I Go to London || My Flight to London || Learn English Through My Story

Welcome to my channel Bookish English 2! Have  you ever dreamed of speaking English… but felt   too shy, too slow, or just not good enough? Well, I have something for you. A story. My   story. A journey from zero to confidence.  I was just like you. I was afraid to speak.   But then, one day, everything changed.

This video will show you how I went from   a nervous beginner… to someone who speaks,  works, and even teaches English in London.  ✨ Do you also want to go to London one day? Or  maybe speak English better? 👇 Comment below if   that’s your dream too! Now let’s begin. Chapter 1 – The Train  It is a warm summer morning. I sit on a train. I  have my small bag. I feel a little nervous.

I am   going to a new city. I am going to learn English.  I am just a beginner, but I have a big dream.  I want to speak English fluently. I look around  the train. Across from me, two ladies are sitting.   They are talking. I do not know them. But I listen  to their voices. They are speaking in English.  I can understand some small words, but not  everything. Still, I try to catch more.

This   is English. This is real English. I feel something  strong inside. I want to speak too. I want to try.  I look at the ladies. I feel shy. What if  I say something wrong? What if they don’t   understand me? What if I look stupid? But my heart  says, “This is your moment. You have to try.”  So, I take a deep breath. I smile. I say, “Hello.  You speak English?” The ladies stop talking.

They   look at me. They smile too. One of them says,  “Yes, we do.” I feel better. I try again.  I say, “I learn English. I am  a beginner.” They listen with   patience. They speak slowly. We start a small  conversation. I tell them where I come from.  I tell them I want to go to London to  study English. I speak very slowly.

I do not know many words. But I try. I speak with  my heart. And they understand me. I feel so happy.  We talk for about ten minutes. It  is not a long time. But for me,   it feels special. It is my first real conversation  in English. They tell me they are from England.  They are going home after a conference. They are  kind. They do not laugh at my English.

They help   me. They listen. When my stop comes, I say,  “Thank you. Thank you for talking with me.”  One of the ladies gives me a paper. She writes  her phone number. She says, “If you ever come   to England, call us.” I cannot believe it. A real  English person gave me her number. She trusts me.  She believes I can learn. That moment changes  everything. I get off the train.

The door   closes. The train moves again. I stand on the  platform. My hands shake. I hold the paper.  I feel like crying. Not because I am sad,  but because I am full of hope. I just spoke   English with real people. I was afraid.  But I did it. I think, maybe I can do   more. Maybe I can really learn.

That day, when I reach my home,   I open my notebook. I start writing. I  write everything I said. Everything they   said. I try to remember all the words. I  look up the new words in the dictionary.  I feel so excited. I decide I will practice  every day. I will read English texts. I will   translate songs. I will watch movies. I will  work hard. I will make English part of my life.

The days pass. I study at night. I practice  simple sentences. I try to speak to myself.   I make mistakes. Many mistakes. But I  never stop. Every time I feel tired,   I remember the two ladies. Their kind eyes. Their warm   voices. Their hope. After six months, I  notice something. I can understand more.

I can speak more. I can even watch a small  movie in English and understand the story.  I feel stronger. I feel ready. I decide something  big. I will go to London. I will study English   there. I want to speak with people every day. I  want to live the language. I want to know more.  I look for English schools in London. I find  one that looks good. I send an email.

They   reply. They say I can join their course. I book my  ticket. I pack my bag. I say goodbye to my family.  My mother hugs me and says, “Be brave.” My father  smiles and says, “We are proud of you.” My heart   beats fast. I feel fear, but also fire.  This is the beginning of something new.  Something beautiful. I am not perfect in  English. But I have the will.

I have the   dream. And now, I have a plan. I am going  to London. My new journey starts now. Chapter 2 – The Decision It is early morning. I sit   at my desk with a cup of tea. My  notebook is open. There are many   English words inside. Some are easy. Some  are difficult. I try to say them aloud.  My voice is quiet, but I speak slowly. Every day  I do the same. I read short texts in English.

I   watch movies with subtitles. I listen to  songs and try to understand the lyrics.  I use a small dictionary to translate words.  Sometimes I understand everything. Sometimes   I understand nothing. But I continue. I  don’t stop. I know I am still a beginner,  but I can feel something is changing.  My English is getting better.

I can see   progress. I can feel the words living inside  me. That makes me happy. But also, I want more.  After six months of learning at home, I feel  ready for something new. I feel a strong desire   to learn faster, to speak more, to use real  English every day. I think about the train.  I think about the two kind ladies. I still  have their number. I look at it often.

They   told me I could visit them. I wonder… should I go?  Should I take this big step? My heart says yes.  My mind is scared. I imagine myself in London,  speaking English every day, going to school,   working in a café, meeting new people. It feels  like a dream. But dreams can be real if we try.  I make my decision. I will go to London.

I  want to learn English not only from books   or screens—I want to learn from life. I start  preparing. I search for English schools in London.  I read many websites. I look at the pictures. I  read the reviews. I don’t understand every word,   but I try. I find a school that looks simple and  friendly. They have classes for beginners like me.  I send them an email. It takes me one hour to  write that email.

I check every sentence many   times. I ask, “Can I join your class?” The next  day, they reply. They say, “Yes, you are welcome.”  I smile. I feel nervous but happy. I tell my  family. They are surprised. My mother asks,   “Are you sure?” I say, “Yes, I want to go.  I want to speak English.” My father nods.   He knows this is my dream. I buy a plane ticket.

I book a   small room in a student hostel. I prepare my  bag. I take only a few clothes, my notebook,   and my small English dictionary. The  night before my flight, I can’t sleep.  My heart is fast. I feel fear. What if I can’t  understand anyone? What if I get lost? What if I   miss my family? But I tell myself, “This is your  time. You worked hard. Now go. Trust yourself.

”  The next morning, I take a taxi to the airport.  I sit near the window of the plane. As the plane   goes up, I look down at my city. I say goodbye  to my old life. I know something new is coming.  When I arrive in London, everything  feels different. The air, the voices,   the signs. People speak fast. I try to  listen, but it’s hard. I hear many accents.

I feel small. But I smile. I walk to the hostel. I check in. The lady at the desk says, “Welcome.”   I say, “Thank you.” It’s a small word, but it  feels big. I am really here. In the evening,   I go for a walk. The city lights shine. I see buses, shops, people. I hear   English everywhere. It’s beautiful.  It’s also scary.

I say to myself,   “This is not a holiday. This is your new life.” I wake up early the next morning. It is Monday. It   is my first day at school. I wear my clean shirt.  I take my notebook. I walk slowly to the school.   My legs feel heavy. I don’t know what to expect. When I enter the building, I see a group of   students. They all look different. Some are  from Europe. Some from Asia. Some from Africa.

We all have one thing in common—we  are here to learn English.  That makes me feel better. A young woman comes  to us. She is our teacher. She smiles and says,   “Good morning. Please tell me your name and  where you are from.” One by one, we speak.  When it’s my turn, I say, “My name is  Ariel. I am from Spain.

” My voice shakes,   but I do it. The teacher asks us, “How did you  study English before?” I tell her I read songs,   watched films, and translated texts. I say, “I want to speak better.” She   smiles. She says, “You don’t have to study hard.  You have to use the language. In this class,   we will not use textbooks. We will speak,  listen, and understand English by using it.

”  I feel surprised. No textbooks? No grammar  rules? Only real English? I like it. We speak   in pairs. We ask each other, “What do you do  in your free time?” “What food do you like?”  It is simple, but I enjoy it. I speak for  30 minutes. I have never spoken English for   so long in my life. I make mistakes,  but nobody laughs. Everyone tries.

After the class, I feel something new inside. I  feel free. I am not just learning English—I am   living it. I walk back to my hostel. I feel  tired, but happy. I write in my notebook.  I write, “Today was the first day. It was good.  I spoke English. I listened. I made mistakes.   But I learned.” I look out of the window. The sky is grey, but I feel light.

