Tea's Dream

“English? It’s like learning to drive, only more fun!”

Hi everyone, I’m Tea!

My dream is simple: help anyone learn whatever they want in the most effective way with the least wasted time.

I was never a star student by traditional standards. I didn’t pass the entrance exams for elite schools, never won scholarships, and certainly never topped my class. Back in high school I was labelled “rebellious” just because I refused to copy from the board; if a lesson felt pointless, I would happily switch to another subject on the spot.

Precisely because of that, I understand how learning—done right—can change a person’s life. Knowledge only becomes valuable when it is applied, when it creates meaningful change for ourselves and for other people.

Learning isn’t only about understanding concepts; it’s about being able to do something with them. Some people argue that practice is everything. Others insist theory must come first. Why can’t we have both?

Back in school I wasn’t resisting because I hated studying or disliked my teachers. I simply felt the method was ineffective. I’ve always believed learning should be optimised—focused on what is genuinely useful, helping each of us both understand and execute so that we create real value.

This book is part of that dream: a journey that helps you learn better, faster, and—most importantly—apply what you learn in real life.

I truly believe English isn’t hard. It’s just like learning to drive: practise seriously, follow a clear roadmap, and you will get there. In recent years English has been “oversold,” creating unnecessary pressure. To me, English should return to its essence: an ordinary skill anyone can master.

Why did Tea write this journey?

• I grew up in a family of English teachers, so I’ve seen first-hand that while our starting points differ, anyone can improve with the right approach.
• I learned like an ordinary person, struggling with IELTS before I reached 7.0 and later 8.0. I know what it feels like to lack confidence and not know where to begin.
• I’ve taught for years and witnessed how “viral hacks” send learners in circles. This book is my way of dismantling those misconceptions.

What’s inside the roadmap?

The journey is split into three big parts:

1. Part 1 – Busting common myths: We’ll unpack the classic “people say that…” claims that keep you stuck.
2. Part 2 – CELTA-inspired self-teaching: The exact way my students and I train speaking, writing, and listening so every hour delivers tangible results.
3. Part 3 – Tools & habits to stay on track: Apps, exercises, and time-management tips so you can sustain self-study long term.

Right in Part 1 you can follow the chapters in order, or jump straight to the myth you’re wrestling with:

• Myth #1: Living abroad automatically makes you fluent
• Myth #2: Adults learn English more slowly than kids
• Myth #3: Underlining “keywords” means you understand the text
• Myth #4: The higher the band score you want, the more vocabulary you must cram
• Myth #5: Just write more and your Writing band will rise
• Myth #6: One-on-one lessons always beat group classes
• Myth #7: To improve speaking you must record and listen to yourself constantly
• Myth #8: Accurate pronunciation begins with mastering IPA
• Myth #9: A 5.5 IELTS score is embarrassingly low
• Myth #10: Other people make rapid progress—why can’t I?
• Bonus myth: When the Speaking examiner stops you early, your band is doomed

Each myth comes with real stories, clear analysis, and actionable steps for you to test right away. When you’re ready, move on to Part 2 to design your skill-by-skill practice plan.

I hope this journey helps you worry less, see a clearer roadmap, and—most of all—feel that English is something you can truly make your own. Shall we begin?

People love to say, “Just live in the US/UK for a few months and you’ll speak English like a native.” It sounded plausible because decades ago the environment forced you to use English all the time.

Why the myth used to be true

• Few Vietnamese communities abroad: Renting a flat, going to work, even grocery shopping demanded face-to-face English.
• Zero tech support: No self-checkout, no apps, no free video calls. Contacting home meant visiting the post office and paying a hefty fee.
• English or bust: Using the language was a survival skill—people progressed because they had no alternative.

What’s different now

• Vietnamese neighbourhoods, landlords, and coworkers exist in most major cities.
• Technology lets you shop, pay, and call without saying a word in English.
• You can easily spend an entire week speaking only Vietnamese and still get by.

The result: you could live in an English-speaking country for years and stay stuck if you never train deliberately.

So how do you really improve?

• Track your real speaking hours. If a 90-minute class gives you only five minutes of output, you need 12 classes just to log one hour. Every skill demands roughly 40 hours of meaningful “flight time.”
• Engineer your own environment. Join English-speaking communities, schedule practice with classmates, or shift parts of your job to English.
• Set concrete targets. “Speak three hours with real people each week” is far easier to follow than “try to talk more.”

The environment no longer pushes you automatically. You have to choose to step into English-speaking spaces every day.

Suggested visual references: public payphones, queues at the post office, handwritten letters—anything that shows how communication used to be a challenge (cite sources clearly if you use them).

People often say “once you’re past 25, nothing sticks anymore.” Reality: adults have plenty of advantages—we simply spend fewer hours practising.

Why adults still learn fast

• You’ve already mastered one language. Vietnamese gives you templates for structure, logic, and connecting ideas quickly.
• A mature brain helps. Self-study skills, discipline, and time management are stronger than a child’s.

Why it feels slow

1. Sky-high expectations: hoping to sound native after a few months.
2. Misaligned methods: lots of reading/listening, little speaking or writing output.
3. Limited time: work and family squeeze your schedule—10 focused hours a week is already a win.
4. Mental load: bills, health, emotions; all the adult worries that interrupt learning.

How to leverage adult strengths

1. Treat learning like a serious project: fixed study blocks, track practice hours, review progress.
2. Protect deep practice time: aim for 10 hours per week; if you can only do less, accept slower progress to stay sane.
3. Pick methods that demand output: real conversations, active recall, spaced repetition, and assignments tied to your actual work.

From Tea’s own experience, maintaining ~10 hours of English practice each week for 2–3 years gets you to roughly IELTS 6.5, lets you watch shows without subtitles, and collaborate in English at work. Nothing mythical—just disciplined effort in the right direction.

People keep saying “highlight the keywords so the passage sticks.” Reality: underlining often tricks you into feeling done while the main idea still isn’t clear.

Why highlighting is misleading

• Completion illusion: once the page is striped with ink, your brain celebrates—even if comprehension is shallow.
• No link to context: marking a word without grasping how it functions in the sentence doesn’t help you reuse it.
• Zero self-check: few readers stop to ask, “Could I explain this paragraph in my own words?”

What to do instead of only highlighting

1. Interrogate the question first. Read it twice, then close your eyes and rephrase it out loud.
2. Predict the information type. Is the answer a number, a person, a location? Knowing the category primes your brain to notice it.
3. Anchor everything to context. In listening and reading tasks, keywords are usually paraphrased; focus on meaning, not exact wording.
4. Retell the passage yourself. If you can’t paraphrase it, you haven’t really understood it yet.

When highlighting still helps

Use it intentionally:

• Flag questions you need to revisit.
• Jot quick reminders of ideas you’ll reuse in writing or speaking.

Think of highlighting as a supporting step. Real progress comes from understanding, summarising, and anticipating the information you need next.

This myth has been debunked countless times by teachers and creators. Many learners believe that to score high in IELTS, they must master endless lists of advanced vocabulary.

Yes, moving from band 6.0 to 7.0 requires enough vocabulary to discuss both familiar and unfamiliar topics, plus a handle on natural collocations and the occasional less common word.

