Germany Quiz 8: Saxony Part I: How to Speak Sächsisch

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Sächsisch Deutsch is probably the most local of regional dialects in Germany. Consisting of a mixture of dialects from the regions of Lausitz, Vogtland, Franconia and the Ore Mountains (Erzgebirge), people living in Saxony use this dialect with stresses on the short A and long O for vowels as well as consonant sounds mainly of sch, g, k and b. When compared with the high German, it’s like speaking a completely different language, like one sees with the Low German,  Franconian German, local Bavarian and even some northern German dialects in Schleswig-Holstein and Lower Saxony. Some like Franz Xaver Kroetz find this dialect somewhat fremdschämend (embarassing):

 Dialekt ist die Unterwäsche des Menschen, Hochdeutsch ist die Konfektion, die er darüber trägt. (EN: Dialects are like underwear, high German is the ready-made clothing a person wears)

or when they love to chat with one another:

Der Sachse hält nich de Gusche (Mund).  (EN: The Sachse never shut up)

However, like all the dialects, the Sächsisch des have some bright spots, apart from winning the hearts of a local woman in a village in the Ore Mountains or Vogtland region. Especially if you are a miner in the mountains along the Silver Road between Zwickau and Lichtenstein, a yodeler in Little Switzerland south of Dresden or even a farmer in the green valley near Glauchau, if you can sing the Sachsenlied, as written by Jürgen Hart, you can expect a bouquet of wild flowers and a mug of local beer from an admireress to go along with the chisel and hard hat  😉 :

Der Sachse liebt das Reisen sehr. Nu nee, ni das in’n Gnochen;drum fährt er gerne hin und her in sein’n drei Urlaubswochen.Bis nunderhinunter nach BulgarchenBulgarien, im Ostblocksystem war das bereits eine Weltreise dud er die Welt beschnarchen.Und sin de GofferKoffer noch so schwer, und sin se voll, de ZücheZüge,und isses Essen nich weit her: Des gennt er zur Genüche!Der Sachse dud nich gnietschennörgeln, quängeln, der Sachse singt ‘n Liedschen!  (!: Click here for the entire song and below to listen to the melody sung by him 🙂 )

 

Either way you interpret it, Sächsisch Deutsch is the most local of all German dialects and one where if you have a dictionary, CD on how to learn it and (for the men), a beautiful local woman to teach you the language, you will open the doors to its local pride and heritage. And even if you have a partner from another part of Germany, Europe or elsewhere, having an opportunity to listen in on the locals will help you get a grasp of the language and perhaps open up new business ties with them, as they hold a treasure of inventions and patents of products we still use today.

As part of the series on German states and the quizzes and concentrating on Saxony itself, the Files has comprised a quiz, testing your knowledge of Sächsisch Deutsch and teaching you the tricks of the language, with the exception of the first part, all of the tasks consist of multiple choice questions, so you have at least a one in three chance of getting the answer right. The answer sheet will come in May.

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So without further ado,  😉

Activity 1:

The following words are written in Sächsisch German. Find the equivalents in high German and English. The first 10 are quite easy to find, yet the last 10 has a hint given in one of the two languages. 

 

Sächsisch Hochdeutsch English
Fläscher
Radscho
Bargblad
Gliewärmel
Daschendicher
Biordäggl
Nachellagg
Breedschen
Beefschdeeg
Glemdnor
Lorke Dünner Kaffee
Reformande Strafpredigt
Dreiche Dry
Blembe Weak soup
Bliemchen (-kaffee) Ersatzkaffee
Kääbsch Picky (eater)
Iezch Angry
Motschgiebchen Marinekäfer
Quatschen Shooting the breeze (oral)
Rumbläken Herumschreien

 

Activity 2.

