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 Lili Ahonen

Sounds good
- Kuulostaa hyvalta
2nd edition

SKST 916
www. fin lit. fi/books
[email protected]

Translated by Leila Virtanen (pages 29- 275)

and Gerard McAiester (pages 7-28).

Edited by Michele Simeon

The course video was produced in cooperation with

the Finnish Language Department of Helsinki University.

Graphic Design
Pekka Krankka

ISBN 978-951 -746-494-9

ISSN 0355- 1768

Tammer-Paino Oy
Tampere 2007
Index

Foreword 7
Target groups 7
Objectives 7
AQplications 8
Intensive elementary-level instruction 8
Intensive instruction for revision and expansion 8
Elementary-level self-study, study in small groups and distance learning 8
Revision and expansion in self-study and distance learning 8
Course comgonents 9
Texts 9
Exercises 9
Video 9
G~mmM 10
Vocabularies 10
A!=knowl~dg=
e '-'-
m=ec.:..:n=
ts:::__________________ -----------'-
1-=-
1
The Finnish languag~ ---- ___ 13
Chapters _ram mar 29
Declension of pronouns _ ___ 135
Vocabulary_guide 139
Chapter vocabu lary________________---'1-=4-=
3
Alghabetical vocabulary_ _ _ _ _ _ _ _ _ _ _ _ 310
Chapters, translations 323
Alghabetical index 344
Foreword

Target groups
Kuulostaa hyvalta is suited for studying Finnish both as a second and as a
foreign language. In creating it, I have sought to take into account the needs
of elementary-level teaching, self-study and distance learning. The course
progresses rapidly, and therefore it is also admirably suited for revision.
The course book is supplemented by a video tape, that includes brief video
clips containing the same text as the book. The video material permits the
learner to practise oral comprehension and pronunciation independently. It
also provides information about the culture of the language and locates it in
its natural setting.
The emphasis of the different parts of the course represent a departure from
normal practice. Short texts present new grammar and vocabulary. The texts
are also accompanied by translations, which are as literal as possible so that
the learner can use them not only to understand the text but also to discover
how things are expressed in Finnish.
There are a number of exercises, which practise inflections and structures,
and their usage. The exercises also constantly revise previously learned mate-
rial.
The vocabulary consists of about 2000 entries. Together with their mean-
ings, important information regarding inflection and usage is provided.

Objectives
The course provides the prerequisites for students to move from instructional
texts to authentic language either on a course, or to continue their studies
in Finnish independently. After going through the course, learners will have
a general overview of the structure of Finnish; they will have a command of
the basic grammar appropriate for a foreign learner and will be familiar with
the structures typical of the written language. They will have a vocabulary of
about 2000 words and the foundations for applying what they have learnt
both passively and actively. They will be able to take part in simple conversa-
tions involving not only personal exchanges but also the com~unication of
other information relevant to the situation. They will also be able to use a
dictionary, to read authentic factual texts and write factual texts on the basis
of what they have read.

7
 Applications
Intensive elementary-level instruction
Kuulostaa hyvalta is suitable for intensive study. To go through it thoroughly
at the beginner's stage requires 2-4 class hours per unit. This time does not
include preparation. For effective learning, there should be no more than 8
students to a group; with small groups it is possible to achieve good results
in a relatively short time. In the lessons, the teacher can expand the material
according to the particular needs of the group, for example by practising
pronunciation, conversation skills, listening comprehension, enhancing the
students' command of grammar and extending their vocabulary on the basis
of the topics dealt with in the course. It is possible to end the taught section
of the course about halfway through if necessary. A motivated learner who
is thoroughly familiar with the structure of the course can continue it either
by studying independently or through more flexible distance learning.

Intensive instruction for revision and expansion

Instruction that revises and expands previously learned material may be given
in groups larger than the beginners group. It is important not only to create
a group dynamic but also to establish objectives to which the group commits
itself. The teacher can expand the course with supplementary texts and exer-
cises based on them. The emphasis depends on the objectives that the group
has set itself. The framework of the course can be enhanced with practice in
listening comprehension, conversation, vocabulary, writing, etc.

