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Connection NOT Perfection™

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AEE Episode 978: When Can You Use a Cliché, and How Can You
Introduce It?
Announcer: This is an All Ears English podcast Episode 978: “When Can You Use a
Cliché, and How Can You Introduce It?”
[Instrumental]
Announcer: Welcome to the All Ears English Podcast, downloaded more than 50
million times. We believe in Connection NOT Perfection™, with your
American hosts Lindsay McMahon, the ‘English Adventurer’, and Michelle
Kaplan, the ‘New York Radio Girl,’ coming to you from Boston and New
York City, U.S.A.
[Instrumental]
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AllEarsEnglish.com/subscribe.
[Instrumental]
Announcer: Clichés are idioms that are overused and unoriginal. But how can you
know when it's okay to use them, and what can you say to warn someone
that you know it's a cliché? Find out today.
[Instrumental]
Michelle: Hey (hi) Lindsay, how's it going?
© All Ears English www.allearsenglish.com

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Lindsay: Hey (hi) Michelle, not too bad at all. How about you?
Michelle: I'm good; I'm good here on this Monday.
Lindsay: Yeah (yes), it's Monday and we're getting ready for our Urban Immersion
Adventure in a couple weeks in New York, Michelle.
Michelle: That's right, ohh my gosh. I am getting so excited about that.
Lindsay: It's going to be amazing. We've got all the plans prepared for our students.
They're flying in, and I just can't wait to meet our students, our listeners,
and bring them through this intensive weekend.
Michelle: Ohh, yeah (yes). It is going to be so much fun. I'm just, I'm really excited to
have everybody in New York. Like, I'm excited to show everyone around
and give you a cool experience.
Lindsay: Yeah (yes), it's going to be great, it's going to be great. So, what are we
talking about today?
Michelle: Well, today, we're talking about, well, I have a question. Do you think that
you speak in a lot of clichés?
Lindsay: Jeez, I don't... I think I do. I know when I've said a cliché. Like, when I'm
saying it, I roll my eyes internally, like, at myself. [laughter]
Michelle: [laughter] That's really funny. Yeah (yes).
Lindsay: You know what I mean? I'm, like, "Ohh, why did I just say that? That
sounded silly." I think I use them not any more than an average person,
but sometimes, I do. Unfortunately, I slip.
Michelle: Yeah (yes), I mean... So, a couple weeks ago we did, we talked about the
cliché, "the dog ate my homework."
Lindsay: Yeah (yes).
Michelle: Right? So, that's, like, a cliché, that's, like, you know. I mean, well, first of
all, cliché is, I have the dictionary definition if you want to read it, Lindsay.
Lindsay: Yeah (yes), this is important. So, let's lay down the definition of cliché first.

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Michelle: Yeah (yes), let's get to that first.
Lindsay: Right, because there could be some confusion between idiom and cliché.
So, guys, the dictionary definition of a cliché is “a phrase or opinion that is
overused and betrays a lack of an original thought.” I think that's the
important piece. It betrays a lack of original thought. This happens a lot in
writing too.
Michelle: Ohh, yeah (yes).
Lindsay: Like, if you turn in an essay with clichés, like, in college, your professor will
mark it up and will say, "This is the cliché. Find a way to say this in a more
original way."
Michelle: Absolutely, yeah (yes), right. Because you're not showing your original
thought, right? There are always ways to put things into your own words,
and that's really important, like you said, especially in writing.
Lindsay: Yeah (yes), but it's so hard because it's kind of, it's hard to know whether…
Maybe for our listeners this is where we want to try to aspire to be at that
point in fluency, guys, where you know when you just used a cliché, versus
you've just used a cool idiom and it was a fun use of it and it's innovative
and interesting. Right?
Michelle: Yeah (yes). This is really important. Yeah (yes). And, like, guys, once you
kind of, you can get more comfortable at this and realizing, you know,
when you learned what's appropriate, what's kind of a cheesy idiom that
we don't really say, but it's good to know, like, knowing this, this is going
to really get you to that next level.
Lindsay: Ohh my gosh, yes. This episode is going to inspire you guys to get better,
get more fluent, and connect more. I love that. So cool.
Michelle: Right, right. So, guys, so, this is, if you want to go over and listen to the
one about "dog ate my homework", that's Episode 972. Okay?
Lindsay: Interesting, interesting.

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Michelle: Okay, great. Alright. So, let's get into it. So yeah (yes), as you mentioned,
Lindsay, I think a lot of times, like, you know, when I was researching a
little bit about this that, you know, clichés in writing are really kind of
looked down upon.
Lindsay: Ohh, yeah (yes). And that makes a lot of sense, because when you're
writing you're supposed to be creating value. Right?
Michelle: Right.
Lindsay: You're supposed to be creating something new, not regurgitating what

other people have said.
Michelle: Right, right, right, right. Yeah (yes), it's all about what you're saying in
your unique viewpoint, rather than just saying, "Okay, the dog ate my
homework." [laughter] Just an example.
Michelle: Yeah (yes). So, today, I mean, well, what do you think about with
speaking?
Lindsay: Yeah (yes). Well, I mean, I'm just... So, I wanted to kind of wrap my head
around this, Michelle. So, I just looked up really quickly, I'm sure you have
a few of these too to share, but I'm going to throw out a couple just so I
can wrap my head around what we're talking about here. Is that okay if
I throw out a few that I just found online?
Michelle: Sure, ohh, of course.
Lindsay: So, cliché’s, like, this phrase, "all that glitters isn't gold." Like, saying that
in a conversation is a little bit cliché. It is also an idiom. Right? But it's not
an original way to express what you're saying. Right?
Michelle: Right.
Lindsay: Or this phrase, "all for one and one for all", what does that even mean?
Michelle: It's, like... Yeah (yes), good question. It's, like, we're all together. I don't
know. It's like a.... Yeah (yes).

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Lindsay: Yeah (yes). So, your question is... What was your question, actually?
Sorry, I got a little bit sidetracked. Do I use clichés?
Michelle: What was my question? Ohh, ohh, ohh, ohh, my question was what do
you think when it comes to speaking?
Lindsay: At work. Okay, speaking. Well, like I said, I think it is a tough one. Like,
we can't, this episode, like, we can't give you direct answers, guys, yes,
don't use them, or no, you know. I don't know, it just depends on what
I'm saying. Like I said, I know when I've said a cliché. And I know when I'm
creating something new in my language. Like, I'm being creative. So, it
really depends on the situation, Michelle.
Michelle: Ohh yeah (yes), I completely agree. So guys, today we're going to talk
about... I found a really interesting article. So, this is from
FastCompany.com and it's by Anette Grant. It's called “When to Go Ahead
and Use a Cliché in Your Talk (And When Not To).”
Lindsay: Interesting.
Michelle: So, this is, you know, it's talking a lot about, like, kind of, like, work and
presentations and things like that. But, I mean, yeah (yes), it seems like it
can be used for a variety of situations. Right? So, I think this could go,
really, for any speaking occasion.
Lindsay: Yeah (yes), I love it. Okay. So, when is it okay to actually use a cliché and
when is it not? Cool.
Michelle: Okay. So, if it's inclusive, if everyone knows what it means, you can use it.
Okay?
Lindsay: Okay. So, we're talking about, Anette's talking about in terms of being
understood. Like, when is it okay in terms of making sure you're clear and
you're understood, if everyone's going to understand it, everyone's going
to say "Ohh yeah (yes), I remember that phrase. I know exactly what that
means."

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Michelle: Right, right, right. And, like, you can tell me if you agree or disagree with
that because I think it's interesting because some of them, people, all do
understand it, but it's still, like, a cliché. I don't know.
Lindsay: Yeah (yes). I think she's probably talking more about just being
understood, like, creating an effective presentation. But there's still
something to the idea of, like, "Ohh, I just had a cliché, it didn't sound very
innovative, it didn't sound very interesting." Like, if you're someone who
speaks in clichés all the time, it's like you have nothing new to add.
Michelle: Right, right, right. That's true, that's true. So, the next one is if it's
exclusive. And this one talked about cultural reasons, which I thought was
interesting, or if it's exclusive for, like, cultural reasons or linguistics, they
say don't use it.
Lindsay: Yeah (yes). So, she's talking about, like, for example, to make a
presentation at work or something, because they're not, people are not
going to understand you if everyone's from a different culture and the
cliché is, like, very cultural. Right? Very culturally based. I wish we had an
example of a cultural cliché. I mean, a lot of them are.
Michelle: I'll have to find some. Yeah (yes), yeah (yes), a lot of them are. Like "the
dog ate my homework".
Michelle: I mean, I think that that's, like, a specific thing that, from people's
childhood, and I don't know, maybe in other cultures they have this. I
don't know. Correct me if I'm wrong, listeners. Like, you know, if you've
heard of this before. But, you know, if you're making this as a joke, people
may not know what that means.
Lindsay: Yeah (yes). I mean, they're all cultural, you're right, exactly. So, I mean,
here's a couple, "all's well that ends well". I mean, that's... You know,
saying that, that's a phrase and we know it. What does that mean,
Michelle, "all's well that ends well"?
Michelle: It's everything goes okay if in the end it turns out okay.

