Why Do We Give Up So Easily?
Emily has a swim bag behind her bedroom door. It is still full. She used it six times, and then she stopped. In this episode, Paul and Emily use her story to ask a big question: why do we give up so easily, and how do we start again?
This page helps you learn with the episode. This episode is for A1 and A2 learners.
Watch the episode: Why Do We Give Up So Easily? | Easy English Podcast Conversation for Beginners (A1–A2) on YouTube
Time: about 29 minutes to listen, and about 15 minutes for the practice.
Before you listen: think of one thing you started and then stopped. Keep it in your mind. You will talk about it at the end.
How to use this page: listen once, read the useful language, then do the practice. If you want to read while you listen, the full transcript is at the bottom.
What You’ll Learn
- 12 easy words and phrases for talking about stopping and starting again
- 9 reasons people give up, in 3 simple groups
- Fair sentences you can use on hard days
- The difference between a soft can and a strong can’t
- How to talk for about 30 seconds about something you stopped
Key Idea
Slow is not stop.
Progress can be slow, and you can still be moving. The episode gives nine reasons in three groups:
| Group | Reasons |
|---|---|
| At the start | We want results too fast. The excitement goes away. We are afraid of the test. We have no clear plan. |
| In your head and around you | The “I can’t” voice. We try to do everything alone. |
| In the middle of the road | A plateau (the pot of water). Too many changes at once (the heavy bags). Comparing ourselves with others (the different buses). |
You do not need all nine reasons. You only need yours.
Useful Language from the Episode
| Word or phrase | Meaning | Example from the episode |
|---|---|---|
| give up | stop trying | I gave up the piano at twelve. |
| quit | almost the same as give up | She quit her dance class. |
| keep going | don’t stop; continue | It’s hard, but keep going. |
| motivation | the feeling that you want to do something | My motivation is low today. |
| obstacle | something in your way | The rain was my obstacle. |
| setback | a small problem that sends you back a bit | I had a small setback this week. |
| momentum | the energy you get when things keep moving | After three good days, I have momentum. |
| discipline | you do it when you don’t feel like it | Discipline gets me out of bed. |
| consistency | you do something again and again | Ten minutes every day is consistency. |
| plateau | a time when you work hard but can’t see progress | I’m on a plateau with my English. |
| stick with it | don’t stop doing something | I’ll stick with it this time. |
| get back on track | return to your plan after you stopped | I want to get back on track. |
Fair sentences for hard days
- I’m improving, just slowly.
- It takes time, and that’s normal.
- It’s a small win, but it’s a win.
- I made a mistake, and I’m still learning.
- I stopped before. I can start again.
- I feel stuck, but I’m still moving.
- I’m better than I was last month.
Pronunciation: can and can’t
In I can start, the word can is quick and soft. In I can’t, the word can’t is long and strong. When you change a hard sentence, use the soft can: I can start again.
Practice with the Episode
1. Listen for details
Use the chapter times below. Try to answer before you read the answers.
- 03:59, Emily’s swim bag story. What colors are the goggles and the towel that Emily buys?
- 03:59, Emily’s swim bag story. What happened in week seven?
- 03:59, Emily’s swim bag story. What does Emily say about her first six classes?
Answers
- Blue goggles and a big yellow towel.
- It was raining hard and Emily was tired after work. She thought, “just this one time,” and missed the class.
- She loved every one, and her motivation was very high.
2. Say it out loud
Press pause after each line and say it with a clear, soft can:
- Slow is not stop.
- I made a mistake, and I’m still learning.
- I stopped before. I can start again.
- I feel stuck, but I’m still moving.
- I want to stick with it.
3. Speak for 30 seconds
Think of one thing you stopped: English, a sport, a book, anything. Use five short parts:
- I started…
- I stopped because…
- The real reason was…
- Now I will…
- Slow is not stop.
Then add one detail: a day, a time, or a place. For example: Now I will practice every evening at eight, at my kitchen table.
4. Write in the comments
What is one thing you stopped, and when will you start again? Write one sentence in English. Even one sentence is great.
Keep Practicing
Want a simple guide you can use without the episode? Read How to Talk About Giving Up and Starting Again in English. It shows you how to change a hard sentence into a fair one and gives you a 5-part short talk with model answers.
Vocabulary in this episode: First, Then, After That, In the End: Signpost Words for Telling Things in Order.
Chapters
- 00:00 Why Do We Give Up So Easily?
