See in Reader
Unordered list indentation fixes
This commit is contained in:
Jesse Griffin
parent
0de96135b2
commit
b67ff3d7f3
|
|
@ -15,15 +15,15 @@ If there are any remaining problems, make a note of them here for the attention
|
|||
Names and positions of the level 2 checkers:
|
||||
|
||||
* Name:
|
||||
* Position:
|
||||
* Position:
|
||||
* Name:
|
||||
* Position:
|
||||
* Position:
|
||||
* Name:
|
||||
* Position:
|
||||
* Position:
|
||||
* Name:
|
||||
* Position:
|
||||
* Position:
|
||||
* Name:
|
||||
* Position:
|
||||
* Position:
|
||||
* Name:
|
||||
* Position:
|
||||
* Position:
|
||||
|
||||
|
|
|
|||
|
|
@ -4,8 +4,8 @@
|
|||
We, the members of the translation team, affirm that we have completed the steps below for level 1 checking:
|
||||
|
||||
* Initial study of the text, using:
|
||||
* The translationNotes
|
||||
* The definitions of translationWords
|
||||
* The translationNotes
|
||||
* The definitions of translationWords
|
||||
* Individual blind drafting
|
||||
* Individual self check
|
||||
* Peer check
|
||||
|
|
|
|||
|
|
@ -4,10 +4,10 @@
|
|||
There are several resources available for finding answers to questions:
|
||||
|
||||
* **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
|
||||
* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
|
||||
* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
* **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
|
||||
* **Helpdesk** - email <help@door43.org> with your questions
|
||||
|
||||
|
|
|
|||
|
|
@ -26,18 +26,18 @@ How do we accomplish the goal of **unrestricted biblical content in every langua
|
|||
### What Do We Do?
|
||||
|
||||
* **Content** - We create and make available for translation free and unrestricted biblical content. See http://ufw.io/content/ for a complete list of resources and translations. Here are a few samples:
|
||||
* **Open Bible Stories** - a chronological mini-Bible comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see http://ufw.io/stories/).
|
||||
* **the Bible** - the only inspired, inerrant, sufficient, authoritative Word of God made available under an open license for unrestricted translation, use, and distribution (see http://ufw.io/bible/).
|
||||
* **translationNotes** - linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see http://ufw.io/tn/).
|
||||
* **translationQuestions** - questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see http://ufw.io/tq/).
|
||||
* **translationWords** - a list of important Biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see http://ufw.io/tw/).
|
||||
* **Open Bible Stories** - a chronological mini-Bible comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see http://ufw.io/stories/).
|
||||
* **the Bible** - the only inspired, inerrant, sufficient, authoritative Word of God made available under an open license for unrestricted translation, use, and distribution (see http://ufw.io/bible/).
|
||||
* **translationNotes** - linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see http://ufw.io/tn/).
|
||||
* **translationQuestions** - questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see http://ufw.io/tq/).
|
||||
* **translationWords** - a list of important Biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see http://ufw.io/tw/).
|
||||
|
||||
* **Tools** - We create translation, checking, and distribution tools that are free and open-licensed. See http://ufw.io/tools/ for a complete list of tools. Here are a few samples:
|
||||
* **Door43** - an online translation platform where people can collaborate on translation and checking, also the content management system for unfoldingWord (see https://door43.org/).
|
||||
* **translationStudio** - a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
|
||||
* **translationKeyboard** - a web and mobile app to help users create and use custom keyboards for languages without them (see http://ufw.io/tk/).
|
||||
* **unfoldingWord app** - a mobile app where translations can be distributed (see http://ufw.io/uw/).
|
||||
* **translationCore** - a program that enables comprehensive checking of Bible translations (see http://ufw.io/tc/).
|
||||
* **Door43** - an online translation platform where people can collaborate on translation and checking, also the content management system for unfoldingWord (see https://door43.org/).
|
||||
* **translationStudio** - a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
|
||||
* **translationKeyboard** - a web and mobile app to help users create and use custom keyboards for languages without them (see http://ufw.io/tk/).
|
||||
* **unfoldingWord app** - a mobile app where translations can be distributed (see http://ufw.io/uw/).
|
||||
* **translationCore** - a program that enables comprehensive checking of Bible translations (see http://ufw.io/tc/).
