Spa 1.48
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The document discusses several passages from the Torah and other Jewish texts. It notes that Ladino, a Jewish language influenced by Hebrew, Arabic, and Spanish, developed as Jews lived in Spain and introduced their language and stories. It then summarizes a passage from Ecclesiastes about there being a time for everything. Finally, it compares a passage from 1 Timothy in Greek to a Spanish translation, noting similarities between the languages.
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![Jews came to Spain in history. They helped develope Spanish. ,[object Object],Hundreds of thousands of Jews have lived in Spain and introduced their language through their stories. We shall look at one story that was so well told that it made into spanish literature.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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10
15
20
25
30
35
40
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We redeth oft and findeth y-write,
And this clerkes wele it wite,
Layes that ben in harping
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Of old aventours that fel while;
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Of a.
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Authored by Legesse Allyn
https://www.amazon.com/Amarigna-Tigrigna-Roots-Japanese-Language/dp/1533493561
List Price: $14.95
8" x 10" (20.32 x 25.4 cm)
Black & White on White paper
82 pages
ISBN-13: 978-1533493569
ISBN-10: 1533493561
BISAC: Language Arts & Disciplines / Linguistics / Etymology
"The Japanese language is rooted in the east African, ancient Egyptian dual languages of Amarigna and Tigrigna. This book provides a small sampling of the not so distant African linguistic roots of the words in Japanese."
http://www.amazon.com/Amarigna-Tigrigna-Roots-Japanese-Language/dp/1533493561
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SIR ORFEO READING GUIDE
Sir Orfeo was probably written in the late thirteenth century, but the first copy we have of
it dates from the first part of the fourteenth, probably around 1330. It is one of the many
English texts in what we now call the Auchinleck Manuscript (National Library of
Scotland Advocates 19.2.1). This manuscript was produced for an educated, but not
aristocratic, family that, judging from the contents, was interested in having a book that
could provide religious or moral instruction, historical lessons, and entertainment:
alongside Sir Orfeo are many other romances, plus lives of saints (especially St. Mary
Magdalene and the Virgin Mary), chronicles of Alexander and Richard I, and debate
poems between a dead body and its soul and a nightingale and a thrush. It is likely that
the owners of the book acquired it because it has “something for everyone,” that everyone
in the family (even children) could read without having to have the specialized education
required to learn French or Latin.
Orfeo is a medieval retelling of the classical Latin myth of Orpheus and Eurydice. Like
Beowulf and Gawain and the Green Knight, Orfeo fuses many different traditions together.
You have a modern English translation of the Latin myth from Ovid’s Metamorphoses,
which was hugely popular in the Middle Ages, to compare to Orfeo. See below for extra
credit!
1.) What happens to Orfeo when Heurodis disappears?
2.) Where is the kingdom of the Fairy King found? Where have we seen this kind of
location before?
3.) What is the deal with the people Orfeo finds frozen in the fairy king’s hall?
4.) What are the terms of the agreement that Orfeo strikes with the Fairy King?
5.) How does Orfeo test the steward?
EXTRA CREDIT (5 points)
Read the selection from Ovid’s Orpheus and Eurydice on Blackboard. What are some
similarities between Ovid’s poem and Orfeo? What are some differences? Find at least
two of each. (“Orpheus is spelled differently” and similar do not count.)
1/27/2015 Sir Orfeo | Robbins Library Digital Projects
http://d.lib.rochester.edu/teams/text/laskaya-and-salisbury-middle-english-breton-lays-sir-orfeo 1/19
Sir Orfeo
by: Anne Laskaya (Editor), Eve Salisbury (Editor)
from: The Middle English Breton Lays 1995
5
10
15
20
25
30
35
40
45
We redeth oft and findeth y-write,
And this clerkes wele it wite,
Layes that ben in harping
Ben y-founde of ferli thing:
Sum bethe of wer and sum of wo,
And sum of joie and mirthe also,
And sum of trecherie and of gile,
Of old aventours that fel while;
And sum of bourdes and ribaudy,
And mani ther beth of fairy.
Of al thinges that men seth,
Mest o love, forsothe, they beth.
In Breteyne this layes were wrought,
First y-founde and forth y-brought,
Of a.
Amarigna & Tigrigna Qal Roots of Chinese Language
The Not So Distant African Roots of the Chinese Language
Authored by Legesse Allyn
https://www.amazon.com/Amarigna-Tigrigna-Roots-Chinese-Language/dp/1533632413
List Price: $14.95
8" x 10" (20.32 x 25.4 cm)
Black & White on White paper
84 pages
ISBN-13: 978-1533632418
ISBN-10: 1533632413
BISAC: Language Arts & Disciplines / Linguistics / Historical & Comparative
"The Chinese language is rooted in the east African, ancient Egyptian dual languages of Amarigna and Tigrigna. This book provides a small sampling of the not so distant African linguistic roots of the words in Chinese."
