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em Activities   »   ar ‫الأنشطة والأعمال‬

13 [thirteen]

Activities

Activities

‫13 [ثلاثة عشر]‬

13 [thlathat eashr]

‫الأنشطة والأعمال‬

[al'anshitat wal'aemala]

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What does Martha do? ‫----------مار-ا؟‬ ‫---- ت--- م------ ‫-ا-ا ت-م- م-ر-ا-‬ ------------------ ‫ماذا تعمل مارتا؟‬ 0
m-d-a-ta-m-l-mar-a? m---- t----- m----- m-d-a t-e-a- m-r-a- ------------------- madha taemal marta?
She works at an office. ‫-ي تش--- في-ا-م-تب؟.‬ ‫-- ت---- ف- ا-------- ‫-ي ت-ت-ل ف- ا-م-ت-؟-‬ ---------------------- ‫هي تشتغل في المكتب؟.‬ 0
hi tash-a--i---i alm-ktb?. h- t--------- f- a-------- h- t-s-t-g-i- f- a-m-k-b-. -------------------------- hi tashtaghil fi almaktb?.
She works on the computer. ‫-نها -ش-غل-عل---لحاس-ب-‬ ‫---- ت---- ع-- ا-------- ‫-ن-ا ت-ت-ل ع-ى ا-ح-س-ب-‬ ------------------------- ‫إنها تشتغل على الحاسوب.‬ 0
'-ina----as--a-----e--aa-al--s--a. '------ t--------- e---- a-------- '-i-a-a t-s-t-g-i- e-l-a a-h-s-b-. ---------------------------------- 'iinaha tashtaghil ealaa alhasuba.
Where is Martha? ‫----م-ر-ا-‬ ‫--- م------ ‫-ي- م-ر-ا-‬ ------------ ‫أين مارتا؟‬ 0
ayn-marta? a-- m----- a-n m-r-a- ---------- ayn marta?
At the cinema. ‫فى ا-س-نما.‬ ‫-- ا-------- ‫-ى ا-س-ن-ا-‬ ------------- ‫فى السينما.‬ 0
faa -lsayna--. f-- a--------- f-a a-s-y-a-a- -------------- faa alsaynama.
She is watching a film. ‫--ه- تش----ف--مًا.‬ ‫---- ت---- ف------- ‫-ن-ا ت-ا-د ف-ل-ً-.- -------------------- ‫إنها تشاهد فيلمًا.‬ 0
'i-na-- tu-hah-- f-l-a--. '------ t------- f------- '-i-a-a t-s-a-i- f-l-a-a- ------------------------- 'iinaha tushahid fylmana.
What does Peter do? ‫-اذا --م--بيت--‬ ‫---- ي--- ب----- ‫-ا-ا ي-م- ب-ت-؟- ----------------- ‫ماذا يعمل بيتر؟‬ 0
m--ha --ema- b-tr? m---- y----- b---- m-d-a y-e-a- b-t-? ------------------ madha yaemal bytr?
He studies at the university. ‫إنه يدر---ي-ا-جامعة-‬ ‫--- ي--- ف- ا-------- ‫-ن- ي-ر- ف- ا-ج-م-ة-‬ ---------------------- ‫إنه يدرس في الجامعة.‬ 0
'--n-- -a-ru---i --ja--e--. '----- y----- f- a--------- '-i-a- y-d-u- f- a-j-m-e-t- --------------------------- 'iinah yadrus fi aljamieat.
He studies languages. ‫-و----س---ا--‬ ‫-- ي--- ل----- ‫-و ي-ر- ل-ا-.- --------------- ‫هو يدرس لغات.‬ 0
hw-yad----li--a--. h- y----- l------- h- y-d-u- l-g-a-a- ------------------ hw yadrus lighata.
Where is Peter? ‫-ين ---ر-‬ ‫--- ب----- ‫-ي- ب-ت-؟- ----------- ‫أين بيتر؟‬ 0
a---by--? a-- b---- a-n b-t-? --------- ayn bytr?
At the café. ‫ف---لمق--.‬ ‫-- ا------- ‫-ى ا-م-ه-.- ------------ ‫فى المقهى.‬ 0
f-a----aq-a-. f-- a-------- f-a a-m-q-a-. ------------- faa almaqhaa.
He is drinking coffee. ‫--ه يشرب-قه-ة-‬ ‫--- ي--- ق----- ‫-ن- ي-ر- ق-و-.- ---------------- ‫إنه يشرب قهوة.‬ 0
'-in---y-----b --------. '----- y------ q-------- '-i-a- y-s-r-b q-h-a-a-. ------------------------ 'iinah yashrab qahwatan.
Where do they like to go? ‫--ى --ن ---و-----ها-؟‬ ‫--- أ-- ت---- ا------- ‫-ل- أ-ن ت-د-ن ا-ذ-ا-؟- ----------------------- ‫إلى أين تودون الذهاب؟‬ 0
'--laa -a-n tu-d--n ---hh--? '----- '--- t------ a------- '-i-a- '-y- t-a-u-n a-d-h-b- ---------------------------- 'iilaa 'ayn tuaduwn aldhhab?
To a concert. ‫إل----------ل-و--قية-‬ ‫--- ا----- ا---------- ‫-ل- ا-ح-ل- ا-م-س-ق-ة-‬ ----------------------- ‫إلى الحفلة الموسيقية.‬ 0
'iila---l--fl-t a--u---ia-. '----- a------- a---------- '-i-a- a-h-f-a- a-m-s-q-a-. --------------------------- 'iilaa alhaflat almusiqiat.
They like to listen to music. ‫ه- -حب---س----ا-م-سيق-.‬ ‫-- ي---- س--- ا--------- ‫-م ي-ب-ن س-ا- ا-م-س-ق-.- ------------------------- ‫هم يحبون سماع الموسيقى.‬ 0
hm y-h-b-------ae --mu-i--a. h- y------- s---- a--------- h- y-h-b-w- s-m-e a-m-s-q-a- ---------------------------- hm yuhibuwn samae almusiqaa.
Where do they not like to go? ‫-----ي--لا-----و- -لذها--‬ ‫--- أ-- ل- ي----- ا------- ‫-ل- أ-ن ل- ي-غ-و- ا-ذ-ا-؟- --------------------------- ‫إلى أين لا يرغبون الذهاب؟‬ 0
'-i-aa--ay---a y---hab-n-ald--h-b? '----- '--- l- y-------- a-------- '-i-a- '-y- l- y-r-h-b-n a-d-a-a-? ---------------------------------- 'iilaa 'ayn la yarghabun aldhahab?
To the disco. ‫إ-ى -لم-ق--‬ ‫--- ا------- ‫-ل- ا-م-ق-.- ------------- ‫إلى المرقص.‬ 0
'---aa al-----s. '----- a-------- '-i-a- a-m-r-a-. ---------------- 'iilaa almarqas.
They do not like to dance. ‫هم-لا -ح--ن ا--قص.‬ ‫-- ل- ي---- ا------ ‫-م ل- ي-ب-ن ا-ر-ص-‬ -------------------- ‫هم لا يحبون الرقص.‬ 0
hm--- yu--b--n--lr--sa. h- l- y------- a------- h- l- y-h-b-w- a-r-q-a- ----------------------- hm la yuhibuwn alraqsa.