- 01:08 12 Words to Keep Going
- 03:59 Emily’s Swim Bag Story
- 05:25 Reasons 1–2: Too Fast, Then Bored
- 08:14 Reasons 3–4: Fear and No Recipe
- 11:13 Reasons 5–6: The I Can’t Radio
- 13:51 Reasons 7–9: Water, Bags and Buses
- 17:18 Word Review with Emily’s Story
- 18:49 Quiz: Which Reason Is It?
- 21:54 4 Small Ways Not to Quit
- 23:37 Don’t Give Up on English + Role-Play
- 26:00 Your Turn: Talk About What You Stopped
- 28:10 Recap and Your Challenge
Full Transcript
Emily: There’s a swim bag behind my bedroom door. It’s blue, and it’s still full.
Paul: Still full? So your goggles and towel are still inside.
Emily: Yes. I used that bag six times. Then I stopped.
Paul: And what did you tell yourself when you stopped?
Emily: Honestly, I said, I lost again. I can’t do this.
Paul: A lot of people say that sentence. Maybe you said it last month too.
Emily: Welcome to English Practice Daily. I’m Emily.
Paul: And I’m Paul. This podcast episode is for A1 and A2 learners.
Emily: Today we look at one big question. Why do we give up so easily?
Paul: And how do we start again after we stop.
Emily: By the end, you will know your own reason. And you will have one short sentence for hard days.
Paul: Here it is, for the first time. Slow is not stop.
Emily: Slow is not stop. Hmm. I’m not sure I believe it yet.
Paul: That’s fine. Keep it in your pocket. We will open it later.
Paul: Before your swim story, let’s learn twelve useful words and phrases.
Emily: Twelve? That’s a lot for me today.
Paul: Don’t worry. Each one gets a short example. If you want, repeat after us.
Paul: First, give up. It means you stop trying. I gave up the piano at twelve.
Emily: I gave up the piano at twelve. Oh, me too, actually. At ten.
Paul: Number two is quit. It means almost the same. She quit her dance class.
Emily: She quit her dance class. Number three is the opposite. Keep going.
Paul: Keep going means don’t stop. Continue. It’s hard, but keep going.
Emily: It’s hard, but keep going. Number four is motivation.
Paul: Motivation is the feeling that you want to do something. My motivation is low today.
Emily: My motivation is low today. That one is very true for me on Mondays.
Paul: Number five is obstacle. It’s something in your way. The rain was my obstacle.
Emily: The rain was my obstacle. Ha. You know my story already.
Paul: Only a little. Number six is setback. It’s a small problem that sends you back a bit.
Emily: So it’s not the end of the road.
Paul: No. It’s a bump in the road. I had a small setback this week.
Emily: I had a small setback this week. Number seven is momentum.
Paul: Momentum is the energy you get when things keep moving. After three good days, I have momentum.
Emily: After three good days, I have momentum. Number eight is discipline.
Paul: Discipline means you do it when you don’t feel like it. Discipline gets me out of bed.
Emily: Discipline gets me out of bed. Well, on some days. Number nine is consistency.
Paul: Consistency means you do something again and again. Ten minutes every day is consistency.
Emily: Ten minutes every day is consistency. And number ten is my favorite word today.
Paul: Plateau. It’s a time when you work hard, but you can’t see progress. I’m on a plateau with my English.
Emily: I’m on a plateau with my English. Oh, I know that feeling very well.
Paul: Number eleven is stick with it. It means you don’t stop doing something. I’ll stick with it this time.
Emily: I’ll stick with it this time. And the last one is a little longer.
Paul: Get back on track. You stopped, and now you return to your plan. I want to get back on track.
Emily: I want to get back on track. Paul, that last one sounds like my swim bag.
Paul: It does. So tell me the whole story, from the start.
Emily: Okay. Last March, I signed up for a swimming class on Thursday evenings.
Paul: Why swimming, and not running or yoga?
Emily: My back hurts when I sit all day. And I love the sound of water.
Emily: I bought new blue goggles and a big yellow towel. I felt so excited.
Paul: The first weeks of anything are always fun.
Emily: They were. Six classes, and I loved every one. My motivation was very high.
Paul: So what happened in week seven?
Emily: It was raining hard. I was tired after work. I looked at the bag and thought, just this one time.
Paul: That sounds fair. Everyone misses one class.
Emily: Yes. But the next Thursday, I missed it again. And the next one. And then I just stopped going.
Paul: And the bag stayed behind the door.
Emily: For seven months. Every morning I see it, and I feel a little bad.
