What are your biggest strengths and weaknesses as an English teacher? 🎓

In this episode of How to English: Teach and Learn with Gav & Em, we take an honest (and occasionally uncomfortable!) look at our own teaching styles. Em loves organisation, structure and a clear plan, while Gav thrives on creativity, flexibility… and sometimes preparing a worksheet just minutes before class. 😅

We also tackle some very relatable TEFL teaching challenges: What should you do when a student is distracted? How much should you correct students during speaking activities? Is it better to focus on fluency or accuracy? And how much praise should English learners receive?

Plus, we talk about that daunting feeling of starting again with a brand-new student, watching learners make long-term progress, and why genuine praise can be such a powerful part of language learning.

Whether you're an EFL teacher, ESL teacher, TEFL professional, English tutor or language learner, join Gav & Em for practical teaching ideas, classroom experiences, humour and plenty of English along the way.

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💬 Join the conversation: What are YOUR biggest strengths and weaknesses as a teacher? And what do you do when a student just isn't paying attention?

#TEFL #EnglishTeaching #TeachEnglish #ESL #EFL #EnglishTeacher #TEFLTeacher #ESLTeacher #TeachingEnglish #EnglishLearning #LearnEnglish #EnglishPodcast #TEFLPodcast #TeacherTips #TeachingTips #ClassroomManagement #ErrorCorrection #TeacherDevelopment #LanguageTeaching #HowToEnglish

Timestamps

00:00 – Intro & episode overview

01:28 – Strengths and weaknesses as TEFL teachers

09:04 – Exploring teaching weaknesses (and honesty time)

20:21 – How to deal with distracted students

24:27 – Starting from scratch with new students

27:23 – Recognising student progress & using praise

32:10 – Listener shout-out & teaching reflections

33:11 – Outro & support the pod

Why do students really come to English classes? How can teachers increase Student Talk Time (STT), reduce Teacher Talk Time (TTT) and make sure everyone gets a chance to speak? And how can AI tools like ChatGPT actually help with everyday English teaching?

In this episode of the How to English TEFL Podcast, Gav and Em chat about the practical realities of teaching English as a foreign language (TEFL/ELT) — from understanding student motivation and managing classroom conversations to dealing with students who have the same (or very similar!) names.

We discuss ways to encourage quieter learners to participate, manage dominant students, improve turn-taking and create more natural classroom conversations without turning the lesson into an interrogation.

We also share how we're using AI in English teaching, including creating industry-specific vocabulary activities, personalised worksheets and materials, and explaining tricky grammar such as defining and non-defining relative clauses. Plus, we look at why teachers still need to check AI-generated language and materials carefully.

And finally, Em shares a classroom mishap that proves one simple lesson-planning rule: always check your teaching resources before the lesson starts.

In this episode:

Why students take English lessons and why motivation matters Student Talk Time (STT) vs Teacher Talk Time (TTT)

How to get students talking in English Managing turn-taking in group and online classes Encouraging quieter students and managing dominant speakers

Remembering and managing students with similar names Using AI and ChatGPT for TEFL lesson planning

Creating personalised English teaching materials with AI Using AI to explain English grammar

Why teachers should double-check AI-generated content

Common classroom mistakes and what teachers can learn from them

How to English TEFL Podcast is for English teachers, TEFL/TESOL professionals, language educators and anyone interested in teaching and learning English.

Support How to English and the podcast: ko-fi.com/howtoenglishpod

#TEFL #TESOL #EnglishTeaching #ELT #EnglishTeachers #TeachingEnglish #AIforTeachers #ChatGPT #StudentTalkTime #TeacherTalkTime #LessonPlanning #ClassroomManagement #TEFLPodcast

Quiz music: https://www.youtube.com/watch?v=kpSEdFEwCS0Timestamps00:00 – Welcome to How to English TEFL01:50 – Why do students come to English classes?05:24 – Different motivations in the same group07:56 – When students have the same (or similar) names10:14 – What to do when you say the wrong name12:49 – Turn-taking: order, randomness, and balance15:44 – Encouraging quieter students to speak16:22 – Awkward silences and “no questions”22:01 – When students ask the teacher questions23:15 – TTT vs STT: how much should teachers talk?26:18 – Using AI in lesson planning30:34 – Why you should always check your materials

What should you do when students keep using translation apps in English lessons? How can you encourage learners to speak English instead of switching back to their first language? And why do students sometimes give perfectly good answers — but not actually answer the question you asked?

