The Case Book for Czech

238 Pages·1.062 MB·English

by  Laura A. Janda, Steven J. Clancy

0. Preliminaries 1
The Case Book
for Czech
Laura A. Janda
and
Steven J. Clancy
0. Preliminaries 2
Preliminaries
PRELIMINARIES 1 (cid:209) The mission of this book
Na dve(cid:222)(cid:146)ch do Be(cid:135)tina budo(cid:135)ru byla velk(cid:135) obd(cid:142)ln(cid:146)kov(cid:135) samolepka s n(cid:135)pisem PRIVATE a asi
tucet starøch vodovøch obtisk(cid:243) s portr(cid:142)ty r(cid:243)znøch hudebn(cid:146)ch skupin, p(cid:222)i(cid:139)em(cid:236) (cid:139)etn(cid:142) røhy na mnoha
z nich sv(cid:158)d(cid:139)ily o marnøch pokusech je se(cid:228)kr(cid:135)bat. Kdy(cid:236) jsem se ani po t(cid:222)et(cid:146)m zaklep(cid:135)n(cid:146) nedo(cid:139)kal
(cid:236)(cid:135)dn(cid:142) sly(cid:228)iten(cid:142) vøzvy, se slovy Mohu d(cid:135)l? jsem vstoupil.
V pokoji panovalo dusn(cid:142) a temn(cid:142) p(cid:222)(cid:146)tm(cid:146), neboØ brok(cid:135)tov(cid:142) z(cid:135)v(cid:158)sy na oknech propou(cid:228)t(cid:158)ly opravdu
jen minimum sv(cid:158)tla. Chv(cid:146)li mi proto trvalo, ne(cid:236) jsem se zorientoval: celou m(cid:146)stnost rod(cid:158)lovala
dlouh(cid:135), asi p(cid:243)ldruh(cid:142)ho metru vysok(cid:135) knihovna, kter(cid:135) vyb(cid:146)hala z prot(cid:158)j(cid:228)(cid:146) st(cid:158)ny a p(cid:222)(cid:146)mo proti
vstupn(cid:146)m dve(cid:222)(cid:146)m byla po zp(cid:243)sobu lodn(cid:146)ch p(cid:222)(cid:146)d(cid:146) zakon(cid:139)ena barevnou d(cid:222)ev(cid:158)nou figurou mo(cid:222)sk(cid:142)
panny, jej(cid:146)(cid:236) pon(cid:158)kud expresivn(cid:158) vzty(cid:139)en(cid:142) pa(cid:236)e slou(cid:236)ily jako (cid:228)atn(cid:146) v(cid:158)(cid:228)(cid:135)k. V men(cid:228)(cid:146) (cid:139)(cid:135)sti pokoje byl
jednoduchø pracovn(cid:146) kout s psac(cid:146)m stolem, zavalenøm knihami a pap(cid:146)ry. Zbyløm dv(cid:158)ma t(cid:222)etin(cid:135)m
dominovala origin(cid:135)ln(cid:146) rohov(cid:135) sedac(cid:146) sestava, zahrnuj(cid:146)c(cid:146) dv(cid:158) obrovsk(cid:142) amorfn(cid:146) hromady jakøchsi
bu(cid:222)tovitøch pol(cid:228)t(cid:135)(cid:222)(cid:243), dva n(cid:146)zk(cid:142), u(cid:236) napohled vratk(cid:142) ko(cid:236)en(cid:142) taburety a jedno autentick(cid:142) zuba(cid:222)sk(cid:142)
k(cid:222)eslo. Roli tradi(cid:139)n(cid:146)ho konferen(cid:139)n(cid:146)ho stolku zaj(cid:146)mav(cid:158) suplovala polovina ropn(cid:142)ho barelu firmy
Texaco, stoj(cid:146)c(cid:146) uprost(cid:222)ed (cid:139)tvercov(cid:142)ho kobere(cid:139)ku s orient(cid:135)ln(cid:146)mi vzory. V roz(cid:146)ch st(cid:158)n byly zav(cid:158)(cid:228)en(cid:142)
velk(cid:142) (cid:139)ern(cid:142) reproduktory a mezi zatemn(cid:158)nømi okny visela polystyr(cid:142)nov(cid:135) deska se spoustou ru(cid:139)n(cid:158)
psanøch pozn(cid:135)mek a vøst(cid:222)i(cid:236)k(cid:243) z revue Vokno. Povle(cid:139)en(cid:146) rozestlan(cid:142) postele, v n(cid:146)(cid:236) (cid:139)elem ke zdi le(cid:236)ela
Be(cid:135)ta, bylo ov(cid:228)em smutn(cid:158) tuctov(cid:142).