Paul: Can I ask what you learned from it?
Emily: Hmm. I think one rainy night didn’t stop me. The second night did.
Paul: That’s a very honest answer. The first miss was a setback. The second miss was the real problem.
Emily: But I still want to know why. Why did I give up so easily?
Paul: Let’s find out together. I think the reasons come in three groups.
Paul: The first group happens at the start. Emily, when you began swimming, what did you expect?
Emily: Honestly, I wanted to swim like a fish after one month.
Paul: And after six classes, how far could you swim?
Emily: One length of the pool. Slowly. With a lot of splashing.
Paul: That’s real progress. But it felt small next to your dream.
Emily: Yes. I felt slow, so I thought it wasn’t working.
Paul: This is reason one. We want results too fast.
Emily: Where does that come from, do you think?
Paul: Partly from our phones. Online, we only see the end. Someone speaks great English in a short video.
Emily: But we don’t see their five years of practice before that video.
Paul: Right. Here’s a picture I like. Learning is like planting a seed.
Emily: Okay, a seed. Go on.
Paul: You plant it today. You water it tomorrow. But there is no fruit next week.
Emily: And if I dig it up every day to check it, I kill it.
Paul: Ha, yes. Checking every day only makes you sad. So here are two sentences you can use.
Paul: The first one is, I’m improving, just slowly.
Emily: I’m improving, just slowly. And the second one?
Paul: It takes time, and that’s normal.
Emily: It takes time, and that’s normal. Okay. What’s reason two?
Paul: Reason two is about feelings. The excitement goes away.
Emily: Oh, the new goggles feeling.
Paul: Yes. It’s like a pair of new shoes. In week one, you look at them all the time. They feel special.
Emily: And by week five, they’re just shoes.
Paul: Right. Nothing is wrong with the shoes. They are just normal now. Your swimming became normal too.
Emily: Hmm. So when it felt normal, I thought I didn’t like it anymore.
Paul: Many people think that. But normal is not bad. Normal is where the real work starts.
Emily: So what can I do when the excitement goes?
Paul: First, know that it will come. Then it’s not a big surprise.
Paul: Second, don’t wait for the feeling. Choose a time, and do it at that time.
Emily: Even when I don’t feel like it?
Paul: Especially then. That’s discipline. And third, notice your small wins. One length is a small win.
Emily: I never celebrated one length. I only wanted ten.
Paul: Try this sentence. It’s a small win, but it’s a win.
Emily: It’s a small win, but it’s a win. I like that one a lot.
Emily: Paul, I have a confession. Maybe there was another reason too.
Paul: Tell me. I’m listening.
Emily: Our class had a little test in week eight. We had to swim four lengths, with the teacher watching.
Paul: Ah. And you stopped in week seven.
Emily: Wow. I didn’t think about that until right now.
Paul: This is reason three. We are afraid of failing. If you stop before the test, nobody sees you fail.
Emily: So stopping feels safe.
Paul: It feels safe, but it’s a hiding place. And you still don’t get what you want.
Emily: But I never said I was afraid. I said I was tired, and it was raining.
Paul: That’s very normal. Fear often wears a costume. It says, I’m too busy this week. Or, maybe next month.
Emily: Oh no. I say maybe next month all the time.
Paul: Think about a child on a bike. How many times does she fall?
Emily: Many times. My little brother fell almost every day for two weeks.
Paul: Did anyone say, he failed at bikes?
Emily: No, of course not. Falling was part of learning. Everybody knew that.
Paul: It’s the same with English. A mistake is like a fall from a bike. It’s part of the ride.
Emily: So I can say, I made a mistake, and I’m still learning.
Paul: That’s a perfect sentence. Say it with us. I made a mistake, and I’m still learning.
Emily: I made a mistake, and I’m still learning.
Paul: Now reason four. Many people have no clear plan.
Emily: But I had a plan. I wanted to swim better.
Paul: That’s a wish, not a plan. A wish is like saying, I want to eat something nice tonight.
Emily: And a plan is the recipe.
Paul: Yes. A recipe tells you what to use, how much, and what to do first.
Emily: So what would my swimming recipe look like?
Paul: Something like this. Step one, swim two lengths every class. Step two, add one length every two weeks. Step three, swim four lengths by June.
Emily: That’s very small.
Paul: Small is the point. You can see each step. And each step is a small win.
Emily: Okay, let me make one for English. Step one, ten new words this week.
Paul: Good. And step two?
Emily: Step two, use three of them in real sentences. Step three, say them to a friend on Friday.
