Speak English Without Fear: Keep the Conversation Going When Your Mind Goes Blank

Someone asks Emily, “What did you like about the workshop?” She knows the answer. She can feel it in her head. And then, nothing. What comes out of her mouth is “Sorry. My English is bad,” followed by a smile that Emily describes as wanting the floor to open.

Paul does not tell her to be braver. He gives her something to say instead: “Give me a second to think. I liked the part about taking photos in low light.” Two sentences, no speech about fear, and the conversation is still hers.

That is the whole spirit of this episode. Paul and Emily are clear that they are not promising the fear goes away. They practise what to do while it is there: when your mind goes blank, when one word disappears, when a question is unclear, and when your own sentence comes out the wrong way. Each problem gets its own small move, and the episode shows you how to choose between them.

This page helps you learn with the episode. The YouTube description marks it for B1 learners, but the language is short and the moves are simple enough to try at any level above beginner.

Watch the episode: Speak English Without Fear | Continue Even When You Make a Mistake | Daily Life English on YouTube

Time: about 29 minutes to listen, and 25 minutes for the practice.

Before you listen: think of the last time your mind went blank in English. Write one sentence you wish you had said. Keep it. When you reach the first pair of phrases in the episode, check whether yours was close.

How to use this page: listen once without stopping, then read the key idea and the useful language. The practice section follows the video, so you can pause at the weekend conversation, the volunteer role-play, the quiz and the final challenge. The full transcript is at the bottom.

What You’ll Learn

• What “speaking without fear” can honestly mean: not never feeling nervous, but having something useful to do when the nerves show up
• Why a pause is not the problem, and why the habit of hiding it makes the silence feel bigger
• How “Sorry, my English is terrible” changes the topic and puts the other person in charge of comforting you
• How to buy time without ending your turn: Give me a second to think.
• How to make the answer smaller than the one in your head: Let me start with one thing.
• What to say when one word disappears, and why a simpler word often works as well: I lost the word for a second.
• How to ask instead of guess when a question is unclear: Do you mean…?
• How to repair a sentence without restarting the whole conversation: Let me say that again. and What I wanted to say was…
• Why a misunderstanding can happen even when your English is correct
• Three more accurate ways to talk about speaking pressure, instead of I always forget everything
• Chunking: saying Give me a second | to think in two calm pieces
• Two role-plays, a quiz of five situations and a final speaking challenge

Key Idea

The pause is not the problem. The question is what you do with it.

Paul says this at 00:52, and the rest of the episode builds on it. A blank moment feels private inside your head, but a conversation is shared. A short signal tells the other person what kind of moment this is, so they can wait, help, or rephrase. A pause you hide leaves them guessing. A pause you name keeps them with you.

The second idea is that “blank” is not one problem. The episode separates five of them and gives each one its own move:

What is happening	The move	Example from the episode
You know the answer but need a moment	Give me a second to think.	Give me a second to think. I liked the part about taking photos in low light.
The answer in your head is too big	Let me start with one thing.	Let me start with one thing. I usually walk home if the weather is good.
One word has disappeared	I lost the word for a second.	I lost the word for a second. It helps me relax after sitting all day.
You are not sure what the question means	Do you mean…?	Do you mean free time when I’m alone?
Your sentence went the wrong way	Let me say that again. / What I wanted to say was…	What I wanted to say was, I need a little time before I feel comfortable talking to someone new.

At 10:17 Paul adds the line to remember when you choose: “Three different problems, three different moves.” The goal is not to use every phrase every time. It is to use the move that matches the real problem.

Task Language from the Episode

Here are the six main phrases in the order the hosts teach them.

Phrase	What it does	Example from the episode
Give me a second to think.	buys a little time without ending the turn	Give me a second to think. I wanted to meet people in the neighborhood and do something useful on weekends.
Let me start with one thing.	starts smaller than the big answer in your head	Let me start with one thing. I helped at a book donation event last year.
I lost the word for a second.	says what happened when one word goes missing, then you continue	Mostly buildings and… I lost the word for a second. Small details on buildings.
Do you mean…?	checks the meaning of a question instead of guessing	Do you mean why I decided to come?
Let me say that again.	repairs one sentence and keeps going	Let me say that again. I don’t mind portraits, but I feel more relaxed taking pictures of places.
What I wanted to say was…	corrects the meaning when the first version said the wrong thing	What I wanted to say was, I need a little time before I feel comfortable with new people.