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Lindsay: Yeah (yes), like, we know it, and it's almost, like, an eye roller if we say it.
It's in our culture, it's in our stories. So, if you go ahead and say that
instead of saying "Ohh, it turned out okay in the end.", right?
Michelle: Right.
Lindsay: Then it's not very innovative, it's not very original.
Michelle: Right, right. I don't know, there was something about this one, about, you
know, if it's exclusive for cultural reasons, don't use it. I don't know, I
guess as an ESL teacher and, you know, what we do, it, like, bothered me
just a little bit. I understand it, but I'm always looking at things as, like,
learning opportunities, and so I don't know. I just think, like, I don't know, I
feel like, for our listeners, they wouldn't want people to avoid things.
Because you guys are looking to learn. So, if we're, like, "Ohh, well, pe..."
You know what I mean?
Lindsay: Yeah (yes). I mean, I think what she's trying to say is just, like, how, like,
let's imagine we're in a negotiation and we're trying to actually get
something done at work. Right?
Michelle: Yeah (yes).
Lindsay: Then, if you're off using these clichés and you're assuming someone's
knowing them, but they didn't grow up in the States, then you might get
nowhere. [laughter]
Michelle: That's a good point, that's a good point. Yeah (yes), that's true, that's
true. You want to really think about being able to get things done. Right?
Lindsay: Yeah (yes), sure.
Michelle: Okay.
[Instrumental]
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[Instrumental]
Michelle: The third one is what, Lindsay?
Lindsay: Okay, so, the third one is if it paints a picture, if it really helps your
audience to visualize something, then you can use it. Yeah (yes), I mean, I
think it's... That's what we try to get our listeners to do on the show all
the time, is paint a picture, create a visual, make it easy for people to get
on board with what you're saying.
Michelle: Yeah (yes), yeah (yes), yeah (yes), definitely. And I think... Is this the last
one?
Michelle: Yes. Okay, the last one is, if it dates you. What does that mean if
something dates you?
Lindsay: Yeah (yes), well, if it dates you, if it's an older cliché, if it shows your age.
Wow, yeah (yes), I wish we had an example of this one, for sure. There
are some old clichés that my mom would use. I don't have one right now,
but yeah (yes), for sure, certain clichés would come out and they would
definitely make it sound like you grew up in the 40s or the 50s. Right?
Michelle: Right, right, right. I mean, yeah (yes), definitely. Like, there are some...
Okay, I'll give you an example. This was dating someone, like in the
opposite direction, showing how young someone was, which I guess you
can say... I don't know, usually "dates" is for older, but I remember I was,
like, with a new friend and then she made a reference to a TV show, she
used, like... She used, like, a, I don't know, a conversational thing from a
TV show or a reference, and I knew the reference, but it also let me know
that she was, like, much younger than me.
Lindsay: Okay. Yeah (yes), yeah (yes), yeah (yes). So...

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Michelle: So, certain, like, references, or if you talk about, you know, talking about
TV shows or using a cliché from that time, like, that can show your age,
and so usually, we usually think about "dating" someone as being older.
Lindsay: Yeah (yes), that's true. Okay, cool.
Michelle: Yeah (yes). If it really dates you, you may not want to use it. Right?
Lindsay: Yeah (yes), I would agree.
Michelle: Yeah (yes), definitely. Okay. So, those are some, you know, ideas of, like,
when you can and can't use, or when you should or shouldn't use a cliché.
I mean, overall, I think that these are pretty good tips, Lindsay. What do
you think?
Lindsay: I think so. I mean, this is a tough episode to grab onto for our listeners.
But guys, the point is don't worry too much about analyzing everything
you've learned today. Instead, this is, like, an inspirational episode, where
you want to work to get to a level of fluency. Where you know when you
just dropped a cliché and it didn't work, it sounded silly, versus you just
used an idiom in an innovative way. Okay? So, there's a difference
because these phrases are both idioms and they can be clichés. Right?
So...
Michelle: I think so much of this comes back to listening. I mean, to really listening
to the TV shows, current TV shows, to really keeping up with the times and
to be able to just listen, have conversations and get as much practice as
possible. Because you will start to be able to, like, naturally feel out these
things, and that's what, you know, the goal of this really is.
Lindsay: Yeah (yes). I mean, it could be useful, Michelle, as we're finishing up, just
to throw out a few more phrases that could be clichés at different times.
Right?
Michelle: Okay.
Lindsay: Do you have any?

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Michelle: Yeah (yes), well, let's before we go, also within that, we can say, like, if you
know you're going to use a cliché, like, what would you do to introduce it?
Right? Because sometimes you do need to use a cliché, but you kind of
want to say something, like, warning, "I know, I know this is a cliché, but
I'm going to use it anyway." Right?
Lindsay: Yeah (yes), so you could say, "I know this sounds cliché, but..." Right?
Michelle: Right. And then say, like, for example, we had that episode about "the dog
ate my homework." We talked about how to, you know, like, things may
sound, like, cheesy or maybe unreal or something. So like, "I know this
sounds cliché, but the dog ate my homework." Or what else?
Lindsay: So, the example you had is "You are the most beautiful girl in the world." It
sounds like a song or something. I think that's a line from a song. It's a
total cliché. Right? You wouldn't... It's strange to say that to someone,
because it's such a cliché.
Michelle: Right. Or "I know this sounds cliché, but that's the way the ball bounces."
Lindsay: Okay, cool. Alright, and then there's something else we could say when
we're about to use a cliché. What is it?
Michelle: "I know this has been said a million times, but..."
Lindsay: Mhh hmm.
Michelle: Okay?
Michelle: So, for example, "I know this has been said a million times, but New York is
the city that never sleeps."
Lindsay: Yeah (yes). So, right, so, if we just use that, I mean, it's kind of... Without
having this qualifier, it sounds like we don't know that we're using a
cliché.

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Michelle: Right. So, if I'm just, like, Lindsay, when you come to New York in July and
I'm, like, "Lindsay, New York is the city that never sleeps." It's, like,
"Okay."
Lindsay: Right, “Duh!”
Michelle: I was just making... Yeah (yes). You're, like, "Okay, like, I know." You
know?
Lindsay: [laughter]
Michelle: But if I said, like, "I know this has been said a million times, but New York
really is the city that never sleeps." That, you know.
Lindsay: Yeah (yes), yeah (yes), yeah (yes).
Michelle: It lets you know I don't think that's something you've never heard.
Lindsay: Yeah (yes), I like that, that's a good point, Michelle. That's the point of
today's episode. How do you introduce that you're going to say a cliché,
and recognize that you're aware that you're using it, so it doesn't sound
like so much of a cliché? Yes.
Michelle: Right, right, right. And the last one is, "You've all heard this before, but..."
Michelle: For example, "Quality over quantity is so true and we will start using this
philosophy more and more at work." or something like that.
Lindsay: Awesome, awesome, yeah (yes).
Michelle: Awesome. Yeah (yes).
Lindsay: Okay.
Michelle: Well, what's the takeaway of today's episode, Lindsay?
Lindsay: Wow. So, it's all about awareness here, guys. Once you get better, you
get more fluent in English, you're going to get here, you're going to know
when you're about to use a cliché. And the phrases we've given you today

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are a good thing to qualify, to put just before you use that cliché, so that
people don't roll their eyes at you. Right?
Michelle: Mhh hmm.
Lindsay: Like, it's kind of boring talking to someone who's just spitting off clichés
and they don't have the awareness that they're doing that.
Michelle: Right, right, right, exactly, yeah (yes). Just makes it sound like they're not
really thinking of ways to be original or unique.
Lindsay: Yeah (yes), but Michelle, it's a good point. Like, don't let this scare you
from using idioms. It's just all about diving into the culture and getting a
lot of input, guys, watching TV programs, being aware, practicing your
English with native speakers, but this is something to aspire to, this is a
very high-level goal for you guys. But you can get there.
Michelle: Ohh, you can absolutely get there, just always keep your ears open, listen.
Like, who do you want to ... Like, maybe listen to people who are your
age, your, you know, so that you don't use things that date you. Or listen,
you know, like, find people that, like, you feel like you are, like, you know,
kind of like that person and how do they speak. Right? Do those kinds of
things and just listen up and you'll start to feel it out naturally, I think.
Lindsay: Yeah (yes), you got it, Michelle. This has been a good topic, a tricky topic,
but a good one. As our listeners are getting better and better, they're
listening every day, they are going to need these tools, these high-level
tools. So, love it.
Michelle: For sure. Alright. Well, thanks, guys, for listening and thanks, Lindsay, for
hanging out.
Lindsay: Alright. Talk to you soon, Michelle. Take care.
Michelle: Alright. Bye.
[Instrumental]
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15
AEE Episode 979: Why Consistency Is Essential to Learning English