In S07E05 of Gav & Em's How to English TEFL Podcast, we discuss practical TEFL and ESL teaching problems that English teachers face in real lessons.

We ask:

• Should TEFL teachers allow Google Translate, AI and translation apps in class?
• How can you encourage students to think and communicate in English?
• Why do students switch back to their first language (L1) when the teacher leaves?
• What should a teacher do when a student doesn't answer the question asked?
• Should you repeat, simplify or rephrase a question?
• How can teachers help learners explain complicated processes in English?
• How can online English teachers stay active and comfortable while teaching?
• What can teachers do to encourage more meaningful speaking practice?

We also talk about standing desks, under-desk exercise machines and staying physically comfortable while teaching online; getting students to explain technical processes step by step; ways to help more teachers and learners discover the podcast; and why the unusual English words “don” and “doff” are opposites.

If you're an EFL, ESL, ESOL or TEFL teacher looking for practical teaching ideas, classroom-management discussion and honest conversations about what really happens in English lessons, this episode is for you.

☕ SUPPORT THE PODCAST
Help us keep How to English going:
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⏱️ TIMESTAMPS

00:00 – What are we talking about this week?
01:00 – Welcome to How to English: TEFL teaching and learning
02:00 – What do teachers actually do while they're teaching?
03:00 – Teacher stress, tension and body language
05:00 – Staying physically comfortable while teaching
06:00 – Exercise while teaching English online
08:00 – Standing desks and moving during online lessons
09:00 – Can you use a treadmill while teaching online?
10:00 – Ergonomics and staying healthy as a teacher
11:00 – Why do students switch back to their first language (L1)?
12:00 – Why is speaking L1 easier for language learners?
14:00 – Should you tell students to keep speaking English?
15:00 – Encouraging students to speak English outside class
17:00 – Why don't students answer the question you asked?
19:00 – What should teachers do when students give the wrong answer?
20:00 – Should you repeat or rephrase a question?
21:00 – Checking whether students understand your questions
22:00 – Asking better questions in English lessons
23:00 – Getting students to explain technical topics in English
24:00 – Teaching students to explain processes step by step
25:00 – Functional English: explaining how things work
26:00 – How can we make a TEFL podcast more popular?
29:00 – Should students use translation apps in English lessons?
30:00 – Google Translate, dictionaries and AI in the classroom
31:00 – Should teachers stop students translating?
32:00 – Does translation stop students thinking in English?
33:00 – Is using your phone now part of natural conversation?
34:00 – Why describing an unknown word is valuable speaking practice
35:00 – Communication strategies instead of translation
36:00 – Difficult vocabulary for low-level English learners
38:00 – What do “don” and “doff” mean?
39:00 – The surprising history of “don” and “doff”

Gav & Em's How to English Pod is a podcast about teaching and learning English as a foreign language, with practical TEFL discussion, teaching ideas, classroom experiences and plenty of opinions along the way.

How long should an English lesson be: 60 minutes or 90 minutes? How much teaching is sustainable in a week? And is spending 30 minutes on small talk valuable language practice — or a waste of lesson time?

In S07E04 of the How to English TEFL Podcast, Gav and Em compare their approaches to lesson length and workload. Gav explains why he prefers 60-minute lessons, while Em makes the case for 90 minutes, including time for students to warm up through genuine small talk.

They discuss teaching hours vs real hours, back-to-back classes, and why teachers need time to reset. What actually happens between lessons? Reflecting, organising notes, sending homework and materials, doing admin, checking the next class — and hopefully finding time for tea and a bathroom break. Gav shares his digital note-taking system, while Em describes her more analogue approach.

Next: how can teachers make grammar example sentences meaningful rather than just another gap-fill? Using I used to live in Spain, Gav suggests building a story and context around grammar, while Em argues for connecting examples to students' lives. Their imaginary character Colin — who used to live in Seville — demonstrates how context, creativity and humour can make language memorable.

Why do students sometimes stare silently after a teacher tells them a story? Learners may not know how to react naturally, may view the teacher-student relationship differently, or simply need more processing time. Gav and Em also consider cultural expectations and why lower-level learners sometimes need space to listen.

Finally, they reveal how much body language and gesture they use when teaching. They demonstrate gestures for tenses, big vs tall, word order, syllables, vocabulary, pronunciation, uncertainty and error correction — including why online teachers may need to reverse timeline gestures for students on the other side of the screen.

