OpenLLM-France/wikimedia huggingface dataset:
# Japanese/Reader/第三夜/Part 2
## Story

| 左右は青田である。道は細い。鷺の影が時々闇に差す。 「田圃へ掛かったね」と脊中でいった。 「どうして解る」と顔を後ろへ振り向けるようにして聞いたら、 「だって鷺が鳴くじゃないか」と答えた。 すると鷺が果して二声ほど鳴いた。 | There were rice paddies on both sides. The path was narrow, From time to time the shadowy shapes of herons punctured the darkness. "We've reached the rice paddies then" the kid on my back said. "How do you know?" I asked while turning my head. "Because a heron is squawking", he replied. At that moment a heron squawked twice. |

## Vocab

| Kanji | Kana | English | Notes |
| 左右 | さゆう | left and right | |
| 青田 | あおた | green (rice) paddy fields | |
| 道 | みち | road | |
| 細い | ほそい | narrow | |
| 鷺 | さぎ | heron | |
| 影 | かげ | shadow | |
| 時々 | ときどき | sometimes | |
| 闇 | やみ | darkness, the dark | |
| 差す | さす | | |
| 田圃 | たんぼ | (rice) paddy fields | |
| 掛かる | かかる | to approach, come near | |
| 脊中 | せなか | back | Old way of writing 背中 |
| | いった | say | |
| 解る | わかる | understand | |
| 顔 | かお | face | |
| 後ろ | うしろ | behind | |
| | ようにする | make as if to | |
| | だって | because | |
| 鳴く | なく | sing, cry, squawk | |
| 果たして | はたして | as expected | |
| 二声 | ふたこえ | two cries | |
| | ほど | about | |
# Japanese/Reader/第三夜/Part 1
## Story

| こんな夢を見た。 六つになる子供を負ってる。慥に自分の子である。ただ不思議な事には何時の間にか眼が潰れて、青坊主になっている。自分がお前の眼は何時潰れたのかいと聞くと、なに昔からさと答えた。声は子供の声に相違ないが、言葉つきはまるで大人である。しかも対等だ。 | I had a dream. I was carrying a six year old child on my back. I am sure that it was my own child. The strange thing is, at some point in its life it had gone blind and had its head shaved. I asked it when it had gone blind, to which it replied a long time ago. Its voice was definitely the voice of a child; however, it spoke like an adult. Moreover, as an equal. |

## Vocab

| Kanji | Kana | English | Notes |
| 夢 | ゆめ | dream | |
| 見る | みる | see | |
| 六つ | むっつ | six year old | |
| 子供 | こども | child | |
| 負って | おぶって | carry on one's back, bear | Old reading, normally read おう |
| 慥に | たしかに | certainly, for sure | Obsolete kanji, normally written in kana |
| 自分 | じぶん | me, myself | |
| 子 | こ | child | |
| | ただ | but | |
| 不思議 | ふしぎ | strange, extraordinary | |
| 事 | こと | thing | |
| 何時の間にか | いつのまにか | at some point | |
| 眼 | め | eyes | |
| 潰れて | つぶれて | lose vision | |
| 青坊主 | あおほうず | shaved head | |
| お前 | おまえ | you | |
| 何時 | いつ | when | |
| | かい | colloquial form of か | |
| 聞く | きく | ask | |
| 昔 | むかし | a long time ago | |
| | さ | emphatic partical | |
| 答えた | こたえた | answer, reply | |
| 声 | こえ | voice | |
| に相違ない | にそういない | without doubt | |
| 言葉つき | ことばつき | way of speaking | |
| | まるで | completely | |
| 大人 | おとな | adult | |
| | しかも | moreover | |
| 対等 | たいとう | equal | |
# Japanese/Reader/第三夜/Part 11
## Story