Successfully, with Philip
Announcer: This is an All Ears English podcast Episode 979: “Why Consistency Is
Essential to Learning English Successfully, with Philip.”
[Instrumental]
York City, U.S.A.
[Instrumental]

[Instrumental]
Announcer: Today, teacher Philip explains why it is so important to be consistent when

learning English. Find out how consistency can help you, and get some
great ideas on how to be more consistent in your English language
learning.
[Instrumental]

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Announcer: Hey guys, today you are going to meet Philip. He's going to give you
essential information on why consistency is going to be so helpful to you
when you are learning English. But, if you want to get a personalized
lesson with Philip, go to AllEarsEnglish.com/italki and register there as a
new user to get $10 off your second lesson. Again, that's
AllEarsEnglish.com/ITALKI.
[Instrumental]
Michelle: Hey (hi) Philip, how's it going?
Philip: Hello, Michelle, how are you doing?
Michelle: I'm doing well, I'm doing well. Thanks so much for taking the time to chat
with me today.
Philip: Yeah (yes), thank you for having me. I'm very happy to be here.
Michelle: That's great, that's great. You teach on italki. Is that right?
Philip: I do, I do teach on italki. It's great.
Michelle: Okay, that's awesome, that's awesome. Okay. This is actually not the first
time, guys, that Philip is with us today. He was on Episode 602, which was
about pronunciation misunderstandings. So guys, head on over to 602 to
hear that, after you listen to this episode, to get more from Philip. Sound
good?
Philip: Yeah (yes).
Michelle: Okay. So, Philip, how are you today?
Philip: I'm good, I'm good. And you?
Michelle: I'm doing really well, I'm doing really well. So, you are based out of
Indiana. Is that right?
Philip: I am. I am based out of Indiana. It's kind of in the middle of the United
States, the region, and we call it the Midwest. Yeah (yes).

17
Michelle: Okay, great. So, I think that everybody, and maybe this is a funny
stereotype, it's a nice stereotype, and I shouldn't use stereotypes, but I
find that everybody I meet from the Midwest is, like, the nicest person.
Philip: Yeah (yes), we have this stereotype. It's, yeah (yes), it's a kind of, people
are kind of friendly and maybe humble. Like, people like to just live in a
simple way, but in a good, a good simple way. Just to be friendly, have
friends, family, things like this.
Michelle: See, that's so nice. Because I'm in New York, like, the New York area,
where, like, you know, it's, like go, go, go, busy, busy, busy. No one really,
like, takes a second just to breathe. So, I don't know, I feel like every time
I talk to someone from the Midwest I feel, like, very relaxed. [laughter]
Philip: Yeah (yes), there's pros and cons, and the people are great, people are
very nice and friendly and helpful. Yeah (yes).
Michelle: That's great, that's great. Okay. So, you have a lot of experience as a
teacher, and so today we are going to give our listeners some really good
tips about consistency, consistency and learning. Have you learned other
languages?
Philip: I have. I speak Spanish pretty fluently, and then I have intermediate levels
of Portuguese and French.
Michelle: Ohh wow.
Philip: Yeah (yes). So, this comes from my teaching experience, but it also comes
from my language learning experience.
Michelle: That's great. So, you get real advice from not only just, you know, ideas,
but things that you've learned in your life as a language learner and a
teacher. So, that's really, really good.
Philip: Yeah (yes), yeah (yes), I'll do my best here to give good advice.
Michelle: [laughter] I'm sure it's going to be great. Okay. So, we're talking about
why consisty... See? [laughter]
Philip: Consistency.

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Michelle: Consistency, thank you, Philip. We're talking about why consistency is
important for learning. So, what interests you about this topic?
Philip: To me it's one of -- it's most interesting because it's one of the most
important parts of learning. And it's one of the most, for anything, for
learning, basically; I believe that you have to put in the time.
Philip: And that a little bit each day well add up to a lot. This is kind of a cliché,
but to say that, you know, just do a little bit every day. But basically you
have to put in the time and it's not going to work to just put in the time
over three days and then you're an expert at English, you're an expert at
piano. You have to really put in a lot of time and everybody's busy, so
that's why I think you have to really be consistent over a long period of
time.
Michelle: Okay. So, that's kind of, like, our first tip. Right? For consistently. It's,
like, why is consistency learning, why is consistency... This word is giving
me trouble today.
Philip: It's a tough word. Yeah (yes).
Michelle: Why is it important, right, for learning, and it's this idea that, like, you
know, it adds up over time. Right?
Philip: Exactly, exactly. And exactly, it adds up over time. You can't do it all at
once and you really don't want to be doing... You can, but you don't really
need to be doing, want, or need to be doing nine hours a day. It's going to
drive you crazy.
Michelle: I think that's a really good point. Because I think sometimes, and for
myself as well, as a language learner, sometimes I get very, you know, into
it and excited and impatient almost in a way. That's me, I don't know
about anybody else, but, like, "Ohh, I can learn more. I can pick up more
words." and it's really, it can be too much. So, I guess it's about finding a
balance. Right?

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Philip: Yeah (yes), exactly. It's about finding a balance, where it's very common
to find people burning out when they're trying to learn new things, trying
to learn languages. Burning out meaning doing a lot at once and then just
getting tired of it.
Philip: Yeah (yes), you have to keep your excitement over a long period of time to
really be good at a language.
Michelle: Right, right, right, definitely. And I also like how you brought up things like
playing piano. And, like, you know, this goes for really learning anything, I
guess, is just to really be consistent with it. I mean, for piano, I play the
piano, it's about that muscle memory. And, I mean, to some extent,
language involves that muscle memory in many different ways as well.
Philip: Yeah (yes), you have to, yeah (yes), as you keep doing it. Right, right. It's
just seeing it on different days, it'll help you. Yeah (yes).
Michelle: So, how can our listeners be exposed, you know, daily so that they can be
consistent in their learning? Especially if they don't want to be that every
day doing nine hours a day and you know, driving themselves, like, a little
bit crazy? What can they do to be exposed?
Philip: Well, assuming that most listeners have the Internet, I guess for the
podcasts you should have the Internet, but with the Internet you just have
so many options. You have stuff like YouTube or videos; you have music,
books, English learning websites, stuff like All Ears English and italki.
Yeah (yes), these different things. I find a lot of people really like watching
TV shows, so that's a way. Maybe you don't want one-hundred percent of
your learning to be watching TV shows, but it's a way to kind of have fun
with it, forget that you're learning, but keep progressing.
Michelle: I think that is definitely an important part, to be able to really enjoy it. So
that you're not thinking, "I'm sitting here learning every second of the
day.", which can get a little bit stressful.

20
Philip: Yeah (yes), it can get stressful. Yeah (yes), it's not going to work out well,
probably in the long run, to be worried about it all the time.
Michelle: Right, right, right. So, again guys, so, that first reason why consistency is
important is because a little bit each day adds up to a lot. So, that's a
great tip. So, what's the second reason why consistency is so important,
Philip?
Philip: So, my second reason is that with consistency, with practicing daily, or at
least a few times a week, you're going to continue to see the same words
and grammar over and over again.
Michelle: Okay. Okay, yeah (yes), that's true.
Philip: Yeah (yes). And that repetition, I mean, based on science too, that
repetition is how you learn. After various time seeing it, eventually you're
going to remember it. That's the way that that learning works.
Michelle: Right, right, right. I mean, yeah (yes), just repetition, repetition,
repetition. And then, you know, you start realizing it, even in probably
your daily life, that you are, you know, seeing these structures, hearing
some words. Do you ever... Like, I feel like sometimes when I hear about
a new concept, or even a word that I didn't know before, then you always
hear it. Do you ever find that?
Philip: Yeah (yes), of course, of course. Of course. If you hear it... Let's imagine
that you've seen the word studying two or three times and it's you kind of
about to, you almost have it, and then you hear it somewhere and then
you've got it.
Michelle: Right, right, right, definitely. And so, I mean, if you're having trouble
remembering something, like I know that a lot of students do, you know,
maybe get a little bit upset about it. Do you find that?
Philip: Yeah (yes), of course. And all these things that you're saying definitely feel
very true for me as a learner too. You're right. It's very easy; it's common
for my students too to get angry at themselves that they've made the
same mistake three classes in a row or something. It's not really a big

21
deal. After a while it's going to, you're going to get it right. It's just a
question of being patient and doing it over -- over a period of time and
you'll get.
Michelle: Okay, great. Yeah (yes), definitely. So, don't, like, get, you know, nervous
or upset. Just realize it's going to happen eventually. It doesn't happen
overnight. Right?
Philip: Exactly, exactly. That's it.
[Instrumental]
Announcer: Philip's schedule is quickly filling up for the summer. So, if you want to get
a customized lesson with a teacher who has a lot of authentic life
experience, both as a teacher and a language learner, go right now to
AllEarsEnglish.com/italki. Then go to Philips profile, which we'll announce
at the end of the episode today. Again, that's AllEarsEnglish.com/ITALKI.
[Instrumental]
Michelle: Okay, great. So yeah (yes), so again, so guys, so, the second reason why
consistency is so important with your language learning is because you're
going to see these same words and grammatical structures and eventually,
you know, it's going to click. Right? But be patient as well. Okay?
Philip: Exactly, that's it.
Michelle: Perfect. Alright. So, Philip, what's the third reason that, you know,
consistency is so important?
Philip: The third reason for me is your motivation, that you really need to be
motivated in order to learn something, in order to learn a language
especially. And it's a very common, like we kind of talked about earlier,
that it's very common that people throw themselves into something, into
a language and then, I've even kind of done it with languages before,
where after a few months, you know, you're not perfect and fluent so then
you're frustrated.

