Category Archives: Pronunciation

276. Q&A Session #5

Hello and welcome to another episode of the podcast. If you’re new to LEP then you should know that this is a long-running podcast for learners of English. The idea is that I provide you with regular content to help you improve your English. My intention is to provide you with listening material that is not only good for your English but also a pleasant and fun experience to listen to. Check out teacherluke.co.uk where you can add your email address to the mailing for new episodes, or find my podcast on iTunes where you can also subscribe. There are lots of transcripts, discussion forums, videos and all kinds of other stuff at teacherluke.co.uk so check it out. If you’re an old listener, then ahoy there! Welcome back to the good ship LEP.

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I’m in the skypod again to record another episode and this time I’m responding to more questions from my listeners. These are all questions that found their way to me via the discussion forum or as comments or emails.  This one is Q&A Session #5.

A Spoonful of Mustard – June 13, 2014 at 1:46 pm
Hello Luke,
This particular question has been bothering me for donkey’s years. Even though it may sound a bit silly, I would be most grateful should you answer it seriously. Let me put you in the picture.
Essentially, the question stems from a sci-fi film I watched a couple of years ago. A part of the plot is set on a planet that orbits three stars in a solar system a zillion light years away from the Earth. At some point in the film, a bunch of fugitive inmates gets stranded on the deserted surface of this remote planet. By and by, the presence of the three stars in the sky dawns, literally and figuratively, on the gang, and one of them yells out, unconvincingly acting-wise, ‘it’s got three suns!’
This particular usage of the word ‘sun’ baffles me. Even though it is crystal clear what the protagonist means, it seems to me he should have said, ‘it’s got three stars!’ since ‘sun’ is the name of the star the Earth goes round. On the other hand, another question comes up: if you were on a planet in a different solar system, could you get a suntan or, indeed, go sunbathing? Could you enjoy watching awe-inspiring sunrise over there, or you would have to resort to relishing observing Alpha Centauri-rise or something of the same sort?
Based on your expert knowledge, what do you think of all this?
All the best,
A Spoonful of Mustard

Luke: So, can we call the stars orbited by other planets in the universe “suns”. Yes, I think we can. I would say that a star being orbited by planets is a sun. We call our sun ‘the sun’ because, for us, it’s the only one. We know there are others, but this is the main one for us. It’s like “Let’s go to the pub” – here we mean our local pub, the one that we live near. Any pub can be “the pub” – it depends where you live, or where you are at that time. If you live near The Kings Head – that’s The Pub. If you live near the Golden Lion, that’s “the pub”. Similarly, if you live on earth then the star at the centre of our solar system is “the sun” but I would say that if you live on another planet in another solar system (please leave a comment if you do – we’d love to hear from you) then I think it’s fair to say that you could call your local star, “the sun” too, or perhaps “our sun” or even “suns” if there are several.
“Look at the sun” means our local sun. But if you were on another planet, and that planet orbited a star – I think it would be fair to call it a sun as well.
Luckily, I don’t think this is something that troubles most of you on a daily basis. :)

Anonymous – April 26, 2015 at 2:09 pm – in the comments section of my website.
The difference between can and can’t.
https://www.youtube.com/watch?v=cahVeRxiZBc
I personally found this extremely difficult to catch! I hope this can help somebody.

Luke:
I think there are a few points to deal with for this question. Also, there are several ways of saying the word can, depending on which side of the Atlantic you’re on – there’s the British way and then the wrong way. Haha that’s a joke. No really, Americans and Brits say the words slightly differently. We’ll come to that in a moment. I’m dealing with the UK version of “can” and “can’t”.
1. The difference between the words when they’re not in a sentence. Can /kæn/ can’t /kɑːnt/ – mainly it’s about the vowel sound (can is short, can’t is long) but also that can’t has a /t/ sound at the end.
2. When the words are used in the middle of a sentence, fluently. Firstly, there’s the issue of the weak form of ‘can’ with a schwa sound, and with ‘can’t’ the /t/ sound can disappear, making it sound a bit like ‘car’.
Weak form of ‘can’
Yes, I can do that. Here, can is /kən/
Elision of /t/ in ‘can’t’
Sorry, I can’t do that. I can’t see it. I can’t wait. – in all of those, the /t/ of ‘can’t’ disappears.
It’s normal for /t/ and /d/ sounds to be lost when followed by another /t/ or /d/ sound, but it’s not just then. Frankly, /t/ sounds are often dropped in fluent speech.
Sorry, I can’t eat it.
So, can and can’t sound alarmingly similar sometimes. But they’re not the same. Native speakers can identify the difference. There is a difference, it’s not telepathy, although context may help too (like, tone of voice or body language)
The key thing is that the vowel sound is still long.
“I can meet you at 3.”
“I can’t meet you at 3.”
Can you hear the difference?
How about the tone or intonation of the sentences?
Listen to these sentences, am I saying ‘can’ or ‘can’t’? Sometimes my intonation or other words might help. Repeat the sentences after me.
a. I can be there earlier if you need me to.
b. I just can’t work this one out.
c. I can just do it for you if you want.
d. You can just take the bus, it’s much easier.
e. He can’t get any reception in his room, so he’s going to use the landline.
f. They can just download it and stick it on the laptop.
g. You can’t help me with this can you?
h. I can’t stop thinking about last night.
i. It can be a bit difficult to hear the difference between can and can’t sometimes, can’t it?

3. American English may be a bit different. “can’t” might sound more distinct.

Daniel – June 13, 2014 at 3:06 pm
Hello Luke,
First of all, I want to say I regard your work with podcasts the best I’ve ever seen for ESL learners so far. You show a 100% spontaneous conversation in English that supports listening skills a lot. Thanks mate!
Getting back to my question for you I have to tell you I’m trying to learn how to speak with authentic British accent, but, it seems the process to me is becoming increasingly slow. I’ve been  self-taught for more than 2 years. In fact, I want to sound like you,and, so that, at the moment, I try to mimic you by memorising what you say and then repeating that as many times as possible. Am I in the right technique? I’m not so sure about that!I’d like some guidance from you as regards the pronunciation learning. So,here are  my questions: how could somebody speed up the process of internalising the British accent ? What method you’d suggest to come near faster and effectively to this accent? Thanks in advance for your attention.

Luke: This kind of relates to the question from Edgar. Let’s say you’ve decided to learn to speak with a British accent (Standard Received Pronunciation I imagine – because there are many British accents, as you know). How can you do it? Here are some ideas: Learn the phonemic script. Learn all those sounds and symbols. This is the palette of English. Once you learn all the sounds that are used in English, you’ll be able to identify and hopefully copy the sounds as they are used by people. Learning the phonemic script is like learning the musical theory. Transcribe words and sentences in phonemic script, and then check a dictionary. Yes, do plenty of listening and repetition. Use the BBC’s pronunciation pages for help http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/ Use a mirror to see the way you are pronouncing words and compare that to the videos on the BBC’s pronunciation page. Listen to loads of British English and just have fun trying to copy it. Think about things other than the vowel sounds – e.g. intonation, certain phrases that are typical, rhythm, the attitude and mentality, body language. These can all be tags to help you learn. But again, the main thing is that you speak clearly and that you are yourself. Don’t fake it too much, except for fun. If possible, spend time with lots of British people – humans are designed to adapt to be similar to those around us (if you just relax and let it happen) and so spending time with Brits is perhaps the best way. Go drinking with British people! If you can’t do that, just keep listening to Luke’s English Podcast, it’s bound to rub off on you.

