Arsenio’s ESL Podcast: Special – IELTS Speaking – Part I – Neighbors

We’re back with some IELTS speaking! Excited to bring you guys this edition, and because Part I (television) is such a huge hit, here’s another one! So, with that being said, let’s dive into this!

  • How well do you know the people who live next door to you?
  • How often do you see them?
  • What kinds of problems do people sometimes have with their neighbors?
  • How do you think neighbors can help each other?

So, let’s bring these questions down individually.

How well do you know the people who live next door to you?

This could be a little, a lot, not too well, etc……state how much you know them, then give examples to why it’s only the amount you have chosen.

I don’t know them too well because we don’t often cross each other’s paths. When I come home in the evening, my neighbor would’ve gone off to work already. Before I wake up, my neighbor comes home. The only time we see each other is during the weekend and we often just smile.


How often do you see them?

Because you went into this already, you can just give a time frame: twice a month, quarterly, yearly, during the holidays, a few times a week, etc. Using a variety of language, such as quantifiers to show you have a grasp of the language.



Arsenio’s ESL Podcast: Special Segment – TOEFL Idioms Part VII

We’re back again with TOEFL idioms! Excited about this because now I’ve been teaching a lot of TOEFL iTP, so it’s time to start catering to my TOEFLers, too. Get ready!

Today’s Idioms

Come back – (1) return.

Dr Bradford may not be able to come back to the office before  his surgery this afternoon.

(2) remember, recall.

Even events that people consider long forgotten can come back to them in the right circumstances.

(3) return to popularity.

Have you noticed that platform shoes are coming back for the fall?

Come to / come down to – (1) grow to, gradually achieve enough familiarity to do something.

While some linguists disdain statistics as a mere manipulation of members, others may come to appreciate it as a powerful means to prove one’s point.

(2) amount to.

The more we learn about human behaviour; the more it comes down to heredity being a predominant factor.

Cut down on – reduce, decrease, lessen.

Cutting down on high calorie foods may lead to a substantial weight loss over an extended period of time.

Do over – do again.

His essay was so poorly written that he had to do it over.

Do with

(1) profit/benefit from, use to advantage.

I am cold and hungry; I could do with a cup of hot soup.

(2) be familiar with, associate with, work with.

How should I know where the computer manual? I don’t have anything to do with it.

Do without – manage without having.

The structure of American cities is such that urban dwellers cannot do without private transportation.

Drop by / in – visit informally, for a short period of time.

Whenever you are in town, please feel free to drop by anytime.


Arsenio’s ESL Podcast: Season 4 – Episode 83 – Pronunciation: Rising Intonation in Yes/No Questions

We’re back with some more rising intonation! Today’s focus will be on yes/no questions.

In North American English, the intonation generally rises at the end of yes/no questions. In British English, it falls.

Practice in the podcast!

  1. Do the buses run after ten o’clock?
  2. Are we going to review today?
  3. Is it supposed to rain?
  4. Can you get to Denver by train?
  5. Hello. Is Mark available?
  6. Do you serve dinner on Fridays?
  7. Can you eat fried chicken with your fingers?
  8. Could you hold for a minute?


Arsenio’s ESL Podcast: Season 4 – Episode 81 – Developing Vocabulary – Idiomatic Expressions with Home

Guys, welcome back to another ESL podcast and blog! Today;s podcast (which the blog should’ve debut last week), is about idiomatic expressions. Here’s a task for you guys, but make sure you tune into the podcast to understand more about the idioms!

  1. I once worked at a primary school, so I’m at home with children.
  2. I know that home truths hurt.
  3. We’re winning by 20 with about 2 minutes left, so we’re home and dry!
  4. I was really disappointed by his new book. It wasn’t anything to write home about.
  5. When temperatures reach 50 degrees celsius, it really brings it home to you that climate change is real.
  6. I’m from New York, so for me a big city like Tokyo is home from home.
  7. Can I ask how much you take home every month?
  8. She homed in on the car she wanted to buy.

a. be comfortable and relaxed with

b. to move quickly towards something

c. a place where you feel as relaxed as in your own home

d. having achieved victory, or certain to achieve it

e. make you realize something (often unpleasant) or understand it better than before.

f. earn

g. unpleasant facts or opinions about you that someone tells you.

h. not be anyting special


Arsenio’s ESL Podcast: Season 4 – Episode 80 – Vocabulary – Finding a Place to Live

Sorry for being a week late, but here’s the blog, along with the vocabulary and the podcast for Finding a Place to Live!

Target vocabulary: do up (a property), flat/house hunt, flat/house share, fully-furnished, landlord/landlady, lodger, move in, put down a deposit, squatter, tenant

Match the following vocabulary with the definitions.

  1. a person who owns a house or flat that people can rent
  2. start living in a house or flat
  3. a person who rents a house or flat
  4. look for a house or flat to live in
  5. repair, paint and improve an older property
  6. a house or flat that you rent with all furniture already in it
  7. pay money when you start to rent, returned when you stop renting
  8. a flat or house where friends live together
  9. a person who lives in a place without paying rent to the owner
  10. someone who pays to live in a house or flat with the person who owns it.


Arsenio’s ESL Podcast: Katarina Gleisberg on Communication in the Classroom

Another brilliant podcast with one of my favorite people in the world! Katarina Gleisberg, teacher from North Dakota, has come back onto my podcast today to deliver bombs of glory for both teachers and students. Here’s the podcast, YouTube video, and full transcript!