OT Session 5 Wisdom Literature (Part 1)
The document summarizes a session on encountering the poetic and wisdom books of the Bible, including Psalms, Song of Songs, and Proverbs. It covers various topics like the importance of wisdom, different categories of biblical law, examples of wisdom figures, and an overview of the poetic books. It also provides analysis of the Song of Songs, discussing its structure, themes of love and intimacy, and debates over its allegorical or literal meaning.
English as an indo european language
English belongs to the Indo-European language family, which originated from a Proto-Indo-European language spoken over Europe and parts of Asia thousands of years ago. The Indo-European family is relatively small, containing about 140 languages grouped into different subfamilies like Germanic, Romance, Slavic, and others. English is classified as a Germanic language within the Indo-European family.
English as an indo european language
English belongs to the Indo-European language family, which originated from a Proto-Indo-European language spoken over Europe and parts of Asia thousands of years ago. The Indo-European family is relatively small, containing about 140 languages grouped into different subfamilies like Germanic, Romance, Slavic, and others. English is classified as a Germanic language within the Indo-European family.
Carly1
1. The document discusses several theories on the origin of language:
2. The biblical theory suggests language originated from the Tower of Babel story in the Old Testament, where God confounded human language.
3. Other theories propose language developed from the imitation of natural sounds like animal noises (Bow-wow theory) or everyday objects (Ding-dong theory), or from gestures and rituals (Ta-ra-ra-boom-de-ay theory).
4. The document also mentions that in the Philippines, distinct dialects developed as ancient Filipinos spread across the islands, evolving from an original Austronesian language. However, the exact origin of language remains uncertain.
Languages in Europe - project
The document discusses several European languages and their usage and status across Europe. It provides information on English, French, German, Italian, and Polish specifically. Some key points:
- English is the most widely spoken language in Europe, though not the most common first language. It is an official language in several international organizations.
- French has official status in numerous countries, especially in Europe, and around 40% of francophones live in Europe, making it the 4th most spoken first language in the EU.
- German has the most native speakers in Europe and is the most widely taught foreign language in the EU after English. Around 95 million people speak German worldwide.
- Italian is an official
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Spa 1.64
El documento contiene las respuestas de un estudiante a una tarea de español sobre prendas de vestir. También incluye oraciones incompletas para que el estudiante complete usando piezas de ropa y la forma correcta del verbo "llevar".
Spa 1.63
1) The document discusses how to manipulate Spanish words and phrases to change their meaning by altering articles, adjectives, pronouns, and verb conjugations.
2) It provides examples of changing words like "the cat" to "the cats" or using articles like "uno" to say "a" or "an" and changing word order.
3) The document also explains how to ask and answer questions about how someone is feeling and their nationality in Spanish using appropriate pronouns and verb conjugations.
Spa 1.62
El documento habla sobre la importancia de la participación en clase. Explica que participar activamente significa escuchar atentamente al orador, hablar sobre la tarea, leer las asignaciones para comprenderlas y hacer los trabajos asignados. Luego revisa algunas piezas de ropa en español y proporciona ejemplos de oraciones que usan el verbo "llevar" para describir qué lleva la persona.
Spa 1.61
The document discusses Spanish verbs and how to use a two-language dictionary. It provides examples of common Spanish verb endings like "-ar", "-er", and "-ir" and sample conjugations. It also explains how to look up a word in the English to Spanish section of a dictionary, using the word "beautiful" as an example, and defines abbreviations like I.P.A. and Adj. that may be included.
Spa 1.59
Este documento presenta un examen de práctica sobre las formas de estar y ser en español. Contiene instrucciones para el examen y varias preguntas que emparejan pronombres con las formas verbales correspondientes de estar y ser. El estudiante debe completar el examen y tiene la opción de anotar las traducciones al inglés de sus respuestas.
Spa 1.58
El documento presenta ejercicios para practicar el uso de los verbos estar y ser en español. Incluye oraciones de ejemplo con estar y ser, así como instrucciones para escribir oraciones originales utilizando estar y traducir oraciones al inglés que contienen preguntas sobre fechas, identidad y descripciones físicas usando ser.
Spa 1.57
The document provides instructions for studying with flashcards using Spanish words and their English translations. It lists Spanish words on one side of flashcards and their English meanings on the other side. The instructions explain that the flashcards should be sorted into piles based on whether the Spanish or English side is shown, and studied by guessing the translation, checking if it is right or wrong, and repeating with cards that were incorrect.
Spa 1.60
1) The document discusses how learning vocabulary from one language, such as Spanish, can help with learning vocabulary in another language, such as English.
