Category Archives: Grammar

224. Pronunciation: Verb Tenses & Connected Speech

This episode focuses on how sentences are pronounced quickly by native speakers. This is invaluable knowledge which will help you to take your listening and your pronunciation to the next level! Right-click here to download.

Small Donate ButtonThis is the episode I promised to record at the end of episode 176. In that episode I focused on the major verb tenses in English and I explained their meaning and uses. This episode is the sequel to that one, and it focuses specifically on the pronunciation of sentences containing a range of verb tenses.

You know when you hear a native speaker talking quite quickly? It sounds like all the words are joined together, or some of the words are being swallowed or something. It’s difficult to understand them, or to pick out every single word. Sometimes it’s hard to identify subtle differences between verb tenses. Well, just like in any language, English has features of connected speech which make it sound like whole sentences are just long words with all the sounds connected together. I want to help to demystify this for you. I want to help you to understand connected speech in English. It’ll help your listening comprehension, and it will improve your pronunciation too. So, let’s look at these features of fluent English pronunciation, focusing on sentences containing various verb tenses.

Here are the features of pronunciation I focus on in this episode
– Linking (consonant to consonant, consonant to vowel and vowel to vowel linking)
– Elision of sounds (some sounds are ‘elided’ or removed when consonants link together)
– Intrusive sounds (sometimes vowels are linked to other vowels with intrusive sounds like /j/ or /w/)
– Weak forms and ‘schwa’ sounds /ə/ (in unstressed syllables and unstressed words in sentences)
– Sentence stress (the rhythm of a sentence)

Here are the sentences I repeat in this episode
Listen carefully, and try to repeat them after me. Try to focus on the natural way I say the sentences, and try to notice the features of connected speech I’m highlighting. Don’t forget the meaning of the sentences. For an episode which deals with the meaning & use of these different tenses, click here to listen to episode 176.

Present simple
I teach English at a university, and I’m teaching first year students of law at the moment.

Present continuous
I’m from London, but at the moment I’m living in Paris.
I teach English at a university, and I’m teaching first year students of law at the moment.

Past simple
(for) I lived in West London for a long time.
(sequence of finished actions) My Dad was promoted and got a job in the midlands, so we moved there, and stayed for many years. I went to university in Liverpool and lived there for 4 years, and then I moved back to Warwickshire.

Past continuous
I’d finished uni and I was working in a pub, not really going anywhere.
It was while I was living in London that I came up with the idea of launching an amazing podcast for learners of English
.
I was walking down the street and this guy came up to me and started talking, but I couldn’t understand him

Used to do vs.
Get used to doing
– It used to be quite difficult, because I couldn’t speak the language but I’m getting used to it now.

Present perfect
I’ve been up the Eiffel Tower. I’ve visited Notre Dame. I’ve been to Shakespeare and Company. I’ve tried lots of delicious French wine, but I still haven’t done everything.
Today I’ve drunk a bit too much coffee so I’m pretty hyperactive. Normally I drink tea, but more recently I’ve been drinking coffee. I’ve had about 9,000 cups already today.

Present perfect continuous
I’ve been doing lots of comedy. I’ve been doing lots of gigs.
I’ve been working at the university.
I’ve been recording episodes of the podcast
I’ve hardly had time to sit down and just read my book in silence.

Past perfect
That’s when I decided to become an English teacher.
I’d finished uni and I was working in a pub, not really going anywhere.
When I first came here, I’d never visited Paris before, but my girlfriend had told me a lot about it, so I was kind of prepared.
Past perfect continuous
As well as studying at university and college, I’d also been playing in lots of bands over the past few years, but it hadn’t really worked out, so I needed to think of something else to do.

Going to / present continuous
We’re going to visit New York next month
– I might do a special report from New York
– We’re going to stay in an AirBnB apartment that we’ve found
– We’re planning the trip at the moment.
– We’re flying there in the middle of April. It’s going to be good.

Future with will (not plans, but judgements, opinions, predictions)
Who knows, maybe the LEPPERS will one day rise up.
Hopefully it’ll last. Hopefully they’ll take me on again.
England will probably win.
We probably won’t win. I imagine it will be someone like Spain or Brazil.
1st Conditional
We probably won’t get to the final, but if we do it’ll be amazing.
Who knows what I’ll be doing
Hopefully I’ll still be recording episodes of LEP

Future perfect
Hopefully, I will have done many more episodes of LEP and perhaps I will have expanded my work online in some way.
Future perfect continuous (in a 1st Conditional structure, no less!)
If I’m still doing Luke’s English Podcast , I will have been doing LEP for 15 years.

Future perfect continuous passive!
I will have been being listened to for 10 years (!!!)

210. A Cup of Tea with Noman Hosni

Conversation & language feedback with comedian Noman Hosni. Right-click here to download.

Small Donate ButtonHi everyone. Just before starting this episode, I would like to say a very special thank you to all of the people who have entered my competition, which is entitled “Your English Podcast”. I have received about 80 recordings in total, and very soon you’ll be able to listen to them all and then vote for your favourites. So, hold on because the special competition podcasts are coming soon. But now, let’s get started with this episode, which is number 210. Let’s go!

Hello, and welcome to LEP. How are you? I hope you’re well. Hello to all my long-term listeners, or LEPPERS as you are affectionately known. “Why is he calling them LEPPERS?” That’s “Luke’s English Podcasters” or “Luke’s English Podcast People”, or LEPPERS, if you were wondering. If you are new to this podcast, then welcome! This is a podcast specifically designed for learners of English. My name is Luke. It’s my podcast. That’s why it’s called Luke’s English Podcast. I am an English teacher & a comedian from London and with this podcast I aim to help you improve your English while also entertaining you and hopefully making you laugh a little bit in the process. I have loads of listeners from all around the world – so welcome to the community of Luke’s English Podcast people, or LEPPERS – welcome to the LEPPER community, welcome to the club! I sincerely hope you enjoy the podcast and that it helps you get a grip on your English by practising some proper authentic listening! Don’t forget to visit teacherluke.co.uk where you can get lots more information including how to download the podcast, how to find the archive of over 200 previous episodes, how to subscribe to the podcast on iTunes and how to find transcripts and notes for episodes of this magical, wonderful, fantastic, exceptional, modest, and unashamedly self-promoting FREE podcast!

Today’s Guest is Noman Hosni
Sometimes I have guests on the show, and we just have a free-flowing conversation in English for your enjoyment & listening practice. Today my guest is a very funny friend of mine called Noman Hosni. Let me tell you a little bit about him. Noman was born in France but he has a multinational background. His father is from Tunisia, his mum is from Iraq, he spent much of his childhood growing up in Switzerland and these days he is spending more and more time in London where he works as a professional stand-up comedian – a lot of my guests are comedians as you may have noticed – and Noman regularly entertains audiences in French in Paris and now in English in the UK too. I think he’s a very funny guy indeed, he always entertains me when I see him performing on stage and I’m very happy to have him on the podcast in this episode. The plan is just to have a bit of a chat with Noman Hosni, but also to find out about his background, his learning English experiences and some of the funny misunderstandings he’s had when trying to speak to people in English.

Noman’s English
Now, before we go any further. Let’s talk for a moment about English. Noman is a similar case to Yacine from episode 182, if you remember him. I’ve invited Noman on the podcast in this episode even though, admittedly, his English is not ‘perfect’ because I’m just impressed by him as a learner of English and I generally just enjoy his company. I think that’s enough as a justification. I don’t really need to justify having particular guests on the show do I? No I don’t, but nevertheless here are a few things that occur to me when I think about Noman and his approach to learning English, and these are a few things that you can consider while listening to this episode:
– Noman knows that he has to learn English by actively using it to achieve something. He does this by not only performing stand-up in English but also by going out of his way to have conversations in English, even if he gets into some slightly embarrassing situations and misunderstandings sometimes – you’ll have to listen to the rest of this podcast to find out more about that. So, the point is, he doesn’t mind making a fool of himself sometimes, because he realises that the reward is a more rapid improvement in his English. He’s prepared to go out of his comfort zone in order to develop his English skills.
– He is really serious about learning English, but he approaches it with a sense of play – I mean, he’s aware of the value of just playing around in English. Sometimes just fooling around and having fun in English is a great way to break down your lack of confidence. The point is – there’s nothing to be afraid of because we’re just having fun. That’s a good attitude that you can adopt when practising your speaking I think. It allows you to open up, improvise and enjoy expressing yourself with the language.
– He’s serious about learning English, but he doesn’t take himself too seriously, and I think that really helps with his confidence.
– I think he’s really funny (although that is subjective, but I’m not alone in finding him funny – he’s a pro) even if his English is not 100% perfect. So, what that means to me is that, he’s already achieving a lot in English and he doesn’t let his mistakes hold him back. His English may not be perfect, but he is communicating successfully.

Now, I’m not saying that you shouldn’t try to avoid making errors. Of course, you’ve got to try to iron out your mistakes to improve, and yes, Noman makes a few language errors in our conversation, as you might notice. That’s certainly not a crime or anything, and it’s all part of the learning process but I am going to correct his mistakes at the end of this podcast so that you can all learn from any errors he makes. I asked him if he minded that, and he said it was fine and that he thought it would be funny actually. Okay, so let’s embarrass Noman by correcting all his errors! No, he really doesn’t mind actually. So, if you do notice errors in Noman’s speech, don’t worry because you will hear error correction and language feedback after our conversation. Do keep listening all the way until the end because the language feedback will be really useful to listen to. You can learn from Noman’s errors. I’ll try to make sure the podcast doesn’t go on for too long so I’ll keep the language analysis brief yet insightful. So, hold tight, enjoy the interview, and stick around for the error correction, and Noman, if you’re listening – do pay attention at the end, you might learn to avoid a few common errors! And next time, you can help me with my French or even my Arabic pronunciation. OK? Alright, it’s a deal, and I’m assuming that you’ve said yes to that deal by the way. What I’m saying is, Noman, you owe me a French lesson, whether you like it or not.

So, enjoy the episode everyone – the interview, and then the language feedback afterwards. Cheers!

Noman Hosni Online
Click here for Noman’s website: http://www.noman.ch
Click here for Noman’s Instagram where he posts videos every day: http://instagram.com/nomanhosni
Click here for more of Noman’s content on Vine: https://vine.co/u/1053524188788891648

Error Correction & Language Feedback
With Noman’s permission, here are some language errors that he made in the interview, with corrections. Listen to the podcast to hear my more detailed corrections.

By the way, this might seem like a lot of errors, but if you compare it to the number of good things & correct things he said, it’s not much at all. Also, I know that many of these are just ‘slips’ rather than proper errors. I mean, Noman will kick himself when he hears some of this because he knows what’s right and wrong, but in the heat of the moment errors will just slip out. Anyway, let’s start.

1. I can smell the saliva of a lot of people. “Saliva” – sa-lee-va /sæli:væ/.
It should be sa-lai-va – /səlaɪvə/

2. What I said before is on the record. “record” – ree-cord – /ˈri:kɔ:d/.
It should be “on the re-cord” – /ˈrekɔ:d/.
/ˈrikɔ:d/ – that’s the verb. “I’m going to record another podcast”

3. He say… and I say…
He said… and I said…

4. From downstairs it don’t look so high. I see the balcony so high.
From downstairs it didn’t look so high. I saw (that) the balcony was really high.

5. You’re not in the good podcast right now.
You’re not listening to the right podcast right now. (Of course I disagree – you’re always listening to the right podcast, when you’re listening to Luke’s English Podcast)

6. “If you broke your leg, just stay down”
If you break your leg, just stay down.

7. It went good.
It went well. Although this is fine in American English (so is it wrong or right? – good question for a DEBATE)

8. One of my first gig.
One of my first gigs.

9. I was trying to put a lot of energy to remove my french accent.
I was trying to put a lot of energy into removing my french accent. To put a lot of energy into doing something.

10. I do a lot of mistakes.
I make a lot of mistakes. (That’s an ironic mistake to make)

11. I write everything and I’ve learn it to make sure there are no mistakes in my English.
I wrote everything (down) and I learned it to make sure (that) there were no mistakes in my English – That’s if he was talking about one instance in the past.

12. Don’t tell to the crowd that I’m French.
Don’t tell the crowd that I’m French.

13. He said me that, and I said, “I fail”.
He told me that and I said, “I failed”.

14. I was not raised by an English person who got an accent.
I was not raised by an English person who had an accent. “Have got” is the same as “have” but we don’t use it in the past. In the past, forget about ‘got’ for possession.

15. Some term are confusing.
Some terms are confusing.

16. There’s some term that doesn’t exist in the dictionary.
There are some terms that don’t exist in the dictionary.

17. You have to masterise all the tools.
You have to master all the tools.

18. It’s the first time I went in London to do a gig in English.
It was the first time I’d been to London to do a gig in English. (Providing background context for an event in the past – the event is the taxi conversation, the context is the line about his first time in London)

19. He seems to be not very agree with me.
He didn’t seem to agree with me. (Remember not to use ‘be’ with ‘agree’)

21. When I realise, I don’t want to correct him.
When I realised, I didn’t want to correct him. (Repeat it for muscle memory)

22. She thought I’m British. I don’t want to embarrass her.
She thought I was British. I didn’t want to embarrass her.

23. We are in Paris actually but maybe you’ll listen to this in 2 years and maybe we will not.
We’re in Paris at the moment (or currently) but maybe you’ll listen to this in 2 years and then maybe we won’t be.

24. Two years ago I can’t imagine that I have this conversation with you.
Two years ago I couldn’t have imagined that I would be having this conversation with you now.

25. I keep talking about another subject. (past)
I kept talking about another subject.
I kept changing the subject.

26. English crowd are more easy to laugh.
English audiences laugh more easily.
It’s easier to make English audiences laugh.

27. I’m agree, I’m impressed.
I agree.

28. Every time someone kill people…
Every time someone kills people…

29. I put energy on it.
I put energy into it.

30. When I speak to English person.
When I speak to English people.

31. I’m keeping push it on my accent.
I’m putting pressure on my accent.
I keep pushing my accent.

32. It was in purpose.
It was on purpose.

33. One of the only things I could remember was the warm.
One of the only things I could remember was the heat.

176. Grammar: Verb Tense Review

This episode is all about grammar, specifically verb tenses such as: present simple, present continuous, present perfect simple, present perfect continuous, past perfect, past perfect continuous and different future forms. Part of this episode is transcribed, and part of it is spontaneous.

Download Episode  Small Donate Button
I’m going to go through lots of verb tenses in English. I’ll demonstrate them first, and then go through them with you, explaining their form, use and pronunciation.

It’s been a while since I did an episode on grammar, and so I thought I’d give you a really thorough look at different verb tenses. It’s a bit ambitious to try and cover lots of tenses in one episode, but I’ll try and keep it brief and practical.

This could be a really useful episode, which you could listen to again and again, in order to get the full value.

I don’t normally do many episodes on grammar, because let’s be honest, it’s pretty boring. Unless you’re a grammar geek, it can be pretty mind numbing stuff. In one ear and out the other. The trouble is, that in explaining the basics of grammar you end up using all kinds of complex and abstract language, which makes the whole thing more complex than it really is. For example, if you can’t use the present simple tense correctly, then you’re hardly able to understand the rules that underpin that tense.

We don’t learn a language by learning the rules first and then applying them. Instead we learn by trying to communicate a message in that language. In doing that we learn the limitations and possibilities. But, it does help to get an insight into the structures at work because you can identify areas where you’re making mistakes, or particular tenses that you’re not using.

So listen carefully while I’m talking here and try to notice the different tenses. That’s your task. Notice the different tenses I use, as I’m using them. Like, oh that’s present perfect, or that’s a 1st conditional structure, or that’s the future perfect continuous passive there, I love that one. Etc.

Then I’ll go through it all and explain it at the end. You can read this on my website.

So, let’s start. Listen closely as I tell you a few things about myself. Notice the tenses, and I’ll explain them afterwards. Eventually, the plan is for you to perhaps practise this by talking about yourself in a similar way, using the tenses as I do. Then you’ll be speaking more like a native. Some of this is written down, and some of it is improvised.

OK, it’s grammar time!

Spot the Tenses
m5e8dHello. I’m Luke. I’m from London, but at the moment I’m living in Paris. I’ve been living here for just over a year. It’s great. I’m really enjoying it. You know that originally I’m from England. I was born in a town just outside London, and then I lived in West London for a long time. My Dad was promoted and got a job in the midlands, so we moved there, and stayed for many years. I went to university in Liverpool and lived there for 4 years, and then I moved back to Warwickshire. That’s when I decided to become an English teacher. I’d finished uni and I was working in a pub, not really going anywhere. As well as studying at university and college, I’d also been playing in lots of bands over the past few years, but it hadn’t really worked out, so I needed to think of something to do. I ended up deciding to become a TEFL teacher in 2001 and then I went to Japan and lived there for 2 years. That was an awesome time. had loads of really cool experiences and met loads of people, but I didn’t want to get stuck there, and I was keen to get back to my home country. I moved back to London and I worked there for a long time. It was while I was living in London that I came up with the idea to launch an amazing podcast for learners of English, that would save the world from the forces of evil. That’s when I created the now legendary Luke’s English Podcast, and a new cult of language learners was created. Who knows, maybe the LEPPERS will one day rise up and, just speak really fluently, and then give everyone free ice-cream sandwiches. It’s just a dream maybe, but who knows, it might just happen.

I moved to Paris in 2012. Living in Paris is pretty cool. It used to be quite difficult, because I couldn’t speak the language but I’m getting used to it now. When I first came here, I’d never visited Paris before, but my girlfriend had told me a lot about it, so I was kind of prepared. I’d also been to France quite a lot as a child on holiday. But when I first arrived it was quite hard because I didn’t speak much French. I took some French lessons at school when I was a kid but I don’t remember learning much. In fact most of the time those French lessons were a bit of a doss. So, when I first arrived I couldn’t really communicate, which was not very helpful. It was usually okay because I could get by, but I remember once I was walking down the street and this guy came up to me and started talking, but I couldn’t understand him, and he got angrier and angrier and started following me down the street. It was a bit scary and weird, and I wish I could have understood him and told him to piss off or whatever.

These days things are much easier, and Paris is an amazing place to live in. I’ve seen and done quite a lot of stuff here.

things I’ve done

– I’ve been up the Eiffel Tower. I’ve visited Notre Dame. I’ve been to Shakespeare and Company. I’ve tried lots of delicious French wine.

Things I’ve been doing

– I’ve been doing lots of comedy. I’ve been doing lots of gigs.

– I’ve been working at the university.

– I’ve been recording episodes of the podcast

-learning french

Today I’ve drunk a bit too much coffee so I’m pretty hyperactive. Normally I drink tea, but more recently I’ve been drinking coffee. I’ve had about 9,000 cups already today.

Work

– At the moment I’m working at the university

– I teach English, but I’m teaching at a university at the moment.

The future

– Hopefully it’ll last. Hopefully they’ll take me on again.

– I wonder what’s going to happen in the future.

going to / present continuous

– We’re going to visit New York next month

– I might do a special report from New York

– We’re going to stay in an AirBnB apartment that we’ve found

– We’re planning the trip at the moment.

– We’re flying there in the middle of April. It’s going to be good.

Will

– England will probably win.

– We probably won’t win. I imagine it will be someone like Spain or Brazil.

– It’s going to be a challenge.

– We probably won’t get to the final, but if we do it’ll be amazing.

5 years from now

– Who knows what I’ll be doing

– Hopefully I’ll still be recording episodes of LEP

– I might have had kids by then.

– I’ll probably have children. That’ll be…

– Hopefully, I will have done many more episodes of LEP and perhaps I will have expanded my work online in some way.

10 years from now

– If I’m still doing Luke’s English Podcast , I will have been doing LEP for 15 years.

– I will have been being listened to for 10 years (!!!)

The Tenses

Present simple
– I teach English, but I’m teaching at a university at the moment.

Present continuous
– I’m from London, but at the moment I’m living in Paris.
– At the moment I’m working at the university
– I teach English, but I’m teaching at a university at the moment.

Past simple
– (for) I lived in West London for a long time.
– (sequence of finished actions) My Dad was promoted and got a job in the midlands, so we moved there, and stayed for many years. I went to university in Liverpool and lived there for 4 years, and then I moved back to Warwickshire.

Past continuous
– I’d finished uni and I was working in a pub, not really going anywhere.
– It was while I was living in London that I came up with the idea to launch an amazing podcast for learners of English
– I was walking down the street and this guy came up to me and started talking, but I couldn’t understand him

Used to do vs. Get used to doing
– It used to be quite difficult, because I couldn’t speak the language but I’m getting used to it now.

Present perfect
– I’ve been up the Eiffel Tower. I’ve visited Notre Dame. I’ve been to Shakespeare and Company. I’ve tried lots of delicious French wine.
– Today I’ve drunk a bit too much coffee so I’m pretty hyperactive. Normally I drink tea, but more recently I’ve been drinking coffee. I’ve had about 9,000 cups already today.

Present perfect continuous
– I’ve been doing lots of comedy. I’ve been doing lots of gigs.
– I’ve been working at the university.
– I’ve been recording episodes of the podcast
– I’ve been living here for just over a year.

Past perfect
– That’s when I decided to become an English teacher. I’d finished uni and I was working in a pub, not really going anywhere.
– When I first came here, I’d never visited Paris before, but my girlfriend had told me a lot about it, so I was kind of prepared.

