Trends and Changes

Trends and Changes

Trends and Changes
Learn more words

THE BLUE TREE

Business English

CEF B1

CEFR B2

Upper
Intermediate

warm up

Study this graph and then listen to and read the text that follows. Do you know what all the blue expressions mean?

The chart shows the US stock market (Dow Jones index) for last year and the first quarter of this year. As can be seen from the chart, last year started on a positive note. The market rose until late February when it almost reached the 11,000 level. But interest rates were rising, and investors decided to take profits. There was a sharp fall during the month of March and the Dow bottomed out at just over 10,000. At that point investors started buying again – strong economic numbers and global liquidity (central banks printing money) offered support to the market. Over the summer the Dow was flat, trading in a range from 10,300 to 10,700. The market was unable to break out of this range, even though company profits were increasing. What was the reason? It was almost entirely due to the price of oil, which had climbed dramatically from 42 dollars a barrel at the start of the year to 68 dollars in August. This price rise was caused by the hurricane season in the Gulf of Mexico and increasing tension in the Middle East.

In mid-October, the markets started to rally strongly and went from 10,200 to 10,900 over just four weeks. This sudden jump was as a result of comments made by a member of the Federal Reserve, who indicated that interest rates would soon stop rising. This is positive for business as the cost of borrowing also stops going up. From November to January the market remained more or less unchanged, failing to break through the February highs.

Over the last few months, the market has advanced again. The economic backdrop remains healthy: company profits are good, consumer spending is up, and interest rates are close to reaching a peak. The only dark cloud is the price of oil, which has risen back to the $70 level and looks certain to go up further. The next hurricane season is approaching and production worldwide cannot be significantly expanded.

part one

UPWARD MOVEMENT – PEAKS

Study the words and expressions that describe an upward movement or change.

Downward movement – troughs

Study the words and expressions for downward movement and changes.

Horizontal movement

How about words and expressions that describe no movement? Study these flashcards and make sure you know all of these expressions.

part two

LANGUAGE OF TRENDS

Play this flashcard game. There are four categories:

➡️ upward,

➡️ downward,

➡️ horizontal,

and new one:

➡️ reason and cause. 

Make note of all the new vocabulary. 

WHAT’S THE TREND

Do the test below. Decide if the sentences describe an upward, horizontal or downward trend. 


Decide if the sentences describe an upward, horizontal or downward trend. 

1.

The economy is at last beginning to recover.

2.

Traffic reaches its peak between 8 and 9 in the morning.

3.

Sales have levelled off after a period of rapid growth.

4.

It's good to see a rally in shares on the stock market after such a weak start in January.

5.

Profits slumped by over 50%.


Keep up the good work! 

6.

House prices keep rising and falling but they should eventually even out.

7.

Share prices surged on the news of the merger.

8.

The company reported a small decline in its profits.

9.

I hope my French will improve when I go to France.

10.

The economic boom sent property prices skyrocketing.

11.

They had hit a 52-week low of $18.25 last Friday.


Well done! You're almost there!

12.

Share prices plummeted to an all-time low.

13.

The workforce has been slashed by half.

14.

The recession is finally beginning to show signs of bottoming out.

SALES REPORTS

Study these four graphs below and then do the activity that follows.

FIND THE FUNNY SIDE

Complete the joke by matching each noun or noun phrase on the left to a verb or verb phrase on the right.

part three

It is practical to qualify the trend with words or expressions from three categories:

  • size
  • speed
  • significance

Study the mind map and learn the adjectives and adverbs for qualifying trends.

PRACTICE 5

MD logo

Play this Multidecker game and decide if the words on the cards belong to the size, speed or significance category.

Finally, how would you complete the sentences below with these adjectives and adverbs for qualifying trends?

  1. In the last ten years there was a(n) ………………………… in my remuneration.
  2. Over the last decade my health has seen a(n) ………………………………
  3. Over the years, there has been a(n) ……………………………………… of my overall happiness.
  4. My country is experiencing a(n) …………………………. in prosperity.
  5. My overall outlook on life has seen a ……………………… over the years.