2) It provides examples of how the same concepts, such as verbs/action words, nouns, adjectives, subjects, objects, are referred to differently in English and Spanish.
3) The document asks the reader to provide examples of various linguistic concepts like verbs, nouns, adjectives to illustrate understanding.
Spa 1.54
The document describes an activity where students are asked to match people in Column A with descriptive sentences in Column B based on verb and adjective clues. The activity is timed, with the time limit decreasing each time from 10 minutes to 1 minute. Students are instructed to number their answers 1-6 and write the matching sentence from Column B next to the number.
Spa 1.52
El documento proporciona información sobre las notas en una clase de español. Explica que la calificación final se basa en la participación, los exámenes y las notas. Cada parte representa un 33% de la calificación. También incluye ejemplos del verbo ser y su uso para indicar la fecha, el origen, la identidad y las descripciones. Finalmente, presenta oraciones de ejemplo que usan el verbo ser.
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El documento presenta una lección sobre los pronombres personales y el verbo "ser" en español. Introduce cada pronombre y su traducción al inglés, así como formas de conjugar "ser" para expresar "yo soy", "tú eres", etc. Luego, explica la sintaxis de las preguntas en español y proporciona ejemplos de preguntas y respuestas con los pronombres y el verbo "ser". Finalmente, pide a los estudiantes que practiquen haciendo preguntas y respuestas en parejas.
Spa 1.55
El documento presenta un examen de práctica sobre los verbos ser y estar en español. Instruye a los estudiantes a limpiar su escritorio, tomar un bolígrafo o lápiz y una hoja de papel, y completar un ejercicio de emparejamiento que combina pronombres con formas de ser y estar. Les pide que escriban el significado en inglés de sus respuestas si desean recuperar el examen de la semana pasada.
Spa 1.47
This document provides instructions for a Spanish lesson, including identifying subjects in sentences, circling verbs that correspond to subjects, translating sample sentences, and noting laws around recording conversations without consent. It introduces exercises to circle subjects and verbs in Spanish sentences, provides translation for sentences related to the Ten Commandments, and includes a section on New York privacy laws regarding recording phone calls or conversations without permission.
Spa 1.46
El documento presenta una lista extensa de vocabulario en español relacionado con saludos, preguntas comunes, partes del cuerpo, comida, colores, números, animales y más. Incluye oraciones de ejemplo para practicar el uso de los nuevos términos. El texto también proporciona instrucciones para una próxima prueba de vocabulario y revisa conceptos como la hora, gustar y verbos irregulares.
Spa 1.50
The document provides a welcome and instruction to sit and study for an upcoming quiz on Spanish pronouns. It reviews the pronouns and their English meanings, then provides a quiz asking to write the English meaning for each pronoun. It also compares and contrasts how certain words translate from other languages like Hebrew, Greek, Latin, Arabic, and Italian into Spanish. Finally, it provides a 5 question quiz using the pronouns in phrases to translate, with the option for a bonus question combining a pronoun and verb.
Spa 1.44
The teacher will give the class a quiz on 10 vocabulary words they have used during the week. Students will write the quiz answers on the back of the paper provided, which also shows their current grades for three previous quizzes. Students may retake any of the previous quizzes after finishing today's quiz. The quiz will start when the teacher writes the vocabulary words on the board.
Spa 1.42
The document discusses allowing students to retake three quizzes each day for a week. It provides instructions for the quizzes, including timing information counting down from 5 minutes. It also includes vocabulary words and questions related to a story about Bobo Biscuit.
Spa 1.41
The document describes a teacher giving students the opportunity to retake three quizzes each day for a week. The teacher provides 5 minutes to work on each quiz, and updates the time remaining throughout. Vocabulary words and questions related to a story are also presented. Details about Spanish verb conjugations and redundancies in Spanish phrases are discussed.
Spa 1.45
The document provides instructions for a quiz on Spanish vocabulary words. It tells students to clear their desks, that the quiz will cover 10 words from last Friday, and to use the back of the provided paper. It provides a word bank and hints for the quiz. It then gives options for other assignments - defining and providing examples of the word "accepting" or discussing differences between American and Spanish languages and cultures. The document celebrates differences and having them can be beneficial.
Spa 1.39
The document contains the text of a Spanish class. It includes vocabulary words, passages from a story, and prompts for quizzes on classroom objects, weather, family members and other topics. The teacher provides feedback, encouragement, and note cards to help students study for retakes of previous quizzes.
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- 1. תּוֹרָה – “ Torah,” (Teaching) We’ll be reading a book from תּוֹרָה
- 4. What similarities to Spanish did you see in the Hebrew What similarities to Spanish do you see in the Greek.