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earworms mbt ®

Musical Brain Trainer

Rapid Dutch
200+ essential words and phrases
anchored into your long-term memory
with great music

Your personal audio language trainer

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 lear-
ning 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

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!
1. I would like…
I would like… Ik wil graag…
ik vil h’kraak’h

...a coffee ...een koffie

...ern koffee

...with milk ...met melk

...met melk

...please. ...alstublieft.

a tea een thee

ern tai

and sugar en suiker

en sowker

and en

I want a tea, please. Ik wil een thee, alstublieft.

ik vil un tai alstubleeft

I want ik wil

a beer een biertje

ern beer-ch

water water

mineral water mineraalwater


I would like a mineral water. Ik wil graag een mineraalwater.

ik vil h’kraak’h un mineraalvater

I would like - something to eat. Ik wil graag - iets eten*.

(Lit.: I would like - something to eat*.) ik vil h’kraak’h - eets aiten

something to eat iets eten

eets aiten

Can I have* the menu? Kan ik - de menukaart - hebben*?

(Lit.: Can I - the menu card - have*?) kan ik - der menukaart - hebben

the menu de menukaart

der menukaart

have hebben

Great! Prima!

*Notice the verbs (‘eat’ and ‘have’ here) come at the end.

Musical Brain Trainer
mbt ®
2. To order
to order bestellen

I would like to order. Ik wil graag* bestellen.

ik vil h’kraak’h buhstellen

something to drink iets te drinken

eets ter drinken

something iets

We would like to - drink wine. We willen graag* - wijn drinken**.

(Lit.: We would like to - wine drink.) ver villen h’kraak’h - viyn drinken

white wine witte wijn

vitte viyn

red wine rode wijn

rodeh viyn

a bottle of … een fles …

ern flesh

a bottle of white wine een fles witte wijn

ern flesh vitte viyn

a glass of ... een glas …

un h’klass

I‘d like a glass of white wine. Ik wil graag een glas witte wijn.
ik vil h’kraak’h un h’klass vitte viyn

bread brood

some bread wat brood

vat broat

Can I get some bread? Kan ik - wat brood - krijgen**?

(Lit.: Can I - some bread - get?) kan ik - vat broat - kray’hkun

get krijgen

a salad een salade

ern salader

Can I get a salad? Kan ik - een salade - krijgen**?

a mixed salad een gemengde salade

ern h’kumengder saladuh

Very good! Heel goed!

hail h’koot

Thank you. Dankjewel.

dunk yervel

You're welcome. Graag* gedaan.

(Lit.: Gladly* done.) h’kraak’h h’keddaan

*‘Graag’ means literally ‘Gladly’.

**Notice the verb comes at the end.
3. Have you...?
Have you…? Heeft u…?
hayft oo

a table for two (persons) een tafel voor twee personen

un tafel voor twai personen

a table een tafel

ern tafel

a table for three (persons) een tafel voor drie personen

ern tafel voor dree personen

Have you a table for three? Heeft u een tafel voor drie?
hayft oo un tafel voor dree

No, sorry. Nee, het spijt me.

nai het spayt muh

Yes, of course. Ja, natuurlijk.

ya natuurluk

What would you like to drink? Wat wilt u graag drinken?

vat vilt oo h’kraak drinken

What do you want to drink? Wat wilt u drinken?

vat vilt oo drinken

What do you want...? Wat wilt u...?

vat vilt oo

to drink drinken

to eat eten

Can I get a coffee? Kan ik - een koffie - krijgen*?

(Lit.: Can I - a coffee - get?) kan ik un koffee kray’hkun

another coffee nog een koffie

noch un koffee

Is everything - ok? Is alles - in orde?

is alles in orde

everything alles

Bon appetit, enjoy your meal! Eet smakelijk!

ait smaakuluk

Did you enjoy it? Heeft het gesmaakt?

(Lit.: Has it tasted?) hayft het h’kusmaakt

The bill, please. De rekening, alstublieft.

der raykenning alstubleeft

Can I pay? Kan ik betalen?

kan ik betaalen

pay betalen

by creditcard met creditkaart

met creditkaart
*Notice verb at the end!

Musical Brain Trainer
mbt ®
4. To the airport
To the city centre, please. Naar het centrum, alstublieft.
naar het centrum alstubleeft

To... Naar...

...the centre. ...het centrum.

...het centrum

To the airport. Naar het vliegveld. (fly field)

naar het vleeghvelt

airport vliegveld

To the Amstel hotel. Naar het Amstelhotel.

naar het Amstelhotel

Thank you. Dank u.

dunk oo

Many thanks. Hartelijk bedankt.

(Lit.: Heartily thanked.) harteluk berdunkt

Keep the change. Het is goed zo.

(Lit.: It is good this way.) het is ghoot zo

I'd like to rent a car. Ik wil graag - een auto - huren*.

(Lit.: I’d like to - a car - rent.) ik vil h’kraak’h - ern ohto - hooren

rent a car een auto huren

ern ohto hooren

I'd like to buy a ticket. Ik wil graag - een kaartje - kopen*.