Support language from the second half of the episode:

Phrase	What it does
Could you say that another way?	asks for another version when the wording is the obstacle
I sometimes need a second before I answer.	describes the pattern instead of using a big label
Sometimes I lose a word when I’m under pressure, so I use a simpler one.	says what you actually do, and what helps
I’m better once the conversation gets started.	describes how you speak without saying “I’m terrible”

Notes from the episode:

• The blank moment (00:05). Emily had an answer in her head, and then nothing. She apologised and smiled. Paul’s replacement keeps the apology out and the answer in.
• What “without fear” means here (01:14). Emily puts it in her own words: not becoming a person who never feels nervous, just having something useful to do when nerves show up. Paul adds: “We’re not promising that fear disappears. We’re practicing how to keep communicating when you feel pressure.”
• Hiding the pause (01:43). Emily’s worst habit is trying to hide it. She thinks, “Quick, say something intelligent,” and the thought makes the silence feel even bigger.
• The apology changes the topic (02:37). “Sorry, my English is terrible” means the other person now has to comfort her instead of talking about the workshop. Giving yourself a moment and answering does the opposite.
• Let me think is fine too (03:00). Emily asks. Paul says it is common and simple, but today’s phrases each have a clear job in a difficult moment.
• A small doorway (04:01). Let me start with one thing gives you an entrance to the answer. Emily: “I need a perfect answer” feels heavy. “One thing” feels possible. Paul’s distinction: you do not need to finish the whole answer before you begin the first sentence.
• One missing word (05:20). The phrase is useful when the problem is one word, not the whole idea. If the word comes back, good. If not, use a simpler word or a short description. Forget unwind? Say relax. The listener needs your meaning, not proof that you remembered the fanciest word.
• A conversation is shared (07:05). Emily’s small first answer created the next question. She does not have to carry the entire conversation alone. One answer, then listen.
• Guessing versus asking (07:28). Emily understands about 80% and guesses the last 20% so she does not look lost. Paul: the guess can create a bigger problem than the clarification.
• A normal move (08:42). Do you mean…? is not a sign that you failed. It is a normal conversation move. When Emily hears the tiny voice saying “Everyone else understood,” Paul answers that we cannot know that, and that checking gives both people a better chance to continue.
• Repair one sentence (10:52). The restart is often unnecessary. Say Let me say that again and give the better sentence. “Please, no apology parade.”
• Repair the meaning (11:43). What I wanted to say was… is for the case where the first sentence said something you did not mean, such as I don’t like talking to new people, which sounds as if you dislike people.
• Phrases that keep the listener informed (16:06). Whether you need time, clarification or a restart, a short signal tells the other person what is going on.
• Describe the pattern, not the identity (16:29). I sometimes need a second before I answer is less final and more accurate than I can’t speak English when I’m nervous.
• Impatient listeners (17:17). Paul is honest: we cannot control every listener, and these phrases do not guarantee patience. They give you a clear move.
• A meaning mismatch, not a grammar failure (20:34). “The number 12 bus” is a correct answer to the wrong question. “Repair is one of the things conversations do.”
• Chunking (21:18). The pronunciation focus. Say Give me a second and to think as two meaning groups, calmly. Rushed, the phrase sounds like an apology for itself.

Habits to Replace

First reaction	Better reaction	Why
Sorry, my English is terrible.	Give me a second to think. Then answer.	The apology changes the topic. The second sentence keeps the door open.
Trying to hide the pause	Say Give me a second to think out loud	A named pause is part of the answer. A hidden one leaves the listener guessing.
Building one beautiful, complete answer before speaking	Let me start with one thing.	One thing feels possible. The next question will tell you what comes next.
Stopping when one word is gone	I lost the word for a second. Then use a simpler word	The sentence after the announcement matters more than the announcement.
Answering the question you hope they asked	Do you mean…?	A guess can create more work than a question.
Restarting the whole paragraph after one mistake	Let me say that again.	Repair one sentence and keep going.
Never mind.	What I wanted to say was… and the idea again, simpler	“Never mind” can close the door when the listener was ready to help.
I can’t speak English when I’m nervous.	I sometimes need a second before I answer.	Specific, less final, and more accurate if that is what happens.
I always forget everything.	Sometimes I lose a word when I’m under pressure, so I use a simpler one.	Describes a pattern and a way of handling it.
I’m terrible at conversations.	I’m better once the conversation gets started.	A pattern, not an identity.

Practice with the Episode

1. Listen for details

Use the times below. They match the video. Try to answer before you read the answers.

1. 00:05, the workshop question. What was Emily asked, and what happened in her head?
2. 00:23, the first reaction. What did Emily say, and what does Paul suggest instead?
3. 02:37, the apology. Why does Emily say that “Sorry, my English is terrible” changes the topic?
4. 03:20, the job. What is the job of Give me a second to think?
5. 04:18, the first distinction. What does Paul say you do not need to do before you begin?
6. 05:20, the missing word. When is I lost the word for a second useful, and what can you do if the word does not come back?
7. 07:28, the 80%. What does Emily do with the part she does not understand, and what is the problem?
8. 08:10, time to yourself. What does time to yourself turn out to mean, and how does Emily answer?
9. 11:16, the class. What is Emily’s first answer to “Why did you join the class?” and what is the repair?
10. 18:37, the bus. What does “So, what brought you here?” turn out to mean, and what does Emily do?
11. 20:34, mismatch. What is the difference between a meaning mismatch and a grammar failure?

