Your Personal audio language Trainer - Earworms

earwormsmbt ®
Musical Brain Trainer
Modern Standard
Rapid Arabic
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 Arabic 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 Arabic and English a few
times, the sound patterns are indelibly burned into your
auditory cortex. You will have successfully learned the
Arabic 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 Arabic at the same time!
earworms mbt® Rapid Languages is the first language
course to get your toe tapping.
You know the phenomena of those catchy tunes or
earworms that you just can’t get out of your head? Voulezvous
coucher avec moi, ce soir? Well, earworms mbt® has
put this phenomena 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 irregular 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
Volume 1 dealt with the essentials for your visit
abroad and was very much ‘I-centric’, e.g. I’d like …,
Can I have …?, Can you tell me …?, I need …,
I’ve reserved …, I’ve lost …, and so on.
Volume 2 has more to do with conversation:
Are you travelling to … on business?, Are you from …?,
I’ll take you to … , What do you do?, etc.
Among other themes you are also introduced to future
and past tenses. 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.

Modern Standard Arabic
Modern Standard Arabic is the official written language of
the Arabic speaking world. It also doubles up as a
universal spoken language to enable peoples of different
Arab nations and regional dialects to easily communicate.
As the official written form, it usually follows strict rules of
grammar with special case endings (as in Latin), but as a
spoken language these endings can be, and often are, left
out, which is good news for the initial learner.
The earworms approach has been to record the language
as it might be spoken in the simplest possible, most useful
way. The phonetic text we have included, follows, (as far
as is possible), the original Arabic intonation heard in the
recordings.
The original Arabic text together with an interesting method
for learning to read Arabic has been treated
separately and is available on the earworms website.
Check it out at:
www.earwormslearning.com > extras > Arabic.
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 about your
experiences and successes – so feel free to visit us
on the website:
www.earwormslearning.com

1. On business or on vacation? (Inflight conversation)
Are you travelling ~ to Cairo ...
Are you travelling ...
... on business ...
(lit.: ... for the work ...)
... or ~ on vacation?
(lit.: ... or ~ for the vacation?)
I’m ~ here ~ on business ...
... and ~ also ~ for visiting ~ friends.
and ~ also
for visiting
friends
(lit.: the friends)
Could you switch off your mobile?
(lit.: Possible to switch off the mobile?)
to switch off ~ the mobile
Yes, sure.
Excuse me, ~ I’d like ~ an apple juice.
Yes, at once.
Here you are, your juice.
juice
your juice
Thank you ~ very much.
Tusefir ~ illa al Ka-hera ...
Tusefir ... (to a man) / Tusefiri ... (to a woman)
... li al ammal = li’l ammal ...
... aw ~ li’l si-eha?
Ana ~ huna ~ li’l ammal ...
... wa ~ aydan ~ li zee-arat ~ al asdeq’a.
wa ~ aydan
li zee-arat
al asdeq’a
Mumkin an takfel al mobile?
an takfel ~ al mobile
Na-am, akid.
Aafwan ~ urid(u)* ~ asir tufeh’.
Na-am, fawran.
Taffaddal, asir-ukum.
asir
asir-uka (to a man)
asir-uki (to a woman)
asir-ukum (formal or to a group)
Shukran ~ jazeeran.
* ‘Uridu’ is the more formal version of ‘urid’.
mbt ®
earworms
Musical Brain Trainer
Read the Arabic phonetics to give yourself
extra visual input.
To perfect your pronunciation, let your ears
guide you!

