DOCUMENT RESUME ED 350 834 FL 020 589 TITLE Czech Basic Course. INSTITUTION Foreign Service (Dept. of State), Washington, D.C. Foreign Service Inst. PUB DATE [92] NOTE 997p.; Tapes are not available to the public. PUB TYPE Guides - Classroom Use - Instructional Materials (For Learner) (051) LANGUAGE English; Czech EDRS PRICE“ MFO7/PC4O Plus Postage DESCRIPTORS Behavioral Objectives; Class Activities; Classroom Techniques; Communication Skills; *Czech; Daily Living Skills; Dialogs (Language); Grammar; Instructional Materials; *Introductory Courses; Lesson Plans; Pronunciation Instruction; Second Language Instruction; Second Language Learning; Skill Development; Uncommonly Taught Languages; Vocabulary Development ABSTRACT Tais introductory Czech text is based on principles emphasizing development of basic communication skills. Speech samples reflect practical language spoken in everyday situations. The text is designed to be used by American foreign service professionals in foreign countries and to be accompanied by videotapes (unavailable to the public). The text consists of 26 lessons organized in four segments, each ending with a review lesson. Lessons consist of lists of communication and grammar goals for the lesson, additional material to be used, explanation of the listening activity, other activities in some lessons, a sample dialogue and related exercises, a brief narrative and exercises, pronunciation drills, grammar notes, brief readings, and a vocabulary list. An introductory section suggests a sequence of activities for teaching the lessons and provides a lesson and page index to grammatical structure. Lessons are addressed to students, but are intended for an intensive language course and therefore are not suitable for self-study. Many activities require teacher participation. (HSE) Joobiaiiobickionioktioidcikiok i iii iia ick dei ibe * Reproductions supplied by EDRS are the best that can be made = * * from the original document. * IEEE IR II I OIA IIAZEC BASIC COURSE e)I INTRODUCTION The text of the Czech Basic Course is the work of the FSI School of Language Studies Czech teaching staff, under the direction of Jiti Cernik. The choice of themes, distribution of specific grammatical features, selection of various articles and other supporting materials were done chiefly by Jifi Cernik, who also coordinated other aspects af the project, including recording of the accompanying audiotapes. Mirek Sablik developed individual lesson activities and typed the first draft of the text. Isabelle Johnson retyped the final version of the text, of which Mirek Sablik pea designed the final format and layout. He also prepared the recording scripts used for voicing. Ronald A.C. Goodison and Earl Stevick provided guidance and support at an earlier stage. ont following people participated in the voicing of individual lesgons: Jiri Cerne srnoch, Sharon Flank, Milada Hornové, Jana Kryskov4, Eva Limanova, Mark Macklow, Pavel Pechaéek, Mirek Sablik, Ladislav Slivka, Jiri Sykora, and Nina ova. ‘The tapes were produced with the technical assistance of the FSI Language Laboratory, under the direction of José Ramirez. A number of articles from Czech publications, such as Rudé pravo and Vecerni Praha, were used to supplement various activities. Hedy St. Denis edited early versions of the English text and arranged for final publication. Michael Allen edited the final English text and Radek Pletka helped proofread the Czech text. The course developers are also thankful to all the Czech students who helped proofread individual lessons over the period of five years as well. Gelinda Giacomin and Ann Meagher designed the cover and other graphic aspects of the book, while Mirek Sablik designed the inside title page. be ow Dee he bac Fore Service Institute US. Department of StateBasic Differences between Czech and English Czech is a highly inflected language. Five of the nine word categories in Czech have their own sets of endings, reflecting case, number, gender or person. An example of English endings is the use of -s,-es to express the plural of nouns or the third person singular in verbs. ‘The function of the cases in Czech is to determine the relationship between nouns or pronouns, in ‘other words, what or who does what to whom. A case is quite frequently preceded ky a preposition, asin English, and further manifested by an ending placed on a noun or pronoun. Let's look at a few ‘examples of inflection in Czech. Let's say you have returned to the old West and run into a bunch of Czech pioneers. You may very well hear sentences like these: Boseman je stary traper. Boseman is an old trapper. Srub toho starého trapera nent daleko. ‘The cabin of that old trapper is not far away. Néjaky Sioux dal tomu starému traperovi _ASioux gave that old trapper a zlaty nuget. golden nugget. Kaids zné toho starého trapeva. Everybody knows that old trapper. ‘Sacramento Chronicle caso pise o tom The Sacramento Chronicle writes starém traperovi. frequently about that old trapper. Serif Wyatt Earp mluvil véera s tim starym Sheriff Wyatt Earp talked to that traperem. ‘old trapper yesterday. You have probably noticed that the English construction that old trapper has not changed a bit. The Czech equivalent ten stary traper shows, however, quite a number of variants. As a result of this phenomenon the relationship of the words in a Czech sentence is not controlled by the word order. Compare: Serif zné toho starého trapera. ‘The sheriff knows that old trapper. Serifa zné ten stary traper. That old trapper knows the sheriff. ‘Who knows whom is clearly determined by the endings and not by the word order. ‘Another crucial feature in Czech is the gender of inanimate nouns (cabin, chronicle, lasso). The Czech equivalent of cabin is masculine, for chronicle it is feminine, and for lasso it is neuter. iii Bee me mes meee eee ee eee ‘The adjectives will respond to the change in gender as well: Ten stary srub je nalevo. ‘That old cabinis on the left. Ta staré kronika je nalevo. That old chronicle is on the left. To staré laso je nalevo. That old lasso is on the left. Unlike English, Czech does not have any articles (a, an, the). Their function is sometimes represented by the demonstrative pronoun ten, ta, to (that) or numeral jeden, jedna, jedno (one). Verbal aspect is a phenomenon which will be discussed in detail quite early in the course and it may cause you some difficulty before you get accustomed to it. Be prepared to see verbs in two different forms and, at first glance, having the same meaning. There is an important difference between he died and he was dying, and you will need to pay close attention to it in Czech. Furthermore, watch out for the so-called double or triple negative. in Czech you'll have to learn to, use Idid not go never nowhere. Unlike English, the Czech tense system is simple (present, future and past). The past tense construction will, however, reflect the gender and number of the subject. Compare: Ten star} traper dil v Kalifornii. That old trapper lived in California. Calamity Jane zila v Kalifornii. Calamity Jane lived in California. Fremont a Sutter dili v Kaliforni Fremont and Sutter lived in California, ‘You will also find number of differences in the Czech sound system. A number of them are the same as in English, usually consonants, while vowels are quite different. Listen for long and short vowels. Czech pronunciation is precise, and spoken Czech is quite poetic. It is no accident that the literature and music of Czechoslovakia are of exceptional quality. iiiTO THE STUDENT As you move through this text, you will find that it is built around principles which emphasize the development of basic communicative skills. The speech samples reflect the language as itis spoken in practical, everyday social situations (not to be mixed, however, with colloquial Czech). The objective of the individual lessons is to introduce and to expand your ability to use the principal features of the Czech language and to satisfy your social and professional needs inthe host country. One af the unique features of the this text is the methodological approach that provides an ample opportunity to accommodate visual as well as aural types of students and fully satisfies tae needs of those who are more structure- or practical application-oriented. The text is organized into four basic segments, each of which ends with a review lesson. The content and activities of each segment differ to match the progression of the student. The grammar is presented with the help of a two-track system. In order to produce an intelligent and useful dialogue, a variety of grammatical features is introduced. However, only certain patterns are studied and drilled, while the others are memorized and treated like vocabulary. In the following lessons, then, the memorized material becomes the subject of close study and practice. In such a staggered fashion, all the basic grammatical features are covered. The first thirteen lessons also contain newspaper articles to provide the students with appropriate terms dealing with political, economic and other social issues at an elementary level. These, however, age very quickly and therefore should be viewed as a source of vocabulary rather than a source of information. As indicated above, the aim and purpose of the Czech Basic Course is to develop your language skill to such a level that you can reliably handle all social and most rofessional situations. This translates to a level of 2 - 2+ on the Interagency Pamguage Roundtable scale and “advanced proficiency” on the ACTFL scale. The Czech Basic Course is designed for the first 30 weeks of an intensive 44- week course at FSI and as such it is not very suitable for self-study. Many activities require participation of a teacher (work with realia, key line elicitation, role-play, and conversational exercises). However, a student who is familiar with some aspects of the language and equipped with the set of tapes should find the book quite useful. iv wt‘Lesson 1 Lesson 2 Lesson 3 Lesson 4 TABLE OF CONTENTS * PRAHA * * * Unrestricted Czech Slide presentation Sample dialogue Narrative Grammar notes Adjective and noun groups - gender ‘Tag questions Nominative case Readin; Vocabulary list VECI KOLEM NAS 1 Unrestricted Czech Sample dialogue Narrative Grammar notes More on gender of Czech nouns Demonstratives - singular ten, ta, to and tento, tato, toto Possessive pronouns mij and va Readin : Vocabulary list VECI KOLEM NAS 2 Unrestricted Czech Sample dialogue Narrative Grammar notes The categories “hard” and “soft” nouns The categories “hard” and “soft” adjectives Verbs: Pad you" b ‘erbs: “I” and “you” forms - verb groups fees verbs néjaky - zadny Reading Vocabulary list KDO JE KDO Unrestricted Czech Sample dialogue Narrative Grammar notes Accusative case 2Lesson 5 ‘Lesson 6 Lesson 7 * aa aa Prepositions followed by accusative case About names and professions: masculine and feminine forms Verb groups - conjugations - byt “to b Personal pronouns Reading Vocabulary list Supplement - Positions at the US Embassy in Prague PTAME SE NACESTU Unrestricted Czech Sample dialogue Narrative Grammar notes Genitive case Genitive case - Noun and adjective endings Other genitive endings - ten, ta, to, kdo, co Prepositions and the genitive case “Going” in Czech: jit and jet Numbers Telling time ktery- kterd - které Reading | Vocabulary list Supplement - Asking directions MESTSKA DOPRAVA Unrestricted Czech Sample dialogue Narrative Grammar notes ‘More about “going” in Czech - aspect ‘Talking about the future in Czech Locative case Occurrence of na and do in accusative and genitive phrases Occurrence of na and ¥, ve in locative phrases Numerals as nouns “Going” - “by” + noun Numerais 13 -100 Reading Vocabulary list Supplement I - How to get to . .. by tram or metro. Supplement Il - Prague boroughs and v, na, do Supplement Il - Signs you can see on a metro train or a tram OPAKOVACI Unrestricted Czech Review dialogue Grammar notes and practice viLesson8 Lesson9 Lesson 10 *& Additional grammar notes Future tense of verbs of motion jaky- ktery UE - uz ne, jest - jest ne Numerals above 100 Feminine nouns ending in -st Reading Vocabulary list Supplement I- Perfective - imperfective pairs Supplement Il- Soft and hard nouns Supplement IIT - Soft and hard adjectives HLEDAME RESTAURACI Unrestricted Czech Sample dialogue L Narrative - Valdstejnské hospoda Sample dialogue 2 Narrative - Letter Structure awareness I - Genitive plural endings ; nouns and adjectives Structure awareness II - Genitive plural after quantifiers, kolik, and numbers 5 and wy Structure awareness Ill - verbs muset, smét, moci,chtit Overheard conversation Reading Vocabulary list Supplement -The most popular restaurants in Prague V RESTAURACI Unrestricted Cech Sample dialogue 1 Sample dialogue 2 Narrative - Kde se Novakovi stravuji Structure awareness I - Nominative and accusative plural endings - nouns, adjectives and demonstrative pronouns Structure awareness II - Constructions with rac Overheard conversation Readin; Vocabulary list Supplement - Menus MLUVIME 0 SOBE Unrestricted Czech Sample dialogue 1 Sample dialogue 2 Narratives - Jan Amos Komensky, Antonin Dvo?k, Karel ‘apek, Tomas Garrigue Masary) Structure awareness I - Past tense 10 12 22 32 36 38 40 BS mawLesson11 Lesson 12 Lesson13 ‘Structure awareness II - Past tense -- irregular forms and agreement ‘Structure awareness III - Past tense -- word order Structure awareness IV - Possessive pronouns, Overheard conversation Readiny Vocabulary list Supplement I- irregular verbs - past tense Supplement Il - Family relations Supplement III - Basic professions ZAJISTUJEME LiSTKY Unrestricted Czech ample dialogue 1 Sample dialogue 2 Narrative - Prague spriny Structure awareness I- Telling time Structure awareness II - Nominative plural endings — masculine animate nouns Structure awareness III- Nominative plural endings -~ adjectives with masculine animate nouns Structure awareness IV - Accusative plural of animate masculine nouns, adjectives, demonstrative and possessive pronouns Overheard conversation Reading Vocabulary list VOLNY CAS-ZALIBY Unrestricted Czech Sample dialogue 1 Narrative 1 - Message Sample dialogue 2 Narrative 2 - Message Structure awareness I- Instrumental case ~nouns and demonstrative pronouns in singular Structure awareness I - Instrumental case -- adjectives and fossessive pronouns in singular structure awareness III - Relative pronouns ktery, kdo, co Overheard conversation Readinj Vocabulary list OPAKOVACi Narrative 1 - Ceskoslovenské socialistické republika ! Grammar review I - Verbs -- tenses viii as 17 21 28 41 45 47 40 40 50 BooonGrammar review II - Genitive and accusative singular Narrative 2 - Ceskoslovenska socialisticka republika I! Grammar review III - Locative and instrumental singular Grammar review IV - Nominative, genitive and accusative ural irammar review V - Modal verbs Grammar review VI - Grammar review VI - All cases covered Reading Vocabulary list 14 17 21 27 31 34 37Lesson14 & Lesson 15 Lesson 16 & RESERVACE V HOTELU - UDRZBA VOZU Unrestricted Czech Sample dialogue 1 Narrative - Letter of complaint Structure awareness I - Dative singular endings ~ 1ouns and demonstratives Structure awareness II - Dative singular of adjectives, possessives and interrogative pronouns kdo and co Structure awareness III - Ordinal numerals, dates and hours Sample dialogue 2 Structure awareness IV - Verbs umét, védét, znat Structure awareness V - The possessive reflexive svij Overheard conversation Language skills development Vocabulary list Supplement I- Car service-related terms ‘Supplement II - List of American presidents PORUCHA NA VOZE- HLEDAME POMOC Unrestricted Czech Sample dialogue 1 Structure awareness I - Prepositions pod, nad, pred, za and mezi with the accusative case Sample dialogue 2 Structure awareness I - Conditional forms Overheard conversation Language skills development Vocabulary list Supplement I- Instructions on how to use a public telephone Supplement Il - Phrases describing car malfunction V AUTODILNE - NA NADRAZi Unrestricted Czech Sample dialogue 1 Structure awareness I - Conditional complex sentences Structure awareness II - Purpose clauses Sample dialogue 2 Strv ure awareness III - Telling time -- another way Overheard conversation age skills development Vocabulary list Supplement I- Basic car parts Supplemenc I - Samples of a train schedule coneLesson17 Lesson 18 *& Lesson 19 & Lesson 20 * VRECEPCI Unrestricted Czech Sample dialogue Structure awareness I - Personal pronouns in all cases, singular and plural -- summary Narrative - Cestovani v CSSR Structure awareness II - Verbal aspect Overheard conversation Language skille development Vocabulary list Supplement - Aspect pairs v PRODESNE SKLO A PORCELAN- V PRODEJNE STA- ROZITNOSTI Unrestricted Czech Sample dialogue 1 Structure awareness I - Comparison of adjectives Sample dialogue 2 Structure awareness II - Usage of comparison degrees Structure awareness III - Verbal prefixes Overheard conversation Language skills development Vocabulary list Supplement I - List of adjectives with regular and irregular comparative Supplement II - Stop signs Supplement Ill - Kotva department store directory V PRODEJNE KOZICHU Unrestricted Czech Sample dialogue Structure awareness I - Dative plural of nouns, adjectives, demonstratives and possessives Narrative - Nakupovani Structure awareness II - Formation and comnarison of adverbs: Structure awareness III - Declension of numerals dva, ti, and étyfi Overheard conversation Language skills development Vocabulary list Supplement - Positive and comparative degrees of adverbs — regular and irregular opakovaci Narrative 1 - Ceskoslovenské hospodaistvi Grammar review I - Dative singular and plural, conditional and subjunctive, personal pronouns in all cases x ke * a 21 24 33 37 41 10 17 24 29 34 37 42 44 46 47 14 17 24 27 31 35, 37Lesson 21 Lesson 22 Lesson 23 Narrative 2 - O jednom