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SPEAKING KAPAMPANGAN
PALI Language Texts:
Philippines
(Pacific and Asian Linguistics Howard P. McKaughan Editor
Institute)
SPEAKING KAPAMPANGAN by Leatrice T. Mirikitani
University of Hawaii Press Honolulu 1971
The work reported herein was performed pursuant to a contract with the Peace Corps, Washington, D.C. 20525.
The opinions expressed herein are those of
the author and should not be construed as representing the opinions or policies of any agency of the United States government
Library of Congress Catalog Card Number 70-152468 ISBN 0-87022-532-4 Copyright © 1971 by University of Hawaii Press All rights reserved Manufactured in the United States of America
PREFACE This text forms a part of a series which two others on Kapampangan:
includes
A Kapampangan-English
Dic-
tionary and Notes on Kapampangan Grammar, both by Michael L. Forman.
The materials on Kapampangan in turn
are part of a larger series of texts on six other Philippine
languages.
All of these materials have been developed a contract
under
(PC 25-1507) between the Peace Corps and
the University of Hawaii through its Pacific Asian Linguistics
Institute.
and
It is the hope of the
author of this text and the editor of the
series
that these lessons will encourage many to learn Kapampangan thus .helping to foster the
traditional
good relations between the peoples of our two countri es. Howard P. McKaughan Editor
TABLE OF CONTENTS INTRODUCTION Lesson 1:
"MAYAP A YABAK." (Good morning.)
xix 3
Greetings Response marker naman Deferential term j>u Deferential familial titles of address Lesson 2:
"KOMUSTA KA?" (How are you?)
16
Greetings (continued) Pronouns ka. kayu ko Lesson 3:
"AKU I JUAN." (I am John.)
23
Equational clauses, singular constituents WH- question, Ninu ika? Interjectives wa, ali Personal pronouns, ing case, emphatic form, singular Case particle, singular topic i^ Lesson A:
"ILA DI MARIA AMPO I JUAN." (They are Maria and Juan.)
31
Equational clauses, plural constituents Ing personal pronouns, emphatic form, plural Conjunction ampo Case particle, plural topic djL Lesson 5:
"I MARIA YA INI." (This is Maria.)
Non-verbal predicate clause, proper noun predicate, demonstrative pronoun topic Demonstrative pronouns ini. iyan. ita
38
vili Lesson 6: Lesson 7:
Review of Lessons 1-5 "LAPIS YA IYAN." (That is a pencil.)
44 46
Non-verbal predicate clause, noun predicate, demonstrative pronoun topic WH- question, Nanu ya (ini)? Lesson 8:
"ESTUDYANTE KU." (I am a student.)
54
Non-verbal predicate clause, noun predicate, singular pronoun topic WH- question, Nanu ka? Ing personal pronouns, normal form, singular Negative £ Lesson 9:
"MESTRA YA I MARIA." (Maria is a teacher.)
62
Non-verbal predicate clause, noun predicate, singular noun phrase topic WH- question, Nanu ya i^ Maria? Lesson 10:
"I MISS DIZON ING MESTRA." (Miss Dizon is the teacher.)
67
Identificational equational clause Negative aliwa WH- question, Ninu ya ing mestra? Case particle, singular topic ing Lesson 11:
"AMERIKANO KAMI." (We are Americans.)
Non-verbal predicate clause, proper noun predicate, plural pronoun topic WH- question, Nu k Apung Juan.
Grandfather Juan.
J: Mayap a bengi naman i tu.
J: Good evening to you too, young man.
R: Kumusta kayu/ko pu? J: Mayap naman.
R: Good evening, sir »
Ika
R: How are you, sir? J: I'm fine.
And you?
naman? R: Mayap naman, salamat pu. 5 5.1
DRILL
R: I'm fine, thank you, s ir.
II
Role Playing Drill (Two students assume respective roles given in the following situations and greet each other using Situational Dialogue models.) (1) Teacher and Student, in the afternoon (2) Two friends, in the morning (3) Student and Village Elder, at night (4) Two casual acquaintances, at noon (5) Carlos and an older male friend, Pedro, at 3 p.m. (6) An older woman of the village, Maria Ruiz, and Ermie, a young girl, at 10 a.m.
9
21 6
STRUCTURAL AND CULTURAL NOTES
6.1
The second person pronouns (cf. 1.2) introduced in this lesson belong to the normal form set of the ing personal pronouns.
In Kapampangan there are
two sets of such ing pronouns, the normal and the emphatic (cf. 4.2, ika 'you').
Kapampangan also
makes a distinction in forms between the singular and plural in the second person, as noted in lea 'you [sing.]' and kayu 'you [plural]', unlike English. 6.2
Kayu or ko (cf. 2.2, 2.3) is used instead of k£ for 'you [sing.]' in deferential speech.
Pii also must
occur with both polite forms. 7
VOCABULARY ika
you [ing personal pronoun, emphatic form]
ka
you [ing personal pronoun, normal form, sing, plain]
kayu
you [ing personal pronoun, normal form, sing, polite]
ko
you [ing personal pronoun, normal form, sing, polite; = kayu]
kumusta
how
mayap
fine
ngeni
today
salamat
thank you
uy!
hey!
Lesson 3 "Aku i Juan." 1
STRUCTURAL CONTENT
1.1
Equational clauses, s:
1.1.1
gular constituents
Affirmative I am Senen.
Aku i Senen. 1.1.2
Negative Aliwa yaku i Senen.
I am not (the one who is) Senen.
1.2
WH- Question Who are you?
Ninu ika? 1.3
1.4
Interjectives wa
yes
ali
no
Personal pronouns, in case, emphatic form,
singular (1) aku
I
(2) ika
1.5
(3) ikayu
you [sing, plain]
(4) iya
you [sing, polite]
Case particle, singular
he, she topic
i (+ name)
[marks singular personal proper noun as focussed] 23
24 2
CONVERSATIONAL
2.1
CONTEXT
W H - Question, and
2.1.1
Q: N i n u A : Ika
2.1.2
2.1.3
aku? 1 Senen.
Q: N i n u A: Aku
Answer
ika? i
Q: N i n u
Senen.
Yes/No
2.2.1
2.2.2
am
A: Y o u
are
Senen.
Q: W h o
are
you?
A : I am Q: Who
ya?
A : Iya i J u a n .
2.2
Q : Who
Question
Senen. is he?
A: He is
and
I?
Juan.
Answer
Q : Ika i Senen?
Q: A r e y o u
A: Wa.
A: Y e s , I am
Aku i S e n e n .
Q: Ika i Senen? A: Ali.
Q: Are you
Aliwa yaku
Senen.
Aku
Senen?
i
i Juan.
Senen.
Senen?
A: N o , I am not who
(the
is) S e n e n .
one
I am
Juan.
3 3.1
DRILL
I
Response ika?1,
Drill
(2)
question,
(A: T asks
the q u e s t i o n s
'Ninu ya? ' , S r e s p o n d s . S£
ika?
S: Aku i ( S e n e n ) .
T: N i n u S: Iya
'Ninu
B: Sj^ asks
responds.)
M o d e l : T: N i n u
(1)
ya? i Juan.
the
25 2
Response
Drill
'Ninu ika?' with
and
Response
answer.
Drill
eliciting
responses,
and
students.
B: R e p e a t T:
Model2:
Ika i
T: I k a
i
i
and the
S
aku?'
responds
same
drill
question
'Ika
responses,
(2)
responses
from
sitting
the
students.)
(Each next
i Carlos.
student to
Aku
Iya naman
i
Pedro.
S2:
i Pedro.
Iya naman
i
Maria.
drill 3 . 4 using
Model:
S^:
S2: A k u SITUATIONAL
Juan.
self
him.)
i Senen.
Repeat
i
identifies
S^: Aku
Aku pu
no
Juan.
Aliwa yaku
and
Aku
i
Carlos?
Drill
the d e f e r e n t i a l
term pu .
i Senen.
Iya pu naman
i
Pedro.
pu i Pedro.
Iya pu naman
i
Maria.
DIALOGUES
[Dialogue between 00]
'Ninu
Juan?
Identification the p e r s o n
the
drill between
Aku
S: A l i .
1
randomly,
(1) y e s
(3) m i x e d
S: H a .
5
questions
B: R e p e a t
(A: T a s k s
(Senen)?',
Model:
the
students.)
Model1:
4
T asks
'Ninu ya?'
appropriate
between 3
(A:
John
(J), E r m i e
(E)
and
Maria
you [ing pers. pron.,
ika
emphatic, sing.] all
no
aliwa
...is not (the one)..
yaku
I [= aku]
aku
I
wa
yes
J: Ika 1 Maria?
J: Are you Maria?
E: All.
E: No, I'm not Maria.
Aliwa yaku i
Maria.
Aku i Ermie,
J: [to Maria] Ika i
I
am Ermie. J: Are you Maria?
Maria? M: Wa.
Aku i Maria.
M: Yes, I'm Maria.
[A dialogue between the teacher (X) and her students (S), Pedro (P), Juan (J), Maria (M) and Roberto
(R)]
ninu
who
ikayu
you
i
[focus marker, personal proper noun, singular]
ya
he, she [» iya]
o pu
yes [polite; = wa]
T: Ninu aku?
T: Who am I?
S: Ikayu pu i Miss
S: You are Miss Dizon,
Dizon.
ma'am.
27 T: N i n u y a ? to
is
Maria.
S : She
is M a r i a ,
T: Who
are
[to P e d r o ]
P : Aku pu i T:
T: W h o
Ninu
ika?
[to J u a n ]
Ika?
[to M a r i a ]
T:
i
Juan.
[And]
ma'am.
you?
P : I am Pedro,
Pedro.
J: A k u pu n a m a n T:
she?
Maria]
S : Iya pu i T:
[pointing
ma'am.
you?
J : I am Juan,
ma'am.
Ika i
T: A r e y o u
Maria?
i
Maria.
M: Yes, ma'am.
Ika i
T: A r e
you
R: N o ,
I am n o t
Maria? M: 0 pu. T:
Aku
[to R o b e r t o ]
I am
Ma
Pedro?
Pedro? R: A l i .
Aliwa yaku
i Pedro.
Aku
pu
i
ma'am.
I am
Pedro, Roberto
Roberto. 5 5.1
DRILL
II
Role Playing questioner
as
above,
conducts
and
the rest 6 6.1
Drill
STRUCTURAL
of
illustrated
the
AND
(Student
takes
in D i a l o g u e
similar
dialogue
CULTURAL
#2 with
NOTES
two w o r d s ,
one ending
with
[a], o c c u r
contiguously,
(cf.
of
students.)
When
boundary
role
1.1.2).
and
the
other
[y] o c c u r s
beginning at
the
28
(1) Mayap a yabak (yabak = abak
'morning')
(2) Aliwa yaku i Senen (yaku = aku 'I') 6.2
There are two types of questions, (1) interrogative Ninu ika? 'Who are you?', and (2) yes/no confirmation Ika i Senen?
'Are you Senen?'.
A
rising question intonation occurs with both.
An
affirmative answer for the latter question is denoted by wa 'yes', or o pu 'yes, sir' in deferential speech, and the negative by the interjective ali 'no' or the negative predicative aliwa '...is not the one...'.
The two negatives are not inter-
changeable in use. 6.3
The pronouns aku 'I', ika 'you' and iya 'he/she' (cf. 1.4) are part of the emphatic set of the ing personal pronouns.
They occur as the predicative
in equational clauses or as appositional emphatic pronouns.
They contrast with the normal set (cf.
ka 'you', Les. 2), which always occurs bound to the predicative as the subject pronouns.
When
giving, or asking for one's name, the emphatic form is used. (1) Ninu ika?
Who are you?
(2) Aku i Senen.
I am Senen.
29 4
JL (cf. 1.5) always occurs directly preceding a personal proper noun, marking the noun as the topic of the sentence.
It does not occur in
direct address. (1) Iya i Senen.
He is Senen.
(2) Senen, iya i Carlos?
Senen, is he Carlos?
The ing emphatic pronouns (aku, ika, iya, etc.) al-
5
ways occur after the interrogative word ninu
'who',
except for the third person singular where ya (ing normal pronouns) occurs instead 6
(cf. 2.1.1-3).
In addition to marking the response to a greeting (cf. Les. 1), naman also marks the information given as 'additional', whether similar or additional (cf. 4.2 also).
Naman, therefore, generally
occurs in multiple introductions or self-introductions from the second person on. VOCABULARY aku
I [ing personal pronoun, emphatic]
ali aliwa i
no ..is not the one.. [particle marking following personal proper noun as topic]
ika
you [ing pers. pron., emph.]
ikayu
you [ing pers. pron., emph. polite]
iya
he/she [ing pers. pron. emph.]
ninu
who
naman
[marks additional information]
o pu
yes, sir [= wa]
wa
yes
ya
he/she/it [ing pers. pron., normal]
yaku
I [= aku]
Lesson 4 "Ila di Maria ampo i Juan." 1
STRUCTURAL CONTENT
1.1
Equational clauses, plural constituents (1) Ila di Maria ampo
They are Maria and Juan,
i Juan. (2) Ila di Mr. ampo i
They are Mr. and Mrs. Ruiz.
Mrs. Ruiz. (3) Ila di Maria ampong
They are Maria and Juan.
Juan. 1.2
Ing personal pronouns, emphatic form, plural
1.3
(1) ikata
we [dual]
(2) itamu
we
[inclusive]
(3) ikami
we
[exclusive]
(A) ikayu
you
(5) ila
they
Conjunction ampo
1.4
and
Case particle, plural topic di
2
[plural personal proper noun topic]
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Ninu ikayu?
Who are you? 31
A: Ikami di Pedro ampo
We are Pedro and Carlos.
i Carlos . Q: Ninu ikami?
Who are we?
A: Ikayu di Pedro ampong Carlos.
You are Pedro and Carlos
Q: Ninu ikata? A: Ika i Maria ampo aku i Juan.
Who are we? You are Maria and I am
Q: Ninu ila? A: lia di Mr. ampo i Mrs. Ruiz. Q: Ninu ila? A: lia di Carlos.
Juan. Who are they? They are Mr. and Mrs. Ruiz . Who are they? They are Carlos and his friends.
es/No Question and Answe Q: Ikayu di Pedro ampo
Are you Pedro and Carlos
i Carlos? A: Wa.
Ikami di Pedro
ampong Carlos. Q: lia di Mr. ampo i Mrs. Ruiz?
Yes, we are Pedro and Carlos. Are they Mr. and Mrs. Ruiz?
33 A:
Ali. lia
di
ampo
3 3.1
DRILL
ila.
Hiss
i Mr.
No,
Dizon
they're
are
Ocampo.
Miss
not.
Dizon
They and
Mr.
Ocampo.
I
Response itamu?,
Drill (2)
responds tions
Aliwa
(A:
Ninu
asks
ikayu?,
accordingly.
randomly,
C : Repeat
drill
M o d e l : T:
Ninu
Dizon i
the (3)
B:
T
questions Ninu
asks
ila?, the
S gives
appropriate
between
students.)
itamu?
S : Ikayu
Model : T :
T
pu
i
ampo
(1)
Ninu
and
S
same
responses.
Who
are
we?
Miss
You
are
Miss
aku
I
am
ques-
Dizon
Juan.
Juan.
[pointing]
Who
Ninu
are
you?
ikayu? S : Ikami ampong M o d e l : T:
di
We
Maria
Juan.
[pointing]
are
Maria
and
Juan .
Ninu
Who
are
they?
ila? S : Ila
di
ampong
3.2
Response questions
Pedro Ermie.
Drill--review using
They
are
Pedro
and
Ermie.
(A:
singular
T
asks
'Ninu
pronouns
(Les.
? 3)
and
plural pronouns In random order, and S responds accordingly. 3
B: Repeat drill between students.)
Response Drill (A: T asks the question 'Ila di (Maria ampong Juan?) 1 eliciting (1) yes responses, (2) no responses, (3) mixed responses.
B: Repeat
drill between students.) 4
Response Drill—review
(S asks yes/no question
using both singular (Les. 3) and plural pronouns and eliciting mixed responses cued by the use of names of students in class, and S responds accordingly.) SITUATIONAL DIALOGUES 1
[Senen (S) and Carlos (C) are helping John (J) get to know the students by their names.] ila
they
ampo
and
di
[plural focus marker of personal proper noun ]
itamu
we
[inclusive]
S: Ninu aku?
Who am I?
J: Ika i Senen
You are Senen
C: Aku?
[And] I?
35
J: Ika i Carlos.
You are Carlos.
C: Ninu itamu?
Who are we?
J: Ika i Carlos, iya
You are Carlos, he is Senen, and I am John.
i Senen ampo aku i John/Juan. S: Ninu ila?
[pointing]
J: Ila di Maria ampo i
Who are they? They are Maria and Robert.
Roberto. C: Ila di Mr. ampo i Mrs. Ruiz? J: Ali.
[pointing]
Aliwa ila di
Are they Mr. and Mrs. Ruiz? No, they are not Mr. and
Mr. ampo i Mrs. Ruiz.
Mrs. Ruiz.
They are Miss
Ila di Miss Dizon
Dizon and Mr. Ruiz.
ampo i Mr. Ruiz. 4.2
[Dialogue between teacher (T) and her class, John (J), Pedro (P), Carlos (C)] ikata
we
ikayu
you
ikami
we
tabalu
I don't know.
T: [to John] Ninu
[dual]
[exclusive]
Who are we?
ikata? J: Ikayu pu i Miss Dizon ampo aku i John.
