First Year Polish (3rd edition).pdf

INTRODUCTION

First-Year

Polish

Pierwszy rok j´zyka polskiego

Prowizoryczne trzecie wydanie

Tom I: Lekcje 1-8

University of Pittsburgh

2005

INTRODUCTION

TABLE OF CONTENTS

VOLUME I

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

WEB-BASED ICONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

POLISH SOUNDS AND PRONUNCIATION . . . . . . . . . . . . . . . . . . . . . . . . . 13

PRACTICE WITH SOUNDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

LESSON ONE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

NOUNS AND NOUN GENDER. INTRODUCING SENTENCES.

PREDICATE ADJECTIVE CONSTRUCTIONS. VARIOUS FUNCTION

WORDS

LESSON TWO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

PERSONAL PRONOUNS. PRESENT TENSE OF VERBS (SINGULAR).

REPORTING VERBS. QUESTION WORDS

LESSON THREE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

POSSESSIVE PRONOUNS. ACCUSATIVE CASE OF SINGULAR

PRONOUNS. LOCATIVE PHRASES.

LESSON FOUR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131

NAMES FOR PEOPLE. ACCUSATIVE CASE OF NOUNS AND

ADJECTIVES. VARIOUS PRONOMINAL ADJECTIVES.

LESSON FIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177

DAYS OF THE WEEK. PAST AND COMPOUND FUTURE TENSE

(SINGULAR). TIME OF DAY.

LESSON SIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220

THE INSTRUMENTAL CASE; PREDICATE NOUNS; 'BE' SENTENCES.

RELATIVE CLAUSES. DETERMINATE AND INDETERMINATE VERBS.

LESSON SEVEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

PERFECTIVE VERBS. VERBS TAKING OTHER VERBS. DATIVE

SINGULAR OF PRONOUNS.

INTRODUCTION

LESSON EIGHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .317

PLURAL PRONOUNS. PLURALPRESSENT TENSE. PLURAL PAST

TENSE. USES OF si´ . WAYS TO SAY 'WHY'. VERBS OF PERSONAL

GROOMING.

VOLUME II

LESSON NINE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364

THE GENITIVE CASE. GENITIVE SINGULAR FORMS OF NOUNS,

ADJECTIVES, AND PRONOUNS. EXPRESSING 'AT', 'TO', 'FROM'.

LESSON TEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .413

NOMINATIVE PLURAL OF NOUNS AND ADJECTIVES. MASCULINE

PERSONAL PLURALS.PLURAL-ONLY NOUNS, EXPRESSIONS OF

OBLIGATION.

LESSON ELEVEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .457

WEATHER. TIMES OF THE YEAR. COMPASSS DIRECTIONS. THE

IMPERATIVE. CONDITIONAL MOOD.

LESSON TWELVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .488

FOOD AND EATING. THE GENITIVE PLURAL. GETTING MARRIED.

OUTLINE OF POLISH GRAMMAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .540

READINGS FOR THE SUMMER: Krystyna, Pawe∏ i Reks . . . . . . . . . . . . .608

TOPICAL GUIDE TO CONVERSATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . .661

SUBJECT INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .664

VOLUME III

A LEARNER'S DICTIONARY OF POLISH

INTRODUCTION

THE THIRD EDITION. First-Year Polish is a thoroughly rewritten and

revised version of the book formerly bearing this title. The revision has been

needed for some time, both because of changing life in Poland and because of

the need for improvements in the book itself. Additionally, there was the

need to adapt the textbook to developments in web and computer-based

instructional technology. I hope that in attempting to correct some of the

shortcomings of the original work I have not introduced too many new ones.

This book is suitable for students with no previous knowledge of Polish or

any foreign language. It is also appropriate for students with a certain

knowledge of Polish from home or from living in Poland, or for students with

a knowledge of a Slavic language other than Polish. While this book has been

developed in constant contact with the beginning Polish classroom situation,

it has been especially written with the distance-learner in mind, and users of

the World Wide Web.

OVERVIEW. Orientation is almost exclusively conversational. A firm

foundation in the spoken language is the best approach to later contact with

the print-based language. Lessons are based on an initial presentation of

important words, phrases, and topics in the form of brief, memorizable

dialogues, reflecting standard educated colloquial Polish. The conversational

material is followed by short model sentences based on the conversations, by

questions for written and oral practice, possibly by cultural notes, by

grammatical commentary, and then by a set of exercises, suitable for both oral

or written work.

Each lesson is based on one or more major grammatical topics, and is

subdivided into five sub-lessons, each with its own grammatical commentary

and exercises. In order to meet the needs and interest level of students already

knowing a little Polish or another Slavic language, a fair amount of

SUPPLEMENTARY MATERIAL has been presented following each lesson.

This material is not incorporated organically into the lesson, but may be used

as needed, or wholly omitted. In general, the instructor may feel free

throughout this book to make decisions as to the importance of given topics

in view of the specific needs of the student audience.

Among the supplementary material, on the last page of each lesson, is

a "chapter" in a developing novelette. These READINGS introduce students to

a different kind of vocabulary, phraseology, and stylistic register than are

encountered in the conversations. They challenge the student by going

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