\_sh v3.0 621 Text \id Babyish Alfabet \ref BabyishAlfabet.001 \tx Babyish alfabet yus Latin Käraktās. \mb Babyish alfabet yus Latin käraktā -s \ge Babyish alphabet use Latin character -PL \ps n n v1 ns n -num \ft Babyish alphabet uses Latin characters. \ref BabyishAlfabet.002 \nt \tx Babyish alfabet-ga 40 käraktās oaru. \mb Babyish alfabet - ga 40 käraktā -s oaru \ge Babyish alphabet - Nom 40 character -PL contain \ps n n - case 40 n -numpostp \ft There are 40 characters in the Babyish alphabet set. \ref BabyishAlfabet.003 \tx Ç not dū alfabet. \mb Ç not dū alfabet \ge Ç stop.doing do alphabet \ps char con v3 n \ft Ç is not considered a separate letter and thus not counted in the alphabet list. \ref BabyishAlfabet.004 \tx Vawouls \mb vawoul -s \ge vowel -PL \ps n -num \ft Vowels \ref BabyishAlfabet.005 \tx Düŋ-i Vawouls \mb düŋ -i vawoul -s \ge short -Adj vowel -PL \ps adj -case n -num \ft Short Vowels \ref BabyishAlfabet.006 \tx Cöŋ-i Vawouls \mb cöŋ -i vawoul -s \ge long -Adj vowel -PL \ps adj -case n -num \ft Long Vowels \ref BabyishAlfabet.007 \tx Konsonànts \mb konsonànt -s \ge consonant -PL \ps n -num \ft Consonants \ref BabyishAlfabet.008 \tx Transliteraçion \mb transliteraçion \ge transliteration \ps n \ft Transliteration \ref BabyishAlfabet.009 \tx Jemineiçion \mb jemineit -eiçion \ge gemination -action \ps v1 -postp \ft Gemination \ref BabyishAlfabet.010 \tx Evri käraktā diŋyiu pronauns. \mb evri käraktā diŋyiu pronaun -s \ge every character must pronoun -PL \ps adj n adv n -num \ft Every character have to pronounce. \ref BabyishAlfabet.011 \tx Touns \mb toun -s \ge tone -PL \ps n -num \ft Tones \ref BabyishAlfabet.012 \tx Si Osou \mb si osou \ge see also \ps v1 prep \ft See also \ref BabyishAlfabet.013 \tx Alfabet soŋ \mb alfabet soŋ \ge alphabet song \ps n n \ft Alphabet song \id Bisnes-kui \ref Bisnes-kui.001 \tx Bisnes-kui-wa Juŋnamŋon de distrikt. \mb bisnes - kui - wa Juŋnamŋon dè distrikt \ge business - he/she - Nom Jungnaman-city of district \ps n - pn - case ns postp n \ref Bisnes-kui.002 \tx In đe distrikt, biuldiŋ-wa meinli für bisnes \mb in đe distrikt biuldiŋ - wa mein - đis für bisnes \ge in the district biulding - Nom main - this for business \ps prep det3 n n - case adj - np prep n \tx entāprais. \mb entāprais \ge enterprise \ps n \ref Bisnes-kui.003 \tx Residènt-ga fyū. \mb residènt - ga fyū \ge resident - Nom few \ps n - case adj \ref Bisnes-kui.004 \tx Le distrikt meiyā Āron Vogel wa \mb le distrikt meiyā Āron Vogel wa \ge the district mayor Aaron Vogel Nom \ps det1 n n ns1 ns case \tx Lituwan-yui Yudai pīpol femili de \mb Lituwan -yui Yudai pīpol femili dè \ge Lithuania -people.of Jews people family of \ps ns -postp ns n n postp \tx membā. \mb membā \ge member \ps n \ref Bisnes-kui.005 \tx Đe femili mūved in Juŋnamŋon on 1999n en bikom bigest \mb đe femili mūv -ed in Juŋnamŋon on 1999n en bikom big -est \ge the family move -Pst in Jungnaman-city on 1999n and become big -most \ps det3 n v1 -tns1 prep ns prep 1999n con v1 adj -postp \tx butdǒŋcán korporeiçion nau. \mb butdǒŋcán korporeiçion nau \ge real.estate corporation now \ps n n n \ref Bisnes-kui.006 \tx Đe korporeiçion-wa "Vogel Butdǒŋcán". \mb đe korporeiçion - wa Vogel butdǒŋcán \ge the corporation - Nom Vogel real.estate \ps det3 n - case ns n \id BNYE \ref BNYE.001 \tx BNYE-wa Babycasèny Naçionol Yunivösiti für \mb BNYE - wa Babycasèny naçionol yunivösiti für \ge BNYE - Nom Babycasèny national university for \ps abbrev - case ns adj n prep \tx Ejukeiçion, yunivösiti in Babycasèny. \mb ejukeiçion yunivösiti in Babycasèny \ge education university in Babycasèny \ps n n prep ns \ref BNYE.002 \tx BNYE à Juŋnamŋon de Suicou-kui Suicou-1-doŋ, \mb BNYE à Juŋnamŋon dè Suicou distrikt Suicou - *1 doŋ \ge BNYE at Jungnaman-city of Suicou district Suicou - 1 village \ps abbrev prep ns postp n n n - 1 n \tx bitwin Umyòŋ Roud en Sayimdaŋ Strīt. \mb bitwin Umyòŋ Roud en Sayimdaŋ Strīt \ge between Umyeong.Road and Sayimdang.Street \ps prep n con n \ref BNYE.003 \tx Sùbjekts Offāriŋ \mb sùbjekt -s offār -iŋ \ge subject -PL offer -G \ps n -num v1 -tns1 \ref BNYE.004 \tx Arts Fäkolti \mb arts fäkolti \ge arts faculty \ps n n \ref BNYE.005 \tx Drama en Steij Pöformèns \mb drama en steij pöformèns \ge drama and stage performance \ps n con n n \ref BNYE.006 \tx Ĥaiàr en Solo Vös \mb ĥaiàr en solo vös \ge choir and solo verse \ps n con n n \ref BNYE.007 \tx Musik Ŧiori en Musikol Instrumènts \mb musik ŧiori en musik -ol instrumènt -s \ge music theory and music -Adj instrument -PL \ps n n con n -case n -num \ref BNYE.008 \tx Višuol Arts \mb višuol arts \ge visual arts \ps adj n \ref BNYE.009 \tx Leŋgueij Fäkolti \mb leŋgueij fäkolti \ge language faculty \ps n n \ref BNYE.010 \tx Babyish Litereicö \mb Babyish litereicö \ge Babyish literature \ps n n \ref BNYE.011 \tx Babyish Tičiŋ \mb Babyish tič -iŋ \ge Babyish teach -G \ps n v1 -tns1 \ref BNYE.012 \tx Bileŋgueijol Tičiŋ Rīsōrs Sentā \mb bileŋgueijol tič -iŋ rīsōrs sentā \ge bilingual teach -G resource centre \ps adj v1 -tns1 n n \ref BNYE.013 \tx Hangukiš Tičiŋ \mb Hangukiš tič -iŋ \ge Korean.Language teach -G \ps n v1 -tns1 \ref BNYE.014 \tx Iŋgliš Tičiŋ \mb Iŋgliš tič -iŋ \ge English.Language teach -G \ps ns v1 -tns1 \ref BNYE.015 \tx Nipponiš Tičiŋ \mb Nipponiš tič -iŋ \ge Japanese teach -G \ps n v1 -tns1 \ref BNYE.016 \tx Sheepnese Tičiŋ \mb Sheepnese tič -iŋ \ge Sheepnese teach -G \ps n v1 -tns1 \ref BNYE.017 \tx Transleiçion \mb transleiçion \ge translation \ps n \ref BNYE.018 \tx Ẑoŋwen Tičiŋ \mb Ẑoŋwen tič -iŋ \ge Chinese.language teach -G \ps ns v1 -tns1 \ref BNYE.019 \tx Sains Fäkolti \mb sains fäkolti \ge science faculty \ps n n \ref BNYE.020 \tx Fisikol Ejukeiçion en Biomäkeniks \mb fisikol ejukeiçion en biomäkeniks \ge physical education and biomechanics \ps adj n con n \ref BNYE.021 \tx Hälŧ Tičiŋ \mb hälŧ tič -iŋ \ge health teach -G \ps n v1 -tns1 \ref BNYE.022 \tx Mäŧs Tičiŋ \mb mäŧs tič -iŋ \ge mathematics teach -G \ps n v1 -tns1 \ref BNYE.023 \tx Sains Tičiŋ \mb sains tič -iŋ \ge science teach -G \ps n v1 -tns1 \ref BNYE.024 \tx Teknoloji Tičiŋ \mb teknoloji tič -iŋ \ge technology teach -G \ps n v1 -tns1 \ref BNYE.025 \tx Sosiol Sains Fäkolti \mb sosiol sains fäkolti \ge social science faculty \ps adj n n \ref BNYE.026 \tx Ejukeiçionol Administāreiçion \mb ejukeiçion -ol administāreiçion \ge education -Adj administration \ps n -case n \ref BNYE.027 \tx Ejukeiçionol Kounseliŋ \mb ejukeiçion -ol kounsel -iŋ \ge education -Adj counsel -G \ps n -case n -tns1 \ref BNYE.028 \tx Ejukeiçionol Psaikoloji \mb ejukeiçion -ol psaikoloji \ge education -Adj psychology \ps n -case n \ref BNYE.029 \tx Sivik Ejukeiçion \mb sivik ejukeiçion \ge civic education \ps adj n \ref BNYE.030 \tx Sosiol Sains Tičiŋ \mb sosiol sains tič -iŋ \ge social science teach -G \ps adj n v1 -tns1 \ref BNYE.031 \tx Körikyulum Disain en Speçiol Ejukeiçion Fäkolti \mb körikyulum disain en speçiol ejukeiçion fäkolti \ge curriculum design and special education faculty \ps n v1 con adj n n \ref BNYE.032 \tx Fisikol Händikäp Ejukeiçion \mb fisikol händikäp ejukeiçion \ge physical handicap education \ps adj n n \ref BNYE.033 \tx Infànts en Yučiyenā Tičiŋ \mb infànt -s en yučiyenā tič -iŋ \ge infant -PL and kindergarten.pupil teach -G \ps n -num con n v1 -tns1 \ref BNYE.034 \tx Internaçionol Ejukeiçion \mb internaçionol ejukeiçion \ge international education \ps adj n \ref BNYE.035 \tx Körikyulum en Instrukçion \mb körikyulum en instrukçion \ge curriculum and instruction \ps n con n \ref BNYE.036 \tx Speçiol Nīd Ejukeiçion \mb speçiol nīd ejukeiçion \ge special need education \ps adj v1 n \ref BNYE.037 \tx Si Osou \mb si osou \ge see also \ps v1 prep \ref BNYE.038 \tx BNYE Fusuk Primari Skūl \mb BNYE fusuk primari skūl \ge BNYE affiliated primary school \ps abbrev adj adj n \ref BNYE.039 \tx Ikstönol Link \mb ikstönol link \ge external link \ps adj n \id BRM \ref BRM.001 \tx Babyish Rīvaivol Mūvmènt wa mūvmènt starten from 1999n \mb Babyish rīvaiv -ol mūv -mènt wa mūv -mènt start -en from 1999n \ge Babyish revive -Adj move -Noun Nom move -Noun start -Ppt from 1999n \ps n v1 -case v1 -case case v1 -case v1 -tns1 prep 1999n \tx tu rīvaiv Babyish de yuseij. Babyish de yuseij dropen from \mb tu rīvaiv Babyish dè yuseij Babyish dè yuseij drop -en from \ge to revive Babyish of usage Babyish of usage drop -Ppt from \ps prep v1 n postp n n postp n v1 -tns1 prep \tx 1990nd de middol part, bikos meijā Babyish popyuleiçion \mb 1990nd dè middol part bikos meijā Babyish popyuleit -eiçion \ge 1990nd of middle part because major Babyish populate -action \ps 1990nd postp adj n con adj n v1 -postp \tx mūven tu kita de pleises tu liv or nīd tu wök. From 1993n, \mb mūv -en tu òđà dè pleis -s tu liv or nīd tu wök from 1993n \ge move -Ppt to other of place -PL to live or need to work from 1993n \ps v1 -tns1 prep adj postp n -num prep v1 prep v1 prep n prep 1993n \tx divelopmènt àbaut Babyish stoped. 