On the door to Be(cid:135)ta(cid:213)s boudoir there was a large rectangular decal saying PRIVATE and about
a dozen old stickers with the pictures of various bands, although numerous scratches on many of
them attested to vain attempts to scrape them off. When even after knocking three times I didn(cid:213)t
receive any audible response, I said May I come in? and entered the room.
A stuffy dark gloom pervaded the room because the brocade window dressings let in very little
light, and it took me a while to get oriented. The whole room was divided by a long bookcase about
five feet high, running from the opposite wall all the way to the door, where, like the bow of a ship, it
was appointed with a painted mermaid, whose oddly expressive upraised arms served as coat-
hooks. There was a workspace in the smaller part of the room, with a desk heaped with books and
papers. The remaining two-thirds of the room were dominated by a creative corner seating
arrangement, consisting of two enormous amorphous piles of sausage-shaped cushions, a pair of
rickety-looking leather footstools and an authentic dentist(cid:213)s chair. Substituting for a traditional
coffee-table was half a Texaco oil barrel standing in the middle of a square rug with an oriental
pattern. Large black speakers were suspended in the corners, and between the darkened windows
hung a styrofoam board with lots of hand-written notes and clippings from Vokno review. The
sheets of the unmade bed, where Be(cid:135)ta was lying facing the wall, were however depressingly
ordinary.
(cid:209)from Vøchova d(cid:146)vek v (cid:137)ech(cid:135)ch, by Michal Viewegh
Open a Czech-English dictionary and you will find the meanings of every kind of word.1 Many
dictionaries will even list translations for prefixes. But you won(cid:213)t find meanings for cases in your
trusty dictionary. If you are lucky, your textbook might list some meanings for each case, but
chances are these entries will look rather like the disheveled d(cid:142)cor of Be(cid:135)ta(cid:213)s room, and be just as
appealing. Take the dative case, for example. Your grammar book might tell you that the dative is
used in the following contexts: for the indirect object; with the prepositions k (cid:212)toward(cid:213) and proti
(cid:212)against(cid:213); with certain verbs such as odpov(cid:158)d(cid:158)t (cid:212)answer(cid:213), chyb(cid:158)t (cid:212)be missing(cid:213), gratulovat
(cid:212)applaud(cid:213), zaplatit (cid:212)pay(cid:213), podobat se (cid:212)be similar to(cid:213), pomoci (cid:212)help(cid:213), pat(cid:222)it (cid:212)belong to(cid:213), v(cid:158)(cid:222)it

