Learning styles and preferences

The present perfect is one of the most useful tenses in English for talking about learning experiences. We use it to talk about things you have done at some point in your life — at an unspecified time in the past — and the results or knowledge you have now. The present perfect is also used to talk about an action that started in the past and is still continuing, but in this lesson we focus on its use for life experiences in the context of learning.

Look at the pattern carefully. With I, you, we, they, the auxiliary verb is have. With he, she, it, the auxiliary verb is has. The past participle stays the same in all cases. In questions, the subject and auxiliary change places: Have you ever tried studying alone? Has she ever used flashcards? In negative sentences, we add not, usually contracted to n't: I haven't tried that. He hasn't finished the course.

Common time expressions that often appear with the present perfect include: ever (in questions, at any time in your life), never (zero times, emphatic negative), already (sooner than expected), yet (in negatives and questions, up to now), recently (in the last few days or weeks), before (at any earlier time), and phrases like many times, once, twice, several times. The position of these words matters: ever usually goes between the auxiliary and the past participle (Have you ever tried…?), while yet usually goes at the end of a sentence (I haven't tried it yet.).

The present perfect is different from the past simple. The past simple talks about a finished action at a specific time: I studied Spanish in 2019. The present perfect talks about an experience or a result that is still relevant now: I have studied three languages in my life. With the present perfect, we do not say when — there is no finished time word like yesterday, last year or in 2019. If you want to mention a specific time, use the past simple instead: I started learning English five years ago. This is one of the most common mistakes learners make, and the practice below will help you avoid it.

Notice that the present perfect is often used with question words: What have you tried?, Where have you studied?, How many times have you done this? When a question word is at the start, the structure is: question word + have/has + subject + past participle. For example: What strategies have you tried to improve your English? Notice how the auxiliary have comes before the subject you. This is the same word order as in a yes/no question (Have you tried…?) — we just add the question word at the beginning. In the practice, you will see both kinds of questions and learn to form them yourself.

In a real conversation about learning, you will often hear questions such as Have you ever tried studying in a group? or Has your teacher ever suggested a different method? The answers are usually short: Yes, I have, but I didn't like it. or No, I haven't, but I'd like to. This short-answer pattern is very common in spoken English and makes you sound natural in discussions. In the practice below, you will build sentences using this pattern and start to use it confidently in your own speaking.

Look at the two examples above. What is the structure of the affirmative present perfect in English?

Have you ever ___ a song to memorise English vocabulary?

In this listening task, you will hear a short conversation between two students, Emma and Tom, talking about how they learn best. The conversation takes place during a break at their language school. They are comparing their study habits and asking each other about past experiences with different learning methods.

Before you listen, think about this question: when you try a new way to study, how do you usually feel afterwards — encouraged, unsure, or somewhere in between? As you listen, try to notice which sentences use the present perfect to talk about past experiences, and which sentences use the present simple to talk about general habits and preferences.

Here is a little more background. Tom has been studying English for about two years and is preparing for an important exam. Emma started more recently but has been making fast progress. They have been classmates for three months, and they often share tips during the coffee break. In the conversation, Tom describes himself as a visual learner, while Emma says she learns better through listening. They also discuss specific strategies they have already tried — flashcards, podcasts, study apps, group conversations and traditional textbook exercises — and they share which ones have worked and which ones have not.

As you listen, pay attention to three things in particular. First, listen for the verb forms: notice when each speaker uses the present perfect (for experiences up to now) and when they use the present simple (for general preferences). Second, listen for the small words ever, never, already and yet — these often carry the most meaning. Third, listen for the pronunciation of the past participles: tried, studied, worked, memorised, struggled. The endings will sound like /t/, /d/ or /ɪd/, depending on the last sound of the base verb, as you practised in the pronunciation section. All three skills — grammar, vocabulary and sound — come together in real conversation, so this task is good practice for listening to natural spoken English.

In a good conversation about learning, speakers often make small personal confessions. Tom admits that memorising lists of words is hard for him, even though he is a visual learner. Emma admits that she has struggled with grammar rules in the past, even though she is a strong auditory learner. These kinds of honest, specific statements are very common in real spoken English, and they are useful language for you to recognise. As you listen, notice the exact phrases they use — I have struggled with, I have tried, Have you ever used one? — because you will use similar phrases yourself in the speaking section later in this lesson.

The dialogue is recorded at natural speed, so the two speakers sometimes link words together and use weak forms (for example, have can sound like /əv/ when it is not stressed). This is normal in English conversation. Try to listen for the meaning rather than every individual sound.