2. Are you from Egypt?
Are you from Egypt?
Are you ...
... from Syria?
... from Palestine?
Are you Palestinian?
English
Are you from England?
No, ~ I’m not ~ from England.
And from where are you?
I am from Egypt ~ but I live ~ in England.
... in London.
Are you ~ from Cairo?
No, I am ~ not ~ from Cairo.
I am not ~ from Port Sa-id.
And from where ~ are you?
I am from Alexandria.
Are you ~ the first ~ time ~ in Cairo?
Yes, first time.
I wish you a nice stay in Cairo.
(lit.: Wish on you ~ stay nice ~ in Cairo.)
Wish on you ...
... a nice stay.
(Hal*) anti ~ min Misr?
Hal anta ... (to a man) / Hal anti ... (to a woman)
... min Sooria?
... min Filastin?
Hal anta Filistini (to a man)?
Hal anti Filistinaya (to a woman)?
Ingilizi (male) / Ingilizaya (female)
Hal anta / anti min Ingilterra?
La-a, ~ ana lastu ~ min Ingilterra.
Wê min ayna anti?
Ana min Misr ~ wêlekin, a-isha ~ fi Ingilterra.
... fi Lon-don.
Hal anti ~ min al Ka-hera?
La-a, ana ~ lastu ~ min al Ka-hera.
Ana lastu ~ min Bor Sa-id.
Wê min ayna ~ anta / anti?
Ana min al Askindaraya.
Hal anta ~ aw el mar-ra ~ fi al Ka-hera?
Na-am, aw’l mar-ra.
A-themenna leykum ~ erkama sayidah
~ fi el Ka-hera.
A-themenna leykum ...
... erkama sayidah.
* ‘Hal’ just signifies that it is a question and can be left out.

3. I’m glad to see you!
Hi Layla. I’m glad ~ to see you.
I’m pleased ... / I’m glad ...
We are glad ...
Marhaba Layla. Ferah’tu ~ li royetik.
Ferah’tu ...
Ferah’nu ...
... to see you.
(lit.: ... for ~ seeing yours.)
Hello Mohammed. I’m glad to see you.
... li ~ royetak / royetik / royetikum*.
Marhaba Mahammad. Ferah’tu li royetak*.
I’m ~ (the) Mrs. ~ Layla Shuckri.
I’m ~ (the) Mr. ~ Peter Jones.
Hello and welcome, I am honoured.
... we are honoured.
I’m honoured ~ to meet you.
to meet you
(lit.: with the meeting yours)
How ~ was ~ your journey?
(lit.: How ~ was ~ journey of yours?)
journey
your journey
was
(It) was good. (It) was fine.
When ~ did you leave ~ London?
I left London ~ at 4.
We left London ~ at 3.
Ana ~ as-Sayyida** ~ Layla Shuckri.
Ana ~ as-Sayyid** ~ Peter Jones.
Ahlan wa sahlan, tasharaf-tu.
... tasharaf-na.
Tasharaf-tu ~ bi’l ka-ik*.
bi’l ka-ak / ... ka-ik / ... ka-ukum*.
Kaifa ~ kernet ~ rehletak?
rehle
rehletak / rehletik / rehletikum*
kêrnet
Kêrnet jayida. Kêrnet mumteza.
Meta ~ tarakta / tarekti ~London?
Taraktu London ~ as-sâ-a ar-rabia.
Tarakna London ~ as-sâ-a ath-thelitha.
* ... ak/ik/kum: These endings are used respectively when addressing a man,
a woman or a group of people; ‘kum’ is also used when addressing a person
formally.
** al Sayyida and al Sayyid mutate to as-Sayyida and as-Sayyid. This makes
pronunciation easier.
mbt ®
earworms
Musical Brain Trainer

4. Future plans
What ~ will ~ we do ~ later?
will ~ we do
later
we do / we will do
Firstly ~ we will go ~ to the hotel.
Firstly ...
... we will go ...
(lit.: … will ~ we go)
... I will go ...
(lit.: ... will ~ I go)
And later ...
... we will go ~ to the restaurant.
And what ~ will we ~ eat?
And what ~ will you eat?
We will eat ~ an Arabian meal.
I will eat ~ couscous.
Will you eat couscous?
I love couscous.
I will try ~ the fish. / ... the soup.
We’ll try ~ the soup.
(It) will ~ be ~ good.
I will eat / we will eat
I will go / we will go
I will travel / we will travel
I will try / we will try
Med-tha ~ sa ~ na-fa’alu ~ la hekan?
sa ~ na-fa’alu
la hekan
na-fa’alu / sa na-fa’alu
Awulan ~ sa n’adth-habu ~ illa al funduq.
Awulan ...
... sa ~ n’adth-habu ...
... sa ~ adth-hab ...
Wa la hekan ...
... sa ~ n’adth-habu ~ illa al mat’am.
Wa med-tha ~ se ne ~ erkul?
Wa med-tha ~ se te erkul?
Se n’erkul ~ wajbah Arrabia.
Se erkul ~ couscous.
Se te erkul couscous?
Uhibb(u) couscous.
Sa aduwq ~ as-samak. / ... a’shurba.
Sa n’aduwq ~ a’shurba.
Sa ~ akoon ~ jayid.
se erkul / se n’erkul
sa adth-hab / sa n’adth-habu
sa usefir / sa n’usefir
sa aduwq / sa n’aduwq
* ‘Will’ can sound like ‘sa’ or ‘se’.