Naz – June 13, 2014 at 3:59 pm
I just wanted to ask about my personal problem with English . I know many people have some problem with spoken English but some of them are lazy and they don’t study hard and they are often just complaining. But I am not a lazy person and everyday I regularly try to study English.
I’ve been living in London for two years. When I came here I didn’t know any English words except “yes or no” , couldn’t understand what people talk about. But later I discovered your website and another amazing website like yours. I’ve been listening regularly your podcasts. Now My English has evolved without any course. It really helped me and I appreciate and I am really grateful. Thank you very much for this selfless labour.

My problem is that I can’t make a kind of self-confidence about speaking. My personality doesn’t allow me to speak confidently. I can’t say any words in English especially while I am in Turkish communities who are speaking very well. I am a high perfectionist person and my subconscious is ordering me an excellent speech. I feel like I will not speak without having a perfect fluent English and accent. I never will have this perfection but I cannot tell myself it somehow.

Only for this reason I missed many opportunities about my job in the UK.(architecture) I wish I could see my life from a higher level…

I am sure you will give me some advice about my issue.

Thank you very much,

Naz…

Luke: You’ve got to stop judging yourself. Just relax and try. Nobody starts perfect, you have to fail before you get there. People respect bravery. Be brave, make errors, don’t let them bother you, learn from your mistakes and carry on. Nobody is judging you that much! You’re too hard on yourself. People will respect you for making the effort. I’ve seen it time and time again in classes, and I’m guilty of it myself too – the ones who make progress are the ones who don’t care about making mistakes in front of everyone. They speak up, the make some mistakes (not that many really) and they improve, and they move up to the next class. Everybody respects them. Everyone looks up to them like they’re extraordinarily confident. It’s not a magic quality that only some people have, it’s just about having priorities. Prioritise your learning, your progress and your communication. They’re more important than total perfection. Also, do it step by step. Every successful interaction or bit of communication is something to celebrate and feel good about. You need positive reinforcement and stimulation when you’re learning. Be happy about the progress you’ve made. You’ve done well. Now choose to proceed with confidence. It really is a choice.

Phil – June 13, 2014 at 4:41 pm
Dear Teacher Luke,

I just wanted to ask about the subjunctive mood. I’m still quite confused about it and even my English teacher was not able to answer my questions (she is american, from Chicago).

Partly, I think it may be due to the incorrect use of the subjunctive that many native speakers do and partly to the fact that it is actually a hard topic. I’ve read some grammar websites and that just made me even more confused.I understand that there’s a slight difference between BrE and AmE sometimes too.

THANK YOU =D
CHEERS

Luke: Could you give me a more specific response?

Here’s another example from Phil (I asked him for a more specific example)
Phil: Ok =D
All right I know (from Beyoncé) that I am supposed to say ‘if I were a boy'(though I am actually a boy…Well I conveyed the message at least). On a website I read that there’re actually 2 tenses (present and past subjunctive) but only for the verb ‘to be’ there’s a difference (be and were). For all the other verbs there are the present and past tenses that are actually the same (like work and work). here is the website http://www.englishclub.com/grammar/verbs-subjunctive.htm do you think it’s trustful? And I really wonder if this part is really correct (copied and pasted):

Notice that in these structures the subjunctive is always the same. It does not matter whether the sentence is past or present. Look at these examples:

Present: The President requests that they stop the occupation.
Past: The President requested that they stop the occupation.
Present: It is essential that she be present.
Past: It was essential that she be present.

Thank you Teacher Luke =D whichever comment on this matter will receive my deepest gratitude.

Luke: I’ll refer to a couple of web pages for this. This one for a brief explanation of its form and use: https://www.englishclub.com/grammar/verbs-subjunctive.htm (Englishclub.com)
This one has some lists of verbs and expressions which are followed by the subjunctive http://www.englishpage.com/minitutorials/subjunctive.html (englishpage.com)
P.S. in my zombie episode in which I looked at conditionals, I didn’t say “If I were a zombie”, I said “If I was a zombie” – technically not correct, but so many people do it that it’s considered ok if a bit colloquial.
Q&A5

274. Q&A Session #4

In this episode I’m going to respond to questions that my listeners have asked me in the teacherluke.co.uk discussion forum. I’ll also deal with some other questions I’ve received from listeners in different ways, either on Facebook, twitter, email or as comments posted on my website.

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So this is a Q&A episode – Q&A, obviously means Question and Answer. It’s not the first time I’ve done this on the podcast before. The first time was Episode 17 “Hello To My Listeners Around the World”, then episode 51 “Luke Answers Your Emails and Questions”, then episode 126 “Your Emails, Comments and Questions” – and that was the last time I did an episode devoted to your questions and comments, although I did do the “Your English Podcast” series which featured lots of comments from listeners, and some Q&A in other episodes like “Rickipedia” with my Dad or “A Cup of Tea with…” with friends like Pierre Gaspard, Sebastian Marx, Sarah Donnelly, where we answered questions from Facebook. But really, this is in fact the 4th episode devoted solely to answering listeners’ questions. That’s why this episode is called Q&A Session #4. This is something I plan to do more regularly. If you’d like to send me questions to be answered in the podcast, listen up and I’ll tell you the best ways to get in touch with me.

So, thanks for attending the LEP Q&A Session for May 2015. Make yourself comfortable. Pull up a chair, there are plenty available. Help yourself to biscuits. Let’s imagine that this virtual meeting is taking place inside a pod which is orbiting the earth. Let’s hope there’s no space debris like in that film Gravity with Sandra Bullock and George Clooney, that could be disastrous, but also entertaining and with great 3D effects. No, there’s no need to worry – during this Q&A meeting, we’re just going to cruise around the atmosphere in total comfort while I carefully respond to different questions and queries which have been sent in to LEP via the matrix, I mean, the internet.

Just before I answer those questions from listeners, I’d like to just mention a few other things – these are some things that I would like to deal with and I think now is an appropriate time. Feel free to use this moment as a chance to just get comfortable, pour yourself some space coffee, get used to the zero gravity conditions, have a power-nap, whatever you’ve got to do.

Recent Episodes
I’m very glad to see that recent episodes of the podcast have been well received by the international community of LEP. Comments have been encouraging, particularly for the ones involving Amber and Paul which I uploaded over the past week or two. Those episodes were a lot of fun and I plan to feature Amber and Paul with their lovely voices, on the podcast again soon, perhaps to do some more improvisation games and language focus.

Audible Sponsorship
You can’t fail to have noticed that most of my episodes now contain mentions of an audiobook offer from Audible.com. There’s usually a pre-show spot of about 1 minute when I remind you to go to audibletrial.com/teacherluke where you can sign up and get a free audiobook. Now, why am I doing that? Well, it’s quite simple really. I’ve arranged to have sponsorship from Audible for several reasons. The main one is that it’s a way for me to monetise this podcast which I spend so much of my time working on. I love doing LEP and I spend quite a lot of my time on it, and I work alone except for bits of assistance from some LEP Ninjas who manage google docs for transcriptions. Basically, I have to be able to justify doing this – if I can’t get some remuneration for my efforts, then why should I keep spending so much time working essentially for free? Obviously, doing the podcast not completely thankless or anything – it’s wonderful and I love it! I receive so many encouraging comments from my listeners, positive responses, and I am able to connect with so many cool people around the world and that is massively rewarding, and I am so grateful for everyone’s support. However, I think it’s time I made a little bit of cash from my efforts, and sponsorship is one of the ways for me to do that. Also, I’d like to keep LEP free for you to download, rather than making everyone pay for episodes. So, how can I generate some income while keeping the podcast free? Well, sponsorship is one of the answers. Loads of other top podcasts have sponsors – Marc Maron, Serial, This American Life – they’re all sponsored by someone. That’s how they make it work. It’s the industry standard for monetising a podcast. Now, my mentions of audible.com might distract you slightly, or perhaps even make you feel that I’ve gone commercial or something. I understand that. But for me, sponsors are just a normal part of any successful podcast. Also, I believe Audible.com is an appropriate sponsor for LEP. Listening to audiobooks can be a great way to get loads of English input. I know there may be free audiobooks available out there – but frankly they’re not recorded using professional actors who can bring these stories to life. Also, Audible has a really wide range of stuff for you to download, or listen to on their website. I use Audible, and generally I’m happy with the service and I used their 30 day trial, got my free book and continue to use them, getting a new audiobook every month as part of my package. This month I downloaded a book by one of my favourite British journalists called Jon Ronson – the book is called “So You’ve Been Publicly Shamed?” and it’s all about the modern phenomenon of public shaming on social networks (e.g. when someone writes something stupid or controversial on Twitter and is then attacked by hundreds of people in a kind of feeding frenzy of public criticism.) Ronson is a brilliantly insightful and humorous writer and he narrates the book himself. Here’s a link to Jon Ronson’s books if you’re interested.