Hi guys, welcome back to another ESL podcast. Welcome back to another wonderful life that we’re going to be doing. Well, not necessarily alive, but it’s going to be on youtube and podcast. One day I got the wondrous and the one n do leak, a treat, a Glassberg here with them again, and we’re going to be going over some wonderful topics. So thank you so much for coming on Katrina. Thank you for having me again. Absolutely. So there were some things, man, we had a kind of touch up on some things, so we need to go over. Okay, let’s first go over the first topic. Okay. So we had some Q and a. Some things that of course I discussed in the past. I’ve sent you some messages in regards to some disheartening conversations I’ve had with students. I remember at the end of May I was teaching a class and some of the students at the very end they said, teacher, we already know how to speak English.
We want to learn grammar because grammar will help us at university and et Cetera, et Cetera, et cetera. And I’m like, wait, what? What are they talking about? And it’s really, it was really sad because after class had finished, I went with one of the students who were on my side in a taxi and we went all the way down this long road, a long road. And it, the conversation, it was very bad and I was like, dude, I’m not going to be able to, of course, survive at this particular school. So yeah, that’s one thing I want to talk about. Conversation and grammar. How does it tie in? And I mean, I just don’t understand how someone in a non-native English speaking country would much rather learn something outside of conversation then, you know, the conversation itself. So I’m gonna let you take it away now.
Well, I feel like that mentality shows,
What is valued in that person’s education setting? Right. So I come from a background of, in Grad school, we’re taught from the get-go and our language teaching program that all lessons should have a balance of reading, writing, speaking and listening. Those are the four domains of language learning. No matter if it’s your native language or a foreign language, those are the four domains and you have to have that integrative approach or your, um, things are not going to tie together and you’re not going to learn as quickly or effectively. So I would imagine in a context like that, it must, I’m assuming you’re, that student probably grew up low. Their version of language learning was very old school with a grammar worksheet.
And so I mean, grammar worksheets and how grammar, learning, grammar out of context. So remember we talked about grammar in context, vocabulary in context, learning grammar by worksheets alone. It’s not very effective, is it?
Ah, it is not. I always thought that the easiest way to teach grammar was through someone’s writing. Have them start with jotting down what they do know and then we can teach through their own words because of their own message. We are egocentric people, right? We learned from our own situations. When I, I remember as a kid having those grammar worksheets where each sentence is about a new person and I have a totally isolated topic. It’s not interesting, but we learn more from ourselves. Right? So I always start with a piece of writing if possible. Right? But as we said, language learning is an integrative approach. And I would assume that most students have this goal of learning English so that they can communicate because their sole English language learning isn’t always going to be writing papers and taking tests. Most people when they learn a language that ultimate goal is, oh, I want to be able to communicate with native speakers. I want to be able to travel and use all these language skills I worked so hard to acquire. And Gosh, when you’re doing conversation in class, that’s so important for the students because they can notice whatever that grammar topic is that they have learned. It’s so much more powerful when they have that reinforced and a natural conversation out in public.
Right. And that ties into exactly what I was telling you right before we, I actually clicked record on here and it’s the story in regards to what I had experienced over the last week. Um, and it’s about like particular areas of Bangkok. They’re very, very interested in one place over here would be completely different from another place to just 10 kilometres outside, right. Or like five miles down the road. And so here I am on a Thursday evening, I remember I was sitting down, I had this girl Wa this lady walk in and I asked her what her name was and she said, Lynn. And then I looked at, of course, the manifests and she was Chinese and I’m like, this is going to be interesting because now I had someone from native China who’s in my classroom, boom, another one comes in who I had already met probably a few weeks prior to that.
And she walked in. And so now I have two Chinese students. They’re the first ones that were there. And then after that, I had four other Thai individuals come in. And so with communication in the classroom, I’m going to give you an example. So on a Sunday at about 10:00 AM a lot of my students, they are just so hard for them to communicate openly, you know, openly to one another. They’re just like a deer in headlights. They just stare at me like this. I mean it doesn’t matter how animated I am. It doesn’t matter what I do over here, over there, it’s just they have that same look on their face except one. If that one wasn’t in there, this will be one of the most difficult classes to teach even though there are seven students. However,
going back to the chain, you know the two Chinese students with the four Thai students, these two students and able the Thai students and make them speak English because one always turns to the lady and asks her because she doesn’t speak Thai. And I’m like, oh this is good. So she asks her everything in English. The other lady over here speaks to the other one in English show, everyone is communicating in English. So while I’m on break, I’m listening to the conversations that are happening and everything is in English, which is unheard of in this country. So having, you know, a variety of different people from different nationalities in the classroom will enable that type of communication. So when we talk about communication in the classroom, what is it that you know, what is it that you are speaking about?
So first of all, I love that you pointed that out, that when you have people in a class of many different nationalities, it benefits everyone. Because I had that in Greece, in my classroom where I had students with 16 different native languages. Wow. Right? So if the students from China wanted to communicate with the students from Greece and the students from Israel, they were using English. That was the link, Lingua Franca. So, oh my gosh, you what a blessing to have that great diversity because these students are seeing for themselves how important it is for a lot of people. You know, even take us growing up in the United States and we’re in a middle school or high school, let’s say Spanish or French class, right? We’re all with native English speakers. And when we learn these Spanish concepts, we’re able to ask, so ask all of our questions in English. Right? But that doesn’t give us the experience of asking a question in Spanish. And so then when I studied in Mexico, in college, I didn’t have that firsthand experience of asking questions in Spanish. But it’s so important. That brings up that important concept of ask for help. Ask for help. Right. Your, your students have an advantage.
And so man, okay, so when you talked about 16 nationalities in Greece, what is it that you would do in your classrooms to like say, okay, I’m going to take everyone out of their comfort zone because of course Chinese would stick with the Chinese. This was stick with this. They said all the nationalities, they have a tendency of going back to what they are comfortable with. So are there things, would you say? Okay. All right. One, two, three, four. What? Okay. Line them up. Okay. These are the nationalities. Okay. You, you’re from this country, you hear, you hear you here. What is it that, um, you would do in your classroom to enable that type of communication?
Okay, so many, many things. Um, first of all,
oh, where do you even start? Visuals are so important to pull up things on the screen. If we’re talking about something such as, um, even with my beginning learners, we would read books together and um, we picture books, but even chapter books and whatever the words were from the story that I knew was going to be coming up that day. So let’s say, Oh, I love the book because of Winn-Dixie for example. Okay. There are words in there my students aren’t familiar with. Right. My students had never tasted peanut butter, so I literally am bringing up, if they’re talking about food in the book, I literally have on the screen, I have pictures of the food that’s referenced in that book. Picture of tomatoes, macaroni and cheese, rice, peanut butter, pickles, you name it. Because by pictures everybody can relate to that. And then as they’re taking notes, I encourage pictures all the time.
I also would print out graphic organizers and have them do note taking on graphic organizers or diagrams, right? So some kids, as we’re talking about the word peanut butter, they’re literally in their notebook. They’re drawing a picture of a jar of peanut butter and they’re drawing a picture of the peanut butter sandwich. So they can remember. So I, I always do visuals and I do actions. It was amazing to me how you can gauge comprehension from ways other than speaking because I had, I was probably several weeks into the book because of Winn Dixie that I was doing with second graders and I go through it really, really slow. Even if we get through two pages a day, that is something because it is quality over quantity. Right. And so we would do graphic organizers. Where were you and write a sentence or two, a lot of picture drawing,
but a couple of weeks in the book we had parent-teacher conferences and I asked this second-grade student, this girl from China to explain to her mother what the book was about. Granted, the mother does not speak English, the mother only speaks Chinese. This little girl got down on the floor. It was acting like a dog was acting out the whole first scene of the book where the dogs making a mess and are knocking produce all over the floor of the grocery store. And I was like, this is what it’s all about. You use pictures, you use actions. The kids remember this.
Wow, that’s awesome. I can’t imagine. I can’t imagine that seeing, you know, like the mother just sitting there like, what did you do with this? She’s not,
I feel lucky wildly in Chinese and I was like, yes, this girl has the comprehension. She may not be able to explain it to me in English yet, but she has it down because this little girl’s drawings match the scenes from the book. She was labelling things with the character names and the settings and so it doesn’t have to start with complete sentences. It can start with those things such as character names, locations and vocabulary from the book. Eventually, they will string it along into sentences and because everybody loves the book because of Winn-Dixie, it was amazing how they were. I would pose a question or we would start each day with summarizing what we had read the day before and you have these kids, you have the kid with the first language of Chinese speaking with the kids, the first language of Greek and the kid. The first language of from Israel’s talking to the girl who speaks Hungarian and it’s because they’re all invested in, they want to be able to converse.
So yes, just start with pictures, not the grammar worksheets. Right, and you start with a longer book, like a chapter book. Even if you think it’s overwhelming. Well, everything consists of baby steps, babysits, baby steps. Like I said, two pages of a chapter book. These kids are so engaged and invested in this book, they want to know what happens, right? So it gives it, the benefit for me as a teacher is that the kids already have that attention where they are just so interested to know what is going to happen next today with this four dog.
Wow. That’s just amazing. You know what? You touched upon that little area that I was going to ask you a question like the first day of school, how was the classroom like everyone sat down, you’ve got all these different nationalities. What kind of body language did you see amongst the students like and how? How can some of these international students or students who are very sighted speak English overcome that? Because again, first days are always the most difficult. But what did you see from some people? Did you see some people of this nationality? Let’s say Israelian you know, they were like, hey, you know what, I’m more outgoing then this over here, then over there, like what? Like, like what you see? I know that was it just then
