NOTE: There will be no class postings next week (#19 and #20) as Marco and I off are off on our honeymoon. Yay!

This lesson covered two things – weather (a short, spontaneous topic at the beginning) and comparisons. Of course, weather was the topic of the day because it was raining again. This year is the 5th wettest autumn so far (link in Dutch) and it seems to have no signs of stopping. We covered the various forms of weather, much like we did last month:

Het miezert = It rains (just a little bit).

Het regent = It rains.

Het giet OR Het stortregent = It rains (a lot).

Het sneeuwt = It snows. Did I mention the -eeu(w) vowel group doesn’t really exist in English? It is pronounced something like s-nay-out, but quicker: snayout.

Het waait = It is windy.

Het vriest = It freezes.

Het stormt = It is (very) windy.

De zon schijnt = The sun shines. Note the exception in grammatical construction.

The other thing of note was comparison, with two different models:

verschillend: is … …er dan …

hetzelfde: … is even … als …

difference: is … …er than …

the same: … is just as …. as ….

Jumbo is goedkoeper dan Albert Heijn. (Jumbo is cheaper than Albert Heijn – both are grocery stores.)

De morgen is even lang als de middag. (The morning is just as long as the afternoon.)

And there you have it – weather and comparisons!

One of the grammatical things that we covered in last night’s class was the placement of the verb in main clauses (I did not go to school) and subordinate clauses (because I was sick). In Dutch they are called the hoofdzin and the bijzin, respectively.

In Dutch (and German) the verb in the bijzin goes to the end of the clause in most cases. You have some special conjugations that do not affect the placement of the verb, but there are only a few. They are en (and), of (or), want (because), maar (but), and dus (thus). The rest of the conjunctions affect the placement of the verb.

Ik ga niet naar school want ik was ziek. I did not go to school because I was sick. (“want” does not require the verb “was” to go to the end of the sentence.)

Ik ga niet naar school omdat ik ziek was. I did not go to school because I was sick. (“omdat”, another way to say because, forces the verb “was” to the end of the clause.)

Zij gaat direct werken nadat ze voor de opleiding geslaagd is. She will work after she has passed her education (course).

If you use one of the special connectors that affect the placement of the verb, you can also begin with the subordinate clause and end with the main clause. You then need to have inversion of the subject and the verb in the main clause. This has the awesome effect (if you like grammar like I do) of placing the two conjugated verbs next to each other with only a comma in the middle.

Omdat ik ziek was, ga ik niet naar school. Move the subordinate clause in front, and invert ‘ik’ and ‘ga’ (subject and verb). Then you have the two conjugated verbs (‘was’, ‘ga’) next to each other with only a comma in between.

Nadat ze voor de opleiding geslaagd is, gaat zij direct werken. 

The normal connectors — en (and), of (or), want (because), maar (but), and dus (thus) — cannot be put at the front of the sentence.

While it is annoying in the beginning to change verbs around like this, it does get easier with a lot of practice. I definitely have Marco to thank for that as he has helped correct a lot of my mistakes! But practice, practice, practice.

Last night was the 16th class by ROC Mondriaan. We did something that we have done almost every Wednesday (as we have different teachers on Monday and Wednesday). It is an exercise called Vandaag – nu – hier or Today – now – here. I think it’s an exercise the teacher himself made.  It covers about 20 very simple sentences like:

Het lokaal is… The classroom is… [#106]

Het seizoen is… The season is… [herfst/fall]

De lesdagen zijn… The class days are… [maandag & woensdag/Monday and Wednesday].

Usually he goes through the exercise once and then tries to put a spin on it. This time when he asked the temperature questions he began a discussion about freezing, melting, ice, hail, and similar things.

Then we moved on to the book. We started chapter 5, Leren en Werken or Learning and Working. Instead of starting with the introduction page on the right side, he first asked us to look at the photo on the left side. It showed a woman helping a male teenager using the computer – presumably she was his mother or teacher. He asked us to describe the photo and then he asked us to guess her age. He then launched into a discussion about guessing and uncertainty:

een raden = iets dat je niet weet maar je zegt het toch. Something you don’t know [for sure] but you say it anyway. ‘a guess’

Ik raad dat zijn leeftijd 15 is. I guess that his age is 15.

Ik geloof dat… I believe that…

We then talked about the education system in the Netherlands which you can read about on Wikipedia. First you have onderwijs (education) and then you have opleiding (university or job training). The interesting thing about Dutch education is that around age 12 you take the Cito test which helps your teacher and parents determine what track you should be on in high school.  It is of course possible to step sideways to another track (higher or lower), although if you going to a higher track you might need to start at a slightly lower year than you otherwise would have if you had stayed in your own track.

The highest track (gymnasium – nothing to do with physical education!) also teaches ancient Latin and Greek. That sounds pretty cool if you ask me…

And here I was just happy that I was able to pick from German, French and Spanish in high school. (I ended up with 4 years Spanish and 2 years French although only 2 years in one language are required.)