In this podcast, you’ll hear how the past tense is used in the context of a detective story. You’ll hear questions, negatives and affirmative statements.
Welcome back to English-Podcasts In this episode we dive into grammar and in particular the past tense. Listen out as “the detective” asks Sue questions about the missing earrings. Prick up your ears for the negatives and the affirmatives phrases.
Notes
Some learners find the Past Tense quite tricky to learn but in reality  it’s just a question of practice, and learning in context is the best way. So just sit back, relax and enjoy our detective story where the detective asks Sue some uncomfortable questions.
Listen out for the pronunciation of the regular verbs ending in “ed”. These appear easy on paper but can be challenging in spoken English because the verb ending is not always clearly heard.
What are the best ways to become comfortable with the past tense ? Well, reading stories, or preferably listening to stories, is a great way. You could also practice writing a daily journal which would naturally use the past tense.
If you don’t like reading, try a quiz…… we have many, many quizzes on our site which talk about history…. and the past tense.
Try the quiz below. Enjoy !
Recap & Takeaways
This episode not only provides a humorous and engaging story but also allows listeners to practice various ways of expressing the past in English in many different ways. The mix of comedy and thought-provoking elements makes it both entertaining and educational. Look out for the questions at the end to test what you have learned
What are the advantages of using music to work on grammar?
1. Enhanced Memory Retention: Research suggests that music can aid in memory retention by creating strong neural connections. When grammar rules are set to music, learners may find it easier to recall and apply them in real-life language situations.
2. Increased Engagement: Music has the power to captivate learners’ attention and create an immersive learning experience. By incorporating music into grammar lessons, educators can boost student engagement and motivation, leading to more effective learning outcomes.
3. Improved Pronunciation: Music often emphasizes rhythm and melody, which can help learners improve their pronunciation and intonation. By singing along to grammatically correct lyrics, students can practice proper pronunciation patterns in a natural and enjoyable way.
4. Enhanced Vocabulary Acquisition: Many songs feature rich and varied vocabulary, providing learners with exposure to new words and expressions. By listening to and analyzing song lyrics, students can expand their vocabulary and deepen their understanding of grammatical structures in context.
5. Cultural Understanding: Music is deeply intertwined with culture, offering learners valuable insights into the customs, traditions, and values of English-speaking communities. By exploring music from different genres and time periods, students can develop a richer appreciation for the cultural nuances of the English language.
6. Positive Emotional Association: Music has the ability to evoke emotions and create positive associations with learning experiences. By incorporating music into grammar lessons, educators can create a supportive and enjoyable learning environment that encourages risk-taking and experimentation.
7. Increased Fluency: Singing along to songs can help improve fluency by promoting natural rhythm and flow in language production. Through repeated exposure to grammatically correct lyrics, learners can develop a greater sense of fluency and confidence in their speaking and writing abilities.
8. Cross-Cultural Connections: Music is a universal language that transcends cultural boundaries. By exploring English-language music from different cultures and regions, learners can develop a deeper understanding of global perspectives and forge connections with speakers of English around the world.
9. Personalized Learning: Music offers learners the opportunity to engage with language in a personalized and self-directed manner. By selecting songs that resonate with their interests and preferences, students can take ownership of their learning and tailor their study materials to suit their individual needs.
10. Long-Term Retention: Studies have shown that information learned through music tends to be retained for longer periods compared to traditional learning methods. By integrating music into grammar instruction, educators can help students build a solid foundation of language skills that will endure over time.
In summary, scientific evidence supports the use of music as a valuable tool for working on grammar for learners of English. By harnessing the power of music, educators can create engaging and effective learning experiences that enhance memory retention, increase engagement, improve pronunciation, and foster cultural understanding and fluency.
Most learners find the concept of the Present Perfect difficult to grasp. It is a particularly of the English language which takes a bit of time to get used to.
It is formed by the the auxiliary “have” plus the past participle of the verb you want to use.
Listen as we explain the main principles of how to use this tense and the examples we cite.
Before listening, take the time to think about these examples which you’ll hear in the podcast:
I have lived in Toulouse for 30 years (I still live here). Write your own example……………..
I have worked for the company for 30 years (I still work for the same company ). Write your own example…………
For a question: Have you ever been to China? (We are asking about your life experiences up to the present time). Write your own example…..
A possible answer: I have never been to China (I’m talking about my experiences up to the present time). Â Write your own example …………
The weather has been warm recently (this is a recent action). Write your own example of a recent action……..
 Now take a moment to think about this example before listening:
I have learned a lot (present perfect simple) since I started (past simple) studying Spanish. Why is this ?
Go one step further and check your understanding with this quick quiz
Test your knowledge of the verb GET and how to use it
Test your knowledge of the verb GET and how to use it – Have you noticed how frequently English speakers use the the word GET in conversation…. yes, all the time !
Have you ever looked up the verb GET in a dictionary or on-line……yes, there are “hundreds” of definitions and uses !
Take a look at this extremely brief history of the word GET to help you understand it.
It is recorded that the verb GET originates from around the year 1200 and comes from the Old Norse word of  geta meaning to obtain, to reach, to be able to, to learn, to be pleased with. So you can see that it already started life as a word with a wide variety of meanings!
In the following centuries the verb GET started to be used an auxiliary verb replacing to be and it was also linked with prepositions (these combinations being known as Phrasal Verbs) initially to indicate movement  such as get up, get down, get across, but now many of these phrasal verbs have a completely different meaning not associated with movement or possession. For example the verb to get across can also mean to communicate a message clearly. Indeed words and phrases built on GET take up 29 columns in the Oxford English Dictionary !
Take a look at this timeline:
In the 1660s; To get drunk (building on the notion of “to be” and “to become”)
From 1776; To get better as in “recover your  health” (again developing the notion of “to be” and “to become”).
From 1807; To get ahead as in to make progress (from the notion of movement).
By 1864; Get started to be used as a command (from army instructions, building on the idea of “Go and …)
From 1890; To get ready as in “prepare oneself”. (“to be ready”)
By 1869 in American English; To get going as in “to begin, to start doing something.
From 1904; To get busy as in “go into action, be active” .
By 1961 in American English;  To get to someone as in to irritate someone and to be irritated.
By 1970;Â To get on (someone’s) nerves
So understandably this small word can seem very daunting for language learners but in this knowledge quiz we will look at the most frequent uses of the word GET and we hope to whet your appetite to GET you IN the mood for more learning.
Watch this space for information about an exciting new language learning site from the EFL Podblog team called My Learning Crush….coming soon.
Test your knowledge of the verb GET and how to use it.
The verb GET is a bit of a nightmare for English language learners because
it has so many meanings and is used in many different ways.
BUT DON'T PANIC, here are 25 questions which will help you GET a handle on
how to use it.
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 Now take a moment to think about this example before listening:
