In this interview, Speak English With Vanessa talks with guest teacher Gabby Wallace of Go Natural English about how reading can support spoken fluency. The conversation is for learners who have focused mainly on speaking and listening, or who want more vocabulary and ideas to use in conversation. Gabby explains that reading helped her students build vocabulary and notice English structure, while also giving them more subjects to discuss. Reading is presented as a companion skill: it does not replace conversation practice, but can make communication richer and help learners remember language in context.
The teachers discuss several reasons to read. Stories and other texts show how words are used together, not only how they appear in a vocabulary list. Reading can expose learners to new phrases, grammar, and perspectives, and give them something interesting to talk about with other people. Gabby also describes reading as a way to explore subjects beyond language study. A learner might begin with a short article about a familiar interest and later read about a new topic. The interview cautions against beginning with material so long or difficult that it becomes discouraging.
A practical recommendation is to start with material that is short, enjoyable, and manageable, then gradually increase the challenge. Gabby suggests setting a small time goal—for example, five minutes—and adding time as the habit becomes comfortable. This steady approach helps build reading stamina. The same principle can apply to listening and speaking: begin with something achievable, notice the progress, and move to longer or more demanding practice when ready. A short session can still count as a success.
Several expressions from the discussion are useful beyond reading. “Came about” describes how a project or situation began. “In a nutshell” introduces a brief summary. “Little by little” describes gradual progress, and “on the same page” means sharing an understanding. The speakers use “go for it” to encourage someone to take a reasonable opportunity. Learners can reuse these phrases to explain how a habit started, summarize a plan, or encourage a classmate.
To apply the lesson, choose a short text you genuinely want to read, set a modest timer, and afterwards write down one new expression and one idea you could share in conversation. Avoid reading while driving; choose a safe time and format. The goal is a sustainable habit that supports both comprehension and communication, not a race through difficult books.