What stays with you long after an English lesson ends?

For the Season 2 finale, Gav and Em invite nine teachers and learners to share memorable moments from inside and outside the classroom. Some are funny, some are moving, and all show how much the people in a lesson can matter.

LaDoris remembers helping a child master a difficult pronunciation sound. Cyndi shares the moment a learner realised she had begun thinking in English, while Taravat recalls a Halloween classroom surprise during a power cut. Monifa and Ivana reflect on the relationships and fresh perspectives that teaching brings.

Milena meets a returning learner who insists she cannot speak English—while speaking it. Una sees a student’s confidence grow so much that her young daughter wants to join the lesson. Wanda’s students create music and perform in English, and Helen describes a classroom disruption that changed how she thought about behaviour management.

Em shares why being welcomed into a student’s life means so much to her. Gav recalls the unlikely moment a word from his Business English lesson appeared in a student’s meeting. To close the show, Whizbusters perform their version of The Twelve Days of Christmas.

Whizbusters: https://www.youtube.com/c/WHIZBUSTERS
More from Whizbusters: https://linktr.ee/whizbusters

Featured teachers and learners:
LaDoris: https://www.instagram.com/improve_my_pronunciation/
Cyndi: https://www.instagram.com/cyndi_elt/
Taravat: https://www.instagram.com/tinglish_me/
Monifa: https://www.instagram.com/jaenglishcoach/
Ivana: https://www.instagram.com/ucionica_engleskog/
Milena: https://www.instagram.com/teachermilena/
Una: https://www.instagram.com/naucimo_svedski_engleski/
Wanda: https://www.instagram.com/waworkshops/
Helen: https://www.instagram.com/helenteacheseng/

For practical teaching ideas and resources ready to use, visit https://howtoenglishpod.com. If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Chapters
0:00 Welcome to the Season 2 finale
3:11 Em on trust and friendship with learners
5:48 LaDoris: a pronunciation breakthrough
8:14 Cyndi: a learner starts thinking in English
11:20 Taravat: a Halloween classroom surprise
14:12 Monifa: teaching a family across the years
17:03 Ivana: what students teach their teachers
19:47 Milena: the learner who could speak English
22:22 Una: confidence that brings a daughter into class
23:56 Wanda: creating music and performing in English
27:01 Helen: rethinking classroom behaviour
30:37 Gav: a Business English word proves useful
34:23 Whizbusters and The Twelve Days of Christmas
35:50 Music by Whizbusters

Which moments stay with English teachers and learners long after a lesson ends? In the first part of their end-of-year special, Gav and Em invite educators to share the classroom experiences they still remember.

Gav recalls a one-to-one student who trusted him with news of a planned marriage proposal. Vitor Hugo tells the story of a shy teenager who found the confidence to present a project to her school. Carla describes helping a student who had nearly given up on English pass her remaining subjects and graduate.

There are moments of connection, too: Barbara sees students lose themselves in singing together; Ely hears children use an expression they picked up months earlier; and Fatemeh remembers the teacher who inspired her own career. Hedreich Nichols, Mariana and Sanja share stories of student creativity, a successful job interview and learning to express personal beliefs in English.

Em finishes with a lesson from her first teaching job. With no plan and only a pack of letter cards, she asked her teenage students to invent a game. What they created changed how she thought about giving learners room to lead.

The episode closes with music by Shaisan Devasia. Find her on YouTube: https://www.youtube.com/channel/UCSovnRhn3vsLMKSxEnSUaIw
Hindi lessons with Shaisan: https://www.verbalplanet.com/publicviewprofile.asp?tr_id=10030090454&lang=HIN

Featured contributors:
Vitor Hugo: https://www.instagram.com/seuteacheragradece/
Carla: https://www.instagram.com/mylearningstuff/
Barbara: https://www.instagram.com/englishmusiceducation/
Ely: https://www.instagram.com/englishsbeasy/
Fatemeh: https://www.instagram.com/f.zamani1376nn/
Hedreich Nichols: https://www.instagram.com/hedreichnichols/
Mariana: https://www.instagram.com/dlanguages/
Sanja: https://www.instagram.com/englishbysanja/

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
00:19 An end-of-year special about memorable teaching moments
01:08 Gav’s one-to-one lesson and a marriage proposal
05:02 Vitor: helping a shy student find her confidence
06:50 Carla: from failing English to graduation
09:51 Barbara: connection through music
12:34 Ely: the expression her young learners remembered
14:41 Fatemeh: the teacher who inspired her
16:34 Hedreich: student-led music and design projects
18:59 Mariana: preparing for a life-changing job interview
21:25 Sanja: learning to express beliefs in English
23:48 Em’s first teaching job and a game made by students
27:48 Music by Shaisan Devasia

What makes an English-teaching post useful enough for learners to watch, respond to and remember?

