Ami lauka
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The `ami laukaʻ (i/iā) is a Hawaiian grammatical particle that is used after verbs to indicate something that the action was directed toward, affected, or referred to. Some examples provided are "heluhelu ke keiki i ka puke" (the child reads the book), "ke ai nei o Mana i ka poi" (Mana is eating the poi), and "e ike ana au i kou hale" (I am going to see your house). The `ami laukaʻ i is also used with nouns involving kaʻi + memeʻa and papani and iʻoa. Important notes explain
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The document discusses phrasal verbs and tricky collocations in English. It explains that phrasal verbs can be transitive or intransitive, and separable or inseparable. Transitive phrasal verbs require a direct object, while intransitive phrasal verbs do not. Separable phrasal verbs allow the verb and particle to be separated by the direct object, while inseparable phrasal verbs must stay together. It also provides examples of common collocation errors non-native English speakers make and gives the correct collocations.
презентация до в дкритого уроку
The document outlines a lesson plan about ordering food and speaking about food preferences. It includes vocabulary activation on foods like honey, bread, salad and eggs. It discusses using countable and uncountable nouns in sentences. Examples are given of expressions for food preferences like "I like...", "I don't like..." and using affirmative and negative questions with countable and uncountable nouns. Idioms related to food experiences are explained like "to go bananas" and "a second bite of the cherry". The lesson concludes with exercises for students to complete.
Verbs
The document defines different types of verbs in English, including action verbs, state-of-being verbs, and auxiliary verbs. It states that a verb shows action or conveys a state of being. Action verbs can be physical, where the action can be acted out, or mental, where the action may be unseen. State-of-being verbs link subjects to descriptions and do not show action. Auxiliary verbs help express actions or states of being along with a main verb. Examples of different verb types are provided.
Verbs
The document defines different types of verbs in English, including action verbs, state-of-being verbs, and auxiliary verbs. It states that a verb shows action or conveys a state of being. Action verbs can be physical, where the action can be acted out, or mental, where the action may be unseen. State-of-being verbs link subjects to descriptions and do not show action. Auxiliary verbs help the main verb express an action or state of being. Examples of different verb types are provided.
English Grade 4. Verbs and its Types. ThirdQ
The document discusses different types of verbs including action verbs, linking verbs, and helping verbs. It provides examples of each type and explains how to identify them. It also covers regular and irregular verbs and how to conjugate them into simple past and past participle forms. Additionally, it discusses the three main tenses (present, past, future) and how to form sentences using different verb tenses. Finally, it covers progressive verb tenses and provides examples of present and past progressive constructions.
A simple way to learn Arabic | سلسلة بيسان لتعليم اللغة الانجليزية | Vol. I-III
A simple way to learn Arabic | سلسلة بيسان لتعليم اللغة الانجليزية | Vol. I-IIICaller To Islam / الداعية الإسلامي
The document is a chapter about verbs and pronouns in English grammar. It begins with a dedication to family and homeland. The chapter then covers topics such as the different types of pronouns like subject and object pronouns. It discusses parts of speech like verbs, their forms and tenses. It explains concepts such as active and passive voice, and direct and indirect speech. The chapter concludes with answers to exercises.Belajar present continuous tense bahasa inggris
Belajar present continuous tense bahasa inggrisLEC BALI - Kursus Les Bahasa Inggris Private Gratis di Denpasar Bali
Present continuous tense adalah tense yang digunakan untuk mengungkapkan sesuatu yang sedang terjadi. Biasanya menggunakan kata kerja bentuk -ing. Sebagai contohnya I am cooking "saya sedang memasak".Present simple 5to
The document discusses the present simple tense in English. It explains that the present simple tense is used to talk about things in general or habitual actions. It provides examples of affirmative, interrogative, and negative sentence structures in the present simple tense using subjects like I, you, we, they, he/she/it. Key aspects covered include using do/does for interrogative and negative sentences, and adding -s to third person singular subjects like he/she/it. More examples of sentences in the present simple tense are given to illustrate its use.