In your honest opinion, what is the Sächsisch equivalent to the following cities in Saxony. Mark the best answer. In some cases, none of the answers apply and therefore, you need to choose other and write it in (and also mention in the Comment section here)

 

  1. Zwickau (Saxony)     a. Twigge    b. Zwigge      c. Zwick          d. Zwish

 

  1. Leipzig     a. Leice       b. Liken          c. Leib            d. Leibz’sch

 

  1. Dresden    a. Dräsd’n       b. Driez      c. Drisch         d. Dreeb

 

  1. Chemnitz      a.Chemmik      b. Gemmnidz       c. Gemmit        d. Dammit

 

  1. Plauen     a. Plowing      b. Plaue     c. Plau         d. Plau`n    e. Other ________________

 

  1. Mylau   a. Mi-low    b. Meow        c. Moolah       d. Meela     e. Other __________________

 

  1. Bautzen    a. Pausen       b. Other ____________  c. Bauz’n         d. Baussen

 

  1. Meissen   a. Mice      b. Miken              c. Maise          d. Mei’ sn    e. Other ______________

 

Activity 3.

Now look at the pictures and choose the best of the three words in Sächsisch German and identify the English meaning. 

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a. Pieramidgerzen      b. Bieramidngärdse     c. Booramidskärze      EN:

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a. Bleedma      b. Duummann    c. Blodmama        EN:

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a. Seegeboot      b. Sähschelboud     c. Sälhboot      EN:

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a. Chim-Cheroo      b. Feierrübel     c. Firebookman         EN:

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a. Pomguberschbärde     b. Geeschma     c. Gombschudoreggsbärde      EN:

Now that you have an idea how Sächsisch can be spoken, we will move onto the Quiz on Saxony itself, but not before listening to a pair of songs in Sächsisch- one of which by German comedian, Rainald Grebe.

Viel Spaß und los gehs oufz Dai’l zwee! 😉

 

 

AND NOW TO PART II, WHERE WE GET TO KNOW THE STATE BETTER. CLICK HERE TO ACCESS THE QUIZ! 🙂

 

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Dining in Stein in Schleswig-Holstein: Some More Tongue-Twisters in English

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Actors, singers and comedians have done it. Teachers and professors as well. In order to better articulate their words to the audience, they had to practice speaking with a wine cork in their mouths. Situated in a vertical position between the upper and lower jaws, this technique has been proven effective in getting their mouths to move, while stretching it in a vertical position.

This exercise is also quite useful when learning English. 🙂

There are several words, whose endings produce the “ahhh” sound, in particular the endings of I+ consonant+ E. Regardless of which consonant you choose to insert, they all have the same result- a sound you produce while your mouth is in a vertical position. The difference is simply the different intonations you use.

And therefore, using the theme of dining in Stein, in the German state of Schleswig-Holstein, here are some tongue twisters for you to practice, with the goal of getting you to stretch your mouth and better pronounce the words in English.

So without further ado….. 🙂

 

-INE/-EIN:

Two swines dine in Stein

Stein is in Holstein

Two beer steins

From Schleswig-Holstein

Enshrined in Turpentine

Like a serpentine

Whining to the swine

While dining with wine in Holstein.

 

 

-IDE/ -YDE / -Y/ -IE:

Clyde dyed his hide with dioxide

Clyde died from carbon monoxide

Dr. Hyde dyed his hide with peroxide

Dr. Hyde died from carbon dioxide.

Where are Clyde and Dr. Hyde?

They hide and confide to Heidi

And take pride from the dye on the hide

That they died from dioxide and not peroxide.

 

-IBE:

Jeff scribed a jibe

Geoff subscribed to Jibe

Jeff conscribed a bribe

Geoff unsubscribed

Jeff prescribed Geoff to Gibe

Now Geoff starts to describe

How Gibe circumscribes a bribe

And describes to a tribe

How Jibe and Gibe describe

How to circumscribe a bribe.

 

-ICE:

Three mice stole the dice

The dice had spice on ice

Three mice had lice on the ice

Who gave advice at a price.

The lice sliced the ice

And the mice were nice

And traded allspice with the lice for spice

To put on the ice.

Now the mice and the lice

Are eating ice with spice

And gave advice for allspice

Eaten while on ice.

 

 

-IME:

Two mimes chimed in.

A crime was chimed at bedtime

A mime did a crime at dinnertime

A mime chimed about a crime at nighttime

When bedtime chimed for the mime

It’s crime-fighting time at daytime

When a mime chimes about lime

Stolen at lunchtime by a mime

That lime was worth a dime

Was it worth a crime for a mime to steal a lime

When it was lunchtime and halftime

Of a football match between mimes?

