‘Switching’©: From the formal to the informal.

English Methodology

When communicating through English, there will always be options presenting the speaker with a language choice. In this blog, we will show you ‘Switching’, a technique which will open up the range of language choices available to you.

In English, the language choice of the speaker will be either in a formal style or an informal style or perhaps somewhere in between and the formal style is often a direct translation from the learner’s language:

I told Peter everything he needed to know

The informal style will not be a direct translation but could rather be a PHRASAL VERB:

I filled Peter in.

In Englishour, we believe that learners today who come to an English speaking country to learn English want to become familiar with the informal side of English. To them, it’s new and exciting and is often something they have never come across before.

As well as opening up exciting new learning opportunities, there are clear advantages to making these language choices. Firstly,  the informal side of English is often much shorter; more concise. English speakers love this! When non-native speakers use idiomatic language, English speakers really appreciate this and the door to a deeper communication is opened a little more. The journey from formal (translation) to the informal is something I call ‘switching’.

Switching is moving between the formal and informal. It is moving away from direct translation towards metaphor and image-based language.

Here are some examples:

A journalist, Peter Factotum, is talking about a corrupt director of a company who he suspects is destroying the environment illegally. In telling us about the director and his experiences he has used several phrasal verbs giving us information:

He has to answer to the shareholders

He tried to play down his role in the forest’s destruction

I tried to sound him out to see if he would reveal anything

He let it slip (it slipped out) that his company was responsible

He left out the fact that he had been in prison

I can’t wait to fill in my editor

Now lets understand!

  • To answer to someone – To whom do you answer to? Do you have anyone to answer to?

If you have a boss, then the answer is yes!

If you have parents, then the answer is yes!

You answer to the person who is responsible for you. The person to whom you answer to is the person to whom you have to justify your actions. People, who are self-employed have nobody to answer to (except perhaps themselves). Single people have nobody to answer to. Do politicians have anybody to answer to? Of course! The electorate. So who do you have to answer to?

  • To play an action/a fact down – This means that you try to make it seem less important than it really is. People often play things down because they are modest. For example, if I won a gold medal in the Olympics and I say ‘Oh it’s nothing’, then I am trying to play down the medal. In the case above however, the director is trying to play down something negative, saying it has no importance when actually, it does!

Politicians often try to play down their mistakes and play up their successes!

  • To sound someone out – This is where you get a ‘preview’ to see how someone feels about an issue. You may feel that is too early to ask them directly, so you ‘sound them out’ first to get an idea how the reaction might be. For example, if you want to ask your boss for a raise you don’t ask directly ‘can I have a raise?’ Instead, you sound them out by talking about money in general and getting a feel for what they might think. Then you may or may not ask for the raise.

Therefore the idea of ‘sounding someone out’ is the idea of talking loosely about something to gauge their reaction.

  • To let it slip – The phrasal verb is to slip out, but let it slip sounds better so we will use that form. This one is easy. It means that you told a secret accidentally. You opened your big mouth and said something to someone that you shouldn’t have! Perhaps you let it slip that he was hiding in the next room or that Mary’s surprise birthday is on Saturday. Basically, you let the cat out of the bag! Have you ever let something slip? Was it something important? What did you do?
  • To leave out (a fact) – If you leave out a fact, you don’t say it. It’s that simple. I told the police my name and address but I left out the fact that I’m not staying there. Sometimes it’s not what you say, it’s what you leave out. Think about your CV. Did you write EVERYTHING or did you leave out a few things? Be honest!
  • To fill someone in on something – This means to give someone the necessary information about a situation. It basically means ‘tell them everything’. For example, if you go on holidays, when you arrive back in work/school, your colleague will fill you in on what has been happening and all the gossip. When Steven fills in his editor, he will tell her everything about the story he has. Look again at the original sentence at the top:

I told Peter about the project.

 So with switching, we try to replace the formal with the idiomatic:

I filled Peter in about the project.

‘Switching’ is being able to manipulate language

Now, let’s add some more verbs that you can ‘switch’:

When Peter Factotum fills his editor in about the story she will either think that it is a good story or a bad story. If she thinks it is bad, then Peter will have to persuade her that he should write it.

He will have to talk her into letting him write it.

 When you were a teenager you had to talk your parents into letting you do things. Like what?

You can also talk someone out of doing something.

He wanted to sell the house but we talked him out of it. – We dissuaded him!

 

If there was a situation where several journalists wanted to write the story:

Peter would pitch for the story

 The idea of ‘a pitch’ is important in English. People pitch ideas to others in order to sell a product or get support.