22
Philip: And if you make a plan and you just promise yourself a little bit every day,
then, you know, in those moments where you're feeling down, you just
throw yourself back into it. Even if it's just for a few minutes for a day, and
then it kind of gives you the boost you need.
Michelle: Right, right, right, exactly. Yeah (yes). Because I think that sometimes I've
had students where they, you know, they're just trying to keep a
consistency, consistent, then they, like, kind of, like, fall into a little bit of a
dip, and they're thinking, "Well, why am I not reaching that next level
faster?" Right? Like, I feel like, you know, you're kind of... What's the
word I'm looking for? Like, reached a plateau where, you know, "Okay, I'm
here, that's it. I don't know how to move forward." And so, I mean, what
would you say in that situation. like, what people should do?
Philip: In that situation I would say, first, I would say it helps me when I'm
learning to try to remember where you were before. So, in that moment
when you're feeling bad about your level of English or a language, to just
try to, if you can try to remember where you were three months ago, six
months ago, a year ago, and it will be a place that, you will be at a better
place now than a few months ago. So, if you can remember that, it can
help you remember that, "Yeah (yes), I'm moving forward." Yeah (yes).
And also just to... And the other thing I recommend in that situation is to
try to really find something fun to do.
Michelle: Yeah (yes), yeah (yes), yeah (yes), that's very important.
Philip: So, if I'm feeling down about, you know, my level in a language or
something, I think it's not a good idea at that moment to go study
something really technical. Maybe at that moment it’s a good idea to
watch a show and just still be exposed to the language, still learn, but just
cool off a little bit.
Philip: And take a break. But still learning. In a way, you're still learning.
Michelle: That's really key. I think that that's really key is to really enjoy the
learning, like... And it's okay to take a break, but, like, don't let it, don't,

23
like, fall into a rut and then just, you know, don't get back into it, what you
said. So, I think that that's a really good tip for our listeners. Yeah (yes).
So, I guess, you know, here we're saying, you know, consistency is so
important. Because if you are consistent, you're going to get your
motivation to improve and grow. Right, Philip?
Philip: Mhh hmm, exactly, that's it, that's it.
Michelle: Philip, great. Well, these have been excellent, excellent ideas that you've
shared with us. So, you are a teacher on italki. So, what kinds of classes
do you offer?
Philip: So, the classes are individual classes. They're just me and the student over
Skype or Google Hangouts or now there's actually video software through
italki, too. And they are one-hour classes. I offer formal and informal, but
I'm very flexible with them also. So as far as what I offer, it's kind of
whatever you need as a student, but I try to focus on the student doing a
lot of speaking. Because that's really the one thing that you cannot get
without a native speaker.
Michelle: Yeah (yes). Okay. So, they can get a lot of practice with you, and I feel
like, you know, it sounds like you've learned a lot of languages, and you
know, you really know where the students are coming from. That really
must help you, as a teacher, identify with the students.
Philip: Yeah (yes), I think so. This is kind of the area that I really like anyway. This
is something I like doing. Yeah (yes), exactly. I try to even, I take classes
on italki sometimes for foreign languages. So, that really puts me in the,
puts me on the other side of the camera, so to speak.
Michelle: So, you're a student for italki as well, that's awesome, that's so cool.
Great. So, you have a lot to offer as a teacher. And so, we want to tell our
listeners how can they get to take a lesson with you. So guys, the first
thing you need to do, there is a two-step process to book a lesson with
Philip. So, first you should go to AllEarsEnglish.com/italki, okay? That's
AllEarsEnglish.com/ITALKI. So, if you go there, you're going to get our
special deal. So, you must register there first, and when you register

24
there, you are going to get $10 in free credits off of your second lesson.
Okay? And then once you register there, you are going to find Philip. So,
Philip, how can they find you?
Philip: So, to my page, the link is www.italki.com/teacher/1519593.
Michelle: Okay, great. Can you read that for us one more time?
Philip: Yeah (yes). www.italki.com/teacher/1519593.
Michelle: Okay, excellent, great, great, great. Thank you. So guys, remember. So,
first, you're going to go to AllEarsEnglish.com/italki. That's
AllEarsEnglish.com/ITALKI. There you're going to get our special deal.
Register there first to get your $10 in free credits after you book your first
lesson, so off your second lesson, and then you are going to go to the link
that Philip provided. So, you're going to find him there, and I think, sounds
like a lot of fun, really good mindset, and also just really will understand
you guys as learners, so can really identify with you and help you in that
way as well.
Philip: Yeah (yes), yeah (yes). Come on over to italki and we have fun in the
classes.
Michelle: Okay.
Philip: Yeah (yes), yeah (yes), yeah (yes).
Michelle: Fantastic. Alright. Well, thank you so much, Philip, for talking with us
again. It's been great to have you on. We'll have to do it again soon.
Philip: Yeah (yes), thank you very much for having me. It was a lot of fun, and
hopefully it's helpful.
Michelle: Definitely, definitely. I think it was great for our listeners. Alright, Philip,
well, have a great day.
Philip: Okay. Thank you. You too. Bye.
Michelle: Thanks. Bye.
[Instrumental]

25
higher on your IELTS exam to achieve your life vision, then our “Insider
Method” can get you there. Start with our free video series master class.
Get video one now at AllEarsEnglish.com/INSIDER. And if you believe in
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or on your computer. See you next time.

26
AEE Episode 980: What Do These Phrases Say about Parenting in

American Culture?
Announcer: This is an All Ears English podcast Episode 980: “What Do These Phrases
Say about Parenting in American Culture?”
[Instrumental]
York City, U.S.A.
[Instrumental]

[Instrumental]
Announcer: Today, we’ll get four phrases that parents used to say back in the day, but
you'd never hear today. What does this tell us about American culture
and how it's changed? Use this episode to build your cultural knowledge
for better connections.
[Instrumental]

27
Michelle: Hey (hi) Lindsay, how are you?
Lindsay: Hey (hi) Michelle, we're here in mid-July, the middle of the summer. And
Michelle, actually, I wanted to start off today by saying thank you to our
reviewers in iTunes. Guys, we love your reviews. Michelle, don't we love
them?
Michelle: We love them, we really do.
Lindsay: Yeah (yes), we do. So thank you to _____ from USA, _____ from the U.S.
Wow haha 888 from Taiwan, ____ from Thailand and ____ from China.
Guys, one more, _____ Japan. Guys, we love your reviews. Let us know
what you think of the show. Go over to iTunes or Apple podcast or
wherever you listen to this podcast and leave us a review.
Michelle: Okay. Thank you so much, guys. It means so much to us. Really makes
our day, really.
Lindsay: Yeah (yes), it really does. And remember, guys, if you're having trouble
following along and you want to know exactly what we're saying on the
show, you can get the transcripts every Monday for the upcoming week. If
you go to AllEarsEnglish.com/subscribe, you'll also save fifty percent on
the price. So good. Alright, cool.
Michelle: Fantastic. Alright, cool. So, Lindsay, we've talked about this a little bit
before. So, your mom, she is in child psychology. Is that right?
Lindsay: Yeah (yes), I mean, that's where she got her Ph.D. She was never a
practicing psychologist; she was a college professor, rather. So, she would
teach, like, teachers how to teach, really, and she also taught some
developmental psychology classes in the psych department.
Michelle: Ohh, how cool. I remember you were telling me once that she had, like, a
focus on gender.
Michelle: Yeah (yes)?