I, I literally had my, Ah, the first day that I had first graders, there were kids crying. Oh, they already have separation anxiety and nets being scared if I’m in a new school with this new language and there were kids crying. Um, I was bitten by a kid named tiger. Okay. Is that his first day? Is that a nickname or? Well, cause it fits. It fits perfectly. Just try to rip you off. Where was he from? America was that from America. He had to be from America, this, this and, and I realized soon after, um, this act kit actually became one of my favourites. He was just really scared. Um, he was from China and tiger was his nickname, but I’m like, oh my gosh, the first day of school, I’m by a tiger. So what happened? You set like [inaudible] you know, all that craziness or he just didn’t want to be told. No, but that’s why as a teacher, you know, part of front-loading is at the beginning of the school year, classroom management, you front load, right? You okay spend so much more time on the rules and the expectations. And I’m talking about things like respect and coming up with a list of classroom norms.
And it just took a while with the younger ones. It took a while because those younger ones didn’t already have education in their native language to know how to even act in a classroom. So then when you put them in a classroom where it’s a language that they’re not familiar with, it makes it even scarier. Um, so we just start with easy things, like everyone’s decorating a name tag, uh, you know, and they’re picking something that they like. So I have objects, right? So it might be plastic animals or something and something that I can have them speak about. Even if it’s like this is a tiger, you have to start somewhere. Um, what about the oldest students? Like the refugees, you teach and stuff like that? Would they just come into the classroom and they were just very, very free? I have a feeling that they were very free to, you know, like free-flowing communication within a classroom setting.
Like if I think of my adults, refugees learning English here in us okay. Um, depending on what culture they come from. Right. Some culture more reserved, some cultures are more about speaking and listening. Um, some of them are very timid to speak at first. So I just start with sentence frames. And so anytime I would have a brand new student enter that day, we’d pause whatever that was on the lesson plan. And I would have every single person in the classroom respond to the same speaking first. So my name is blank, I am from blank or because a lot of them have lived in many countries. I have lived in the following countries, I speak the following languages and my favourite activities are and things like activities. Those are things I already have in Google docs or PowerPoint slides that I can project.
So if they don’t know how to say something, there’s at least one activity they can point to like swimming, cooking, reading, whatever it is. And starting with pictures always helps because I can, the understanding is there they point to a picture of swimming and I can literally guide them with I like to swim, Bam. And then I let whoever is the new student start or go last if they so choose. Um, some of them want to go right away and that way they’ve already seen everybody else in the class model. This is what we do. We write down the sentence frame, we fill it in as the teacher is circulating amongst the students. It is, this is a safe place to ask for help.
Hmm. Nan, I love that. In a safe place, let’s, especially because a lot of people are scared to ask for help. And so, oh, that’s really, you know what I was, um, over the last week, man, I’ve done like, like three workshops. It’s been bananas. You know what I did when I had a big manufacturing company named Kubota out here in Thailand, and communication was our, you know, it was our main theme. It was called foodie goodies. So emotional reaction towards food, which of course all of us can relate to. And so the thing is, I was teaching it with another teacher and he was the head, I was the one over here, you know, I was doing other things in terms of pronunciation and the mechanics of the language. Um, but he would speak in Thai, but he would also speak in English. And then I would also put things into context with English.
So of course, if you look at some of the big, uh, popular people out here in Thailand, um, they, let’s just say a guy from Utah, right? He speaks perfect Tai, but he teaches English through the Thai language. I don’t necessarily, first I’m going to stop it there before getting back into the company. What do you think about that? Because communication in the classroom, when you are speaking, let’s say if I go to China and I speak Chinese, if I start speaking Chinese, Mandarin or Cantonese, whatever it may be, Cantonese for Hong Kong, Mandarin for native China. If I started speaking mandarin to the Chinese students, they’re going to fall back into that comfortable slab and I mean it’s just the piece, the purpose of learning English, I believe. Do you know? So I don’t know. And it’s really weird because then you bring an Asian American to a job.
I used to teach at, his name was, I don’t know, but he was, he, his blood comes from or somewhere around in Southeast Asia, but they would say, hey, just don’t say your tie. Okay. Because they’ll start speaking to you in Thai. And I’m like, but yet these other teachers speak fluent high and they speak it in the classroom. There’s so much crazy that’s happening. My question is if you are a teacher if I go to Mexico and I speak fluent Spanish and I teach my students English to Spanish, is that good or is that bad?
I feel like it needs to be a mix. Okay. No, um, you know, for example, I took five years of French from eighth grade to 12th grade and there are these phrases that that stick in my head, um, as far as questions that we were expected to ask. And I think about that, I think about those questions and the basic phrases. That’s why they stuck in my head is because I’ve heard them repeatedly. So when I relate, when I was able to relate that to my own students, if, especially the little ones, it’s like if they wanted, if the first graders wanted to go to the bathroom, I would have them. The rule was, you have to ask me an English first. Can I go to the bathroom, please? Because they learn that way and then they, they’re learning not just that sentence, but they’re learning a sentence frame of, oh, these are question words.
They’re learning the word, please. I, that’s a requirement in my classroom, you will use please, you will not order me around. I wouldn’t have, I would have students, adults included that would tell me. They would come up to me and they’d say, I need a pencil. I need paper. And I’d be like, oh, it sounds much more polite. If you phrase it as a question, can I have a pencil? Lee’s, when you use manners, people are going to be much more willing to help you. So that mixed waste so important. So when we’re talking about how, how grateful we are to have these mixes of students with different native languages, it is so amazing because I am not opposed to having students have the same native language, use their native language to help each other understand vocabulary. But at the same time, you know, with my refugees, students in a classroom setting where they’re learning English in the United States, if I have students from 16 different native languages, I, there’s no way for me to know everybody’s language. So there they’re going to have to pick up on all of these important nonverbal cues and inferencing skills. So they’re noticing, okay, these are the gestures she’s using. This is her expression of voice that’s going up and down. And
if I, if I didn’t, if I was just speaking to those people in their native language, they wouldn’t be noticing these nonverbals as much. They wouldn’t be noticing all of these inferencing skills of how you can figure out a vocabulary word based on context. That’s so important. Yes, there. Believe me, there’s been plenty of times where it would have been really helpful if I knew every single student’s native language, so I could explain something when they were confused. But you know what? That they have had valuable learning opportunities from us figuring out these complicated misunderstandings. It’s so, it’s so valuable.
And so like, I’m interested because what is it you teach in first grade is kind of relates to me teaching the kingdom goodness at my very first job in 2013 right. And I remember I had a teacher and she shouldn’t assistant and I had a headteacher in there. Uh, not in the other, I forgot the other girl’s name, but yeah. So they would tell me, oh, make sure you speak to the children. Slowly do this, do that. And I remember in a class of just 10 students, it was a private school, right? These students change so quickly. Within four months. I remember specifically there was a kid named punk Kang and pompom. That was his nickname, right? And his mother gives speak English, right? Gritty pretty well, like, like upper intermediate level. Um, and I remember I was speaking of Pong Pong one day and he was, he was pretty good at conversation like right here.
And everyone else was below him. Another girl named Punk Pun, she was excellent at writing. This girl was excellent at all skills. So why try meshing everything together and had the, you know, collaborating within three months, pong pong ended up speaking fluent English to me and I was like, Whoa, Whoa, whoa, Whoa, whoa. Like there was a girl screaming and crying at lunchtime. Right? And I remember he turned around to me and he said, teacher, this girl is really freaking me out right now. Perfect English. I started screaming into laughter. Okay. And I was like, what’s going on? And so I talked to his mom. I said, your son pretty much speaks English right now. What does he do? She’s like, oh well he plays Minecraft all day. And I’m like, aw. That’s where he gets the bad language from too. So how do you encourage people
like you know, at smaller, you know, young ages or older ages to learn English outside of the classroom? That’s something really, really good. Right? You know what? I have had several adult students who tell me when they already come to this country and they’re not in the beginning class. They’re in my class who tell me things like, um, I learned English from watching youtube videos from video games, from singing karaoke. Okay. Okay. Okay. From Facebook, they would see memes and stuff and they would want to understand them. So, okay. When people want to learn badly enough, they will, they will figure out ways to learn. They want to watch an American TV program. I have several kids who said they’ve learned from cartoons, they’ve learned from comic books. So there are so many resources available. So many available
time was, you know what I mean?
Yes, yes. And so there are so many more resources available in English. When I was trying to learn Greek, it’s what, it’s not as easy for me in the United States to get my hands on Greek comic books, youtube videos, Karaoke like it is people and other countries getting English resources right. But use, use whatever works for me. I remember in other countries, yeah, like when I studied in Mexico when I was in college, turning on the TV and having a Disney movie con and if it’s a Disney movie I already am familiar with like Aladdin. Ah, I already know the context of the story. Now I’m watching it in another language. Hi. Especially children’s movies because they speak with more slowly and with simple language. If you and I have discussed in a previous podcast, children’s books, oh my gosh, I have adults who love children’s books just as much as the kids do. And the adults a lot of times want to learn so that they can read these books to their children. And so I will use some of the same strategies that I use with elementary students. Absolutely.
Wow. So when you were in cut, I love that. And that’s what I see sometimes. Like out here in Thailand, I see a lot of in tie with the Thai subtitles or this speaking tie. And it’s funny because I pick up a lot of things in the Thai language now. Like I could pick up the ideas. So I don’t listen so much for all the, you know, the unnecessary words. I try to listen for the main idea and I can pick it up pretty quickly. Okay. Not all of the time, like 30% of the time, I’m probably just a little bit wrong. But you being in Mexico, you learn in Spanish out there and whatnot. Give me an example. So who are the people that, how did you communicate, who was it that you communicated within the classrooms? And how about Golan around because you were a learner of also Greek, Spanish in Panama, Mexico, which are probably just a little bit different or maybe an immense of that different. Um, how was it that you learned communication in the classroom being, you know, a Spanish learner too? Because that’s very interesting.
What’s interesting is I feel like I learned more Spanish, not in the classroom, but because I was staying with a host family.