J2D na Moravé Structure awareness - Mixed masculine declension Grammar review II - Verbal aspect, comparison of adjectives and ‘adverbs, numerals Language skills development Vocabulary list Supplement - Frequently used adverbial constructions of time, place and some others DOPRAVNI NEHODA Unrestricted Czech Sample dialogue 1 Structure awareness I - Locative plural of nouns, demonstrative ronouns, numerals 2,3 and 4 tructure awareness Il - Locative plural of adjectives and ssessive pronouns ‘ample dialogue 2 Structure awareness III - Passive voice Structure awareness IV - Compound passive constructions Additional work with unrestricted Czech Language skills development Crossword puzzle Vocabulary list Supplement I- Traffic signs written out Supplement IT- Traffie si Supplement IIf - Traffic situations LET DO RiMA - PREDPOVEDI POCASi Unrestricted Czech Sample dialoy Narrative - Message Structure awareness I - Instrumental plural of nouns, demonstratives and numerals 2, 3, 4 Structure awareness II - Instrumental plural of adjectives and possessive pronouns Structure awareness III - Declension of viechen in all cases, singular and plural Weather forecasts Structure awareness IV - Formation of verbal nouns ‘Additional work with unrestricted Czech Language skills development Crossword puzzle Vocabulary list Supplement - Temperatures in Celsius and Fahrenheit NAVSTEVA V CESKE RODINE Unrestricted Czech Sample Dialogue 1 xi 15 20 25 31 36 39 14 18 23 29 36 39 41 42 43 44 46 encore 10 15 19 23, 26 32 37 38 39Lesson 24 Lesson 25 Lesson 26 *& Structure awareness I - Imperative forms Sample dialogue 2 Structure awareness II - Vocative case Structure awareness III - Declension of quantifiers ‘Additional work with unrestricted Czech Language skills development Crossword puzzle Vocabulary list Supplement I - Social phrases Supplement Il - Letters of invitation and refusing invitation NAVSTEVA ZAMKU - LEKARSKA POHOTOVOST Unrestricted Czech Narrative -Zémek Lednice Structure awareness | - Irregular neuter declension Sample dialogue Structure awareness II - Dual declension Additional work with unrestricted Czech Language skills development Crossword-puzzle Vocabulary list Supplement - Basie expressions concerning health PSANI DOPISU Unrestricted Czech Letter writing 1 - Accepting an invitation and refusing an invitation Structure awareness I - Possessive adjectives Letter writing 2 - Letters of thanks, congratulations, condolences, and entries in guestbooks Structure awareness II - Verbal adjectives Additional work with unrestricted Czecn Language skills development Crossword puzzle Vocabulary list Supplement - Verbal adjectives derived from infinitive OPAKOVACI Unrestricted Czech and Slovak Narrative - Slovenské ndrodni povsténi Narrative in Slovak - Slovenské ndrodné povstanie Grammar note - Basic differences between Czech aud Slovak Grammar review - Locative and instrumental plural, passive voice, vocative and imperative, irregular neuter and dual declensions and possessive adjectives, verbal nouns and verbal adjectives Additional work ~vith unrestricted Czech and Slovak Language skills development Vocabulary list xt 12 21 38 34 39 42 44 45 47 48 13 20 24 27 29 30 33 12 18 26 28 30 31 32 10 14 18 23 27 29fe anawawn Suggested Sequence of Activities: Lessons 1 - 6. Unrestricted Czech. Work with realia (slides, photos, maps, calling cards, etc.). Task consideration. Key line elicitation (KLE). Sample dialogue. Work with dialogue. (1) Practice. Conversational drill Work with dialegua. (2) Practice. Work with the narrative. Conversational drill. Speaking activities. Reading. Work with supplement (if applicable). Test. xivyA WN ARR BRS Sea2noe Suggested Sequence of Activities: Lessons 8 - 12. Unrestricted Czech. KLE and practice. (1) Sample dialogue. (1) Work with dialogue. (1,2) Structure awareness. ()) Appropriate conversational drill. KLE and practice. (2) Sample dialogue. (2) Work with dialogue. (1,2) Structure awareness. (i) Appropriate conversational drill, Overheard conversation. Speaking activities. Reading. Work with supplement (if applicable). Test. Lessons 8 - 26 may have narratives and more than 2 structure awareness exercises which have to be incorporated into the program at the teacher's discretion. xv. Ja.)10. 11, 12. 13. 14. 15. 16. 17. ~ @nanaA WN Suggested Sequence of Activities: Lessons 14 - 19. Unrestricted Czech. KLE and practice. (1) Sample dialogue. (1) Work with dialogue. (1, 2) Structure awareness. (11) Appropriate conversational drill. Language skills development. (a,b) KLE and practice. (2) Sample dialogue. (2) Work with dialogue. (1,2) Structure awareness. (IV, V, V) Language skills development. (c) Overheard conversation. Appropriate conversational drill. Speaking activities. Work with supplement (if applicable). Test. XMLSuggested Sequence of Activities: Lessons 21 - 26. The sequence of activities in lessons 21 - 26 is essentially the same as in lessons 14-20, Some activities are, however, different in nature, e.g., for the work with the overheard conversation the unrestricted Czech segment is used and the work with the dialogues is expanded. A number of the non-book-related activities should be introduced at this stage such as short briefings, discussions of major news events, broader work with Czech publications, etc. xviGRAMMAR INDEX item lesson page ADJECTIVES accusative pl. with animate masc. nouns ul 30 accusative sg. with animate masc. nouns 4 14 accusative pl. with inanim. masc., fem., neuter nouns 9 15 accusative sg. with inanim. mase., fem., neuter nouns 3 15 adjectival nouns 4 15 comparative 18 il comparison 18 u dative pl. 19 i dative sg. 14 19 gender agreement 1 15 if 8 18 genitive sg. 5 19 hard and soft 3 13 instrumental pl. 22 16 instrumental sg. 12 23 locative pl. 21 15 locative sg. 6 23 nominative pl. with animate masc. nouns u 23 nominative pl. with inanim. masc., fem., neuter nouns 9 15 positive 18 10 possessive adjectives 25 6 superlative 18 1B usage of comparison degrees 18 25 verbal adjectives 25 19 ADVERBS comparative 19 20 formation, division and comparison 19 19 superlative 19 20 NOUNS accusative pl., animate masc. ul 30 accusative pl,, inanim. masc., fem., neuter 9 14 acen-ative sg. animate masc. 4 13 accusative case, general, sg. inan. masc., fem., neuter 3 14 animate, inanimate 4 13 dative case, general, sg. 14 13 dative pl. 19 10 direct, indirect object 14 13 dual declension 24 21 ending omission, fem. 8 16 ending omission, masc. 8 15 xviitem ending omission, neuter feminine nouns ending in -st gender, division gender, recognizing genitive case, general, sg. genitive pl. genitive pl. after 5 and w fenitive after quantifiers and kolik ard and soft nouns instrumental case, general, sg. instrumental pl. instrumental, going by a vehicle locative case, general, sg. locative pl. mixed mase. declension neuter nouns ending in -um neuters, irregular declension zvife nominative case, general nominative pl,, inanim. masc., fem., neuter nominative vs. instrumental nominative pl., animate masc. pani stem expansion, fem. stem expansion, neuter verbal nouns, formation vocative case, general, sg. and pl., animate masc., fem. NUMERALS declension of 2,3,4, instrumental declension of of 2,3,4, locative declension of 2,3,4, nom., gen., dat., acc. numerals 1-12 numerals 13-100 numerals above 100 numerals as nouns ordinals, dates and hours quantifiers, declension quantifiers, general PREPOSITIONS expansion expansion before jé forms preposition na vs. do preposition na vs. v prepositions with accusative prepositions with dative Prepositions with genitive xix lesson we aabhewmncnwr~ io 12 lL 25 22 26 32 26 23 34 26 21 13 24 25 14 14 20item prepositions with instrumental Prepositions with locative Prepositions pod, nad, pied, za, mezi with accusative PRONOUNS demonstrative accusative pl. with animate mase. nouns accusative pl. with inanim. masc., fem., neuter nouns accusative sg. with animate mas¢. nouns accusative sg. with inanim, masc., fem., neuter nouns dative pl. dative sg. genitive pl. genitive sg. instrumental pl. instrumental sg. locative pl. Jocative sg. nominative p!. with animate masc. nouns nominative pl. with inanim. masc., fem., neuter nouns nominative sg. indefinite néjaky véechen, all forms interrogative interrogative kdo, co, accusative dative genitive Instrumental locative nominative interrogative jaky, ktery negative zadny personal all forms nominative omission of personal pronouns xx, ne lesson. 12 15 i 19 14 22 12 21 i 12 14 12 12 12 12 ae 17 page 18 25, 31 15 14 15 it 13 18 20 12 20 ll 23 18 15 16 17 20 31 31 31 31 31 31 17 14 17 12item possessive accusative pl. accusative sg. all forms dative pl. dative sg. genitive pl. genitive sg. instrumental pl. instrumental sg. locative pl. locative sg. nominative pl. nominative sg. omission of possessives vas reflexive omission of reflexive possessives personal, all forms relative ktery ktery, kdo, co VERBS abych aspect recognition conditional forms conditional, complex sentences conjugation of byt durative action future tense future tense, verbs of motion imperative forms ch modal verbs passive participle passive voice passive voice, compound constructions past tense past tense participle past tense, irregular forms, agreement XxxI. lesson 10 10 10 19 14 10 10 22 12 21 10 10 10 10 2 14 17 16 7 15 15 16 17 23 16 21 21 21 10 10 page 32 31 31 i 19 32 31 16 24 15 31 32 31 33 16 37 13 23 30item past tense, word order perfective, imperfective perfective, imperfective purpose clauses reflexive verbs repetitive action transitive verbal groups verbal groups, all forms verbal aspect verbal pairs verbal prefixes verbs of motion, aspect, verbs of motion, jit vs. jet verbs umét, védét, znat MISCELLANEOUS: alphabet consonant change, adj. with animate mase. nouns, nom. pl. consonant change, animate masc. nouns, nom. pl. consonant change, animate masc. nouns, voc. case consonant change, fem. nouns, dat. sg. consonant change, fem. nouns, loc. sg. consonant change, imperative consonant change, masc. loc. pl. consonant change, passive participles consonant change, possessive adjectives consonant change, dual declension consonants, |, soft, neutral jesté - jesté ne ‘names and professions, masc., fem. object of the verb prepositional case rad constructions reflexive particle se, passive voice reflexive particles Slovak, differences in structure and vocabulary tag questions telling time, 1/4, 1/2, 3/4 of an hour telling time, conventional way telling time, full hours uz-uzne vowel change, std! vowel omission, -ec, -ek vowels, hard, soft XXII lessonTobe able to find ut what various Bulging a ‘alled and also to tond properly *° 2 ro be able t find Out NON, various Czech WOT To ring proper names ae spelled. Adjective and noun groure” gender Tag questions Nominative ca5e- Tape with unrestricted Czech ape with recorded extfor the slide presentation: slides. setecred photographs of Prague- pronunciation drills Telephone directory:Prvni lekce Activity 1: LISTENING TO UNRESTRICTED CZECH ee What is behind this activity? At the beginning of each lesson in this series you will have an opportunity to listen to a brief sample of what Czech really sounds like when no foreigners are present. ‘You will then be asked to respond to the sample in certain ways. The important thing to remember is this: although the language itself may be far over your head, the things you are asked to do with it need not be beyond you. To take an extreme example, a full translation would be impossible right now for you, but judging whether the speakers are men or women, old or young, calm or excited would be easy. While you are performing these relatively simple ‘asks you have a chance to absorb many of the subtle details of how Czech ought to sound, and how the sentences hang together. This experience will provide your brain with a rich set of background data, many of them below the threshold of consciousness, about how Czech works. What do we do? a. Listen to the tape straight through, b. Answer the questions. & Check your answers with your instructor. (If any of the answers are surprising to you, iscuss them briefly with him or her.) d. Listen to the tape straight through a second time. When is the objective of this activity accomplished? You have finished this activity when you have followed the instructions in d. Questions on unrestricted Czech |. Whatin general were these two speakers doing? (Arguing? Discussing plans? Giving and receiving information? Talking about someone whom they were watching 7 Something else?) 2 What was the general subject? (Price of food? A trip? An accident? Somett 3. Whatis the general emotional tone? (Calm? Anxious? Humorous? Other?) 4. Was one speaker asking most of the questions, or were both speakers participating equally?) 9 else?) Activity 2: SLIDE PRESENTATION What is behind this activity? The purpose of this activity is to help you better associate the language with actual things. As an English speaker you will automatically associate the items around you with the English word or words, e.g., when seeing a large amount of water flowing around you in the countryside, the term RIVER will automatically occur to you. Now we want to overcome this and let you come up with a different word, this time in Czech.Prvni lekce What do we do? First listen to the tape and watch the slides. It is a little bit like the unrestricted Czech dialogue, but easier and with pictures. Next the teacher will provide you with key words so you can understand the basic constructions. Then listen and watch again. When is the objective of this activity accomplished? You have mastered this activity when you can come up readily with the Czech term for an item after seeing it. — ‘TAPE-RECORDED TEXT FOR THE SLIDE SHOW To je Praisky hrad, Se ano? ‘Ano, to je Praésky hrad. Aco je tohle? To je Praska katedréla. A toto je Feka Vitava, Ze ano? Ano, to je feka Vitava. To je Mostecké vii nebo Prasné bréna? To je Mostecké véé. D> p> > b> To je Staroméstské namésti, Ze ano? Ano, to je Staroméstské namésti. a Bp Acoje tohle? To je Staré synagoga. > Sp To je Narodni muzeum, ze? Ne, to neni Narodni muzeum. To je Nérodni divadlo. p> To je Vaclavské namésti nebo Karlovo némésti? To je Vaclauské namésti. To je Americké velvyslanectvt, Ze ano? Ano, to je Americké valuyslanectut. 10. Acoje tohle? To je praéské letisté. 2 D> b> D>Pruni lekce Activity 3 - ee What is behind these activities? The purpose of activities 3, 4 and 5 is to introduce new material (vocabulary and grammar) through an actual communication process rather than as an isolated, studied feature. Y-uwill practice communication in activities ranging from very simple, e.g., non-verbal responses, through more complex ones, ¢.g., YES or NO answers, then using some parts of the question in your answer (IS THIS MR. BROWN? - YES, THIS IS MR. BROWN) , and finally by forming responses linguistically independent of the questions (WHAT IS THIS? - | DON'T. KNOW). ‘When is the objective of this activity accomplished 2 When you can understand most of the teacher's questions and respond to them appropriately and with reasonable ease, you can consider the goals of these activities achieved and you can move on to the next ones. —— Activity 3: a Using a set of pictures of Prague, your teacher will ask where a specific item it, e. Kde je Praisky hrad? Find it and point it out. Activity 4: Your teacher will point at the pictures and seek confirmation that she/he has identified various locations correctly. de to Praésky hrad? eto praiska katedréla? Jeto Feka Vitava? de to Mostecké véz? de to Staroméstské namésti? Jeto Stara synagoga? Je to Narodni divadlo? Jeto Vaclavské naméstt? Je to Americké veluyslanectvi? de to letiste? 