Learn how to join two main clauses with a coordinating conjunction
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| INTRODUCTION |
| Elin: Hej allihopa! I’m Elin. |
| Becky: Hi everyone, I’m Becky. Welcome back to SwedishPod101.com. This is Upper Beginner, Season 1, Lesson 5 - Making New Swedish Friends. In this lesson you’ll learn how to join two clauses with a coordinating conjunction. |
| Elin: The conversation takes place at Emma and David’s apartment. |
| Becky: It’s between Emma and her partner David, and they are using informal Swedish, since they know each other. |
| Elin: Great! Let's listen to the conversation. |
| DIALOGUE |
| Emma: Hej. Hur var föräldramötet? |
| David: Det var bra. Jag träffade Hassans och pappa. |
| Emma: Vad roligt! Elsa och Hassan leker så bra tillsammans. Hur var de? |
| David: De var väldigt trevliga. Vi borde bjuda dom på middag någon gång. |
| Emma: Visst, varför inte. Vad heter dom? |
| David: Han heter Mohammed, och hon heter Samira. |
| Emma: Och vad jobbar dom med? |
| David: Han är läkare, och hon jobbar som på bank. |
| Becky: Let’s hear the conversation one time slowly. |
| Emma: Hej. Hur var föräldramötet? |
| David: Det var bra. Jag träffade Hassans och pappa. |
| Emma: Vad roligt! Elsa och Hassan leker så bra tillsammans. Hur var de? |
| David: De var väldigt trevliga. Vi borde bjuda dom på middag någon gång. |
| Emma: Visst, varför inte. Vad heter dom? |
| David: Han heter Mohammed, och hon heter Samira. |
| Emma: Och vad jobbar dom med? |
| David: Han är läkare, och hon jobbar som på bank. |
| Becky: Now let's hear it with the English translation. |
| Emma: Hej. Hur var föräldramötet? |
| Emma: Hi. How was the parent-teacher meeting? |
| David: Det var bra. Jag träffade Hassans och pappa. |
| David: It was fine. I met Hassan’s mom and dad. |
| Emma: Vad roligt! Elsa och Hassan leker så bra tillsammans. Hur var de? |
| Emma: That great! Elsa and Hassan play so well together. What were they like? |
| David: De var väldigt trevliga. Vi borde bjuda dom på middag någon gång. |
| David: They were really nice. We should invite them for dinner sometime. |
| Emma: Visst, varför inte. Vad heter dom? |
| Emma: Sure, why not. What are their names? |
| David: Han heter Mohammed, och hon heter Samira. |
| David: His name is Mohammed, and her name is Samira |
| Emma: Och vad jobbar dom med? |
| Emma: And what do they do for a living? |
| David: Han är läkare, och hon jobbar som på bank. |
| David: He is a doctor, and she works at a bank. |
| POST CONVERSATION BANTER |
| Becky: Tell me Elin, are parent-teachers meetings common in Sweden? |
| Elin: Well there aren’t rules for how often they should take place, but since teachers are obliged to have continuous contact with their children's parents, it’s not unusual for parent-teacher meetings to be held once or twice a year. |
| Becky: I see. And these meetings are just between the teacher and the parents of the children? |
| Elin: Yes, that’s right. And they usually focus on the childrens’ developments, the day-to-day activities related to the kindergarten or school itself. And the parents also get an opportunity to ask questions, or bring up any concerns they might have. |
| Becky: It sounds like it can be a pleasant experience, I mean, after all, in this lesson’s dialog, David got the opportunity to meet the parents of his daughter’s friend. |
| Elin: Yes, parent-teacher meetings can be a pleasant and useful experience, but it’s not unusual for discussions to become heated because of different views and beliefs when it comes to child-rearing. |
| Becky: Ah I see. Now, let’s move on to the vocab. |
| VOCAB LIST |
| Becky: Let’s take a look at the vocabulary for this lesson. |
| The first word we shall see is... |
| Elin: föräldramöte [natural native speed] |
| Becky: parent-teacher meeting (one teacher with multiple sets of parents) |
| Elin: föräldramöte [slowly - broken down by syllable] föräldramöte [natural native speed] |
| Becky: Next |
| Elin: att träffa [natural native speed] |
| Becky: to meet |
| Elin: att träffa [slowly - broken down by syllable] att träffa [natural native speed] |
| Becky: Next |
| Elin: att leka [natural native speed] |