Past perfect continuous
As well as studying at university and college, I’d also been playing in lots of bands over the past few years, but it hadn’t really worked out, so I needed to think of something to do.

Modals to talk about the past
– I wish I could have understood him and told him to piss off or whatever

Going to / present continuous
– We’re going to visit New York next month
– I might do a special report from New York
– We’re going to stay in an AirBnB apartment that we’ve found
– We’re planning the trip at the moment.
– We’re flying there in the middle of April. It’s going to be good.

Future with will (not plans, but judgements, opinions, predictions)
– Who knows, maybe the LEPPERS will one day rise up.
– Hopefully it’ll last. Hopefully they’ll take me on again.
– England will probably win.
– We probably won’t win. I imagine it will be someone like Spain or Brazil.

1st Conditional
– We probably won’t get to the final, but if we do it’ll be amazing.

Future continuous
– Who knows what I’ll be doing
– Hopefully I’ll still be recording episodes of LEP

Future perfect
– Hopefully, I will have done many more episodes of LEP and perhaps I will have expanded my work online in some way.

Future perfect continuous (in a 1st Conditional structure, no less!)
– If I’m still doing Luke’s English Podcast , I will have been doing LEP for 15 years.

Future perfect continuous passive!
– I will have been being listened to for 10 years (!!!)

Modals for the future
– it might just happen.

Test Yourself

Complete the gaps in this text. Scroll up to see the answers.

Hello. I’m Luke. I’m from London, but at the moment I _______________________ (live) in Paris. I _______________________ (live) here for just over a year. It’s great. I’m really enjoying it. You know that originally I’m from England. I _______________________ (born) in a town just outside London, and then I _______________________ (live)  in West London for a long time. My Dad _______________________ (promote) and got a job in the midlands, so we _______________________ (move) there, and _______________________ (stay) for many years. I _______________________ (go) to university in Liverpool and _______________________ (live) there for 4 years, and then I _______________________ (move) back to Warwickshire. That’s when I _______________________ (decide) to become an English teacher. I _______________________ (finish) uni and I (work) in a pub, not really going anywhere. As well as studying at university and college, I _______________________ (also play) in lots of bands over the past few years, but it hadn’t really worked out, so I _______________________ (need) to think of something to do. I _______________________ (end up) deciding to become a TEFL teacher in 2001 and then I _______________________ (go) to Japan and _______________________ (live) there for 2 years. That was an awesome time. I _______________________ (have) loads of really cool experiences and _______________________ (meet) loads of people, but I _______________________ (not want) to get stuck there, and I was keen to get back to my home country. I _______________________ (move) back to London and I _______________________ (work) there for a long time. It was while I _______________________ (live) in London that I _______________________ (come up with) the idea to launch an amazing podcast for learners of English, that would save the world from the forces of evil. That’s when I _______________________ (create) the now legendary Luke’s English Podcast, and a new cult of language learners was created. Who knows, maybe the LEPSTERS _______________________ (rise up one day) and, just speak really fluently, and then give everyone free ice-cream sandwiches. It’s just a dream maybe, but who knows, it might just happen.

I moved to Paris in 2012. Living in Paris is pretty cool. It _______________________ (be) quite difficult, because I couldn’t speak the language but I _______________________ (get used to) it now. When I first came here, I _______________________ (never visit) Paris before, but my girlfriend _______________________ (tell) me a lot about it, so I was kind of prepared. I _______________________ (also go) to France quite a lot as a child on holiday. But when I first _______________________ (arrive) it was quite hard because I _______________________ (not speak) much French. I _______________________ (take) some French lessons at school when I was a kid but I don’t remember learning much. In fact most of the time those French lessons were a bit of a doss. So, when I first arrived I couldn’t really communicate, which was not very helpful. It was usually okay because I could get by, but I remember once I _______________________ (walk) down the street and this guy _______________________ (come) up to me and _______________________ (start) talking, but I couldn’t understand him, and he _______________________ (get) angrier and angrier and _______________________ (start) following me down the street. It was a bit scary and weird, and I wish I could have understood him and told him to piss off or whatever.

These days things are much easier, and Paris is an amazing place to live in. I _______________________ (see and do) quite a lot of stuff here. I _______________________(go )up the Eiffel Tower. I _______________________ (visit) Notre Dame. I _______________________(go) to Shakespeare and Company the bookshop. I _______________________ (try) lots of delicious French wine. It’s great.

Check the top of the page for the answers.

Memory, Mnemonics & Learning English (How to Remember Vocabulary)

How to improve your memory and learn English more effectively with memory techniques & mnemonics.

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The following is a transcript of this episode of the podcast.
Hello, and welcome to the podcast. Today, we are going to take a journey into the palace of the mind! We are going to venture into the deepest parts of your brain, and in the process we’re going to clean it up, brighten it up, sweep out the cobwebs and make it a much more effective place for learning and remembering English. Have a glass of water, take a deep breath and get ready for a brain upgrade because this episode of the podcast is all about memory, mnemonics and learning English!

Recently I’ve been doing a series of mini podcast episodes called “A Phrasal Verb a Day”. It’s quite a popular series, which is great. Lots of people have been listening to it, and I’m updating it every day. You can find a link to the episodes on my webpage https://audioboo.fm/LukeThompson. I’m hoping to do 365 phrasal verbs this year, that’s one a day, which may be a little ambitious but we’ll see. 365, that’s a large number of phrases for me to teach, but also a large number for you to remember. You might be thinking – this is great Luke. 365 phrasal verbs, all explained by you with examples and transcripts, but how am I going to remember them all? Well, you don’t have to remember all of them, but you definitely can. Your brain is an amazing thing. It’s capable of remembering massive amounts of information. It’s just a question of how you get the information in there.

English has one of the largest vocabularies of any language in the world, which is quite an overwhelming prospect for those of you who are trying to learn all of those words, even just a portion of them – like the commonly used ones. But it’s not just the words, it’s the phrases, the idioms, the spelling, the rules of grammar. It’s a challenge, but you can do it. The question is: How? Well, let’s look into it.

In this episode we’ll be looking at ways to improve your memory and some specific mnemonic devices for remembering English vocabulary and spelling. So strap in, this is going to be a useful one. With the methods in this episode, you’ll be able to remember massive amounts of vocabulary, and you’ll be able to remember the spelling for loads of difficult-to-write English words. There’s also a transcript for this which you can read at www.teacherluke.wordpress.com. You’re welcome.

The techniques I talk about here are well-known methods, used by lots of people including some of the most famous brains in the world. The illusionist Derren Brown is an example. He’s famous for being able to remember vast sequences of information, and uses this technique in his magic shows. Then, there’s the world famous detective Sherlock Holmes. I know he’s not a real person, but in the modern TV adaptation called “Sherlock” starring Benedict Cumberbatch, he uses a mnemonic device known as a  mind palace in order to remember all kinds of information, which allows him to solve deeply complex criminal cases. You can create your own mind palace too, or just use memory techniques to help your remember names of people at a party, business contacts, telephone numbers, lists of phrasal verbs or the way English words and spelled and pronounced. We’ll be looking at all these things in this episode.

These are tried and tested techniques and I invite you to try them for yourself, even if you’ve never considered the idea of improving your memory. They’re a lot of fun and surprisingly useful, and you don’t need to try very hard to just play along. I don’t want to go on about it too much, but if you just listen – it’ll be quite entertaining, but you’ll get the most benefit from actually trying these things yourself, and if you do that – if you try to apply the memory techniques in this episode, it could transform your English learning in a really exciting way.

You might need a pen and paper, so you can join in with some activities. Don’t forget you can read everything I’m saying by visiting teacherluke.wordpress.com.

Let me give you a run-down of the systems I’m going to talk about here:

1. Firstly I’ll talk about some advice for learning English more effectively, based on mnemonic devices. I’ll give you a summary of what I’ve learned from reading about this subject.

2. Then I’ll outline some specific systems for remembering lists of things such as a shopping list, people’s names, the order of adjectives in English, or lists of vocabulary.

3. Then, we’ll go through some specific mnemonics for remembering English spelling, which can help you to improve your spelling massively.

Just to explain, a mnemonic is a method of remembering something. It’s a memorising technique. Mnemonic has slightly weird spelling. It’s spelled M-N-E-M-O-N-I-C but the first M is silent. So that’s pronounced “NEMONIC”. There is a mnemonic device for learning the spelling for the ‘mnemonics’. It goes like this Mnemonics Now Erase Man’s Oldest Nemesis, Insufficient Cerebral Storage. The first letters of the first words in that phrase all spell “mnemonics”. Say it again… Mnemonics Now Erase Man’s Oldest Nemesis, Insufficient Cerebral Storage. Again, you can read that on the webpage, and you can check out words like insufficient (not enough), cerebral (of the brain) and storage (where things are stored, or kept.

I’ve discovered while reading about this subject that the key aspect of mnemonics seems to be that you have to push the thing you’re trying to remember deep into your mind, and make links to things you already remember well. The more personal the the connection to that word, the more likely you are to remember it. How do we do it? This means creating an image in your head and making it as vivid and clear as possible, attaching some kind of narrative or story to it or connecting it to an already existing deep memory. I guess this is because in your brain there are electrical pathways – the brain is like an electrical system. Each electrical pathway is a connection to that word. It’s a way for your brain to access that particular bit of information. So, the more electrical pathways, or connections you have to something in your brain, the more likely are to be able to access that thing later, and remember it.

How does this relate to learning English? Let’s see if you this confirms that you are already learning in the right way, or if there are some new approaches that you can pick up.

First, you should really engage with the learning process. Don’t let information just go in one ear and come out the other. It has to go deeply into the brain. So, as a learner, you need to put yourself and your personality right into it, and become an active member of your class (if you’re studying in a class) with a sense of independent responsibility for your own learning. Remember that the stuff you’re studying (like vocab or grammar) is not just abstract information but something that involves you in a very personal and specific way.

So we’re talking about personalising new words. Think of examples or definitions of new vocabulary in a way that is meaningful specifically to you or your life. Put yourself into the examples of vocabulary you use. Imagine that you’re living these words and phrases somehow. Picture yourself acting it out. If I teach you a phrase like “to doze off”, meaning to go to sleep, just imagine a time when you’re really tired and can hardly keep your eyes open, even though you want to stay awake. Then imagine yourself reacting to that by saying “oh god I keep dozing off!”. Imagine people you know in your examples of new grammar or vocabulary. Vividly picture something familiar to you when you’re trying to remember the words. Bring the language to life in your own head. Create stories with the new language. Involve you, your friends or family in those stories, and make them really vivid, colourful and dramatic – like my Pink Gorilla story for example. Make your own pink gorilla story and aim to include lots of new language in it.

When you’re trying to practice using new grammar or vocabulary, don’t just make a random sentence. Make a sentence which you really feel or really mean. Obviously, this is not always possible – for example if you’re doing an exam practice exercise in a book or if you just have to play with the grammatical structure of a phrase quickly – in that case you might have to just dash off a quick sentence with the phrase in it, for structural purposes. But at some point you should aim to use the phrase to express something meaningful and personal to you.

This works for teachers as well. When explaining new words, try to give vivid examples. Bring the expression to life. The more vivid and colourful, the better. If you can, try to attach some personal element to it. Put yourself into the example perhaps. If you need to use the 3rd person, pick a real person, like a famous person or someone in the class, rather than just a name. I know it’s not always possible to think up these vivid examples, or you can’t always share personal details, but just remember – the more lively and vivid the example, the easier it is for the students to internalise. It also might encourage them to personalise the language enthusiastically too, when it’s their turn to use the language.

New words can be quite abstract, so try making them familiar by attaching them to things you already know. For example, maybe the English word looks like a word in your language, or perhaps it reminds you of somebody’s name. You can then associate the English word with that name, and it sticks in your mind more effectively. For example, the Japanese word for apple is ‘ringo’. I always remember this because Ringo is one of the Beatles and the Beatles’ record label is called Apple, so now I think of an apple, and I think of The Beatles, and Ringo. This method is common sense really, but we often just don’t apply these techniques to remembering things as much as we could. Instead we just try to cram information into our head, without doing it in a meaningful way, and as a result we just fail to remember things.

It works with names as well. I have to remember lots of names in my classes. At the moment at university I have over 200 names to remember. Sometimes the only way I can do it is to make an association to something. For example, I had a Saudi student once called Faisa. It can be difficult for me to remember Arabic names, because they’re quite foreign to me. We don’t have many Arabic names in English. So, Faisa was quite a difficult one to remember at first, and it’s important to remember names in class because referring to someone by their name helps get their attention, but it’s also a nice way to establish rapport with that person. So, Faisa – F-A-S-I-A. In English, we have a similar sounding word, which is ‘phaser’, spelled p-h-a-s-e-r. A phaser is a kind of laser-gun, like the guns they have in Star Trek. “Set phasers to stun!” for example.  I imagine the old Star Trek TV series, in which they used these laser guns, with cheesy special effects and sounds. In the classic 1960s version of Star Trek which I used to watch on TV during the 80s and 90s there was always a scene in which Spock and James T Kirk went to an alien planet, and they took their phasers with them. So, I just imagined my student Faisa, in Star Trek, beaming down onto an alien planet (England?) with her phaser set to stun. It didn’t take long – just that image of Faisa in Star Trek, with a phaser, maybe shooting an alien. I didn’t tell her this. She had no idea she was in Star Trek, but it helped me to remember her name. This could work for anybody, at a party for example – when you’re introduced to someone, as soon as you get their name, make a point of connecting that name to something you know well. For example, if the person’s name is John – imagine him with John Lennon, or imagine him wearing John Lennon glasses, walking across Abbey Road. JOHN. Perhaps you have another friend called John. Imagine the new John and the other John together, perhaps having a fight – like Street Fighter 2. John vs John. “Round 1 – fight!!! Hello John, hello John! PERFECT… John, wins….” You won’t forget it. Do that with everyone at the party, or everyone at the business conference. You’ll remember their names, and you’ll have fun doing it. Just remember not to tell them. For example, if you get drunk a bit later, don’t go up to John and say “Hey John! How’s John Lennon?? How are all the other Beatles. When’s the new album coming out?? JOHN! I love you John… ” Don’t do that.

Sometimes it works against me though. I have a student called Charles, and to me he looks just like Roger Federer, the tennis player. Sometimes I call him Roger by mistake, and he has no idea why I keep calling him Roger. I haven’t explained that I think he looks like Roger Federer, and that’s because he doesn’t look enough like Federer for everyone else to agree with me. They’d probably just think I was weird, and I’m supposed to be a professor, y’know. Anyway, there’s just something Federer-ish about this student. So, I mistakenly call him Roger sometimes, even though his name is Charles. What I need to do is imagine Federer meeting Prince Charles, and perhaps being knighted by Prince Charles for being such a great tennis player. Roger Federer and Prince Charles. – that should help. You might think that remembering all these connections is more complex than remembering the individual words or names themselves, but it’s not true. We’re just making connections to things that already exist in our heads. The more connections there are, the more likely you are to remember the words. Words that exist with no connections at all, are just lost in space, in your brain. Disconnected and missing. Words like to hang out with other words. They’re all connected in some way. It’s worth remembering that, and people often draw mind-maps to create visual representations of the connections between words. This is a good vocabulary learning strategy.

Also, it can help people to learn new words when they find out the origin of those words. There are lots of TEDed videos which explain the origins of many words. You can find TEDed’s youtube channel online. Again, go to my page and I’ll give you a link. Here is the link to the TEDed YouTube channel: http://ed.ted.com/series/mysteries-of-vernacular

So, in all these mnemonic devices, the words that come up a lot seem to be these ones: vivid, personal, funny and weird. So, when you’re linking a word to an image – make it vivid, personal, funny and weird. That’s how you really lodge the word deep in your brain. You could probably create a mnemonic to remember that! Vivid – meaning bright and clear, personal – meaning related to yourself or something you know personally, funny – just something that makes you laugh, and weird – something bizarre, out of the ordinary and strange. I’m just imagining The Simpsons, like Homer Simpson, just glowing! They’re vivid because they’re bright yellow and have big bulging eyes. They’re funny, obviously. At its best The Simpsons is one of the funniest shows on TV (in English – I’m not convinced it’s as funny in other languages, but in English it is generally hilarious sometimes). They’re personal because it’s about a family, we know them well, we’ve grown up watching them on TV. Homer, Marge, Bart, Lisa and Maggie. They’re weird – because they’re yellow, that’s strange. They only have 4 fingers, and the sense of humour in the show is pretty bizarre. Also, they’ve been on TV for 20 years and yet they’ve always stayed the same age. Bart has never grown up. That’s pretty weird. So, vivid, funny, personal and weird. Those are the key qualities for mnemonic images.

So, I’ve just given you some quick memory techniques for learning English, as they occurred to me, but let’s have a closer look at some specific tried and tested memory techniques and mnemonic devices.

Some specific memory systems

These might seem like pretty weird techniques, but as I said earlier, if you just listen to this you won’t get the full benefit. You’ll just enjoy listening to it as entertainment. So I invite you to try them for yourself, because only then will you realise just how effective these things are. It can make a huge difference to your life.

Let’s listen to a short presentation from The University of Western Sydney. This video is available on YouTube and also on my website. This video is about 5 minutes long and it clearly explains some mnemonic systems. The guy in the video speaks with an Australian accent. It’s not a strong one, but you might be able to notice the way he says some words, like numbers 1 – 9 for example.

[youtube=http://www.youtube.com/watch?v=VoYOb2sPnqA&w=500&h=281]

So, that’s Acronyms (a word – each letter represents something, eg. ROY GBIV), Acrostics (a sentence in which the first letter of each word spells out the thing you need to remember),  The Peg System (words represent numbers, and you can then create an image using those words), Image Mnemonics (I’ve talked about this with the John Lennon example), Chunking – grouping individual bits of info together to make them easier to remember (This helps with vocab because words are often grouped together – so you should not just remember a word, but remember a whole group or chunk of words – for example if that word is followed by a particular preposition or verb form), Mind Maps (we talked about this – but you can make your mind maps as personal as you like – create any kind of connection between words that will help you remember them)

At my university course, I have to remember some details of the assessment procedure. Students often ask me. For some reason, they can’t remember it themselves so they’re always asking me. They should remember, and I definitely have to remember. Basically the grading system was continual assessment which included lots of different criteria, like their development through the course, their English in a presentation, their attendance, absences and the way they took part in class. To be honest, it was hard to remember those 5 items, but I managed to group it together as “the 5 Ps” – progress, presentation, presence, punctuality and participation. Knowing that there were 5 things, and that they all began with a P, allowed me to quickly recall and summarise the assessment type, in the middle of a lesson.

Let’s consider the linking system. This can help you to remember lists of apparently unrelated items. It could be a list of nouns, or it could be a shopping list. I’ve taken this explanation from a book actually. It’s a really great book called “Tricks of the Mind” by Derren Brown, who, in my opinion, is one of the world’s best illusionists, and a bit of an expert into mind control techniques, hypnotism and mentalism. If you’re interested in the subject, I suggest you get a copy of Tricks of the Mind by Derren Brown. He deals with the subject in a very common-sense and scientific way, without all the mysticism that often accompanies this subject. So, let’s try an experiment.

[youtube http://www.youtube.com/watch?v=mhZcHoU-QR8&w=500&h=375]

Mind Palace
This is what Sherlock Holmes uses in the TV show. It’s an amazing idea – apparently you can remember massive amounts of information if you create your own memory palace. That’s a massive space, in your own head, where you keep memories. It works by making connections to a place you know really well. It could be your house, for example, or the route you take to work (if you know it well) or a part of a city that you know well, or your school building or something. You imagine you’re walking around this place, and in key spots you plant a vivid image of each thing you’re trying to remember. Then, all you need to do is imagine walking around the place, and you’ll be able to remember everything. Also, when you’re doing it you can say “Hold on, let me go into my mind palace” which sounds pretty cool – especially if you’re a Sherlock Holmes fan.

Let’s hear Derren Brown explaining how he uses his mind palace.
[youtube http://www.youtube.com/watch?v=3WPY3I8yTkY&w=500&h=281]

Spelling Mnemonics
I may have left the best until last here, because now we’re going to look at lots of common mnemonics for learning difficult spelling in English. Don’t forget you can read all this on my website, which is teacherluke.wordpress.com

Let’s get started. I’ve taken this list from Wikipedia, and added some of my own as well.