7729a ee ee ee ee ee ee eee Prvnt lekce Activity 5: Sa Your teacher will ask the same questions as in activity 3 about the slides. Answer negatively or positively using the name of the object asked about, e.g.: Positive response: Teacher: Je to Praisky hrad? Student: Ano, toje Praasky hrad. Negative respon: Teacher: Je to Praishy hrad? Student: Ne, to neni Praasky hrad. Now ask your teacher questions, but this time with question-tags. Positive response: Student: To je Pradsky hrad, Ze ano? Teacher: Ano, to je Praésky hrad. Negative resonse: Stucent: To nent Praisky hrad. Teacher: Ne, to neni Prazsky hrad. Alternative responses: Student: To,je Praisky hrad, Ze ano? Teacher: Ano, to je Prazsky hrad. (or, should your teacher point at a wrong picture) Ne, to neni Praisky hrad. Student: To neni Praisky hrad, Ze ne? Teacher: Ne, to neni Prazsky hrad. (or, if the item in the picture actually is Pragsky hrad) Ano, to je Praisky hrad. 5.b Your teacher will point at various items in the picture and ask in Czech what they are: Teacher: Coje to? Student: Toe... 30Prvnt tekce Activity 6: TASK CONSIDERATION What is behind this activity? ‘The purpose of this activity is to help you bring to bear all the resources you have on the ‘task which your teacher will give you. Your teacher will briefly outline in English a situation in which you may find yourselves some day, You will be asked to suggest, still in English, some of the things you may need to do in that situation. These suggestions will be written on the board. Next suggest words and sentences (in Czech where possible, otherwise in English) which might be useful in handling the situation. Your teacher will write these words and sentences on the board in Czech, making any needed corrections. Practice the new sentences with the teacher, who will respond each time with something appropriate in Czech. Whenis the objective of this activity accomplished? ‘This activity ends when you can produce the Czech words and sentences comfortably. Activity 7: SAMPLE DIALOGUE AND NARRATIVE What is behind this activity? The sample dialogue is set in the same situation as activity 6, but it has been put together entirely by native speakers of Czech. Compare your version with theirs. What do we do? Listen to the sample dialogue with books closed and try to understand as much as you can. Then listen a second time with books open. Now repeat the sentences of the dialogue after your teacher, trying to impzave pronunciation and fluency. The narrative is for reading, transiation, and to give you an opportunity to ask and answer questions in Czech. The narrative is an opportunity to meet the same ideas, and many of the same words, in a contrasting style of discourse. The teacher will read it for you. Ask questions to make sure you understand it. Try reading it aloud yourself. When is the objective of this activity accomplished? Continue to work on the dialogue and narrative until the words and sentences which it contains are readily available to you.Pruni lekce Ja ‘SAMPLE DIALOGUE Mr. Novak takes Mr. Brown for a short tour of downtown Prague in his car to see the various points of interest. srown: Jak se jmenuje toto némésti, pane Novék? vet: To fe Vaclavske ndmésti, Tam nahore je Nérodni muzeum a zde dole je Brown: Ja vam nerozumim. Co je tam nahore? Novak: To je Narodni muzeum. Brown: Aha. ToD Oro is nok: Ze nalevo, pane Brown, je Narodni divadlo. row: Ta velka budova? Nowk: Ano, ta velkd budova zde na rohu. row: kde je Pratsky brad? ows: Pradsky hrad je tam napravo vzadu. sown: Co je to zde pfimo vpiedu? nowk: To je Petiin. frown: Co, prosim? Novis: _-Pettin, Petiin je velky prazsky park. aroun: Jak se pie Petfin? Nowk: ——_—PetFinse pike: pé-é-té-e row: Aha, Dékuji vam. ananenaacssmsonescomacaosencnnaagcncasaseecsansnanancnses ny, 32 aPrval lekce Brown; WHAT'S THE NAME OF THIS SQUARE, MR, NOVAK? Novak: THAT'S WENCESLAS SQUARE.. UP THERE IS THE NATIONAL MUSEUM AND DOWN HEREIS THE Mustek INTERSECTION. Brown: IDON'TUNDERSTAND YOU. WHAT'S UP THERE? Novak: THAT'S THE NATIONAL MUSEUM. Brown: SEE. FAI III III IIe HERE ON THE LEFT, MR. BROWN, IS THE NATIONAL THEATER. ‘THAT BIG BUILDING? ‘YES, THIS BIG BUILDING HERE ON THE CORNER. AND WHERE IS PRAGUE CASTLE? PRAGUE CASTLE IS BACK THERE ON THE RIGHT. AND WHAT IS THIS HERE STRAIGHT AHEAD? THATS Petfin. IBEG YOUR PARDON? Petiin. Petrin IS A LARGE PARK IN PRAGUE . Brown: HOWIS Petiin SPELLED? Novak: Petfin IS SPELLED: P-&-T-R-i-N. Brown: OH, THANK YOU. Tb NARRATIVE Toto je Vaclavské ndmésti. Nahofe je Nérodni muzeum a dole je izovatka Mustek. Ta velkd budova zde nalevo, to je Nérodni divadlo a primo vepredu je feka Vitava. Vzadu napravo je Prazsky hrad. Ptimo vepredu je také velky park. Tento park se jmenuje Petrin. Blizko je také Americké velvyslanectvi. weanaoseePrvni lekce NOTES i Co, prosim? = tbeg your pardon? Dékuji vim. + Thankyou. Jak se jmenuje....? - Whatis... called? Jak se pige...? - Hows... spelled? Jé vam nerozumim. = Idon'tunderstand you. Pan Novak. = Mr.Novak. Pane Novak! - Form used when addressing Mr. Novak. Na rohu. = Onthe corner Activity 8: PRACTICE Whats behind tl activity? ‘The purpose of the practice is to help you develop correct responses containing certain grammatical features of the sentences in thelesson. What do we do? ‘Your teacher will guide you in these activities so that you can observe what responses are correct and be able to reproduce them. When is the objective of this activity accomplished? ‘You should go through the practice as many times as necessary in order to ensure that the grammatical changes are done correctly and without hesitation most of the time, RR a PRONUNCIATION PRACTICE Eel This practice gives you the opportunity to hear of try pronouncing any word that has occurred up until now. Your teacher will provide a list of words to be practiced, with or without English equivalents. Now do this: 34Preni lekce Select a word and either say it in Czech or give its equivalent in English. ‘Your teacher will say the word in Czech that you want to hear. Repeat it after your teacher. From time to time your teacher will identify for the group points that still need work. &b PRONUNCIATION DRILLS See page 1- ADDITIONAL MATERIAL Bc Your teacher will ask you one of these questions. Answer as indicated, choosing the appropriate words to fill the blank by referring to the following list. Vaclavské némésti Praaské katedrala Narodné divadlo ‘Americké veluyslanectui Mostecké véé Praasky hrad Narodni muzeum Vitava Jak se jmenuje to muzeum? Toje. muzeum Jak se jmenuje ten hrad? Toje hrad. Jak se jmenuje to velvyslanectut? Toje ss _veluyslanectui. Jak se jmenuje to namésti? Toje némésti. dak se jmenuje ta katedrala? Toje Rated. Jak se jmenuje ta vee! Toje ta. dak se jmenuje to divadlo? Toje divadlo, Jak se jmenuje ta feka? Toje reka. oa 35ad Pruni lekce Watch your teacher. He/she will ask a question and indicate location by a gesture. Answer by combining the adverbs in the list to the right. zde, tam, napravo, nalevo, nahofe, dole, vzadu, vepredu 1. Kde je Narodni divadlo? 2. Kde je Narodni muzeum? 3. Kde je Praisky hrad? 4. Kdeje etiste? 5. Kde je Praiské katedrala? 6. Kde je Feka Vitava? 7. Kde je kiizovatka Mistek? 8. Kde je Americké velvyslanectvi? 9. Kde je Vaclavské namésti? 10. Kee je Staré synagoga? "Prat tekce Be ‘Your teacher will use these frames to ask you questions about pictures of Prague. 1. Kdeje 2 2 de napravo nebo nalevo? 3. dak se jmenuje ta budova 2 4 de narohu? 5. Jake jmenuje ta feka? 6. Coje totam. z Ta budova. Je , Zeano? 8 de. ahofe nebo dole? 9. je veadu nebo upredu? 10. Jak se jmenuje ta véz? Using the same procedure, ask each other the questions in rotation. 37 12Pruni lekce Activity 10: SPELLING DRILLS ———— Here is the Czech alphabet, along with the names of the letters. Aa Ji G8) Ss @es) Bb (bé) Kk (ka) Ss (es) Ce (oé) ie (el) Tt — (té) ce () Mm (em) dee (ce)! Dd = (dé) Nn (en) vu (i) Bd (da) Na (en) Vv (vé) Ee @ Oo () Ww (duojité vé) Ff (cf) Pp (pé) Xx (iks) Gg (ge) Qq (evs) Yy —— (psilon) Hh (ha) Rr eer) Zz (eet) Ch ch — (ché) RF @) iia) Gt) i () toa 10 10. 10.4 Your teacher will spell out some Czech names for you to write down. You probably won't have much trouble with most letters - refer to the table if you are stuck. When you are fairly good at this, take turns with the others in the class spelling English proper names, e.g., cities, states, American officials etc. Each class member selects three words from the lesson material and asks the teacher in turn: Jak se pige ? Write down the words, including those the others asked about. Your teacher will then ask at random how to spell the same words and others (including the names of Prague boroughs on the following map). ‘Then your teacher will spell for you the names of several Prague boroughs and ask you tofind them on the map. 38 1BPrvni lekce ‘Activity 11: SPEAKING ACTIVITY a Your teacher will show some slides you haven't seen before. You will be asked to get as much information as you can about a slide by asking the teacher questions already practiced in this lesson. Make notes so that you can describe those slides later on. 1b The students will bring in photographs or slides taken during their stay abroad. The students will explain briefly what's in the pictures. ‘Activity 12: GRAMMAR NOTES 1. Adjective and noun groups - gender velky park - abig park velké budova - aig building velké divadio - abig theater These examples show three forms of the adjective meaning “big’: velky, velkd, velké. What determines their occurrence? It is determined by the noun that follows. There is a large group of words of which park is a member, with which the form velky is used. The form velka is used in association with another large group of nouns of which budova is a member. Similarly, velké isthe form of the third group, which includes divadio. How do you know to which group @ noun belongs? Knowing the meaning of a word will not tell you its gender. Nouns referring to biologically masculine individuals belong to the park group, biologically feminine to the budova group - but beyond this group membership does not correlate with meaning. However, because of this partial correspondence, the term for the park group is traditionally “masculine”, while for the budova group it is "feminine". The term for the divadfo group is “neuter”. These three groups constitute a classification called “gender”. 41 15Pron lekce Gender terminology is applied to adjectives also: velky =. big (masculine form of adjective) velka = big (feminine form of adjective) velké - big (neuter form of adjective) Another set of adjectives is illustrated by the examples on the left below (set side by side with the previous examples): ndrodni park velky park ndrodni budova velkd budova narodnidivadlo velké divadlo The adjective ndrodni (national) differs as to ending from the adjective velky (big) . It isa representative of asecond type of adjectives with different endings (-/ instead of -¥,-d, “6. 2. Tag questions {In English, phrases like “isn’t t?", “aren't we?", etc., are sometimes included at the end of a sentence to request verification, Such phrases are called "tag questions”. Similar phrases occur in Czech: Ze ano?. Ze ne? for verification of a negative statement. sks for verification of a positive stateme. t and To je Nérodni trida, Ze ano? That's National Avenue, isn’t it? To neni Nérodni t¥ida, Ze ne? That's not National Avenue, is it? 3. Nominative case Nouns and adjectives in Czech occur with a number of different endings which add an extra bit of meaning or information, e.g. “to”, “from”, subject of a sentence, object of the verb, etc. (There is an approximate parallel in the English form “book” and “books”, where the endings -s adds the meaning of plural). Endings together with the meanings associated with them form sets which are called “cases”. Czech words are listed :n the dictionary-in.a form called “nominative” case. This case usually indicates subject of the sentence. 16Prvni lekce READING To be faced with a mass of print in Czech and to try to make something of it may be somewhat intimidating. But if you look more carefully you can often find a number of words you can recognize. Even at this stage you may find you can determine what the subject is - and ethaps more. Look over this newspaper item: x Nikaragujska vlada se obratila na stéty Kontadora (Mexiko, Kolumbii, Panamu a Venezuelu), aby ptimély Spojene staty, aby zastavily presun sujch jednotek a bojove techniky do Stredni Ameriky, zrusily tam vojenska cvieni a zastavily nevyhlasenou valku proti Nikaragui. 1. Write down the words you recognize. Underline what you think the endings of the words are. 2. From the clues you have about the subject, what do you think Stfedni Ameriky means? Can you identify the endings? 3. Nowcanyou guess what Spojené staty means? Here is a longer item. There are at least 12 words in it that you might recognize. Underline them, and mark off what you think are the endings. Radéni policie v Santiagu V Chile jiZ poosmé Den nérodniho protestu Santiago de Chile 27. biezna (CTK, zr) - V Chile se v dtery konal jiz poosmé Den narodniho protestu proti fasistickému rezimu generala Pinocheta. Ve snaze zabranit masovym protestim, diktatorova policie zatkla v poslednich dnech pies sto odborovych aktivisti a obsadila délnické étvrti v hlavnim mésté. K zasahu proti demonstrantam bylo pfipraveno vedle policie na 24 000 vojakd.Siiné jednothy hlidkovaly v ulicich mést. Pinochetova vidda vyhlasila od pondéli osmé hodiny vecer zakaz vychazeni a zakazala sdélovacim prostfedkim informovat o situaci vzemi. ‘Some words may be disquised by their spelling. if you seea word that looks partly familiar, e.g., fadistickému rezimu?) ask your teacher to pronounce it for you. 43 eye 7Prvnt lekce Here is an even longer item. Again, underline words you recognize and mark off what appear tobe endings. mV americké rezii Na tuto nedéli si Washington objednal u salvadorského rezimu tzv. prezidentské volby. O tom, ze neélo o Z4dny demokraticky akt, ale o politickou frasku, svédéi fakt, Ze jen na jeji financovani vydala vidda 3A deset miliond dolard. Také americky list Dallas Morning News priznal, ze nedélai volby v Salvadoru mély dat americké vlddé nejen moinost dale podporovat salvadorsky rezim, nybré také jednu z mala nadéjf na pokragovani jeji stedoamerické politiky, kterd je nyni stale vice kritizovana i v samotngch Spojenych statech. Prezidentské kandidaty postavila jen proamerické krajni pravice. Volebni mistnosti obsadilo vojsko, Uéast voliéi si rezim zajist'oval tim, ze ji prohlésil za povinnou. Zadny kandidat s demokratickym programem se “voleb* nezitéastnil uz proto, Ze by se ani nedodil konce volebni kampané, nebot' ti, kdo nedélni fragku na povel z Bilého domu uspofédali, organizuji i eskadry smrti, vraddici pokrokové levicové a demokraticke osobnost, a vedou teroristickou Kampait prot skuteéné demokratickym silém v zemi, V takovych podminkach méla nedéIni salvadorské falesné hra na demokracit poslouzit jen tém, kdo si ji objednali a chtéji nyni hovofit o “pokroku v demokracii a lidskycl pravech’ v Salvadoru, aby lich ozbrojene vmésovant do salvadorskch vnitinich zdlezitosti dostalo punc “legality”. At se stane novm "prezidentem” kdokoli, mir této téice zkougené zemi nepfinese. Jak uvedl predstavitel salvadorskych vlasteneckych sil Guillermo Ungo, skuteénym feSenim pro Salvador mize byt jen ofeni Siroké koalicni viddy, v niz by byli zastoupeni predstavitelé riznych politickych sil zemé, a vypsdni skuteéné svobodnych a demokratickych voleb. To se viak Bilému domu zfejmé nehodi do karet, Vysledek skutetné demokratickych voleb v Salvadoru by totiz byl nepochybné zcela jing nez ten, ktery si objednali na tuto nedali. What do you think the following phrases mean? 1. americky list Dallas Morning News 2. organizuji i eskadry smrti 3, _ stfedoamerické politiky nesvscouachsscassenesseasasasconoesesencoace paca 18VOCABULARY LIST a aha americky ano blizko budova ¢. co divadlo a dole je Karlovo namésti n. katedrdla ¢ kde kfizovatka ¢. letisté n. Mostecké véz f. muzeum on. na rohu nahote nalevo namésti o. napravo nérodni ne nebo neni pan m. pane park m. Petrin m. Praind bréna + Praasky hrad primo eka ¢. Staroméstské namésti n. stary synagoga ¢ také tam tato tento to toto totoje Vaclavské némést! ». velky velvysianectvi n. vepredu, vpredu Vitava ¢ vzadu zde Prva lekce and see, oh ‘American yes. near building what theater down, down there is Charles Square cathedral where intersection airport Bridge Tower museum onthe corner up, above, on top. ontheleft square onthe right national no or isnot Mr. Sit Mr. Sir (when addressing a man) park name of a Prague park Powder Tower Prague Castle directly river Old Town Square old synagogue also there this (feminine) this (masculine) it this (neuter) thisis Wenceslas Square big, large embassy inthe front Moldau inthe back here 45 "9Druhé lekce COMMUNICATION GOALS: GRAMMAR GOALS: ADDITIONAL MATERIAL: To be able to get and give information about the nature (color, size etc.) and location of articles in an office or in a ciassroom. More on genders of Czech nouns. Demonstratives - singular ten, ta, to and tento, tato, toto. Possessive pronouns milj and vai. Tape with unrestricted Czech. Pronunci drills. 20-25 items which are typical for any office or classroom. ‘Two identical sets of pictures of offices. 46Druhé lekce Activity 1: LISTENING TO UNRESTRICTED CZECH — Follow the same principles as mentioned in Lesson 1. After you have listened to the tape several times, try first to answer the same questions listed in Lesson 1. Then try the following: 1. Ustthe words you think you recognized. 2. Pick outat least three words you heard but that you do not know. Activity 2: GETTING INFORMATION What is behind this activity? ‘The purpose of this activity is basically the same as in Lesson |; that is, to strengthen the association of the word in Czech with the concept behind it. What do we do? Find out the names of different items in the classroom by pointing at them and saying: Coje to? Teacher: Toje After about five items have been elicited, the teacher will check back with the class: Teacher; Coje to? Student: To je Then the class will elicit another five items and the teacher will review these and the previous ive, In this way, 20-25 items should be covered. 2a Your teacher will ask you to locate various items (table, blackboard, dictionary), e.g. Teacher: Kde je psaci stroj? Answer by pointing at the object in question.Druhé tekce 2b Pointing at various items, your teacher will ask: Teacher: Je to tabule? Student: Ano (or) ne. 2« ‘This time answer your teacher's question with a full sentence, e Teacher: Je to tabule? Student: Ano, tojetabule. (or) Ne, to neni tabule. 2d Your teacher will point at various items in the class and ask you to tell him/her in Czech what they are, e.g.: Teacher: Coe to? student: Toje Activity 3: WORDS THAT DESCRIBE : ADJECTIVES What is behind this activity? ‘The purpose of this activity is to find out about the nature of items we have discussed so far: color size, etc. (i, elicit adjectives). What to do? By cueing your teacher in English, elicit some Czech adjectives as they occur with various nouns: Teacher: Coje to? student: Tojetabule Teacher; Jaké tabule je to? Student: (describe by providing an adjective in English, e.g., black, old, new, large, small, etc) Teacher; Toe éerné tabule. Continue until you have 10- 15 adjectives and understand the alternation of endings. 48Druhé lekce Ba Your teacher will ask you about the location of an item identified specifically by an adjective: Teacher: Kde je anglicky slounik? Pointat the object in question. 