Paul: Now that’s a recipe. What, how much, and what comes next.
Emily: It’s funny. A plan sounds boring, but it makes me feel calmer.
Paul: That’s because a plan does the thinking for you. You don’t need to decide every single day.
Emily: So that’s the first group, the things at the start. What’s the second group?
Paul: The second group is about the voice in your head, and the people around you.
Emily: The voice in my head said, I lost again. I can’t.
Paul: This is reason five. If you say it every day, you start to believe it.
Emily: Oh no. I say I always quit almost every week.
Paul: Here’s a picture for this. Imagine a small radio in your head. Some days it plays bad songs.
Emily: Like the I can’t song.
Paul: That one. But you can change the station.
Emily: Okay, but how do I change it?
Paul: Three easy steps. First, hear it. Just notice the sentence. Second, ask yourself, would I say this to a friend?
Emily: I would never say you always quit to a friend.
Paul: So third, change it to a fair sentence. Not a fake happy one. A fair one.
Emily: Give me an example.
Paul: I stopped before. I can start again.
Emily: I stopped before. I can start again. Hmm, that feels true. Not too sweet.
Paul: Now let’s listen to two small words. I can, and I can’t.
Emily: Honestly, they sound almost the same to me.
Paul: Listen. In I can start, the word can is quick and soft. I can start.
Emily: I can start.
Paul: In I can’t, the word can’t is long and strong. I can’t.
Emily: I can’t. Oh, I hear it now. The strong one is the negative.
Paul: Right. So when you change the station, use the soft can. I can start again.
Emily: I can start again. I can start again.
Paul: Now reason six. We try to do everything alone.
Emily: That was me. I went to swimming alone. Nobody knew when I stopped.
Paul: That’s the problem. Let me tell you about my brother, Sam. We both run on Saturday mornings, in different cities.
Emily: In different cities? So how does that help?
Paul: After each run, we text one word. Done.
Emily: Just the word done?
Paul: Just done. Some Saturdays, I didn’t want to run. But I didn’t want to be the one with no text.
Emily: Ha, so your brother is your motivation.
Paul: In a way, yes. A long walk is shorter with a friend. Find one person. Tell them your plan.
Emily: Maybe you can be my done person for swimming.
Paul: Deal. Text me on Thursday.
Paul: Now the third group. These reasons happen in the middle of the road.
Emily: The middle sounds a bit dangerous.
Paul: It is, a little. Reason seven is the plateau. You work, but you can’t see progress.
Emily: That was me in the pool in week five. Same speed, every single class.
Paul: Here’s my favorite picture for this. Imagine a pot of water on the stove.
Emily: Okay. I’m cooking pasta now.
Paul: At twenty degrees, the water looks quiet. At sixty degrees, it still looks quiet. At ninety degrees, there are still no bubbles.
Emily: But it’s getting hot inside.
Paul: Yes. Then one minute later, there are bubbles everywhere. The change was happening the whole time. You just couldn’t see it.
Emily: So when I feel stuck, maybe I’m at sixty degrees.
Paul: Maybe. And if you turn off the stove at ninety, you start again from cold water.
Emily: Oh, that hurts. That’s exactly my swim bag.
Paul: So here’s a sentence for that moment. I feel stuck, but I’m still moving.
Emily: I feel stuck, but I’m still moving.
Paul: Reason eight. We try to change too many things at once.
Emily: Ah, my January. I wanted to swim, run, eat no sugar, and read every night.
Paul: And how did that go for you?
Emily: By the third week, I did none of them. Not even the reading.
Paul: It’s like carrying six heavy shopping bags at once. You can do it for ten meters.
Emily: And then everything falls on the floor. Eggs everywhere.
Paul: Ha, yes. So carry one bag. When it feels light, pick up the next one.
Emily: One habit at a time. But how do I know when it feels light?
Paul: When you do it without a big fight in your head. For most people, that takes a few weeks.
Emily: One bag at a time. I can remember that picture.
Paul: And reason nine. We compare ourselves with other people.
Emily: Ugh, yes. In my class there was a woman named Rosa. She swam like a dolphin.
Paul: And next to her, you felt slow.
Emily: Very slow. Next to Rosa, my one length looked silly.
Paul: Did you know Rosa’s story?
Emily: Later, I learned she swam as a child. For ten years.
Paul: So you two were on different buses. Different starting points, different roads.
Emily: That’s true. I only got on my bus in March.
Paul: Here’s a fair way to compare. Compare you today with you last month.