After you listen, you will answer three questions. First, a question about the general topic of the conversation (the gist). Second, a question about a specific piece of information that one of the speakers mentions. Third, a question that asks you to complete a sentence with a missing word from the dialogue. All the answers are in the conversation itself, so listen carefully and do not worry if you cannot catch every word the first time — you can listen again.

Emma and Tom compare their learning styles during a break at language school.

What is the main topic of the conversation?

According to Tom, what kind of learner is he?

In English, regular past participles (the words we use after have in the present perfect) end in -ed: worked, watched, studied, memorised, wanted, learned. The interesting thing is that we do not always pronounce this ending as a separate syllable. The sound we use depends on the last sound of the base verb. There are three possible pronunciations, and choosing the right one makes your English sound natural and clear.

Rule 1: /ɪd/ (an extra syllable). We add the sound /ɪd/ when the base verb already ends in /t/ or /d/. This is because the tongue is already in position for these sounds, so adding another /t/ or /d/ would be hard to pronounce. Instead, we add a full new syllable: /ɪd/. Examples: want → wanted /ˈwɒntɪd/, need → needed /ˈniːdɪd/, start → started /ˈstɑːtɪd/, decide → decided /dɪˈsaɪdɪd/. Notice that the final /t/ or /d/ of the base verb is still there, plus the new /ɪd/.

Rule 2: /t/ (no extra syllable). We pronounce the ending as /t/ when the base verb ends in a voiceless sound (a sound made without vibrating the vocal cords). Common voiceless sounds are /p, k, f, θ, s, ʃ, tʃ/. Examples: work → worked /wɜːkt/, watch → watched /wɒtʃt/, stop → stopped /stɒpt/, practise → practised /ˈpræktɪst/. In each case, the base verb ends in a voiceless consonant, so we add the voiceless /t/.

Rule 3: /d/ (no extra syllable). We pronounce the ending as /d/ when the base verb ends in a voiced sound (a sound made with vocal cord vibration) other than /d/ itself. Common voiced sounds are /b, g, v, ð, z, ʒ, dʒ, m, n, ŋ, l, r/ and all vowels. Examples: learn → learned /lɜːnd/, play → played /pleɪd/, memorise → memorised /ˈmeməraɪzd/, study → studied /ˈstʌdid/. Notice how the base verb ends in a voiced sound, and the ending is a simple /d/.

Practising these three endings is especially important for the present perfect, because the past participles worked, studied, memorised, learned all appear in this lesson. Listen carefully to the difference between worked /wɜːkt/ and learned /lɜːnd/ — the first ends in a sharp voiceless /t/, and the second in a softer voiced /d/. With time, you will not need to think about the rule; the right sound will come automatically.

To make the /t/ sound, the tip of your tongue touches the ridge just behind your upper front teeth (the alveolar ridge) briefly, and air escapes in a small puff without vibration. To make the /d/ sound, the tongue is in the same position, but the vocal cords vibrate, so you can feel a buzz if you put your hand on your throat. To make the /ɪd/ ending, your tongue moves twice: first for the final /t/ or /d/ of the base verb, then a small step down and forward to make the vowel /ɪ/, and then back up to make the final /d/. It is a clear three-movement pattern that you can hear and feel.

A good way to remember the rule is to think of three groups: t/d words (which add an extra syllable: /ɪd/), sharp/hissy words (which add /t/), and soft/buzzy words and vowels (which add /d/). If you cannot remember the technical terms voiceless and voiced, just listen: put your fingers on your throat and say the last sound of the base verb. If you feel a buzz, use /d/. If you feel nothing, use /t/. If the last sound is /t/ or /d/ itself, add the full /ɪd/ syllable. With a little practice, this becomes automatic.

There are three ways to pronounce the -ed ending of regular past participles: /ɪd/, /t/ and /d/. The choice depends on the last sound of the base verb: if the base ends in /t/ or /d/, add an extra syllable /ɪd/ (e.g. wanted, needed). If the base ends in a voiceless consonant (/p, k, f, s, ʃ, tʃ, θ/), add /t/ (e.g. worked, watched). If the base ends in a voiced sound or a vowel (/b, g, v, z, m, n, l, r/, vowels), add /d/ (e.g. learned, memorised, studied).

Read this sentence aloud. Listen for the sharp, voiceless /t/ sound at the end of 'watched' — the tongue makes a brief contact with the roof of the mouth and the air escapes in a small puff.