But collocations are far easier to control than obscure vocabulary—and you already know many of them without realising it. A collocation is simply a set of words native speakers tend to use together, like:

• An adjective that naturally goes with a certain noun.
• A verb that pairs with a specific object.
• An adverb that commonly modifies a particular adjective.

These combinations rarely rely on fancy words. When you slot them together correctly, you sound natural and sophisticated at the same time. With solid collocation skills, band 7.0 is absolutely within reach—no extreme word-hoarding required.

So instead of chasing ever-harder vocabulary, revisit what you already know and learn how to combine it more effectively. This approach delivers faster results and is far more sustainable than cramming rare words you’ll never use.

Think of your vocabulary like a storeroom that’s overflowing with great tools. You already own plenty, but you’ve forgotten where everything is. Rather than rushing out to buy new gear, spend time organising, rediscovering, and optimising what’s already there. It saves time, it’s cheaper, and it keeps your “house” tidy.

Bottom line: focus on using vocabulary naturally and effectively, instead of piling on “impressive” words that never make it into real conversations.

People love to say “just write more and your band score will rise.” Reality: without fresh input you simply recycle the same ideas and vocabulary.

Why endless writing stalls out

• No ideas: skipping the reading/listening phase leaves your mind blank when it’s time to draft.
• No contextual vocabulary: if you rarely meet words in real examples, you can’t use them naturally in your own sentences.

A more effective writing routine

1. Collect input first. Read articles, watch videos, or listen to podcasts on the exact topic. Capture key arguments, phrases, and structures.
2. Reuse what you just studied. When you write, intentionally drop in those notes—this is how you “borrow” precise language.
3. Ask for feedback at the right moment. Once you’ve drafted with solid input, invite a teacher or study partner to critique word choice and flow.

Common mistakes

• Sitting down to write cold—no ideas, no vocabulary, just frustration.
• Forcing rare words you don’t own yet—after the essay, they still don’t stick.

Don’t squeeze sentences out of an empty brain. Study first, then write. You’ll feel lighter and improve faster.

Myth #6: One-on-one lessons are always superior

Many people believe one-to-one tutoring guarantees faster progress because the teacher can focus entirely on you. That’s true if you’re already advanced, have highly specific questions, or need deep work in a specialised area. For beginners and intermediate learners, however, 1:1 can be expensive without offering the best returns.

English is a language of interaction. Communication demands quick reflexes and the ability to adapt to different speaking styles. If you only converse with one teacher, you become accustomed to their accent, pace, and question patterns. When you later meet real-world conversation partners—with their own accents, rhythms, and quirks—you can freeze because nothing feels familiar.

Group classes provide exactly that diversity. Every classmate has a unique style, speed, and way of responding. You have to listen, infer, and react—just like outside the classroom. The slight discomfort is precisely what builds your communication muscles.

There’s also the boredom factor. A few weeks into 1:1 lessons, you and your teacher know each other too well and discussions start to repeat. In a group, you gain new friends, stories, and scenarios that keep your reflexes sharp—even online.

Of course one-on-one still has its place. If you’re already solid and need help with very personal questions, or you’re rehearsing an important presentation, a private session can save time. But if your goal is flexible, real-life communication, seek a group class led by a teacher who knows how to structure activities and create authentic practice.

Myth #7: Do you really have to record yourself every day?

People swear by “record yourself daily if you want to speak well.” Recordings help—but they aren’t mandatory, and sometimes they crush motivation.

When recording backfires

• You replay the audio, hear every flaw, and become too shy to speak.
• You spot dozens of mistakes and have no idea which one to fix first.
• Without guidance, you listen... and still don’t know what to improve.

Speaking practice that doesn’t require recordings

1. Outline before you talk. Planning your points keeps you on track.
2. Focus on one target per session. Intonation today, past tenses tomorrow.
3. Listen to yourself in real time. Catch the slip and adjust on the spot.
4. Ask for live feedback. Tell your partner what you’re working on so the comments stay relevant.

When recordings earn their keep

• You want before-and-after evidence of progress.
• You’re polishing a presentation and need one last quality check.
• You don’t mind hearing your own voice and can stay objective.

Recording is a tool, not a rule. What matters most is using English often and getting feedback at the right moment.

People say “if you want perfect pronunciation, you must memorise the IPA chart.” That was true—when we were learning from paper dictionaries twenty years ago.

Why IPA used to be essential

• Before audio dictionaries existed, IPA was the only way to decode pronunciation.
• Studying IPA forces you to focus on individual sounds, so you feel faster progress.

Why things are different now

• Every major digital dictionary (Cambridge, Oxford, Google) has audio for UK and US accents.
• Videos and pronunciation apps show mouth shapes so you can mirror them directly.
• Native speakers didn’t grow up with IPA—they listened and repeated.

When IPA still helps

• You enjoy analysing sounds and want precise descriptions of mouth positions.
• You teach pronunciation or rely on paper dictionaries for phonetic guides.

What to do if you skip IPA

1. Look up the word → listen to the audio → mimic the sound.
2. Note how it differs from Vietnamese (final consonants like /t/, /d/, etc.).
3. Repeat deliberately until the response becomes automatic.

IPA is just a tool, not a requirement. Accurate listening and conscious imitation are the real keys to better pronunciation.

Myth #9: Is an IELTS 5.5 really “low”?

People love to say “5.5 is such a low score.” The better question is: does 5.5 meet your goal?

IELTS isn’t a beauty contest

• Treat it like a driver’s licence—proof you can operate at a certain level.
• Around band 4.0 covers tourist interactions; 5.5 for settlement or frontline jobs; 6.5 for university and office work; 8.0+ for ambitious academic or professional goals.

When 5.5 is “enough”

• Your daily life runs mostly in Vietnamese and you just need basic conversations with foreign clients.
• You’re applying for skilled-worker immigration or a closed work permit—many pathways only require 5.5.
• You want a snapshot of your current level so you can keep studying without burning extra time and budget right now.

When you need more

• University study or English-speaking workplaces? Aim for 6.5–7.5.
• Research, lecturing, or high-stakes professional roles? Target 8.0 or higher.

Skip the “credential inflation.” Let the band score serve your mission, not someone else’s expectations.

People say things like “they’re naturally talented” or “I’m just not gifted with languages.” In reality, progress usually comes down to environment + method + priorities, not magical genes.

Factors others may have (and you can build)

1. Family support: Less financial pressure frees up mental space to learn. It isn’t unfair—it’s simply a different starting point.
2. Aligned methods: They use active recall, spaced repetition, and push output. Two focused hours beat five hours of passive reading.
3. Clear priorities: They willingly trade free time for their goal. If your priorities differ, accept slower progress to stay balanced.
4. A roadmap: Either researched on their own or guided by a mentor, so every next step is obvious.
5. “Luck” = preparation + opportunity: When they’re ready, chances that appear are captured immediately.

How to catch up

• Audit your resources: How much time, energy, money can you deploy right now?
• Learn technique before tools: Once you know how to study, almost any material works.
• Set goals that reflect your priorities.
• Chunk the journey: perhaps three months on speaking, then shift to writing.
• Keep a list of questions and gaps: so when you meet someone ahead of you, you know exactly what to ask.

Stop blaming yourself for being “bad.” Adjust the environment and the approach, and your pace will climb quickly.

