earworms M u s i c a l
Rapid
B r a i n
mbt ®
Tr a i n e r
Dutch
200+ essential words and phrases anchored into your long-term memory with great music
Your personal audio language trainer
earworms mbt® Rapid Dutch puts the words and phrases you need not just on the tip of your tongue, but also transports them deep into your long-term memory. Simply by listening to these specially composed melodies with their rhythmic repetitions of Dutch and English a few times, the sound patterns are indelibly burned into your aural cortex. You will have successfully learned the Dutch phrase and have the correct accent ringing in your ears. Wherever you are, whatever you are doing: while jogging, in the car, in the bath, doing the ironing …you can be learning Dutch at the same time!
earworms mbt® Rapid Languages is the first language course to get your toe tapping. You know the phenomenon of those catchy tunes or earworms that you just can't get out of your head? Voulez-vous coucher avec moi, ce soir? Well, earworms mbt® has put this phenomenon to positive use. Gone are the days of learning pressure and frustration at not being able to remember, the experience of many on conventional language courses. In combination with music, the phrases you need are automatically anchored deep into your memory, ready for instant recall. Music is the Key The idea is as simple as it is old. Before the age of writing, ancient historical events were recorded in verse and song form for easy memorisation. In his book 'Songlines' Bruce Chatwin describes how the Australian Aborigines were able to navigate their way across hundreds of miles of desert to their ancestral hunting grounds without maps. And how? The extensive lyrics of their traditional songs were exact descriptions of the routes!
Rhythm and words i.e. song and verse have always been a very powerful memory aid, and this is supported by recent scientific research. The advertising industry knows only too well how powerful music can be in getting the message across with brainwashing-like jingles and soundbites. It really works! Developed and used over years in the classroom, earworms mbt Rapid Languages has shown phenomenal success. In tests pupils using this technique regularly get average marks of over 90% compared to less than 50% with conventional book based learning. Why hasn't music been used more in education up to now? Imagine kids at school getting a CD of hip hop songs with all the historical dates they have to learn, or all the French verbs they have to learn! Wouldn't that make their (and teachers') school lives much easier, much more fun, much more successful? What you get This volume deals with the essentials for your visit abroad. It looks at typical situations: taking a taxi, at the hotel, at the restaurant, requesting, polite phrases, finding your way, numbers, dealing with problems and so on. Volume 2 will have you talking about yourself and others, past, present and future, likes and dislikes and general conversational items. The themes follow closely the Common European Framework for language learning, a recognised benchmark of language proficiency, and the emphasis is constantly on usefulness to the learner.
How to use earworms: Don't think, just listen! Sit back, relax and groove along to the melodies without trying to listen too hard. Treat them as songs you hear on the radio. Our recommendation is that you do familiarise yourself with the written words in the booklet - at least the first time you listen. After listening several times, playfully test yourself cover up the English side of the phrase book and see how many words and phrases you remember! Lastly - a word of thanks The earworms team would like to thank you for putting your trust in our 'slightly different' learning concept and are sure that you will have the success that many others have already had. It's motivating to know that learners are really benefiting from our research and development. Also, as accelerated learning is a rapidly growing field, we look forward to hearing your experiences and successes - so feel free to visit us on the website and Tot ziens!
www.earwormslearning.com
1. I would like… I would like…
Ik wil graag…
...a coffee
...een koffie
...with milk
...met melk
...please.
...alstublieft.
a tea
een thee
and sugar
en suiker
and
en
I want a tea, please.
Ik wil een thee, alstublieft.
I want
ik wil
a beer
een biertje
water
water
mineral water
mineraalwater
I would like a mineral water.
Ik wil graag een mineraalwater.
I would like - something to eat. (Lit.: I would like - something to eat*.) something to eat
Ik wil graag - iets eten*.
Can I have* the menu? (Lit.: Can I - the menu card - have*?) the menu
Kan ik - de menukaart - hebben*?
have
hebben
Great!
Prima!
ik vil h’kraak’h ...ern koffee ...met melk
...alstubleeft ern tai
en sowker en
ik vil un tai alstu bleeft
ern beer-ch vaater
mineraalvater
ik vil h’kraak’h un mineraalvater ik vil h’kraak’h - eets aiten
iets eten eets aiten
kan ik - der menukaart - hebben
de menukaart der menukaart
preema
*Notice the verbs (‘eat’ and ‘have’ here) come at the end.
earworms M u s i c a l
B r a i n
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2. To order to order
bestellen
I would like to order.