So, I like Audible, even if their iPhone application sucks. I mean, it used to be great, but since a recent update it hasn’t been working properly so I just download the books to my laptop and listen there, or transfer them to my phone using the cable connection.

So, anyway, what I’m trying to say is: The fact that my podcast is sponsored is absolutely a good thing. It’s good for me, it’s good for the podcast and it is good for you, because you can take advantage of their offer and get yourself an audiobook. You’ll just have to put up with me mentioning my sponsors from time to time – but don’t worry, I’ll try to keep those mentions brief, informative, light-hearted and not too intrusive.

Join The Mailing List
Have you done this yet? You should!
teacherluke.co.uk is my base and this is where I post not only episodes of Luke’s English Podcast but also where I post other things that are worth sharing with you my lovely audience – like for example if I’ve been interviewed one someone else’s podcast or even featured on TV! If you join the mailing list you’ll get an email whenever I post a new episode or something like that. Don’t worry though, I definitely won’t spam you or send you loads of unnecessary things that just fill up your inbox. I hate that. You’ll just get an email with new a notification of a new episode or special extras whenever I add them. To join the mailing list just enter your email address in the space provided in the right of this screen.

How To Get In Touch With Me
There are lots of ways to get in touch with me.
LEP is on Facebook and you can leave comments there or send me a private message. Click here for the FB page.
I’m on Twitter, and you can tweet me there. Click here for my twitter (@englishpodcast)
But the best way is to contact me via my website – either publicly by leaving a comment on one of my episodes, or by sending me an email.
You can email me through the website quite simply. Just click on CONTACT in the menu and you can write your message there. It will be sent to me as a private email.
Also, I always welcome your thoughts, questions and suggestions – so please send me your feedback. I’ve set up a feedback form, and you can find it by mousing over the word CONTACT in the menu on my website.

The Discussion Forum
There’s also the discussion forum which is a cool way to chat with other Lepsters and make friends.
Have you seen it yet? – just visit teacherluke.co.uk and click “Discussion Forums” in the menu.
There are various discussions going on there, on different topics and you can add your own topics and pose your own questions. There’s a Skype group too, where people share Skype details and then chat with each other online. That includes the chatcast which is pretty cool. https://teacherluke.co.uk/forums/forum/general-discussion/

Please send me your questions – I will aim to answer them in episodes of the podcast
I haven’t done a Q&A on the podcast for quite a long time, but I love doing it.
In fact, that’s what this episode is all about – answering your questions and queries.
For future reference, you can send me your questions – either in an email via the CONTACT page, or in the discussion forum.

LEP Q&A
In June 2014 I posted this in the forum:

Luke – June 13, 2014 at 12:18 pm
Send me your questions for the podcast
https://teacherluke.co.uk/forums/topic/send-me-your-questions-for-the-podcast/
This is where you can ask me questions that you’d like me to answer on the podcast.
Ask me a question here and I’ll answer it on the podcast (probably – I do reserve the right to not answer questions if I want).
Feel free to ask me about ANYTHING.
It could be a question you’d like me to discuss, in order to hear my opinion.
It could be a question about English.
It could be just a fun question that you’d like me to ramble on about.
When there are enough questions here I’ll make a podcast and respond to you.
Let the imagination run wild…

Questions from the Forum & Some Other Places
Here are the questions which were sent to me.
The questions are varied – some things about grammar or vocabulary, some questions asking for my opinion about language teaching or learning, some asking for my opinion or thoughts on other topics, some suggestions for future podcasts, some bits of flattering praise (oh thanks!) and some random far-out philosophical musings.

I may have made a few subtle language corrections to the comments you see below, but some errors may still be present – I mean, I haven’t completely re-written the comments or questions.

There are some questions which were written in the forum or sent to me which I am not including in this episode, either because I’ve covered them in the podcast already, or because they have been answered in another way.

So, let’s talk to the LEP community.

Anonymous (actually via FB messenger)
Hey Luke,
What’s the diference between “Never mind” and “(it) doesn’t matter”?

They both have the same effect, which is to mean “It’s not a problem”, although the two phrases achieve this meaning in slightly different ways.
Never mind = don’t worry about it = it’s not a problem (you should never mind about this = you shouldn’t find it important)
It doesn’t matter = it’s not important = it’s not a problem

A Spoonful of Mustard – June 13, 2014 at 12:19 pm
Greetings comrades,
A friend of mine is absolutely convinced that some animals have accents, so to speak. Being a professional rider, she’s quite au fait with horses. Going by her, an Icelandinc colt neighs in a conspicuously different way from, say, an Italian colt of the same breed. Although it sounds preposterous, I don’t think she’s made that up. What do you make of it? Have you ever noticed that everyday, common animals, pets and suchlike, sound slightly different abroad? If you have, please, tell me what animals exactly were those.
Ta-ta.

Comment on the homepage on 23 May 2015
Hello Luke,

Hope you are having a good day.

Needless to say, this is the best English podcast in the whole universe!

I have a question about pronunciation :-)

Could you enlighten me on the differences in pronunciations (British English) between these: “salt” and “[sult]an”, “haul” and “hole”?

Perhaps it’s my ears, but most of the time I hear them pronounced similarly.

Thanks much in advance!

EDGAR HERNÁNDEZ – June 13, 2014 at 1:18 pm
Alright! Luke. Well I would like to know your opinion about this question. Should non-native speakers try to sound like someone who is native. What I’m getting at is that if it isn’t fake or not. Some people believe that if they do so they will lose their identity. What do you think about. What I think is that it is very good way to improve our English. Cheers!!!!

Luke:
1. Clarity is the most important thing. Can people understand you? Is the message being communicated effectively?
2. Some traces of your original accent can be quite charming, and it shows where you’re from. Ultimately, your variety of English is just as valid as another one, as long as you’re able to communicate effectively with the people you’re talking to.
3. You can choose your own accent – but people might judge you for being inauthentic. Authenticity is quite a big issue. It’s your choice in the end.
4. Copying a British accent is a good way of practising and developing your pronunciation, but be careful of faking it in your normal interactions, or at least – if you do fake it, make sure you fake it really well! In the end, it’s your personal qualities and your humanity that will come through – put that first and people will forgive you for faking an accent. Be a genuine person that people can understand clearly. That’s more important than having a specific accent.

That’s all for this episode. My time ran out really quickly, as usual! But I have loads of other questions from listeners and I will do more Q&A sessions in the future.

Remember, if you want to send me questions, use the CONTACT button in the menu.

Thanks for listening,
Luke
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Q&A

Chords and Lyrics
Phil Ochs – “Changes”

G A D Em
Sit by my side, come as close as the air,
G A Bm Em A
Share in a memory of grace, and wander in my words,
D Em A D
Dream about he pictures that I play, of changes.