I know   this is just the beginning. I came to London with  a small dream. But now… maybe the dream will grow.  Chapter 3 – The First Lesson It is my second day in London. I wake   up early. My room is small and quiet. I hear the  city sounds outside—cars, people, buses. I sit on   the bed for a moment and take a deep breath. Today is my first full lesson.

I feel a mix   of things inside—excitement, nervousness, and a  little fear. I don’t know what the teacher will   say. I don’t know if I will understand everything. I don’t know if I will speak enough. But I tell   myself again, “You are here now. This is your  moment. You must try.” I wear my jacket and leave   the hostel. The air is cold but fresh. The school is not far.

I walk slowly,   looking at the shops and signs. Everything  is in English. I read the signs out loud   in my head. I try to speak with my eyes. When I reach the school, I see the other students   again. Some are talking. Some are quiet like me.  We all smile at each other. We are all learning.   That makes me feel safe. Our teacher comes. She smiles and says, “Let’s go to class.

” We   follow her inside. The room is simple. There are  chairs, a whiteboard, and a small clock. No big   books. No long desks. Just us and the teacher. She stands in front of the room and says,   “Welcome. This is your class. This is  your journey.” Then she asks everyone   to say their name and their country.  Some speak fast. Some speak slowly.

Some are shy. Some are confident. But  everyone tries. When it’s my turn,   I say, “My name is Ariel. I am from Spain.”  I say it slowly, but clearly. My heart beats   fast. But I feel proud. I am speaking English. After the introductions, the teacher smiles again.   She says, “Today we start something different. We  will not use textbooks.

We will not memorize long   lists. We will speak. We will listen. We will use the language the way it   is used in real life.” I feel surprised. No  grammar books? No tests? Just communication?   She explains more. She says, “Many students  spend years studying English but cannot speak.  Why? Because they learn about English, not with  English. We will change that.” I look around.

Everyone is listening. Everyone is interested.  Then she asks, “How did you study English before?”  One student says, “I read grammar rules.”  Another says, “I learned word lists.” I say,   “I translate songs. I try to watch movies.”  The teacher nods. She says, “These are not bad.  But they are only the start. Now we go  deeper. Now we live the language.

” The   teacher continues speaking. She says, “We use  languages for one big thing—communication.  When you were a baby, you spoke your  language without reading books. You   listened. You spoke. You made mistakes.  And you learned. We will do the same here.”  I feel something open inside me. I think, maybe  learning English doesn’t have to be hard.

Maybe it   can be natural. She gives us our first task. She  says, “Talk to your partner about your hobbies.  What do you like to do in your free time?” I turn  to the student next to me. He is from Turkey. He   smiles. We start speaking. I say, “I like music.  I like football. I like learning English.”  He says, “I like books. I like cooking.”  We speak slowly.

We help each other with   words. I feel nervous, but also happy. I am  not studying English. I am using English.  For the whole lesson, we speak. Sometimes we  speak in pairs. Sometimes with the teacher.   Sometimes we listen. Sometimes we repeat.  The class feels alive. It is not quiet.  It is full of voices. Full of learning. I make  many mistakes. I forget words. I say things wrong.

But nobody laughs. Nobody judges. The teacher  smiles and corrects gently. I learn new words.  I hear real English. I feel the words in my  mouth, not just in my head. This is new for   me. This is exciting. After one hour, I look at  the clock. I cannot believe it. Time goes so fast.  For the first time in my life, I have spoken  English for a whole hour without stopping.

I   have never done this before. I feel proud.  I feel strong. I feel like I can do this.  After class, I walk back to the hostel. I look at  people. I listen to their voices. I hear English   everywhere. This time, it feels different. It  does not scare me. It makes me want to join.  I go to my room. I write in my notebook again. I  write, “Today was my first full lesson.

I spoke a   lot. I made mistakes. But I also made progress.  I like this method. It is real. It is human.  It helps.” Then I sit back and smile. I  look at the small paper the ladies gave me   on the train. I think, “Because of them,  I am here.” And I whisper, “Thank you.”  Chapter 4 – How to Learn Words The next morning, I wake up before   my alarm. I feel something new in me. A kind  of quiet happiness.

Yesterday I spoke English   for a whole hour. I made mistakes,  yes, but I also made real progress.  I want to do more. I want to speak  better. I want to understand more.   Today is Tuesday. I get ready and walk to  school again. The air in London feels fresh.   I see people walking, talking, laughing. I hear English on every street.

I try to   listen. I try to understand. But some words  are new to me. I try to guess their meaning.   It is not easy. But it is interesting.  I think, “How can I learn more words?  I want to speak better. But I need  more words.” When I reach the school,   I sit at my desk. I take out my notebook.

I write, “How to learn more words?”  In class, the teacher smiles and says, “Does  anyone have a question today?” A student from   Brazil raises her hand. She says, “I want to  know… What is the best way to learn new words?”  I look at her. I feel the same question  in my heart. I want to know the answer   too. Our teacher nods. She says, “That is a great  question. Many students want to learn more words.

And there is a simple answer.” She walks to  the board and writes one word in big letters:   READING. She turns to us and says, “The  best way to learn new words is to read.  Read every day. Read things you like. Read  things you understand. Read stories. Read   simple books. Read again and again.

” She continues, “When you read,   you see the same words many times. Your  brain remembers them better. You learn not   only the word, but how to use the word. You see the word in a sentence. You see   how the word connects with other words.  This is better than just learning words   from a list. A list is cold. A story is warm.  When you read a story, the words come alive.

”  I listen to her words like music. I  think about the songs I translated. I   think about how I remembered some English  lines easily because I loved the music.  I understand now—when we enjoy what we  read or hear, we remember more. The teacher   gives more advice. She says, “Choose  texts that are right for your level.

If you don’t understand many words, it is too  hard. If you understand almost everything,   it is too easy. You should understand  about 90% of the words. That is the best.”  Then she says something very important.  “When you see a new word, look it up in   the dictionary. But don’t stop reading.  You don’t need to write the word down.

You don’t need to memorize it. Just understand  it and continue reading. The word will come   back. It will return. You will see it  again. And one day, you will know it.”  I feel surprised. I always thought  I had to remember every new word   the first time. I thought I had to write  them down and study them again and again.

But now, my teacher says I don’t have to do that. I can relax. I can just read. I like this idea. It   feels natural. It feels simple. I write  in my notebook: “Read 30 minutes every   day. Don’t worry. Just enjoy.” After  the class, I talk to another student.  He is from Japan. He says he likes reading simple  English stories.

He tells me about a small book   called The Secret Garden. He says it is easy and  beautiful. I go to a small bookshop after school.  I ask the lady, “Do you have The Secret Garden  in easy English?” She smiles and says, “Yes,   right here.” I buy the book. That  evening, I read the first chapter.   It is slow. I don’t understand every word. But I like the story. I understand most of it.

I look up a few words in the dictionary. I don’t  write them down. I just read. Later that night,   I go for a walk. I think about today’s lesson. I think about the book. I think about how many   words I saw in just one chapter. I whisper the  new words as I walk. I try to remember them.   Some stay. Some don’t. But I am not afraid. I know now that I will see them again.

I   remember what the teacher said—words return.  That makes me feel calm. The next morning   at school, I feel stronger. I feel ready. The teacher talks about working in London.   She says many students get part-time jobs. I  feel excited. I want to work. I want to meet   people. I want to use English in real life.

I ask other students, “Do you know where I   can find a job?” One girl tells me, “Go to the job  center. They help students.” After school, I walk   to the job center. I talk to a lady at the desk. I say, “I am looking for a job. I am a student.”   She smiles and says, “Do you want to clean or  work in a café?” I say, “I never worked before,   but I want to learn.” She looks at me kindly. She says, “Your English is good.

