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If you think learning a foreign language means tiresome work, then this first volume of Japanese with Ease is here to show you a new and exciting way to speak and read Japanese! This volume of 49 lessons is the first part of a two-volume package that includes the 99 lessons of Japanese with Ease. Providing you with Japanese characters, their Romanized equivalent, and a pro..more

Published May 1st 2007 by Assimil France (first published January 1st 1990)

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<ul><li><p>INTRODUCTION</p><p>1</p><p>First-YearPolish</p><p>Pierwszy rok jzyka polskiegoProwizoryczne trzecie wydanie</p><p>Tom I: Lekcje 1-8</p><p> Oscar E. SwanUniversity of Pittsburgh</p><p>2005</p></li><li><p>INTRODUCTION</p><p>2</p></li><li><p>INTRODUCTION</p><p>3</p><p>TABLE OF CONTENTS</p><p>VOLUME I</p><p>INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5</p><p>WEB-BASED ICONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11</p><p>POLISH SOUNDS AND PRONUNCIATION . . . . . . . . . . . . . . . . . . . . . . . . . 13</p><p>PRACTICE WITH SOUNDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16</p><p>LESSON ONE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22NOUNS AND NOUN GENDER. INTRODUCING SENTENCES.PREDICATE ADJECTIVE CONSTRUCTIONS. VARIOUS FUNCTIONWORDS</p><p>LESSON TWO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56PERSONAL PRONOUNS. PRESENT TENSE OF VERBS (SINGULAR).REPORTING VERBS. QUESTION WORDS</p><p>LESSON THREE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96POSSESSIVE PRONOUNS. ACCUSATIVE CASE OF SINGULARPRONOUNS. LOCATIVE PHRASES.</p><p>LESSON FOUR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131NAMES FOR PEOPLE. ACCUSATIVE CASE OF NOUNS ANDADJECTIVES. VARIOUS PRONOMINAL ADJECTIVES.</p><p>LESSON FIVE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177DAYS OF THE WEEK. PAST AND COMPOUND FUTURE TENSE(SINGULAR). TIME OF DAY.</p><p>LESSON SIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220THE INSTRUMENTAL CASE; PREDICATE NOUNS; 'BE' SENTENCES.RELATIVE CLAUSES. DETERMINATE AND INDETERMINATE VERBS.</p><p>LESSON SEVEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273PERFECTIVE VERBS. VERBS TAKING OTHER VERBS. DATIVESINGULAR OF PRONOUNS.</p></li><li><p>INTRODUCTION</p><p>2</p><p>LESSON EIGHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .317PLURAL PRONOUNS. PLURALPRESSENT TENSE. PLURAL PASTTENSE. USES OF si. WAYS TO SAY 'WHY'. VERBS OF PERSONALGROOMING.</p><p>VOLUME II</p><p>LESSON NINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364THE GENITIVE CASE. GENITIVE SINGULAR FORMS OF NOUNS,ADJECTIVES, AND PRONOUNS. EXPRESSING 'AT', 'TO', 'FROM'.</p><p>LESSON TEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .413NOMINATIVE PLURAL OF NOUNS AND ADJECTIVES. MASCULINEPERSONAL PLURALS.PLURAL-ONLY NOUNS, EXPRESSIONS OFOBLIGATION.</p><p>LESSON ELEVEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .457WEATHER. TIMES OF THE YEAR. COMPASSS DIRECTIONS. THEIMPERATIVE. CONDITIONAL MOOD.</p><p>LESSON TWELVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .488FOOD AND EATING. THE GENITIVE PLURAL. GETTING MARRIED.</p><p>OUTLINE OF POLISH GRAMMAR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .540</p><p>READINGS FOR THE SUMMER: Krystyna, Pawe i Reks . . . . . . . . . . . . .608</p><p>TOPICAL GUIDE TO CONVERSATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . .661</p><p>SUBJECT INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .664</p><p>VOLUME III</p><p>A LEARNER'S DICTIONARY OF POLISH</p></li><li><p>INTRODUCTION</p><p>3</p><p>INTRODUCTION</p><p>THE THIRD EDITION. First-Year Polish is a thoroughly rewritten andrevised version of the book formerly bearing this title. The revision has beenneeded for some time, both because of changing life in Poland and