|
||||
|
||||
* **Training** - We create resources to train mother tongue translation teams. translationAcademy (this resource) is our primary training tool. We also have audio recording and training resources. See http://ufw.io/training/ for a complete list of training materials.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,8 +7,8 @@ Some important subjects that must be learned before starting a translation proje
|
|||
|
||||
* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) - The definition of a good translation
|
||||
* [The Translation Process](../../translate/translate-process/01.md) - How a good translation is made
|
||||
* [Form and Meaning](../../translate/translate-fandm/01.md) - The difference between form and meaning
|
||||
* [Meaning-Based Translations](../../translate/translate-dynamic/01.md) - How to make a meaning-based translation
|
||||
* [Form and Meaning](../../translate/translate-fandm/01.md) - The difference between form and meaning
|
||||
* [Meaning-Based Translations](../../translate/translate-dynamic/01.md) - How to make a meaning-based translation
|
||||
|
||||
Some other important topics as you get started include:
|
||||
|
||||
|
|
|
|||
|
|
@ -6,9 +6,9 @@ As you begin selecting a translation and checking team, there are many different
|
|||
* [Choosing a Translation Team](../../translate/choose-team/01.md) - Describes many of the roles that are needed
|
||||
* [Translator Qualifications](../../translate/qualifications/01.md) - Describes some of the skills needed by the translators
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ):
|
||||
* [Statement of Faith](../../intro/statement-of-faith/01.md)
|
||||
* [Translation Guidelines](../../intro/translation-guidelines/01.md)
|
||||
* [Open License](../../intro/open-license/01.md)
|
||||
* [Statement of Faith](../../intro/statement-of-faith/01.md)
|
||||
* [Translation Guidelines](../../intro/translation-guidelines/01.md)
|
||||
* [Open License](../../intro/open-license/01.md)
|
||||
* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
|
||||
* The team will also need to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
|
||||
|
||||
|
|
@ -18,8 +18,8 @@ There are many decisions the translation team will have to make, many of them ri
|
|||
|
||||
* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Choosing what to translate first is another decision to be made
|
||||
* [Choosing a Source Text](../../translate/translate-source-text/01.md) - Choosing a good source text is very important
|
||||
* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) - Copyright issues must be considered when choosing a source text
|
||||
* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) - Translating from the latest version of a source text is best
|
||||
* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) - Copyright issues must be considered when choosing a source text
|
||||
* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) - Translating from the latest version of a source text is best
|
||||
* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) - Many languages have alphabet decisions that need to be made
|
||||
* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
|
||||
|
||||
|
|
|
|||
|
|
@ -6,12 +6,12 @@ In some languages, phrases that modify a noun can be used with the noun for two
|
|||
Some languages use a comma to mark the difference between making a distinction between similar items and gving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
|
||||
|
||||
* Mary gave some of the food to <u>her sister who was very thankful</u>.
|
||||
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
|
||||
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
|
||||
|
||||
With the comma, the sentence is giving more information:
|
||||
|
||||
* Mary gave some of the food to <u>her sister, who was very thankful</u>.
|
||||
* This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister.
|
||||
* This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister.
|
||||
|
||||
### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -55,21 +55,21 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
* Can Sarah bear a son <u>even when</u> she is ninety years old?
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
* Can Sarah bear a son <u>even when</u> she is ninety years old?
|
||||
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
|
||||
* I will call on Yahweh, <u>because</u> he is worthy to be praised
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
|
||||
* I will call on Yahweh, <u>because</u> he is worthy to be praised
|
||||
|
||||
1. Use one of your language's ways for expressing that this is just added information.
|
||||
|
||||
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* <u>Receiving my love</u>, you are my Son. I am pleased with you.
|
||||
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* <u>Receiving my love</u>, you are my Son. I am pleased with you.