You can try the   café. You will start Thursday.” I walk out  of the job center with a paper in my hand.   My first job in English. My heart is  full. I say to myself, “I can do this.”  I look at the sky. I smile.  I whisper, “Thank you.”  Chapter 5 – Starting Work Thursday comes quickly. I   wake up early. My hands are a little cold.  My heart beats fast.

Today is my first day at   work. It is not a school. It is not a book.  It is real. I look at myself in the mirror.  I wear a clean shirt. I try to smile.  I say, “Good morning. How can I help   you?” I practice the sentence again and  again. I know I will need it at the café.  I take my notebook and my small dictionary  and put them in my bag. I walk to the café.

I   look at the people in the street. I look at the  shops. I feel like everyone is better than me.  Everyone speaks fast. Everyone walks fast.  But I keep going. I tell myself, “You are   learning. You are trying. That is enough.” When I arrive at the café, I see a young   woman standing behind the counter. She smiles and  says, “Hi. Are you Ariel?” I say, “Yes.

” She says,   “Great. I’m Emma. I’ll train you today.” Her voice is kind. She speaks slowly. I feel a   little better. She shows me everything—the coffee  machine, the cups, the sandwiches, the cakes.  She explains how to clean the tables, how  to talk to customers, how to use the cash   register. I try to listen to every word, but  some words are new. I feel lost sometimes.

I nod and say, “Okay. I try.” Emma watches  me make a coffee. I press the wrong button.   The milk spills. I say, “Sorry.” She laughs  and says, “It’s okay. You’re learning.”  I smile. I clean it up and try again. This time  it works. She says, “See? You got it.” A customer   comes in. Emma says, “Go ahead. Say hello.”  I walk to the counter. I say, “Good morning.

What do you like?” The man smiles and says,  “One black coffee, please.” I repeat, “One black   coffee.” I make the coffee and give it to him.  He says, “Thank you.” I say, “You are welcome.”  It is a small conversation. Only a few words.  But it feels big. I spoke to a real customer   in English. I helped someone. I feel strong.  After a few hours, I feel tired. My feet hurt.

My head is full of new words. But I don’t stop.  I keep going. Emma helps me. She corrects me   when I say something wrong. She shows me the  right way. I learn by doing. I make mistakes.  But every mistake is a lesson. I learn  fast. I listen. I repeat. I say words   out loud. I speak with my hands and  my heart.

At the end of the shift,   Emma says, “Good job today. You’re doing well.” I say, “Thank you so much.” I walk home slowly.   My body is tired, but my heart is happy. I did  something I never did before. I worked in English.  That night, I sit in my room. I write in my  notebook again. I write, “Today I worked in   a café. I made coffee. I spoke to customers. I  made mistakes. But I learned. I am not afraid.

”  I look out the window. The lights in  London shine. I feel like I am part   of something now. I am not just a student. I  am a worker. I am a learner. I am a speaker.  The next morning, I go to school again. My teacher  says, “How was your first job?” I smile and say,   “It was good. I speak English at work.” She  says, “That’s the best classroom—real life.

”  In class, another student raises a hand.  She says, “When I speak English, I feel   nervous. I don’t know if I say things right.” I  understand her feeling. I feel the same sometimes.  But now I also feel something new—courage.  My teacher says, “You don’t need to speak   perfectly. You need to speak. Practice makes  you better.” I agree. I saw that at the café.

I made mistakes. But I kept speaking. And  I got better. I want to tell the student,   “Don’t be afraid. Just speak. Even  small words can open big doors.”  After school, I go to the café again. It’s my  second shift. This time I know more. I know how   to make coffee. I know how to smile. I know how  to say, “Anything else?” and “Enjoy your drink.

”  I speak slowly, but with more confidence. One  customer asks, “Where are you from?” I say, “I’m   from Spain. I learn English here.” He says, “Your  English is good.” I say, “Thank you very much.”  My smile is real. I feel proud. When the  day ends, I think, “This job is not just   for money. It is for my English. Every customer  is my practice. Every sentence is my lesson.

”  I write again in my notebook: “Learning English  is not only in school. It is everywhere. It   is in every hello, every thank you, every  smile.” I close my notebook and go to bed.  I dream of coffee cups, kind people, and simple  English words. I feel lucky. I feel alive.  Chapter 6 – Pronunciation Problems It is Wednesday morning.

I walk to   school with a happy heart. I feel  good about my work at the café. I   feel good about speaking English with real people. But there is still something inside me that makes   me feel small. I know some words. I understand  more and more. I can even talk with customers now.  But still, when I speak, I hear something  strange in my voice.

My English doesn’t   sound like the English I hear on the radio  or in movies. My words are not clear.  Sometimes people ask me to repeat.  Sometimes I hear my own voice,   and I feel embarrassed. I think, “Maybe my  pronunciation is bad.” I want to speak better.  I want people to understand me easily. I  want to feel confident when I speak.

But   I don’t know how to fix this. I hope  the teacher will talk about it today.  When I reach class, I sit near the same students  as before. We smile and say good morning to each   other. Then the teacher walks in. She looks happy.  She says, “Does anyone have a question today?”  A boy from South Korea slowly raises his hand.  He always sits quietly and doesn’t speak much.

But today, he speaks. His voice is soft. He  says, “I have a problem with pronunciation.  I want to speak better. But I feel shy. I know  many words. I understand English. But I don’t   want to speak because my pronunciation is not  good. I feel bad about it.” Everyone listens.  We all feel what he feels. I understand  him. His words are my words too.

I want   to know the answer. Our teacher looks at him  kindly. She says, “Thank you for your honesty.  Many students feel the same. Pronunciation  is a big problem for many people. But there   is good news. There is a simple  way to get better.” She walks to   the board. She writes one word in big letters: SHADOWING.

She turns to us and says, “This is one   of the best techniques to improve pronunciation.  It is easy. It is free. And it works.”   We all look at her. She has our full attention. She continues, “Shadowing means you copy what   you hear. You hear a sentence in English,  and you say it again—immediately. Like   a shadow. You do this again and again.

You copy not just the words, but the music   of the sentence, the rhythm, the voice. This  helps your mouth and brain to learn together.”  She explains more. She says, “When you speak  English, you often move your mouth the same   way you do in your native language. That’s  why your pronunciation sounds different.  But when you do shadowing, you train your mouth to  move like a native speaker.

You use your muscles   in a new way. At first, it feels strange.  Maybe your mouth hurts after five minutes.  That means it is working. You are training new  muscles.” I think about this. I think about   sports. When I play football, I also train  my muscles. Maybe pronunciation is the same.  Maybe it’s not about being perfect. It’s about  practicing. The teacher gives us more advice.

She   says, “Start with something simple. Choose a short  video or audio. Something you understand well.  Play one sentence. Pause. Say the same sentence.  Then play the next one. Repeat it. Do this for   five minutes a day. Your pronunciation  will get better, slowly but surely.”  She looks at the quiet Korean student and says,  “You are not alone. Many people feel shy.

But   you don’t need to feel bad. Your voice is  beautiful. All you need is practice. The   world needs to hear your voice.” After class, I stay for a moment.   I walk to the teacher and say, “I want  to try shadowing. Can you help me choose   something to start with?” She says, “Yes, of  course. Try short interviews with subtitles.

Or use children’s stories in English. They  are slow and clear. Listen and repeat.” I   thank her. Then I go to the library.  I find a small video of a man talking   about his dog. He speaks slowly. I play it. He says, “This is my dog. His name is Max.”   I pause the video and say, “This is my  dog. His name is Max.

” I play the next   line. I repeat again. I do this for ten  minutes. My voice sounds strange at first.  But after a few minutes, I start to enjoy it. It  feels like music practice. Later that evening,   I go to my football training. I join the  school team. There are students from many   countries—Brazil, Japan, Italy, Russia. We speak in English.