1 Traditional explanations of Czech cases usually look like random lists of items.
0. Preliminaries 3
(cid:212)believe(cid:213), (cid:228)kodit (cid:212)harm(cid:213), pomst(cid:146)t se (cid:212)take revenge on(cid:213), divit se (cid:212)be surprised at(cid:213), z(cid:135)vid(cid:158)t (cid:212)envy(cid:213),
v(cid:142)vodit (cid:212)rule over(cid:213); in impersonal expressions of age and comfort such as Je mi dvacet let/zima [Is
me-DAT twenty-NOM years-GEN/cold] (cid:212)I(cid:213)m twenty years old/cold(cid:213). There(cid:213)s no obvious pattern
in such an explanation, and it doesn(cid:213)t prepare you to predict what other words might be associated
with the dative, or to interpret a sentence like Miminko n(cid:135)m pl(cid:135)(cid:139)e v noci [Baby-NOM us-DAT
cries in night-LOC] (cid:212)Our baby cries at night(cid:213). The incoherent assortments of case usage offered
up in this fashion are incomplete and suggest no logical motive. There is also no logical motive for
the student to try to learn them, since they don(cid:213)t make sense. The only choice seems to be to
memorize lists of case uses, and this proves to be a formidable if not impossible task, since it is
exceedingly difficult to assimilate information if it looks to you like just so much nonsense.
But entering the realm of Czech case meanings need not be as disheartening or disorienting as
going into the room of a sloppy, spoiled teenager. 2 The goal of this text is to show you that there
are patterns to case usage that make sense and can be learned fairly easily. This book can be used
by students at any level of study, from beginner through advanced.
The meanings of the grammatical cases are probably the biggest obstacle faced by English-
speaking students trying to learn Czech.3 Even advanced learners will often run into sentences they
can(cid:213)t interpret. Students often know plenty of vocabulary and how to find unfamiliar words in the
dictionary, and maybe they can even figure out what cases all the nouns, pronouns, and adjectives
are in, but if they cannot figure out what the cases mean, the meaning of a sentence remains a
mystery.
The meaning of a sentence is a product of two interdependent forces: the words it contains, and
the relationships they have to each other.4 In English these relationships are usually expressed by
means of word order and prepositions, but in Russian this job is done by case. The words are fairly
self-contained and concrete, since they can exist by themselves, outside of any sentence. The
relationships that hold among words are relatively abstract and largely dependent upon context. The
relationships themselves can be likened to a bare conceptual structure that is fleshed out by the
actual words chosen. You can compare this to the concept sandwich, which indicates a set of
relationships among bread, spreads, and fillings. By itself, sandwich is abstract, and if somebody
asked you to (cid:210)make a sandwich(cid:211), you would probably ask for more information. If instead the
request sounded something like (cid:210)give me an open-faced turkey sandwich on rye with lettuce,
tomato, and mustard, hold the mayo(cid:211), you would find that more satisfactory, because you would
know both the relationship (sandwich) and the specific items in that relationship (one slice of rye,
mustard [not mayonnaise] for spread, filling of turkey, lettuce, and tomato).
Our culture has some abstract relationships that can(cid:213)t be expressed in a single word, or even in
a common expression.5 Take for example the various types of games that involve two teams of
people, each of which tries to control the movement of a round object into a space belonging to
another team. Variations in the type of object, parts of body or implements used to move it, playing
environments, rules, etc. yield specific games such as basketball, football, soccer, volleyball, field
hockey, ice hockey, lacrosse, rugby, water-polo, tennis, and ping-pong. The abstract relationship that
holds among all the players, objects, playing environments, and rules is so familiar that it is
transparent to us. We don(cid:213)t even think about it, and we apply it effortlessly even when we encounter
a new game we haven(cid:213)t seen before. Now, imagine that there are some people who live in a radically
different culture, where there are no such sports. If you led them onto a lacrosse field and handed
them some sticks and a ball, they would be utterly clueless. Without any extra help, it(cid:213)s extremely
unlikely that these people would start playing anything remotely like lacrosse. The sticks might
seem handy for gathering apples from some nearby trees, and maybe the ball could serve as the
head of a child(cid:213)s doll or ritual effigy. Goodness knows what they would make of the goals.