Verse 2
G A D Em
Green leaves of summer, turn red in the fall,
G A Bm Em A
To brown and to yellow they fade, and then they have to die,
D Em A D
Trapped within the circle time parade, of changes.

Verse 3
G A D Em
Scenes of my young years were warm in my mind,
G A Bm Em A
Visions of shadows that chime, ’til one day I returned, and
D Em A D
found they were the victims of the vines, of changes. The

Verse 4
G A D Em
world spinning madly, it drifts in the dark,
G A Bm Em A
Swings through a hollow of haze, a race around that stars, a
D Em A D
journey through the universe ablaze, with changes.

Verse 5
G A D Em
Moments of magic will glow in the night, all
G A Bm Em A
fears of the forest are gone, and when the moment breaks, They’re
D Em A D
swept away by golden drops of dawn, of changes.

Verse 6
G A D Em
Passions will part, to a strange melody, as
G A Bm Em A
fires will sometimes burn cold, like petals in the wind,
D Em A D
We’re puppets to the silver strings of souls, of changes. Your

Verse 7
G A D Em
tears will be trembling, not here, somewhere else, one
G A Bm Em A
last cup of wine we will pour, and I’ll kiss you one more time
D Em A D
And leave you on the rolling river shore, of changes. So

Verse 8
G A D Em
sit by my side, come as close as the air,
G A Bm Em A
Share in a memory of grace, and wander in my words,
D Em A D
Dream about he pictures that I play, of changes.

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 (!!!)

202. British Comedy: Monty Python & The Holy Grail

[The Constitutional Peasants Scene] Here’s another episode about Monty Python’s Flying Circus, and in this one we’re going to be covering some very interesting topics, such as medieval history, old myths legends & folklore, the British monarchy, marxism and radical politics. In terms of language we’re going to look at some old fashioned formal poetic language, some political vocabulary and also some intonation and sentence stress, and we’ll be doing all of that while understanding and hopefully enjoying a funny scene from a classic British comedy film. So, you really are getting everything in this episode (well, maybe not everything but you know what I mean). A lot of this is transcribed at teacherluke.co.uk. If you find this episode on the website you’ll also see a video, a script for that video and more information. So let’s get started. Right-click here to download this episode.

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Last time I did an episode about Monty Python we had a look at a sketch from the TV show. There are many more sketches which I hope to come back to in the future, but in this episode I’m going to focus on a scene from their first feature film, which is called “Monty Python & The Holy Grail”.

As a reminder: Do consider purchasing MP DVDs, CDs, audio & video downloads and even tickets to see live a live broadcast of their stage show. Details here: http://www.montypythonlive.com

Please remember – this is not a blog post, but an audio podcast episode. To get the full explanations and detail of this episode, you should listen to the whole podcast episode!

Monty Python & The Holy Grail
When was it made, who directed it, and all that stuff?
In 1975. It was written by all the Monty Python team but was directed by Terry Gilliam and Terry Jones. The two Terries were quite controlling & ambitious and decided they wanted to be in charge of the film, and in fact, during the production I think they agreed that the film could be directed by anyone called ‘Terry’, as an effort to keep control of the film.

What’s it about?
It’s about King Arthur’s search for the Holy Grail. It’s set in the 10th century – the middle ages, or ‘dark ages’, a time of mystery and legend! King Arthur is a legendary King of Britain. The legend of Arthur dates back to the 5th & 6th centuries and the story of Arthur has been told many times since. Historians disagree about whether Arthur really existed or not. In the stories, Arthur is said to be the magical leader who defended Britain against real and supernatural enemies. He carried a magical sword called Excalibur, which was given to him by a mysterious spirit known as The Lady of the Lake. The Lady of the Lake is an important figure in the Arthurian legend – she’s a kind of magical woman who got her powers from the wizard Merlin. She’s a bit like Galadriel in the Lord of the Rings stories. In Arthur’s story, This lady emerges from a lake, holding Excalibur and then presents it to Arthur, and in so doing chooses him as the rightful leader of the Britons. It’s hardly a democratic way to choose the executive commander of Britain, but that’s how things were done back in the 5th century!

The Grail in this story is another aspect of Arthurian legend. Apparently, this grail once carried the blood of Jesus, and was sent by Joseph to Britain where it would be protected. Perhaps this is true, perhaps this is just a myth, but the grail is still a potent symbol in British folklore, either as a connection to Jesus, or as a magical cup which can give magical powers to whoever drinks from it (it’s the same cup in the Indiana Jones movie “Indiana Jones and The Last Crusade”)

What happens in the film?
Arthur is sent on a mission by God to find the Holy Grail.
He travels around Britain, visiting castles and collecting a group of knights to help him on his quest.
It’s just an excuse to visit lots of old castles and film a bunch of medieval themed sketches.
Most of it was filmed in Scotland, and the scenery is absolutely beautiful.
It was filmed on a budget of just $400,000, which is tiny in comparison to today’s standards. The Hangover 3, for example, had a budget of $103 million!
The film was financed partly by rock stars Pink Floyd, Led Zeppelin and Elton John.
It’s now considered one of the funniest British comedy films of all time, and in 2005 it was used by Eric Idle as the basis for the Monty Python musical “Spamalot” which you can see in theatres in London and around the world.
There are a few classic sketches in the film, and I’d like to play one of them for you.

“Constitutional Peasants” – King Arthur Has an Argument with Some Left-Wing Peasants
Arthur is travelling the land, trying to recruit knights to join him on his quest. He visits lots of castles. In this scene, he is approaching a castle, and meets some peasants working on the land. The peasants appear to just be collecting mud & filth from the floor in a field. They’re disgusting & dirty, and yet surprisingly articulate in the language of politics (which is part of the joke). King Arthur decides to ask them for information about the owner of the castle. The peasants don’t give him any useful information. Instead he gets into an argument with one of the peasants about the constitution, monarchy, democratic government and the oppression of the masses in an absolute monarchy.

Constitutional Peasants – Video (you’ll find a script below)

What’s So Funny About This?
One of the funny things about this scene is the anachronism (I mean, the fact that different time periods are mixed up). The king is from the medieval period, but the peasants are basically modern working class people. So it mixes up people from different time periods. The scene also mixes two different speech registers and two different political ideologies as the characters represent different political systems, and we see them argue. It’s unexpected because peasants in the middle ages were unaware of Marxist ideology, and certainly wouldn’t have been intelligent or educated enough to criticise the system in such an articulate way. Arthur speaks in a poetic & medieval way, and represents the system of absolute monarchy which was in place at the time. The peasant speaks like a modern left-wing radical using ideas founded by Karl Marx in the 19th century.

It’s also a joke about conventions of movies or stories set in medieval times in which peasants are always presented as old, dirty and inarticulate servants of the king. When these peasants speak like Marxists from the modern era, it’s quite a surprising & amusing shock.

I realise that now I’ve explained this scene, you probably won’t find it that funny, because explaining humour takes all the immediate fun out of it, but so be it. If you get the humour, good for you! The main thing is: We’re learning English aren’t we, so let’s focus on understanding the scene before trying to see the funny side. This scene is very rich in vocabulary, in either a poetic medieval register, or the language of left-wing politics. Listen to it once to see if you understand it all, and then I’ll explain it all to you afterwards. If you find any of it funny, then that’s a bonus as far as I’m concerned. :)

Vocabulary & Explanations
So, in a nutshell, King Arthur wants to know who lives in the castle, and he asks a couple of peasants, but they don’t help him. Instead he gets involved in an irritating argument about the exploitation of the working classes in this medieval monarchy.