* なるほど文化五年辰年らしく思われた。
* 「御前がおれを殺したのは今からちょうど百年前だね」
* 自分はこの言葉を聞くや否や、今から百年前文化五年の辰年のこんな闇の晩に、この杉の根で、一人の盲目を殺したと云う自覚が、忽然として頭の中に起った。おれは人殺であったんだなと始めて気がついた途端に、背中の子が急に石地蔵のように重くなった。

## Vocab

| Kanji | Kana | English | Notes |
| | なるほど | of course | |
# Japanese/Reader/第三夜/Part 4
## Story

| 「何を笑うんだ」 　子供は返事をしなかった。ただ 「御父さん、重いかい」と聞いた。 「重かあない」と答えると 「今に重くなるよ」といった。 　自分は黙って森を目標にあるいて行った。田の中の路が不規則にうねってなかなか思うように出られない。しばらくすると二股になった。自分は股の根に立って、ちょっと休んだ。 「石が立ってるはずだがな」と小僧が云った。 | "What are you laughing at?" The child didn't answer. "Father, am I heavy?" "You're not heavy," I answered. "I'm going to get heavy," it said. I stayed silent and walked toward the forest. The path between the rice paddys meandered irregularly, I was not able to cross as I imagined. After a while, there was a fork in the road. I stood there and rested a little. "There should be a stone around here somwhere," said the child. |

## Vocab

| Kanji | Kana | English | Notes |
| 何 | なに | what | |
| 笑う | わらう | laugh | |
| 子供 | こども | child | |
| 返事 | へんじ | reply | |
| | ただ | but | |
| 御父さん | おとっさん | father | colloqial form |
| 重い | おもい | heavy | |
| 聞いた | きいた | ask | |
| 重かあない | おもかあない | not heavy | colloquial form |
| 答える | こたえる | answer | |
| 今 | いま | now | |
| | いった | said | |
| 自分 | じぶん | myself | |
| 黙って | だまって | quiet, silent | |
| 森 | もり | forest | |
| 目標 | めじるし | sign, landmark | |
| 行った | いった | went | |
| 田 | た | rice paddy | |
| 中 | なか | among | |
| 路 | みち | road, path | |
| 不規則 | ふきそく | irregularly | |
| 思う | おもう | think | |
| 二股 | ふたまた | fork | |
| 股 | また | fork | |
| 根 | ね | center, root | |
| 立って | たって | stand | |
| | ちょっと | a bit, a while | |
| 休んだ | やすんだ | rest (past tence) | |
| 石 | いし | stone | |
| 小僧 | こぞう | boy | |
| 云った | いった | say | not normally written in kanji |
# Japanese/Reader/第三夜/Part 6
## Story

| 「遠慮しないでもいい」と小僧がまた云った。自分は仕方なしに森の方へ歩き出した。腹の中では、よく盲目のくせに何でも知ってるなと考えながら一筋道を森へ近づいてくると、脊中で、「どうも盲目は不自由で不可いね」と云った。 「だから負ってやるから可いじゃないか」 | Don't hesitate, the boy said again. Reluctantly, I started to walk towards the forest. As I walked I began to think how a blind boy could know so much, when he said, Blindness is a handicap. I am carrying you, so its OK. |

## Vocab

| Kanji | Kana | English | Notes |
| 遠慮 | えんりょ | hesitate | |
| 小僧 | こぞう | boy | |
| 云った | いった | said | normally written in kana |
| 自分 | じぶん | myself | |
| 仕方なしに | しかたなしに | reluctantly | |
| 森 | もり | forest | |
| 方 | ほう | direction | |
| 歩き出した | あるきだす | started to walk | |
| 腹 | はら | stomach | |
| 中 | なか | inside | |
| 盲目 | めくら | blind | |
| 何でも | なんでも | anything, everything | |
| 知ってる | しってる | know | |
| 一筋 | ひとすじ | straight | |
| 道 | みち | road | |
| 近づいて | ちかづいて | approach | |
| 脊中 | せなか | back | normally writen 背中 |
| 不自由 | ふじゆう | handicap | |
| 不可い | いけない | no good | normally writen in kana |
| 負って | おぶって | carry on one's back | |
| 可い | いい | good | normally writen in kana |
# Japanese/Reader/第三夜

This story was written by Natsume Soseki (夏目漱石), as part of the 10 nights of dreams. This is the third story, called the third night.