Characteristic sequence of letters

  • I always comes before E (but after C, E comes before I)

In most words like friend, field, piece,pierce, mischief, thief, tier, it is i which comes before e. But on some words with c just before the pair of e and i, like receive, perceive, e comes before i. This can be remembered by the following mnemonic,

I before E, except after C

But this is not always obeyed as in case of weird and weigh,weight,height,neighbor etc. and can be remembered by extending that mnemonic as given below

I before E, except after C
Or when sounded “A” as in neighbor, weigh and weight
Or when sounded like “eye” as in height
And “weird” is just weird

Another variant, which avoids confusion when the two letters represent different sounds instead of a single sound, as in atheist or being, runs

When it says ee
Put i before e
But not after c
  • Where ever there is a Q there is a U too

Most frequently u follows q. e.g.: Que, queen, question, quack, quark, quartz, quarry, quit, Pique, torque, macaque, exchequer. Hence the mnemonic:

Where ever there is a Q there is a U too (But this is violated by some words; see:List of English words containing Q not followed by U)
  • When two vowels go walking the first does the talking

For words like “oat” or “eat”, here the second letter a is silent and first letter o and e respectively are pronounced in the examples

Letters of specific syllables in a word

  • BELIEVE
Do not believe a lie.
  • SECRETARY
secretary must keep a secret
  • PRINCIPAL
The principal is your pal.
  • TEACHER
There is an ache in every teacher.
  • MEASUREMENT
Be sure of your measurements before you start work.
  • FRIEND
A friend is always there when the end comes.
Fri the end of your friend
When Friday ends, you go out with your friends.
  • SPECIAL
The CIA have special agents
  • BEAUTIFUL
Big Elephants Are Ugly
  • SLAUGHTER
Slaughter is laughter with an S at the beginning.
  • PIECES
Pieces of a pie
  • ASSUME
When you assume, you make an ass of u and me.
  • SEPARATE
Always smell a rat when you spell separate
There was a farmer named Sep and one day his wife saw a rat. She yelled, “Sep! A rat – E!!!”

Distinguishing between similar words

  • Difference between Advice & Advise, Practice & Practise, Licence & License etc.

Advice, Practice, Licence etc. (those with c) are nouns and Advise, Practise, License etc. are verbs.

One way of remembering this is that the word ‘noun’ comes before the word ‘verb’ in the dictionary; likewise ‘c’ comes before ‘s’, so the nouns are ‘practice,licence,advice’ and the verbs are ‘practise,license,advise’.
  • Here or Hear
We hear with our ear.
  • Complement and Compliment
complement adds something to make it enough
compliment puts you in the limelight
  • Principle and Principal
Your principal is your pal
A rule can be called a principle
  • Sculpture and Sculptor
A sculpture is a kind of picture
  • Stationary and stationery
Stationery contains er and so does paper; stationary (not moving) contains ar and so does car
A for “at rest”, e for envelope

First letter mnemonics of spelling

  • DIARRHOEA
Dashing IA Rush, Running Harder OElse Accident!
Dining IA Rough Restaurant: Hurry, Otherwise Expect Accidents!
Diarrhoea IA Really Runny Heap OEndless Amounts
  • ARITHMETIC
A Rat IThe House May Eat The Ice Cream
A Red Indian Thought HMight Eat Tulips IClass
  • NECESSARY
Not Every Cat Eats Sardines (Some Are Really Yummy)
Never Eat Crisps, Eat Salad Sandwiches, And Remain Young!
  • BECAUSE
Big Elephants Can Always Understand Small Elephants
Big Elephants Cause Accidents Under Small Elephants
Big Elephants Can’t Always Use Small Exits
Big Elephants Can’t Always Use Small Entrances
  • MNEMONICS
Mnemonics Now Erase Man’s Oldest Nemesis, Insufficient Cerebral Storage
  • GEOGRAPHY
George’s Elderly Old Grandfather Rode A Pig Home Yesterday.
  • TOMORROW
Trails OMOld Red Rose Over Window
  • RHYTHM
Rhythm Helps Your Two Hips Move

So, there we are. The transcript ends here!
OH BY THE WAY – CAN YOU REMEMBER THE LIST OF WORDS IN THE MEMORY TEST? I BET YOU CAN!

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Do you love this subject, and want more? Here’s a fascinating TED Talk about amazing feats of memory that anyone can do:
[youtube http://www.youtube.com/watch?v=U6PoUg7jXsA&w=500&h=281]
Oh, and here’s another one! This one is about mind mapping, which is particularly important in recording new vocabulary.
[youtube http://www.youtube.com/watch?v=nMZCghZ1hB4&w=500&h=281]
memoryPODPIC

121: Americanisms (Part 2) What do British people think of American English?

What do British people think of certain bits of American English usage? Are they right?

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Transcript
Hi listeners, and welcome back to Luke’s English Podcast. This episode is the continuation of the last one which was all about Americanisms. In that episode I went through a list of American expressions which British people don’t like. This is a list, published by the BBC of comments made by British people about American expressions that they hate.

Yes, ‘hate’. It’s a pretty strong word to use but bascially, British people can be very sensitive about hearing American expressions used in British English. Many of them just don’t like it. It infuriates them, causes their blood pressure to rise and their blood to boil. But is it really worth getting so angry about the way British English is influenced by American English? Are the expressions genuinely wrong grammatically? In most cases, I don’t think so. Most of the expressions are grammatically ok. They’re just examples of standard conventions of American English, and it’s quite natural for American English to influence British English. We watch American TV shows, interact with Americans on the internet and meet more and more American people in our daily lives.

Perhaps some Americanisms sound less sophisticated than their British equivalents, but in fact many Americanisms really are efficient bits of language. They’re effective tools of communication, most of the time. Also, they are just the normal way in which Americans use the language, and essentially American English has just developed differently to the way British English has. When British people don’t like hearing other Brits using Americanisms, I think it’s pretty small minded, especially when the criticisms given are things like “It’s grammatically wrong” or “It makes my blood boil”. Is it really grammatically wrong, or are you just arrogantly assuming that British English is the only way. And if Americanisms really do make people that angry, they should just calm down a bit.

British people like to think that because we are British, we have the right to be superior about the use of English. As if to say “well, it’s our language, so we can decide how it should be used”. I think we feel we have a connection to the real source of English heritage – Shakespeare and all that. However, in my experience, most British people don’t really have the linguistic knowledge to back up their complaints about American English, so when they complain about Americanisms, they just sound conservative, small minded or snobbish. So, really, when a British person complains about American usage, do they really have a good linguistic point, or are they just being a bit judgemental about American English?

In this episode I will continue to go through the list of British people’s most hated Americanisms, as published by the BBC. I will explain each comment, and then give my opinion. I’ve also got some comments from a language expert called Grammar Man who works at the University of Carolina.
The main questions I consider when judging these Americanisms are:
-Are they grammatically correct or not?
-Are they effective tools for communication? Do they effectively communicate a message?
-Is the complaint really justified, or is it just snobbishness?

Americanisms
So, where did we stop in the last episode? I believe it was comment number 16, so here it is.

16. “I’m good” for “I’m well”. That’ll do for a start. Mike, Bridgend, Wales

Grammar Man says: There is a difference between good and well, indeed. The former is an adjective; the latter, an adverb. This distinction does elude many Americans, I admit. However, adjectives, not adverbs, follow linking verbs — verbs like to be. Hence, the correct response to How are you? is in fact I’m good. The Brits are wrong again.

17. “Bangs” for a fringe of the hair. Philip Hall, Nottingham

Grammar Man says: I don’t know what else to call them.

18. Take-out rather than takeaway! Simon Ball, Worcester

Grammar Man says: Six of one, a half dozen of the other.

19. I enjoy Americanisms. I suspect even some Americans use them in a tongue-in-cheek manner? “That statement was the height of ridiculosity”. Bob, Edinburgh

Grammar Man says: A great example of wordplay!

20. “A half hour” instead of “half an hour”. EJB, Devon

Grammar Man says: I suspect this person has a half brain.

21. A “heads up”. For example, as in a business meeting. Lets do a “heads up” on this issue. I have never been sure of the meaning. R Haworth, Marlborough

Grammar Man says: I’ve never claimed to understand what happens in business meetings.

22. Train station. My teeth are on edge every time I hear it. Who started it? Have they been punished? Chris Capewell, Queens Park, London

Grammar Man says: Have you been punished yet for talking out of turn? Go stand in the corner and don’t come back until you have a good point to make.

A US reader writes…

Melanie Johnson – MA student in Applied Linguistics, now in the UK

The idea that there once existed a “pure” form of English is simply untrue. The English spoken in the UK today has been influenced by a number of languages, including Dutch, French and German. Speakers from the time of William the Conqueror would not recognise what we speak in Britain as English. This is because language variation shifts are constantly changing.

Five years ago you might have found it odd if someone asked you to “friend” them, but today many of us know this means to add them on Facebook. The increased use of technology, in combination with the rise of a globalised society, means language changes are happening faster than ever, especially in places with highly diverse populations like London. Young people are usually at the vanguard of this, so it’s no surprise to find London teenagers increasingly speaking what’s been termed “multicultural ethnic English”.

Changes in word use are normal and not unique to any language. But English does enjoy a privileged status as the world’s lingua franca. That began with the British, but has been maintained by the Americans. It’s difficult to predict how English will next evolve, but the one certainty is it will.

23. To put a list into alphabetical order is to “alphabetize it” – horrid! Chris Fackrell, York.

Grammar Man says: No doubt, we Americans are notorious for transforming nouns into verbs. If we hadn’t introduced this practice, imagine how annoyed you’d be always having to say, “I’ll add you as a friend on Facebook,” instead of, “I’ll friend you.”

24. People that say “my bad” after a mistake. I don’t know how anything could be as annoying or lazy as that. Simon Williamson, Lymington, Hampshire

Grammar Man says: For a while I thought the British were actually more sophisticated than us. Then I picked up an issue of The Sun. My bad.

25. “Normalcy” instead of “normality” really irritates me. Tom Gabbutt, Huddersfield

Grammar Man says: These words are in fact different, and people should be corrected when confusing them. Though I don’t think the confusion is particularly American. Are you confused?

26. As an expat living in New Orleans, it is a very long list but “burglarize” is currently the word that I most dislike. Simon, New Orleans

Grammar Man says: Again, you should thank us for making a habit of verbing nouns.

27. “Oftentimes” just makes me shiver with annoyance. Fortunately I’ve not noticed it over here yet. John, London

Actually ‘oftentimes’ is used in Macbeth, by Shakespeare. It’s an example of English that was used over here, the Americans then took it over there, we stopped using it, they continued, and now we just get pissed off about it because we assume it’s wrong. So, Shakespeare used it John. You’d know that if you’d read some. Then again, if you read Shakespeare these days it’s seriously difficult to understand. Thing is, oftentimes is pretty clear.

28. Eaterie. To use a prevalent phrase, oh my gaad! Alastair, Maidstone (now in Athens, Ohio)

Grammar Man says: While you’re at the eatery, would you like some fish and French fries with your whine?

29. I’m a Brit living in New York. The one that always gets me is the American need to use the word bi-weekly when fortnightly would suffice just fine. Ami Grewal, New York

Grammar Man says: The meaning of the former term is more obvious, and it’s three characters shorter.

30. I hate “alternate” for “alternative”. I don’t like this as they are two distinct words, both have distinct meanings and it’s useful to have both. Using alternate for alternative deprives us of a word. Catherine, London

Grammar Man says: You have a point. But I don’t think the confusion is particularly American.

31. “Hike” a price. Does that mean people who do that are hikers? No, hikers are ramblers! M Holloway, Accrington

Grammar Man says: No, hikers are backpackers; ramblers are wanderers.

32. Going forward? If I do I shall collide with my keyboard. Ric Allen, Matlock

Grammar Man says: British schools must be in a worse state than American schools, if a Brit is allowed to pass English without understanding the difference between figurative and literal language.

A break for some commentary about the idea of language change, and how people feel about ‘unwanted elements in language’.
From an article by Sue Fox on http://linguistics-research-digest.blogspot.co.uk/
Kate Burridge, a researcher and Professor of Linguistics, has taken a look at the attitudes and activities of ordinary people as reflected in letters to newspapers, listener comments on radio and email responses to her own comments made about language in various broadcasts. She states that linguistic purists tend to make a very clear distinction between what they see as ‘clean’ and ‘dirty’ in language – in other words, what is desirable or undesirable. There are two aspects to this distinction; the first is that purists tend to want to retain the language in its perceived traditional form and they therefore resist language change and the second is that they want to rid the language of what they consider to be ‘unwanted elements’, including foreign influences. Burridge likens linguistic purism to dealing with taboo practices generally – ‘the human struggle to control unruly nature’.
Some of the examples that Burridge provides are quite alarming. People often get very abusive, making aggressive statements about how people who use certain “wrong usages” should be killed. Some people seem hysterical about language change. One person referred to the ‘rape of the English language’ as ‘escalating out of control’ and ‘indulged in by people of all ages’. As Burridge notes, these are clearly passionate and confident responses, indicating that language matters to a lot of people.
Burridge also notes that many extracts that she has examined express concern over the ‘Americanization’ of English, especially as it pertains to New Zealand and Australian English, where the topic is hotly debated. She refers to newspaper headlines such as ‘Facing an American Invasion’ and to one writer who considers that English is deteriorating into a ‘kind of abbreviated American juvenile dialect’.
Why, then, do people hold such strong views about language use? The view held by Burridge, and indeed most linguists, is that such concerns about language use are not usually based on genuine linguistic worries but are reflections of deeper and more general social concerns. She suggests that the opposition to American English is more to do with linguistic insecurity in the face of a cultural, political and economic superpower and that somehow American English poses a threat to authentic ‘downunder English’ and perhaps to Australian and New Zealand cultural identity. Similarly, links are often made between ‘bad language’ and ‘bad behaviour’ and there is often an (unjustified) idea promoted that if a person has no regard for the nice points of grammar, then that person will probably have no regard for the law. With such deeply embedded attitudes towards language use, it is perhaps no wonder that we find such emotionally charged responses.
What, though, are the views of younger people who have grown up with awareness of linguistic variation and change? Schoolchildren are taught about standard and non-standard uses and in the media there is a wide array of regional accents used by presenters and broadcasters. E-communication is also playing a role in promoting colloquial and nonstandard language to the point where it may be achieving a new kind of respectability within society. We might think that these new attitudes could signal the end of linguistic purism but according to a survey conducted by Burridge among first year university linguistics students, the results revealed that there was still an overwhelming intolerance towards language change, especially when it came to American English influence. Of the 71 students interviewed, 81% expressed concern that the use of American elements was detrimental to Australian English.
It seems then that language attitudes are very deeply entrenched and that new attitudes and practices will take much longer to change, if they ever will. As Burridge concludes, the ‘definition of ‘dirt’ might change over the years, but the desire to clean up remains the same’.

33. I hate the word “deliverable”. Used by management consultants for something that they will “deliver” instead of a report. Joseph Wall, Newark-on-Trent, Nottinghamshire

Grammar Man says: I will not be held accountable for either the actions or the discourse of corporate America.

34. The most annoying Americanism is “a million and a half” when it is clearly one and a half million! A million and a half is 1,000,000.5 where one and a half million is 1,500,000. Gordon Brown, Coventry

Grammar Man says: You may have a point. Now talk to the person who emailed #20.

35. “Reach out to” when the correct word is “ask”. For example: “I will reach out to Kevin and let you know if that timing is convenient”. Reach out? Is Kevin stuck in quicksand? Is he teetering on the edge of a cliff? Can’t we just ask him? Nerina, London

Grammar Man says: That idiom has its uses, but it can be overused, I agree.

36. Surely the most irritating is: “You do the Math.” Math? It’s MATHS.Michael Zealey, London

Grammar Man says: Really? Do we have to capitalize all the letters, too? Or are you trying to compensate for something?

37. I hate the fact I now have to order a “regular Americano”. What ever happened to a medium sized coffee? Marcus Edwards, Hurst Green

Grammar Man says: First, we take over your language. Then, we take over your coffee. (Though I hear the antipodeans are making a move on your coffee, too.)

38. My worst horror is expiration, as in “expiration date”. Whatever happened to expiry? Christina Vakomies, London

Grammar Man says: I had never considered the latter word. I quite like it. And it’s shorter.

39. My favourite one was where Americans claimed their family were “Scotch-Irish”. This of course it totally inaccurate, as even if it were possible, it would be “Scots” not “Scotch”, which as I pointed out is a drink. James, Somerset

Grammar Man says: I never get between a Celt and his drink.

40.I am increasingly hearing the phrase “that’ll learn you” – when the English (and more correct) version was always “that’ll teach you”. What a ridiculous phrase! Tabitha, London

Grammar Man says: No self-respecting American with a high school diploma would ever say that, except in jest. (Actually, that phraseology may reflect the standard convention in the Appalachian dialect, in which case it would indicate a systematic, and therefore regionally appropriate, usage of the verb.)

41. I really hate the phrase: “Where’s it at?” This is not more efficient or informative than “where is it?” It just sounds grotesque and is immensely irritating. Adam, London

Grammar Man says: You are absolutely right. This is one of the two Americanisms listed here actually worthy of your scorn. The preposition at the end is unarguably superfluous.

42. Period instead of full stop. Stuart Oliver, Sunderland

Grammar Man says: They’re just different terms for the same thing.

43. My pet hate is “winningest”, used in the context “Michael Schumacher is the winningest driver of all time”. I can feel the rage rising even using it here. Gayle, Nottingham

Grammar Man says: If I were living in a country that could never use that term self-referentially, I would hate it, too.

44. My brother now uses the term “season” for a TV series. Hideous. D Henderson, Edinburgh

Grammar Man says: A TV series can run for multiple seasons. Do you, or your brother, not realize that?

45. Having an “issue” instead of a “problem”. John, Leicester

Grammar Man says: Apparently, Brits have an issue with nuance.

46. I hear more and more people pronouncing the letter Z as “zee”. Not happy about it! Ross, London

Grammar Man says: I’m not happy about your criticizing my pronunciation without explaining your own.

47. To “medal” instead of to win a medal. Sets my teeth on edge with a vengeance. Helen, Martock, Somerset

Grammar Man says: How many times has your soccer team medaled in the past eleven World Cup Finals?

That’s a bit below the belt isn’t it? Anyway, it’s football, not soccer thanks. The sport you refer to as football hardly involves contact between the ball and foot. It should be called “Head butt” or something. And what about The Baseball World Series? Come on! Only America takes part!

48. “I got it for free” is a pet hate. You got it “free” not “for free”. You don’t get something cheap and say you got it “for cheap” do you? Mark Jones, Plymouth

Grammar Man says: You’re right, you can’t get grammar lessons for cheap. You can either buy a grammar book for $15 – $50, or you can read my blog for free.

49. “Turn that off already”. Oh dear. Darren, Munich

Grammar Man says: You may have a point.

50. “I could care less” instead of “I couldn’t care less” has to be the worst. Opposite meaning of what they’re trying to say. Jonathan, Birmingham

Grammar Man says: You are without a doubt right. This is the second Americanism worthy of your scorn. As you point out, it means the opposite of what it is intended to mean.

We Americans appreciate the language you Brits gave us. We only wish you would appreciate the improvements we’ve made since then.

Here is a FULL TRANSCRIPT of EVERY WORD I SAY IN THIS EPISODE which has been generously sent in by Krissy. Thanks again Krissy I’m sure the listeners all appreciate your very hard work! There are some German translations included too.

121: Americanisms Part 2

 

Luke’s ENGLISH Podcast

You are listening to Luke’s English podcast. For more information visit teacherluke.podamatic.com.

Hi listeners, and welcome back to Luke’s English Podcast.

This episode is the continuation of the last one which was all about Americanisms. In that episode I went through a list of American expressions which British people don’t like. This is a list, published by the BBC of comments made by British people about American expressions that they hate.

Yes, ‘hate’. It’s a pretty strong word to use but basically, British people can be very sensitive about hearing American expressions used in British English. Many of them just don’t like it. It infuriates them, causes their blood pressure to rise and their blood to boil. But is it really worth getting so angry about the way British English is influenced by American English? Are the expressions genuinely wrong grammatically? In most cases, I don’t think so. Most of the expressions are grammatically ok. They’re just examples of standard conventions of American English, and it’s quite natural for American English to influence British English. We watch American TV shows, interact with Americans on the internet and meet more and more American people in our daily lives.

Perhaps some Americanisms sound less sophisticated than their British equivalents, but in fact many Americanisms really are efficient bits of language. They’re effective tools of communication, most of the time. Also, they are just the normal way in which Americans use the language, and essentially American English has just developed differently to the way British English has. When British people don’t like hearing other Brits using Americanisms, I think it’s pretty small- minded, especially when the criticisms given are things like “It’s grammatically wrong” or “It makes my blood boil”. Is it really grammatically wrong, or are you just arrogantly assuming that British English is the only way. And if Americanisms really do make people that angry, they should just calm down a bit.

small-minded:kleinkariert, engstirnig

British people like to think that because we are British, we have the right to be superior about the use of English. As if to say “well, it’s our language, so we can decide how it should be used”. I think we feel we have a connection to the real source of English heritage – Shakespeare and all that. However, in my experience, most British people don’t really have the linguistic knowledge to back up their complaints about American English, so when they complain about Americanisms, they just sound conservative, small-minded or snobbish. So, really, when a British person complains about American usage, do they really have a good linguistic point, or are they just being a bit judgemental about American English?

Linguistics is the scientific study of human language

judgemental:voreingenommen

In this episode I will continue to go through the list of British people’s most hated Americanisms, as published by the BBC. I will explain each comment, and then give my opinion. I’ve also got some comments from a language expert called Grammar Man who works at the University of Carolina.

The main questions I consider when judging these Americanisms are:

-Are they grammatically correct or not?

-Are they effective tools for communication? Do they effectively communicate a message? and

-Is the complaint really justified, or is it just snobbishness?

There is a transcript for pretty much everything  I am saying in this episode, again you can check it out on the website, which I am sure you know by now: Luke.. do I ….what is it again? That’s it: teacherLuke.podamatic.com.