Our English is simple,   but it is enough. We laugh. We play. We run. We  miss goals. We score goals. We shout words like   “Pass!” and “Good job!” I don’t feel shy here. I don’t worry about mistakes. We all use the same   small English. But we understand each other.  It is beautiful. I speak more. I feel free.   When training ends, I walk home with a smile. I think about the boy from Korea.

I think about   the shadowing method. I think about my football  team. I see that speaking is not about being   perfect. It is about being brave. I write in my notebook: “If you   want to speak better, repeat after native  speakers. Practice every day. Don’t stop.”  Chapter 7 – Monica Returns It is Thursday again.

One   full week has passed since my first day  at school. Every day I learn something   new. Every day I speak more English. I  feel stronger, more open, more alive.  Today, I walk into the classroom and something  is different. There is a new student sitting in   the front row. She smiles at everyone. Our  teacher walks in and her face lights up.

She says, “Monica! Welcome back!” The  whole class turns to look at the new girl.   She stands up and gives the teacher a hug. The  teacher says, “Monica was my student last year.  She studied with me for only two weeks. She  was a beginner at that time. Now… just listen.”   The teacher asks Monica, “How are you?”  Monica says, “I am very well, thank you.

I’m happy to be here again. I missed your  class.” Her voice is soft, clear, and   confident. Her English sounds natural. Everyone  looks surprised. We can hear how fluent she is.  The teacher smiles and says, “Wow, Monica!  Your English is amazing now. You speak so   well. Where did you learn?” Monica says,  “At home. I didn’t go to any school.

I just used the things you taught us. I read  simple books. I did shadowing every day. And   I used a new habit you showed us—thinking  aloud.” I hear this new word. Thinking aloud?  What is that? I have never heard it before. I  become very curious. Our teacher laughs and says,   “You remembered that! Yes, thinking aloud is a  strong method. But only if you use it often.

”  I raise my hand. I say, “Sorry, what is  thinking aloud?” The teacher says, “That   is a very good question. Thank you, Ariel. Let  me explain.” She walks to the board and writes:   Thinking Aloud = Saying Your Thoughts in English. Then she turns to us and says, “You think in your   language all the time. Your brain is full of  thoughts.

Now imagine if all those thoughts   were in English. That’s what we try to do. And when you say them out loud, you practice   even more. You speak without needing  a partner. You speak to yourself.” The   idea sounds strange to me. Speak to myself? Like talking to an invisible person? But I   want to learn. I say, “I want to try  it. I don’t care if it feels crazy.

”   The teacher laughs and says, “Yes, Ariel.  Sometimes it feels silly. But it works.”  Then she looks at Monica and says, “Would you like  to tell the class how you used this technique?”   Monica nods. She begins, “When I went back to  Italy after your class, I was still a beginner.  I wanted to speak English, but I had no  partner. So I started thinking in English.

Simple things. Like, ‘I want coffee. I need  to wash my hands. The sky is blue.’ I said   these things out loud when I was alone. I didn’t translate. I just spoke. Slowly.   Every day.” She continues, “At first it  was hard. My Italian thoughts were fast.   My English thoughts were slow. But I  kept going. I accepted the slowness.

I repeated many simple lines every day. ‘I  can speak English. I want to be better. I   don’t know many words. But I can use them  well. I can speak clearly. I can improve.’  These small sentences became my new friends.” The  class is silent. We all listen. It feels like a   story. A beautiful one. Monica smiles and says,  “After some time, English thoughts became natural.

They came first. And when I met a man from  Australia during his holiday in Italy,   I could speak to him. I didn’t  need to translate. I just talked.   That’s when I knew—this method really works.” I look at her and I feel a mix of feelings. I   feel inspired. I feel excited. I feel ready. I  want to try this technique.

I want to think in   English too. I want to feel what she felt. I want to speak like her one day. I write   in my notebook: “Try thinking aloud. Talk to  yourself in English. Don’t wait for someone to   speak with you. Be your own partner.” After class, I walk home. On the way,   I whisper to myself, “This is a nice street. I  like this building. I am going to my room.

I will   study later.” The words are slow. They are simple. But they are mine. My thoughts. In English. I   feel strange. But I also feel free. I am  using English outside school. I am making   English my own. That evening, I practice more. I look at my water bottle and say, “I am drinking   water. It is good for me.” I smile at my small  sentence. It is not perfect. But it is alive.

Chapter 8 – The Power of Thinking Aloud The next morning, I wake up early. I   look at the ceiling and I remember Monica’s  words from yesterday. “I can speak English.   I want to be better. I don’t know many words. But I can use them well.” Her sentences still   echo in my mind. They were simple. But they were  full of life.

I sit on the side of my bed and say,   “Good morning. I am awake. I will go to school. I will speak English.” It feels strange. I speak   slowly. I hear my own voice. But I don’t feel  shy. There is no one around. It is just me and   my thoughts. I am trying to think in English. I am saying my thoughts out loud. I remember the   teacher’s words: “This is your free practice. You  don’t need a partner. You can speak to yourself.

”  As I brush my teeth, I look at the mirror. I try  again. “I am brushing my teeth. The water is cold.   I feel sleepy.” These are not deep sentences.  But they are mine. My own voice. My own language.  I try not to think in Spanish. I try to stay  in English. It is not easy. My mind wants to go   back to my native words. But I pull it back.  I say, “No. English now.” I walk to school.

On the street, I look at things and talk  softly. “The car is red. That shop sells   fruit. I see a woman with a dog.” I feel a  little silly. But also proud. I am not just   studying English. I am using it. I am living it. At school, the teacher asks, “Did anyone try   thinking aloud?” I raise my hand. I say, “Yes, I  tried this morning. It felt new. But I liked it.

”   She smiles. “Very good, Ariel. That’s the spirit.” Another student says, “I also tried. But I forgot   words.” The teacher says, “That’s okay. It’s  normal. Don’t stop. When you don’t know a word,   use another. Describe what you mean. That’s how you grow.” Then she says   something powerful. “You don’t need perfect  English in your head.

You need English that   moves. That comes out. That lives. Thinking  aloud helps you find your English voice.”  We do a small activity in class. The teacher  says, “Think of something you do every day.   Speak it out loud. Say it step by step.” I think  of making coffee. I say, “I open the kitchen door.  I turn on the light. I fill the kettle. I wait.  I make my coffee. I sit. I drink slowly.

” The   sentences come slowly, but clearly. The teacher  nods. “Good, Ariel. See how much you know?  You don’t need to study grammar for this. You  just need to speak.” Later that day, I go to work.   On my way, I keep thinking aloud. “I am going  to work. I will see Emma. I will make coffee.  I will speak to customers.” At the café, I smile  more. I speak more clearly.

I say, “Would you   like sugar?” or “Have a good day.” These small  lines feel easier now. My tongue moves faster.  My words are more natural. I think the  thinking aloud technique is helping me.   I don’t need a book to do this. I don’t need  a teacher with me all the time. I only need   my voice, my thoughts, and my decision to try.

After my shift, I sit in the small park near the   café. The air is cool. I look around and I say to  myself, “This is a nice park. There are children   playing. A man is reading a book. I hear birds.” I smile. I feel peaceful. My thoughts are no   longer just in Spanish. They are in English too.  I am changing. I am growing. I remember something   Monica said. “At first, the thoughts are slow. But later, they become your real voice.

” I think,   “Maybe one day, my English voice  will be fast. Maybe one day,   I will not need to think before I speak.” When I return to my room, I write again in   my notebook. I write, “Thinking aloud is a gift.  It feels strange at first. But it works. It makes   English feel close. It makes me feel brave.” Then I add more sentences. “I can speak.

I am   improving. I am not afraid. I make mistakes,  but I also make progress.” These are not just   notes. They are a conversation with myself. A small diary of my learning. A soft voice   that says, “Keep going.” That night, before  sleep, I whisper again. “Today was a good day.   I learned. I spoke. I lived in English.” I close my eyes and feel thankful.