You are Miss Dizon and I am John.
36
T: [to Pedro and Carlos]
Who are you?
Ninu ikayu? P: Ikami pu di Pedro
We are Pedro and Carlos.
ampong Carlos. T: [to Carlos] Nlnu ila?
Who are they?
C: Ila pu di Maria
They are Maria and Ermie.
ampo i Ermie. T: Ila? [pointing to
[And] they?
two others] C: Tabalu. 5 5.1
I don't know.
DRILL II Role Playing Drill (S^ questions
on the names
of the students in class using the Situational Dialogues as model and incorporating as many of the constructions learned in Les. 3 and 4.) 6 6.1
STRUCTURAL AND CULTURAL NOTES The ing emphatic plural pronouns (cf. 1.2) introduced in this lesson reflect the first person plural trichotomy of all Kapampangan pronouns. The three categories are as follows: (1) dual [you and I] (2) inclusive plural [all of us including you] (3) exclusive plural [us, excluding you]
6.2
Dji (cf. 1.4) is the plural form of i_ (cf. Les. 3) and marks the following personal proper names as the topic of the sentence.
It occurs directly preceding
a phrase consisting of two or more proper names with each name in turn being preceded by
or if con-
joined by the conjunctive ampo, by the linking particle nj*.
It may also occur before a single
proper name, in which case the name refers to the person and others in his group, such as his family, friends, children, etc. VOCABULARY ampo
and
di
[focus particle]
ikami
we
ikata
we [dual]
ikayu
you
ila
they
itamu
we
Tabalu
I don't know.
[exclusive]
[inclusive]
Lesson 5 "I Maria ya 1
STRUCTURAL
1.1
ini."
CONTENT
Non-verbal predicate clause, proper noun demonstrative pronoun
1.1.1
topic
Affirmative I Maria ya ita.
1.1.2
predicate,
That
(over there) is Maria.
That
(over there) is not
Negative Aliwa ita i Maria.
Maria. 1.2
WH-
Question
Ninu ya ita? 1.3
2
Demonstrative
2.1.1
this
(2) iyan
that
(3) ita
that
(over
there)
CONTEXT
WH- Question and Answer Q: Ninu ya ini?
Who is this?
A: I Gloria ya iyan. That's 2.1.2
(over
pronouns
(1) ini
CONVERSATIONAL
2.1
Who is that
Gloria.
Q: Ninu ya iyan?
Who is that?
A: I Maria ya ini.
This is Maria. 38
there)?
39 2.1.3
2.1.4
Q: Ninu ya ita?
Who is that (over there)?
A: I Ermie ya ita.
That (over there) is Ermie.
Q: Ninu ya ini/iyan/
Who is this/that/that
ita?
there)?
A: Iya i Maria. 2.2
(over
She's Maria.
Yes/No Question and Answer
2.2.1
Q: I Maria ya ita? A: Wa.
Is that Maria (over there)?
I Maria ya ita. Yes, that's Maria (over there).
2.2.2
Q: I Maria ya ita?
Is that Maria (over there)?
A: Ali.
No, that's not Maria (over
Aliwa ita i
Maria.
I Gloria
there).
That's Gloria
ya ita. 2.2.3
Q: I Maria ya ita?
Is that Maria (over there)?
A: Ali.
No, that's Gloria.
I Gloria ya
ita. 3 3.1
DRILL
I
Response Drill (A: T asks the question 'Ninu ya ini/iyan/ita?' to elicit names of students in class, and S gives appropriate response. drill between S-S.)
B: Repeat
Who is this?
Model: T: Ninu ya ini? [point ing] S: I Gloria ya iyan. Response Drill
That's Gloria.
(A: T asks yes/no question
Gloria) ya ita?' eliciting (2) no responses, and
(1) yes
(3) mixed
'(I
responses,
responses.
B: Repeat drill between S-S eliciting mixed responses.) Identification Drill
(A: T using a picture of a
family drills on the identification of the various family
members.)
Model: T: [pointing
to the
father]
ing tata S: ing
the father
tata
(1) ing tata
the father
(2) ing ima
the mother
(3) ing koya
the big brother
(4) ing atchi
the big
(5) ing wali
the younger
(6) ing apu
the grandfather
(7) ing ingkong
the grandmother
(8) ing bapa
the uncle
(9) ing dara
the aunt
sister sister/brother
41 3.4
Response Drill
(A: T using picture of family
'Ninu ya ini?' question, and S responds.
asks
B: Repeat
drill between S-S.) Model: T:
[pointing] Ninu ya
Who is this?
ini? S: Ing tata ya iyan. 3.5
Response Drill yes/no question
That's the father.
(S-^ using picture of family
'Ing ima ya ini?', eliciting
yes and n o — r e s p o n s e s , and S2 responds Model: S-^: Ing ima ya ini? S2: Ali.
Ing ing-
4.1
SITUATIONAL
mixed--
accordingly.)
Is this the mother? No, that's the grand-
kong ya iyan. 4
asks
mother.
DIALOGUES
[John (J) and Maria graph and pointing
(M) are looking at a phototo various
people.]
ini
this
iyan
that
yan
that
[= iyan]
J: Ninu ya ini?
Who is this?
M: I Gloria ya iyan.
That's
J: I Ermie ya ini?
Is this
M: Wa.
Yes, that's
I Ermie ya iyan.
J: Ika ini?
Gloria. Ermie?
Is this you?
Ermie.
42 M: Ali, aliwa yaku yan. Aku ini. 5 5.1
DRILL
No, that's not me.
This
is me.
II
Dialogue Repetition Drill (Students learn D. Situational Dialogues through repetition, assuming all of the various dialogue roles presented.
Suggested
pattern of dialogue role playing is (1) between T and S, (2) between S and S (half of the class versus the other half), and (3) between S^ and S2.) 5.2
Dialogue Drill (Using the picture of the family, S-L and S2 conduct a dialogue modelled after the dialogue above.)
6 6.1
STRUCTURAL AND CULTURAL NOTES The following variations occur as responses to the question Ninu ya ita? 'Who is that (over there)?' (1) I Maria ya ita.
That (over there) is Maria.
(2) Ita i Maria.
That (over there) is Maria.
(3) Iya i Maria.
She is Maria.
The ing emphatic pronouns
(aku, ika, iya, etc.) may
be substituted for the name, as in the following: (1) I Maria ya ini.
This is Maria.
(2) Aku ini.
This is I.
43
The demonstratives always occur finally in constructions with the ing emphatic pronouns.
In other
constructions, however, they may occur initially or finally with no change in meaning
(cf. 1, 2
above). 6.2
Demonstrative pronouns denote spatial relationships in reference to the speaker and listener.
Ini
'this' designates that which is close to the speaker; iyan 'that', designates something close to the listener; and ita 'that over there', designates something away from both the speaker and the listener. 7
VOCABULARY bapa
uncle
dara
aunt
ing
[particle marking following noun as topic of sentence]
ini
this
ita
that over there
iyan
that
yan
that [= iyan]
wali
younger sister/brother
Lesson 6 (Review of Lessons 1-5) 1 1.1
CUMULATIVE SITUATIONAL DIALOGUES [Senen (S) and his American friend John (J) meet Maria (M).] S: Mayap a yabak, Maria.
Good morning, Maria.
M: Mayap a yabak naman.
Good morning
S: Kumusta?
How are you?
M: Mayap naman.
I'm fine.
S: Maria, i Juan ya
Maria, this is Juan.
ini.
1.2
Juan, i Maria.
(too).
Juan, Maria.
M: Kumusta ko pu?
How are you, (sir)?
J: Mayap naman pu.
I'm fine, (ma 1 am).
[Carlos (C) and Paul (P) meet Mr. Ruiz (R), a visitor to the school.] o makanian
oh, is that so.
C: Mayap a gatpanapun
Good afternoon, sir.
pu. Good afternoon.
R: Mayap a gatpanapun naman. C: Aku pu i Carlos.
I
Paul ya pu naman ini. R: 0 makanian.
Kumusta
ka?
I'm Carlos, sir. Paul, sir. Oh, is that so. you?
44
This is
How are
45 P: Mayap pu naman. Salamat pu.
Ikayu
Ika,
And you,
I'm fine.
And you,
Carlos?
Carlos? C: Mayap pu naman.
I'm fine, sir.
Thank
you .
Salamat pu. 1.3
you, sir.
Thank
sir?
pu naman? R: Mayap naman.
I'm fine, sir.
[Senen (S) introduces his friend John (J) to his mother (ima = I).] S: Ima, i Juan ya pu
Mother, this is Juan,
ini. I: Kumusta ka?
How are you?
J: Mayap pu naman.
I'm fine, ma'am.
Ikayu?
you?
I: Mayap namafu 2 2.1
And
Fine.
DRILL Dialogue Repetition Drill (S learns dialogue through repetition.)
3
VOCABULARY o makanian.'
NOTE to teacher:
oh, is that sol Do Supplementary Lessons 1, 2 before
going on to Lesson 7. classroom procedures.
They give the Kapampangan for
Lesson 7 "Lapis ya iyan." 1
STRUCTURAL CONTENT
1.1 Non-verbal predicate clause, noun predicate
1.2
(1) Lapis ya.
It's a pencil.
(2) Lapis ya iyan.
That's a pencil.
(3) E ya lapis.
It's not a pencil.
(4) E ya lapis iyan.
That's not a pencil.
WH- Question
1.3
(1) Nanu ya?
What is it?
(2) Nanu ya ini?
What is this?
Interrogative (1) Nanu
2
what
CONVERSATIONAL CONTEXT
2.1 2.1.1
2.1.2
2.2 2.2.1
WH- Question and Answer Q: Nanu ya?
What is it?
A: Lapis ya.
It is a pencil.
Q: Nanu ya ini?
What is this?
A: Lapis ya iyan.
That's a pencil.
Yes/No Question and Answer Q: Lapis ya ini?
Is this a pencil?
46
47 A: Wa.
Lapis ya
(iyan). 2.2.2
pencil.
Q: Lapis ya iyan?
Is that a pencil?
A: Ali.
No, (this) it is not a
E ya lapis
(ini).
Ball pen
ya. 3 3.1
Yes, (that's) it's a
DRILL
pencil.
It's a ball-
[point] pen.
I
Rote Memorization Drill (Using actual objects in the immediate surroundings, T drills on the identification of same.) Model: T: [holding a 'ball pen'] ing ball pen S: ing ball pen (1) ing ball pen
ball point pen
(2) ing lapis
pencil
(3) ing pauntin pen
fountain pen
(4) ing diksyonaryo
dictionary
(5) ing libru
book
(6) ing kuaderno
notebook
(7) ing papil
paper
(8) ing awang
window
(9) ing pasbul
door
(10) ing lamesa
table, desk
48 (11)
ing
chair
luklukan
place
[general to
(12)
Ing
taburete
[western
(13)
Ing
lande
floor
(14)
ing
sulu
electric [source
(15)
Ing
eraser
pamura
term
for
sit] style]
chair
light,
torch
of
[for
light] chalk
and
pencil]
3.2
(16)
ing
tisa
chalk
(17)
ing
tinta
ink
(18)
ing
dyaryo
newspaper
Response
Drill
pointing
to
B:
Repeat
Model:
T:
(A:
objects
drill
between
ya
S: A w a n g
Drill
ya
eliciting
responses drill Model:
and
between T:
to
(A:
S responds
ini/iyan/ita?' accordingly.
S-S.) window]
T asks (1) y e s
(3) m i x e d
yes/no
a
Lapis
ini?
Lapis
responses.
pencil]
ya
question
responses,
S-S.)
ya
ya
ita.
[holding
S: W a .
'Nanu
ita?
ya
Response ini?'
asks and
[pointing Nanu
3.3
T
iyan.
B:
(2)
'(Lapis) no
Repeat
49 Model: T: [holding a chalk] Lapis ya ini? S: Ali. 4
Eya lapis iyan.
Tisa ya.
SITUATIONAL DIALOGUE
4.1 [Miss Dizon (D) is speaking to the students in her class
(S).]
yu
your
[plural]
klase
class
t ana !
let's go!
umpisa
begin [word base]
magumpisa
to begin
lapis
pencil
nanu
what
masalese
good
bal pen
ball-point pen
libru
book
diksyonaryo
dictionary
pin
certainly
D: Aku i Miss Dizon, ing mestra yu.
Kumusta kayu-
ngan ngeni?
I am Miss Dizon, your teacher.
How are you
(all) today?
S: Mayap naman pu.
Fine, ma'am.
D: Klase, tana!
Class, (let's go!)
tana.
Magumpisa
Lapis ya ini.
Nanu ya ini? S: Lapis ya pu iyan.
Let's begin. pencil.
This is a
What is this?
That is a pencil, ma'am.
50 D: Masalese.
Klase,
Good!
Class, that is a
ball pen ya Ita.
ball-point pen.
Nanu ya Ita?
is that?
S: Ball pen ya pu ita.
What
That is a ball-point pen, ma'am.
D: [pointing to a book] Ball pen ya naman
Is that a ball-point pen, too?
ita? S: Ali pu.
E ya ball
pen ita.
Libru ya.
No, ma'am.
That is not
a ball-point pen.
It's
a book. D: [holding up a dic-
Is this a book, too?
tionary] Libru ya naman ini? S: Ali pu. iyan.
E ya libru Diksyonaryo
ya.
No, ma'am.
That is not
a book.
It's a dictio-
nary .
D: Kuaderno yapin ini?
This (certainly) is a notebook, isn't it?
5 5.1
S: Wa. Yapin.
Yes, it is [certainly].
D: Masalese.
Good!
DRILL II Dialogue Repetition Drill (Students repeat dialogue, (1) between T-S and S-T, (2) between S-S, then (3) between S^ and S2*
The primary objective is to
51 learn dialogue than memorize 5.2
Drill
dialogue
modelled
6.1
of
repetition
rather
of T a n d
conducts
itself.)
(S^ a s s u m e s after
role
dialogue
4 above with
Q:
Nanu ya
A:
Lapis
What
iyan.
to
in Lesson
5 which
Ninu ya
A:
I Maria ya
refers
to
iyan.
to
is
whereas
is
Maria.
in the
with
ing
not.
(1) L a p i s y a
ini.
ya ini.
struction Equational
ing
(referred Clause,
does
This
is a
This
one
occur
to a s t h e cf. L e s .
i^ o c c u r s
common nouns,
topic marker
topic marker
interrogatives
topic marker
the e q u i v a l e n t
does
introduced
this?
animate,
(2) M e s t r o
or
the
pencil.
people.
That
that
a
the set
the d i f f e r e n c e
note
this?
constructions
Who
names,
inanimate
parallel
ini?
In a d d i t i o n
personal
and answer
things
Q:
is
That's
question
occurring,
NOTES
ini?
ya
above
CULTURAL
referring
The
the
S.)
STRUCTURAL AND
The
through
dialogue
Dialogue
rest 6
content
with
whether
common
noun
pencil. is
a
teacher.
in a similar
con-
Identificational
10),
the
function
of
52 which
is s p e c i f i c
construction, occurs
and
reversed. (1)
Ini
iya
however,
the order For
of
the
ing
the
In such
emphatic
elements
is
a
pronoun normally
example:
ing m e s t r a .
(2) M e s t r a y a 7
identification.
ini.
This
one
is
the
This
one
is
a
teacher,
teacher.
VOCABULARY awang ball
window pen
ball-point
diksyonaryo
dictionary
dyaryo
newspaper
klase
class
kuaderno
notebook
lamesa
desk
lande
floor
lapis
pencil
libru
book
luklukan
chair place
masalese
good
nanu
what
pamura
eraser
[general to
tablet
term
for
sit]
[for
pencil] papil
pen
chalk
and
53 pasbul
door
pauntin pen
fountain pen
sulu
electric light, torch [any source of light]
taburete
[western style] chair
tinta
ink
tisa
chalk
yu
your [possessive plural]
Lesson 8 "Estudyante ku." 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause, noun predicate
1.1.1
Affirmative Estudyante ku.
1.1.2
I'm a student.
Negative E ku estudyante.
1.2
(cont.)
I'm not a student.
WH- Question Nanu ka?
1.3
What are you?
Inn pronouns, normal form, singular (1) ku you
(2) ka (3) ya 1.4
he/she/it
Negative e
not 2
CONVERSATIONAL CONTEXT
2.1 2.1.1
2.1.2
WH- Question and Answer Q: Nanu ka?
What are you?
A: Estudyante ku.
I am a student.
Q: Nanu ku?
What am I?
A: PCV ka.
You're a Peace Corps Volunteer. 54
55 2.1.3
2.2
Q: Nanu ya?
What is he?
A: Mestro ya.
He's a teacher.
Yes/No Question and Answer
2.2.1
2.2.2
Q: Estudyante ka?
Are you a student?
A: Wa.
Yes, I'm a student.
Estudyante ku
Q: Estudyante ka?
Are you a student?
A: All.
No, I'm not a student,
E ku
estudyante.
Mestro
I'm a teacher,
ku. 3 3.1
DRILL
I
Rote Memorization Drill (T drills on identification of the following using picture cues.) Model: T: [picture of woman teacher] ing mestra
woman teacher
S: ing mestra (1) ing mestra
woman teacher
(2) ing mestro
male teacher
(3) ing estudyanta
girl student
(4) ing estudyante
boy student
(5) ing sekretarya
girl secretary
(6) ing sekretaryo
boy secretary
(7) ing propesora
(female) professor
(8) ing propesor
(male) professor
56
(9) ing présidente
president
(10) ing superintendente
superintendent
[head of
a school division, usually one division per province] (11) ing janitor
janitor [handyman of a school]
3.2
Response Drill (A: T asks 'Nanu ku/ka/ya?' questions, using picture cues to elicit responses, and ? responds accordingly.