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Creole Languages

Did you know that German is spoken in the South Pacific? It's really true! In parts of Papua New Guinea and Australia, people speak Unserdeutsch . It is a Creole language. Creole languages emerge in language contact situations. That is, when multiple different languages encounter one another. By now, many Creole languages are almost extinct. But worldwide 15 million people still speak a Creole language. Creole languages are always native languages. It's different with Pidgin languages. Pidgin languages are very simplified forms of speech. They are only good for very basic communication. Most Creole languages originated in the colonial era. Therefore, Creole languages are often based on European languages. One characteristic of Creole languages is a limited vocabulary. Creole languages have their own phonology too. The grammar of Creole languages is heavily simplified. Complicated rules are simply ignored by the speakers. Each Creole language is an important component of national identity. As a result, there is a lot of literature written in Creole languages. Creole languages are especially interesting for linguists. This is because they demonstrate how languages develop and later die out. So the development of language can be studied in Creole languages. They also prove that languages can change and adapt. The discipline used to research Creole languages is Creolistics, or Creology. One of the best-known sentences in the Creole language comes from Jamaica. Bob Marley made it world famous – do you know it? It's No woman, no cry! (= No, woman, don't cry!)
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Finnish is the native language of approximately 5 million people. It is counted among the Finno-Ugrian languages. It is closely related to Estonian, and very distantly related to Hungarian. As a Uralic language, it strongly differentiates itself from the Indo-Germanic languages. An example of this is its agglutinating language structure. That means that grammatical functions are expressed through suffixed syllables. This is how long words originate that are so typical for Finnish. Another hallmark of Finnish is its many vowels. Finnish grammar distinguishes between 15 different cases. It is important to clearly separate long and short sounds in the intonation. Written and spoken Finnish are noticeably different from each other. This phenomenon is less pronounced in other European languages. All of this makes Finnish not especially easy. But all rules are consistently upheld. And the nice thing about Finnish is that it is so completely logical!