Elementary-level self-study, study in small groups

and distance learning
Kuulostaa hyvalta is also suitable as a basic self-study course in Finnish both
as a second and as a foreign language. However, particularly if it is studied
independently as a foreign language, it requires an aptitude for language
learning and study skills. It is advisable to supplement self-study with regular
contact lessons, small group work or both. It is a good idea for the student
to create a framework for study by drawing up an individual study plan that
outlines her or his projected progress as specifically as possible. To support
actual self-study or pair work, students should draw up an ideal programme
which they should try to keep to throughout the course. In order to practice
oral skills, the learner can avail her- or himself of the help of another person,
preferably ~ native speaker. This may simply take the form of practising pro-
nunciation by getting the native speaker to read texts aloud, or conversation
about the events described in the cource on a question and answer basis.

Revision and expansion in self-study and distance learning

Here, too, it is advisable for the independent learner to draw up an individual
study plan for revision and expansion. Studying the course systematically
ensures that all the essential material is dealt with. Both guided and free
writing is an effective way of determining areas that require further practice
in the languages skills of even a more advanced learner. It is advisable for

8
the student always to correct mistakes in written assignments after they have
been returned.

Course components
Texts
The texts mainly take the form of dialogues. They are written in standard
general language, and are 250- 400 words long. The texts are verbatim tran-
scriptions of the video clips. There are translations of them in the Help com-
ponent of the course.
The setting for the course is Helsinki. The plot is based loosely on events
connected with four main characters. The protagonist is a foreign language
learner who has come to Finland as an exchange student. This allows the
students to identify themselves with her/him. The plot structure provides a
framework for the events described and a continuity that maintains the inter-
est of the learners. This entertaining element also removes learning from the
traditional learning environment. The early texts are intended to represent
real situations of language use in everyday life. The later texts are somewhat
longer, and in addition to increasing the learners' vocabulary of everyday
spoken Finnish they introduce them to the vocabulary and structures of the
written language through passages in formal prose on cultural subjects that
have been linked to the plot.

Exercises
There are two types of exercise: 1) those that practise the formation and use
of inflections and structures, and 2) freer types of exercise that allow the
students to apply what they have learned in writing. In addition to provid-
ing in-depth practice in the new items introduced by each unit, previously
learned ones are constantly revised. The Exercises component of a unit also
contains a list of key words and idiomatic expressions. Students can easily
check the correct answers in the Answers component. A more creative type
of exercise is offered by parallel texts of 200-300 words, the vocabulary of
which expands upon the words and phrases used in the textbook proper. It
therefore gives the learners an opportunity to use deduction and guesswork
in understanding as well as practice using a dictionary. These texts also
increase the learners' tolerance of texts that have not been dealt with in
class. Using the material of the text proper and the parallel text, the student
can also begin free writing at an early stage. In these writing exercises, the
students would do well to restrict themselves to the grammatical structures
they have learned and to extend their range of expression by looking up
new words in the dictionary.

Video
The video clips (approx. 5 mins per unit) contain the fundamental language
material of the Kuulostaa hyviiltii course in audiovisual form. They are not
therefore an extraneous or merely entertaining element but a learning tool

9
 on par with the other components. It is worth going through the video clips
several times in order to obtain the maximum benefit from them. They prac-
tise oral comprehension and provide a model for correct pronunciation. They
also bring an imagined realism to the learning situation, and the students can
communicate about the events depicted in them with the language skills they
have already obtained. Another advantage of the video component is that its
visual information situates the language in its natural environment. Students
who are oriented towards a traditional linguistic approach can use the text
and grammar component as the basis of their learning, while those that are
more oriented towards language skills can work in the opposite direction
allowing the storyline of the texts and the dialogues of the video clips to
guide them in gaining a command of the Finnish language and turning to the
grammar for support when necessary.