How could you forget? How could I even forget that?

So you can read whatever I am saying. If there are words and phrases that you hear me saying and you think: ‘What does that mean?’ And then I don’t explain it, you can check it out on the transcript.

Okay, so, where did we stop in the last episode? I believe it was comment number 16. So here it is. So –

Number 16:

“I’m good” for “I’m well”.

That’ll do for a start’, says Mike in Bridgend, in Wales.

So he is complaining about the expression ‘I’m good’ instead of ‘I’m well.’

That would be for example: ‘Hi, how are you?’

‘I’m good, thanks’, rather than: ‘How are you?’

‘I am fine, thanks’, or  ‘I am well.’

To be honest, I don’t think we say ‘I am well’ when someone says ‘how are you?’ ‘How are you doing?’

Well, I don’t think people do that even, so already, Mike, you are on shaky ground because I think we say: ‘I’m fine, thanks’ and so what’s the problem, Mike from Wales with  ‘I am good?’ Well, I have heard lots of British people complain about this before. Americans do say that: ‘Hey, how you doing? ‘I’m good,’ you know and so lots of British people say that this is, well – first of all – they think it’s grammatically incorrect which is not true because it is grammatically correct because if you think about it, ‘good’ is an adjective, fine, like fine is an adjective and adjectives are used in this structure. We have for example the subject, for example ‘I’ plus the verb ‘be’, which in this case is ‘am’ and then you can have an adjective. It’s just a well-known structure. ‘It is interesting’, for example. ‘I am good’, so grammatically it is fine.

Good is an adjective. You can put an adjective there in the sentence.

I think another thing when British people complain about  sometimes is that the meaning is a bit ambiguous, as if to say ‘I’m good’ could mean ‘I am a good person’. But to be honest I don’t think that’s usually a problem because in that context you have to try to misunderstand, wouldn’t you? If you say to someone: ‘Hey, how are you?’ I may say: ‘Well, I am good’, and you think: ‘Does he mean he is a good person?’ I don’t think that would happen. I think it’s normal for you to assume that ‘I am good’ means ‘I am good, I am not ill, I am sort of healthy.’ Right? ‘I am in a good mood, I am not unhappy.’ So, ‘I am good.’

So I can’t imagine, really how anyone could misunderstand: ‘I am good’ to mean ‘I am a good person.’ Unless, you know, you are in sort of a Lord of the Rings movie, where it’s very important to establish that you are a good person when you meet someone, before you can kind of get  to know him because, you know,  in the Lord of the Rings or in Star Wars most people are just good or bad, aren’t they? So if you meet someone, so: ‘Hello stranger, how are you?’

‘Don’t worry, I am  good, I am a good  guy, don’t chop my head off with an axe’. But in the real world, of course, you don’t do that, you don’t establish whether you are a good person or not at the beginning of a conversation.  So I think you have to try to misunderstand: ‘I am good’ to mean ‘I am a good person’.

What does Grammar Man say?

He says: ‘There is a difference between good and well, indeed. The former is an adjective; the latter, an adverb. This distinction does elude many Americans, I admit. So you are saying that sometimes the difference between the adverbs and the adjectives is not obvious to some Americans.

latter: letztgenannt

the latter:letzteres

latter part:Hinterteil (Gesäß)

 

to elude sb.:jdm versagt bleiben

to elude capture:sich der Gefangennahme entziehen

 

For example: ‘How is the project going?’

‘It’s going good’.  Now, I can understand that. You should say: ‘It’s going well’, because we need an adverb there. You shouldn’t say: ‘It’s going good. So, that is a mistake that Americans make sometimes but ‘How are you?’

‘I am good, thanks.’ I think that’s all right.

He goes on to say: ‘However, adjectives, not adverbs, follow linking verbs – verbs like to be. Hence, the correct response to ‘How are you?’  is in fact ‘I’m good.’ The Brits are wrong again.’

Linking verbs do not express action. Instead, they connect the subject to additional information about the subject.

Well, I think we are all wrong because I think I have got it, but I think; Mike from Wales, you don’t really have a point. I think ‘I am good’ is okay and   it’s just more a question of usage. The Americans tend to say that whereas the British would say: ‘I am fine.’ So I suppose when Mike hears that he goes: ‘I can’t bear to hear American English being used the United Kingdom.’

United Kingdom is called the ‘United Kingdom’ because apparently we were united by a King. In fact, actually it’s a Queen whose family originally come from Germany so you know what does that say? I don’t know. So, right

Number17:

We got lots of points to go through so I shouldn’t mess around. Let’s just get through these fairly quickly, shall we? Okay then. Number seventeen: .

“Bangs” for a fringe of the hair.” Bangs for a fringe of the hair. That’s Philip Hall in Nottingham.

Well, we don’t really say ‘bangs’ in the UK, but I think in the USA, you know like a girl has got a fringe. That is just above her eyes or maybe just the fringe of the hair is just on the eyebrows. You know that kind of look, somehow like ‘ Ris with a spoon’ tends to have this haircut which is like a fringe going over the eyebrows,okay? And in America they call that ‘bangs’, bangs of hair, right? And in Britain we don’t say that. In fact, we don’t really have a name for the individual bits of hair in a fringe. In America they do. They call it bangs. So in fact really, we are missing a word there, aren’t we? As we don’t know what else to call it.

 

Ris with a spoon:Reese Witherspoon

Grammar Man says:

I don’t know what else to call them.

So I think this is just a  case of American English having  a word that we don’t have in British English. So Philip Hall in Nottingham: ‘You’ve learned a word, right? You should be happy. Right, moving on to

Number 18:

And this is from Simon Ball in Worcester.

I think we’ve heard from Simon Ball before. Well, anyway! Simon Ball from Worcester complains:

Take-out rather than take-away!

So take-out rather than take-away. So he thinks we should say takeaway and he gets annoyed when he hears people say take-out.

So, if you go to a restaurant, let’s see, if you go to a ‘starbox’ and you order a coffee, you can either drink the coffee in or you can go out with the coffee. A take-away! Right? You get a take-away coffee in the UK. And in America it will be a take-out, maybe a take-out meal or take-out coffee or something like that.

But Simon, come on, what’s the problem? Take-away, fine. It’s clear. You take it, you take it away from the place where you bought it. You don’t eat it there. ‘Take-out’, but that’s clear, too, isn’t it, Simon? ‘Take-out’, I mean you take it out of the restaurants. I am not gonna eat it in, I’m gonna take it out. I think that’s fine. You can’t say the take-away exclusively is the only way to explain that and that take-out is wrong. I think take-out is fine. It’s just another word to say the same thing.

Grammar Man says:

Well, it’s Six of one, and half a dozen of the other.

Okay, well. Half a dozen means six, okay. A dozen means twelve and that’s like sort of a traditionell word which would have been used by – like people who sold things in shops. You buy a dozen eggs for example and I mean it’s twelve eggs. So six of one and half a dozen of the other just means six of one and six of the other is basically saying – it’s just the same. It’s just the same way to say two things. Six of one, half of a dozen of the other means that there is no real argument. It’s just a, you know, American say take-out, Brits say take-away and they are not really that different.

Number 19:

 This is from Bob in Edinburgh and he says rather positively: I enjoy Americanisms. I suspect even some Americans use them in a tongue-in-cheek manner?

Right, what’s the tongue-in-cheek manner? What does that mean to use something in a toungue-in-cheek manner

Well, tongue-in-cheek just means when you do it sarcastically or ironically, okay? So if you do something tongue-in-cheek you do it ironically. So, let’s see. .  ..tongue-in-cheek, okay for example, if I was to win an award, I might do a kind of tongue-in-cheek speech, which is were I’d say: ‘I like to thank everyone for.. voting for me in the awards, I like to thank Father Christmas for all the help that he has given me over the years delivering gifts, I don’t know how you do it, Santa, I  really don’t. Well done so and you know thanks for keeping the dreams of millions of children alive so that they could then grow up happy, happy enough to vote for Luke’s English podcast in the future. So thanks a lot Santa.’

That’s gonna be a tongue-in-cheek acceptance speech.  Because I am not really being serious. You do something without being too  serious. You do it a bit  ironically. You do it in a tongue-in-cheek manner. Right? So he is saying: I enjoy Americanisms. I suspect, even some Americans use them in a tongue-in-cheek manner. So he things that some American people use Americanisms as a kind of joke, like a word joke, maybe. For example: ‘That statement was the height of ridiculosity.’

Ridiculosity, in fact it’s ridiculousness. But you do have some nouns that end in …osity, like velocity, virtuosity. So what he is doing, he is taking the word ‘ridiculous’ and he is putting a different suffix on it. So it’s not ridiculousness, but it’s ridiculosity. And that’s quite funny because if you think about it the word ‘ridiculosity’ is somehow more ridiculous than the word ridiculousness.

velocity:Geschwindigkeit, Schnelligkeit

air velocity:Luftgeschwindigkeit, Luftstrom

 

So this is an example of the  creative  misuse of language.

Grammar Man says:

This is a great example of wordplay! So yeah , maybe some Americanisms are just Americans having a bit of fun with the language.

Number 20

This is a half hour instead of half an hour.

And this is from EJB in Devan in the UK.

So he thinks ‘half an hour’ should be correct and a half hour is incorrect.

But now, come on. A half hour is pretty clear and there are other examples of this, like you’d have a half pint. A half pint, that’s half a glass of beer. Right, a half pint, so why can’t we have a half hour?

I think it’s all right.

Grammar Man says: I suspect this person has a half brain.

Hahaha mmm O Grammar Man here you go again. Right!

Number 21

This is A “heads up”.

This is from R. Haworth in Marlborough.

A heads up, for example in a business meeting. Let’s do a ‘heads up’ on this issue. I have never been sure of the meaning.

 A heads-up.

Well, I suppose this means if everyone in your team is working on a project. They are kind of –  they got their heads down. Their heads are down when they are working and they are focusing on just their own thing. They are not looking at each other. They are not communicating because they got their heads down. So if you do a heads up on something I guess it means that everyone looks up.

I’ve just received a text message.

If you do a heads-up it means everyone looks up and they kind of look at each other and they communicate what’s going on. So to do a heads up is like to have a meeting. Have a quick meeting just to check whatever one is up to and what the progress of the project is. Let’s do a heads-up. It could be maybe to bring attention to something. You know if you bring attention to something then people will put their heads up so that is a heads-up. I suppose you could say it’s not very sophisticated to say, let’s see ‘heads-up’ to make that into a noun. Just those two words into a noun, you know, it’s a bit unconventional but that’s what it means. It is an example of a kind of a cliché that might be used in management speak or business, sort of this kind of business English. You find a lot of idiomatic language in business English because somehow they like to be deflectable with the language just to be efficient sometimes. But it can result in slightly  annoying or cliché  bits of  language.

deflectable:ablenkbar

Grammar Man says:

I’ve never claimed to understand what happens in business meetings.

So he is saying, well, I suppose this is something specific to the business world and he is not really sure what it means either. Okay.

I’ll check the text message that I got. Let me see. I didn’t put my phone on silent while I was recording this. Ah, that  is from my mom. That’s nice.  It’s always about Christmas presents. Christmas is coming up and everyone is asking each other what they want for Christmas. So I have to tell my mom what I want for Christmas. Oooh, what would I like? What would be good as a Christmas present?  I mean obviously I have got to be sensible. I can’t just ask for like a helicopter. That would  be good. Maybe I should scale it down a bit and just go for a jet-pack.

to scale sth. down:etwas herungerschrauben

to scale down the expectations:die Erwartungen herunterschrauben

 

Ein Raketenrucksack (auch Jet-Pack oder Jetpack) ist eine auf dem Rückstoßprinzip (meist heißer Verbrennungsgase basierende, tragbare Antriebseinheit, mit der sich eine einzelne Person frei in der Luft (oder im Weltall) bewegen kann. Der Begriff Jet-Pack ist eine Ableitung des englischen Wortes für Rucksack (Backpack) in Anspielung auf die Tragweise des Gerätes.

 

 

It might be a good idea. No, I think I am gonna just ask for a jacket, actually from my mom. So mom if you are listening to this you can get me a jacket, maybe a leather – like a brown leather jacket. I might send you a link. My mom listens to this sometimes. In fact, she is not being very well. She’s had flu and she’s been in bed with flu. So mom if you are listening to this I hope you’re feeling better. I hope that you are back at your feet again and we are very much looking forward to coming home for Christmas, mom, looking forward to that, right. Actually mama wonder what do you think, what are you thinking of this episode? because I know sometimes you don’t like Americanisms. Maybe I have to talk to you about that at Christmas. I might even record it so that the listeners to Luke’s English podcast can listen it and just learn, just learn loads of English while they are doing it.

Yes, right, moving on.

Number 22

Train station: My teeth are on edge every time I hear it. Who started it? Have they been punished?

That’s from Chris Capewell in Queens Park in London.

So he doesn’t like the expression train station. I suppose he thinks that railway station is better. In fact he hates train station so much that his teeth are on edge every time he hears it. If your teeth are on edge it means you are – ooch

finally it is really difficult, it’s really horrible to hear. So it makes you squirm and it makes you shudder and cringe. Aaah, your teeth are on edge. ahh I can’t stand it. Who started saying train station? Well, it’s unknown. Is it specifically American? Maybe, but come on, what’s wrong with train station. I mean really it’s a station. Trains that’s where you go to get a train. Trains stop in them, let’s call it a train station. I don’t see the problem. Railway station is well, fine. I mean railway is the track that the trains travel on but, you know, it’s pretty much the same thing, isn’t it? There is nothing wrong with saying train station. Just in the same way that there is nothing wrong with saying railway station. It’s just another way of saying the same thing. So there is no need to punish people for saying train station, Chris, come on, man.

Grammar Man says:

Have you been punished yet for talking out of turn? Go and stand in the corner and don’t come back until you have a good point to make.

Am I talking out of turn?:Ist meine Bemerkung fehl am Platz?

Okay, let’s take a little break from the list now and let’s hear from an American reader. So this is a comment from Melanie Johnson and she is a master student in applying linguistics  here in the UK. She is actually from America but she is living in the UK and she is studying a master’s degree in applied linguistics. So I am sure that she is gonna have quite a balanced view on this subject. Being American, living in the UK and generally being very educated about linguistics. Let’s hear what she says: So she says:

The idea that there once existed a “pure” form of English is simply untrue. The English spoken in the UK today has been influenced by a number of languages, including Dutch, French and German. Speakers from the time of William the Conqueror would not recognise what we speak in Britain as English. This is because language variation shifts are constantly changing.

Five years ago you might have found it odd if someone asked you to “friend” them, but today many of us know this means to add them on Facebook. The increased use of technology, in combination with the rise of a globalised society, means language changes are happening faster than ever, especially in places with highly diverse populations like London. Young people are usually at the vanguard of this, so it’s no surprise to find London teenagers increasingly speaking what’s been termed “multicultural ethnic English”.

Changes in word use are normal and not unique to any language. But English does enjoy a privileged status as the world’s lingua franca. That began with the British, but has been maintained by the Americans. It’s difficult to predict how English will  evolve, but the one certainty is it will.

So she is saying something I think we pretty early made that point that you know the influence of Americanisms on British English is all parts of a natural way in which language changes over time and you can either understand that and go with it or you get very angry and annoyed and complain and throw your toys out of the pram. Right let’s move on.

Number 23

We are almost halfway through the list and we are twenty-three minutes into the podcast. So, let’s go. So, this is from Chris Fackrell in York in the UK and he says: To put a list into alphabetical order is to ‘alphabetize it’ – horrid! So he thinks the verb ‘to alphabetize something is horrible. That means put it in alphabetical order, for example: I alphabetize my record collection.

Well, I don’t know. Is it really intrinsically horrible to say alphabetize? I mean it’s rather a long slightly clumsy-sounding word: ‘alphabetize’  and you might say it’s a bit basic to just take the word alphabet and turn it  into a verb. But it’s pretty effective, isn’t it? You know what I mean, to alphabetize something means to put it into alphabetical order it’s certainly easier to say.

intrinsically:an sich

intrinsically:wirklich, wesentlich

.

Grammar Man says:

There is no doubt, we Americans are notorious for transforming nouns into verbs. If we hadn’t introduced this practice, imagine how annoyed you’d  be always having to say, “I’ll add you as a friend on Facebook,” instead of, “I’ll friend you.”

Okay, I think we get the point. to To say I’ll friend you is just a much quicker, much easier way of saying ‘I will add you as a friend on facebook’. I suppose the same applies to alphabetize. Right!

Number 24

People that say “my bad” after a mistake. I don’t know how anything could be as annoying or as lazy as that.

That’s from Simon Williamson in Lymington, Hampshire in the UK. My bad. Okay, so for example if you –  let’s say, you take the wrong bus with your friend and you are riding along and your friend says: ‘Oh no, we are on the wrong bus. We are going  the wrong direction.’ And you go, ‘oh yes, sorry, my bad’.  That means it was my fault. I did a bad thing, I chose the wrong bus in this case. My bad,,eeh ye, my bad. Yeah, I suppose it’s not very grammatical. You can’t say my and then an adjective. You have to say: My followed by a noun, don’t you?   I mean you might say: ‘My bad mistake’. But essentially it’s my bad , sorry, it’s my mistake. My and a noun. So saying my and an adjective. Yeah, it’s a bit… it’s not  really  grammatically correct. But still it’s clear what it means. I means: I did soemthing bad. So

Grammar Man says:

For a while I thought the British were actually more sophisticated than us. Then I picked up an issue of The Sun. My bad.

So not really answering the particular point, but he is saying that he thinks ‘my bad’  is okay. Taht  you can say it. In fact, he makes fun of the British saying that he thought we were sophisticated and then he picked up an issue of ‘the Sun’.

Well, ‘the Sun’ is a newspaper in the UK and I agree with  Grammar Man, it’s not sophisticated at all. It’s a deeply unsophisticated –  very sort of sort of small-minded and it’s the sort of newspaper that sells papers by doing stories about celebrities and showing pictures of girls with their boobs out.

boobs:Titten

baggy boobs:Hängetitten

So guys, if you are in England and pick up a copy of the Sun, there is just a naked girl on page three. In fact it’s one of the most popular newspapers in the country, one of the most best-selling newspapers and they’ve had a naked girl on page three for years and years and years. It’s almost like an institution. But is that really a serious way to, you know, sort  of  – conduct journalism?

to conduct:betreiben

to counduct business:Geschäfte leiten

to counduct negotiations:Verhandungen führen

No it’s not. So it’s not a sophisticated paper. They have ridiculous stories, a lot of them  not really true.  They get their information in a  very dodgy way and only recently there has been a bit scandal about how the tabloid papers in this country were kind of hacking into people’s mobile phones and things like that.

dodgy:zwielichtig, unzuverlässig

dodgy dealings:krumme Geschäfte

dodgy weather:unstetes Wette

that’s a dodgy situation:das ist eine riskante Situation

 

I agree, the Sun is a pretty awful paper. Nevertheless if you read it, it’s full of idioms and it’s full of phrasal verbs. There is loads of language that you can learn from the Sun. But as a piece of journalism – no, it’s not very sophisticated. Right.

Point 25

This is from Tom Gabbutt in Huddersfield in England. And he says: Normalcy instead of normality really irritates me. Normalcy instead of normality, so I might say; in New York after the hurricane it took a long time for things to get back to normalcy or for things to get back to normality. Well,

Grammar Man says:

These words are in fact different, and people should be corrected when confusing them. Though I don’t think the confusion is particularly American. Are you confused?

So he is saying that actually these two words are separate words and it’s true a lot of people confuse them but he doesn’t think that’s just the Americans.

Normalcy and normality okay, we have to google this one: Normalcy okay there is normalcy vs. normality.

Okay this is a website called  Grammarist.com  and normalcy vs normality there is no

normality and normalcy are different spellings of the same word. Okay, so that kind of contradicts what Grammar Man said: Normality is cenuries older though and many

usage authorities consider it the superior form. Nouns ending in -cy are usually derived from adjectives ending in -t-for example, pregnancy from pregnant, complacency from complacent, hesitancy from hesitant-while adjectives ending in -l usually take the -ity suffix . Normalcy is unique in flouting this convention.

to flout:missachten

to flout sth.:sich über etwas hinwegsetzen

 

convention:Vereinbarung, Brauch

So maybe there is a case here for saying that normalcy is  kind of wrong and normality is okay.

Well, we will see. Maybe in the future everyone is going to start saying normalcy, but I doubt it. I think we’ll continue to say normality.

Normalcy – normality. Normality is longer. It’s got  four syllables,  so maybe normalcy is a slightly more efficient word.

Number 26

As an expat living in New Orleans, it is a very long list but “burglarize” is currently the word that I most dislike.

expat:im Ausland Lebender

 

That’s from Simon in New Orleans. But I suspect he is a Brit. Okay, burglarize. Well, you know the word burglary? Or to burgle something. Well, a burglary is when someone breaks into a building in order to steal something. So it’s a kind of theft. So breaking into a building to steal something is called burglary and the person who does is called  burglar and in British English the verb is to burgle something, like you burgle a property Well, hopefully you don’t burgle a property but people do burgle properties sometimes and so Simon’s complain is that burglarize is an unnecessary verb. That we already have burgle. But I suspect  in America they don’t really use burgle.