Answers

1. “What did you like about the workshop?” She had an answer in her head, and then her mind went completely blank.
2. “Sorry. My English is bad.” Paul suggests: “Give me a second to think. I liked the part about taking photos in low light.”
3. Because the other person now has to comfort her instead of talking about the workshop.
4. Buying a little time without ending the turn.
5. Finish the whole answer before you begin the first sentence.
6. When the problem is one missing word, not the whole idea. Use a simpler word or a short description and keep the answer moving. For example, relax instead of unwind.
7. She guesses the last 20% because she does not want to look lost. Paul says the guess can create a bigger problem than the clarification.
8. Free time when she is alone. She answers: “A little, usually on Sunday morning.”
9. “Because I am afraid from speaking… sorry, sorry, I mean—” The repair: “Let me say that again. I joined because I want more practice speaking with other people.”
10. It means “Why did you decide to come to this volunteer event?” Emily first answers “The number 12 bus,” then checks: “Do you mean why I decided to come?”
11. A grammar failure is a wrong sentence. A meaning mismatch is a correct sentence that answers a different question. Real conversation includes both, and repair works for both.

2. Say it out loud

Say each phrase in two calm pieces. The episode teaches the chunking for the first phrase; the breaks in the other phrases are for practice on this page.

1. Give me a second | to think.
2. Let me start | with one thing.
3. I lost the word | for a second.
4. Do you mean | why I decided to come?
5. Let me say | that again.
6. What I wanted to say was, | I need a little time before I feel comfortable with new people.

Then do what Paul and Emily do at 21:47: put the first phrase inside a mini-dialogue. Ask yourself “What did you think of the talk?”, say “Give me a second to think,” and finish with a real sentence: “I liked the example near the end.” Do it twice. The second time, make it a little smoother and slower, not faster.

3. Role-play: the weekend conversation

At 12:37 Paul and Emily pretend to be classmates after an evening course. They have spoken a few times but do not know each other well. Paul asks normal questions. Emily answers with whatever English she has.

Play it yourself before you listen to Emily. Cover her lines and answer Paul’s questions out loud:

1. What do you usually do on weekends?
2. What kind of things do you do outside?
3. What do you like photographing?
4. Do you like taking portraits too?
5. Do you usually go alone?

Use any of the six phrases if you need them. Then listen to how Emily handles it. She uses Give me a second to think for the first question, Let me start with one thing for the second, I lost the word for a second in the middle of the third, Let me say that again for the fourth, and Do you mean when I go out to take photos? for the fifth. At 14:22 Paul points out what happened: she paused, lost a word, repaired a sentence, checked one question, and the conversation still sounded like a conversation.

4. Role-play: the volunteer orientation

At 18:22 the setting changes. You are at a local volunteer orientation. You have spoken to one organizer for about two minutes. During a short break, he asks, “So, what brought you here?”

Stop the video there and answer as you naturally would. Then listen to Emily answer “The number 12 bus.” If you had the same instinct, you are in good company. Notice what happens next:

1. Paul explains what he meant.
2. Emily does not freeze. She checks the meaning: “Do you mean why I decided to come?”
3. She buys a moment, then answers: “I wanted to meet people in the neighborhood and do something useful on weekends.”
4. When the organizer asks what she did at a book donation event, she loses a word and keeps going: “I helped sort the books and show people where to take them.”
5. When he mentions the book table next month, she simply responds: “That could work for me. What day is it?”

Paul’s comment at 20:07 is the point of the whole role-play: “Now you don’t need a special fear sentence. Just respond.”

5. Repair the sentence

Fix each one. Check against the episode afterwards. Items 1 to 4 come from the episode. Items 5 and 6 are written for this page.

1. You are asked “Why did you join the class?” and you say: “Because I am afraid from speaking… sorry, sorry, I mean—”
2. You say “I hate meeting new people,” but that is stronger than what you mean.
3. Someone asks “Are you into cooking?” and you are not sure what into means.
4. You say “Mostly buildings and…” and the next word is gone.
5. You are asked “What did you think of the talk?” and your first reaction is “Sorry, sorry, my English is terrible, sorry.”
6. You say a strange sentence and your first reaction is “Never mind.”

Answers

1. Let me say that again. I joined because I want more practice speaking with other people.
2. What I wanted to say was, I need a little time before I feel comfortable with new people.
3. Do you mean, do I enjoy cooking?
4. I lost the word for a second. Then use a short description: Small details on buildings. Doors, windows, signs, things like that.
5. Give me a second to think. I liked the example near the end.
6. What I wanted to say was… and then give the idea again in a simpler way.