And the couple who I was staying with, Natalia and Kino, very gracious couple, they didn’t speak hardly any English. I went there knowing hardly any Spanish. We were doing a lot of charades and writing things down. And because I had taken, um, five years of French, I could understand, of course, like a lot of us, I can understand a lot more than I can actually produce. But because you’re in this situation where I’m in somebody’s home, she has just made me a four-course amazing meal. She wants to know what I think of it. Of course I the most, the majority of the feedback I’m giving her is nonverbal. But because I’m invested in this relationship, right, when you’re in that kind of a situation, it’s so motivating to learn quickly because you can bet your bottom dollar. I was looking up words, I was figuring out how to say exactly what I wanted to ask them. So one day I wanted to ask, um, how to walk to the mall. So you perfect situation of me doing my research. I’m trying to figure this out so then I can actually use my words and then I can be validated when I actually get the information that I want. And the host father is drawing out a map for me of how to get to them all.
So you asked about the classroom, but I tell you, it is those natural situations where I feel I learned so much more in the classroom. I was learning things like we normally learn first in a language learning class. My name is, I am blank years old. I am from a blank. But as I have found being both a students and being both a teacher, what people want to learn most is those how to get around, how to ask for
help, how to carry on with their daily activities. That’s called, yeah, since you wasted funnel, ageless or situational, fill in the blank. Do you know what I’ve made? Um, man, I had a couple of stories, but I think they just went right away. But I’m like, be here, be in here in Thailand. Would I learn Thai in the classroom? Absolutely not. I’m living in the country right now. You being in university, fantastic. Me, I was a teacher so I needed to learn. Okay, what are some of these, you know, these things that I need to learn, the basics? How can I go here? Go Straight, turn right, turn left. And you know what? These things are absolutely going to stick. No one will remember the last time we talked about the taxi and stuff a while back. Um, you know, knowing how to take a taxi, very important, telling him to turn on the meter. Very, very important. You know, so, um, Oh man, I’ve had a man, I had a couple of experiences but they all just went away cause I was so in tune. So anyway, so, okay. Um, oh my God, my ideas. I hate when my ideas go away. Those are some real,
it shows that you were being a mindful listener.
Yes. Because you taught me that. That’s right. You taught me that
great speech would say just take a deep breath. It’s okay. We don’t judge ourselves. If it’s important enough, it’ll come up later.
Right, right. It’s important enough. Right. Okay. So here we go. I want to give you, so of course, you being a learner of Spanish and Greek. Me being a learner of Thai, of course, living in a spitball, an English speaking household with a mother who speaks spoke both languages, both of course Spanish and English. Um, what are some ways communication in the classroom for students, for students out there around the world or for students in general? The students of life, because we are all students of life. Okay. If you’re out there in a community if they’re going to travel, how can they communicate more thoroughly, more effectively? What are the three simple ways that you know, people could do it both inside and outside the classroom? So
first of all, come to the classroom,
prepared with your questions,
because we always think of questions when we’re not in the classroom. And then we forget to write them down. And we don’t remember when we’re in the presence of a teacher. The first of all, write your questions down. Come to class with those questions. Teachers love receiving questions because that way they know what you’re interested in. I think I shared in a previous podcast something that I really, really wanted to learn and when I was in Greece, as I wanted to learn how to ask for help in a grocery store, I wanted to know how to order cheese. Um, and so that was a question that I, I came to class with and I asked my Greek teacher. So first of all, write your questions down. Don’t be afraid to ask those questions. Um, when you are in the classroom, notice patterns, questions, because those same patterns of questions are things that you can use throughout your knee.
A normal daily situation. So if I’m noticing a pattern of asking for cheese, asking for, um, chicken, asking for whatever, once I learned that one phrase of how to ask for cheese, I was noticing those same sentence patterns and other people’s speech. And so that those patterns are so important, whether it’s a sentence frame or whether it is noticing root words, um, and piecing those together. So your original question was strategies that people can use for conversation in the classroom and outside of the past, right? Yeah. So outside of the classroom, just like inside the classroom, not being afraid to ask questions, overcoming that fear. That’s it. Yes. And Yeah, we’ve, yeah, we’ve discussed this before about how, we may not know how to phrase an entire grammatically correct sentence, but we might know one word, just he was the one word. Use the one if you point, and even if it’s the word like I’ve done this before and I’m, I’m wanting to find the bank, I point and I’m like bank here, here and there. And then because you’re in this, this dire situation where you need to know this, you’re going to pick up more on the grammar of the bank is over here, tender it more next time. So, oh gosh, yes. Just asking the questions
right then. I love that so much. That’s a, you know, speaking from personal experience, that’s what I did, you know, live it out here in Thailand. I went like, like, do I know how to say banquet? Is it Tana Chat? So I would say a 10 of chat KTB which is who? Thai bank, basically the one that I normally teach at or the bank that I’m with. Right. So I would say, ah, try China to, to be united. Unite is my favourite word. Where, where, where, okay. I’m, Oh, what is it? Don’t they a, I don’t they last sweater. Right. Where’s the school? And I would just say the school name and BNI. Yeah. Denai or you and I, where is it? You see, I mean, so the basic question, where is the who, what, where, when, why, you know, um, and if it’s a very difficult question, uh, good luck. What about the difficult questions before I top this bad way off? Like how would you get over that? Like the real difficult questions.
So, um, can you give me an example of a really difficult question?
Uh, let’s say if you’re at the hospital, right? And I’m like, ah, I normally just go all hands. I’m like, ah, a jet meaning pain. Right. How do you say that in Spanish? Did I forget, don’t they? I don’t know, but yeah, I forgot. Uh, but yeah, we’ll say pain here or here or here, but there could also be a misdiagnosis. So how could someone go about learning question? Oh my God, I don’t know what I’m trying to say. But then, if so like conversation conversations or how can some, well, you know what, that’ll have to be in another podcast because we have to figure out how to build up those sentences to make them bigger and bigger. Such as, you know, your order in the cheese and then you realize that there was a little bit of a, you know, you could follow that same, you know, that saying, what am I trying to say? That, yeah, that same pattern. Yeah, no, in terms of this, in terms of that. So that’ll have to be another one. That could be a nice little
mines. This is why it’s so important to record things that happen in your everyday life. Because I remember in Greece, I was in an apartment where none of the neighbours spoke English. And I had a situate [inaudible] was, um, there was a leak in my ceiling. Right? And in your, in my regular Greek classes, it’s not like I ever learned how to say, um, my ceiling is leaking. So those were words I had to look up on my own. And then words to describe it of this is when it happens, this is how often it happens so that they know it’s not just a trickle here, trickle thereof, oh, it happens every morning at this time to help them figure out the root of the problem. Right. But those were words I had to look up on my own. And again, because, um, Google translator isn’t always grammatically correct. I had to start somewhere and I had to humble myself with, even if I didn’t have the perfect financiation, if it’s important enough, I’m going to ask about it in my very, very broken.
Great. Right? Oh Man. Awesome man. Uh, Katrina, the summit, the communications. I love that. I’m going to put those into little snippets. I’m going to have to tag you in that because those were some golden bombs for a lot of people. For non-native English speakers have a specific language, you know, pointing and being able to just build up, go from a word to a phrase and then from a phrase to a possible sentence, the questions and whatnot. Those were so, so good. So, oh my God, there are still so many other things to cover and I’m so excited like the vocabulary and whatnot. That’s going to be another very, very good one. But um, oh my God, Katrina, thank you so much, uh, for coming on to this wonderful podcasts and youtube video.
Thank you so much. I always enjoy this. You’ve come up with really good questions on the spot that makes me think
right. Yeah. And that’s what’s so great about it. Cause I don’t do like the 21 questions, stuff like that. It’s always because of personal experience, right? So, uh, so wait, so before we go, man, you’ve got to introduce what are your guys, so we had curious George odd yet. Uh, what was it the other time I bought Mr Eight, a man over there on your left, Mr Eight? Man, let’s talk to that guy over there. Who is he?
Well that, and that’s kind of just a generic word where it’s a character from a story. Okay. Interesting. Is next to the eight,
next to the eight is a house
next to the ape is a house. And also I’m a retro cabbage patch doll. Whoa. Um, yeah. But the students that I teach online, just love seeing props and it just happens that my mom saved a ton of my stuff for my childhood and when she moved, there were Rubbermaid bins in the basement of stuff that I didn’t even know she had kept, which is awesome. The House that’s here was from my, my dollhouse back in the day. Um, or no, my grandparents bought me for my fifth birthday and it comes with all of the little tikes people, props, whatever. And I use these all the time for teaching because it’s, um, I, I find that it’s very difficult for some English language learners to differentiate between him and her. So I owl, I almost always have props in my hands as I’m teaching. Sometimes they’ll say she for everything and I’ll be like, he,
I experienced that with some of my students out here too. Oh, in the cabbage patch doll. What did they invent? The cabbage patch dance. When did that come out? In the nineties. Was that before? Yeah, they kind of go like this, you know, they hold up their fist and they move it in like circles. It’s like the cavity
research when I was living overseas in the A’s wars and elementary school, well where we were kind of like cut off from American pop culture pre Internet. Wow. Um, but I know that cabbage patch dolls, even before I was born, were this one of those, you know how you always hear about the hot toy black Friday. We’re like, parents are fighting in the store for their kid. Right, right. You know that cabbage patch dolls some at some point in the 80s where that hot toy, but I had this, this bald baby cabbage patch in the late eighties when as I was a little toddler and then boom, it was just called bald baby and it never left my side.
Wow. [inaudible] bald baby. I love that ball baby. Oh my God. Oh Man. Well Ball Baby Kevin Scratch. Matt, it is a pleasure meeting you and thanks to you so much for joining me.
Oh, this one. Okay. Thank you so much for having me and thank you to all of your listeners who pose such awesome questions like these topics.
Right? Right. So that’s what you guys make sure again that you’re following. Now Katrina has rebranded herself into just Katrina Lights Berg. You could follow her of course on Instagram. You can follow her on the Facebook page. I tag her normally on my post, on my Facebook page and on Instagram. So you make sure that you look at the links that I have and the description of her. And again, Katrina bed. I would love to extend this, but it’s time to get my book. You would be on in the gym and enjoy this rain. Hopefully, the rain has stopped, but Matt, thank you so much again.
Thank you.
Welcome back, guys. With that being said, man, have a wonderful morning, afternoon and evening. If you’ve enjoyed this podcast, please share it like it. Leave a review, do whatever, and as you wish with this podcast, man, I’m just grateful that I have your ears. So again, guys, I hope you enjoyed this one and stay two for more because Katrina, and I think we just have so many topics. We’re just going to keep on coming and coming, so stay tuned for more. I’m your host, Arsenio as usual over now.