because ofthe need for improvements in the book itself. Additionally, there was theneed to adapt the textbook to developments in web and computer-basedinstructional technology. I hope that in attempting to correct some of theshortcomings of the original work I have not introduced too many new ones.This book is suitable for students with no previous knowledge of Polish orany foreign language. It is also appropriate for students with a certainknowledge of Polish from home or from living in Poland, or for students witha knowledge of a Slavic language other than Polish. While this book has beendeveloped in constant contact with the beginning Polish classroom situation,it has been especially written with the distance-learner in mind, and users ofthe World Wide Web. </p><p>OVERVIEW. Orientation is almost exclusively conversational. A firmfoundation in the spoken language is the best approach to later contact withthe print-based language. Lessons are based on an initial presentation ofimportant words, phrases, and topics in the form of brief, memorizabledialogues, reflecting standard educated colloquial Polish. The conversationalmaterial is followed by short model sentences based on the conversations, byquestions for written and oral practice, possibly by cultural notes, bygrammatical commentary, and then by a set of exercises, suitable for both oralor written work.</p><p>Each lesson is based on one or more major grammatical topics, and issubdivided into five sub-lessons, each with its own grammatical commentaryand exercises. In order to meet the needs and interest level of students alreadyknowing a little Polish or another Slavic language, a fair amount ofSUPPLEMENTARY MATERIAL has been presented following each lesson.This material is not incorporated organically into the lesson, but may be usedas needed, or wholly omitted. In general, the instructor may feel freethroughout this book to make decisions as to the importance of given topicsin view of the specific needs of the student audience.</p><p>Among the supplementary material, on the last page of each lesson, isa 'chapter' in a developing novelette. These READINGS introduce students toa different kind of vocabulary, phraseology, and stylistic register than areencountered in the conversations. They challenge the student by going</p></li><li><p>INTRODUCTION</p><p>4</p><p>slightly beyond the grammar of the lesson to which they are attached. I havefound that these readings are often as useful for generating classroomconversations as are the conversations themselves.</p><p>A detailed OVERVIEW OF POLISH GRAMMAR is included at the end ofthe book. Students should read and reread this overview so as to form areliable impression of the language and the topics that both have been, andare yet to be, covered. This overview goes somewhat beyond the grammarpresented in the book, and can be used well into the intermediate andadvanced levels of Polish language study.</p><p>IMPORTANCE OF THE CONVERSATIONS. This book is orientedaround basic illustrative conversations, and is connected to a teachingmethodology which emphasizes their thorough exegesis. The conversationare short and memorizable, and they are packed with phrases andconstructions designed to initiate speech quickly. Most have a dramaticstructure which makes them possible to learn quickly. For the most part, anyrole in any dialogue may be taken by a person of either sex, as long asappropriate changes are made in gender endings; and this, too, is a usefulexercise.</p><p>Conversations are intentially arranged as much around vocabularyand phraseology as they are around real-life situations, although carefulattention has been made to cover a well-rounded array of situations too, as aglance at the topical index will testify. The virtue of the conversations lies intheir potential for multi-faceted development. Students returning from in-Poland study programs using different materials tell me that they continue tohang on to and use the words and phrases learned here as if to a life raft.