B: Repeat drill between S-S.)
Model: T: [picture of boy student] Nanu ya?
What is he?
S: Estudyante ya. 3.3
Hé is a student.
Response .Drill (A: T asks yes/no question '(Estudyante) ka?' eliciting negative responses, and S responds giving correct information.) Model: T: Propesor ka?
Are you a professor?
S: Ali, e ku
No, I'm not a professor.
propesor.
I'm a student.
Estudyante ku. 3.4
Response Drill—review
(T asks 'Nanu ku/ka/ya i
(Maria)?' and 'Ninu aku/ika/ya?' questions randomly and S responds accordingly.)
57 k 4.1
SITUATIONAL DIALOGUES [Dialogue between Mr. Ruiz (R), the teacher, and students Pedro (P), Carlos (C) and Maria (M)] es tudyante
boy student
ku
I
e
not
mestro
male teacher
nanu
what
ka
you
ya
she/he/it
es tudyanta
girl student
mestra
woman teacher
R: Estudyante ku?
Am I a student?
P: Ali, e kayu pu
No, you are not a
estudyante.
student, sir.
R: Mestro ku?
Am I a teacher?
P: 0 pu.
Yes, sir, you are a
Mestro kayu/
ko pu.
teacher.
R: Nanu ka? [to Carlos]
What are you?
C: Estudyante ku pu.
I am a student, sir.
R: Nanu ya?
What is she?
[pointing
to Maria] C: Estudyanta ya pu naman.
She is a student too, sir .
58 R:
[to M a r i a ] E s t u d y a n t a
Are you a
student?
ka? M: W a . R:
Estudyanta ku.
[pointing Dizon] ya
5.1
6 6.1
E ya
estu-
Mestra
Drill
students
conduct
(Using
N o , she is not
student.
She is a
a
teacher.
identifying
above dialogue
similar
form
u s e d , as
of
dialogue with
self by n a m e ,
are used
the i d e n t i f i c a t i o n
normal
model, each
other.)
(cf. L e s .
the
ing
3, A k u
is c l a s s i f i c a t o r y ,
the ing p r o n o u n s
i Maria.) the
(cf. 1 . 1 . 1 )
are
follows:
(1) E s t u d y a n t e
ku.
I am a
student.
After
the i n t e r r o g a t i v e
nanu
occur
(cf. 1 . 2 ) w h e r e a s
after ninu
pronouns
as
NOTES
one's
emphatic pronouns
6.2
also?
ya.
STRUCTURAL AND CULTURAL
When
Is she a student
II
Dialogue
When
student.
Estudyanta
dyanta. DRILL
Miss
I am a
naman?
M: A l i .
5
to
Yes,
'what'
the ku 'who',
occur.
(1) N a n u ka?
What
(2) N i n u
Who
ika?
are are
you? you?
pronouns the
aku
59 6.3
The pronouns introduced in this lesson are the singular forms of the ing normal pronouns
(cf. 1.3).
These pronouns occur in clauses with non-verbal or verbal predicates.
They contrast with the ing
emphatic pronouns (aku, etc.) which occur in equational clauses (cf. Les. 3). 6.4
E 'not' (cf. 1.4) is a bound negative marker of an utterance.
In predicative clauses it always occurs
utterance initially followed directly by the Ing normal pronoun (Vu, etc.), which in turn is followed by the predicate.
In affirmative utterances these
pronouns occur after the predicate, as follows: (1) Estudyante ku.
I am a student.
(2) E ku estudyante.
I am not a student.
IS contrasts with aliwa in meaning and occurrence. Whereas aliwa occurs only in equational clauses with the ing emphatic pronouns, e^ may occur in both equational and predicative clauses with the ing emphatic and normal pronouns. (1) Aliwa yaku ing estudyante.
For example: I'm not (the one who is) the student.
[Someone
else is. ] (2) E yaku ing estudyante.
I'm not the student talking about].
[you're
60 (3) E ku estudyante.
I'm not a student.
(Note the variation in meaning of the three negative sentences above.) 6.5
Gender distinctions are made for some nouns, namaly occupational and nationality names. (1) mestra/v^ mestro
For example:
woman teacher
man
teacher (2) estudyanta'-'
girl student
boy student
estudyante (3) sekretaryas
secretary
sekretaryo (4) propesora'"-'
woman p r o f e s s o r s man professor
propesor
[female] A m e r i c a n s
(5) A m e r i k a n a s
[male]
American
Amerikano (6) Pilipina s
girl secretary A/ boy
Pilipino
[female] F i l i p i n o s [male] Filipino
7
VOCABULARY e
not
es tudyanta
girl student
es tudyante
boy student
j anitor
janitor [handyman of a school]
61
ku
I Iing normal p ronoun]
mes tra
woman teacher
mes tro
man teacher
nanu
what
presidente
president
propesor
[male] professo r
propesora
[female] profes sor
sekretarya
girl secretary
sekretaryo
male secretary
superintendente
superintendent
[head of
a school division, usually one division per province]
Lesson 9 "Mestra ya i Maria." 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause, noun predicate
1.1.1
1.1.2
(cont.)
Affirmative (1) 1 Maria mestra ya.
Maria is a teacher.
(2) Mestra ya i Maria.
Maria is a teacher.
Negative (1) E ya mestra i
Maria is not a teacher.
Maria. 1.2
WH- Question Nanu ya i Maria?
2
What is Maria?
CONVERSATIONAL CONTEXT
2.1 2.1.1
2.2 2.2.1
2.2.2
WH- Question and Answer Q: Nanu ya i Maria?
What is Maria?
A: Mestra ya i Maria.
Maria is a teacher.
Yes/No Question and Answer Q: I Maria mestra ya?
Is Maria a teacher?
A: Wa, mestra ya.
Yes, she's a teacher.
Q: Mestra ya i Maria?
Is Maria a teacher?
A: All, e ya mestra.
No, she's not a teacher.
Estudyanta ya.
She's a student. 62
63 3 3.1
DRILL I Response Drill (A: Using picture cues from 3.1 drill of Les. 7, T asks 'Nanu ya i (Maria)?1 and S responds accordingly.
B: Repeat drill between S-S.)
Model: T: [picture of a secretary] Nanu ya i Maria? S: Sekretarya ya i
What is Maria? Maria is a secretary.
Maria. 3.2
Response Drill (Using same picture cues, Si asks 'Nanu ku/ka/ya i (Pedro)?' and S2 responds accordingly. ) Model: Sj_: [picture of a teacher] Nanu ku? S2-' Mestro ko pu.
4 4.1
SITUATIONAL DIALOGUES [Dialogue between teacher (T) and student
(S)]
T: Nanu ya i Mr. Ruiz?
What is Mr. Ruiz?
S: Mestro ya pu.
He is a teacher, sir.
T: I Miss Dizon mestra
Is Miss Dizon a teacher,
ya naman? S: Ali pu.
too? E ya mestra.
Estudyanta ya pu.
No, sir. teacher.
She is not a She is a
student, sir.
64 T: Estudyante ka naman?
Are you a student, too?
S: 0 pu.
Yes, sir, I'm a student,
Estudyante ku
pu naman. 4.2
too.
[Dialogue between Roberto (R) and Alejo prinsipal
principal
superbisor
[male] supervisor
anti
similar to, like
mu
just, only
anti mu
just like
superbisora
[female] supervisor
R: Nanu ya i Mr. Ocampo?
What is Mr. Ocampo?
A: Prinsipal ya.
He is a principal.
R: I Mr. Galura prin-
Is Mr. Galura a principal
sipal ya naman? A: Ali.
too?
E ya prinsipal
i Mr. Galura.
Super-
bisor ya. R: 0 makanian!
5 5.1
(A)]
DRILL
No, Mr. Galura is not a principal.
He is a
supervisor. Anti mu
Oh, is that so!
Just
naman 1 Miss Ruiz.
like Miss Ruiz.
Superbisora ya naman.
a supervisor, too.
II
Dialogue Drill (Students carry on dialogue modelled after those in section 4.)
She is
65 6 6.1
STRUCTURAL AND CULTURAL NOTES The ing normal personal pronoun (Les. 8) always occurs following the word which describes the person. (1) Nanu ku/ka/ya?
Who am I/are you/is she?
(2) Mestra ku/ka/ya.
I am/you are/she is a teacher.
When the third person is identified by name, i + (name) is added to the construction, either preposed or postposed, with ^a functioning as a cross-referent pronoun.
In questions, however, it
is always postposed. (1) Nanu ya i Maria?
What is Maria?
(2) Mestra ya i Maria.
Maria is a teacher.
(3) I Maria mestra ya.
Maria is a teacher.
The third person ing emphatic pronoun, iya may be substituted for the name.
However, whereas
the name may occur initially or finally, this pronoun always occurs sentence initially. (1) Iya mestra ya.
She is a teacher.
(2) Mestra ya i Maria.
Maria is a teacher.
(3) I Maria mestra ya.
Maria is a teacher.
There is no significant difference in meaning between the two responses.
66 (1) Mestra ya i Maria
Maria is a teacher.
(2) I Maria mestra ya.
Maria is a teacher.
However, construction (1) is considered the normal order and (2) the inverted order.
In speech, there
is a slight pause after the name in construction (2), which appears to denote a meaning more similar to the following English equivalent:
'[As for]
Maria, she is a teacher.' Ya, which occurs following a name or the corresponding interrogative pronoun ninu in constructions with a demonstrative pronoun is frequently dropped in everyday
7
conversation.
(1.a) Ninu ya ita?
Who is that?
(l.b) I Maria ya ita.
That is Maria.
(2.a) Ninu ita?
Uho is that?
(2.b) I Maria ita.
That is Maria.
VOCABULARY anti mu
just like
prinsipal
principal
superbisor
[male] supervisor
superbisora
[female] supervisor
Lesson "I Miss Dizon in
mestra."
STRUCTURAL CONTENT 1 1.1
Identificational equati nal clause Affirmativi (1) I Miss Dizon ing mes tra.
Miss Dizon is (the one who's) the teacher. [Not Miss Ruiz]
(2) Ing mestra i Miss Dizon.
The teacher is (the one who's) Miss Dizon. [Not the student]
1.2
Negative (1) Aliwa iya ing
2
Miss Dizon is not (the
mestra i Miss
one who's) the teacher.
Dizon.
[Miss Ruiz is]
WH- Question
2.1
Ninu ya ing mestra?
Who is the teacher?
2.2
Balu mu nung ninu ing
Do you know who the teach
mes tra? 3
Case
is?
particle, singular topic
ing
[particle marking the following common noun as topic] 67
68
2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Ninu ya ing mestra?
Who is the teacher?
A: I Miss Dizon ing
Miss Dizon is the teacher,
mestra. 2.1.2
Q: Ninu ya i Miss
Who is Miss Dizon?
Dizon? A: Ing mestra i Miss
The teacher is Miss Dizon.
Dizon. 2.1.3
Q: Balu mu nung ninu i Miss Dizon? A: Wa. ' Ing mestra i Miss Dizon.
2.2 2.2.1
Do you know who Miss Dizon is? Yes.
The teacher is Miss
Dizon.
Yes/No Question and Answer Q: I Miss Dizon ing
Is Miss Dizon the teacher?
mestra? A: Wa. 2.2.2
Iya ing mestra. Yes, she is the teacher.
Q: I Miss Dizon ing
Is Miss Dizon the teacher?
mestra? A: Ali.
Aliwa iya ing
mestra.
I Mr. Ruiz
ing mestro.
No, she is not the teacher, Mr. Ruiz is the teacher,
2.2.3
Q: Ika ing mestra?
Are you the teacher?
A: Ali.
No, I'm not the teacher,
Aliwa yaku
ing mestra.
I Miss
Dizon ing mestra. 3 3.1
DRILL
Miss Dizon is (the teacher).
I
Rote Memorization Drill (Using picture cues, or other visual cues like printed names, and names and occupation, profession or
title of actual people, T
drills on the identification of same.) Model: T: [picture or name of the President of U.S.] I Mr. Nixon ing presidente na ning Amerika. S: I Mr. Nixon ing presidente na ning Amerika. (1) I Mr. (Nixon) ing presidente na ning Amerika. (2) I Presidente (Marcos) ing presidente na ning Pilipinas. (3) I Propesor (Constantin) ing propesor king Inglis. (4) I Miss (Ramos) ing mestra king Kapampangan. (5) I Pedro ing estudyante. (6) I Maria ing sekretarya. 3.2
Response Drill (A: Basing on 3.1 drill above, T asks 'Ninu ya ing (presidente na ning Amerika)? 1 and S responds.
B: Repeat drill between S-S.)
70 Model: T: Ninu ya ing presidente na ning Filipinas? S: I Presidente (Marcos) ing presidente na ning Pilipinas. 3.3
Response Drill (A: T asks yes/no question 'Ika ing (....)?' eliciting yes and no responses cued by the information sought, and S responds accordingly. B: Repeat drill between S-S.) Model: T: Ika ing presidente? S: Ali.
Aliwa yaku ing presidente.
I
Mr. (Nixon) ing presidente. 3.4
Narration-Comprehension Drill (S^ gives (1) the names and (2) the fictional occupation or profession of himself and the person next to him.
T then asks
the questions 'Ninu ya ing (....)?' or 'Nanu ya i (....)?' to other students who respond according to information given.) Model: Sj_: Aku i Roberto ampo iya i Juan. Estudyante ku ampo propesor ya king Inglis. T: Ninu ya ing estudyante? S£: I Roberto ing estudyante. T: Nanu ya i Juan? S3:
I Juan propesor ya king Inglis.
71 4 4.1
SITUATIONAL DIALOGUES [Dialogue between John (
and Carlos (C)]
ing
[topic particle]
king
of
Inglis
English
balu
know
mu
you [ning pron.]
nung
if
siguru
maybe, I think, I guess ... is indeed...
pin
[confirmatory particle] J: Ikayu pu ing propesor
English, sir?
king Inglis? C: All.
Aliwa yaku.
ku propesor.
Are you the professor of
E
Estu-
No, I'm not. professor.
I'm not a I'm a student.
dyante ku. J: 0.
Balu mu nung
ninu ing propesor
Do you know who the professor of English is?
king Inglis? C: Siguru I Miss Dizon.
I think it's Miss Dizon.
J: Balu mu nung ninu i
Do you know who Miss
Miss Dizon? C: Wa.
Yapin ita.
Dizon is? Yes.
That's her.
72 5 5.1
DRILL
II
Question Drill S2
(S^ asks
the f o l l o w i n g
questions
and
responds.)
(1) if he k n o w s w h o
the P r e s i d e n t
of
the U . S .
(2) if he knows w h o
the P r e s i d e n t
of
the
is?
Philippines
is? (3) if he k n o w s w h o
the t e a c h e r
(4) if he k n o w s who
the s e c r e t a r y
(5) if he knows w h o
the j a n i t o r
(6) if he k n o w s who M r . N i x o n (7) if he knows w h o
of K a p a m p a n g a n
is?
the s c h o o l
of
is?
is?
is?
(Miss D i z o n )
is?
(8) etc. 5.2
Dialogue after
6 6.1
Drill
dialogue
STRUCTURAL AND I Maria
(S^ and
CULTURAL
1.1.1) identifies
ya n e v e r
ya.
not
M a r i a as
the
teacher. 'Maria
what M a r i a
or m e s t r a ya occur but
for s p e c i f i c
the o n e . . . '
teacher.' It
is.
response
not
to a
identification,
rather
than e
teacher.'
Ing
ing
(cf. con-
is a
in the same p h r a s e — i . e .
In the n e g a t i v e
asking
'Maria is the
describes
co-occur
ing m e s t r a
modelled
NOTES
I M a r i a m e s t r a ya.
(Les. 8 ) w h i c h
on d i a l o g u e
4.)
ing m e s t r a .
trasts w i t h
S2 carry
and
either mestra
question aliwa
'not' is
'...is
used.
73 7
VOCABULARY balu
know
ing
[topic
Inglis
English
king
of
mu
you
nung
if
pin
...is,
siguru
particle]
[ning
pronoun]
indeed...
tory
particle]
maybe,
I think,
[confirma-
I guess
Lesson 11 "Amerikano kami." 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause,
1.1.1
Affirmative Amerikano kami.
1.1.2
We are Americans.
Negative E kami Amerikano.
1.2
(plural pron. topic)
He are not Americans.
WH- Question Nu ko tau?
[lit. You are men from where?] Where do you come from?
1.3
Ing personal pronoun, normal form, plural (1) kata
we
[dual]
(2) tamu
we
[inclusive]
(3) kami
we
[exclusive]
(4) kayu
you
ko
they
(5) la 2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WR- Question and Answer Q: Nu ka tau?
Where do you come from?
A: Amerikano ku.
I'm an American. 74
75 2.1.2
Q: Nu y a
tau?
A: Pilipina
2.1.3
Q: Nu ya
ya.
tau i M a r i a ?
Where
does
She's
a
she c o m e
from?
Filipino.
W h e r e does M a r i a
come
f rom? A : I M a r i a P i l i p i n a ya. M a r i a 2.1.4
Q: Nu ko
is a
Filipino.
W h e r e do y o u
tau?
[plural]
come
from? A: Hapon
2.1.5
kami.