|
||||
|
||||
|
|
|
|||
|
|
@ -35,14 +35,14 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
1. Use a euphemism from your own culture.
|
||||
|
||||
* **... where there was a cave. Saul went inside to <u>relieve himself</u>.** (1 Samuel 24:3 ULB) - Some languages might use euphemisms like these:
|
||||
* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
|
||||
* "...where there was a cave. Saul went into the cave <u>to have some time alone</u>"
|
||||
* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
|
||||
* "...where there was a cave. Saul went into the cave <u>to have some time alone</u>"
|
||||
|
||||
* **Mary said to the angel, “How will this happen, since I have not <u>slept with any man</u>?”** (Luke 1:34 ULB)
|
||||
* Mary said to the angel, “How will this happen, since <u>I do not know a man</u>?” - (This is the euphemism used in the original Greek)
|
||||
* Mary said to the angel, “How will this happen, since <u>I do not know a man</u>?” - (This is the euphemism used in the original Greek)
|
||||
|
||||
1. State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
|
||||
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
|
||||
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
|
||||
|
||||
|
|
|
|||
|
|
@ -30,16 +30,16 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
|
||||
1. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
* **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV)
|
||||
* Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>.
|
||||
* **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV)
|
||||
* Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>.
|
||||
|
||||
In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information.
|
||||
|
||||
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
|
||||
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
|
||||
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
|
||||
|
||||
In English, the information that the centurion answered by speaking is included in the verb “answered,” so the verb “said” can be left implicit. You can test if the readers understood the implicit information by asking, “How did the centurion answer?” If they knew it was by speaking, then they have understood the implicit information.
|
||||
|
|
|
|||
|
|
@ -44,19 +44,19 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
1. Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
|
||||
* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
|
||||
* <u>You act like it is good to reject God's commandment</u> so you may keep your tradition!
|
||||
* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
|
||||
* <u>You act like it is good to reject God's commandment</u> so you may keep your tradition!
|
||||
|
||||
* **I did not come to call <u>righteous people</u> to repentance, but to call sinners to repentance.** (Luke 5:32 ULB)
|
||||
* I did not come to call <u>people who think that they are righteous</u> to repentance, but to call sinners to repentance.
|
||||
* I did not come to call <u>people who think that they are righteous</u> to repentance, but to call sinners to repentance.
|
||||
|
||||
1. Translate the actual, intended meaning of the statement of irony.
|
||||
|
||||
* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
|
||||
* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
|
||||
|
||||
* **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>."** (Isaiah 41:21-22 ULB)
|
||||
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
|
||||
* **Can you lead light and darkness to their places of work?**
|
||||
|
||||
|
|
|
|||
|
|
@ -43,15 +43,15 @@ If the past tense would be natural and give the right meaning in your language,
|
|||
1. Use the future tense to refer to future events.
|
||||
|
||||
* **For to us a child <u>has been born</u>, to us a son <u>has been given</u>;** (Isaiah 9:6a ULB)
|
||||
* "For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
|
||||
* "For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
|
||||
|
||||
1. If it refers to something that would happen very soon, use a form that shows that.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
|
||||
* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
||||
1. Some languages may use the present tense to show that something will happen very soon.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
|
||||
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
||||
|
|
|
|||
|
|
@ -10,15 +10,15 @@ In common English, "possession" refers to having something, or to something that
|
|||
Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
|
||||
|
||||
* Ownership - Someone owns something.
|
||||
* My clothes - The clothes that I own
|
||||
* My clothes - The clothes that I own
|
||||
* Social relationship - Someone has some kind of social relationship with another.
|
||||
* my mother - the woman who gave birth to me, or the woman who cared for me
|
||||
* my teacher - the person who teaches me
|
||||
* my mother - the woman who gave birth to me, or the woman who cared for me
|
||||
* my teacher - the person who teaches me
|
||||
* Contents - Something has something in it.
|
||||
* a bag of potatoes - a bag that has potatoes in it, or a bag that is full of potatoes
|
||||
* a bag of potatoes - a bag that has potatoes in it, or a bag that is full of potatoes
|
||||
* Part and whole: One thing is part of another.
|
||||
* my head - the head that is part of my body
|
||||
* the roof of a house - the roof that is part of a house
|
||||
* my head - the head that is part of my body
|
||||
* the roof of a house - the roof that is part of a house
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -82,26 +82,26 @@ If possession would be a natural way to show a particular relationship between t
|
|||
|
||||
1. Use an adjective to show that one describes the other. The adjective below is in **bold** print.
|
||||
|
||||
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
|
||||
* "On their heads were <u>**gold** crowns</u>"
|
||||
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
|
||||
* "On their heads were <u>**gold** crowns</u>"