Week 2 thurs
The document asks the reader to write down as many facts as they know about Afghanistan or living in a Muslim nation. It prompts the reader to write a five sentence summary, look up 3 new words, and connect any challenges mentioned to their own experiences. The purpose seems to be to have the reader reflect on and summarize information about Afghanistan or Muslim-majority countries.
There is there are - IT - Leash Your English
Guarda il nostro video su Youtube https://youtu.be/3qjhfbi6nCA
Seguici sul nostro blog https://leashyourenglish.blogspot.com
Impara l'inglese con Leash Your English
Material 4 and 5 basic english
This document contains an English lesson about various grammar topics:
- It discusses the present simple tense of regular and irregular verbs. Regular verbs form the past tense by adding "-ed" while irregular verbs like "buy" completely change form.
- Possessive pronouns like "mine", "yours", and "theirs" are introduced, along with reflexive pronouns like "myself" and "herself".
- Adverbs of time such as "daily", "weekly", and "annually" are covered. Superlative forms using "-est" are also explained.
- The document provides vocabulary for days, months, seasons, jobs, and questions about time and weather.
Unur1
Students are learning about free time activities, present simple tense, and WH questions in English class. They will study new vocabulary related to free time, grammar rules for the present simple tense and third person singular, and yes/no and WH questions. The lesson also includes exercises for students to practice these new language skills in reading, writing, speaking and listening.
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Halemano+place+names
This document contains summaries of place names from across Hawaii. It provides the meanings and locations of places such as Līhuʻe on Kauai, meaning "cold chill", Waiʻanae, a land division on Oahu meaning "mullet water", and Kaunakakai, the principal town on Molokai meaning "beach landing". Over 50 place names from the Hawaiian islands are defined in the document.
Halemano
The document discusses Hawaiian beliefs and traditions surrounding dreams. It states that dreams are believed to be the experiences of the soul or 'uhane after the body falls asleep. Some dreams are meaningless, some are riddles to interpret, and others clearly foretell the future, good or bad. Understanding dreams is important as they can predict sickness, reveal sacred names, or teach songs or hulas. Dream interpretations have both widespread and family-specific meanings across Hawaiian islands. The document also briefly defines a kilu as a carved gourd or coconut shell used for storage, feeding children, or as a throwing game piece in rituals between men and women.
107 moolelo
This document discusses mo'olelo and ka'ao in Hawaiian culture. Mo'olelo are legends and historical accounts that were passed down orally, so there may be multiple versions today. Ka'ao are fanciful stories or tales that may embellish mo'olelo. The document outlines the common structure of ka'ao, known as the "4 H's": Hua is the catalyst for the journey, Ha'alele is the separation from society to embark on the journey, Huaka'i is the journey itself involving tests and challenges, and Ho'ina is the return to society with new awareness or tools to benefit the community. Symbols and names within ka'ao also provide insight into the characters and
Mele
1) Mele are poetic songs or chants in Hawaiian that were used to convey stories, histories, and other meanings through symbolic language and imagery.
2) There are two main types of mele: mele oli which are chanted without music, and mele hula which are accompanied by dance and instruments.
3) Traditional Hawaiians chose words, phrases, and metaphors carefully in mele as some had double meanings or symbolism relating to people, places, and concepts. The hidden or "veiled" meaning was called kaona.
Halemano+place+names
This document contains summaries of place names from across Hawaii. It provides the meanings and locations of places such as Līhuʻe on Kauai, meaning "cold chill", Waiʻanae, a land division on Oahu meaning "mullet water", and Kaunakakai, the principal town on Molokai meaning "beach landing". Over 50 place names from the Hawaiian islands are defined in the document.
Pacific island hana noeau
This document discusses traditional Polynesian art forms including tatau (tattooing), tapa making, and weaving. It notes that tattooing traditions were similar across Polynesian cultures with regard to the status of masters and common motifs. Tapa making, the craft of bark-cloth, has different names in various Polynesian languages and cultures. Weaving was traditionally done by women from materials like pandanus leaves in Samoa, where fine mats were highly valuable family possessions. In Tonga, fine mats fringed with red feathers were important exchange items on ceremonies, and mats gained greater value with age as family heirlooms.
Umi+place+names
This document provides definitions and translations for over 30 place names from across the Hawaiian islands, primarily from the islands of Hawaii, Maui, and Kauai. Many of the place names refer to geographic features like valleys, streams, villages, and coastal areas. The definitions provide the literal translation of the names and sometimes brief contextual information about the places. The place names and their definitions are drawn from the reference book Place Names of Hawaii by Pukui, Elbert, and Moʻokini.
Umi
This document provides an overview of various aspects of traditional Hawaiian culture, including sports (paheʻe), symbols of royalty (lei niho palaoa and kāhili feather standards), uses of ʻawa root in ceremonies and medicine, lunar phases and heiau places of worship. It also describes games like pāpuhene and kilu as well as burial practices focused on protecting the iwi or bones of royalty which were believed to contain mana or spiritual power.
Halemano
The document discusses Hawaiian beliefs and traditions surrounding dreams. It states that dreams are believed to be the experiences of the soul or 'uhane after the body falls asleep. Some dreams are meaningless, some contain messages or lessons that must be interpreted, and others clearly convey fortunes, names, or skills. Understanding the meaning of dreams was considered important, though interpretations varied between families and regions. The document also briefly defines a kilu as a gourd or shell used for storage, feeding children, or as a throwing toy in a flirting game where hitting a target earned a kiss.
Hana noeau
This document provides an overview of traditional Hawaiian kapa (bark cloth) making and art. It discusses various terms related to kapa like "hana no'eau" which refers to clever work or artistry. It then describes the materials and tools used, including beating the paper mulberry bark with hardwood beaters to make the kapa. The document notes that kapa was often dyed and printed, then provides examples of kapa being used for clothing, hats, and quilts in Hawaiian culture.
Na mea ike honua 2
This document summarizes key events in Hawaiian history from the loss of the lunar calendar through Christianity and Western contact to the land disputes of the 1840s-50s. It describes how the introduction of Western concepts like private land ownership through the Great Mahele and Kuleana Act resulted in many native Hawaiians losing title to thousands of acres, which fell into the hands of non-Hawaiians through debt and trade agreements. The document also notes the banning and licensing of hula performances during this period of cultural change.
Kamapuaʻa Place Names
This document summarizes place names from the Hawaiian islands and their meanings or significance. Many of the place names are associated with the demigod Kamapua'a and stories about him. The places mentioned span the main Hawaiian islands and include valleys, streams, hills, coastlines, and volcanic areas. The summaries provide brief translations and origins for the place names.
Kamapuaʻa
This document discusses the Hawaiian concept of kinolau, which refers to the multiple forms that gods and supernatural beings could take on earth, such as human, plant, animal, and other physical forms. It provides examples of kinolau attributed to Kamapua'a, the demi-god pig, including various plant forms like the candlenut tree, ʻuhaloa weed, olomea tree, and ʻamaʻu ferns. The document also briefly mentions the noni plant and names of winds and rains that are associated with different places in Hawaii.
Na mea ike honua
This document provides an overview of Hawaiian environmental and land division concepts. It defines environmental kinship as the relationship between people and the environment they live in. It then discusses important Hawaiian environmental elements like land ('āina), sea (kai), and water (wai). It also describes local wind and rain conditions. The document explains the traditional Hawaiian land division system from the largest (mokupuni/island) to the smallest ('ili/small land area within an ahupua'a). It provides details on the components of an ahupua'a, the basic land division that extends from the mountains to the sea. It concludes with a definition of wahi pana, places of natural, cultural or historical significance
104+mookuauhau
This document provides information about genealogy and tips for researching one's own genealogy. It discusses why genealogy is important, especially for Hawaiian people, as it was used to determine royal rank. Tips are given for interviewing family members and collecting information like birth/death dates and places. The document instructs on properly documenting genealogy using given names rather than nicknames and distinguishing between maiden and married names for women. It introduces genograms as a way to visually represent family trees and provides a sample Chong family genogram using Hawaiian terms.
Names
The document discusses Hawaiian names, their meanings, and traditions. It explains that Hawaiian names have deep significance and were carefully chosen, often based on events at birth or prophetic dreams. Names preserved family lineages and honored ancestors. They could also reflect personality traits or natural phenomena. While modern names sometimes translate English names, traditional Hawaiian names provided insight into a person and held important associations through their meanings.
Hoomana pacific island
This document provides an overview of native spirituality and religious practices across Polynesia. It discusses:
1) The concepts of dualism, `uhane (spirit), and mana (spiritual power) that are central to many Polynesian religions.
2) Important gods and creation myths in various Polynesian cultures, including Rangi and Papa in Māori tradition, Ta'aroa and 'Oro in Tahitian tradition, and Tagaloa in Samoan tradition.
3) Important religious sites and structures like marae (sacred spaces) in Tahiti, Tonga, Rapa Nui, and Hawai'i, as well as the mo
Ai noa
Traditional Hawaiian beliefs included strict kapu or taboo systems governing what foods could be eaten and by whom, known as 'ai kapu. In 1819 after the death of Kamehameha I, his son Liholiho and Ka'ahumanu lifted the kapu and declared 'ai noa, allowing free eating without restrictions. This change ended the 'ai kapu system and led to the destruction of Hawaiian temples and idols.
Kawelo Ch 4-10
This document contains notes from a Hawaiian studies class on chapters 4-10 of the text Mokuna IV - X. It includes summaries and analysis of passages, explanations of cultural concepts like heiau (ancient Hawaiian places of worship) and oli (chants), and definitions and stories related to various Hawaiian place names. The document synthesizes information from the class readings and discussions on traditional Hawaiian literature, culture, and history.
Kawelo Ch 3
This document summarizes parts of a legend about Kawelo from Hawaiian history and culture. It includes Kawelo's chant to Kamalama urging him to retreat from battle and warning him to beware. It also lists several place names from Kauai mentioned in the legend, including mountains, peaks, streams, and valleys, along with their meanings or historical significance.
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Ami lauka
- 2. `AMI LAUKA • In Hawaiian, there always needs to be an amiʻ even when there is no translation or nothing to identify with the ami in English. The ami laukaʻ ʻ (i/i ) is one such example for which there is noā English translation. • The ami lauka occurs after actions that is directʻ toward, affects, or refers to something else. For example, reading (heluhelu) can be directed towards a book, eating ( ai) affects food, andʻ seeing ( ike) can refer to a house.ʻ
- 3. N LA`ANA (examples)Ā Po oʻ Piko Aweʻ • Heluhelu ke keiki i ka puke. The child reads ___ the book. • Ke ai nei o Mana i ka poi.ʻ ʻ Mana is eating ___ (the) poi.
- 4. N LA`ANA (examples)Ā Po oʻ Piko Aweʻ • E ike ana au i kou hale.ʻ I am going to see ___ your house. • Ua kuke ke kumu i k ia mea ai.ē ʻ The teacher cooked ___ this food.
- 5. `AMI LAUKA • The `ami lauka i is used with ka`i + meme`a • The `ami lauka i is used with papani and i`oaā – i + au = ia uā ʻ to me, me – i + o ia = i iaā ʻ ā to her, her
- 7. N LA`ANA (examples)Ā Po oʻ Piko Aweʻ • Ike ka manu ia u.ʻ ʻ The bird sees ___ me. • Ke huli nei ‘o Pua i Laniā . Pua is looking for ___ Lani. • Ua ha i au i ia.ʻ ā I told ___ her.
- 8. IMPORTANT NOTES • Note the differences in the use of ‘ami and the translations: – MA/I: Ua ai au ma Waimea.ʻ I ate at Waimea. – I : Ua ai au i Waimea.Ā ʻ ā I ate __Waimea. – ME: Ua ai au me Waimea.ʻ I ate with Waimea (Waimea is someone’s name).