Ik wil graag* bestellen.
something to drink
iets te drinken
something
iets
We would like to - drink wine. (Lit.: We would like to - wine drink.) white wine
We willen graag* - wijn drinken**.
red wine
rode wijn
a bottle of …
een fles …
a bottle of white wine
een fles witte wijn
a glass of ...
een glas …
I‘d like a glass of white wine.
Ik wil graag een glas witte wijn.
bread
brood
some bread
wat brood
Can I get some bread? (Lit.: Can I - some bread - get?) get
Kan ik - wat brood - krijgen**?
a salad
een salade
Can I get a salad?
Kan ik - een salade - krijgen**?
a mixed salad
een gemengde salade
Very good!
Heel goed!
Thank you.
Dankjewel.
You're welcome. (Lit.: Gladly* done.)
Graag* gedaan.
*‘Graag’ means literally ‘Gladly’. **Notice the verb comes at the end.
berstellen
ik vil h’kraak’h buhstellen eets ter drinken eets
ver villen h’kraak’h - viyn drinken
witte wijn vitte viyn
rodeh viyn
ern flesh
ern flesh vitte viyn un h’klass
ik vil h’kraak’h un h’klass vitte viyn broat
vat broat
kan ik - vat broat - kray’hkun
krijgen ern salader
ern h’kumengder saladuh hail h’koot
dunk yervel
h’kraak’h h’keddaan
3. Have you...? Have you…?
Heeft u…?
a table for two (persons)
een tafel voor twee personen
a table
een tafel
a table for three (persons)
een tafel voor drie personen
Have you a table for three?
Heeft u een tafel voor drie?
No, sorry.
Nee, het spijt me.
Yes, of course.
Ja, natuurlijk.
What would you like to drink?
Wat wilt u graag drinken?
What do you want to drink?
Wat wilt u drinken?
What do you want...?
Wat wilt u...?
to drink
drinken
to eat
eten
Can I get a coffee? (Lit.: Can I - a coffee - get?) another coffee
Kan ik - een koffie - krijgen*?
Is everything - ok?
Is alles - in orde?
everything
alles
Bon appetit, enjoy your meal!
Eet smakelijk!
Did you enjoy it? (Lit.: Has it tasted?) The bill, please.
Heeft het gesmaakt?
Can I pay?
Kan ik betalen?
pay
betalen
by creditcard
met creditkaart
hayft oo
un tafel voor twai personen ern tafel
ern tafel voor dree personen
nai het spayt muh ya natuurluk
vat vilt oo h’kraak drinken vat vilt oo drinken vat vilt oo drinken aiten
kan ik un koffee kray’hkun
nog een koffie noch un koffee is alles in orde alles
ait smaakuluk
hayft het h’kusmaakt
De rekening, alstublieft. der raykenning alstubleeft kan ik betaalen betaalen
met creditkaart
*Notice verb at the end!
earworms M u s i c a l
hayft oo un tafel voor dree
B r a i n
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T r a i n e r
4. To the airport To the city centre, please.
Naar het centrum, alstublieft.
To...
Naar...
...the centre.
...het centrum.
To the airport.
Naar het vliegveld. (fly field)
airport
vliegveld
To the Amstel hotel.
Naar het Amstelhotel.
Thank you.
Dank u.
Many thanks. (Lit.: Heartily thanked.) Keep the change. (Lit.: It is good this way.) I'd like to rent a car. (Lit.: I’d like to - a car - rent.) rent a car
Hartelijk bedankt.
I'd like to buy a ticket. (Lit.: I’d like to - a ticket - buy.) a ticket
Ik wil graag - een kaartje - kopen*.
I'd like to buy a ticket to Amsterdam. (Lit.: I’d like to-a ticket-to Amsterdam-buy.) to Amsterdam
Ik wil graag-een kaartje-naar Amsterdam-kopen*.
How much - does it cost?
Hoeveel - kost het?
How much - do they cost?
Hoeveel - kosten ze?
ten Euros
tien euro
Euros
euro
That's right.
Dat klopt.
Excellent! (Lit.: Outstanding!)
Uitstekend!
*Notice verb at the end!
naar het centrum alstubleeft naar...
...het centrum
naar het vleeghvelt vleeghvelt
naar het Amstelhotel dunk oo
harteluk berdunkt
Het is goed zo. het is ghoot zo
Ik wil graag - een auto - huren*. ik vil h’kraak’h - ern ohto - hooren
een auto huren ern ohto hooren
ik vil h’kraak’h - ern kaar’che - kohpen
een kaartje ern kaar’che
ik vil h’kraak’h ern kaar’che naar umstairdum kohpen
naar Amsterdam naar umstairdum
Hoovail - kost het
hoovail - kosten ze teen erroh erroh
dat klopt
owtstaikunt
5. Numbers, days & time 1
een
11
elf
2
twee
12
twaalf
3
drie
13
dertien
4
vier
14
veertien
5
vijf
15
vijftien
6
zes
16
zestien
7
zeven
17
zeventien
8
acht
18
achttien
9
negen
19
negentien
10
tien
20
twintig
ain
twai
dree veer vaif zes
zaiven
acht
naighen
teen
elf
twaalf
dairteen
veerteen
vaaifteen zesteen
zaiventeen achteen
naighenteen twintu’h
‘o’clock’, ‘past’ and ‘to’
at 7 o'clock
om zeven uur
o’clock
uur
at half past 8 (Lit.: half (to) 9) at quarter past 7
om half negen*
past
over
at quarter to 10
om kwaart voor tien
to
voor
in the morning
’s morgens
in the evening
’s avonds
at 6 in the evening
om zes uur ’s avonds
om zaiven uur
om half naighen
om kwart over zeven om kwart over zaiven over
om kwart vor teen vor
*In Dutch ‘half past’ is half to the next hour.
earworms M u s i c a l
B r a i n
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T r a i n e r
Now you try filling in the gaps:
at 10 o’clock
... tien uur
at half past 11
om … twaalf
at quarter past 6
... kwart … zes
at 11 o’clock
om ... …
at quarter to 12
om ... voor ...
at 9.45 in the evening
om kwart ... ... ‘s avonds
The days of the week: Monday, on Monday
maandag, op maandag
Tuesday
dinsdag
Wednesday
woensdag
Thursday
donderdag
Friday
vrijdag
Saturday
zaterdag
Sunday
zondag
maanda’h / op maanda’h dinsda’h
voonsda’h
donderda’h vraida’h
zaterda’h zonda’h
6. Is there …? Excuse me.
Pardon.
Is there a…?
Is er een…?
Is there a bank near here? (Lit.: in the area) a bank
Is er een bank - in de buurt?
near here (Lit.: in the neighbourhood) Is there a chemist's - near here?
in de buurt
Is there a supermarket near here?
Is er een supermarkt in de buurt?
an Italian restaurant
een Italiaans restaurant
a pub
een bar
a pub with food (Lit.: an eat cafe) Not too dear.
een eetcafe
too
te
dear (expensive)
duur
Sorry, I don’t know.
Sorry, ik weet het niet.
Sorry,...
Sorry,...
...I don't know.
...ik weet het niet.
I know.
Ik weet.
No idea.
Geen idee.
pardon
is er ern
een bank ern bank
Is er een apotheek - in de buurt? is er ern apotaik in der buurt
is er ern supermarkt in der buurt ern eetalians restorant ern bar
ern aitcafe
Niet te duur. neet ter duur ter duur
sorry ik vait het neet sorry
ik vait het neet ik vait
earworms M u s i c a l
is er ern bank in der buurt
B r a i n
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How often do I have to listen to the earworms CD before I can really remember all the language on it?
With the appeal of the earworms songs we hope that it is not a question of 'having to', it is rather a question of 'wanting to'. But seriously: the memory is like a muscle, it needs to be trained and exercised. Based on scientific studies, the ideal is listening relatively intensively at the beginning (the learning phase), thereafter listening periodically to review what you have learnt and refresh your memory. In practical terms this means listening to the whole album the first day, in order to 'tune your ear in' to the sounds of the language. Then listen regularly, several times, over a period of one or two weeks, making sure that you listen to every song equally as many times. While listening, actually speak the words out loud, when you can, to get a feeling for their pronunciation. After this, go through the booklet and test your knowledge, picking out any gaps that you may wish to concentrate on. Lastly, the review phase. As we all know, memories fade, so it is important to refresh your memory by listening to the CD at your leisure, say, once a week for the following few weeks. Thereafter, monthly. This review phase is crucial as it consolidates your knowledge and transfers it into your long-term memory. Although this demands self-discipline, it is of course without effort, as you are only listening to songs. The result is that you will be able to recall the words and phrases with the same ease that you remember your telephone number!
7. Directions Hello, good morning.
Hallo, goedenmorgen.
Some people say:
Goeiemorgen
I'm looking for… (Lit.: I am in search of...) I am
Ik ben op zoek naar…
I'm looking for - the post office.
Ik ben op zoek naar - het postkantoor.
office
kantoor
a bank
een bank
I'm looking for - the flowermarket.
Ik ben op zoek naar - de bloemenmarkt.
Can you tell me… (Lit.: Can you me say...) Can you...
Kunt u me zeggen*…
...tell me (Lit.: me say) …how I get to the station? (Lit.: ... how I - to the station - come*?) by bus / ...car / ...train (Lit.: with the bus / ...car / ...train) on foot
...me zeggen
Go straight on! (Lit.: Go right through!) Go left! / Go right!
Ga rechtdoor!
Is it far?
Is het ver?
How far is it?
Hoe ver is het?
About 2 kilometres.
Ongeveer twee kilometer.
about
ongeveer
Super!
Super!
hallo g’hooden morg’hen G’hooye-morg’hen ik ben op zook naar
ik ben ik ben
kantoor
un bank
ik ben op zook naar der bloomenmarkt kunt oo mer zehghen
Kunt u... kunt oo...
...mer zehghen
…hoe ik - naar het station - kom*? ...hoo ik - naar het staschon - kom
met de bus / ...de auto / ...de trein met der bus / ...der ohto / ...der t’rain
te voet tuh voot
g’ha rechtdoor
Ga links! / Ga rechts! g’ha links / g’ha rects is het vair
hoo vair is het
on-g’h-veer twai kilomaiter on-g’h-veer
*Notice - verb at the end!
earworms M u s i c a l
ik ben op zook naar - het postkantoor
B r a i n
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8. Where & what time? What time…? (Lit.: How late...?) Where…?
Hoe laat…?
Where is your luggage?
Waar is uw bagage?
your luggage
uw bagage
my luggage
mijn bagage
our luggage
onze bagage
It’s there.
Het is daar.
It’s in the room.
Het is in de kamer.
Where are - the toilets?
Waar zijn - de toiletten?
Where are...?
Waar zijn...?
are
zijn
upstairs
boven
downstairs
beneden
Men’s
Heren
Ladies’
Dames
What time is breakfast? (Lit.: What time is the breakfast?) breakfast
Hoe laat is het ontbijt?
From 7 to 10.
Van zeven tot tien.
from … to …
van … tot …
today
vandaag
tomorrow
morgen
this afternoon
vanmiddag
hoo laat
Waar…? vaar
vaar is ew bar’ gha’juh ew bar’gha’juh main bar’gha’juh onzeh bar’gha’juh
het is daar
het is in der kaamer
vaar zain der twuh letten vaar zain zain
boven
benaiden here’run daam’es
hoo laat is het ont bait
het ontbijt het ontbait
van zaiven tot teen van … tot … vandaac’h morg’hen
vanmiddac’h
9. Problems, problems! I have a problem...
Ik heb een probleem...
I have
Ik heb
...with the television
...met de televisie
the TV
de TV
...with the fridge (Lit.: cool cupboard) I have lost my passport. (Lit.: I have - my passport - lost.) lost
...met de koelkast
my camera
mijn camera
my wallet
mijn portemonnee
I’ve lost my wallet
Ik heb mijn portemonnee verloren*
I need stamps. (Lit.: I have (for) - stamps - (a) need.) I need...
Ik heb - postzegels - nodig.
stamps
postzegels
plasters/band aid
pleisters
suncream (Lit.: sunburn cream) something for headaches (Lit.: something against headpain) I need something - against...
zonnebrandcreme
headaches
hoofpijn
painkiller
pijnstiller
I need an aspirin.
Ik heb een aspirine nodig.
Get well soon!