6. Quick quiz

Five situations, written for this page. Answer in your head or aloud, then check. Choose the move that matches the problem.

1. Someone asks, “What was the best part of your weekend?” You know the answer, but you need a moment.
2. Someone asks, “What is your town like?” You have ten ideas and do not know where to begin.
3. Someone asks, “Are you up for a walk after the class?” You are not sure what up for means.
4. You are describing your trip and you need a word for the paper you show at the station. It has gone.
5. You said, “I never talk to anyone at work,” but you meant that you do not talk much in the morning.

Answers

1. Give me a second to think.
2. Let me start with one thing.
3. Do you mean, do I want to go for a walk with you?
4. I lost the word for a second. Then describe it: the paper that shows I paid for the train.
5. What I wanted to say was, I don’t talk much in the morning.

7. The final challenge

At 24:00 the episode sets a challenge that feels like a real conversation, not five separate questions. You talk to someone after a local class, workshop, meetup or community event. Choose something ordinary and true enough to talk about, and speak for 60 to 120 seconds.

The task, from the episode:

• Start with a normal answer.
• If you need a second, say so.
• If the question is unclear, check it.
• If one sentence comes out wrong, repair it.
• Add one useful detail.
• Then return the conversation naturally.
• Use at least four of today’s main phrases if they fit.

The situation: a person you met at a weekend event asks, “What have you been enjoying lately?” They listen, then ask why you like it. Later, they ask one question you do not fully understand. Near the end, one of your sentences gives the wrong impression and you need to repair it. Paul: “You are not trying to avoid every pause. You are practicing what to do when one arrives.”

Record yourself if you can. After listening to Emily’s shorter model at 26:08, try your own, and listen for your pause. Did it stay inside the conversation?

8. Personalize it and retry

Choose your own ordinary topic: cooking, games, exercise, reading, music, a class, a place you visit, a project, or something else you can talk about comfortably. Then retry once, the way Paul asks at 26:58. This time, do not prepare the whole answer. Begin with only the first useful sentence and let the next imagined question decide what comes next. Use a recovery phrase only when you genuinely need it.

Emily’s verdict at 27:20 is worth testing on yourself: the first version makes her want to plan everything, and the second one makes her trust the conversation a little more.

9. Write in the comments

Write three lines for the comment section on YouTube:

1. The phrase from the episode you want to use first.
2. One ordinary question you will ask yourself in English today.
3. Your answer, in one or two sentences, with Give me a second to think if you need it.

The small action for today

Paul’s last task at 28:31 is small on purpose. Today, ask yourself one ordinary question in English, something like “What did you enjoy today?” Answer it once. If you need time, say “Give me a second to think” out loud instead of hiding the pause.

Keep Practicing

Want a guide you can use without the episode? Read What to Say in English When Your Mind Goes Blank. It sorts the five kinds of speaking trouble and gives you drills with answers. If the problem is mostly hearing, see How to Ask Someone to Say It Again in English and How to Understand Natural English When You Miss Words (Catch the Main Message First). For the group-discussion version of repairing a messy sentence, see How to Join a Conversation and Disagree Politely in English. Two other episodes from the same series: Communicate with Confidence Without Waiting for Perfect English and How to Make Your Brain Think in English.

Chapters

• 00:00 When Your Mind Goes Blank
• 01:13 What “Speaking Without Fear” Really Means
• 03:14 Give Yourself Time to Think
• 05:06 What to Do When You Lose a Word
• 07:47 Clarify Instead of Guessing
• 09:17 Quick Practice: Choose the Right Recovery Move
• 10:30 Repair a Sentence Without Restarting
• 12:37 Real Conversation Practice
• 14:43 Common Mistakes When You Feel Nervous
• 16:29 Better Ways to Talk About Speaking Pressure
• 18:18 Role-Play: “What Brought You Here?”
• 21:18 Pronunciation Practice: Chunking
• 22:29 Quiz: Five Recovery Situations
• 24:00 Final Speaking Challenge
• 28:28 One Small Action to Practice Today

Full Transcript

Paul: Emily, you look like you were still thinking about something.

Emily: I am. Yesterday someone asked me, “What did you like about the workshop?” I knew the answer. I had an answer in my head. And then—nothing. My mind went completely blank.

Paul: What came out?

Emily: “Sorry, my English is bad.” Then I smiled like I wanted the floor to open.

Paul: Oh, try this instead: “Give me a second to think. I liked the part about taking photos in low light.”

Emily: That feels very different. I still pause, but I don’t disappear from the conversation.

Paul: Exactly. The pause is not the problem. The question is what you do with it. And later, there’s a harder moment: a perfectly normal question will mean something different from what you first think it means.

Emily: Ah, so I’m going to misunderstand something.