Q: Nu la tau i Carlos ampong
3.1
DRILL
Japanese.
W h e r e do C a r l o s come
i Cora?
A: Español 3
We are
They
la.
and
Cora
from? are
Spanish.
I
Rote Memorization as cue, T drills Model:
T:
S:
Drill
(Using
on n a t i o n a l i t y
[American
English
equivalents
names.)
male]
Amerikano
American
Amerikano
American
(1) A m e r i k a n o
American
[male]
(2) A m e r i k a n a
American
[female]
(3) P i l i p i n o
Filipino
[male]
(A) P i l i p i n a
Filipino
[female]
(5) I s i k
Chinese
[male]
(6) C h i n a
Chinese
[female]
76
3.2
(7) H a p o n
Japanese
[male]
(8) H a p o n e s a
Japanese
[female]
(9) E s p a n o l
Spanish
[male]
(10) Espariola
Spanish
[female]
(11) I t a l l a n o
Italian
[male]
(12) I t a l l a n a
Italian
[female]
(13) A l e m a n
German
Response
Drill
responds
factually;
Model:
(S^ asks
S-^: Nu ka
Response Drill
tau?
responses.
questions.)
Model:
Sj_: A l e m a n
he
are y o u
an
and
E ku
American.
(yes and
I'm an
no)
pronouns
and p l u r a l
German?
N o , I'm not
Ameri-
from?
German.
American,
ku. Drill
(S^ m a k e s
statement
is and w h e r e h e ' s
S3 q u e s t i o n s
S2
question
Are you
three u t t e r a n c e
he is, w h a t
mixed
singular
Narration-Comprehension
asks
S2 y e s / n o
ka?
Aleman.
fictional
I'm
eliciting
in the
S2: A l i .
3.4
ku.
Use both
kano
Where
(S^ asks
'(Amerikano) ka?'
from
etc.)
S£: A m e r i k a n o 3.3
S2 w h e r e h e ' s
to elicit
these
a
stating
from. three
S2
who then
facts.
77 S3 responds on the basis of S^'s statement.) Model:
Aku i Juan.
I'm Juan.
I'm a
Estudyante ku
student and (I'm)
ampo Amerikano
an American.
ku.
4 4.1
S2: Ninu ya?
Who is he?
S3:
He is Juan.
Iya i Juan.
S2: Nanu ya i Juan?
What is Juan?
S3:
He's a student
Estudyante ya.
S2: Nu ya tau?
Where does he come from?
S3:
He's an American.
Amerikano ya.
SITUATIONAL DIALOGUE [Dialogue between the teacher (T) and John (J)] Filipino
Filipino
[male]
Amerikano
American
[male]
kami
we
mu
even
Pilipina
Filipino
anta
what about .
reng
[topic marker marking
[exclusive]
[female]
common noun as topic, plural] aliwa
others
la
they
78 la ngan
they all
maliban
except
kang
[location particle for animate noun]
Jorj e
George
Isik
Chinese [male] where [short form for nukarln] man
tau T: Plllpino kayu ngan?
Are you all Filipinos?
J: All pu.
No, sir.
Amerikano
kami 1 Paul, 1
Paul, Robert and
I are Americans.
Robert ampo yaku. T: 1 María mu naman?
Even Maria, too?
J: All pu.
No, sir.
1 María
Pillpina ya pu.
Maria is a
Filipino, sir.
T: Anta reng aliwa?
What about the others?
J: 0 pu.
Yes, sir.
Plllpino la
They're all
ngan mallban kang
Filipino except George.
Jorje.
He's Chinese.
Isik ya.
Nu ko pu tau? T: Plllpino ku.
Where do
you come from, sir? I am Filipino.
79
5 5.1
DRILL
II
Comprehension Drill (A: T asks questions in Kapampangan based on dialogue 4 and S responds. B: Repeat drill between S-S.) Questions:
(1) Are the students all Filipinos? (2) What nationality is John? (3) What about Robert and Paui? (A) Is Maria American, too? (5) What nationality is Jorje?
5.2
Narration Drill (S restates dialogue 4 in narrative form in Kapampangan.
An illustration in English is
given in the model.) Model:
Paul, Robert and John are Americans and Maria is a Filipino.
The others are all
Filipinos, too, except George.
He is
Chinese. 6 6.1
STRUCTURAL AND CULTURAL NOTES There are various ways of asking and saying where one comes from (cf. Les. 12 and 13).
One of the
ways not included in the lessons for drill is the following? Q: (a) Nu la manibat?
Where do they come from?
(b) Nu la menibat?
Where did they come from?
80
A: (a) Manibat lang Amerika. They come from America, (b) Menibat lang Amerika. They came from America. 6.2
The pronouns introduced in this lesson are the plural forms of the ing normal pronouns
(cf. Les.
8, sec. 6 for explanation and singular forms).
The
same trichotomy of the first person plural exists for these pronouns as explained for the ing emphatic pronouns in Les. 4, sec. 6. 7
VOCABULARY Aleman
German
aliwa
others
Amerikana
[female] American
Amerikano
[male] American
anta
what about
China
[female] Chinese
deng ^
reng
[plural topic marker of common noun]
Espanol
[male] Spanish
Espanola
[female] Spanish
Hapon
[male] Japanese
Haponesa
[female] Japanese
Isik
[male] Chinese
Italiana
[female] Italian
Italiano
[male] Italian
81 Jorje
George
kami
we
kang
[king case particle marking
[exclusive]
referent] kata
we
[dual]
kayu
you
la
they
maliban
except
mu
even, only
nu
where [short form of
[plural]
nukarin] Pillpina
[female] Filipino
Pilipino
[male] Filipino
tamu
we
tau
man
[inclusive]
Lesson 12 "Tau ku Amerika." 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause
1.1.1
(continued)
Affirmative (1) Tau ku Amerika.
I'm from America.
(2) Tau ya Amerika i
Maria is from America.
Maria. (3) Tau ya Amerika ing mestra.
America.
(4) Tau la Amerika ri Maria ampong Ermie. (5) Tau la Amerika reng
I'm not from America.
(2) E ya tau Amerika i
Maria is not from America.
Location phrase From California.
WH- Question Nukarin king Amerika?
1.4
The students are from
(1) E ku tau Amerika.
King California. 1.3
from America.
Negative
Maria. 1.2
Maria and Ermie are
America.
estudyante. 1.1.2
The teacher is from
Where in America?
Case particle, locative [marks common or place noun] king
in, on, at, from 82
83
1.5
Case particles»
topic [case particle, singular
(1) ing
topic] (2) deng M
reng
[case particle, plural topic]
2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Nu ya tau i Maria?
Where is Maria from?
A: I Maria tau ya
Maria is from America.
Amerika. 2.1.2
Q: Nu ya tau ing
Where is the teacher from?
mes tra? A: Tau ya Kapampangan ing mestra. 2.1.3
Q: Nu la tau ri Pedro ampong Carlos?
2.1.4
The teacher is from Pampanga. Where are Pedro and Carlos from?
A: Tau la Angeles.
They're from Angeles.
Q: Nu la tau reng
Where are the students
estudyante? Deng estudyante, tau la Hawai.
from? The students are from Hawaii.
84 2.1.5
Q: Nu ka tau?
Where are you from?
A: Tau ku Amerika.
I'm from America.
Q: Nukarin king
Where in America?
Amerika? A: King California. 2.2
From California.
Yes/No Question and Answer
2.2.1
Q: Tau kayu Fampanga?
Are you from Pampanga?
A: Wa.
Yes, we're from Fampanga.
Tau kami
Fampanga. 2.2.2
Q: Tau la Menila?
Are they from Manila?
A: Ali.
No, they're not from
E la tau
Menila.
Tau la
Kulyat.
Manila.
They're from
Kulyat [the classical name for Angeles].
2.2.3
Q: Tau la ngan Menila?
Are they all from Manila?
A: Ali.
No, only Carlos.
mu.
I Carlos na
The
Deng aliwa,
others come from Kulyat
tau lang Kulyat.
[the classical name for Angeles].
3 3.1
DRILL
I
Rote Memorization Drill (T drills students on names of countries and cities within those countries, using a map for cueing.)
85 Model: T: [Hawaii] Hawai S: Hawai T: [Honolulu] Honolulu S: Honolulu (1) Amerika, Kalipornya, Los Anheles
America, California, Los Angeles
(2) Kanada, Biktorya
Canada, Victoria
(3) Hapon, Tokyo
Japan, Tokyo
(4) China, Piking
China, Peking
(5) Espanya, Madrid
Spain, Madrid
(6) Pransya, Paris
France, Paris
(7) Pilipinas, Pampanga,
Philippines, Pampanga,
San Pernando
San Fernando Russia
(8) Rusya
Response Drill (Using names of countries and cities introduced in drill 3.1 above, S^ and S2 hold dialogue similar to the model.) Model: S-^: Nu ka tau?
Where do you come from
S2: Tau ku Amerika.
I come from America.
Sj_: Nukarin king
Where in America?
Amerika? S2: King Hawai.
From Hawaii.
86 3.3
Response Drill (Following the model below, S^ asks S2 if he knows where [he] Pedro or the teacher, or [they] Pedro and Maria or the students come from, and S2 gives a fictional response.) Model: S]_: Balu mu nung nu
Do you know where Pedro
ya tau i Pedro? S2: Wa.
comes from?
Tau ya
Yes.
Pampanga.
He comes from
Pampanga.
S^: Nukarin king
Where in Pampanga?
Pampanga? S2: King San
From San Fernando.
Pernando. 3.4
Response Drill (A: Using plural pronouns, T asks Si yes/no question eliciting mixed responses, cued by the place name used.
If 'no', S^ responds with
the correct information.
B: Repeat drill between
S-S.) Model: T:
Tau kayu Kalipornya?
Sj_: Ali.
fornia?
E kami tau
Kalipornya.
Do you come from Cali-
Tau
No, we don't come from California.
I
ku Hawai ampo
come from Hawaii and
tau ya New York.
he comes from New York.
87 4 4.1
SITUATIONAL DIALOGUE [Dialogue between Mrs. and Roberto
a (M) and John (J)
(R)]
nukarln
where
king
[locative case particle]
siguru
I think, maybe
ing
[topic case particle, sing.]
Anheles
[city in Pampanga]
kasantlng
how nice
M: Nu ko tau?
Where are you from?
J: Tau kaml pu Amerika.
We're from America, ma'am.
M: Nukarin king
Where in America?
Amerika? R: King Hawai pu.
From Hawaii, ma'am.
M: 0 makanian!
Oh, is that so!
Tau ya
Is your
ñaman Amerika ing
teacher from America,
mestro yu?
too?
J: Ali pu. Amerika.
E ya tau Siguru tau
No, ma'am.
He is not
from America.
I think
ya Anheles^ne,
he's from Angeles.
Roberto?
that so, Robert?
R: Ha.
Tau yapin
Anheles.
Isn't
Tes, he IS from Angeles.
M: 0 kasanting!
Ing
Oh, how nice!
mestro yu Kapampan
Your teacher
is a Kapampangan!
gan ya. 4.2
[Dialogue between Mr. David
(D) and John (J)] [topic case particle,
deng
plural] (na) mu
only
manibat
from
kari
[king case particle, marking plural proper noun as referent]
D: Deng estudyante, tau la ngan Hawai? J: All pu.
I Paul
ampong Robert mu.
Do all the students come from Hawaii? No, sir.
Only Paul and
Robert.
D: Anta i Maria?
What about Maria?
J: I Maria tau ya
Maris comes from Califor-
Kalipornya pu. D: Deng aliwang estudyante manibat la
nia, sir. Do the other students come from California, too?
naman king Kalipornya? J: 0 pu.
Tau la ngan
Kalipornya maliban
Yes, sir.
They all come
from California except
89
kari Dabid ampong
David and Laura.
Laura.
come from New York.
Tau la New
They
York. 5 5.1
DRILL
II
Narration Drill (S restates dialogue 4.1 and 4.2 into narrative form, making sure to include all the facts given.
If necessary, T may supply new vocabulary for
smoother, more cohesive narration.) Model: S: I Juan ampong Roberto tau la Hawai, Amerika.
Ing mestro e ya tau Amerika.
Tau ya Anheles.
Ing mestro Kapampangan
ya. 5.2
Comprehension Drill (T asks questions based on dialogue 4.1 and 4.2, and S responds.) 4.1: (a) Nu la tau ri Juan ampong Roberto? (b) Tau ya naman Amerika ing mestro? (c) Ing mestro Pilipina ya? 4.2: (a) Deng estudyante, tau la ngan Hawai? (b) Ninu ing taung manibat Hawai? (c) Nu ya tau i Maria? (d) Nu la tau reng aliwang estudyante? (e) Nu la tau ri Dabid ampong Laura?
90 5.3
Comprehension Drill (S^ asks the following questions in Kapampangan based on dialogues 4.1 and 4.2, and S2 responds.) 4.1: (a) Where is Mrs. Miranda from? (b) Are Juan and Roberto from there too? (c) Where do Juan and' Roberto come from? (d) Are Juan and Roberto teachers? (e) Where does the teacher come from? (f) Is the teacher an American? (g) What (nationality) are Juan and Roberto? 4.2: (a) Are Paul and Robert from California? (b) Do you know where Juan comes from? (c) Where does Maria come from? (d) Is Maria the only one from there? (e) Where do the other students come from? (f) What about David and Laura?
5.4
Dialogue Drill (SJL and S2 conduct dialogue using 4.1 and 4.2 dialogues as model.)
6 6.1
STRUCTURAL AND CULTURAL NOTES Note the two ways of indicating where one comes from. (1) Amerikano ku.
I'm an American.
(2) Tau ku Amerika.
I'm from America.
91 (1) g i v e s
the i n f o r m a t i o n
nationality
6.2
and
in
terms
of
origin, w h i c h may
include names
states,
in addition
A
or
cities
case particle
of
the n o u n
designating
action
in this the
occurs.
t i o n of Ninu
designates
following.
in A m e r i c a ' )
ing p r o p e s o r
(Lesson
construed
t h e l o c a t i o n of
as
ent
Dizon
10
identified
occurs nates
MISS
noun following
particle
king be
as
is
func-
as
the
in professor
English
is
professorship.
also
designates
seen
in later was
lessons.
construction,
the
is
the
the
I
Miss
teacher.'
teacher.
topic
refer-
introduced
Ing
construction which as
'from/
which
clear,
'Who
'Miss D i z o n DIZON
a
function
semantic
case particle,
in a P r e d i c a t i v e the
the
the
in an Equational
ing m e s t r a .
such
4.1), where
as w i l l
a topic marking
in Lesson
the
location,
and benefactor
Ing,
It
to
countries.
is n o t
of E n g l i s h ? '
of
provinces,
(king A m e r i k a
Inglis?
10,
place
in/at/from/to
action
king
one's
semantic
In some usages of
one's
of
is
instance
of
to
the
King
location
location
In addition
6.3
(2)
in terms
or
also
desig-
focus
of
utterance.
(1) T a u y a A m e r i k a
ing m e s t r a .
'The
teacher
America.'
is
from
>2 In the above construction ing identifies the TEACHER as being the one from America. Ing is like i^ (cf. Les. 3) in function (both are topic marking case particles) as well as in distribution (where one occurs so does the other). The difference is that ing marks singular common nouns as topic, whereas i^ marks personal proper nouns.
Hence, in Equational constructions the
following combinations of ing and i^ phrases are found to occur. (1) Ing babai ing
The WOMAN is the teacher,
mestra. (2) I Miss Dizon ing
MISS DIZON is the teacher,
mes tra. (3) Ing mestra i Miss
The TEACHER is Miss Dizon.
Dizon. Deng is the plural of ing, marking plural common nouns as topic of an utterance.
The particle which
marks plural personal proper nouns is jii m> r i.
In
Kapampangan plurality is not marked in the nouns as in English, but rather by the particles. The alternation of sounds between [d] and [r] is phonologically conditioned--!.e., [d] occurs sentence
93 initially and generally after consonants in sentence medial position and [r] occurs sentence medially after vowels.
The [r] is a flapped r,
[r], rather than retroflexed r.
When [d] occurs
intervocalically, it is generally pronounced as
m. Deng and di ~
occur wherever ing and i^ do.
The following are some occurrences of deng and di. (1) Di Miss Dizon ampo i Miss Ruiz deng
Miss Dizon and Miss Ruiz are the teachers
mestra. (2) Deng babai reng mestra. (3) Deng babai ri Miss Dizon ampo
The women are the teachers. The women are Miss Dizon and Miss Ruiz.
i Miss Ruiz. VOCABULARY Amerika
America
Anheles
Angeles
Biktorya
Victoria
China
China [topic case particle,
deng ~ reng
plural common noun] [topic case particle,
di ~ ri
plural personal proper
94 noun] Espanya
Spain
Hapon
Japan
Hawai
Hawaii
Honolulu
Honolulu
i
[topic case particle, sing, personal proper noun]
ing
[topic case particle, sing, common noun]
Kalipornya
California
Kanada
Canada
kari
[king case particle marking plural personal proper noun as referent]
kasanting
how nice
king
[location case particle]
Los Anheles
Los Angeles
Madrid
Madrid
manibat
from
(na) mu
only
ne
..., isn't it? [tag question]
nukarin
vhere
Fampangan
Pampanga [name of province
95
where Kapampangan is spoken] Paris
Paris
Piking
Peking
Pransya
France
Rusya
Russia
San Pernando
San Fernando [capitol of Pampanga]
siguru
I think, maybe
Tokyo
Tokyo
Lesson 13 "Mibait ku king New York." 1
STRUCTURAL CONTENT
1.1
Verbal predicate clause, intransitive verb pred.