3b Pointing at various items, your teacher will ask: Teacher: Je to éerné tabule? Student: Ano (or) ne. 3c This time answer your teacher's questions with a full sentence: Teacher: Je to éernd tabule? Student: Ano, to je éerné tabule. (or) Ne, to neni éerné tabule. Now answer these questions in this sequence: Teacher: de to star psaci stroj? Student: Ano, to je stary psaci stroj. Teacher: Je to desk nebo anglicky slounik? Student: To je éesky slovnil 3d Your teacher will point at various items and this time you respond with an appropriate adjective: Teacher: Jaky jeten still? Stucent: To je velky stil. Teacher: Jaké je ta mapa? Student: To je éeské mapa. Teacher: Jaké je tookno? Student: To je velké okno. 4 49Adjectives Druhé lekce n also follow the verb, as in the English sentence “The house is large”. In this case the adjective must still agree with the noun in gender. ‘Answer questions in this sequence: Teacher: Student: Teacher: Student: Teacher: Student: Jaky je ten stil? Ten still je velky. Jaké je ta mapa? Ta mapa je éeské. daké je to okno? To okno je velké. Activity 4: REVIEW EXERCISE Practice questions and answers according to the following patterns, using your immediate surroundings as much as possible: 4a Teacher: 4b Student: Ac Teacher: 4d Teacher: Student: Coje nahoFe? dole? avo? nalevo? vepredu? Nahofe je Jaky Take Jaké_______ je nahoFe? dole? ravo? v0? vepfedu? veadu? Vepredu je Je nahofe nebo vzadu? vzadu nebo vpredu? napravo nebo nalevo? de to anglicky slounik? Ne, to neni anglicks slovunik, to je éesky slounik. a >Druhé tekce Activity 5: TASK CONSIDERATION What do we do? This is your first day at work and your secretary is showing you your office. She is efficient and has tried to make sure it’s well furnished and that you have what you need. Put yourself in this situation, List some of the things you might want to say to her, before she goes back to her office and leaves you so you can get settled. Find out from your teacher how to say what you want in simple Czech. Try these sentences out and see what responses you get. Practice them until you can use them easily ‘Activity 6: SAMPLE DIALOGUE Mr. Brown, a political officer, arrives in Prague to take over a new job. His Czech secretary, Ms. Vesela, shows him his new office. Vesels: Tak, pane Brown. Toto je vase kancela?. Jak se vam libi’ arown: Je velké, nébytek je moderni. Je to opravdu velmi pékna kancelé?. ves: de je vas psaci stil a psaci stroj. Tady nalevo je vaie knihovna a zde napravo je radio a magnetofon. arom; Kd je telefon, prosim vs? vewis: Telefon je zde nalevo u okna a telefonni seznam je tam dole, vedle knihovny. sown: Aha, a kde je vase kanceléi, sletno Vesela? vei: Ma kanceléf je tady napravo. FOI III EkVesel Brown: Vesela: Brown: Vesela: Brown: Vesela: 6a Druhé lekce SO THIS IS YOUR OFFICE, MR. BROWN. HOW DO YOU LIKE IT? IT’S BIG, THE FURNITURE IS MODERN. IT’S REALLY A VERY NICE OFFICE. HERE IS YOUR DESK AND TYPEWRITER. HERE ON THE LEFT IS YOUR BOOKCASE AND HERE ON THE RIGHT ARE THE RADIO AND THE TAPE RECORDER. EXCUSE ME, WHERE IS THE TELEPHONE? THE TELEPHONE IS HERE ON THE LEFT BY THE WINDOW AND THE TELEPHONE BOOK IS DOWN THERE NEXT TO THE BOOKCASE. OH, AND WHEREIS YOUR OFFICE, MS. VESELA? MY OFFICE IS HERE ON THE RIGHT. NARRATIVE psaci stil a knihovna je novy a moderni, V kancelafi je také nové ra Nova kanceld? pana Browna je velkd, svétla mistnost. Ndbytek lars io a Kazetovy magnetofon. Telefon je u okna a telefonni seznam je vedle knihovny. Sekretarka pana Browna se jmenuje sletna Vesela. 6b What Did They Say? 6b Your teacher will ask you these questions. Try to answer them from memory. If you can't remember, check back to the dialogue or to the narrative for the answer. 7. Jaky diplomat je pan Brown? Jaké mistnost je ta kancelaF? Je tam psaci stil? Jaky ndbytek je tam? Kae je telefon? Je tam radio a magnetofon? Je tam psaci stroj?Druhé lekce & Kde je telefonni seznam? 9. Jak se jmenuje sekretaFka pana Browna? 10. Jeto pékné kancela¥? NOTES Jak se vam libi = Howdo you like... Kancelé# pana Browna. = Mr. Brown's office. Prosim vas. ~ Please. (polite way of starting or ending a request) Sekretdrka pana Browna. - Mr. Brown's secretary, Sleéna Vesela. ~ Miss (Ms) Vesela Sletno Veselé. - Form used when addressing Miss (Ms.) Vesela. (Sleéno is used to address a young unmarried woman. Pani is used to address a married woman. Uokna. ~ atthe window. Vkanceléfi. = Inthe office. Vedle knihovny. Next to the bookcase. Activity 7: PRACTICE In this section extra space is added to various exercises so you can practice items which you have elicited from the teacher. 7a PRONUNCIATION DRILLS (See Lesson I) Tb Fill in the appropriate form of the demonstrative pronoun ten. D hrad je napravo. 2 hatedréla je primo upredu. 3 Feka se jmenuje Vitava. 8 ete 50)in 10. 11. 12, 13. 14. 15. 16. 17. 18. 19. 20. Druhé lekce némésti je vzadu. okno je nahofe. letista je nalevo. velvyslanectut je na rohu. psaci still je moderni. divadlo je dole na rohu. psaci stroj je v kanceléfi. kancelé# je zde napravo. budova na rohu se jmenuje “Maj”. telefon je u okna. telefonni seznam je vedle knihouny. radio je tam dole. magnetofon tady neni. sekretatka se jmenuje sleéna Vesela. knihouna je velmi moderni. muzeum je tam nahoFe. namésti se jmenuje Karlovo. Continue this exercise with additional items you have elicited from the teacher and which are not inthe texts. 21. 22. 23. 24, 25. JjenahoFe. ena rohu. Fe vedle knihouny. evel moderni. Jjenalevo. 54 “teDrubé lekce 7d ‘Once you are quite sure of the gender of each noun, practice the same sentences with the following adjectives while retaining the demonstrative pronoun ten, ta, to. nérodni, velky, praisky, americky, moderni, pékny, stary, plus other adjectives provided by the teacher. 1. Arad je napravo. 2. katedrala je primo upredu. 3. feka se jmenuje Vitava. 4. namésti je vzadu. 5 ono je nao, 6 letisté je nalevo. 2 elu stanectvt je na roku. & pst stitd je moderni. 9 divadlo je dole na rohu. 10. psaci stroj je v kancelati. 1. budova na rohu se jmenuje "Maj". 12. kancela? je zde napruvc. 13. véz neni zde. 14, telefon je u okna. 15. telefonni seznam je vedle knihouny. 16. radio je tam dole. 1, magnetofon tady neni. 18, sekretdtka se jmenuje sleéna Veselé. 19. knihouna je velmi moderni. 20. muzeum je tam nahoe. 10Druhé lekce Continue thi xxercise with additional items you have elicited from your teacher. 21. jena rohu. 22, je vedle knikouny. 23, Je velmi moderni. 24. Jenahore. 25. Jjenalevo. Te Form questions using the appropriate form of the interrogative jaky, jaké, jaké and the nouns below, e.g.: Jaks park je tam veadu? 1 park eee batedrdla e radio 4 _____veluyslanectot 5. mistnost 6 telefonni seznam 7. _— psact stroj & _____nnamastié - 9 hancelaF __. 10. divadto 11. — 14. 15. 56 "Druhé lekce Tf Supply the correct form of the possessive pronoun muj and vas in the following sentences: 1. rédio je zde u okna. 2 _____telefonni seznam neni novy. 3. ____ hnihouna je moderni. 4, sekretiitha se jmenuje sletna Veselé. 5. ____._ magnetofon neni kazetous 6 nové kancelét je velka mistnost. 7. psaci stroj je americks. & nébytek je velmi stary. 9. psaci still je zde nalevo. 10. telefon je tam upredu. Continue this exercise, filling in any suitable nouns you have elicited from your teacher. 11, _____jetam nahofe upravo. 12, _____jezdedole. 13. neni americks. 14, je tam dole nalevo. 15. neni zde. 12Druhé lekce 7g Now go back to the sample dialogue and practice sentence by sentence as follows, Sentence from Sample Dialogue: Tak, pane Brown, toto je vase kanceléf. Cue provided by the teacher: Psaci stroj. Student: Tak, pane Brown, toto je véé psact stroj. 7h Go over all the classroom items you have discussed and answer the teacher's questions. Activity 8: Use of jaky - jaké - jaké - & 8a daky - jaka - jaké Teacher: aks je to slovnik? Student: Toje slounik. Tenslounikje Bb In combination with locations. Teacher: Jaké mapa je tam nahofe? Student: Tam nahote je éeské mapa. Teacher: Jaké mapa je tam nahofe a jaké mapa je tam dole? Student; Tamnahofeje___==—==— Ss mapa atam dole je mapa. Teacher: Je éeské mapa nahofe nebo dole? Student: Ceska mapa je nahore. Bc Gi? (whose) Teacher: Ctjeten slounik? Student: Toje slounik. 53 3Druhé lekce In combination with locations. rs Teacher: Gi slounih je tars dole? Student: Tam dole je slounth. ad kde je? Teacher: Kae je ta velké mapa? student: Ta velké mapaje_______« se Teacher: Libisevam______? Student: Ano, Ne, Activity 9: SPEAKING ACTIVITY ga Your teacher will give you a picture of an office. (Each student will get a different picture.) Then, 1. Theotherstudent will ask quest ns about which items are in your picture, e. de tam psaci stroj? 2. Now quiz the students who asked the questions about how ‘nuch they remember of what you said, e.g.: Cojetam? or = detam__ 3. Finally, students will try to give back all the information they received, e.g.: Tam je 9b Students will get pairs of pictures of the same office. The pictures may differ slightly rom each other. The students will find out how. 9c The teacher will give the studen:- several pictures. Then he/she will describe the furnishings of a particular office. The students will have to determine which one the teacher is talking about. od Describe your study at home or your ofice in the embassy where you worked last time. (Oraw a brief sketch on the board.) 53 14Druhé lekce ‘Activity 10: GRAMMAR NOTES 1. Nouns - more on gender In Note 1, Lesson 1 we said that each Czech noun has one of three genders (masculine, feminine, or neuter) and that the gender of the noun helps to determine which endings to put onto the noun and also onto adjectives that go with it. You will therefore need to keep track of the genders of the nouns you use. But how is a learner to know the gender of a noun? There are two partial rules which canbe very helpful for this purpose. ta if the noun refers to a human being, its grammatical gender corresponds to the sex of the person for whom it stands: pan + Mr. (masculine) sleéna = Miss (Feminine) 1b ‘Those which end in a consonant are usually masculine. hrad castle park park Those whigirend in -2 are usually feminine. tiida avenue feka river ‘Those which end in -@ or =/ are usually neuter. divadlo : theater namésti a square velvyslanectvi embassy Ifyou follow these rules, you will be able to guess the gender of a noun correctly most of the time. However, be prepared for exceptions.Druhé lekce 2. Singular demonstratives: “that”, “this” ‘These forms also indicate gender, and match the word they are associated with in this respect: ten before a masculine noun, ta before a feminine noun and to before a neuter noun: ‘that this masculine Ten stil je velky. Tento telefon je vas. feminine Ta mapaje éeska. Tato mistnost je hancelai. neuter To oknoje velké. Toto rédio je nové. 3. Thepossessive vai and mij ‘We have already met with the possessive va “your/yours". Like adjectives and demonstratives, it changes its endings to agree with the nouns that it goes with. Here are the nominative singular forms. masculine To je vai telefon. feminine To je vase kancelét. neuter To je vase radio. The possessive meaning “my/mine” is MUj. It also changes its endings to agree noun it goes with. Here are the nominative singular forms. the masculine To je mij magnetofon. feminine To je mé kancelé?. neuter To je mé radio. Incidentally, vai is used when “you” is two or more people, but it is also used in addressing one person whom the speaker doesn’t know well or for whom the speaker wishes to express respect. In this way itis comparable to French "votre" or German “thr.” 16Druhé lekce READING ‘Work out as much meaning as you can from this item. ZACAL WIMBLEDON Na travnatych dvorcich ve Wimbledonu zatalo v pondéli 98. mezindrodnt mistrovstul Anglie v enisu. Ve dvouhie mudi je prunim nasazenym hragem MeEnrog doojky md Lendl, troyku Connors, etyfhu Wilander a pétku Arias, Smid je nasazen jako tfindcty. V soutédi zen je Mandlikovd treti a Sukova étrndctou nasazenou hrackou. Look through this short item and figure out as much of the meaning as you can (there are about 12 words that should be recognizable). Militaristickou politiku Reaganovy vlady ostie kritizoval demokraticky senator za stat Ohio J. Glenn, ktery se uchazi o kandidaturu na prezidentsky fad. Senator v interview listu New York Times zddraznil, Ze je nutné pfijmout fadu opatieni k ‘omezeni jaderného zbrojeni a posileni kontroly nesifeni jadernych zbrani. 1. Write down the words you recognize and underline what appear to be the endings. 2. _Listany adjectives that occur, indicating their endings. 3. Whatis your guess as to the meaning of the first sentence? Kulturni mozaika © V koprodukei mad’arské, zépadonémecké a francouzské televize vanikl étytdilny Zivotopisny seridl 0 A. Einsteinovi. Tituini postavu vytvoril anglicky herec Ronald Pickup. V rozséhlé mezinérodni spolupraci vaniké televizn! serial Zivot Berlioziv. Na realizaci se podileji Francie, SSSR, Mad'arsko, Svédsko, Kanada a Belgie. 62Druhé lekce ‘Write down the words you recognize, as before, and indicate the endings. List adjectives that occur as well as the nouns they refer to. Underline the endings on both adjectives and nouns. Match the names of countries with their adjectival forms. What do you think here meansin English? Tiskova konference amerického politika J. Jacksona v Havané HAVANA 27, dervna (Zpravodajka CTK, zr) - K zahajeni moralni ofenzivy, jez by vedla ke sblizeni lidu Spojenych stata a Kuby a k dosazeni miru ve Stredni Americe, vyzval na stiedetni tiskové konferenci v Havané uchazet 0 nominaci za kandidata Demokratické strany na funkci prezidenta USA Jesse Jackson. Whatdo you think is the meaning of the bold printed endings in these phrases? Konference amerického politika J. Jacksona Kandidéta Demokratické strany funkei prezidenta v Havané ve Stiedni AmericeVOCABULARY LIST anglicko-cesky anglicky éerny éesko-anglicky esky a dejte! jako Jaky - jaka - jaké? kanceld? 1. kartotéka +. kazetowy kniha ¢. knihovna ¢. kos m. magnetofon m maly mapa ¢. mistnost 1. moderni maj-md-mé ndbytek m. now okno n. opravdu papir m pékny psacistroj m. psaci still m. radio a sletna ¢ slovnik m. still m. svétly tabule ¢ tady tak telefon m. telefonni seznam m. tuzka 1 uw vas vedle velmi Drubé lekce English-Czech English black Czech-English Czech whose ‘ put (imperative) as, such as what kind? office file cassette (adj) book bookcase, library wastebasket tape recorder small map room modern my, mine furniture new window really paper nice typewriter desk radio Miss dictionary table light blackboard here 50, well telephone telephone book pencil at your, yours beside very 64 19Treti lekce COMMUNICATION GOALS: To be able to request items, offer help, and express thanks. GRAMMAR GOALS: 1. The categories "hard” and "soft" nouns. 2. Thecategories “hard” and “soft” adjectives. 3. Accusative case (1). 4 Verbs: and "you" forms - verb groups. 5. Reflexive verbs. néjaky - Zadny. ADDITIONAL MATERIAL: 1. Tape with unrestricted Czech. 2. 20-25 items which are typical of any classroom or office. 3. Setof cards with all Czech consonants.Treti lekce - Activity 1: LISTENING TO UNRESTRICTED CZECH 1. Whatare the people doing? 2. How many people are there? 3. Are they cooperating happily or here some kind of conflict? 4. Whois giving the orders? 5. List the words you think you recognized. 6. Pick outat least three words you heard but that you do not know. Activity MAKING REFERENCE TO ITEMS IN THE CLASSROOM IN WHICH A NEW CASE ENDING APPEARS What is behind this activity? ‘The purpose of this activity is to demonstrate a change in ending as the role of a noun in asentence changes. ‘What do we do? Your teacher will set out about ten items on the table. She/he will review with you briefly in Czech what they are. (Co je to? - To je pero.) Then your teacher will ask you to respond to requests such as: Dejte mi tu tuzku! Dejte mi ten slounik! Dejte mi papir! From your teacher's behavior you should be able to determine what the construction dejte mi means. if not, ask her/him in English for the meaning. Next, your teacher will specify items using dopfedu, dozadu, doleva, doprava, nahoru, doliz, sem and tam,e.g.: Dejte tu tuzku doprava! Dejte tu tuzku doleva! Dejte ten papir dopredu! 66Treti lekce The specifying may also be with adjectives: Dajte mi ten éesky slounik! Dejte ten cesks slounih sem! ‘Activity 3: EACH STUDENT WILL BE GIVEN SEVERAL OF THE ITEMS ON THE TABLE. THEN YOUR TEACHER WILL ASK: Teacher: Mate slounik? Student: Ano. (or) Ne. —— Activity 4: THiS TIME RESPOND WITH A FULL SENTENCE: — positive respore Teacher: Mate slounik? Student: Ano, mém slounih. negative response Teacher: Mate magnetofon? Student: Ne, nemam magnetofon. response to alternatives Teacher: Mate slounik nebo uéebnici? Student: Mam slounik. Now your teacher will engage you ina longer interchange, e.g.: Teacher: Mate uéebnici? Student: Ano, mam uéebnici. (or) Ne, nemdm uéebnici. Teacher: Mate slountk nebo uéebnici? Student: Mam slounik. When all items have been sufficiently covered in this way, adjectives can be added. Teacher: Méte nov nebo stary slounik? Student: Mam novg slovnik. — eee NOW EXCHANGE YOUR ITEMS WITH ANOTHER STUDENT. ‘YOUR TEACHER WILL ASK QUESTIONS LIKE: SS Teacher: Co mate? Student Mam tuzku. Teacher: Jakou mate tuzku? Student: Mam éervenou tuzku. &7Treti lekce Then both constructions together. Teacher: Co mate? Student: Mdm slovnik. Teacher: Jaky slountk mate? Student: Mam anglicko-desky slounik. Activity 6: TASK CONSIDERATION What do we do? You have had a chance to look over your new office, and you find that there are certain additions or changes that you would like to make. List four or five different kinds of things to say that will help you get what you want. For each item on your list, it from your teacher a short, simple Czech sentence which will serve the purpose. Activity 7: SAMPLE DIALOGUE Vesels: Vere Brown: Mr. Brown, the new political officer in Prague, is settling down to his new office. He finds that he needs a few more things, so he calls his secretary and asks her to help him get them. Sleéno Vesela, myslim, ze jesté néco potrebuji. Prosim, pane Brown, co si prejete? Prosim vas, mate tady néjakou mapu nebo néjaky obraz? Chci dat néco na tuto sténu. 