We pitched the idea of an environmentally-friendly car to the managers and they loved it!

 

When there is competition to ‘win’ an account, for example, you pitch for it.

Every advertising agency in the city pitched for the McDonalds account.

In this case however, it is unlikely that Peter would have to pitch for the story as:

He came up with it.

He thought of it. It is his story.

Switching

Formal            ➙       Informal

Informal         ➙       Formal

The context will decide which option you use.

It’s up to you – You choose!

Literal translation (formal)Native equivalent (informal)
He is responsible to nobody

 

He answers to nobody
He made the situation seem less important

 

He played down the situation
I tried to get an idea of what she was thinking

 

I sounded her out
He accidentally said it

 

He let it slip
I omitted it

 

I left it out
He told me everything

 

He filled me in
I persuaded her to do it

 

I talked her into doing it
I dissuaded him from doing it

 

I talked him out of doing it
We gave a presentation to get the job

 

We pitched for the job
He thought of a great idea

 

He came up with a great idea
You decide

 

It’s up to you

 

Tasks:

Look at the following sentences. You will see the long formal version. Translate to the shorter informal version by switching:

Eg: He told me accidentally____________He let it slip.

  1. I asked him questions to see what he was thinking_➙
  2. He persuaded me to sell my car to him__➙
  3. We presented hoping to attract the new client__➙
  4. I told them that the situation was not as bad as they believed__➙
  5. Her only boss is the owner, nobody else_➙

 

Now try to do the opposite. Look at the informal and make it formal:

Eg: I left out the fact that I was unavailable___➙_____I failed to say that I was unavailable.

  1. He came up with a brilliant plan__➙
  2. They played down the disaster in the interview_➙
  3. She talked me out of selling_➙
  4. I let it slip that he wasn’t qualified_➙
  5. They pitched for the Medford account_➙

Further tasks:

  • Start using switching in your everyday life. Every time you want to say something, try to think of two ways to say the same thing and make a language CHOICE.
  • In your professional life, try to use all of the above verbs in the next week.
  • In your personal life, try to use 5 of the above verbs in the next week.
  • Write a list of ten situations you know you will be in, in the next 7 days. Identify if they are formal or informal situations. Which side of the English language would you prefer to be using in each? When going to each, make decisions about the language choices that you will make before the event and then follow them!
  • Show your colleagues the two versions and ask them which they use. Try to talk about language to as many people as possible.
  • Keep switching. Learn to manipulate language so that you sound like you WANT to sound!

By John Ryan  ©2018

Auxiliary verbs – the signals of time.

Auxiliary verbs tell us the time of the action

Auxiliary verbs are fantastic little things!

They act like mini-discourse markers at the beginning of sentences, except instead of signaling an emotion or intent, they signal a time. That’s how we know when an action happened in a question or a negative form, by the auxiliary.
Discourse markers are words or phrases which prepare the listener for what is to come. Like if you’re driving and you see a signpost which tells you that your destination is 200km away and to the left. The sign not only tells you the distance and which way to turn, it also mentally prepares you for the journey ahead. It gets you thinking about whether or not you need petrol, if you need to go to the toilet. You think about when you will stop for a break, now or towards the end of the journey? That sign situates you within your journey. It offers you comfort and the power to make informed decisions. Signposts are important not only for telling us where to go but also for making us feel more comfortable whilst going there.
In language we use signposts too. If a teacher is talking to a student and says I read your essay. Unfortunately…. The student gasps upon hearing this word. There is a small intake of breath as they prepare themselves for what surely will be bad news. Can I be blunt with you? Another signpost. Whatever they are going to say, it’s probably terrible! They will tell me some horrible truth about myself. The answer to can I be blunt with you? is of course, always yes! As human beings we are naturally curious about other’s perception of ourselves. I’ve got some good news and some bad news is an old favourite. Which do you want to hear first?
Which brings me back to auxiliary verbs. They are words like is, was, have, do, will and did. They go with a verb and through them we know the tense. For example, if I ask do you walk to work?, you know that I am asking if you walk to work generally, every day, usually. Did you walk to work? Now we’re talking about a specific point in the past. But that’s an important idea. The listener must know when you are talking about if you use did. They know because you either say it or it’s implicit in the idea. If you walk up to a person and ask did you go to the cinema?, their impulse is to immediately ask when? They need a time because you asked did.

Auxiliary verbs are like little clocks…arrows pointing through space-time.