COMMENTING ON STATISTICS

When you are introducing trends, data or statistics in your presentations or reports, it is helpful to remember about three key steps:

1. HIGHLIGHT – draw your audience’s attention to your data

2. COMMENT – show your audience what this data mean to you

3. INTERPRET – explain the significance of these trends and statistics

Do the exercises below to learn some useful language for each of these steps.

You might need to comment on a trend by saying if it is good or bad news.

Practise some language of breaking good and bad news.

FINAL PRACTICE

How would you comment on this graph?

DOWNLOAD

download a table

Learning is more effective when you use tables and charts!

Secrets of Learning Languages with Lydia Machova

Secrets of Learning Languages with Lydia Machova

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

back to HOME > Personal Development  > How to learn > Secrets of learning languages

Learn more words

THE BLUE TREE

How to Learn

CEF B1

CEFR B1

Intermediate

warm up

Answer these questions. Listen to a model answer (if it is available) and see if there’s anything you would like to add to your own opinion.

TRANSCRIPT

I speak two languages fluently—English and Spanish. I’ve always appreciated how being bilingual allows me to communicate with a wider range of people and experience different cultures more deeply. It’s also been a big help in both personal and professional situations. I’d love to add another language to my list, maybe something completely different like Italian or Japanese!

TRANSCRIPT

I do like learning languages! It can be tough at first, but once you start to get the hang of it, it becomes a lot more fun. I love how it feels like solving a puzzle, and you can see your progress over time. Plus, learning a new language opens up so many new experiences—whether it’s through travel, meeting new people, or just understanding a different culture better. It’s challenging but really rewarding.

What are the advantages of knowing many languages?
TRANSCRIPT

Knowing many languages gives you a lot of advantages. First, it can improve your job opportunities since many businesses operate globally now. It also helps you connect with people from different backgrounds, which is invaluable both personally and professionally. Plus, it keeps your brain sharp—learning languages has been shown to improve memory and cognitive skills. It’s like having a superpower that opens doors everywhere.

The Blue Tree - Podręcznik do nauki angielskiego online

part one

KEY LANGUAGE

Study these flashcards. Make sure you understand all the items.

Secrets Of Learning Languages 1
0 / 0
0 / 0

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

10:05What does Lýdia love doing?She loves learning foreign languages.
20:15How often does she like to learn a new language?She likes to learn a new language every two years.
30:22How many languages is she currently working on?She is currently working on her eighth one.
40:50What do people always ask her when they find out?They ask her how she does it and what her secret is.

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 2
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

11:15What are polyglots?Polyglots are people who speak a lot of languages.
21:30What did she want to find out from them?She wanted to find out how polyglots learn languages so much faster than other people.
31:50What is Benny’s method for learning a new language?His method is to start speaking from day one.
42:05Why doesn’t Benny mind making mistakes?Because making mistakes and getting feedback is how he learns.

part tHREE

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 3
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

12:23What was Lucas’s method of learning Russian?He added a hundred random Russian speakers on Skype and copied their messages to each other, making two strangers have a conversation.
22:28What allowed Lucas to start writing himself?He had so many of these copied conversations that he figured out how a Russian conversation usually starts.
32:33What does Lydia think about Lucas’s method?She thinks it is an "ingenious method".

part four

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 4
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

12:46What are some of the ways polyglots learn new languages?Some start by imitating sounds, others learn the 500 most frequent words, and some start by reading about the grammar.
22:56Did Lydia learn that there is one way of learning languages?No, she learned that everybody seems to have a unique way they learn a language.
33:16What do polyglots have in common?The one thing they all have in common is that they simply found ways to enjoy the language-learning process.
43:21How did polyglots talk about the process of learning languages?They were talking about language learning as if it was great fun.

part five

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 5
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

13:57How did Lydia learn Spanish?She learned Spanish by reading the "Harry Potter" books.
24:01What did polyglots find about methods of learning languages?They found that while everyone uses different methods, they always make sure it is something they personally enjoy.
34:07How much did she understand from Harry Potter at the beginning?She didn’t understand almost anything at the beginning.
44:14Why did she continue reading the book?She kept reading because she loved the book.
54:23Why did she decide to learn German by watching "Friends"?She decided to watch it because it is her favorite sitcom.
64:36What happened after the third season of watching "Friends" in German?The dialogue finally started to make sense.
75:33What are some methods of learning languages Lydia recommends?She recommends typing words in an app, finding interesting content on YouTube or in podcasts, and applying the method of self-talk.
85:45What is the first secret of learning languages?The first secret is finding enjoyment in the process of learning languages.

part six

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 6
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

15:55What is the second secret according to Lydia?You need to use effective methods.
26:11What is the benefit of using spaced repetition?It allows you to keep words long term.
36:30Where can we find information about effective methods of learning languages?You can check out polyglots’ YouTube channels and websites and get inspiration from them.

part sEVEN

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 7
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

16:39What is the third secret?The third secret is to create a system in your learning.
26:47How can we create more time for learning a new language?We can create that time if we just plan a bit ahead, such as waking up 15 minutes earlier to revise vocabulary.
37:03What are some ideas how to find time for learning a new language?You can find time by doing things without planning, such as listening to podcasts on your way to work or while doing household chores.
47:16What is important as regards having a system?The important thing is to create a plan in the learning, such as deciding to practice speaking every Tuesday and Thursday.
57:30What is the benefit of having a system for learning a new language?If you create a system in your learning, you don’t need to find that extra time because it will become a part of your everyday life.

part EIGHT

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 8
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

17:35What is the forth secret of learning a language?The fourth secret is patience.
27:46What is possible after learning a new language for two months?You can make a "visible improvement" if you learn in small chunks every day.
37:50What is the strongest motivator?There is nothing that motivates us more than our own success.
48:01How did Lydia feel when she undertood a joke in German version of "Friends"?She was very happy and remembers that moment vividly.
58:20Why does she learn a new language every two years?Because she gets addicted to that feeling of joy and success.

part NINE

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

Secrets Of Learning Languages 9
0 / 0
0 / 0

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

18:44What may some people assume about polyglots?They may assume that polyglots are just language geniuses who have a special talent.
28:57Was benny a good at languages when he was at school?No, he studied Irish for 11 years and German for five years but still couldn’t speak them.
39:15How many languages does Benny speak?He can now easily have a conversation in over 10 languages.
49:22How good was Lucas at English at school?He tried to learn English at school for 10 years and completely failed.
59:45How long did it take Lucas to learn 11 languages?It took him about 10 years to learn 11 new languages.
69:57As a language mentor, what does Lydia help people with?She helps people take their language learning into their own hands and find methods they enjoy.
710:20When do Lydia’s clients find the magic language talent?They suddenly find it once they start enjoying the process, applying effective methods, and creating a system.

POLL

Cast your vote in the poll below.

1️⃣ When you learn a new language, what motivates you the most?
2️⃣ 2. What is your biggest challenge when learning a language?
3️⃣ 3. Which approach to language learning sounds closest to yours?
1 vote

×

DISCUSSION

Different ways of learning languages

Agata and Dawid are talking about learning languages. They are discussing Lydia’s ideas and sharing their own experience in learning a foreign language. 

Read (role-play) their dialogue. Whose story is closer to yours?

Agata: Hi David! Did you watch the TED Talk by Lydia Machova?

David: Yes, I did! I really liked it. She has a lot of energy and good ideas. What did you think?

Agata: I liked it too. I think the most important thing she said is that learning languages can be fun. I sometimes forget that.

David: Me too. I always think I have to study grammar and vocabulary lists. But she said we can learn with things we enjoy—like watching series or reading books.

Agata: Yes! I started watching a Spanish telenovela last week. I don’t understand everything, but I can guess a lot from the situation.

David: That’s great. I use music. I listen to English and Spanish songs and try to learn the lyrics. It helps me remember new words.

Agata: Lydia also said we need a system. Do you have one?

David: Kind of. I try to do something every day. Just 20 minutes. Sometimes I use an app. Sometimes I talk to my language partner online.

Agata: That’s smart. I still need to find my system. I study a lot one day, and then nothing for three days. Not good…

David: Don’t worry. She also said we should be patient. If we keep going, we will improve.