Grammar Man says:

Again, you should thank us for making a habit of verbing  nouns.

Alright, okay, well done, yes. Well done for verbing nouns but we already have burgle, we don’t need burglarize. Burglarize, it sounds funny to us because we already have the verb burgle. So if we add -ize on it is like – What? unnecessarily long – burglarize,  burglarizationisms.

That’s a common complain that Brits have about Americans in their English  is that they unnecessarily lengthen  words.

There have been a number of instances of burglarizationism i ties  over the past few months isationisms okay, but burglarize?

yeah I am not that bothers I think it’s just that we use burgle and the Americans don’t.

 

Number 27

This is from John in London. And John says:  .

Oftentimes” just makes me shiver with annoyance. Fortunately I’ve not noticed it over here yet. So it makes him shiver with annoyance.  och och it’s so annoying. Calm down John, it’s not that bad. Oftentimes. Well, actually ‘oftentimes’ is used in Macbeth, by Shakespeare. Banquo. One of the characters in the play, Macbeth says  oftentimes. So it’s an example of English that was used over here, the Americans then took it over there. We stopped using it, they continued, and now we just get pissed off about it because we assume it’s wrong. So, Shakespeare used it, John. You’d know that if you’d read some. Then again, if you read Shakespeare these days it’s seriously difficult to understand. At least, so oftentimes is pretty clear, isn’t it? Oftentimes –  really it’s not necessary though. We just say often .So I agree that  it’s not a great word, but actually , if you say,  if you say: Fortunately I haven’t noticed it over here yet, well, you haven’t noticed it because you haven’t read any Shakespeare. In fact it was over there five hundred years ago when Shakespeare was knocking around. So, okay.

Number 28

Eaterie. An eaterie. This is from Alastair in Maidstone.

And he says eaterie to use as a prevalent phrase – oh my gaad! So an eaterie is a noun which is a place where you eat. Okay?

prevalent:verbreitet

prevalent feeling/opinion:vorherrschende Meinung

Grammar Man says: While you’re at the eatery, would you like some fish and some French fries with your whine?

Okay that’s another kind of word joke here from Grammar Man.

With your whine. Wine, as we know is a drink, red wine or white wine. But also whine is another word, spelled w h i n e and to whine is to complain about things in an annoying way. Like:

‘Oh God, why you are making such a huge difference in  English?  oou! That’s to whine about something. So he is saying: Would you like some fish and French fries with your whine? So he is just suggesting that Alastair is just whining about this particular word and also there is a kind of a dig here from Grammar Man about ‘fish and chips.’

In America they don’t call them chips they call them fries or French fries so he is saying fish and French fries and actually it’s fish and chips.

Alright!

Number 29

This is from Ami  in New York and the comment goes  ‘I’m a Brit living in New York. The one that always gets me is the American need to use the word bi-weekly when fortnightly would suffice just fine.’

it get sb.:jdn.nerven

So the woman always gets me is the American need to use the word bi-weekly  when fortnightly would suffice just fine.’

Okay, so fortnight is two weeks, okay, I’ll see you in a fortnight. It means I’ll see you in two weeks. Fortnightly is the adverb and the Americans might say bi-weekly. But, okay. I don’t think there is really anything that wrong with bi-weekly. Bi you know it’s a prefix which means two, like bicyle, bisexual for example. Bi means two. Bi-weekly. I mean, I think it’s really clear. A bi-weekly meeting means a meeting that’s gonna happen every two weeks.

And . Grammar Man says:

The meaning of the former term is more obvious, and it’s three characters shorter.

So he is saying that bi-weekly is actually more obvious than fortnightly and I kind of agree and it’s three characters shorter, so it’s actually a shorter word. So he is suggesting that bi-weekly is better. Judging whether – deciding whether  a word or one word is better than another is really very subjective and so if the Brits say fortnightly, they prefer it just out of habit just  because that’s the language that they speak and it’s all  part of their cultural identity. And so it’s very such a subjective choice. We just know fortnightly because you’ve heard it since you were a child and so when you hear bi-weekly, it just feels wrong, feels unnatural. But really if you take a look at the language properly, it’s not really wrong, it means something, it is not grammatically incorrect, it’s just different. Okay.

Number 30

I hate “alternate” for “alternative”. I don’t like this as they are two distinct words, both have distinct meanings and it’s useful to have both. Using alternate for alternative deprives us of a word. That’s Catherine in London.

And Grammar Man says:

You have a point. But I don’t think the confusion is particularly American.

So he is saying we all get confused with alternate and alternative and that’s not just an American thing.

Number 31 

Hike” a price. Does that mean people who do that are hikers? No, hikers are ramblers! That’s M Holloway from  Accrington in England.

So to hike a price basically means to raise a price. Okay, but we also have a word ‘hike’ which means go for a walk in the country side.

to raise a price:einen Preis erhöhen

to hike up fares:die Fahrpreise erhöhen

And a hiker is a person who goes for a walk in the country side. A rambler is the same thing and

Grammar Man says:

No, hikers are backpackers; ramblers are wanderers. Okay, so he is saying that basically in America a backpacker – they call hikers backpackers and they call ramblers wanderers. So backpackers and wanderers-  just two sets of words – they mean the same thing. Right? So in England we say hikers and ramblers, in America they say backpackers and wanderers. So there you go. Deal with it!

Number 32 

Going forward? If I do so I shall collide with my keyboard.

That’s Ric Allen in Matlock. So going forward is an expression. Again you might hear in  business meeting and it basically means going into the future – moving forward into the future. So going forward. But it’s a cliché. So people just drop that into a sentence all the time when they are talking about things to do in the future. For example going forward, I think we need to look carefully at our marketing campaigns. Right?

Going forward we need to broaden our product range for example, okay? So going forward. So, I think Ric Allen is saying that going forward is confusing because if you go forward you’ll collide with your keyboard. Literally go forward. But come on, Ric, going forward is clearly an idiomatic use of the language and you can’t be unaware  that English is full of idiomatic expressions as like most languages are. So going forward doesn’t mean literally going forward, come on, it just means metaphorically going forward.

metaphorically speaking:bildlich gesprochen

Grammar Man says:

British schools must be in a worse state than American schools, if a Brit is allowed to pass English without understanding the difference between figurative and literal language.

So figurative language is like methaphoric language and he is saying basically he is surprised that Ric doesn’t know the difference between figurative and literal language.

Right let’s take another break from the list here and look at some commentary about the idea of language change and how people feel about unwanted elements in language. This is from an article by Sue Fox from the linguistic research Digest and you can see the link on the page. And it goes like this:

Kate Burridge, a researcher and Professor of Linguistics, has taken a look at the attitudes and activities of ordinary people as reflected in letters to newspapers, listener comments on radio and email responses to her own comments made about language in various broadcasts. She states that linguistic purists tend to make a very clear distinction between what they see as ‘clean’ and ‘dirty’ in language – in other words, what is desirable or undesirable. There are two aspects to this distinction; the first is that purists tend to want to retain the language in its perceived traditional form and they therefore resist language change and the second is that they want to rid the language of what they consider to be ‘unwanted elements’, including foreign influences. Burridge likens linguistic purism to dealing with taboo practices generally – ‘the human struggle to control unruly nature’.

Some of the examples that Burridge provides are quite alarming. People often get very abusive, this is when they feel upset about unwanted elements in language or language change. People often get very abusive  making aggressive statements about how people who use certain “wrong usages” should be killed. Some people seem hysterical about language change. One person referred to the ‘rape of the English language’ as ‘escalating out of control’ and ‘indulged in by people of all ages’. As Burridge notes, these are clearly passionate and confident responses, indicating that language matters to a lot of people.

Burridge also notes that many extracts that she has examined express concern over the ‘Americanization’ of English, especially as it pertains to New Zealand and Australian English, where the topic is hotly debated. She refers to newspaper headlines such as ‘Facing an American Invasion’ and to one writer who considers that English is deteriorating into a ‘kind of abbreviated American juvenile dialect’.

Why, then, do people hold such strong views about language use? The view held by Burridge, and indeed most linguists, is that such concerns about language use are not usually based on genuine linguistic worries but are reflections of deeper and more general social concerns. She suggests that the opposition to American English is more to do with linguistic insecurity in the face of a cultural, political and economic superpower and that somehow American English poses a threat to authentic ‘downunder English’ and perhaps to Australian and New Zealand cultural identity. Similarly, links are often made between ‘bad language’ and ‘bad behaviour’ and there is often an (unjustified) idea promoted that if a person has no regard for the nice points of grammar, then that person will probably have no regard for the law. With such deeply embedded attitudes towards language use, it is perhaps no wonder that we find such emotionally charged responses.

What, though, are the views of younger people who have grown up with awareness of linguistic variation and change? Schoolchildren are taught about standard and non-standard uses and in the media there is a wide array of regional accents used by presenters and broadcasters. E-communication is also playing a role in promoting colloquial and nonstandard language to the point where it may be achieving a new kind of respectability within society. We might think that these new attitudes could signal the end of linguistic purism but according to a survey conducted by Burridge among first year university linguistics students, the results revealed that there was still an overwhelming intolerance towards language change, especially when it came to American English influence. Of the 71 students interviewed, 81% expressed concern that the use of American elements was detrimental to Australian English.

It seems then that language attitudes are very deeply entrenched and that new attitudes and practices will take much longer to change, if they ever will. As Burridge concludes, the ‘definition of ‘dirt’ might change over the years, but the desire to clean it remains the same’.

Okay, so, I guess making a few points –  one is that people are very very passionate about their feelings regarding language change particularly when it’s from a foreign source like America and so they get upset about it because it somehow goes right to the core of their cultural identity and also it seems that even young people who are sort of educated about linguistics, they still don’t like the American influence and so fact is, these things are very deep and personal.

Okay, moving on

Number 33

Let’s get through this list in this episode. Let’s keep it  in one episode, if possible. Okay! Number 33:

This is from Joseph Wall in Newark-on-Trent in Nottinghamshire. And Joseph says: I  hate the word “deliverable”. Used by management consultants for something that they will “deliver” instead of a report. So, you know, we will be able to sense a few deliverables. What kind of deliverables can you give me on this? I suppose meaning sort of  what kind of reports can you deliver?

Well, Grammar Man says:

I will not be held accountable for either the actions or the discourse of corporate America.

So again he is gonna distances himself away from the business world and  saying, he is suggesting,  I suppose  that in business people do strange things and they speak in strange ways. So, in this case they turned the word deliver into a noun and said deliverable. But there we go again. The Americans turning nouns into verbs. They are quite fond of that.

Number 34:

This is from Gordon Brown in Coventry. I don’t think that’s the former Prime Minister of Britain. Gordon Brown. I think it’s probably just a coincidence. Maybe this Grodon Brown –  maybe I should do it in a Gordon Brown voice. Let’s try that.

I have never ever tried to do a Gordon Brown voice in my life before but I am gonna do it now. You probably don’t know who Gordon Brown is. Well a fact is he was the Prime Minister of Britain for quite a few years between 2000 – when did he become Prime Minister? 2007 I think – until about 2010. So just about three years. He wasn’t very popular. But anyway this is what his voice sounds like. This is what I think his voice sounds.

The most annoying  – no, I can’t do it. No, in fact I’ve just realised that I can’t do it. But what I will do is, I will do it in the voice of John Connery because  it’s the closest thing I can do to Gordon Brown. Okay, so

The most annoying Americanism is “a million and a half” when it is clearly one and a half million! A million and a half is 1 million point five where one and a half million is one million five hundred thousand. That’s Gordon Brown in Coventry.

That was the crappiest John McConnery voice I’ve ever done. Honestly, I do it normally much better than that.

Anyway, the most annoying Americanism is ‘a million and a half’ when it’s clearly one and a half million. A million and a half is one million point five where one and a half million is one million five hundred thousand.

Hmm, okay.

Well Grammar Man says:

You may have a point. Maybe you have a point. A million and a half could mean a million and half of one –  you know like a million point five.

Okay, fine! a million and a half. But I think we all know what a million and a half is. If you say that. I think so. But maybe there is a point. Maybe you should say one and a half million. Okay.

Number 35

This is Nerina in London. and she says: “Reach out to” when the correct word is “ask”. For example: “I will reach out to Kevin and let you know if that timing is convenient”. Reach out? Is Kevin stuck in quicksand? Is he teetering on the edge of a cliff? Can’t we just ask him? says Nerina in London

So to reach out to someone instead of ask someone. Well, Nerina, these kind of – these kinds of phrasal verbs they are not just exclusive to American English, are they? I mean we have plenty of these phrasal verbs in English. It’s not just something the Americans are doing. For example let’s see: To go past in fact. To go past is a good one. Alright to copy me in on a message. You copy me in on that message. Copy me in on the message. Can’t you just say: Can you copy me in a message. Copy me on the message? Why do we have to say in on the message. I mean there is no real logic in many cases to phrasal verbs in the way they are used prepositions. They just become separate items of lectures. So reach out to is okay but I understand that the meaning of it. Why do we say reach out as if someone is like somehow difficult to reach –  we reach out to them, like stretching your arm out to get in touch with someone. Okay, well

Grammar Man says:

That idiom has its uses, but it can be overused, I agree.

So to reach out to someone can be useful. Maybe if someone is a – like some difficult to contact or they are not likely to get back in touch with you, you reach out. You know it’s difficult. You can say maybe you reach out your arm and hope that they’ll come and grab it in the same way that you try to contact with someone and just hope that they reciprocate and make contact with you. So you reach out to someone maybe –  someone is very angry with you and you want him to forgive you –  you don’t know if they will but you just kind of reach out to them and eh you know really politely plead that they forgive you, might be the case when it’s used. But maybe reach out to is overused and  you should just say ask in many cases.

Number 36

Surely the most irritating is: “You do the Math.” Math? It’s MATHS in capital letters.

Okay, you do the math. So you do the math is like you work it out, okay. So let’s see. I’ll think of an example. You do the Math ..okay, so let’s say you are speculating on something so you’d say something like Kate Middleton  is in hospital and William is being talking about buying baby clothes. You do the maths.

That means  you work it out, meaning, I think that Kate’s pregnant. You do the maths –  meaning if you look at the evidence, Kate Middleton is in hospital and William is like buying baby cloths. You do the math and work it out. You work out. ‘Wow, Kate’s pregnant.’ The issue is that in America they say Math for mathematics and we say maths – with an s on it for mathematics.

Okay, mathematics. Math or maths, it’s pretty small thing. I mean maybe maths is correct because it’s plural. But it’s an abbreviation. So you don’t always pluralize abbreviations.

So math, I think it’s all right. It’s just again just two different ways to say something. Two different ways to abbreviate mathematics.

Grammar Man says:

Really, do we have to capitalize all the letters too or are you trying to compensate for something.

So that’s because Michael in his message capitalized the word math so M A T H S in capitel letters. So he is saying is that necessary or are you trying to compensate for something?

Okay, if you make something a lot bigger. you may be trying to compensate so

maybe if something that you have is small, you need to make something else big in order to compensate for the fact that you seem to have a lot of smallness going on in your life. That’s difficult to explain.

Well, let me give you another example. Let’s say a man has a small penis, okay, let’s say a man has a small penis and so in order to compensate for that  – what he does is, he goes out and he buys a really big car, because he feels inadequate – feels  soemhow not good enough, not big enough and so he buys a big car in order to compensate for it. So basically Grammar Man is suggesting that Michael by putting MATHS in big letters is trying to compensate the fact that he has a small penis. So basically, Grammar Man is saying

Michael Zealey in London: You’ve got a small penis, okay!

Number 37

I hate the fact I now have to order a “regular Americano“. What ever happened to a medium sized coffee? says Marcus Edwards in Hurst Green in London.

Is it in London? Marcus Edwards in Hurst Green, England. Now a regular  Americano. Yeah, okay –  it sounds like rather complicated   language,  just immediate coffee or small coffee, but the fact is you know, coffee is a bit complex. There are many different ways to serve it and prepare it and an Americano is basically an expresso with water in it, isn’t it? It’s like a long coffee or maybe a filter coffee, I think. Could be that. So

Grammar Man says:

First, we take over your language. Then, we take over your coffee. (Although I hear the antipodeans are making a move on your coffee, too.)

antipodeans:aus Australien oder Neuseeland

So, he’s just making fun of Marcus saying: First we take your language then we take over your coffee. But that’s quite an interesting point that maybe Marcus’ complain is not necessarily about the language but about the fact that the culture is changing too and that we now order Americano coffee rather than just a black coffee. So maybe there is something in that. But it’s not just a question of language change,  but  general cultural change as well. How do people feel about it? Well they get a bit upset about it. Don’t make it.  It’s all part of their way of life.

Number 38

My worst horror is expiration, as in “expiration date”. Whatever happened to expiry? said Christina in London.

Well, okay – expiration date or expiry date. You know if you buy something, let’s say you buy a yoghurt from the supermarket and on the top of the yoghurt there is a date. And that’s when you should eat the jogurt by. You should eat it before that date. So in the UK it’s called the expiring date and in America expiration date.

And well, again two words that mean the same thing. But expiry might be better because it’s slightly smaller. It’s slightly more efficient.

Grammar Man says:

I had never considered the latter word. I quite like it. And it’s shorter.

So here we go. He quite  likes expiry.

Remember latter and former, when you got two options. The former is the first one, latter is the second one, okay?

Number 39

My favourite one was where Americans claimed their family were “Scotch-Irish“. This of course it totally inaccurate, as even if it were possible, it would be “Scots” not “Scotch”, which as I pointed out is a drink said James in Somerset.

So, James gets very upset about the fact that Americans do have like family from Scotland or Ireland call themselves ‘Scotch-Irish’ and apparently that’s not correct because Scotch is a kind of whiskey and that the correct word is Scots not Scotch. This is kind of common thing. People say that Scotch is the adjective of Scotish and apparently it is not. But I think in America if you have like family history from that part of the world and everyone in America who comes from Scotland or Ireland might call themselves Scotch-Irish. Can you not just let them chose the way they talk   about their own culture.

Grammar Man says:

I never get between a Celt and his drink.

So he is saying that never get between a Celt and his drink because Celtic people are known for drinking a lot. So you should never get between –  never get in the middle of a Celtic person when they drink because it’s just not gonna be a happy situation. All right!

Number 40

I am increasingly hearing the phrase “that’ll learn you”

That’ll learn you –  that will learn you.

When the English (and more correct) version was always “that’ll teach you”. What a ridiculous phrase! says Tabitha in London.

 

That’ll learn you!

So, that will teach you. For example if someone – let’s say a child is doing something stupid and then fall over and hurt himself.

‘Aha, hurt and that’ll teach you. You shouldn’t climb on that. It’s dangerous, don’t do it. That’ll teach you’.

Apparently some people say: That will learn you. And sure it’s not strictly correct because something doesn’t learn you, you learn something, right? Something teaches you. But I think that will learn you is kind of part of usage in certain American dialects like maybe in the South. They might say: That’ll learn you.’ But most people don’t say that.

And Grammar Man says:

No self-respecting American with a high school diploma would ever say that, except in jest. So, they would only say as a joke.  (Actually, that phraseology may reflect the standard convention in the Appalachian dialect, in which case it would indicate a systematic, and therefore regionally appropriate, use of the verb.)

So if – enough people in that region use it – then that kind of makes it allright. I suppose. That is what Grammar Man is saying. But most people don’t say it. It’s just something in a particular dialect.

Number 41

I really hate the phrase: “Where’s it at?” “Where’s it at?”

This is not more efficient or informative than “where is it?” It just sounds grotesque and is immensely irritating, says Adam in London.

Grammar Man says: You are absolutely right. This is one of the two Americanisms listed here –  actually worthy of your scorn.The preposition at the end is unarguably superfluous. So superfluous means not necessary. Okay, so where is it at is not necessary to say ‘where is it?’ Fine. But you still hear that. It’s like ‘cool language’. Yeah the language of the kids. I don’t know why I am making a fool of myself but –  where’s it at? Where is the party at meaning where is the party?  I suppose if you want to sound cool with your friends –  if you are a teenager or something –  no I am obviously making a fool of myself here because I am in my thierties. I have forgotten what it was like to be a teenager. But if you are a teenager you might not want to say to your friends: ‘Come on where is the party?’ you might want to say: ‘Where is the party at?’

If you are a teenager and you listen to this:’What would you say?’ You can send your emails to Luketeacher@hotmail.com or alternatively just leave a comment below this episode of the podcast and I’d love to hear from you, oh, yes.

Number 42

Period instead of full stop from Stuart Oliver in Sunderland.

Well  a full stop is the dot at the end of a sentence. It just shows that the sentence is finished. Full stop. But in America , they call that a period. Fine! Two words – same thing. Full stop, the Americans say  period. You might hear that like in movies. ‘You are off the case, you are off the case, Johnson, period.’ Meaning you are not the police officer that is gonna handle this case and that’s it. Full stop. okay.

Grammar Man says:

They’re just different terms for the same thing.

okay

Number 43

My pet hate is “winningest“, used in the context “Michael Schumacher is the winningest driver of all time”. I can feel the rage rising even using it here. That’s Gayle in Nottingham.

So, she get really angry at the expression ‘winningest‘.