</p><p> In order to get the most out of the conversations, it is necessary tolearn to exploit them in as many different ways as possible (what I am callinghere 'exegesis'). Dialogues can be</p><p>a. reduced to basic sentences.b. queried with questions of fact, aimed at extracting their content;c. queried with True/False/Maybe statements. Note that the best</p><p>tak/nie/moe statements are usually negative or probabilistic, for they allowone to explain why the statement is incorrect, or why it is probably right orwrong.</p><p>d. retold in the third person, in either present imperfective or pastperfective.</p><p>e. embellished by making up additional details;f. derailed by interjecting a statement which causes the dialogue to veer</p><p>off in a different direction from the one in the book;</p></li><li><p>INTRODUCTION</p><p>5</p><p>g. dramatized, including with sock or paper-bag puppets.h. turned into pattern-drill exercises.</p><p> Conversational exegesis of this sort practices a range of important languageskills. Such activities do not have to take place between instructor and studentonly. Students themselves can be trained to assume the role of 'instructor' vis vis another student for any given exercise, while the instructor walks frompair to pair to give assistance.</p><p>Here is an illustrative conversation, taken from Lesson 1, followed byvarious kinds of exegesis. Not all of these activities are appropriate for thelesson in which the conversation first occurs. One can always return to a well-known conversation from the past upon learning a new skill.</p><p>1.B. Dzie dobry!Pan Karol: Dzie dobry pani!Pani Maria: Dzie dobry panu! Jak si pan ma?Pan Karol: Dobrze, dzikuj. A pani?Pani Maria: Te dobrze. Co pan tu robi?Pan Karol: Robi zakupy. Przepraszam, ale bardzo si piesz.Pani Maria: Ja te musz i. To do widzenia.Pan Karol: Do widzenia.</p><p>Sentences based on the conversation (listen, repeat, translate):</p><p>Bardzo si piesz. Dzie dobry panu! Co pan(i) tu robi? Ja te musz i.Do widzenia Jak si pan(i) ma? Dobrze, dzikuj. Przepraszam. Dzie dobry pani! Robi zakupy.</p><p>Factual questions on the conversation (for both oral and written practice):</p><p>1. Jak si ma pan Karol? A jak si ma pani Maria?2. Co robi pan Karol? A co robi pani Maria?3. Kto si pieszy? Kto robi zakupy?4. Kto musi ju i?</p><p>True/False/Maybe Questions:</p><p>1. Pan Karol robi zakupy. 3. Pani Maria te robi zakupy.2. Pan Karol bardzo si pieszy. 4. Pan Karol musi jui.</p></li><li><p>INTRODUCTION</p><p>6</p><p>Retelling in present tense:</p><p>Pan Karol i pani Maria spotykaj si na ulicy i przywitaj si. Pani Maripyta, jak pan Karol si ma, a on odpowiada, e dobrze. Pani Maria mwi, eona te dobrze si ma. Ona pyta, co pan Karol tam robi, a on odpowiada, erobi zakupy, i e bardzo sipieszy. Pani Maria te musi i, wic mwisobie do widzenia.</p><p>Retelling in past perfective tense:</p><p>Pan Karol i pani spotkali si na ulicy i przywitali si. Pani Mari zapytaajak pan Karol si ma, a on odpowiedzia, e dobrze. Pani Maria powiedziaa,e ona te dobrze si ma. Ona zapytaa, co pan Karol tam robi, a onodpowiedzia, e robi zakupy, i e bardzo sipieszy. Pani Maria te musiaai, wic powiedzieli sobie do widzenia.</p><p>Embellishing:</p><p> Pani Maria i pan Karol znaj si od dziecistwa, bo uczyli si w tej samejklasie w szkole podstawowej i redniej. Pani Marii zawsze podoba si panKarol, ale ona musiaa go podziwia z daleka, bo on nie odwzajemnia jejzainteresowania. Oni teraz maj wasne rodziny. Nie mieszkaj zbyt bliskosobie, wic rzadko si widuj. S w dobrych stosunkach, ale nie maj duowsplnych tematw do rozmowy kiedy si spotykaj przypadkowo, jakteraz, na ulicy.