1996n, Internet araived \mb divelop -mènt àbaut Babyish stop -ed 1996n Internet araiv -ed \ge develop -Noun about Babyish stop -Pst 1996n Internet arrive -Pst \ps v1 -case prep n v1 -tns11996n n v1 -tns1 \tx Höŋgoŋ en Babycasèny. Sou, pīpol started tu wrait àbaut \mb Höŋgoŋ en Babycasèny sou pīpol start -ed tu wrait àbaut \ge HongKong and Babycasèny so people start -Pst to write about \ps ns con ns adv n v1 -tns1 prep v1 prep \tx Babycasèny on Internet. De-1-ge Babyish Internet \mb Babycasèny on Internet dè - yàt gè Babyish Internet \ge Babycasèny on Internet of - one a piece Babyish Internet \ps ns prep n postp - n cnt n n \tx websàit wa FortuneCity de "Jiu femili històri myusièm" \mb websàit wa FortuneCity dè jiu femili history myusièm \ge website Nom FortuneCity of walk family history museum \ps n case n postp v2 n n n \tx da. \mb da \ge to.be \ps v \id Church \ref Church.001 \tx Čäptā 3: Fānčöč \mb čäptā 3 fān - čöč \ge chapter 3 return.to - church \ps n 3 v2 - n \ft Chapter 3: Going to church \ref Church.002 \tx Tekst \mb tekst \ge text \ps n \ft Text \ref Church.003 \tx Tudei-wa Sùndei. Mi de femili fānčöč. \mb tudei - wa Sùndei mi dè femili fān - čöč \ge today - Nom Sunday I of family return.to - church \ps n - case n np postp n v2 - n \ft Today is Sunday. My family go to church. \ref Church.004 \tx Mi de čöč ga à 500m west from mi de hom. \mb mi dè čöč ga à 500m west from mi dè hom \ge I of church Quest at 500m west from I of home \ps np postp n part prep 500m n prep np postp n \ft My church is at 500m west from our home. \ref Church.005 \tx Mi de femili fānčöč bai jiuru. \mb mi dè femili fān - čöč bai jiu -ru \ge I of family return.to - church by walk -G \ps np postp n v2 - n prep v2 -tns2 \ft My family go to church on foot. \ref Church.006 \tx Vokäbs \mb vokäb -s \ge Vocabulary -PL \ps n -num \ft Vocabularies \ref Church.007 \tx čöč \mb čöč \ge church \ps n \ft church \ref Church.008 \tx femili en hom \mb femili en hom \ge family and home \ps n con n \ft Family and home \ref Church.009 \tx Wīkdeis: Sùndei, Mundei, Fōdei, Suidei, Mōkdei, Gùmdei, \mb Wīkdei -s Sùndei Mundei Fōdei Suidei Mōkdei Gùmdei \ge Weekdays -PL Sunday Monday Tuesday Wednesday Thursday Friday \ps n -num n n n n n n \tx Toudei \mb Toudei \ge Saturday \ps n \ft Weekdays: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday \ref Church.010 \tx Direkçion: Norŧ, Sàuŧ, Ist, West. \mb direkçion norŧ sàuŧ ist west \ge direction north south east west \ps n n n n n \ft Direction: North, South, East, West \ref Church.011 \tx Indeks \mb indeks \ge index \ps n \ft index \id Conlang \ref Conlang.001 \tx Nige atikol bī stùb atikol à pīpol. \mb nige atikol bī stùb atikol à pīpol \ge this article be stub article at people \ps pn n v3 n n prep n \ft This article is a stub for people. \tx Tu help đe Conlang Wikia, nei keyi edit en ikspend đe atikol. \mb tu help đe Conlang Wikia nei keyi edit en ikspend đe atikol \ge to help the Conlang Wikia you can edit and expand the article \ps prep v1 det3 ns ns pn v3 v1 con v1 det3 n \ft You can help the Conlang Wikia by expanding it and linking it. \id Diary \ref Diary.001 \tx Fotokopi für Bu. \mb fotokopi für Bu \ge photocopy for Bu \ps v1 prep ns2 \ref Diary.002 \tx Tīk medçin bifō brīkfast. \mb tīk medçin bifō brīkfast \ge take medicine before breakfast \ps v1 n prep n \ft Photocopy for Bu. Take medicine before breakfast. \id FutureTechnology \ref FT.001 \tx Milai de Teknoloji \mb milai dè teknoloji \ge future of technology \ps adj postp n \ft Future Technology \ref FT.002 \tx O-sensibol ikstrapolaçion de körènt teknoloji intu milai \mb o- sensibol ikstrapolaçion dè körènt teknoloji intu milai \ge the- sensible extrapolation of current technology into future \ps det4- adj n postp adj n prep adj \ft A sensible extrapolation of current technology into the future \ref FT.003 \tx Bodi muvment sensā \mb bodi muvment sensā \ge body movement sensor \ps n n n \ft Body movement sensor \ref FT.004 \tx 3D-Projektā \mb 3D - projekt -ā \ge 3D - project -occupation \ps abbrev - n -postp \ft 3D-projector \ref FT.005 \tx Kībōd-o-ari Līnàbol Čea \mb kībōd -o -aru -i līn - àbol čea \ge keyboard -Obj -*** -Adj lean - able chair \ps n -case -*** -case v1 - v n \ft Leanable chair with keyboard \ref FT.006 \tx Akçion \mb akçion \ge action \ps n \ft action \ref FT.007 \tx Klik, Fiŋgàtäp, Dùbbolklik, Dùbboltäp \mb klik fiŋgàtäp dùbbolklik dùbboltäp \ge click finger.tap double.click double.tap \ps v1 n v1 v1 \tx Yus de different \mb yus dè different \ge use of different \ps v1 postp adj \tx fiŋgà, different akçion \mb fiŋgà different akçion \ge finger different action \ps n adj n \tx e.g.: Bigfiŋgà Puš \mb iksampol big - fiŋgà puš \ge example big - finger push \ps n adj - n v1 \ref FT.008 \tx Täp \mb täp \ge tap \ps v1 \ft Tap \ref FT.009 \tx Middolfiŋgà-o täp \mb middol - fiŋgà -o täp \ge middle - finger -Obj tap \ps adj - n -case v1 \ft Tap with middle finger \ref FT.010 \tx Puš \mb puš \ge push \ps v1 \ft Push \ref FT.011 \tx Bigfiŋgà-o puš \mb big - fiŋgà -o puš \ge big - finger -Obj push \ps adj - n -case v1 \ft Push with big finger \ref Future Technology.009 \tx Òđà Jesčös \mb òđà jesčö -s \ge other gesture -PL \ps adj n -num \ft Other gestures \ref FT.012 \tx Flip (PgUp, PgDn: Middolfiŋgà-o flip). \mb flip peijùp peijdaun middol - fiŋgà -o flip \ge flip page.up page.down middle - finger -Obj flip \ps v1 v1 v1 adj - n -case v1 \ref FT.013 \tx Jräg (Middolfiŋgà-o jräg). \mb jräg middol - fiŋgà -o jräg \ge drag middle - finger -Obj drag \ps v1 adj - n -case v1 \ref FT.014 \tx Pul (Bigfiŋgà en indeksfiŋgà). \mb pul big - fiŋgà en indeks - fiŋgà \ge pull big - finger and index - finger \ps v1 adj - n con n - n \ref FT.015 \tx Freim. \mb freim \ge frame \ps v \ref FT.016 \tx Hould. \mb hould \ge hold \ps v1 \tx \ref FT.018a.001 \tx Advanteij en Disadvanteij \mb advanteij en disadvanteij \ge advantage and disadvantage \ps n con n \ft advantage and disadvantage \ref FT.018b.001 \tx Advanteij: Vöčuol Rialiti, 3D Speisçol, Moa Speis \mb advanteij vöčuol rialiti 3D speisçol moa speis \ge advantage virtual reality 3D spacial more space \ps n adj n n adj adv n \ft Advantage: Virtual Reality, 3D spacial, more spaces \ref FT.018c.001 \tx Disadvanteij: Ikstensiv Grafik Yutilaiseiçion, Ikstensiv SPY (Sencrol Procesiŋ Yunit) \mb disadvanteij ikstensiv grafik yutilaiseiçion ikstensiv SPY sencrol proces -iŋ yunit \ge disadvantage extensive graphic utilisation extensive CPU central process -G unit \ps n adj n n adj abbrev adj n -tns1 n \tx Yutilaiseiçion, Moa köŋi kompyutā \mb yutilaiseiçion moa köŋ -i kompyutā \ge utilisation more powerful -Adj computer \ps n adv adj -case n \ref FT.019a.001 \tx Kompär: Akçion vs Hwaitbōd \mb kompär akçion vösùs hwaitbōd \ge compare action versus whiteboard \ps v n v n \ft Compare: Action versus whiteboard \ref FT.019b.001 \tx Akçion: Prais: Ikspensiv. \mb akçion prais ikspensiv \ge action price expensive \ps n n adj \ref FT.019b.002 \tx Ikuip: Speçiol Rūm. \mb ikuip speçiol rūm \ge equipment special room \ps n adj n \ref FT.019b.003 \tx Non Kontrol Point. \mb non kontrol point \ge no control point \ps adv v1 n \ft Action: Price: Expensive. Equipment: Special Room. No control point. \ref FT.019c.001 \tx Hwaitbōd: Prais: Kompärtivli Čīp. \mb hwaitbōd prais kompärtivli čīp \ge whiteboard price comparativelycheap \ps n n adj adj \ref FT.019c.002 \tx Ikuip: Speçiol Hwaitbōd. \mb ikuip speçiol hwaitbōd \ge equipment special whiteboard \ps n adj n \ref FT.019c.003 \tx Nīd Kontrol Point \mb nīd kontrol point \ge need control point \ps v1 v1 n \ft Whiteboard: Price: Comparatively Cheap. Equipment: Special Whiteboard. Need control point. \id GenericSkills \ref GenericSkills.001 \tx Jenerik skils wa beisik skils für students helpiŋ đem tu \mb jenerik skil -s wa beisik skil -s für student -s help -iŋ đem tu \ge generic skill -PL Nom basic skill -PL for student -PL help -G them to \ps adj n -num case adj n -num prep n -num v1 -tns1 pn prep \tx lön hāu tu lön. \mb lön hāu tu lön \ge learn how to learn \ps v1 ? prep v1 \ref GenericSkills.002 \tx Đīs skils diŋyiu divelop ŧru löniŋ en tičiŋ in different \mb đīs skil -s diŋyiu divelop ŧru lön -iŋ en tič -iŋ in different \ge these skill -PL must develop through learn -G and teach -G in different \ps np n -num adv v1 prep v1 -tns1 con v1 -tns1 prep adj \tx sùbjekts kontekst en kī löniŋ ärias (KLÄ). \mb sùbjekt -s kontekst en kī lön -iŋ äria -s KLÄ \ge subject -PL context and key learn -G area -PL KLA \ps n -num n con n v1 -tns1 n -num abbrev \ref GenericSkills.003 \tx Đīs skils wa transföràbol tu different löniŋ sicueiçions. \mb đīs skil -s wa transför - àbol tu different lön -iŋ sicueiçion -s \ge these skill -PL Nom transfer - able to different learn -G situation -PL \ps np n -num case v1 - v prep adj v1 -tns1 n -num \ref GenericSkills.004 \tx 9 Isensiol Jenerik Skils: \mb 9 isensiol jenerik skil -s \ge 9 essential generic skill -PL \ps 9 adj adj n -num \tx Đea wa 9 isensiol jenerik skils: \mb đea wa 9 isensiol jenerik skil -s \ge there Nom 9 essential generic skill -PL \ps pn case 9 adj adj n -num \ref GenericSkills.005 \tx Kolläboreiçion skil: \mb kolläboreiçion skil \ge collaboration skill \ps n n \ref GenericSkills.006 \tx litsèniŋ, àpriçieiçion, grūp wök, helpiŋ òđàs, nigouçieiçion. \mb litsèn -iŋ àpriçieiçion grūp wök help -iŋ òđà -s nigouçieiçion \ge listen -G appreciation group work help -G other -PL negotiation \ps v1 -tns1 n n n v1 -tns1 adj -num n \ref GenericSkills.007 \tx help students tu engeij ifektivli in tasks en tīmwök. \mb help student -s tu engeij ifektivli in task -s en tīm - wök \ge help student -PL to engage effectively in task -PL and team - work \ps v1 n -num prep v1 adv prep n -num con n - n \ref GenericSkills.008 \tx benefit from rileiçions biulded from kolläboreitiv wök. \mb benefit from rileiçion -s biuld -ed from kolläboreit -iv wök \ge benefit from relation -PL build -Pst from collaborate -Adj work \ps n prep n -num v1 -tns1 prep v1 -case n \ref GenericSkills.009 \tx Kommyunikeiçion skil: \mb kommyunikeiçion skil \ge communication skill \ps n n \ref GenericSkills.010 \tx spīč dilivèri, rīspond tu kwesçions, litsèniŋ en wraitiŋ. \mb spīč dilivèri rīspond tu kwesçion -s litsèn -iŋ en wrait -iŋ \ge speech delivery respond to question -PL listen -G and write -G \ps n n v1 prep n -num v1 -tns1 con v1 -tns1 \ref GenericSkills.011 \tx help students tu interakt wiŧ pīpol. \mb help student -s tu interakt wiŧ pīpol \ge help student -PL to interact with people \ps v1 n -num prep v1 prep n \ref GenericSkills.012 \tx benefit from ifektiv aidià ikspresçion. \mb benefit from ifektiv aidià ikspresçion \ge benefit from effective idea expression \ps n prep adj n n \ref GenericSkills.013 \tx Krietiv skil: \mb kriet -iv skil \ge create -Adj skill \ps v1 -case n \ref GenericSkills.014 \tx different pöspektiv ŧiŋkiŋ, oltönativs sùjesçion für wökiŋ \mb different pöspektiv ŧiŋk -iŋ oltönat -iv -s sùjesçion für wök -iŋ \ge different perspective thinking -G alternate -Adj -PL suggestion for work -G \ps adj adj v1 -tns1 n -case -num n prep n -tns1 \tx en ässeptiŋ different ansās. \mb en ässept -iŋ different ansā -s \ge and accept -G different answer -PL \ps con v1 -tns1 adj n -num \ref GenericSkills.015 \tx help students tu divelop đe àboliti tu produs orijinol aidiàs. \mb help student -s tu divelop đe àboliti tu produs orijinol aidià -s \ge help student -PL to develop the ability to produce original idea -PL \ps v1 n -num prep v1 det3 n prep v1 adj n -num \ref GenericSkills.016 \tx benefit from solviŋ problems àpproprieit tu konteksts. \mb benefit from solv -iŋ problem -s àpproprieit tu kontekst -s \ge benefit from solve -G problem -PL appropriate to context -PL \ps n prep v1 -tns1 n -num v1 prep n -num \ref GenericSkills.017 \tx Kritikol ŧiŋkiŋ skil: \mb kritikol ŧiŋk -iŋ skil \ge critical thinking -G skill \ps adj v1 -tns1 n \ref GenericSkills.018 \tx duglapna ŧiŋkiŋ, aidentifiiŋ korekt or woŋjü, self reflekçion. \mb duglapna ŧiŋk -iŋ aidentifi -iŋ korekt or woŋjü self reflekçion \ge independent thinking -G identify -G correct or crazy self reflection \ps adj v1 -tns1 v1 -tns1 v1 prep adj n n \ref GenericSkills.019 \tx help students tu ikstrākt yiyǐ from given deitā or \mb help student -s tu ikstrākt yiyǐ from giv -en deitā or \ge help student -PL to extract meaning from give -Ppt data or \ps v1 n -num prep v1 n prep v1 -tns1 n prep \tx steitmènts, jenereit en ivälueit argyumènts. \mb steitmènt -s jenereit en ivälueit argyu -mènt -s \ge statement -PL generate and evaluate argue -Noun -PL \ps n -num v1 con v1 v1 -case -num \ref GenericSkills.020 \tx benefit from meikiŋ own jùjmènts. \mb benefit from meik -iŋ own jùj -mènt -s \ge benefit from make -G own judge -Noun -PL \ps n prep v1 -tns1 adj v1 -case -num \ref GenericSkills.021 \tx Informeiçion teknoloji (IT) skil: \mb informeiçion teknoloji IT skil \ge information technology IT skill \ps n n abbrev n \ref GenericSkills.022 \tx informeiçion ormainiŋ on Internet, wöd-prosesiŋ, yusiŋ \mb informeiçion ormain -iŋ on Internet wöd - proses -iŋ yus -iŋ \ge information ore.mine -G on Internet word - process -G use -G \ps n v1 -tns1 prep n n - v1 -tns1 v1 -tns1 \tx spredšīts tu kalkyuleit en orgànais informeiçion, kommyunikeitiŋ \mb spredšīt -s tu kalkyuleit en orgànais informeiçion kommyunikeit -iŋ \ge spreadsheet -PL to calculate and organise information communicate -G \ps n -num prep v1 con v1 n v1 -tns1 \tx wiŧ elektronik meil (e-meil). \mb wiŧ elektronik meil e-meil \ge with electronic mail e-mail \ps prep adj n abbrev \ref GenericSkills.023 \tx help students tu söč, àbsorb, änalais, mäneij en prisent \mb help student -s tu söč àbsorb änalais mäneij en prisent \ge help student -PL to search absorb analysis manage and present \ps v1 n -num prep v1 v1 v1 v1 con v1 \tx informeiçion kritikolli en intellijentli. \mb informeiçion kritikolli en intellijentli \ge information critically and intelligently \ps n adv con adv \ref GenericSkills.024 \tx benefit from sövaivol in IT era. \mb benefit from sövaivol in IT era \ge benefit from survival in IT era \ps n prep n prep abbrev n \ref GenericSkills.025 \tx Nùmbāriŋ skil: \mb nùmbār -iŋ skil \ge number -G skill \ps n -tns1 n \ref GenericSkills.026 \tx bùdjèt pleniŋ, kalkyuleiçion in brein en wiŧ kalkyuleitā, änalais \mb bùdjèt plen -iŋ kalkyuleiçion in brein en wiŧ kalkyuleitā änalais \ge budget plan -G calculation in brain and with calculator analysis \ps v1 v1 -tns1 n prep n con prep n v1 \tx stätistikol informeiçion. \mb stätistikol informeiçion \ge statistical information \ps adj n \ref GenericSkills.027 \tx help students tu mastārais beisik kompyuçion in evri dei laif, \mb help student -s tu mastārais beisik kompyuçion in evri dei laif \ge help student -PL to master basic computation in every day life \ps v1 n -num prep v adj n prep adj n n \tx wagariŋ en prisentiŋ nùmbārik deitā, interpret grafs, \mb wagaru -iŋ en prisent -iŋ nùmbār -ik deitā interpret graf -s \ge understand -G and present -G number -Adj data interpret graph -PL \ps v2 -tns1 con v1 -tns1 n -case n v1 n -num \tx čarts, en deitā. \mb čart -s en deitā \ge chart -PL and data \ps n -num con n \ref GenericSkills.028 \tx Problem solviŋ skil: \mb problem solv -iŋ skil \ge problem solve -G skill \ps n v1 -tns1 n \ref GenericSkills.029 \tx händoliŋ problems, rīsolviŋ konflikts, feisiŋ kraises en \mb händol -iŋ problem -s rīsolv -iŋ konflikt -s feis -iŋ kraises en \ge handle -G problem -PL resolve -G conflict -PL face -G crisis and \ps v1 -tns1 n -num v1 -tns1 n -num v1 -tns1 n con \tx meikiŋ disaiçions. \mb meik -iŋ disaiçion -s \ge make -G decision -PL \ps v1 -tns1 n -num \ref GenericSkills.030 \tx help students tu yus ŧiŋkiŋ skils tu rīsolv diffikùlt \mb help student -s tu yus ŧiŋk -iŋ skil -s tu rīsolv diffikùlt \ge help student -PL to use thinking -G skill -PL to resolve difficult \ps v1 n -num prep v1 v1 -tns1 n -num prep v1 v1 \tx situeiçion, en ditömin đe yoiest akçion kōrs. \mb si - tu -eiçion en ditömin đe yoi -est akçion kōr -s \ge see - to -action and determine the good.quality -most action core -PL \ps v1 - prep -postp con v1 det3 adj -postp n n -num \ref GenericSkills.031 \tx Self-männeijmènt skil: \mb self - männeij -mènt skil \ge self - manage -Noun skill \ps n - v1 -case n \ref GenericSkills.032 \tx prisöviŋ imoçionol steibiliti, händoliŋ streses, mäneijiŋ self \mb prisöv -iŋ imoçionol steibiliti händol -iŋ stres -s mäneij -iŋ self \ge preserve -G emotional stability handle -G stress -PL manage -G self \ps v1 -tns1 adv n v1 -tns1 n -num v1 -tns1 n \tx de taim en fainänses en līdiŋ tu ginhoŋ-na laif. \mb dè taim en fainäns -s en līd -iŋ tu ginhoŋ -na laif \ge of time and finance -PL and lead -G to healthy -Adj life \ps postp n con n -num con v1 -tns1 prep adj -case n \ref GenericSkills.033 \tx help students tu biuld ùp self-estīm en akompliš gouls. \mb help student -s tu biuld ùp self - estīm en akompliš goul -s \ge help student -PL to build up self - esteem and accomplish goal -PL \ps v1 n -num prep v1 prep n - n con v1 n -num \ref GenericSkills.034 \tx Studi skil: \mb studi skil \ge study skill \ps v1 n \ref GenericSkills.035 \tx kollektiŋ en procesiŋ informeiçion, yusiŋ different löniŋ \mb kollekt -iŋ en proces -iŋ informeiçion yus -iŋ different lön -iŋ \ge collect -G and process -G information use -G different learn -G \ps v1 -tns1 con n -tns1 n v1 -tns1 adj v1 -tns1 \tx tūls en applaiiŋ loji lönen in evri dei laif. \mb tūl -s en applai -iŋ loji lön -en in evri dei laif \ge tool -PL and apply -G knowledge learn -Ppt in every day life \ps n -num con v1 -tns1 n v1 -tns1 prep adj n n \ref GenericSkills.036 \tx help students tu divelop yoi löniŋ häbits. \mb help student -s tu divelop yoi lön -iŋ häbit -s \ge help student -PL to develop good.quality learn -G habit -PL \ps v1 n -num prep v1 adj v1 -tns1 n -num \ref GenericSkills.037 \tx benefit from àbolitis en attituds tu enjoi löniŋ. \mb benefit from àboliti -s en attitud -s tu enjoi lön -iŋ \ge benefit from ability -PL and attitude -PL to enjoy learn -G \ps n prep n -num con n -num prep v1 v1 -tns1 \ref GenericSkills.038 \tx Ikstönol Link \mb ikstönol link \ge external link \ps adj n \id I can eat glass \ref Eatglass.001 \tx Mi kän ārm glās, en it dū not hört mi. \mb mi kän ārm glās en it dū not hört mi \ge I can eat glass and it do stop.doing hurt I \ps np v1 v2 n con np v3 con v1 np \ft I can eat glass, and it do not hurt me. \id IWB \ref IWB.001 \tx Interaktiv Hwaitbōd wa interaktiv tičiŋ tūls für konnektiŋ \mb IWB wa interaktiv tič -iŋ tūl -s für konnekt -iŋ \ge IWB Nom interactive teach -G tool -PL for connect -G \ps abbrev case adj v1 -tns1 n -num prep v1 -tns1 \tx kompyutā, prǒjektā en hwaitbōd. \mb kompyutā prǒjektā en hwaitbōd \ge computer projector and whiteboard \ps n n con n \ref IWB.002 \tx Interaktiv Hwaitbōd hev advanteijs from tradiçionol blākbōd \mb IWB hev advanteij -s from tradiçionol blākbōd \ge IWB have advantage -PL from traditional blackboard \ps abbrev v1 n -num prep adj n \tx tičiŋ en niu IT tičiŋ. \mb tič -iŋ en niu IT tič -iŋ \ge teach -G and new IT teach -G \ps v1 -tns1 con adj abbrev v1 -tns1 \ref IWB.003 \tx Bränds \mb bränd -s \ge brand -PL \ps n -num \ref IWB.004 \tx Advanteijs \mb advanteij -s \ge advantage -PL \ps n -num \ref IWB.005 \tx Interaktiv, Kontent fokùs, rīkōdiŋ lessòn proces oaru, \mb interaktiv kontent fokùs rīkōd -iŋ lessòn proces oaru \ge interactive content focus record -G lesson process contain \ps adj n n v1 -tns1 n n postp \tx Possibol lessòns rīplei, Tanošii lessòns \mb possibol lessòn -s rīplei tanoši -i lessòn -s \ge possible lesson -PL replay enjoyable -Adj lesson -PL \ps adj n -num v1 adj -case n -num \ref IWB.006 \tx Bläkbōd: Tekst onli, fyū grafiks, mu saund en vidio \mb bläkbōd tekst onli fyū grafik -s mu saund en vidio \ge blackboard text only few graphic -PL not.have sound and video \ps n n adj adj n -num v n con n \ref IWB.007 \tx IWB: Rič mùltimedia kontents, Grafiks illùstreçion, Musik en vidio \mb IWB rič mùltimedia kontent -s grafik -s illùstreçion musik en vidio \ge IWB rich multimedia content -PL graphic -PL illustration music and video \ps abbrev adj n n -num n -num n n con n \tx oaru \mb oaru \ge contain \ps postp \ref IWB.008 \tx Disadvanteijs \mb disadvanteij -s \ge disadvantage -PL \ps n -num \ref IWB.009 \tx Ikspensiv \mb ikspensiv \ge expensive \ps adj \ref IWB.010 \tx Konnektiviti wiŧ kompyutā \mb konnekt -iv -iti wiŧ kompyutā \ge connect -Adj -Noun with computer \ps v1 -case -case prep n \ref IWB.011 \tx Dependènt tu kompyutā en elektriçiti \mb depend -ènt tu kompyutā en elek \ge depend -People to computer and electricity \ps v1 -case prep n con n \ref IWB.012 \tx Yuseij en Iksampol \mb yuseij en iksampol \ge usage and example \ps n con n \id JFT \ref JFT.001 \tx Jemun en Fīdbäk de Teknik \mb jemun en fīdbäk dè teknik \ge ask.question and feedback of technique \ps v2 con n postp n \tx Jemun (Jilmun) de definiçion: \mb jemun jemun dè definiçion \ge ask.question ask.question of definition \ps v2 v2 postp n \ref JFT.002 \tx - Jemunò (Jilmunò): \mb - jemun -ò jemun -ò \ge - ask.question -wording ask.question -wording \ps - v2 -postp v2 -postp \ref JFT.003 \tx Limited Definiçion: \mb limit -ed definiçion \ge limit -Pst definition \ps v1 -tns1 n \ref JFT.004 \tx Kwesçion für tičās tu jemun (jilmun) students \mb kwesçion für tičā -s tu jemun jemun student -s \ge question for teacher -PL to ask.question ask.question student -PL \ps n prep n -num prep v2 v2 n -num \tx akōdiŋ tu tičiŋ mätiriols en students de \mb akōdiŋ tu tič -iŋ mätiriol -s en student -s dè \ge according to teach -G material -PL and student -PL of \ps n prep v1 -tns1 n -num con n -num postp \tx kwesçions. \mb kwesçion -s \ge question -PL \ps n -num \ref JFT.005 \tx Brōd Definiçion: \mb brōd definiçion \ge broad definition \ps adj n \ref JFT.006 \tx Tičās de kwesçions en ansās plùs Tičās de \mb tičā -s dè kwesçion -s en ansā -s plùs tičā -s dè \ge teacher -PL of question -PL and answer -PL plus teacher -PL of \ps n -num postp n -num con n -num v1 n -num postp \tx kommènts tu students kwesçions en ansās. \mb kom -mènt -s tu student -s kwesçion -s en ansā -s \ge come -Noun -PL to student -PL question -PL and answer -PL \ps v1 -case -num prep n -num n -num con n -num \ref JFT.007 \tx Jemun (Jilmun) de Yus: \mb jemun jemun dè yus \ge ask.question ask.question of use \ps v2 v2 postp v1 \ref JFT.008 \tx - Stimuleit students de interest. \mb - stimuleit student -s dè interest \ge - stimulate student -PL of interest \ps - v1 n -num postp v1 \ref JFT.009 \tx - Motiveit students. \mb - motiveit student -s \ge - motivate student -PL \ps - v1 n -num \ref JFT.010 \tx - Promot students de ŧiŋkiŋ divelopmènt. \mb - promot student -s dè ŧiŋk -iŋ divelop -mènt \ge - promote student -PL of thinking -G develop -Noun \ps - v1 n -num postp v1 -tns1 v1 -case \ref JFT.011 \tx - Jrō students de ättençion. \mb - jrō student -s dè ättençion \ge - draw student -PL of attention \ps - v1 n -num postp n \ref JFT.012 \tx - Imprūv bidirekçionol kommyunikeiçion. \mb - imprūv bidirekçionol kommyunikeit -eiçion \ge - improve bidirectional communicate -action \ps - v1 adj v1 -postp \ref JFT.013 \tx Weis tu Jemun (Jilmun): \mb wei -s tu jemun jemun \ge way -PL to ask.question ask.question \ps n -num prep v2 v2 \ref JFT.014 \tx - Fil in đe blänks. \mb - fil in đe blänk -s \ge - fill in the blank -PL \ps - v1 prep det3 n -num \ref JFT.015 \tx - Mùltipol Čoises Kwesçions. \mb - mùltipol čois -s kwesçion -s \ge - multiple choice -PL question -PL \ps - adj n -num n -num \ref JFT.016 \tx - Rīflektiv Kwesçions. \mb - rīflekt -iv kwesçion -s \ge - reflect -Adj question -PL \ps - v1 -case n -num \ref JFT.017 \tx - Prǒgresiv Kwesçions. \mb - prǒgres -iv kwesçion -s \ge - progress -Adj question -PL \ps - v1 -case n -num \ref JFT.018 \tx Ŧiŋs tu noutis: \mb ŧiŋ -s tu noutis \ge thing -PL to notice \ps n -num prep n \ref JFT.019 \tx - Taimiŋ: \mb - taim -iŋ \ge - time -G \ps - n -tns1 \ref JFT.020 \tx Ask at đe yoiest momènt. \mb ask at đe yoi -est momènt \ge ask at the good.quality -most moment \ps v1 prep det3 adj -postp n \ref JFT.021 \tx - Diffikolti: \mb - diffikolti \ge - difficulty \ps - n \ref JFT.022 \tx Sutàbol diffikolti levol. \mb sut - àbol diffikolti levol \ge suit - able difficulty level \ps v1 - v n n \ref JFT.023 \tx - Akōdiŋ tu löniŋ objektivs. \mb - akōdiŋ tu lön -iŋ objektiv -s \ge - according to learn -G objective -PL \ps - n prep v1 -tns1 n -num \ref JFT.024 \tx Rīpīteiçion: \mb rīpīt -eiçion \ge repeat -action \ps v1 -postp \ref JFT.025 \tx luk für fäkts, direkt wagarueiçion. \mb luk für fäkt -s direkt wagaru -eiçion \ge green for fact -PL direct understand -action \ps adj prep n -num v1 v2 -postp \ref JFT.026 \tx Diskripçion: \mb diskript -eiçion \ge describe -action \ps v1 -postp \ref JFT.027 \tx ikspleneiçion tu aidiàs. \mb iksplen -eiçion tu aidià -s \ge explain -action to idea -PL \ps v1 -postp prep n -num \ref JFT.028 \tx Orgànaiseiçion: \mb orgànais -eiçion \ge organise -action \ps v1 -postp \ref JFT.029 \tx Orgànais rileiçions bitwin informeiçion. \mb orgànais rileiçion -s bitwin informeiçion \ge organise relation -PL between information \ps v1 n -num prep n \ref JFT.030 \tx Sùmmari. \mb sùmmari \ge summary \ps n \ref JFT.031 \tx Konkluçion. \mb konkluçion \ge conclusion \ps n \ref JFT.032 \tx Iläbereiçion. \mb iläbereiçion \ge elaboration \ps n \ref JFT.033 \tx Kontents, Mīniŋ, Hiden aidiàs. \mb kontent -s yiyǐ hid -en aidià -s \ge content -PL meaning hide -Ppt idea -PL \ps n -numn v1 -tns1n -num \ref JFT.034 \tx Ivälueiçion. \mb ivälueiçion \ge evaluation \ps n \ref JFT.035 \tx Leŋgueij yus. \mb leŋgueij yus \ge language use \ps n v1 \ref JFT.036 \tx Kontents. \mb kontent -s \ge content -PL \ps n -num \ref JFT.037 \tx Risònàbol? \mb risòn - àbol \ge reason - able \ps n - v \ref JFT.038 \tx Krieiçion. \mb krieiçion \ge creation \ps n \ref JFT.039 \tx - Giv sùffiçient taim für students tu ŧiŋk en ansā. \mb - giv sùffiçient taim für student -s tu ŧiŋk en ansā \ge - give sufficient time for student -PL to thinking and answer \ps - v1 adj n prep n -num prep v1 con n \ref JFT.040 \tx - Litsèn tu students (šou rīspekt, etik in klāsrūm). \mb - litsèn tu student -s šou rīspekt etik in klāsrūm \ge - listen to student -PL show respect etiquette in classroom \ps - v1 prep n -num v1 v1 n prep n \ref JFT.041 \tx - Fär tu students ansās, ässept different pöspektivs. \mb - fär tu student -s ansā -s ässept different pöspektiv -s \ge - fair to student -PL answer -PL accept different perspective -PL \ps - v1 prep n -num n -num v1 adj adj -num \ref JFT.042 \tx 3 steps strùkcö: \mb 3 step -s strùkcö \ge 3 step -PL structure \ps 3 n -num n \ref JFT.043 \tx - Initeiçion. \mb - initeiçion \ge - initiation \ps - n \ref JFT.044 \tx - Rīspond. \mb - rīspond \ge - respond \ps - v1 \ref JFT.045 \tx - Folowiŋ. \mb - folow -iŋ \ge - follow -G \ps - v1 -tns1 \ref JFT.046 \tx Sùjesçion: \mb sùjesçion \ge suggestion \ps n \ref JFT.047 \tx - Ädjùst diffikolti levol akōdiŋ tu students de àboliti. \mb - ädjùst diffikolti levol akōdiŋ tu student -s dè àboliti \ge - adjust difficulty level according to student -PL of ability \ps - v1 n n n prep n -num postp n \ref JFT.048 \tx - Let students ŧiŋk moa. \mb - let student -s ŧiŋk moa \ge - let student -PL thinking more \ps - v1 n -num v1 adv \ref JFT.049 \tx - Ikwol opportunitis. \mb - ikwol opportuniti -s \ge - equal opportunity -PL \ps - v1 n -num \ref JFT.050 \tx - Pei speçiol ättençion tu les àbol \mb - pei speçiol ättençion tu les àbol \ge - pay special attention to lessable \ps - v1 adj n prepadj v \tx students. \mb student -s \ge student -PL \ps n -num \ref JFT.051 \tx Weis tu imprūv kommyunikeiçion: \mb wei -s tu imprūv kommyunikeit -eiçion \ge way -PL to improve communicate -action \ps n -num prep v1 v1 -postp \ref JFT.052 \tx - NLP: \mb - NLP \ge - NLP \ps - abbrev \ref JFT.053 \tx Nyuro Leŋgueijloji Progremiŋ. \mb nyuro leŋgueij - loji progrem -iŋ \ge neuro language - knowledge program -G \ps prep n - n n, -s -tns1 \ref JFT.054 \tx - Meŧod from Klinikol Psaikoloji en Hipnosis - \mb - meŧod from klinikol psaikoloji en hipnosis - \ge - method from clinical psychology and hypnosis - \ps - n prep adj n con n - \tx Konitiv Psaikoloji meŧod - Self-o Wagaru à Biheiviorol \mb konitiv psaikoloji meŧod - self -o wagaru à biheivior -ol \ge cognitive psychology method - self -Obj understand at behaviour -Adj \ps adj n n - n -case v2 prep n -case \tx čeinj \mb čeinj \ge change \ps n \id Le alfabet \ref LeAlfabet.001 \tx Aisu Äppols B Cya Ĉa Čea Düöŋ Đea Enjol Fafa \mb aisu äppol -s baby cya ĉa čea düöŋ đea enjol fafa \ge ice-cream apple -PL baby tea fork chair chicken there angel flower \ps n n -num n, -s n n n n pn n n \tx Giŋganun Hōmā Ĥaki Igs Jibei Koala Lemp Miao \mb giŋganun hōmā ĥaki ig -s jibei koala lemp miao \ge kangaroo hippo khaki egg -PL hongi koala lamp cat \ps n n n n -num v2 n n n, -s \tx Nanasui Ŋau Oränj Ör Pig Qilin Rous Řoŋam Snow Šǐ \mb nanasui ŋau oränj ör pig qilin rous řoŋam snow šǐ \ge clear.water cow orange fish pig kylin rose lava snow tree \ps n n n n n n n n n n, -s \tx Ŝark Tik Ŧin Umai Ü Vas Wou Xioŋmiao Yäzi \mb ŝark tik ŧin umai ü vas wou xioŋmiao yäzi \ge shark tick thin delicious sheep.roar vase dog panda coconut \ps n n adj adj v2 n n n n \tx Zaza Žibra Ẑiẑu \mb zaza žibra ẑiẑu \ge rabbit zebra spider \ps n n n \id LeLaibrari \ref LeLaibrari.001 \tx Yunit 3 - Le Laibrari \mb yunit 3 - le laibrari \ge unit 3 - the library \ps n 3 - det1 n \ft Unit 3 - The Library \ref LeLaibrari.002 \tx Mama en Jef gou tu laibrari. (Çiti Laibrari) \mb mama en Jef gou tu laibrari çiti laibrari \ge mother and Jeff go to library city library \ps n con ns1 v1 prep n n n \ft Mama and Jeff go to the library. \ref LeLaibrari.003 \tx “Síngàí yiu gou tu laibrari?” \mb wae diŋyiu gou tu laibrari \ge why must go to library \ps np adv v1 prep n \ft "Why do we go to the library?" \ref LeLaibrari.004 \tx “In laibrari, keyi rīd buks.” \mb in laibrari keyi rīd buk -s \ge in library can read book -PL \ps prep n v3 v1 n -num \ft "In the library, we can read books." \ref LeLaibrari.005 \tx “In laibrari, keyi woč muvis.” \mb in laibrari keyi woč muvi -s \ge in library can watch movie -PL \ps prep n v3 v1 n -num \ft "In the library, we can watch movies." \ref LeLaibrari.006 \tx “In laibrari, keyi litsèn tu musiks.” \mb in laibrari keyi litsèn tu musik -s \ge in library can listen to music -PL \ps prep n v3 v1 prep n -num \ft "In library, we can listen to musics." \ref LeLaibrari.007 \tx “Wow! Laibrari big!” \mb Wow laibrari big \ge Excl library big \ps part n adj \ft "Wow! The library is big!" \ref LeLaibrari.008 \tx “Jef wanna rīd đīs buks.” \mb Jef wanna rīd đīs buk -s \ge Jeff want to read these book -PL \ps ns1 v3 v1 np n -num \ft "Jeff want to read these books." \ref LeLaibrari.009 \tx “Laibrari butdùk couhünbabài!” \mb laibrari butdùk couhünbabài \ge library cannot noisy \ps n v3 adv \ft "You cannot be so noisy in the library!" \ref LeLaibrari.010 \tx “Jef wanna rīd đōs buks.” \mb Jef wanna rīd đōs buk -s \ge Jeff want to read those book -PL \ps ns1 v3 v1 np n -num \ft "Jeff want to read those books." \ref LeLaibrari.011 \tx “Laibrari butdùk jyuweijiu!” \mb laibrari butdùk jyuwei - jiu \ge library cannot around - walk \ps n v3 prep - v2 \ft "You cannot run around in the library!" \ref LeLaibrari.012 \tx “U… Gúm Jef keyi su myea?” \mb u đen Jef keyi su mye - a \ge Excl then Jeff can happen what - Quest \ps part prep ns1 v3 v3 adj - part \ft "Oh... Then what