Okay, so  the word winningest – well, you have the word to win, obviously it’s the verb. You win a contest, winning is – you know – if you say: ‘I am winning.’ Obviously that’s  the present participle. So winning has become kind of a buzz word on the internet.

buzz word:Modewort

So if you are winning it means that generally  you are sort of like being cool or doing something well. As opposed to failing. Failing is when you are doing something badly or doing something wrong, winning it means you doing it well you are having a good time, you are cool. You are ‘down with the kids’, yeah –  winning, right?

So winning, Charlie Sheen, for example said winning a lot when he was on the internet having a mental breakdown

Winning, so it just  means being successful, right? So winningest is now like a new superlative, adjective from the word winning. So it’s just the case of the language being – some  people are just playing around with the language, changing it  around just for their own enjoyment.

Grammar Man says:

If I were living in a country that could never use that term self-referentially, I would hate it, too.

So he is saying that when people say winningest they are doing it as an ironic self-referential thing. They know that they are doing it. So he is saying that …he is critisizing Britain saying that in Britan people can’t use a term in a self-referential manner. But that’s not really true, because British people love to be ironic about the language they use but basically Gayle in Nottingham: ‘Don’t get too upset about it just   people  playing around with language.

Number 44 

My brother now uses the term “season” for a TV series. Hideous. That’s from D Henderson in Edinburgh. Hideous!

Hideous means absolutely awful. Absolutely horrible. So using the word season for a TV series – hideous – but it’s not really hideous. Is it because like a TV series. A TV series is obviously like a set – a number of shows that are broadcast within a certain period. We call it a series in the UK whereas in America they call them seasons, you know. If you have seen the first season of Lost for example. But I don’t see what’s wrong with season, really because it – kind of – often these TV series from America. They are quite long. They might last for months in which case it’s approbriate to call it a season. It’s all right. It’s not hideous. It’s fine..

Grammar Man says:

A TV series can run for multiple seasons. Do you, or your brother, not realize that?

Number 45

Having an “issue” instead of a “problem” says John in Leicester.

So an issue or a problem. Well, there is a difference between the word issue and the word problem. First of all the word problem has a kind of negative feel to it. So what happens is people tend to avoid using the word problem because they say don’t want to accentuate the negative. They want to keep it positive. So they say: We’ve got a couple of issues to deal with. It makes it sound more positive, and makes it sound less dramatic and it’s very common. At work, we talk about issues rather than problems just because it is more positive. So that’s really a case of subtle nuance. Subtle means like with very small details, differences and nuance means detail difference or slight difference. So there is a slight difference between saying there is an issue here and there is a problem here. Maybe you have an issue with the idea of like chosing to paint something in a positive light – maybe that seemed contrived but really it’s okay as a piece of usage because it’s clearly using a new ones  –it’s expressing something in a slightly more nuanced way, isn’t it. What’s wrong with that?.

Grammar Man says:

Apparently, the Brits have an issue with nuance.

Very funny!

 

Number 46

I hear more and more people pronouncing the letter Z as “zee”. Not happy about it! said Ross in London.

Well, basically in America they say zee and in Britain we say zet. So, although with the rapper Jay-Z,  we still call him Jay-Z (Jay zee) we don’t call him Jay-Z (Jay zet)  because…

haaaaaaaaaaaa

okay, it’s not the first time that happened. Just in case you were fallen asleep there was a little jingle just to kind of keep you on your toes and that also suggest to me I’ve got to hurry this up because that is a very long list. Quite an ambitious episode. I think I can go through the whole list and keep it riveting and keep it fascinating and entertaining at the end. Maybe you are fallen asleep. I don’t know. Maybe if you are great. I hope you are having a lovely dream about Americanisms. somehow, anyway, right. .

Grammar Man says:

I’m not happy about your criticizing my pronunciation without explaining your own.

So, good point. Why is zed correct and zee wrong? Come on!

Number 47

To “medal” instead of to win a medal. It sets my teeth on edge with a vengeance, said Helen in Martock in Somerset.

So to medal instead of to win a medal. Okay, it’s like Chris Lewis medalled three times at the Olympics  instead of Chris Lewis won a medal three times.

Grammar Man says:

How many times has your soccer team medaled in the past eleven World Cup Finals?

Okay, allright, Grammar Man

That’s a bit below the belt isn’t it? Anyway, it’s football, not soccer thanks. The sport that you refer to as football hardly involves contact between the ball and the foot. It should be called “Headbutt” or something. And what about The Baseball World Series? Come on! Only America takes part!

You know in America they call American football. They call it football but they don’t really use their feet. They throw the ball with their hands and they may like smash each other at the head with their helmets and in baseball there are big competitions called the Baseball World Series but it’s not… only America takes part in that. So it’s a bit arrogant to call it the World Series. So come on Grammar Man if we are gonna stop sort of sparing here  over sports  I am gonna have  to pick you up on that one.

Number 48.

I got it for free” is a pet hate. You got it “free” not “for free”. You don’t get something cheap and say you got it “for cheap” do you? said Mark Jones in Plymouth.

Well, I got it for free – I got it free okay, well, I think you say: I got it for ten pounds but if you got it for nothing some people might say I got it for free. I suppose  because on the price list you would see 10 pounds or just the word free. So I got it for 10 pounds or I got it for free. I suppose grammatically you don’t get something for free you get it for nothing. You get it free. Okay, fine, but you know, whatever I don’t mind that bit of that kind of use of grammar there. It doesn’t really bother me that much. But I suppose technically it’s not correct.

Grammar Man says:

You’re right, you can’t get grammar lessons for cheap. You can either buy a grammar book for $15 – $50, or you can read my blog for free.

Okay he doesn’t really talk about whether buying something for free is correct. But he uses read my blog for free.

Yeah, Okay.

Number 49

The penultimate point.

“Turn that off already“. Oh dear said Darren in Munich.

Turn that off already Turn that off already!

So, turn that off already meaning turn that off now, turn it off immediately. But already, no we don’t use it with now, do we? We  use it with – like present perfect ‘I’ve already turned it off.’ But this is like with the imparative: Turn it off already! You can’t – grammatically it doesn’t work. You can’t say turn that off already. Just turn it off now, turn it off immediately.

Grammar Man says:

You may have a point!

So he kind of agrees with me basically.

And number 50

The last one and this is from Jonathan in Birmingham and I’m gonna do a Birminghamian accent for this one.  . .

“I could care less” instead of “I couldn’t care less” has to be the worst. Opposite meaning of what they’re trying to say.

So I could care less instead of I couldn’t care less

Yeah, okay – it’s actually the opposite of what they are trying to say.

I couldn’t care less means I don’t care at all. But if you say: I could care less it means I could care less than what I care about now. So

Grammar Man says: You are without a doubt right. This is the second Americanism worthy of your scorn. As you point out, it means the opposite of what it is intended to mean.

Okay so final words from Grammar Man:

We Americans appreciate the language you Brits gave us. We only wish you would appreciate the improvements we’ve made since then.

Haa very good Grammar Man. So he is saying that these language changes are improvements.

Well, some of them are –  some of them might not be,  but they are all just parts of the way in which English changes and there are two and more than two – many more nuances than things in the language but generally speaking you may say there are sort of two versions of English –  American English and British English. You also get things like South African English, Australian English, New Zealand English and other types of English but American English is the most dominant than also British English too. They are just different. You as a learner of English  just have to be aware of the differences. But the main thing I would say is just try,  make sure it stays grammatically correct and make sure it’s clear and efficient and functional.

That’s it, I think  from this episode of the podcast. Look forward to more episodes soon. In fact I hope to do a follow-up episode to this one which will all be about Britishisms. Those are British bits of language which are invading American English and it’s quite interesting to note the differences. So for example in the UK people basically are a bit hositle towards Americanisms.They hate them. They think they are ugly and wrong and a disgrace whereas in America they look at Britishisms and they see them as being quite cool, quite trendy, quite cute. I suppose it’s because British English poses less of a thread to American English or maybe it’s because Americans are a little bit more open-minded about influence on their language.

to pose:darstellen

to pose threat:Gefahr darstellen

Okay, that’s it from this episode. Thank you very very much for listening. If you managed to listen all way to the end then well done. You should just have a cake or a biscuit or something as a way of congratulating yourself – yourself or just – congratulating yourselves or congratulation yourself.

Okay, thanks again for listening

Bye

120. Americanisms (Part 1) What do British people think of American English?

What do British people think of American English? Are they right?

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Transcript
Hello listeners, how are you doing? Thanks for listening to Luke’s English Podcast. I’m fine here today and I finally found time to record another episode. This one is all about Americanisms, so stay tuned to find out more about that.

There is a full transcript to almost all of this episode on the website so check it out if you want to read what I am saying, use it to study the language, follow every single word that comes out of my mouth or use it for your own reading practice. If you’re a teacher you can use some of it in your lessons if you like or perhaps if you’re a learner of English and you really want to speak like me for some reason then you can use the script to perhaps record your very own version of this episode of Luke’s English Podcast, with you as the presenter. You could be me, you could be Luke. It could be, for example, ‘Jose’s English Podcast’, if your name is Jose, which it probably isn’t. Anyway, you can use the transcript for whatever you want. It’s there on the website – episode 120. on either Luke’s English Podcast or Luke’s English Blog. I spent quite a lot of time preparing this episode. I made more effort. You’re welcome. Feel free to add a donation if you appreciate my work. Click one of the buttons that says donate on my website. OK, let’s get started with this episode, which as I said is all about Americanisms. Let’s go!
So, my Dad recently sent me an article that was published by the BBC, and he thought it would be a good subject for an episode of Luke’s English Podcast, and he’s right of course, it’s a great subject. It’s a brilliant subject. In fact, I would say it is the greatest subject ever proposed for an episode of anything, ever!!! Not really, it’s not that great, but it is a good subject. The article was all about Americanisms, which are expressions used in American English which are increasingly being used in British English (and Australian English, New Zealand English and so on). Many British people don’t really like Americanisms. In fact, it’s quite surprising how passionate some British people are in their general hatred of American English when it is used by British people. I sometimes hear people in the UK complaining bitterly about how they hear young British people saying “Can I get” or ‘schedule’ or “a whole bunch of…”. So, do British people have the right to complain about Americanisms, or is it just cultural snobbishness?

In this episode I’m going to go through the list of Americanisms from the BBC article (you can read it below), explain what they mean and tell you if they really are incorrect or if the Brits are just being snobbish.

You’ll learn those Americanisms, but also we’ll look at the attitudes of the Brits towards American English, have a look at the whole idea of language change, and consider the relationship between language useage and culture, paying specific attention to the UK and the USA. We’ll find out what the Brits really think about American English!

Just to be clear, let me explain right now what an Americanism is. Basically it’s a word or expression of American origin, which is now being used in other countries too, for example here in The UK. The Cambridge Advanced learner’s Dictionary defines it as: a word or expression which was first used in the United States but is used by people in other countries, especially those where English is spoken. An Americanism can be a word (e.g. saying “daiper” instead of “nappy” or “can I get” instead of “can I have”), an expression (e.g. saying “give me a ballpark figure”), the spelling of a word (e.g. ‘theater’ for ‘theatre’) or the pronunciation of a word (e.g. the way we pronounce ‘schedule’ or ‘aluminium’). Basically, we’re talking about modern American influences on British English, and how British people feel about that (most of them are really pissed off about it). This episode will be useful for you because you’ll learn loads of vocabulary and it should help you to see the differences between UK and US English. It’s also pretty funny to see how hysterical British people can get when they feel their culture is under threat.

So, let’s look at this BBC list of Americanisms. Here’s what happened. The BBC website published an article about Americanisms. In that article, a British journalist called Matthew Engel (read it here: Matthew Engel in the article) explained how some American English expressions are useful, and yet some are unnecessary. He then went on to say how he thinks that British English should be protected. The article was quite well balanced at the beginning, suggesting that languages change and evolve and that English is no different, and that some American influence from 100 years ago was useful because it provided us with some new words. Ultimately though, the article became a passionate defence of British English and a suggestion that Brits need to fight to protect our language, that enough is enough – British English now must be preserved or it will die. That article received lots of comments from angry British people who used it as a opportunity to complain about their most hated Americanisms. The BBC received so many comments that in another article, the BBC published 50 of them in a list. That’s the list we’re going to look at in this podcast. You can read the list and the comments on my website (teacherluke.podomatic.com episode 120) as I talk about them.  Each item in the list is a comment by someone and contains an Americanism. I’ll read the comment to you, make sure you understand the expression which is being discussed and then I will give you my comments too. I’ll give my own personal judgement on each Americanism, from a linguistic point of view and just generally as a person. I’ll be using these criteria for my judgement:

Americanisms
1. Is the expression or usage gramatically wrong or correct? Let’s look at these expressions from a linguistic viewpoint.

2. Is the expression effective as a way of communicating a message? This is perhaps the most important aspect of language – that it is useful as a way of communicating. So, if a new bit of language is clear and communicates a message well, what’s the problem?

3. Is each complaint just an example of British snobbishness and fear of American cultural imperialism? Why do British people get so angry about Americanisms? Are they angry about incorrect English? Or are they angry about the dominance of American English over British English?

I also have a blog post here by someone called Grammar Man, who is actually a literature, linguistics and learning specialist from The University of Carolina. According to his blog, his mission is to “to direct us toward clarity, someone who can illuminate the joys of wordplay and the benefits of linguistic awareness.” Check out his blog post about 50 Americanisms here http://browsingthemind.wordpress.com/2011/07/22/50-americanisms-grammar-man-responds/ . I will be using Grammar Man’s comments on these Americanisms too, as a kind of backup source of expertise.

My transcript stops here but I am hopefully going to continue writing notes on the computer as I talk.

Ok, so let’s get started and have a look at this list!

Americanisms: 50 of your most noted examples

The BBC Magazine’s recent piece on Americanisms entering the language in the UK prompted thousands of you to e-mail examples.

Some are useful, while some seem truly unnecessary, argued Matthew Engel in the article. Here are 50 of the most e-mailed.

1. When people ask for something, I often hear: “Can I get a…” It infuriates me. It’s not New York. It’s not the 90s. You’re not in Central Perk with the rest of the Friends. Really.” Steve, Rossendale, Lancashire. 

Grammar Man says: Can I get a TV Guide for this guy? Apparently, he has no pop culture references less than seven years old. Really.

2. The next time someone tells you something is the “least worst option“, tell them that their most best option is learning grammar. Mike Ayres, Bodmin, Cornwall

Definition: the least worst choice is the best choice from a list of choices that you think are all bad

Grammar Man says: Excuse me, sir, that is an example of intentionally using language unconventionally to emphasize a point. Ironically, sometimes one’s most best option is unlearning some grammar.

3. The phrase I’ve watched seep into the language (especially with broadcasters) is “two-time” and “three-time“. Have the words double, triple etc, been totally lost? Grammatically it makes no sense, and is even worse when spoken. My pulse rises every time I hear or see it. Which is not healthy as it’s almost every day now. Argh! D Rochelle, Bath

Grammar Man says: Does that phraseology communicate a point unambiguously? Yes. There’s no problem then, except your blood pressure. Take some beta blockers.

4. Using 24/7 rather than “24 hours, 7 days a week” or even just plain “all day, every day”. Simon Ball, Worcester

Grammar Man says: When speaking and writing, brevity is a virtue.

5. The one I can’t stand is “deplane“, meaning to disembark an aircraft, used in the phrase “you will be able to deplane momentarily”.TykeIntheHague, Den Haag, Holland

Grammar Man says: Get over it.

6. To “wait on” instead of “wait for” when you’re not a waiter – once read a friend’s comment about being in a station waiting on a train. For him, the train had yet to arrive – I would have thought rather that it had got stuck at the station with the friend on board. T Balinski, Raglan, New Zealand

You might have a point. But constructing verb phrases is always a tricky business.

7. “It is what it is“. Pity us. Michael Knapp, Chicago, US.

Grammar Man says: That has become cliché, yes.

8. Dare I even mention the fanny pack? Lisa, Red Deer, Canada

Grammar Man says: Please don’t. We’re trying to get over that fad.

9. “Touch base” – it makes me cringe no end.Chris, UK

Grammar Man says: Missing prepositions make me cringe.

10. Is “physicality” a real word? Curtis, US

Grammar Man says: Yes.

A US reader writes…

JP Spore believes there is nothing wrong with English evolving

Languages are, by their very nature, shifting, malleable things that morph according to the needs and desires of those who speak them.

Mr Engel suggests that British English should be preserved, but it seems to me this both lacks a historical perspective of the language, as well as an ignorance of why it is happening.

English itself is a rather complicated, interesting blend of Germanic, French and Latin (among other things). It has arrived at this point through the long and torturous process of assimilation and modification. The story of the English language is the story of an unstoppable train of consecutive changes – and for someone to put their hand up and say “wait – the train stops here and should go no further” is not only futile, but ludicrously arbitrary.

Why here? Why not stop it 20 years ago? Or 20 years hence? If we’re going to just set an arbitrary limit on language change, why not choose the year 1066 AD? The Saxons had some cool words, right?

Mr Engel – and all language Luddites on both sides of the Atlantic, including more than a few here in the States – really need to get over it when their countrymen find more value in non-native words than in their native lexicon.

I understand the argument about loss of cultural identity, but if so many people are so willing to give up traditional forms and phrases maybe we should consider that they didn’t have as much value as we previously imagined.

11. Transportation. What’s wrong with transport? Greg Porter, Hercules, CA, US

Grammar Man says: The latter word sounds more like a verb.

12. The word I hate to hear is “leverage“. Pronounced lev-er-ig rather than lee-ver -ig. It seems to pop up in all aspects of work. And its meaning seems to have changed to “value added”. Gareth Wilkins, Leicester

Grammar Man says: Pronunciations are like opinions: every speech community has one (or two or three).

13. Does nobody celebrate a birthday anymore, must we all “turn” 12 or 21 or 40? Even the Duke of Edinburgh was universally described as “turning” 90 last month. When did this begin? I quite like the phrase in itself, but it seems to have obliterated all other ways of speaking about birthdays. Michael McAndrew, Swindon

Grammar Man says: In the linguistic wilderness, survival of the most efficient is the universal law.

14. I caught myself saying “shopping cart” instead of shopping trolley today and was thoroughly disgusted with myself. I’ve never lived nor been to the US either. Graham Nicholson, Glasgow

Grammar Man says: Yes, I agree, there should be only one name for every item on the planet. In fact, the same goes for people. Let’s name all boys John, all girls Jane, and all hermaphrodites Joan.

15. What kind of word is “gotten“? It makes me shudder. Julie Marrs, Warrington

Grammar Man: That’s simple. It’s a verb conjugated in the perfect tense. Duh.

 

69. Common Errors / Typical Mistakes (and their corrections)

Learn to avoid some really common errors, and fine-tune your English! This episode is about typical mistakes that learners of English make when they speak. Do you make any of these errors when you speak?

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Luke’s English Podcast is an audio download for learners of English as a foreign language.

Common errors made by learners of English, and their corrections
Recently I made a list of some of the most common mistakes I hear from my students of English. Here they are, with corrections.
Listen to the audio above to hear me explain the corrections in more detail. This is not a blog article, it’s just the text which accompanies an audio podcast episode. :)

ERROR: I am agree
CORRECTION: I agree

ERROR: I said you something
CORRECTION: I told you something

E: Luke told that…
C: Luke told us that…

E: If I will…
C: If I go… I will…

E: If I would go…
C: If I went…

E: If I would have gone to university…
C: If I had gone to university

E: A present to someone
C: A present for someone

E: to buy a gift to someone
C: to buy a gift for someone

E: Let’s have a coffee to that cafe
C: Let’s have a coffee in that cafe

Rise = to go up “taxes rose by 5%”
Raise = to make something go up “The government raised taxes by 5%”

E: I am living here since/during 1 year
C: I have been living here for 1 year

E: a girl who she lives in Brazil
C: A girl who lives in Brazil

E: What do you do tonight?
C: What are you doing tonight?

E: Tonight I will go to the pub
C: Tonight I’m going to the pub

E: go to shopping
C: go shopping

a holiday = a vacation ( a week or two with no work)
a day off = one day in which you don’t work
a public holiday / a bank holiday = days when everyone in the country has a day off, e.g. Christmas Day or Easter

E: almost people in my country
C: most of the people in my country / almost all of the people in my country / most people in my country

E: I explain you something
C: Let me explain something (to you)

E: I haven’t any money
C: I don’t have any money / I haven’t got any money

E: some advices
C: Some advice / some pieces of advice

E: some informations
C: some information / some pieces of information

E: a new
C: Some news / a news story

E: question – /kestchun/
C: question – /kwestchun/

E: I had learned that when I was at school
C: I learned that when I was at school

E: I don’t know what means this word
C: I don’t know what this word means

E: Can you tell me where is the station?
C: Can you tell me where the station is?

E: In the next years / in the next months / in the next weeks
C: In the next few years / in the next few months / in the next few weeks

E: a four hours journey
C: a four hour journey

E: a £1m pounds cut
C: a £1m pound cut

E: I forgot my book at home
C: I left my book at home / I forgot to bring my book

E: I backed to my country
C: I went back to my country

E: Are you from England, aren’t you?
C: You’re from England, aren’t you?

