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  • Hey, in today's lesson, I'm going to teach you how to never forget any English again.

  • That's right.

  • Are you ready?

  • Well, then I'm teacher Tiffani.

  • Let's jump right in.

  • Here's step number one.

  • Step number one, find an image that represents the new word or.

  • Finding an image will help you create a visual connection to the

  • word or expression in your brain.

  • This will make it easier for you to remember the word or expression

  • when you are speaking English.

  • This is something that will change your life.

  • For example, let's say the new word you learned.

  • Was delicious.

  • We have delicious right here, and I'm going to show you how

  • you can apply step number one.

  • So I want you to think right now what's something delicious, right?

  • Think of an image that could represent the word delicious.

  • Now I'm going to say an apple because I really love apples.

  • So I could go online and find a picture of an.

  • Why?

  • Because in my opinion, apples are absolutely delicious.

  • So I have completed step number one.

  • I found an image that has the meaning of the word shown visually.

  • Apples are delicious.

  • Step number one, you see right there.

  • Very simple.

  • Step one, find an image now, step number.

  • Think about a personal experience.

  • You see, thinking about a personal experience related to the word or

  • expression will help you create an even stronger mental trigger in your brain.

  • In other words, the word or expression will stay in your memory

  • longer because there are so many things you can connect it to.

  • So once again, step number two is think about a personal experience.

  • Now, remember our example is the word delicious.

  • In step number one, I said, Hey, I'll find a picture of an apple

  • because apples are delicious.

  • But now for step number two, we have to think about a personal experience

  • that represents this word delicious.

  • Now, for me again, step number two, being a personal experience, the very

  • first thing that pops into my mind.

  • Is Thanksgiving dinner?

  • Ooh, wait.

  • Listen.

  • Thanksgiving is my favorite holiday.

  • So when I think about Thanksgiving, I think about all the delicious.

  • Food my mom makes every single year.

  • So in my mind for step two, I'm creating this image of the experience

  • that represents the word delicious.

  • Now I'm gonna just show you just a little bit of real quick drawing because.

  • My mouth is already watering.

  • When I think about all of the food that my mom makes for Thanksgiving

  • dinner, it's absolutely delicious.

  • You see, I am thinking about my personal experience because step number two

  • is connect a personal experience.

  • Think about an experience that connects to the word or expression you are learning.

  • Step number two.

  • Now, step number three is important.

  • Step number three, write down the five Ws.

  • You see writing down the five Ws, who, what, when, where, and why

  • related to the word or expression will also help you remember it.

  • This will also help you remember how you.

  • Learned about the word or expression.

  • So let me explain.

  • Right now we are talking about ways to never ever forget the words or

  • English expressions that you learn.

  • Right now we're on step three.

  • And step three again is write the five W.

  • So if we go back to our example, and we're going to write step number three.

  • So step number three being about the five Ws.

  • What, when, where, and why now?

  • Who taught you this word?

  • That would be me.

  • So I'm gonna write my name Tiffani.

  • Now the second W who, what?

  • What did you learn about this word?

  • Or what did you connect to this word or what was used to describe

  • this word so you can choose what?

  • What were you doing?

  • Well, I was actually watching a YouTube lesson.

  • You see what's happening, right?

  • Watching a lesson, right?

  • Watching a lesson on YouTube.

  • Again, we're just putting into practice these steps.

  • Now who, what, when?

  • Well, it's Sunday.

  • Hopefully it's Sunday where you are as well.

  • But it might be another day for you if you're watching this lesson

  • later, who, what, when, where?

  • YouTube, who, what, when, where, Why?

  • Trying to learn English.

  • So you see what's happening?

  • We're using step three to document when, how, where we were, the

  • situation surrounding the time period when we learned this word.

  • The word being delicious makes sense, right?

  • We're creating all of these connections in your brain.

  • When you are learning a new word, let's see if you can see this.