5. I have reserved ... (Checking in)
Hello!
(lit.: Welcome!)
Can I be ~ of help?
I have reserved ~ a room ~ with you.
(lit.: Already reserved I ~ room ~ with you.)
Already ...
... I reserved ...
... in the name of Jones.
Welcome to Cairo, Mr. Jones.
Ah yes, Mr. Jones, a room with two beds.
Your passport, please.
(lit.: The passport, please.)
Here you are.
How would you like to pay?
(lit.: How ~ would you like ~ the bill?)
Cash ~ or ~ by card?
By card, please.
Here you are, the key to the room.
key (also means ‘spanner’)
keys
The number of the room ~ is 25.
(five and twenty)
Excuse me, where is the dining room?
The dining room ~ is there.
Do you need ~ help with your baggage?
Do you need ...?
(lit.: You need ...?)
No, thank you.
Marhaba!
Hal ~ min musa’adah?
L’qad’ hajastu ~ ghorfa ~ aindukum.
L’qad’ ...
... hajastu ...
... bi ismi Jones.
Marhaba bi’l Ka-hera, Sayyid Jones.
Ah na-am, Sayyid Jones, ghorfa bi sarirayn*.
Al jawas suffer, min fadlik / fadlak.
Taffa-dal (to a man). / Taffa-dali (to a
woman).
Kaifa ~ turidu ~ al hiseb?
Def’an ~ aw ~ bil carrt?
Bil carrt, min fadlik / fadlak.
Tafad-dal, mufte’h al ghorfa.
mufte’h
mfatia’h
Rakumet al ghorfa ~ hamsa wa ashroon.
Lau samaht, ayna ghorfat al akyl?
Ghorfat al akyl ~ hoonegg.
Tah’tej ~ musa’adah bi hakibetak?
Tah’tej ...? (to a m.) / Tah’teji ...? (to a w.)
Laa, shukrran.
* sarir = bed / sarirayn = two beds
mbt ®
earworms
Musical Brain Trainer

6. More numbers
11 (remember 10 = a’ashara))
12
13
14
15
16
17
18
19
20
21 (one and twenty)
22 (two and twenty)
23 (three and twenty)
24
25
26
27
28
29
30
35 (five and thirty)
40
50
60
70
80
90
* Sometimes pronounced ‘aishreen’.
eh’da a’asha
ithna a’asha
thalêthata a’asha
arba’ata a’asha
hhamsata a’asha
sittata a’asha
sabbata a’asha
thamêniata a’asha
tissata a’asha
aishroon*
wêhid wa aishroon
ithnayn wa aishroon
thalêtha wa aishroon
arba-ah wa aishroon
hhamsah wa aishroon
sittah wa aishroon
saba-ah wa aishroon
thamêneya wa aishroon
tisaah wa aishroon
thalêtoon
hhamsah wa thalêtoon
arba’a-oon
hams-oon
sitt-oon
sabbah-oon
thamên-oon
tissa-oon

100
me’-a
101
me’-a wehid
1000
alf
2000
alfayn
2011
alfayn wa eh’da a’ashar
2012
alfayn wa ithna a’ashar
2013
alfayn wa thalêthata a’ashar
2014
alfayn wa arba’ata a’ashar
Interestingly the ‘Arabian Nights’ stories are called ‘1001 Nights’ in Arabic.
1001 nights = alf leyla wa leyla
lit.: a thousand nights and a night
night
leyla
Unleashing the brain’s potential
Learning to music is not only relaxing and enjoyable, it is also highly effective.
Recent research accounts for this in two main ways.
Firstly, music primes the neural networks and puts the learner into the optimum
state of consciousness for learning, the so-called Alpha state; relaxed but at the
same time receptive.
Also, music engages and stimulates both the right and left hemispheres of the
brain, allowing ‘whole brain learning’ processes. Traditional teaching practice
has tended to favour the left hemisphere of the brain which is more concerned
with logic, mathematical thinking, reading and the rules of grammar –
discounting the value of the senses and emotions in the learning process. By
tapping into the auditory cortex, the area responsible for processing and storing
sound waves, and to some extent evoking an emotional response through music
and dialogue, earworms engages the right hemisphere, unleashing more
learning potential.
mbt ®
earworms
Musical Brain Trainer