E: I feel myself sick
C: I feel sick

E: I bought me an iPod
C: I bought myself an iPod

lend = give (temporarily)
borrow = take (temporarily)

E: I went to home
C: I went home

E: I went by walk
C: I went on foot

at midnight = at 12.00
in the middle of the night = from midnight until sunrise

E: I came to London for study English
C: I came to London to study English

E: You are the same like me
C: You are the same as me

E: Popular sports as football and tennis
C: Popular sports such as football and tennis / Popular sports like football and tennis

E: women /womens/
C: women /wimmin/

E: in spite of he was tired, he did the washing up
C: in spite of the fact that he was tired… / despite the fact that he was tired… / although he was tired… / in spite of being tired… / despite being tired…

E: We are used to live in a cold climate
C: We are used to living in a cold climate

E: What is he like? -He likes football
C: What is he like? -He’s a really nice guy

E: We have to wait during three weeks
C: We have to wait for three weeks

E: Finish the report until Friday
C: finish the report by Friday

That’s it! Don’t forget to donate to help me keep doing these useful podcasts. Have fun!

53. Discussing Grammar with My Brother

Can an ordinary native speaker of English (my brother) explain the rules of English grammar? That’s the question in this interview. I wanted to know how much my brother James knows about the rules of grammar which learners of English study every day. The results are quite revealing.Transcript available below.

Right-click here to download this episode. 
At the end of the interview I explain the grammar rules which we discuss

Here are the lyrics to James’ rap at the beginning of the episode!
It’s Luke’s English Podcast
We’re sitting in his flat
We’re discussing English
and shit like that
We’re getting educated
because that’s the way we do
so listen up close
because his name is Luke

TRANSCRIPT
Here’s the first part of the transcript. The beginning of this transcript was sent in by Bettina from France. Thanks again Bettina ;)

You’re listening to Luke’s English Podcast. For more information visit teacherluke.podomatic.com

Uh… say what
Uh… what what what what

It’s Luke’s English Podcast
We’re sitting in his flat
We’re discussing English
and shit like that
We’re getting educated
because that’s the way we do
So listen up close
because his name is Luke

Yeah, we’re learning English
Luke’s English Podcast
Learning some English
Luke’s English podcast
with Luke’s English podcast, yeah

Good evening Ladies and Gentlemen and especially you Ladies,
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This week Luke takes a long slow lingering linguistic look at the English language.
So lay back, run yourself a deep bath and relax to the smoothing sounds of Luke’s English podcast.

Hello everyone and welcome to another episode of Luke’s English podcast. In this episode I talk to my brother James, err, about grammar. We have a little grammar discussion in which I ask James to try and answer some questions about English grammar. Now the idea of this episode is that I wanted to show people who are learning English, what most normal English native speakers really know about grammar.

Now my brother is a fairly ordinary Londoner. Um, he works as a graphic designer . Um, he is very good. He did the logo for my podcast, the Luke’s English Podcast logo. He designed that, so he is very good. He went to University, and so he is a normal educated professional Londoner. Umm, but as a native speaker, I wanted to ask him some questions about grammar because often learners of English are really surprised that native speakers don’t really know anything about the rules of grammar even though they speak the language perfectly. So here’s the conversation. I’ll explain some things at the end.

Erm, right, okay, so I’m with my brother Jim, and erm… would you say that you’re, like, an average man on the street?
James: Yeah
Luke: You are. Are you on a street now?
James: Erm, I’m very near one. I’m not on a street, no. But I quite often am on the street.
Luke: Okay, so you’re, sort of, typical person
James: I’m the average person, in the world
Luke: You are the most average person in the world
James: Yeah
Luke: Is that what your girlfriend says? …he hey… That’s just a joke. Wasn’t very funny. Umm, anyway, so my brother is basically, sort of, the average man on the street. Umm, right, so, how much, kind of, English grammar did you study at school?
James: Don’t really remember to be honest.
Luke: Don’t remember, okay.
James: Probably… a fair amount but I’d say more of it was just picked up in speech than learned, err, in a classroom
Luke: Ok, so you just, you didn’t really study any grammar. We don’t really study grammar at school.
James: Well, we did, but, yeah I’m sure we studied it. I remember that stuff happening. I just don’t know if I was paying any attention
Luke: Ok, so if I asked you for example, what’s the difference between a noun and adjective and a verb? Can you tell me?
James: An adjective is …erm…
Luke: Yeah, an adjective
James: An adjective is a doing word
Luke: A doing word. For example?
James: For example, erm, err, to run.
Luke: To run. So, you’re saying ‘to run’ is an adjective. Ok, I’ll come back to that.
James: Can we delete this?
Luke: No no! This is brilliant! No this is perfect because, the fact is that students don’t know that most English people don’t know…
James: Yeah, but I’m more stupid than most people
Luke: No you’re not more stupid than most people.
James: Most people know this
Luke: No, most people don’t know this. A lot of people don’t know this. I didn’t know this until I started learning to become a teacher.
James: No, an adjective would be, erm, ‘flying’
Luke: No, that’s not… well, ‘flying’ could be an adjective, but, that’s actually…
James: Fat
Luke: Fat is an adjective, yes.
James: Right, yeah
Luke: So, it’s a describing word. Right, what about a noun?
James: A noun is a… a descriptive word like ‘a plant’
Luke: Right, so it’s like the name of a thing, like ‘a plant’, okay. What’s a verb?
James: To run, to fly
Luke: To run, to fly, okay. That’s a doing word.
James: To drive
Luke: To drive. Okay, what’s, err, what’s an adverb?
James: Describing the person, a ‘driver’
Luke: No, that’s a noun.
James: Dunno (don’t know)
Luke: An adverb describes a verb, so ‘he drives well’, so ‘well’ is an adjective [adverb].
James: right
Luke: Err,
James: Oh, it’s all coming back to me now.
Luke: But the fact is that most
James: Thing is though I think I speak quite well
Luke: Yeah, well of course you do
James: I generally make myself understood, I just may not know the exact correct definition of everything.
Luke: That’s the thing for native speakers of English. It’s like “well I don’t need to know the rules, because obviously I know that, basically …
James: I’m confident enough that I know the language well enough to speak it well, and to make myself understood and to be clear
Luke: I think that’s…
James: and I speak, I think I speak quite well but I just don’t know the exact definitions of all the words
Luke: Okay, well that’s exactly what English native speakers. That’s their whole attitude, and that’s totally fine, because the fact is they know how to speak English of course, because they were born in an English speaking environment
James: You’d definitely notice if someone got it wrong though
Luke: Yeah, but if you got it wrong, you notice, that’s right, but you just instinctively know what’s right and what’s wrong
James: but it feels like it’s instinctive but I’m sure it was learned
Luke: No, it is instinctive because we don’t learn
James: No, but it’s picked up isn’t it, through practice
Luke: Yeah, it’s picked up through experience of just speaking and, for example, your parents correcting you and things like that. But learners of English have got to learn all these rules, and it’s like, it’s the language of the English language for them, because in order to take apart the language, they use all this other… all these other terms and I often think when I’m teaching that my students know English grammar, like, ten times better than how most native English speakers do, right?
James: yeah
Luke: So, I’ve got here a book, which is called English Grammar In Use by Raymond Murphy and it’s the most popular grammar book for learners of English. It’s sold millions of copies all around the world, it’s a famous book, it’s known as ‘the blue book’, ‘the blue grammar book’
James: and you’re saying it’s basically useless
Luke: No, I’m not saying it’s useless! I’m just saying it’s interesting that most native speakers have got no idea what any of this stuff means. You talk about present continuous tense and third conditionals and things like that
James: Wouldn’t have a clue
Luke: You’ve got no idea, right. What I’m quite curious to do is, another thing is, that in English language classes teachers are always asking students to explain what things mean, right, so they always say things like “what is present perfect and how do we use it?” or “what’s the difference between these two sentences?”, right, and it’s interesting to see what a native speaker, someone who’s already able to speak English perfectly and functionally would answer those questions, because sometimes
James: You’re probably going to get them wrong
Luke: Well, you, it’s, the point is that, a lot of the exercises you do in class are, kind of, unrealistic, and unnatural so even if you were a native speaker you wouldn’t be able to do it, you know?
James: Yeah
Luke: So, like, if I said to you what’s the difference between, ‘I painted the house’ and ‘I have painted the house’? What’s the difference in meaning?
James: ‘I painted the house’ implies that you’ve just done it
Luke: You’ve just done it
James: and ‘I have painted the house’ could be any time
Luke: Ok. Couldn’t you say ‘I painted the house last year’?
James: Yeah, you could say that
Luke: Right, so ‘I painted the house’ could be any time
James: But you couldn’t say ‘I have painted the house last year’
Luke: Ah, right. Why not?
James: Because it’s too… it’s, it’s… I don’t know. There’s two levels to it. Once you say ‘I have painted the house’, you’ve already established the fact that you’ve painted it.
Luke: Right
James: Err, I don’t know! It just sounds wrong!
Luke: It just sounds wrong, yeah, that’s exactly it. The fact is, ‘I have painted the house’ means, you were right originally, you don’t know when it happened, it’s just that it happened in the past some time, and it’s connected to now, because you’re relating it to your whole experience of your life up to now, so there’s a connection to now, ‘I have done it’, like, I’ve got that experience. ‘I have painted the house’. You can’t say ‘I have painted the house yesterday’, because we just don’t use that tense
James: But you’ve already said, ‘I have painted the house’
Luke: Which implies that there’s no time, or that it’s an unfinished period of time.
James: Or just… it just doesn’t work, I don’t know why
Luke: But you can say, “I have painted the house today”, but you can’t say “I have painted the house yesterday”
James: ‘I have painted the house today’, would you say that?
Luke: At the end of the day, ‘so what have you done today?’, oh well…
James: You’d say ‘I painted the house’
Luke: Ok at the end of the day
James: Or ‘I’ve been painting the house’
Luke: But at lunchtime, “what have you done?”
James: Oh, I’ve painted the house
Luke: yeah, exactly
James: What have you been doing this morning? – I painted the house. I don’t know if you’d say ‘I’ve’
Luke: Well if it was finished you would
James: “well, I’ve come in, I’ve picked up the paint brush”
Luke: NO, that’s, that’s
James: I’ve run in, I’ve grabbed the ladder, I’ve put it up against the wall and I’ve painted the house.
Luke: That’s what native speakers say as an error. That’s what footballers do. They say things like, “Well, yeah, I’ve got the ball”… what they should say is “I got the ball outside the penalty box, right, I passed it to Wayne Rooney, he passed it back to me, I beat the defender and I shot and I scored. But what they’d say is “Well, I’ve got the ball outside the penalty box, and I’ve passed it to Wayne Rooney and he’s passed it back to me, and I’ve looked up, and I’ve seen the open goal, and I’ve shot and I’ve scored”, so all this weird present perfect, but it’s kind of wrong isn’t it.
James: Yeah
Luke: They’re actually speaking completely incorrectly
James: Because he’s kind of talking about the present and the past at the same time. “I’ve picked up the ball, passed it to Rooney. You know, I’ve collected the ball and passed it to Rooney”
Luke: So he’s talking about, it’s like, it happened just now, it’s like, in the moment
James: But he’s using “I’ve”
Luke: “I’ve” to, sort of, create that link to ‘now’ somehow
James: It’s like he’s running through it in his head.
Luke: It’s kind of like…
James: This isn’t going to be any use to anyone
Luke: It is. No, it is it is, it’s exactly
James: No-one’s going to listen to this
Luke: No, it’s not true, it’s not true. People will be interested to hear this
James: If you’re listening to this, I’m very sorry
Luke: No, people will be interested to hear about how a native speaker understands,
James: or doesn’t
Luke: or doesn’t understand grammar. Just let me ask you two more things and then we’ll call it a day. Right, er, another one is, what’s the difference between ‘for’ and ‘since’. That’s a question that students ask all the time. What’s the difference between ‘for’ and ‘since’?
James: In what context?
Luke: So, ‘I have done something for…’ and ‘I have done something since…’
James: for?
Luke: For, yeah, f-o-r. “i’ve been doing something for…”
James: 10 years
Luke: Yeah, I’ve been doing something for 10 years. I’ve been doing something since…
James: 1990… 2000
Luke: Yeah, since 2000, so what’s the difference between ‘for’ and ‘since’?
James: …erm… well you say ‘for’ when you’re about to describe the length of time that you have spent doing something. ‘Since’ sets the date that you started.
Luke: Yeah, exactly, yeah. Perfect. Yeah, you’re quite good.
James: That blew your theory out of the water
Luke: No no, it’s just interesting. I don’t have a theory. Right, here’s another one, ok. This is a classic one. What’s the difference between saying, okay this is conditionals. What’s the difference between saying “If I…” now you’ll get this because this is easy… “If I had bought a lottery ticket, I would have won the lottery” and “If I bought a lottery ticket, I would win the lottery” What’s the difference.
James: One’s talking about the past and one’s talking about the future.
Luke: Right, okay, yes, spot on. Nailed it. Yeah. Okay, I need to give you a really difficult one. Erm, hmm, I’ll go to the back of the book. Ok, prepositions, right? Let’s go for, what do you want? Let’s have adjective + preposition, which is, prepositions are the thing that learners have the most difficulty with, and they’re little words like ‘of’ ‘to’ ‘at’ ‘in’, stuff like that
James: Ok, go on, first question
Luke: So, you’ve just got to complete the sentence, erm, hmm,

LUKE: Erm, hmm, wait a minute. Right, wait a second

JAMES: I think you should edit this down.

LUKE: Yeah, okay, right, here we go. I’ll give you a sentence. You’ve got to put the prepositions in the right place, in the gap, okay?
I was delighted ….. the present you gave me. I was delighted … the present you gave me.

JAMES: ‘ with ‘

LUKE: Yes, well done. Brilliant.

JAMES: I don’t know why ? But…

LUKE: I’ve just had an idea whenever you get anything right, I’m gonna do this (ping!), okay? Right, so here’s the next one.

JAMES: This is bad.

LUKE: It was very nice … you, to do my shopping for me. Thank you very much.

JAMES: ‘ of ‘ but I don’t know why it’s ‘ of ‘. I couldn’t tell you the rules behind that. I just know that’s what it is.

LUKE: Why are you always so rude … your parents? Can’t you be nice … them.

JAMES: ‘ to ‘

LUKE: ‘ to ‘ yes, well done !

JAMES: Can you not do that? (referring to the BING)

LUKE: Okay, hmm, but why is it nice to, be nice to the parents?

JAMES: Well, because they brought you up and I dunno, bought you stuff at christmas

LUKE: No, I’m meaning, why do you use the word ‘to’? Nice, be nice to your parents.

JAMES: Because, you’re sort of, I don’t know.

LUKE: Yeah

JAMES: You’re giving some kind to them. You’re kind of, just doing something for their benefit, I suppose or something towards them. Something towards them. A big nice towards them. Now, it’s that
your parents, I couldn’t tell you.

LUKE: You’ve to look up, to look toward them.

JAMES: I couldn’t tell you.

LUKE: The fact is, it’s just impossible to create a rule about it. In fact, you’ve just got to learn that some words go with other words. Just got know it’s ‘ be nice to someone ‘ . You’ve just to learn ‘nice to’. So,
you have to see words existing together in little partnerships.

JAMES: Well, learn how they work together.

LUKE: Yeah, that’s it. It’s just learning two words together. Not just one on its own. So, that’s it. That’s the end of the experiment. Have you learnt anything from this, from this experience?

JAMES: No, no.

LUKE: No?

JAMES: Hm, I just hope that you get something out of this. You know making me look stupid basically.

LUKE: No, I think you got quite a few questions right. Didn’t you?

JAMES: Hhhh yeah,

LUKE: Okay, well, congratulations anyway. I’m gonna give you a certificate now which just shows that you’ve, two certificates, want to show that you completed the course.

JAMES: So, I’ll keep the certificate. Can I have this bit of chewing gum?

LUKE: Yeah, you can have the chewing gum.

JAMES: Sorry, thanks.

LUKE: Hmm, and the second certificate is just something I like to give to all the guests that I have on a program. It’s a little certificate just proving that you’d appeared on, on an episode of Luke’s English
Podcast. So thanks very much for coming and I hope to see you soon.

JAMES: Thanks very much. Luke’s English Podcast is brought to you by Wrigley chewing gum and Castllero del Diablo wine.

Okay folks, what I would now like to do is just explain some of the grammar points that I spoke to my brother about during that conversation. I asked him some questions about a few areas of grammar to see if he could answer them and I think you can see there that the point is, I guess, that native speakers surprisingly don’t understand or don’t really know the rules of grammar. They don’t know terms like ‘present perfect’ or even words like ‘adjectives’ or ‘nouns’. They don’t really know what those terms mean. So when you’re studying all that stuff at school, you’re in a way more articulate than they are, because you know how to describe the language and native speakers don’t know how to do that. That’s quite interesting but native speakers know, umm, what’s right and what’s wrong by instinct. They just sort of, they learn it as children without thinking about it and then when they get older they know that something is wrong but they don’t know why it’s wrong, they just know it’s wrong. It’s the same for you when you’re learning your language as a child.

Umm, what does that tell us about learning English? Well you could say, that it, some people might say it means that learners of English shouldn’t worry about learning the rules of grammar. That instead they should just try to listen to a lot of English, to read a lot of English and by doing that ,erm, see and hear the language so much that they just learn what’s right and wrong, just by frequency. So they know for example that people will say things, just because they have heard it said so many times before and they know what’s right and wrong just because they have heard and read the language a lot and they’ve started to learn, started to get a sense of all the patterns that you find in English.
Maybe that’s true, maybe that’s a good way to learn or maybe learners of English should study the rules or at least study the patterns and do practice exercises in order to understand what’s right and what’s wrong. I think it’s a combination of both. That you need to study the language , you need to test yourself with it , you need to do exercises but also you need to combine that with high exposure to lots of listening and lots of reading and so the more you see of the language , the more you start to develop a feel for it. Hum, that’s my opinion, um, but nevertheless, um, some of the things that I discussed with my brother there, I think I should just clarify for you, anyway.
Um, so the first thing I asked him was, what’s the difference between a noun, an adjective and a verb and he couldn’t really answer the question, but as you may know, a noun is a word which is used to give something a name. We use things like, you know, a table, a chair, a cat, those are all nouns. They can be plural or singular. Three cats for example.
They can be countable or uncountable. If they’re countable you can, you can count them. For example three, you know, tables. A table is a countable noun because you can say one, two or three tables but a word like sugar isn’t countable, instead we just say some sugar. So it’s like a mass of tiny little granules of sugar that together makes something uncountable. They can also be abstract, for example the names of things you can’t actually touch or feel. Umm, so concepts like ‘love’ is a noun. Umm, it’s also a verb but you could say ‘all you need is love’ and in that sentence it’s a noun. It’s an abstract one there and it’s uncountable. That’s nouns. Obviously there’re, nouns can be very complex, they can be larger, kind of phrases you could say like a noun phrase like for example, hum, let’s see, umm, like mobile phone technology is a kind of noun phrase and you can use that as the start of a sentence. Mobile phone technology is developing very quickly, right? So nouns can also be sometimes a number of words together.

Umm, right, the next one is a adjective. Well, an adjective is a word we use to describe a noun. Umm, it’s used to describe a noun, so we would say for example, the food was delicious, right? So delicious describes the food. How was the food ? It was delicious. You could also say delicious food. Like that, of course. Umm, so that’s an adjective.

Umm, and then the next one was a verb and the verb is the doing word. These are words we use to express sort of actions, um, so like play, eat, go, for example. Those are verbs, um, and we also have little verb phrases, which are things like phrasal verbs and that’s a verb in combination with other words and phrasal verbs are difficult because, well, somme of them are easy and some of them are difficult . The easy ones are easy to understand because the meaning is very similar to the original verb. So, if you’re talking about, um, oh, let’s see, hmm, ‘ go on’ , like ‘ go on’, meaning continue. I’s fairly clear what that means because go, we know what ‘ go’ means. ‘ Go on ‘ just means go and don’t stop going, continue. That’s fairly easy but some of them are difficult like if you take the expression ‘give up’. ‘ Give up ‘ umm, meaning to quit. Hum, that’s not quite so easy because the verb ‘ give’ you know, we think, well, ‘ give’ . Give someone a birthday present but in this sentence ‘give up’ has a completely different meaning to give which makes it very difficult and the fact is as learners of English you just have to learn phrasal verbs. You just have to try and learn them because they are all unique words with their own meanings, just a combination of a few words. So that’s, umm, that was the first thing I asked my brother. The next thing was about ‘present perfect’ and ‘past simple’.

So we know the ‘present perfect’. One of the, actually this is one of the most common bits of grammar that you study when you’re learning English. Present perfect of course is like ‘ have’ plus a past participle or ‘ has’ plus a past participle, like I have lived in Japan for example. Umm, she has eaten a pizza, right? And ‘past simple’ obviously everyone knows. I lived in Japan, she ate a pizza, for example. Umm, so the difference, well that’s quite a big one and it’s something that everyone is studying. So the difference between ‘past simple’ and ‘present perfect’ basically we use, we use ‘past simple’ to talk about a finished action in the past but the time period is important and we tend to, with ‘past simple’ express a kind of distance from the act. So there is a distance in time basically, which means that the action
happened in a finished time period. I lived, erm, well let’s say, umm, I ate, no, I drank a coffee. It’s pretty, probably suggests that you that you drank a coffee yesterday or you drank a coffee last week or you drank a coffee, umm, during breakfast, right? So it’s like in a finished time. ‘Present perfect’ is used to describe finished actions which happened in an unfinished time. So there’s a connection to now. That’s the most important thing. So, basically you might say for example, I have drunk three cups of coffee today. Umm, today is not finished, so you can say, I have drunk three cups of coffee today. Hum, so the time period is always connected to now. It’s a bit more complicated than that but that’s is all basic difference.
Hum, to be honest, if I was to explain ‘present perfect’ and ‘past simple’, I’d need to record a completely new podcast and I could do that. So, I might, I might do that.. ‘Past simple’ and ‘present perfect’.