  • When you are learning a new word or expression, you need to create

  • connections in your brain to help your brain remember the word or expression.

  • This will help you use it.

  • Later on, yes, if you're watching this lesson, he has a big head, but it's okay.

  • All right, so step three, five.

  • Ws again.

  • Who, what, when, where, why?

  • Talking about the situation.

  • Describing the situation.

  • When you learned the word or expression.

  • Now, step number.

  • Create unique sentences using it.

  • Creating three sentences that use the word or expression will

  • help you organize your thoughts.

  • This will also create another connection point in your brain

  • for the new word or expression.

  • You see, we're putting it into practice immediately.

  • So again, for our example, we have the word delicious.

  • So if we are going to for step.

  • Number four, create three unique sentences using the word delicious.

  • For example, I can say my mom oi made some delicious food for Thanksgiving, so

  • I'll write the first example sentence.

  • All right.

  • So again, I could say my mom, Oh man, that food was good.

  • Made some delicious.

  • Food made some delicious food.

  • Again, You see that we're applying it to our lives.

  • Some delicious food for Thanksgiving.

  • This is step number four, helping you never forget what you learn.

  • So you're gonna make three sentences.

  • I did one, but let's imagine that I wrote three sentences.

  • All right, For step number four, now we're practicing.

  • We're utilizing these steps to help you.

  • Never forget what you.

  • Now step number five.

  • Very interesting.

  • You now need to teach someone what you know, you see teaching someone else.

  • The English you know will actually help you remember it even more.

  • This is because you have to organize the information in your head.

  • Before you teach someone something, before you go to teach someone anything, you must

  • make sure it's organized in your mind.

  • So right.

  • We already have our ideas organized.

  • So step number five is what I'm actually already doing.

  • Step number five again, is teach someone.

  • So what you're gonna do, you're gonna find a friend, you're gonna

  • find a partner, and you're gonna teach that individual what you.

  • Maybe you learned a different expression or word, maybe

  • you learned a different idea.

  • Anything you learn, you're going to teach that to this individual.

  • Step number five, teach what you learn and you'll never, ever forget

  • that word or expression if you use each and every one of these steps.

  • Find, think, write, create, and teach these steps will help you never

  • forget any word or any expression.

  • I really hope you enjoy today's lesson.

  • Remember, if you want to keep studying with me, all you have to do is hit

  • the link right in the description, go to english fluency plan.com.

  • I'll put it right on the screen, and you can join me and thousands of

  • students around the world to help you.

  • I put an effort to help you learn each and every day, and I want you

  • to join these students learning English and enjoying the process.

  • Hope you enjoy the lesson, and I will talk to you in the next one.

  • You still there ? You know what time it is?

  • It's story time.

  • Hey, I said it's story time . All right, so today's story always brings

  • a smile to my face, so growing.

  • I really had a good childhood.

  • I had a great time.

  • I loved school, had a lot of friends.

  • Home was good, parents were wonderful.

  • But there are some things about my elementary school and middle school

  • life that I will never forget.

  • So when I was in the sixth grade, we had a big class about, I think

  • there were about 26 of us, 27 of us.

  • We were a large class.

  • But something that was very unique about us was the fact that we all hung.

  • We really enjoyed each other.

  • We really, Excuse me, something was on my lip.

  • We really liked hanging out with each other, right?

  • We would always play at recess together.

  • We always spent time in class together and we always used to get in trouble

  • together as well, . So one day we were in class and we were smart.

  • So we would finish our work early, which means that we would also start talking.

  • And our teacher, Ms.

  • Howard, if you're watching this Ms.

  • Howard, you know how much I love you, Ms.

  • Howard.

  • So she would always say, do your work and then sit quietly.

  • We did our work.

  • We followed the first one, the first instruction, but that second instruction

  • we tried, but we loved to talk.

  • So we'd finish our work and I'm, I'm guilty too.

  • I am very guilty.

  • And then we'd start talking.