## Contents

* Part 1
* Part 2
* Part 3
* Part 4
* Part 5
* Part 6
* Part 7
* Part 8
* Part 9
* Part 10
* Part 11

## Notes

* This is still an early work and is not yet finished.
* It may contain inaccuracies.
* This is an old story and contains kanji and kanji readings no longer used in Japanese. These should be noted.
* If you have questions or comments about the parts, please leave them on this page's talk page, as they will have a greater chance of being noticed.
# Japanese/Reader/第三夜/Part 3
## Story

| 自分は我子ながら少し怖くなった。こんなものを脊負っていては、この先どうなるか分らない。どこか打遣ゃる所はなかろうかと向うを見ると闇の中に大きな森が見えた。あすこならばと考え出す途端に、脊中で、「ふふん」という声がした。 | Even though it was my own child, I started to feel afraid. Carrying him on my back, I didn't know what might happen to me. I searched for a place to get rid of him, and in the darkness I saw a big forest. At the instant the thought occurred to me I heard a sound from my back. |

## Vocab

| Kanji | Kana |
| 自分 | じぶん |
| 我子 | わがこ |
| | ながら |
| 少し | すこし |
| 怖くなった | こわくなった |
| | こんな |
| 脊負って | しょう |
| この先 | このさき |
| 分らない | わからない |
| 打遣ゃる | うっちゃる |
| 所 | ところ |
| | なかろうか |
| 向う | むこう |
| 見る | みる |
| 闇 | やみ |
| 中 | なか |
| 大きな | おおきな |
| 森 | もり |
| 見えた | みえた |
| | あすこ |
| 考え出す | かんがえだす |
| 途端 | とたん |
| 脊中 | せなか |
| | いう |
| 声 | こえ |
# Japanese/Reader/第三夜/Part 5
## Story

| なるほど八寸角の石が腰ほどの高さに立っている。表には左り日ケ窪、右堀田原とある。闇だのに赤い字が明かに見えた。赤い字は井守の腹のような色であった。 「左が好いだろう」と小僧が命令した。左を見ると最先の森が闇の影を、高い空から自分らの頭の上へ抛げかけていた。自分はちょっと躊躇した。 | Indeed, reaching up to my waist was a marker stone. To the left was Higakubo, to the right Hottahara. Despite the darkness, the red letters were bright. They were the color of the underbelly of a newt. "Left is good," ordered the boy. I looked to the left, and the forest cast onto our heads a dark shadow that stretched from the sky. I hesitated a bit. |

## Vocab

| Kanji | Kana | English | Notes |
| | なるほど | sure enough | |
| 八寸角 | はっすんかく | eight sun square | 1 sun = 3 cm |
| 石 | いし | stone | |
| 腰 | こし | waist | |
| | ほど | to the extent of | |
| 高さ | たかさ | height | |
| 立って | たって | stand | |
| 表 | おもて | front | |
| 左り | ひだり | left | normally writen as just 左 |
| 日ケ窪 | ひがくぼ | Higakubo | place name |
| 右 | みぎ | right | |
| 堀田原 | ほったはら | Hottahara | place name |
| | ある | exist | |
| 闇 | やみ | dark | |
| | だのに | despite | |
| 赤い | あかい | red | |
| 字 | じ | letters | |
| 井守 | いもり | newt | |
| 腹 | はら | belly | |
| 色 | いろ | color | |
| 左 | ひだり | left | |
| 好い | いい | good | normally written as いい |
| 小僧 | こぞう | boy | |
| 命令 | めいれい | command | |
| 見る | みる | see | |
| 最先 | さっき | a while ago | |
| 森 | もり | forest | |
| 影 | かげ | shadow | |
| 高い | たかい | high | |
| 空 | そら | sky | |
| 自分ら | じぶんら | ourselfs | |
| 頭 | あたま | head | |
| 上 | うえ | top | |
| 抛げかけて | なげかけて | throw upon | |
| 躊躇 | ちゅうちょ | hesitate | |
# History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/John William Robinson
## Transcriptions and Notes