|
||||
|
||||
1. Use a verb to show how the two are related. In the example below, the added verb is in bold.
|
||||
|
||||
* ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.** (Mark 9:41 ULB)
|
||||
* ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
|
||||
* ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.** (Mark 9:41 ULB)
|
||||
* ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
|
||||
|
||||
* **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
|
||||
* Wealth is worthless on <u>the day when God **shows** his wrath.</u>
|
||||
* Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
|
||||
* **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
|
||||
* Wealth is worthless on <u>the day when God **shows** his wrath.</u>
|
||||
* Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
|
||||
|
||||
1. If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
|
||||
|
||||
* **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
|
||||
* Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
|
||||
* **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
|
||||
* Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
|
||||
|
||||
* **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
* **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -11,16 +11,16 @@ Personal pronouns refer to people or things and show if the speaker is referring
|
|||
#### Person
|
||||
|
||||
* First Person - The speaker and possibly others (I, we)
|
||||
* [Exclusive and Inclusive "We"](../figs-exclusive/01.md)
|
||||
* [Exclusive and Inclusive "We"](../figs-exclusive/01.md)
|
||||
* Second Person - The person or people that the speaker is talking to and possibly others (you)
|
||||
* [Forms of You](../figs-you/01.md)
|
||||
* [Forms of You](../figs-you/01.md)
|
||||
* Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they)
|
||||
|
||||
#### Number
|
||||
|
||||
* Singular - one (I, you, he, she, it)
|
||||
* Plural - more than one (we, you, they)
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
* Dual - two (Some languages have pronouns for specifically two people or two things.)
|
||||
|
||||
#### Gender
|
||||
|
|
|
|||
|
|
@ -65,10 +65,10 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
* They told him <u>that</u> a man came to meet them who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
|
||||
1. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
1. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
* They said to him,
|
||||
* A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
* A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
|
||||
|
|
|
|||
|
|
@ -2,9 +2,9 @@
|
|||
#### To translate from the ULB
|
||||
|
||||
* Read the ULB. Do you understand the meaning of the text so that you can accurately, clearly, and naturally translate the meaning into your language?
|
||||
* YES? Start translating.
|
||||
* YES? Start translating.
|
||||
* NO? Look at the UDB. Does the UDB help you understand the meaning of the ULB text?
|
||||
* YES? Start translating.
|
||||
* YES? Start translating.
|
||||
* NO? Read the translationNotes for help.
|
||||
|
||||
TranslationNotes are words or phrases copied from the ULB and then explained. In English, every Note that explains the ULB starts the same. There is a bullet point, the ULB text is in bold followed by a dash, and then there are translation suggestions or information for the translator. The Notes follow this format:
|
||||
|
|
|
|||
|
|
@ -32,15 +32,15 @@ When there is a textual variant, you may choose to follow the ULB or another ver
|
|||
The translation strategies are applied to Mark 7:14-16 ULB, which has a footnote about verse 16.
|
||||
|
||||
* <sup>14</sup>**He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him."** <sup>16[1]</sup>
|
||||
* **<sup>[1]</sup>The best ancient copies omit v. 16. *If any man has ears to hear, let him hear*.**
|
||||
* **<sup>[1]</sup>The best ancient copies omit v. 16. *If any man has ears to hear, let him hear*.**
|
||||
|
||||
1. Translate the verses that the ULB does and include the footnote that the ULB provides.
|
||||
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup>
|
||||
* <sup>[1]</sup>The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*.
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup>
|
||||
* <sup>[1]</sup>The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*.
|
||||
|
||||
1. Translate the verses as another version does, and change the footnote so that it fits this situation.
|
||||
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup>
|
||||
* <sup>[1]</sup>Some ancient copies do not have verse 16.
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup>
|
||||
* <sup>[1]</sup>Some ancient copies do not have verse 16.
|
||||
|
||||
|
|
|
|||
|
|
@ -52,37 +52,37 @@ Here are ways you might translate a term that is not known in your language:
|
|||
1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
|
||||
|
||||
* **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
|
||||
* Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
|
||||
* Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
|
||||
|
||||
"Ravenous wolves" is part of a metaphor here, so the reader needs to know that they are very dangerous to sheep in order to understand this metaphor. (If sheep are also unknown, then you will need to also use one of the translation strategies to translate sheep, or change the metaphor to something else, using a translation strategy for metaphors. See [Translating Metaphors](../figs-metaphor/01.md).)