Arsenio’s ESL Podcast: Season 4 – Episode 82 – Pronunciation: Falling Intonation in Wh- Questions

We’re back with pronunciation! We’re making this pronunciation Friday, followed by another pronunciation next Monday, so make sure you’re tuned in and ready to test those vocal cords! Tune into the podcast!

The intonation usually falls at the end of Wh- questions that request information.

Work with a partner, friend, family member, or anyone. Number 1 will read the statement below and Number 2 will respond with a Wh- questions, using either a falling or rising intonation. Number one will responding with the matching answer.

Question: I’ll call you tomorrow morning.

  • When? (Rise or Fall)

Answer: Around nine.

When, with the falling tone, will indicate what time. When, with the rising tone, is requesting the time frame (tomorrow morning).

Question: I left my umbrella on the bus.

  • Where? (rise or fall)

Question: We’re moving close to campus.

  • Where? (rise or fall)

Question: There was a tornado in Taiwan.

  • Where?

Question: Claudia is from Peru.

  • Where?


Arsenio’s ESL Podcast: Season 4 – Episode 79 – Developing Writing – A Letter of Complaint

Woohoo! Developing writing is back! Today we’ve got ourselves a rundown of an email/letter of complaint, along with a phrase bank and an exercise for you.

Ban on Slang

In an effort to improve language skills, a school in London has decided to ban the use of slang by its students. The school has placed a series of posters around the school premises with lists of words that students are no longer permitted to use. The school’s spokeswoman explained at a press conference that ‘in addition to giving students the teaching they need to thrive academically, we want them to develop the soft skills they will need to compete for jobs and university places.’

The school has received strong support for the ban. Many people have praised the action, including the local MP, who said: “speaking slang is fine in a social setting…but a school should be a professional, educational environment, and if part of that means banning slang then that’s fine by me.’ His comments have sparked concern that the ban will now be extended to other schools.

Gateway B2+

So, what’s your opinion? Do you agree?

Here’s a letter from a writer’s opinion about the situation.

Dear Sir/Madam,

I am writing to protest about the possible enforcement ban on the use of slang in schools. I believe that this measure would not only be unpopular but would also be completely ineffective.

Although I agree that a number of young people use slang when they are talking to their peers, the vast majority of students are able to distinguish between when it is appropriate to use slang and when it is not, and are able to express themselves perfectly in more formal situations. The fact is that by trying to control the language that students use, schools will merely encourage the use of slang, since it is a well-known fact that banning something only services to make it more interesting.

To make matters worse, I believe that the measure will prove to be ineffective as the only way to enforce the ban is by means of supervising conversations between students. On the one hand, this could be highly expensive as it would involve installing more CCTV cameras or recruiting staff to listen to students during break times. On the other hand, if teachers are required to enforce the ban, this would surely take their attention away from the more important business of teaching.

In conclusion, I should like to draw your attention to the fact that there are more important issues that the school should be concerned with than the use of slang. On behalf of the numerous students who are hoping to attend university in the future, might I suggest that you concentrate on providing the best possible education and facilities, not on enforcing a ban that will simply alienate many students?

