Learn how to talk about things we have learned and have not learned
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| INTRODUCTION |
| Alisha:Hi Everyone! I’m Alisha, and welcome to SwedishPod101.com. This is Beginner season 1, lesson 24 - Reflecting on Your Time in Sweden. |
| Satsuki:Hej allihopa! I’m Satsuki. |
| Alisha:In this lesson you'll learn how to talk about things that you have and haven’t learned. |
| Satsuki:This conversation takes place at Lisa’s apartment. |
| Alisha:It’s between Lisa and her friend Anna, and as usual they are using informal Swedish because they’re friends. |
| Satsuki:Let’s listen to the conversation. |
Lesson conversation |
|---|
| Anna Lisa, nu har du varit i Sverige i ett år snart. |
| Lisa Ja och det har varit ett fantastiskt år. Jag har lärt mig så mycket. |
| Anna Jaså? Vad har du lärt dig? |
| Lisa Jag har, till exempel, lärt mig att sortera sopor. |
| Anna Någoting mer? |
| Lisa Jag har lärt mig att göra pannkakor, men jag lärde mig aldrig att laga ärtsoppa. |
| Alisha: Let’s hear the conversation one time slowly. |
| Anna Lisa, nu har du varit i Sverige i ett år snart. |
| Lisa Ja och det har varit ett fantastiskt år. Jag har lärt mig så mycket. |
| Anna Jaså? Vad har du lärt dig? |
| Lisa Jag har, till exempel, lärt mig att sortera sopor. |
| Anna Någoting mer? |
| Lisa Jag har lärt mig att göra pannkakor, men jag lärde mig aldrig att laga ärtsoppa. |
| Alisha: Now let’s hear it with the English translation. |
| Anna Lisa, nu har du varit i Sverige i ett år snart. |
| Alisha:Lisa, you will have been in Sweden for a year soon. |
| Lisa Ja och det har varit ett fantastiskt år. Jag har lärt mig så mycket. |
| Alisha:Yes and it has been a fantastic year. I’ve learned so much. |
| Anna Jaså? Vad har du lärt dig? |
| Alisha:Really? What have you learned? |
| Lisa Jag har, till exempel, lärt mig att sortera sopor. |
| Alisha:I have, for example, learned how to sort garbage. |
| Anna Någoting mer? |
| Alisha:Anything else? |
| Lisa Jag har lärt mig att göra pannkakor, men jag lärde mig aldrig att laga ärtsoppa. |
| Alisha:I’ve learned how to make pancakes, but I never learned how to cook pea soup. |
| POST CONVERSATION BANTER |
| Alisha:I wish I knew how to make Swedish pancakes! |
| Satsuki:I can teach you, it’s really not that difficult! |
| Alisha:Actually, to be honest, I don't really want to learn how to make them, I just want to eat them! Can't you just buy them in the store? |
| Satsuki:You probably can, but I think most Swedes would make them by themselves. |
| Alisha:Why is that? |
| Satsuki:Well, Swedes usually pride themselves on making things from scratch, so I think many would be embarrassed if they went to the store to buy pre-made pancakes. |
| Alisha:I see! So what other kinds of things do Swedes like to make from scratch? |
| Satsuki:Don't get me wrong, we don't make everything from scratch, but it’s not uncommon for Swedes to make their own jam from fruit they grow in their yards. |
| Alisha:Do you do things like bake your own bread as well? |
| Satsuki:Not always, but that has actually become very popular in the last couple of years. In fact, it seems especially popular to make sourdough bread for some reason! |
| Alisha:Probably because it’s so tasty! Okay, now let’s move on to the vocab. |
| VOCAB LIST |
| Alisha:Let's take a look at the vocabulary for this lesson. |
| The first word we shall see is: |
| Satsuki:nu [natural native speed] |
| Alisha:now |
| Satsuki:nu [slowly - broken down by syllable] |
| Satsuki:nu [natural native speed] |
| Next: |
| Satsuki:att lära sig [natural native speed] |
| Alisha:to learn/teach oneself |
| Satsuki:att lära sig [slowly - broken down by syllable] |
| Satsuki:att lära sig [natural native speed] |
| Next: |
| Satsuki:någonting [natural native speed] |
| Alisha:anything |
| Satsuki:någonting [slowly - broken down by syllable] |
| Satsuki:någonting [natural native speed] |
| Next: |
| Satsuki:att vara [natural native speed] |
| Alisha:to be |
| Satsuki:att vara [slowly - broken down by syllable] |
| Satsuki:att vara [natural native speed] |
| Next: |
| Satsuki:år [natural native speed] |
| Alisha:year |
| Satsuki:år [slowly - broken down by syllable] |
| Satsuki:år [natural native speed] |
| Next: |
| Satsuki:fantastiskt [natural native speed] |
| Alisha:fantastic |
| Satsuki:fantastiskt [slowly - broken down by syllable] |
| Satsuki:fantastiskt [natural native speed] |
| Next: |
| Satsuki:snart [natural native speed] |
| Alisha:soon |
| Satsuki:snart [slowly - broken down by syllable] |
| Satsuki:snart [natural native speed] |
| Next: |
| Satsuki:mycket [natural native speed] |
| Alisha:a lot |
| Satsuki:mycket [slowly - broken down by syllable] |
| Satsuki:mycket [natural native speed] |
| Next: |
| Satsuki:mer [natural native speed] |
| Alisha:more |
| Satsuki:mer [slowly - broken down by syllable] |
| Satsuki:mer [natural native speed] |
| Next: |
| Satsuki:till exemple [natural native speed] |
| Alisha:for example |
| Satsuki:till exemple [slowly - broken down by syllable] |
| Satsuki:till exemple [natural native speed] |
| KEY VOCABULARY AND PHRASES |
| Alisha:Let's have a closer look at the usuage for some of the words and phrases from this lesson. |
| Satsuki:We’ll start with the adverb ‘till exempel’, which means “for example”. |
| Alisha:Okay! |
| Satsuki:In a recent lesson, we learned where you should place time adverbs like ‘ibland’, meaning “sometimes”, and ‘ofta’, “usually”. |
| Alisha:Yes, I remember that. You are supposed to place them after the first verb in the sentence, if the sentence started with a subject, right? |
| Satsuki:That’s right! And the adverb ‘till exempel’ can be used in the same way. |
| Alisha:Does that also mean we could place the adverb “for example” at the beginning of a sentence? |
| Satsuki:Yes, but then you need to remember to change the word order. |
| Alisha:So first you have the adverb, then the verb, and then the subject, right? Satsuki, can you give us an example? |
| Satsuki:Let’s look at one of the sentences from the dialogue. It’s the one where Lisa says, “I have, for example learned how to sort garbage” which was ‘Jag har, till exempel, lärt mig att sortera sopor’. |
| Alisha:And this is an example of a sentence that starts with a subject, and where the adverb is placed after the first verb. |
| Satsuki:Yes, but we can also put the adverb at the beginning of the sentence, but that would change the word order. |
| Alisha:And how would that sound? |
| Satsuki:‘till exempel har jag lärt mig att sortera sopor’. |
| Alisha:Okay! What’s next? |
| Satsuki:I also want to talk about the reflexive verb ‘att lära sig’. |
| Alisha:And what does that mean? |
| Satsuki:Well that's just it - it doesn’t really have a English counterpart but it’s best understood as “learn or teach oneself”. |
| Alisha:Okay. Now let’s move on to the grammar. |
Lesson focus |
| Alisha:In this lesson, you’ll learn how to talk about things that we have learned and things that we haven’t learned. |
| Satsuki:Yes and that means we have to review 2 different tenses. |
| Alisha:What are the tenses we’re going to use? |
| Satsuki:The perfect and the preterit tense, which are two tenses that we have already learned. |
| Alisha:Couldn't we just use preterit tense to talk about things we have and haven’t learned? |
| Satsuki:Technically we could do that, but it’s much better to use the perfect tense when we want to talk about things we’ve learned. That’s because it emphasizes that we’ve completed something, that we have completed the task of learning something. |
| Alisha:Okay, I understand! Let’s start by reviewing the perfect tense sentences. |
| Satsuki:It’s quite easy! In Swedish, perfect tense sentences always use the auxiliary verb ‘har’, meaning “have”, together with a main verb in its supine form. |
| Alisha:Now I remember! Okay, so since we’re talking about how to say we’ve learned something, I guess we should use the reflexive verb we talked about before? |
| Satsuki:That’s right! We need to use ‘att lära mig’ which means “to learn or teach oneself”. |
| Alisha:But we need to change that into its supine form, right? |
| Satsuki:Yes and ‘att lära mig’ in its supine form is ‘lärt mig’. |
| Alisha:How would I say “I have learned” in Swedish? |
| Satsuki:‘Jag har lärt mig’. Listeners, repeat after me! |
| Satsuki:‘Jag har lärt mig’. |
| Alisah Okay, but we also need a verb that specifies what it is that we have learned, and this verb should be in its infinitive form. Satsuki, do you have an example? |
| Satsuki:Of course. Let’s look at one of the sentences from the dialog. It was when Lisa said “I have learned how to make pancakes”, which was ‘jag har lärt mig att göra pankakor’. |
| Alisha:Let’s practice that sentence! |
| Satsuki:Sure! Listeners, repeat after me! ‘Jag har lärt mig att göra pankakor’. [pause] |
| Alisha:Okay, now, let’s move on to the sentences that used preterit tense. Remember, to form the preterit tense, we need to put our main verb into its preterit form. Satsuki, we’re using the same main verb as before, right? |
| Satsuki:Yes, we’re using ‘att lära mig’, which in its preterit form is ‘lärde mig’. |
| Alisha:But we need to make this a negative statement, since we only use this tense to talk about things that we didn't learn, right? |
| Satsuki:Exactly! |
| Alisha:So how would you say “I never learned”? |
| Satsuki:‘Jag lärde mig aldrig’. Listeners, repeat after me! |
| Satsuki:‘Jag lärde mig aldrig’. [pause] |
| Alisha:But here, we need a verb that describes what we never learned. And it should be in its infinitive form. Satsuki, do you have an example of a sentence that follows this structure? |
| Satsuki:Let’s talk about when Lisa said “I never learned how to make pea soup”. It was ‘jag lärde mig aldrig att laga ärtsopa’. |
| Alisah Great! Let’s practice that one! |
| Satsuki:Listeners, repeat after me! |
| Satsuki:‘Jag lärde mig aldrig att laga ärtsopa’. [pause] |
| Alisha:Okay, I think that will do it for this lesson, but make sure you check the lesson notes, and we’ll see you next time. |
| Satsuki:Yes, great work everyone! Hej då! |
| Alisha:Bye! |
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