"How can I remember using the articles a and the more easily?"

"How can I speak more fluently?"

First, I attempted to explain it to him using synonyms, but it wasn't effective. Then I created a scenario which helped him grasp the meaning to some extent. Finally I translated it to Japanese to make sure he got it.

My advice:

1. Read English materials. I highly recommend reading novels, and do so aloud.

2. Watch short video clips on YouTube.

3. Speak in front of a mirror, imagining he is talking to someone.

To address this, I commended his structural accuracy whilst emphasising the importance of enhancing their collocational competence and awareness of contextual nuances and connotations would substantially improve their overall communication and writing effectiveness.

I provided a list of simpler and more natural-sounding collocations and idioms, but the student was unreceptive to this feedback.

Ultimately, the student became agitated and insisted that I limit my corrections to verb tenses EXCLUSIVELY. Despite the persisting contextual awkwardness in his writing, I decided to respect his wishes and refrain from further intervention. 

1. Practice daily

2. Surround yourself with English!

3. Take advantage of language learning apps.

Student: What are the similarities and differences between the words "house" and "home"?

Similarities:

Both "house" and "home" refer to a place where people live.

They can be used interchangeably in some contexts to mean a place of residence.

Differences:

A "house" specifically refers to the physical structure or building.

A "home" conveys a sense of comfort, belonging, and emotional attachment, beyond just the physical space.

The pictures show different situations, but with the same thought - UNCERTAINTY.

• The first picture shows UNCERTAIN NUMBER of people.

• The second picture shows UNCERTAIN LEVEL of ENERGY.

1. SIMILARITY and DIFFERENCE OF WORDS - Students often asks me the difference and similarity of synonymous words. Although the words are most likely the same, but still they want exact answers or explanation of about it.

2. complicated phrases in DNA - it is very difficult to address these kind of circumstances because sometimes the expressions are more likely used by native speakers which somehow contradicts to idiomatic or literal meaning.

"Is this _____ book?" (Your)

"_____ going to the party tonight?" (You're)

complex grammar structures. For example, explaining the different tenses can be challenging. To simplify, I break down the rules into smaller, more understandable chunks and provide clear examples.

Avoid Complex Words: Use words that the student is likely already familiar with.

I think it's a difficult question.

First, I researched the definition of the two and explain it to the student. I also researched the differences between them and I gave an example.

Students ask about grammatical structures sometimes, and I explain in the simplest way I can in a way that is easy for them to understand, by using grammatical structures and patterns. When they see a grammatical structure in their material, they ask about another one, and I explain the differences between the two structures and their meaning. They seem to understand the structures better when they have a comparison of the differences.

One time we encountered the word 'grocery' in his book. He immediately asked what the word means.

Me: "Oh, grocery means the things you buy at the supermarket; like food and drinks."

He ignored my explanation because he suddenly became playful.

Student: "No, no. I know what is grocery!"

Me: "Really? That's great! What does grocery mean?"

Student: "Teacher! This is grocery!"

The student promptly stood from his seat and jumped up and down. I laughed heartedly because it was genuinely adorable.

Me: "That's not grocery! You're so funny! Here, let me show you a picture of grocery items."

The student returned to his seat to check the picture.

Student: " Ahhhh. Okay!"

I remember this student fondly because of that. I hope this little story amused you, too.

-T. Jef

If that doesn't work, I search for simple definitions and examples on Google.

Also, teaching basic sounds such as the F and V, R and L, etc.

After so many instances of me racking my brain trying to find ways to make it easier for the student, I figured it is best to use hand movements to make them understand. I just hold up both my pointer fingers far apart together, then bring them close as I ask the question.

I have simplified the definition of those unfamiliar words and phrases. I have also provided example sentences for them.

When students ask me about world news, I quickly search and read about it so I can give my honest opinions.

Despite explaining that the ongoing nature of spending on electronic devices qualifies it as a habit, my student wasn’t convinced. I provided various examples and emphasised that habits are defined by ongoing patterns of behaviour, she remained unconvinced because the question didn’t align with her preconceived notions of habit. Her argument possibly arose from her cultural background as a Japanese person, where people tend to replace their phones less frequently, resulting in a different understanding of “habits”, which I also pointed out but she was relentless. 

I've come to realise that, no matter how diligently a tutor simplifies a concept, if a student is stubbornly rooted in preconceived notions, there may be no breakthrough in sight. Persistence and patience may not always pay off, and sometimes the best solution is simply moving on from the discussion.

One of my students once asked about the meaning of a particular word. Initially, I explained it using a simple synonym, but the student still seemed unsure. To bridge this gap, I suggested translating the sentence into Japanese. This approach helped the student understand the context better and grasp the meaning of the word. It was a reminder of the importance of using multiple methods to ensure comprehension, especially when dealing with challenging vocabulary.

Most of my students ask me why one word may have many meanings. I tell them that the meanings of words are derived from the contexts that they are used.

These are German terms that we have to discuss in the role-play. I have to search what they mean to achieve a meaningful dialogue.

I have eaten breakfast, so I’m not hungry now.

I ate breakfast at 7 AM.

By connecting grammar to real-life situations, students found it easier to understand.

This is a bit tough because dictionaries do not usually provide meanings for expressions. You have to search elsewhere and try to explain the expressions or phrases in simple terms.

Try to use English and study as much as possible and not only in English classes.

If it has something to do with words, then I will provide the meaning and examples on how to use it. If ever that it is about grammar, I will help the student understand the usage of it more with appropriate examples. And if it is facts, then I do my research and try to give the most accurate answer my student is looking for. Oh, to be a teacher.