Concepts
There are a few concepts which we need to study in order to fully appreciate this scene. Let’s look at some of those concepts before listening to the scene again. These concepts relate to different constitutional frameworks – I mean, different ways in which a country can be run. We’re talking about political systems like ‘absolute monarchy’, ‘democracy’, ‘Marxism’ and ‘anarchism’.

Absolute Monarchy – in this case a king (monarch) is not elected, but gets their supreme power by divine provenance. This means that the monarch has a special agreement with god. God has chosen the monarch to be the leader of these people. Usually, this is tied to old mythical stories which involve some supernatural intervention in which the king is chosen by god. In the case of King Arthur this was when he was given a holy sword (Excalibur) by a magical & mythical woman called The Lady of the Lake. The story goes that this lady is a kind of supernatural & mythical spirit who holds magical and religious authority. In the story she walks out of a lake and presents Arthur with his magical sword, which signifies that he is the divine ruler of Britain. Most monarchies justify their existence by suggesting they have some kind of special connection to god. In this sketch, Arthur believes he is the rightful ruler of the Britons because of his divine right given by god.

Democracy – in this case, the people give executive power (decision making power) to a representative by voting for him/her. The people give this leader a ‘mandate’ – which means a responsibility to run the country. It’s the government by the people, of the people and for the people. Churchill said that democracy is not perfect, but it’s better than the alternatives. In the UK today we have a democratic monarchy, which is basically a democracy (we vote for MPs in elections) but with a monarch as head of state with almost no executive power. The Queen has very minor powers, and she doesn’t exercise them. It’s like there is an understanding between parliament and the monarchy that the monarch just lets parliament run the country. The monarch doesn’t interfere. That’s the way our country works. Some people are concerned that Prince Charles might decide to exercise his power if/when he becomes king, which could cause a constitutional crisis, but that’s another story for another time.

Marxism – this isn’t really a constitutional system, but an political ideology, or a way of understanding the way in which most industrial/post-industrial capitalist systems work. Karl Marx was a German born philosopher, economist, sociologist and historian who basically stated that the ruling classes manage to maintain control of the system by owning the means of production, and that the working classes are therefore dominated and repressed. The only way in which true equality can exist is if the people own their own land, their own factories and the means of producing goods. His ideas formed the basis of many left-wing political models including communism, and also form the basis of many criticisms of the capitalist system in general. In the UK, we sometimes associate Marxist ideologies with certain types of people. Although their views may be valid, I think most ordinary people find Marxists to be a bit extreme and even boring – banging on about politics and the class system all the time, while not necessarily doing anything about it.

Anarchism – this is the idea that there should be no leaders at all, and in fact no formalised system of government or state at all. Instead, local communities should be run by free and open groups with no leader. The idea is, that formalised governments, or power structures are essentially corrupting – that when power is given to one or several representatives, elected or not, that this ultimately will corrupt them and that this leads to inequality. So, anarchists argue that there should be no system at all, and that people should be free to govern themselves in a completely open way – without adopting any kind of political ideology or dogma. For me, in principle this sounds great, but on a practical level it sounds chaotic, confusing and impractical. Ultimately, it would be great to remove the corrupting power of government, but are we ready for it? We’d need an intelligent and activated population. Education is key. The problem, to an extent, is that many people don’t really care about these issues and instead just find political discussion boring, therefore making it very hard for true anarchy to take effect. A bit like Marxism, many people find anarchists to be either boring, confusing or somehow threatening to normal life.

Vocabulary
OK, so we’ve looked at some ideological concepts at the heart of this sketch, but we’re not finished because there’s plenty of language to deal with too. It’s complex isn’t it!? You see – British comedy is intelligent and deep, particularly Monty Python. It’s not just weird.

Here’s some vocabulary that you should know in order to understand this sketch further. Remember that Arthur speaks in old fashioned language, and Dennis the peasant speaks like a modern man with radical political opinions. Listen to the episode to hear all the bold words defined.

What knight lives in that castle over there?
– a knight is (in the Middle Ages) a man who served his sovereign or lord as a mounted soldier in armour. In this context it means a leader.
you automatically treat me like an inferior

exploiting the workers!
– exploiting means to benefit unfairly from the work of (someone), typically by overworking or underpaying them: “women are exploited in the workplace”.

hanging on to outdated imperialist dogma which perpetuates the economic and social differences in our society
-dogma = a principle or set of principles laid down by an authority as incontrovertibly true: the dogmas of faith | [ mass noun ] : “the rejection of political dogma”.

Dennis, there’s some lovely filth down here.

I didn’t know we had a king. I thought we were an autonomous collective.
– autonomous = • having the freedom to act independently: “school governors are legally autonomous”.

You’re fooling yourself. We’re living in a dictatorship: a self-perpetuating autocracy in which the working classes–
– an autocracy = a system of government by one person with absolute power.

Oh, there you go bringing class into it again.

Please! Please, good people. I am in haste. Who lives in that castle?

Dennis: I told you. We’re an anarcho-syndicalist commune. We take it in turns to act as a sort of executive officer for the week,…
Arthur: Yes.
Dennis: …but all the decisions of that officer have to be ratified at a special bi-weekly meeting…
Arthur: Yes, I see.
Dennis: …by a simple majority in the case of purely internal affairs,…
Arthur: Be quiet!
Dennis: …but by a two-thirds majority in the case of more major–
– ratify = sign or give formal consent to (a treaty, contract, or agreement), making it officially valid. “both countries were due to ratify the treaty by the end of the year”.
– a simple majority = this candidate receives more votes than anyone else (but it doesn’t have to be more than 50% of all votes cast) e.g. if Obama, Bush & Clinton are in an election and Clinton gets 40% and Obama & Bush get 30% each, Clinton gets a simple majority. She just gets more votes than the others.
– a two-thirds majority = at least 66% of all the votes
– an absolute majority = at least 51% of all votes

Woman: Well, how did you become King, then?
Arthur: The Lady of the Lake,… [angels sing] …her arm clad in the purest shimmering samite, held aloft Excalibur from the bosom of the water signifying by Divine Providence that I, Arthur, was to carry Excalibur. [singing stops] That is why I am your king!
– samite = a rich silk fabric interwoven with gold and silver threads, used for dressmaking and decoration in the Middle Ages.

Dennis: Listen. Strange women lying in ponds distributing swords is no basis for a system of government. Supreme executive power derives from a mandate from the masses, not from some farcical aquatic ceremony.

I mean, if I went round saying I was an emperor just because some moistened bint had lobbed a scimitar at me, they’d put me away!

Dennis: Oh! Come and see the violence inherent in the system! Help! Help! I’m being repressed!
Arthur: Bloody peasant!
Dennis: Oh, what a give-away. Did you hear that? Did you hear that, eh? That’s what I’m on about. Did you see him repressing me? You saw it, didn’t you?

What I love about this is that it’s a well written script, with different types of English and it manages to mock both the idea of a medieval monarchy, and also the irritating verbosity of political radicals. Monty Python are making fun of history & taking the piss out of everyone, while at the same time celebrating the language. Complex language, delivered at speed by colourful characters is at the heart of the humour in this sketch.

Intonation & Sentence Stress
I really enjoy the performances in this scene – particularly Michael Palin who plays Dennis the peasant. The lines are delivered with quite exaggerated and characterful intonation and sentence stress. To highlight this, I’m going to read the script of this scene, just to make it a bit clearer. You could listen to the original version again in order to, hopefully, appreciate it a bit more.