Emily: Me last month couldn’t swim one length. So yes, I was better.
Paul: Try this sentence. I’m better than I was last month.
Emily: I’m better than I was last month.
Paul: And now is a good time for our short line again. Slow is not stop.
Emily: Slow is not stop. Oh, now I get it. Water at sixty degrees is slow. But it’s not stopped.
Paul: That’s it. You opened the pocket.
Emily: Paul, can we use my story to review the words? I think it will help me remember.
Paul: Good idea. I’ll tell your story with our words. Repeat the short sentences after me.
Paul: In March, Emily had lots of motivation.
Emily: She had lots of motivation.
Paul: After six classes, she had momentum.
Emily: She had momentum.
Paul: Then the rain became an obstacle.
Emily: The rain became an obstacle.
Paul: Missing one class was a small setback.
Emily: It was a small setback.
Paul: But she missed another one, and then she gave up.
Emily: She gave up. Ouch. It sounds sad in a full sentence.
Paul: Wait, the story isn’t finished. In week five, she was on a plateau.
Emily: She was on a plateau.
Paul: She needed discipline and consistency, not more excitement.
Emily: Discipline and consistency. Can I finish the story myself, Paul?
Paul: Please do.
Emily: Last Thursday, I took the swim bag. I went to the pool. I swam two lengths.
Paul: Really? You didn’t tell me that!
Emily: I wanted to tell you here, on the show. I’m getting back on track.
Paul: She’s getting back on track.
Emily: And this time, I want to stick with it.
Paul: Say it with Emily. I want to stick with it.
Emily: I want to stick with it.
Paul: I’m really happy for you. Now, quiz time. Emily reads a short story, and you choose the reason.
Emily: You have three choices. The pot of water. The heavy bags. Or the different buses.
Paul: We wait three seconds, and then we answer. Ready?
Emily: Number one. Nam has studied English for four months. In the first months, he learned fast. Now, for three weeks, every day feels the same. He wants to stop.
Paul: Which picture is it? The water, the bags, or the buses?
Emily: One… two… three…
Paul: It’s the pot of water. Nam is on a plateau.
Emily: His English is getting warmer inside. He just can’t see the bubbles yet.
Paul: So what should Nam do?
Emily: Keep going, but change one small thing. Maybe he can listen more, and read a little less.
Paul: Listening to a podcast, for example. I like that idea.
Emily: Number two. On Monday, Lucy starts four new things. The gym every day. English for two hours. No sugar. And she wakes up at five.
Paul: One… two… three…
Emily: It’s the heavy bags. Lucy is carrying four bags at once.
Paul: By Thursday, she will probably drop all of them.
Emily: So what’s better for Lucy?
Paul: Choose one bag. Maybe just English, but twenty minutes, not two hours. Next month, she can add one more thing.
Emily: Number three. Ben watches a video of his classmate. She speaks English very fast and very well. Ben closes his book and says, I’m too slow. I can’t.
Paul: One… two… three…
Emily: Different buses. Ben is comparing himself with someone else.
Paul: Maybe his classmate lived abroad, or studied for years. Ben doesn’t know her road.
Emily: So Ben should compare himself with Ben last month.
Paul: And he can change I can’t into a fair sentence.
Emily: For example, I’m slower than her, but I’m better than last month.
Paul: If you got all three right, you understand the middle of the road.
Emily: And if you got one wrong, that’s fine. Remember the bike. Falling is part of learning.
Paul: One last question, and this one is about language. Which sentence is more fair? I always give up. Or, I gave up last time, but I can start again.
Emily: One… two… three…
Paul: The second one. It talks about one time, not always. And it opens a door.
Emily: Okay, we know the reasons now. But I want tools. What can I do so I don’t quit next time?
Paul: Here are four small ways. Number one. Start so small that it’s almost funny.
Emily: How small is almost funny?
Paul: One English sentence a day. Or one length in the pool.
Emily: That sounds too easy.
Paul: It should be easy. Easy things are hard to skip. And often, one sentence becomes five.
Emily: Okay. Number two.
Paul: Make it easy to start. Put the things you need where you can see them.
Emily: Like my swim bag. But next to the front door, not behind my bedroom door.
Paul: Ha, yes. Or put your English book on your pillow. You see it before you sleep.
Emily: I like that. Number three.
Paul: Stop while it’s still a little fun. Leave one easy thing for tomorrow.
Emily: Wait, stop early? That’s strange advice.
Paul: Think about a TV series. It stops at an exciting moment, and you want to come back.