28
Lindsay: Yeah (yes), she did her Ph.D. on, I think, gender... It was actually, like, the
connection between the mother and the child as it varies based on
socioeconomic factors, actually.
Michelle: Ohh really?
Michelle: That's so interesting. So, you must have, like, learned a lot of interesting
things about children and parenting growing up. Did you get to learn a lot
about that?
Lindsay: I don't know if I learned about them, but I think I was the experiment.
[laughter]
Michelle: [laughter]
Lindsay: So yeah (yes), that was interesting. [laughter]
Michelle: Yeah (yes), yeah (yes), yeah (yes). Okay, interesting. Yeah (yes), no, I was
just curious because, like, as more and more of my friends have children,
it's just interesting to see them becoming parents. Right?
Michelle: Do you have friends who have children?
Lindsay: Ohh yeah (yes), of course. It is really interesting. It's interesting to see
people kind of play out their parents' patterns, like, what their parents did
unconsciously. Right? And then to see how people are innovating and
inventing their own ways to be parents in the world in this era. Right?
Michelle: Right, right, right. I mean, being a parent seems incredibly hard.
Lindsay: I can imagine. Yeah (yes).
Michelle: And it's, like, yeah (yes), I think that, over time, you know, it changes so
much. Like this idea of, like, what good parenting is, and, like, a lot of
times when people look back at the past, there are things that they like,
but there are things that they say, "Ohh, how could that have happened?"
Right? "How could you do that?" Right?

29
Lindsay: Well yeah (yes), our culture changes, right?
Lindsay: So, things change. So, the things that were said back when we were kids or
even when our parents were kids were just so different. Like, I remember
everyone, people always say, like, "Ohh, when I was a kid back in the 60s
or the 50s we could run around all day and my mom just said 'Just be back
when it's dark'." Like, there was no, like, there wasn't as much...
Michelle: Right.
Lindsay: I feel like there wasn't as much fear in the culture. Kids were, like, able to
run wild more.
Michelle: Right, right, right, yeah (yes). I definitely heard about that as well.
Yeah (yes). So, today, we're going to examine that a little bit more and
talk about these changes in the culture and parenting over time. So there
is an article, you found this article, Lindsay.
Lindsay: Yeah (yes), this is an article in Redbook magazine, which is a common

cultural magazine here in the U.S., by Charlotte Hilton Anderson on
December 13th, 2017. So that is the context there, guys. Cool.
Michelle: Right, right, right. So, it's kind of talking about, I think they're talking
about Millennials and Gen X parents.
Lindsay: Ohh man, this is a big topic.
Michelle: Yeah (yes). So, I mean, Lindsay, what do you think is the reputation of
Millennial parents? Do you think there's, like, a reputation?
Lindsay: Well, it's kind of interesting. Because we know that, like, it's commonly
said that the Millennial generation themselves were parented as, like, the
trophy generation. Right? So, like, you know, we're both Millen... I'm
kind of on the cusp of Gen X and Millennial and you’re Millennial, and you
know, I can say that when I was growing up my parents were definitely all
about, "Ohh, you're great." Like, the trophy idea. Right? You should get a
trophy no matter what. [laughter] Like, you're doing a great job and just

30
the praise, the constant praise that there was taught to them as parents in
those days. So, the question is, like, how are these Millennial people
parenting now? They're turning around and they're becoming parents. I
don't know, because it's too early to say. Right?
Michelle: You're saying that Millennials as parents were, like, "Everyone's a

winner."?
Lindsay: Yeah (yes), the trophy generation. Right? like Gen Y...
Michelle: I thought it was more... I thought that there was more, I don't know,
maybe I'm wrong. I thought it's more that Millennials are like that, but I
don't know if, like, we were treated that way. Do you... I don't know.
What do you think?
Lindsay: But don't you think that, like, that's why we're that way, because we were
parented that way? Like, the messages that our parents give us are the
ones we end up valuing as adults, right? So, this idea of, I don't know, we
could do another episode on generation differences. You know what
I mean?
Michelle: Ohh, yeah (yes).
Lindsay: I mean, it's fascinating, but I think that, you know, the way that
Millennials, like, people our age are now going to parent is certainly a
reflection of how they were parented.
Michelle: Sure, sure, sure. Yeah (yes), I never really thought about that. Now I have
to look at some, do some self-reflection. I remember I was on a cruise
when I was, like, ten and my brother and I did the talent show, and I
remember thinking, like, "We really nailed that talent show. Like, we're
going to get the first prize." and then everybody got first prize.
Lindsay: Yeah (yes), that's an example. Right? So, that wouldn't have happened in
our parents' generation.
Michelle: Right, right, right.

31
Lindsay: Like, when our parents were growing up in the 50s, they would've been
like, "Ohh, you did a bad job."
Lindsay: But there's something that happened in the 80s, in this country at least,
around the research, I think, and about praising children that that
happened for many parents. They praise their children, maybe over praise
their children, maybe. And then there became this ‘everyone is a winner’
idea... And that boosted people’s self-confidence, but the argument now
is, like, for people in their 30s now, is, like, is it real? Is it legitimate
confidence? Are they building their skills in the same way that they're
building their confidence, or have they just always been told they're a
winner, but they're actually not building their skills in that proportion?
Michelle: And I think it's just getting more intense with the Millennials, you know,
just becoming parents. Yeah (yes), I feel like I hear all the time about, you
know, like, that Millennials are, like, very, like, parenters that, like...
Yeah (yes), wanting everything to be fair, everybody to be a winner. And,
so, I guess it's just kind of like everything kind of came together from, I
guess, what you're saying, which makes sense. Like, the way they were
brought up.
Lindsay: Exactly. Like, are we protecting kids too much? You know?
Michelle: Right, right.
Lindsay: Are we giving kids, are we really preparing kids for the future? Reality is
not so cozy and comfy, right?
Michelle: It's certainly not. [laughter]
Lindsay: [laughter] You're going to fail someday. Like, how are you going to deal
with that if you've always been told that you're always going to win, that
you're always a winner? So interesting.
Michelle: Yeah (yes), it is really interesting. Something that we could do an entire,

everything on. But let's just go into a few of them. So, there were twenty-
one things. We're going to do a few of them today. You know, again,

32
these are what parents used to say that would shock Millennial parents.
Okay?
Lindsay: Okay. So, this is kind of something that parents might have said, like, in
the 50s, right?
Michelle: Right.
Lindsay: Or the 60s to their kids. But now people our age, and we're becoming
parents, we would never say this to our kids. Is that what we're looking at
now?
Michelle: Exactly.
Lindsay: Interesting.
Michelle: Okay. So, some of them are... Yeah (yes).
[Instrumental]
Lindsay: Guys, some big and exciting things are coming to the new iOS app soon.
So, be sure that you download it and start listening over there, so that you
don't miss a thing. Go to AllEarsEnglish.com/bonuses if you have an iOS
device today. AllEarsEnglish.com/bonuses.
[Instrumental]
Michelle: Okay, Lindsay, what's the first one?
Lindsay: [laughter] So, let's imagine a brother and sister are, like, touching each
other and poking each other and, like, just fighting. Right? So, the parent
would say, "If you don't quit touching your brother, I'll cut your fingers off
and let the doctor sew them back on." [laughter]
Michelle: [laughter] Ohh my gosh. Would your mom say anything like this one,
Lindsay?
Lindsay: No. Because my mom was in that age, well, my mom was, you know, she
was a child psychologist. So, she was, like, at the beginning of that
generation where this research was coming out, like, you have to praise
kids and you can't say this kind of things.

33
Michelle: Right.
Lindsay: But yeah (yes), I think this is something that you would have heard more in
the 50s. Right?
Michelle: Exactly. Yeah (yes). So, like, my parents wouldn't have said this, but it's
more for, like, maybe something that could have been said to our parents.
Lindsay: [laughter]
Michelle: Ohh my gosh. Could you imagine?
Lindsay: Yeah (yes), no. These phrases are so interesting because they show us
how much the culture's changed, American culture.
Michelle: Yeah (yes), and at one point this was no problem to say. I mean, and, of
course, if you said something like this now, this would be, like, a huge
problem if somebody heard you saying this. So, someone in the article
talked about, like, saying these things in public. Right? So, if someone said
these in public, don't you think they'd get a reaction, Lindsay?
Lindsay: I think they would almost; someone would probably call the police and
report, like, abusive parents, potentially.
Lindsay: Honestly, like, I think we just have a culture that's so much more reactive
now.
Lindsay: So, the way we speak has kind of been moderated based on that.
Michelle: Yeah (yes), yeah (yes), yeah (yes), that's for sure. Okay, so the second one.
Lindsay: Okay, the second one is, "Put some beer in her bottle, it'll help her sleep."
[laughter]
Michelle: Ohh. Yeah (yes), I mean, I've heard of parents giving their children alcohol,
like, way, way back.