Paul: Maybe. And you’re going to have to stay in the conversation anyway.

Emily: Okay. That is much closer to what “speaking without fear” means to me. Not becoming a person who never feels nervous. Just having something useful to do when nerves show up.

Paul: Right. We’re not promising that fear disappears. We’re practicing how to keep communicating when you feel pressure, when a word goes missing, or when you need another second.

Emily: I like that, because my worst habit is trying to hide the pause. I think, “Quick, say something intelligent.” And that thought makes the silence feel even bigger.

Paul: Let me ask you about the workshop. What did you actually like?

Emily: Give me a second to think. I liked the part about taking photos in low light.

Paul: There you go. Did that second hurt the conversation?

Emily: No. Actually, it helped. I knew where I wanted to start.

Paul: And notice what you did. You didn’t explain your fear. You didn’t apologize for existing. You simply gave yourself a moment and then answered.

Emily: That’s important. Because “Sorry, my English is terrible” changes the topic. Now the other person has to comfort me instead of talking about the workshop.

Paul: Exactly. If you truly need time, you can say, “Give me a second to think.” It tells the listener what is happening and keeps the door open.

Emily: Is “Let me think” okay too?

Paul: Absolutely. “Let me think” is common and simple. But today I want a few phrases that have clear jobs in a difficult moment. The first is “Give me a second to think.”

Emily: So the job is buying a little time without ending the turn.

Paul: Yes. And the next job is starting smaller than the big answer in your head. Suppose I ask, “What did you enjoy about the workshop?”

Emily: My brain wants to make a beautiful answer about creativity, light, people, confidence, all of it.

Paul: Which is a lot to build at once.

Emily: Hmm. Let me start with one thing. I liked the part about taking photos in low light.

Paul: Good. “Let me start with one thing.” That phrase gives you a small doorway into the answer.

Emily: I can feel the difference. “I need a perfect answer” feels heavy. “One thing” feels possible.

Paul: That is our first useful distinction: you do not need to finish the whole answer before you begin the first sentence.

Emily: Here, the moment is already mine. Someone asked me a question. I’m trying not to abandon my own turn.

Paul: Exactly. One-to-one pressure, a blank moment, then recovery.

Emily: Let me try a different question.

Paul: Sure. What do you usually do after work?

Emily: Give me a second to think. Let me start with one thing. I usually walk home if the weather is good.

Paul: Nice. And if I ask, “Why do you like walking home?”

Emily: Because it helps me… oh. I lost the word.

Paul: Stay with me.

Emily: I lost the word for a second. It helps me relax after sitting all day.

Paul: There. “I lost the word for a second” is useful when the problem is one missing word, not the whole idea.

Emily: That phrase feels honest without becoming dramatic.

Paul: Right. It says what happened, then you continue. The sentence after it matters more than the announcement.

Emily: I can also describe around the word if I need to.

Paul: Yes. But here, the main skill is recovering your turn. If the word returns, great. If not, use a simpler word or a short description and keep the answer moving.

Emily: So if I forget “unwind,” I can just say “relax.”

Paul: Exactly. The listener needs your meaning, not proof that you remembered the fanciest word.

Emily: That takes some pressure off.

Paul: Let’s make the situation a little more real. Imagine you’ve just finished an evening class. A new classmate says, “Was the class useful for you?”

Emily: My first instinct is to say, “Yes, very useful.”

Paul: That works, but give me one more detail.

Emily: Give me a second to think. Yes, it was useful. Let me start with one thing. I liked the speaking practice because I had to answer quickly.

Paul: I see. And was answering quickly easy?

Emily: Not really. I sometimes knew the idea, but I needed time to make the sentence.

Paul: There’s the real conversation. A small first answer created the next question.

Emily: Which means I don’t need to carry the entire conversation myself.

Paul: Exactly. Fear often makes people feel they have to perform. But a conversation is shared. You give one piece; the other person gives something back.

Emily: That is a good reminder. One answer, then listen.

Paul: Now let’s add another common problem. Sometimes your mind is not blank. The question is unclear.

Emily: Oh, this is worse for me. I understand eighty percent, then I guess the last twenty percent because I don’t want to look lost.

Paul: And the guess can create a bigger problem than the clarification.

Emily: True.

Paul: If you are not sure what I mean, ask. “Do you mean…?” is one of the most useful small tools you have.

Emily: Give me an example.

Paul: “Do you get much time to yourself during the week?”

Emily: Hmm. I know the words, but I’m not fully sure what “time to yourself” means there.

Paul: Good. Don’t guess.

Emily: Do you mean free time when I’m alone?

Paul: Yes, exactly.

Emily: Then I can answer. “A little. Usually on Sunday morning.”

Paul: That was clean. The clarification did not make the conversation awkward. It made the answer accurate.

Emily: Let me try another one.