I know   this is not the end. This is just  the beginning of something special. Chapter 9 – Grammar Worries It is Friday morning. I feel more comfortable   now. Every day I go to school. Every day I speak  a little more. I make coffee at work. I talk to   customers. I listen to people in the street. I think in English.

I even talk to myself in   English when I’m walking or doing something  alone. My words are still simple. My sentences   are not perfect. But they are mine. I use them. I live with them. I feel proud of my progress.   But there is one thing that still makes me  nervous. Grammar. I never liked grammar.   Even in my own language, grammar felt  heavy, full of rules and strange names.

Now, in English, it feels even harder. Sometimes  I want to say something, but I stop. I think,   “Is this correct?” Then I feel afraid. Then I say  nothing. I wonder, “Should I study grammar more?”  When I reach the classroom, I hear another student  asking a question. She says, “Teacher, when I   speak, I am not sure if I use the right grammar.  I want to speak correctly.

What should I do?”  I listen closely. I want to know the answer  too. The teacher smiles gently and says,   “That’s a very good question. Many students feel  the same. But first, let me ask you something.  Why do you want to learn English?” The  student says, “I want to speak with people.”   The teacher nods and says, “Good.  Then I have something to tell you.

If your goal is to speak, then you don’t need  to study grammar like in school. You need to   use English. Grammar will come naturally.” We all look surprised. No grammar? Really?   She continues, “When you learned your first  language, you didn’t study grammar. You spoke.   You listened. You repeated what others said. You made mistakes. But you got better.

Your brain   is smart. It learns from use. Not from rules in  a book.” I feel something open inside me. I think   about how I learned Spanish. I didn’t study it. I lived it. I listened to my parents. I spoke with   friends. Slowly, I understood. Slowly, I spoke  better. Maybe I can do the same with English.  The teacher says, “When you read, you see  grammar in real sentences.

You learn how   words work together. You don’t need  to know the names of the tenses.  You just need to see and feel how English  works. When you do shadowing, you copy correct   grammar. When you think aloud, you practice making  sentences. These are better than memorizing rules.  Because they are real. They are living  English.” I nod slowly.

This makes   sense. I write in my notebook: “Read more.  Shadow more. Speak more. Grammar will come.”  One student raises his hand. He says, “But what  if someone wants to pass an English exam?” The   teacher says, “That is different. If  you need to pass an exam, then yes,   you may have to study grammar directly. But only for that test.

That’s a special   goal. And for that, you can get old  test papers and practice with them.   But if you want to speak English in life—in  real situations—then speak, read, and listen.  That is the way.” I feel calm. I feel  free. I don’t want to pass an exam. I   want to speak. I want to live in English.  This is my goal.

After class, I walk to   work. On the way, I speak softly to myself. “Today is Friday. I will go to the café. I will   make coffee. I will smile at people.” The grammar  is simple. The words are small. But I speak with   no fear. I don’t think too much. I just speak. I feel my English becoming more natural. At the   café, I talk to Emma. I say, “I feel better now.  My speaking is easier.

” She says, “Yes, I can   hear that. You are more relaxed.” I feel happy. I talk to customers without thinking too much. I   don’t stop to ask, “Is this correct?”  I just speak. And most of the time,   they understand me. That is what matters. When the day ends, I go to a quiet place near   the river. I sit on a bench and think about  my English. I say aloud, “I am not perfect.

But I am better. I don’t need to be perfect. I just need to express my ideas.” I feel strong.   I feel free. I open my notebook and write:  “Speak to be understood. Not to be perfect.”   I draw a small smile next to the words. I think of my old self—the boy who was   afraid to talk on the train. The boy who  only translated songs in his room.

That boy   is still me. But now I am also someone else. I am someone who speaks English in the real   world. I am someone who grows every day.  I close my eyes and whisper, “Thank you.” Chapter 10 – Testing Yourself It is Saturday. There is no class today. I wake   up later than usual. I feel relaxed. But then, a  small question comes into my mind.

I ask myself,   “How much English do I know now?” I don’t know the answer. I speak   more. I understand more. But how much? Am I  really improving? Or do I just feel better   because I’m more confident? I want to know. I want to test myself. I want to see how far   I have come. Not for a grade. Not for school. Just  for me. Just to feel sure that I am growing.

So,   I decide to do a little test. Not a grammar test. Not a hard exam. Just a small activity. I take   a blank notebook. I sit on my bed. I  open to the first page and I write this:   “What do I do in a normal day?” Then, I try  to write my full daily routine in English.  I write about waking up, brushing my teeth,  going to school, learning new things,   working at the café, talking to customers, walking  home, eating dinner, and sleeping. I write slowly.

I don’t worry about mistakes. I only focus on  writing as much as I can in English. After 30   minutes, I stop and look at the page. I feel  proud. It’s full. Full of my own English words.  The spelling is not perfect. Some grammar is  wrong. But I understand every word. And most   important—I made it. All by myself. Then  I decide to test another skill. Listening.

I open YouTube and search for a slow English  story. I find one about a girl who moves to   a new city. I close my eyes and listen. I  understand almost every sentence. Not every   word, but enough to follow the story. I smile. I remember the first time I   listened to English. I understood nothing. Now I  understand the meaning. That is a big step.

Later,   I go to the café. I work the afternoon shift. While working, I try to use new sentences. I say,   “Do you want milk with your tea?” or “Would you  like to sit near the window?” Simple phrases.   But before, I didn’t use them. I was afraid. Now I try. Some customers are surprised. One   man says, “Your English is getting better!” I  laugh. I say, “Thank you, I’m practicing.

” It   feels good. This is also a test—real life.  Real English. Real people. Real answers.  After work, I meet a friend from school. His  name is Luca. He is from Italy. He also wants   to test his English. We sit in a park and decide  to talk only in English for one hour. No Italian.  No Spanish. Just English. At first, we are a  little shy. We both speak slowly.

We search   for words. But after ten minutes, we both smile.  We talk about food. About football. About dreams.  The hour goes fast. I laugh a lot. I forget I’m  speaking English. It feels like my own language.   That is the best feeling in the world. When I return home, I write in my notebook:   “Today I tested myself. And I passed. Not because  I was perfect. But because I tried.

And I saw the   results.” I also write a small note for tomorrow: “Test again next week. Speak more. Listen more.   Write more. Grow more.” I understand  something important now. You don’t   need a big exam to know your level. You can test yourself in small ways.   Try writing a page. Try listening to a short  story. Try speaking with a friend.

Try talking   to yourself in English. These are your real  tests. You can test your English with your life.  That is how you grow. At night,  I look in the mirror and say,   “I’m proud of you.” I smile. I feel strong. I feel like a student who is no longer just   learning English… I am now using English to  live. That is a big change. A beautiful change.

Chapter 11 – Handling Mistakes It is Monday again. I go to class like   always. The sun is shining, but one student looks  worried. Her name is Hana. She is from Japan. She   always listens carefully. But today, she is quiet. Our teacher asks her, “Is everything okay?” Hana   looks down. Then she says, “I’m afraid to speak. I  make many mistakes. I don’t want to sound stupid.

”  The room becomes very quiet. I look at Hana.  I understand her. I feel the same sometimes.   Many of us do. We want to speak. We want to  practice. But we are afraid. What if people laugh?  What if we say the wrong word? What if  our sentence sounds strange? It’s like   a wall inside our head. The words want to  come out, but they hit that wall of fear.

Then the teacher speaks. Her voice is soft,  but strong. She says, “Hana, mistakes are part   of learning. You cannot grow without them. You  cannot speak well unless you speak badly first.”  We all listen carefully. She walks to the board  and writes in big letters: “Mistakes = Progress.”   She turns to us and says, “Children fall  when they learn to walk. You fall. You cry.