34
Lindsay: Ohh really? That's so funny.
Michelle: I've heard of it. I mean, it didn't happen to me. But I think this would
make people cringe now. What do you think?
Lindsay: Yeah (yes). I mean, certainly you wouldn't hear this now. You might think
it as a parent, right, but I don't know. This is something, in American
culture at least, you wouldn't hear it probably. Yeah (yes), yeah (yes).
Michelle: Yeah (yes), yeah (yes), for sure. Okay. Okay, this next one is huge.
Lindsay: This is huge. Well, this is opening another can of worms. Right?
Michelle: Exactly.
Lindsay: Okay, go ahead. Want to share, Michelle?
Michelle: "Who cares if she fails math? She's just going to be a mom." Ouch.
Lindsay: This is very 1950s, right? Yeah (yes).
Michelle: Yeah (yes). Ohh my gosh, this is a huge sign of the times. I mean,
because, you know, today, I mean, women are not thought of as just being
moms. Like, if they decide to do that, that's their decision. Like, there are
many stay-at-home moms who are highly educated, and you know,
whatever choice somebody makes is the right one for them. But, like, to
say that about a woman, you know, or, like, a little girl is kind of putting
this idea of, like, first of all, that "just going to be a mom", is, like, that
being a mom is, like, somehow, like, "Ohh well, that's all." You know? And
then also just saying, like, "Ohh well, women aren't having careers."
Lindsay: Yeah (yes), no, this is would be completely unacceptable now, but in the
50s and 40s, maybe the 60s, it would have been completely normal for a
dad to say this. Right? To the wife maybe, like, talking about the
daughter. Right? Sure, sure.
Michelle: Yeah (yes), yeah (yes), yeah (yes). Ohh man, yes, that's an interesting
one. And, so, number five, well, I guess this is the fourth one we're doing.
I don't know. Well, this is the last one, I just chose a few that were really
interesting to me, is what, Lindsay?

35
Lindsay: It is, "You can walk home by yourself." Right? So, this sheds light on how
much more protective we've become as a culture. Like, as parents, you
know, parenting has become so much more protective, because there's
been, like... It's so hard. I wonder if it's just a function of the fact that the
news is just more in our face now. So, back in the day, like, I'm sure they
were, like, there were abductions of children back in the 50s, but we didn't
hear about it, because the news wasn't, like, all over all the time. But now
we just hear about it more often, so we're so terrified that we coddle our
kids and we protect them, we don't let them be alone. Right? It's
probably actually less common. I know that on a grand scale, the things,
the culture has gotten safer, than it was in the 60s and the 70s. Like, if you
look at the crime rates in New York, for example, it's actually gotten a lot
safer.
Michelle: Right, right, yeah (yes), that's true. Especially the New York example. I
don't know about, like, the 50s. I mean, I know that, like, you know, you
hear that people used to leave their doors unlocked and, like, I don't know
exactly, like, if it's safer or not as safe, I don't know. I guess I have this
feeling that it's not as safe now, but you're right. I don't know. I don't
know if that's true and I think it's a good point that you've brought up
about, like, the news and how information spreads. Who knows?
Lindsay: No, I think crime in general, I have to look this, up but I think I remember
hearing that crime in general. Yeah (yes), it says here, "Violent crime in
the U.S. has fallen sharply over the past quarter century." This is the Pew
Research Center, so this is a reputable site here. It says that the two most
commonly cited sources of crime statistics both show a substantial decline
in the violent crime rate since it peaked in the early 1990s.
Michelle: So, but, that's in the 90s. Like, we're talking about, like, the 50s, 60s. Like,
I'm curious what that would be.
Lindsay: Yeah (yes), we'll have to do a follow-up episode.
Michelle: Research the crime rates of the last 100 years and we can talk.

36
Lindsay: Yeah (yes). So, since the 90s it has certainly fallen, but we'll have to go
further back. But yeah (yes), so interesting, these phrases tell us so much
about how the cultures change, at least our way of thinking about things.
Michelle: Right, right, right, exactly. And, like, it's also interesting to think about
what parents are doing now. Like, Millennial parents that one day, you
know, their kids will be reading and saying, "Ohh, can you really believe
that that's how people used to talk, what people used to do?" So, I
wonder what it's going to be?
Lindsay: Yeah (yes), it's another cliché. Right? We talked about clichés last week, is
like "you sound like your mother". Right? Like, I'm becoming my mother.
[laughter] Such a cliché in the U.S. Right? Like, this idea, we can't help it,
like, we kind of, we take on how we were parented. Right? We can also
be conscious and make choices to parent differently, of course, but to
some extent, those are patterns that we have.
Michelle: Right. Right, no, it's so true. So interesting. Yeah (yes). But yeah (yes),
guys, I really want to know from, I mean, because this is so, so incredibly
cultural. Please write to us and let us know, like, you know, which of these
things do you identify with. Like, which of these things are true in your
culture, or maybe different, or what's changed about parenting in your
culture.
Lindsay: Yeah (yes), exactly. So, guys, come back to our blog for this one, come
back to the blog, and type in episode number... What episode is this,
Michelle? 980, and leave us a comment, tell us, like, yeah (yes), like
Michelle said, which ones do you resonate with, how has your culture
changed over the years in terms of these topics? Like violence and also
gender roles. Right?
Michelle: Mhh hmm.
Lindsay: That kind of thing. Very interesting.
Michelle: Yeah (yes). And just, you know, realize, you know, I think the main point is
that, you know, what's normal changes from generation to generation,

37
and you know, we have to learn from the past mistakes, but I also think it's
important to realize, like, what was positive.
Michelle: And then also realize that, like I said, is that one day you're going to be the
one to be blamed. [laughter]
Lindsay: [laughter] So interesting.
Michelle: "How could you have said that?" Yeah (yes). So anyway, interesting.
Guys, go check out that article for even more examples and let us know
what you think.
Lindsay: Alright. Very cool, Michelle. Good topic today. It's fun to branch into
cultural stuff.
Michelle: Ohh, I love it.
Lindsay: It's good. I mean, this is important for our listeners, too. You guys need
this context, these topics, to be able to break in a conversation. You
know? With new people.
Michelle: Ohh, yeah (yes), that's what this is about. Right? So I think, you know,
definitely good conversation starters.
Lindsay: Alright. Cool. Michelle, have a good week, I'll talk to you soon.
Michelle: You too. Bye, Lindsay.
Lindsay: Bye.
[Instrumental]

38
AEE Episode 981: Did You Hit a Snafu? Learn a New English Acronym
and Where It Comes From.
Announcer: This is an All Ears English podcast Episode 981: “Did You Hit a Snafu? Learn
a New English Acronym and Where It Comes From.”
[Instrumental]
York City, U.S.A.
[Instrumental]

[Instrumental]
Announcer: Have you ever heard a native use the acronym "snafu"? Do you know
where it comes from and how to use it? Today, we show you how to take
a super natural and native acronym and make it part of your English tool
box.
[Instrumental]
Michelle: Hey (hi) Lindsay, how's it going?

39
Lindsay: Hey (hi) Michelle, not too bad, not too bad. How are you?
Michelle: I'm good, I'm good. But the other day I was taking the bus back from
Washington D.C. And my gosh, there was a bit of a snafu with traffic. It
was crazy, and so, I mean, like, an hour and a half longer than usual to get
home. So frustrating.
Lindsay: Wow, that's awful. Well, you know, they do say that the Beltway area has
the worst traffic in the country, maybe second to L.A.
Michelle: Right. I think L.A. is really famous for that, too. Yeah (yes), ohh God, yeah
(yes), it was horrible. Have you any transportation snafus lately?
Lindsay: Let's see… Often when I try to go down to my parents' beach house on the
weekends, I leave at the wrong time. Like, I leave Friday night at, like, six,
trying to leave the city, trying to go to the South Shore or towards the
Cape. Friday night at six, that would create a real snafu. So, that's
happened to me a couple of times lately.
Michelle: Okay, okay. Well, we're going to get more into this cool word that I'm sure
you guys have been wondering about in a minute. What do we want to
tell our listeners first, Lindsay?
Lindsay: Well, guys, today we're going to be focusing in on a really interesting

word, kind of an acronym. It goes way back in history, and you know,
these are new words that you guys want to know, but it's hard to identify
them when you're just listening to the podcast. So, if you want to follow
along with the transcripts, we do offer the special deal still. You can save
fifty percent if you subscribe at AllEarsEnglish.com/subscribe. And also,
guys, if you're taking the IELTS exam, go over and sign up for the IELTS
Energy podcast. You'll get all the tips you need right there. Cool. So
great, so great.
Michelle: Okay, great. So, what is that word that we were saying, Lindsay?
Lindsay: Well yeah (yes), I said it, so "snafu". So, I feel like I'm going to learn a lot
on today's episode, because this is not a word that's really in my

40
vocabulary. I've heard it around, but I personally don't use it. Yet. I mean,
maybe after today I will. [laughter]
Michelle: [laughter] It's a fun word to say. Yeah (yes). I’m the same. I feel like I hear
it, I do hear it, absolutely, but if I were to use it, I might use it in, like, a
cute, sarcastic... Like, I don't know, like, a snafu, you know? Like that kind
of a way, with a little bit of an attitude. [laughter]
Lindsay: Yeah (yes). Well, we have a listener question today, so that's so cool. This
came straight out of a listener question, a student observing English in the
wild. Right? As we like to say.
Michelle: In the wild, I love it.
Lindsay: [laughter]
Michelle: Alright, awesome. Yeah (yes). Well, this is another question from our
brilliant listener, Fabrice. Lindsay, would you mind reading the question
for us?
Lindsay: Sure. So, Fabrice says, "The other time my spouse used the word 'snafu'
to express the idea of a mess. I did some research and it appears that it's a
slang word coming from the F word. Do you know about it? Is it
considered a bad word or can it be used with friends? I guess those are
perhaps two specific points, so just let me know if it's worth it. Keep up
the excellent work; it's a blast to listen to you every day." And Fabrice
joined us for the Urban Adventure in October, and Fabrice is out there
living in Chicago, just living in English, exploring English and bringing us
great questions. Guys, we love your questions, so send them to
Lindsey@AllEarsEnglish.com.
Michelle: Yeah (yes). Fabrice has sent in some really, really fun questions,
yeah (yes), that lead to really great conversation and really help
everybody, I think. So, thank you, Fabrice.
Lindsay: Mhh hmm. So cool.
Michelle: Okay, great. So, great question, another one, like I said. So, Lindsay, did
you ever hear this word has something to do with the F word?

