A common feedback teachers receive from students is how they struggle to use English in the real world, even after a long period of learning. In short, the English we teachers teach them in class is often not the English we ourselves use - we often don't use full sentences, our daily grammar is basic and we tend to keep our words short and to the point. Once a student gets into the habit of thinking and talking like a textbook or a listening exam CD, the fossilisation is hard to break. This presentation will highlight several areas of ordinary classroom-style English and how they are problematic or even damaging when compared to their real-life English equivalent. The presenter will then propose some simple cognitive processes teachers could use to stop themselves sounding so unnatural and ways to adapt textbook materials, before discussing the paradox of "more means better". Attendees will have a chance to look at lesson plans and textbook extracts so they can think about and discuss how they might be adapted. The speaker hopes to share something of use to all teachers, especially those who teacher young or lower-level learners.