More than 50 key articles relevant to John William Robinson, mainly from the NLA's Trove Digitised Newspapers have been transcribed for ease of reference here: John William Robinson - Transcriptions and Notes
# History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/John Hesketh

John Hesketh was Australia's first Commonwealth Chief Electrical Engineer and held that role from appointment in 1903 until his untimely passing in 1917. He was born in 1868 in Lytham, Lancashire and took an interest in telegraphy from an early age. He was appointed, at age 14, as a telegraphist with the British Post Office and following a similar path to his mentor Oliver Heaviside, self-educated and was eventually engaged as electrical engineer to the Blackpool Corporation in the early 1890s. He quickly developed a reputation as a competent engineer. In 1896 he applied for, and was appointed to, the newly created position of Chief Electrical Engineer with the colonial Queensland Government. His achievements in that role were extensive, oversighting development of the colony's extensive telegraph and telephone system. In his ancillary role as Captain and Lieutenant in the Queensland Defence Forces (land), he both rendered aid to, and participated in the circa 1900 wireless experiments in Moreton Bay by William Rooke Creswell of the QDF naval arm. Following federation several senior Qld PMGD officials, including Hesketh, transitioned to even more senior Commonwealth roles (eg Justinian Oxenham, Robert Townley Scott). Hesketh was appointed as Chief Electrical Engineer with the Commonwealth PMGD. In that role he had considerable contact with other early interstate wireless experimenters Henry Walter Jenvey, John Yates Nelson and Charles Todd. However, in line with departmental thinking at the time, focussed his work on the profitable telegraph and telephone systems. Hesketh was involved in the appointment of expatriate Queenslander John Graeme Balsillie as Commonwealth Wireless Expert to implement Australia's coastal wireless network. Hesketh left a legacy particularly in respect of development of automatic telephone systems in Australia. His passing, from anaemia in 1917 at age 49 years, left a gap in the Department which took years to fully absorb.
A summary biography has not yet been prepared however the following resources have been assembled in preparation:
* Transcriptions and Notes - John Hesketh - More than 60 transcriptions and notes
* Photos, QSL cards and other graphics - John Hesketh - Nothing uploaded as yet (excellent photos on NAA and in newspaper articles)
A quite detailed biography was published in 1918 by the IEE and a transcription can be found here:
An excellent article on "Early Automatic Telephony in Australia" by J. F. Moynihan can be found here:
# History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/John William Ormsby Hamilton
### John William Ormsby Hamilton

A comprehensive biography of John William Ormsby Hamilton has not yet been prepared, however the following resources have been assembled in preparation:
* Transcriptions and Notes - John William Ormsby Hamilton - More than 10 transcriptions and notes
* Photos, QSL cards and other graphics - John William Ormsby Hamilton - Nothing uploaded as yet
* Frank Randell Bradley's 1934 article on the History of the Electric Telegraph in Australia - Essentially complete excepting formatting
* B. McMahon's 1939 article on "The Early History of the Telegraph Electrical Society, Melbourne"
* Incubator of Wikipedia Article on John William Ormsby Hamilton - Not yet started
In the National Library of Australia's Trove website, more than 200 articles (Newspapers & Gazettes) have been tagged as "John William Ormsby Hamilton" (search publictag:John William Ormsby Hamilton)
A search in Trove on "John William Ormsby Hamilton", "J. W. O. Hamilton", "J. W. Hamilton", "Hamilton Wireless" identifies more than 500 articles, the majority of which refer to John William Ormsby Hamilton. Those tagged to date are a quick review to identify the most important for this Wikibook. Articles transcribed for Notes are tagged: "!Wikibooks JWO Hamilton". Articles reviewed and considered either duplicates of other articles or not of sufficient importance for inclusion are tagged: "!Wikibooks JWO Hamilton Not"
# History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/John Vickery Brooks
### John Vickery Brooks