People often say “English is too expensive to learn.” In reality, it’s one of the highest-return investments—if you use it well.

Why it pays off

• My parents chose tuition over new houses or cars; the knowledge they banked gave them sustainable income for decades.
• Author Daniel Priestley compares: invest $100 in stocks, maybe you earn $20–30 a year; invest $100 in communication skills, and it can underpin a $50–60k salary.

Real-world examples

• I spent about 140 million VND on IELTS and CELTA. Within the first year I was earning ~20 million a month part-time—paid back in twelve months.
• Many learners invest around 50 million over two years, reach IELTS 6.5, and pivot to roles paying 40–50 million per month—recouping their costs in a few months.

How to keep the money from evaporating

• Pay for a roadmap, not a logo. Define the goal, timeline, and progress metrics before buying a course.
• Build monetisable skills. Focus on what you truly need (workplace communication, report writing), not just collecting certificates.
• Self-study between classes. Five to seven hours a week on your own shortens the programme and saves tuition.

Whether English feels “expensive” or “affordable” depends on how you turn that skill into bigger opportunities for yourself.

People often say “If the examiner cuts you off, your score is doomed.” Reality: stopping early usually means you’ve already provided enough evidence for the examiner to rate you.

Why do they stop?

• Examiners need just enough language to assess the four criteria (fluency, vocabulary, grammar, pronunciation). Once they have it, they move on to stay on schedule.
• A Speaking slot lasts only 11–14 minutes. Examiners assess back-to-back candidates for hours; there’s no reason for them to prolong a part once they understand your ability.

When will they probe further?

• If your answer is too short or unclear, the examiner will immediately follow up. So when they stop without extra questions, it usually signals they already have what they need.

Examiner stops you? Take a breath, smile, and remind yourself: “I’ve given a clear answer.”

Stay calm, move on to the next section, and focus on finishing the interview strong—that’s how you secure the band you deserve.

How I Kept Stalling (and Finally Improved) with IELTS Writing

About seven years ago, when I was racing to clear the IELTS requirement to graduate, Writing was the skill that hurt the most—even more than Speaking.

It wasn’t a vocabulary or grammar problem. The wall was ideas. I followed every self-study blog and Facebook group, and the top advice was “write as much as possible” and “get as many essays corrected as you can.” I even had an amazing teacher who marked anything I sent her. Mechanically, I mastered the “standard structures,” yet the moment a new topic appeared, my mind went blank.

My teacher said it was because I lacked real-world experience and hadn’t lived enough, which sounded fair. But the comment didn’t get me closer to the score I needed (and the bar at my university was high).

Only when I studied CELTA later did the real issue click: the problem wasn’t that I hadn’t written enough—it was that I hadn’t read or listened enough. Writing is a productive skill; it is language output. Without solid input, there is nothing to produce.

Imagine a prompt about the fashion industry—“Should society pour significant money into fashion and the arts?” If you’ve never thought about it, never read or watched anything on the topic, you simply sit there. No ideas, no angles. You can’t even draft a sentence, let alone a 250-word discussion.

The fix is to load up on listening and reading around a theme before you write. Then you recycle those ideas, phrases, and structures in your own response. When the input and output align, everything flows; the pressure drops, and practice feels natural again.

Most people rely on the Cambridge IELTS series. It’s fantastic because you get listening, reading, and writing samples from real exams. The only drawback is that the four sections inside a test are not about the same topic, so balancing input/output requires extra effort.

Bottom line: no input, no output. Feed the mind first, then writing becomes doable.

One-on-one lessons aren’t as effective as I thought

Private lessons are marketed as the gold standard—premium price, premium results. But do you actually need them?

They make sense if you’re learning specialist content, need strategic advice, or have lots of tailored questions. For general knowledge—especially language learning—they’re rarely the best option.

When you sit alone with a teacher, the first few sessions feel great. Every question is answered, curiosity satisfied. Once that honeymoon ends and you shift into conversation practice, the drawbacks show up.

First, trained teachers (especially those with teaching certificates) are skilled at steering conversations. When you freeze, they prompt you, suggest vocabulary, or gently nudge you forward. It feels wonderful—but it isn’t real life. In the supermarket, if staff don’t understand you, they get impatient or do the wrong thing. Nobody pauses to coax you the way “Teacher Tea” would in a 1:1.

Second, after a couple of lessons you get used to your teacher’s speaking style. The learning curve flattens fast. Real conversations expose you to a wild range of personalities and habits; if you don’t acclimate early, the real world will feel brutal. In a class of 8–10 learners—especially those who aren’t trained teachers—you practice negotiating meaning, agreeing on tasks, asking for information. Those skills transfer.

So if your goal is communication and reflexes, pure 1:1 is an expensive way to get bored. Small-group classes give you new contacts (even online), a place to test your interaction skills, and a much gentler price tag.

Are grammar and vocabulary overrated?

That obsession probably comes from how English used to be taught in Vietnamese schools (at least when I was a student!): master every grammar point to answer every test question. Early IELTS “hackers” reinforced the idea that you needed fancy vocabulary to score high.

These days we know it’s not true. Top IELTS scorers consistently say fluency and natural communication matter most. Grammar and vocabulary are supporting tools. I mention IELTS because it remains the most trusted benchmark.

The old grammar-translation method is outdated. Don’t cling to it.

Think about travel: before you choose plane, train, or bike, you decide where you’re going. English works the same way. Grammar and vocabulary are the vehicles; communication is the destination. If people understand you, mission accomplished.

When we obsess over our own grammar or pronunciation mid-conversation, we slip into selfish mode. Communication is about the listener. Focus on them, and on conveying the idea.

So, when you coach learners:

• Encourage them to speak and write freely—get ideas out first. While they’re trying, hold your corrections. Wait until they’ve finished expressing themselves; then give delayed feedback.
• When you do correct, pick one or two grammar points. Don’t unload every error. Teachers feel itchy when they spot lots of mistakes, and learners often want it all at once, but that overwhelms everyone.

You’ll notice less anxiety and better retention when feedback is focused.

Finally, a quick thank-you to the admin for creating this rare, much-needed space to share ideas!

One-on-one lessons aren’t the miracle I imagined.

Private classes are sold as the most effective—and the most expensive. But do you truly need them?

They’re helpful for specialists, strategic coaching, or deeply personal questions. For general language learning? Not so much.

At first, you feel pampered: every doubt answered, every curiosity indulged. Once it’s time to practise speaking, the efficiency drops for two main reasons:

1. Teachers cushion you. Trained instructors guide conversations, prompt you when you freeze, and feed you vocabulary. It’s comforting, but the real world isn’t that gentle. In a supermarket, if staff don’t understand, they get impatient or just do it their way.
2. You acclimate to one style. After a couple of sessions you “tune in” to your teacher’s cadence, and progress slows. Real communication throws dozens of personalities at you. Group classes with 8–10 learners (especially non-teachers) expose you to that variety and force you to collaborate—agreeing on answers, asking clarifying questions, finishing tasks together.

That’s why purely 1:1 study is an expensive way to build weak reflexes. Group settings give you networks, practice, and a lighter bill.

