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This commit is contained in:
15
Extracurricular/Dutch/Dialoog.md
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15
Extracurricular/Dutch/Dialoog.md
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- klompen - wooden shoes
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- traditionele kleding - traditional clothing
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- verschillende - different
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- anders - otherwise
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- gelijk - similar
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- geschiedenis - history
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- Bulgaars traditionele kleding hebben meestal bloemen decoraties
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- ze zijn gemaakt van hout en zijn leuk - they are made out of wood
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Omdat alle Balkan-kleding op elkaar lijkt, kun je niet zeggen dat Roemeense kleding is de beste
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heb je die?
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133
Extracurricular/Dutch/Hoofdstuk 1.md
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133
Extracurricular/Dutch/Hoofdstuk 1.md
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## Recap
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- Learned basic expressions
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- Learned how to count (more or less)
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- Learned how to ask and provide personal information
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- Understood basic conversation (70%)
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## Vocabulary additions
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### Phrases
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- Ik ben -> I am
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- Ik studeen -> I study
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- Ik woon in -> I reside in (country)
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- Mijn naam is -> My name is
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- Ik doe -> I am doing
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- Hoe zeg je ... ? -> How do you say?
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- Hoe spreek je ... **uit**? -> How do you pronounce ...?
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- Herhaal = Repeat
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- Leer = Learn
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- Maak = Make
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- Kijk = Watch
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### Verbs
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- luisteren -> to listen
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- nazeggen -> to repeat
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- lezen -> tor read
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- oefenen -> to practice
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- hebben -> to have
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### Nouns
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- bladzijde -> page
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- klemtoon -> emphasis
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### Numbers
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| English | Dutch |
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| ------------- | ------------------------------- |
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| zero | nul (nuhl) |
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| one | een (e-yn) |
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| two | twee (tvey) |
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| three | drie (dree) |
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| four | vier (fvier) |
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| five | vijf (faeif) |
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| six | zes |
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| seven | zeven (zayfe) |
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| eight | acht |
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| nine | negen (neiche) |
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| ten | tien (teen) |
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| *eleven* | *elf* |
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| *twelve* | *twaalf* (tvaalv) |
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| thir**teen** | der**tien** (dur-teen) |
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| four**teen** | veer**tien** (vierteen) |
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| fif**teen** | vijf**tien** (faif-teen) |
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| six**teen** | zes**tien** (zes-teen) |
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| seven**teen** | zeven**tien** (zayfenteen) |
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| eigh**teen** | acht**tien** (acht-teen) |
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| nine**teen** | negen**tien** (neichenteen) |
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| twenty | twintig (tvintugh) |
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| twenty-one | eenentwintig (e-yn en tvintugh) |
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| thirty | dertig (dur-tugh) |
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| fourty | veertig (fvier-tugh) |
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| fifty | vijftig (faeif-tugh) |
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| sixty | zestig (zes-tugh) |
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| seventy | zeventig (zayven-tugh) |
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| eighty | **tachtig** (tagh-tugh) |
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| ninety | negentig (neighen-tuch) |
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| hundred | honderd |
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- 10-20 has the same logic as English
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- When adding a digit to a 2-digit number (i.e. 21), you say the second digit first (i.e. one) and then the first (amount of 10s, i.e. 20).
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- In English, 21 would be one and twenty if the same logic applied
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- 21 - een en twintig
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- 80 (**t**achtig) has an extra **t** in the beginning for some reason
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## Personal pronouns
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| Face | Pronoun |
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| ------------ | ----------------- |
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| 1 | ik |
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| 2 (informal) | jij/je |
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| 2 (formal) | u |
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| 3 | hij, zij / ze,het |
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| 1 | wij/we |
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| 2 | jullie |
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| 3 | zij/ze |
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## Grammatical rules
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### Formal "you"
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- u -> formal
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- jij/je -> informal
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### Difference between *jij* & *je*
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> Jij is used when an emphasis is being put on the word. You cant say "Ik ben Boyan, en je?", you should say "Ik ben Boyan, en jij?"
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*jij* - is used for PARTICULAR emphasis on the person. you can always use the stressed form.
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Same goes for *wij*(we) and *zij*(them).
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These are called [[Linguistic Terms#Emphatic forms |Emphatic forms]].
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### Conjugation rules
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Whenever *jij/je* appears after the verb, the t gets dropped (if the verb doesn't usually end in a t).
