This week marks the 250^th anniversary of the death of baroque composer George Frideric Handel. Born in 1685 in Germany, he trained in Italy, but spent most of his life in England. His famous works include: Messiah, Water Music, Zadok the Priest, and Music for the Royal Fireworks.

His house, 25 Brook Street, in Mayfair, London, is now a museum, and to celebrate his 250^th anniversary, they have put on a special exhibition called Handel Reveal’d. This new exhibition brings the composer’s personal story to life. It examines how he survived the eighteenth-century ‘credit crunch’, his appetite, his blindness and his love-life.

If you want to see this interesting exhibition, tickets cost £5, and more information can be found at the Handel House Museum website: http://www.handelhouse.org/

Vocabulary

• To mark (vb) – to show, to represent
• Composer (n) – a person who writes / ‘invents’ music
• To train (vb) – to study something professionally
• Works (n. pl) – a collection of music that someone has written
• Put on (phrasal vb) – to organise and produce
• To bring a story to life – to tell a story in an interesting way
• Credit crunch – money problems
• Appetite – hunger / wanting to eat
• Blindness – not being able to see

Text adapted by Cultured Learning from http://www.handelhouse.org/

We use lots of interesting music idioms in English. See if you can guess what these mean.

1. When Jane and Mark broke the window playing football in the sitting room, they knew they would have to face the music when their parents came home.

1. When my boss said that we were going to get a bonus, it was like music to my ears.

1. Even though my grandfather is 85 years old, he’s as fit as a fiddle, and goes jogging every day.

1. I thought you hated pop music, so why do you want to go to the Michael Jackson concert? You’ve changed your tune a bit, haven’t you?

1. There’s no need to make a song and dance about it, I only ate a bit of your cake. I can get you another slice if you’re so upset about it!

Match the idioms in bold above with their meaning below.

a) To make you feel very happy.

b) To be in perfect health, with no medical problems.

c) To change your mind / have a different opinion from the one you had before.

d) To accept negative / bad comments and reactions because you know you’ve done something wrong.

e) To make a big fuss about something.

Answer key

1. d
2. a
3. b
4. c
5. e

Worksheet by Cultured Learning

Hello everyone.  I hope you had a fantastic Easter!

If you’ve been wondering what that extra “did” was doing in last week’s correction, then wonder no longer.  We often use an auxillary when we want to emphasise something.

So, if I say “I saw Gary Linekar last week”, it’s normal, grammatically perfect, English.  But, if you don’t believe me, and I want to insist that I saw him, and I really, really want you to believe me, or listen to me, then I could say: “I did see Gary Linkear last week.”

Try listening out for this type of use of auxillaries and see why the person used it.

Bye for now!  And yes, I did see Gary Linekar last week

Many thanks to Tim Berners Lee for pointing this out to us, and apologies for getting it wrong in the first place.  Tim Berners Lee did not invent the Internet as previously stated, but he did invent the World Wide Web.  The Internet was in fact invented in the 1970s by Vint Cerf and his colleagues.

In case you want to find out more about the 20th anniversary celebrations of the WWW, check out Tim’s website:

http://www.w3.org/People/Berners-Lee/FAQ#Internet
And here’s an extra bit of grammar for you.
Why have I used did in following sentence?

“…but he did invent the World Wide Web…”

The sentence is in the past, shouldn’t it just be in the past simple?

Shouldn’t it say “… but he invented the World Wide Web…”?

Any ideas? Well, I’ll let you know tomorrow

Easter Vocabulary

Source: Adapted from the BBC Website. http://www.bbc.co.uk/food/news_and_events/events_eastertraditions.shtml

Lesson Worksheet: Cultured Learning

Level: Upper Intermediate / Advanced

Easter around the world

While we’re happily scoffing chocolate eggs and hot cross buns in the UK at Easter, around the world a wealth of other symbolic dishes are being enjoyed.

Simnel cake

Lent is the period of 40 days which comes before Easter, beginning on Ash Wednesday. For many Christians, this is a period of fasting and repentance in preparation for Easter, culminating in a feast of seasonal and symbolic foods. In the late 17th century, girls in service brought a rich fruit cake called simnel cake home to their mothers on the fourth Sunday of Lent. The cake was enriched with marzipan and decorated with 11 marzipan balls representing the 12 apostles minus Judas, who betrayed Christ.