The grammar/vocabulary obsession

It likely stems from how English used to be taught in Việt Nam and from early IELTS folklore: master every grammar rule, cram “fancy” words, and you’ll ace the exam.

Today, high scorers repeat the same message: fluent, natural communication wins. Grammar and vocabulary are tools, not the destination.

It’s like travel: you decide your destination first, then pick plane/train/bike. Grammar and vocabulary are the vehicles; communication is the goal. If your listener understands, you succeed.

If you’re fixated on your own vocabulary and pronunciation mid-conversation, you’re being a bit self-centred. The point is to get the message across.

So when you coach learners:

• Let them speak/write freely. While they’re trying, don’t interrupt with corrections. Wait until they’ve finished to give delayed feedback.
• When you correct, narrow the focus to one or two points. Dumping everything at once overwhelms them and kills confidence.

Huge thanks to the admin for hosting such a rare, invaluable forum for our field!

Paying just to “learn their culture”?

After I reiterated that teachers shouldn’t be chosen purely by passport, someone replied, “But foreign teachers bring cultural diversity. My kids need that exposure.”

Growing up in Việt Nam, I rarely had foreign teachers—there simply weren’t many around, and online lessons weren’t common.

But once my English was solid enough to chat comfortably, I made tons of international friends. I messaged people online, invited a few to visit Việt Nam, and played local tour guide. I took them to hủ tiếu stalls near Co.opmart Phan Xích Long and to the jazz bar owned by Trần Mạnh Tuấn in District 1. We talked, shared meals, and swapped stories. That’s how I learned their cultures—through real friendships.

Later, when I moved to the UK, I relied on the English I’d learned from my Vietnamese teacher (my mum!) to connect with locals. That was enough to socialise, integrate, and keep learning. You don’t need much more than the ability to understand, talk, text, and read emails to build relationships overseas.

So paying a foreign teacher just to “get their culture” is like paying someone from Hà Nội to have coffee with you so you can absorb Hà Nội culture. Sounds odd, right?

Language is a tool—a fishing rod, not the fish. Choose the teacher who helps you build a strong rod. Often, that’s someone who has already mastered the language from your perspective and can teach you how they did it.

What we truly need is the ability to acquire skills and absorb language—not the language itself handed to us. Learning is a lifelong journey; two years with an expensive “cultural” teacher won’t cover that.

Many people live in the UK for a decade, hold down jobs, and still only manage “good morning,” “how are you,” “how much,” “pay please.” Even more surprising: plenty of students spend 3–4 years abroad and come home with shaky English.

It’s entirely possible to spend days—or an entire month—in London without uttering any English. Tap your card on the Tube, self-checkout at the supermarket, FaceTime friends back in Việt Nam, rent from a Vietnamese landlord. Problem solved.

Students aren’t exempt. In giant lecture halls, the professor monologues and everyone goes home. Classmates have their own schedules, so conversations never stretch beyond “Where are you from? Nice!”

So how do you actually improve if “living in England” isn’t enough?

Some people pick up a part-time job with international staff. Great—you’ll master phrases like “That’s £6.50,” “What would you like today?” or “Can you take the trash out?” But the English you need to present, collaborate, or work in a professional setting still stagnates.

The truth: English fluency depends more on your attitude and habits than your postcode. Someone in Hà Nội or Sài Gòn who works eight hours a day in English will outpace a Londoner who spends every evening with Vietnamese friends and works for a Vietnamese-owned business.

Wherever you are, progress still hinges on two simple actions: study and practice.

Study: keep collecting vocabulary, grammar, expressions, and pronunciation patterns. Use textbooks, courses, or self-study materials—just like you did when preparing for IELTS back home. Want to pick things up from locals? You have to observe and note them yourself; nobody stops mid-conversation to explain grammar. (You’ve spoken Vietnamese for decades—can you explain every rule on the spot?)

Practice: English-speaking countries give you more opportunities, but you must grab them. In the “old days” without technology, survival forced people to use English constantly. Now, the digital shortcuts described earlier make it easy to avoid it altogether. Set a weekly target—choose a few new words, grammar points, or sounds, and intentionally use them with English speakers. They don’t have to be native; long-term locals often know the idioms better than native tourists. Be brave. Two new items a day is enough to see real change within a month.

Why the British Council doesn’t encourage IELTS under 16

There are a few reasons.

Learners younger than sixteen—roughly middle-school age—usually haven’t built enough knowledge, life experience, and critical thinking to tackle IELTS-style argumentative topics. That observation is fair. But note the British Council is advising against sitting the exam, not against studying English. Think of it like swimming: you can start lessons at three or four, but no one expects you to join a competitive squad yet.

I’ve written elsewhere about studying English and using IELTS as a goal rather than “studying IELTS.”

So can teenagers handle the societal issues that appear in IELTS? In the UK, the GCSE curriculum (beginning around age 14) already covers these themes, depending on subject choices. Here’s a sample GCSE Business Studies question:

Which of these people would be most likely to work in the procurement department of a clothes manufacturer? A. Buyer; B. Customer service adviser; C. Delivery driver; D. Machinist.

And from GCSE History:

Explain two of the following: (1) The importance of Spanish exploration for Spain’s foreign ambitions. (2) The importance of goods from the New World for Spain’s economy. (3) The importance of the Treaty of Tordesillas (1494) for relations between Spain and Portugal.

Students study GCSE content from about age 14 and sit the exams at 16, before moving on to A-levels for university preparation.

Vietnamese curricula also touch on comparable themes. The difference is that pressure to chase grades and rush through textbooks can keep teachers and students from diving deeply into discussion.

Bottom line: secondary students can—and should—explore the social questions that IELTS raises, starting well before exam age. But wait until around sixteen, once they’ve built the necessary understanding, before signing up for the actual test.

Keeping “when to start learning” separate from “when to sit the exam” makes planning a lot clearer.

Apps That Actually Help You Learn English

There are thousands of language apps, but only a few truly move the needle. After testing many tools myself and watching what works for learners in class, these are the three I recommend most.

1) Quizlet — vocabulary via flashcards

Quizlet lets you build your own sets and practise through interactive modes. Creating good sets, however, is time‑consuming. If you can, ask a teacher or knowledgeable friend to prepare a quality deck for you. If you’re self‑studying, a simple notebook also works: write the word on one page and its meaning on a different page to force recall (spaced repetition) and make memory stick.

2) TEDICT — active listening with dictation

TEDICT pairs TED Talks with dictation exercises. It splits talks into short lines so you listen and type what you hear; mistakes are corrected and you can enable hints based on difficulty. You train listening, spelling and vocabulary in real context. At times it can be even more effective than chatting with a native speaker, because you have space to examine every word carefully.

3) TFlat Dictionary — lightweight, with built‑in flashcards

This is a simple, free EN–VI dictionary. Its killer feature is integrated flashcards: when you look a word up, star it to add to your review list. Be careful with spelling so you get full definitions and examples. When it’s time to review, open the starred list and switch on flashcards.

No matter which app you use, habits win: add new words regularly, review on a schedule, and reuse them in real conversations. Technology is a tool — you decide the results.

The Rubber‑Band Effect (for Pronunciation)

When you stretch a rubber band just a bit, it snaps back easily. That’s your old pronunciation habits returning when you’re tired or distracted.