Grammar
The Grammar component, which progresses with the texts, has been pre-
sented as comprehensively and clearly, but also as succinctly as possible. If
the course is being used for revision purposes, the student is recommended to
use a systematic reference grammar. The grammar sections of the units deal
with all the relevant grammar needed by foreign-language learners of Finn-
ish. It is structured so that the most important elements of grammar are dealt
with in the first half of the course. The second half revises and complements
these, and expands them by introducing structures of the written language.
The Grammar begins with Unit 0, an introductory section, the purpose of
which is to provide some general background information about Finnish and
a framework for the grammar sections of the units that follow. It is recom-
mended that the self-study learner also goes through this section, as it contains
general information about the characteristics of the Finnish language, which,
when they are subsequently dealt with in greater detail, can be seen in their
correct context.

Vocabulari es
There are two types of vocabulary: text vocabulary and an alphabetic refer-
ence vocabulary. The former contains, in addition to the basic meaning of the
words, the stem forms required for inflection as well as inflected forms, the
formation of which is unclear because of complicated rules or parallel forms.
They also contain information about correct usage and associated structures.
The use of the words is illustrated by example sentences, which are translated
into English, and which use only words that the learner has already encoun-
tered. The alphabetical vocabulary can be used for quickly looking up both
the meanings of words and information about their use.

10
Acknowledgements
Kuulostaa hyvi:ilti:i was produced in the Finnish Language Unit of the Uni-
versity of Amsterdam in cooperation with the Finnish Language Department
of the University of Helsinki. In Amsterdam University, the initiative for the
project was supported by what was then the Media Centre of the Faculty of
Letters, Mediatheek der Faculteit der Letteren, but it would not have been
possible to undertake the work without the positive contribution of the Finn-
ish Language Department of the University of Helsinki, which supported
the project in numerous ways, including the production of the video that
accompanies the course. The contribution of the student test group provided
by Cimo has also been invaluable. As members of the main age group that
the course is aimed at, they represented experts not only in Finnish but also
in the world of experience of their peer group.
I extend my warm thanks to all who have been involved in the produc-
tion of the course in its various stages. In particular, I would like to thank the
following: Paul Nagtegaal of the Media Centre of Amsterdam University and
Jyrki Kalliokoski, Marketta Vilkamaa-Viitala and above all Taija Nieminen of
the Department of Finnish of Helsinki University. Of the Cimo trainees, Anna
Malmio, Suvi Honkanen, Heidi Pelkonen and Johanna Haapala have made
valuable contributions to the content and form of the course. Paradoxically,
the Faculty of Letters of Amsterdam University also deserves thanks for reduc-
ing the number of hours of Finnish language instruction and thereby forcing
me to think of how to produce more effective learning materials. Finally, I
would like to express my gratitude to all the students of Finnish at the Uni-
versity of Amsterdam. The course is based on the accumulated experience of
over twenty years of teaching, and it has taken its final shape from continual
interaction with groups of students that have changed every year. Without
them and students like them, creating this course would have been neither
possible nor worthwhile.
L.A.

11
The Finnish language

1 The position of Finnish in the languages of the world

Depending on the definition of language, about 5000-6000 different tongues

are spoken in the world. The division of languages into different language
families is based on the fact that those belonging to the same family are be-
lieved to be descended from the same ancestor (proto-) language.
Most of the hundred or so languages spoken in Europe, including the Slavic
languages, belong to the Indo-European language family.
Finnish is not an Indo-European language; it is one of the Finno-Ugric sub-
group of the Uralic family. The fact that Finnish belongs to a different family
makes it strange for those who speak or are familiar with Indo-European lan-
guages. This difference is evident in its vocabulary and structure. For example,
there are no articles in Finnish, nor is there any gender. In its structure it is
a synthetic (agglutinative) language. This means that the relations between
words in a sentence are expressed by adding endings to the stems of the words,
whereas many Indo-European languages are analytic languages, expressing
the relations between words to a great extent by means of prepositions and
word order.
Particularly at the beginning, Finnish may seem a difficult language for speak-
ers of Indo-European languages because of this difference. However, Finnish
is a logical and consistent language, so once the basics have been mastered,
progress becomes surprisingly easy.