Paul: “Are you into cooking?”

Emily: Do you mean, do I enjoy cooking?

Paul: Yes.

Emily: Then yes, especially simple food at home.

Paul: Good. Notice that “Do you mean…?” is not a sign that you failed. It is a normal conversation move.

Emily: I know that logically. Emotionally, I sometimes hear a tiny voice saying, “Everyone else understood.”

Paul: We can’t know that. And we don’t need to build the lesson around that thought. We can focus on the communication fact: if meaning is uncertain, checking it gives both people a better chance to continue.

Emily: More useful, less mind reading.

Paul: Exactly.

Emily: Can we do a quick check?

Paul: Sure. I’ll give you three moments. Decide which move fits best: buy time, start small, or check meaning.

Emily: Ready.

Paul: “What was your favorite part of the trip?” You know the answer, but you need a moment.

Paul: Choose a useful response.

Emily: “Give me a second to think.”

Paul: Good. Next: “What do you think about working from home?” You have five ideas and don’t know where to begin.

Paul: Choose a useful response.

Emily: “Let me start with one thing.”

Paul: Good. Last one: “Do you get much time to yourself?” You are not sure what that phrase means.

Paul: Choose a useful response.

Emily: “What do you mean by that? Do you mean free time when I’m alone?”

Paul: Exactly. Three different problems, three different moves.

Emily: And if you’re listening without pausing, you still heard the decision: time, starting point, meaning.

Paul: Right. Now I want to make it harder. Suppose the first sentence comes out badly.

Emily: My specialty.

Paul: I doubt it’s your specialty, but go on.

Emily: I say something, hear it, and immediately think, “No, no, that sounded wrong.” Then I want to restart the whole conversation from the beginning.

Paul: That restart is often unnecessary. You can repair one sentence and keep going. A simple phrase is, “Let me say that again.”

Emily: So not five apologies first.

Paul: Please, no apology parade.

Emily: That is an image I will remember.

Paul: Imagine I ask, “Why did you join the class?”

Emily: “Because I am afraid from speaking… sorry, sorry, I mean—”

Paul: Stop there. Try the repair without judging yourself.

Emily: Let me say that again. I joined because I want more practice speaking with other people.

Paul: Much better.

Emily: And the important thing is that the second sentence carries the meaning forward.

Paul: Exactly. You can also use “What I wanted to say was…” if the first sentence gave the wrong meaning.

Emily: Example?

Paul: Say, “I don’t like talking to new people.”

Emily: That sounds like I dislike people.

Paul: Maybe that’s not what you mean.

Emily: Right. What I wanted to say was, I need a little time before I feel comfortable talking to someone new.

Paul: That is a real repair. You are not replacing a grammar error only; you are correcting the meaning.

Emily: I like that phrase because it tells the listener, “The first version was not quite my real point.”

Paul: Exactly.

Emily: So far, the pattern feels like this: stay in the turn, make the problem smaller, and communicate what you need.

Paul: Yes. And now you’re ready for a supported conversation.

Emily: Let’s do it.

Paul: Imagine we’re classmates after an evening course. We’ve spoken a few times, but we don’t know each other well. I ask a normal question. You answer with whatever English you have. If you need time, take it out loud.

Emily: Okay.

Paul: What do you usually do on weekends?

Emily: Give me a second to think. I usually have a slow morning on Saturday. Then I meet a friend or do something outside.

Paul: Nice. What kind of things do you do outside?

Emily: Let me start with one thing. I like walking around different parts of the city and taking photos.

Paul: Oh, I see. What do you like photographing?

Emily: Mostly buildings and… I lost the word for a second. Small details on buildings. Doors, windows, signs, things like that.

Paul: Got it. Do you like taking portraits too?

Emily: Not much. Let me say that again. I don’t mind portraits, but I feel more relaxed taking pictures of places.

Paul: That makes sense. Do you usually go alone?

Emily: Sometimes. Do you mean when I go out to take photos?

Paul: Yes.

Emily: Then usually alone, but sometimes a friend comes with me. How about you? Do you have a weekend hobby?

Paul: I do. I cook something that takes too long and then complain that it took too long.

Emily: That sounds extremely believable.

Paul: Notice what happened. You paused, lost a word, repaired a sentence, checked one question, and the conversation still sounded like a conversation.

Emily: Also, none of those moves were a speech about my fear.

Paul: Exactly. The emotion can be real, but the language action stays practical.

Emily: Can we look at a few mistakes people make when they’re nervous?

Paul: Yes, but let’s be fair. These are not “bad speaker” mistakes. They are communication choices that can make the moment harder.

Emily: First one: “Sorry, my English is terrible. Sorry. I’m so nervous. Sorry.”

Paul: Too much weight on the apology. A calmer version is, “Give me a second to think.” Then answer.