41
Lindsay: I had no idea until we just looked at today's episode that we're going to
record. I had no idea. I also didn't know that it had to do with the military,
apparently.
Michelle: Yeah (yes). So, Fabrice mentioned this, so I wanted to look into it. I was
like, "What?" And yeah (yes), it's true. So, if you look, we can give our
listeners the link to this if they want it. I guess it's etymonline.com. So,
Lindsay, would you read that for us? Like, this information about it?
Lindsay: Yeah (yes). So, it says that "In 1941 it was a U.S. military slang, began in
1941, an acronym for Situation Normal: All..." I'm going to say Fouled Up,
because we don't swear on this show, but it's the F word. Guys, you
probably know it if you listen to any rap or hip hop or have seen a movie in
English. I'll say All Fouled Up. So "Situation Normal: All Fouled Up, an
expression conveying the common soldier's, lacon..." I don't know how to
pronounce that word, actually. "Laconic acceptance of the disorder of war
and the ineptitude of his superiors." Interesting.
Michelle: Yeah (yes), so yeah (yes). Yeah (yes), sorry.
Lindsay: And then it says, "As an adjective from 1942. In public explanations the
word typically was euphemized to fouled." Okay, so they changed it a
little bit to use "fouled" in the 40s.
Michelle: Okay. So, this is really interesting, because I knew the word, I had no idea
where it came from. So, thanks, Fabrice, for, you know, bringing that to
our attention. It's so interesting to learn where certain words come from.
Like, especially, you know, kind of slang like this, like, acronyms. Wow,
really interesting.
Lindsay: Yeah (yes), we can learn a lot of our history.
Lindsay: Just get more context for the word. Because often the word or an
acronym starts in a certain way, and the meaning changes or it's used in
different context, modern day context, and we don't even realize it came

42
from something. They always come from somewhere, these acronyms

and words. I mean, where did they come from? Yeah (yes).
Michelle: Sure. Yeah (yes). Right, and I never think to look, but it's a really good
idea. So, back to the question. So, Fabrice wanted to know if this is
considered a bad word. Because I can see why he thinks that, it's that
"fouled" is part of it. Do you think this is a bad word?
Lindsay: I really don't think so. It's so funny. I feel like often, sometimes you have
situations like this, where it originally started as, yeah (yes), a bad word
because it has a swear word in it, but now it's just, it can be used in
everyday circles. And in contrast, there are other terms that were
derogatory originally, and still are, but we don't even realize it. You know
what I mean?
Michelle: That's true, that's true.
Lindsay: There are a lot of slangs that were originally used in a very derogatory,
offensive way, but now we just say them and we don't realize.
Michelle: Right.
Lindsay: So, it works both ways. Yeah (yes).
Michelle: Right, and then sometimes we realize that, and we realize, "Okay, this
should not be part of the vocabulary."
Lindsay: Should not be saying that. Yeah (yes).
Michelle: Should not be in my vocabulary anymore.
Lindsay: You know, Michelle, that could be another episode idea, by the way.
Michelle: Ohh.
Lindsay: Yeah (yes). We could go through those. But anyways, okay, let's get back
to it.
Michelle: Alright. Okay. So yeah (yes), I don't think it's, I don't think anybody would
think it's a bad word. I don't think most people realize that it involves, you

43
know, the fouled F word. Right? So, I don't think that people use it, like,
people use it without thinking about that there's a curse word in it.
Lindsay: For sure.
[Instrumental]
Announcer: If you just found All Ears English, then please go ahead and hit subscribe
on your podcast player. Make sure that you get four episodes every week
from All Ears English, and welcome to the show.
[Instrumental]
Michelle: So, let's talk about the word "snafu". So, in the dictionary it says "a
situation marked by errors or confusion." Okay? So, it could be an error.
There were many, many definitions that I saw. So, I saw error, mess, lots
of different things. Then I talked about how it can be used as an adjective
or a verb as well, but I feel, I personally feel like I've heard it mostly used
as a noun.
Lindsay: Me too. I was going to say that, I really... I haven't heard it that much
used as an adjective or a verb. I said, "We hit a snafu." Right?
Michelle: Right, right, right, right.
Lindsay: Mhh hmm. Yeah (yes).
Michelle: And I didn't even really know that it would be used in other ways. So,
we're going to focus on this definition, really, and it being used as a noun
for today. So, I went ahead and I looked up some recent headlines with
the word to give us a couple more examples.
Lindsay: Cool.
Michelle: So, one was, we can give the links if you'd like, "Alexa's recording snafu
was improbable but inevitable." Okay?
Lindsay: Yeah (yes). If anyone's ever tried to build an Alexa skill, you guys know
what we're talking about here.
Michelle: [laughter]

44
Lindsay: Alexa is this voice-activated new thing that's coming out from Amazon.
And yeah (yes), there's a lot of problems that she still has, because she
doesn't understand everything and doesn't know what to say back to you
in every case. Yeah (yes).
Michelle: Right, right, right. And what's another one, Lindsay?
Lindsay: So, "DOT lawyer's snafu could cost the state four million dollars." What is,
Department of Transportation, is that what is DOT?
Michelle: Yes.
Lindsay: Okay.
Michelle: Yeah (yes). Alright, yeah (yes). So, you can see, you know, it's kind of, it's
like, you know, I see it being used as mass... I guess I think of it more as an
error, but it could be really either, you know. You know, if you want to
take a look at all of the definitions, definitely look it up, but again, we're
going to focus on just a couple today.
Michelle: Yeah (yes). So, that's basically "snafu". I mean.
Lindsay: Yeah (yes), it's cool. I mean, yeah (yes). Sorry, go ahead, Michelle.
Michelle: No, no, no, not at all. You go ahead.
Lindsay: No. I mean, I just I love this question, Michelle, because, guys, if you use
this, I mean, especially if you're taking the IELTS exam, wow. If you use
this on the speaking test, you would be really scoring seven or higher for
vocabulary. Because no other student is going to use this on the exam, I
can guarantee you. But even if you're not, it's going to make you stand
apart. It's going to put you on par communication-wise with native
speakers and help you to really connect. They're going to say, "Ohh wow,
this person really understands the language. Now we can talk about more
interesting things."
Michelle: Exactly, exactly, I love it. Yeah (yes). It's definitely, like, a colorful, unique
word that would be really great for something like that.

45
Lindsay: Yeah (yes), I agree. Cool.
Michelle: Alright. So, we want to give you, in case you're not going to use "snafu" all
the time, because I think it is kind of on the more rare end, we wanted to
give you just a couple other ideas of words that you could use. So, what's
the first one, Lindsay?
Lindsay: So, "mix-up" as a noun. Right? So, I think Alexa just woke up here, she's
over here by my side. [laughter]
Michelle: Ohh my goodness, she knew we were talking about her.
Lindsay: [laughter] She did. Alright. "So, there was a mix-up at the doctor's office
and they had to change my appointment time." Yeah (yes).
Michelle: Right, right, right. So, you could say, "There was a snafu." but which one
do you think would be more common?
Lindsay: "Mix-up" for sure.
Lindsay: So, it's fun when we learn these acronyms, but don't overuse them. Right,
guys? It's going to sound weird if you're using it all the time.
Michelle: Yes.
Lindsay: Yes.
Michelle: Yeah (yes). And the second one is "mess". Right? And we talked about
how that's kind of even, like, a way to define "snafu". But I think it's a little
bit different. So, here we have, like, "Scheduling appointments there is a
mess. Try a different place."
Lindsay: Yeah (yes). That's very common, "a mess." That's really accessible, I
would say that all the time.
Michelle: Ohh yeah (yes).
Lindsay: "This is a big mess. This whole thing's a mess."