If you teach TEFL, ESL, EFL, ELT, Business English or online English, this episode is full of practical classroom experiences, disagreements and ideas to try.

☕ Support How to English TEFL Podcast: https://ko-fi.com/howtoenglishpod

As Gav says, only send them a coffee if you want to encourage them. Actually... apparently you should send one even if you want to discourage them.

Timestamps

00:00 Welcome
01:00 Who is the podcast for?
02:00 How many lessons per week?
03:00 Timetable “floaters”
04:00 Teaching hours vs real hours
05:00 60 or 90 minutes? Is small talk a waste?
06:00 Teaching students to small talk
07:00 Why Em prefers 90 minutes
08:00 Back-to-back classes
09:00 Time to reset
10:00 Reflection and notes
11:00 What happens during a break?
12:00 Gav's digital notes
13:00 Reflection with back-to-back classes
14:00 Tabs, worksheets and memory
15:00 Sending documents and homework
16:00 Registers, invoices and admin
17:00 Context for example sentences
18:00 Does every sentence have context?
19:00 The problem with grammar gap fills
20:00 I used to live in Spain
21:00 Colin in Seville
22:00 Humour and memorable sentences
23:00 Teachers telling personal stories
24:00 Why don't students react?
25:00 Teacher-student relationships
26:00 Cultural differences?
27:00 Why learners need to listen
28:00 Processing and response time
29:00 The classroom “soap opera”
30:00 Gestures for teaching English
31:00 Past-simple gestures
32:00 Big, tall and present simple
33:00 Past-to-present gestures
34:00 Word order, vocabulary and syllables
35:00 Tear vs tear and facial expressions
36:00 Error correction and goodbye
37:00 End music

🎙️ How to English TEFL Podcast — teaching and learning English as a foreign language with Gav & Em.

What should you do when a student is right and you’re wrong? How much should teachers remember about their learners? And are coursebooks useful—or are they destined to become expensive doorstops?

In S07E03 of How to English TEFL Podcast, Gav and Em discuss the everyday decisions, surprises and awkward moments that make teaching English so interesting.

Gav shares how he adapted a coursebook page to teach anywhere, anyone and anything, while Em explains what she has learned from teaching specialist Medical English. They compare British and American pronunciations of saline, consider how remembering personal details can build rapport, and discuss how teachers should respond when they make mistakes.

They also explore the difference between new and long-running classes, why needs analysis should continue throughout a course, and how a new learner can bring fresh energy to an established group. Finally, Gav and Em debate whether coursebooks are useful, how teachers can cherry-pick and adapt them, and whether a yawn means a lesson has failed.

☕ Support How to English TEFL Podcast on Ko-fi:
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Website https://howtoenglishpod.wordpress.com/

Episode timestamps

00:00 Welcome and hungry ears
01:00 Teaching anywhere, anyone and anything
03:00 Adapting and rearranging a coursebook lesson
05:00 Teaching specialist Medical English
06:00 British and American pronunciation of saline
07:00 Remembering personal details about students
10:00 Using lesson notes and online chat to remember vocabulary
12:00 What to do when a student is right and the teacher is wrong
13:00 Checking sources and correcting mistakes
15:00 New classes versus established classes
18:00 Keeping long-running classes fresh
19:00 Continuing needs analysis throughout a course
20:00 Asking learners what they want to study
22:00 Preparing students to bring topics to class
23:00 New students joining established groups
24:00 Correcting new learners without embarrassing them
25:00 Seeing long-term learners’ progress through fresh eyes
26:00 Are coursebooks a waste of time?
28:00 Why some learners say they do not want a coursebook
29:00 Cherry-picking coursebook units for learner needs
30:00 Using books as structure and support
31:00 Choosing what is right for each class
31:30 Does a yawn mean the lesson has failed?
34:00 Support the podcast and closing thoughts

Can an English lesson be too much fun? Do fast-paced classroom games actually help students learn — or can they create stress instead? And how do you know when an engaging activity has crossed the line into overload?

In S07E02 of How To English: Teach and Learn with Gav & Em, we reflect on what “fun” really means in the English language classroom — and why what feels exciting to one learner might feel stressful to another.