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### Conjugation of regular verbs
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luisteren - listen
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komen - come
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| | luisteren | komen |
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| ------------------ | --------- | ----- |
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| ik | luister | kom |
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| jij/je | luistert | komt |
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| u | luistert | komt |
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| hij, zij / ze, het | luistert | komt |
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| wij / we | luisteren | komen |
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| jullie | luisteren | komen |
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| zij / ze | luisteren | komen |
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### Conjugation of irregular verbs
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heb - have
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zijn - are
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| | hebben | zijn |
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| ------------------ | ---------- | ---- |
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| ik | heb | ben |
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| jij/je | hebt | bent |
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| u | hebt/heeft | bent |
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| hij, zij / ze, het | heeft | is |
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| wij/we | hebben | zijn |
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| jullie | hebben | zijn |
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| zij/ze | hebben | zijn |
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## Homework
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### Words
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- jullie - You/Yours (plural)
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- docent - teacher
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71
Extracurricular/Dutch/Hoofdstuk 2.md
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Extracurricular/Dutch/Hoofdstuk 2.md
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## Grammatical rules
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### Comparison
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> Grote -> Groter -> Grotst
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### Possesion
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- *van*
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- Het boek is *van* Felicia.
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- *'s*
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- Het is Felicia *'s* boek.
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- Possesive pronouns
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- Het is *haar* boek.
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### Sentence structure
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![[Sentence Structure]]
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### Possessive pronouns
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| Posessive Pronouns (EN) | Personal Pronouns (NL) | Posessive Pronouns (NL) |
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| ----------------------- | ---------------------- | --------------------------- |
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| My | ik | Mijn |
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| Yours | jij / ze | Jouw/je |
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| Yours (formal) | u | Uw |
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| His/Hers | hij, zij / ze | Zijn/Haar |
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| Ours | wij / we | Ons/Onze |
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| Yours (plural) | jullie | Jullie (je) if not stressed |
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| Theirs | zij / ze | Hun |
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#### *Ons* and *onze*
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- *Ons* for neuter singular nouns - when *het* is the [[Linguistic Terms#Parts of speech|article]] in front
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> *Ons* boek
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- *Onze* is used for everything else (e.g. docent)
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> *Onze* docent
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### [[Linguistic Terms#Interrogative Pronouns|Interrogative pronouns]]
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| English | Dutch |
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| -------- | ------------------ |
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| Who | Wie |
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| How | Hoe |
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| How many | Hoeveel |
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| What | Wat |
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| Where | Waar |
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| Which | Welk(neuter)/Welke |
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| When | Wanneer |
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| Why | Waarom |
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## Pronunciations
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### [[Linguistic Terms#Emphatic forms |Emphasis]] on *een*
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Whenever emphasized, *een* is pronounced eihn, while when not emphasized, it is pronounced as eun
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## Vocabulary
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- invullen -> to fill in (to "infull")
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- er -> there
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- dezelfde -> the same (coming from itself)
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- betekenis -> meaning
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- begrijpen -> to understand
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- vragen -> to ask
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- ander/en -> other(s)
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- tellen -> to count
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- blijven -> to stay ([when conjugated, v->f](https://www.verbix.com/webverbix/go.php?D1=24&T1=blijven))
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-
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51
Extracurricular/Dutch/Hoofdstuk 3.md
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Extracurricular/Dutch/Hoofdstuk 3.md
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## Vocabulary
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| Dutch | English |
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| ------------------ | ------------------------------------------------------------- |
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| al | for |
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| vind | find/like |
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| gaan | to go |
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| Hoe gaat het? | How's it going |
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| ook | also |
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| Ik heb geen... | I don't have... |
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| Hoe oud ben jij | How old are you |
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| Mag ik ... ? | Can I get a ... ? |
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| elkaar | each other |
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| afrekenen/betaalen | to pay |
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| voorbeld | example |
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| om | time [preposition](Linguistic%20Terms.md#Parts%20of%20speech) |
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| eigenlijk | actually |
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| bijna | almost |
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## Het vs. De (definite articles)
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1. **"De"** is used for:
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- Almost all **plural nouns** (e.g., *de kinderen* - the children).
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- **Masculine** and **feminine** singular nouns, which are the majority of Dutch nouns
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- **Professions, people, animals, and plants**
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- **Abstract concepts**
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2. **"Het"** is used for:
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- Singular **neuter** nouns
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- **Diminutives** (nouns that are made smaller or cuter, usually ending in *-je*, *-tje*, *-etje*)
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- Some **languages** and **sports**
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### Common tips:
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- About **80% of Dutch nouns** use **"de."**
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- Most diminutives are **"het."**
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- When in doubt, it is often a good idea to guess "de," though exceptions always exist.