Agata: Yes, and I think I need to be more patient with myself. Maybe I will try her idea of “language coaching”—just helping myself stay motivated.

David: That’s a good idea. Let’s keep each other motivated too!

Agata: Deal! Let’s talk next week in Spanish?

David: ¡Sí, claro! Hasta pronto, Agata!

Agata: Hasta pronto, David!

OVER TO YOU

Answer these questions. Refer to your own experience and what you learnt in this lesson.

BulletWhat is your favorite way to learn a new language? Why do you like it?
BulletDo you have a system for learning languages? If yes, what is it? If not, would you like to create one?
BulletCan you think of a time when you felt proud of your progress in learning a language? What happened?
BulletDo you agree that enjoying the process is the most important part of language learning? Why or why not?
BulletWhat would you say to someone who wants to give up learning a new language?

DOWNLOAD

Download a mind-map with ideas of methods for learning languages.

What methods would you add to it?

download a mind-map

Learning is more effective when you use mind-maps!

Weekly Learning Plan is a practical template for self-disciplined students who want to track their learning.

It contains a lot of ideas of what you could do to improve your English.

WEEKLY LEARNING PLAN

Use this template to plan your week of learning!

lesson glossary

Secrets of learning languages

COMMENTS

What is your experience with learning languages? How did you learn English? Which methods or systems have you tested and can recommend?

Share your views and experience here.

How to Disagree Productively

How to Disagree Productively

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

How to Disagree Productively
Learn more words

THE BLUE TREE

Better
Communicator

CEF B1

CEFR B2

Upper
Intermediate

warm up

Answer the questions below. Then listen to the model answers and think about how you could improve yours.

TRANSCRIPT

Conflict makes me feel a bit uncomfortable, to be honest. I prefer when things run smoothly and everyone is on the same page, but I also understand that conflict is sometimes necessary to make progress. If handled well, it can actually lead to better solutions. I just try to stay calm and focus on the facts rather than getting caught up in emotions.

TRANSCRIPT

Disagreements definitely have pros and cons. On the positive side, they can bring out different perspectives and lead to more creative solutions. When people challenge each other, it often results in better ideas. On the downside, if the disagreement turns personal or becomes too heated, it can damage relationships and make it harder to work together. That’s why it’s important to keep it professional and focused on the issue at hand.

What advice would you give to somebody who argues a lot?
TRANSCRIPT

My advice for someone who argues a lot would be to pick their battles carefully. Not every disagreement is worth having, especially if it’s over something small. I’d also recommend practicing active listening. Instead of always trying to prove a point, take time to understand where the other person is coming from. Sometimes, just showing that you’re open to different ideas can help resolve conflicts more smoothly.

LISTENING

LISTENING FOR GIST

Listen to the article. What is the main message?

Alita is listening to a podcast and making notes

Summary

What’s the best summary for this listening?

What's the best summary of what you have just heard?

reading

KEY VOCABULARY

Study the vocabulary in this quizlet. All these words will appear in the following article.

4 Rules Of Disagreement
0 / 0
0 / 0

READING

Read the article. Answer the questions as you read.

4 Rules to Help Your Team Disagree Productively

It’s no secret that conflict can be uncomfortable. When diverse thoughts, perspectives, and ideas clash, it often stirs emotions, escalates tensions, and distracts from the original goal. However, conflict isn’t necessarily detrimental. On the contrary, it can be a powerful tool for team growth and innovation, given we manage it well. For a manager, part of the job is guiding their team to learn how to disagree in a manner that’s productive, fostering robust debates rather than destructive arguments. Here are some foundational rules for encouraging constructive disagreements that keep discussions professional and focused on the topic at hand:

Q1. Why is conflict uncomfortable?

Q2. What do managers need to learn about disagreements?

1. Remember you’re all on the same team.

It’s crucial to reinforce the collective mentality. The aim of the conversation shouldn’t be about validating
an individual’s point to win the argument, but rather, the objective should be problem-solving. The entire team needs to understand that the goal is to collaboratively arrive at the best possible solution to the problem at hand. This rule ensures that the competition remains healthy and doesn’t veer off into personal territory or ego battles. To sustain this mindset, it might be beneficial to remind your team before heated discussions that every participant has a common goal: the team’s success.