46
Michelle: Right. We don't mean, like, a mess of things on the floor but, you know,
just that, you know, this idea that something is disorganized, very
problematic.
Lindsay: Or sometimes people who are close to me in my life will say, will tell me,
“I'm a mess,” like "You're a mess." Right?
Lindsay: Shoes untied, socks don't match. [laughter]
Michelle: That's so funny.
Lindsay: Hair's not brushed, yeah (yes).
Michelle: Yeah (yes), yeah (yes), yeah (yes). Definitely, people use it like that. So,
I don't know if I would say, "Scheduling appointments there is a snafu."
I'm not really sure that I would use it in that way. You can see how the
meaning would be similar. Right?
Lindsay: Yeah (yes), and you also wouldn't tell someone that they're snafu.
[laughter]
Michelle: Right, right, right, exactly. No, you certainly wouldn't. "Lindsay, you're
such a snafu." No, no, no. Wouldn't do that. You would not do that.
Lindsay: "Snafu" is just for situations, but these words we're sharing, these words
were sharing, guys, are more diverse scenarios or ways to explain things.
For sure.
Michelle: Right, right, right, exactly, good point, Lindsay. And what's the last one?
Lindsay: So, just an "error", and this sounds a bit more formal. So, maybe
something used at work or in a technology guide or something, like,
"There's an error in our system. Could you please tell us your insurance
information again?"
Lindsay: Or sometimes you see online, "You've encountered an error, please go

back or report this." that sort of thing. Yeah (yes).

47
Michelle: Right, right, right. Okay, awesome. So, these are three other words that
you could use. So, we wanted to give you guys a little role play today to
kind of show you some different ways that things would be used. So, in
this role play, Lindsay, you are working for a travel agency and you're
calling me with some bad news. You're telling me that the flight I wanted
is no longer available.
Lindsay: Ohh boy.
Michelle: So, let's give it a go.
Lindsay: Okay, here we go. "Miss Kaplan, I'm sorry to inform you that your flight is
no longer available."
Michelle: "Are you serious? What happened?"
Lindsay: "Well, there was an error in our system and the flight didn't book."
Michelle: "What a mess."
Lindsay: "We accidentally booked another flight. Would you be interested in the
nine a.m. one?"
Michelle: "No way! What are you going to do about this mix-up?"
Lindsay: "I'm sorry, Miss."
Michelle: And now I'm talking to my friend, telling her what happened. "Yeah (yes),
yeah (yes), because there was a snafu on their site our vacation is ruined."
Lindsay: "Miss, we will correct the situation."
Michelle: Okay.
Lindsay: Ohh my gosh. Jeez. Traveling agencies, they can't afford to make any
mistakes because I feel like the whole traveling industry is already in
danger with apps. With, you know, Expedia, Travelocity, Orbit, Hopper, all
those apps that people just book their own flights.
Michelle: For sure. And then you can have problems with the apps, which I have
definitely had.

48
Lindsay: Okay.
Michelle: I won't call out anyone specifically, but yeah (yes). Yeah (yes), so yeah
(yes), interesting. Okay. So, here we used, I think all of them. So, you said
you're sorry that my flight is no longer available, and you said, "There was
an error in our system."
Michelle: I think that sounded very natural, especially because you're more, like, you
know, this is a business for you, I'm your customer, so you're using "error",
which is a little bit more formal.
Lindsay: Yeah (yes), we'll call it, like, slightly elevated business language. Right?
Michelle: Right, right, right. And then what did I say?
Lindsay: You said, "What a mess." You scoffed, let's say you scoffed.
Michelle: Right. I like that, I scoffed, yeah (yes), yeah (yes), yeah (yes). And then I
said, "What are you going to do about this mix-up?"
Lindsay: I didn't really have a solution, I didn't have a solution.
Michelle: Nothing.
Michelle: And then, finally, what did I say?
Lindsay: You said, you're telling your friend, you said, "Yes, because there was a
snafu on their site our vacation is ruined." Ohh jeez.
Michelle: Right, exactly. Yeah (yes), so, I mean, that sounded pretty realistic to me, I
think, the use of those words.
Lindsay: Yeah (yes), I mean, "snafu", guys, use it, you know, minimally, but use it
every once in a while. Throw in these fun acronyms and you'll really be
able to connect because you'll sound so natural. You know, so
comfortable with the language.

49
Michelle: Right. And sometimes you can replace "snafu", it's a little bit complicated.
Sometimes you can replace, you know, one of these words with "snafu",
but sometimes you can't. I think we were talking about, like, the situation,
Lindsay.
Michelle: Yeah (yes). So, it can get, you know, definitely listen around, see how it's
used, and you know, I would try and incorporate it for fun. But yeah (yes),
definitely don't overuse it.
Lindsay: Yeah (yes). Well, I feel like I've learned something today. Michelle, what's
the takeaway for today?
Michelle: Well, the takeaway is, number one, what is the word "snafu" that we
talked about, you know? But also, I think about where do words and slang
come from, and how this can really teach us a lot about history and
language in general. I think that that's important, you know, and it's a
lot... A lot of time, I don't think most people take the time to do this.
Michelle: But I think that it can be helpful. It might even be a good way to help you,
you know, when you're studying. It might help you remember words. You
know?
Lindsay: Yeah (yes), that's true, Michelle. If you look up a word, like, where did
this, you hear this acronym, and you keep hearing it. Then you look it up,
where did it come from, and then you envision how was it used at that
time, in the 40s. You could remember it more easily. Right?
Michelle: Right, right, right, right. Yeah (yes), this has been a lot of fun. Thank you,
Fabrice, for this question.
Lindsay: Yeah (yes), guys, and look what happens when you send in these super
natural questions that come from real English. You know, even if you're
not living in Chicago or the U.S., you could be watching a TV show and you
hear something. So, we want to get your questions. We love your
questions, guys. So, send them in to Lindsay@AllEarsEnglish.com, and if

50
it's a great question, we'll do our very best to get you featured on the
show. Okay? Cool.
Michelle: Okay, awesome. Lots of fun. Well, thanks, Lindsay, for hanging out.
Lindsay: Alright, Michelle, good one, talk to you soon.
Michelle: Alright, bye.
Lindsay: Bye.
[Instrumental]

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Connection NOT Perfection™

Announcer: And to get your transcripts delivered by email every week, go to

Michelle: Hey (hi) Lindsay, how's it going?

© All Ears English www.allearsenglish.com

Michelle: I'm good; I'm good here on this Monday.

Michelle: That's right, ohh my gosh. I am getting so excited about that.

Michelle: [laughter] That's really funny. Yeah (yes).

Lindsay: Yeah (yes).

© All Ears English www.allearsenglish.com

Michelle: Yeah (yes), let's get to that first.

Michelle: Ohh, yeah (yes).

Lindsay: Interesting, interesting.

© All Ears English www.allearsenglish.com

Lindsay: You're supposed to be creating something new, not regurgitating what

Lindsay: Yeah (yes).

Michelle: Sure, ohh, of course.

© All Ears English www.allearsenglish.com

© All Ears English www.allearsenglish.com

Lindsay: Yeah (yes).

© All Ears English www.allearsenglish.com

Michelle: Yeah (yes).

Lindsay: Yeah (yes), sure.

© All Ears English www.allearsenglish.com

AllEarsEnglish.com/secrets to get your free video lesson now.

Michelle: The third one is what, Lindsay?

Lindsay: Yeah (yes).

Lindsay: Okay. Yeah (yes), yeah (yes), yeah (yes). So...

© All Ears English www.allearsenglish.com

Lindsay: Yeah (yes), that's true. Okay, cool.

Lindsay: Yeah (yes), I would agree.

Lindsay: Do you have any?

© All Ears English www.allearsenglish.com

Lindsay: Mhh hmm.

Lindsay: Yeah (yes).

© All Ears English www.allearsenglish.com

Lindsay: Right, “Duh!”

Lindsay: Yeah (yes), yeah (yes), yeah (yes).

Lindsay: Yeah (yes).

Lindsay: Awesome, awesome, yeah (yes).

Michelle: Awesome. Yeah (yes).

Michelle: Well, what's the takeaway of today's episode, Lindsay?

© All Ears English www.allearsenglish.com

Michelle: Mhh hmm.

Lindsay: Alright. Talk to you soon, Michelle. Take care.

Michelle: Alright. Bye.

© All Ears English www.allearsenglish.com

© All Ears English www.allearsenglish.com

AEE Episode 979: Why Consistency Is Essential to Learning English

Announcer: And to get your transcripts delivered by email every week, go to

Announcer: Today, teacher Philip explains why it is so important to be consistent when

© All Ears English www.allearsenglish.com

Michelle: Hey (hi) Philip, how's it going?

Philip: Hello, Michelle, how are you doing?

Philip: I do, I do teach on italki. It's great.

Philip: Yeah (yes).

Michelle: Okay. So, Philip, how are you today?

Philip: I'm good, I'm good. And you?

© All Ears English www.allearsenglish.com

Michelle: Ohh wow.

© All Ears English www.allearsenglish.com

Michelle: Yeah (yes).

Philip: It's a tough word. Yeah (yes).

© All Ears English www.allearsenglish.com