Stretch it far and release — it doesn’t return to the exact starting point. Do the same in practice: deliberately “overdo” the features you’re training. Make stressed syllables longer and louder, exaggerate intonation, and lengthen vowel sounds. Then, in normal conversation, those features remain clear without extra effort.

Train big to shift the baseline. Speak naturally to keep it there.

TEDICT — Train Listening, Dictation, and Pronunciation

TEDICT combines TED Talks with line‑by‑line dictation. You listen to a short segment and type exactly what you hear. You can choose an easier “select words” mode or the full typing mode, and enable hints progressively. This builds three skills at once:

• Precise listening: you learn to segment speech and catch connected sounds.
• Accurate spelling: typing forces you to resolve what you truly heard.
• Pronunciation awareness: you notice stress, intonation, and vowel length.

How to practise effectively

• Start with short sessions (10–15 minutes) and increase gradually.
• Loop a single line until you can transcribe it perfectly, then shadow it.
• Save new words to a review list; check pronunciation in a dictionary.
• Revisit difficult clips a day later (spaced repetition) and shadow again.

Why it can beat small talk with natives

In real conversations you rarely have time to pause, replay, and microscopically examine what you heard. TEDICT gives you that microscope. You build fast, precise recognition that transfers back to daily listening and speaking.

Quizlet — Smart Flashcards for Vocabulary

Quizlet turns vocabulary into interactive practice. It’s great for drilling — but building your own high‑quality decks can swallow a lot of time. If possible, use a deck curated by a teacher. If you self‑study, a notebook can be even better for memory: write the word on one page and its meaning on a different page so you must recall it before checking.

• Don’t put the meaning right next to the word. If the answer is always in sight, your brain never has to retrieve it. Effortful recall is what strengthens memory — that’s the whole point of spaced repetition.

Use Quizlet for focused, repeated review; use a notebook to force recall. Together, they make vocabulary stick.

TFlat Dictionary — Simple, Fast, With Flashcards

TFlat is a lightweight EN–VI dictionary that’s free and quick to use. Two tips unlock most of its value:

1. Type accurately so you get the full definition, examples, and pronunciation. Misspellings reduce quality.

2. Star words you look up so they go into your built‑in review list. Later, open that list and switch to flashcard mode for spaced repetition.

Used this way, TFlat becomes both a dictionary and a minimal vocabulary trainer that follows your real reading and listening habits.

“The English people…”

I once had dinner at the House of Commons in Westminster and met someone unforgettable.

He’d been running the dining room there for more than twenty years—through countless Prime Ministers and political dramas. His English sounded unmistakably Vietnamese; hear a few sentences and you’d peg him as Saigon-born. His Vietnamese? Pure District 1, no accent drift at all.

Naturally I assumed he was Vietnamese. Maybe he’d worked his way up and landed this role in Parliament? Nope. He’s British—Vietnamese mother, English father. Born in Việt Nam in the early 1950s, he lived there until 1975, then moved back to England. That means over twenty years speaking Vietnamese daily. His dad spoke Vietnamese too. When the family returned to the UK he basically relearned English from scratch—just like any other learner.

I share this for one reason: accent is not the deciding factor. What matters is whether people understand you and whether you achieve your purpose. The rest comes down to soft skills—professionalism, warmth, the way you handle conversations. Those are what help you succeed anywhere.

Sure, pronounce clearly enough to be understood; otherwise you’ll end up miming instead of communicating. But don’t obsess over perfect accent.

In fact, many free English courses for newcomers to the UK spend more time on interaction norms than phonetics. You learn to answer even when you’re unsure, because staying silent (as we often do in Vietnamese classrooms) is considered rude. You practise small talk so conversations feel friendly instead of abrupt.

So if you’re studying English to travel, study, or work abroad, spend your hours wisely. Invest more in communication skills than in polishing a “prestige accent.” Sounding flawless but stiff—like a “moving bouquet”—doesn’t help you connect.

Conclusion (Apps & Tools)

• Quizlet: great if you already have a quality deck. If self‑studying, a notebook can outperform DIY decks because it forces recall.
• TEDICT: highly effective for active listening via dictation; better than passive listening alone.
• TFlat Dictionary: quick EN–VI lookups with a starred‑word review list for light SRS.

A practical way to train pronunciation

Don’t try to fix everything at once. Pick one feature per session (e.g., word stress). Mark stress in a short script you prepared yourself, then read it focusing only on stress. Ignore fluency or intonation during that session. Narrow focus builds habit faster.

Write first to speak better

Speaking begins with ideas. Write out what you want to say before you practise aloud. Don’t worry about vocabulary or grammar at first — paraphrase around gaps and capture your message. Later you can upgrade the language. This sequence lowers pressure and raises clarity.

Cách cải thiện phát âm

Khi tìm tài liệu luyện phát âm trên mạng, bạn sẽ dễ bị choáng vì có quá nhiều thứ phải nhớ cùng lúc: nào là nhấn âm từ, nhấn trọng âm câu, intonation, thậm chí phải học cả bảng IPA. Cách hiệu quả hơn là chia nhỏ từng kỹ năng.

1. Viết một đoạn nói ngắn (ví dụ câu trả lời cho một câu hỏi Speaking). Chọn một yếu tố phát âm để tập trung trong buổi luyện (từ 1–2 giờ, thậm chí kéo dài sang hôm sau nếu cần).
2. Với âm nhấn, hãy nhớ tiếng Anh là ngôn ngữ đa âm tiết: mỗi từ có một âm được nhấn (cao hơn, dài hơn, to hơn). Nghe người bản ngữ hoặc tra từ điển để xác định âm nhấn.
3. Đánh dấu âm nhấn trong đoạn bạn đã viết, rồi luyện đọc lại, chú ý phát âm rõ âm nhấn. Trong buổi luyện này, bỏ qua các yếu tố khác (độ trôi chảy, intonation) để dồn lực cho thói quen nhấn âm.

Viết để nói – Cải thiện kỹ năng nói thông qua viết

Nếu bạn muốn cải thiện kỹ năng nói, thì hãy viết nó xuống trước.

Bước đầu tiên trong giao tiếp là ý tưởng, và ý tưởng cũng là yếu tố quan trọng nhất trong việc nói tiếng Anh. Vì vậy, bước đầu tiên khi luyện nói là viết xuống tất cả những gì bạn nghĩ trong đầu, đừng lo lắng về từ vựng, ngữ pháp hay bất cứ yếu tố nào khác. Nếu bạn gặp khó khăn khi viết vì không biết một từ nào đó, hãy thử diễn đạt lại theo cách khác. Đừng quá khắt khe với bản thân về việc chọn từ hay dùng ngữ pháp như thế nào – miễn là bạn có thể truyền tải được ý của mình đến người nghe.

Step 1: Write first, edit later

After you finish your draft, you can upgrade vocabulary and grammar. When editing, pick one grammar target only (e.g., simple past) and fix just that. Ignore other issues for now. Narrow focus keeps you moving and prevents overwhelm.

Speaking improves the same way: don’t train everything at once.

Step 2: One feature at a time (pronunciation)

Trying to juggle word stress, sentence stress, intonation and pausing all at once leads to overload. Instead, choose a single feature per session. For example, collect two‑syllable words, mark the stress (') and practise only stress today. Worry about intonation and pausing later.