Nobody ever explained to you the principal relationship behind lacrosse or all the other games
that work the same way. They didn(cid:213)t have to. You saw plenty of examples all around you and

2 This text explains the coherent patterns of case meanings and can be used at any level of study.
3 Why learning the meanings of Czech cases is an obstacle to students.
4 Czech cases show the relationships between words in a sentence.
5 Understanding Czech cases is like understanding how a game structures play.
0. Preliminaries 4
internalized the principle without even thinking about it. In order to gain the kind of understanding
you have for such games, newcomers who have never been exposed to such an idea will need an
explanation, not just of the principle itself, but of how it functions in various actual games. The
situation of a student learning Czech is very similar to the culture-shock of these outsiders. Until
you get acculturated to the games Czechs play with their cases, it is impossible for you to interpret
and manipulate Czech sentences the way that Czechs do. The objective is to make you into effective
players of the case game. There are challenges to face, as in any game, but they are part of the sport,
and the rewards of really mastering the language far outweigh the difficulties.
If a Czech asked you to explain the meaning of the English preposition for, you might be
surprised and frustrated by the difficulty of this task. Even if you couldn(cid:213)t give your Czech friend a
satisfactory answer, that wouldn(cid:213)t mean that for doesn(cid:213)t mean anything or that there are lots of
different fors that are not related to each other in any systematic way. Intuitively you sense that for
does mean something and that all uses of for relate to that meaning. The same goes for Czechs and
cases: they may not be able to tell you why all those different verbs take the dative case, but they
have an intuitive sense that the dative case does mean something and the contexts in which the dative
appears has to do with that meaning.
PRELIMINARIES 2 (cid:209) How information is presented in this book
This book will present to you the basic meanings of each case, and it will also show you all the
specific uses and how they relate to the basic meaning.6 To help you focus on the cases and their
meanings, all examples are presented with both a word-by-word gloss and a smooth translation.
The cases will be marked with abbreviated tags in the word-by-word gloss: NOM for nominative,
GEN for genitive, DAT for dative, ACC for accusative, VOC for vocative, LOC for locative (also
known in some textbooks as (cid:210)prepositional(cid:211)), and INST for instrumental. The Czechs themselves
use three systems of labels for their cases (which they call p(cid:135)dy), all of which they learn in school: a
numeric system, a system based on the case forms of the pronouns kdo (cid:212)who(cid:213) and co (cid:212)what(cid:213), and
the Latin names of the cases (which are basically the same as our names, with adjustments made for
Czech spelling).7 Here is a comparison of the three systems:
Notation in this Numeric system (cid:210)kdo - co(cid:211) system Czech versions of
book Latin names
NOM 1. (prvn(cid:146) p(cid:135)d) kdo - co nominativ
GEN 2. (druhø p(cid:135)d) koho - (cid:139)eho genitiv
DAT 3. (t(cid:222)et(cid:146) p(cid:135)d) komu - (cid:139)emu dativ
ACC 4. ((cid:139)tvrtø p(cid:135)d) koho - co akuzativ
VOC 5. (p(cid:135)tø p(cid:135)d) vol(cid:135)n(cid:146), (cid:212)calling(cid:213) vokativ
LOC 6. ((cid:228)estø p(cid:135)d) (o) kom - (o) (cid:139)em lokativ/lok(cid:135)l
INST 7. (sedmø p(cid:135)d) køm - (cid:139)(cid:146)m instrument(cid:135)l
Each case will further be associated with two labels, one of which is a word and the other a diagram.
For example, the instrumental will look like this:
I
INSTRUMENTAL: A MEANS

6 The notation and presentation of case in this book.
7 How the Czechs label their cases by names and numbers.
0. Preliminaries 5
Both the word and the diagram are meant to suggest the basic meaning of the case, to give you a
handle to grip your memory to. They are not definitions, nor do they imply that Czechs have such
labels or think in pictograms or anything of that sort. They are merely a reference point for the
process of working through the meanings. Both the word and the diagram focus only on the
meaning of the case itself, which is usually embedded in a sentence that uses several cases. For
example, a sentence like the following could be represented by a larger diagram in which
INSTRUMENTAL: A MEANS would be only a component:
(cid:219)ezn(cid:146)k kr(cid:135)jel maso no(cid:236)em.