 

  -ILE:

Three juveniles pile a woodpile

Two crocodiles are in the Nile

Somewhile a mile of crocodiles

Saw a pile of reptiles

While the juveniles reconcile

To the two crocodiles in the Nile

Who are bile and riled

Because the reptiles became Gentiles

Who tiled the mile of crocodiles

While the two crocodiles swam into the Nile.

 

 -IPE

Two pipers swiped bagpipes

Two bagpipes were wiped by snipers

They griped about the bagpipes’ stripes

And wiped the pipes with blowpipes.

Now the pipers griped about the blowpipes

The handypipes are way too ripe

The striped bagpipes look like cesspipes

The gripes turned to tripe

The pipers piped their bagpipes

And blew the snipers into the stovepipe

They gripe no more because the pipes are stripe

And tripe no more they try.

 

-IZE

We organize to unionize

And socialize to romanticize

And personalize to institutionalize

And nationalize to legitimize

And equalize to legalize

And overcapitalize to monopolize

And overspecialize to modernize

And overdramatize to outsize

And overemphasize to moralize

And robotize to radicalize

And vandalize to terrorize

And universalize to unrealize

And vitalize to vocalize

And spiritualize to memorialize

And stabilize to visualize its size of

a globalized  society.

 

How’s the mouth stretching now? If you feel a pull, then it’s working wonders. Keep practicing until you can hear the difference. Good luck. 😉

 

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Stein is a resort town in Schleswig-Holstein. Located east of Kiel along the Baltic Sea coast, it has a population of 830 residents and belongs to the district of Plön. For more on the town, please click here to the town’s website. 🙂

 

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We need to talk……Or should it be chat?- The difference between talk, chat, speak, say and tell

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Imagine this situation: four girls are sitting on a log in the middle of the river, communicating about boys in their lives, philosophy, parents getting on their cases for not doing their chores, teachers’ pets and the like. They sit there for hours on end, letting time fly until one of the girls’ parents hollar their names. Turning around, they see a rather irritated person whose first but most important sentence reads:

“We need to talk, young lady!”

One could also interpret this as:

I need to speak with you.

I have something to tell you.

I have to chat with you about this.

or even

I have something to say to you. 

But is there an underlying difference between say, tell, speak, chat or even talk?

Believe it or not, there is and here’s how:

TELL:

  1. Tell is used to convey a message directly to the person, both in written as well as orally.
  2. Here, we use a person as an object and requires no preposition
  3. Examples:
    1. I have something to tell you.
    2. Did David tell Cara about the news?
    3. Sheila told the teacher that she was late because of a traffic jam.

TALK:

  1. Talk is used to exchange information or have a conversation between two or even more people. It can range from light-hearted conversatio to something serious.
  2. When using a person as a direct object, the preposition of to is needed. Otherwise, as an outsider looking in, with or between is commonly used when looking at two people discussing something. If it involves a theme and not between two people, about is used.
  3. Examples:
    1. Eileen, I want to talk to you about this.
    2. Frank had a talk with Ben about this project
    3. The talk between Dorothea and Carrie bore no fruit.
    4. Stephanie, we need to talk.

SPEAK:

  1. Speak is used in two ways. In the first one, it deals with one-way communication and focuses on serious matters. As the person(s) is the object, the preposition of to is used here. With is also used when talking about what two or more persons spoke about, also in a direct form.
  2. Speak can be used to look at the person’s ability to speak languages. Here, no preposition is needed.
  3. Examples:
    1. Jeremiah, I need to speak to you after class.
    2. The chancellor spoke to the audience about the plan. (Here you can replace speak with address but minus the preposition)
    3. Corrina can speak six languages fluently and is working on her seventh!
    4. The professor spoke with the dean of academic affairs about the complaint today.

SAY:

  1. Say is used to convey an announcement and/or fact and does not address someone directly. Therefore a preposition is not necessary.
  2. If using say directly to a person, the preposition of to is a necessity.
  3. When using say + that, it refers to something being addressed indirectly, although one can forego the luxury if addressing it directly to the person in a form of a command is needed.
  4. Examples:
    1. Matt had something to say to the proposal but didn’t have a chance to say it.
    2. My junior officer has something he wants to say to you.
    3. Mike said that Sara would cover for you while you were away.
    4. I said get that remote control!