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||||
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||||
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## Een (indefinite article)
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The indefinite article in Dutch, _"een"_, translates to "a" or "an" in English. It is used similarly to English when referring to something unspecific or when mentioning something for the first time.
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Examples:
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||||
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- Een man (a man)
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||||
- Een vrouw (a woman)
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||||
- Een boek (a book)
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||||
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In Dutch, unlike English, the indefinite article does not change based on the noun's gender or whether it starts with a vowel or consonant.
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||||
313
Extracurricular/Dutch/Lesson 1 - Hoofdstuk 1.tex
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Extracurricular/Dutch/Lesson 1 - Hoofdstuk 1.tex
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% Options for packages loaded elsewhere
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\PassOptionsToPackage{unicode}{hyperref}
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\PassOptionsToPackage{hyphens}{url}
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%
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\documentclass[
|
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]{article}
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\usepackage{amsmath,amssymb}
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\usepackage{lmodern}
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\usepackage{iftex}
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\ifPDFTeX
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\usepackage[T1]{fontenc}
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\usepackage[utf8]{inputenc}
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\usepackage{textcomp} % provide euro and other symbols
|
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\else % if luatex or xetex
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\usepackage{unicode-math}
|
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\defaultfontfeatures{Scale=MatchLowercase}
|
||||
\defaultfontfeatures[\rmfamily]{Ligatures=TeX,Scale=1}
|
||||
\fi
|
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% Use upquote if available, for straight quotes in verbatim environments
|
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\IfFileExists{upquote.sty}{\usepackage{upquote}}{}
|
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\IfFileExists{microtype.sty}{% use microtype if available
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\usepackage[]{microtype}
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\UseMicrotypeSet[protrusion]{basicmath} % disable protrusion for tt fonts
|
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}{}
|
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\makeatletter
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\@ifundefined{KOMAClassName}{% if non-KOMA class
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\IfFileExists{parskip.sty}{%
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\usepackage{parskip}
|
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}{% else
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\setlength{\parindent}{0pt}
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\setlength{\parskip}{6pt plus 2pt minus 1pt}}
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}{% if KOMA class
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\KOMAoptions{parskip=half}}
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\makeatother
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\usepackage{xcolor}
|
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\IfFileExists{xurl.sty}{\usepackage{xurl}}{} % add URL line breaks if available
|
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\IfFileExists{bookmark.sty}{\usepackage{bookmark}}{\usepackage{hyperref}}
|
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\hypersetup{
|
||||
pdftitle={Lesson 1 - Hoofdstuk 1},
|
||||
hidelinks,
|
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pdfcreator={LaTeX via pandoc}}
|
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\urlstyle{same} % disable monospaced font for URLs
|
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\usepackage{longtable,booktabs,array}
|
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\usepackage{calc} % for calculating minipage widths
|
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% Correct order of tables after \paragraph or \subparagraph
|
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\usepackage{etoolbox}
|
||||
\makeatletter
|
||||
\patchcmd\longtable{\par}{\if@noskipsec\mbox{}\fi\par}{}{}
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\makeatother
|
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% Allow footnotes in longtable head/foot
|
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\IfFileExists{footnotehyper.sty}{\usepackage{footnotehyper}}{\usepackage{footnote}}
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\makesavenoteenv{longtable}
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\setlength{\emergencystretch}{3em} % prevent overfull lines
|
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\providecommand{\tightlist}{%
|
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\setlength{\itemsep}{0pt}\setlength{\parskip}{0pt}}
|
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\setcounter{secnumdepth}{-\maxdimen} % remove section numbering
|
||||
\ifLuaTeX
|
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\usepackage{selnolig} % disable illegal ligatures
|
||||
\fi
|
||||
|
||||
\title{Lesson 1 - Hoofdstuk 1}
|
||||
\author{}
|
||||
\date{}
|
||||
|
||||
\begin{document}
|
||||
\maketitle
|
||||
|
||||
\hypertarget{recap}{%
|
||||
\subsection{Recap}\label{recap}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
Learned basic expressions
|
||||
\item
|
||||
Learned how to count (more or less)
|
||||
\item
|
||||
Understood basic conversation (70\%)
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{vocabulary-additions}{%
|
||||
\subsection{Vocabulary additions}\label{vocabulary-additions}}
|
||||
|
||||
\hypertarget{phrases}{%
|
||||
\subsubsection{Phrases}\label{phrases}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
Ik ben -\textgreater{} I am
|
||||
\item
|
||||
Ik studeen -\textgreater{} I study
|
||||
\item
|
||||
Ik woon in -\textgreater{} I reside in (country)
|
||||
\item
|
||||
Mijn naam is -\textgreater{} My name is
|
||||
\item
|
||||
Ik doe -\textgreater{} I am doing
|
||||
\item
|
||||
Hoe zeg je ... ? -\textgreater{} How do you say?