Emily: Second: someone asks a question I partly understand, and I answer the question I hope they asked.

Paul: Better: “Do you mean…?” and check the important part.

Emily: Third: one grammar mistake appears, and I restart the whole paragraph.

Paul: Better: “Let me say that again,” then repair only what matters.

Emily: Fourth: I forget one word and stop.

Paul: Better: “I lost the word for a second,” followed by a simpler description or simpler word.

Emily: Fifth: I make a strange sentence and say, “Never mind.”

Paul: That one can close the door even when the listener was ready to help. Try, “What I wanted to say was…” and give the idea again in a simpler way.

Emily: I notice something. All of these phrases keep the listener informed.

Paul: Exactly. A blank moment feels private in your head, but conversation is shared. A short signal helps the other person understand whether you need time, clarification, or a restart.

Emily: That makes the pause less mysterious.

Paul: Right. And there is another upgrade. Instead of saying, “I can’t speak English when I’m nervous,” try something more specific: “I sometimes need a second before I answer.”

Emily: That feels less final.

Paul: It is also more accurate if that is what happens.

Emily: Another one: “I always forget everything.”

Paul: Maybe: “Sometimes I lose a word when I’m under pressure, so I use a simpler one.”

Emily: And “I’m terrible at conversations.”

Paul: “I’m better once the conversation gets started.”

Emily: Oh, I like that. It describes a pattern without turning it into an identity.

Paul: Exactly. Clear description is more useful than a big label.

Emily: Let me challenge you. What if the listener is impatient?

Paul: Good question. We cannot control every listener. These phrases do not guarantee that every person will be patient or kind. But they give you a clear communication move. If someone asks a very fast follow-up, you can still say, “Give me a second to think.”

Emily: And if I still don’t understand?

Paul: “Do you mean…?” Or a support phrase like, “Could you say that another way?”

Emily: That one feels important.

Paul: It is useful, but I’d keep it as support language rather than one of today’s main phrases. Our core task is recovering your own speaking turn. Still, when the wording is the obstacle, asking for another version can protect the conversation.

Emily: So, no magic. Just options.

Paul: Exactly. Options are useful.

Emily: I think I’m ready for the harder conversation you promised.

Paul: All right. New setting. You’re at a local volunteer orientation. You’ve spoken to one organizer for maybe two minutes. There’s a short break, and he asks you a question.

Emily: I’m already suspicious.

Paul: He says, “So, what brought you here?”

Emily: Easy. “The number twelve bus.”

Paul: And now I look at you for one second.

Emily: Oh no.

Paul: Not because your English is bad. Because I meant, “Why did you decide to come to this volunteer event?”

Emily: That is exactly the kind of moment where I would want to leave the planet.

Paul: Stay on Earth. What can you do?

Emily: Let me say that again?

Paul: You can, but first you need to check the meaning.

Emily: Right. “Do you mean why I decided to come?”

Paul: Yes, exactly.

Emily: Give me a second to think. I wanted to meet people in the neighborhood and do something useful on weekends.

Paul: Great. And then I ask, “Have you done this kind of volunteering before?”

Emily: A little. Let me start with one thing. I helped at a book donation event last year.

Paul: What did you do there?

Emily: I was… I was responsible for… I lost the word for a second. I helped sort the books and show people where to take them.

Paul: Clear enough. Then I say, “Nice. We actually need people for the book table next month.”

Emily: Oh, that new information connects directly to what I just said.

Paul: Exactly. Now you don’t need a special “fear” sentence. Just respond.

Emily: “That could work for me. What day is it?”

Paul: And there is the payoff. The conversation moved past the awkward bus answer because you repaired the meaning instead of treating the misunderstanding as a disaster.

Emily: I actually love that example because the first answer is grammatically fine.

Paul: Yes. It is a meaning mismatch, not a grammar failure.

Emily: And that matters. Sometimes we think fear comes only from making grammar mistakes, but misunderstanding can happen even with correct sentences.

Paul: Right. Real conversation includes mishearing, unclear wording, different assumptions, and missing context. Repair is not proof that the conversation failed. Repair is one of the things conversations do.

Emily: That line I want to keep.

Paul: Keep it.

Emily: Can we practice how these phrases sound? If I’m nervous, I tend to rush them.

Paul: Good point. Our pronunciation focus is chunking. Use this anchor: “Give me a second to think.” First, two meaning groups: “Give me a second to think.”

Emily: “Give me a second to think.”

Paul: A little more naturally: “Give me a second to think.”

Emily: “Give me a second to think.”

Paul: Keep it calm. The purpose is not to sound dramatic. You’re simply asking for a moment.

Emily: Can we put it inside a mini-dialogue?

Paul: Sure. “What did you think of the talk?”

Emily: “Give me a second to think. I liked the example near the end.”

Paul: Again, a little smoother.