Constitutional Peasants – Script
Arthur: Old woman!
Dennis: Man!
Arthur: Man. Sorry. What knight lives in that castle over there?
Dennis: I’m thirty-seven.
Arthur: I– what?
Dennis: I’m thirty-seven. I’m not old.
Arthur: Well, I can’t just call you ‘Man’.
Dennis: Well, you could say ‘Dennis’.
Arthur: Well, I didn’t know you were called ‘Dennis’.
Dennis: Well, you didn’t bother to find out, did you?
Arthur: I did say ‘sorry’ about the ‘old woman’, but from the behind you looked–
Dennis: What I object to is that you automatically treat me like an inferior!
Arthur: Well, I am King!
Dennis: Oh, King, eh, very nice. And how do you get that, eh? By exploiting the workers! By hanging on to outdated imperialist dogma which perpetuates the economic and social differences in our society. If there’s ever going to be any progress with the–
Woman: Dennis, there’s some lovely filth down here. Oh! How d’you do?
Arthur: How do you do, good lady? I am Arthur, King of the Britons. Whose castle is that?
Woman: King of the who?
Arthur: The Britons.
Woman: Who are the Britons?
Arthur: Well, we all are. We are all Britons, and I am your king.
Woman: I didn’t know we had a king. I thought we were an autonomous collective.
Dennis: You’re fooling yourself. We’re living in a dictatorship: a self-perpetuating autocracy in which the working classes–
Woman: Oh, there you go bringing class into it again.
Dennis: That’s what it’s all about. If only people were aware of–
Arthur: Please! Please, good people. I am in haste. Who lives in that castle?
Woman: No one lives there.
Arthur: Then who is your lord?
Woman: We don’t have a lord.
Arthur: What?
Dennis: I told you. We’re an anarcho-syndicalist commune. We take it in turns to act as a sort of executive officer for the week,…
Arthur: Yes.
Dennis: …but all the decisions of that officer have to be ratified at a special bi-weekly meeting…
Arthur: Yes, I see.
Dennis: …by a simple majority in the case of purely internal affairs,…
Arthur: Be quiet!
Dennis: …but by a two-thirds majority in the case of more major–
Arthur: Be quiet! I order you to be quiet!
Woman: Order, eh? Who does he think he is? Heh.
Arthur: I am your king!
Woman: Well, I didn’t vote for you.
Arthur: You don’t vote for kings.
Woman: Well, how did you become King, then?
Arthur: The Lady of the Lake,… [angels sing] …her arm clad in the purest shimmering samite, held aloft Excalibur from the bosom of the water signifying by Divine Providence that I, Arthur, was to carry Excalibur. [singing stops] That is why I am your king!
Dennis: Listen. Strange women lying in ponds distributing swords is no basis for a system of government. Supreme executive power derives from a mandate from the masses, not from some farcical aquatic ceremony.
Arthur: Be quiet!
Dennis: Well, but you can’t expect to wield supreme executive power just ’cause some watery tart threw a sword at you!
Arthur: Shut up!
Dennis: I mean, if I went round saying I was an emperor just because some moistened bint had lobbed a scimitar at me, they’d put me away!
Arthur: Shut up, will you? Shut up!
Dennis: Ah, now we see the violence inherent in the system.
Arthur: Shut up!
Dennis: Oh! Come and see the violence inherent in the system! Help! Help! I’m being repressed!
Arthur: Bloody peasant!
Dennis: Oh, what a give-away. Did you hear that? Did you hear that, eh? That’s what I’m on about. Did you see him repressing me? You saw it, didn’t you?

199. The UK/USA Quiz

Molly and I ask each other general knowledge questions about the USA and the UK. How much do we know about each other’s countries? How much do you know about the USA and the UK? Can you answer the questions too? Listen and find out! Right-click here to download.

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This is the continuation of the conversation I started with Molly in episode 198. In our quiz we ask each other questions about the history, geography, politics and even accents & dialects of the USA & UK.

If you fancy writing part of the transcript for this episode, click here to visit the google document.

That’s it for now! I’ve nearly reached 200 episodes of LEP. We should have some kind of celebration, shouldn’t we?

All the best,
Luke
pound-dollar

181. Vocabulary & Expressions from Episode 180

Did you find it hard to follow the Skype call with my bro in the previous episode? Would you like to learn some vocabulary and phrases from the conversation? How about specific words to describe accidents, bones, muscles and other things? Listen to this episode to find out more.

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I listened back to my Skype call with James and thought that I needed to clarify and explain some things, so that’s what I’ve done in this episode.

Listen and you’ll hear me explain words, phrases and expressions from the first 15 minutes of the conversation in episode 180. The sentences I’m explaining are provided below for your reference. You’re welcome!

Vocabulary List (the first 15 minutes of the interview with James in episode 180)
Listen to the next episode of the podcast to hear me explain all these things in more detail.
First of all – sorry for my brother’s fiddling and fidgeting!
I’m not too bad thanks, considering…
The day before yesterday I came a cropper on my skateboard and dislocated my shoulder
The arm popped out of its socket
I feel a bit, sort of, run down, I suppose would be the word. A bit tired and achy.
Just the twatty landlord using the garden as some sort of rubbish tip as usual.
I was skating a block-sort of-bar thing. “Skating the block“, not “skating on the block“. (The difference is quite important if you’re a skater)
I was doing a board slide on it but it kept sticking.
I leant back a little bit more.
As I was coming off the block I landed fine but slightly on the tail of the board. (Nose, tail, wheels, trucks, grip tape, bearings – skateboard parts).
Slightly off-balance.
I put my hand down to stop myself falling but I carried on sliding out. My feet slid underneath me and I overextended my arm behind my head, and kind of slammed down on my body. My weight came down on my arm.
I immediately jumped up and it felt really really weird.
I felt a shelf where the shoulder-blade (he means collar bone I think) stopped and then there was a 2 inch gap and then the arm. (ouch!)
I knew at that point that I’d dislocated my shoulder. (Past perfect tense)
To start with there wasn’t any pain, the pain came a few minutes in.
I don’t normally get an ambulance for a self-inflicted injury. (what a tough and modest guy he is!)
I normally get a bus or a taxi to A&E but this time I thought it warranted it because I couldn’t move at all.
[It was] extreme muscular pain, like when you tear ligaments or sprain an ankle.
They were going “ooh” which makes you feel uncomfortable if someone’s wincing, you know.
They tried to get a needle into me for a drip. They couldn’t get a vein to bleed properly. (they couldn’t find a vein)
They put some intravenous paracetamol into me, which didn’t really do anything.
It’s an over-the-counter pain-relief pill.
Why are there no aspirins in the jungle? Because the parrots eat them all (the ‘paracetamol’ – yes, it’s a terrible joke)
I gritted my teeth and tried to ignore what was going on.
They drove me with the ‘woo-woos’ on.
(I tell James to stop fiddling… and he says…) I can’t remember where we were now.
They wheeled me into the hospital. (I attempt to highlight the irony of getting injured on a wheeled vehicle and then being taken into a hospital on another wheeled vehicle – it’s an unsuccessful joke, but never mind)
An Indian-looking doctor looked at me.
You can relax a bit when the doctor seems quite in-control.
He told me exactly what was going to happen. I’d need an x-ray to check that nothing was broken, then if nothing was broken then they’d give me some more drugs and then put it back in, and then they’d give me another x-ray to check that nothing had broken while they were putting it back in, which kind of made me think it might be quite a painful process having it set back.
They gave me some morphine, and it didn’t seem to do anything and I was, like, grimacing a bit, so they gave me some more.
They gave you morphine and they gave you nitrous oxide?
You’re breaking up a little bit.
Do you find that breaking up is very hard to do? (This was probably quite confusing, but it’s my brother’s attempt at a sardonic joke – referring to a famous song which uses the same phrase, but with a different meaning)
“You’re breaking up” (your phone/skype signal is not clear)
“Breaking up is hard to do” (Separating, splitting up with your boyfriend or girlfriend – there are two songs that use this phrase, “Make it easy on yourself” by The Walker Brothers & written by Burt Bacharach, and “Breaking Up is Hard to Do” by Neil Sedaka. You can listen to those original songs below. Sorry about my singing.
(James receives a phone call from his girlfriend because she wants to check that he’s okay. How sweet.)
She was a bit worried about me because I was a bit sort of groggy yesterday.
I feel a bit sort of run down, a bit beaten up, but fine.
Good thing you didn’t hit your head.
I didn’t shatter my collar bone or something like that, that would have been horrible.
It could have been something worse.
You don’t need a cast. Nothing’s broken.