A comprehensive biography of John Vickery "Jack" Brooks has not yet been prepared for this Wikibook, however the following resources have been assembled in preparation:
* Research - John Vickery Brooks - Summary of research to date
* Transcriptions and Notes - John Vickery Brooks - More than 10 transcriptions
* Photos, QSL cards and other graphics - John Vickery Brooks - Nothing uploaded as yet, but many relevant QSLs held
* Incubator of Wikipedia Article on John Vickery Brooks - Coming real soon now!
Key internet links: eg Maxwell Hull, VK3ZS, Federal Historical Section WIA: biography "Walter Francis Maxwell Howden" in "Amateur Radio" of October 1983
Pending further progress on the foregoing, the following lovely article from xxxxx, summarising Jack's life to 19xx, touches briefly on how much Jack contributed to the development of wireless in Australia in the 1920s
* ↑ https://worldradiohistory.com/hd2/IDX-AUSTRALIA/IDX/Amateur-Radio/80s/Amateur-Radio-AU-1983628.pdf
# German/Level I

Lessons: Level I • Level II • Level III Level IV Level V
Grammar • Appendices • About (including print versions) • Q&A • Planning

## LEVEL I: INTRODUCTORY LESSONS

    I.0: Introduction – about this level, how to use this level, basic difficulties and facts about the German language, and levels of completion
* Section I.A
    Lesson I.1: Wie heißt du? (1. Teil) – hellos/goodbyes, Mr. and Mrs., "Wie geht's?" .
    Lesson I.2: Wie heißt du? (2. Teil) – "Sie" and "du", subject pronouns, names, important verbs.
    Lesson I.3: Bitte buchstabieren Sie – alphabet, questions, articles.
    Review Section I.A – review of lessons 1-3
* Section I.B
    Lesson I.4: Freizeit – sports and activities, preferences, numbers
    Lesson I.5: Geburtstag – telling time, times, dates and seasons.
    Lesson I.6: Essen – introduction to food, food-related verbs, intro to modals & möchten, kein-words, polite/formal conversation language, and "Schmeckt's?".
    Review Section I.B – review of lessons 4-6
* Section I.C – Berlin, Germany
    Lesson I.7: Kleidung – articles of clothing, shopping, describing clothes, colors, introduction to separable verbs.
    Lesson I.8: Familie und Nationalität – family members, possessives, describing people, and expressing favorites.
    Lesson I.9: Schule – school subjects, a description of German schools, basic vocabulary in school classes (math, geography, etc.), and school supplies.
    Review Section I.C – review of lessons 7-9
* Section I.D – Vienna, Austria
    Lesson I.10: Das Fest – dative case articles and pronouns, giving gifts, invitations to parties, snack food, and es gibt.
    Lesson I.11: Privileg und Verantwortung – making plans, places to go, tasks and jobs, more modals, commands, and weil & denn.
    Lesson I.12: Wetter – weather, methods of transportation, how to get places, how to give and get directions, and using wo like weil.
    Review Section I.D – review of lessons 10-12
* Section I.E – Berne, Switzerland
    Lesson I.13: Zu Hause Essen – food one would find in a supermarket, making meals, meals of the day in Germany.
    Lesson I.14: Filme – movies, types of movies, "Was für...?", using mögen to express preference.
    Lesson I.15: Das Haus – furniture, describing stuff II, different materials used in furniture, position (acc./dat.) prepositions.
    Review Section I.E – review of lessons 13-15
# German/Lesson 5B

