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T134
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^LECIONO 7.
-
.
-The following two lessons are from a different source. So their text style
-and their "look and feel" are quite different. Furthermore they introduce
-some words and grammatical features as new, although they have already
-occurred in lesson 1-6.
-Their intention is different too. They don't teach vocabulary
-systematically, but are rather an overview on word formation and grammar.
-
.
-You have already learned the word TIO, which means "that", in the sense of
-"that thing". You would not use TIO in tandem with another noun, as in "that
-book", however. It is a stand-alone word. It is also a member of a special
-set of Esperanto words called the "correlatives". These are words that are
-systematically related to each other, in a way that will become clear as we
-proceed. The next member of this set for you to learn is KIO, which means
-"what", in the sense of "what thing". KIO is often used, then for asking
-questions.
-
-Try translating: "What is that?"
.
>Kio estas tio?
-
-: TABLO     table           SUB       under
-
-There are three more in this group (but this isn't all of the correlatives).
-They are IO, dIO and NENIO. These three mean "something", "everything and
-"nothing", in that order.
-
-Translate: "Something is under the table."
.
>Io estas sub la tablo.
-
-: FARI      to do, make
-
-The words KIO, TIO, IO, dIO and NENIO can be used as direct objects, like
-any other noun. And, as you would expect, they take the ending -N in that
-case. With that in mind...
-
-Please translate: "What are you doing?"
.
>Kion vi faras?
-
-: TRINKI    to drink        HUNDO     dog
-: KATO      cat             VIDI     to see
-
-The following exercise is a bit different. Its purpose is to make sure that
-you can use these correlatives properly. You are to fill in the blanks by
-translating the words in parentheses.
-
-LA KATO VIDAS (something), SED LA HUNDO NE VIDAS (it).
.
>La kato vidas ion, sed la hundo ne vidas {in.
-EN LA dAMBRO ESTAS (nothing).
.
>En la eambro estas nenio.
-
-: DIRI      to say
-
-So far, everything has been in the present tense. Obviously, it is useful to
-be able to talk about the past and future, as well. You already know that
-Esperanto verbs in the present tense end in -AS. Well, in the past tense,
-they end in -IS instead. And in the future tense, they end in -OS. These are
-"simple" tenses. That is, they have no auxiliary verb, such as the English
-"have" in "I have eaten." So don't try to translate that "have" into
-Esperanto. Just use the simple form.
-
-Translate: "I didn't say that."
.
>Mi ne diris tion.
-
-: ARBO      tree            DOMO      house           APUD      next to
-
-Using KIO, you can ask "what"-questions. Sometimes, however, you want to ask
-a different kind of a question, a question with "yes" or "no" for an answer.
-To turn a straightforward declarative sentence into a yes-or-no question,
-simply put the word dU at the beginning of the sentence. Other than that,
-the sentence remains unchanged.
-
-Please translate: "Was the tree next to the house?"
.
>du la arbo estis apud la domo?
-
-: BONA      good            BRUNA     brown           KNABO     boy
-
-Adjectives are the next major class of words to study. They too have a
-characteristic ending. They end in -A. And like nouns, they can be singular
-or plural, subject or direct object. That is, adjectives agree, grammatic-
-ally, with the nouns that they are about. It follows that every adjective
-will end -A, -AN, -AJ or -AJN.
-
-Try translating: "The good boy has a brown dog."
.
>La bona knabo havas brunan hundon.
-
-: BELA      beautiful       MAL-      (opposite)
-
-The agreement of adjectives with the nouns that they are about removes any
-ambiguity about which adjective goes with which noun, in a complex sentence.
-An -A adjective will always go with a -O noun, while an -AN adjective will
-always go with an -ON noun, and so forth. Another simplifying device that
-Esperanto makes extensive use of is "word-building". This means that
-prefixes and suffixes (together, "affixes") are used to build new words from
-old ones, by systematically modifying their meanings. This lets the
-vocabulary remain relatively small, without sacrificing expressive power.
-One of the more powerful prefixes is MAL-, which changes the meaning to the
-word to which it is attached to its opposite.
-
-Translate: "I see an ugly house."
.
>Mi vidas malbelan domon.
-
-: SANA      healthy         ANKORA   still, yet      PATRO     father
-
-There is another class of adjectives to consider: the possessives. But there
-is no difficulty about them; they follow the same rules as any other adject-
-ive. To form a possessive adjective from a pronoun, just add -A (and what
-ever other ending might be appropriate in the context of a given sentence).
-MI (I) becomes MIA (my); VI (you) becomes VIA (your), and so on.
-
-Translate: "My father is still sick."
.
>Mia patro estas ankora malsana.
