Buntús na Gaeilge - People Fas Harvard - Harvard University

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RÉAMHRÁ / PREFACE Foclóir Béarla-Gaeilge ........................................................................................................... 154 A Select Verb List ................................................................................................................. 179 Index of Songs, Proverbs, and Rhymes.................................................................................. 185 Subject Index......................................................................................................................... 187 Grammar Index...................................................................................................................... 188 vi
RÉAMHRÁ / PREFACE RÉAMHRÁ / PREFACE The Irish Language Irish is used as a community language in the west of Ireland by about 61,000 speakers, and as a minority language throughout Ireland. 1 It is the first official language of the Republic of Ireland, 2 and is taught in the primary and secondary school system. In the 1996 census 1.43 million people in the Republic of Ireland (43.5% of the population) were returned as Irish speakers, though only about a quarter of that number use the language on a daily basis. In Northern Ireland, Irish has enjoyed increased demographic and political backing in recent years, and official recognition of the language is expected. In the 1991 census, 142,003 people in the North were returned as having some ability to speak the language. 3 Irish is the primary community language in the so-called Gaeltacht areas in the west of Ireland, located in counties Cork, Kerry, Galway, Mayo, and Donegal, where an average of 76.3% of residents are Irish speakers (Ó Murchú 1999). There are significant numbers of native speakers living in urban areas, either migrants from Gaeltacht areas or those brought up in Irish-speaking households. Irish is a Celtic language, part of the Indo-European family of languages. It is closely related to Scottish Gaelic, spoken today mainly on the Western Isles of Scotland, and to Manx, the language of the Isle of Man that only recently ceased to be a spoken language. Its relationship to the other two surviving branches of Celtic, Welsh and Breton, and to Cornish, which is spoken as a revived language, is more distant, though all Celtic languages share certain syntactic, phonological, and grammatical features, as well as a common inherited vocabulary. Like other Celtic languages, Irish is a VSO (Verb-Subject-Object) language, possesses conjugated prepositions and boasts a complex system of initial mutations. About this Book This textbook, developed specifically for the year-long Modern Irish course at Harvard University, is intended for beginners with no previous exposure to the language. Its title, Buntús na Gaeilge `the basics of Irish', is programmatic. It aims to give complete beginners a grasp of the operative principles of grammar and syntax and provide them with the essentials of lexis and idiom to achieve basic fluency within the year. This textbook was developed to fill a recognized gap in the teaching materials for complete beginners in third-level education. Most people in the Republic of Ireland, and many in the North of Ireland, are introduced to the language during primary or secondary education, and there is a wealth of textbooks, many of them modern and attractive, for school children. The market for adult learners – particularly complete beginners – has not been as well provided for. The need to improve teaching materials for adult learners is increasingly recognized, reflecting a revival of interest in the language on both sides of the border, and the realization that many of 1 Helen and Máirtín Ó Murchú, Irish: Facing the Future / An Ghaeilge: a hAghaidh Roimpi (Dublin 1999). 2 Article 8.1 of the Constitution of Ireland (1937) states that `the Irish language as the national language is the first official language'; 8.2 adds `the English language is recognized as a second official language'. The Irish language, as of January 2007, has been recognized as one of the working languages of the European Union. 3 That many of these were small children in the burgeoning Irish-medium primary school system is evidenced by the much lower number (79,012) returned as being able to read and write, as well as speak, Irish (Ó Murchú 1999). vii
Page 1 and 2: Buntús na Gaeilge Irish for Adult
Page 3 and 4: Buntús na Gaeilge Cuid a hAon I d'
Page 5: RÉAMHRÁ / PREFACE Súil Siar (Rev
Page 9 and 10: RÉAMHRÁ / PREFACE For the learner
Page 11 and 12: RÉAMHRÁ / PREFACE Classroom exerc
Page 13 and 14: 1 CEACHT A HAON FOCLÓIR 9 ach but
Page 15 and 16: Seán: Is as Béal Feirste mé. Agu
Page 17 and 18: CEACHT A HAON / LESSON ONE §3. An
Page 19 and 20: CEACHT A HAON / LESSON ONE CEACHTAN
Page 21 and 22: 3. Isn’t she a good teacher? 4. T
Page 23 and 24: CEACHT A HAON / LESSON ONE terms de
Page 25 and 26: iarchéimeach postgraduate Indiach
Page 27 and 28: CEACHT A DÓ / LESSON TWO article w
Page 29 and 30: CEACHT A DÓ / LESSON TWO Is maith
Page 31 and 32: CEACHT A DÓ / LESSON TWO b) Now tu
Page 33 and 34: 2. a) Cuir Béarla air (translate i
Page 35 and 36: CEACHT A DÓ / LESSON TWO Is maith
Page 37 and 38: CEACHT A TRÍ / LESSON THREE liath
Page 39 and 40: CEACHT A TRÍ / LESSON THREE Note t
Page 41 and 42: CEACHT A TRÍ / LESSON THREE §4. N
Page 43 and 44: 2. is cat é 3. is peann é 4. is c
Page 45 and 46: CEACHT A TRÍ / LESSON THREE SÚIL
Page 47 and 48: CEACHT A CEATHAIR / LESSON FOUR pí
Page 49 and 50: CEACHT A CEATHAIR / LESSON FOUR Ní
Page 51 and 52: CEACHT A CEATHAIR / LESSON FOUR Str
Page 53 and 54: CEACHT A CEATHAIR / LESSON FOUR CEA
Page 55 and 56: Níl sé amuigh ort Níl sé istigh
Page 57 and 58:
CEACHT A CÚIG / LESSON FIVE Eilvé
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CEACHT A CÚIG / LESSON FIVE The ne