Gav and Em welcome John from John’s English Page to talk about finding your voice online. John explains how moving his teaching online led him to start an Instagram page, then experiment with slides, voiceovers, short videos, characters and live quizzes. He shares what he has learnt about making content easy to follow and giving learners a reason to join in.

Does a bigger following mean a better learning community? John, Gav and Em discuss comments, interaction and why a question, game or challenge can be more valuable than a view count. They also explore how John chooses words for Pronunciation Rock: he asks followers what they find difficult, so their needs help shape the lessons.

There’s room for Alan the cat, an Auntie Bessie costume story and a debate about how to cut toast. To finish, Tony Kaizen of Life in English shares how music helped him learn languages, followed by his track about pronunciation and practice.

Find John’s English Page:
Instagram: https://www.instagram.com/johnsenglishpage/channel/
YouTube: https://www.youtube.com/channel/UCFYboIBO6DDxaa2Q_70KVuw

Find Tony Kaizen:
YouTube: https://www.youtube.com/channel/UCdmOcmuG4yd2-_hFOlwHtSg
Instagram: https://www.instagram.com/englishwithkaizen/

Andy from Parlour English, whom John mentions as an inspiration: https://www.instagram.com/parlourlanguageroom/

For practical teaching ideas and resources ready to use, visit https://howtoenglishpod.com. If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpod

Chapters
0:00 Welcome and meet John from John’s English Page
1:12 How John started teaching English on Instagram
3:35 Growing an audience and making posts easy to follow
4:32 Finding a voice and characters for teaching videos
7:53 Why some short videos connect with learners
10:24 Time, costs and putting followers’ needs first
12:42 Questions, games and meaningful interaction
14:05 Encouraging learners to use English without fear of mistakes
16:22 Meet Alan the cat
17:29 Choosing pronunciation topics with help from followers
20:13 Moving from recorded videos to live quizzes
22:07 Filming in public and the Auntie Bessie costume
24:11 The great toast-cutting debate
26:00 Where to find John’s English Page
27:51 Tony Kaizen on learning languages through music
29:46 Tony Kaizen’s music

What’s a particle, and why can changing one small word completely change the meaning of a phrasal verb?Gav and Em work through phrasal verbs from beginner to advanced English, with examples from their lessons and plenty of chances to test yourself. They explain separable and inseparable phrasal verbs, why “pick me up” works but “pick up me” doesn’t, and what a transitive phrasal verb needs to make sense.They also explore everyday expressions such as “chicken out”, “conk out” and “wind down”, before tackling mistakes learners make with “throw away” and “throw up”, “pick” and “pick up”, and “grow” and “grow up”. You’ll hear why phrasal verbs can sound more natural in conversation than their formal alternatives, even when the rules get tricky.To finish, teacher and musician Jason Levine, better known as Fluency MC, performs “GO”, a rap packed with expressions using “go”.Find more practical teaching ideas and resources at https://howtoenglishpod.com. If you find the show useful, you can send us a thanks at https://ko-fi.com/howtoenglishpodFluency MC: https://fluencymc.com/YouTube: https://www.youtube.com/c/fluencymc/videosLinks: https://linktr.ee/fluency_mcInstagram: https://www.instagram.com/fluency_mc/Chapters00:00 Welcome and phrasal verbs in conversation01:24 What is a phrasal verb and what is a particle?03:02 Common phrasal verbs and confusing opposites06:00 Informal phrasal verbs and formal alternatives09:11 Separable and inseparable phrasal verbs12:19 Transitive phrasal verbs and objects14:59 Phrasal-prepositional verbs16:07 Unusual phrasal verbs: chicken out, conk out and more23:21 Common mistakes: throw up, throw away, pick and pick up26:37 Fill in, grow up and expressions with care30:28 Introducing Fluency MC and “GO”31:06 Jason Levine introduces the song

What inspires someone to become an English teacher, learn a language or create something new?

Gav and Em explore the difference between inspiration and motivation through their own stories and those of three English learners. Gav recalls how a conversation with his mum led him from an introductory TEFL course to a summer school, teaching children in China and completing his CELTA. Em remembers observing teachers during her CELTA and discovering the kind of classroom she wanted to create.

Can teachers inspire learners with just a few encouraging words? And can learners inspire their teachers? Gav and Em share how students’ interests have led them towards unexpected topics, from beekeeping to carnivorous plants. Gav also explains why listening to other podcasts inspired him to start the How to English TEFL Podcast.

Yakuin, Reiner and Lothar describe what encouraged them to improve their English. Their stories include family, an engaging teacher, films, music, travel, work and online gaming. The episode closes with quotations about teaching and language learning, followed by Family Man, an original song by English teacher and musician John Betton.

Discover John Betton’s music: https://www.youtube.com/user/0nenessagroove

References:
Oxford Languages: https://languages.oup.com/google-dictionary-en/
Dr Alban: https://open.spotify.com/artist/6BkcAbUkfIBM4XudxieMq8

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.

Chapters:
00:00 Welcome and the meaning of inspiration
01:19 Inspiration versus motivation
02:57 How Gav became an English teacher
05:15 How teachers can inspire learners
07:03 What teachers learn from their students
08:51 The inspiration behind the podcast
13:05 How classroom observations inspired Em
16:03 Joaquin: family, films and English
17:59 Reiner: an inspiring teacher, music and travel
21:39 Lothar: learning through music, work and gaming
27:21 Quotations about teaching and language learning
32:28 John Betton introduces Family Man
34:50 Family Man

What is Pidgin English, why does it develop, and should teachers always insist on standard English?

Gav and Em are joined by linguist, translator, language teacher and award-winning musician Coco Mbassi. Drawing on her multilingual childhood in Cameroon and her experiences in France and the UK, Coco explores how language connects people, cultures and identities.

Coco explains how contact between different linguistic communities contributed to the development of Cameroonian Pidgin English. Although it was discouraged at her school, learning it helped her communicate, fit in and connect with other young people. She also discusses growing up with French and English, teaching French to English speakers and the value of approaching language learning more forgivingly.

How important is perfect grammar when successful communication is the real goal? What is the difference between a language and a dialect? Should regional varieties, slang and non-standard English be treated as mistakes—or recognised as meaningful forms of communication?

Gav and Em examine some of the ways Pidgin languages simplify grammatical structures. They also explore European English expressions that teachers might traditionally correct, including “How is it called?”, “We were two people” and “I’m coming from Spain”. Drawing on their classroom experience, they consider when correction is helpful and when teachers should concentrate on whether learners have communicated their intended meaning.

The episode also features Coco’s song Palaba, performed in Cameroonian Pidgin English. Download the lyrics, listen closely and see how much you can understand before comparing them with the standard English translation.

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

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

Chapters

00:00 Welcome and introduction
00:54 Introducing Coco Mbassi
02:40 Coco’s multilingual childhood and linguistic background
03:26 Languages and linguistic inequality in Cameroon
05:02 Music, translation and bilingual identity
05:51 Teaching French to English speakers
06:37 How Cameroonian Pidgin English developed
08:11 Learning Pidgin English to communicate and belong
09:46 Why language learners should embrace imperfection
11:15 Learning languages in a forgiving way
12:16 What is the difference between a language and a dialect?
14:01 Understanding Pidgin English
14:46 Exploring the lyrics and meaning of Palaba
16:32 Palaba performed by Coco Mbassi
20:33 Common features of Pidgin languages
22:22 Pidgin varieties around the world
22:54 European English and changing ideas about mistakes
25:24 Why English teachers should embrace language change
26:13 Should schools ban slang and non-standard English?
29:06 Reflections on language, identity and teaching
30:01 Listener shout-outs
31:34 Where to follow the podcast and support Coco
32:13 Closing the episode

References

Transcription with audio:
https://share.descript.com/view/2TMqgWXIRIq

Palaba lyrics and standard English translation:
https://www.dropbox.com/s/u9c7uv34gmie4ue/Palaba%20Lyrics.pdf?dl=0

Coco Mbassi’s website:
https://cocombassi.co.uk

Support Coco’s work:
https://www.patreon.com/CocoMbassi

Introduction to pidgin languages:
https://en.wikipedia.org/wiki/Pidgin

The Guardian article about a London school’s slang ban:
https://www.theguardian.com/education/2021/sep/30/oh-my-days-linguists-lament-slang-ban-in-london-school

How can teachers make English tenses clearer, more memorable and more enjoyable to practise?