can Jeff do?" \ref LeLaibrari.013 \tx “Jef keyi rīd buks.” \mb Jef keyi rīd buk -s \ge Jeff can read book -PL \ps ns1 v3 v1 n -num \ft "Jeff, you can read books." \ref LeLaibrari.014 \tx “Jef keyi rīd buji.” \ft "You can read newspapers as well." \ref LeLaibrari.015 \tx “Jef keyi rīd zapji.” \mb Jef keyi rīd zapji \ge Jeff can read magazine \ps ns1 v3 v1 n \ft "You can read magazines too." \ref LeLaibrari.016 \tx “Jef keyi rīd manwa.” \mb Jef keyi rīd manwa \ge Jeff can read comics \ps ns1 v3 v1 n \ft "You can also read comics." \ref LeLaibrari.017 \tx “Bùt Jef diŋyiu kwaiet.” \mb bùt Jef diŋyiu kwaiet \ge but Jeff must quiet \ps conj ns1 adv adj \ft "But you need to keep quiet." \ref LeLaibrari.018 \tx “En Jef butdùk jyuweijiu.” \mb en Jef butdùk jyuwei - jiu \ge and Jeff cannot around - walk \ps con ns1 v3 prep - v2 \ft "And you cannot run around." \ref LeLaibrari.019 \tx “Jef rīmembèred.” \mb Jef rīmembèr -ed \ge Jeff remember -Pst \ps ns1 v1 -tns1 \ft "I remembered." \ref LeLaibrari.020 \tx End \mb end \ge end \ps v \ft End \id LLA \ref LLA.001 \tx Lokol Leŋgueij Ligolakt: \mb Lokol Leŋgueij Ligolakt \ge Local.Language.Act \ps abbrev \ref LLA.002 \tx Lokol Leŋgueij Ligolakt (LLL) wa Babycasèny de Ligolakt \mb Lokol Leŋgueij Ligolakt Lokol Leŋgueij Ligolakt wa Babycasèny dè ligolakt \ge Local.Language.Act Local.Language.Act Nom Babycasèny of legal.act \ps abbrev abbrev case ns postp n \tx für lokol leŋgueij de ligoli steitùs. \mb für lokol leŋgueij dè ligoli steitùs \ge for local language of legal status \ps prep adj n postp adj n \ref LLA.003 \tx Đis ligolakt difain: \mb đis ligolakt difain \ge this legal.act define \ps np n v1 \ref LLA.004 \tx Babyish-ga evri admin entiti de Naçionol Offisol Leŋgueij; \mb Babyish - ga evri administāreiçion entiti dè naçionol offisol leŋgueij \ge Babyish - Nom every administration entity of national offical language \ps n - case adj n n postp adj adj n \ref LLA.005 \tx Evri admin entiti keyi ditömin lokol offisol leŋgueij; \mb evri administāreiçion entiti keyi ditömin lokol offisol leŋgueij \ge every administration entity can determine local offical language \ps adj n n v3 v1 adj adj n \ref LLA.006 \tx Lokol offisol leŋgueij ga keyi äni leŋgueij or dialekt in \mb lokol offisol leŋgueij ga keyi äni leŋgueij or dialekt in \ge local offical language Nom can any language or dialect in \ps adj adj n case v3 adj n prep n prep \tx đe admin entiti. \mb đe administāreiçion entiti \ge the administration entity \ps det3 n n \ref LLA.007 \tx LLL de kōseiçion: \mb Lokol Leŋgueij Ligolakt dè kōs -eiçion \ge Local.Language.Act of cause -action \ps abbrev postp v1 -postp \ref LLA.008 \tx Babyish de Definiçion: \mb Babyish dè definiçion \ge Babyish of definition \ps n postp n \ref LLA.009 \tx Babyish ikwols Ẑoŋwen? \mb Babyish ikwol -s Ẑoŋwen \ge Babyish equal -PL Chinese.language \ps n v1 -numns \ref LLA.010 \tx Babyish ikwols Iŋgliš? \mb Babyish ikwol -s Iŋgliš \ge Babyish equal -PL English.Language \ps n v1 -numns \ref LLA.011 \tx Ẑoŋwen en Iŋgliš de Steitùs: \mb Ẑoŋwen en Iŋgliš dè steitùs \ge Chinese.language and English.Language of status \ps ns con ns postp n \ref LLA.012 \tx Babyish keyi rīpleis Ẑoŋwen or Iŋgliš? \mb Babyish keyi rīpleis Ẑoŋwen or Iŋgliš \ge Babyish can replace Chinese.language or English.Language \ps n v3 v1 ns prep ns \ref LLA.013 \tx Lokol leŋgueij de rekoniçion: \mb lokol leŋgueij dè rekoniçion \ge local language of recognision \ps adj n postp n \ref LLA.014 \tx Joil-kui de pīpol ga Nippon en Hanguk de leŋgueijs-o \mb Joil distrikt dè pīpol ga Nippon en Hanguk dè leŋgueij -s -o \ge Joil district of people Quest Japan and South.Korea of language -PL -Obj \ps ns n postp n part ns con ns postp n -num -case \tx wǎsu. \mb wǎsu \ge say \ps v2 \ref LLA.015 \tx Risàut: \mb risàut \ge result \ps n \ref LLA.016 \tx Babyish, Ẑoŋwen en Iŋgliš ga duglapna leŋgueij. \mb Babyish Ẑoŋwen en Iŋgliš ga duglapna leŋgueij \ge Babyish Chinese.language and English.Language Nom independent language \ps n ns con ns case adj n \ref LLA.017 \tx Babyish ga Babycasèny de Naçionol Offisol Leŋgueij. \mb Babyish ga Babycasèny dè naçionol offisol leŋgueij \ge Babyish Nom Babycasèny of national offical language \ps n case ns postp adj adj n \ref LLA.018 \tx Ẑoŋwen en Iŋgliš keyi bikom lokol offisol leŋgueij if admin \mb Ẑoŋwen en Iŋgliš keyi bikom lokol offisol leŋgueij if administāreiçion \ge Chinese.language and English.Language can become local offical language if administration \ps ns con ns v3 v1 adj adj n ? n \tx entiti yuseij đea. \mb entiti yuseij đea \ge entity usage there \ps n n pn \ref LLA.019 \tx Kita lokol leŋgueij in admin entiti keyi bikom lokol offisol leŋgueij. \mb òđà lokol leŋgueij in administāreiçion entiti keyi bikom lokol offisol leŋgueij \ge other local language in administration entity can become local offical language \ps adj adj n prep n n v3 v1 adj adj n \ref LLA.020 \tx Lokol dialekt keyi bikom lokol offisol leŋgueij. \mb lokol dialekt keyi bikom lokol offisol leŋgueij \ge local dialect can become local offical language \ps adj n v3 v1 adj adj n \id MeinPeij \ref MeinPeij.001 \tx Welkom tu đe Babyish Ençaiklopidia! \mb welkom tu đe Babyish ençaiklopidia \ge welcome to the Babyish encyclopedia \ps ? prep det3 n n \ref MeinPeij.002 \tx Babyish Ençaiklopidia-wa guŋhoi kontent de ençaiklopidia. \mb Babyish ençaiklopidia - wa guŋhoi kontent dè ençaiklopidia \ge Babyish encyclopedia - Nom open.to.publiccontent of encyclopedia \ps n n - case adj n postpn \ref MeinPeij.003 \tx Babyish Ençaiklopidia started ät 2005n 6m 19d en hev 92 \mb Babyish ençaiklopidia start -ed ät 2005n 6m 19d en hev 92 \ge Babyish encyclopedia start -Pst at 2005n 6m 19d and have 92 \ps n n v1 -tns1 prep 2005n 6m 19d con v1 92 \tx atikols. \mb atikol -s \ge article -PL \ps n -num \tx Babyish? Myenigga? \mb Babyish myeni -gga \ge Babyish what.is.here -Confirm \ps n ? -part \tx Babyish de alfabet \mb Babyish dè alfabet \ge Babyish of alphabet \ps n postp n \id Naughty Sam \ref NaughtySam.001 \tx Nōtī Säm \mb nōtī Säm \ge naughty Sam \ps adj ns1 \ft Naughty Sam \ref NaughtySam.002 \tx Säm en bāsí sigei Dän bī híu-fränd. \mb Säm en bāsí draivā Dän bī híu - fränd \ge Sam and bus driver Dan be Good - friend \ps ns1 con n n ns1 v3 adj - n \ft Sam and the bus driver Dan are good friends. \ref NaughtySam.003 \tx ‘Jousèn, Dän!’ \mb jousèn Dän \ge morning Dan \ps n ns1 \ft "Morning, Dan!" \ref NaughtySam.004 \tx ‘Jousèn, Säm!’ \mb jousèn Säm \ge morning Sam \ps n ns1 \ft "Morning, Sam!" \ref NaughtySam.005 \tx ‘Böbai, Dän!’ \mb böbai Dän \ge goodbye Dan \ps n ns1 \ft "Goodbye, Dan!" \ref NaughtySam.006 \tx ‘Böbai, Säm!’ \mb böbai Säm \ge goodbye Sam \ps n ns1 \ft "Goodbye, Sam!" \ref NaughtySam.007 \tx Síupengyàu wān ‘Saimòn wǎsu’. \mb síupengyàu wān Saimòn wǎsu \ge Children play Simon say \ps n v2 ns1 v2 \ft Children play "Simon says". \ref NaughtySam.008 \tx ‘Saimòn wǎsu, Dan-gök kei!’ \mb Saimòn wǎsu dan - gök kei \ge Simon say single - leg stand \ps ns1 v2 adj - n v2 \ft "Simon says, stand with a leg!" \ref NaughtySam.009 \tx ‘Saimòn wǎsu, déŋ!’ \mb Saimòn wǎsu déŋ \ge Simon say jump \ps ns1 v2 v2 \ft "Simon says, jump!" \ref NaughtySam.010 \tx ‘Mó tàu!’ \mb mó tàu \ge touch head \ps v2 n \ft "Touch your head!" \ref NaughtySam.011 \tx ‘Saimòn wǎsu, pǎk sàu!’ \mb Saimòn wǎsu pǎk sàu \ge Simon say clap hand \ps ns1 v2 v2 n \ft "Simon says, clap your hands!" \ref NaughtySam.012 \tx ‘Stop!’ \mb stop \ge stop \ps v1 \ft "Stop!" \ref NaughtySam.013 \tx Säm yu gè nōtī de aidià. \mb Säm yu gè nōtī dè aidià \ge Sam has a piece naughty of idea \ps ns1 v2 cnt adj postp n \ft Sam has a naughty idea. \ref NaughtySam.014 \tx ‘Saimòn wǎsu… \mb Saimòn wǎsu \ge Simon say \ps ns1 v2 \ft "Simon says… \ref NaughtySam.015 \tx …wakfā o-wōl!’ \mb wak - fā o- wōl \ge draw - scratched the- wall \ps v2 - adj det4- n \ft … draw on the wall!’ \ref NaughtySam.016 \tx Đe tičā gindòu Säm nōtī. \mb đe tičā gindòu Säm nōtī \ge the teacher see Sam naughty \ps det3 n v2 ns1 adj \ft The teacher saw that Sam is naughty. \ref NaughtySam.017 \tx ‘Säm, not dū mē!’ \mb Säm not dū mē \ge Sam stop.doing do Order \ps ns1 con v3 part \ft "Sam, don't do that!" \ref NaughtySam.018 \tx ‘Säm, su mye gala?’ \mb Säm su mye gala \ge Sam happen what Quest \ps ns1 v3 adj part \ft "Sam, what had happened?" \ref NaughtySam.019 \tx Säm not häppi. \mb Säm not häppi \ge Sam stop.doing happy \ps ns1 con adj \ft Sam is not happy, \ref NaughtySam.020 \tx Bikos Säm nōtī. \mb bikos Säm nōtī \ge because Sam naughty \ps con ns1 adj \ft because Sam is naughty. \id NgeeAnnYuni \ref NgeeAnnYuni.001 \tx Ŋīan̄ Yunivösiti wa Babycasèny bàkbu de Ŋīan̄ Provinçi \mb Ŋīan̄ yunivösiti wa Babycasèny norŧ -bu dè Ŋīan̄ provinçi \ge Ngee.Ann university Nom Babycasèny north -part.of of Ngee.Ann province \ps n n case ns n -postp postp n n \tx de Yunivösiti. \mb dè yunivösiti \ge of university \ps postp n \ref NgeeAnnYuni.002 \tx Đe Yunivösiti ga feimùs in "Muji kämpùs" \mb đe yunivösiti ga feimùs in muji kämpùs \ge the university Quest famous in paperless campus \ps det3 n part adj prep adj n \tx (elektronikais de kämpùs). \mb elektronik - a -i -s dè kämpùs \ge electronic - Quest -Adj -PL of campus \ps adj - part -case -num postp n \ref NgeeAnnYuni.003 \tx Paionīr in tičiŋ wiŧ Interaktiv Hwaitbōd. \mb paionīr in tič -iŋ wiŧ IWB \ge pioneer in teach -G with IWB \ps n prep v1 -tns1 prep abbrev \ref NgeeAnnYuni.004 \tx Fäkoltis \mb fäkolti -s \ge faculty -PL \ps n -num \ref NgeeAnnYuni.005 \tx Bisnes admin \mb bisnes administāreiçion \ge business administration \ps n n \ref NgeeAnnYuni.006 \tx Bioteknoloji \mb bioteknoloji \ge biotechnology \ps n \ref NgeeAnnYuni.007 \tx Enjīnāloji \mb enjīnāloji \ge engineering \ps n \ref NgeeAnnYuni.008 \tx Informeiçion Teknoloji \mb informeiçion teknoloji \ge information technology \ps n n \ref NgeeAnnYuni.009 \tx Jönolism en Profesçionol Kommyunikeiçion \mb jönolism en profesçionol kommyunikeit -eiçion \ge journalism and professional communicate -action \ps n con adj v1 -postp \id NMB \ref NMB.001 \tx Namtaileŋ Militari Beis (NMB) wa Babycasèny de Militari Beis. \mb Namtaileŋ militari beis NMB wa Babycasèny dè militari beis \ge Namtaileng military base NMB Nom Babycasèny of military base \ps ns adj n abbrev case ns postp adj n \tx Đis militari beis wa bitwin Namtaileŋ en 3 hils in \mb đis militari beis wa bitwin Namtaileŋ en 3 hil -s in \ge this military base Nom between Namtaileng and 3 hill -PL in \ps np adj n case prep ns con 3 n -num prep \tx front in Juŋnamŋon. \mb front in Juŋnamŋon \ge front in Jungnaman-city \ps adj prep ns \ft Namtaileng Military Base (NMB) is a military base in Babycasèny. It situated in between the Namtaileng and the three hills in front of it in Jungnaman-city. \ref NMB.002 \tx Namtaileŋ-wa Babycasèny de mauntèn-reinj. \mb Namtaileŋ - wa Babycasèny dè mauntèn - reinj \ge Namtaileng - Nom Babycasèny of mountain - range \ps ns - case ns postp n - n \ref NMB.003 \tx Đe mauntèn in Juŋnamŋon. \mb đe mauntèn in Juŋnamŋon \ge the mountain in Jungnaman-city \ps det3 n prep ns \ref NMB.004 \tx "Nam" wa "sàuŧ", "tai" wa "big", sou "Namtaileŋ" wa big \mb sàuŧ wa sàuŧ big wa big sou Namtaileŋ wa big \ge south Nom south big Nom big so Namtaileng Nom big \ps n case n adj case adj adv ns case adj \tx mauntèn à sàuŧ. \mb mauntèn à sàuŧ \ge mountain at south \ps n prep n \ft Namtaileng is mountain range in Babycasèny. It situated in Jungnaman-city. "Nam" means "south", "tai" means "big", so "Namtaileŋ" means the big mountain at south. \id PoutoiDaikyu \ref PoutoiDaikyu.001 \tx Poutoi Daikyu wa daikyu konnektiŋ Frendov de mein \mb Poutoi daikyu wa daikyu konnekt -iŋ Frendov dè mein \ge Poutoi big.bridge Nom big.bridge connect -G Frendov of main \ps ns n case n v1 -tns1 n postp adj \tx ailènd en Poutoi Ailènd. \mb ailènd en Poutoi ailènd \ge island and Poutoi island \ps n con ns n \ref PoutoiDaikyu.002 \tx Pīpol keyi gou tu Juŋnamŋon-çiti bai Cukisima daikyu bitwin \mb pīpol keyi gou tu Juŋnamŋon - çiti bai Cukisima daikyu bitwin \ge people can go to Jungnaman-city - city by Tsukishima big.bridge between \ps n v3 v1 prep ns - n prep ns n prep \tx Poutoi Ailènd en Cukisima. \mb Poutoi ailènd en Cukisima \ge Poutoi island and Tsukishima \ps ns n con ns \id PrincessRabbit \ref PrincessRabbit.001 \tx Gūŋzǘ Déŋ \mb prinçes déŋ \ge princess jump \ps n v2 \ft Princess Rabbit \ref PrincessRabbit.002 \tx Gūŋzǘ Déŋ keyi mīns đe folowiŋs: \mb prinçes déŋ keyi mīn -s đe folow -iŋ -s \ge princess jump can mean -PL the follow -G -PL \ps n v2 v3 v1 -num det3 v1 -tns1 -num \ref PrincessRabbit.003 \tx Prinçes Rabbit wa Gūŋzǘ Déŋ; \mb prinçes zaza wa prinçes zaza \ge princess rabbit Nom princess rabbit \ps n n case n n \ref PrincessRabbit.004 \tx Đe lènd in Steibol given tu Prinçes Rabbit; \mb đe lènd in steibol giv -en tu prinçes zaza \ge the land in stable give -Ppt to princess rabbit \ps det3 n prep adj v1 -tns1 prep n n \ref PrincessRabbit.005 \tx Đe Frendov MTR steiçion in Gūŋzǘ Déŋ distrikt. \mb đe Frendov MTR steiçion in prinçes zaza distrikt \ge the Frendov MTR station in princess rabbit district \ps det3 n n n prep n n n \ref PrincessRabbit.006 \tx Prinçes Rabbit wa Syrirabbit de Prinçes. \mb prinçes zaza wa Syrirabbit dè prinçes \ge princess rabbit Nom Syrirabbit of princess \ps n n case ns postp n \ref PrincessRabbit.007 \tx Gūŋzǘ Déŋ wa Prinçes Rabbit de lènd à Steibol çiti. \mb prinçes déŋ wa prinçes zaza dè lènd à steibol çiti \ge princess jump Nom princess rabbit of land at stable city \ps n v2 case n n postp n prep adj n \ref PrincessRabbit.008 \tx Gūŋzǘ Déŋ Steiçion wa Frendov Lain 5 en Frendov Lain 6 de \mb prinçes déŋ steiçion wa Frendov lain 5 en Frendov lain 6 dè \ge princess jump station Nom Frendov line 5 and Frendov line 6 of \ps n v2 n case n n 5 con n n 6 postp \tx steiçion à Gūŋzǘ Déŋ. \mb steiçion à prinçes déŋ \ge station at princess jump \ps n prep n v2 \ref PrincessRabbit.009 \tx Loukeiçion Iksit Biuldiŋ Babycasèny Sains en Teknoloji \mb loukeit -eiçion iksit biuldiŋ Babycasèny sains en teknoloji \ge locate -action exit biulding Babycasèny science and technology \ps v1 -postp n n ns n con n \tx Bürö Babycasèny Informeiçion en Kommyunikeiçion \mb bürö Babycasèny informeiçion en kommyunikeit -eiçion \ge bureau Babycasèny information and communicate -action \ps n ns n con v1 -postp \tx Teknoloji Rīsöč Sentā Steibol Sencrol Laibrari \mb teknoloji rīsöč sentā steibol sencrol laibrari \ge technology research centre stable central library \ps n v1 n adj adj n \ft \id ReadersDiodio \ref ReadersDiodio.001 \tx Đis meil kontein importànt informeiçion \mb đis meil kontein importànt informeiçion \ge this mail contain important information \ps np n v1 adj n \ft \ref ReadersDiodio.002 \tx Ab: Rīdàs Dio-Dio de awāds winnā onna-bōd. \mb àbaut rīdà -s Dio-Dio dè awād -s winnā onna - bōd \ge about reader -PL Dio-Dio of award -PL winner honour - board \ps prep n -num ns1 postp n -num n adj - n \id ReadWriteHelp \ref ReadWriteHelp.001 \tx Babyish diŋyiu speçiol käraktā en speçiol spelčekā \mb Babyish diŋyiu speçiol käraktā en speçiol spelčekā \ge Babyish must special character and special spellchecker \ps n adv adj n con adj n \tx bisaids stendard ASKII käraktās. \mb bisaids stendard ASKII käraktā -s \ge besides standard ASCII character -PL \ps prep n abbrev n -num \ref ReadWriteHelp.002 \tx If für rīdiŋ onli, đen instol Babyish-displei font. \mb if für rīdiŋ onli đen instol Babyish - displei font \ge if for reading only then install Babyish - display font \ps ? prep n adj prep v1 n - v1 n \ref ReadWriteHelp.003 \tx Microsoft de Windows XP en Vista yusās ga, \mb Microsoft dè Windows XP en Vista yus -ā -s ga \ge Microsoft of Windows XP and Vista use -occupation -PL Nom \ps ns postp ns con ns v1 -postp -num case \tx sistèm biuldin de "Times New Roman" en "Arial" \mb sistèm biuld - in dè Times New Roman en Arial \ge system build - in of Times.New.Roman and Arial \ps n v1 - prep postp ns con ns \tx keyi displei evri käraktās in Babyish. \mb keyi displei evri käraktā -s in Babyish \ge can display every character -PL in Babyish \ps v3 v1 adj n -num prep n \ref ReadWriteHelp.004 \tx Butdùk gewa, plīs daunlōd Babyish-displei font. \mb