1.1.1
Affirmative (1) Mibait ku king
I was born in New York.
New York. 1.1.2
Negative (1) E ku mibait king New York.
York.
(2) Ali la. 1.2
No, they weren't.
WH- Question
1.3
(1) Nukarin ka mibait?
Where were you born?
(2) Nu ya karin mibait?
Where was he born?
Locative pronoun (1) karin
there
Possessive pronouns, singular
1.4
2
I was not born in New
(1) ku
my
(2) mu
your
(3) na
his/hers
CONVERSATIONAL
2.1 2.1.1
CONTEXT
WH- Question and Answer Q: Nukarin ka mibait?
96
Where were you born?
97 A: Mibait ku king New
I was born in New York.
York. 2.1.2
Q: Nu ya karin mibait
Where was John born?
i Juan? A: Mibait ya i Juan
John was born in New York,
king New York. 2.1.3
Q: Nu la karin mibait deng kapatad mu? A: Mibait la king Pilipinas.
2.2 2.2.1
Where were your brothers and sisters born? They were born in the Philippines.
Yes/No Question and Answer Q: Mibait ka king New
Were you born in New York?
York? A: Wa.
Mibait ku
king New York. 2.2.2
Q: Mibait ya i Juan
Yes, I was born in New York. Was John born in New York?
king New York? A: Ali. karin.
E ya mibait Mibait ya
No, he was not born there, He was born in California,
king Kalipornya. 2.2.3
Q: Mibait la naman deng pengari mu karin?
Were your parents born there too?
98 A: All la.
3 3.1
DRILL
Mibait la
No, they weren't.
They
king San Fernando,
were born In San Fernando,
Pampanga.
Pampanga.
I
Rote Memorization Drill (Using a picture of a family T drills on use of possessives.
T gives the
possessive cue in English while pointing to a figure in the picture, gives the Kapampangan equivalent and S repeats.) Model: T: (my) (pointing to father) i tata ku S: i tata ku (1) i itata ku/mu/na
my/your/his father
(2) i ima ku/mu/na
my/your/his mother
(3) reng pen.gari ku/mu/na
my/your/his parents
(4) ing kapatad kung
my brother
lalaki ing kapatad mung
your brother
lalaki ing kapatad nang
his brother
lalaki (5) ing kapatad kung babai
my sister
ing kapatad mung babai
your sister
ing kapatad nang babai
his sister
99 (6) ing atchi ku/mu/na
my/your/her older sister
(7) ing koya ku/mu/na
my/your/his older brother
(8) ing wali ku/mu/na
my/your/his younger brother/sister
(9) ing bapa ku/mu/na
3.2
my/your/his uncle
(10) ing dara ku/mu/na
my/your/his aunt
(11) ing ingkong ku/mu/na
my/your/his grandfather
(12) ing apu ku/mu/na
my/your/his grandmother
Identification Drill (Using the family picture, Sj^ identifies three figures (1) my , and (3) his/her another three, etc.
, (2) your Then S2 identifies
Do not repeat figures.)
Model: S,: (pointing to the various figures) Ini i tata ku. . Ini i ima mu. Ini ing ingkong na. S2= Ini ing kapatad kung lalaki. Ini ing kapatad mung babai. Ini ing wali na. 3.3
Response Drill (T asks 'Where were you born?' in Kapampangan and S responds factually.)
100 Model: T: Nukarin ka mibait? S: Mibait ku king
Where were you born? I was born in Hawaii.
Hawai. 3.4
Response Drill (S^ asks 'Where was your (family member) born?' in Kapampangan and S2 responds factually.
Do not repeat family members.)
Model: Sj_: Nu ya karin mibait (i tata mu)? S2S I tata mu mibait ya king Kalipornya. 3.5
Response Drill (S^ asks yes/no question about the place his/her (family member) was born
and S2
gives the full negative response.) Model: S^: Mibait la reng pengari na king New York? S2: Ali.
E la mibait karin.
Mibait la king
Hawai. 4
SITUATIONAL DIALOGUE [Dialogue between Miss Dizon (D) and Pedro
(P)]
bait
birth
[word base]
mi-
[verbal prefix, involuntary
mibait
was born
mu
your
karir
there
stative]
[locative
pronoun]
101 pengari
parents
ku
my
kapatad
sibling, brother and sister
nu ya karin
[= nukarin ya]
na
his/her
peru
but
babai
woman, girl
lalaki
man, boy
D: Nukarin ka mibait?
Where were you born?
P: Mibait ku pu king
I was born in Hawaii, ma'am.
Hawai.
Nukarin ko
Where were you born, ma'am?
pu mibait? D: King Menila.
Mibait
In Manila.
Were your mother
la naman i Ima mu
and father born in Hawaii,
ampo i Tata mu king
too?
Hawai? P: Ali, e la pu mibait karin.
Deng pengari
ku mibait la king
No, they were not born there, ma'am.
They were born in
the Philippines.
Pilipinas. D: 0 makanian!
Nukarin
king Pilipinas? P: King San Pernando, Pampanga.
Oh, is that so!
Where in
the Philippines? In San Fernando, Pampanga.
102 D: Anta reng kapatad mu?
What about your brothers and sisters? My brothers and sisters
F: Deng kapatad ku mibait la naman king
were born in Hawaii.
Hawai.
Just like me.
Antl mu aku.
D: Balu mu nung nu ya karin mibait i Juan
Do you know where Juan Smith was born?
Smith? P: Wa.
Yes.
King Hapon.
In Japan.
His
Ing kapatad nang
brother, Robert, was born
lalaki i Roberto
there, too.
mibait ya naman
ters were born in America.
karin.
But his sis-
Peru reng
kapatad nang babai mibait la king Amerika. D: 0 makanian! 5 5.1
DRILL
Oh, is that so!
II
Dialogue Recitation Drill (Students repeat dialogue, (1) between T-S and S-T, (2) between S-S, then (3) between S^ and S2>
The primary objective is to
learn dialogue content through repetition rather than memorize dialogue itself.)
103 5.2
Comprehension based
Drill
on Dialogue
(T a s k s
4 and i
(2) N u k a r i n y a m i b a i t
i Miss
ampo
and father) (4) N u k a r i n (5) M i b a i t
la mibait ya
i Juan
nang 5.3
Drill
in K a p a m p a n g a n S2 a s k s
(2) W a s M i s s
based
and
(!) W h e r e w a s
nang
Pedro?
Hawai?
Roberto?
babai mibait
la n a m a n
la k a r i n m i b a i t
S3
Pedro
(S^ a s k s
responds,
deng
karin?
pengari
following 4 and
S2
questions responds.
etc.)
born?
Dizon born
Pedro's
the
on Dialogue
(3) W h e r e w e r e P e d r o ' s (4) W e r e
mother
karin?
Smith king i
(Pedro's
Juan?
Comprehension
Then
nu
Pedro
reng kapatad
kapatad nang
(8) B a l u m u n u n g
Dizon?
la n a m a n
(6) N u y a k a r i n m i b a i t (7) D e n g
Pedro?
i Tata nang
mibait
questions
S^ r e s p o n d s . )
(1) N u k a r i n y a m i b a i t
(3) I I m a n a
comprehension
in H a w a i i , parents
sisters
too?
born?
and brothers
born
there,
too? (5) W a s
John
brother
Smith born
in H a w a i i
like
Robert?
(6) D o y o u k n o w w h e r e h i s (7) W h a t
just
(nationality)
sisters were
are his
sisters?
born?
his
104
5.4
Narration Drill (S restates the dialogue in narrative form, including all information given.)
5.5
Dialogue Drill (S-^ and S2 conduct dialogue modelled after the Situational Dialogue 4.)
6 6.1
STRUCTURAL AND CULTURAL NOTES Note the change in order of the verb and the location phrase or its interrogative substitute between a statement and a question.
All interrogatives occur
utterance initially followed immediately by the subject pronoun (though the third person singular pronoun is often dropped in an expanded as in Ninu ing mestra?
construction,
'Who is the teacher?' but
Ninu ya? 'Who is she?'). (1) Mibalt ku king New York. 2 1 (2) Nukarin ka mibait? 2 1 6.2
The possessive pronouns occur immediately after the thing possessed, as in the following: (1) ing pengari mu
your parents
(2) ing kapatad ku
my brother (or sister)
(3) ing libru na
his book or her book
When the thing possessed is a compound—i.e. two nouns linked with the linking particle, then the
105 possessive of
the
linked
linker (1)
pronoun
and
ing
6.3
Note
of
kung
the
by
lalaki
(= i n g
the order
of
case phrases
is n o t
restricted,
as w i l l
limitations
(1) M i b a i t
ya
(2) M i b a i t
ya king
speaking father,
proper
of
names.
particle
noun
case other
w h e n ji m a y
be
i Juan king
one's
Hence,
a
particle kinship
occur with
any
rather Ing
are
(2)
i Tata ku
my
(3)
ing
his
than
the
as noun
common
occurs
in direct
these
your
used
mother
the p r o p e r
generally
except of
else's
often
cases,
i Ima m u
na
there
such
Juan.
are
(1)
kapatad
of
king
later.
someone
in such
terms,
though
i
terms
ing.
order
and
California.
own or
i^ c o - o c c u r s
i Juan
the
seen
California
the kinship
case
all
first
appropriate
kapatad
the p h r a s e s
Generally,
and
the
ku)
fixed.
When
the
after
items.
is n o t
some
6.4
immediately
followed
rest
kapatad
that
Hapon
items
the
lalaki
comes
with
address
terms.
mother
father brothers
and
sisters
106 6.5
In Kapampangan the possessive pronoun is generally repeated in a compound phrase, which in English is not. (1) i Ima mu ampo i
your mother and father
Tata mu 6.6
The English equivalent for kapatad is sibling.
In
context it may mean brother or sister, or brothers and sisters in the plural.
When the context is
ambiguous, the full form of brother or sister is used, as follows: (!) kapatad a lalaki
brother [sibling boy]
(2) kapatad a babai
sister [sibling girl]
The a like n£ is a linking particle, the function of which is to link two closely related items (cf. Les. 1).
The linking particles n£ and a are
variant forms, and the occurrence of either is phonologically conditioned—i.e., the ng occurs after vowels and a, after consonants. When phrases such as kapatad a lalaki or kapatad a babai are possessed, the possessive pronoun occurs in the position following the first of the two linked items, kapatad, which causes a change in the phonological environment of the particle, thus causing the change of the linking particle from a to ng.
107
(1) Kapatad a lalaki (2) Kapatad kung lalaki 6.7
Appositive constructions generally occur as attributive constructions linked by the particle n£ or a. For example: (!) Mibait ya ing kapatad kung Roberto king Hawai. 'My brother, (who is) Robert, was born in Hawaii.' However, the appositive may occur with the topic case particle, as in the following. (1) Mibait ya ing kapatad ku, i Roberto, king Hawai. 'My brother, Robert, was born in Hawaii.'
VOCABULARY babai
woman, girl
bait
birth
kapatad
sibling; brother, sister
kapatad a lalaki
brother
kapatad a babai
sister
karin
there
ku
my [possessive pron.]
lalaki
man, boy
mi-
[verbal prefix, involuntary
[word base]
stative]
108 mibait
was
born
mu
your
na
his/her
pengari
parents
perú
but
[poss.
pron.]
[poss.
pron.]
Lesson 14 "Dinatang ku ketang Junio." 1
STRUCTURAL CONTENT
1.1 1.1.1
Statement Verbal predicate clause, intransitive verb pred. (1) Dinatang ku ketang
I came in June.
Junio. (2) Tuknang ku keti
1.2
I'm going to stay here
anggang Deciembre
until December of
ning banwang tutuki
next year.
WH- Question (1) Kapilan ka pa dina-
When did you come here?
tang keni? (2) Anggang kapilan ka tuknang keti?
How long (until when) are you going to stay here?
Anggang kapilan ka keni king Pilipinas?
How long (until when) are you going to be here in the Philippines?
Angga ka kapilan keni? 1.3
How long (until when) are you going to be here?
Names of the months (1) Enero
January
(2) Febrero
February
(3) Marso
March 109
110
2
(4) Abril
April
(5) Mayo
May
(6) Junio
June
(7) Julio
July
(8) Agusto
August
(9) Septiembre
September
(10) Octobre
October
(11) Noviembre
November
(12) Deciembre
December
CONVERSATIONAL CONTEXT
2.1
WH- Question and Answer
2.1.1
Q: Kapilan ka pa
When did you come here?
dinatang keni? A: Dinatang ku ketang
I came here last May.
Mayo.
2.1.2
Q: Anggang kapilan ka tuknang keti? A: Tuknang ku keti anggang pa banwa.
2.1.3
Q: Anggang kapilan ka keni king Pilipinas? A: Anggang Deciembre ning banwang tutuki.
How long are you going to stay here? I'm going to stay here (until) for a year. How long are you going to be here in the Philippines? Until December of next year.
Ill
2.1.4
Q: Angga ka kapilan ketl?
be here?
A: Slguru pa bulan. 3 3.1
DRILL
How long are you going to
Maybe for a month.
I
Recitation Drill (Using conversational format, S repeats recitation of 2.1.1-4 conversations until memorized.)
3.2
Rote Memorization Drill (Using calendar or printed cards in English as cues, T drills on memorization of the names of the months.) Model: T: (pointing to month of January) Enero S: Enero
3.3
Response Drill (A: T asks the following
three
questions in fandom order and S responds in unison, then individually. (1) Nanu ing lagiu na ning bulan iti? 'What is the name of this month?' (2) Nanung bulan ya ing tutuki king
(Febrero)?
'What month follows February?' (3) Nanung bulan ya ing mumuna king 'What month comes before March?'
(Marso)?
112
Model: T:
Nanu ing lagiu na ning bulan iti? (pointing to February)
Sj_: Febrero Model: T:
Nanung bulan ya ing tutuki king Febrero?
S2: Enero Model: T:
Nanung bulan ya ing mumuna king Marso?
S3: 3.4
Febrero
Response Drill (A: "Using response cues T asks the question 'When did you come here?' and S^ responds 'I came in (X month) of last year.'
B: Repeat
drill between S-S.) Model: T:
Kapilan ka pa dinatang keni?
(April)
S^: Dinatang ku ketang Abril ning banwang milabasan. 3.5
Response Drill (A: T asks the question 'How long are you going to stay/be here?' using =.ny of the question constructions in section B, and S responds 'I'm going to stay/be here until (X month) of this/ next year.'
The response of 'this or next year'
will be relative to the actual month class is in session. Model: T:
B: Repeat drill between S-S.) Anggang kapilan ka tuknang keti?
S^: Tuknang ku keti anggang Deciembre ning banwang iti.
113
h
SITUATIONAL DIALOGUES [Dialogue between John (J), a newcomer, and Pedro (P), one of his friends] kapilan
when
-in-
[verbal affix, past active]
datang
come
dinatang
came
ketang
in (past), last [locational adverb, temporal past]
Mayo
May
at
and
pa
just
keni
here
[locational
adverb, spatial] bulan
month
milabasan
past
tuknang
going to stay
tinuknang
stayed
pa
for (the duration of) [adj unct]
pa bulan
for a month
angga
until, up to
114
here
keti
[locational
adverb, spatial] banwa
year
u
or
Agusto
Augus t
ning
of
[relational
particle] tutuki
next, following
pala
[adjunct registering surprise or delight at receipt of new information]
P: Kapllan ka dinatang king Pilipinas?
When did you come to the Philippines?
J: Dinatang ku ketang Mayo. I came in May. P: At, kapilan ka pa dinatang keni king Dolores? J: Ketang bulan a milabasan.
Pabulan kung
tinuknang king Menila. P: Anggang kapilan ka tuknang keti? J: Siguru pabanwa u siguru
And, when did you (just) come here to Dolores? (In) last month.
I
stayed in Manila for a month. Until when are you going to stay here? Maybe for a year, or
anggang Deciembre ning
maybe until December
banwang tutuki.
of next year.
115 F: A n a k a n i a n .
Kasanting
Oh,
is
that
so.
How
nice!
pala. 5 5.1
DRILL
II
Recitation repeats
5.2
Drill
(Using
recitation
Comprehension Dialogue
S
4.)
questions
kapilan ya dinatang
(2) K a p i l a n y a
dinatang
(3) N u k a r i n y a
tinuknang
based
on
king
Pilipinas
king
Pilipinas
ania
(when)
i
Juan?
dinatang
ya
Pilipinas?
(4) A n g g a n g
kapilan ya
(5) A n g g a n g
nanung
tinuknang
king
(7) N a n u n g
dinatang
(8) T u k n a n g (9) N a n u n g
bulan ya
ing
ya keta anggang bulan ya ngeni
Comprehension
Drill
on dialogué
(!) D i d P e d r o
come
(2) W h e n
did Juan
(3) W h e n
did he
karin?
bulan?
(6) K a p i l a n y a d i n a t a n g
pangan
S
Pedro?
king
5.3
(T a s k s
format,
responds.)
(1) B a l u m u n u n g i
of D i a l o g u e
Drill
4 and
conversational
Dolores
to
come
na king
S2
to
to
Dolores?
king? questions
in
Kapam-
responds.)
the P h i l i p p i n e s
come
Juan?
pabulan?
(S^ a s k s 4 and
i
the
with
Philippines?
Dolores?
Juan?
