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Polish Grammar

AGENDA

VERBS

NOUNS

ADVERBS

ADJECTIVES

aspect tenses

grammar gender cases

adverb vs adjectiv comparative forms

coordination with nouns comparative forms

NOUN

• A name for:

• PL: RZECZOWNIK ( rzecz – a thing)

NOUN

rodzaj męski

rodzaj żeński

rodzaj nijaki

Ends with consonant (p,t,b,r…) = „zero ending” (no vowell at the end)Exceptions – big group of words ending with „a” (proffessions: kierowca, dentysta)

Ends with

• a
• + pani

Exceptions (A2): -ość, - mysz, kieszeń…

Ends with

• o
• e
• ę
• um

ADJECTIVE

• A word describing a noun

• PL. PRZYMIOTNIK ( Latinorigin – nomen adiectivum)

ADJECTIVE

• Comes by default in masculinum form, so it’s your job to change it, if you need it in a different grammar gender.
• There are ways to recognize and/or to build an adjective:

-owy-ski-ny, -any-ty, - aty-sty, -isty, -ysty

• Comparative and superlative forms.

-szy

Noun and adjective coordination

• If you shift to a different a case, noun and adjective work together
• You change your noun, you change your adjective

mały

kot

M. B. D.

CASES

• 7 (5 taught at A1 level) (2 introduced at A2 level)

• Links words in the sentence to give the correct meaning

• Comes from latin

• Verbs and prepositions decide which case you need.

nouns

adjectives

cases valid for:

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pronouns

numerals

Which case - when taught

MIANOWNIK

A1 - LEKCJA 2

NARZĘDNIK

Click on to see a chart with endings

A1 - LEKCJA 3

BIERNIK

A1 - LEKCJA 4

DOPEŁNIACZ

A1 - LEKCJA 9

MIEJSCOWNIK

A1- LEKCJA 12

CELOWNIK

A2 - LEKCJA 9

WOŁACZ

??????

CASES

VERB

• A word that says what somebody is doing
• It shows the activity, action, movement or a state.
• PL: CZASOWNIK ( czas -a time, because verb happens in time –

past, present or future)

UCZYĆ SIĘ TO STUDY

SPAĆ TO SLEEP

GOTOWAĆ TO COOK

BIEGAĆ TO RUN

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Title

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Things to know about verbs

• 3 conjugations = 3 sets of endings
• Name of the conjugation – two first endings
• -m –sz
• -ę –isz/ysz
• -ę - esz
• No rule how to determin which group to follow – it requiries memorization of 3 elements:
• Infinitive
• 1st form (ja)
• 2nd form (ty)
• The rest follows the pattern

Threats

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Weaknesses

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Strengths

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Opportunities

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Conjugation „– M –SZ”

• Usually taught as first one
• „-ać” ending of the infinitive gives a big chance it is „m/sz”
• Process of building forms:
• 1. drop –Ć from infinitive – CZYTAĆ > CZYTA to get a root
• 2. add to the root part an ending- CZYTA +m, CZYTA +sz
• Regular endings with characteristic they ending „oni/one -ją”

Conjugation „– M –SZ”

• Regular endings with characteristic they ending „oni/one -ją”

• Some peculiarities:
• WIEDZIEĆ ( to know) and JEŚĆ (to eat)

Wiem jem Wiesz jesz Wiedzą jedzą

Conjugation –Ę –ISZ/YSZ

• That pattern has two subgroups: -ę –isz AND –ę -ysz
• Infinitive ending with –IĆ gets –I- in the endings
• Infinitive ending with – YĆ gets –Y- in the endings
• There are verbs with no –IĆ,- YĆ and still in that group, MYŚLEĆ
• Process of building forms:
• 1. Drop –IĆ or –YĆ from infinitive , IF it’s there: CHODZIĆ> CHODZ
• 1. Add an ending CHODZ+ę