That’s as much as I’m able to do at this moment. You’ll just have to listen to the rest of the conversation unaided and try to work out exactly what we’re saying. It’ll be good for your English!

Now listen to episode 180 again. I promise you will understand much more a second time. Click here to listen to & download “Episode 180. Dislocated Shoulder”.

Song
Here are the lyrics (and chords) to My Girl by Madness.

Madness – My Girl

Bm G
My girl’s mad at me
Bm Em
I didn’t wanna see the film tonight
Bm G
I found it hard to say
Bm Em
She thought I’d had enough of her

Chorus
D A Bm
Why can’t she see
Em D A
She’s lovely to me?
D A Bm
But I like to stay in
D G D Em
And watch t.v. on my own
G A
Every now and then

Bm G
My girl’s mad at me
Bm Em
Been on the telephone for an hour
Bm G
We hardly said a word
Bm Em
I tried and tried but I could not be heard

D A Bm
Why can’t I explain?
Em D A
Why do I feel this pain?
D A Bm
‘Cos everything I say
D G
She doesn’t understand
D Em
She doesn’t realise
G A
She takes it all the wrong way

Bm G
My girl’s mad at me
Bm Em
We argued just the other night
Bm G
I thought we’d got it straight
Bm Em
We talked and talked until it was light

D A Bm
I thought we’d agreed
Em D A
I thought we’d talked it out
D A Bm
Now when I try to speak
D G
She says that I don’t care
D Em
She says I’m unaware
G A
And now she says I’m weak

Here’s the original video by Madness.

181PODPIC3

144. The Chaos of English Pronunciation

3 poems that demonstrate some difficulties with English spelling and pronunciation. You can read the poems below, and listen to me reading them out loud in this episode, which will help you to understand how these difficult words are really pronounced.

Small Donate ButtonRight-click here to download this episode.

Small Donate ButtonToday I shared a poem on Facebook. It was written to highlight all the inconsistencies in English spelling and pronunciation. In this episode I read the poem to you, demonstrating the correct way to say all the words. It’s a very challenging poem, so I hope I get them all right! If you find any errors, correct me by leaving a comment below.

I also read a couple of other poems about English pronunciation below.

Enjoy the episode and I hope you find it useful.

Poem 1: “The Chaos” by  Gerard Nolst Trenité

Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Just compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind the latter, how it’s written.)
Now I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;
Cloven, oven, how and low,
Script, receipt, show, poem, and toe.

Hear me say, devoid of trickery,
Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles,
Exiles, similes, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind,
Scene, Melpomene, mankind.

Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation’s OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve,
Friend and fiend, alive and live.

Ivy, privy, famous; clamour
And enamour rhyme with hammer.
River, rival, tomb, bomb, comb,
Doll and roll and some and home.
Stranger does not rhyme with anger,
Neither does devour with clangour.
Souls but foul, haunt but aunt,
Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and gauge,
Marriage, foliage, mirage, and age.

Query does not rhyme with very,
Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth.
Job, nob, bosom, transom, oath.
Though the differences seem little,
We say actual but victual.
Refer does not rhyme with deafer.
Foeffer does, and zephyr, heifer.
Mint, pint, senate and sedate;
Dull, bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.

Liberty, library, heave and heaven,
Rachel, ache, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.

Petal, panel, and canal,
Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair,
Senator, spectator, mayor.
Tour, but our and succour, four.
Gas, alas, and Arkansas.
Sea, idea, Korea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean.
Doctrine, turpentine, marine.

Compare alien with Italian,
Dandelion and battalion.
Sally with ally, yea, ye,
Eye, I, ay, aye, whey, and key.
Say aver, but ever, fever,
Neither, leisure, skein, deceiver.
Heron, granary, canary.
Crevice and device and aerie.

Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk,
Ask, grasp, wasp, and cork and work.

Pronunciation — think of Psyche!
Is a paling stout and spikey?
Won’t it make you lose your wits,
Writing groats and saying grits?
It’s a dark abyss or tunnel:
Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.

Finally, which rhymes with enough —
Though, through, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is to give up!!!
*This poem is a nightmare!*

Poem 2: “Why English is so hard to learn”

We’ll begin with a box, and the plural is boxes,
But the plural of ox becomes oxen, not oxes.
One fowl is a goose, but two are called geese,
Yet the plural of moose should never be meese.
You may find a lone mouse or a nest full of mice,
Yet the plural of house is houses, not hice.

If the plural of man is always called men,
Why shouldn’t the plural of pan be called pen?
If I speak of my foot and show you my feet,
And I give you a boot, would a pair be called beet?
If one is a tooth and a whole set are teeth,
Why shouldn’t the plural of booth be called beeth?

Then one may be that, and three would be those,
Yet hat in the plural would never be hose,
And the plural of cat is cats, not cose.
We speak of a brother and also of brethren,
But though we say mother, we never say methren.
Then the masculine pronouns are he, his and him,
But imagine the feminine: she, shis and shim!

Poem 3: Reasons why the English language is so hard to learn

1) The bandage was wound around the wound.

2) The farm was used to produce produce.

3) The dump was so full that it had to refuse more refuse.

4) We must polish the Polish furniture.

5) He could lead if he would get the lead out.

6) The soldier decided to desert his dessert in the desert.

7) Since there is no time like the present, he thought it
was time to present the present.

8) A bass was painted on the head of the bass drum.

9) When shot at, the dove dove into the bushes.

10) I did not object to the object.

11) The insurance was invalid for the invalid.

12) There was a row among the oarsmen about how to row.

13) They were too close to the door to close it.

14) The buck does funny things when the does are present.

That’s it for now. More episodes soon.

132. Pronouncing ~ed Endings (with Added Romance and Horror)

Some pronunciation, a story, some vocabulary, some romance and a little bit of horror-movie gore in this episode.

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Hi everyone, I decided to teach you some essential language this time. Here’s what to expect from this episode:

The first part is about the pronunciation of ~ed endings (e.g. agED, beggED or wastED, etc)
The second part involves some -ed adjectives.
Then I teach you some idioms and very natural expressions.
The episode also includes a romantic story with sentences you can repeat, and a little bit of horror movie violence, just in case you were bored of all the ‘romance’.

For vocabulary notes, see below.

You can make donations by clicking PayPal donate buttons on my site. It’s my birthday next Wednesday. Just saying…

VOCABULARY NOTES AND TRANSCRIPT FOR THE FIRST PART OF THE EPISODE
In this episode I’m going to teach you some really useful things. It’s been a while since I taught you things, or focused on language. Recent episodes have been interviews, which are really useful because you can listen to authentic English as it really is spoken, but I also think it’s important for us to look closely at some features of language too: either vocabulary, pronunciation or grammar (even though grammar is usually pretty boring unless you’re a grammar geek).

So, in this episode we’re going to focus on a few things.
First we’re going to look at pronunciation of –ed endings. That’s often a tricky area for many people around the world. We’re going to practice that a bit.
There will also be some vocab – some regular verbs that you might find useful, but also some –ed adjectives.

If that sounds a little basic, then worry not because I’m also going to throw in some more idiomatic language as we continue, and anyway this is Luke’s English Podcast. It’s always really fun and entertaining anyway. Darn it, I will make this entertaining as well as useful, if it’s the last thing I do!