|
||||
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* We have here only five <u>loaves of baked grain seeds</u> and two fish
|
||||
* We have here only five <u>loaves of baked grain seeds</u> and two fish
|
||||
|
||||
1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
|
||||
|
||||
* **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
|
||||
* your sins ... will be white like <u>milk</u>
|
||||
* your sins ... will be white like <u>the moon</u>
|
||||
* your sins ... will be white like <u>milk</u>
|
||||
* your sins ... will be white like <u>the moon</u>
|
||||
|
||||
1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
|
||||
|
||||
* **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine."
|
||||
* Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
|
||||
* Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
|
||||
|
||||
* **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
|
||||
* We have here only five loaves of <u>baked crushed seed bread</u> and two fish
|
||||
* We have here only five loaves of <u>baked crushed seed bread</u> and two fish
|
||||
|
||||
1. Use a word that is more general in meaning.
|
||||
|
||||
* **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
|
||||
* I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
|
||||
* I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
|
||||
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* We have here only five <u>loaves of baked food</u> and two fish
|
||||
* We have here only five <u>loaves of baked food</u> and two fish
|
||||
|
||||
1. Use a word or phrase that is more specific in meaning.
|
||||
|
||||
* **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
|
||||
* to him who made <u>the sun and the moon</u>
|
||||
* to him who made <u>the sun and the moon</u>
|
||||
|
||||
|
|
|
|||
|
|
@ -8,8 +8,8 @@ A word-for-word substitution is the most literal form of translation. It is not
|
|||
* The focus is on one word at a time.
|
||||
* The natural sentence structure, phrase structures and figures of speech of the target language are ignored.
|
||||
* The process of word-for-word translation is very simple.
|
||||
* The first word in the source text is translated by an equivalent word.
|
||||
* Then the next word is done. This continues until the verse is translated.
|
||||
* The first word in the source text is translated by an equivalent word.
|
||||
* Then the next word is done. This continues until the verse is translated.
|
||||
* The word-for-word approach is attractive because it is so simple. However, it results in a poor quality translation.
|
||||
|
||||
Word-for-word substitution results in translations that are awkward to read. They are often confusing and give the wrong meaning or even no meaning at all. You should avoid doing this type of translation. Here are some examples:
|
||||
|
|
@ -48,4 +48,4 @@ A word-for-word translation process might use the same word in both verses, even
|
|||
|
||||
#### Figures of Speech
|
||||
|
||||
Finally, figures of speech are not conveyed correctly in a word-for-word translation. Figures of speech have meanings that are different from the individual words that they are made up of. When they are translated word-for-word, the meaning of the figure of speech is lost. Even if they are translated so that they follow the normal word order of the target language, readers will not understand their meaning. See the [Figures of Speech](../figs-intro/01.md) page to learn how to correctly translate them.
|
||||
Finally, figures of speech are not conveyed correctly in a word-for-word translation. Figures of speech have meanings that are different from the individual words that they are made up of. When they are translated word-for-word, the meaning of the figure of speech is lost. Even if they are translated so that they follow the normal word order of the target language, readers will not understand their meaning. See the [Figures of Speech](../figs-intro/01.md) page to learn how to correctly translate them.