44 5e podivim, ale myslim, Ze tady mim mapu USA a néjakou fotografi Prahy. Dékuji vam mnohokrat. RRR RRR RRR 68Trett lekce Vesela: Tak tady je ta mapa a fotografie. Kam je chcete dat? Brown: No, tak tu mapu dém sem nahoru a tu fotografil tam vedle knihovny. Veseld Potiebujete jesté néco, pane Brown? Brown: Ano, jeité jednu malickost. Prineste mi, prosim vas, obytejny dopisni papira néjakou obalku. Vesel: Ano, hned to pfinesu. FOI III II III IIe Brown: MISS VESELA, I THINK I STILL NEED SOMETHING. Veselé: YES, MR. BROWN, WHAT DO YOU WISH? Brown; PLEASE, DO YOU HAVE A MAP OR A PICTURE OF SOME KIND? I WANT TO PUT SOMETHING ON THIS WALL. Vesela: ILLLOOK, BUTITHINK IHAVE A MAP OF THE U.S. HERE AND A PHOTOGRAPH OF PRAGUE. Brown; THANK YOU VERY MUCH. Veselé: SO, HERE ARE THE MAP AND THE PHOTOGRAPH. WHERE DO YOU WANT TO PUT THEM? Brown: WELL, LL PUT THE MAP UP THERE AND THE PHOTOGRAPH NEXT TO THE BOOKCASE, Veselé: | DO YOU NEED SOMETHING ELSE, MR. BROWN? Brown: YES, JUST ONE MORE SMALL THING. BRING ME, PLEASE, PLAIN LETTER PAPER AND AN ENVELOPE. Veselé: _YES,PLLBRINGITRIGHT AWAY. 69Tretl lekce Ta NARRATIVE 7b Novd kancelai - i Pan Brown mé novou kanceld?. Nalevo u okna stoji psaci stul a zidle a napravo vedle knihovny ma pan Brown malé rédio a kazetovy magnetofon. V kancelafi ale neni zédny obraz a proto chce pan Brown dat na sténu néjakou mapu nebo fotografil. Naitésti sleéna Veseld, sekretérka pana Browna, ma velkou mapu USA a néjakou barevnou fotografi Prahy. ordéli chee pan Brown psét dopis. Tento dopis neni dedni a proto potiebuje obyéejny dopisni papir a obyéejnou obdiku. What Did They Say? TbA Your teacher will ask you these questions. Try to answer them from memory. If you can't remember, check back to the dialogues or the narrative for the answer. Co potfebuje pan Brown? Co mé sleéna Vesela? Kam chee pan Brown dat mapu? Kam chee pan Brown dat fotografii? Potfebuje pan Brown jesté néco? Mé pan Brown novou kancelé#? Jaky magnetofon mé pan Brown? Coje vedle knikouny? pe ern oar wb Je sleéna Vesela cekretarka pana Browna? s Jaks papir potfebuje pan Brown?NOTES Treti lekce Ano, jesté jednu malitkost. Chee. Ma. Stoji. Chei dat néco na sténu. Dejte mi... Dékuji vam mnohokrat. Fotografie Prahy. Kam to chcete dat? Kam? No, tak, Potrebujete jesté néco? Sem. Hned to pfinesu. Jé se podivam. Tu mapu dam sem. Yes, just one more small thing. He, she wants. He, she has. He, she, itstands. I want to put something on the wall. Giverme... Thank you very much. photograph of Prague. Where do you want to put it? (To) where? Well. Do youneed anything else? (To) here. "il bring it right away. HiHlo0k. Illput the map here. ‘These three verbal constructions express the future tense due to the fact that podivat se, dat and prinést are perfective verbs. The concept of perfective and imperfective will be discussed later. 7Tret/ lekce Activity 8: PRACTICE Ba PRONUNCIATION (See Lesson 1) ab \isten to your teacher, who will form sentences using the items in each column. Then try ityourself. Following your teacher's instructions, continue the exercise for 10 - 20 minutes. Potebujete? Kam chcete dat? Vidite? Znate? Pfinesu Mam Podivame se na magnetofon slounik hos obraz nabytek y telefon nowy, seznam i apir anglicks adresse modernt knihouna pékny kniha psact mapa telefonni Tarverska Razetovy tuzka a hatedréla velky obdlka fede by eral Ry fotografie americhy hancelar obyéajny 6 mistnost staroméstsky | Imalithost ifedni divadlo okno radio letiste velvyslanectui éerny maly Now try reproducing sentences yourself, using items from the different columns in these sequenc A+D A+B+D A+C+D A+B+C4D eg: Potfebujete kos? Znate tu budovu? Mate éesky slounik? Vidite tu velkou mapu? - 72Be Tretl lekce Write in the appropriate form of the words in parentheses. Your teacher will ask the class ‘toread their answers aloud. 1. Pan Brown pottebuje (nbjaky dopisni papir)a a obalka). 2. Mate v kancelafi (stary) nebo (novy) telefon? 3 Hned (ten psact stroj) ptinesu. 4. Potrebujete (to staré radio)? 5. Zndte __— (praiské Narodni divadio? 6 Vidite (ta nova budova)? 7. Mate tady (pékné moderni knihovna). & (Tato krizovatka) nezném. 9. Mate tady také (nove letisté)? 10. (Ta barevné fotografie) chei ‘dat sem doll. 11. Myslite, ze (ta sleéna)zném? 12. Cheete (ta staré zidle)? 13. (Ten mal} adres?) dejte sem nahoru, 14. Znéte (Pradsky hradja (Petrin?? 15. (Ta velké mapa)zde nechci. 16. (Jaké knihouna) potfebujete? 73Treti lekce 8d Listen to your teacher, who will form sentences using the items in each column. Then try ityourself. tuzka papir saci stroj Cy potfebujete? fotografie magnetofon mate? slounik sekretarka Zidle hancela? nébytek adresa? obélka letisté velvyslanectvt kniha zndte? vidite? chcete? Be Listen to your teacher who will answer the following questions in a positive and then in. a negative way, using Zédny. Then try it yourself. mapa hartotéka papir stul dJezde slounth tel Potiebujete telefon telefonni seenam Cheete park m synagoga Mate veluyslanectui Vidite fotografie psaci stroj Znate ndbytek radio obélka hniha letisté 10Treti lekce Bf Choose one of the sentences which has a verb with forms you are not sure of. Read the sentence to your teacher. She/he wili respond with a sentence having the "you" form of the same verb. Continue until you can supply all the forms yourself. Mit Jé mam slounik. Vy slounth. Dat dé dém tu mapu sem. Vy tu mapu sem. Podivat se Jé se podivém na ten obraz. Vy. na ten obraz. Znat Ja znam tu novou sekretarku. Vy te novo sekretafku. = Prinést Jé to hned prinesu. Vy to hned : Potfebovat Jé to radio potfebuji. Vy to radio . Psat Jé pi8l dopis. Vy dopis. chtit Jé chei ten telefonni seznam. Vy ten telefonni seznam. Prat si dé si néco pieji Vy si néco Myslet Jé myslim, Ze ta kniha je zde. Vy , 2 ta kniha je zde. Videt Jes vidim tu starou budovu. Vy tu starou budovu. 8g ‘Try to supply "I" forms in the following. Start with the ones you are sure ‘of. If you can’t recall the form, refer to 8.d above. 1. Vytonepotiebujete, ale jé to 2. Vytonevidite, ale jé to 3. Vy toneznate, ale jé to 4, Vytonepisete, ale jé to "Treti lekce 5. Vytoneptinesete, ale jé to : Vy totam nedéte, alejétotam 7. Vytoneméte,alejato 8 Vysetamnepodivate, ale jé se tam : 9. Vytonechcete, ale jé to 10. Vy sitonepiejete, ale ja sito : 8h Practice the discrimination of hard, soft and neutral consonants using the appropriate set of cards. GRAMMAR NOTES The categories “hard” and “soft” - nouns ‘As we mentioned in Lesson 2, Note 1, the gender of a noun helps to determine which endings to put on the noun and also onto some of the words that go with it. Within these three groups there are several different sets of endings. In determining which set goes with which noun, there are some further noun clues which can be helpful, namely which consonant or vowel comes at the end of the word in the nominative case. 1.a_ For this purpose, consonants pattern in two main groups. Traditionally they are called hard” and "soft". Hard consonants Soft consonants h z ch gs k é r 7 d d’ t v n a c i 76 12Treti lekce Thus the nominative nouns telefon and papir (ending in hard consonants -n and - r respectively) are designated "hard nouns” and take “hard endin,:” which we will see later. Likewise stroj (ending in -j, a soft consonant) is a “soft noun", taking the “soft erdings" (also tobe seen later). For some purposes it is helpful to consider the remaining consonants as a separate group - called neutral, ie., , f, f, m, p, 5, v, Z. Nouns ending in these con: anants usually take hard endings, tut nouns ending in -fand -s may in some cases take soft. endings. ‘Thus the majority of masculine nouns in Czech end in a hard or neutral consonant and take hard endings. Those which end in a soft consonant take soft endings. 1.b Most feminine and neuter nouns end in a vowel in the nominative case. They too may take their own sets of hard and soft endings, depending on whether the final vowel is hard or soft. Hard vowels Soft vowels a e ° i u y Thus: mapa, knihovna, sleéna——- hard nouns (-a) fotografie, zidle, tabule —- softnouns (-e) A small group of feminine nouns end in a consonant in the nominative case, but take soft endings, e.g.: kancele Almost all neuter nouns end in a vowel, e.g.: kno (hard), leti3té, velvyslanectvi (soft). (A further treatment of the nominative case comes in Lesson 4) 2. Thecategories “hard” and “soft” - adjectives 2.a Adjectives have their own sets of hard and soft endings, depending on whether the last consonant of the stem is hard or soft. When an adjective is followed by a noun, the ending of each must reflect the same gender (masculine, feminine, or neuter), number (singular or plural) and case. However, the specific ending comes from whatever set is associated with the particular noun or adjective, i.e,, there is no agreement as to hard and soft endings between the adjective and the noun, For example: Novy is a hard adjective (final stem consonant v) and takes hard adjectival endings. nabytek is a hard noun (final consonant k) and takes hard noun endings, as in: Mate novy nébytek?Tretl lekce In a sentence with the soft noun Kos (instead of nabytek), NOVY is still the form that occurs: Mate novy kos? Here are examples with a soft adjective: Mate moderni nabytek. Mate moderni kanceléi. Accusative case (1) 3a Mate tady néjaky obraz? Do you have a picture here? Vedle knihouny mé pan Mr. Brown hasa small radio Brown malé radio, Next to the bookcase . In each sentence there isa particular relationship linking the verb and the noun. mate ...... obraz ma radio he has 1m relationship like this, the noun is said to be the object of the verb. With some nouns in Czech this relationship is indicated by means of adding a special ending: Mam mapu USA. Ihave a mapof the US. Mam néjakou fotografii Prahy. \have a photograph of Prague. Words that are in this object relationship to verbs are in the accusative case, and the endings associated with this are called accusative endings, 3.b Here are the accusative endings that have occurred so far, (compared with the corresponding nominative forms): Nouns: ‘nominative accusative masculine slounik Mam slounik. kos Mam kos. feminine ape Mam m i r fotografie leéna Veselé mé fotografi. hancela* Kde mate kancelar? neuter radio Mate radio? letisté Mate velké letisté? némésti Znéte to namésti? 14Bic Adjectives: masculine stary tifedni feminine éervend neuter malé 3d Demonstratives: masculine ten /to/ feminine ta /to/ neuter to/to/ Treti lekce Mate stary slounik? Mate itedni dopis? Mam éervenou tuzku. Pan Brown mé malé radio. Dejte mi ten éeskj slovnik. Tuto mapu dame sem. Kam cheete dat to radio? 4. Verbs: “I" and “you" forms - verb groups 4a Here are the "I" and "you" forms of some verbs that have occurred: |. Mate néjakou mapu? Mam mapu U.S.A. li. Potiebujete jesté néco? Do you have a map? Ihave a map of the US. Do you need anything else? Myslim, Ze jesté néco potfebuji. | think| still need something. ML. (mystite) (you think) Myslim, Ze jesté néco potfebuji. think! still need something These are examples representing three groups of verbs, each of which has a slightly different form of ending indicating person (*I", "you", etc). Myslite hasn't actually occurred in the lesson yet- itis added here to round out the pattern. v9 15Treti lekce Practically all Czech verbs fit into one of these groups: Group! Group It Group tt "you" mate potiebujete myslite ae mam potiebuji myslim 4b Czech verb forms indicate person. Personal pronouns are not usually used as well, except for emphasis. mam thave Mam ten slounik. Ihave the dictionary. Jé mam ten slounik. ' have the dictionary. (not someone else] 4c The negative is formed by prefixing me- directly onto the front of the verb, nemam nepotfebuji nemyslim 16 Reflexive verbs 5.a_ Some verbs have as a regular constituent the separate particles S@ or Co si prejete? ‘What do you wish? In most cases this particle has no separate meaning. It's an integral part of the verb (though written separately). Verbs of this type are called reflexive verbs. 5.b__ Inmany cases, the particle precedes the verb: Jak se vam to libi? How do you like it? Jak se jmenuje toto namésti? What is the name of this square? Ta eka se jmenuje Vitava. The river is called Moldau. When the sentence begins with the verb, the particle comes immediately after it. Smenuje se sleéna Veselé.Tretl lekce 6. néjaky - zédny 6a 1. Mate tady néjakou mapu Do you have a map or nebo néjaky obraz? a picture of some kind? 2. Myslim, zetady mam think thave a néjakou fotografi Prahy. photograph of Prague. 3. PHineste mi, prosim Please bring me an vas, néjakou obalku. envelope. As these examples illustrate, néjaky indicates the speaker is referring to the following noun in a general, non-specific way. In the first example she/he wants some kind (any kind) of map and picture - she/he doesn’t specify. The sentence - Mate tady néjakou mapu? - would indicate the speaker is referring toa particular context which is understood by the hearer (“a map of the world to look at the locations of the countries we were talking about"), etc. In the other examples, the reference is similarly general, as reflected by “a (an)" in English. Néjaky often corresponds to "some" or “any”. 6b Whena negative statement is made ("Idon’t have any-", "there is no-*) Z4dny occurs in the sentence, as fer example asa negative answer to a question containing néjaky: Je tady néjaké mapa? Ne, neni tady Z4dna mapa. Mate néjakou mapu? Ne, nemam zédnou mapu. 6c Both words have adjective endings. néjaky néjaké néjaké aint Yadnd zadné 7Treti lekce Activity 9: CONVERSATIONAL DRILL What is behind this activity? ‘The purpose of this activity is to bridge the gap between a practice and a real conversation. It has characteristics of both. The drill element is represented by a higher frequency of a specific grammatical feature. The conversational element is represented in that. actual facts are provided by the student in a conversational content. What do we do? Having selected a grammatical feature, your teacher will include it in a question she/he will ask you. You will be expected to provide real (not imaginary) information in your answer. In this lesson, the following themes can be explored: a. Whatdo you need? (verb “to need”, acc.sg. of inanimate nouns) b. Whatdo you know? (verb “to know", acc. sg. of inanimate nouns) What do you have? (verb “to have”, acc. 9g. of inanimate nouns) Example: Teacher: Co potiebujete, pane X? Student: Potfebuji slounik. Teacher: Jaks slounik pottebujete? Student: Potfebuji éesko-anglicky slounik. Teacher: A co vy, pane Y, potiebujete také éesko- anglicky slounik? Student Ne, jé nepotrebuji Zadng slounik. Sometimes new words or phrases may be introduced by your teacher for the purpose of smooth and meaningful exchange. Make sure you understand what these words or phrases mean, and try incorporating them into your answers. You may also be asked to elicit information from other students, e.g. Teacher: Myslite, epan X znd pana Y? Student: Nevim. Teacher: Zeptejte se, prosim. 82 18Treti lekce Activity 10: SPEAKING ACTIVITY — toa Each student will be given a picture of an office. All the pictures will be different. ‘Show your picture te another student and ask Co vidite na fotografi? (What do you see in the photograph?) 10.b Looking at your photograph, check with other students regarding whether they have ‘the same items in their pictures, e.g A: dévidim na fotografi psaci stroj. Vidite na fotografii také psaci straj? 8: Ano, vidim psaci stroj. Ne. Nevidim psaci stroj. List items in your picture that don’t occur in the other pictures. 10.< Now report on items not occurring in the pictures of the other students: Pan (pani, sleéna) X nemé na fotografi... R32 uaeee Tretl lekce READING —— At this point, although you may not have an extensive vocabulary or control of Czech ‘grammar, we will begin working with newspaper items for several reasons: Being able to scan an article quickly to determine subject matter is a useful skill. Even at the end of the course you probably won't know all the words you come acruss in reading Newspapers. Early practice helps to establish the habit of taking advantage of what you do know, and of not being intimidated by what you don’t know. It’s helpful to become familiar with the appearance of Czech words in their different forms - especially endings. If you see endings constantly recurring (-, -em, -6, -OU and so on) they somehow register as entities even though you may not know what they mean. Eventually you will find out, and this "preview" will have been useful. For the moment, then, pursue these limited objectives for the above reasons and don’t waste t.me delving into masses of detail. 1 ‘Try to get the general outline of the content of these related items. Cinsky ministr obrany v USA WASHINGTON 11. Zervna (TK) - Cinsky ministr obrany Cang Ajpching zahéjil v pondéli dvandctidenni navitévu Spojenych stdtd. S ministrem obrany ' USA Weinbergerem a daliimi éiniteli 7 Pentagony bude jednat o rozvoji vojenské spoluprace s obéma staty. Podle agentury UPI mé Cina zéjem 0 nejmodernéjsi americkou techniku; konkrétné maji byt na seznamu éinskych pozadavki! protitankové a protiveduiné rakety.| Bee ee ee ee ee ee ee ee ee et ee ee ee es es es + CINSKY MINISTR OBRANY Cang Aj- pching, ktery je na oficidini navitéve v USA, byl v Gtery pfijat prezidentem Reaganem. Piedtim mél jiz prvni kolo rozhovord s americkym mi obrany Weinbergerem. 4 SPOJENE STATY NEZMENI svij posto] a nezastavi instalaci jadernych raket v zdpadni Evropé. Prohlasil to v Uternim televiznim interview americky ministr obrany Caspar Weinberger, Tretl lekce What is the main topic of this item? 4. politics 2. sports 3. economics Slupianekova pro mir “Hlavnim Gkolem viech lidi, tedy i sportoved, je nyni zachranit svét pied jadernou katastrofou,” prohlésila véind soupefka Heleny Fibingerové, olympijska vitézka ve vriu kouli tlona Slupianekové z NDR. “Novodobé ‘olympiiské hry se neuskutetnily dvakrat: poprvé kvili pryni svétové valce, podruhé v dobé druhé svétove valky. Kdyby se to mélo stat potfeti, namenalo by to nejen zanik olympijskych ztejmé i Zivota na zemi, Proto musime udinit viechno pro to, aby nové americké rakety nemohly ohrozovat ze zépadni Evropy socialistické staty*, zddraznila Slupianekové. 