Writing Bank

  • I am writing to complain/protest about…
  • I am writing on behalf of…..
  • I should like to draw your attention to….
  • My second/next/main complain concerns….
  • To make matters worse……
  • I urge you to…
  • I demand that you…
  • I would ask you to….
  • Might I suggest you….?
  • The fact/trust/problem is that….
  • What annoys/surprises/amazes me is….
  • Yours faithfully (after Dear Sir/Madam)
  • Yours sincerely (after Dear Mr/Mrs/Ms)

Activity is in the podcast!

Arsenio’s ESL Podcast: Season 4 – Episode 78 – Grammar – Advanced Future Forms

Advanced grammar for the future?! Oh, yes! You guys will be happy about this. This is the upper-intermediate version, so check out the rules, tune in and do some of these exercises down below!

Present continuous for future

We use the present continuous to talk about future arrangements; plans that have been confirmed.

Experts from around the world are meeting next month.

Present simple for future

We use the present simple to talk about the future when the action is part of a timetable or routine.

My train leaves at 9pm tomorrow.

Future continuous

We use the future continuous to talk about activities in progress at a particular time in the future. The activities are in progress and so they are unfinished.

At this time tomorrow, he’ll be flying to the US.

Future simple

We use the future perfect to talk about activities that will be finished by a certain time in the future.

I will have gone to bed by midnight.

We often use the preposition by with the future perfect. It means ‘some time before.’

Future perfect continuous

We use the future perfect continuous to talk about how long an activity will be in progress before a particular moment in the future.

By 8pm, I’ll have been revising history for five hours.

Be on the verge/point

We use be on the verge/point of to talk about something that is going to happen soon.

They are on the verge of winning the national championship.

Today’s podcast on Advanced Future Forms

Arsenio’s ESL Podcast: Speaking Task – Presenting a Global City – Thampirak of Thailand

So excited to bring on a student from a popular school here in Bangkok, Thailand (no, not the Mater Dei high school in California). Today we’re going to be doing the speaking task in terms of presenting a global city! Prepare yourselves! Here’s the podcast and transcript!



Speaker 1: (00:00)

Guys, welcome back to another ESL podcast man, I am your host. Arsenio as usual. Oh my God. Yes. Today is one of those special days cause I have had the opportunity. So bringing on one of my ex students, man, the first time I met her, you know I was teaching [inaudible] at the institution that I full time out. I will not disclose the name of that institution because it does not matter. But you’d know what this individual right here, she is fantastic. And she is out there. She’s a, she is, she is who she is. Tom Peacock of modern day out a year in Thailand. I’ll be like, thank you so much for joining. 

Speaker 2: (00:40)

Speaker 1: (00:41)
Yeah. And got to join [inaudible] so what’s going on? Okay, so here we go. Oh my God. All right, so you’re in squelch grade. All right. You’re doing big things today. Speaking task of course is about presenting a global city. That’s going to be really funny and interesting. But, uh, tell the people briefly, uh, what you want to do because you’re going, you’re going to be transitioning soon from of course grade school to university. So what are the plans for you? 

Speaker 2: (01:12)
So no, I am, I will join in my heat on university international college. Oh, you ask no ask MUAC I’m joined like media and communication is the name of I t yeah it might. And so media and communication, so like it’s like kind of kind of calm arts to do like fames do, do like animation kind of that true B to B products. Yeah, kind of that. So I learned to, I love to take pictures and I like to like to take a fame to make a story too. Have they people come to watch and make it and after that they haven’t watched my movie, they will be happy. So yeah, I like to do kind of, because I don’t like, like very much a theory because I I want to do like particle. Yeah. I have a one to do it. My yourself I have to do, I know like I read books and Blah Blah Blah. 

Speaker 1: (02:18)
Wait, memorize the context of that. Okay. So you’re a creator. 

Speaker 2: (02:25)

Speaker 1: (02:26)
And you know what? I see that through so many of your pictures. Of course on a Instagram you travel into, you know, to Japan and stuff like that. And of course the tie of course you see the education not only here in Thailand, around the world, it’s all about memorize and memorize and memorize and things that we can just Google. So I’m glad that you found something that you love, a passion, something you could drive for it instead of just, you know, academics, you know? 

Speaker 2: (02:54)

Speaker 1: (02:56)
So here you are this evening. And again, thank you so much for coming on and you know what? We’re going to be deep dive in. Insert now, this is the speaking task presenting a global city. So there are going to be a number of people coming on over the next few weeks. Uh, some of my ex students of course, um, they were in our class. If you remember mint and sewer pot, uh, we’re going to be doing some role playing discussion soon. So, I mean, it’s just going to be all fun. It’s great to actually have some of my ex students on and have a little bit of fun and you know, just to, just the let that English go. So today we’re presenting a global city. What’s the global city you got for us today? Man? 

Speaker 2: (03:38)
Yeah, I got like, okay. 

Speaker 1: (03:41)

Speaker 2: (03:43)
Dubai, Paris kind of dance that like, that effect. Humans, well, I think around, around, around the world. They, every country they got like a big effect from like global warming. 

Speaker 1: (03:59)
Oh, okay. Okay. 

Speaker 2: (04:02)
Yeah. In Thailand it’s has like, like in the, um, like three’s London ago, they got like many of us that I’m off to stand that test sometimes in Shangmei they like got a peak at 300 more than 300, but the sense that about this [inaudible] is like quite of low than Nolan. 50 odd. Okay. Kind of 30. I’m not, I’m not sure about that. The data. 

Speaker 1: (04:38)
Right, right. So, yeah. Um, for the, for those people who don’t know Chiang Mai and even Bangkok, we got choked out a few times, uh, and changed my man, they got slammed. They were in three hundreds, even sometimes four hundreds they peaked number one most polluted city in the world, probably around 30 times in the last, in the first 120 days. So there’s a lot of effects and I mean if you even check out the weather that just that we just had today, which is crazy in itself because of course when storms come, temperatures dropped, but it’s feeling a little wintery right now. And so, I mean there’s a lot of different things. So wait, have you traveled to a Hong Kong before? 

Speaker 2: (05:22)
Yeah, I have been deaf for like 

Speaker 1: (05:26)
two or three times in my life. Yeah. That Hong Kong teams some innocence and love it. So. Okay. So tell us a little bit now of course, I’ve been to Hong Kong too and I have some people of course from Hong Kong who actually listened to my podcast. And, uh, you know what, Hong Kong was just one of those places. I wouldn’t say it’s a love relationship, but it certainly is a little bit different, a little difficult coming into the airport, you know, because they, uh, they say, hey, where are you going? What are you from? Well, you bet. And I’m like, wait, what, why are you asking me? 

Speaker 2: (06:09)
Hong Kong would be they before that they like, they leave, they like say, oh they used it [inaudible] Richard, right. Not the kind of going to like shyness before. Right. 

Speaker 1: (06:24)

Speaker 2: (06:25)
because they have like, they have let me have my no into like in the queue on like, um, you know, they have to make, they know what they have to do. 

Speaker 1: (06:37)
That’s bye. 

Speaker 2: (06:39)
Yeah. But some country then not have manner and they like shout to talk with other guys. 

Speaker 1: (06:47)
It’s funny because in some cultures, of course, shouting is deemed to be respectable and you know, in particular cultures, which is very, very interesting. But um, yeah, so Hong Kong, you know what I loved so much about Hong Kong and I just made up my mind that I will be going to Taiwan. Have you been to Taiwan? 

Speaker 2: (07:08)
Mm, no, but I want to go there. I want to, yeah, I want you like 

Speaker 1: (07:13)
I want to go to eat. You can’t like to, 

Speaker 2: (07:21)
yeah, like they have like sick nature of time. One drink. 

Speaker 1: (07:25)
Oh bubble tea. Bubble tea. Right. Okay, so explain to the world what bubble tea is. Okay. 