If I ask have you walked to work?, it’s not necessary to specify the time. Have you implies a time before now. Any time. Have you been to Japan? Yes? When? Now you talk in the past. I went three years ago etc. Have you been …ing? Again, the listener knows that the question refers to recently, to a time close to now. This is the present perfect continuous tense, a tense we use when we see evidence of an action. For example, I see someone out of breath (the evidence) and I ask have you been running? As soon as they hear have you been…? They know that my question refers to something recently and also to some evidence that they have spotted. If someone asks you out of the blue have you been sewing? You would most probably respond with why do you ask? You are wondering what possible evidence they see to ask whether or not you have been sewing.

In class, students often have a problem between the simple past (I did), the present perfect (I have done) and the present perfect continuous (I’ve been doing). There is no need for this to be problematic as long as you think about them in relation to time. I did requires a specific named past time. Either you say it or the other person knows exactly what time you are referring to. If you name the time, use the simple past and NOT the present perfect. The present perfect refers to an action which happened in an unnamed time in the past but has importance for now. Perhaps a message for now. If you say I’ve eaten, the message for now is I’m not hungry. If you say I’ve done everything to your boss, the message for now is perhaps can I go now?
If you name the time, use the simple past and NOT the present perfect
Having said all of that, there is a challenge for students regarding understanding the concept. It is often not the same in other languages and does need time to sink in. The good news (nice discourse marker!) is that there is a ‘eureka’ moment. A moment when the student suddenly gets it. It’s one of those really satisfying moments when learning a language which can be so frustrating at times.
In the meantime, learners need to be as aware as possible of those little magic words, auxiliary verbs.

Out – towards the darkness or towards the light! – Phrasal verbs in English.

Bright English Language School Dublin

Understanding phrasal verbs with ‘out’

‘Out’ means ‘outside’. There is a journey from inside to outside, a journey which takes you into the light, or into the darkness.

Let’s say you have a problem, like a maths problem. The solution is hidden deep in the problem. Your job is to work it out. Here, the image is slowly removing the answer from a dark hidden place into the light. When you’ve worked it out, the solution is there, in the light. You can see it!

Jim and Mary are trying to work out their marriage problems. By talking through their problems they begin to see solutions.

Likewise, you can also figure something out. Again, figuring out a problem means thinking about it until the solution can be seen.

I couldn’t figure out how to open the door.

It took me ages to figure out the complicated bus timetable.

When you figure it out, you can see the light!

 

Another case is to  find things out. This involves bringing information into the light.

Sometimes you can find out accidentally:

I just found out that Mary is going to have a baby!.

I went on the internet and found out that the company doesn’t exist!

 For working out, figuring out and finding out, a solution sees the light.

 

To come out can simply mean ‘come outside’.

Are you coming out tonight? Possibly to the pub, or the cinema etc.

Come out also means to reveal that you are gay. The idea here is that it is a secret. When someone is secretly gay, they are ‘in the closet’. Then one day, they tell their friends or family or the world that they are in fact gay. This is when he/she comes out.

Elton John came out years ago.

Again, the secret reaches the light.

 

To make something out means to be able to see or hear something under difficult circumstances. It is often used with ‘can’. For example, if something is far away and you can see it or read it:

I can’t make it out. A car registration for example or a bus number.

I can’t make out the signature. Here, it’s not far away, the quality is bad.

You can also use it for things you can/can’t hear, usually because of the clarity of the sound.

I find heavy metal lyrics difficult to make out.

I couldn’t make out what he was saying because of the noise.

When you can make something out, there is the lightbulb moment of throwing light onto the unknown.

 

Sometimes friendships can fall into darkness:

People can fall out. It means that they are no longer friends. They usually fall out over something:

Myself and Peter fell out over the money he owes me

They fell out over a stupid argument

 

Here are some more verbs which mean ‘go into the darkness, away from the light’:

 

The first is literal. To blow out a candle or a flame.

He made a wish and blew out his birthday candles.                     

 

What do you do with a finished cigarette? You put it out. (extinguish it)

 

Or when the room is too hot, or your blood pressure is very low? What can happen? You can faint. Lose consciousness and fall onto the floor. You can pass out.

When you pass out, what do you see? Darkness!

 

As well as flammable material, people can burn out. This is due to excessive stress, usually in work:

He was a stock broker, but burnt out after five years.

When you burn out, you’re finished!

 

We often hear of governments trying to stamp out crime. (destroy it)

 

Sometimes, they will phase something out.

