Class notes and homework, Apr 20

Homework

  • If you didn’t send me your solutions to chapter 7, check your answers against the answer key.
  • For next week, study the material in chapter 8, do exercises 8.1–8.5, and answer the questions at the end of the dialogue.

In class

This week we reviewed ways to tell time, using examples from last week’s episode of Pasporto al la tuta mondo. Click on the thumbnail at left for class notes in PDF form.

Next we talked about the comparatives pli and plej, and various ways to use them when making comparisons, e.g. pli granda ol… or plej alta el…. We also covered four new affixes introduced in chapter eight: -ar, -ad, -ebl and -ind.


A neat “zine” about Esperanto

Regarding my question last week of what you plan to do with Esperanto, here’s a charming online booklet (a “zine”) that you should see.

The author (mathematician Arlyn Kerr) presents some snapshots from her personal journey with the language; they’re great examples of how Esperanto can open doors both figuratively and literally. Some of the material will already be familiar to you, but it’s definitely worth a look!


Aŭskultinda podkasto: Radio Verda

Radio Verda estas podkasto el Vankuvero, Kanado, kiu prezentas mallongajn raportojn pri diversaj temoj. Kreintoj Arono kaj Karlina prezentas klaran, ne tro rapidan, kaj modelan elparolon por lernantoj. Komencantoj ne senkuraĝiĝu se vi ne komprenos ĉion; per zorga aŭskultado vi nepre progresos kaj profitos. Eblas aŭskulti/elŝuti per kaj la TTT-ejo de Radio Verda kaj iTunes. Jen ligilo.

Radio Verda is a podcast out of Vancouver, Canada, presenting short programs on a wide range of topics. Hosts Arono and Karlina speak slowly and clearly, with model pronunciation for students. If you’re a beginner, don’t be discouraged if you don’t understand everything; careful listening will definitely help your comprehension. You can listen and download the podcast through both the Radio Verda website and iTunes. Here’s a link.


Class notes and homework, Apr 13

Homework

  • If you didn’t send me your solutions to chapter 6, check your answers against the answer key.
  • For next week, study the material in chapter 7, do exercises 7.1–7.5, and answer the questions at the end of the dialogue.

In class

We talked about ways of telling time, and the use of kioma for asking what time (“which hour”) it is. The correlative word kiom asks for a number, and kioma asks for a number ending in -a, e.g., an ordinal:

Kiom kostas la pomo? —Tri dolaroj.
Kioma horo estas? —Estas la tria horo.

As in English, there are lots of different ways we can express the same information about what time it is:

Estas la tria horo kaj dek kvin minutoj.
Estas la tria kaj dek kvin.
Estas la tria dek kvin.
Estas la tria kaj kvarono.

In some countries it’s customary to use 24-hour time, e.g., Estas la dek-kvina horo. For 12-hour time we use the abbreviations atm (antaŭ tagmeze, or “a to mo”) and ptm (post tagmeze, or “po to mo”).

Je la tria atm mi dormas, sed je la tria ptm mi laboras.

Pasporto al la tuta mondo

Ni rigardis la duan lecionon de Pasporto al la tuta mondo, en kiu oni parolas pri horoj kaj demandoj kun “kiom” kaj “kioma”. (En la suba filmo, la dua leciono komenciĝas (=begins) je 7 minutoj kaj 15 sekundoj…)

(Por ĉiuj lecionoj, vidu la paĝon de Pasporto ĉe YouTube.)


Class notes and homework, Apr 6

Homework

  • Finish the exercises in chapter 6 and answer the questions about the dialogue. As usual, you can send me your answers for corrections.
  • A reminder: the readings in each lesson introduce a lot of needed vocabulary. It isn’t enough to simply read through once to get the gist of an article; ideally you should re-read the text several times:

    1. On the first pass, just try to get a general idea of what’s going on, without stopping to look up definitions.
    2. Go through the text carefully to identify words that are new, stopping to look up each one in a dictionary or in the word list at the end of the chapter.
    3. Now that none of the words should be completely unfamiliar, try reading through the text once more and see if you can understand it completely.
    4. Ideally, aim for a fourth pass where you can read the entire text smoothly with full comprehension.

    While rereading may seem like overkill at first, you’ll find it enormously helpful in retaining the material. The repeated exposure to model style will also help you build the linguistic “intuition” you’ll need when constructing sentences in everyday speech and writing.


Class notes and homework, Mar 30

Homework

  • If you didn’t send me your solutions to chapter 5, check your answers against the key on the course page.
  • Start reading chapter 6 for next Tuesday, and do exercises 6.1–6.3. As usual, you can send me your answers for corrections.
  • If you haven’t written to a penpal yet, do so now! If you need help writing something, just let me know.

In class

We reviewed chapter 5 and watched part 4 of Mazi en Gondolando:

Impersonal verbs

Chapter 6 introduces the idea of impersonal verbs — verbs that don’t need a subject. Impersonal verbs are often used when describing the weather. Pluvas (=Estas pluve), it rains. We don’t say Ĝi pluvas, because there’s no “ĝi” that is raining! Hajlas, neĝas, tondras, fulmas. It’s hailing, snowing, thundering, lightning. Frostas (Estas froste), nebulas, nubas, rosas, silentas, sunas, ventas, ŝtormas. It is frosty, foggy, cloudy, dewy, silent, sunny, windy, stormy.

Poetry

We also read and translated the simple poem Ho, mia kor’. Note how elision is used to achieve the desired rhyme and meter. In Esperanto the final -o of nouns can be omitted (“elided”) when there are no other grammatical endings following it. So we can elide the -o in koro, for example, but not in koroj or korojn. The elided -o is replaced with an apostrophe, and the stress within the word remains the same as before.

We can also convert la to l’ in cases where it is preceded or followed by a vowel: de la batado becomes de l’ batado.


Teatra staĝo en MinskIntensive acting course in Minsk

Demain le Printemps (“Morgaŭ la Printempo”) estas franca-belorusa teatra kompanio, kiu ekde sep jaroj funkciigas staĝejon por francparolantoj en Minsk, la ĉefurbo de Belorusujo. Ili nun volas uzi tiun sperton por krei eŭropan teatro-lernejon en Esperanto.

En julio okazos la unua duonmonata staĝo por esperantistoj. Oni instruos en la rusa lingvo kun tradukado al Esperanto. Okazos intensa trejnado kun multaj instruistoj kaj diversaj kursoj: improvizita teatro, scena esprimado, ritma dancado, parolprononco, kantado, bio-mekaniko… La staĝon gvidos instruistoj de la Akademio de Artoj de Minsk. Je la fino partoprenantoj prezentos spektaklon por la belorusa publiko, utiligante la ekzercojn kaj verkojn ellaboritajn dum la staĝo.

For the past seven years the French-Belarusian acting company Demain le Printemps (“Tomorrow Spring”) has organized intensive courses for Francophones in Minsk, the capital of Belarus. Now they want to use that experience to create a European acting school in Esperanto.

In July they’ll hold their first two-week course for Esperanto speakers. Instruction will be in Russian with translation to Esperanto. The intensive training includes many instructors and a variety of courses: improvisational theater, scene expression, rythmic dance, speech training, singing, bio-mechanics… The course will be led by instructors from the Minsk Academy of Arts. At the end of the course, participants will present a show to the public making use of exercises and scripts developed during their training.