Gav and Em continue the dramatic story of Gav’s ant infestation to explore ways of talking about the future. If you haven’t heard the beginning, listen to S02E12 first to discover how the ants invaded Gav’s kitchen and started stealing his lettuce.

In this second instalment, the ants plan to breach the fridge, build scaffolding and occupy the kitchen. Through the story, Gav and Em demonstrate be going to, will, the future continuous, future perfect and future perfect continuous. They compare plans, predictions with and without evidence, future facts, actions in progress and actions completed by a particular future time.

They also examine how will can express spontaneous decisions, promises, offers, requests and even threats.

Can one story really help learners review all the main English tenses? Gav and Em finish with a 13-part tense challenge covering present, past, perfect and future forms. It shows why comparing tenses in context can be more useful than practising each one separately.

Drawing on their combined 40-plus years in English-language teaching, Gav and Em discuss how teachers can turn a photograph or simple situation into an improvised grammar story. Their main message is reassuring: grammar practice does not have to be dry. Humour, context and imagination can help learners understand why a tense is being used rather than simply memorising its name.

The episode concludes with George Chalmers from Anchor Creative Education. George explains how music, drama and movement can help children learn spelling, punctuation and grammar. He then introduces the catchy Irregular Past Tense Verbs Song.

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.

Transcription with audio:
https://share.descript.com/view/CeDwRgv0O6x

Resources

Tense examples from Gav’s story:
https://www.dropbox.com/s/isweapze59c5hic/Tense%20examples%20from%20Gav%27s%20story.pdf?dl=0

Anchor Creative Education:
https://anchorcreativeeducation.com/
https://www.youtube.com/channel/UCF3idoSaI6I-2bJcYtq4rvQ
https://www.facebook.com/Anchorgrammar
https://www.instagram.com/anchor_grammar/

Books mentioned:
How English Works by Michael Swan and Catherine Walter
English File by Christina Latham-Koenig, Clive Oxenden and Paul Seligson

Do ants sleep?
https://www.kingstownelawn.com/blog/do-ants-fly-sleep-bite-10-surprising-facts

Chapters

00:00 The ant story and English tenses so far
04:19 Why you should listen to Tenses Part 1
05:27 The ants’ future plans
06:20 Be going to for plans
07:10 Will for facts and predictions
07:45 Predictions with and without evidence
08:43 Future perfect with ant scaffolding
09:55 Future continuous for actions in progress
10:40 Future perfect continuous
11:26 A third conditional ending
12:28 Will for offers, requests and promises
13:38 Will for spontaneous decisions
14:18 The 13-tense review challenge
17:33 Reviewing the future forms
19:30 Grammar books and mixed-tense practice
20:42 Making grammar memorable through stories
22:07 Do ants sleep?
24:24 Introducing Anchor Creative Education
26:10 George Chalmers on teaching grammar creatively
30:27 Irregular Past Tense Verbs Song

How can teachers explain English tenses clearly without turning the lesson into a confusing grammar lecture?

Gav and Em use an unexpected ant invasion to explore practical and entertaining ways of presenting English grammar. Their examples show how memorable stories and situations can help learners understand when and why different tenses are used.

Beginning with ants carrying lettuce across Gav’s kitchen, they examine the present simple for facts, routines and schedules before comparing it with temporary actions in the present continuous. They then move through the past simple, past continuous, past perfect and past perfect continuous, showing how these forms help us sequence events and tell more interesting stories.

Why do we say “The ants have eaten the lettuce” but “The ants have been eating the lettuce”? Gav and Em unpack the difference between the present perfect and present perfect continuous, including completed and unfinished actions, present results, duration, for and since, and the words just, already and yet.

Drawing on their classroom experience, they also discuss state verbs, regular and irregular past forms, storytelling techniques and the challenge of explaining subtle differences in meaning without overwhelming learners.

The episode finishes with Rob from English with Rob introducing Tenses of Love, an original song in which each verse demonstrates a different English tense. It offers teachers and learners a creative way to notice and revise grammar through music.

Listen and read along with the transcription:
https://share.descript.com/view/oaLaaWaMiAD

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.