Read this sentence aloud. Listen for the voiced /d/ sound at the end of 'memorised' — your throat should buzz as you finish the word.

In this reading task, you will read a short article about different learning styles and what research says about them. The article introduces the three main styles — visual, auditory and kinesthetic — and explains how understanding your own preference can help you study more effectively. As you read, you will see many of the words you learnt in the vocabulary section, so this is also a good chance to see them in context.

Reading strategy: Skimming and scanning

When you read an article for the first time, it often helps to skim it — read it quickly without stopping at every word — to get the general idea. Look at the title, the first sentence of each paragraph, and any words in bold. Then, when you know what the article is about, you can scan it again to find specific information, such as names, numbers, or examples. Skimming gives you the gist; scanning gives you the detail. In this lesson, you will use both skills: first skimming to answer a general question, then scanning to find exact answers.

Key words to recognise before you read

Before you start, take a moment to look at these words. You will see them in the article, and recognising them will help you understand the main points without using a dictionary.

• effective – working well, producing good results
• strategy – a method or plan that you use to do something
• absorb – to take in information and understand it
• preference – the thing you like or choose more than other things

The article you are about to read is a short information piece, the kind you might find in a study-skills section of a student magazine or a language-learning website. The topic is directly relevant to you as a learner, because it asks an important question: is it better to study in a way that matches your natural style, or to try many different methods? The article gives a balanced answer — both can work, but in different ways. Notice how the writer supports each main point with a brief example or explanation. This is a common pattern in good information writing: claim, then evidence, then a small conclusion. Reading with this structure in mind makes even unfamiliar topics much easier to follow.

The article is about 100 words long, which is a comfortable length for a B2 reader. Do not feel that you have to understand every word on the first read. If a word is unfamiliar, try to guess its meaning from the context (the words and ideas around it) before you check. For example, in the sentence 'mixing different methods often helps you absorb information better', you can probably guess that absorb means take in, because the sentence is talking about information and learning. This kind of guessing skill is just as important as knowing the word directly, because in real life you often meet new words while reading.

Another useful tip for this kind of article: when you meet a new word, do not stop reading. Underline it (or make a mental note) and keep going. Often the next sentence or example will explain the word without using a dictionary. For instance, in the sentence 'Visual learners remember images, colours, and diagrams best', you can guess that visual is connected to images and diagrams — things you see. This is called using context clues, and it is one of the most important skills a B2 reader can develop.

The two questions after the article will first test your general understanding ('What is the article mainly about?') and then test specific details ('According to the article, is it better to use one method or several?'). Use the strategy above: skim first to get the gist, then scan to find the answer to each detail question. This two-step approach will save you time and make your reading more accurate.

Understanding how you learn best can change the way you study. Most people fall into three main groups: visual, auditory, and kinesthetic learners. Visual learners remember images, colours, and diagrams best. Auditory learners prefer sounds, music, and conversation. Kinesthetic learners need to move and touch things while they study. Research shows that matching your study method to your preference makes learning more effective. However, mixing different methods often helps you absorb information better than relying on just one. Try different strategies and notice which one works best for you — your results may surprise you.

What is the main point of the article?

In this final section, you will practise speaking about your own learning style. You already have the vocabulary to describe how you learn, and the grammar to talk about experiences you have had in the past. Now you need to put them together in natural, conversational English.

Useful phrases for the speaking task

Here are some short, natural phrases that speakers of English use when they talk about learning. Try to use at least two or three of them in the roleplay at the end of this section.

When you answer in the roleplay, try to combine these phrases naturally. For example, you might say: 'I'm more of a visual learner. I find it easy to remember diagrams, but I find it hard to memorise long lists of words. Have you ever tried using flashcards? Yes, I have, but I prefer using images.' That kind of answer shows the vocabulary, the grammar, and the natural flow of a real conversation.

Speaking about yourself in another language can feel strange at first, especially when the topic is personal. The good news is that the language of learning is very repetitive: most people use the same small set of words and phrases again and again. Once you have a few good sentences ready, you can mix and match them to answer almost any question. For example, you can use 'I have tried...' + any method (apps, tutors, group classes, books, songs, videos), and you can use 'I find it...' + any adjective (easy, hard, useful, boring, effective, confusing) + any activity. This kind of pattern is much more powerful than memorising one long fixed answer, because it lets you respond to new questions in real time.