2Trett lekce VOCABULARY LIST ale . but barevny = color (adj.) chtit a, chei* = towant dat w 7 to give dopis m. - letter dopisni papir m. - letter paper dozadu - tothe back fotografie +. - photograph Ane - right away jeden - one kam - where, with motion (to where) malickost + = small thing, trifle, detail mit «, mam* = tohave myslet qn a ‘to think na Et on rahoru : up (with motion) “testi = buckily nyaky = a,some,sortof obytejny - plain podivat se . tolook potiebovat = toneed pozdgji = later pirat sia, preji si* = towish piinést = tobring proto = that’s why prosim = please psat an, pisi* = towrite sem 7 here, with motion (to here) slyset «a = tohear stat ay, stojim* = tostand sténa f. et wall ufedni = official (adj.) vidét cm = tosee zadny = no, none (adj.) ze . that (conjunction) Fidle « - chair znat w . to know * = tstperson singular of irregular verbs 2 86Cturté lekce COMMUNICATION GOALS: GRAMMAR GOALS: ADDITIONAL MATERIAL: To be able to understand the names of various people anc to be able to find out about their professions and titles. Accusative case (2). Prepositions followed by the accusative case. About names and professions: masculine and feminine forms. Verb groups - conjugation - byt “tobe”. Tape with unrestricted Czech. Selected business cards. 87Cturtd lekce Activity 1: LISTENING TO UNRESTRICTED CZECH a 1. What do you think is going on? How many people altogether are taking part in the conversation? 3. What general are they doing? List the words you think you recognized. 5. Pick out at least three words you heard but that you do not know. Find the phrase: “tési me”. 7. Doyou think from the context that it means: “please”, “excuse me”, or “lam pleased"? ‘Activity 2: PRESENTATION OF BUSINESS CARDS What do we do? 2a You will be given a business card and your teacher will ask you: Jak se jmenuje ter. élovék? (Whatis the name of the person?) Read the name on the business card. 2b Go over the cards again, answering the same question: Jak se jmenuje ten élovéh? This time your teacher will add a question concerning the profession or the title mntioned on. the card. Jaks titul mé pan (pani, sleéna)__— Co déla pan (pani, sleéna)_ 2e For the next round, a question wil be added concerning the name of the company or governmental office” .ed on the card. Jak se jmenuje ten podnik, kde pan X pracuje? de pan (pani, sleéna) X vladni zaméstnanec (zaméstnankyné)? 2d Study the cards for a while; then your teacher -will quiz you on the information they contain, Proper names versus titles and professions, e.9.: Kdo je inengr? Kado je malif?Cturtd lekce Places of work, ¢.9.: Pracuje pan X na ministerstuu zahraniéi? Kdo pracuje na ministerstuu zahraniéi? Activity 3: “AMIRIGHT?" Your teacher will give you a business card and ask questions like these: Teacher: Je pan Jelinek naméstek ministra? Student: Ano, on je néméstek ministra. ‘Ne, on neni naméstek ministra. Teacher: Je pan Zreauy malit nebo pravnik? Student: Pan Zreauy je mali. Activity 4: “I NEED TO KNOW" You have a selection of business cards “on file". Your teacher needs information about various individuals and will ask you to provide it. Teacher: Coje pan Cerny? Student: Pan Cerny je vedouct oddéleni. Teacher: Jaky titul mé pan Cerny? Student: Pan Cerny je indenyr. Teacher: Jak se jmenuje podnik, kde pan Novék pracuje? Student: Podnik, kde pan Novak pracuje, se jmenuje Ceskoslovenské letecké podniky. Activity 5: TASK CONSIDERATION You have a list of names of people in Prague with whom your predecessor had contacts. ‘You wantto find out something about them from your secretary. List four or five questions you might use in order to get the information you want. Your instructor will provide you with simple sentences to serve this purpose. 2a 3Cturtd tekce Activity 6: SAMPLE DIALOGUE Mr. Brown has asked Ms. Vesela to prepare a list of persons he is likely to deal with in ‘the days to come. Mr. Brown asks questions about various people, their names, ranks, and Professions. After that, he wants to go over several business cards. trown: leno Veseld, mate uz ten seznam? Nutné ho potiebuji vee: Prosim, tady je. Uz je hotovy. srown: Tak se na ten seznam podivame. vewis: _Zde nahofe vidite pana Novaka. Brown: Pana Novaka? Co on déla? vei: Pan Novakje profesor historie na univerzité. arown: —_dakymé titul? vei; Jeho ping titul je profesor doktor Novak. sown: _Zniite profesora Novaka osobné? vesel; Ano, zndm. Je to velmi piijemny élovek. Bonk sown: Pineste mi, prosim, navitivenku ndméstka ministra kultury, pana Hladkého. Potfebuji jeho adresu a telefonni ¢islo. vets: Ano, hned to ptinesu. trowe Tay mam navitivenku pana Jelinks, On pracuje také na ministerstvu vewis: Ano, pan Jelinek je vedouci pravniho oddéleni. arown: __Sletno Veselé, co znamené titul JUDr.? vee: Titul JUDr. znamené, Ze pan Jelinek je promovany pravnik. srown: A tady mam néjakého umélce. Neznate nhodou malife Zrzavého? Vesels: Koho, prosim? Brown: Malife Zrzavého. veel: Ano, zndm ho, je to velmi zndmy esky mali. $0Ctvrtd: lekce Brown: MS. VESELA, DO YOU HAVE THE LIST YET? INEED IT BADLY. Veselé: © YES, HEREITIS. ITIS READY. Brown: O.K.,LET'SHAVEA LOOK AT THELIST. Veselé: HERE, AT THE TOP, YOU SEE MR. NOVAK. Brown: MR,NOVAK? WHATDOES HE DO? Vesela: MR. NOVAK IS A HISTORY PROFESSOR AT THE UNIVERSITY. Brown; WHATISHISTITLE? Vesela: HISFULL TITLE IS PROFESSOR DOCTOR NOVAK. Brown: DO YOU KNOW PROFESSOR NOVAK PERSONALLY? Vesela: YES, DO. HE IS A VERY NICE PERSON. Brown: PLEASE, BRING ME MR. HLADKY, THE DEPUTY MINISTER OF CULTURE'S BUSINESS CARD. INEED HIS ADDRESS AND TELEPHONE NUMBER. Vesela: YES, I'LL BRINGIT RIGHT AWAY. Brown; IHAVE MR. JELINEK'S BUSINESS CARD HERE. HE WORKS AT THE MINISTRY OF CULTURE, DOESN'T HE? Veselé: YES, MR. JEL{NEK IS THE HEAD OF THE LEGAL SECTION. Brown: MS. VESELA, WHAT DOES THE TITLE JUDr. MEAN? ee JELINEK HAS A GRADUATE DEGREE IN Brown: AND HERE I HAVE AN ARTIST. DO YOU HAPPEN TO KNOW ZRZAVY, THE PAINTER? ‘Veselé: | WHOM, PLEASE? Brown; ZRZAVY, THE PAINTER. Yeselé: YES,I KNOWHIM. HE IS A FAMOUS CZECH PAINTER. 91Ctvrts lekce 6a NARRATIVE . Pan Brown se zajima o néméstka ministra kultury pana Hladkého. Toho jest neznd. Potiebuje jeho telefonni cislo a adresu. Nezné jesté pana Hladksho osobné, ale siecna Veselé ho znd a znd také ceského malife pana Zrzavého. Pan Brown s9 také chce podivat na navstivenku pana Jelinka. Pan Jelinek pracuje také na ministerstvu kultury a ma titul JUDr. Je to titul pro promovaného pravnika. 6b What Did They Say? 6.b.1 Your teacher will ask you these questions. Try to answer them from memory. If you can't remember, check back to the dialogue for the answer. Co potrebuje pan Brown? Kdo mé ten seznam? Je ud ten seznam hotovy? Co délé pan Novék? 2nd sleéna Vesela pana Novaka osobné? Jaks élovék je profesor Novak? Co je pan Jelinek? Kee pracuje pan Jelinek? Jaks titul mé pan Jelinek? eS ernonrk ww s Ko je velmi znams éesk§ malif?NOTES Ctvrtd: lekce Navitivenka pana Hladkého. Naméstek ministra kultury. Vedouci pravniho oddéleni. Coznamen: Neznate ndhodou malife Zreavého? Zajimé se 0. Podivat se na... Zrzavého. Na univerzité. Na ministerstvu. Profesor historie. Toho. Koho? Jeho. Ho. Chee se podivat na... The business card of Mr. Hladkj. ‘The deputy minister of culture. The head of the legal section. What does... mean? Do you happen to know Zrzavj, the painter? He is interested in .. To have a look at... ‘Accusative form of the name Zrzavy, which is an adjective in form. At the university, At the ministry. Professor of history. That (one). (accusative of ten) Whom? (accusative of Kdo) His, (possessive pronoun) Him. (accusative of on) He wants to have a look at ...Ctvrtd lekce Activity 7: PRACTICE DRILLS Ta Listen to your teacher, who will form sentences using items in the columns below. Then try it yourself. Following your teacher's instructions, continue the exercise until you feel you have the pattern. redaktor Znéte... 2 naméstek Potiebujete . doktor Vidite ? ministr 7 mali? editel tajemnih Zajiméte seo Podivame se na Pracujete pro Délate to pro... grafik profesor ingenyr prévnik umélee dirigent poslanec redisér Now try reproducing the sentences yourself, using items from different columns in these sequences: A+B+D Zndte pana Novika? Zajiméte se o pana Kubinka? A+B+C Vidite pana doktora? Pracujete pro pana reziséra? A+e+C+D Vidite pana profesora Mojéise? Podivame se na pana feditele Lendla.Cturtd lekce 7b Following the same procedure as in 7.a, your teacher wili form s2ntences using items in the columns below. Then try it yourself. Zném Pottebuji Vidim Zajimam seo Podivam se na Pracuji pro Délém to pro moderni politichy vedouct obchodni promovany ekonomicky kulturni americky hospodérsky divadelni letecky tiskovy televizni anglicky armadni novy komunikaéni univerzitni konzulérni vojensky statni vladni generalni asistent velvyslanee rezisér diplomat pracounik ‘poslanec atasé tajemnih naméstek student prévnik ingensr zaméstnanec profesor dirigent zastupce ministr vedouci fotograf Now try reproducing the sentences yourself, using items from different columns in these sequences: A+B+D Atc+D A+B+C+D Znam toho doktora. Vidim obchodniho naméstka. Zajimdm se o toho moderniho umélce.Cturtd lekce Ve Listen to your teacher who will form sentences using items in the columns below. Then try it yourself. Since verbs are usually used without personal pronouns, use the pronouns only as cues, potfebovat vidét chtit dat mit zat Jmenovat se pracovat slyget rozumét zajimat se délat podivat se dBkovat pirat si novy psaci stitl pana Novéka ten seznam sem ten telefon dobry slounik ‘profésora Lendia ‘arel a Josef na ministerstou toho pana dobie oingenyra Lendla néco pro americké veluyslanectvi na telefonni seznam za dopis vidét nového veluyslance Now try reproducing the sentences yourself, using the items from columns B and Cin order, e.g.: Pottebuji novy stil. Try forming negative statements, €.g.: Nepottebuji nous stil. Wd Form correct sentences from the foll 1g, using the appropriate forms of the verbs in parentheses. 1. Jak (menovat se) tento hrad? 2. Sleéno Vesela, (potiebouat - j4) jesté jednu maliékost. Pani Novékové (pracovat) také tady. 4. Kam (dat - my) tu mapu? Ingenyra Prazdka jesté (neznat - ja). 6. Onitaké (potFebovat) novy psaci stroj. 96 1010. 11. 12, 13. 14. 15, Cturté letce Ten stary magnetofon _______ (nechtit-ja)_ = (nebjt - on) dobry. (neznat - my) pana Baréka osobné. (zajimat se - oni)o toho umélee. (vidét - vy) toho pana tam napravo? To Ronzul. Coted’ (dalat - vy), sleéno Vesela? (psét - vy) ten dopis? See (myslet si - ty), Ze je to dobré? remit - my) tacdy 2dr magnetofon. —__ rozumt - vy) dobre? Te Form feminine family names from the following masculine names. Cermak Vesely Sovak Novy Jelinek Uhlir Jasny Prochézka Stehlik Dokoupil Stary Tesat Homotka Pele RySavy 74 Now form masculine family names from the following feminine names. Hanékova Ryznarové Zemanova Zlémalova Novotné Pekafovd Olmerova 97Cturts lekce Cerna Holubové Pinkasové Pisecké Zitkovd Yalkova Svecové Stfibrna 79 12 10. Write the following sentences in Czech. Whats his full title?. Do you happen to know Mr. Pafizek? You are interested in that artist, aren't you? Idon‘t see doctor Sadilek here. I think that | know Ms. Nova. We don't have a map here, do we? Do you need a Czech dictionary? He is the head of the legal section, isn’t he? She works for the American Embassy. ‘What is the name of that gentleman?Cturtd lekce 11. Idon‘t know professor Stépan yet. 12. Ms. Sladka works at the ministry. 13, Doyouwant to have a look at the list? It's ready. 14, Doyou think he isa nice person? 15. Howdo you like this office? — GRAMMAR NOTES 1. Accusative case (2) Nouns 1a Métetady néjak§ obraz? Do you have a picture here? Mate uz ten seznam? Do you have the list yet? 'As was shown in Lesson 3, these forms are in the accusative case, as objects of the verb mite. Here are further examples, also in the accusative case. Zde nahofe vidite pana Novéka. Here at the top you can see Mr. Novak. Tady mam néjakéhoumélce. _ Here thaveanartist. These examples show masculine nouns with special accusative endings ( -a for one group of nouns, - for another group). Masculine nouns in the accusative without special endings, and those with special endings, reflect a distinction between inanimate entities (obraz, seznam) and animate entities (pan Novak, urr-élec). inanimate masculit.e nouns in the accusative have the same form as in the nominative (no endings); animate masculine nouns have special endings -@ (hard ending), -€ (soft ending). 99 1BCturtd lekce 1.b__ Some nouns show a change in the stem before endings. All masculine animate nouns ending in -e¢ and -@k in the nominative drop the vowel -e- when a case ending (such as ‘the accusative) is added: nominative accusative umélec umélce velvyslanec veluyslance néméstek naméstka Jelinek delinka Adjectives and demonstrative pronouns Here are examples of masculine adjective forms accompanying both inanimate and animate nouns: masculine inanimate accusative: masculine animate accusative: Mate néjaky obraz? Tady mam néjakého umélce. Dejte ten éesky slountk sem! Sleéna Vesela znd éeského malife. ‘These happen to be hard adjectives, and have the ending -6ho. Here is an example of a soft adjective modifying a masculine animate noun in the accusative (together with the nominative form). The ending is -iho: nominative: accusative: moderni Znéate toho moderniho malife? The demonstrative pronoun ten will have the ending -oho. Znéte toho malife? 1c The accusative of the interrogative kdo is koho Znste profesora Novéka osobné? Koho’ Profesora Nouéka. 2. — Prepositions followed by accusative case Pan Brown se zajima ¢ néméstka ministra kultury. Podivame se na ten seznam. de to titul pro promovanho pravnika. 14Certs lekce Nouns (and any accompanying adjectives and demonstratives) occur with a particular ‘case ending after prepositions. In the examples above, the noun after se zajimd 0, podivame se na, and pro isin the accusative 3. About names and professions: masculine and feminine forms 3.a_ Some family names have the forms of adjectives and have adjectival endings. They have masculine or feminine endings depending on the sex of the person whose names they are. Many are hard adjectives and some are soft. Examples: nominative accusative Pan Zreavy Nezndte nahodou malife Zrzavého? (hard masc) Sleéna Vesela Nezndte nahodou sleénu Veselou (hard fem.) A female with the first name above would be called Zrzavd, a male with the second name would be called Vesely. Some names of professions are also adjective in form, e.g.: vedouci (soft masc.) as in vedouci oddéleni “the head of section”. 3.b Some nouns denoting professions also have masculine and feminine forms depending on the sex of the individual. The feminine versions show several types of formation. Here are examples found in this lesson: masculine feminine veluyslanee veluyslankyné zdstupee zastupkyneé tajemnik tajemnice pracounik pracovnice konzul konzulka ‘Most family names of males are nouns and have noun endings. The female versions add the suffix -ova. They are adjectives and have hard adjective endings. masculine feminine Novak Novékova Lendl Lendlova delinek Jelinkové Kiz Krizova be o pa 5Ctvrtd lekce Finally, pan is a hard masculine animate noun and has endings accordingly. However, Pani "Ms." always has the same form, its ending never changing. 4. Verb groups - conjugation - byt “tobe” 4. InLesson3 the "I" and "you" forms of verbs in the three verb classes were presented. In this lesson some "he" forms have occurred (they also mean “she”, "it", as you can see): Class! (he) Coon déla? What does he do? (she) Sena Veselé ho znd. ‘Ms. Vesela knows him. (he) Pan Brown se zajimé o néméstha ministra kultury. Mr. Brown is interested in the Deputy Minister of Culture. (ity Co znamena titul JUDr.? What does the title JUDr. mean? Classi (he) Potfebuje jeho telefonni éislo a adresu. He needs his telephone number and address. (he) On pracuje na ministerstvu kultury. He works at the Ministry of Culture. Classi (it) Jak se vém to libi? How do you like it? / How does it appeal to you? / Some other new forms have also occurred. Classi (1) Classilt (you) Honed to pfinesu. Vil bring it right away. Zde nahofe vidite pana Novéka. Here at the top you see Mr. Novak. 16Cturts lekce Here isa complete ist of verb forms. (It’s conveaient to designate "I 2nd person, "you" ete. by Ist, SS —— Class 1 Class I Class Il singular Ist pers. (1) pyinesu potfebuji myslim 2nd pers. (you- familiar) prineses potiebujes myslis 3rd pers. (he pHinese —_| potfebuje mysli she it) plural Istpers. (we) my mame | pjineseme | potrebujeme | myslime 2nd pers. (you) vy méate | piinesete | potfebujete | myslite 3rd pers. (they) oni maji pfinesou | potrebuji mysli ‘As to endings, the two groups in Class l differ only as to the 1st pers. singular (1) and the 3rd pers. plural (they) forms. And in colloquial usage, the difference disappears in favor of the -u, -OU endings. (The 2nd person singular you familiar forms are only used between individuals with a particularly close relationship. The "you" vy form is normally used among adults who do not know each other, and of course it is used in addressing a group). 4b Herearethe forms of byt "tobe". singular plural (ja) jsem (my) jsme (ty) jsi (vy) ste (on) je (oni) — fsou (ona ) Cony ) (ono ) (ona ) 5. Personal pronouns Personal pronouns ("I", "you" ete. ) appeared in the verb lists above (4). There is a three-way distinction in the “they” forms: ‘oni refers to masculine animate nouns in the plural. ‘ony refers to masculine inanimate nouns in the plural, and feminine nouns in the plural. ‘ona refers to neuter nouns in the plural. 103Courts lekce Activity 8: CONVERSATIONAL DRILL — Ba Whom do you know at the Embassy? Koho znéte? Zndte také ...? 8.b Ask the other students for items they need for their offices and make up a list. (Some ‘items may be requested by more than one student) Read the list of items and the persons needing them: Pan X potiebuje.... Pan X a pani Y potfebujt.... 