</p><p>Derailing:</p><p>Pan Karol: Dzie dobry, pani Mario!Pani Maria: Dzie dobry, panie Karolu! Jak si pan ma?Pan Karol: Oj, okropnie pani Mario! Mam katar i gowa mnie boli.Pani Mari: O, bardzo panu wspczuj, panie Karolu! Ja te nie czuj</p><p>sinajlepiej. By pan u lekarza?Pan Karol: Byem, ale on nie mg mi nic poradzi. Powiedzia, e mam</p><p>odpocz, ale sam to wiem.Pani Maria: Wie pan co, dam panu numer mojego lekarza. On na pewno</p><p>wypisze panu jakie dobre lekarstwo.Pan Karol: Dzikuj bardzo, pani Mario! Zadzwoni do niego jak tylko</p><p>wrc do domu.</p></li><li><p>INTRODUCTION</p><p>7</p><p>Pattern Drills (a few examples)</p><p>Follow the models, using the cues provided.</p><p>1. on, ona: a. On zadzwoni do niej, jak ona tylko wrci do domu.b. Ona zadzwoni do niego, jak on tylko wrci do domu.</p><p>Practices Genitive of pronouns after prepositions.ona, on, my, wy; ja, pan; oni, pani.</p><p>2. adwokat: Bye (bya) u adwokata?Practices Genitive of professional names.lekarz, dentysta, fryzjer, fryzjerka, psychiatra.</p><p>3. adwokat: Dam panu (pani) numer mojego adwokata.Practices Genitive of professional names.lekarz, dentysta, fryzjer, fryzjerka, psychiatra, elektryk.</p><p>4. ja, pan: Bardzo panu wspczuj.Pracices Dative of pronouns.on, pani; my, pastwo; my, jej; oni, wy.</p><p>5. Maria: Dzie dobry, pani Mario!Practices Vocative of first names.Karol, Zofia, Krystyna, Zenon, Pawe, Mariusz, Jurek, Ela.</p><p>On the subject of PATTERN-DRILLS, most of the exercises in the last partof each sub-lesson are of the pattern-drill (cue, response) variety. Suchexercises are designed not to take up classroom time, but to develop facility inthe use of forms outside class so that classroom time may be more profitablyspent doing communicative exercises and meaningful conversation. With thisaim in mind, most of the pattern drills have been computerized so that theyare automatically correctable; see further below.</p><p>Exercises also include a set of short STATEMENT-RESPONSE SENTENCEPAIRS for translation from English to Polish. It seems to me that textbookauthors who scrupulously avoid the use of 'thinking in English' are foolingthemselves. Students need to reinforce the command of foreign words,phrases, and constructions by constantly reminding themselves of theirmeanings. For a mono-lingual learner, the only way this can be done at first isto refer to the language that does have meaning, the native language. By sodoing, one is not using English as English, but as a meta-language forreferring to content. For almost everyone, the first stage of foreign-languageuse consists in developing ways to translate back and forth quickly between</p></li><li><p>INTRODUCTION</p><p>8</p><p>the foreign language and the native language. There is no way to speed up orshort-circuit this natural process. Eventually, but only after much practice, theelements of the foreign language themselves begin to assert themselves and totake on independent meaning, and the learner begins to short-cut aroundEnglish on his or her own.</p><p>APPROACH TO GRAMMAR. So-called communicative competence in Polishis, honestly speaking, fairly easily attained through conscientious application.The user of this book is more or less guaranteed the attainment of this level ofPolish by carefully studying the dialogues, by doing the exercises (especiallyin their computerized versions), by listening to and repeating after the voicerecordings, and by gaining command over the translations. The seriouslanguage student should aim beyond this, by having as a goal the ability touse Polish as a serious, reflective, educated person among other things,with grammatical correctness. The approach followed in this textbook aims ateventually achieving this aim as well. In the long run students do not profitfrom or appreciate a watered-down, invisible-grammar approach..</p></li></ul>