CHAT:

  1. Chat can be used as an informal way of discussing a topic- similar to a talk, but most of the time more light-heartedly.
  2. When addressing a person directly, a preposition of with is needed. A topic, it’s about.
  3. Examples:
    1. I hate it when those two chat about nonesense during breaks.
    2. How about a chat over coffee?
    3. You love to chat! I don’t!- When a German says this to you, this is the cue to end the conversation and move on without delay.

 

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Any questions at this point? 🙂

Exercise 1: Complete each sentece with either talk, speak, chat, tell, or say. Please keep in mind that a preposition may be needed in some of them. Also pay attention to the verb tenses, as they are written in either present, past or future (will) tenses.

  1. Chuck __________ Jasmine about the car being sold.
  2. The teacher _________ something about the field trip yesterday.
  3. How about a ________ over a beer at a pub down the street?
  4. I want to _________ you about your grades. I’m worried about you.
  5. The ________ between Crystal and Anna helped solve some key problems.
  6. Martin _________ that the golf course would be hosting the tournament this year.
  7. Why didn’t you __________ me about this? I could have helped you there!
  8. You wanted to __________ to me, Mr. Stone?
  9. Ian ________ you sent the letter off, yesterday. Is that true?
  10. Bridget ____________ you about the project next week.
  11. Dad and Paul _________ the whole night about everything.
  12. Stacey ____________ Marcus about the wedding proposal.
  13. Carolyn ___________the incident on the school bus this morning.
  14. The reporter __________ that the train wreck happened outside of town last night.
  15. I __________ don’t do it, but you did it anyway! Why?

 

Exercise 2: Use the set of words below and conjugate the sentences using speak, talk, say, and tell. Some words need to be added, some omitted.

1. Patty/scholarship/win

2. Holly/Brad/new car/ buy

3. Albert/Charles/becoming a new doctor

4. Conductor/ passengers/ train/ delay (or arrive late)

5. Teacher/ students/ dance/ Saturday night/ take place

 

Exercise 3: In each sentence, there is one error. Find that error and correct it.

  1. I want to say you something, Papa.
  2. I chatted to you to clean your room! Why didn’t you do that?
  3. Patrick spoke at the council about the proposal being bad.
  4. The two gentleman had a great say at the get-together
  5. Mama had a speak with her daughter about the birds and bees.

 

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Ted is Ded: The English Guide to Regular Verb Endings

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Here is a well-known fact: There are nine different types of verb tenses in the English language, more than in other Germanic languages, but not as many as in Latin. We have past (simple and continuous), perfect (present and past), present (simple and continuous), and future (will, going to and perfect). And even when we look at past simple tense, there we have two different types. There is the regular verb tense- verbs that carry “-ed”, and there are the irregular verbs, which like Latin, you need to learn it by heart, for each verb follows its own set of guidelines for past and past participle forms. A link with the entire irregular verb tenses can be found here.

Regular Verb tenses follow a stringent set of guidelines, both in terms of word structure as well as in terms of pronunciation that learners of English will find it easier to remember than with the irregular counterpart.

In terms of word structure, regular verb tenses follow five simple guidelines:

  1. Words ending in one or more consonants require solely the “-ed” ending.               Examples include: Wanted, Rejected, Opened, Visited
  2. Words whose ending is “-e” but it is silent only need a “-d” at the end.                   Examples include: Bribed, Dined, Phoned, Died, Lived
  3. Words whose ending is a vowel+ y only require “-ed” at the end.                                      Examples include: Played, Destroyed, Betrayed, Delayed, Stayed, Buoyed
  4. Words whose ending is a consonant + y require the replacement of the “-y” with the “-ied”. Examples include: Carried, Buried, Hurried, Studied, Married
  5. Some words, whose consonants end in m/n/t/b/p/g/l require a double consonant plus “-ed” at the end. Examples include: Banned, Slammed, Crammed, Travelled, Levelled, Rubbed, Dubbed, Stopped, Flopped, Butted (out), Jogged. 