Q3. What should be the objective behind an argument?

Q4. What does this rule ensure?

2. Stick to facts.

Empowering your team members to substantiate their points with clear, logical reasoning can significantly
enhance the quality of debates. Encourage everyone to back their ideas with sound, evidence-based arguments, and discourage rhetorical gimmicks and “volume over value” tactics. As a leader, promoting a fact-based culture not only strengthens the logic behind each argument, but also reduces the likelihood of misunderstandings and fosters a respect for truthful, well-reasoned perspectives.

Q5. What should people back their ideas with?

Q6. What are the benefits of fostering a fact-based culture?

3. Don’t make it personal.

In the heat of a passionate discussion, it’s all too easy for things to become personal. Team members should
refrain from name-calling, personal attacks, or disparaging questions such as “How could you believe that?”. This approach is unproductive and harms team cohesion. Instead, the focus should be on the idea or argument, not the person presenting it. Promote an environment where everyone understands that a critique of an idea is not a personal attack. Remember, the intention is to create a safe space for differing opinions to be aired and evaluated, not to disparage individuals.

Q7. What should team-members refrain from when arguing?

Q8. What should everyone understand about arguing?

4. Be intellectually humble.

Intellectual humility plays a significant role in maintaining the productivity of disagreements. By respecting everyone’s viewpoints, the team can create an environment that fosters learning and collaboration. Intellectual humility also involves being open to changing your mind when confronted with a more compelling argument or evidence. This rule doesn’t imply that team members should abandon their convictions, but rather that they should be willing to adapt their understanding in the face of compelling new insights.

Q9. What is intellectual humility?

Q10. What doesn’t it imply?

In summary, managers can facilitate productive disagreement within their teams by promoting a collective mindset, encouraging fact-based arguments, maintaining a focus on the ideas rather than the individuals, and fostering intellectual humility. By adhering to these rules, teams can turn potential conflict points into opportunities for creativity, innovation, and problem-solving, which in turn can lead to the team’s overall success.

Q11. How can teams benefit from adhering to these rules?

Adapted from “How to Debate Ideas Productively at Work,” by Shane Snow

zróżnicowany, różnorodny

wzbudzać, wywoływać

eskalować, nasilać się

szkodliwy, niekorzystny

wręcz przeciwnie

sprzyjać, rozwijać

solidny, mocny

wzmacniać, umacniać

potwierdzać, uzasadniać

zbaczać z tematu

uzasadniać, potwierdzać dowodami

poprawiać, zwiększać

chwyt, sztuczka

powstrzymać się od

uwłaczający, lekceważący

spójność, jedność

wyrazić opinię

pokorny, skromny

przekonujący, nieodparty

przekonanie

POLL

Cast your vote in the poll below.

1️⃣ When you disagree with a colleague, what usually comes first?
2️⃣ What makes a workplace disagreement productive?
3️⃣ How comfortable are you with changing your mind during a discussion?
0 votes

×

PRACTICE

ARGUMENT AT WORK

Kat and Alita are having an argument at work. Kat has a grudge for Alita for not delivering her work on time. Alita has some good reason for the delay. At first, the argument seems to be spinning out of control, but later Alita manages to calm Kat down and eventually girls come to an amicable solution for this situation.

Role play this dialogue.

Kat: Alita, I’ve got a bone to pick with you. You promised to have the report ready by Tuesday, and it’s now Thursday!

Alita: I understand your frustration, Kat. I’m really sorry—

Kat: Sorry isn’t going to cut it, Alita. This delay has thrown off my entire schedule!

Alita: I can see how it’s causing problems, Kat, and I didn’t mean to disrupt your schedule. You know I usually meet my deadlines.

Kat: Yes, but “usually” doesn’t help me right now!

Alita: You’re right, Kat. I can’t change the past, but I can explain. I had an emergency at home and had to take a few days off. It was a tough call, but family had to come first.

Kat: I can understand that, Alita. But why didn’t you communicate this with me? I could have planned better!

Alita: I should have communicated it more clearly. I thought I could still manage the workload, but I underestimated the situation. It was a mistake on my part.

Kat: Communication is key, Alita. We’re a team, remember? We need to have each other’s backs.

Alita: I couldn’t agree more, Kat. And I appreciate your understanding. I propose a solution, if you’re open to it?

Kat: Go ahead.

Alita: I’ll prioritize finishing the report by tomorrow morning, first thing. I’ll also work on a back-up plan with you for such situations in the future. How does that sound?

Kat: That sounds reasonable, Alita. And yes, let’s talk about that back-up plan. Let’s ensure this doesn’t happen again.

Alita: Absolutely, Kat. And again, I apologize for the inconvenience. I really value our teamwork and I don’t want to jeopardize it.

Kat: Apology accepted, Alita. Let’s move forward and focus on making sure we’re better prepared next time.

Prepare a similar dialogue.

It should start with some kind of conflict, but finish in a friendly way. Use the tips from the lesson.

w

DISCUSSION

Discussion

Discuss these questions.

BulletWhy do many people find workplace disagreements uncomfortable?
BulletWhat separates a productive debate from a destructive one?
BulletHow can managers create a safe space for differing opinions?
BulletWhat’s best when emotions start to take over: pausing the conversation or pushing through to a solution?
BulletAdvise someone who tends to take every disagreement personally.

MIND-MAP

Use the mind-map below to have a more in-depth conversation about this topic. 

Use the mind map and speak for 60 seconds about today’s topic. Try to use 2–3 expressions from the lesson.

COMMENTS

Should there be more formal approach to how people agree or disagree? Perhaps companies should include this in their training plan for all staff, what do you think?

Share your views and experience here.

Present Perfect or Past Simple

Present Perfect or Past Simple

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

Present Perfect or Past Simple
Learn more words

THE BLUE TREE

English Grammar

CEF B1

CEFR B1

Intermediate

warm up

Answer these questions below. Listen to model answers and read them aloud.

TRANSCRIPT

I think there are at least three or four ways to talk about the present in English. We have the present simple for habits, the present continuous for things happening now, and the present perfect for actions connected to the present. It can be confusing at first, but with practice it starts to make more sense.

TRANSCRIPT

Honestly, I think it’s both. More tenses allow us to express ideas more precisely, which is helpful. But when you’re learning a language, it can feel overwhelming. In Polish, we manage with fewer tenses, so English grammar sometimes feels unnecessarily complicated. Over time, though, I think the extra precision becomes an advantage.

TRANSCRIPT

For me, grammar is quite important, but communication matters more. If people understand what I mean, small mistakes aren’t a big problem. However, in professional situations, correct grammar makes a better impression. I try to improve my grammar step by step, but I don’t want to be afraid of speaking just because I might make a mistake.

part one

The Fellowship of the Ring

Read and listen to the dialogue below. Focus on the way Gandalf explains the difference between Past Simple and Present Perfect tenses and the examples they discuss.

Frodo, Sam, and Gandalf sat around a small bonfire, enjoying a quiet moment during their long journey. They were drinking tea when Sam spoke up.

“Mr Gandalf, sir, can you explain the difference between the Present Perfect and the Past Simple?” he asked.

Gandalf raised an eyebrow. “That’s an unexpected question, Samwise. But why not? We have time for a little lesson.”

He began, “The Past Simple describes a finished action in the past. For example, ‘I walked to the store yesterday.’ The Present Perfect connects the past with the present. For example, ‘I have walked to the store many times.’ The action happened in the past, but it still feels relevant now.”

Frodo looked confused. “But why not just use the Past Simple for everything?”

“Good question,” Gandalf said. “The Present Perfect can show repetition or continuity. It can also show that a past action still matters now.”

“I think I understand,” Sam said. “So it’s like the difference between ‘I ate breakfast’ and ‘I have eaten breakfast every day this week’?”

“Exactly, Sam!” Gandalf said with a smile.

Gimli, who was sitting nearby, spoke up. “Well, I’m glad Dwarf language is much simpler!”

Everyone laughed.

Then Boromir asked, “Could you give us more examples?”

“Of course,” Gandalf said. “Past Simple: ‘I saw a film last night.’ The action is finished. Present Perfect: ‘I have seen that film before.’ The experience still matters now.”