One good habit when speaking is to extend short answers. Instead of just saying 'Yes, I have', try: 'Yes, I have. I tried it last year, but I didn't like it because it was too slow.' Adding a follow-up sentence like this makes your speaking sound more like a real conversation, and it gives you time to think about the next question. Another habit is to give a reason with because: 'I prefer studying in the morning because my mind is fresh.' Reasons and examples are easy to add and they show the listener (and the examiner) that you can connect ideas, not just produce single sentences.

Pronunciation tip: Remember the -ed endings from the pronunciation section. When you say tried, studied, memorised, learned, pronounce the endings correctly: /t/, /d/ or /ɪd/. This will make your spoken English much clearer and more natural. For example, tried ends in /d/ (because try ends in the vowel /aɪ/, which is voiced); memorised ends in /d/ (because memorise ends in /z/, a voiced sound); wanted would end in /ɪd/ (because want ends in /t/).

The model dialogue you will hear in the first step of this section shows both of these habits in action. Notice how the speakers extend their answers and add reasons. You do not need to copy their exact words — just notice the pattern: answer + example + reason. After you have listened to the model, you will repeat two key sentences, then have a live conversation with the AI. The AI will respond naturally to what you say, so you can relax and focus on communicating your ideas.

In the roleplay, your study partner will ask you about your learning preferences and past experiences. Try to give full answers — not just yes or no — and use at least one present perfect sentence. If you make a mistake, it does not matter; the partner will keep the conversation going. By the end of the roleplay, you should feel more confident describing how you learn in clear, natural English.

Maya and Adam discuss their study habits and preferences during a break at university.

Read this sentence clearly. Notice the linking of 'more of a' and the stress on 'visual'.

Read this sentence clearly. Pay attention to the present perfect ('have tried') and the /d/ sound at the end of 'memorised'.

When we talk about how we learn, we use a small set of powerful words to describe different styles, methods and habits. Knowing these words helps you explain your own learning experiences clearly, understand what works best for you, and read or listen to advice about study techniques. In this lesson, you will meet eight words that come up again and again whenever people discuss learning styles and personal preferences. Try to notice how each word is used in context, and start thinking about which of these words describe you best.

Most researchers describe three main learning styles. Visual learners remember information best when they see it — pictures, colours, diagrams, charts and well-organised written notes work well for them. Auditory learners prefer to listen: podcasts, lectures, conversations, songs and even background noise can help them remember new ideas. Kinesthetic learners need to move and touch things while they study; they learn best by doing, experimenting and practising, not by simply watching or listening. Many people are a mix of all three, but most have a clear preference for one or two styles. A preference is simply the thing you like or choose more than anything else — your favourite way to work, study, or spend your time.

Beyond styles, we also need words to describe what we actually do when we study. To memorise something means to commit it to memory, usually by repeating it, writing it down, or using a special method such as flashcards or spaced repetition. A study strategy is a plan or method that you use to learn more effectively, such as reading aloud, summarising chapters, or teaching a friend. When a method is effective, it works well and produces good results; for example, ten short study sessions are usually more effective than one long session. To absorb information means to take it in and understand it deeply, almost as if your mind is like a sponge soaking up water. Some people absorb new ideas very quickly, while others need more time, repetition, and the right conditions.

These eight words are not just for reading and listening — they will help you speak and write about your own learning. By the end of the lesson, you should be able to say something like: 'I have tried several strategies to memorise new words, and my preference is to use visual tools because they are the most effective for me.' This kind of personal response uses all eight words naturally and shows that you can connect vocabulary to your own experience. The grammar section will give you the verb form you need (have tried) and the speaking section will give you the chance to use it.

Notice that the three style words — visual, auditory, kinesthetic — are all adjectives and can be used in front of nouns: a visual learner, an auditory student, kinesthetic activities. They are also commonly used after the verb to be to describe someone's type: I am a visual learner. When you are describing yourself, I'm a visual learner is the most natural phrase in spoken English. In more formal writing, you might write I am a visual learner or I have a visual learning style.

The table below introduces all eight words. For each one, you will see the part of speech, a short Arabic gloss, and an original example sentence. Read the examples carefully so you can see how the word behaves in a real sentence — the kind you might use yourself.

You will see these words again in the grammar, reading, listening and speaking parts of this lesson. Take a moment to imagine which words describe you best — that personal answer will be useful later.

Here are 8 key words about learning styles and preferences. Read each word, listen to the pronunciation, and notice how it is used in the example sentence.

Which word means 'a method or plan that you use to learn more effectively'?