butdùk gewa plīs daunlōd Babyish - displei font \ge cannot in.case please download Babyish - display font \ps v3 postp adv v1 n - v1 n \id School \ref School.001 \tx Čäptā 1: BB fānhok-ru \mb čäptā 1 baby fānhok -ru \ge chapter 1 baby go.to.school -G \ps n 1 n, -s v2 -tns2 \ft Chapter 1: BB go to school now \ref School.002 \tx Tekst \mb tekst \ge text \ps n \ft Text \ref School.003 \tx “La sis, BB fānhok-ru.” \mb la sis baby fānhok -ru \ge the elder.sister baby go.to.school -G \ps det2 n2 n, -s v2 -tns2 \ft "Sister, BB go to school now." \ref School.004 \tx “Or, böbai!” \mb or böbai \ge or goodbye \ps prep n \ft "Yes, byebye!" \ref School.005 \tx “Böbai!” \mb böbai \ge goodbye \ps n \ft "Byebye!" \ref School.006 \tx À skūl. \mb à skūl \ge at school \ps prep n \ft At the school. \ref School.007 \tx “Jousèn, tičā Tom!” \mb jousèn tičā Tom \ge morning teacher Tom \ps n n ns1 \ft "Morning, teacher Tom!" \ref School.008 \tx “Jousèn, Säm!” \mb jousèn Säm \ge morning Sam \ps n ns1 \ft "Morning, Sam!" \ref School.009 \tx Vokäbs \mb vokäb -s \ge Vocabulary -PL \ps n -num \ft Vocabularies \ref School.010 \tx Indeks \mb indeks \ge index \ps n \ft Index \id SLNY \ref SLNY.001 \tx St. Lukas Nörsiŋ Yunivösiti (SLNY) wa Babycasèny de \mb St. Lukas Nörsiŋ Yunivösiti St. Lukas Nörsiŋ Yunivösiti wa Babycasèny dè \ge St. Lukas Nursing University St. Lukas Nursing University Nom Babycasèny of \ps ns ns case ns postp \tx feimùs yunivösiti in nörsiŋ à Juŋnamŋon-çiti Joil-kui \mb feimùs yunivösiti in nörs -iŋ à Juŋnamŋon - çiti Joil distrikt \ge famous university in nurse -G at Jungnaman-city - city Joil district \ps adj n prep v1 -tns1 prep ns - n ns n \tx Cukisima de Akasi-doŋ. \mb Cukisima dè Akasi doŋ \ge Tsukishima of Akasi village \ps ns postp ns n \ref SLNY.003 \tx Đe neim ga für "Lukas Fukyùm" en "Apostolos \mb đe neim ga für Lukas fukyùm en apostolos \ge the name Nom for Lucus Epistol and Apostolos \ps det3 n case prep ns n con n \tx de Akt" de oŧā St. \mb dè akt dè oŧā ŝiŋ \ge of act of author saint \ps postp v1 postp n adj \ref SLNY.004 \tx Lukas de memoriol. \mb Lukas dè memori -ol \ge Lucus of memory -Adj \ps ns postp n -case \id Test passage \ref Test.001 \tx Sui-o yùmmu. Toŋ-o yùmmu. \mb sui -o yùmmu toŋ -o yùmmu \ge water -Obj drink soup -Obj drink \ps n -case v2 n -case v2 \ft He drinks water. He drinks soup. \nt \ref Test.002 \tx Đi o-coi umai-gga. \mb đi o- coi umai -gga \ge those the- vegatables delicious -Confirm \ps np det4- n adj -part \ft Those vegetables are delicious. \tx Ginhoŋ-na sui diŋyiu yùmmu moa. \mb ginhoŋ -na sui diŋyiu yùmmu moa \ge healthy -Adj water must drink more \ps adj -case n adv v2 adv \id Transport \ref Transport.001 \tx Čäptā 2: Transpōt \mb čäptā 2 transpōt \ge chapter 2 transport \ps n 2 n \tx Tekst \mb tekst \ge text \ps n \tx “Mic transpōt gou tu skūl evri dei?” \mb mic transpōt gou tu skūl evri dei \ge which transport go to school every day \ps np n v1 prep n adj n \tx “Säm gou tu skūl bai bāsí evri dei.” \mb Säm gou tu skūl bai bāsí evri dei \ge Sam go to school by bus every day \ps ns1 v1 prep n prep n adj n \tx “Mei gou tu skūl bai \mb Mei gou tu skūl bai \ge May go to school by \ps ns2 v1 prep n prep \tx jiuru evri dei.” \mb jiu -ru evri dei \ge walk -G every day \ps v2 -tns2 adj n \tx “Jun gou tu skūl bai rälwei evri dei.” \mb Jun gou tu skūl bai rälwei evri dei \ge June go to school by railway every day \ps ns2 v1 prep n prep n adj n \tx Vokäbs \mb vokäb -s \ge Vocabulary -PL \ps n -num \tx Transpōt \mb transpōt \ge transport \ps n \tx Transpōteiçion \mb transpōteiçion \ge transportation \ps n \tx Depāt \mb depāt \ge depart \ps v1 \tx Depāçion \mb depāçion \ge departion \ps n \tx Depāt Pleis (für transpōt wiŧ skejol) \mb depāt pleis für transpōt wiŧ skejol \ge depart place for transport with schedule \ps v1 n prep n prep n \tx Araiv \mb araiv \ge arrive \ps v1 \ft arrive \ref Transport.002 \tx Aravion \mb aravion \ge arrival \ps n \ft arrival \ref Transport.003 \tx Araiv Pleis (für transpōt wiŧ skejol) \mb araiv pleis für transpōt wiŧ skejol \ge arriveplace for transport with schedule \ps v1 n prep n prep n \tx Skejol Transpōt wiŧ skejol: \mb skejol transpōt wiŧ skejol \ge schedule transport with schedule \ps n n prep n \tx Bāsí, Trein, Rälwei, Feri, Äroplein \mb bāsí trein rälwei feri äroplein \ge bus train railway ferry aeroplane \ps n n n n n \tx Transpōt not wiŧ skejol: \mb transpōt not wiŧ skejol \ge transport stop.doing with schedule \ps n con prep n \tx Teksi, Walawala \mb teksi walawala \ge taxi Walawala \ps n n \tx Grämma \mb grämma \ge grammar \ps n \tx Atāč \mb atāč \ge attach \ps v1 \ft attach \tx Detāč \mb detāč \ge detach \ps v1 \tx Apāt \mb apāt \ge apart \ps v1 \tx Depāt \mb depāt \ge depart \ps v1 \tx Indeks \mb indeks \ge index \ps n \id Vegetables \ref Vegetables.001 \tx Yuŋcoi Roba Foŋsü Coisùm Bakcoi \mb yuŋcoi roba foŋsü coisùm bakcoi \ge Yungchoi radish squared-potato choy.sum bak.choy \ps n n n n n \tx Namgua, namgua, alagua? \mb namgua namgua a - la - gua \ge pumpkin pumpkin Quest - excl - veg.fruits \ps n n part - part - n \ft Yungchoi Radish Squared-potato Choysum Bakchoy Pumpkin \ref Roba.001 \tx Huŋroba, Ziroba, Qeŋroba, Holouroba, Bakroba, \mb huŋroba ziroba qeŋroba holouroba bakroba \ge carrots purple.radish green radish hollow carrots white.radish \ps n n n n n \ft carrots, purple radish, green radish, Hollow carrots, white radish \ref Gua.001 \tx \id Xiucou-kui \ref Xiucou-kui.001 \tx Xiucou-kui-wa Juŋnamŋon de distrikt nir de riva. \mb Xiucou - kui - wa Juŋnamŋon dè distrikt nir dè hosui \ge Xiucou - he/she - Nom Jungnaman-city of district near of river.water \ps n - pn - case ns postp n adj postp n \ref Xiucou-kui.002 \tx Ist said wa Yaŋjä-kui en Norŧ said akros đe riva \mb ist said wa Yaŋjä distrikt en norŧ said akros đe hosui \ge east side Nom Yangjae district and north side across the river.water \ps n adj case n n con n adj prep det3 n \tx wa Suicou-kui. \mb wa Suicou distrikt \ge Nom Suicou district \ps case n n \tx Pleis \mb pleis \ge place \ps n \tx Kapitol Opera Haus \mb kapitol opera haus \ge capital opera house \ps n n n \id Zuetoumen \ref Zuetoumen.001 \tx Zǘ toumèn wa đe präyiŋ vös ŋodi rīsàit evri dei. \mb zǘ toumèn wa đe präy -iŋ vös ŋodi rīsàit evri dei \ge the.Lord praying.verse Nom the pray -G verse we recite everyday \ps n3 n case det3 v1 -tns1 n pn v1 adj n \tx Ŋodi zoi Tintoŋ de Tinfu \mb ŋodi zoi tintoŋ dè Tinfu \ge we together heaven of the.Lord \ps pn prep n postp n \tx Yün ol yàn dou jüngiŋ nei de neim wài ŝiŋ \mb yün ol pīpol dou jüngiŋ nei dè neim wài ŝiŋ \ge wish all people arrive respect you of name as saint \ps v2 adj n v2 v2 pn postp n prep adj \tx Yün nei de gwokdou goŋlàm \mb yün nei dè gwokdou goŋlàm \ge wish you of realm arrive \ps v2 pn postp n v2 \tx Yün nei de jiyi haŋ zoi dei ŝöŋ \mb yün nei dè jiyi haŋ zoi dei ŝöŋ \ge wish you of wish walk together day above \ps v2 pn postp n v2 prep n prep \tx Yütuŋ haŋ zoi tintoŋ \mb asif haŋ zoi tintoŋ \ge as.if walk together heaven \ps prep v2 prep n \tx Ŋodi yàtyoŋ de yùmsǐk \mb ŋodi yàtyoŋ dè yùmmu - sǐk \ge we everyday.use of drink - eat \ps pn adj postp v2 - v2 \tx Kàu Tinfu cikàp ŋodi tudei \mb kàu Tinfu cikàp ŋodi tudei \ge beg the.Lord give we today \ps v2 n v2 pn n \tx Minĉui ŋodi de zāi \mb minĉui ŋodi dè debt \ge waive we of debt \ps v2 pn postp n \tx Yütuŋ ŋodi minĉui bǐtyàn de zāi \mb asif ŋodi minĉui bǐtyàn dè debt \ge as.if we waive other.peopleof debt \ps prep pn v2 n postpn \tx Butyiu ŋodi yǚgin ŝitām \mb butdùk - diŋyiu ŋodi yǚgin ŝitām \ge cannot - must we come.across temptation \ps v3 - adv pn v2 n \tx Qiŋgàu ŋodi tütlei huŋŋok \mb qiŋgàu ŋodi tütlei huŋŋok \ge rescue.from.death we escape.from evil.stuff \ps v2 pn v2 n \tx Bikos gwokdou, künbiŋ, wiŋyiu \mb bikos gwokdou künbiŋ glori \ge because realm right.to.power glory \ps con n n n \tx Cünbou dou ŝī Tinfu de \mb cünbou dou bī Tinfu dè \ge everything arrive be the.Lordof \ps adv v2 v3 n postp \tx Yàtjik jikdou forevā \mb yàtjik ùntil forevā \ge as.it.goes.along until forever \ps prep prep adv \tx Amen \mb Amen \ge amen \ps v3