At the moment they are phasing out free medical care. (little by little it will be gone)

When you close the curtains, you block out the light. You can also block out sounds.

Some people try to block out bad memories.

 

Out can be also associated with negative experiences:

If you decide to stick it out, you decide to remain in a bad situation:

I hate my new job, but my friends have advised me to stick it out, at least for another month.

 

Sometimes, you can stop a negative experience:

We talked him out of doing it. We persuaded him not to do something we viewed as being bad.

He was going to sell the company, but we talked him out of it.

 

The purpose here is to show that there is a logic and a clear line of thought running through seemingly unrelated phrasal verbs. This logic is, I believe, contained in the preposition. If you can unlock the meaning of the prepositions, you can understand better the idiomatic side of the English language.

Good luck!

Shortcuts

Summer English Course in Englishour Dublin

Shortcuts in English

When thinking about phrasal verbs and idioms it occurred to me that they are just like shortcuts on a computer. Shortcuts are things like:

• Ctrl+C (Copy)
• Ctrl+X (Delete selected item and save a copy to the clipboard)
• Ctrl+V (Paste)
• Ctrl+Z (Undo)

Obviously, when you start learning how to use a computer, you don’t immediately start learning shortcuts. You learn the long version first and when you have reached a particular level of expertise you can then start learning and using shortcuts. People who are very proficient on computers use shortcuts all the time. People who have an elementary level of knowledge usually don’t.

The reason shortcuts exist is that there are certain things which we do over and over again.

For example the copy and paste function is one you perform many times daily if you regularly use Word on a computer. Because of the frequency with which we perform the action, it can be tiresome repeating the same actions over and over again, hence the shortcut.
It’s exactly the same in language. There are thousands of ideas which we regularly express to each other. These are specific ideas which may convey a feeling that we have in a particular situation at a particular time. The nuances of the idea may be really subtle and therefore to express it properly might take a lot of words. That’s where the shortcut comes in. Here are some examples of the long version and the shortcut expressing the same thing.

Everybody worked together and therefore saved time and effort – shortcut – We all pitched in

He spoke for a long time about his car. It was really boring! – shortcut – He went on and on about his car

I don’t know where it came from. It might have been stolen – shortcut – It fell off the back of a lorry

From the A1 to the B1+ levels we don’t learn too many phrasal verbs and idioms. It’s really at B2 that this side of the language comes into the spotlight for the learner who then begins to use language in a more metaphorical way. This is a very exciting time for the learner because this is when they feel that they are speaking and listening ‘like native speakers’.

Native speakers of course love and use this type of language all the time.

Instead of saying I was very ‘excited and nervous’ before my speech, I was ‘keyed-up’. Instead of saying ‘it is very isolated and nobody goes there’ say ‘it’s off the beaten track’. These little phrases are shortcuts. They are a means of saying a lot with little language. And that is a thing of beauty.

Learners who get good at these shortcuts sound very natural when they speak. They also find it easy to understand native speakers as the language is common and familiar. However, it’s not easy to get there. There are many phrasal verbs and the lists of idioms are long indeed. But it is possible. Here are some more examples of shortcuts:
I said something stupid socially – I put my foot in it.

I managed not to laugh when I really wanted to – I kept a straight face

I am very busy at the moment and probably have to refuse your offer – I have a lot on my plate.

In Englishour, this form of language plays a large part of our syllabus. It’s fun to learn and it’s fun to teach. So in future, when faced with a phrasal verb or an idiom, don’t think of it as ‘hard language to understand’. Just think of it as a shortcut – an easy path to expressing an idea.

Sounding natural in English

English Speaking Class

Natural English in Englishour

First of all, what is idiomatic English and how does it differ from ‘normal’ English?
Idiomatic language is language which sounds completely natural and with a particular style, often metaphorical. Also, idiomatic language often doesn’t translate directly from other languages. For this reason, learners of English often find idiomatic language more difficult as it doesn’t directly relate to their own language.

For example, idiomatically you might say he kept me in the dark whereas normally it is he didn’t tell me. Normally you might say I said something embarrassingly stupid whereas idiomatically it is I put my foot in it.
Native speakers of English love using idiomatic English because it’s shorter and the images are often more powerful. For example, I have enough money to survive financially becomes I’m getting by.

In Englishour, the secrets of idiomatic language are revealed making it easy for the learner to speak like a native speaker.