The next one was about 2nd and 3rd conditionals. So we know the 2nd conditional would be for example, umm, let’s see. Err, if I bought a lottery ticket, I would win the lottery. Not a very good example because, it’s not definite that you’d win, so, if I?
Okay, let’s say, if I, if I went outside, I, no, no, no … Okay, if I studied hard, I would pass the exam. So, you’re talking about the future but you use past tense like studied, if I studied, now, we’re not talking about the past , we’re talking about the future. And we know, it’s the future because we’ve said’ if’ . So ‘ if ‘ plus a ‘past tense’ is actually used to describe a kind of unreal future. So you use the past tense not to create distance in time but to create distance in reality. In this sense it’s an unreal or hypothetical future because you don’t think it’s realistic. So, if I studied hard, I would pass the exam but I’m not going to study hard because I don’t want to, right? So compare that with the 1st conditional. If I study hard, I will pass the exam. Umm, ‘present tense’ after ‘ if ‘ , still talking about the future but here we think it’s a realistic future. So, there’s no distance from reality. We think it’s real and it’s followed by ‘ will ‘. Umm, if I study hard, I will pass the exam. So, that’s it, it’s like a definite future with its definite future consequence!

The 3rd conditional talks about the past and there we use ‘had’ plus a ‘past participle’ in the ‘if clause’, in the second clause we have ‘would have’ and a ‘past participle’. So, let’s say, the exam was last week and I failed, you could say, ‘ If I had studied for the exam, I would have passed, right? The fact is, I didn’t study and I didn’t pass but if I had studied, now here we’re using ‘ had studied’ and that’s like, it looks like past perfect, but it’s not actually past perfect, it just looks like it, but it’s used to create distance from reality in this sense, in the past. Umm, so we go from ‘past simple’ I didn’t study, we go one tense back to what looks like ‘past perfect ‘. ‘If I had studied’ and then in the second part ‘I would have passed ‘. Again to refer to a past consequence.

It’s all very complicated and to be honest rather boring but you kind of have to learn it. Again, I could do a completely separate podcast all about conditionals because it’s such a big topic.

The last thing I talked about with my brother was ‘prepositions’ and if you’re learning English you’ll know about prepositions. They’re very, very difficult. They are the little words that we use to connect nouns and verbs and adjectives together and you find the prepositions are linked to other words and there isn’t really a decent set of rules to explain these links. The fact is, you just have to learn them. You just have to learn that we say ‘to be nice to someone’ right? ‘Nice to’ those words go together. You’ve just to learn that you have to remember it and there’re lots of combinations of verbs and prepositions, nouns and propositions and adjectives and prepositions and there are so many lists, really that, it’s just a case of noticing them and then try to remember them. Umm, what you should do, is realize that prepositions are linked to other words and then see these word combinations as separate units of meaning that you should learn. So, you don’t just learn the word for example ‘consist’ but you learn the expression ‘consist of’ right? Okay, so a hamburger , a Big Mac consists of bread, salad, beef and cheese for example. Umm, so, ‘consists of’. Those words always go together.

Umm, so that’s basically it. Those are the things I’d discussed with my brother. I expect, if you’re a learner of English, you understood the rules of grammar a little bit better than my brother did. Umm, in which case you should feel quite good about yourself. Um, remember you’re, you’re learning the grammar of the English language and you’re learning the grammar actually better than most native speakers. So, well done you.
Umm that’s the end of this podcast, I hope you found it interesting. That’s all for me . Bye, bye, bye, bye, bye…

Enjoy.

29. Mystery Story / Narrative Tenses in English

Learn narrative tenses in English with a short mystery story.

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This podcast is about narrative tenses (past simple, past continuous & past perfect – see details below). We use these tenses to sequence stories about the past. To master the use of these tenses you have to deal with their form, their use and their pronunciation – both for listening and speaking. Use this podcast to help you deal with all of those things, and then start using narrative tenses fluently whenever you describe something. Make your descriptions more detailed and colourful!

Below you can read the mystery story from the podcast, and then grammar details and a tense review exercise.

Listen to the story, and notice the different verb forms being used. If you like you can try to remember the story and repeat it to yourself until you’re using all the tenses correctly. You can then transfer what you’ve learned and remembered from the story when you talk about something else.

Subscribe to Luke’s English Podcast to improve your English every day, and have fun in the process! Add your email address to the mailing list on the right of this page, or subscribe using iTunes.

The mystery story:
Last night I was walking home next to the river Thames, when something strange happened to me. It was late at night and I’d had a long and difficult day at work. There was a large full moon in the sky and everything was quiet. I was tired and lonely and I’d just had a few pints of beer in my local pub, so I decided to stop by the riverside and look at the moon for a while. I sat on some steps very close to the water’s edge and looked up at the big yellow moon and wondered if it really was made of cheese. I felt very tired so I closed my eyes and after a few minutes, I fell asleep.

When I woke up, the moon had moved behind a cloud and it was very dark and cold. The wind was blowing and an owl hooted in a tree above me. I rubbed my eyes and started to get up, when suddenly I heard a splash. I looked down at the water and saw something. Something terrible and frightening, and unlike anything I’d ever seen before. Something was coming out of the water and moving towards me. Something green and strange and ugly. It was a long green arm and it was stretching out from the water to grab my leg. I was so scared that I couldn’t move. I’d never been so scared in my whole life. The cold green hand was moving closer and closer when suddenly there was a blue flash and a strange noise from behind me. Someone jumped onto the stairs next to me. He was wearing strange clothes and he had a crazy look in his eyes. He shouted “Get Back!” and pointed something at the monster in the water. There was a bright flash and the monster hissed and disappeared.

I looked up at the man. He looked strange, but kind. “Don’t fall asleep by the river when there’s a full moon”, he said “The Moon Goblins will get you.” I’d never heard of moon goblins before. I didn’t know what to do. “Who… who are you?” I asked him. “You can call me… The Doctor.” He said. I was trying to think of something else to say when he turned around and said, “Watch the stars at night, and be careful of the full moon”. I was trying to understand what he meant, when there was another blue flash and I closed my eyes. When I opened them again, he had gone.

I couldn’t believe what had happened. What on earth were Moon Goblins, and who was the mysterious Doctor? And why had he saved me? I was determined to find the answers to these strange questions. I stood up, looked at the moon and quickly walked home.

Listen to just the story again here [Download audio]

Narrative Tenses
Past simple tense
Form: the simple past form of the verb. E.g. “We met on holiday, we talked about art and music, we fell in love, I asked her to marry me and when she said yes I kissed her passionately on the lips.”
Use: To explain the main events of the story in sequence. We use ‘then’, ‘after that’, ‘first’ and ‘finally’ to link them up. E.g. “First I finished work, then I went to the pub, after that I had a few pints, then I sat down by the river and then I fell asleep, after that the moon moved, and then I woke up and then an owl hooted and after that I heard a splash and then a monster tried to grab my leg and after that the Doctor rescued me and then he disappeared, and finally I went home.
We can also use conjunctions to link up clauses with past simple verb forms. ‘When’ is probably the most common. E.g. “When I woke up, and owl hooted.” Or “An owl hooted when I woke up”.

Past continuous
Form: was/were + -ing E.g. “We were talking about my Swiss bank account when suddenly she pulled me close and kissed me again.”
Use: To describe longer or repeated actions. It’s often used to describe the general situation at the beginning of a story. E.g. “I was walking home when something strange happened.”
Also, we use it to sequence events when it is combined with the past simple. Past continuous is the long or repeated action which is interrupted by a short, quick past simple action. E.g. “The green hand was moving towards me when suddenly there was a blue flash and a man jumped onto the stairs next to me”.
We use ‘when’ or ‘while’ to link the actions in a sentence. E.g. “When I woke up, the wind was blowing. The wind was blowing when I woke up. While I was walking, something happened. Something happened while I was walking.”

Past Perfect
Form: had + past participle E.g. “When I arrived at the airport I realised that she had stolen my wallet and passport”.
Use: To express that an action happened before the main events of the story. E.g. “When I woke up, the moon had moved” [the moon moved, then I woke up], which is different to “The moon moved when I woke up” [I woke up, then the moon moved].
Sometimes it is used a bit like present perfect, but when everything is in the past. E.g. “I’ve never heard of moon goblins before” But for yesterday it would be “I had never heard of moon goblins.”

Pronunciation drills:

1. Andrew had done the test before, so he found it very easy.

2. I didn’t laugh at the joke because I had heard it before.

3. We left the restaurant when we had finished dinner.

4. When I found my wallet, I discovered that somebody had taken all the money from it.

Practice:
Here’s the transcript to the mystery story, but with some of the verbs ‘gapped’. Try to put them in the correct tense. Listen again to check.
The mystery story:
Last night I _________________ (walk) home next to the river Thames, when something strange _________________ (happen) to me. It was late at night and I _________________ (have) a long and difficult day at work. There was a large full moon in the sky and everything was quiet. I was tired and lonely and I _________________ (just have) a few pints of beer in my local pub, so I decided to stop by the riverside and look at the moon for a while.

I _________________ (sit) on some steps very close to the water’s edge and looked up at the big yellow moon and wondered if it really was made of cheese. I felt very tired so I _________________ (close) my eyes and after a few minutes, I _________________ (fall) asleep. When I woke up, the moon _________________ (move) behind a cloud and it was very dark and cold. The wind _________________ (blow) and an owl _________________ (hoot) in a tree above me. I rubbed my eyes and started to get up, when suddenly I _________________ (hear) a splash. I _________________ (look) down at the water and saw something. Something terrible and frightening, and unlike anything I’d ever seen before. Something _________________ (come) out of the water and _________________ (move) towards me. Something green and strange and ugly. It was a long green arm and it _________________ (stretch) out from the water to grab my leg. I was so scared that I couldn’t move. I _________________ (never be) so scared in my whole life. The cold green hand _________________ (move) closer and closer when suddenly there was a blue flash and a strange noise from behind me. Someone _________________ (jump) onto the stairs next to me. He _________________ (wear) strange clothes and he had a crazy look in his eyes. He shouted “Get Back!” and _________________ (point) something at the monster in the water. There was a bright flash and the monster hissed and disappeared.

I looked up at the man. He looked strange, but kind. “Don’t fall asleep by the river when there’s a full moon”, he said “The Moon Goblins will get you.” I _________________ (never hear) of moon goblins before. I didn’t know what to do. “Who… who are you?” I asked him. “You can call me… The Doctor.” He said. I _________________ (try) to think of something else to say when he turned around and said, “Watch the stars at night, and be careful of the full moon”. I was trying to understand what he meant, when there was another blue flash and I closed my eyes. When I opened them again, he _________________ (go).

I couldn’t believe what _________________(happen). What on earth were Moon Goblins, and who was the mysterious Doctor? And why had he saved me? I was determined to find the answers to these strange questions. I stood up, looked at the moon and quickly walked home.

Would you like to know what happens next in the story?
CLICK HERE TO LISTEN TO THE NEXT EPISODE IN WHICH THE STORY CONTINUES: EPISODE 30 “THE MYSTERY CONTINUES”

Other episodes:
CLICK HERE TO LISTEN TO ANOTHER EPISODE ABOUT VERB TENSES
CLICK HERE TO LISTEN TO AN EPISODE ABOUT THE DOCTOR WHO TV SHOW

19. Passive Verb Forms

Luke’s English Podcast is for people learning English as a foreign language. This episode is about passive verb forms, their use and pronunciation. You can read a transcript below.

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Luke’s English Podcast is for people learning English as a foreign language. This episode is about passive verb forms, their use and pronunciation. You can read a transcript below.

Hello, welcome to Luke’s English Podcast. It’s been ages and ages since I last did one. I’ve been really busy with lots of things, but mainly: my music (I’m in two bands at the moment – The school band is playing a concert at Brook Green Hotel in Shepherds Bush on Friday 14th August, and my cousin’s band Neech are playing the Big Chill Festival this Saturday. I’m playing drums in both bands. ) So, I’ve been busy practising with those bands.

Also, I’ve been teaching general English summer courses at my school. They’re usually very busy because we have lots of students in the school, and the teachers have to write their own material- we don’t use books. So, I’ve been using all my energy on music and work. Anyway, now I have some time to do a Podcast.

Hello to everyone who has sent me a message – I don’t have time to name you all. The Podcast is becoming more and more popular. I’m getting messages via email, Twitter, and my comments box on the webpage. If you’re listening on iTunes, go to my site to read a transcript of everything in this podcast. I’m being very generous today and I’m providing a whole transcript! Don’t forget, if you’re a rich Russian business man, or a Saudi oil sheik, you can send me money as a donation – about 2million would be nice. That should be enough to help me make a few more podcasts before I retire to the carribean. Actually, I have made absolutely NO money from this podcast, and at the moment I’m doing it just for the love.

Now, there is useful stuff in this podcast. You’re going to learn about:

Exactly how and why we use passive forms.

Some pronunciation of passive forms.

There will be real examples. The grammar will be carefully explained.

I will provide pronunciation drills – sentences in British English for you to copy and help your accurate speaking.

That’s it – enjoyyyyyyyyyyyyyyy!!

STOP – grammar time.

That’s right, it’s grammar time ladies and gentlemen, and this grammar point is about Passive Forms

At higher levels, the study of grammar becomes more in depth and as a result of this, it becomes a lot more theoretical and complicated. So, it becomes difficult to understandand sometimes boring. I’m sure you’ve all had those boring grammar classes in which you don’t really understand anything, and just make you fall asleep. However, in order to get a full understanding of how the language works and why mistakes are made etc, grammar has to be studied. Using a range of grammatical forms is also a feature of good, fluent, advanced speaking.

This brings us to passive forms. They are used a lot in English. Honestly, they are. In my opinion, there are 3 difficult things for students to deal with when studying the passive:

1) The complicated form – it is hard to manipulate sentences using the passive in different tenses, and after modal verbs etc ( this is because of all the different auxiliary verbs, past participles etc).

2) Understanding how and why the passive is used. Many students say they know how to construct passive sentences, but don’t know when they should use them.

3) The pronunciation of passive forms – it can be difficult to hear all the little words used when native speakers use passive forms. Also, it’s difficult to pronounce them correctly if you’re not a native speaker.

In this podcast I’m going to talk about the passive form, why it is used and the pronunciation of sentences with a variety of passive forms. Later in this podcast you will hear some pronunciation drills which you can (and should) use to develop your pron.

What are passive forms? (point 1)

I am not going to go into great depth about this area. You can look at the back of your textbook or in a good grammar book to look at how the passive form changes in different tenses and after certain verbs. Nevertheless, here is a basic overview of what passive forms are:

Active sentences are in this structure:

SUBJECT/AGENT – VERB – OBJECT

E.g. Michael Jackson – wrote – this song

The subject is the agent (the thing that ‘does’ the verb)

The agent is included because it is important, or is the topic of the sentence (e.g. if the question is “who wrote this song?” it is important to say “Michael Jackson wrote it”)

But, sometimes it is better to order the sentence in a different way. Like this passive sentence:

SUBJECT VERB (PREPOSITION + OBJECT/AGENT)

E.g. The song – was written – (by Michael Jackson)

In passive sentences:

The form is different – You always have an auxiliary verb ‘be’ – this can come in many forms, eg. Being, been, was, were, am, are, is

The agent is often not included

If the agent is included, you have to use a preposition (by)

You need to use a past participle verb, and these are sometimes difficult to remember

Why is the passive used? (point 2)

It is sometimes thought that passives are not necessary. “Why bother using them?”. Some students say that they don’t think native speakers use them – and that teachers teach them just because they have to. Some students just don’t use passive forms in their sentences, which is one of the reasons why they don’t go beyond an intermediate level. One thing I can say for sure is that when teachers teach grammar forms – they do it because they are essential for the imporovement of your English. Don’t forget – advanced speakers use a variety of grammatical forms and vocabulary…

They are used a lot, and they are useful. But, why? and how?

Here’s a list of reasons why the passive is used:

  • The agent is unknown (“What happened to the pizza?” “It was eaten” “by who? “we don’t know”)
  • The agent is not important (“I don’t care who did it, I’m just angry that my pizza was eaten! I was going to eat it later!”)
  • The agent is obvious (The thief was arrested -obviously it was the police because they usually do that)
  • The process (the action of the verb) is more important than the agent (the one who did it) “I’m just annoyed that my pizza has been eaten already – I didn’t even get a chance to have any”
  • The patient (the pizza – it receives the action of the verb) is the topic of the sentence or story, so it is put at the beginning.

Real Examples: BBC News Report

OK, listen to the following news story about Michael Jackson’s death. It contains 10 passive forms, but in complex tenses. Can you find them. Before you listen, let me explain these words:

Paramedics – Doctors who drive ambulances!

Beverly Hills – An area in California where lots of famous people live

Suffer a cardiac arrest – to have a heart attack

To be due to do something – to be arranged to happen. It is going to happen because it is planned

To resuscitate someone – to bring someone to life – using electricity, or breathing or pumping the chest

A post-mortem – a medical examination of a body after it has died

So, there are 10 passive forms. Can you find them?

Pop star Michael Jackson has died in Los Angeles, aged 50.

Paramedics were called to the singer’s Beverly Hills home at about midday on Thursday after he stopped breathing.

He was pronounced dead two hours later at the UCLA medical centre.

Jackson, who had a history of health problems, had been due to perform a series of comeback concerts in the UK, beginning on 13 July. He is believed to have suffered a cardiac arrest.

Speaking on behalf of the Jackson family, Michael’s brother Jermaine said doctors had tried to resuscitate the star for more than an hour without success.

Jackson’s body was flown from UCLA to the LA County Coroner’s office, where a post-mortem was carried out. The results have not yet been published.

Concerns over Michael’s health were raised last month when four of Jackson’s planned comeback concerts were postponed, but organisers insisted the dates had been moved due to the difficulty of organising the show.

Find examples of the passive in the text. There should be 10.

Think about these things:

1. Which tenses are used? (present simple, past simple, passive infinitive)

2. Why has the passive been used in each case? Use the list of reasons from the second page to help you.

Here are the passive sentences:

# Example Tense Why is the passive used?
1 Paramedics were called to the singer’s Beverly Hills home Past simple It is not important/we don’t know who called the paramedics
2 He was pronounced dead Past simple It’s obvious that doctors at the hospital pronounced him dead
3 Jackson had been due to perform a series of comeback concerts Past perfect Actually, it is impossible to put this sentence in an active form. To be due to do something is just a fixed passive expression
4 He is believed to have suffered a cardiac arrest Present simple Obviously, doctors/experts/journalists believe this
5 Jackson’s body was flown Past simple We don’t know/it’s unimportant/obvious who flew the plane – and the story is all about Jackson’s body.
6 a post-mortem was carried out Past simple Obviously, doctors carried out the post mortem
7 The results have not yet been published. Present perfect We don’t know/it’s not important/it’s obvious who publish the reports. Doctors or lawyers or something…
8 Concerns over Michael’s health were raised last month Past simple We don’t know – just that people were concerned. Putting the concern at the beginning (as a noun) is better than saying ‘people were concerned’ – the important thing is the concern, not the people.
9 four of Jackson’s planned comeback concerts were postponed Past simple Obviously, they were postponed by Jackson’s managers & promotors
10 the dates had been moved Past perfect Again, we know who moved them – it was his managers

How are passives pronounced in sentences?

In a moment I am going to read some sentences with passives in them. I’m focussing on the way these passives are pronounced. There are two main issues:

Auxiliary verbs pronounced with weak forms so they are difficult to hear.

Past participles (especially –ed) ones are just difficult words to pronounce correctly.

So, listen to me read the sentences. I’ll read each sentence once with all the words individually pronounced. Then I’ll read them with the words linked up. Repeat the linked up sentences. Try to copy exactly how I say it – think about the rhythm and word stress I’m using. You could record yourself – this will really help you.

In these sentences there are passive forms, but also lots of other words. Try to pronounce them correctly too. Try to say the sentence as one long sound with all the words linked together. We don’t always link every word, but it is good pronunciation practice.

Present simple passive:

We’re given a test at the end of the course to check our progress in English

Present continuous passive:

We’re always being encouraged by our teacher to read books in English

Present perfect passive:

My podcast has been downloaded 120 times today already

Past simple passive:

All the the students were given a grammar test as soon as they arrived at school

Past continuous passive:

The students were being interviewed when I arrived at quarter past 10

Past perfect passive:

Everyone had already been put in their classes, except me.

Will + passive:

The podcast will be uploaded onto the iTunes store in the next few days

Going to + passive:

The new Harry Potter film is going to be released on Friday

So, you can go back to those sentences and listen and repeat them again and again.

That’s it, bye bye bye bye bye byebye!