Emily: Oh, so I stop in the middle of a listening, and tomorrow I want to finish it.
Paul: Right. Then tomorrow is easier to start. And number four. Plan for your bad day.
Emily: My bad day is a rainy Thursday.
Paul: Then make an if sentence before Thursday comes. If it rains, I will take the bus to the pool.
Emily: And for English. If I’m tired, I will do five minutes.
Paul: Five minutes still counts. Five minutes keeps the habit warm, like water on a low fire.
Emily: Paul, many of our listeners want to give up on English sometimes. Me too, with my Spanish.
Paul: Learning a language has three hard places. At the start, everything is new and difficult.
Emily: And in the middle, you know enough to see how much you don’t know.
Paul: Yes, that one hurts. And later, you still improve, but very slowly. So you can’t see it.
Emily: So what helps in all three places?
Paul: First, remember why you started. Second, change the way you study, but keep the goal.
Emily: Change the way, keep the goal. So if grammar books bore me, I can watch a show in English.
Paul: Exactly. And third, find proof of your progress. Listen to an old episode. You’ll understand more than before.
Emily: Let’s practice this. You ask me about my Spanish, like a friend.
Paul: Okay. Hey Emily, how’s your Spanish going?
Emily: Honestly, I got a little stuck. But I’m sticking with it.
Paul: Why did you start learning Spanish?
Emily: I want to talk with my friend’s family in Madrid.
Paul: Do you ever want to quit?
Emily: Sometimes. But I had a setback, not an ending.
Paul: Nice. Now it’s your turn. I’ll ask you the same questions about your English. Answer after each question.
Paul: How’s your English going?
Emily: One… two… three… For example, I’m a little stuck, but I’m sticking with it.
Paul: Why did you start learning English?
Emily: One… two… three… For example, I started because I want a better job.
Paul: Do you ever want to give up?
Emily: One… two… three… For example, sometimes, but I’m getting back on track.
Paul: Your answers can be very different from Emily’s. Your reason is your reason.
Paul: Now a harder one. Your friend says, you’re so busy, why don’t you just quit English?
Emily: Hmm. I’d say, I’m busy, so I’m doing ten minutes a day, not one hour.
Paul: That’s a smart answer. You’re not quitting. You’re making it smaller.
Emily: Now let’s put everything together. Think of one thing you stopped. English, a sport, a book, anything.
Paul: You’ll talk about it for about thirty seconds. Use five short parts. I started. I stopped because. The real reason was. Now I will. And our short line.
Emily: Let me try first. I started swimming in March. I stopped because it rained and I was tired. The real reason was the test, and my dream was too big too fast. Now I will swim two lengths every Thursday. Slow is not stop.
Paul: Lovely. Short and true. Here’s a shorter one from me. I started drawing last year. I stopped because my pictures looked bad. The real reason was, I compared myself with artists online. Now I will draw one cup every evening.
Emily: One cup? Paul, that’s almost funny.
Paul: That’s the plan. Small enough to be funny.
Emily: Now it’s your turn. Pause the video if you need more time.
Paul: One… two… three…
Emily: Now try again, and add one detail. A day, a time, or a place.
Paul: For example, now I will practice every evening at eight, at my kitchen table.
Emily: And here is one small thing you can do today. Take the thing you stopped, and do it for five minutes.
Paul: Then say out loud, I’m back.
Emily: I’m back. It’s not a big promise. Just five minutes, and two words.
Paul: And our line, one last time. Slow is not stop.
Emily: Slow is not stop.
Paul: Say it with us. Slow is not stop.
Emily: So today we found three groups of reasons.
Paul: At the start, we want results too fast. The excitement goes. We fear the test. And we have no recipe.
Emily: In our heads and around us, there’s the I can’t radio, and doing it all alone.
Paul: And in the middle of the road? The pot of water. The heavy bags. The different buses.
Emily: Nine reasons in three groups. You don’t need all of them. You only need yours.
Paul: Now a question for you. What is one thing you stopped, and when will you start again? Write it in the comments.
Emily: Please write it in English. Even one sentence is great. We read them all.
Paul: And tell us about your done person too, if you have one.
Emily: In the next episode, we will practice more simple English for real life.
Paul: If this episode helped you, please subscribe, so you can find us next time.
Emily: Thanks for staying with us all the way to the end.
Paul: And Emily, don’t forget. Text me on Thursday.
Emily: One word, right?
Paul: One word. Done.
Emily: Done. See you next time.