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 track
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. Telephone booking
Good evening. This is Hotel Cairo.
(lit.: Good evening. With you ~ Hotel Cairo.)
(Reply:) Good evening. Have you a room
for tonight?
tonight
(lit.: this night)
For how many people?
Masa al-hayr. Ma-aikum ~ Funduq’
al Ka-hera.
Masa an-nur. Hal aindakum ghorfa
li hazihi al layla?
hazihi al layla
Li kem farrdan (or: shachs)?
For one person only.
(lit.: For person one only.)
For two. / For two persons.
With one bed for two people.
For how many nights?
(lit.: For how many evenings?)
For one night.
(lit.: For night one.)
For two nights.
(lit.: For nights two.)
For three nights. / For four nights.
For a week.
With breakfast?
Yes, the price of the room is with breakfast.
I will come at 5 o’clock.
(lit.: I will go 5 o’clock.)
My name is Jones.
Have you a mobile number?
Yes, I have.
0 0 1 ~ 3 7 9
4 5 2 ~ 1 1 8
Thank you Mr. Jones, goodbye.
Li farrd wêhid faq’at. / Li shachs wêhid
faq’at.
Li ithnayn*. / Li farrdayn*. Li shachsayn*.
Bi sarir wêhid li farrdayn*.
Li kem layla?
Li layla wêhida.
Li laylatayn*.
Li thalat layerli. / Li arba-a layerli.
Li isboa.
Bil iftar?
Na-am, as saar al ghorfa bil iftar.
Sa adth-hab asa-a hamsa.
Ismi Jones.
Hal aindukum rakum mobyle?
Na-am, aindy.
zifrr zifrr wêhid ~ thalêtha saba-ah tisaah
arba-a hhamsah ithnayn ~ wêhid wêhid
thamêneya
Shukran Sayyid Jones, ma’a as-salema.
* Things in ‘twos’ take the ending ‘ayn’.
mbt ®
earworms
Musical Brain Trainer

8. Personal details
first name
(lit.: name of person, i.e. personal name)
family name
(lit.: name of family)
Your first name?
nationality
your nationality
What is your nationality?
passport number
(lit.: number ~ passport)
profession
married
Are you married?
single
Are you single?
What is your age?
(lit.: How much your age?)
place of birth
date of birth
ism al shachsi
ism al aiyla
Ismuku al shachsi? (to a man)
al jinsaya
jensiyittik / jensayittak
Ma jensiyittik? / Ma jensayittak?
rakkum ~ jawaz al suffer
al mehina
motazawig / motazawiga
Hal anta motazawish? / Hal anti motazawisha?
arsab
Hal anta arsab? / Hal anti arsaba?
Kem omrok? / Kem omrik?
makem al miled
terrirrh al miled
The months of the year:
yanayir, febrayir, meris, abreel, mahyoo, yunia, yulia, augoostoos,
sibtemberr (role the ‘r’), octoberr, nofemberr, dicemberr
Now guess these dates:
1. saba-a febrayir
2. thalatoon meris
3. arba-a yulia
4. thamêneya wa ashroon sibtemberr