Em shares a memorable teaching experience where a competitive, timed grammar activity became overwhelming for one student. We discuss time pressure, different learning speeds, classroom competition and whether fun activities actually help students retain language. Is a successful lesson one students enjoy, or one they learn from — and can it be both?

Then Gav introduces his very own TEFL phenomenon: Cold Coffee Syndrome. What does it mean when an English student talks so much during a coffee-shop lesson that their drink goes cold? Is that the ultimate sign of a successful speaking lesson, or should teachers give their students a chance to actually drink their coffee?

We also ask: Can English teachers ever really switch off? Gav and Em discuss noticing vocabulary and grammar everywhere, mentally correcting other people's English, finding lesson ideas in everyday life, and how years of teaching can change the way you listen to language.

Plus, has online English teaching changed our real-life communication skills? We talk about eye contact, interruptions, conversation timing, body language and the strange habits teachers can develop after spending hours teaching students in little boxes on a screen.

Finally, we get into the complicated emotions surrounding cancelled English lessons. Are teachers secretly happy to get an unexpected hour off? Do cancellations cause guilt, concern or financial anxiety? And what happens when a student keeps cancelling?

And to finish, Em tests some English grammar and vocabulary jokes on Gav. Can English learners understand jokes involving clauses and claws, grammatical tenses, and to who vs to whom — or are these jokes really only funny to English teachers?

00:00 Welcome to How To English
01:00 Does “discover” have a prefix?
02:00 Can English lessons be too much fun?
04:00 When a fun classroom activity becomes stressful
06:00 Why time limits can overwhelm students
08:00 Does having fun actually help students remember English?
09:00 Introducing “Cold Coffee Syndrome”
11:00 Is a student talking for 45 minutes a successful lesson?
12:00 How to let students drink their coffee — and keep them talking
14:00 How teaching English affects your everyday life
15:00 Do English teachers mentally correct everyone?
17:00 Finding English lesson ideas in the real world
18:00 Why authentic materials don't always interest students
20:00 Real life vs online teaching
22:00 Has online teaching changed our eye contact and conversation skills?
24:00 How do teachers really feel about cancelled lessons?
26:00 Getting paid for a cancelled lesson — should you feel guilty?
28:00 Can English learners understand English jokes?
29:00 Cat, comma, clause, claws, paws and pause
30:00 A joke about past, present and future tenses
31:00 “To who” or “to whom”?
32:00 Final thoughts and supporting the podcast

☕ Support How To English:
https://ko-fi.com/howtoenglishpod

🌐 Visit our website: https://www.howtoenglishpod.com/

If you're an English teacher, TEFL teacher, ESL/EFL teacher, English learner or language teaching enthusiast, join Gav & Em for an informal discussion about the realities of teaching and learning English — from classroom management and speaking activities to teacher life, online lessons and the things that don't always make it into the methodology books.

What do you think? Can a classroom activity be too fun? Do you enjoy competitive or timed activities, or do they make learning more stressful? And teachers — how do you really feel when a student cancels?

How confident do you feel teaching a conversation lesson without a detailed plan?

In the first episode of season seven, Gav and Em compare two approaches to conversation classes: building discussion from planned grammar activities and allowing useful grammar to emerge naturally from conversation.

They explore what teachers can do when a discussion dries up, how short post-lesson reflections can reveal teaching strengths and weaknesses, and how A1–A2 learners can develop more natural conversations through simple everyday phrases and reformulation.

Gav and Em also ask how much personality teachers should bring into the classroom. Should teachers always be themselves, or should they adapt their humour, energy and personal stories to different learners, cultures and professional contexts?

IN THIS EPISODE

• Planning and teaching conversation lessons

• Balancing genuine conversation with language instruction

• Moving naturally between grammar and speaking

• Recovering when a discussion runs out of momentum

• Using teaching journals and “hot feedback”

• Encouraging authentic conversations with A1–A2 learners

• Teaching short, natural everyday expressions

• Reformulating learners’ language more simply

• Introducing your personality gradually

• Maintaining professional teacher–student boundaries

TIMESTAMPS

00:00 Welcome and the new season format
01:40 Planning and confidence in conversation lessons
04:20 Conversation-led and grammar-led teaching
10:30 Turning grammar exercises into discussion
13:30 Hot feedback and teaching journals
15:45 What to do when conversation dries up
24:10 Authentic conversation with A1–A2 learners
30:00 Bringing your personality into the classroom
39:40 Closing reflections

SUPPORT AND FOLLOW HOW TO ENGLISH

☕ Support us on Ko-fi: https://ko-fi.com/howtoenglishpod

🌐 Visit the How to English website:
https://howtoenglishpod.wordpress.com/

How to English TEFL Podcast is a podcast about teaching and learning English as a foreign language with Gav and Em.