  • Hey, hey, hey, hey, hey.

  • You finished.

  • You finished.

  • And we'd just start chattering.

  • One day our teacher got upset.

  • Ms.

  • Howard said, Sixth grade, put your pencils down.

  • And we said, Uhoh.

  • She's mad.

  • She's mad.

  • Like . We weren't laughing, but it was because we weren't bad.

  • Whenever she would get bad at us or scream, she really loved us, we

  • would kind of say, Oh, here it comes.

  • And back in the.

  • Years ago.

  • This is about 34 years ago.

  • 30, 30 ish.

  • 30 ish years ago.

  • The main punishment we would get was to write lines.

  • Basically, she'd write something on the board and we would have to write

  • that sentence over and over again.

  • So typically we'd have to write it 100 times, but she was an English

  • teacher, so she write a sentence, put a semicolon, and keep writing.

  • The one sentence would be about this.

  • Five lines.

  • So we'd say, Okay.

  • So she, this day she got upset, wrote on the whole board this

  • long thing we had to write.

  • So we're sitting there, she finishes writing it on the board

  • and she says, Take your pencils and papers out and start writing.

  • So we started writing quietly.

  • We knew she was upset about 30 minutes into us writing lines.

  • Some of us were fast and some of us were slow.

  • I was a fast.

  • So 30 minutes in, Remember I said we had a hard time not talking 30 minutes in.

  • I don't know if it was my me or somebody else, it might have been me.

  • Somebody said, Hey, what Nu ? What number are you on?

  • We had to write it a hundred times.

  • Somebody out of the blue said, What number are you on?

  • Just yelled it out in the class.

  • Somebody responded, I'm on number 35.

  • What number are you on?

  • I said, I'm on number.

  • What about you?

  • And we just started saying what numbers we were on, and our teacher was

  • sitting in silence just looking at us.

  • Okay, Okay.

  • We only have about 45 more.

  • How many more do you have?

  • And we're just going back and forth and she stood up and we all got quiet.

  • We're writing our lines, but we're still talking.

  • She walked to the front and she looked at us.

  • She said, Put your pencils down, . It was no use.

  • She had given us this punishment, but we were still happy because we were

  • together and we were riding the line.

  • She said, What kind of punishment is this?

  • If you guys are still happy?

  • So we put our pencils down and we were like, Okay, . Now I wanna fast

  • forward two years because remember I said we weren't bad kids, right?

  • We just enjoyed talking and we enjoyed being.

  • . She was our sixth grade teacher.

  • Fast forward to eighth grade, you know, we're the, the big kids on

  • campus now we're eighth graders, you know, and we were excited.

  • We're gonna get a brand new teacher.

  • She was our sixth grade teacher.

  • We had a different teacher for seventh grade, and we were excited to

  • get a new teacher for eighth grade.

  • Just, you know, exciting.

  • So we were all, you know, coming on, on the, uh, grounds of our school.

  • And we're walking in, talking to each other, like, yeah,

  • we're the eighth graders.

  • And we opened the eighth grade classroom door.

  • And who was sitting at the desk?

  • Ms.

  • Howard.

  • She said, Hello, eighth grade . Now, I told you we weren't bad kids.

  • That was proof.

  • Ms.

  • Howard told us eventually we were her favorite class.

  • We weren't bad.

  • We did our work.

  • We just enjoyed talking, but she enjoyed being with us so much that

  • she requested to move from the sixth grade to the eighth grade so that

  • she could teach us one more year.

  • So she loved us and we honestly loved her.

  • Maybe when you were younger, you had a teacher that loved you so much and maybe

  • she acted like she didn't at first, but she ended up really loving you.

  • Or maybe you had a male teacher, whoever you had.

  • Remember to always love your teachers.

  • I hope you enjoyed today's lesson and I hope you enjoyed the story, and

  • I will talk to you in the next one.

Hey, in today's lesson, I'm going to teach you how to never forget any English again.

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