Speaker 2: (07:32)
It is like go like tea that put milk in there and it’s like a poor, it’s at pro. It had like a [inaudible]. They have two boys boy to be like to borrow and they will put like Chuka in there. I had like pulled to get sweetness and they will shake it out with the t on. They have to check, check, check with the machines. Are they hands on them? You can eat it. I think I love it. I love to, I like to drink them. I know you guy when you have to. 

Speaker 1: (08:05)
Yeah, you must try. Yeah, it’s a rare, yeah, so I mean wait, I think it have bubble tea out there in the Philippines too. I tried it for the first time in a met 

Speaker 2: (08:20)
bring in some temping thousand temping [inaudible] they have like no one will you love that. I know because you stay there 24 hours. They have a, I love Green Tech. I love green tea though. 

Speaker 1: (08:32)
The, the green tea at Tom Tom’s and the next thing you know they ended up shutting down Tom Tom. So Tom Tom’s coffee shop that of course I would do some wonderful teaching with this magnificent student who I am speaking to right now. And they shut the place down. I don’t know what happened. 

Speaker 2: (08:49)
They have to renovate I think so. There were no bed. 

Speaker 1: (08:52)
Okay, good. Well they better open back up cause that green tea was damn near on Starbucks level. So here we go. Tell us about the food in Hong Kong because guess what? It took me about three hours on my second day there to find any kind of food. I don’t know what part of Hong Kong you were in, but please tell us, fill us in where the food is in Hong Kong. Chinese food, like Chinese symbols like Joel by rights. I’m Christie Park, 

Speaker 2: (09:21)

Speaker 1: (09:23)
a rose. 

Speaker 2: (09:26)
Oh, so yeah. Roster that it’s so like maybe kind of food an 800, eight, eight techniques are fantastic. I love it. 

Speaker 1: (09:36)
Oh, eggs for all my God famous. Yeah. 

Speaker 2: (09:40)
Yeah. It’s so very, very delicious. I love them. I love it. 

Speaker 1: (09:46)
I had one of my students, he said he went there and ate 20 of them in one day. I remember, I think he was a bit, he’s a business student somewhere out there near the main airport. So when a poon so, uh, okay. So the egg tarts, fantastic. You know what I love so much and this is how I made a decision that I wanted to travel to Taiwan because I checked out the transportation system and they just connected the airport with Taipei city. So I’m like, oh, that’s all I really care about is like a efficient transportation. So when you’re in Hong Kong, how did you get around? 

Speaker 2: (10:21)
I’m go by and some way underground and it got an awesome time of bus. Okay. That time I go with my like relatives and my mom also to go to [inaudible]. Yeah. Match. Last time I go with two about the second and second time what the term I go with mine. Like I’m like cousin. Well with relative together like family, like a big Fam, not the big family trip, but like go have like this half in Hong Kong was still eight go to like go to temple to make a, which a life help kind of that. 

Speaker 1: (11:03)
Okay. And the temples, are they kind of similar to what tied temples are? They’ll tie now what is a tie? A Tie temple, basically Buddhism predominantly. Although pseudo sock not too far from where you are, your school and whatnot. On the other side, cheat Loam, but suicide, they have a mosque, they have a church, they have a temple and they had all in one place. That’s amazing. Yeah. Oh yeah, yeah, yeah. Right, right, right. Yeah. So your church, is it Catholic or Christian? Nice. Good. 

Speaker 2: (11:38)

Speaker 1: (11:39)
it’s not, oh, it’s Catholic. Okay. Okay. I think so. Okay. Yeah. All right, so what, how different are the temples from Thailand compared to Hong Kong? How are they there? In Hong Kong? Yeah. Like, 

Speaker 2: (11:55)
yeah, like the place, I feel like the stack too of how do, how, how do you call to off monkey the way that the face, the body of the Mongan. Yeah. So among that demand, who the people that they’re close is, so their thing like entirely they have like, um, they had like strict, strict, like the Mung, you can let have a head or oh, I’m brown. You have to like, you can touch the, um, the women bodies some new, when you walk to like go to the, delete the list ghetto in the morning, you can’t, cannot wear the shoes. Kind of that I think about how in Hong Kong they’re like, they be shoe, right. I’m not sure about the monk. No, I bought in Hong Kong the pace at the tempo. It’s so, so be be like kind of relax, but it have like many of smoke from the, the heck okay. From the, like the just stick to no is just stick. 

Speaker 1: (13:17)
So like incense. Oh yeah. Got You. Okay. Incense. Yeah, sure. Yeah. 

Speaker 2: (13:24)

Speaker 1: (13:25)
Yeah. Oh God. Okay. I’ll write end out when it comes to, um, that’s the thing, you know what? They have a beautiful, you know, Oh my God, I don’t even know how to say it. But you know the Buddhist statues, right? The actual Buddha person. So they’re building one right here in the heart of Talar. Plu. There’s a temple here. Right. And I don’t know what the name is, but they’re constructed. Yeah. Yeah. It’s like a guy with no hair. I don’t know his name though. Is that Buddha or is that another guy? I don’t know his name. 

Speaker 2: (13:57)
I mean, I’m not sure. 

Speaker 1: (13:58)
This is the biggest Buddhist statue of a person that they’re building in Bangkok. They don’t, well, unless there’s something that [inaudible] other places, other temples around the nip around the river, but there is one, they’re going to be finished. I don’t know when, but there are, it’s going to bring a lot of tourists in this area. So pretty smart. It’s almost something similar to the small province out there in northeast Thailand by the name of booty dumb. They have a big [inaudible] at the top. Yeah. Okay. So tell me about the prices out there in Hong Kong. That would be, of course I’ve experienced it, but I want you to tell them how, you know, is it expensive or is it cheap? 

Speaker 2: (14:42)
Okay. In mind and my perspective, I think Hong Kong like hi and like expensive 

Speaker 1: (14:52)
[inaudible]. Yeah, because like if you want to eat something, you have to buy it. The like, yeah. Okay. How would you, you have to buy a no, no nature because of the likes. It’s expensive. Like the like one day they have like expensive in that light, like expense, you know that at home cheap like, like, like, like, like expense is so high. Yeah, yeah, yeah. If you will entail and you got like 302 days, right? So 300 baht per day. Similar to $10 a day out there. Yeah. Yeah, yeah. So it has the extra, they live their money in, like they have like a high, so definitely it’s gonna be expensive also. Right. [inaudible] 

Speaker 1: (16:00)
it’s so expensive also. Oh really? So tell me, so tell me, so the past, if you want to, that’s my something. You can have like one handed that UVV have like five thing in your bag, but now now’s a day. If you have 100 bad, you can be like two or three things in your bag too to have it. Because like from the economists from big government, but they can like that they can be worded the money. So you’d be like ethic comparing. Hmm. So, so basically the prices on goods are going up. The salaries are not, so that’s probably don’t, it’s kind of like the wage gap out there in Hong Kong. You have apparently the ultra rich and even tutors students such as myself, right? These guys are millionaires. They’re more popular than the actors and the actresses out there in Hong Kong. Right. But then you go to other places in areas where they don’t want to talk about, I don’t know, maybe cal saloon. And then you have like five people living in something as big as the bedroom that I’m sitting in and it’s ridiculously expensive. Like, like 1500 US dollars 45,000 bought are probably much more, I’m sure it’s much more, probably about 2000 US dollars, something very similar to New York. So. Oh Man. So, okay. So your outlook, like in terms of Thailand, in terms of the economics, do you believe that wages will go up or do you think that expenses will continue climbing and the wages, the monthly salaries will stay the same? 

Speaker 2: (17:50)
I think you’ll be increasing, but the salary will be the same. But that the price from the product we will be oppor it will be increasing. Yes. Because like from awesome from the, I don’t know what in others countries, but [inaudible] knows daily [inaudible] government cannot do why that Oh, they’ll still have the problem that the prize is the prize of the product school high. Right. Okay. So I, I will like my example in front of House, if you want to buy the French call to cook something, um, the pot, the pot like one kilo, you can have like 60 bucks and I’m just like, for example, but nowadays one kilo, it’s high, like 100 bucks because it’s effect it fixed from the government and the money that okay. That not slow in the system. 