Why not test yourself now and see how much idiomatic English you already know? In the two columns below, try to match the phrases with their idiomatic counterparts:

Normal speak — Idiomatic speak   – Match the formal and idiomatic:

He has a surprising skill/past— He let the cat out of the bag
He got really angry— He has a lot on his plate
He is extremely lazy— He heard it straight from the horse’s mouth
He (accidentally) told the secret— He hit the roof
He is really busy— He’s a dark horse
He got it from source— He is a couch potato

Idiomatic English is fun and is just one of the elements of language focused on in Englishour.

In Englishour, students can expect to be taught all of the skills, speaking, writing, reading and listening in both a formal and informal context.

Put simply, when searching for an English course in Dublin, Englishour is head and shoulders above the rest! 🙂

Learning a language – After frustration comes reward!

Learn English in Ireland

Learning a language can be frustrating

It is exciting to be able to speak another language. It can of course be frustrating too. Not being able to articulate what you want or how you feel or what your opinion is on something can feel terrible. Being with a group of native speakers and not being able to follow the group conversation can leave you feeling alone.


Many years ago, when I arrived in Spain for a year of teaching English, this was exactly how I felt. When I arrived, my Spanish was nil. I didn’t even know the word for ‘hello’. I had a little Spanish/English dictionary and a notebook, and I started to learn words and phrases, as I needed them. If I were going food shopping, for example, I would pre-learn the words which I anticipated I would need for my shopping expedition. Leaving my house, I would be repeating the words for ‘bread’ and tomato’ and ‘pork chop’ as I wandered down the foreign street surrounded by signs and people I didn’t understand.

New friends can appear in surprising places

I lived in a small flat with two Spanish guys who didn’t speak a word of English. It was perfect for me to immerse myself in Spanish. For the first couple of months we were like three mime artists in the kitchen, acting out what we were going to cook, flapping our arms to show the rent was due and whatever other messages they needed to pass to me or I to them. At that time, I used to go home for lunch every day and sitting opposite Miguel, I would have conversations with him in my broken language but I was only half sure what we were talking about. But every one seeped in somehow and slowly my brain was accepting this new form of communication.


Then I got really lucky. One evening (still early in my time there) while waiting for a friend outside her school (she was teaching an English class) I was watching a television match in a shop window. There was another guy there also watching the match, and it turned out that he was waiting for his girlfriend who was inside and was one of my friend’s students. We started talking in the usual mime/stone age man-type language, and when they came out we all went for a beer together. This marked the beginning of my friendship with Emilio and Maria Jose.


Every Friday they invited me out with their large group of friends. I remember the first ten minutes always going well, everybody sober, talking slowly to me and me listening intently, trying to follow the conversation. Then the beers kept coming and the conversation got faster, the lights got brighter and everything became more garbled. People would look at me and see that I didn’t understand and would stop the group to bring me up to date but I hated that as I felt that I was ruining the dynamic of the group. I didn’t want them to stop just to keep me up to date.

Learning a language can be lonely

I felt lonely. I was surrounded by friends, but they were friends who I couldn’t really communicate with apart from smiles and a nodding of my head.
I returned to Ireland for Christmas and when I went back in early January and something strange happened to me. I started to understand! It was if my absence for a couple of weeks had given my brain the time to digest all the backlog of new language I had, and it was now able to run past my lips with a degree of fluidity. Words I heard or read began to have meaning and I felt that I was no longer a beginner, but someone on a (slightly) higher rung of the language ladder.


Breaking through this barrier felt so good! I still had many problems understanding and expressing myself of course, but this was peppered with the joy of catching a word, or a difficult expression which I actually understood! I began to feel that their language was now also becoming my language. It was something we shared rather than something that separated us.

Speaking another language feels wonderful

This experience informs what I do today in my English classes. I feel that the job of the English teacher is to empower the learner. To give the learner ‘bullets’ for their ‘language gun’. I know the joy of being able to express oneself beautifully in another language (or at least thinking I do) and to be able to understand subtlety coming from someone else’s lips. When that happens, all the frustration and loneliness suffered at the beginning becomes worth it.


Often students say that they feel that they have stopped learning. That they have reached a plateau or even worse have regressed and are now understanding less. This, unfortunately, is the game of learning a language. It’s swings and roundabouts, highs and lows. But like all the great things in life you have to work. You have to suffer before the good stuff comes. And it does come… just ask anyone who has done it!

By John Ryan

Quiz Corner

Group Study

Englishour fun quiz

July 2018:

Questions:

1.What is the only US state with one syllable?

