’s quotation graphic
20:10 Quizzes that encourage comments
22:15 Reels, film clips and mini-lessons
23:10 Mike’s humorous vocabulary video
25:00 Reusing content and improving accessibility
27:35 Andy’s how-to video for learners
29:15 Red flags and unreliable advice
32:15 Stories and interactive polls
34:10 Collaborating with English teachers
37:00 Using WhatsApp groups with students
39:20 Milestones, memes and testimonials
42:00 Ask-me-anything posts and choosing platforms
43:30 Eight practical social media takeaways
46:15 Learn-A-Word: engage and engagement

How Do Filler Words Make English Sound More Natural? With Valerie Fridland – S04E08 May 05, 2023

Show notes

Do filler words and discourse markers make spoken English less accurate, or do they help us communicate more naturally?

Gav and Em explore expressions such as like, um, you know, I mean and so with sociolinguist Valerie Fridland, author of Like, Literally, Dude: Arguing for the Good in Bad English. Valerie explains why these often-criticised features perform important jobs in conversation, from filling pauses and connecting ideas to expressing attitudes and making speech less robotic.

Why do younger speakers use like so frequently? Is it simply a sign of hesitation? Valerie examines its surprisingly long history and explains its different functions: giving an approximation, introducing an idea, expressing uncertainty and reporting the gist of what someone said.

Drawing on their classroom experience, Gav and Em consider why fluent learners can still sound unusually direct or unnatural. They share practical ways to teach filler words, discourse markers and active-listening responses without encouraging students to overuse them.

You’ll hear a classroom activity based on common English fillers and ideas for practising oh, you know, I mean and so. Gav and Em also demonstrate how learners can keep conversations moving through interest sounds, auxiliary questions, echoing and open questions.

The episode finishes with Learn-A-Word, examining the differences between kind, affectionate, amiable, charitable, compassionate, considerate, cordial, courteous, sympathetic and tolerant.

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical English-teaching ideas and resources ready to use.

Valerie Fridland and episode resources

Like, Literally, Dude: Arguing for the Good in Bad English:
https://www.amazon.com/Like-Literally-Dude-Arguing-English/dp/0593298322

Language in the Wild:
https://www.psychologytoday.com/us/blog/language-in-the-wild

Valerie Fridland at The Great Courses:
https://www.thegreatcourses.com/professors/valerie-fridland/

Grammar Girl Podcast:
https://podcasts.apple.com/us/podcast/grammar-girl-quick-and-dirty-tips-for-better-writing/id173429229

15 Common English Filler Words You Should Know:
https://speechling.com/blog/15-common-english-filler-words-you-should-know/

Gav’s filler-word classroom activity:
https://docs.google.com/presentation/d/1rYcCuH753GD55x_l2DbiIVgIakPOZbNJCgDOaNsguLc/edit?usp=sharing

Additional classroom activities

Cutting Edge Intermediate, 1B: Three Person Snap
Cutting Edge Pre-Intermediate, 3B: Neither Do I
New English File, Second Edition, Upper-Intermediate, 1B: Auxiliary Verbs

Chapters

00:00 What are filler words and discourse markers?
03:00 Valerie Fridland explains why fillers matter
04:38 The history and different uses of like
08:12 Using like to report speech
09:55 Why fillers make learners sound more natural
14:46 When should students use filler words?
16:23 How often do Gav and Em use fillers?
18:11 Classroom activity with oh, you know, I mean and so
23:51 Teaching learners to show interest
26:46 Avoiding unnatural or sarcastic responses
28:17 Keeping conversations going with auxiliary questions
29:42 Using echoing and open questions
31:44 Learn-A-Word: different meanings related to kind
35:28 Final resources and thanks

How Can Online Teachers Organise Their Teaching Business? With vei – S04E07 Apr 21, 2023

Show notes

How can online teachers manage lessons, payments, calendars and students without constantly switching between different platforms?

Gav and Em examine the organisational challenges faced by freelance English teachers. Gav teaches through six different video platforms and accepts payments through Stripe, PayPal and bank transfers, while Em relies partly on a weekly paper timetable and Post-it notes. Cancellations, rescheduled lessons, missed notifications and competing calendar invitations can quickly make online teaching administration confusing.

They are joined by Alvaro Salvat, CEO of vei, to explore how an all-in-one platform could help teachers and other education professionals run their businesses. At the time of recording, vei brought together course creation, scheduling, video lessons, payments, email campaigns, student management and business tracking.

Alvaro explains the differences between vei’s free and premium options, its integrations with services such as Zoom, Google Meet, Google Calendar and Stripe, and how teachers can create a public profile where prospective students can view courses and book lessons. He also discusses discovery calls, data protection, customer support and the referral programme.

Gav and Em then walk through the process of creating an online group conversation course. They choose the class size, video platform, schedule, payment method, course description and image before producing a link that can be shared through social media or an email campaign.

Can one platform genuinely make an online teacher’s working life more organised? This episode offers an honest look at Gav and Em’s existing systems and the practical tools that vei provided.