In terms of pronunciation, regular verb tenses follow three key rules:

D-form: words with  l/ v / n / m / r / b / v / g / w / y / z / and vowel sounds have a pronunciation ending with “-d”.  Most of these endings have a voiced sound, especially with words with the endings b/g/l/m/n/s/z. In other words, if words have a buzz, they’re responded with a “duh!” 😉  Examples of such words include the following:

advised (ad’vaiz) + d,  agreed, allowed, answered, appeared, arrived, believed, belonged,
burned, called, carried, changed, cleaned, closed, covered, cried, damaged, described, died,
dried, earned, encouraged, enjoyed, entered, explained, explored, filled, followed, happened, interviewed, imagined, jailed, killed, listened, lived, loved, measured, moved,
opened, planned, played, performed, pulled, realized, remembered, rained, repaired,   saved, shared, shaved, showed, signed, slammed, stayed, snowed, studied, tried, traveled, 
turned, used, welcomed, whispered, worried, yawned

T-form: words with  p / k / s / ch / sh / f / x / h are pronounced with “t” at the end. Most of these words have voiceless endings. That means if a person in the library says “Shhhhhhh!,” you can respond with “-it”, meaning…….. 😉   You can imagine what would happen if you were to do this in reality……. 😉

Here are some examples to practice:

asked, baked, brushed, cooked, cracked, crashed, danced (da:ns) + t, dressed, dropped,
escaped, finished, fixed, guessed, helped, hoped, hiked, joked, jumped, knocked, kissed,
laughed (læf) + t, locked, looked, missed, mixed, packed, passed, picked, pressed, pushed
pronounced, relaxed, slipped, smoked, stopped, shopped, talked, typed, walked, washed,
watched, worked

Ted is Ded form:  words whose consonant ending is either “d” or “t” have the “-ed” that is pronounced as “-id”. As a chime, you have this sentence: Ed needed Ted but Ted is Dead (ded). Cruel but effective way to remember this……. 😉

Examples to practice include:

accepted, afforded, attended, arrested, collected, contacted, counted, decided, defended, 
demanded, divided, ended, expanded, expected, exported, flooded, graduated, hated
hunted, included, invited, invented, landed, needed, painted, planted, printed, presented,
pretended, protected, provided, rented, repeated, reported, respected, rested, scolded
skated, started, shouted, treated, visited, waited, wanted, wasted

Unlike irregular verbs, where index cards are the necessary approach to learning verbs and their past equivalent, there is no real solution except to practice saying the words at home by yourself or with your friend or loved one. One can also try a few of these exercises below, while at the same time, compare how past tense in your own country is different to this one.

http://www.pearsonlongman.com/ae/download/spectrum/pdfs/book2/sp2_pronpuzz.pdf

http://www.autoenglish.org/gr.edpron.pdf

While past tense is not as severe as in Latin, it is much more difficult than in many other languages, whose rules are simpler to follow, like the German past and perfect forms, which are not subdivided. 🙂

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Tour de Revers (Tour of Disappointment): The Cardinal Sin of Biking in Numbers in Switzerland

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Cardinal numbers in English function like ordinal numbers. The lone exception is that they are used to describe sequence, and in some cases, like in this bike race for example, the placing of finishers in a competition. The trick is how the numbers are written, numerically and using just letters. When you look at the table below, you can see the pattern. By mimicking the pattern, especially after passing the 20-mark, it’s a lot easier to learn it and use it. 😉

 

Now for the exercise: 

Martin Quickborn is taking part in his very first Tour de Suisse, a bike racing tour through Switzerland with stops in Zurich, Berne, Biel, Fribourg, Lausanne and ending in Geneva. Tony Crane of the Files‘ Newsflyer, based in Hamburg is doing a recap of the final leg of the tour with a lot of upsets to report.

 With each candidate in reverse order, fill in one blank using the cardinal numbers practiced here (the first and last couple letters are provided as hints),  and using the numbers in parenthesis, write in the cardinal numbers in the other blank. An example is shown below:

 In the Women‘s Division, Maria Eutin came in f_____th behind third place winner Annette Rostock, who finished _______ (34) in last year‘s competition.