|
||||
|
|
|
|||
|
|
@ -22,30 +22,30 @@ In general, books that have more abstract, poetic, and theologically loaded term
|
|||
#### Difficulty Level 5 (Most Difficult to Translate)
|
||||
|
||||
* Old Testament
|
||||
* Job, Psalms, Isaiah, Jeremiah, Ezekiel
|
||||
* Job, Psalms, Isaiah, Jeremiah, Ezekiel
|
||||
* New Testament
|
||||
* Romans, Galatians, Ephesians, Philippians, Colossians, Hebrews
|
||||
* Romans, Galatians, Ephesians, Philippians, Colossians, Hebrews
|
||||
|
||||
#### Difficulty Level 4
|
||||
|
||||
* Old Testament
|
||||
* Leviticus, Proverbs, Ecclesiastes, Song of Songs, Lamentations, Daniel, Hosea, Joel, Amos, Obadiah, Micah, Nahum, Habakkuk, Zephanaiah, Haggai, Zechariah, Malachi
|
||||
* Leviticus, Proverbs, Ecclesiastes, Song of Songs, Lamentations, Daniel, Hosea, Joel, Amos, Obadiah, Micah, Nahum, Habakkuk, Zephanaiah, Haggai, Zechariah, Malachi
|
||||
* New Testament
|
||||
* John, 1-2 Corinthians, 1-2 Thessalonians, 1-2 Peter, 1 John, Jude
|
||||
* John, 1-2 Corinthians, 1-2 Thessalonians, 1-2 Peter, 1 John, Jude
|
||||
|
||||
#### Difficulty Level 3
|
||||
|
||||
* Old Testament
|
||||
* Genesis, Exodus, Numbers, Deuteronomy
|
||||
* Genesis, Exodus, Numbers, Deuteronomy
|
||||
* New Testament
|
||||
* Matthew, Mark, Luke, Acts, 1-2 Timothy, Titus, Philemon, James, 2-3 John, Revelation
|
||||
* Matthew, Mark, Luke, Acts, 1-2 Timothy, Titus, Philemon, James, 2-3 John, Revelation
|
||||
|
||||
#### Difficulty Level 2
|
||||
|
||||
* Old Testament
|
||||
* Joshua, Judges, Ruth, 1-2 Samuel, 1-2 Kings, 1-2 Chronicles, Ezra, Nehemiah, Esther, Jonah
|
||||
* Joshua, Judges, Ruth, 1-2 Samuel, 1-2 Kings, 1-2 Chronicles, Ezra, Nehemiah, Esther, Jonah
|
||||
* New Testament
|
||||
* *none*
|
||||
* *none*
|
||||
|
||||
#### Difficulty Level 1 (Easiest to Translate)
|
||||
|
||||
|
|
@ -56,9 +56,9 @@ In general, books that have more abstract, poetic, and theologically loaded term
|
|||
Though Open Bible Stories was not assessed according to this rating system, it should fall under Difficulty Level 1. We recommend that you begin by translating Open Bible Stories. There are many good reasons to start by translating Open Bible Stories:
|
||||
|
||||
* Open Bible Stories was designed to be easily translated.
|
||||
* It is largely narrative.
|
||||
* Many difficult phrases and words have been simplified.
|
||||
* It has many pictures to help the translator understand the text.
|
||||
* It is largely narrative.
|
||||
* Many difficult phrases and words have been simplified.
|
||||
* It has many pictures to help the translator understand the text.
|
||||
* Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
|
||||
* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
|
||||
* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the.
|
||||
|
|
@ -79,4 +79,4 @@ You can work your way through the Stories in whatever order that you want, but w
|
|||
|
||||
Ultimately, the church needs to decide what they want to translate, and in what order. But because translation is a skill that improves with use, and because the translation and checking teams can learn so much about translating the Bible by translating Open Bible Stories, and because of the immense value that the translated Open Bible Stories gives to the local church, we highly recommend starting your translation project with Open Bible Stories.
|
||||
|
||||
After translating Open Bible Stories, the church will need to decide if it would be more beneficial to start with how everything began (Genesis, Exodus) or with Jesus (New Testament gospels). In either case, we recommend starting Bible translation with some of the Difficulty Level 2 and 3 books (like Genesis, Ruth, and Mark). Finally, after the translation team has a lot of experience, then they can start translating Difficulty Level 4 and 5 books (like John, Hebrews, and Psalms). If the translation team follows this schedule, they will make better translations with far fewer mistakes.
|
||||
After translating Open Bible Stories, the church will need to decide if it would be more beneficial to start with how everything began (Genesis, Exodus) or with Jesus (New Testament gospels). In either case, we recommend starting Bible translation with some of the Difficulty Level 2 and 3 books (like Genesis, Ruth, and Mark). Finally, after the translation team has a lot of experience, then they can start translating Difficulty Level 4 and 5 books (like John, Hebrews, and Psalms). If the translation team follows this schedule, they will make better translations with far fewer mistakes.
|
||||
|
|
|
|||
|
|
@ -21,10 +21,10 @@ Background information can also be marked with words that tell the reader that t
|
|||
* To help the listeners understand why something is important in the story
|
||||
* To tell the setting of a story
|
||||
* Setting includes:
|
||||
* where the story takes place
|
||||
* when the story takes place
|
||||
* who is present when the story begins
|
||||
* what is happening when the story begins
|
||||
* where the story takes place
|
||||
* when the story takes place
|
||||
* who is present when the story begins
|
||||
* what is happening when the story begins
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -64,8 +64,8 @@ To keep translations clear and natural you will need to study how people tell st
|
|||
1. Reorder the information so that earlier events are mentioned first.
|
||||
|
||||
* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
|
||||
* "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael."