8.c Your teacher will check back with you from the list: ea koko to potfebujete? Pottebujete to pro (verb znat, acc. of animate nouns) (verb potiebovat, acc. of inanimate nouns) (vere potfebovat, preposition pro, acc. of animate and inanimate nouns) —— ee Activity 9: SPEAKING ACTIVITY Qa 9b 18 Using the titles in the supplement, find out from your teacher who the present incumbents are in the Embassy in Prague. Note down the names and positions. Then your teacher and other students will ask about individuals on the list. Teacher: Cojepan X? Student: Pan X je vojensky atasé. Teacher: do je vojensky atasé? Student: Pan X. Co je pani ¥? Pani Y je konzulka. (or) Kado je konzulha? Pani Y. Following the same procedure as in 9.2, provide information about yourself. Teacher: dak sejmenujete? Student: Jd sejmenuji Teacher: Vy jste konzul nebo politicky pracounik? Student: Ja jsemCturtd lekce Teacher: “Jaky mate akademicky titul? Student: Jd mam titul Jéjsem ——— READING ee _ L Here are two lists of government officials attending a conference. Drawing on your own information as well as on the Czech words you know, identify as many of their titles as you can, Porady se déastni: za Ceskoslovenskou socialistickou republiku - generalni tajemnik UV Komunistické strany Ceskoslovenska a prezident Ceskoslovenské socialistické republiky Gustav Husak (vedouci delegace), élen pfedsednictva UV KS¢ a predseda viddy CSSR Lubomir Strougal , len predsednictva UV KSC Milos Jakes, élen predsednictva UV KSC, prvni tajemnik UV KSS Jozef Lenart, kandidat predsednictva a tajemnik UV KSC Josef Haman, élen UV KSC, mistopfedseda viddy CSSR a staly predstavitel CSSR v RVHP Rudolf Rohligek, len UV KSC, mistopiedseda viédy CSSR a pedseda Statni planovaci komise Svatopluk Potsé a vedouci oddéleni UV KSC Zbynék Sojak. Za Svaz sovatskych socialistickych republik - generalni tajemnik UV Komunistické strany Sovétského svazu, pfedseda Prezidia Nejvyssiho sovétu SSSR Konstantin Cernénko (vedouci delegace), élen Politického byra UV KSSS, pfedseda rady ministrd SSSR Nikolaj Tichonov, élen Politického byra a tajemnik UV KSSS Michail Gorbagov, élen politického byra UV KSSS, prvni naméstek predsedy rady ‘ninistré SSSR, ministr zahranignich véci SSSR Andrej Gromyko, élen politického byra a tajemnik UV KSSS Grigorij Romanov, élen politického byra UV KSSS, ministr obrany SSSR Dmitrij Ustinov, kandidat politickéio byra a tajemnik UV KSSS Vladimir Dolgich, tajemnik UV KSSS Konstantin Rusakov, tajemnik UV KSSS Nikolaj RyZkov, ten UV KSS, naméstek pedsedy rady minitrii SSSR, predseda Statniho plénovaciho vyboru SSSR Nikolaj Bajbakev, Zlen UV KSSS, naméstek pfedsedy rady ministra SSSR a staly pfedstavitel SSSR_v RVHP Nikolaj Talyzin. 105 19Cturts lekce 1, Identify which of these items deals with: receiving visit making a visit getting a new position sending a message receiving a message returning froma visit 1ors spange Who took the action in each case you identify, and what is his/her title? PRAHA 21. biezna (CTK) -, Generdini tajemnik UV KSC a prezident CSSR Gustav Husak pfijal ve stredu v Praze nove jmenovaného velvysiance CSSR ve Spojenych statech mexickych Jindticha Tutka v souvislosti s jeho nastupem do diplomatické funkce. PRAHA 12. éervna (2) - Clen predsednictva a tajemnik UV KSC Vasil Bil'ak prijal v titery delegaci Komunistické strany Spanélska, vedenou generdinim tajemnikem Uv ighaciem Gallegem , kira pricestovala v pond eter do Prahy. Pret se défe zuéastnili kandidat UV KSC, zastupce vedouciho oddéleni mezinarodni politiky UV KSC Michal Stefariak a zéstupce vedouciho adden’ ‘mezindrodni politiky UV KSC Radoslav Klein. Praha 11. éervna (CTK) - Generdini tajemnik ustredniho vyboru Komunistické strany Ceskoslovenska Gustav Husak zasial ustrednimu vyboru italské komunistické strany k umrt/ generdiniho tajemnika IKS Enrika Berlinguera soustrastny telegram. * Praha 12, éervna (CTK) - Ministr zahraniénich véci CSSR Bohuslav Chiioupek vykoné v nejblizsich dnech oficidlni navatévy v Brazilské federativni republice, Argentinské republice a Kolumbijské republice. Navstévy se uskuteéni na zékladé pozvani ministrd zahraniénich véci téchto zem{. osuasoncsoscecssscesasasonecananasssanasecscensanscsessousencssaasces: an tneVOCABULARY LIST Eislo n. dlovek om. dékovat « dékuji * délat doktor m. generdini gratik'n hotoy jotovy jeho jesténe koho? kultura ¢ mali m ministerstvo n ministr m. nar naméstek m. navitivenka +. nutné oddélent ». ‘on, ona, ono oni osobné pliny pracovat pracuji* pravnik m piljemny pro profesor m. promova.y redaktor rr. editel m. tajemnik m. titul m. toho yy umélec m. uz velvysianec m. zajimat seo w znamenat ( znamy Cturtd lekce number man, gentleman to thank todo doctor general (adj.) graphicartist him (acc.of on-he) ready, finished his not yet whom? (acc. of kdo) culture painter ministry minister we deputy business card badly, necessarily section, department he, she, it they personally full to work lawyer nice, pleasant for professor witha graduate degree editor manager, director secretary title that (acc. of ten, modifying an animate masc. noun) you (2nd pers. sg.) artist already ambassador to be interested in tomean famous, well-known 107 2Cturtd lekce SUPPLEMENT Positions at the U.S. Embassy in Prague General functions ambassador bcm counselor officer secretary consul vice-consul assistant Specific functions head of political section ‘commercial cultural ‘economic consular administrative political officer commercial officer cultural officer economic officer consular officer administrative officer communications officer defense attache air-force attache velvyslanec m. zastupce (ndméstek) m. velvysianc? rada m. pracovnik m. tajemnik m. konsul m. vicekonzul m. asistent m. vedouci politického oddéleni ‘obchodniho kulturniho ekonomického kensulérniho administrativniho politicky pracovnik obchodni pracovnik kulturn{pracoynik hospodaisky, (ekonomicky) pracovnik konzuldrni pracovnik adminis.rativni pracovnik komunikaéni pracovnik vojensky atasé Ietecky atasé Feminine forms of the masculine nouns mentioned above are: velvysianec = velvyslankyné tajemnik + tajemnice zéstupce - zastupkyné vicekonzul - — vicekonzulka konzul - — konzulka pracovnik = pracovnice 22 108[ADDITIONAL MATERIAL: To be able t0 35 Teformation received: To be able to ak addi Trecessary in order f° veri received: Genitive ase- Genitive case “nour verbs of motion J numerals Telling time. and jet. ktery - kterd - které- a co. aps of Prague: Tapes with unrestricted Czech Tape with reco! ‘asking directions rded dialogue’ pictures of offices: pata lekce tional questions We! ify the informatio and adjective endings prepositions and the aeTiN ase. ta, to, ~ 5 consi fand getting answersPats lekce Activity 1: LISTENING TO UNRESTRICTED CZECH ee mm 1. What do you think is going on? | 2. Whoisasking questions - the man or the woman? 3, _ List the words you think you recognize. Pick out at least three words you heard but do not know the meaning of. 5. Find the following phrases on the tape: Jednu stanici uy nejste Prazik primo pies most Sedivé budova filozoficka fakulta date se doprava Kaprovaulice stanice metra asi pét minut velky kostel malé namésti 6. Was the questioner satisfied with the answers? 7. Was the person who was giving answers helpful, patient, or impatient? 8. _ Whatis the content of individual sections the teacher has divided the dialogue into? en eam Activity WORK WITH A MAP OF PRAGUE a What is behind this activity? ‘Your goal is to become acquainted with landmarks in downtown Prague and to practice locating various places on che map, in Czech. What do we do? Using a map, your teacher will conduct you through a sequence of activities: providing you with information and checking your control of it by asking you questions and verifying your responses. 2a ‘Your teacher will point to certain locations on the map and name them. 2b Now your teacher will point to various locations and ask questions for you to answer, such as:2 2d Patd lekce Je to Americké veluyslanectui? Now your teacher will ask you .o answer questions such as: Kade je Americké veluyslanectut? Next, you will be asked to locate places on the map. Your teacher will read a list of locations. Indicate the first one by writing "1" at the proper location, write "2° for the next one, etc. The results then will be discussed in Czech by the group. Activity 3: PRACTICE Pointing to various locations on the map, your teacher will relate them to each other: Americké veluyslanectut je blizko Malostranského némésti. Praéné bréna je daleko od Narodniho divadla. ‘Still referring to the map, she/he will ask questions like: Je Americké veluyslanectut blizko Malostranského némésti? — ate. Answer yes or no, whichever the case may be. Continuing with the map, she/he will ask questions like: Je Narodni divadlo u Amerického veluyslanectvi nebo u Feky Vitavy? Answer yes or no, drawing on your knowledge of relative locations as before. Activity 4: TASK CONSIDERATION Suppose you want to get street directions from a Czech-speaking member of the Embassy staff. What kinds of things would you need to do in the course of such a conversation? For example, you will need to get his/her attention first so as to proceed politely ‘to making a request for information. Since by now you know something about the geography of Prague, you may want to ask directions to a particular place. If you get more information than you can handle, you may want to slow down your informant and have available ways to sort out what he/she said ("Did you say ~~ or —~-—- ?", "What does ---—-- mean?" etc), or ‘try to get a simpler answer. You will need to know how to bring the interchange to an end politely. Finally, you might consider what you will need in order to ask for help if you get lost later on. Try to work out what you need to say from the Czech you know. Your teacher will help you with this, and can fill in the gaps for you. Copy down the sentences you develop and practice using them with your teacher until you have practical control of them. Liia Pat lekce Activity 5: SAMPLE DIALOGUE Mr. Brow ais taking a short walk. He wants to get acquainted with Mals Strana and the neighborhood of the American Embassy. As he leaves the building, he runs into Mr. Ptééek, the Embassy driver. Peatek: Brown: Pracek: Pracek: Brown: Pratek: Brown: Brown: Passerby: Brown: Passerby: Dobri den, pane Brown, jak se mate? Dékuji, dobie. A jak se dati vam, pane Ptatek? Docela dobie, diky. Jdete na prochazku, pane Brown? Ano, chei trochu poznat Malou Stranu. Prosim vas, kde je Malostranské namésti a jak se tam dostanu? Znaii budovy jdéte poréd dolita tak prijdete do Karmelitské ulice. Tam zahnéte doleva. Vidite tu tramvaj, ktera stoji tam dole na rohu? Ta jede primo na Malostranské ndmésti. Je to daleka odsud? Nemam mnoho éasu. Chci byt zpatky ve dvé hodiny. Ne, neni to daleko, je to asi jen pét minut pésky. Dékuji, doufam, ze se neztratim. tee ES On his way back, Brown has to approach a passerby. Prosim vas, pane, jak se dostanu odtud na Americké velvyslanectvi? Vidite ten autobus, ktery stoji u té vysoké budovy? Ukteré? Tam u toho kostela. Tam je Malostranské ndmésti. Jdéte na druhou stranu ulice a potom pofad rovné. Je to asi ctvrtd ulice napravo. Ale radéji se tam nékoho zeptejte. Dékuji vam mockrat. Z Karmelitské ulice uz cestu zndm. eseacsoessc: ssoasenceuceensesnascassacsnscesenaeescucsuss It>Ptatek: Brown: Patek: Brown: Ptaiek: Brown: Ptavek: Brown: Pats lekce HELLO, MR. BROWN. HOW ARE YOU? THANK YOU, VERY WELL. AND HOW ARE YOU DOING, MR. PTACEK? QUITE WELL, THANK YOU. ARE YOU GOING FOR A WALK, MR. BROWN? YES, | AM. I WANT TO GET ACQUAINTED WITH Mald Strana A LITTLE BIT. WHEREIS Malostranské namésti, AND HOW CAN IGET THERE? FROM OUR BUILDING GO STRAIGHT DOWN AND YOU WILL COME TO Karmelitska ulice. THERE YOU TURN LEFT. DO YOU SEE THE STREETCAR WHICH IS STANDING DOWN THERE ON THE CORNER? THAT ONE GOES RIGHT ‘TO Malostranské namésti. 1S IT FAR FROM HERE? I DON'T HAVE MUCH TIME. I WANT TO BE BACK AT TWOO'CLOCK. NO, IT'SNOT FAR, IT'S ONLY ABOUT A FIVE-MINUTE WALK. THANK YOU. I HOPE I WON'T GET LOST. Brown: Passerby: Brown: Passerby: ‘Brown: EXCUSE ME, SIR, HOW CAN I GET FROM HERE TO THE AMERICAN EMBASSY? DO YOU SEE THE BUS STANDING BY THAT TALL BUILDING? WHICH BUILDING? THERE BY THE CHURCH. Malostranské ndmésti IS RIGHT THERE. GO TO ‘THE OTHER SIDE OF THE STREET AND THEN STRAIGHT AHEAD. IT'S ABOUT THE FOURTH STREET ON THE RIGHT. BUT YOU'D BETTER ASK SOMEONE THERE. THANK YOU VERY MUCH. FROM Karmelitska ulice 1KNOW MY WAY. 113Pats lekce Sa NARRATIVE Pan Brown ted! jde na krdtkou prochézku. Chee poznat Malou Stranu a ‘okoli Amerického velvysianectvi. Pta se pana Ptatka, Hidite velvyslanectvi, jak se dostane na Praisky hrad. Pan Ptatek mu fiké, Ze musi jit nejdfive nahoru kolem Némeckého velvyslanectvi a restaurace, kter4 se jmenuje Lobkovické vindrna. A tak ptijde na Strahov. U Strahovského klastera zahne doprava a piiide do Nerudovky. Odtamtud mdze jit na Hrad kolem Lorety pies Hradéanské némésti a nebo mize uhnout doprava a ptijde na Pracsky hrad z druhé strany. 2 Praského hradu jde pan Brown zpatky na velvyslanectvi pres Malostranské ndmésti, U kostela, ktery se jmenuje chram svatého Mikulase, se ptd, jak se dostane do Xarmelitské ulice. Odtamtud uz cestu znd. 5b What Did They Say? 5.b4 Your teacher will ask you these questions. Try to answer them from memory. If you can’t remember, check back to the dialogues or the narrative for the answer. Kam jde pan Brown? Jak se ma pan Ptacek? Co je pan Ptacek? Co chee poznat pan Brown? Je Malostranské némésti daleko od veluyslanectui? Vkolik hodin chee byt pan Brown zpathy? Je Karmelitshé ulice blizko Amerického veluyslanectoi? Odhud zné pan Brown cestu zpatky? ~ PN AAA HN Jak se jmenuje ta restaurace, které je blizko Némeckého velvyslanectut? Ss Kam jede ta tramvaj, které stoji tam dole na rohu?NOTES Ajak se dati vam? Dékuji vam mockrat. Dobry den. Docela dobie, diky. Jak se mate? Jak se tam dostanu? Jdéte! Je to pat minut péiky. Nemém dost éasu. Radéji se tam nékoho zeptejte. Znaéi budovy jdéte doli. Jdéte na druhou stranu ulice. Pan Ptaéek mu fiké. Chei byt zpatky ve dvé hodiny. Jdété porad rovné. Odtamtud mize jit... s onareossconencoussanasaeseasenescenssesnenecenszenon! Was Pats lekce ——— ‘And how are you doing? ‘Thank you very much. Hello. (Good morning, good afternoon) Quite well, thank you. How are you? How can I get there? Go. (imperative) walking, on foot It’s five-minute walk. Idon’thave enough time. You'd better ask someone there. From our building go down. Go to the other side of the street. Mr. Ptagek is saying to him. Iwant to be back at two o'clock. Go straight ahead. From there he can go...Paté lekce Activity 6: PRACTICE DRILLS en 6a Choose a combination of items from the columns below and try to follow the sequence at the bottom of the page. A n Novak pan UhiiF pan Kubinek sleéna Stara praésky sleéna Stavkové yan nérodni sleéna Modré ‘0 je kniha americhy pant Havlihous . ax stary pani Jelinkova To je kancelat no}, indensr Lendl 5 éesks Feditel Smi To je fotografie moderni pani Novakové Toje loonie ten pitjemny redaktor Vesely ‘je slount promovany doktor Novy a zndmy profesor Jehlth 'o je obraz politick; nzul Bell ~~ generdlni y obchodni profesor ~~ ta hospodarskj | praunik 'o,je magnetofon ekonomicky umélee a honaularni ministr ’o neni kn Romunikaént | grofkt i - vojensky tajemnil Neni to kancelat Tetecky editel To neni sekretérka tes vedbeet anglicky pracounik atasé honzul vicekonzul asistent sekretarka diplomat pracounice veluyslankyné ee Ato To je knika pana Novéka. A+B+D Tojje kniha té sekretarky. A+B+C4D Toje kniha toho amerického umélce.Pata lekce 6b Following the same procedure as in 6.a, try to produce sentences from the columns below. Cheete se zeptat Zeptame se... Pan Brown se zepté ... Pta se... ? Oni se ptaji Ney eptalt se Kdo se zey .? Kado sechees zeptat Oni se zeptajt.... ten ta jemny Politicks Sbehodat generdini spodaFsky honzularnt ekonomicky omunikaént vojensky letecky armédni anglicky administrativni diplomat pracounth pracounice sekretrka tajemnik vedouct zastupce zastupkyné veluyslanec veluyslankyné atasé konzul vicekonzul naméstek feditel redaktor ministr ridié i?Pats lekce 6c Following the same procedure as in 6.a and 6.b above, try to produce sentences from the columns below. Ministerstvo kultury Zastévka autobusu Zastavka tramvaje Stanice metra Narodni divadlo Americké velvyslanectvi je (neni) daleko od blizko vedle ten stary kostel ta novd restaurace ta moderni viz to malé namésit Staroméstské némésti Vaclavské namésti Pragné brana praiské letisté ‘Strahousks klaster stary chram Petiinsky park ten druhy most Psaci stroj Nové knihouna Psaci stil Magnetofon je (neni) blizko daleko od vedle u ten mal psaci stiil ta moderni knihouna to nové radio ten velky kos ten stary kalendat ten psaci stroj ten telefonni seznam ten kazetovs magnetofon Tramvaj éislo 8 Autobus éislo 10 jede (nejede) kolem ten vysoky dim. ta moderni budova ta staré restaurace to malé namésti On tam jde (piijde) bez misto americky konzul nové sekretarka ekonomicky naméstek vojensky atasé pan KovaF pan Lukas Now try rep-oducing sentences yourself by using items from different columns. 