2. How did Shakespeare’s character Romeo die?

3. In which county in Ireland are the Cliffs of Moher?

4. What is the only muscle in the human body that is only attached at one end?

5. When did Ireland join the European Economic Union? 1973, 1983 or 1993?

6. How many dots are there on five dice?

7. What is ornithology the study of?

8. What is the national airline of the Netherlands?

9. By landmass, what is the biggest country in Africa?

10. The spire in Dublin is in the Guinness book of world records. Why?

11. How many pubs in Dublin?

12. What is the Italian sauce with tomato, leek and minced meat?

13. In which year was John Lennon murdered?

14. Now that Pluto is no longer included, how many planets are there in the Solar System?

15. What animal does the word “pooch” refer to?

16. Who wrote the Sherlock Holmes novels?

17. What is the name of the king who was beheaded during the French Revolution?

18. Denver is the capital of which US state?

19. How many stars are there on the North Korean Flag?

20. What is the largest island in the Mediterranean Sea?

21. Where does the Irish President live?

22. Was Trinity College founded in 1592, 1692 or 1792?

23. Which is the only American state to begin with the letter ‘P’?

24. Which planet is closest to the sun?

25. Which screenwriter has received the most Oscar nominations?

26. Charlie Chaplin insured which part of his body?

27. In the American TV series “Breaking Bad” what subject did the lead male teach?

28. What are the three primary colours?

29. What type of pie is typically left out for Santa on Christmas Eve?

30. Which colour belt comes after white in karate?

31. What is the main export out of Cuba?

32. Who was the president of the United States in 2000?

33. The quick brown fox jumps over the lazy dog. What is special about this sentence?

34. What was the first James Bond book?

35. What do a saxophone, a sandwich, a jacuzzi and a biro have in common?

That’s it! Good luck!

 

8 Surprising Things About Dublin

Temple bar dublin

Here are some interesting and surprising facts about Dublin city.

Dublin has more than 750 pubs!

Dublin is known throughout the world for its unrivalled pubs and nightlife, so it’s not really a surprise that the city has over 750 pubs. The Brazen Head (just near the Guiness brewery) is one of the oldest pubs in the world, first opening in 1168! The real surprise, however, is that Dublin has the fewest pubs per person than any other capital city in Europe!

Dublin means ‘Black Pool’
Dublin comes from the Gaelic phrase ‘Dubh Linn’, which can be translated to ‘Black Pool’. The name’s thought to originate from the dark, large lake situated between the River Liffey and the River Poddle. The lake’s long disappeared, replaced by Dublin Castle’s Dubh Linn gardens.

If you really want to impress family and friends, though, you could use the official Irish name for Dublin, Baile Átha Cliath, which is translated as ‘Town of the Hurdled Ford’.

St. Valentine is buried in Dublin
If you think Paris is the capital of love, you’re in for a surprise! The remains of St Valentine, the patron saint of lovers, are kept at the Whitefriar Street Carmelite Church and you can visit his shrine there, too.

The O’Connell Bridge is wider than long
The O’Connell Bridge’s unique dimensions make it famous throughout Europe, being wider than it is long at an amazing 49metres! Up until 1863, Dublin only had a weak rope bridge, so the city’s come a long, long way.

Dublin is one of UNESCO’s cities of literature
Dublin has a brilliant reputation for literary excellence, being home to numerous famous authors, including Samuel Beckett, Seamus Heaney, Oscar Wilde, Bram Stoker, W.B. Yeats and George Bernard Shaw.With multiple libraries, publishing companies and literary institutions, bookworms are in heaven here!

More UNESCO cities of literature include: Norwich, England; Reykjavik, Iceland; Edinburgh, Scotland; Melbourne, Australia and Iowa City, USA. See http://www.cityofliterature.com/cities-of-literature/cities-of-literature/dublin/ for details.

You’ll never run out of Guinness
Dublin’s most famous brewery is not only Dublin’s oldest business and a tourist attraction you should definitely visit, but you can rest assured there’ll be plenty of time to visit it. The Guinness Brewery is on a leasehold of 9,000 years, which expires in the year 10,759!

Dublin’s twin cities
Whilst you may not think twinned cities provide any benefits, it helps cities maintain good commercial and financial links. Dublin is twinned with a number of cities, including Liverpool, England; Barcelona, Spain and San Jose, California.

Dublin boasts Europe’s largest city park
If you’re looking for the perfect outdoor space to practice your English skills, you’ll be spoilt for choice. With over 2,000 hectares of parkland and miles of cycling and walking paths, the Phoenix Park is the largest in Europe. Dublin Zoo is also based here, which is second in size only to New York’s Central Park.