| Becky: to play |
| Elin: att leka [slowly - broken down by syllable] att leka [natural native speed] |
| Becky: Next |
| Elin: så [natural native speed] |
| Becky: so |
| Elin: så [slowly - broken down by syllable] så [natural native speed] |
| Becky: Next |
| Elin: tillsammans [natural native speed] |
| Becky: together |
| Elin: tillsammans [slowly - broken down by syllable] tillsammans [natural native speed] |
| Becky: Next |
| Elin: att bjuda [natural native speed] |
| Becky: to invite |
| Elin: att bjuda [slowly - broken down by syllable] att bjuda [natural native speed] |
| Becky: Next |
| Elin: läkare [natural native speed] |
| Becky: doctor |
| Elin: läkare [slowly - broken down by syllable] läkare [natural native speed] |
| Becky: Next |
| Elin: mamma [natural native speed] |
| Becky: mom |
| Elin: mamma [slowly - broken down by syllable] mamma [natural native speed] |
| Becky: Next |
| Elin: pappa [natural native speed] |
| Becky: dad |
| Elin: pappa [slowly - broken down by syllable] pappa [natural native speed] |
| Becky: And last... |
| Elin: någon gång [natural native speed] |
| Becky: sometime |
| Elin: någon gång [slowly - broken down by syllable] någon gång [natural native speed] |
| KEY VOCAB AND PHRASES |
| Becky: Let's have a closer look at the usage for some of the words and phrases from this lesson. |
| Elin: The first one is “någon gång”, meaning “sometime”. |
| Becky: Okay, but did I hear you say two words? |
| Elin: Yes, “någon gång” is two separate words in Swedish, “någon” and “gång”. |
| Becky: Oh, okay. |
| Elin: It’s also useful to know that “någon”, meaning “some” is often shortened to “nån” in colloquial language. |
| Becky: So you could say that there are two ways to say “sometime” in Swedish? |
| Elin: Yes, in a way that's true. So if you want to say “sometime”, you can either say, “någon gång” or “nån gång”. |
| Becky: Listeners, that’s a good tip! Now let’s move on to the next word. |
| Elin: The next word is the adverb “så”. |
| Becky: Which means “so”. |
| Elin: Yes, that’s right, “så” can correspond to the English “so” when used the way it was in the dialog. |
| Becky: You mean when Emma says, “Elsa and Hassan play so well together”. |
| Elin: Yes, and that was “Elsa och Hassan leker så bra tillsammans”. |
| Becky: Can it mean anything else? |
| Elin: It can also mean “how”, “what” and “then”. |
| Becky: Okay, now I’m starting to get confused. Do you have any examples to help me out here? |
| Elin: Of course. Let’s start with an example of a sentence where “så” corresponds to “what”. For example, “what a pity”, is “så synd”. |
| Becky: And how about when it corresponds to “how”? |
| Elin: “how sad”, would be, “så tråkigt”. |
| Becky: And what about “then”? |
| Elin: If you wanted to say something like, “look to the right and then to the left”, it would be, “titta åt höger och så åt vänster”. |
| Becky: Great! What’s next? |
| Elin: Next up is the Swedish verb “att leka”. |
| Becky: Which means “to play”. |
| Elin: Yes, but in Swedish “att leka” is only used when we’re talking about unorganized play, usually the way children play. |
| Becky: And what verb do we use when we want to talk about organized play, such as a board game? |
| Elin: Then you would use “att spela”. The verb “att spela” is also used when we talk about playing an instrument. |
| Becky: That’s good to know! Now let’s move on to the grammar! |
| GRAMMAR POINT |
| Elin: In this lesson, you’ll learn how to join main clauses with a coordinating conjunction. |
| Becky: That sounds great, but let’s first start with talking about what a clause is, and the difference between a main clause and a subordinate clause. So, a clause can be a part of a sentence, as well as a sentence. Elin, can you give us an example? |
| Elin: Yes, let’s take the sentence “jag heter Lisa”, meaning “my name is Lisa”. That sentence is both a clause and a sentence. |
| Becky: Do you have an example of a sentence that contains more than one clause? |
| Elin: Sure. The sentence, “han heter David och hon heter Emma”, meaning “his name is David and her name is Emma”, is an example of one sentence that contains two clauses, “han heter David” as well as, “hon heter Emma”. |