[Butcher-NOM sliced meat-ACC knife-INST.]
The butcher sliced the meat with a knife.
N I A
However, such diagrams would quickly become clumsy and distracting. We will focus on only one
case at a time instead of diagramming entire sentences this way.
Most cases have submeanings related to the basic meaning; a double colon will be used to refer
to a specific submeaning:
I
INSTRUMENTAL:: A LABEL
When there are submeanings, they will be arranged in a network to show how they are related to
each other and to the basic meaning. For example, the network of the instrumental looks like this:
A LABEL
A MEANS
AN ADJUNCT
A LANDMARK
The object of this text is not to teach you the case endings for nouns, adjectives, pronouns, and
numerals.8 Working through these materials will certainly reinforce your knowledge of what these
paradigms look like, but there are many other books and materials for achieving that goal. Drilling

8 This book focuses on case meaning, not endings; tables of endings appear in every chapter and in the appendix.
0. Preliminaries 6
the endings would distract you from concentrating on the meanings. However, if you want to review
the case endings at any time, there are tables in the appendix giving complete declensions for your
reference, and shortened tables specific to each given case are at the beginning of each chapter.
In addition to basic meanings and submeanings, metaphor plays an important role in case
meaning.9 Case meaning takes as its point of departure the relationships that hold among physical
objects placed or moving in space. These relationships can be metaphorically transferred to other
domains such as time or social interaction, just as we see in English:
English on in space: I already have dinner on the table.
English on in time: I have a doctor(cid:213)s appointment on Monday.
English toward in space: The troops are advancing toward the border.
English toward in social interaction: That director is favorably inclined toward
English actresses.
In these examples, time and social interaction are treated as if they were physical spaces. For the
most part, Czechs use these metaphors in ways very similar to those familiar from English, though
some uses might surprise you. Throughout the text mention is made of meanings that are extended
to domains other than space. These metaphorical extensions, in conjunction with items specific to
certain contexts, such as numerals, indirect experience, certain verbs and prepositions, are
responsible for the more specific meanings that you will find nested under the basic meanings and
submeanings.
There are also relations that hold between the cases.10 It is not essential for you to memorize or
appreciate these relations at this point, but since these relations have some influence on the
descriptions they are given, a brief overview is in order. This overview is purely for purposes of
general orientation; the statements it makes are abstract and will probably make more sense to you
after you have completed the text. The nominative basically names an item, and has no particular
designation. The instrumental is relatively peripheral to the nominative, and names an item through
which something happens; it is a mere conduit, envelope, or accompaniment for something else.
Both the accusative and the dative signal direction; the accusative is the destination for some item or
activity, and the dative, relatively more peripheral, is a receiver or experiencer of some item or
activity, usually capable of producing some further action in response. The sectioning of a part from
its source is expressed by the genitive; more abstractly such sectioning can involve background
elements of the setting, expressed by the locative. The vocative is very different from the other cases
since it is not really a part of a sentence, but it does overlap somewhat with the naming function of
the nominative.
Most of the people using this book are probably already very familiar with the fact that Czech
exists in two standard versions: a literary norm, known as Literary Czech, and a spoken language,
known as Colloquial Czech (better thought of as two ends of a continuum of language use). In
order to become proficient in Czech, a learner must master both versions, and this book
acknowledges and presents examples of both Literary Czech (LCz) and Colloquial Czech (CCz).
All case phenomena specific to Colloquial Czech, as well as all examples containing Colloquial
Czech features will be designated CCz. The designation LCz will be used only when it is necessary
to emphasize an exclusively literary case phenomenon or very bookish example.