 ANS:  fourth (4th) &  thirty-fourth (34th)

 Good luck!  🙂

 

Tony Crane:

Tony Crane live at the Parc de la Grange on the eastern side of Lake Geneva, where this year‘s Tour de Suisse can might as well be the Tour of Upsets, for newcomers and unknowns of this race have become the winners, and the well-knowns have become the nobodys of this race. For example,

 

Last year‘s winner, Francisco Vivaldi of Barcelona finished ___________________(45) in the standings because of an accident with Pierre Dupont, who came in t_______th in the top 10 standings this year. Dupont, who‘s from the French town of St.Julien Genevois finished in ___________(99).  Despite being tarnished by the doping scandal, the Americans managed to place a biker in the top 10 for the _________(12) year in a row. Patrick Simonson from Anchorage, Alaska, who had finished in _________(23) last year, beat Dupont to finish n________th in this year‘s standings. Peter Barker from Liverpool came in e_______th, which was a vast improvement from last year‘s __________ (88) place finish. Then came the s_________th place winner, Jason Colby of Antwerp, Belgium (originally from Saskatoon, Canada), who finished last year‘s race in ____________(15) place, followed by Al Hambra Alla Halla of Cairo, who went from ___________(50) place to s_______th, Gallah Gaddaf of Masdar City in the United Arab Emirates, who bested his finish from ____________(60) to f______th place and local Genevan Mathias DeBruine, who missed last year‘s top ten at ___________(11) to finish in f________th place.  The top three finishers all happen to be Germans, but our f_______st place winner is an unknown. 2012 winner Sebastian Frahm of Munich, who had missed last year‘s race because of a torn Achilles tendon, finished the race in th______d place, falling just two seconds short of s________d place finisher Florian Mielke of Dresden, who finished last year‘s race in ____________(38) place. The winner of this year‘s race was Martin Quickborn, from the northernmost city of Flensburg. He finished f_______st in his very f_______st race on Swiss soil. In his __________(4) as a profi biker, Quickborn had finished between ___________(7) and _____________(10) in his previous nine races and was in ______________(119) prior to this race.

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The Shunned: A guide to suffixes with -ion, -ial, and -ian

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The word “shun” is one of the worst words a person practicing Christianity can say when practicing their religious faith. To shun someone means to exclude him or her from a religion or club for actions considered a violation of the code of conduct. Martin Luther was shunned by the Catholic Church for his publication of his 95 Theses in 1517, questioning the Pope in Rome about the way people believe in Christ, the sale of Indulgences, and excluding people from the Church, giving the rights to read the Bible in Latin to the privileged ones. In other words, his accusation against the Church for its exclusion ended in his own excommunication.

Look at the last sentence closely: accusation, exclusion and excommunication. While the first word means to defer responsibility to the Church for its actions, the last two mean the same as shun. However, in grammatical terms, they all share one common denominator: they all ended in “-shun!”

It is sometimes difficult to find out the rules involving suffixes for all words in the English language because even though they change the grammatical function of the words (derivation between nouns, verbs, adjectives and adverbs), the rules of pronunciation and the meaning of the words after adding the suffixes are different, thus making it difficult to work with this topic.

 

There are some suffixes, like the “shunned ones-” the theme of this article, where one can look at the pattern behind the spelling of the words and how they are pronounced. This is the case here. The “shunned ones” feature words, whose suffix endings consist of the following:  -tion, -sion, -cation, -zation, -sation, -cial, -tial,  -tian, -cian,  and in a couple cases, -science.

Examples of such words are found below:

special, nation, technician, organization, realisation, and conscience

Note the endings marked in cursive.  With the exception of nation, all of the aforementioned comprises of a root word, plus a “shunned” suffix, whose pronuncialtion starts with an “sh-” sound. Hence the word shun.  😉  As a general rule, regardless of the number of syllables in each word with a shunned one, the stress is always at the second to the last syllable, as seen in the examples below:

special, technician, organization, communication, commercial

In German, because many words have similar meanings, especially with those with “-ion”, the stress is at the end of the word. However, as some words have -sierung- as equivalents, the “-sier-” portion is stressed, not the “-ung.”

Here are some exercises that will help you practice your pronunciations with the “shunned ones.” Enjoy! 😀

 

Exercise 1.  Practice pronouncing the following “shunned words” and determine the meanings in your own words, and (in some cases), your own native language. Notice the difference?