Emily: “Give me a second to think. I liked the example near the end.”

Paul: Good. Now the listener hears the pause as part of the answer.

Emily: I’m noticing that if I rush “Give me a second to think,” it sounds like I’m apologizing for the phrase itself.

Paul: Exactly. Chunking gives the sentence shape. No need for special accent tricks.

Emily: Quiz time?

Paul: Quiz time. Five short situations. Answer in your head or aloud. If you’re only listening, the model answer comes immediately.

Emily: Number one.

Paul: Someone asks, “What do you like about your job?” You know, but you need a moment. What fits?

Paul: Your turn.

Emily: “Give me a second to think.”

Paul: Correct. Number two. You have many ideas about your city and don’t know where to begin.

Paul: Your turn.

Emily: “Let me start with one thing.”

Paul: Good. Number three. Someone asks, “Do you get much time to yourself?” and you’re unsure what they mean.

Paul: Your turn.

Emily: “Do you mean free time when I’m alone?”

Paul: Exactly. Number four. You say, “I hate meeting new people,” but that is stronger than what you mean.

Paul: Your turn.

Emily: “What I wanted to say was, I need a little time before I feel comfortable with new people.”

Paul: Nice repair. Number five. You begin a sentence, hear a problem, and want to correct it without restarting the whole conversation.

Paul: Your turn.

Emily: “Let me say that again.”

Paul: Good. And the goal is not to use every phrase every time. Use the move that matches the real problem.

Emily: Can we do one final challenge that feels like a real conversation rather than five separate test questions? Can we do one final challenge that feels like a real conversation, rather than five separate test questions?

Paul: Yes. Imagine you are talking to someone after a local class, workshop, meetup, or community event. You do not need a dramatic story. Choose something ordinary and true enough to talk about. You’ll have about 60 to 120 seconds.

Emily: What should the listener try to do?

Paul: Stay in the conversation through one difficult moment. Start with a normal answer. If you need a second, say so. If the question is unclear, check it. If one sentence comes out wrong, repair it. Add one useful detail. Then return the conversation naturally.

Emily: And use at least four of today’s main phrases, if they fit. “Give me a second to think.” “Let me start with one thing.” “Do you mean I lost the word for a second?” “Let me say that again.” “What I wanted to say was…”

Paul: Here is your situation. A person you met at a weekend event asks: “What have you been enjoying lately?” They listen, then ask why you like it. Later they ask one question you do not fully understand. Near the end, one of your sentences gives the wrong impression and you need to repair it.

Emily: So the difficult moment is built in.

Paul: Exactly. You are not trying to avoid every pause. You are practicing what to do when one arrives.

Paul: Okay, speak for 60 to 120 seconds. Keep the conversation moving through at least one pause, one clarification or repair, and one useful detail.

Emily: If you’re listening passively, here’s a shorter model. “Give me a second to think. Lately I’ve been enjoying walking in the evening. Let me start with one thing: it helps me slow down after work. I usually walk near the river. Sorry—let me say that again. I usually walk in a park near the river, not along the river itself. If you mean why I started, I wanted a simple reason to get outside after work.”

Paul: Good. That model is shorter than the full task, so now personalize it.

Emily: Choose your own ordinary topic: cooking, games, exercise, reading, music, a class, a place you visit, a project, or something else you can talk about comfortably.

Paul: And now retry once. This time, do not prepare the whole answer. Begin with only the first useful sentence. Let the next imagined question decide what comes next.

Paul: Begin with one sentence, then respond to the imagined follow-up. Use a recovery phrase only when you genuinely need it.

Emily: That retry is interesting. The first version makes me want to plan everything. The second one makes me trust the conversation a little more.

Paul: And that is the practical point. “Speak English without fear” does not have to mean “feel zero fear.” That is too big a promise. For this episode, it means you can keep a speaking moment usable even when you feel nervous, need time, misunderstand a question, or have to restart one sentence.

Emily: My favorite phrase is still “Give me a second to think.”

Paul: Mine might be “Do you mean…?” because guessing can create more work than asking.

Emily: And “Let me say that again” is the one I want when I hear my own sentence go in the wrong direction.

Paul: Those three alone can change a lot of moments. Add “Let me start with one thing” when the answer feels too big, “I lost the word for a second” when one word disappears, and “What I wanted to say was…” when the first version gives the wrong meaning.

Emily: One small action before we go?

Paul: Yes. Today, ask yourself one ordinary question in English—something like “What did you enjoy today?” Answer it once. If you need time, say “Give me a second to think” out loud instead of hiding the pause.

Emily: A pause can stay inside the conversation.

Paul: Exactly. Keep the meaning moving, one sentence at a time.

Emily: And if the first sentence is strange?

Paul: Let me say that again.

Emily: Nice.

Paul: See you next time.

Emily: See you next time.