Where would we be without students? Where would we be without teachers? Why are you learning English, and do you have any learning or teaching tips? Gav and Em, along with their amazing students, do their best to answer these and many other questions in this week's How to English - Teach and Learn with Gav & Em. Welcome listeners. This week Gav & Em discuss the topic of learner levels. From beginners to proficiency, what are the differences, challenges and rewards of both teaching and learning at these levels? Buy Gav & Em a coffee here: ⁠https://ko-fi.com/howtoenglishpod⁠ And visit all the shows with transcriptions here: ⁠http://www.howtoenglishpod.com/ References: CEFR table and "can do" statements: https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale English File, Oxford References: "I am still learning," quote: https://www.maryellencarsley.com/blog/i-am-still-learning-misattributed-to-michelangelo-di-lodovico-buonarroti-simoni Statistics on language learners: https://www.elc-schools.com/blog/4-reasons-why-learning-english-is-so-important/#:~:text=Knowing%20English%20increases%20your%20chances,entertainment%20as%20well%20as%20work! Why are students learning English: https://www.knowblereader.com/why-learn-english The world languages: https://www.washingtonpost.com/news/worldviews/wp/2015/04/23/the-worlds-languages-in-7-maps-and-charts/ 2 Billion English learners: https://www.internationalteflacademy.com/blog/report-from-tesol-2-billion-english-learners-worldwide How many people speak English?: https://www.babbel.com/en/magazine/how-many-people-speak-english-and-where-is-it-spoken#:~:text=Out%20of%20the%20world's%20approximately,English%20as%20their%20first%20language. Positive adjectives (PDF): http://www.cytss.edu.hk/cytss97pyl/car/testimonial%20reference.pdf Negative adjectives: https://www.speakconfidentenglish.com/describe-people-negatively-english/

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“What did the council decide on item 42?” — answered with the speaker and the moment.

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