-
-: VIRO      man             IN-       female          KONI      to know
-
-Unfortunately, Esperanto has one feature that many people in the
-contemporary world consider sexist: most nouns that refer to females are
-derived, by means of the suffix -IN-, from nouns that, by themselves, denote
-males.
-PATRINO, for example, means "mother".
-
-Please translate: "My mother knows the woman."
.
>Mia patrino konas la virinon.
-
-: KANTI     to sing         PRESKA   almost          KOLEGO    colleague
-
-There are two words in Esperanto that you would translate by "to know": SCII
-and KONI. Do you see the difference?
.
-KONI has the sense of acquaintance. SCII is used in the sense of factual
-knowledge.
-SCII is often followed by KE, in "knowing-that" constructions. So when you
-are about to say something about knowing in Esperanto, ask yourself first if
-the word "know" could be replaced by "have the acquaintance of". If so, use
-KONI. If "know" could be expanded to "know for a fact", then use SCII.
-
-Translate: "I know that you know almost every colleague."
.
>Mi scias ke vi konas preska eiun kolegon.
-
-: KOMPRENI  to understand   VORTO     word            APENA    hardly
-
-Sometimes, we want to talk about not just a thing, but about this or that
-thing. You have already been cautioned that you cannot use TIO in this way,
-because TIO is a stand-alone word. The word to use is TIU. Like an
-adjective, TIU (and its kin) may have the -N and -J endings. TIU is a member
-of another subset of the correlatives, so you can already foresee that its
-companion words will be
<KIU, dIU, IU, NENIU.
-
-Translate: "I hardly understand that word."
.
>Mi ape\4na komprenas tiun vorton.
-
-: INFANO    child           POVI      to can          LERNI     to learn
-
-KIU, then, is used to talk about "which" or "what" particular thing. When
-KIU is used by itself, it is assumed that it means "which person" or "who".
-NENIU means "no", in the sense of "not even one", and dIU means "every".
-When used by themselves, these words generally are understood to mean
-"nobody" and "everybody". IU means "some" in the non-specific sense of "some
-man did that". By itself, it means "somebody".
-
-Try this one: "No child can learn every word."
.
>Neniu infano povas lerni eiun vorton.
-
-: JUNA      young           RAPIDA    fast
-: KUIRI     to cook         OVO       egg
-
-When we want to describe how something is done or how something happens we
-use adverbs.
-In Esperanto, some words are "primitive" adverbs, such as APENA, which you
-have already seen; most adverbs are derived. A derived adverb is formed
-simply by adding the ending -E to the root. Since FACILA means "easy",
-FACILE means "easily".
-
-Translate: "Which old man slowly cooked the eggs?"
-
>Kiu maljuna viro malrapide kuiris la ovojn?
-
-: HEJMO     home            RIGARDI   to look at
-
-and: "Nobody wants to look at that beautiful house, but it is my home.
>Neniu volas rigardi tiun belan domon, sed {i estas mia hejmo.
-
-: OKAZI     to happen       EKZAMENO  examination
-
-The next category of words in the correlatives has to do with time. Given
-the correlatives that you already know, the meaning of these words is
-predictable enough. KIAM means "what time" or "when". TIAM means "that time"
-or "then". dIAM means "every time" or "always", and NENIAM means "no time"
-or "never". IAM means "sometime", but not "sometimes". It is often used
-where we would say "ever" in English, as in "Did you ever see..."
-
-Please translate: "When did that difficult examination take place?"
.
>Kiam tiu malfacila ekzameno okazis?
-
-: PAROLI    to speak        KLARA     clear           INSTRUI   to teach
-
-Another suffix to learn is -IST-. Its meaning in Esperanto is essentially
-the same as its meaning in English. That is, it refers to a person who is
-professionally or officially occupied with whatever the root word is about.
-Thus, since POLICO is the word for "police force", a POLICISTO is a police-
-man.
-
-Translate: "That teacher never spoke clearly."
>Tiu instruisto neniam parolis klare.
-
-: ATI      to like         AFERO     matter, thing
-
-The next correlative category pertains to the quality of things. Where in
-English we would use the expression "What kind of...", Esperanto uses the
-single word KIA (with, if appropriate, an -J or -N ending, like any other
-adjective). TIA, then, means "that kind of", or "such a". IA means "some
-kind NENIA means "no kind of" and dIA means "every kind of".
-
-Translate: "Did you always like that kind of thing?"
.
>du vi eiam atis tian aferon?
-
-: METI      to put, place   LAKTO     milk
-: SUR       on              PLETO     tray
-
-The -N ending has another use, in addition to marking direct objects. It
-signals directionality. In English we have certain pairs of words, such as
-"in" and "into", and "on" and "onto", to help us mark directionality, even
-though we are not always careful about using them. In Esperanto, the word EN
-means "in" if used with a noun without -N, and "into" if the noun takes an
--N.