How can English teachers turn tricky pronunciation, grammar and vocabulary into activities students actually want to join in with?

In the final episode of Season 6 of How to English TEFL Podcast, Gav and Em complete their A–Z of TEFL with X, Y and Z — combining unusual English words, pronunciation challenges, classroom games, grammar practice and practical teaching tips.

Gav challenges Em with difficult X, Y and Z words including axolotl, xylophone, ylang-ylang, Ypres, zwieback, xyst and zephyr. Along the way, they explore why English spelling and pronunciation can be so unpredictable and suggest ways teachers can adapt pronunciation activities for different learner levels.

Em introduces the Yes/No game, a simple speaking activity that pushes learners to answer questions without saying “yes” or “no”. It encourages longer answers, flexible language and useful alternatives such as “maybe not”, “never”, “I tend not to” and “I’d prefer not to”.

They also explore zeitgeist vocabulary from different decades, from groovy and grunge to selfie, hashtag, lockdown, hybrid work and AI — showing how vocabulary can reflect the time and culture in which it is used.

Grammar gets its turn too. Em uses superstitions to practise the zero conditional, while Gav tests when English uses the zero article with examples involving school, hospital, music and meals. Finally, they try a sentence-completion activity designed to help learners expand their adjective choices and support each other when they get stuck.

Drawing on their classroom experience, Gav and Em keep the focus on activities teachers can adapt rather than grammar rules in isolation.

In this episode:
• Pronunciation activities using unusual X, Y and Z words
• A Yes/No speaking game for longer, more natural answers
• Zeitgeist vocabulary and language change
• Teaching the zero conditional through superstitions
• How to explain the zero article
• Sentence-completion activities for vocabulary development
• Tips for Zoom fatigue, exploring new topics and learning from errors

Teaching resources, episode guides and practical ideas for busy English teachers:
https://www.howtoenglishpod.com/

Support How to English TEFL Podcast:
https://ko-fi.com/howtoenglishpod

Resources:
AI voice: https://elevenlabs.io/
Music: https://www.youtube.com/watch?v=Jt5YsCsv9Sc&list=RDQMRnuMug6asRQ&index=3

Chapters

00:00 – Welcome & Season 6 finale
03:26 – X words and unusual vocabulary
05:00 – X, Y & Z pronunciation challenge
15:37 – Pronunciation patterns and teaching ideas
17:12 – The Yes/No speaking game
21:46 – Why the Yes/No game works for learners
22:35 – Zeitgeist vocabulary through the decades
28:24 – Zero conditional through superstitions
34:19 – Zero articles: school, hospital, music & meals
38:43 – “It was so…” sentence-completion activity
42:26 – Zoom fatigue and Em’s teaching tip
43:19 – Gav’s X, Y & Z learning tips
44:08 – Season wrap-up & thanks

What can English teachers do when a lesson starts going wrong? How can you teach WH-questions, wish structures and word order in ways that actually get students using the language?

In this episode of How to English TEFL Podcast, Gav and Em continue their A–Z of English teaching with W — moving from worst-case classroom nightmares to practical grammar activities, last-minute lesson ideas, warmers and ways to keep familiar teaching topics feeling fresh.

Drawing on their classroom experience, Gav and Em discuss what to do when students look completely lost during an explanation. Should you carry on, simplify the board work, start again or use stronger students to help establish meaning before checking everyone has understood?

Gav then demonstrates a WH-question activity built around guessing a mystery celebrity. Learners complete questions with who, what, where, when, why, which and how while practising different tenses and building a fact file.

Em explores three useful wish structures:
I wish I were taller.
I wish I had been better at school.
I wish it would stop raining.

They discuss how teachers can help learners understand the difference between present wishes, past regrets and situations they want someone or something else to change.

There is also a real teaching confession from Gav after mixing up “in time” and “on time” during a lesson — and a discussion of how teachers can recover when a familiar language point suddenly refuses to cooperate.

Then comes an emergency cover lesson. With almost no preparation, Em is handed “SVO present simple yes/no questions” and turns it into a student-generated word-order activity involving dragons, bananas, haunted houses, rollercoasters and volcanoes. It becomes a useful reminder that teachers do not always need to provide all the language themselves.