Chapters

00:00 Welcome to How to English
00:22 Why learners feel tense about tenses
01:19 Organic grammar teaching and correction
02:57 Gav’s ant infestation begins
04:35 Present simple facts, opinions and routines
06:31 Present simple for schedules
07:23 Present continuous and state verbs
08:57 Temporary and permanent situations
11:08 Present continuous for future arrangements
11:56 Past simple and finished actions
12:42 Regular and irregular past verbs
13:28 Past continuous and interrupted actions
15:31 Past perfect for earlier past events
17:07 Using past perfect in storytelling
18:25 Past perfect continuous
19:49 Introducing the present perfect
20:18 Past actions with present results
21:48 Using for and since
23:22 Just, already and yet
24:31 Present perfect continuous
25:34 Temporary and permanent situations
26:57 Present perfect simple or continuous?
27:42 Numbers and completed actions
28:08 Have eaten or have been eating?
29:44 A future episode about future tenses
30:25 Rob introduces Tenses of Love
32:01 Tenses of Love

Hashtags

EnglishTenses,TeachingEnglishGrammar,EnglishGrammar,TEFL,ESL,ELT,EnglishTeachers,LearnEnglish,GrammarTeaching,PresentSimple,PresentContinuous,PastSimple,PastContinuous,PresentPerfect,PresentPerfectContinuous,PastPerfect,PastPerfectContinuous,EnglishWithRob,GrammarActivities,TEFLPodcast

Questions answered

00:31 Why do learners feel tense about English tenses?
04:35 When do we use the present simple?
07:23 Can state verbs be used in continuous forms?
08:57 What is the difference between temporary and permanent situations?
13:28 How do the past simple and past continuous work together?
15:31 When should we use the past perfect?
19:49 How does the present perfect connect the past and present?
21:48 What is the difference between for and since?
23:22 How do we use just, already and yet?
25:34 What is the difference between the present perfect and present perfect continuous?
28:08 What is the difference between “have eaten” and “have been eating”?

How can learning British Sign Language help teachers, learners and content creators communicate more inclusively?

Gav and Em welcome speaker, consultant and podcaster Ahmed Khalifa from Hear Me Out CC for a fascinating introduction to British Sign Language, deaf awareness and accessibility.

Ahmed explains why sign language should be treated as another language rather than a universal system. British Sign Language differs from American Sign Language and has its own vocabulary, grammar and regional variations. He also describes the concentration fatigue involved in listening and processing spoken languages and challenges hearing people to learn sign language for genuine communication—not simply as a social-media trend.

What barriers do deaf learners face in education? Why should hearing people consider learning BSL? And how can English teachers make their lessons, videos, podcasts and social posts more accessible?

Drawing on their classroom and podcasting experience, Gav and Em explore practical steps including:

• adding accurate captions to videos
• publishing transcripts with podcasts
• using alt text to describe images
• making online teaching materials accessible
• learning about deaf culture and education
• connecting with local deaf communities

They also discuss a free Coursera course about educating deaf children and accept Ahmed’s challenge by making a pact to begin learning British Sign Language together.

The episode finishes with singer-songwriter and Business English teacher Ellie Meriz, who introduces two songs from her EP: You’re Young and In Love With It.

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 classroom resources ready to use.

Transcript with audio:
https://share.descript.com/view/sZvBplpPCDp

Ahmed Khalifa and Hear Me Out CC

Website:
https://hearmeoutcc.com/

YouTube:
https://www.youtube.com/channel/UCwVOu4aDForkmx5ZuTU73zg

Spotify:
https://open.spotify.com/show/0jRRHxkR6F55FsnmykxQss

Instagram:
https://www.instagram.com/hearmeoutcc/

Ellie Meriz

Music:
https://wiseband.lnk.to/Ellie-Meriz-Youre-Young

Instagram:
https://www.instagram.com/elliemeriz/

Resources mentioned

Understanding deaf culture and education:
https://www.coursera.org/learn/educating-deaf-children/lecture/NuhK9/understanding-deaf-culture-and-community

Signing tips:
https://blog.ai-media.tv/blog/signing-tips

Transcription:
https://descript.com/

People and organisations to follow:
https://www.instagram.com/adventuresindeafed/
https://www.instagram.com/signlanguagecenter/
https://www.instagram.com/hearamillion/
https://www.instagram.com/whyisign/