2 The Finno-Ugric language family

The languages most closely related to Finnish are Estonian, Karelian, Livonian,
Votic and Vepsian. Together they constitute the Baltic-Finnic group of lan-
guages. Estonian, which is spoken by about one million people as their native
language, is an official state language, but the future of the others, which are
small minority languages, seems precarious despite recent attempts to revive
them. Although Saami (Lappish) is spoken in Finland, it is linguistically only
distantly related to Finnish, and it constitutes its own independent branch
of the Finno-Ugric family. The different varieties of Saami, which today are
regarded as separate languages, are spoken by 35,000 native speakers in Fin-
land, Norway, Sweden and northern Russia. Other branches of Finno-Ugric
include the Volga languages (1.8 million speakers), the Permic languages (1.2
million speakers), and the Samoyedic languages (approx.40,000 speakers).
By far the largest of the Finno-Ugric group is Hungarian, which belongs to
the Ugric division and has about 15 million speakers. The following tree of
the Uralic languages shows the place of Finnish and its relation to the other
languages in the family.

13
 1. Finnish 11 . Khanty
2. Saami (Lappish) 12. Baltic-Finn ic languages
3 . Karelian 13 . Volga languages
4. Estonian 14. Proto-Volga-Finnic
5. M ordvin 15. Proto-Permic
6. M ari 16. Samoyedic Languages
7. Komi 17. Proto-Finno-Permic
8. Udmurt 18. Proto-Ugric
9. Hungarian 19. Pro to- Fin no- Ugric
10. Man si 20. Proto-U ralic

Finnish Estonian Saami (Lappish) Hungarian Translation

tal vi talv dalve to I [winter]
silma silm calbme szem [eye]
varis vares vuorces varjo [crow]

14
3 The position of Finnish in Finland

1155-1809 The period of Swedish rule

During the period of Swedish rule, the territory of present-day Finland con-
stituted the eastern province of the kingdom of Sweden-Finland. Finnish was
the language spoken by the local population. Thus, in order to carry out their
functions the church and the legislature had to provide services in Finnish
as well the official language, Swedish. This later became the basis for the
administrative vocabulary of Finnish.

'1809-1917 The age of autonomy

The period when Finland was an Autonomous Grand Duchy of Tsarist Rus-
sia was initially a very favourable one for Finland's own cultural identity.
Russia realized that Finland's bonds with her former ruler (Sweden) could be
weakened by encouraging the national aspirations of the Finns. The interest
in Finnish national values was inspired by the European Romantic movement.
This interest was given a political dimension by the statesman J. V. Snellman
(1806-1 881), who in the spirit of Hegel proclaimed that the only weapon that
would enable the poor peasant people of Finland to defend themselves was
sivistys, a Finnish word that includes the concepts of civilization, culture and
education. This meant an appreciation of Finnishness: the culture and lan-
guage of the people. Snellman's ideas found support among the intelligensia,
and they began to be applied in practice. The careers and oeuvres of writers
like Elias Lonnrot, J. L. Runeberg, Z. Topelius and A. Kivi were guided by
Snellman's ideas. Finnish became a medium of education, and the people's
own culture provided the inspiration for Finnish scholarship and art. 1902
The Finnish language_was made the second official language of the country
on an equal footing with Swedish.

1917 Independent Finland

In 1917 the Grand Duchy of Finland detached itself from Russia, which had
been debilitated by the Revolution. Independent Finland became a bi-lingual
country; the rights of the Swedish-speaking minority were secured by a law
that obliged the state to cater for the cultural requirements and economic
well-being of the whole population irrespective of their language.
In 2003 approx. 6% of the population of Finland spoke Swedish as their
mother tongue. The Swedish-speakers mainly live on the coast, which was
settled during the period of Swedish rule. Finnish and Swedish are both official
languages. The position of Saami (about 1500 native speakers in Finland) as
the language of an indigenous people is secured by a law that came into force
in 1995 granting the Saami the right ' to safeguard and develop their own
language'. In theory the Saami also have the right to use their own language
in conducting transactions with public authorities.