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caite spent, consumed, worn out cr
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CEACHT A CÚIG / LESSON FIVE 7. The
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6 CEACHT A SÉ FOCLÓIR 'achan U (
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The dependent form is raibh: Negati
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CEACHT A SÉ / LESSON SIX an seomra
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5. from the students CEACHT A SÉ /
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Tá Mamaí sa chistin, tá Mamaí s
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litir (f) letter níos déanaí / n
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CEACHT A SEACHT / LESSON SEVEN i `i
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CEACHT A SEACHT / LESSON SEVEN An t
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CEACHT A SEACHT / LESSON SEVEN 2. C
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CEACHT A SEACHT / LESSON SEVEN Gael
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CEACHT A SEACHT / LESSON SEVEN SÚI
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8 CEACHT A HOCHT FOCLÓIR abair 20
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CEACHT A HOCHT / LESSON EIGHT AN CE
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CEACHT A HOCHT / LESSON EIGHT §1.1
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mac son a mhic CEACHT A HOCHT / LES
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CEACHT A HOCHT / LESSON EIGHT disti
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Buail ar an doras Is féach isteach
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CEACHT A HOCHT / LESSON EIGHT Tradi
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9 CEACHT A NAOI FOCLÓIR ag bualadh
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CEACHT A NAOI / LESSON NINE Seán:
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a ceathair four a cúig five a sé
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CEACHT A NAOI / LESSON NINE §3.2.
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11. Ar tháinig Liam abhaile go fó
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A haon, a dó caora is bó. A trí
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10 CEACHT A DEICH FOCLÓIR an t-am
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aontaím I agree deirim I say CEACH
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CEACHT A DEICH / LESSON TEN §1.2B.
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CEACHT A DEICH / LESSON TEN Tá sé
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CEACHT A DEICH / LESSON TEN TEANGA
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11 CEACHT A HAON DÉAG FOCLÓIR an
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CEACHT A HAON-DÉAG / LESSON ELEVEN
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Here is a typical wrenboy rhyme: CE
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Oíche chiúin, oíche mhic Dé Cá
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The Prepositional Pronoun of le A n
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CÚRSAÍ CANÚNA: NOTES ON DIALECT
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CÚRSAÍ CANÚNA: NOTES ON DIALECT
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Vowels a teach house fear man aiste
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trua pity fuar cold au Eabhrais Heb
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sheas stood π dhá two mo dhorn my
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BIBLIOGRAPHY An Gúm. 1994. Foclói
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FOCLÓIR GAEILGE-BÉARLA 38 A a (be
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liain (f) year an bhliain seo chuga
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ciúin quiet clann (f) children cl
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eagla (f) fear éan (m) bird earrac
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go minic often go raibh maith agat
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máthair (f) mother máthair (f) mh
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Sasanach (n and adj) English person
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tinn sick tinneas (m) cinn headache
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apple úll (m) apple pie toirtín (
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FOCLÓIR BÉARLA-GAEILGE camera cea
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FOCLÓIR BÉARLA-GAEILGE dark (adj)
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FOCLÓIR BÉARLA-GAEILGE fail (vb)
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FOCLÓIR BÉARLA-GAEILGE H hair gru
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FOCLÓIR BÉARLA-GAEILGE jazz snagc
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FOCLÓIR BÉARLA-GAEILGE moon geala
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FOCLÓIR BÉARLA-GAEILGE pencil pea
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FOCLÓIR BÉARLA-GAEILGE remember i
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FOCLÓIR BÉARLA-GAEILGE sound fuai
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FOCLÓIR BÉARLA-GAEILGE thick tiub
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FOCLÓIR BÉARLA-GAEILGE waiter fre
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FOCLÓIR BÉARLA-GAEILGE GEARRLIOST
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FOCLÓIR BÉARLA-GAEILGE cuimhnigh!
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FOCLÓIR BÉARLA-GAEILGE meall! mea
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INDEX OF SONGS, PROVERBS, AND RHYME
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INDICES SUBJECT INDEX (Numbers refe
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present habitual #10 time of day #1
show all

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