Gav and Em also ask whether teaching the same grammar repeatedly can start to wear thin — and how changing the context, examples and student relevance can keep familiar lessons interesting.

Finally, Gav revisits WH-questions by making them negative: Which superpower would you not like to have? When would you not want to live in history? What film would you not want to be trapped inside? A small change that can make familiar speaking questions much more interesting.

Gav and Em have each spent more than 20 years teaching English across different countries, age groups, levels and teaching contexts. The podcast shares practical classroom ideas, activities and reflections drawn from that experience.

More TEFL teaching articles, lesson ideas and practical tips:
https://howtoenglishpod.com

Support How to English TEFL Podcast:
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CHAPTERS

00:00 – Welcome to the W episode
01:22 – Worst-case English lesson nightmares
08:42 – WH-question activity: guess the celebrity
13:57 – How to teach wish: present, past and would
18:20 – In time vs on time
22:13 – Emergency cover lesson: teaching word order
30:43 – Does teaching the same grammar wear thin?
34:00 – Making WH-questions negative
38:20 – Teaching tip: use a good warmer
39:30 – Welcome, Wait and Watch: advice for teachers and learners
41:00 – Wrapping up W and looking ahead to X, Y and Z

How do you find your authentic voice as an English teacher — and keep lessons varied, useful and engaging?

Welcome back to the A–Z of TEFL! In S06E22 of How to English TEFL Podcast, Gav and Em reach the letter V and explore practical English teaching ideas around variety, voice, visuals, victories, vocabulary and vitality.

Drawing on their years of classroom experience, Gav and Em discuss why variety matters in lesson planning and how mixing speaking, listening, reading, writing, energetic activities and quieter reflection can help keep lessons balanced.

Then it gets phonological. How can teachers help learners distinguish /v/ and /w/? Gav and Em experiment with mouth position, voiced sounds, fricatives, minimal pairs, flashcards, tongue twisters and pronunciation games — with words including wine/vine, west/vest and wheel/veal.

Em brings in a visual-speaking activity based on strange coincidences: identical cars, matching step counts and puppies whose spots appear in numerical order. The pictures demonstrate how one visual can generate description, vocabulary, grammar, personalisation and extended conversation.

The discussion then gets more reflective: what does it mean to find your “teacher voice”? Gav and Em compare how they behave with new students, how authority and friendliness can change over time, and the challenge of having a genuine conversation while still listening for opportunities to teach, correct and expand learners’ English.

They also ask what counts as a teaching victory. Is it new vocabulary? More accurate language? A confident student? Or simply finishing a lesson with everyone looking forward to the next one?

Plus: vocabulary vs lexis, idioms, categorising language, a body-action vocabulary game, staying fresh after thousands of lessons, teacher vulnerability and why the volume of new language matters.

☕ Support the podcast and help keep Gav & Em supplied with tea and coffee:
https://ko-fi.com/howtoenglishpod

🌐 Practical TEFL articles, teaching ideas and resources for busy English teachers:
https://howtoenglishpod.com

MENTIONED IN THIS EPISODE

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

Whizbusters:
https://whizbusters.teachable.com/

Game music:
https://www.youtube.com/watch?v=951ZpDOP9VY&list=PL170TfEhZz-_GstI3bsghBfuD-u8nlHHD&index=13

CHAPTERS

00:00 – Intro: Welcome to V
01:04 – Variety in English lessons
04:58 – Valued supporters: Grammar Drops & Whizbusters
05:46 – Voiced sounds: teaching /v/ vs /w/
08:00 – Minimal pairs, flashcards & tongue twisters
11:00 – Plosives, nasals & pronunciation
13:06 – Using visuals to generate language
15:00 – The identical-car coincidence
18:00 – Step counts, data & digital habits
21:00 – Puppies, pictures & conversation
22:54 – How do you find your authentic teacher voice?
29:02 – Big and small teaching victories
31:07 – Vocabulary vs lexis
32:00 – Categorising idioms and expressions
35:14 – Body-action vocabulary game
39:48 – How teachers maintain vitality
42:00 – Personalisation, values & keeping lessons real
43:49 – Gav’s tip: vulnerability in the classroom
44:15 – Em’s tip: control the volume of new language
45:15 – Outro & W next week