Pippin joined in. “So the Present Perfect is like talking about the past in the present?”

“In a way, yes,” Gandalf said. “It links the past and the present. For example, ‘I have lost my keys’ — the action happened in the past, but the problem is still here now.”

Merry looked up from his tea. “What about irregular verbs?”

“Good point, Merry,” Gandalf said. “Some verbs don’t follow the normal pattern. For example, the past of ‘go’ is ‘went,’ not ‘goed.’ And we say ‘have eaten,’ not ‘have eated.'”

The conversation continued as the fire burned low and the night grew dark. But the warmth of their friendship and the joy of learning together kept them all in good spirits.

CAN YOU TELL THE DIFFERENCE

Read the pair of sentences. Do you understand why some sentences were built using Present Perfect and others using Past Simple?

PAIR 1

  • 1A Frodo, you didn’t eat a thing yesterday.
  • 1B No, Sam. And I haven’t eaten anything today, either. The burden of the ring is weighing heavily on me.

PAIR 2

  • 2A Legolas, how long were you in the healing houses of Rivendell?
  • 2B Legolas replied, “I have been in and out of the healing houses for centuries. My Elvish blood may make me immortal, but it doesn’t make me immune to injury.”

PAIR 3

  • 3A Gandalf, I travelled around Europe last year.
  • 3B “I’ve never even been abroad,” replied Boromir. “My duties to Gondor have always kept me close to home.”

PAIR 4

  • 4A Gimli, I passed my driving test in 1987.
  • 4B “That’s nothing,” says Gimli. “Driving carts and wagons has been in our blood for generations. We have been learning it since we were able to walk.”

PAIR 5

  • 5A Aragorn, I had a shower before breakfast.
  • 5B “I can’t go out yet,” Arwen said with a laugh. “I’ve just had a bath. My hair is still wet, and I don’t want to catch a cold.”
Comments

All A sentences use Past Simple for:

  • finished time
  • completed actions

All B sentences use Present Perfect for:

  • past action with a present effect
  • unfinished time
  • actions completed a short time before the present

part two

WHAT’S THE DIFFERENCE

Watch the first part of the video. Jack is exmplaining the main difference between Past Simple and Present Perfect. Makes notes about the points he is making.

COMPREHENSION

Answer these questions. Refer to the information from the video.

100:47What does the speaker think about the subject of Present Perfect vs Past Simple?
202:20What do we use the Past Simple for?
302:45What is the meaning of the sentence: I have been to Madrid four times?

part three

MORE EXAMPLES

Watch the next part of the video. 

COMPREHENSION

Answer these questions. Refer to the information from the video.

103:24Why did Jack use Past Simple in the sentence about his grandma?
203:52Why could Jack use Present Perfect in the example with Paul?

PART FOUR

TIME EXPRESSIONS

Jack told us that there are some expressions that we use with Past Simple and others that we use with Present Perfect.

Play this Multidecker game to learn more about these expressions.

CHOOSE THE TENSE

Now play this game in which you need to decide if the verb should be in Past Simple (did), Present Simple (I do), or Present Perfect (I have done).

TRANSLATE THIS SENTENCE

Finally, play this Multidecker game. Here you need to think how you would translate these sentences from Polish into English. Click on the card to see the answer.

SUMMARY

Past Simple:

  • Actions or events that happened and ended in the past
  • A series of completed actions in the past
  • Time expressions that refer to a specific past time

Present Perfect:

  • Actions that started in the past and continue up to the present
  • Actions that happened at an unspecified time in the past
  • Recently completed actions or events with a connection to the present
  • Time expressions that refer to a period of time that includes the present
Present Perfect vs Past Simple - mind map
How adults learn: ANDRAGOGY

How adults learn: ANDRAGOGY

Sorry, but lessons on The Blue Tree work only on a computer or a tablet.

Bardzo mi przykro, ale lekcje na platformie The Blue Tree działają jedynie na komputerze lub tablecie.