Conjugation –Ę –ISZ/YSZ

• Some peculiarities:
• Verbs ending with – FIĆ, -WIĆ, -PIĆ, -BIĆ, -NIĆ get an extra „i” in ja form
• Potrafię, mówię, kupię, robię, gonię

Conjugation –Ę –ESZ

• Taught usually as the last one
• Process of building forms:
• 1. Learn it by heart. (PISAĆ piszę, piszesz, MÓC mogę, możesz)

BUT

• Includes, among many others, verbs that are copies form English:
• Telefonować, mailować, kopiować, surfować
• Process of building the forms:
• 1. Drop – ować from infinitive - TELEFONOWAĆ> TELEFON
• 2. Add – uj- TELEFON+uj
• 3. Add an appriopriate ending for a person TELEFON+uj+ę

ORDER of the words in sentence.

Rule # 1 It’s not important.Rule # 2 It’s never wrong. Rule # 3 It can only be more natural, or less natural, compared to native speaker. …unless you take State Certification Exam. Then ignore Ad.1, Ad.2 and Ad 3. ...anyway...The meaning is somewhere else.

ENGLISH VS POLISH (sentence order)

ADVERB

• AD VERB – refers to a verb, works with a verb, describes a verb

• PL: PRZYSŁÓWEK ( comes from latin – adverbium – stands by the verb)

Things to know about adverbs

AD VERB – refers to a verb, works with a verb, describes a verb

Does not refer to a specific noun. Doesn’t take cases endings.

Threats

Weaknesses

Describes a general feeling, impresion, weather or atmosphere.

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Ends with – O - or -E Special group of adverbs ending with –u: po polsku, po angielsku etc.

Build comparative and superlative form

Strengths

ADVERB vs ADJECTIVE

ENG: PL: Tom is a fast runner. ADJECTIVE Tom to jest szybki biegacz. Time goes fast. ADVERB Czas biegnie szybko.

• 1.If you see –o at the end it’s the adverb.
• 2. If there is no specific person or object that is being descirbed – it’s an adverb.
• 3. If you see –a, -y/i at the end of the descriptive word – you can be sure it’s an adjective. With –e, you have to KNOW it:
• ciche – adj., cicho – adv. - EASY
• ładne – adj., ładnie – adv. – NOT SO EASY

ASPECT

• Aspect –a form of a verb that expresses a complition, habituality or duration of an action ( in English shown by perfect, simple or continous tenses).

• Can be PERFECTIVE or IMPERFECTIVE.

Aspect – regardless of tense

• Perfective (dokonany)

• Imperfective (niedokonany)

sudden event

process

completed task/action

incompleted task/action

one time event

repetitive action/habit

background for another action

chronological actions

…and last but not least ...

NO RESULT VS RESULT

• Perf.

• Imperf.

Tenses

• 3 tenses: past, present, future.

Tenses

PRESENT - imperf. only

Figure out the conjugation

Drop -Ć (or a little bit more)

Add the ending

ROB

ROBI+my

ROBIĆrobię robisz

Tenses

PAST - both perf. and imperf.

PAST TENSE ENDINGS

Use infinitive form

Add the ending

Don't worry about conjugations

ROBIĆZROBIĆ

ROBI+liśmyZROBI+liśmy

We did homework. >Zrobiliśmy zadanie.We were doing homework.>Robiliśmy zadanie.

Tenses

FUTURE perf.

Find perfective form of your verb

Follow present tense conjugation.

ROBIĆ - ZROBIĆ

We will do homework. > Zrobimy zadanie.

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Strengths

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

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naj-

najmłodszy

młodszy

-szy

młody

Weaknesses

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• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

Threats

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

naj-

najszybciej

szybciej

-ej

szybko

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Opportunities

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

Did you know: ... We retain 42% more information when the content moves? It is perhaps the most effective resource to capture your audience's attention.

Weaknesses

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.

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Threats

Contextualize your topic

• Plan the structure of your communication.
• Give it a hierarchy and give visual weight to the main point.
• Add secondary messages with interactivity.
• Establish a flow through the content.
• Measure results.