(Lit.: I’d like to - a ticket - buy.) ik vil h’kraak’h - ern kaar’che - kohpen

a ticket een kaartje

ern kaar’che

I'd like to buy a ticket to Amsterdam. Ik wil graag-een kaartje-naar Amsterdam-kopen*.

(Lit.: I’d like to-a ticket-to Amsterdam-buy.) ik vil h’kraak’h ern kaar’che naar umstairdum kohpen

to Amsterdam naar Amsterdam

naar umstairdum

How much - does it cost? Hoeveel - kost het?

Hoovail - kost het

How much - do they cost? Hoeveel - kosten ze?

hoovail - kosten ze

ten Euros tien euro

teen erroh

Euros euro

That's right. Dat klopt.

dat klopt

Excellent! Uitstekend!
(Lit.: Outstanding!) owtstaikunt

*Notice verb at the end!

5. Numbers, days & time
1 een 11 elf
ain elf

2 twee 12 twaalf
twai twaalf

3 drie 13 dertien
dree dairteen

4 vier 14 veertien
veer veerteen

5 vijf 15 vijftien
vaif vaaifteen

6 zes 16 zestien
zes zesteen

7 zeven 17 zeventien
zaiven zaiventeen

8 acht 18 achttien
acht achteen

9 negen 19 negentien
naighen naighenteen

10 tien 20 twintig
teen twintu’h

‘o’clock’, ‘past’ and ‘to’

at 7 o'clock om zeven uur

om zaiven uur

o’clock uur

at half past 8 om half negen*

(Lit.: half (to) 9) om half naighen

at quarter past 7 om kwart over zeven

om kwart over zaiven

past over

at quarter to 10 om kwaart voor tien

om kwart vor teen

to voor

in the morning ’s morgens

in the evening ’s avonds

at 6 in the evening om zes uur ’s avonds

*In Dutch ‘half past’ is half to the next hour.

Musical Brain Trainer
mbt ®
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
maanda’h / op maanda’h

Tuesday dinsdag

Wednesday woensdag

Thursday donderdag

Friday vrijdag

Saturday zaterdag

Sunday zondag
6. Is there …?
Excuse me. Pardon.

Is there a…? Is er een…?

is er ern

Is there a bank near here? Is er een bank - in de buurt?

(Lit.: in the area) is er ern bank in der buurt

a bank een bank

ern bank

near here in de buurt

(Lit.: in the neighbourhood)
Is there a chemist's - near here? Is er een apotheek - in de buurt?
is er ern apotaik in der buurt

Is there a supermarket near here? Is er een supermarkt in de buurt?

is er ern supermarkt in der buurt

an Italian restaurant een Italiaans restaurant

ern eetalians restorant

a pub een bar

ern bar

a pub with food een eetcafe

(Lit.: an eat cafe) ern aitcafe

Not too dear. Niet te duur.

neet ter duur

too te

dear (expensive) duur


Sorry, I don’t know. Sorry, ik weet het niet.

sorry ik vait het neet

Sorry,... Sorry,...

...I don't know. ...ik weet het niet.

ik vait het neet

I know. Ik weet.
ik vait

No idea. Geen idee.

Musical Brain Trainer
mbt ®
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 pronun-
ciation. 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.
hallo g’hooden morg’hen

Some people say: Goeiemorgen


I'm looking for… Ik ben op zoek naar…

(Lit.: I am in search of...) ik ben op zook naar

I am ik ben
ik ben

I'm looking for - the post office. Ik ben op zoek naar - het postkantoor.
ik ben op zook naar - het postkantoor

office kantoor

a bank een bank

un bank

I'm looking for - the flowermarket. Ik ben op zoek naar - de bloemenmarkt.

ik ben op zook naar der bloomenmarkt

Can you tell me… Kunt u me zeggen*…

(Lit.: Can you me say...) kunt oo mer zehghen

Can you... Kunt u...

kunt oo...

...tell me zeggen

(Lit.: me say) ...mer zehghen

…how I get to the station? …hoe ik - naar het station - kom*?

(Lit.: ... how I - to the station - come*?) ...hoo ik - naar het staschon - kom

by bus / / ...train met de bus / auto / trein

(Lit.: with the bus / / ...train) met der bus / ...der ohto / ...der t’rain

on foot te voet
tuh voot

Go straight on! Ga rechtdoor!

(Lit.: Go right through!) g’ha rechtdoor

Go left! / Go right! Ga links! / Ga rechts!

g’ha links / g’ha rects

Is it far? Is het ver?

is het vair

How far is it? Hoe ver is het?

hoo vair is het

About 2 kilometres. Ongeveer twee kilometer.

on-g’h-veer twai kilomaiter

about ongeveer

Super! Super!

*Notice - verb at the end!

Musical Brain Trainer
mbt ®
8. Where & what time?
What time…? Hoe laat…?
(Lit.: How late...?) hoo laat

Where…? Waar…?