But you stand up. Again and again. One day,  you run. That is how learning works.” Then she   tells us a story. She says, “When I first  learned French, I once told a waiter that   I wanted to kiss the food, not eat it. Everyone laughed. But I laughed too. I   never forgot the right word after  that.” We all laugh with her.

Even Hana smiles. The room feels lighter. The teacher looks at us and says, “The real   mistake is silence. Not speaking at all. If you  speak and make a mistake, that is good. That means   you are trying. That means you are learning. Don’t fear mistakes. Welcome them.” I write   those words in my notebook. “Don’t fear  mistakes. Welcome them.

” After class,   I think about my own fear. I remember last week  when I forgot a word while talking to a customer.  I just stood there, smiling, frozen. I didn’t  know what to say. It felt terrible. But now,   I think… maybe that was not a bad  moment. Maybe that was a moment to learn.  If I had spoken—even with mistakes—I would have  learned faster. So I decide something.

From   now on, I will make mistakes with pride. I will  speak even if I am unsure. I will ask questions.  I will laugh at myself. I will grow. Because I  know one thing now: people don’t laugh because   you’re wrong. They laugh with kindness. They  laugh because they also understand how hard it is.  In the evening, I go to work.

A man asks  me, “What is the soup of the day?” I forget   the word for “tomato.” I say, “It is... the  red round vegetable soup.” The man laughs.  He says, “Ah! Tomato! Perfect! I’ll take that!”  I laugh too. I say, “Yes! Tomato!” It feels good.   It feels free. It is not perfect English.  But it is real. It is honest. And it works.  Later, I tell Emma about it. She says, “You’re  brave. Many people stay quiet. You speak.

That   is strong.” I feel something warm in my heart.  I feel proud. Not because I got it right.  But because I didn’t run away from the  mistake. I stood there and I kept going.   That night, I think of Hana again. I wonder if  she will speak more tomorrow. I think she will.  Because today, something changed in  all of us.

We saw that mistakes are   not monsters. They are teachers. They show  us what we don’t know, so we can learn it.  Before sleeping, I talk to myself in  English. I make small mistakes. I smile.   I keep going. I whisper, “Mistakes  are my friends. They help me grow.” Chapter 12 – Memory Problems It is Tuesday morning. I sit in   the classroom and feel ready to learn. I open my  notebook. I look at the words I wrote yesterday.

But something is wrong. I don’t remember them. I read the words again. I feel confused. Why   is it so hard to remember new words?  I write them. I read them. I say them   out loud. But the next day, I forget. I  feel sad. Maybe I’m not good at learning.  Maybe my brain is slow. I look around  the room.

I think maybe other students   feel the same. Then I see Ahmed. He looks  frustrated too. He puts down his pen. He   whispers to himself, “Why do I forget everything?” Our teacher hears him. She stops writing on the   board and turns to the class. She smiles gently  and says, “Let’s talk about memory.” She tells us,   “Many students think they are bad at remembering. But really, it’s not your fault.

Your memory is   normal. You just don’t understand how it works  yet. Today, I will teach you the five phases of   remembering.” We all listen closely. She writes on the board:  1. See it. 2. Understand it.  3. Use it. 4. Repeat it.  5. Sleep on it. She explains the first phase.   “When you see a new word, your brain notices it.  But just one time is not enough.

It’s like seeing   a new person in a crowd. You don’t know them yet.” She draws a small stick figure on the board.   “You need more time.” Then she explains the  second phase. “You must understand the word.   What does it mean? How do people use it? Try to see it in a sentence. Make your   own sentence. That gives the word  a place in your mind.” I nod.

That   makes sense. The third phase: “Use it. You  must use the word in speaking or writing.  That is how your brain says, ‘Oh, this word  is important.’ When you use it, the word   moves to a stronger place in your memory.” Fourth phase: “Repeat it. Not just today.   Not just tomorrow. But again and again.  Small reviews. Quick looks. Write it.

Say   it. Touch the word in your life many times.” The last phase makes everyone smile. “Sleep   on it. Yes, sleep. When you sleep, your brain  works hard. It moves new words into long-term   memory. So don’t just study more. Sleep well too.” I feel a big wave of relief. My heart feels light.   It’s not that I am stupid. It’s not that I can’t  remember. I just didn’t follow the five steps.

Now   I know what to do. Ahmed also smiles. He says, “This is helpful. Thank you,   teacher.” After the lesson, I test the steps.  I choose five new words. I write them. I look   up their meanings. I say them in a sentence. I ask Emma to use them with me in a small chat.   Then at night, I read the five words again. I  close the book and go to sleep.

The next morning,   I wake up and say the words out loud. I remember three of them clearly. Two   are not strong yet. But it’s okay. I go  back to phase one and two for those words.   I smile. I am not lost. I now have a map. That day, I meet an old woman in the café.   She is kind. I serve her coffee and use one  of the new words.

She says, “That’s a nice   word.” I feel proud. I remember it. It is now  a part of me. Like a seed growing in my brain.  Before bed, I write a small note: “To  remember more, follow the five steps. Be   kind to your brain. It is learning.” Chapter 13 – How to Listen Better  It is Wednesday morning. I sit in the classroom,  waiting for the lesson. I feel calm today.

I remembered more words  yesterday, and it gives me hope.  When the teacher comes in, she has  something in her hand. It is a small   radio. She holds it up and smiles. “Today,”  she says, “we will learn about listening.”  I look around. Some students look worried.

One student says, “Listening is too fast   for me.” Another says, “I understand nothing  when I hear English.” I also feel nervous.  When people speak fast English, my brain stops.  I only catch one or two words. I feel lost. It’s   like water falling too fast, and I can’t hold it.  But the teacher says, “Listening is not studying.  It is living. And you can enjoy it if you know  how.” That sounds strange.

Enjoy listening? How?   I always thought I needed to focus hard,  to write down words, to stop every second.  That is how I used to listen to English.  But I never felt relaxed. Then the teacher   turns on the radio. A soft English  voice starts to speak. It’s a story.   It is slow and clear. We all listen quietly. No notebooks. No writing. Just listening.

I   close my eyes. The voice tells a story about a  boy and a boat. I don’t understand every word.   But I feel the story. I imagine the boy.  I see the water in my mind. I feel calm.  After five minutes, the teacher turns off the  radio. She says, “You don’t need to understand   every word. You need to feel the sound. Listen  like music. Let it touch you. Don’t fight it.

”  Then she gives us three tools. Tool one: Easy  input. Listen to slow English. Simple stories.   Children’s books. English for learners.  “Don’t start with fast news,” she says.   “Start with soft English, like a river.” Tool two: Repeat often. Listen to the same   thing many times. “Each time, you hear more,”  she says. “Your brain starts to catch patterns.

That’s how babies learn. You can too.” Tool three: Don’t stop the audio. Just   let it play. Even if you miss words. Don’t pause.  Don’t rewind. Let your brain swim in the sound.  I write these steps in my notebook: 1. Easy input  2. Repeat often 3. No pausing  Then she says something powerful. “You don’t  learn to listen by trying harder.

You learn by   relaxing more.” After class, I go to the library.  I find a section called “Easy English Audiobooks.”  I take one and borrow a CD player. I sit by the  window. I press play. A kind English voice begins   to read a story about a dog named Max.  I smile. It is simple. I listen twice.  That evening, I talk to Emma. I tell her about the  listening class. She says, “I do that too.

I watch   English cartoons. They help me.” We go home and  sit in the lounge. She puts on an English cartoon.  The characters speak slowly and clearly.  We laugh at the funny parts. I understand   more than I expected. The next day, I listen  again to the dog story while walking to school.  I don’t stop the audio. I just let  it play.

I hear words like “bark,”   “bone,” and “happy.” I repeat them softly.  My brain feels light. No pressure. Just fun.  Later that week, something happens. A man at  the café speaks to me in English. He says,   “The weather’s lovely today.” I  hear it clearly. I reply, “Yes,   it’s very sunny.” It is fast, but I understand. For the first time, I don’t feel scared.