116 (4) In what month? (5) Where did he stay for a month? (6) How long is he going to stay in Dolores? 5.4
Narration Drill (S restates the dialogue 4 into narrative form.)
5.5
Dialogue Drill (Sj_, assuming role of visitor to Pampanga and S2 that of host, hold conversation modelled after dialogue 4.
Discussion may include
mutual friends' arrivals, forthcoming trips, etc. Additional useful vocabulary: minta 6 6.1
munta 'is going',
'went'.)
STRUCTURAL AND CULTURAL NOTES King and ketang are case particles which denote time of an action.
King indicates the time when
an action will take place and ketang, time of an action which has already taken place.
Thus, king
is the non-past form and ketang, the past. It has been noted that the particle king designates multiple semantic functions (Les. 12).
The
following are examples of king marking locationin-space (cf. Les. 10, 12 and 13). (1) Mestro ku king Inglis.
[subject as location]
(2) Mibait ku king New York.
[place as location]
117 Examples special are
as
illustrating
past
form ketang
ya king
'He w i l l
come
(2) D i n a t a n g 'He
and
its
location-in-time
came
in
markers
to
or
it
occurs
as
(2) b a n w a n g
tutuki
(3) b a n w a n g
milabasan
form
June.'
'next'
iti
~ banwa
'this'
'this',
follows:
~ banwa
optional
iti
in
Mayo.
is m o d i f i e d by
iti
the
Junio.
the P h i l i p p i n e s
(1) b a n w a n g
Note
king
May.'
'year'
'last',
Pilipinas
ya ketang
When banwa
the
as
of k i n g
follows:
(1) D a t a n g
6.2
the u s e
tutuki
~ banwa milabasan occurrence
instead
of
of
the
ini
this
year
next
year
last
year
linker
'this'
ng
(cf.
and
Les.
5). The
semantic
appears
to b e
relationships erality
or
The
first
designated
and
the
specificity
spatial
which
closer
is
closer
designate
to
between
two-fold.
denoting is
difference
of
the
spatial
the h e a r e r
speaker.
is
relationships
in
ini
the in
spatial
the
referred
iti
and
Thus,
and
second
location
relationships, to
iti
to.
r e f e r s - to
ini, iti
which
'this'
and are
genIn
'this' which
ini relative
118 to speaker-hearer positions.
In reference to area
-ti (iti) appears to denote a general area, while -nl, a specific area. In temporal relationships it appears that the psychological orientation of the speaker to temporal space governs the usage of iti or ini.
If a time
word is thought to represent a wide span of time, iti is used. is used.
If shorter or more specific, then ini
The occurrence of only iti in some idio-
lects may be accounted for by the consideration by such speakers of all temporal spaces as spans as opposed to a specific point in time, given as an o'clock reading. The modifiers iti/ini, tutuki and milabasan also occur with bulan 'month' and dumingu 'week'." With the exception of milabasan they also occur with aldo but with special meanings. (1) bulan a iti ~ bulan iti
For example: this month
bulan a tutuki ~ bulan tutuki
next month
bulan a milabasan ~ bulan
last month
milabasan (2) dumingung iti ~ dumingu iti dumingung tutuki ~ dumingu tutuki
this week next week
119 dumingung
milabasan
~ dumlngu
last
week
milabasan (3) a l d o n g
lti/ini
aldong
~ aldo
lt±
ngeni
today
tutuki
the
day
'X 6.3
In asking the verb
'how
long
tuknang
(1) A n g g a n g tuknang (2) A n g g a n g
one
Is s t a y i n g
'going
to s t a y ' m a y
kapilan ka
How
keni?
How
kenl?
How
kenl?
than
following,
6.4
Keti
dimensions
relationships (2) g e n e r a l i t y first
sense
the hearer, speaker.
angga
and keni as
occurs
kapilan
after
'here'
'you'
place1 omitted.
are y o u here? are y o u
are you
going
going
here?
preceding,
'when',
going
the
rather
linker
ng
does
'until'. 'here'
have
the s a m e
ini.
They
designate
iti and in terms
of
denotes
and keni,
In reference
of
spatial
location.
'here' w h i c h
'here' w h i c h to
semantic
(1) s p e a k e r - h e a r e r ,
or s p e c i f i c i t y
keti
be
day'
here?
long
to b e
that w h e n ka
occur
long
to b e
(3) A n g g a k a k a p i l a n
not
long
to s t a y
kapilan ka
Note
at a
after
is
is
and
In
closer
closer
the s e c o n d m e a n i n g
to
the to the
keti
20
refers to a general, wider area as location and keni to one more specifically where the speaker is located. The distinctions reflect psychological differentiations, and, therefore, vary from speaker to speaker and from instance to instance. VOCABULARY Abril
April
Agusto
August
angga
until, up to
at
and
banwa
year
bulan
month
datang
come
Deciembre
December
dinatang
came
Enero
January
Febrero
February
-in-
[verbal affix, past active]
Julio
July
Junio
June
kapilan
when
keni
here [locational adverb, spatial]
121 ketang
in
(past),
adverb, keti
here
last
[locational
temporal
[locational
past] adverb
spatial] Marso
March
Mayo
May
milabasan
past
ning
of
Noviembre
November
Octobre
October
pa
just
pa
for
[relational
Cthe
particle]
duration
of)
[ad j u n c t ] pa
bulan
pala
for a
month
[adjunct prise
registering
or
of new
delight
at
information]
Septiembre
September
tlnuknang
stayed
tuknang
going
to
tutukl
next,
following
stay
surreceipt
Lesson 15 "Makatuknang ku kang Juan Ruiz." 1
STRUCTURAL CONTENT
1.1
Verbal predicate clause
(continued)
Makatuknang ku kang Juan. I live with Juan. 1.2
WH- Question Kaninu ka makatuknang?
1.3 1.3.1
1.3.2
1.4
With whom do you live?
Locative case particle Particles marking personal proper noun as location (1) kang
[singular]
(2) kari
[plural]
Particles marking
personal common nouns as location
(1) king
[singular]
(2) kareng
[plural]
King case pronouns — locative, referent, benefactive (1) kanaku
~ kaku
with/to/for me
(2) keka
with/to/for you
(3) kaya
with/to/for him/her
(4) kekata
with/to/for us [dual]
(5) kekatamu
with/to/for us
(6) kekami ~ keka
with/to/for us [exclusive]
(7) kekayu ~ keko
with/to/for you
(8) karela
with/to/for them
122
[inclusive]
123 2
CONVERSATIONAL
2.1 2.1.1
CONTEXT
WH- Question Q:
and
Answer
Nukarln ka makatuk-
W h e r e do y o u
live?
nang? A: Makatuknang
ku
I live
king barrio
In the
barrio
Dolores.
Dolores. 2.1.2
Q:
Nukarln ya maka-
Where
does he
live?
tuknang? A: Makatuknang kareng 2.1.3
ya
pengarl
He
lives with
his
parents,
na.
Q: N u k a r l n k a y u m a k a -
Where
do y o u
live?
tuknang? A: M a k a t u k n a n g kang 2.1.4
Q:
Juan
Nukarln
kami
We
live with Juan
Ruiz,
Ruiz.
la m a k a -
Where
do
they
live?
tuknang? A:. M a k a t u k n a n g Mr.
ampo
la karl
1 Mrs.
They Mrs.
l i v e w i t h Mr-,
and
Melendez.
Melendez. 2.1.5
Q:
Nukarln ya makatuknang
1
Juan?
Where
does
Juan
live?
124 A: Makatuknang ya kari ingkong na. 2.1.6
Q: Kaninu la makatuknang i Pedro
He lives with his Grandparents. With whom do Pedro and Carlos live?
ampong Carlos? A: Makatuknang la kari Juan. 2.2 2.2.1
Q: Makatuknang ku
A: Wa.
Makatuknang
Q: Makatuknang ya keketa? A: Ali ya.
Makatuk-
Q: Makatuknang kami kekayu? Makatuknang
kayu kekami. 2.2.4
Q: Makatuknang tamu kaya?
Yes, you are going to stay with me. Is he going to stay with us [you and me]?
nang ya karela.
A: Wa.
Am 1 going to stay with you?
ka kanaku.
2.2.3
his family.
Yes/No Question and Answer
keka?
2.2.2
They live with Juan and
No, he's not.
He's going
to stay with them. Are we going to stay with you? Yes, you are going to stay with us. Are we going to stay with him?
125 A: Wa.
Makatuknang
Yes, we
tamu kaya. 2.2.5
with
Q: M a k a t u k n a n g
kata
A:
Ali.
3.1
DRILL
Makatuknang
going
No, we
are
stay
to s t a y
with
not going
stay w i t h
to
them.
I
Rote Memorization the printed drills With
to
them?
kata karela. 3
going
him.
Are we
karela?
are
on
or
the
kinship
Model:
T:
Drill
(Using
spoken word acquisition
terms
(picture
use of
either
in English of k i n g
case
the p o s s e s s i v e
a picture, as
cue,
phrases. ku.)
parents)
kareng
pengari
ku
S: k a r e n g
pengari
ku
T
(1)
(father)
kang
Tata
ku
(2)
(mother)
kang
Ima
(3)
(parents)
kareng
(4)
(uncle)
kang
bapa
ku
(5)
(aunt)
kang
dara
ku
(6)
(grandfather)
kang
ingkong ku
(7)
(grandmother)
kang
apu
(8)
(grandparents)
kari
ingkong ku
(9)
(cousins)
kareng
ku
pengari
ku
pisan ku
ku
or
126
(10) (friends)
kareng kaluguran ku
(11) (Mr. and Mrs.
kari Mr. ampo i Mrs
Lopez) (12) (Carlos and his
Lopez kari Carlos
family)
3.2
(13) (house)
king bale ku
(14) (teacher)
king mestro ku
(15) (students)
kareng estudyante
(16) (the Ruizes)
kari Mr. Ruiz
(17) (school)
king eskuela
(18) (Dolores)
king barrio Dolores
(19) (Hawaii)
king Hawai
Response Drill (X, showing a picture or word cue, asks the question Nukarin ka makatuknang?, and S^ responds according to the cue.) Model: T: (friends) Nukarln ka makatuknang? S: Makatuknang ku kareng kaluguran ku.
3.3
Response Drill (Using singular as well as plural pronouns, including the expansions of ¿a and la, and any of the king case phrases learned in drill 3.1, S^ asks a yes/no question to which S2 responds. Elicit (1) yes responses, (2) no responses, and
127 (3) mixed responses, using cues for (2) and responses.
Do not repeat pronouns
(3)
or king
phrases.) Model: S^:
(grandparents) Makatuknang ya kareng pengari na i Juan? All.
3.4
Makatuknang ya kari ingkong na.
Rote Memorization Drill (Giving cues by pointing to the corresponding people, T drills on acquisition of the king case pronouns.) Model: T: (pointing to self) kanaku S: (pointing to self) kanaku
3.5
Statement Drill (Using the following English as cue, S makes a statement stating who is going to live with whom.) Model:
(I with you) S^: Makatuknang ku keka. (you with me) S2: Makatuknang ka kaku.
(1) I with you (2) you with me (3) he with me
128 (4) y o u w i t h (5) h e w i t h (6)
I with
(7) w e (8)
us
Statement
living with
Drill
(S^ m a k e s
t h e n S2 a b o u t
ka
kaya.
S3: M a k a t u k n a n g
ya
kaku.
(4) I w i t h
etc. you him me him
(5) h e w i t h
you
(6) y o u w i t h
(11)
[inclusive]
S2: M a k a t u k n a n g
(3) h e w i t h
me
[excl] w i t h y o u [plur] w i t h
they w i t h
(10) w e
them
keka.
(2) y o u w i t h
(8) y o u
with
ku
(1) I w i t h
(7) w e
B,
[exclusive]
Sj_: M a k a t u k n a n g
S4:
(9)
[plural]
[inclusive]
Model:
them
[pi] w i t h u s
they w i t h
Chain A
him
they w i t h y o u
(10) w e
3.6
you
[dual] w i t h
(9) y o u
(11)
him
us
they w i t h
us
them
[dual]
[dual] w i t h
[plur]
them
[incl]
a statement B living with
about C,
etc.)
129 (12) we [incl] with them (13) they with us [dual] 3.7
Response Drill (T asks yes/no question using king case pronouns Makatuknang
(ka) (kaku)?, varying
the subject pronouns also; then gives answer cue of wa 'yes* or ali 'no', and S responds accordingly with a fictional but appropriate response.) Model: T: Makatuknang ka kaya? (ali) S: Ali. 3.8
Makatuknang ku keka.
Response Drill (S^ asks Kanina (ka) makatuknang? varying the subject pronouns to which
responds
with a king pronoun answer.) 4 4.1
SITUATIONAL DIALOGUE [Dialogue between teacher (T) and John (J)] maka-
[verbal prefix, stative]
tuknang
stop; live, stay with
makatuknang
live, stay with
kang
[king case particle; locative, marking sing, personal proper noun as location]
130 barrio
village
Dolores
[name
of
kareng
[king
case
a
locative ral
barrio] particle, marking
common noun
pluas
location] [king
kari
case
locative
particle, marking
ral personal noun T: N u k a r i n k a
makatuk-
Where
as
do y o u
plu-
proper
location] live?
nang? J: M a k a t u k n a n g kang
Carlos
T: N u k a r i n y a nang J:
ku
1
pu
I live w i t h
Lopez.
Lopez. makatuk-
Where
does
Carlos
live?
Carlos? He
Makatuknang
ya
king barrio
Dolores.
T: M a k a t u k n a n g Carlos
Carlos
pu
ya
kareng
1
lives
barrio
Dolores. Does
pengarl
in the
Carlos
live w i t h
his
parents?
na? J: All.
Makatuknang
kari
ingkong
ampo
i Mrs.
na
ya
Mr.
Lopez.
No.
He
lives with
grandparents Lopez.
Mr.
his and
Mrs.
131 4.2
[A group of students are housed with different families while on a tour of the province, and Mr. Ortiz (0) is checking the housing arrangements with the students (S), Maria (M), John (J) and Pedro
(P).]
mi-
[verb affix, stative]
aliwa
other
mialiwa
different
pamilia
family
kaninu
with whom, whose
keka
with you
kanaku
with me
bale
house
eskuela
school
bale
matter
ala
none, not at all
0: Makat-uknang kayu ngan
Are you all staying with
kareng mialiwang pami-
different families in
lia king barrio?
the barrio?
S: 0 pu.
Yes, sir.
0: Maria ampo Ermie,
Maria and Ermie, with
kaninu kayu makatuknang?
whom are you staying?
132 M: Makatuknang kari Mr.
kami
ampong
We
pu
are
staying with
and Mrs.
Mrs.
Mr.
Melendez.
Melendez. 0:
I Juan
ampo
makatuknang kari Mr. J:
0
i la
Are John
David naran
with
the
staying
Ruizes?
Ruiz?
pu.
Yes,
0: P e d r o ,
and David
ika?
P : Makatuknang
sir.
[and] you, ku
pu
I'm
Pedro?
staying
with
you.
keka. 0 : Ha.
Makatuknang
kanaku peru e makatuknang
Yes.
ka
tamu
king
You're
me but we are
not
at my h o u s e .
We
bale
ku.
Makatuk-
staying
nang
tamu
king
hope you
E
doesn't
eskuela.
bale
staying
at
the
staying are
school.
don't mind matter
with
to
[it
you]?
keka? P: Alang
bale pu
ita.
No,
I don't mind
it
doesn't matter], 5 5.1
DRILL
5.2
sir.
II
Recitation 4.1
[that
and
Drill
4.2
(S r e p e a t s
recitation
for m e m o r i z a t i o n
Comprehension
Drill
dialogues
and
4.1
(T a s k s
4.2,
and
of
dialogues
content.)
questions S
of
based
responds.)
on
I
133 Questions on 4.1 dialogue (1) Makatuknang ya 1 Juan kareng pengari na? (2) Makatuknang ya 1 Juan king kaluguran
(friend)
na. (3) Ninu ing kaluguran na? (4) Nukarin ya makatuknang i Carlos? (5) Kaninu ya makatuknang? (6) Di Mr. ampo i Mrs. Lopez, deng pengari na? Questions on 4.2 dialogue (1) Deng estudyante kaninu la makatuknang? (2) Di Maria ampong Ermie nukarin la makatuknang? (3) Anta ri Juan ampo i David? (4) Ninu ing makatuknang kang Mr. Ortiz? (5) Nukarin la makatuknang? 5.3
Comprehension Drill (S^ asks questions on dialogue 4.1 and 4.2 and S2 responds.
The following are
sample questions.) Questions on Dialogue 4.1 (1) Where does John live? (2) Is Carlos Lopez the teacher? (3) Where does Carlos live? (4) Does Carlos live with his parents?
134 (5) W h o are his
grandparents?
(6) W h e r e
do his g r a n d p a r e n t s
Questions
on D i a l o g u e
(1) Are the s t u d e n t s
live?
4.2 staying
at a s c h o o l
in
the
barrio? (2) W h o are staying
(4) W h e r e
staying?
is M r . O r t i z
is staying w i t h
Narration
Drill
6.1
form.)
Dialogue Drill
(S^ and
between
singular
S2 hold
(cf. L e s .
case p a r t i c l e s
school?
4.1 and
dialogues
12).
designate
the s e m a n t i c
the same
4.2
similar
distinction
n u m b e r and
as do the ing
topic of an u t t e r a n c e ,
denote
too?
NOTES
and p l u r a l
personal proper noun
of
at the
dialogues
case particles make
particles
them
4.2.)