    This page represents a very advanced Lesson 5, with additional vocabulary and further discussion of grammar concepts introduced in the Advanced Lessons 1A through 5A. A portion of a short article in German, along with a vocabulary of words not already introduced in previous lessons (1 through 5 and 1A through 5A) is presented for the student to read and translate.
<< Lektion 5A | Lektion 5B | Lektion 6 >>
Lektion Vier

## Lesestück 5-1 ~ Eine Geschichte über St. Pölten

Niederösterreich ist sowohl flächenmäßig als auch nach Einwohnern das größte der neun österreichischen Bundesländer. Sankt Pölten ist die Landeshauptstadt von Niederösterreich. Der Name St. Pölten geht auf den heiligen Hippolytos zurück, nach dem die Stadt benannt wurde.
Die Altstadt befindet sich dort, wo vom 2. bis zum 4. Jahrhundert die Römerstadt Aelium Cetium stand. 799 wurde der Ort als "Treisma" erwähnt. Das Marktrecht erhielt St. Pölten um 1050, zur Stadt erhoben wurde es 1159. Bis 1494 stand St. Pölten im Besitz des Bistums Passau, dann wurde es landesfürstliches Eigentum. Bereits 771 findet sich ein Benediktinerkloster, ab 1081 gab es Augustiner-Chorherren, 1784 wurde deren Kollegiatsstift aufgehoben, das Gebäude dient seit 1785 als Bischofssitz. Zur Landeshauptstadt von Niederösterreich wurde St. Pölten mit Landtagsbeschluss vom 10. Juli 1986, seit 1997 ist es Sitz der Niederösterreichischen Landesregierung.

### Vokabeln 5B

(* one short form of anfinden: findet sich (an); in colloquial language you can cut the "an"; but in THIS special case it is the short form of "(be)findet sich (dort)")
Pronunciation Guide >>
* Read more about St. Pölten at the German Wikipedia (source of article above).
# German/Lesson 7

<< Lektion6 | Lektion 7 | Lektion 8 >>
Einfache Mathematik ~ Simple Mathematics

## Lernen 7 ~ Zählen von 13 bis 100

Once you have memorized the numbers from 1 to 12 (see Lernen 3), counting higher in German becomes very much like counting in English. From 13 to 19, add -zehn (10; "-teen" in English) after the cardinal number root:
13 – dreizehn (irregular in English: 'thirteen') 14 – vierzehn 15 – fünfzehn 16 – sechzehn (note that the 's' in sechs is dropped and the 'ch' is pronounced like the 'ch' in ich) 17 – siebzehn (note that the 'en' in sieben is dropped) 18 – achtzehn 19 – neunzehn
Above 19 the counting system is constant: add -zig ("-ty" in English) to the cardinal root. Thus, we get:
20 – zwanzig 21 – einundzwanzig (note: 'one-and-twenty') 22 – zweiundzwanzig (note: 'two-and-twenty')
And the same for 30, 40, 50....etc.
30 – dreißig (this is an exception to the -zig Rule) 40 – vierzig 50 – fünfzig 60 – sechzig 70 – siebzig 80 – achtzig 90 – neunzig 100 – hundert
So, combining these, we get:
34 – vierunddreißig (note: 'four-and-thirty') 143 – hundertdreiundvierzig (note: 'hundred-three-and-forty') 170 – hundertsiebzig 199 – hundertneunundneunzig
It would be excellent practice towards learning these numbers by counting (in German, of course) from 1 to 199—or counting along any continuous sequence that comes to mind. For example, start with your age and count to 50 (count down if appropriate).