9. At the restaurant
Good evening. I have reserved a table
for two in the name of Jones.
Hallo and welcome!
This way.
(lit.: Here you are, here.)
Here you are, the menu.
And what would you like to drink?
Just a moment, please.
I will drink ~ orange juice, please.
I prefer ~ a cup of ~ tea ~ with mint.
Do you want sugar?
Yes, with a bit ~ of sugar.
And to eat?
(lit.: And for the food?)
Do you like ~ fish / lamb?
Yes, I like fish / lamb.
I shall take the fish.
Will you take the fish?
I take ... / you take ...
Would you like ~ to take ~ rice or salad?
Yes, bring ~ also salad and rice.
Mmmm! The food is delicious, ~ very delicious!
Would you like anything else?
(lit.: Do you request ~ anything else?)
No thank you, not ~ now.
Masa el hayr. Hajustu tawila li ithnayn,
bi ismi Jones.
Ahlan wa sachlan!
Tafâd-dallu*, huna.
Tafâd-dal, kartet et ta-am.
Wa medtha tuhibu an tashrub?
Lahza, min fudluk.
Sa ashrab ~ asir burtoqual, law samaht.
Ufaddil ~ finjen ~ shay ~ bil narneha.
Tuhhib sukkar?
Na-am, bi kahlil ~ min al sukkar.
Wa li’l erkul?
Tuhibb ~ samak / lahma haruf?
Naam, uhib samak / lahma haruf.
Sa erhudth samak.
Se terhudth samak?
erhudth ... / terhudth ...
Hal tuhibb ~ an terhudth ~ ruzz aw salata?
Naam, ehhdir ~ aydan ~ salata wa ruzz.
Mmmm! Al akl’ tayyib, ~ tayyib jiddan!
Hal tu’mor ~ bi shay aahar?
Shukran la’a, laysa ~ al enn.
Yes, please, fruit. Have you ~ melon and dates? Na-am, law samaht, fawekih.
Hal aindukum ~ shamem wa tamr?
* Ending ‘dallu’ when addressing more than one person.
mbt ®
earworms
Musical Brain Trainer

10. What do you do?
What do you do?
(lit.: What ~ you work?)
I work ~ in a bank.
Since when ~ do you work there?
About 10 years.
(lit.: About ~ 10 ~ years-time.)
Really?
(lit.: Right?)
How old are you?
(lit.: How much age yours?)
30 years old.
(lit.: 30 years.)
I don’t believe that.
Are you married? (asking a woman)
No, I’m not married. (woman says)
Is your family here in Cairo?
family / your family / my family
my mother / father / brother / sister
my husband / my wife
(lit.: my man / my woman)
What ~ are you doing ~ tomorrow?
(lit.: What ~ will you do ~ tomorrow?)
Can we meet?
(lit.: Is it possible ~ that we meet?)
Yes, no problem.
Where and when?
Here, at 9 o’clock?
Shall we go to the pyramids?
Yes, good idea.
(lit.: Yes, idea good.)
Bye, until then.
(lit.: Bye, until the meeting.)
Med-tha ~ t’arm’al?
Arm’al ~ fi bank.
Mundu meta ~ t’arm’al hunegg?
Hawely ~ ashr ~ sanna-wed.
Hakan?
Kem omrik? (to woman)
Thelêtoon sanna.
La-a ussadak hedtha.
Hal anti mutazowisha?
La-a, lastu mutazawisha.
Hal aiylatik ~ huna fi al Ka-hera?
aiyla / aiylatik(ak) / ah’-li
omi / abbi / ahi / ochti
zowshi / zowshati
Med-tha ~ se t’afa-al ~ gaâ-dan?
Hal mumkin ~ an noltoki?
Na-am, lair mooshkilla.
Ayna wa meta?
Hunna, as-sâ-a at-têsia?
Hal n’adth-habu illa al harum?
Na-am, fikra jayida.
Ma’a as-salema, iIla al laqah.

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’.
Researchers at Dartmouth College in the US
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 learning. In essence, this
means we look at language in terms of whole
meaningful chunks, then break these down into their
component bite-size, 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.

Other languages available:
Details at www.earwormslearning.com

mbt ®
earworms
Musical Brain Trainer
The Tracks:
1. On business or on vacation?
2. Are you from Egypt?
3. I’m glad to see you!
4. Future plans
5. I have reserved ...
6. More numbers
7. Telephone booking
8. Personal details
9. At the restaurant
10. What do you do?
Concept & Text: Marlon Lodge, Project Development: Andrew Lodge, Project Management:
Maria Lodge, Editorial Supervision: Renate Elbers-Lodge, Music: earworms, Arabic Voice: Riem Elfar,
Graphic Design: Jaroslaw Suchorski @ HKP, Special thanks to: Jan, Evie, Anna, Freddy & Angela.
www.earwormslearning.com
© 2010 Earworms Ltd.
ISBN 9781905443468
Catalogue no. EWB AR2-468