Step 3: Learn vocabulary the right way — not from lists

Avoid isolated word–meaning lists. Instead, take words from reading/listening and note how they behave in real sentences (which verbs/nouns they combine with, grammar patterns, register). Only keep words you genuinely like and can imagine using. Use them in your speaking and writing as soon as possible.

Part II Conclusion — Core Principles

• Write first, speak after: get your ideas down before polishing.
• Focus on one thing at a time: when editing or training pronunciation, pick a single target per session.
• Learn words in context, not as bare lists: choose words that matter to you and notice how they’re used.

Learning is like building a house — lay bricks one by one and progress becomes visible.

Note for exam prep (VN high‑school context)

Vocabulary breadth strongly predicts exam scores. Build a personal word list while working through past papers; use spaced repetition to track what you truly remember. Don’t keep two‑column “word–meaning” lists; design reviews that force recall. Pair that with targeted grammar review and lots of controlled practice.

Luyện thi đại học

Mùa Tết này này thì nhiều người nghỉ ngơi nhưng mà các bạn chuẩn bị thi đại học 5 nay thì chắc chắn là không có nghỉ ngơi trước nào mà các bạn vẫn chắc chắn là còn đang rất là bận rộn với công việc ôn luyện thì bài này mình dành cho các bạn ôn môn tiếng anh

việc đầu tiên mà các bạn cần làm để đạt điểm cao trong môn tiếng anh đó chính là từ vựng. có thể nói rằng là số lượng 4 vấn các bạn biết nó tỉ lệ thuận với cái số điểm mà các bạn đạt được, và điều này chiếm một cái tỷ lệ rất là cao ở trong bài thi trung học phổ thông quốc gia môn tiếng anh. các bạn hãy mở những cái đề thi mà thầy cô của các bạn cung cấp cũng như là các cái sách mà các bạn dùng để luyện thi nói chung chỉ cần là đề thi trung học phổ thông quốc gia là được không cần phải không cần biết là sách nào, một trong những cái cuốn mà phổ biến nhất mà nhiều người sẽ khuyên dùng đó chính là cuốn sách ngữ pháp tiếng anh bài tập ngữ pháp tiếng anh của mai Lan Hương thì các bạn cũng có thể dùng cái tài liệu này nó cũng tương đối tốt ừ, đồng thời các bạn hãy dùng những cái đề thi của những 5 5 trước rất là dễ có thể tìm được ở trên mạng các bạn chỉ cần ghi là đề thi trung học phổ thông quốc gia 5 bao nhiêu đó thì các bạn sẽ tìm ra

khi các bạn nhìn vào những cái đề này thì các bạn hãy làm một việc đó chính là viết một dùng một quyển sách và một quyển vở hoặc là các bạn một quyển sổ hoặc là một cái file trên máy tính để các bạn viết những cái từ mà các bạn chưa biết, nguyên tắc viết những cái từ chưa biết nguyên tắc chọn từ rất là đơn giản đó chính là các bạn hãy chọn những từ mà mình không biết 100% mình không hiểu rõ 100%, từ nào mà các bạn nhớ mang máng thì từ đó cũng là từ mới luôn, từ nào các bạn biết nghĩa nhưng mà nhìn cái nghĩa ở trong cái bài trong cái câu mà các bạn thấy nó kỳ kỳ thì từ đó cũng là từ mới luôn - bởi vì một từ thì nó có nhiều nghĩa một từ tiếng anh nó có khoảng 4 đến 5 nghĩa là câu chuyện bình thường nên là các bạn hãy Xem hết tất cả các nghĩa của nó

các bạn hay thường có cái thói quen là viết từ một cột và nghĩa một cột đúng không thì mình khuyên là các bạn không nên làm cách này, bởi vì nó sẽ giúp khiến cho các bạn rất là khó học và nó tốn rất nhiều thời gian nữa. mục đích khi mà chúng ta viết một cái danh sách từ như vậy là chúng ta muốn biết từ nào chúng ta nhớ và từ nào chúng ta quên và chúng ta sẽ tập trung thời gian của mình để học những từ mà chúng ta quên còn những cái từ mà chúng ta đã nhớ rõ rồi thì thôi chúng ta bỏ qua không học nữa, nếu các bạn viết từ một bên là nghĩa một bên thì các bạn sẽ không có thể nào nhớ được là từ nào là mình cái mức độ nhớ của mình đối với từng từ một rất là khó để nhớ để biết

thay vào đó thì các bạn làm một cái danh sách bao gồm tất cả những từ mới và các bạn đi tra từ đó cha cái nghĩa của từ đó nhưng mà sau khi các bạn trai cái nghĩa của từ đó thì cũng đừng ghi vào Mà sang ngày hôm sau đó khi mình quay lại mình nhìn cái danh sách từ đó mình sẽ nhìn từng từ Xem từ nào mình biết rõ mình nhớ rõ và từ nào mình đã hơi quên thì đối với những từ mình hơi quên các bạn hãy đánh dấu đỏ đánh dấu xanh đỏ tím vàng một cái dấu gì đó để mình nhớ là à cái chỗ đó từ này mình quên thường thì mình sẽ cho một. Hoặc là một dấu x rồi mình mình lại tiếp tục ngày hôm sau mình lại tiếp tục mình quay lại mình Xem cái danh sách từ đó mình chú ý đặc biệt những cái từ nào mà mình đánh dấu x mình Xem coi mình có nhớ hay không nếu mình không nhớ mình lại tiếp tục đến thêm 1 ly nữa thì một từ trung bình các bạn phải quên đi và nhớ lại đến 5 lần từ 3 đến 5 lần thì các bạn mới có thể nhớ từ đó lâu dài bỏ từ đó vào trong cái bộ nhớ dài hạn của não mình được

phương pháp này đã dựa trên cái quy tắc gọi là lặp lại gián đoạn hay còn gọi là spaced repetition và active recall

Qua nhiều ngày thì cái danh sách này nó sẽ càng dài ra và các bạn sẽ càng nhớ những cái từ này rõ hơn; các bạn lưu ý giúp mình là mỗi từ khi các bạn trai nghĩa các bạn lưu ý và mình 5 thứ nha 4 thứ thứ nhất là nghĩa của nó là gì và nó có khoảng 2 đến 3 nghĩa 4 đến 5 nghĩa thì các bạn nhớ Xem hết và Xem cả cái ví dụ của nó, thứ 2 là các bạn nên Xem phần phát âm của nó đối với phần phát âm thì các bạn nên bấm để cái từ đó nó nói đa số các từ điển bây giờ đều có phần âm thanh và cái bạn đọc theo để các bạn nhớ cái âm thanh việc này sẽ giúp cho các bạn làm bài tập phát âm rất là tốt, các bạn cũng lưu ý luôn Xem nó nhấn âm nào, vậy khi các bạn nhìn ví dụ của từ điển thì các bạn Xem Xem là cái từ đó nó dùng như thế nào nó là động từ nó là tính từ hay là nó nó là động từ đi với to do hay là động từ đi với doing, đại loại như vậy