STRUCTURAL AND CULTURAL The king
to stay
(S r e s t a t e s
into n a r r a t i v e
with
him?
it b o t h e r Pedro
to 4.1 and 6
Melendezes?
staying
(6) Does
5.5
the
(3) Are John and D a v i d
(5) Who
5.4
with
common
or topic
However, where
the king
functions
case
case
the
the one s e m a n t i c
and
ing
function
particles
of l o c a t i o n ,
referent
135 or b e n e f a c t o r . is
that
of
The usage
common nouns,
or ingkong
designated
as
the
may
be
as
either
treated
(1) M a k a t u k n a n g
locations common
ya kareng
'He l i v e s w i t h (2) M a k a t u k n a n g
his
(2) k a r i
ingkong
ya kari
indicates
as a p r o p e r
that
name
than a common kinship
A singular may
also
stand
'X a n d h i s E.g.
group
the
common
to
Juan.
or
proper.
they
na.
na.
the speaker
regards
people)
rather
common noun or proper
friends,
meaning
na.
Grandparents.'
ya kari Juan
ingkong
the
noun
etc.)'.
ingkong
Juan. and his
of p l u r a l i t y
term
an action,
ingkong
ya kari
'He l i v e s w i t h
to
of
pengari
(of t w o
(family,
(2) M a k a t u k n a n g
the m e a n i n g
grandparents'
a plural noun with
(1) M a k a t u k n a n g
pengari
term.
personal for
as
Grandparents.
'He l i v e s w i t h h i s
Here
lesson
parents.'
'He l i v e s w i t h h i s In
such
'grandfather,
are
E.g.
in this
location.
When personal 'parents'
Introduced
and
family.'
and proper that of
is
added
plurality
36
Thus, case particles not only designate the semantic function but specify also the number and class (whether common or proper) of the noun following. ,2
As denoted by the classifier term king, the king case pronouns are substitute pronouns for persons designated as location, referent or benefactor. In this lesson they are introduced as locative substitutes.
This set also displays the same
trichotomy of first person plural pronouns discussed earlier (cf. Les. 11).
In colloquial
speech the alternant or shorter forms occur more frequently. VOCABULARY ala
none,
bale
house
bale
matter
barrio
barrio
Dolores
[name
eskuela
s chool
kaku
[short
kaluguran
friend
kanaku
with/t pron., location]
137
with [king case particle, location, sing., pers. proper noun] with whom, whose with/to/for them [king case pron., location] with [king case particle, location, plur. pers. common noun] with [king case particle, location, plur. pers. proper noun] with/to/for him [king case pron., location] with/to/for him [king case pron., location] [short form of kekami] with/to/for us (excl) [king case pron., location] with/to/for us (dual) [king case pron., location] with/to/for us (incl) [king case pron., location] [short form of kekayu]
138 maka-
[verbal prefix, stative]
makatuknang
is living, live, stay with
mialiwa
different
pamilia
family
pisan
cousin
tuknang
stop; live, stay with
Lesson 16 "Mable la pa reng pengari ku." 1
STRUCTURAL CONTENT
1.1
Verbal predicate clause
1.1.1
(continued)
Mabie la pa reng
My parents are still
pengari ku. 1.1.2
living.
Atin ku pang pengari,
My parents are still living.
(lit. I still
have parents.) 1.2
Adjunct
1.3
2
(1) pa
still, yet
(2) mu
only, just, even
Pronoun-adjunct portmanteau substitute (1) no ~ nu
already they [= na + la]
(2) ne
already he/she [= na + ya]
CONVERSATIONAL CONTEXT
2.1
Yes/No Question and Answer
2.1.1
Q: Mabie la pa reng pengari mu? As Wa.
living?
Mabie la pa
reng pengari ku. 2.1.2
Are your parents still
Q: Mable la pa reng pengari mu?
Yes, my parents are still living. Are your parents still living?
139
Ali.
E la mabie
retig pengari ku. Mabie la pa reng pengari mu? Ing tatang ku mabie
No, my parents are not living. Are your parents
still
living? (Only) my father is
ya mu peru i ima
[still] living, but my
ku mete neng
mother died
malambat.
a long time ago.
Atin ka pang pengari?
(Do you still have parents?)
Are your par-
ents still Wa.
Atin ku pang
pengari.
Yes,
pengari?
ents) my parents
are
living.
(Do you still have parents?) still
Wa, atin ku pa.
living?
(I still have par-
still Atin ka pang
(already)
Yes,
Are your
parents
living?
(I still have) they
are. Atin ka pang pengari?
(Do you still have parents?) still
Are your living?
parents
141 A:
Ala
na
kung
pengari.
(I h a v e
no
ready.)
DRILL 1
2
No,
al-
they're
not.
2.1-6
until
I
Recitation
Drill
(S r e p e a t
memorized,
using
the
of
parents
T-S,
S-T,
Response la...?
S-S,
Drill
or A t i n
various
S^
asks
ka...?
factually.
gives
response
conversational
format
S1-S2.)
(A:
ponds
conversation
B:
cue
yes/no
about S^
the
asks
of w a
or
question
parents
same ali,
Mabie
and
S2
questions, and
S£
res-
then
responds
accordingly.)
3
Statement Les. is
Drill
1 and
still
Model:
5 as
T:
ka...?
Mabie
either
Drill
about
response.
terms
cue,
S makes
statement
and
learned
in
that
'X
(uncle)
bapa
Response
kinship
living.1)
S^:
4
(T g i v e s
ya
pa
ing
My
ku.
Then
a factual
S^ or
is
still
living.
(S-^ a s k s
a kin
uncle
X,
Mabie
and
asks
l a / y a . . . ? or
S2 g i v e s
where
fictional
X
an
lives,
Atin
affirmative and
response.)
S2
gives
142 Model:
S^: M a b i e y a p a apu S2: Wa.
ing
Is y o u r still
mu? Mabie
ya
Yes,
grandmother living?
she's
still
living.
pa. S^: N u k a r i n
Where
ya
is
she
living?
makatuknang? S2: M a k a t u k n a n g king SITUATIONAL
ya
She
is
living
in
Japan.
Hapon.
DIALOGUE
[Dialogue between
Carlos
(C)
and John
(J)]
atin
have
pa
still
pang
[= p a +
ngeni
now
-an
[verbal
ng]
suffix,
location] tuknangan
place
of
stay
man-
[verbal prefix, tributive
or
dis-
repeti-
tive] manuknangan
[= m a n +
tuknang
an] only mung
[= m u +
ng]
+
143
Hang
[= ila + ing]
tala-
member of the set..., in the ranks of... spouse; husband or wife
talasawa
[= tala + asawa] already they [= na + la]
at
and
aliwang
another [= aliwa + ng]
lugar
place
tatang
Daddy
1a-
[descriptive prefix]
bie
life
maki
alive
mete
died, is dead
ne
already he/she [= na + ya]
neng
[= ne + ng]
malambat
a long time ago
pag-
[verbal prefix, instrumental ]
ka-...-an
[nominal affix]
144
lungkut
sad
pagkalungkutan
saddens, causes great sadness
C: Atin ka pang pengari?
Are your parents still living?
J: Ha, atin ku pa.
Yes, they are.
C: Nukarin la makatuknang
Where are they living now?
ngeni? J: Manuknangan ia king Kalipornya.
California.
C: Ing pamilya yu karin langan makatuknang? J: All.
They are living in
Deng mung pengari
Do [the rest of] your family live there? No, just my parents live
ku ilang makatuknang
in California.
king Kalipornya.
and sister are married and
Deng
My brother
kapatad ku talasawa
live elsewhere (in another
nungan at makatuknang
place).
la king aliwang lugar.
Are your parents still
Anta ika?
living?
Mabie la
What about you?
reng pengari mu? C: Ing tatang ku mabie
(Only) my father is living,
ya mu peru i ima ku
but my mother died a long
mete neng malambat.
time ago
J: Pagkalungkutan ku.
(already).
I'm sorry to hear that.
145
(That saddens me.
That
causes me great sadness.) 5 5.1
DRILL
II
Recitation Drill (S repeats 4.1 dialogue until dialogue content learned.)
5.2
Comprehension Drill (T asks questions based on dialogue 4.1 and S responds.) (1) Atin ya pang pengari i Juan? (2) Anta i Carlos? (3) Nukarin la makatuknang reng pengari nang Juan? (John's parents) (4) I Juan atin yang kapatad? (5) Atin ya mung kapatad a lalaki? (6) Manuknangan la kareng pengari ra (their)? (7) Deng kapatad na talasawa no? (8) I Juan talasawa ne?
5.3
Comprehension Drill (S^ asks S2 question in Kapampangan based on dialogue 4.1.) (1) Are John's parents still living? (2) Are Carlos' parents still living? (3) Is John living with his parents now? (4) Where are his parents living? (5) Do his parents live with his grandparents?
146 (6) Does John have siblings? (7) Does he have only sisters? (8) Where do his siblings (brother and sister) live? (9) Is his brother married? (10) What about his sister? (11) Do you know where they are living now? 5.4
Narration Drill (S restates the dialogue 4.1 into narrative form.)
5.5
Dialogue Drill (S^ and S2 hold conversation modelled after dialogue 4.1.)
6 6.1
STRUCTURAL AND CULTURAL NOTES Both of the utterances asking if one's parents are still living are used with equal frequency.
Though
these utterances elicit information in common, they differ in their basic meaning and type of construction.
Utterance 1.1.1 Mabie la pa reng pengari ku.
'My parents are still alive.' is a verbal predicative construction, whereas 1.1.2 Atin ku pang pengari.
'I still have parents.' is an existential
predicative construction.
The differences in the
meaning and in the construction of their respective negative responses are noted in the following:
147 (1) Q: Atin ka pang pengari?
Do you still have parents?
A: Ala na kung pengari.
1 don't have [any] parents
(2) Q: Mabie la pa reng pengari mu? A: Ali.
Are your parents still alive?
E la mabie
reng pengari ku 6.2
(already)
No, my parents are not (alive already) living
Though makatuknang and manuknangan are used interchangeably when making inquiries about, or stating, where someone lives, their basic meanings are respectively
(1) 'staying at/with' and (2) 'residing'.
When staying temporarily at a place, like a hotel, makatuknang is used. 6.3
Note the freedom of occurrence of karin. (1) Karin langan maka-
Do they all live there?
tuknang? (2) Makatuknang langan
Do they all live there?
karin? 6.4
-ng is a frequently occurring segment with a variation of meaning. the variations:
The following illustrates some of
148 (1)
as p a r t
of
the
word
1. M a k a t u k n a n g 2.
Ing
tatang
3. D e n g (2)
as
ya karin. ku
pengarl
as
ellision
1.
ilang king
as
father
My
parents
of
my
lalaki
there.
brother
They
live
in
California.
Kalipornya.
linker
place
ing
makatuknang
particle
1. A t i n k u n g 7
My
another
lugar
2. k a p a t a d k u n g
(4)
lives
linker
1. a l i w a n g
(3)
ku
He
I have
kapatad.
siblings,
VOCABULARY aliwa -an asawa at atin bie ka-...-an lugar lungkut
another [verbal
suffix,
locative]
spouse;
husband
or
and
[combiner]
have life [nominal place sad
affix]
wife
149
ma-
[descriptive prefix]
mab ie
alive
malambat
a long time ago
man-
[verbal prefix, distributive or repetitive]
manuknangan
is residing
mete
died, is dead
ne
already he/she [= na + ya]
no ~ nu
already they [= na + la]
pa
still, yet
pag-
[verbal prefix, instrumental]
pagkalungkutan
causes great sadness
tala-
[prefix] in the ranks of, a member of the set
talasawa
married, member of the married set [= tala + asawa]
tatang
Daddy [= tata 'father']
tuknangan
place of stay
Lesson 17 "Attn kung kapatad." 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause, existential predicate (atln)
1.1.1
Affirmative (1) Atin kung kapatad.
1 have a (sibling(s)) brother(s)/sister(s).
(2) Atin kung kapatad
1 have a sister.
a babai. (3) Atin kung kapatad
1 have two sisters.
adua lang babai. 1.1.2
Negative (1) Ala kung kapatad.
I don't have any brothers and sisters.
1.2
Non-verbal predicate clause, numeral predicate (1) Anam kaming mikakap£tad.
We are six [in all]./ There are six of us. (We are six siblings.)
(2) Lima la.
I have five.
(They are
five.) 1.3
WH- Question (1) Pilan kayung mikaka- How many brothers and patad?
sisters are you in all? 150
151 (2) Pilan la reng kapatad mu?
How many brothers and sisters do you have? (How many are they, your brothers and sisters?)
(3) Pilan la reng lalaki?
How many brothers? (How many are they, the boys?)
1.1.4
2
Numerals metung
1
labing metung
11
adua
2
labing adua
12
atlu
3
labing atlu
13
apat
4
labing apat
14
lima
5
labing lima
15
anam
6
labing anam
16
pitu
7
labing pitu
17
walu
8
labing walu
18
siyam
9
labing siyam
19
apulu
10
aduang pulu
20
CONVERSATIONAL CONTEXT
2.1 2.1.1
Yes/No Question and Answer Q: Atin kang kapatad?
Do you have any brothers or sisters?
A: Wa.
Atin kung
kapatad.
Yes, I have brothers and sisters.
152 2.1.2
Q: Atln kang kapatad?
Do you have any brothers or sisters?
A: Wa.
Atin kung kapa-
Yes, I have a sister.
tad a babal. 2.1.3
Q: Atln kang kapatad?
Do you have any brothers or sisters?
A: Wa.
Atin kung kapa-
Yes, I have two sisters.
tad adua lang babal. 2.1.4
Q: Atin kang kapatad?
Do you have any brothers or sisters?
A: Ala kung kapatad.
I don't have any brothers and sisters.
2.2 2.2.1
WH- Question and Answer Q: Pilan kayung mikakapatad? A: Anam kaming mikaka-
How many brothers and sisters are (you) there? There are six [of us].
patad. 2.2.2
Q: Pilan la reng kapatad mu?
2.2.3
How many brothers and sisters do you have?
A: Lima la.
I have (they are) five.
Q: Pilan la reng lalaki?
How many
(are they)
brothers? A: Adua la.
(They are) two.
153
3 3.1
DRILL
I
Recitation Drill (Using conversational format of T-S, S-T, S-S, and S 1 - S 2 , S repeat recitation of B.l-7 conversations until memorized.)
3.2
Counting Drill (A: T drills on recitation of numerals using cards with printed numbers.
B: T
asks S to count objects in the surroundings of which there are more than one.
Use pictures for
higher denomination numbers if objects in room are limited to lower denominations. Modelg:
T:
Bilangan me reng libru.
Count the books.
Sj_: 3.3
metung, adua, atlu, etc.
Response Drill
(S^ asks S 2 how many of X there are,
and S 2 responds factually, using picture or numeral cues where necessary.) Model:
3.4
S^:
Pilan la reng libru?
S2:
Apulu la.
Counting Drill (Using picture and/or numeral cues (from 1 to 20) T drills on 'the number of Xs'.) Model:
T:
(picture of ball pen with numeral 1) ing metung a ball pen
S:
ing metung a ball pen
one ball pen
154 (1) picture of book with
reng aduang libru
numeral 2 (2) picture of pencil
reng atlung lapis
with numeral 3 (3) picture of table with
reng apat a lamesa
numeral 4 (4) picture of chair
reng limang taburete
with numeral 5 (5) etc. 3.5
Response Drill (S^ asks S 2 (1) if he has X and S2 responds yes; then asks (2) how many of X he has and S2 responds giving the number.
Pictures may
be used for cueing responses.) Model:
S]_:
Atin kang
Do you have ball pens?
ball pen? S2:
Wa.
Atin
Yes, 1 have.
ku. S^:
S2:
Pilan la reng How many ball pens do you ball pen mu?
have?
Atin kung
I have six ball pens.
anam a ball pen.
155 6
Response Drill (A:
T asks S^ if he has any brothers
or sisters, and Si responds factually.
B:
S^ asks
S2 (1) if he has any sisters and (2) any brothers, and S2 responds factually to both questions.) 7
Chain Response Drill (A:
T asks the following
questions and S^ responds factually to each:
(1)
if he has any brothers or sisters; if yes, (2) how many in all; (3) how many brothers; and (4) how many sisters.
B:
Repeat the drill between S1-S2.)
SITUATIONAL DIALOGUES 1
[Dialogue between Mr. Ruiz (R) and Juan (J) about his family] -ng
[linker particle]
pilan
how many
mi-
[nominal prefix, relationship marker]
-kl-
[ _ c l v l ~ plural affix]
mikakapatad
related to one another as set of siblings
lima
five
adua
two
atlu
three
R: Atin ka pang pengari? J: O pu.
Atin ku pa
pung pengari. R: Atin kang kapatad?
Are your parents still living? Yes, sir.
My parents
are still living. Do you have any brothers and sisters?
J: O pu.
Atin ku pung
kapatad.
Yes, sir.
I have
brothers and sisters, sir.
R: Pilan kayung mikákapatad? J: Lima kaming mikakapatad pu. R: Pilan la reng
How many brothers and sisters are you in all? We are five (brothers and sisters) in all, sir How many brothers?
lalaki? J: Adua la pu.
Two, sir.
R: Pilan la reng babai?
How many sisters?
J: Atlu la pu.
Three, sir.