Chapters

00:00 Welcome and the mystery of “another language”
01:43 Introducing British Sign Language
02:08 Ahmed Khalifa and Hear Me Out CC
04:10 Learning spoken languages with hearing loss
05:47 Why sign language is a complete language
06:34 BSL, ASL and regional differences
07:20 Why hearing people should learn sign language
08:59 Ahmed’s challenge to connect with deaf communities
10:03 Gav and Em reflect on listening fatigue
11:24 Deafness and BSL figures discussed in the episode
12:34 Breaking communication barriers
13:35 Deaf culture and community
13:50 A course about educating deaf children
16:33 Making teaching and online content accessible
17:37 Apps for adding captions to videos
18:19 Using alt text to describe images
19:25 Why podcasts need transcripts
19:48 Gav and Em accept the BSL challenge
21:09 The idea of a live online staffroom
22:42 Listener shout-outs
23:42 Introducing Ellie Meriz
24:31 Ellie on teaching Business English and making music
26:12 You’re Young and In Love With It by Ellie Meriz

What does innovative English teaching look like, and could Dogme or lip-syncing transform the way learners use language?

Gav and Em explore teaching approaches that move beyond prescriptive, textbook-led lessons. Drawing on their classroom experience, they discuss how task-based learning, collaboration and meaningful communication can increase engagement, support fluency and reduce language anxiety.

Special guest Vitor Hugo, also known as Seu Teacher Agradece, explains how he combines English teaching, music, quizzes and lip-sync performances. He shares practical tips for choosing suitable songs, understanding lyrics, exaggerating articulation and using performance to develop clearer pronunciation. Vitor also discusses being an openly queer online teacher and the importance of representation within English language education.

Gav then introduces Dogme ELT, a student-centred, materials-light approach associated with Scott Thornbury and Luke Meddings. He gives Em a live demonstration showing how teachers can create opportunities for learner-generated topics and emergent language.

Can teachers deliver an effective lesson without a textbook or formal lesson plan? How can conversations produce useful language? What are the possible disadvantages of Dogme? Gav and Em examine interaction, scaffolding, learner voice, relevant materials and the teacher’s responsibility to record, correct and upgrade students’ language.

The episode finishes with We Get Lost by singer, songwriter and secondary-school teacher Shemsi.

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.

Vitor Hugo

YouTube:
https://www.youtube.com/channel/UCVo-FrBN6kD1tqrn7qo9_7w

Instagram:
https://www.instagram.com/seuteacheragradece/

Shemsi:
https://www.youtube.com/channel/UCcVVrL6qxnUFT6H04Pdx7KQ/videos

People who inspire Vitor

Alok Vaid-Menon:
https://www.instagram.com/alokvmenon/

Billy Porter:
https://www.instagram.com/theebillyporter/

Jonathan Van Ness:
https://en.wikipedia.org/wiki/Jonathan_Van_Ness

Pabllo Vittar:
https://www.instagram.com/pabllovittar/

Liniker:
https://en.wikipedia.org/wiki/Liniker

Artists suggested for lip-sync practice

Jason Mraz:
https://www.youtube.com/channel/UC8ey1FYCmgHPa9f5KxWb0mw

Boyce Avenue:
https://www.boyceavenue.com/

Pentatonix:
https://music.ptxofficial.com/

Glee:
https://www.youtube.com/user/TheAllGleeMusic

Dogme ELT resources

Dogme language teaching:
https://en.wikipedia.org/wiki/Dogme_language_teaching

What Is Dogme ELT?
https://www.whatiselt.com/single-post/2018/10/09/what-is-dogme-elt

A Dogme lesson with Luke Meddings:
https://www.teachingenglish.org.uk/article/a-dogme-lesson-luke-meddings-exeter

Chapters

00:00 Welcome to How to English
00:49 What are innovative teaching methods?
01:44 Task-based learning and meaningful communication
03:19 Engagement, collaboration and language anxiety
05:29 Introducing Dogme ELT
06:33 Vitor Hugo on innovative online teaching
07:14 Learning grammar and English through music
08:08 Queer representation in English teaching
10:01 How to use lip-syncing for language learning
11:35 Gav and Em discuss Vitor’s teaching ideas
12:48 Lip-syncing apps, quizzes and classroom activities
14:28 Teaching grammar and chunks through songs
16:22 What is Dogme language teaching?
17:25 A live Dogme lesson demonstration
19:44 What makes a successful English lesson?
23:06 Conversation, collaboration and co-constructed learning
24:07 Scaffolding and upgrading learners’ language
26:09 Potential disadvantages of Dogme
27:10 Making emergent language memorable
29:25 Creating opportunities for learners to speak
32:25 Learner voice, validation and empowerment
34:10 Choosing relevant and inclusive materials
35:11 Dogme ELT summarised
37:17 Listener shout-outs
38:18 Meet Shemsi
39:29 We Get Lost by Shemsi