Where is your luggage? Waar is uw bagage?

vaar is ew bar’gha’juh

your luggage uw bagage

ew bar’gha’juh

my luggage mijn bagage

main bar’gha’juh

our luggage onze bagage

onzeh bar’gha’juh

It’s there. Het is daar.

het is daar

It’s in the room. Het is in de kamer.

het is in der kaamer

Where are - the toilets? Waar zijn - de toiletten?

vaar zain der twuhletten

Where are...? Waar zijn...?

vaar zain

are zijn

upstairs boven

downstairs beneden

Men’s Heren

Ladies’ Dames

What time is breakfast? Hoe laat is het ontbijt?

(Lit.: What time is the breakfast?) hoo laat is het ontbait

breakfast het ontbijt

het ontbait

From 7 to 10. Van zeven tot tien.

van zaiven tot teen

from … to … van … tot …

van … tot …

today vandaag

tomorrow morgen

this afternoon vanmiddag

9. Problems, problems!
I have a problem... Ik heb een probleem...
ik heb un problaim

I have Ik heb
Ik heb

...with the television ...met de televisie

...met tailehveesee

the TV de TV
der taivai

...with the fridge ...met de koelkast

(Lit.: cool cupboard) ...met der koolkast

I have lost my passport. Ik heb - mijn paspoort - verloren*.

(Lit.: I have - my passport - lost.) ik heb - main paspoort - vairloren

lost verloren

my camera mijn camera

main camera

my wallet mijn portemonnee

main portehmonnai

I’ve lost my wallet Ik heb mijn portemonnee verloren*

ik heb main portehmonnai vairloren

I need stamps. Ik heb - postzegels - nodig.

(Lit.: I have (for) - stamps - (a) need.) ik heb - pohstzaic’hels - nodic’h

I need... Ik heb ... nodig.

ik heb nodic’h

stamps postzegels

plasters/band aid pleisters


suncream zonnebrandcreme
(Lit.: sunburn cream) zonnebrandcrem

something for headaches iets tegen hoofpijn

(Lit.: something against headpain) eets taig’hen hoaftpain

I need something - against... Ik heb iets nodig - tegen...

ik heb eets nodic’h taig’hen

headaches hoofpijn

painkiller pijnstiller

I need an aspirin. Ik heb een aspirine nodig.

ik heb ern aspirin nodic’h

Get well soon! Beterschap!


*Verb at the end.

Musical Brain Trainer
mbt ®
10. Do you speak English?
How are you? (formal, e.g to a business partner) Hoe gaat het met u?
(Lit.: How goes it with you?) hoo g’haat het met oo

How are you? (informal, e.g. to friends / family) Hoe gaat het met jou?
hoo g’haat het met yow

How is it going? Hoe gaat het?

hoo g’haat het

Do you speak English? / Dutch? Spreekt u Engels? / Nederlands?

spraikt oo engels / naiderlunds

I don’t speak Dutch. Ik spreek geen Nederlands.

(Lit.: I speak no Dutch.) ik spraik g’hain naiderlunds

I don’t understand. Ik begrijp het niet.

(Lit.: I grasp it not.) ik buhg’hraip het neet

I understand. Ik begrijp.
ik berg’hraip

More slowly, please. Langzamer alstublieft.

(Lit.: Slower, please.) eets lungzaamer alstubleeft

It’s difficult. Het is moeilijk.

het is mooeeluk

Not easy. Niet makkelijk.

neet makkerluk

What about - an ice-cream? Wat dacht je van - een ijsje?

(Lit.: What think you of - an icecream?) vat dac’ht yer van - ern aisyuh

OK, why not. Goed, waarom niet.

g’hoot vaarom neet

Mmm, it tastes delicious. Mmm, het smaakt lekker.

mmm het smaakt lekker

What about a beer? Wat dacht je van een biertje?

vat dac’ht yer van ern beer’ch

Good idea! Goed idee!

g’hoot eedai

Another one, please. Nog een, alstublieft.

noch ain alstubleeft

I have to leave now. Ik moet - nu - gaan.

(Lit.: I must - now - go.) ik moot - noo - g’haan

See you! Tot ziens!

(Lit.: Until (we) see!) tot zeens

See you tomorrow! Tot morgen!

(Lit.: Until tomorrow!) tot morg’hen

Have fun! Veel plezier!

(Lit.: Much pleasure!) feel plezier

Goodbye! 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 available in this volume:

Also check out Rapid Volume 2

Details at
Musical Brain Trainer
mbt ®

The Tracks:

1. I would like… 6:07

2. To order 5:11
3. Have you ...? 6:38
4. To the airport 5:14
5. Numbers, days & time 6:39
6. Is there…? 5:24
7. Directions 6:49
8. Where & what time? 5:37
9. Problems, problems! 4:57
10. Do you speak English? 7:19

Concept: Marlon Lodge, Project Development: Andrew Lodge, Project Management: Maria Lodge,
Editorial Supervision: Renate Elbers-Lodge, Music: earworms & AKM, Songs 5,6,9 feature samples
by, Recorded @ Nb Music Studios, Cyprus,
Dutch Voice: Martijnje Naziris Rothfusz, English Voice: A. Lodge, Design: Jaroslaw Suchorski @ HKP,
Special thanks to: Jan, Jane, Evie, Anna, Freddy.
© 2009 earwormslearning
Catalogue no. EARW 1101
Produced in the EU