|
||||
\item
|
||||
Hoe spreek je ... \textbf{uit}? -\textgreater{} How do you pronounce
|
||||
...?
|
||||
\item
|
||||
Herhaal = Repeat
|
||||
\item
|
||||
Leer = Learn
|
||||
\item
|
||||
Maak = Make
|
||||
\item
|
||||
Kijk = Watch
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{verbs}{%
|
||||
\subsubsection{Verbs}\label{verbs}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
luisteren -\textgreater{} to listen
|
||||
\item
|
||||
nazeggen -\textgreater{} to repeat
|
||||
\item
|
||||
lezen -\textgreater{} tor read
|
||||
\item
|
||||
oefenen -\textgreater{} to practice
|
||||
\item
|
||||
hebben -\textgreater{} to have
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{nouns}{%
|
||||
\subsubsection{Nouns}\label{nouns}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
bladzijde -\textgreater{} page
|
||||
\item
|
||||
klemtoon -\textgreater{} emphasis
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{numbers}{%
|
||||
\subsubsection{Numbers}\label{numbers}}
|
||||
|
||||
\begin{longtable}[]{@{}ll@{}}
|
||||
\toprule
|
||||
English & Dutch \\
|
||||
\midrule
|
||||
\endhead
|
||||
zero & nul (nuhl) \\
|
||||
one & een (e-yn) \\
|
||||
two & twee (tvey) \\
|
||||
three & drie (dree) \\
|
||||
four & vier (fvier) \\
|
||||
five & vijf (faeif) \\
|
||||
six & zes \\
|
||||
seven & zeven (zayfe) \\
|
||||
eight & acht \\
|
||||
nine & negen (neiche) \\
|
||||
ten & tien (teen) \\
|
||||
\emph{eleven} & \emph{elf} \\
|
||||
\emph{twelve} & \emph{twaalf} (tvaalv) \\
|
||||
thir\textbf{teen} & der\textbf{tien} (dur-teen) \\
|
||||
four\textbf{teen} & veer\textbf{tien} (vierteen) \\
|
||||
fif\textbf{teen} & vijf\textbf{tien} (faif-teen) \\
|
||||
six\textbf{teen} & zes\textbf{tien} (zes-teen) \\
|
||||
seven\textbf{teen} & zeven\textbf{tien} (zayfenteen) \\
|
||||
eigh\textbf{teen} & acht\textbf{tien} (acht-teen) \\
|
||||
nine\textbf{teen} & negen\textbf{tien} (neichenteen) \\
|
||||
twenty & twintig (tvintugh) \\
|
||||
twenty-one & eenentwintig (e-yn en tvintugh) \\
|
||||
thirty & dertig (dur-tugh) \\
|
||||
fourty & veertig (fvier-tugh) \\
|
||||
fifty & vijftig (faeif-tugh) \\
|
||||
sixty & zestig (zes-tugh) \\
|
||||
seventy & zeventig (zayven-tugh) \\
|
||||
eighty & \textbf{tachtig} (tagh-tugh) \\
|
||||
ninety & negentig (neighen-tuch) \\
|
||||
hundred & honderd \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
10-20 has the same logic as English
|
||||
\item
|
||||
When adding a digit to a 2-digit number (i.e. 21), you say the second
|
||||
digit first (i.e. one) and then the first (amount of 10s, i.e. 20).
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
In English, 21 would be one and twenty if the same logic applied
|
||||
\item
|
||||
21 - een en twintig
|
||||
\end{itemize}
|
||||
\item
|
||||
80 (\textbf{t}achtig) has an extra \textbf{t} in the beginning for
|
||||
some reason
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{personal-pronouns}{%
|
||||
\subsection{Personal pronouns}\label{personal-pronouns}}
|
||||
|
||||
\begin{longtable}[]{@{}ll@{}}
|
||||
\toprule
|
||||
Face & Pronoun \\
|
||||
\midrule
|
||||
\endhead
|
||||
1 & ik \\
|
||||
2 (informal) & jij/je \\
|
||||
2 (formal) & u \\
|
||||
3 & hij, zij / ze,het \\
|
||||
1 & wij/we \\
|
||||
2 & jullie \\
|
||||
3 & zij/ze \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\hypertarget{grammatical-rules}{%
|
||||
\subsection{Grammatical rules}\label{grammatical-rules}}
|
||||
|
||||
\hypertarget{formal-you}{%
|
||||
\subsubsection{Formal "you"}\label{formal-you}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
u -\textgreater{} formal
|
||||
\item
|
||||
jij/je -\textgreater{} informal
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{difference-between-jij-je}{%
|
||||
\subsubsection{\texorpdfstring{Difference between \texttt{jij} \&
|
||||
\texttt{je}}{Difference between jij \& je}}\label{difference-between-jij-je}}
|
||||
|
||||
\begin{quote}
|
||||
Jij is used when an emphasis is being put on the word. You cant say "Ik
|
||||
ben Boyan, en je?", you should say "Ik ben Boyan, en jij?"