sau khi các bạn trai nghĩa hết một danh sách một từ một danh sách từ của một đề thì các bạn mới quay lại và đi làm cái đề đó các bạn lưu ý là không làm đề trước khi mình tra từ tại vì cái điều này nó rất là vô nghĩa nó sẽ khiến cho các bạn thứ nhất là vừa nản mà thứ 2 là nó cũng không có hiệu quả nhiều. các bạn nên lưu ý là việc làm đề không quan trọng= việc sửa đề, làm đề mục đích của việc làm đề chỉ là để Xem mình sai ở đâu ờ và phần nào cần chú ý việc này nên chiếm khoảng 30% thời gian của các bạn còn 70% còn lại các bạn nên dành thời gian để sửa để tập trung nhìn vào những câu sai Xem tại sao mình sai có phải là vì mình chưa hiểu 4 vấn mình không biết 4 vấn hay là do mình chưa hiểu cái cấu trúc ngữ pháp của câu đó hay là cái tờ vận đó cái cách phát âm mình quên nó nhấn chỗ nào thì tùy đối với các dạng bài tập các bạn sẽ nhìn vào và các bạn sẽ đi giải quyết những cái phần đó

khi các bạn làm đề thì mình biết là các bạn rất là thích đánh dấu tick ở những cái câu mà mình đúng tại vì nó cảm giác rất là sung sướng khi mà mình làm đúng phải không, tuy nhiên là thi không có khuyên các bạn làm ở cách này bởi vì nó không có ý nghĩa gì hết, đối với những câu đúng thì các bạn nên mặc kệ nó phải còn đối với những câu sai thì chúng ta mới khoanh tròn= bút đỏ đánh dấu phải về đây mới chính là những câu chúng ta cần tập trung 70% thời gian để hiểu và tìm cách sửa, tay mới là hoạt động khiến cho bạn nâng cao điểm số của mình trong bài thi trung học phổ thông quốc gia

một điều nữa mà thi thế các bạn hay làm đó chính là ghi cái đáp án đúng vào trong cái câu mà mình đã bị sai phải việc này mình cũng nghĩ là các bạn không nên làm phải bởi vì nó không có kích thích não của các bạn khi các bạn nhìn lại phải và các bạn sẽ rất quên rất dễ quên là câu nào mình cần tập trung ôn luyện nhiều hơn.. Vậy nên khi mà các bạn kiểm tra đáp án thì những câu sai các bạn khoanh tròn thôi và các bạn không ghi đáp án đúng vào phải tuy nhiên mình sẽ dành thời gian mình tìm hiểu tại sao câu đó lại là đáp án như vậy. sẽ có những câu mà các bạn nhìn đáp án là các bạn hiểu liền tại sao nó như vậy có thể làm vì mình không biết từ đó có thể là vì mình làm ẩu, nhưng cũng có những câu các bạn nhìn vào đáp án các bạn không hiểu tại sao đáp án đúng lại là như vậy, thì đối với những câu này các bạn cần phải mở các tài liệu ngữ pháp tự vận hoặc là hỏi một người có kinh nghiệm hơn

các bạn nên tận dụng tối đa những nguồn lực hỗ trợ mà các bạn có, và đa số các bạn đang học ở trường cấp 3 thì các bạn có giáo viên đứng lớp môn tiếng anh là một cái nguồn rất tốt để nhờ hỗ trợ, tuy nhiên muốn tận dụng tối đa thì các bạn cần phải chuẩn bị sẳn câu hỏi, các bạn nên có một cuốn sổ , nên dùng chung cuốn sổ 4 vận mà lúc nãy mình có đề cập, các bạn hãy viết lại danh sách những cau mà mình muốn hỏi giáo viên, những câu hỏi này có thể là từ này có nghĩa là gì, hoặc nhờ giáo viên giải thích lại một điểm ngữ pháp nào đó mà các bạn đọc tài liệu cảm thấy khó hiểu, tuy nhiên các bạn nên bỏ thời gian đọc tài liệu trước, lên Google tìm dịch trước, nói chung là dành thời gian để tự tìm hiểu với những nguồn lực mình sẳn có trước khi đi hỏi giáo viên để tiết kiệm thời gian, mình tin là 80% các câu hỏi các bạn muốn hỏi đều có đáp án ở trên mạng và trong sách các bạn học

Use fewer apps.

When tools were scarce, any dictionary felt magical. Today the problem is overload: app stores are full of shiny “all‑in‑one” language apps. Before installing anything, ask: what learning job will this app do for me?

• Vocabulary & reading: Quizlet for flashcards. Build or use curated decks; personalise to your needs.
• Listening: TEDICT for dictation practice. One‑time purchase, constantly updated TED Talks, line‑by‑line practice.

Writing and speaking are productive skills — software can support, but real progress comes from practice with people and targeted feedback.

Apply the 20/80 rule: a few tools create most of your results. Master two great apps and use them deeply for three months — you’ll see clear gains.

Everyone wants to be recognised. That’s human — and it matters for learning.

After hundreds of hours “talking” with ChatGPT, I can say: it listens patiently, remembers details, never interrupts, never judges, and is available 24/7. It feels like an ideal friend. But there’s a catch: it doesn’t truly recognise you. Real humans do.

That’s why some solo methods fall flat (e.g., talking to the mirror). Without an audience, motivation fades. Often you just need someone to listen. Group practice and live feedback create accountability and the feeling of being seen.

In class I emphasise interaction over theory: guiding discussions, summarising, mini‑teaching, and resolving misunderstandings politely. These skills transfer to work quickly — simple, useful language like:

• “Could you please help me ___?”
• “Could you explain ___?”
• “Sorry, I’m trying to understand ___.”

Classes are precious time for human connection and practice; knowledge you can study at home.

Many think that when practicing speaking with someone, you need to be proficient in English or have good pronunciation. If you practice with someone who is less skilled, you might feel that you’ll become “worse” too. While it’s true that talking to fluent speakers can help you learn from them, the improvement process doesn’t always mean learning something new. It also requires time to practice. And for practice, all you really need is someone to listen and engage with you at a basic level, recognizing your efforts along the way.

Not my natural strength — I likely have ADHD traits. What saves me: Pomodoro.

Pomodoro (the “tomato” method)

Work 25 minutes, rest 5. Repeat 4 times, then take a 15‑minute break. The magic is the ratio — keep it exactly 25‑5‑15 for deep, sustainable focus.

Tips

• In each 25‑minute block, do only the task at hand. If you finish early, use the remaining minutes to peek at what’s next — but keep working until the timer ends.
• When the timer rings, stop immediately, even mid‑sentence. That slight frustration pulls you back energised for the next block.
• Don’t tweak the ratio. People bump it to 30–40 minutes and burn out. With 25‑5, you can stack many cycles (e.g., 8–12) and still feel good.

Tools: Flow on Mac/iPhone; Pomodoro Timer or Be Focused also work. I’ve used this for years — every time I stop, productivity collapses; when I return, output climbs without exhaustion.

Escape velocity for English learning

At first, progress feels heavy — like a plane burning fuel on the runway. Once you reach “escape velocity”, everything gets easier: input and practice start compounding automatically.

Signs you’ve reached it

• In conversations you notice new words, look them up, try them, and they become yours.
• When a sentence is confusing, you can dissect it with Google/ChatGPT/dictionaries: meaning, grammar, alternate senses — and next time you understand it instantly.