I feel   ready. Now, listening is a part of my day. I  play English in the background while I cook.   I listen to easy stories before  sleep. Sometimes I don’t understand.  But that’s okay. I keep going. My ears are  learning, even when my mind is quiet. Before bed,   I write in my notebook: “Listening is not study.  It is connection. It is music. Let it flow.

”  Chapter 14 – Real Motivation It is a rainy Friday in London. The sky   is gray. People walk fast with umbrellas. I walk  slowly to school. My legs move, but my mind feels   tired. I feel heavy. My job at the café is hard. My English is better, but sometimes I feel stuck.   I want to speak fast like a native speaker.  I want to remember everything.

But some days,   I just feel slow. I sit down in the classroom. My head is full of doubt. Why am I doing this?   Why am I still here? Our teacher enters with a  big smile. She says, “Today we will talk about   motivation. Why do you want to learn English?” No one answers at first. She writes on the board,   “Your reason is your fuel.” Then she looks  at us one by one. “Let’s go around the room.

Each of you, tell us your reason. Be honest. Speak from your heart.” She points to Ahmed.   He sits up and says, “I want to get a good  job. In my country, English opens doors.”   We nod. That makes sense. Emma says, “I want to travel   alone. I want to talk to people, ask for help,  make friends. I want to feel free.

” Her eyes   shine. Monica says, “I love English movies.  I want to understand them without subtitles.  I want to feel the emotion in every word.”  Even the quiet student from Korea says,   “I want to speak to my cousin. He  lives in Canada. I want to talk to him   in English. He doesn’t speak Korean well.” Then it’s my turn. I pause.

I look out the   window. The rain is falling slowly. My heart  beats a little faster. I say, “I want to sing   The Beatles. I want to understand their songs. When I was small, my father played them every   Sunday. I didn’t understand the words. But I  felt something. The music stayed in my heart.   I promised myself: One day, I will sing  these songs and understand every word.

”  The room is silent. The teacher smiles.  “That,” she says, “is real motivation.   That is your story. And stories keep  us going when days feel hard.” I feel   warm inside. I remember my father’s old radio. I remember the soft sound of Let It Be playing   in our kitchen. I remember singing “Yesterday”  without knowing what it meant.

Now, I can look   at the lyrics and understand most of the words. Not all. But more than before. After class,   I go home and take out my phone. I search  for “The Beatles – Hey Jude (with lyrics).”   I sit on my bed and play the song. The words move slowly across the   screen. I listen. I read. I smile. I sing softly.  I understand the meaning now.

And the feeling is   deep. I close my eyes. The music fills the room. In the evening, I meet Emma for tea. I tell her   about the class. She says, “It’s true. When we  remember our reason, we feel strong again.” I   ask her, “What do you do when you feel tired?” She says, “I watch my favorite English show. Or   I listen to a song that reminds me why I started.

”  That night, I take a small notebook and write one   sentence: I learn English to sing from the soul. Then I underline it. That is my reason. That is   my light. Some days are hard. That’s true. But  your reason can carry you. It can lift you. It   can bring you back when you feel lost. When learning feels slow, remember your   first dream. Maybe it was a book. Maybe a job.  Maybe a person. Maybe a song.

My motivation is   music. Your motivation may be different.  But it lives inside you. Let it speak. Chapter 15 – 3000 Words The lesson starts like   any other. But today, one student raises her hand  and asks something important. She says, “Teacher,   how many words do I need to speak English well?” The teacher thinks for a moment, then writes   a number on the board: 3000. Everyone looks  surprised. That sounds like a lot.

The student   asks again, “So, should we memorize 3000 words?” The teacher smiles gently and says, “No, don’t   memorize them. That’s not how language works.”  She then tells us a story. “Once, a student made   a list of 3000 words. He studied every day. Ten new words each day. After one year,   he had learned almost all. But  when he spoke, he was still slow.

He forgot many words when talking. He didn’t  understand much when people spoke fast. Why?  Because he never used the words in real life.” She  pauses and says, “Words are like people. You don’t   really know them after one meeting. You know them  after you talk to them many times, in many places.  That’s how it works with vocabulary.” I  listen quietly. I understand what she means.

I also tried to learn words from lists when I  started. I downloaded apps. I filled notebooks.  But when I spoke to someone, the words disappeared  from my brain. I felt confused and lost. The   teacher continues, “Don’t chase 3000 words.  Let them come to you. Meet them in stories.  In real conversations. In songs. In  shows.

When you see a word many times,   in many places, your brain remembers  it naturally. That is real learning.”  She says, “If you read and listen every day,   the 3000 most common words will visit  you again and again. And they will stay   with you.” Then she opens a book and  reads a short paragraph. We listen.  We know many words already. A few are new. She  explains nothing. We just listen again.

This time,   I understand more. My brain is doing  the work. No stress. No pressure.  She looks at us and says, “Language is  not about force. It’s about feeling.   Read a little. Listen a little. Every day.  Don’t worry about the number. Just connect.”  After school, I go to the library. I pick up  an easy English storybook. I read three pages.

I see some words again: quietly, window,  wait, smile. I don’t look them up.   I understand them from the story. It feels natural. On the bus home,   I think about 3000 words. I realize something.  I already know many. Maybe 500. Maybe 1000. And   each day, I learn more—without making  a list. Just by living with English.

At work that evening, a customer asks me, “Can  I get a sandwich without onions?” I understand   every word. I smile and say, “Of course.” Then I  write no onions on the order paper. I feel proud.  Two new words I didn’t study—but now I know them.  Later that night, I listen to my favorite Beatles   song again. This time, I understand the  line: “Take a sad song and make it better.

”  I feel something deep inside. Words with feeling  stay longer. I take my notebook and write:  Don’t study words. Live with  them. Let them find you. Chapter 16 – A Scottish Accent It is a busy morning at the café.   I put on my apron and take a deep breath.  I feel ready. My English is better now. I   understand customers. I speak with confidence. I take orders, smile, and make small talk.

I   even enjoy the job now. But today, something  strange happens. A man walks in and comes to   the counter. He smiles and says something to me. I hear the words, but I don’t understand anything.   His voice is fast. The words sound strange. It’s  English, but it feels like a different language.  I feel my heart beat faster.

I say, “Sorry,  can you repeat that, please?” He smiles again   and repeats it. Still, I understand only  two words. Toast and tea. I try to guess.  “Would you like toast and tea?” I ask. He laughs  and nods. Then he says something else, and again I   don’t understand. I feel confused. I feel small. After he leaves, I ask my manager, “Where is he   from?” She says, “Oh, he’s Scottish. That’s a  Scottish accent.

It can be hard to understand   even for native speakers.” I feel surprised. I thought I knew English. But now I feel like a   beginner again. It’s scary. That evening, I tell  my teacher what happened. She smiles kindly and   says, “Yes, accents are a part of real English. There are many accents in the UK. Scottish, Irish,   Northern, London, American, Australian...  all sound different. That’s normal.

”   She tells the class a story. “When I first visited America,   I couldn’t understand people in Texas.  Their accent was strong and different.   But with time, I got used to it. You will too.” She plays a video for us. It is a short clip of   a man from Scotland ordering food. I listen.  It is fast, but this time I catch more words.

The teacher says, “Don’t worry  if you don’t understand at first.  The key is listening more. With practice,  your ear becomes stronger.” At home,   I feel better. I go on YouTube and type: “Scottish  English for beginners.” I find a short video.  I watch it with subtitles. I listen again and  again. I repeat the words. I smile.

It feels   like learning music. New rhythm. New sound. Next  day at work, the same Scottish man comes again.  He smiles. I smile back. He says, “Morning! Just  the usual, please.” I understand him. I say,   “Toast and tea?” He laughs and says,  “Aye, you remember!” I feel proud. It’s   a small win, but it means a lot to me. Later that day, I think about accents.