#So "I walked into the room" is #Mi maris en la eambron.##
#If you say #Mi maris en  la  eambro.#,#
-you are simply saying that you were walking about inside the room.
-
-Translate: "I put the milk onto the tray."
.
>Mi metis la lakton sur la pleton.
-
-: ATENDI    to wait for     dIELO     sky, heaven     VETERO    weather
-
-The -N ending is also used to omit prepositions if the meaning of that
-preposition isn't essential to the meaning of the sentence. In English,
-for example, we often use such "vague" prepositions, such as in "waiting
-for", where "for" doesn't mean much. In Esperanto, you can simply omit such
-prepositions and use the accusative.
-So, for "I am looking at the stars", you  might say:
##Mi rigardas al la steloj.# or:#
<Mi rigardas la stelojn.
-Fill in the blanks in the this sentence:
-
-  NI RIGARDOS AL LA (sky) KAJ NI ATENDAS (good) (weather).
.
>Ni rigardos al la eielo kaj ni atendas bonan veteron.
.
-
-: HARO      hair (one)      SEN       without
-: STULTA    stupid          CERBO     brain
-
-Word-building allows a wide range of expressions in Esperanto, allowing even
-a beginner to invent new words that express a particular meaning. For exam-
-ple, the suffix -UL- denotes a person who epitomizes what the root word is
-about (this is not the same as -IST-, which has to do with profession). For
-example, a RIdULO (from RIdA + ULO) is a rich person. The word CERBO means
-"brain", so the adjective SENCERBA literally means "brainless." Therefore
-SENCERBULO is one way of talking about an idiot.STULTULO (from STULTA
-stupid) is another way.
-
-Coin a word that means "a bald person".
.
>senharulo
-
-: VARMA     warm            DECIDI    to decide       TEO tea
-
-It is useful to be able to talk about making something have a certain
-property.In English, we can "make something black" or we can "blacken" it,
-but there is no general rule for this. We can't, for example, "greenen"
-something. In Esperanto, there is a single ending that is used for such
-cases. It is -IG- and it has the effect of turning the root word into a
-"causative". These words formed with -IG- are always transitive and so
-always are followed by the accusative.
-
-Translate: "She decided to warm the tea."
.
>i decidis varmigi la teon.
-
-: NASKI     to give birth to
-
-It is important to be able to talk about undergoing things. In English, we
-often use "get", as in "get wet". In Esperanto, there is the ending -Iz-,
-which refers to undergoing whatever the root word is about. The word SEKA,
-for example, means "dry". So the Esperanto verb for "to get wet" would be
-MALSEKIzI. Verbs with the -IzI ending are always intransitive. Note that
-MALSEKIGI is also possible, and it is transitive. To decide between -IGI and
--IzI, you need to be conscious of just what it is you want to say.
-
-Translate: "When were you born?"
.
>Kiam vi naski{is?
-
-: AdETI     to buy          GRANDA    large           KOMBI     to comb
-
-Another useful suffix is -IL, which refers to a tool or instrument for doing
-whatever the root word is about. Esperanto, for example, is often referred
-to as a KOMPRENILO, or a tool for understanding. And since VETURI means "to
-travel or drive", a VETURILO is a vehicle.
-
-Translate: "I wanted to buy the brown comb."
.
>Mi volis aeeti la brunan kombilon.
-
-: zUSTA     right, correct  BRETO     shelf
-: TROVI     to find         TASO      cup
-
-Another category of correlatives pertains to location. Following the usual
-pattern for correlatives, NENIE nowhere; IE somewhere; dIE everywhere; TIE
-there and KIE where.
-
-Translate: "The right cup was found nowhere on the shelf."
.
>La {usta taso trovi{is nenie sur la breto.
-
-: KURI      to run          HIERA    yesterday
-
-You must remember that KIE, TIE, IE, dIE, and NENIE are about location, not
-direction. If you want to talk about direction, you would normally use the
--N ending, as with a noun. Take the English question "Where are you
-sitting?" In Esperanto, that would be KIE VI SIDAS? Thus, KIE literally
-means "what location". Now consider the English question "Where are you
-going?" This asks about direction, about where you are going TO. For that,
-you would say KIEN VI IRAS? Note that English used to have this distinction,
-back when "where" and "whither" could not be used interchangeably. Of
-course, the -N ending is used with any of these location words, to make the
-meaning directional.
-
-Please translate: "Yesterday we ran there."
.
>Hiera ni kuris tien.
-
-At this point a "new lesson" mark has been defined. There isn't really a
-change in the subject, it is simply an entrance point in case you wish to
-have a break.
.
*