-cian/-tian:  physician, pediatrician, mathematician, logician, politician, electrician, mortician, optician,  magician, musician, Christian

Note: These endings indicate that they represent personal nouns.

 

-tion:  evolution, emancipation, citation, devotion, emotion, station, annexation, devastation, commotion, procrastination, affirmation, confirmation, explanation

-sion:  confusion, inclusion, exclusion, expulsion, introversion, conversion, inversion, diversion, division, recession, procession, percussion, concussion, collision, commission

Note: These endings indicate that they are nouns that represent events.

 

-zation:  utilization, organization, memorization, internationalization, localization, regionalization, urbanization, McDonaldization, rationalization

-cation: classification, clarification, gratification, personification, unification, implication, medication, fortification, identification, modofication, vacation

Note: These endings deal with nouns representing process. The German equivalents are mostly -sierung, but there are some that end with -barkeit.  A link to McDonaldization is highlighted. 

 

-cial: beneficial, special, social, crucial, official, judicial, psychosocial, facial, multiracial, spacial, financial, glacial, artificial, provincial.

-tial: confidential, spatial, celestial, preferential, presidential, essential, exponential, torrential, potential, residential, martial, differential.

Note: These endings function mainly as adjectives, although a few of them function as nouns. 

 

Exercise 2. Tongue Twisters:

The emancipation, regionalization, localization, annexation, proclamation, creation of a nation creates great communication.

The obsession of a procession makes a concussion caused by collision due to inclusion by the commission.

She was essential, she was special, she was residential, she was social, she was an official.

Vacation is the best medication against gratification of the mummification not mortification nor gasification nor petrification nor personification of the co-worker.

The unionization of an organization makes rationalization an Americanization through the categorization of the barbarianization of the generalization of the republicanization of this country.

How many physicians, pediatricians, mathematicians, logicians, politicians, electricians, morticians, opticians,  magicians, beauticians, and musicians do we need to make a good Christian?

Evolution makes pollution; revolution makes execution; prostitution makes prosecution; distribution makes resolution; dillusion makes institution.

Shunned means the exclusion, expulsion, excommunication, circumvention, polarization, isolation, decomission, rejection, elimination of a person from an institution because of a revolution, insubordination, insurrection and damnation of its organization.

 

And for the record, that was what happened to Martin Luther in 1517. But he lived to start the revolution that led to the establishment of the Lutheran Church. 😉

God bless that man. Amen!

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In School In Germany: Inventions

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Look at the picture above. In your opinion, what materials were used to create:

a. The lighting            b. The bridge            c. The church (in the background)?

 

Name an inventor you know and his/her invention.

What you are going to watch is a presentation by journalist Steve Johnson about the origins of inventions. There are some questions and other activities that follow. 🙂

  1. What musical instrument was made out of bones?    a. French horn  b. flute    c. violin

 

  1. Inventions are made because of the need to s_________e (verb), but others are made for the purpose of f_______ (noun).

 

  1. What was the origin of the computer? (Think carefully!)

 

  1. What was the origin of the typewriter? What was it first called?

 

  1. The Music that Plays Itself was an invention by three brothers in ___________, but in reality, it is known as _______________.  How does this work?

 

  1. That device was replaced with a robotic flute player by Jacques de Vaucanson. True or False?

 

  1. Punch cards were invented by Babbage and was made with papyrus.  True or False?

 

  1. Music is one of the key founding aspects that has played a substantial role in inventing other devices. Do you agree or disagree?

 

  1. Origin exercise:  Look at the following devices and objects below. Trace its origin as far back as you can, using the arguments presented by Steve Johnson.

a. Computer      b. tuba       c. basketball (both game and ball)     d. bicycle       e. paper               f. Smartphone    g. insurance      h. school/education      i. coffee cup      j. clock

 

  1. Future exercise: What inventions do you think will come next? Look at what you have and brainstorm some ideas?

 

Author’s Note: This video and exercise is suitable for all classes, including foreign language classes as a way of broadening one’s imaginary thoughts and foster ideas and communications. Other activities by teachers and educators can be supplemented to this one. Any ideas of how you furthered this exercise are welcomed. Just add them here or on the Files’ facebook page so that others can have a look at and use for their classes. 🙂

 

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