Do zobaczenia na większym ekranie 🙂

Zespół The Blue Tree

How adults learn: ANDRAGOGY
Learn more words

THE BLUE TREE

How to Learn

CEF B1

CEFR B2

Upper
Intermediate

warm up

Answer the questions below. Then listen to the sample answers and report back on what you’ve heard.

Did you enjoy going to school when you were a kid?
TRANSCRIPT

When I was a kid, I liked going to school mostly because I got to see my friends. But I didn’t always enjoy the actual lessons. It sometimes felt like we were just being told what to do without understanding why it was important. I think I would have enjoyed school more if we had been given more responsibility for our learning, like adults are.

Do children and adults learn in the same way? If not, what’s the difference?
TRANSCRIPT

I think children and adults learn differently. Children usually rely on their teachers to guide them through the process and make most of the decisions for them. For adults, it’s more about self-direction. Adults like to know why they’re learning something, and they want it to be practical and relevant. They bring their own experiences into learning, which is something kids don’t always have yet.

Why is learning important for adults as well?
TRANSCRIPT

Learning is crucial for adults because the world keeps changing, and we need to keep up. It’s not just about staying competitive in the job market; learning helps us grow personally too. It gives us new skills and perspectives that make us better at handling life’s challenges. Plus, being able to apply what we learn immediately makes it even more valuable as adults.

part one

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the first part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • What does “andragogy” mean?
  • How many assumptions of adult learning are there?
  • What is “the need to know” assumption about?
  • How is self-concept helpful in learning?
  • What are the two elements of self-concept?
  • What are the pros and cons of experience?
  • Why is unlearning sometimes required?

part two

KEY LANGUAGE

Go through the flashcards below. Make sure you understand all the words and expressions.

VIDEO

Watch the second part of the video.

COMPREHENSION

Answer these questions. Refer to the information from the video.

  • What is “readiness to learn” about?
  • What are the two factors related to the 4th assumption?
  • What is “orientation to learn” about?
  • What is the Experiential Learning Cycle?
  • What are the types of motivations and which one is more likely in adults?

POLL

Cast your vote in the poll.

1️⃣ Which assumption of adult education is the most important in your opinion?
2️⃣ What usually motivates adults to learn something new?
3️⃣ What makes learning most effective for adults?
1 vote

×
w

DISCUSSION

Dialogue

Late afternoon. Alita and Kat are sitting in a small café after work. They’ve just finished watching a video about andragogy. Both look thoughtful — and slightly surprised.

Role-play this dialogue.

Alita:
I can’t believe I’ve been teaching and learning for years… and I’ve never heard the word andragogy before.

Kat:
Same here. It feels strange, doesn’t it? We talk about learning all the time, but nobody ever explained that adults actually learn differently from children.

Alita:
Exactly. The “need to know” idea really hit me. I always feel frustrated when someone asks me to learn something without explaining why it matters.

Kat:
Yes! And the self-concept part — that adults want to take ownership. That explains why I resist when someone micromanages my learning.

Alita:
Or when training feels too theoretical. I need examples. Real situations. Something I can connect with my experience.

Kat:
That’s the experience assumption, right? Adults don’t come empty. We bring habits, beliefs… even biases.

Alita:
And sometimes we have to unlearn things. That part made me uncomfortable.

Kat:
Me too. But it makes sense. If learning challenges your identity, of course you resist.

Alita:
It’s funny. This whole concept feels obvious now — but nobody ever named it.

Kat:
Maybe that’s the point. Once you name something, you start seeing it everywhere.

Alita:
I’m already thinking about how this changes the way I approach my own development.

Kat:
Same. I guess we’ve just discovered we’re not bad learners… we’re just adult learners.

(They both laugh — slightly relieved.)

OVER TO YOU

Discuss these questions.

BulletSituations where adults resist learning something new — what factors usually cause that resistance?
BulletThe idea that adults need to understand why they are learning something — how does this affect motivation and engagement?
BulletThe role of previous experience in adult learning — when does it help, and when can it limit development?
BulletThe need for independence in learning — how does too much control affect adult learners?
BulletThe concept of “unlearning” — why might letting go of old beliefs be more difficult than learning new information?

MIND-MAP

Use the mind-map below to have a more in-depth conversation about this topic.

lesson glossary