|
||||
\end{quote}
|
||||
|
||||
\texttt{jij} - is used for PARTICULAR emphasis on the person. you can
|
||||
always use the stressed form.
|
||||
|
||||
Same goes for \texttt{wij}(we) and \texttt{zij}(them).
|
||||
|
||||
\hypertarget{conjugation-rules}{%
|
||||
\subsubsection{Conjugation rules}\label{conjugation-rules}}
|
||||
|
||||
Whenever \texttt{jij/je} appears after the verb, the t gets dropped (if
|
||||
the verb doesn't usually end in a t).
|
||||
|
||||
\hypertarget{conjugation-of-regular-verbs}{%
|
||||
\subsubsection{Conjugation of regular
|
||||
verbs}\label{conjugation-of-regular-verbs}}
|
||||
|
||||
luisteren - listen\\
|
||||
komen - come
|
||||
|
||||
\begin{longtable}[]{@{}lll@{}}
|
||||
\toprule
|
||||
& luisteren & komen \\
|
||||
\midrule
|
||||
\endhead
|
||||
ik & luister & kom \\
|
||||
jij/je & luistert & komt \\
|
||||
u & luistert & komt \\
|
||||
hij, zij / ze, het & luistert & komt \\
|
||||
wij / we & luisteren & komen \\
|
||||
jullie & luisteren & komen \\
|
||||
zij / ze & luisteren & komen \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\hypertarget{conjugation-of-irregular-verbs}{%
|
||||
\subsubsection{Conjugation of irregular
|
||||
verbs}\label{conjugation-of-irregular-verbs}}
|
||||
|
||||
heb - have\\
|
||||
zijn - are
|
||||
|
||||
\begin{longtable}[]{@{}lll@{}}
|
||||
\toprule
|
||||
& hebben & zijn \\
|
||||
\midrule
|
||||
\endhead
|
||||
ik & heb & ben \\
|
||||
jij/je & hebt & bent \\
|
||||
u & hebt/heeft & bent \\
|
||||
hij, zij / ze, het & heeft & is \\
|
||||
wij/we & hebben & zijn \\
|
||||
jullie & hebben & zijn \\
|
||||
zij/ze & hebben & zijn \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\hypertarget{homework}{%
|
||||
\subsection{Homework}\label{homework}}
|
||||
|
||||
\hypertarget{words}{%
|
||||
\subsubsection{Words}\label{words}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
jullie - You/Yours (plural)
|
||||
\item
|
||||
docent - teacher
|
||||
\end{itemize}
|
||||
|
||||
\end{document}
|
||||
26
Extracurricular/Dutch/Linguistic Terms.md
Normal file
26
Extracurricular/Dutch/Linguistic Terms.md
Normal file
@ -0,0 +1,26 @@
|
||||
## Emphatic forms
|
||||
In English:
|
||||
> He *doesn't* work very hard
|
||||
|
||||
as opposed to:
|
||||
>He doesn't work *very* hard
|
||||
|
||||
Same with Dutch, but with the pronouns `jij`, `zij`, `wij`
|
||||
|
||||
|
||||
## Gender
|
||||
- masculine–feminine–neuter in Dutch and English
|
||||
![[Grammatical Gender.png]]
|
||||
## Parts of speech
|
||||
![[parts of speech.png]]
|
||||
## Interrogative Pronouns
|
||||
|
||||
|
||||
![[Interrogative pronouns.png]]
|
||||
|
||||
## Comparison
|
||||
I.e. comparative and superlative adjectives
|
||||
> Great -> Greater -> Greatest
|
||||
|
||||
Of in Nederlands "Large":
|
||||
> Grote -> Groter -> Grots
|
||||
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|
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1927
Extracurricular/Dutch/img/Sentence Structure.md
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1927
Extracurricular/Dutch/img/Sentence Structure.md
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Extracurricular/Dutch/img/parts of speech.png
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|
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Reference in New Issue
Block a user