Check out vei using the link here:
https://app.vei.live/referral/d37j2m

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

Chapters

00:00 How organised are Gav and Em?
01:06 Managing six online teaching platforms
03:11 Payments, lesson invitations and calendar problems
05:20 Why online teaching administration becomes confusing
06:18 Introducing Alvaro Salvat and vei
07:03 How an all-in-one platform supports teachers
08:27 Free and premium membership options
09:21 Video platforms, support and data protection
11:06 Discovery calls, student access and calendars
12:36 The vei referral and affiliate programme
13:24 Setting up an account and tracking payments
14:36 Public teacher profiles, video lessons and invoicing
16:12 Creating an online group conversation course
18:39 Sharing courses and keeping everything together
19:31 Final thoughts on becoming more organised

How Can Psychology Improve Language Learning and TEFL Lessons? With Katy – S04E06 Apr 07, 2023

Show notes

How can psychology help us understand language learning and create more effective English lessons?

In their 100th episode, Gav and Em explore three major types of behavioural learning: classical conditioning, operant conditioning and observational learning. What do these psychological concepts mean, and how might teachers already be using them in the classroom?

Drawing on their classroom experience, Gav and Em turn the theory into practical activities. They explore how teachers can help learners develop more positive associations with stressful situations such as presentations, first lessons and job interviews. Their unusual interview questions involving elephants, superhero powers and garden gnomes show how humour can reduce anxiety before learners tackle more challenging questions.

For operant conditioning, Em introduces a pronunciation maze from Pronunciation Games. Correctly matching sounds allows learners to progress through the maze, while mistakes require them to reconsider their choices. Gav and Em also discuss how praise, correction, points and other classroom responses can reinforce learning.

Observational learning is demonstrated through imitation activities involving film titles, pronunciation, sentence stress, connected speech and grammar. Em then challenges Gav to repeat and answer increasingly complicated “Would you prefer...?” questions using the second conditional.

Special guest Katy from Langscapes English explains why motivation supports long-term language learning. She introduces the L2 Motivational Self System and leads listeners through a visualisation activity designed to build confidence. Can imagining yourself speaking English successfully help you stay motivated and achieve your goals?

The episode finishes with Learn-A-Word and the pronunciation, meaning and word family of analyse, analysis, analyst and analytical.

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

Guest

Katy at Langscapes English:
https://langscapesenglish.com/
https://www.instagram.com/katy_langscapes/

References and activities

Kendra Cherry’s introduction to the psychology of learning:
https://www.verywellmind.com/learning-study-guide-2795698

Funny interview questions:
https://www.indeed.com/career-advice/interviewing/funny-interview-questions

Pronunciation maze:
Pronunciation Games, Cambridge

Would You Prefer...?
English File, Oxford, Second Edition, Intermediate, page 183

Chapters

00:00 Celebrating the 100th episode
03:37 Katy introduces motivation and successful language learning
05:28 The L2 Motivational Self System
06:46 Visualising yourself speaking English confidently
08:39 Gav and Em reflect on visualisation and long-term motivation
10:51 What is the psychology of learning?
11:36 Three types of behavioural learning
13:32 Classical conditioning in English lessons
14:50 Reducing interview anxiety through positive associations
18:04 Funny interview questions and classroom confidence
23:19 Operant conditioning, rewards and correction
25:21 Using a pronunciation maze to reinforce learning
29:10 Observational learning through imitation
30:25 Film titles, connected speech and grammar
37:04 Would You Prefer questions and the second conditional
41:30 Final reflections and teaching takeaways
42:06 Learn-A-Word: analyse, analysis and analytical
44:40 End

What Types of English Learners Are There? Goals, Personalities and Challenges, with Ki-Bird English – S04E05 Mar 24, 2023

Show notes

What kind of English learner are you, and how can teachers adapt their lessons to different learner types?

Gav and Em are joined by Vivi from Ki-Bird English to explore how learners’ ages, personalities, objectives and previous experiences can affect their progress. They consider young learners, young adults and adult students studying general or Business English, while asking an important question: why does each learner want to improve their English?

Some students need English for an exam, university, travel or professional opportunities. Others want to maintain their level, communicate with international colleagues or simply feel more confident when using English abroad. Learners may also have lessons because of pressure from parents or employers rather than their own motivation.

Drawing on their classroom experience, Gav and Em discuss the challenges teachers can encounter. What happens when a beginner lacks confidence or wants a teacher who speaks their first language? How can teachers manage dominant and shy personalities in the same group? What if a learner resists correction, depends heavily on translation or analyses every piece of language?

The conversation also considers personality clashes, different teaching preferences, inappropriate behaviour and the importance of understanding what each student hopes to achieve.

Stay until the end for Learn-A-Word, when Em examines the different meanings and uses of “objective”.

Ki-Bird English

Website: https://ki-bird.com.br/
Instagram: https://www.instagram.com/kibirdenglish/
Facebook: https://www.facebook.com/KiBirdEnglish

If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Visit https://howtoenglishpod.com for practical teaching ideas and resources ready to use.

Chapters

00:00 Different types of English learners
38:35 Learn-A-Word: objective