15
 4 Spelling, pronunciation and alphabet

• The characteristic sound of Finnish is based on its relatively large

number of vowels . There are only 96 consonants to every 100 vowels.
For example in French the ratio is 144 consonants to 100 vowels and
in German 177. In this respect, Italian is closer to Finnish w ith 108
consonants to 100 vowels .
• Words that are purely Finnish in origin begin with only one conso -
nant. The pronunciation of old Germanic loan words has been adapted
to this system: strand- ranta [beach]; Stuhl- tuoli [chair].
Recent loan words, on the other hand, may begin with consonant
clusters: stress- stressi.
• The main stress in words is on the first syllable.
• In addition to stress, the length of sounds (the opposition between
short and long) is important. All the vowels and most of the conso-
nants have short and long variants. In writing, this distinction is made
clear by doubling the letter for long sounds: a short sound = one letter
(hyva [good], mies [man]); a long sound = a double letter (jaakaappi
[refrigerator], kaantaja [translator])
• The natural intonation pattern is declining, even in direct questions.
• Finnish is a phonetic language, which means that the relation be-
tween spelling and pronunciation is clear. Generally, each letter always
represents the same sound (phoneme) and only that sound . This is also
true of diphthongs, which conserve the sounds of their component el-
ements (s-a- u-n-a, 5-u-o-m -i), and thus do not form 'new' phonemes .

The Finnish alphabet

The letters in parentheses are only used in recent loan words.
Communications Approximate British-
Letter Name name Phonetic value English P..ronunciation

a aa Aarne [Y] a as in [after]

(b) bee Bertta [b] b
(c) see Celcius [s] s as in [sea]
(d) dee Daavid [d] d
e ee Eemeli [d] e as in [bed]
(f) iif Faarao [f)
Gideon [g] g as in [good]

Heikki [h] h
livari [i]
jii Jussi [j]
k koo Kalle [k]
al Lauri [I]

m am Matti [m] m

16
n an Niilo [n] n
0 00 Otto []]
p fJee Paavo [fJ]
(q) kuu kuu [k] k
ar Risto [r] r (rolled as in Scottish English)
s as Sakari [s] s as in [seat]
tee Tyyne [t]
u uu Urho [u] u as in [put]
Vihtori [v] V

(w) kaksois-vee wiski [v] V

(x) aks aksa [ks] X

y yy Yrjo [y] yu as in [Yule]. French u in [tu],

German u
z tseta zeta [z], [ts] z or ts as in [itself]
a ruotsalainen oo Ake [o] aw as in [awful]
a aa aiti [a] a as in [hat]

u as in [burn]. French oeu in

0 66 6ljy [0] [boeuf], German 6

Original Finnish sounds:

8 vowels

a [help] aa aamu [morning]

e vesi [water] ee tee [tea]
kivi [stone] ii viini [wine]
0 omen a [apple] 00 moottori [motor]
u olut [beer] uu juusto [cheese]
y hyva [good] yy tyylikas [stylish]
a aiva ...[sjyl aa aani [voice, noise]
0 oljy [oil] iiii insinoori [engineer]

16 diphthongs

ai aina [always] au sauna [sauna]

ei eilen [yesterday] eu seutu
ie kieli [tongue, language] iu liukas
oi voi [butter] ou
ui uo
yi syita [reasons] [to eat]
ai aiti [moth er] a [to go visit]
oi to ita [jobs] oy koyha [poor]

17
 12 consonants

Altogether 12 consonants are used in words that are Finnish in origin;

8 of them have both short and long variants .

Short Long
d kadulla [on the street]
h hyva [good]
i ja [and]
k kuka [who] kk kukka [flower]
palo [fire] 11 pallo [ball]
m mina [I] mm tumma [dark]
n sana [wo rd] tanne [h ere]
uhua [to SP.eakl
"" kau a [shoP.]
P.P.
Ruotsi [Sweden] rr porras [staircase]
s sa ma same ss tassa [here]
tama [this] tt katto [roof]
V vahan [a little]

5 Vowel harmony: front vowels: a, o, y, e, i; back vowels: a, o, u

Vowel harmony is the name of a rule that does not permit both front and back
vowels to appear in the same word . The front vowels i and e are an exception to
this rule in that th ey can appear in the same word with vowels of both groups .
In compound words this rule does not apply over the boundary between the
component elements.