There are language notes related to all of this on the website. I still have two websites; teacherluke.podomatic.com and teacherluke.wordpress.com.

-ED ENDINGS
So first; let’s look at ed endings.
They’re tricky for many people (particularly Brazilians)
They’re very common, so you really should be able to pronounce them all correctly
There are 3 ways to pronounce them
/t/ /d/ or /id/
Examples: asked agreed wanted
How do you know the correct pronunciation? It depends on the sound at the end of the word, before you add the –ed part.
If it’s an unvoiced sound then the –ed is pronounced /t/
If it’s a voiced sound then the –ed is pronounced /d/
If it’s a t or d sound then you add a syllable by using the /id/ sound
It’s hard to remember and process those rules during fluent speech, so don’t worry about it too much.
What you should do is practice repeating the words in sentences with correct pronunciation so you get used to saying them correctly.
For many of you this will involve unlearning many years of speaking in your native language, or many years of saying the words wrong (becquse you read the words from a page, or because no-one told you otherwise)
If you’re young then congratulations you stand a better chance of fixing this potentially fossilized error.

The verbs: Listen to the episode to hear the pronunciation of them. They’re all regular verbs ending in -ed.
touch / stop / stroll / suggest / walk / want / agree / ask / arrive / beg / blush / chat / decide / drop / enjoy / explain / gaze / grab / jump / knock / look / miss / open / phone / pick / recommend / reply / seem / scream / shock / show / skip / smile / squeeze / start

The Complete Story
1. I was sitting alone in my office when someone knocked on the door, and I stopped working.
2. The door opened, and a pretty woman walked in.
3. When she looked at me, my heart jumped. She was very beautiful. I gazed back at her for a moment.
4. My heart started beating faster. I couldn’t help noticing that she seemed nervous too. She blushed slightly when I looked at her.
5. “Are you Mr Thompson?”, she asked me.
6. “Yes, I am”, I replied. “How can I help you?”
7. “Sorry to bother you” she said. She smiled sweetly. “I’m the new girl in the office, I just arrived yesterday”
8. “Yes, I missed you yesterday, I was out of the office.”, I explained.
9. “Oh, it’s no problem, I phoned you, but you weren’t in. I just wanted to say that I’m really glad to be working with you. I’ve heard a lot about you.”
10. I blushed. She was being so nice. I decided to stop working, so I could show her around the office.
11. We strolled through the building, and I showed her around. As we chatted, we connected on a deep, meaningful level.
12. She asked me if I knew any nice restaurants in the area. I recommended a really good English one near the station.
13. She said she wanted a coffee, so I used the new machine to make her one. When I gave it to her, our hands touched briefly and my heart skipped a beat.
14. After a moment, I suggested that we go to the English restaurant together, for a romantic meal of fish and chips.
15. She agreed, and inside I was delighted. Later that evening, I picked her up on my scooter. As we rode through the bumpy streets, she squeezed my waist to hold on. When I sped up to 32mph she screamed with excitement!
16. We enjoyed a wonderful evening together. She was amazing! When I dropped her off at her house, I made a quick decision. “Will you… marry me?” I asked.
17. “…get …married?” she said, shocked. “The thing is… I can’t…”
18. “Why not?!” I begged. “I love you! Please marry me!!”
19. She grabbed my arm, and said. “I love you too, but I can’t marry you, because…”
What happened next? Leave a comment to give your opinion.

-ED ADJECTIVES AND SOME IDIOMATIC ALTERNATIVES
Confused
I didn’t know what was going on
I couldn’t get my head around it
It really messed with my head

Disappointed
I was gutted
I felt really let down
I felt really dejected

Terrified
I was absolutely petrified
I nearly shat myself (very rude!)
I was shit scared (very rude!)

Embarrassed
I just wanted the ground to swallow me up
I felt like such an idiot

Delighted
I was so chuffed
I was over the moon
I felt amazing
I couldn’t believe it

Interested
I was riveted
It was absolutely fascinating
I was on the edge of my seat

Excited
I’m well up for it (enthusiastic)
I’m stoked
I’m buzzing

Exhausted
I’m knackered
I’m shattered
I just want to crash out

Shocked
It was like a slap in the face
I was stunned
I couldn’t believe my ears/eyes

Surprised
I jumped out of my skin

Nervous doesn’t mean angry or annoyed.
It means stressed and scared (like before the dentist).
Dentist: nervous
If someone is playing loud music, or clicking a pen: annoyed or angry.

That’s it!

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!

67. Cockney / London Accent

Listen to an interview with Ray Winstone who is a genuine Londoner with a ‘cockney’ accent. Pick up some new expressions and learn how to recognise a London accent.

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Tapescript of the interview:
Alright, I remember going on a date once, years ago, with a girl, a really good girl and I knew her brother and everything, right. And, I picked her up. And as I went to pick her up, I walked into the… this is a disaster, this is how things go wrong, right? I walked into the passageway and they lived round the back of the Limehouse, really nice people. And someone [had] left the telephone on the floor. And there was a glass door into the front room, the lounge. As I walked in, I was going “hello” and I kicked the telephone on the, it was like on the volley, on the half volley. It went straight through the glass window, right? No, that’s the first, right? Smashed the thing to pieces, right? I’m in bits, I’m like, like that. Mum and Dad were cool, I said I’m really sorry, like that. “who left the phone on the floor?” they’re going on and all that. “I’m really really sorry”. Kerry was upstairs getting ready and all that.

And then I sat down on the settee waiting for her, and Mum’s panning the glass up and it’s like… I’m in bits. And I leant on the side of the sofa, like that, and the whole sofa ripped down and fell off. Now you’re going to think I’m joking here, right? It fell off, and I’m up. It’s like You’ve Been Framed or something, right? I’m in bits now, right? I’m fucking sorry, right. And they’re getting the hump now. I’m smashing the house up! I’ve only been in there 5 minutes.

Done that. We’ve got a bus, from Limehouse. On the bus. Some Russian type sailor started digging us out. you know saying “you come with me, with your girlfriend” and all that. I’ve had a fight on the bus, with the geezer, right, within half an hour now, right? I’ve mullered him on the bus, right? It’s all gone pear shaped, right? So we’re still going out, we’ve gone to a pub, then we’ve gone to a party and the party’s in Cloudesley Square, in Islington, right?

Go up there, nice house, very nice house, one of those 3, kind of, tier houses, town houses things, really lovely, and the same thing. You know what I was just saying about this, what reminded me about, you know, keeping one eye on her and she’s alright and I’m talking to a couple of friends here like, boom boom boom. And as she’s walked across the room, right, to come and talk to me, I’ve noticed, you do with your girls, it’s something you, kind of, you look after them without making them feel they’re being looked after if you know what I mean, but you watch them. And she’s tripped on the carpet. And as I’ve caught her, I caught her, right? There’s a table behind me with a glass chandelier, right, thing on, right, and I don’t know how much this was worth, right, and I’ve hit it, and it smashed on the floor, on the fireplace and it’s gone everywhere. There’s glass everywhere. You couldn’t glue this back together. Right? And the woman whose house it was screamed. Right? And I remember saying to her, “I’m really sorry love, whatever it cost, I’ll… I was trying to catch her, whatever it cost, I’ll pay for it and I’ll put it all right, you know” it was obviously someone’s Mum we knew and “I’ll pay for that” and she went on and then you go “well fuck you then” and then it all goes pear shaped.

And, that was the date, and I got her home and that was that. Really nice girl, could’ve, you know, might have been really nice. That was it. I had a nightmare. So, by watching someone and trying to be so nice, it all went the other way.