| Becky: Moving on, a main clause is different to a subordinate clause, because in most cases it can stand on its own, while the subordinate clause always needs a main clause to form a sentence. Elin, what’s an example? |
| Elin: The sentence “Emma städar och Elsa sover”, meaning “Emma is cleaning and Elsa is sleeping”, is another example of one sentence containing two main clauses. The first main clause is “Emma städar” and the second main clause is “Elsa sover”. |
| Becky: How about the “and” in the middle? |
| Elin: The “och” is a coordinating conjunction that joins the two main clauses together, but it’s not part of either clause. Both clauses “Emma städar” (meaning “Emma is cleaning”) and “Elsa sover” (“Elsa is sleeping”) can stand on their own, so they’re not dependent on each other to make sense. That’s why they’re main clauses. |
| Becky: Okay I think I got that part. Can you give us a sentence that contains a main clause, and a subordinate clause? |
| Elin: The sentence “Emma städar när Elsa sover” meaning “Emma is cleaning, when Elsa is sleeping” is an example of one sentence containing one main clause and one subordinate clause. |
| Becky: So what part is the main clause of this sentence? |
| Elin: The main clause of this sentence is “Emma städar” which means “Emma is cleaning”. |
| Becky: And the subordinate clause? |
| Elin: The subordinate clause of the sentence consists of “när Elsa sover” meaning “when Elsa is sleeping” and it's subordinate because it can’t stand on its own. Here the subordinate conjunction “när” which means “when” introduces the subordinate clause. |
| Becky: So coordinating conjunctions bring two main clauses together, but they aren't part of the clauses, while subordinate conjunctions introduce a subordinate clause and are part of that clause. |
| Elin: That’s right! Now let’s move on to talk more about coordinating conjunctions that are used to join two main clauses. |
| Becky: Great! So, if “and” is a coordinating conjunction, what other coordinating conjunctions are there? |
| Elin: One common coordinating conjunction is the word “för” meaning “because”. |
| Becky: So how would the coordinating conjunction “because” join two main clauses? |
| Elin: Well, let’s take the main clause “jag vill stanna hemma ikväll” |
| Becky: Meaning “I want to stay home tonight”... |
| Elin: ...And join it with the other main clause, “jag är trött” |
| Becky: Meaning “I’m tired.” So Elin, how would you say, ”I want to stay home tonight, because I’m tired”? |
| Elin: “Jag vill stanna hemma ikväll, för jag är trött”. Now listeners, let’s practice that one! Repeat after me. |
| Elin: “Jag vill stanna hemma ikväll, för jag är trött”[pause]. |
| Becky: Okay, any other common coordinating conjunctions? |
| Elin: Well, “men” meaning “but” is another coordinating conjunction that is used a lot. |
| Becky: Can you give us any examples of “but” joining 2 main clauses? |
| Elin: Sure! For example, you can join the main clause “Erik gick på fest”... |
| Becky: ...meaning “Erik went to a party”... |
| Elin: with “han gick hem tidigt”... |
| Becky: ...meaning “he went home early” ... |
| Becky: using the coordinating conjunction “men” which means “but”. |
| Becky: So altogether, “Erik went to a party, but went home early” is? |
| Elin: “Erik gick på fest, men han gick hem tidigt”. Listeners repeat after me! |
| Elin: “Erik gick på fest, men han gick hem tidigt”[pause]. |
| Becky: Okay how about the word “so”? That must also be a coordinating conjunction? |
| Elin: Yes, that’s right. And you can use “så” or “so” in English to join the main clause “jag har inte ätit” meaning “I haven’t eaten”, together with the main clause “jag är hungrig” which means “I’m hungry.” |
| Becky: So how would you say, “I haven’t eaten, so I’m hungry”. |
| Elin: “Jag har inte ätit, så jag är hungrig”. |
| Becky: Listeners, repeat after Elin! |
| Elin: “Jag har inte ätit, så jag är hungrig” [pause]. |
| Becky: Ok, good job everyone! |
Outro |
|---|
| Becky: Okay that’s it for this lesson. Make sure to check the lesson notes, and we’ll see you next time. |
| Elin: Thanks for listening everyone. Hej då! |
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