Gıda sadece bir beslenme aracı değildir; Bir kültürün kimliğinin canlı bir parçası olabilir. İngilizce mutfağı, tarihinden etkilenerek, bir dizi ilginç ve bazen kafa karıştırıcı yemek ismine sahiptir (hatta bazıları akıcı İngilizce konuşmacıları bile şaşırtıcıdır).En iyi bilinen İngilizce yemek isimlerinden bazılarının arkasındaki hikayeleri keşfedelim.
Birçok kişi tarafından sevilen ve bilinen bu klasik İngiliz yemeği ile başlayalım.
"Bangers" terimi, II. Dünya Savaşı sırasında rasyonun sosislerin ekstra su gibi şeylerle kesilmesine neden olduğu (daha ileri gitmek için) adını alan sosisleri ifade eder.
Ekstra su, pişirildiklerinde patlamalarına ve patlamalarına neden oldu."Püre", onlarla birlikte gelen kremalı patates püresini ifade eder.
Bu geleneksel yemek tipik olarak peynir, soğuk etler, turşu ve ekmek dahil olmak üzere çeşitli soğuk malzemelerden oluşur.
Adı, sabancıların öğle tatilinde keyifle yedikleri bir yemek olduğu fikrinden kaynaklanmaktadır.
Artık sebzelerden yapılan bir yemek, genellikle rosto yemeklerinden arta kalanlar. Adın, sebzelerin kızartıldığında çıkardığı sesten geldiği söylenir - tavada köpürme ve gıcırtı.
Bunun güzel bir tatlı olduğunu düşünüyor olabilirsiniz, ancak size servis edilseydi çok şaşırırdınız. Siyah puding, hayvansal yağ/kandan oluşan ve yulaf ve baharat gibi diğer şeylerle karıştırılan bir sosistir. Bu karışım genellikle siyah renkli olduğu anlamına gelir.
Romalılardan geldiğinden şüphelenilen, MÖ 800 yılına kadar yazılı bir kaydı olan çok eski bir yemektir.
Garip ismine rağmen, göründüğünden çok daha güzel. Büyük bir Yorkshire pudinginde pişirilmiş sosislerden oluşur.
Yemeğin adının, bir delikten dışarı bakan kurbağalar gibi, hamurun içinden geçen sosislerden kaynaklandığı düşünülüyor.
İsmin İskoç kökenli olduğunu düşünebilirsiniz, ancak İskoç Yumurtası aslında İngilizce bir yaratımdır. Sosis eti ve galeta unu ile kaplanmış, kızarana kadar derin yağda kızartılmış, haşlanmış bir yumurtadır.
Buradaki "Scotch" terimi, yumurtanın kaplanması işlemini ifade eder.
Çilek, krem şanti ve beze ile yapılan bir tatlı. Yemeğin, ünlü bir İngilizce okulu olan Eton Koleji'nde, bir pavlova tatlısının yanlışlıkla düşürülüp karıştırılmasıyla yaratıldığı düşünülüyor.
Ortaya çıkan karmaşa sevilen bir tatlı haline geldi ve uygun bir şekilde Eton Mess olarak adlandırıldı.
Popüler bir pub atıştırmalığı olan domuz derisi/kabuğu, gevrek bir ikram haline gelmek için pişirilir. Başlangıçta domuzun hiçbir parçasının boşa gitmediğinden emin olmak için yapıldılar.
İsmin kökeni tartışmaya açık, ancak bunun nedeni kazınmış/kazınmış olan kabuğu olabilir.
İngilizce mutfağın bazı tuhaf yemek isimleri olabilir, ancak her birinin arkasında bir hikaye, gelenek veya tarihe selam vardır. Bazı yemekler zor zamanlardan ortaya çıktı, becerikli olmaya ihtiyaç duydu ve diğerleri sadece şans eseri veya deneylerle yaratıldı.
Yiyeceklerin isimlerini keşfetmek, ülkenin kültürel mirasını ve mutfak geleneklerini daha derinlemesine incelememizi sağlar. Bir dahaki sefere bilmediğiniz bir İngilizce yemek adıyla karşılaştığınızda, bunun arkasında bir hikaye olabileceğini unutmayın.
Ülkenizden hangi yemek isimlerinin yemeğe benzemediğini ve bu ismin neden kullanıldığını bir düşünün. Bazı şaşırtıcı benzerlikler bulabilirsiniz.
English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about Englishthat you might not know.
Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.
As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.
Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.
Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.
These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.
For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”
A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.
These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.
Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”
Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.
Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.
Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.
Subrasays: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”
Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.
Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.
A shared language is central to many families, and this can carry extra meaning when your children are growing up in a country that speaks a different language. It's not just about words; it's about culture, identity and connection. If you'd like to teach your kids the language that holds a special place in your heart, here are some tips to get you started.