You will notice that the examples in this book are very different from the examples you have
seen in other textbooks.11 That is because these are not textbook examples; not a single one of them
was cooked up for this book. Our examples have been gathered from literature, periodicals, the
Czech National Corpus, and the internet. Trying to learn Czech cases from traditional textbook
examples is a little like trying to learn about the water cycle by studying the steam in your
bathroom. It leads to the syndrome described at the beginning of this section, where you know all
the words and endings, but still can(cid:213)t make sense of the sentence. Most learners hit this plateau at

9 Spatial relations and metaphor motivate case meaning.
10 The relationships between the cases.
11 The examples in this book are real, not concocted.
0. Preliminaries 7
some point, and if you(cid:213)re a fast learner, you risk getting stuck there even sooner. Rather than being
contrived and antiseptic, the examples in this book and exercises will expose you to the cases as
they really are, raw and unadulterated. This means that the examples will be somewhat messier than
the ones you are used to seeing. But hopefully this guided tour of case realia will help to make your
transition from language study to language use a confident, seamless stride rather than a desperate
leap into a void.
2 Appendix
A
PPENDIX
This chapter will provide you with information on how to spell the endings of all words that
are marked with cases in Czech. This includes nouns, adjectives, pronouns, and numerals.
(cid:210)Hard-stems(cid:211) and (cid:210)Soft-stems(cid:211)
Czech has many different types of nouns and adjectives, and an important factor in this
equation is the differences between so-called (cid:210)hard(cid:211) stems and (cid:210)soft(cid:211) stems. Often the
endings in the (cid:210)soft(cid:211) paradigm are parallel to the endings in the (cid:210)hard(cid:211) paradigm, so it helps
to know the correspondences between the two. All stems end in a consonant. If you look at
the dictionary form of a noun or adjective and a vowel appears at the end of it, that vowel is
an ending. Remove it to find the stem.(cid:210)Hard-stems(cid:211) can end in any of these consonants: b,
d, f, g, h, ch, k, l, m, n, p, r, s, t, v, z. (cid:210)Soft-stems(cid:211) can end in: b, c, (cid:139), d/d(cid:213), j, l, m, n/¸, p, (cid:222), s,
(cid:228), t/t(cid:213), v, z, (cid:236). Note that b, m, l, s, v, z appear on both lists and are associated with both types
of stems.
The vowel in case endings associated with hard stems and soft stems
Frequently the case endings of hard stems will have a certain vowel, and we can predict that
soft stems will have a corresponding vowel. In the list below, the vowel on the left is the one
we find with hard stems, and the vowel on the right is the corresponding vowel for soft
stems. Each pair of vowels is followed by a pair of examples showing where we find these
correspondences for hard and soft stems. The uppercase letters refer to the cases
(N=nominative, G=genitive, etc.), and the lower case letters tell you whether the ending is
for singular (sg) or plural (pl), and may also indicate gender (m=masculine, f=feminine,
n=neuter). The vowel e/(cid:158) is spelled (cid:158) after b, d, f, m, n, p, t, v, but e elsewhere:
a vs. e/(cid:158) moucha (cid:212)fly(cid:213) Nsg vs. pr(cid:135)ce  (cid:212)work(cid:213) Nsg
ta (cid:212)that(cid:213) Nsgf vs. na(cid:228)e Nsgf
(cid:135) vs. (cid:146) druh(cid:135) (cid:212)second(cid:213) Nsgf vs. prvn(cid:146) (cid:212)first(cid:213) Nsgf
e/(cid:158) vs. i mou(cid:228)e (cid:212)fly(cid:213) DLsg vs. pr(cid:135)ci (cid:212)work(cid:213) DLsg
o vs. e/(cid:158) moucho (cid:212)fly(cid:213) Vsg vs. pr(cid:135)ce (cid:212)work(cid:213) Vsg
u vs. i mouchu (cid:212)fly(cid:213) Asg vs. pr(cid:135)ci (cid:212)work(cid:213) Asg
tu (cid:212)that(cid:213) Asgf vs. na(cid:228)i (cid:212)our(cid:213) Asgf
ou vs. (cid:146) mouchou (cid:212)fly(cid:213) Isg vs. prac(cid:146) (cid:212)work(cid:213) Isg
y  vs.i rozbory (cid:212)analysis(cid:213) Ipl vs. ko(cid:228)i (cid:212)basket(cid:213) Ipl
stoly (cid:212)tables(cid:213) Npl vs. psi (cid:212)dogs(cid:213) Npl
ø  vs.(cid:146) druhø (cid:212)second(cid:213) Nsgm vs. prvn(cid:146) (cid:212)first(cid:213) Nsgm
Vocative: a call 3
Variations in vowels in the stems of nouns
Many words in Czech have what we call (cid:210)mobile e(cid:211). This is an e that appears (usually
before the last consonant in the stem) when there is no ending after the stem, but is absent
when there is a case ending. Here are some examples: pes (cid:212)dog(cid:213) Nsg : psi (cid:212)dogs(cid:213) Npl, otec
(cid:212)father(cid:213) Nsg : otce (cid:212)father(cid:213) Gsg, deska (cid:212)board(cid:213) Nsg : desek (cid:212)boards(cid:213) Gpl. Unfortunately there
is no easy way to know whether an e is mobile or not. The best thing to do is to look out for
mobile e when you are learning words.