|
||||
* "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael."
|
||||
|
||||
* **John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John's rebuke and Herod's actions.
|
||||
* "Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison."
|
||||
* "Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison."
|
||||
|
||||
|
|
|
|||
|
|
@ -50,7 +50,7 @@ If the way the relationship between thoughts is shown in the ULB would be natura
|
|||
1. Use a connecting word (even if the ULB does not use one).
|
||||
|
||||
* **Jesus said to them, "Come after me, and I will make you become fishers of men." Immediately they left the nets and went after him.** (Mark 1:17-18 ULB) - They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with "so."
|
||||
* Jesus said to them, "Come after me, and I will make you become fishers of men." <u>So</u> immediately they left the nets and went after him.
|
||||
* Jesus said to them, "Come after me, and I will make you become fishers of men." <u>So</u> immediately they left the nets and went after him.
|
||||
|
||||
1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
|
||||
|
||||
|
|
@ -69,8 +69,8 @@ Some languages might not need the words "but" or "then" here.
|
|||
1. Use a different connecting word.
|
||||
|
||||
* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) Instead of a word like "therefore," a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word "but" is used here because of the contrast between the two groups of people. But in some languages, the word "but" would show that what comes after it is surprising because of what came before it. So "and" might be clearer for those languages.
|
||||
* <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
* <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
|
||||
* **<u>Since</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.** (Acts 21:34 ULB) - Instead of starting the first part of the sentence with "since," some translators might prefer to start the second part of the sentence with "so" to show the same relationship.
|
||||
* "The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress."
|
||||
* "The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress."
|
||||
|
||||
|
|
|
|||
|
|
@ -9,18 +9,18 @@ Poetry is one of the ways that people use the words and sounds of their language
|
|||
* Many figures of speech such as [Apostrophe](../figs-apostrophe/01.md).
|
||||
* Parallel lines (see [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md))
|
||||
* Repetition of some or all of a line
|
||||
* **Praise him, all his angels; praise him, all his angel armies. Praise him, sun and moon; praise him, all you shining stars.** (Psalm 148:2-3 ULB)
|
||||
* **Praise him, all his angels; praise him, all his angel armies. Praise him, sun and moon; praise him, all you shining stars.** (Psalm 148:2-3 ULB)
|
||||
* Lines of similar length.
|
||||
* **Love is patient and kind; love does not envy or boast; it is not arrogant or rude.** (1 Corinthians 13:4 ULB)
|
||||
* **Love is patient and kind; love does not envy or boast; it is not arrogant or rude.** (1 Corinthians 13:4 ULB)
|
||||
* The same sound used at the end or at the beginning of two or more lines
|
||||
* "Twinkle, twinkle little <u>star</u>. How I wonder what you <u>are</u>." (from an English rhyme)
|
||||
* "Twinkle, twinkle little <u>star</u>. How I wonder what you <u>are</u>." (from an English rhyme)
|
||||
* The same sound repeated many times
|
||||
* "Peter, Peter, pumpkin eater" (from an English rhyme)
|
||||
* "Peter, Peter, pumpkin eater" (from an English rhyme)
|
||||
* Old words and expressions
|
||||
* Dramatic imagery
|
||||
* Different use of grammar - including:
|
||||
* incomplete sentences
|
||||
* lack of connective words
|
||||
* incomplete sentences
|
||||
* lack of connective words
|
||||
|
||||
#### Some places to look for poetry in your language
|
||||
|
||||
|
|
|
|||
|
|
@ -69,7 +69,7 @@ Here are some ideas for ways that people might say a proverb in their language.
|
|||
1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
|
||||
|
||||
* **Do not boast about tomorrow** (Proverbs 27:1 ULB)
|
||||
* Do not count your chickens before they hatch.
|
||||
* Do not count your chickens before they hatch.
|
||||
|
||||
1. Give the same teaching but not in a form of a proverb.
|
||||
|
||||
|
|
|
|||
Loading…
Reference in New Issue