Hot cross buns

The Greeks and Egyptians ate small cakes or buns in honour of the respective goddesses that they worshipped. Buns marked with a cross were eaten by the Saxons to honour their goddess Eostre - it is thought the bun represented the moon and the cross the moon’s quarters. To Christians, the cross symbolises the crucifixion.

Easter eggs

Throughout history, eggs have been associated with Easter celebrations. In ancient times, the egg was a symbol of fertility and new beginnings. Christians adopted this to represent their Saviour’s resurrection.

The tradition of colouring eggs in bright colours - representing the sunlight of spring - goes back to the Middle Ages and is still an important custom for many Christians. In Germany it’s traditional to paint eggs green and eat them on Maundy Thursday while in Greek and Slavic cultures eggs are dyed red as a symbol of the blood of Christ.

As time has gone on, the decoration has become more elaborate with colourful patterns, images of flora and fauna, and in some cases delicate gold and silver leaf details. The most famous and ornate of Easter eggs must be the jewelled and enamelled eggs that Fabergé was commissioned to make for the Russian tsars.

Interesting phrases and vocabulary

Test yourself.

Fill in the missing words. You may need to change the form.

1. The speech was so boring. It _______ ____ for ages, I nearly fell asleep!

2. The judge hoped that a long prison sentence would make the criminal feel a strong sense of ___________.

3. The doctor told him not to eat or drink because he had to _______ for 4 hours before the operation.

4. At a buffet there are lots of different ___________ you can choose from.

5. The idea was so good, that many companies soon _______________ it.

6. My mum went mad at me because I __________ my hair bright red!

7. Before the First World War, it was quite common for young men and women to work ___ __________ for a big family.

8. In Britain, lots of people wear red poppies (flowers) in November ___ ________ of all the people who died in wars.

9. Did you know that the world wide web was invented by Tim Berners Lee in the 1990s, but the idea may actually ______ _______ ____ 1930s Kent, when the famous science fiction writer, H.G. Wells wrote about a “world brain” in his book “The work, wealth and happiness of mankind.”

10. I was so hungry, I just _______ down all the food!

Answer Key

1. went on

2. repentance

3. fast

4. dishes

5. adopted

6. dyed

7. in service

8. in honour of

9. go back to

10. scoffed

So, how did you do? If you got more than 6 right, you definitely deserve and extra Easter egg! Have a lovely Easter!

Many students come to London to learn English because they want to learn how to speak with a British accent. But what exactly is a British accent? Well, to be honest, there isn’t just one, and depending on which part of the country you’re from, you can speak English in very different ways and use very different types of vocabulary in your conversations!

In this series, our language consultant will look at how foreign students can learn more about British English, vocabulary and slang, and give you tips about how to improve your spoken English. We’ll also be revealing some fun facts about English and the different types of accents found in Britain (including the accents of some animals!). So watch this space or get in touch with us if you have any questions! See you soon

If you want to learn English, what better place to come, than London?  But is it enough to learn just the basic mechanics of a language?  As a language teacher, I’d say the answer to that would be a resounding “No!”  To get to the heart of a language, to really learn a language and appreciate it, you have to get to the heart of the culture.  So, what’s it like to be a Brit living in the capital?  What is the cultural story of London?  Sona Lisa Bose, tries to get to the bottom of it:

Gladstone Park: The Epitome of Britishness

I can think of no other place in the world which is as cosmopolitan as London, and perhaps nowhere better encapsulates this idea than our very own Gladstone Park. Nestled into the innocuous residential suburbs of Zone 4 and as far away from the noisy bustle of the tourist-thronged West End as one can imagine, it is, on first appearances, one of the last places you would expect to act as a microcosm of the world. Yet, Dollis Hill’s residents are lucky enough to have the world, literally, on their doorstep.