I   realize something important. English is not just  one sound. It has many faces. Many voices. And   that’s beautiful. I want to understand them all. I want to travel. I want to listen to people from   different countries. I want to connect  with them. I write in my notebook:   Understanding English accents takes time.  Be patient. Keep listening. Don’t give up.

Chapter 17 – What’s Your Level? It is a rainy day in London. The   classroom feels quiet, soft, almost sleepy. Our  teacher walks in and writes one word on the board:   Level. Then she turns to us and asks,  “What is your level of English?”  We look at each other. Nobody speaks.

One student  finally says, “Maybe… intermediate?” Another says,   “I think… beginner?” I feel confused.  I don’t know what my level is. I speak.  I listen. I read. I learn. But what does  it mean? The teacher smiles and explains,   “English levels are not magic. They  are just a way to describe how many   words you know, and how well you can use them.  Let me show you something.” She draws three  circles on the board.

In the first circle,   she writes: 500 words = Beginner. In the  second: 1500–2000 words = Intermediate.  In the last: 3000+ words = Upper Intermediate  to Advanced. Then she looks at us and says,   “If you can read this sentence, understand  it, and reply in your own words,  then you already have more than 1500 words.”  I sit quietly and think.

One year ago,   I couldn’t speak much. I didn’t know  many words. I didn’t understand movies.  I couldn’t order coffee in English. But  now, I work in English. I learn in English.   I dream in English sometimes. Something changed.  And I didn’t even notice when it happened.  The teacher continues, “We usually grow  in silence.

You don’t see it every day,   but inside, your brain is building a strong  English system. Word by word. Day by day.  One moment, you feel stuck. The next,  you understand a song. Or a joke. That   is growth.” She asks us to write down the  last five new words we learned. I write:   accent, confident, usual, translate, softly.

Then she asks, “Did you study those words   from a list?” I shake my head. “Did you  find them in real life?” I nod. She says,   “Then you are learning at the highest level.” I feel something warm in my chest. Maybe… I am   not a beginner anymore. Maybe I am in the middle  of the journey. Not at the start. Not yet at the   top. But moving forward. Every day. That gives me hope.

After class,   I walk through the city. I read the signs. I hear  people talk. I understand more than I used to.   Even when people speak fast, I catch the idea. I no longer panic. I guess. I feel. I reply.   Sometimes I make mistakes. But I keep speaking. Later, I open my notebook and write: What is my   level? I don’t know. But I am growing. And that  is enough. I listen to a podcast that night.

They   use some new words, but I understand 80%. That used to be impossible. Now it feels   natural. Like breathing. I smile.  I send a message to my teacher:   “Thank you for showing me that I am not stuck.  I am moving.” She replies: “You always were.” Chapter 18 – The Shy Student It is a new week at school.

The room is   warm. The teacher walks in with a gentle smile and  says, “Let’s begin with something simple. Everyone   will say one thing they did this weekend.” I look around. One girl sits very still.   Her hands are under the table. Her eyes  are down. Her name is Hana. She joined   our class last week. She always listens  but never speaks. Today, it is her turn.

The teacher asks, “Hana, what about you?”  There is silence. Everyone waits. Hana   opens her mouth but no words come out. I feel  her fear. I remember when I was like that.  My hands would sweat. My heart would beat so  fast. I understand her. The teacher waits with   kindness. Then she says, “It’s okay. You can say  just one word. Or even show with your hands.

”  Slowly, Hana whispers, “Park.” The teacher  smiles. “You went to the park?” Hana nods.   “That’s great. Did you go alone?”  Hana shakes her head. “With sister.”  The teacher claps softly and says, “Beautiful.  You made a full sentence. You used what you know.   That is the secret.” We all feel something.  The whole class is quiet but full of respect.

The teacher turns to us and says, “Sometimes,  we wait for perfect English. But perfect never   comes. You don’t need all the words. Just enough  to share your idea. That is real speaking.”  Then the teacher teaches us something powerful.  “When you don’t know a word, don’t stop. Describe   it. Use other words. Go around it. Use your  hands. Use your face. Use what you know.

”  She gives an example. “If I forget  the word umbrella, I can say:   'It is something you hold when it rains. It  keeps you dry.' And people will understand.”  I try it. I forget the word pillow. So I  say, “It’s soft. I put my head on it. In   bed.” The teacher smiles. “Yes, exactly.  That is English. That is communication.

”  Hana tries too. She doesn’t know the word  cake. So she says, “Sweet… birthday… eat.”   We all smile. We understand. She smiles  too. A small one. But it is real. I feel   something inside me. I feel proud of her. After class, I walk next to her. I say, “You   did well today.” She looks down, then looks at me.  “Scary… but okay.” I nod. “I was scared too.

In   the beginning.” She says, “You speak well now.” I say, “I practice every day. You will too.”   That evening, I write in my journal:  When you don’t know the word,   explain what it does. What it looks like. What  it feels like. This is how you keep speaking.  And I also write: Shy people can learn to speak.  One word at a time. One brave step at a time.

Next   day, Hana raises her hand first. She wants to  try again. She speaks a little more. We listen.  No one laughs. We all support her.  I feel something strong. This class   is not just about English. It’s  about helping each other grow. Chapter 19 – The Final Lesson It is the last day of school. The   sun shines through the window.

The classroom  feels quiet, soft, like a dream coming to an   end. My teacher stands in front of the  class. She says, “Today, we say goodbye.  But not to English. We say goodbye to fear.  To confusion. To silence. You are not the   same students anymore.” My heart beats slowly.  I look around. I see the faces of my classmates.  Some smile. Some cry. I feel something deep in  my chest. A year ago, I was afraid to speak.

I   didn’t know what to say. I was shy. I was lost.  But now, I speak every day. I work in English.  I think in English. I feel in English.  My voice is stronger. Our teacher asks,   “Would anyone like to share something before we  finish?” I raise my hand. She nods. I stand up.  I say, “One year ago, I was new here. I didn’t  know many words. I didn’t speak much.

But you   all helped me. This class helped me. You showed  me how to learn. Not just words, but confidence.  Not just grammar, but life.” Everyone is  silent. Some smile. Some wipe tears. I continue,   “Now I work in a café. I listen  to customers. I help them. I play   football with people from many countries. I make mistakes, but I don’t stop.

I read,   I listen, I shadow, I speak. And something  beautiful happened last week…” I pause. “I   was helping a new student from Turkey. He didn’t know how to ask for help in   English. So I showed him. Slowly. With easy  words. I used the same methods my teacher used   with me. And he smiled. He said, ‘Thank you.’ And I felt something big.

I was a teacher… for   one moment.” The teacher claps. The class claps. I  sit down. My eyes are full of water, but I smile.  After the class, I walk through the  same streets I walked when I first   came to London. The shops are the same. The  buses are the same. But I am not the same.  Later, I go to my job at the café. A girl comes  in. She looks nervous.

She says slowly, “I… want…   coffee, please.” I smile. I speak slowly back.  I say, “Good job. Don’t worry. I understand.”  She nods, shyly. I see myself in her eyes.  At night, I look at the moon and think:   One day, maybe I can be a teacher. A real  teacher. Not just of English… but of hope.  One year later, I teach English in my country.  Not in a big school. Just in a small room.

For   beginners. For shy people. For people who think,  “I can’t.” And I tell them, “Yes, you can.”  I tell them my story. I tell them about the  ladies on the train. About my teacher. About   learning slowly. About football. About my café  job. About shadowing. About reading. About Hana.  And about how one day, English  stopped being scary. They listen.

And they believe. Because I was  once like them. Because they are   now like I was. Because English is  not just a language. It’s a door.  And I walked through it. So can you. If Ariel’s  journey touched your heart, and if you also want   to speak English one day… like him… start  today. One word. One sentence. Every day.

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