10Patd lekce ‘Try completing the following sentence. (odsud means “from here"). if you have difficulty, ask your teacher to help you or refer to Lesson 4, grammar note 2. Prosim vas, pane, jake dostanu odsud ... na Malostranské namésti? Mala Strana? Americké veluyslanectvi? zastévka autobusu? Véclavské namésti? praéské letisté? ‘ministerstvo kultury? univerzita? Praisky hrad? zastévka tramvaje? krizovatka Mistek? Némecké velvyslanectui? Strahov? Now try completing the sentence with a" from - to" component. Prosim vas, pane, jak se dostanu ... ? from (2z, ze, od) z —_ budova veluyslanectut nové letisté Vaelavské namésti Prazsky hrad Némecké velvyslanectui hFigovatka Mistek Malostranské namésti Mala Strana Karmelitské ulice ze —_zastdvka tramvaje Strahov Staroméstské namésti Strahovshy kléster od —Narodni divadlo Mostecké véé Staré synagoga Nérodni muzeum Prasné bréna to (na) na Malostranské namésti Mala Strana Americké veluyslanectut zastavka autobusu Vaelauské namésti praiské letisté ministerstvo kultury Praisky hrad Staroméstské némésti zastavka tramuaje kFizovatka Milstek Némecké velvyslanectvt Strahov lig. "Patd lekce | 6 Listen to your teacher, who will form sentences using items in the columns below. Then try ityourself. stoji pan Brown? stoyi sleéna Novékova? stoji pani Hladka? stoji Prasnd bréina? stoyl profesor Novy? jede tramvaj cislo 8? Je psaci stroj? Je telefonni seznam? Ye Mostecké ves? Je zastavka tramvaje? Jezastavka autobusu? Je mapa Prahy? io »w a 12Pats lekce 69 Following the same procedure as in 6.a, try to produce sentences from the columns butow. c Onaona My aon Tyaon Now try these variations: B+C Omit personal pronouns: BHC Form questions: A+B+C Now practice in the negative: Instead of personal pronouns, substitute names and titles: 12k letisté nadraii veluyslanectvi Karlovo namésti Praisky hrad Malou Stranu kratkou prochazku zastdvku autobusu zastavku tramvaje parku budovy velvyslanectui praiské katedraly ‘Narodniho muzea kostela divadla hancelate Praky restaurace Malostranského namésti Praiského hradu krathé prochézky nového letisté kostela kanceléfe budovy velvyslanectui zastévky tramvaje Strahova zastavky autobusu dedu do kancelafe. deg z kostela? Jé nejedu z nového letisté Pan Nova’ nejde do divadla, Profesor Lendl jede na letisté? 13Pats lekce 6h ‘Ask your teacher to say the numbers from 1 to 12 in Czech one at a time. Listen carefully ‘to each and then repeat them. | 6. Fill in the blanks in the following sentences, using the appropriate form of ktery. 1. Tramvaj,___stojt tam dole na rohu, jede na Malostranské namésti. 2 Tohopéna,___vidite vedle pana Browna, jesté neznéri. 3. Jak sejmenuje ta pani, pracuje na ministerstvu kultury? 4. Autobus, mé éislo 6, jede na Malou Stranu. 5. Budova, vidite tam na rohu, je budova ministerstva kultury. 6 Ten psaci stroj, mé pan Brown, je elektricky. 7. Toradio, Jevedle knihouny, je nové. 8 Znate toho pana, stojf vedle pant Staré? 9. Zastévka, ze se pan Brown dostane na Vaclauské némésti, se jmenuje Malostransha. 10, Tojeto divadlo, o se zajimite. 11. Tamapa,na____se chcete podivat, je tady. 12, Tenchrém, kolem ted’ jedeme, je Staré synagoga. 13, Jak sejmenuje ten pan, vedle stojt sleéna Novékové? 14, Znéte toho pana, Je vedle pani Novakové? 15. To ministerstvo, kolem musite jit, je ministerstvo hultury. 6j Your teacher will read each mini-conversation straight through several times. Try listening first without looking at the book, attaching meaning to the endings. Ask for repeats of parts you aren't sure of. ‘When you feel you are ready, fill in the blanks below. Pane Brown, tady mate navitivenk_ pan_ Hladk___. Dékuji vam, sleéno Vesela. Tady vidite jeho telefonn_ ¢isl_ ajehoadres_. 14 “422Patd lekce Py méte pan Hladk___ osobné? , pan_ Hladk_ ‘osobné neznam, ale zndm éesk___ malit_ Novék_, ten je takéna seznamu. Zajiméte seo doktor, Lendl_? ‘Ano, potfebujt jeho navitivenk_. Nevidim tady jeho adres, a telefonn_ isl. Prosim vas, jak se dostanu na Americh_ velvystanectu, Jdétenadruh__ stran_ ulic_, zahnéte u kostel_ doprava a prijdete do Karmelitsk_ Dékuji mnohokrat, 2 Karmelitsk, ulic_ uécest_ znam. fg 6k Fill in the blanks in the following sentences. Make sure you understand the meaning. Dobry den, pane Brown, jak (mit se)? Dobie, slecno Vesela. A jak se (datit) vam? Take docela dobie. (it}ted" na prochazku, pane Brown? Ano, Tehtit] trocku poznat Malou Stranu, ale (nemit) mnoho éasu, Prosim vas, jak (dostat se) sleéna Vesela na Americké velvyslanectui? (Vidét) ten autobus, ktery (stat) tam na roku? Ano, — (vidét) ho. Tak fam u kostela— (muset) zahnout doleva. Pak @iijit) do Karmelitské ulice. Tam ud . ____~ (neztratit se). Ja (myslet), Ze ona ud to tam (zndt). Kam___ (jit), pane Brown? (Chtit se) ted! podivat na Praisky hrad. (Znét) cestu na Praésky hrad? Ne, = (neznat), ale (vidét) véz chrému svatého Vita odsud. To______ (nebyt) daleko, Ze? Ne, to (bst)jen asi deset minut pésky. Now fill in the blanks yourself and read the sentences back to your teacher, following his/her directions.Pata lekce 61 10. 1. 12. 16 Write the following sentences in Czech. How are you, Mr. Novak? Where are you going? ts Charles Bridge far from the American Embassy? This is the office of our new manager. ‘The bus stop is right by the old church ‘We will ask the Czech diplomat. Excuse me, please how can! get to Prague airport from here? The National Theater is located near the Moldau River . Instead of that old radio we will puta taperecorder there. The first streetcar from here goes at 4 o'clock. Whatis the name of the square which is close to the American Embassy? 19 you see on the leftis the National Museum, Where are you going? To the park fora walk ? 1984Patd lekce 13. Doyou know the lady standing close to Mr. Patizek? 14. Here is the list you want to have a look at. 15. He must be back at two o'clock. 16. _ Isshe from Smichov or from Mala Strana? 17. It's notfarfrom here. it’s only a ten-minute walk. 18. He is going to Bratislava without his wife, isn’t he? 19. What is the telephone book next to? The typewriter? 20. Does this bus go to Brno? ———— GRAMMAR NOTES SE 1, Genitive case You have been learning some sentences in which a new set of noun and adjective endings occur. These are genitive case endings, e. Rancela# pana Browna Mr. Brown's office (the office of Mr. Brown) navitivenka pana Novéka Mr. Novak's business card The above examples illustrate one of the meanings conveyed by these endings - that of possession. gar lzo 7Patd lekce Another meaning is shown by these examples: fotografie Prahy photograph of Prague zastavka tramvaje streetcar stop (“stop of the streetcar") budova velvyslanectvi Embassy building (“building of the Emvassy") Here the endings indicate a connection or association between two nouns (sometimes equivalent to "x of Y"), Avery frequent occurrence of genitive endings is with nouns following a preposition: vedle knihouny next to the bookcase uokna by the window blizko velvyslanectui near the Embassy do Praky to Prague ‘Some verbs take the genitive case as, for example, ptdt se. Chei se zeptat pana Browna. —_\want toask Mr. Brown. 2. Genitive case - noun and adjective endings 2a Nouns As with all cases in Czech, there are a number of different genitive case endings for nouns. The differences can be related to the categories masculine/feminine/neuter, and within these to the categories hard/soft. For masculine nouns there is the further category animatesinanimate. Some nouns are “irregular”, i. e., have endings at variance with the ones associated with most nouns sharing their category groupings. These must be learned individually. Also, in ‘one-syllable masculine nouns with "U * in the stem, the “d * will change into “0.” Because of this complexity it takes a good deal of listening and practice over a period of time to gain consistent control of endings. As a start, this note provides an overview of the genitive endings for nouns. ‘masculine ending hard animate Toje kancelat pana Browna. It’s Mr. Brown's office. hard inanimate 18 Telefonni seznam je vedle slouniku. u The telephone book is next to the dictionary. Zidle je vedle stolu. ‘The chair is next to the table. Autobus je tam u kostela. -a (irreg.) ‘The bus is there by the church.paewewmeweeweee eee ole eee Pats lekce soft animate To je kancelat veluyslance. -¢ It’s the Ambassador's office. softinanimate hard soft hard soft Zidle je vedle kose. ‘The chair is next to the wastebasket. -e feminine Péaci stiil je vedle knihouny. y ‘The desk is next to the bookcase. Pan Brown jde do kanceléie. -e Mr. Brown is going to the office. Mapa je vedle fotografie. ‘The map is next to the photograph. neuter Psaci stroj je u okna. -a The typewriter is next to the window. Veluystanectvi je daleko od letisté. The Embassy is far from the airport. -e — (-atter-d, -t, -n) Karmelitska ulice je blizko veluyslanectul. = -i Karmelitska Street is near the Embassy. 2b hard Adjectives The set of genitive endings for adjectives is less complex than that of nouns. Since adjectives have forms for all three genders, we present them here under the main headings of “hard” and “soft”. ending masculine and neuter Kancelé# nového kensula je ade napravo. (masc) -6ho The new consul’ office ishere on the right. Z praiského letisté je to daleko. (neuter) It's far from the Prague airport. feminine Mé to od nové sekretathy. He has it from the new secretary. é _ 12% 19Pats fekce soft masculine and neuter Pracuje bez osobniho tajemnika, (masc) -iho She works without a personal secretary. Pan Novak jede do hlavniho mésta. (neuter) Mr. Novak is going to the capital. feminine Misto té moderni knihouny tam dame tu starou. -i Instead of the modern bookcase we'll put the old one there. 2« Other genitive forms ten (to) ta(to) to (to) studenta hradu mude stroje toho a °; ina Stoji vedle letisté nédradi Skoly té restaurace hancelafe kdo "who", co *what* Vedle koho stoji pan Brown? koho Whom is Mr. Brown standing next to? Uéehoje psaci stiil? éeho ‘Whats the desk next to? 20 Prepositions and the genitive case ‘As was mentioned in 1. above, when certain prepositions occur before a noun, that noun has a genitive ending. ‘These are the most common: uw + at, by vedie - nextto, beside kolem- do = to bez - without misto - z (ze) = from, of | blizko- near dalekood- far from od = - from i283 around, past instead of3b Pats lekce Ze. This occurs when the following Some prepositions have an expanded form, e. certain groups word begins either with the same consonant as that of the preposition or of consonants. Pan Novék je ze Starého Mésta. Both Z and Od are listed above as meaning “from". However they make a possibie distinction in Czech which is not explicit in English “from*. “Zz” indicates motion outward from within a place, 0d indicates motion away from a place considered as a location. Sde z budovy veluyslanectvi. He's leaving (going out from inside) the Embassy building. od dJde od budovy velvyslanectvi. He's leaving (going away from) the Embassy building. “Going” Kam jdete? (jit) Kam jedete? (jet) in Czech : jit and jet ‘The equivalent in English of both these sentences is “Where are you going?" The Czech sentence, however, makes a distinction: the verb in the first sentence specifies going on foot, while the verb in the other sentence specifies going by vehicle. In reference to the motion of a vehicle itself, forms of the verb jet occur: Tramvaj jede pfimo na Malostranské namésti. The streetcar goes right to Malostranské Square. In certain contexts jit usually occurs regardless of the mode of going. These are going to school, the theater, a concert, the movies, a restaurant. Here are the forms of the two verbs: jit jet 1 jdu jedu you(informal) jdes fedes he, she, it ide jede we jdeme jedeme you jdete jedete they jdow jedou aPSts lekce 5. Numbers 5.a Ordinals You have already seen the Czech words for “first” through “fifth” in the headings of these five lessons. They are adjectives. Two of them are soft adjectives; all the rest are hard. soft hard proni- first druhy - second treti - third éturty - fourth paty fifth 5.b Cardinals ‘The numeral for “one” reflects the gender of nouns it precedes. As with all numerals, there are also endings for each case. Here are the nominal singular forms: Jeden slounik je tam dole. (masculine) Jedna mapa je tam nahore. (feminine) Jedno radio je pana Browna. (neuter) Jeden, jedna, jedno has the same endings as ten, ta, to. ‘The numeral 2 also has forms reflecting gender but with a set of endings different from those above. Dva - masc., dvé- fem. and neuter. The numerals for 3 and above do not reflect gender, but have yet other sets of endings. More on these points later. Here are the nominative forms for the numerals 3 - 12: ti étyfi pat Sest sedm osm devat deset 10 jedenéct " dvanact 12 wovaney ~ 430 22Pats lekce 6. Telling Time v jednu hodinu ve dvé ve ttt hodiny Proni tramvaj jede ve étyFi » pét v Sest hodin ete, Time expressions like "at one o'clock" consist of: numeral hodinu (after 1) numeral hodiny (after 2, 3, 4) numeral hodin (after 5 and up) The ending on hodinu is accusative; the other endings will be identified later. The accusative of the numerals 2 and up is the same as the nominative. 7. ktery- kterd - které This sa relative pronoun meaning “which”, "who", ("that"). It has the same endings as hard adjectives. Ten pan, ktery stoji tam na rohu, je pan Novak. ‘The man whois standing on the corner is Mr. Novak. To je tramvaj, které jede na Malou Stranu. This is the streetcar that goes to Mala Strana. Néamésti, které je blizko veluyslanectvi, se jmenuje Malostranské. ‘The square (which is) close to the Embassy is called Malostranské ndmésti. 23Pats lekce The relative pronoun has the same gender as the noun it refers back to. Its case, however, depends on its function in its own clause. Ten diplomat, kterého vidite, je pan Brown. The diplomat whom you see is Mr. Brown. Here, kterého is animate accusative, as the object of vidite. Kade je zastavka, ze které se dostanu na Malou Stranu? ‘Where is the stop from which I can get to Malé Strana? In this sentence, které is genitive after the preposition ze. ‘Activity 7: CONVERSATIONAL DRILL 7. Your teacher will ask you questions about (gen. sg. of inanim. nouns) the location of various places, e.g: Where do you live? (near what, next to what, far from what) Blizko éeho bydlite? Bydlite daleko od 7b From whom do you have a specificitem? (gen. sg. of anim. nouns) Od koho mate... ? Jeto od 7.¢ Towhom does this belong? (gen. sg. of anim. nouns) 7. Discuss the positions of various items inthe (nom. sg. and adverbs of location) classroom. (gen. sg. of inanim. nouns) Kdeje... ? Vedle éeho je senacnnacanceonae: 24Paté lekce Activity 8: SPEAKING ACTIVITY a What is behind this activity? Students practice their skills in understanding and retaining information. What do we do? a Your teacher will help you pinpoint a specific location on the map of Prague which corresponds to a specific dialogue given in the Supplement and recorded on tape. First listen to the dialogue without following it on the map. Should there be a word or construction which prevents you from understanding the dialogue, ask your teacher. « ‘This time listen to the dialogue and at the same time try to follow the directions on the If you are having a lot of difficulty, check the written text and then listen to the tape 4. Using the pltures of offices, discuss the locations of various items using prepositions: U, vedle, nedaleko, blizko, daleko od, etc. READING Sane e eee n eee ee ee EEE Certain words and phrases frequently recur in news items. This is especially noticeable in short items like the following. Look through the items in each group and identify the common repeaters, e.g. piijal, ndvtévé etc. List them and find out what they mean. Don't ignore the meanings contributed by endings as you compile your list. Thus in the first sentence below, generalni tajemnik is in the nominative, while generainiho tajemnika isin the animate accusative, Confirm your understanding of the recurring items - don’t try to account for every word, ‘There will be ample opportunity to add to your vocabulary as the course progresses. * Generalni tajemnik BKS Todor Zivkov piijal v Sofii generaintho tajemnika spanélské KS Herarda Iglesiase, ktery je v Bulharsku na pratelské ndvitévé, Oba predstavitelé si vyménili informace 0 Gkolech, které obé strany fest, a jednali t€2 0 aktudlnich otazkach mezinérodni situace a mezinérodniho komunistického adélnického hnuti, (Zr) + Nové velvyslance Pakistanske islémské republiky Zafara Mahmuda a Koniské lidové republiky Francka Gastona Tsikabaku Lupeye piijal v Utery v Praze v souvislosti s nadchézejicim ptedanim jejich povérovacich listin prezidentu CSSR naméstek ministra zahranicnich véci Stanislav Svoboda. 25Patd lekce * VIETNAMSKA DELEGACE, vedend tlenem UV KS Vietnamu, vedoucim tajemnikem MV KS v Ho Ci Minové mésté Nguyenem-van Linhem, kterd je v Bratislavé na pfdtelské navitévé, zavitala v dtery do zavodu MDZ. Hosté si prohlédti mj. provozy, v nichz se pripravuje vice ne? tri sta pracovnikd pro vietnamsky textiini primysl. + NA PRATELSKOU NAVSTEVU BLR piiletél ve stfedu clen politického byra UV MSDS a predseda rady ministr MLR Gyérgy Lazar. VELVYSLANCE KAMBODZSKE LIDOVE REPUBLIKY v CSSR Phanga Sareta ptijal v atery v Praze tlen predsednictva UV KSC pfedseda CNR Josef Kempny. V srdeéném rozhovoru ocenili wjznam vzajemnjch vztahi obou zemi v duchu prételstvi, spolupracea pomaci.. Prijeti u L. Struugala PRAHA 14. kvétna (€TK) - Predseda viddy CSSR Lubomir Strougal Pfijal v pondali v Praze velvyslance Spojenjch stata Williama Henryho Luerse v souvislosts jeho nastupem do funkce. Velvyslanec Iraku u predsedy FS Praha 27. bfezna (€TK) - Clen piedsednictva UV KSC a piedseda Federdiniho shromazdéni CSSR Alois Indra pfijal v Gtery v Praze mimoradného a zplnomocnéného velvyslance Iracké republiky v CSSR Tariga Ahmeda al Marifa v souvislosti sjeho néstupem do funkce. * NA POZVANI VLAMSKEHO MINISTRA FINANCI Huga Schlitze odcestoval v utery na pracovni navitévu do Belgie ministr financi CSSR Jaroslav Tlapak. + DO CESKOSLOVENSKA PRICESTOVALA ve étvrtek na pozvani Cs. spoletnosti pro mezinarodni styky delegace Cinske lidove spoleénosti pro pratelstvi se zahranitim, vedena jejim predsedou Wang Ping - Nanem. Udelem navitévy je vyména zkusenosti z prace téchto nevi dnich organizaci. » Host z Moskvy Praha (vp). Na pozvani Praiské odborové rady pficestoval véera do hlavniho mésta pfedseda Moskevské odborove rady soudruh L. V. Petrov. Dnes odpoledne v doprovodu predsedy POR J. Bilka navitivil np. Praga, zavod Klementa Gottwalda. Po prohlidce zévodu se uskutetnila beseda se zastupci odboroveho hnuti a vedeni zavodu. 26 i34