Speaker 1: (19:09)
MMM, okay. Okay. Okay. It’s Kinda like, uh, the money does it rotate in and out? That’s what you’re trying to say. Yup. 

Speaker 2: (19:18)
Okay. Yeah. So whole, like so in low people in Thailand, they have [inaudible] they have like to do, like to save them or me to be careful to use it because the money does not flow in the system. You know that. Yeah. Wow. 

Speaker 1: (19:42)
And this is why some Thai people, um, what do you, what’s your opinion about the train and what the prices are with the train system? Because if we look at it from this perspective, um, if you commute from the northern airport by the name of Don belong and to Bangkok, if you think about it, this perspective, if you make 300 pot, I’m talking $10 an hour with the minivan that you take and potentially the new sky train system a long with the sky train here in the heart of Bangkok and to go back home you’re spending $6 literally 180 bought worth the transportation are ready and you only get a daily budget of 300. So this is a huge problem. 

Speaker 2: (20:33)
Yeah. Okay. So from my perspective, pain like you know, it translates them in, in Thailand they, we call it bts. M. I t like pocket transport, Bob, um, [inaudible] in Thailand they are like not convenience and not connect to anywhere like others country in European of right in m and t they, they have like some off station. They not connected with the pts at all. Sometime like in more shit. Oh, so a Salem, they have like many people in there around like the office hours [inaudible] much on in the morning and in the evening. So we have to be paid like for an hours to go to work. Hmm. Because like if you want, if dude, if you want to drive a car and you’ve got like one to two hours to go there. So it’s not only, it’s not good at all by your health. If it, you’ll be like effectful your health in the future because if you are driving you have to go to like, um, get up early. You have to be an express that, oh shit. So today I have to be like sporadic cookie. I will go to work on time. I know that am the prize of train day go like so high. So be [inaudible] changing. 

Speaker 1: (22:11)
Yeah. Right. And so, I mean, I mean the thing is when it comes to rush hour, and especially out there in, I’m really zen out there in uh, New York in especially Japan. Have you been on Japan? Have you been on Japan strings or in rush hour? I heard that you got the guys pushing the people onto the train, you know what I mean? So yeah, I think that’s unavoidable. Um, you know, it’s funny cause a lot of foreigners would say, oh well maybe they should get more trains and it’s like really like more trains. I’m like good. Yeah. 

Speaker 2: (22:45)
Yeah. But in Japan, the train, the bad twin is aunt in in time. If they, if they, you can use Google map to use, um, to go and you were in Japan. Right. Okay. In Google map they will say, oh, they run all five train route coming to go to. Okay, so go to Osaka. Right. Okay. It’s 1105 the the train you’ll be at you on your station that you stand and what about that? Ah, okay. It has to be like, oh stay, we can go on time or not go. The train will be like two you, we stopped at some stations or stop at the middle of this, you know, 

Speaker 1: (23:36)
probably middle of the track. Yep. They just, somethings I’ll never understand. However, I do believe that MRDC again, 

Speaker 2: (23:46)
the MRT for the people that don’t know is the underground. Then you have the bts skytrain, which is above the ground. Las Vegas. They were thinking about building a sky train, but of course the commissioners and the fools that actually run the damn state say, oh no, it’s going to be an eyesore. It won’t make Las Vegas some of the most ridiculous ideas. So honestly, there are days, there are days that I, there were days that I had to wait one hour for the bus and so welcome to Las Vegas. You know what I mean? I know that there are a lot of the, you know, people who complain about this and that, but honestly, if you have to wait, I’m talking about a simple bus on the simple street. I’m not talking about a bus to go cross country. I’m talking about a simple bus. So again, transportation one to use. It will be hard to that because I know, okay, 

Speaker 1: (24:43)
why? Why, why? Why is it that buses are inadequate? Meaning why is it that 

Speaker 2: (24:49)
they’re not very efficient? Lots of stories of course. Yeah. Lot of like, I, I can find this off the bus in Thailand. Hmm. You know that he’s had like, you’d have like made naked here. Um, I have like the naked here. Nicotine. Yeah. Right. Like [inaudible] it’s more, it’s so doc sometimes some, and they have to be like, did they not go into passing day? They stop at the middle end. 

Speaker 1: (25:36)
Yeah. So that’s like three lanes. 

Speaker 2: (25:44)
Oh, it’s on the left. Right. They, they stopped at the, to the middle and know what they think. 

Speaker 1: (25:55)
That’s just amazing. And even when they drive in the left lane, people park their car on the main road and you, no one does anything. No one does anything. No. The towing company or this or that, 

Speaker 2: (26:10)
nothing gets done. So it can become very frustrating on the roads. That’s why the train is so important, you know? Yeah. Like the drivers, some I call some day not have like men, they have, they not have men who 

Speaker 1: (26:31)
oh yeah, they have no manners. Yeah. Like, yeah, give me, give me, give me an example of doe banners. 

Speaker 2: (26:39)
Some is they like drive so she can 

Speaker 1: (26:44)
dress like that in the law. They have like not be over than 100 I don’t know. I don’t know that exactly, but they drive into like 150 like to have to fly I think so different to fly so fast. And they’re like, she said, oh the time change, change shit into left and no I don’t really, if I could right. It’s good to meet him. Straight stress. Right. They believe in certain, they believe it’s one of those race games, you know? I mean they’d light in the lane changing. I mean it’s unbelievable. I remember my taxi just a few days ago, he was getting ready to get in the right lane but then he came back to the middle and then there was a red Porsche fly right by at some of the most insane speeds I’ve ever seen in my life. And these same people, we called it out here in Thailand, we call them high. 

Speaker 1: (27:36)
So meaning high society meaning the very wealthy but often the very, very dangerous. So these people are notorious on a year in and year out basis to fly on these roads in cue people and they get off with it. Now that’s a completely other topic that I don’t even want to touch, but you guys understand the dangerous and of course Thailand does have the highest percentage of fatalities on the road, unfortunately. And a lot of it involves motor motorcycles, motorcycles in Thailand. They’re also known as mopeds out there in America. So Thailand has its issues and whatnot, but building a mass transit system, hopefully this will be able to clear up a lot of the messages that are on the road or at least decrease the traffic fatalities that we see on the roads out here in Bangkok in present day. So yeah, with that being said, oh my God, I am so happy again, man. 

Speaker 1: (28:35)
This was a good one. Because again, speaking tasks, presenting and talking and being able to effectively communicate the language to other people. And it’s so great because you held it down. This is your first time. And again, there are a lot of different people that listen to this podcast from Japan, Brazil, I rack, I’m talking about 40 plus different countries. So I love it. Cause you came on and you were like, yeah, yeah, no problem. Yeah, because I can improve my speaking skills to be like to be taught in Ios examiner. Exactly. And so now the best part about this is that this is recorded. This is going to be given to you, it’s going to be on podcasts. So anytime you want to go back and listen to yourself now you could say, Ooh, okay, I did this. Okay. You know what I mean? 

Speaker 1: (29:30)
And of course it was funny and whatnot, but you can see how much you improved too. So again, thank you so much for coming on. Okay. Okay. And what I’m going to do. Absolutely. What I’m going to do, of course, you guys who are listening to this on the podcast, you guys are going to get this on Sunday and I’m going to be bringing that, of course, you and so many other people on to talk about a wide variety of things, including ILT and other things. So man, thank you so much for taking your time this evening to come on. Okay. Thank you so much. You’re very welcome. And guys, would that be a said that, I hope you guys have this wonderful ESL podcast questions. Let me know. And with that being said, guys, have a wonderful morning, afternoon, evening. I’m your host, Arsenio as usual, over and out.