Walking though the park on a summer’s evening sees the whole area illuminated with a tangible happy energy as the park-goers from around the globe who have adopted London as their home, fill the park with an excited buzz. It’s hard to count the number of different accents and languages you can hear as you take in your stroll. Towards the top of the hill, Central and Eastern European mothers entertain their toddlers with the beautiful flowers and butterflies that grace the park; Iranian, Greek and Spanish families picnic on the grassy knolls, Pakistani ladies in colourful salwar kameezs and wonderfully incongruous, white trainers go for power walks, while silk-sari-clad Indian grandmothers play footy with their grandsons. Americans and Japanese and Korean language students take short-cuts to the Tube, and English, Irish and French dog-walkers get taken for walks by their pets. Even the water-fowl seem to have embraced this cosmopolitanism, with Chang, the Chinese goose, annually acting as nanny to the Mallards’ ducklings in the pond, which was once a much-beloved thinking spot for the writer Mark Twain.

As you go down the hill, over the bridge that lies across the train-tracks and towards the flatter open fields at the bottom, the sports teams take over. From the Somali kids having a kick-about, to the Ozzie Rules footie-fanatics; from the Kiwis playing rugby, the cricketers, the hockey-players, badminton-players and joggers doing their rounds, not to mention the Chinese amateur hair-dresser treating her friends to haircuts opposite the carved Owl tree – all these people, from an incredibly diverse array of backgrounds, share the park with a multi-cultural exuberance. Add to this, the guys practising the Bongo-drums on their favourite bench, the birds gossiping their evening news, the excited squeals of children in the playground and the sun setting towards the west, and its easy to see why the Park sparkles with energy and emanates happiness.

But, that’s not to say that the Park can’t be quiet and peaceful as well. Mornings offer a tranquil repose, fresh air, gentle breezes and delightful birdsong for the Tai Chi practisers, exercisers and walkers. Seagulls, crows and pigeons have a daily morning conference on the grass before the footballers arrive, swallows practise formation flying, starlings guide their young on their fledgling flights, kingfishers and parrots play hide and seek with visitors, and squirrels, robins, magpies, sparrows and blackbirds (to name but a few) entertain humans with their songs and antics. The wonderful flower garden tucked away behind a secret-garden-esque wall is a haven of cheerful serenity and the overgrown managed-wilderness plays hosts to numerous species of wildlife.

The Park also offers stunning views, with the luscious green, tree-lined avenues stretching out in every direction. To the north lies the historical green-towered ‘Schweppes Building’ which housed a World War II bunker, and which is supposedly linked via secret underground passage-ways to the now depilated Dollis Hill House where Churchill held his War Cabinets in 1941. The new Wembley Arc rises up like a magnificent space ship to the west and a clear day affords views across to the London Eye and the South Downs, while Central London lies to the east, with the Post Office Tower dominating the skyline.

Many treasures are also dotted around the Park, including two children’s playgrounds, the Brentasauros, numerous fallen trees professionally carved into fun animals, tennis courts, and a mulberry bush by the pond and a tree with an open trunk both suitable for hiding in. All these places are accessible via beautifully manicured gravel paths and farm-style gates and are maintained by the poshest looking park wardens resplendent in shirts and ties while merrily carrying their litter-picking sticks and black bin bags.

There’s also plenty to do, with the Dollis Hill House committee organising events for all the family, including the Gladstonebury festival, and the Stables Arts Centre and Gallery exhibiting the work of recent art graduates from across the world. If you fancy a bit of a sit down and some refreshments, the family and dog-friendly Karmarama café, run by the friendly Yvonne is set in a lovely flower-filled courtyard. It provides numerous water bowls for dogs, fairy lights for atmosphere and sells delicious, locally-renowned cappuccinos.

So, having been away in New York for four months, it was with genuine gladness in my heart that I returned to my Gladstone Park, and as for the so-called cosmopolitanism of New York, all I can say is that Central Park pales at the comparison. With its ethnic, historical and natural diversity Dollis Hill’s Gladstone Park is a joy for all those lucky enough to be in its neighbourhood, and I can safely say that you would be hard-pushed to find a better epitome of Britain’s colourful, multi-cultural, nature-loving lifestyle.

If you’ve ever studied a foreign language and suddenly surprised yourself by knowing or saying a word that you didn’t know you knew (!), then, you’ve just proved that ‘immersion’ as a technique to learn a second or foreign language, works. I found myself doing just that when I was studying French. There I was, having a rather stilted, but very enthusiastic conversation with mon amie, when suddenly and quite unexpectedly, I found myself answering her “je ne sais pas,” with “non, moi non plus.” I didn’t actively learn it – I’m sure my teacher never taught it to me, or wrote it on the board, or got us to repeat it – but my clever old brain had somehow picked up the fact, maybe from listening to other people or reading it somewhere, that “moi non plus” means, “I don’t know either!” Magnifique!

And that’s pretty much the basic idea of the ‘immersion technique.’ By surrounding yourself in a language, and even without actively setting out to learn it, your brain picks things up, stores them without you even realising it, and then, suddenly, just when you need it, out it pops. In fact, as I’ve often told my students who are glued to their electronic dictionaries, if you think back to your first words when you were developing your language in your mother tongue, no one gave you a bilingual ‘Japanese/Baby talk’ dictionary. Children learn by what they hear, read and see. They absorb words like sponges and then use their stored knowledge to communicate. So why should it be any different for an adult learning a second language. Preconceptions maybe, about what a ‘language lesson’ should be?

The ‘immersion technique’ works on the principal that language learning shouldn’t be confined to text books and rehearsed and formulated listening exercises in the classroom. Rather, the target language is used as a tool and is used constantly. The idea was first developed in the 60s in Canada when English-speaking educators tried out an innovative programme to help their students learn and understand French language and culture. Many studies followed, including Dr. Chen Ya-Ling’s 2006 study of the immersion technique on Taiwanese children , published in the Asian EFL Journal which looked at the worrying possibility that immersion at a young age might devalue a learner’s original cultural values. Luckily, this assertion was proved unfounded by Dr Chen’s research, but importantly, what this research proves, is that the success of ‘immersion’ is now so widely accepted by today’s educators, that its efficacy at language learning is not even called into question, rather its value culturally and socially has to be assessed – proof, since people are actually worried by its potential negative effects, that it works.

This evidence is not confined to the scientific world, but has even crept into popular culture. The cult BBC show “Doctor Who” which aired in 2008, included a terrifying ‘monster’ in an episode entitled ‘Midnight,’ which, unable to communicate at the start of the show, repeated what was being said in order to learn, absorb, communicate, and then try and dominate. The entire premise of the episode was so psychologically terrifying because it was based on a method of language learning that we can all identify with. Children often repeat and repeat a word (sometimes to great annoying effect) and this is what the monster did, in the end, using the power of language with an evil intent. But theatrics aside, what this episode was show-casing, was how ‘immersion’ works, and again, it is something we can all identify with.

If we turn to the case of Matej Kus , widely reported in popular press, we again see an example of ‘immersion’ at work. Here, the 18-year-old Czech speedway driver woke up from a terrible crash, speaking perfect English. Not so surprising, until you discover that before the accident, his English was, as his promoter, Peter Waite, said, “broken, to put it mildly.” What happened here was not a question of xenoglossy as was often quoted, but the ‘immersion’ technique at work. Having lived and worked in the UK, Matej’s brain had obviously and subconsciously picked up enough of the language to be able to use it and communicate. It just took something as dramatic as a car crash to ‘unlock’ that part of his brain, and as Peter Waite said, to “rearrange things in his head.”

But, it goes without saying that having a car crash is a bit of a ridiculous, not to mention, dangerous way of learning a language. So how can the average learner learn English using the ‘immersion’ technique? Well, the most obvious way is to study in a native English-speaking country, but even if this is not possible, to absorb themselves with English wherever possible. Having an English radio or TV programme on in the background, even when you’re ironing or cooking and not listening, is effective; while think you maybe concentrating on not burning your hand or shirt or dinner, a tiny part of your brain is listening and absorbing and learning, passively, and is just waiting for the opportunity to use it – and it’s a great way to get the ‘music’ of English in your head.

Reading is another great way of expanding your vocabulary (as my teachers always told me at school). Guessing the meaning of words form context helps enormously to expand your range of expression and knowledge of colloquialisms and phrasal verbs. And of course, if you are luck enough to be studying in a native English speaking country, then use English wherever possible. Talk to people; ask for directions even if you are not lost. Go shopping, ask the shop assistants for help if even you’re just window shopping. It’s free, so use them as ‘guinea pigs’ to extend your skills in listening to regional accents and dialects. And most importantly, don’t worry if you make a mistake, it really doesn’t’ matter, just go out there and try. The world is your classroom!

If you’d like more information about Cultured Learning specially developed bespoke‘ immersion’ programme PACT, which allows students to go out into London to shop, visit tourist sites and dine in confidence with the help of a language consultant, then please visit our website: www.culturedlearning.co.uk

Here’s a great idea by our senior consultant Olivia. She’s put together a fabulous course designed to combine the best of English language learning, and sightseeing in London.

With this course you will experience the wonderfully diverse multi-cultural London. Each day will take you to a different part of the city to discover new cultures that have made London what it is today.

Visit the Jewish synagogues, Hindu temples, and Italian and French churches and experience the beauty of these buildings.

Walk down the famous ‘Brick Lane’ and smell the aroma of Asian cuisine.

Enjoy the delights of the Caribbean Markets and watch people preparing their costumes for the Notting Hill Carnival, the most famous multi-cultural festival in Europe.

With each day dedicated to learning the English language, and experiencing a different culture in London, you’ll be amazed what this incredibly exciting multi-cultural city has to offer.

So, if you’d like to learn English in London, find out more about our exciting culture and history, then get in touch. Our email address is: info@culturedlearning.co.uk

Or you can find us at: www.culturedlearning.co.uk

We look forward to hearing from you soon!

Students have often told me that while they can understand and communicate with confidence in the classroom, they find it close to impossible and nerve-wracking in the real world. Not only is this disheartening for the student, but it also highlights a real issue in today’s English teaching methodology.

The problem lies with the fact that Classroom-based tuition does not create a natural, spontaneous environment for learning and as a result students are often unprepared for the real world. Why is this? Firstly, this is because the classroom provides an unnaturally cosseted setting. Secondly, in most cases, classroom students practise their communication skills primarily with other learners rather than with fluent speakers of English. Thirdly, textbooks and classroom teaching methods try to create imaginary contexts in which language is used to promote understanding and learning but unfortunately this will always be artificial and can never replicate the natural environment. Fourthly, the cultural element is frequently altogether absent from teaching which can pose a problem in the real world, (especially if a native speaker finds a learner ‘rude’ in speech or manner, when in reality they are just floundering over getting the words out in the right order – after all, a simple ‘please or thank you’, goes a long way in the UK, but is often the last thing a learner remembers when they’re struggling over tense.)

So what are the solutions to this problem? Well, having been an English language teacher for a number of years, I am convinced that there really is no substitute for providing students with the opportunity to practise language learnt out in the real world. In recent months, I have been involved with an English language consultancy called Cultured Learning Ltd and I believe that their innovative programmes and teaching methods are definitely a step in the right direction. For instance, the PACT (Professional and Cultural Training) programme allows students the opportunity to go out around London with a teacher to practise their English and experience the culture of London and Britain. Students can order meals at restaurants, go shopping, see and discuss exhibitions at museums and art galleries, and so on, secure in the knowledge that their language teacher is on hand to guide and correct them if they need it.

Furthermore, I believe that for the majority of learners, the cultural aspect is almost as important as the linguistic one and Cultured Learning place a keen emphasis not only on providing English language tuition for those visiting or living in London but also on providing an insight into the culture of London and Britain. This helps learners understand how to feel at ease with British people and how to fit in.

In conclusion I believe that in order to prepare students for the real world, teachers of English need to give their students the opportunity to practise their English in the real world. We need to provide the transitional step between the classroom and the real world to take out the fear element and assist students in stepping up to the challenge.

For more information about Cultured Learning, please see our website: www.culturedlearning.co.uk.

If you’re fed up of studying English in a boring old classroom, why don’t you get out into London itself with one of our expert Language Consultants?

There’s so much to see and do; museums and galleries to visit; markets to see; shops and restaurants to try out, and that’s just the beginning. London is full to bursting point with history and culture — it makes the perfect classroom.

With Cultured Learning, you can learn real, practical English and get to try it out with real live Londoners with your consultant to guide and support you. It’s a fantastic way of improving your language skills and enjoying London at the same time.

Why not give it a go?