Examples of vowel harmony:

Compound words

kahvi [coffee] yiilkerho [nightclub]

maito [milk] sahkiilposti [e-mail]
ravintola [restaurant] ensi [apu [first aid]
sisaan [into , inside] hatalnumero [emergenc number]
ulos [out] vali [viiva [hyphen]
kuuma [hot] ylilopisto [university]
kylma [cold]
taksi [taxi]

6 Consonant gradation (k, p, t)

The plosive (stop) consonants k, p and t have weak and strong grades.
Consonant gradation is mainly activated by the type of syllable in wh ich the
consonant occurs. If the syllable is closed (it ends in a consonant), the grade of
the plosive conson ant is weak; if the syllable is open (it ends in a vowel) , the

18
 grade of the plosive is strong. Consonant gradation applies when words are in-
flected. When an ending is attached to the stem of a word, the last syllable of
the stem may change from open to closed or vice versa.

Examples:
open syllable closed syllable
strong grade weak grade
kup-pi [a cup] ku-p is-sa [in a cup]
ka-tu [the street] ka-dul-la [on the street]
lu-ke-a [to read] lu-en [I read]
tie-taa [to know] tie-dan [I know]

Consonant gradation involves both quantitative and qualitative changes. In the

examples below, the gradation appears in the nouns between the base form
(the nominative) and the inflected form (the genitive) and in the verbs between
the base form (the infinitive) and the inflected form (the 1st person singular).

Qualitative gradation

k-> 0* Turku -> Tur-un [Turku (city name) ] lukea-> lu-en [to read 7 I read]
p -7 V kylpy -> kyl-vyn [bath] haipya -7 hai-vyn [to disappear -7 I disappear]
t-> d katu -7 ka-dun [street] tietaii -7 tie-dan [to know -7 I know]
nk -7 ng Helsinki -7 Helsingin [Helsinki] onkia -7 on-gin [to catch (fish) -7 I catch (fish)]

*0 = no sound, elision of the conson ant

Quantitative gradation

kirkko -7 kirkon [church]

pp-> p kuppi -7 ku-pin [cup] oppia -7 o-pin [to learn -7 I learn]
tytto -> ty-ton [girl] kirjoittaa -7 kirjoi-tan [to write -7 I write]

19
 7 Synthetic and analytic languages

Synthetic languages mainly express grammatical relations by means of inflec-

tions. They are perhaps most obviously characterized by long words which are
a result of inflections attached to the stems of verbs expressing person, number,
and various othe r categories (tense, aspect, etc.), case endings on nouns and
numerous derivational suffixes, prefixes and particles.
The modern Finnish noun has 12 productive cases. In addition, there are four
cases used in fixed expressions . There are no articles, and nouns do not have a
gender.
Examples :
Noun: hotelli [hotel]
Hotelle + -i- + -ssa- + -kin on sauna.
[There are saunas in the hotels too.]
Stem + pi. + in + too

Verb: kysya [to ask]

Kysy + -isi - + -n- + -ko, paljonko se maksaa?
[Shall I ask how much it costs?]
Stem + conditional. + 1 st person + interrogative particle

Cases are formed by adding case endings to the stems of nouns. The form of
the stem depends on the type of word . it may be:
- identical to the nominative: hotelli 0 hotelli/ssa [in the hotel]
- formed by rules depending on the type of word :
Suomi 7 Suome/ssa [in Finland], Helsinki~ Helsingi/ssa [in Helsinki.]

To maintain vocal harmony, case endings with back vowels also have front vow-
el variants to match the vowels of the stems: One such ending is the inessive
suffix: -ssa/-ssa: Suome/ssa, Helsingi/ssa.

8 12 (+ 4) cases

Cases expressing grammatical function (4)

1. nominative
2. genitive
3. partitive
4. accusative
locative cases (expressing place) (6)
Internal locatives (3) (in locations)

5. inessive
6. elative
7. illative

20
 External locatives (3) (o n locati ons)

8. adessive
9. abl ative
10. al lative
Others (2)
11. translati ve
12. essive
In add it ion t here are 4 cases that are used in
fixe d exp ressions and ce rtain grammati cal st ructures:
Non - productive cases (4)
13. abessive
14. prolative
15. inst ructi ve
16. comitative

case ending meaning/function example

Onko hotelli auki?

singular: 0 base form I hotelli [Is the hotel open?]
nominative
plural ending: -t subject, object hotellilt Ovatko hotellit auki?
[Are the hotels open?]