Beterschap!
ik heb un problaim Ik heb
...met tailehveesee der taivai
Ik heb - mijn paspoort - verloren*. ik heb - main paspoort - vair loren
verloren vairloren
main camera
main portehmonnai
ik heb main portehmonnai vairloren ik heb - pohstzaic’hels - nodic’h
Ik heb ... nodig. ik heb nodic’h
pohstzaic’hels plai sters
zonnebrandcrem
iets tegen hoofpijn eets taig’hen hoaftpain
Ik heb iets nodig - tegen... ik heb eets nodic’h taig’hen hoaftpain
painstiller
ik heb ern aspirin nodic’h baitersc’hup
*Verb at the end.
earworms M u s i c a l
...met der koolkast
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10. Do you speak English? How are you? (formal, e.g to a business partner) (Lit.: How goes it with you?) How are you? (informal, e.g. to friends / family)
Hoe gaat het met u?
How is it going?
Hoe gaat het?
Do you speak English? / Dutch?
Spreekt u Engels? / Nederlands?
I don’t speak Dutch. (Lit.: I speak no Dutch.) I don’t understand. (Lit.: I grasp it not.) I understand.
Ik spreek geen Nederlands.
More slowly, please. (Lit.: Slower, please.) It’s difficult.
Langzamer alstublieft.
Not easy.
Niet makkelijk.
What about - an ice-cream? (Lit.: What think you of - an icecream?) OK, why not.
Wat dacht je van - een ijsje?
Mmm, it tastes delicious.
Mmm, het smaakt lekker.
What about a beer?
Wat dacht je van een biertje?
Good idea!
Goed idee!
Another one, please.
Nog een, alstublieft.
I have to leave now. (Lit.: I must - now - go.) See you! (Lit.: Until (we) see!) See you tomorrow! (Lit.: Until tomorrow!) Have fun! ( Lit.: Much pleasure!) Goodbye!
Ik moet - nu - gaan.
hoo g’haat het met oo
Hoe gaat het met jou? hoo g’haat het met yow hoo g’haat het
spraikt oo engels / naiderlunds ik spraik g’hain naiderlunds
Ik begrijp het niet. ik buhg’hraip het neet
Ik begrijp.
ik berg’hraip eets lungzaamer alstubleeft
Het is moeilijk. het is mooeeluk neet makkerluk
vat dac’ht yer van - ern aisyuh
Goed, waarom niet. g’hoot vaarom neet
mmm het smaakt lekker
vat dac’ht yer van ern beer’ch g’hoot eedai
noch ain alstubleeft
ik moot - noo - g’haan
Tot ziens! tot zeens
Tot morgen! tot morg’hen
Veel plezier! feel plezier
Dag! / Doei! dac’h / dooee
The science behind earworms mbt® 1. How we learn
A large part of learning in general and language learning in particular is to do with the memorisation of words, facts and other significant information. It's a well-known fact that we use only a fraction of our brain power and traditional book learning is now recognised as not suiting every learner. earworms uses simple techniques which open up and exploit more of the brain's native power, and come under the heading of 'accelerated learning'. In a recent issue of the journal 'Nature' researchers at Dartmouth College reported that they had pinpointed the region of the brain where 'earworms' or catchy tunes reside, the auditory cortex. They found that the sounds and words that have actually been heard can be readily recalled from the auditory cortex where the brain can listen to them 'virtually' again and again. 2. What we learn
earworms mbt® adopts the so-called lexical approach to language. In essence, this means we look at language in terms of whole meaningful chunks, then break these down into their component bite-sized, easily absorbable parts and then reconstruct them. You not only learn complete, immediately useful phrases, you also intuitively learn something about the structure (the grammar) of the language. These 'chunks' which the learner can 'mix and match', gradually build up to cover whole areas of the language.
Also check out Details at
earworms M u s i c a l
B r a i n
mbt ®
T r a i n e r
6:07 5:11 6:38 5:14 6:39 5:24 6:49 5:37 4:57 7:19
Marlon Lodge, Andrew Lodge, Maria Lodge, Renate Elbers-Lodge, earworms & AKM, Songs 5,6,9 feature samples by www.platinumloops.com, @ Nb Music Studios, Cyprus, Martijnje Naziris Rothfusz, A. Lodge, Jaroslaw Suchorski @ HKP, to: Jan, Jane, Evie, Anna, Freddy.
© 2009 earwormslearning Catalogue no. EARW 1101 Produced in the EU