Two abilities get you there

• Awareness: knowing what’s weak (e.g., fossilised pronunciation habits from school).
• Control: knowing how to fix it (e.g., check word + pronunciation, repeat 5–7 times, shadow; do dictation with scripts, etc.).

Examples of A/C pairs

• Freeze when speaking despite strong grammar/vocab → increase output hours with real people; reuse learned words.
• Reading feels overwhelming → choose easier texts; build topic vocabulary first.
• Can’t catch speech → do dictation, compare with the script, retrain pronunciation, then shadow.

Colleagues speaking Vietnamese — and what it taught me about teaching

I coached a foreign colleague through Vietnamese. At first they apologised constantly and feared mistakes. I banned “sorry.” In language learning, mistakes are data. We should be proud to find and fix them.

In my classes I build a culture that celebrates helpful errors and fast feedback. The goal is to discover what you don’t know — you can’t improve what you can’t see.

Lectures vs. practice

Knowledge is abundant online. The scarce resource is human interaction. Don’t spend class time explaining vocabulary or re‑doing answer keys line by line. Flip the classroom:

• Share flashcards and grammar videos for self‑study before class.
• Use class for practice: speaking tasks, discussions, debates, with the teacher guiding and giving delayed feedback.

Students come to class for interaction and coaching, not information they could watch at home.

To learn well, you must change (Part 1)

Flip your learning: study the content before class so class time becomes application, discussion, and feedback. Aim to understand ~80% of the lesson in advance. In class you’ll revisit it once; at home you’ll revisit it again — spaced repetition pushes it to long‑term memory.

Why this beats lectures

• Videos can pause, repeat, slow down, and fit your schedule. A live lecturer can’t. Use teachers for interaction, not for reading slides.
• Pre‑study gives you better questions — the most valuable use of teacher time. It also builds presentation and problem‑solving skills during class.

The hard part is not content — it’s self‑discipline and focus. My job is to build those habits and give you the right tools so you can learn independently.

Grammar & vocabulary are tools — not the goal.

School habits (and early IELTS folklore) taught many of us to chase rare words and complex grammar. Yet high scorers consistently point to fluency and natural communication as the real drivers of performance. Grammar‑translation is an outdated method for most learners.

Practical takeaways for teachers

• Prioritise output: get learners speaking and writing. Don’t interrupt mid‑message; give delayed feedback.
• Focus feedback: fix one or two issues per round — not everything.
• Flip the classroom: theory and explainer videos at home; conversations, tasks, and debates in class.

For young learners (and frankly, everyone), invest in life skills that power learning: self‑reliance, creativity, curiosity, and teamwork. Those carry you much further than a few fancy words.

Passive vs Active Vocabulary

• Passive vocabulary: words you understand when listening/reading but can’t readily produce. They’re like tools stored deep in a cupboard — you own them, but it takes time to find them.
• Active vocabulary: words you can use instantly in speech and writing — the 20% you use 80% of the time.

How to activate more words

1. Don’t buy “new tools” first. Re‑organise the storeroom: revisit texts you’ve read, highlight topic vocabulary and collocations you already understand, and practise using them in short answers and paragraphs.
2. Track retrieval speed, not just meaning. If a word is slow to recall, it’s still passive — keep recycling it in speaking and writing until it speeds up.
3. Practise by topic. Build mini‑banks of language for common themes (shopping, banking, work, travel) and reuse them across tasks.

A course example

In Unit 6 we focus on money: spending, supermarkets, and basic banking. Pronunciation work targets word stress in multisyllabic words. You’ll read how supermarkets influence buying behaviour, listen to a dialogue on opening a bank account, and learn phrases you can use abroad. Grammar review compares “verb + to do” vs “verb + doing”. Speaking practice covers Part 2 and Part 3 formats with concrete examples.

Where to find native speakers

If your city or campus is full of international students, English exposure can still be limited. Two places that worked well for me:

• Volunteering: Look for small, local charities. You’ll meet more locals than at big, polished organisations that attract many international students.
• Toastmasters: A welcoming club for public speaking. Members are often professionals improving communication skills — perfect for making connections without the “networking pressure”.

Also, lean into your real interests: join sports, music, art, photography or hobby clubs. Even better, try activities that are uniquely accessible where you live (e.g., canoeing or sailing in the UK). Earn a certificate, build a lifelong skill, and make friends — English becomes a tool, not the point.

What should I read to improve my English?

Honest answer: read what you genuinely enjoy. You’ll read more, and you’ll learn faster. Recommendations like BBC/CNN/TED are fine — but only if the topic grabs you and the level fits.

Practical approach

• Start with interest. Pick topics you’d read in Vietnamese: tech, cooking, travel, parenting, finance, etc.
• Control difficulty. Use graded news, simplified summaries, or short newsletters first. Move up gradually.
• Read for language, not just facts. Save collocations and phrases you like; reuse them in writing/speaking the same day.
• Mix sources. Articles, transcripts, blog posts, manuals — anything that fits your life and attention span.

The best reading plan is the one you’ll actually follow. Choose content that makes you curious, then mine it for vocabulary in context.

Success stories: Khánh — and the Phong–Tuấn story

Khánh started quiet and hesitant. Over time, with structured practice, he began leading conversations: asking follow‑ups, adding his own views, and managing turn‑taking — entirely in English. That’s the target: communication skills first; scores follow naturally.

Key skills we practise

• Leading a conversation: openers, proposing tasks, summarising.
• Mini‑teaching: explaining a point to a peer (teaching deepens learning).
• Resolving misunderstandings politely to keep dialogue flowing.

For working professionals, the language needed is often simple — the challenge is instant retrieval under pressure. We drill real‑life phrases and scenarios until they come out automatically.

The Phong–Tuấn narrative explores how life and career pressures interact with learning, and how steady habits and the right environment unlock progress. (To be continued.)

How to learn vocabulary with Quizlet

I’ve built Quizlet sets aligned to Cambridge IELTS Listening and Reading — test by test from Books 7–19. Best results come from timing your study:

• Before a Reading/Listening task: preview the set so key collocations and phrases are already familiar.
• After the task: review again to reinforce what you encountered in context.

Sets include vocabulary from the texts, questions, and listening scripts, with meanings written for that exact context. Learn the set → do the task → review once more: your Listening and Reading improve quickly.

To learn well, you must change (Part 2 — extension)

Pre‑study isn’t skimming. Aim for ~80% understanding before class so you can use class time to present, debate, and solve problems — and to ask better questions. That second pass in class plus a third pass at home create spaced‑repetition gains.

Teachers add most value not by speaking more, but by designing tasks and coaching. Students should come prepared, then use live time for interaction.

Final thoughts: Tea’s journey and closing

Teaching isn’t just a job for me; it fits my temperament and values. Personality traits that can hinder office roles (e.g., high empathy, intuition, preference for flexibility) become strengths in a classroom focused on interaction and growth.

Why teaching fits

• Structured, purposeful interaction energises me more than unstructured socialising.
• I remember the feelings and struggles of beginners, so I can remove roadblocks quickly.
• Flexibility lets me adapt a carefully planned lesson the moment learners need something different.

Thank you to everyone and everything that has allowed me to teach. That’s the work that makes me feel most at home.