Hotellien ni met ovat Vaakuna

ja Presidentti.
possession I hotel! in [ The names of the hotels are
gen itive -n, -en
object hotellien Vaakuna and Presidentti]
Kuka omistaa tiimiin hotellin?
[Who owns th is hotel ?]

object of personal Tunnetko hii.net?

accusative -t hii.net
pronouns [Do I know him/her?]

Minul la on rahaa.
[I have (some) money.]
M ina en tun ne hiintii.
rahaa [I don't know him/her.]
vague amount,
-al-a hiintii Minulla ei ole vielii huonetta.
negative
partitive huonetta [I don't have~ yet.]
complement,
-(t)ta/ -(t)ta taksia Kadulla ei ole vielii taksia.
greetings, etc.
pii.ivii.ii. [There is no taxi in the street
yet.]
Hyvaa paivaa!
[He llo! (Good day)]

21
 Olen nyt hotellissa.
[I'm in the/a hotel now.]
hotellissa
in, inside, etc. Olen puolessa tunnissa
inessive -ssa/-ssa puolessa
(STA) ravintolassa.
tunnissa
[I 'll be in the restaurant in half
an hour.]

from, out of Lahden nyt hotellista.

(DYN) {I'm leaving the hotel now.]
elative -sta/-sta hotellista
as a complement Pidan tasta hotellista.
of some verbs [I like this hotel.]

Mina tulin juuri hotelliin .

into, to, etc. [I just came into the hotel.]
illative -Vn; -hVn (DYN) lhastuin tahan hotelliin heti.
hotelliin
as a complement {I immediately took a liking ~

of some verbs this hotel.]

Odotan kadulla.
[I'll wait on the street.]
on
Tulen taksilla
(STA) kadulla
{I 'll come by taxi.]
instrument, taksilla
adessive -lla/-lla Minulla on auto.
possession minulla
[I have a car.]
(dative) illalla/talvella
Tulen illalla/talvella.
time
[I'll come in the evening/.!!!_
the winter.]

Bussi lahtee talta kadulta.

from [The bus leaves from this
kadulta
ablative -lta/- lta (DYN) street.]
johtajalta
source Kuulin sen johtajalta.
[I heard it from the manager.]

Bussi tulee talle kadulle.

onto (DYN), to, [The bus comes to this street.]
kadulle
allative -lie etc. Kerron sen hanelle.
hanelle
recipient [I 'll tell him (that).]

Han tuli viime vuonna

johtajaksi.[She/He became the
change into manager last year.]
johtajaksi
translative -ksi for (future time Menen jouluksi Suomeen .
jouluksi
(DYN)) [I'm going to Finland for
Christmas.]

22
 Han on New Yorkissa
johtajana.
[She/He is a manager in New
York.]
function, state, johtajana Sauna on koko paivan
essive -na/-na quality, etc. kuumana kuumana.[The sauna is hot
precise time mustana all day.]
(STA) sunnuntaina Juon kahvin mustana.
[I drink coffee black.]
Tulen sunnuntaina.
[/"11 come on Sunday.]
-~~

Han suuttui syytta.

abessive -tta; -tta without syytta [She/He got angry without
reason.]

Kirjat tulevat postitse .

[The books come by post.]
channel postitse
prolative -tse Kuljetus tapahtuu maitse .
by maitse
[The transportation takes
place by land.]

-~

Tii.ma on kasin tehty.

[This has been made by hand.]
kasin
means, manner L6nnrot teki matkansa jalan.
instructive -n jalan
how? [Lonnrot travelled on foot.]
itkien
Han tuli itkien kotiin.
[She/He came home crying.]

My6s presidentti vaimoineen

oli paikalla.
[The president was also there
with his wife.]
-ne (+ possessive vaimoineen
comitative company, with Helsinki ymparist6ineen on
suffix)
ymparistoineen tiheimmin asuttua aluetta.

[Helsinki, including its

surroundings is the most
densely populated area.]

23
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