## Grammatik 7-1 ~ Math Calculations

The following table presents the symbols used for basic mathematics.
| + | plus |
| - | minus |
| × | mal |
| ÷ | geteilt/dividiert durch |
| = | ist gleich |
| > | ist größer als |
| < | ist kleiner als |
| 3² | drei hoch zwei |
We can use these symbols to ask and answer simple problems in mathematics. Some of the examples that follow include first a question (Frage) and then the answer (Antwort):

## Vokabeln 7-1

Counting to 199 is also included in the vocabulary for Lektion 7.
# German/Lesson 8

<< Lektion 7 | Lektion 8 | Lektion 9 >>

## Grammatik 8-1 ~ Colors

yellow: gelb blue: blau red: rot black: schwarz white: weiß orange: orange pink: pink violet: lila cyan: türkis brown: braun grey: grau light-grey: hellgrau dark-grey: dunkelgrau

## Grammatik 8-2 ~ Possessive Adjectives, Pronouns, and the Genitive Case

Recall the following from Gespräch 3-1:
    Karl: Ja. Und danach bringst du mich auf deinem Motorrad zu meiner Wohnung.
Which translates:
    Carl: 'Yes. And after that take me on your motorcycle to my apartment'.
The sentence demonstrates two of the possessive adjectives. These are (singular) 'my', 'your', and 'his/her/its' in English and mein, dein, and sein/ihr/sein in German. Note that because these are adjectives, the word ending must reflect the case and gender of the noun being modified (see Grammatik 4-1 above).
In German, the genitive case correspond to the English possessive case or to the objective case proceeded by of to denote possession. If the possessive is not followed by a noun, it becomes a possessive pronoun (see Pronoun Tables).
| | NOM. | ACC. | DAT. | POSS. PRON. |
| I, me | ich | mich | mir | mein |
| you | du | dich | dir | dein |
| he, him | er | ihn | ihm | sein |
| she, her | sie | sie | ihr | ihr |
| it | es | es | ihm | sein |
| we, us | wir | uns | uns | unser |
| you (all) | ihr | euch | euch | eurer |
| they, them | sie | sie | ihnen | ihr |
| you (formal) | Sie | Sie | Ihnen | Ihr |
The pattern in the case endings of the possessive adjectives is that seen in Lektion 4 for the word ein. We can generalize these endings as in the following table, where we can express plural endings because other so-called ein-words do have plurals:
| | Ein-group Endings | Ein-group Endings | Ein-group Endings |
| | NOM. | ACC. | DAT. | GEN. |
| Masculine | -- | --en | --em | --es |
| Feminine | --e | --e | --er | --er |
| Neuter | -- | -- | --em | --es |
| Plural | --e | --e | --en | --er |
The small group of words that take these endings (in addition to ein) includes the possessive adjectives and kein ("not any" or "no" in the sense of none).
# German/Lesson 5

<< Lektion 4 | Lektion 5 | Lektion 6 >>

## Wiederholung

Lesson 5 is a review (Wiederholung) lesson to summarize the German language lessons presented in Lessons 1 through 4. You should, then, return to Lektion 1 and review (that is, reread) each of the four lessons back up to this point. For a more advanced course, you might now incorporate each of the advanced lessons into this "review" process. That is: review Lesson 1, then do Lesson 1A, review Lesson 2, then do Lesson 2A, etc.

## Parts of Speech and Word Order

Sentences are composed of parts that perform specific functions. You have been introduced to most (but not all) the major parts of speech: pronouns/nouns, verbs, and adjectives; and how these are expressed in German compared with English. Consider the following:
Ich brauche Wurst und Käse
    I (pronoun as subject) need (verb) sausage and cheese (nouns as direct objects)
Haben sie zu viel Arbeit?
    Have (verb) they (pronoun subject) too much (adjectives) work (noun direct object)?
Word order in a simple sentence follows that used in English. Subject and verb are reversed to form a question. In English, but not in German, the question sentence could also be stated (and, in fact, occurs more often in the US) as 'Do they have too much work?'

## Nouns

Nouns are words that typically occur in sentences as either subjects (performers of some action) or objects (recipients of some action). Most nouns are the name of either a "person, place, or thing" and, in German, are always capitalized. Every noun in German has an "assigned" gender (masculine, feminine, neuter), and we learn each noun with its nominative case, definite article (der, die, das, respectively) in order to also learn that gender. Thus, a Vokabeln section for nouns is presented thusly: