Are there any nuances between have and eat?
I feel that although have and eat are often interchangeable, there are situations where one sounds more natural than the other.
How would you answer in these specific contexts?
“Reposting because I accidentally deleted the original.”
I just wanted to share something that’s been on my mind lately. We talk a lot about the grind of online teaching, but honestly, the absolute best part of this job is the variety of people you get to meet.
I teach so many different profiles, and it’s incredibly inspiring. For example, I have a student who is a surface treatment engineer. Because I challenge her to explain her job to a non-engineer in English, I’ve learned so much about what she does, and it’s genuinely fascinating. I have another student who wants to work in secret intelligence, a musical theater singer, a digital nomad who is constantly traveling the world, and some incredibly bright fresh graduates who are just so full of hope.etc
Because they’re all so driven and goal-oriented, it honestly inspires me to do better in my own life. Plus, seeing them naturally use a word or phrase we practiced a few lessons ago is the best feeling ever!!!
I’ve realized you have to be a "people person" and genuinely like people to enjoy this job. My heart breaks a little every time a student finishes their course and leaves. Just wanted to share some positivity today!
$1/min English Communicator. Native English speaker required.
Thank you for taking the time to read my post.
To Whom It May Concern…which should be everyone.
As an English teacher, I want my classroom to feel inclusive because it is very diverse. I also want students to be engaged. If you look at the proposed required curriculum, especially at the high school level, you will see a clear theme that is very exclusive to a European/White, Christian, conservative stance. After looking at what could be required, put yourself back in a Texas classroom, or think about your child that is or will be in a Texas classroom. Is this what you want? If not, you need to make sure your voice is heard.
You can click on each link or just select a few to get an understanding of what is being proposed. If you want to share your opinion, you can use the following link to the public comments for the Texas Education Agency.
Public Comments Link: https://form.jotform.com/210613021857144
Public Comments are open until June 15, 2026.
Proposed New 19 TAC Chapter 110, Texas Essential Knowledge and Skills for English Language Arts and Reading, Subchapter A, Elementary, §110.10, Literary Works Lists, Kindergarten-Grade 5, Adopted 2026; Subchapter B, Middle School, §110.30, Literary Works Lists, Grades 6-8, Adopted 2026; and Subchapter C, High School, §110.70, Literary Works Lists, High School, Adopted 2026
Summary: The proposed new sections would add lists of literary works to be taught in each grade level as required by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
Required Literary Works - Kindergarten
Required Literary Works - Grade 1
Required Literary Works - Grade 2
Required Literary Works - Grade 3
Required Literary Works - Grade 4
Required Literary Works - Grade 5
Required Literary Works - Grade 6
Required Literary Works - Grade 7
Required Literary Works - Grade 8
Required Literary Works - English I
Required Literary Works - English II
Required Literary Works - English III
Required Literary Works - English IV
Hey guys, I've hit a massive bottleneck with my English and could really use some app or resource recommendations.
My passive vocabulary and comprehension are decent (around B1-B2), but my active speech is slacking. Traditional apps don't work for me because they just test "English-to-native" translation, which only trains recognition. I need tools that force actual output, active recall, or fill-in-the-blanks to drag these words into my speech.
Two main things I'm trying to fix:
Learning in "chunks" and collocations. I want to stop translating word-for-word in my head. I need to practice natural word pairings, phrasal verbs, and conversational phrases so I can speak in pre-assembled blocks rather than isolated words.
"Domestic" fluency. I have huge gaps in basic, everyday English—things native speakers know from childhood but aren't taught in schools. Think specific kitchen utensils, household appliances, chores, etc. I need to master this alongside regular conversational and professional English.
Are there any platforms or methods that focus on context, reverse translation (native to English), and active production instead of just passive multiple-choice?
Thanks a lot!
In all of your years teaching, what would you say has been your most "innovative" or engaging lesson(s) or unit (s) that you're proud of? Trying to get some great ideas from the smartest people ever- my fellow teachers!
Hey all,
I’m an engineer working with a few middle school ELA/History teachers, and they keep saying how long it takes to grade student essays, especially when you want to give good feedback. So I built a tool to hopefully make that process faster.
It’s completely free to try, and I’d love brutally honest feedback, especially from people actually teaching or grading. Not here to spam or force anything on anyone, genuinely want to make something useful for ELA/History people or similar.
Link: graidemind.com
I would love to know:
Is this actually useful?
What kind of feedback do your students need most?
What would make this something you would seriously consider using in your class?
Thanks in advance, even “this sucks” or “I hate it” is appreciated.
Hi so my school doesn't have any teacher yet and we are writing exams in January. Can anyone teach me please because if I doesn't start now then I will fail for sure
"I am Bic Pentameter"
they dont seem to remember the phrases, sentences, words i tell them to use. i do use english more than my native language in class. we focus a lot on translation based learning and i have been wondering if there are any other learning styles that are more effective as well
Hi everyone,
I will teach High School English at an American school next year, and I’d love some advice from teachers familiar with the American curriculum.
I do have experience teaching high school English, but only in a public high school of a non English speaking country where students were working toward a B2 level, and the curriculum was very structured with fixed units to follow each year. Because of that, I feel a bit lost about the “unspoken” expectations in US high school English, what students are normally expected to know, common routines, essay expectations, literature analysis, etc.
Of course I’ll ask my HOD for guidance when the time comes, but I also want to make a good first impression and do my homework beforehand instead of arriving completely clueless. I’ve read a few states common core states standards, but it doesn’t really help.
If any experienced teachers could give me advice, suggest resources, curriculum maps, or general tips for someone transitioning into American curriculum English, I’d really appreciate it. Thank you!!!
Hi everyone 👋
I’ve been experimenting with ways to increase speaking participation in my A2–B1 classes, especially with students who tend to stay quiet or rely on short answers.
I designed a communicative lesson around expressing opinions using home design and interior decoration as the topic.
The idea was to create a structured speaking flow that gradually pushes students from guided responses to freer discussion.
The lesson includes:
What I’m trying to evaluate is whether this kind of structure actually helps students:
For those of you teaching similar levels:
Would really appreciate hearing how others approach this 😊
I came upon this concept of using "meteor sentences" in class (Reading/ELA). A quick search for more information or resources didn't turn up much, so I come to you. Does anyone have any quality info/resources to help?
Thanks, reddit-folk!
I tutor English online for UK students (I'm in South Africa). We work in Teams and Pencil Spaces. Recently I've had to give a student a serious "I'm disappointed, you're better than this, etc" shpiel about him using AI to generate his assigned creative writing work (entirely without my knowledge).
My boss (she got me the students and handles admin stuff) has told me I now have to make the student share his screen for most/all of his lessons so I can make sure he's not using AI. I understand her reasoning and I don't exactly disagree that it's the only way to 100% ensure he's not using AI, but I really feel that its a bridge too far, and that it's an invasion of his privacy. I'm not even sure it would be allowed knowing how strict UK law is around kids and tech and what have you. The parents are also all for it but even still. Should I just go ahead and have him screen share from now on? I've had a couple other problems with this boss before but I put up with her because its money in the bank, but I am a bit paranoid she's getting us both into ethical and/or legal trouble.
Hi everyone! I’m planning the first session of a new unit for 4th grade Primary English school.The main goal of the warm-up is to detect prior knowledge about the topic vocabulary. My class has 20 students and includes a student who has ASD, another who has ADHD and two slow learners.
I’m comparing three thinking routines:
Option A – Quick Write / Quick Draw
A head divided in two halves: one side for a quick drawing, the other for words or short sentences about the topic. 4 minutes. Done again in the last session to compare both versions.
Option B – Black Chocolate (Knowledge Cake)
A layered cake graphic organizer. In session 1, students only fill the bottom layer: “Something I already know about the topic” (words only, no pressure). They complete upper layers throughout the unit. By the last session the cake is full and they can see how much they’ve learned.
Option C – 3-2-1 Bridge
Students write 3 things they know, 2 questions they have and make 1 drawing. They repeat the exact same exercise in the last session and compare both to see what changed and whether their questions were answered.
My workload never gives me enough time to actually prepare lessons, lessons are supposed to all be pre prepared by the school but they are always awful and unteachable, or usually only last for less than half of the expected time. So I need some good useful time fillers
THIS WAS MY RESPONSE IM NOT SURE HOW WELL I DID COMPARE IT TO YOUR ANSWERS YOUR WROTE
Unseen Poetry — Not It
The question was on how the writer presents being alone through the game of hide and seek.
I argued that loneliness is initially presented as something frightening and psychologically overwhelming, before later becoming something emotionally isolating and creating the feeling of being left out and having no one to talk to and finally something that can potentially be accepted or overcome. I interpreted the game of hide and seek allegorically, suggesting it symbolises the transition from childhood into adulthood and the emotional struggles, insecurities and doubts that accompany growing up.
In my first paragraph, I analysed the dark imagery in “left behind to count down in the dark” and argued that it presents loneliness as frightening and connected to fear of the unknown. I also explored the recurring “day turns to night” imagery, suggesting it symbolises both the loss of light reinforcing the fear associated with alone but it also universalises the fear felt by people through the transition from childhood into adulthood, as the cyclical movement from day to night mirrors experiences every person goes through and reflects how loneliness becomes an unavoidable part of growing up.
In my second paragraph, I argued that the poem shifts from fear of being alone to emotional entrapment and isolation. I analysed “without a hiding spot” as a metaphor for lacking a place or person to find emotional comfort and security, leaving the speaker psychologically trapped and vulnerable. I also discussed the image of “grown-up clothes that don’t quite fit” as symbolising emotional discomfort, alienation and difficulty adapting to adulthood, almost suggesting the speaker feels emotionally out of place within the adult world. I linked this to the enjambment, arguing that the fast-moving pace reflects the speaker’s desperation to fit in, avoid isolation and escape the psychological pressure of being alone.
In my final paragraph, I analysed the cyclical structure of the poem, beginning and ending with “Not It”, and argued that loneliness is presented as a constant cycle within life. However, I suggested the contrasting image of the grown-up clothes finally ‘fitting’ implies acceptance, emotional maturity and personal growth, while no longer being “the seeker” symbolises overcoming isolation and fear. I concluded by arguing that the poet ultimately suggests the cycle of fearing loneliness and being alone can be broken through self-realisation, emotional maturity and acceptance.
Poetry Comparison — If— and Blessing
The question was on the different ways the poems present positive feelings.
In my first paragraph, I focused on the differences between the poems. I argued that in If—, Kipling presents positive feelings as something which must be earned through self-mastery, perseverance and Victorian stoicism rather than something immediately experienced. I analysed the personification of “Triumph and Disaster” and argued that by presenting them as “two impostors”, Kipling suggests emotional fulfilment comes from remaining mentally disciplined and emotionally controlled regardless of success or failure. I linked this to the idea that positive feelings in the poem are achieved through resilience, emotional restraint and perseverance rather than temporary pleasure or emotional excitement. I also talked about the humility aspect and talked about that. Also talked about anaphora of if creating a reflective tone etc which mirrors the fathers advice.
I then contrasted this with Blessing, where I argued that positive emotions are presented as becoming greatly intensified and appreciated because of the community’s prior experiences of scarcity and deprivation. I focused on the first two lines and also on how the sudden arrival of water temporarily transforms the community emotionally because of how deprived they previously were. I also analysed the enjambment and flowing structure, arguing that it creates a frantic and overwhelming tone which reflects both the desperation of the community and how rare moments of happiness become emotionally amplified because of their suffering and scarcity.
In my second paragraph, I explored the similarities between the poems by arguing that both poets ultimately present true fulfilment and happiness as something connected to long-term longevity and security rather than temporary solutions or short-term material comfort. For If—, I analysed the final lines about “the Earth and everything that’s in it” becoming yours, but argued that “you’ll be a Man, my son!” is presented as the more important reward, suggesting fulfilment comes from long-term emotional maturity, self mastery and and long term discipline rather than material ownership. I also analysed the enjambment and continuous flowing structure, arguing that it reflects the need for constant perseverance and ongoing self-discipline in order to achieve fulfilment.
For Blessing, I focused on the juxtaposition between the excitement surrounding the water and the recurring imagery of poverty in the final stanza, suggesting the happiness is only temporary because the deeper issue of deprivation still remains unresolved. I argued that the breaking of the pipe offers temporary emotional relief rather than true or permanent happiness, therefore both poems ultimately suggest that genuine fulfilment cannot come from temporary material satisfaction alone.
Of Mice and Men
The question was on how Steinbeck presents George as a caring person.
I argued that Steinbeck presents George and Lennie’s relationship as unusual in order to criticize the selfish and capitalist society of Great Depression America, where genuine companionship is made difficult by the harsh lives of itinerant workers and a culture of disposability and isolation. I explored the animal imagery surrounding Lennie, particularly the parallels with the mice, Candy’s dog and the repeated bear imagery, and suggested a Darwinian interpretation where Lennie’s death becomes inevitable within a society shaped by ideas similar to survival of the fittest. I linked this to how Steinbeck presents vulnerable people as disposable within capitalist America and how he criticizes it.
I then argued that George’s care is also presented as flawed and conflicted, as his frustration and desire for freedom are shaped by capitalist social structures which normalise emotional detachment and shallow lifestyles centred around alcohol and brothels rather than genuine human connection. I explored how George’s moments of frustration towards Lennie are not presented as simple cruelty but as a product of the emotional pressure and isolation created by the society they live in.
In my third paragraph, I argued that George’s care is presented as initially tragically futile, as despite his sacrifices it ultimately fails to achieve the dream of “living off the fatta the lan’” and instead results in Lennie’s death, although Steinbeck ironically still offers a slight sense of hope through Lennie partially achieving the dream by finally possessing his own “piece of land”, which symbolically becomes his grave. I also explored how Steinbeck uses this tragic irony to criticise the society and economic conditions which make genuine dreams and companionship almost impossible to sustain.
In my final paragraph, I discussed how the failure of George’s care for Lennie, ultimately resulting in his death, links to the Friday–Sunday structural parallels and religious and reversal imagery. I argued that Steinbeck may deliberately reverse Christian ideas of resurrection and hope in order to criticise the illusion of relying on religion within such a hopeless and broken society rather than individuals being proactive themselves. I linked this to how Lennie begins a new life at the ranch on Friday and dies on Sunday, which I compared to the Bible where Jesus is crucified on Friday and resurrected on Sunday.
Dear all:
I have some exciting news for you! I am happy to announce that we are in the process of reviving this community. I am pretty hopeful that a community for humanities in general can be a thriving place on Reddit.
This community has been dormant for almost six years and it is currently listed as "Restricted" (this will change soon), but we believe it is time to relaunch and build this community. Your help, of course, is crucial in this entire process.
I will be posting some of my own writings and educational content soon, so that we can keep the community going, but as soon as we are able to make the community open (it requires requesting Reddit to change the status of the community), all those interested in humanities are and will always be welcome.
Thank you all so much!!

I am a high school student (18 F) hoping to start university next September. I am a patient and enthusiastic learning partner, who is passionate about helping everyone enhance their language skills.
Rate: UK Minimum Wage, which is £10.85/ hour
Lessons: Online ONLY (FaceTime or audio)
What do I offer?
- Unstructured English Language conversation practice in professional and appropriate conversation topics- literature, film, philosophy, art, world affairs, sports, history and more.
- Personalised and accurate spelling and grammar checks for essays, presentations, CVs and résumés.
- Willing to prepare and create resources based off of students requests, ie Anki or Quizlet vocabulary flash cards.
- A competitive rate; similar services on Preply and Cambly will charge customers around $20 reportedly.
- A welcoming and positive attitude.
- No use of AI writing tools or grammar checking; I pledge that this introduction was written completely by a human.
How am I qualified?
- Education:
Grade 9 (equivalent to an A*) in GCSE English Literature
Grade 9 (equivalent to an A*) in GCSE History
Grade 9 (equivalent to an A*) in GCSE Religious Studies
Grade 7 (equivalent to an A) in GCSE English Language
Grade 7 (equivalent to an A) in GCSE Fine Art
Grade 6 (equivalent to a B) in GCSE Mathematics
Grade 6 (equivalent to a B) in GCSE Drama
Grade 6-6 (equivalent to a B) in GCSE Double Science
A* predicted grade in English Literature A-Level
A* predicted grade in Sociology A-Level
A* predicted grade in History A-Level
(These grades are predicted, not achieved)
- Work Experience:
(Volunteer) ENGLISH TEACHING ASSISTANT
Last year, I was a high school teaching assistant for a Year 8 Literature and Language class. I helped develop grammar, spelling and reading comprehension abilities for boys aged 12-13, whilst studying texts by Shakespeare and Shelley (Frankenstein).
CAMP COUNSELOR
Last summer, I worked at a week long summer camp, which prepared boys for their life at high school in London. I organised team building activities and sports games, whilst collaborating with a team of fellow counselors.
MUSEUM ASSISTANT
Whilst studying, I work part time at a local heritage house and museum. In this role I have a range of responsibilities, such as working on reception, setting up for events, such as weddings, and bartending for private events.
NOTE: I have no formal English language teaching qualifications. I am a prospective university student looking for extra work, however I do have relevant work experience and lower level educational qualifications; I am also charging a competitive rate.
Ideally you will have…
- Anywhere between a beginner and advanced English learner looking to improve; I am not bilingual therefore unfortunately I cannot accommodate complete beginners.
- Ability to transfer payment in pounds through PayPal or direct transfer.
- A desire for consistent tutoring (for example, weekly basis) although I am also open to one-off lessons.
- A secure Wi-Fi network.
- Availability for lessons from 7am-10pm British Standard Time.
All ages and nationalities welcome! Please DM if you are interested.
💕💗💖