Sometimes the vowel in a stem will be long with some case endings and short with others.
So, for example, we have (cid:135) vs. a in pr(cid:135)ce vs. prac(cid:146) (cid:212)work(cid:213) Nsg vs. Isg, (cid:146) vs. e/(cid:158) in sn(cid:146)h vs.
sn(cid:158)hu (cid:212)snow(cid:213) Nsg vs. Gsg, and (cid:243) vs. o in h(cid:243)l vs. hole (cid:212)cane(cid:213) Nsg vs. Gsg. Again, there is no
good way to predict these variations. The best strategy is to learn them as you learn vocabu-
lary.
Changes in consonants
When certain case endings are added to hard stems, the last consonant in the stem (or the
last group of consonants) might change. This happens when we add the nominative plural
ending for animate masculine nouns -i and the corresponding adjective ending -(cid:146), and we
get the same effect from -(cid:146)ch in the locative plural. We also get changes in consonants when
we add -e/(cid:158) in the dative/locative singular endings of feminine nouns. Less frequently we
see consonants change when we add -e in the vocative singular of masculine nouns, but this
affects only r and c (and it does not always happen). Here are examples of all of the types of
consonant changes you are likely to encounter:
r vs. (cid:222) sestra vs. sest(cid:222)e (cid:212)sister(cid:213) Nsg vs. DLsg
Petr vs. Pet(cid:222)e (cid:212)Peter(cid:213) Nsg vs. Vsg
k vs. c kluk vs. kluci, kluc(cid:146)ch (cid:212)boy(cid:213) Nsg vs. Npl, Lpl
jakø vs. jac(cid:146) (cid:212)what kind of(cid:213) Nsgm vs. Nplanim
h vs. z kniha vs. knize (cid:212)book(cid:213) Nsg vs. DLsg
drahø vs. draz(cid:146) (cid:212)dear(cid:213) Nsgm vs. Nplanim 
g vs. z Olga vs. Olze (cid:212)Olga(cid:213)  Nsg vs. DLsg
ch vs. (cid:228) (cid:137)ech vs. (cid:137)e(cid:228)i, (cid:137)e(cid:228)(cid:146)ch (cid:212)Czech(cid:213) Nsg vs. Npl, Lpl
tichø vs. ti(cid:228)(cid:146) (cid:212)quiet(cid:213) Nsgm vs. Nplanim
sk vs. (cid:228)t(cid:213) (cid:139)eskø vs. (cid:139)e(cid:228)t(cid:146) (cid:212)Czech(cid:213) Nsgm vs. Nplanim
ck vs. (cid:139)t(cid:213) anglickø vs. angli(cid:139)t(cid:146) (cid:212)English(cid:213) Nsgm vs. Nplanim
c vs. (cid:139) chlapec vs. chlap(cid:139)e  (cid:212)boy (cid:213)Nsg vs. Vsg