[Roberto (R), Senen (S), Carlos (C), Maria (M), and Juan (J) are talking about their families.] man
too [= naman]
dakal
many
ne?
don 1 1 you?
wapin
yes, indeed
labing metung
eleven
157 pitu
seven
apat
four
anak
child
3nak
children plural
ka-
how
[length marker]
(adj.)!
fier dagul
large,
karagul
how
as
[intensi-
marker] big
large, what
a
large... u
or
R: Atin kang [to
kapatad?
Senen]
S: H a .
brothers
Atin kung
tad a R: Anta
Do you have
kapa-
any
and
Yes,
I have
What
about
a
sisters? brother.
lalaki. ika?
[to
you?
Carlos] C: A l l .
Ala
kung
R: A k u man,
aku
mu
I'm
have
or
an only
any
sisters. child,
too.
anak.
C: M a r i a , dakal ne?
I don't
brothers
kapatad.
Ing
No,
atin a
kang
kapatad,
Maria,
you have
brothers don't
and
you?
many
sisters,
158 M: Wapin. kami.
Labing metung
Yes, indeed.
Pitung lalaki am-
eleven.
pong apat a babai. R: Labing metung a anak!
He are
Seven boys and
four girls. Eleven children!
Oh,
0, karagul a pamilya!
what a big family!
Juan, atin kang kapatad?
do you have any brothers
Juan,
and sisters? J: Ha.
Atin kung apat.
Yes, I have four.
S: Babai la u lalaki?
Sisters or brothers?
J: Atlu lang babai ampong
I have three sisters and
metung yang lalaki. 5 5.1
one brother.
DRILL II Recitation Drill (Using various conversational format, S repeats 4.1,2 dialogues until contents learned.)
5.2
Comprehension Drill (T asks questions based on 4.1 and 4.2, and S responds.) Dialogue 4.1 (1) Atin yang kapatad i Juan? (2.) Filan lang mikakapatad? (3) Atin yang kapatad a lalaki? (4) Anta reng kapatad a babai?
159 Dialogue 4.2 (1) Pilan la reng kapatad na 1 Roberto? (2) Anta i Carlos? (3) Atln yang kapatad 1 Maria? (4) Pilan lang mikakapatad ila ri Maria? (kari Maria?) (5) Pilan la reng lalaki? (6) Pilan la reng babai? 5.3
Comprehension Drill (S^ asks questions in Kapampangan based on 4.1,2 dialogues and S£ responds.) Dialogue 4.1 (1) Does Juan have any brothers or sisters? (2) Does he have any sisters? (3) How many? (4) Does he have any brothers? (5) How many brothers? (6) How many brothers and sisters are there in all? Dialogue 4.2 (1) Does Roberto have any brothers and sisters? (2) How many brothers and sisters does Carlos have? (3) Is Maria an only child? (4) How many brothers and sisters are there in Maria's family?
160 (5) Are they all sisters? (6) Does she have brothers, too? 5.4
Narration Drill (S restates 4.1,2 dialogues into narrative form.)
5.5
Dialogue Drill (S-S hold conversation modelled after 4.1,2 dialogues.)
6
STRUCTURAL AND CULTURAL NOTES
6.1
The following are affirmative responses to the question Atin kang X?
'Do you have X?'
(1) Atin. (2) Atin ku. (3) Atin kung libru/kapatad/kapatad a babai. (4) Atin kung atlu. (5) Atin kung atlung
libru/kapatad.
(6) Atin kung kapatad atlu lang babai. When a numeral occurs as a modifier, it is always preposed to the thing modified linked by the linking particle n£ or a (cf. (5) above).
When the
thing modified is a compound noun, however, such as kapatad a babai
'sister', the preferred
construction is that given as (6). Utterance (6) is made up of two sentences : (a) Atin kung kapatad.
'I have sibling(s). 1 , and
161 (b) Atlu lang babai.
'They are three
sisters. 1
According to the numeral modifier rule, which
calls
for preposed numerals, atlung babai la should
occur.
However, in such constructions the pronoun
attrac-
tion rule supercedes, thus giving atlu lang instead.
The pronoun attraction rule applies to
constructions where the element preceding pronoun is a compound linked
babai
the
element, comprised of two
elements, and accounts for the movement of
the pronoun to the position directly first of the two linked
elements.
enon occurs in kapatad kung lalaki (cf. Les. 13), the underlying
following
the
The same phenom'my brother'
structure of which
is kapatad a lalaki ku 'my brother'. It should be noted
that the l_a of atlu lang
and the ku of kapatad kung lalaki differ grammatical functions.
in their
La is a subject pronoun and
ku, a modifier possessive 6.2
babai
pronoun.
The numerals introduced in this lesson are the Philippine type numerals.
They are used for
and for denoting quantity in general. there are the Spanish numerals
counting
In addition
(cf. Les. 22), which
are used for telling time, giving dates, and prices.
quoting
162 7
VOCABULARY
adua
two
aduang pulu
twenty
anak
child
ânak
children
an am
six
apat
four
apulu
ten
atlu
three
dagul
large, big
dakal
many
ikapin
don't you?
[tag
ques tion] ka-
how..., what a... [intensifier marker]
- k a -
[-CJ^VJ-,
reduplicated
affix marking plural] karagul
how big, what a big...
labing adua
twelve
labing anam
sixteen
labing apat
fourteen
labing atlu
thirteen
labing lima
fifteen
163 labing metung
eleven
labing pitu
seventeen
labing siyam
nineteen
labing walu
eighteen
lima
five
man
also, too [ = naman]
metung
one
mi-
[nominal prefix, relationship marker]
mikakapatad
related to one another as set of three or more siblings
-ng
[linker particle]
pilan
how many
pitu
seven
siyam
nine
u
or
walu
eight
wapin
yes, indeed!
Lesson 18 "Nanu ya ii»g obr 1
mu?"
STRUCTURAL CONTENT
1.1
Statement
(review)
1.1.1
Mestro ku.
I'm a teacher.
1.1.2
Propesor ya i AI.
A1 is a professor.
1.1.3
Doktor ya ing kapa-
My brother is a doctor.
tad ku. 1.2 1.2.1
WH- Question Nanu ya ing obra mu?
What do you do?
(What is
your job?) 1.2.2
Nanu ya Ing obra
What does A1 do?
nang AI? 1.2.3
(What
is Al's job?)
Nanu ya ing obra na
What does your brother do?
nlng kapatäd mu?
(What is your
brother's job?) 1.3 1.3.1
Possessive Particle 's, of [marks
nang
following personal proper noun as possessor] 1.3.2
's, of [marks
na ning
following personal common noun as possessor]
164
165 1.4
Relational
1.4.1
Particle
ning
of
[used
of
in p r o p e r
institutions,
marking
following
attributive ing 2
CONVERSATIONAL
2.1 2.1.1
name
to
N as
preced-
N]
CONTEXT
WH- Question
and
Q: N a n u ya ing
Answer obra
What
do y o u
do?
mu? A: Mestro 2.1.2
I'm a
ku.
Q : N a n u ya
ing
obra
What
teacher. do y o u
do?
mu? A: Ala kung
obra.
Estudyante
I don't w o r k
ku.
have a
2.1.3
Q: N a n u ya ing nang
2.1.4
any w o r k ) .
does Al
I'm
do?
Al?
A : P r o p e s o r ya i A l .
A l is a
Q: N a n u y a ing
What
na ning
obra
kapatad
A: D o k t o r ya ing tad
don't
student
What
obra
(I
ku.
mu?
kapa-
professor.
does y o u r
brother
do? My b r o t h e r
is a
doctor.
166 2.2
Yes/No Question and Answer
2.2.1
Q:
Doktor ka?
Aj_: Wa.
Doktor ku.
A2: All.
E ku doktor.
Mestro ku. 2.2.2
Q:
Doktor ya i AI?
A^: Wa.
Doktor ya 1
Are you a doctor? Yes, I'm a doctor. No, I'm not a doctor. I'm a teacher. Is A1 a doctor? Yes, A1 is a doctor.
AI. A 2 : Ali.
E ya doktor
1 AI. 2.2.3
Q:
Propesor ya.
Propesor ya Ing kapatad mu?
A^: Wa.
Propesor ya
Ing kapatad ku. A2s All.
3 3.1
DRILL
E ya propesor
No, A1 is not a doctor. He's a professor. Is your brother a professor? Yes, my brother is a professor. No, my brother is not
ing kapatad ku.
a professor.
Doktor ya.
doctor.
He's a
I
Recitation Drill (S repeats Conversations 2.1, 2.2 until memorized.)
3.2
Identification Drill (T drills S on names of occupation, using either picture or printed or spoken word cues.)
167 (1) d o k t o r
~
(2) a b u g a d o (3)
doktora ~
abugada
(M),
(F)
lawyer
(M),
(F)
dentist
dentista
(4) m i n i s t r o
doctor
minister
~
ministrong
(M),
(F)
babai
(5)
inhinyero
engineer
(6)
mekaniko
mechanic
(7)
narses
nurse
(8)
teleponista
telephone
(9) e m p l e y a d o ~
(M),
(F)
employee
operator (M),
empleyada (10)
letratista
photographer
(11)
ortelano
farmer
(12)
kontratista
contractor
(13)
karpentero
carpenter
(14)
pintor
painter
(15)
kartero
mailman
(16)
pulis
police
(17X
guardya
guard
(18)
piloto
pilot
(19)
sundétlos
soldier
(20)
kasaup
helper
(21)
janitor
j anitor
(22)
hardinero
gardener
(F)
168
3.3
(23) serbidor
waiter
(24) serbidora
waitress
Response Drill (S^ shows picture cue, then (1) says who it is, and (2) asks what his job is. responds with 'X is a Y.'
S2
Identification of the
person can be by name or by kinship term.) Model:
S^: (picture of soldier) Ini ing ka-
This is my brother,
patad ku.
What does he do?
Nanu ya ing obra na? Sundalos ya
Your brother is a
ing kapatad
soldier,
mu. 3.4
Response Drill (S^ shows picture cue then asks a yes/no question about the person's occupation which elicits a negative response.
responds
giving the full negative response.) Model:
S-^: (picture of a nurse) Teleponista ya ing kapatad kung babai? Sj! Ali.
E ya teleponista ing kapatad
mung babai.
Narses ya.
169 4 4.1
SITUATIONAL
DIALOGUE
[Dialogue between
J u a n (J)
obra
and M a r i a
(M)]
j ob , w o r k
nang
's, of proper
[personal
noun
poss.
marker] unibersldad
u n i v e r s ity
ning
of
[relational
ning
's, o f
[common
poss.
marker]
noun as a w a
wife
opisina
office
seguru
insurance
J: N a n u y a
ing
obra
M: Mestra ku king log.
Mestro
mu?
Taga-
king
M: Wa.
ku
Inglis.
naman Atin
pengari?
Atin ku
pang
pengari. J: N a n u y a nang
you
Yes,
Are
I'm
parents Y e s , my
tata
obra
mu?
What do?
of you
a
too? a teacher
English.
still ing
do?
a teacher
teacher,
Mestro
ka pang
I'm
do
Tagalog.
ka
naman? J: W a .
What
marker]
Are still
parents
of
your living? are
living.
does
your
father
170 M: I tatang propesor ya kareng Math ampong
My father is a professor of math and physics.
Physics. J: Nukarin?
Where?
M: King Unibersidad ning
At the University of
Pilipinas.
the Philippines.
J: Anta i ima mu?
What about your mother?
M: Tau yang bale i ima
My mother is a housewife.
ku. J: Yapin i Mr. Ruiz
it?
ita? M: Wa.
That's Mr. Ruiz, isn't
Yes.
Yapin.
That's he.
J: Mestro ya naman?
Is he a teacher, too?
M: Ali.
No.
Iya ing prin-
sipal king eskuela ku. J: 0 makanian.
Atin
yang asawa?
He is the principal
of my school. Oh, is that so!
Does he
have a wife?
M: Ha.
Yes .
J: Nanu ya ing obra na
What does his wife do?
ning asawa na? M: Ing asawa na sekretarya ya.
His wife is a secretary.
171 J: Nukarin?
Where?
M: King
At
opislna nlng
an Insurance
office,
seguru.
5 5.1
DRILL
II
Recitation Drill repeat
recitation
content 5.2
of
conversational
dialogue
Comprehension
4.1 u n t i l
dialogue
Drill
(T a s k s
questions
lng
obra na
(2)
lng k a l u g u r a n
(3)
I tata nang
(4) N a n u y a l n g
on
1 Maria?
na mestro
Juan
lng
ya
naman?
propesor?
obra nang
lma nang
Maria?
(5) N u y a k a r l n p r o p e s o r
1 tata nang
(6)
I Mr.
ya?
(7)
Nukarin?
(8)
I Mr.
Ruiz
prlnslpal
Ruiz
(9) N a n u y a
talasawa
lng
Comprehension questions
based
responds.)
(1) N a n u y a
S^
format,
learned.)
4.1 and S
5.3
(Using
ne?
obra na nlng
Drill
(S^ a s k s
asawa S^
in K a p a m p a n g a n based
the
does
Juan
(2) W h a t
does his
do? friend Maria
na? following
on 4.1
responds.)
(1) W h a t
Maria?
do?
dialogue,
and
172
(3) Are Maria's parents still living? (4) Is Maria's father a principal? (5) Who is the principal? (6) Is Maria's mother a teacher, too, just like Maria? (7) Is Mr. Ruiz married? (8) What does she do? (9) Where? 5.4
Narration Drill (S restates the dialogue 4.1 into narrative form.)
5.5
Dialogue Drill (Using the format of dialogue 4.1, S^ and S2 hold conversation.
Include as topics of
conversation yourselves and three or four others-i.e. friends and relatives.) 6
STRUCTURAL AND CULTURAL NOTES
6.1 6.1.1
(cf. 1.1, 1.2) In the question Nanu ya ing obra na?, ya is the cross-referent pronoun for ing obra and not for the person about whom the inquiry is made.
The
literal meaning of the question is 'What is it, his job?' Ya which occurs in the response, however, refers to the person spoken of. 'He is a teacher.'
Thus, Mestra ya means
173 6.2 6.2.1
(cf.
1.3)
The
singular
possessive
his/her1
you,
(1) M i b a i t
were
6.2.2
When by
and
denoted
name
or
as X n a
to i n c l u d e
the
description
When
the p o s s e s s o r noun)
(common noun)
of is
Juan
and
by
if b y
For (his
ing
obra na + ning
job
kapatad ku
(his
thing,
expanded
gives
the
possessor.
name
n£
(per-
description
example:
John's (2)
is
third person
occurs.
obra na + ng
thing',
identified
occurs
identified
possessed
phrase which the
Hawai.
Hawaii.1
in
a third person,
'I,
13.
i tata mu king
'his p o s s e s s e d
or
ing
in Les.
description,
name
ning
is
a following
sonal proper
ampo
ku, mu, na
father were b o r n
the p o s s e s s o r
either
(1)
introduced
la i ima m u
'My m o t h e r
pronouns
+ of
John)
job
j o b + of
brother)
my
my brother's
job 6.2.3
The
expansion
sive
and may
cally (1)
of
the p o s s e s s i v e
occur
necessary
as m a n y
phrase
in a row
or p o s s i b l e .
For
as
is
recur-
is
pragmati-
example:
ing o b r a n a + ning tata n a + ning k a l u g u r a n (his j o b of h i s f a t h e r of h i s f r i e n d na + ng of
Juan Juan)
'Juan's
friend's
father's
job.'
174 6.2.4
The phonological phrase junctures do not coincide with the grammatical phrase boundaries. In actual speech the phrasing is as follows: (1) ing obra it na ning tata # na ning kaluguran # nang Juan
6.3
(cf. 1.4)
6.3.1
In proper names of institutions the relational particle ning occurs between the institution noun and the following attributive place noun. (1) Unibersidad ning Filipinas (2) Banko ning
The University of the Philippines The Bank of America
Amerika 6.3.1.1
Note the difference in meaning between ning [relational particle] and king [locative particle] as illustrated in the following: (1) Unibersidad ning „... . Pilipinas (2) unibersidad king Pilipinas
6
.4
6.4.1
(cf.
The University of the Philippines a university in the Philippines
4.1)
In the situational dialogue Nanu ya ing obra nang tata au? occurs.
Kinship terms such as
tata, ima, bapa, apo, etc. are frequently used
175 as proper nouns (cf. direct address, Les.l).
In
direct reference, such terms are also regarded as proper names; hence, the occurrence of the following: (1) ing obra na + ng
my father's job
tata ku (2) ing obra na + ng
your mother's job
ima mu 6.4.2
When the reference is indirect, i.e. when referring to a third person's father, for example, such terms are more often regarded as common kinship terms; hence, the following occurs. (1) ing obra na + ning
his father's job
tata na 7
VOCABULARY abugado
~
abugada
lawyer (M), (F)
asawa
spouse; husband, wife
dentis ta
dentist (M), (F)
doktor
~
empleyado
doktora
doctor (M), (F)
~
employee (M), (F)
empleyada
guardya
guard
hardinero
gardener
inhinyero
engineer
6 j anitor
j anitor
karpentero
carpenter
kartero
mailman
kasaup
helper
kontratis ta
contractor
letratista
photographer
mekaniko
mechanic
ministro
~ ministrong bab
minister (M), (F)
nang
's, of [personal proper noun possessive marker]
narses
nurs e 's, of [common
ning
noun possessive marker] ning
of [relational marker]
obra
work
opisina
office
ortelano
farmer
piloto
pilot
pintor
painter
pulis
police
seguru
insurance
sundalos
soldier
177 teleponista
telephone operator
unibersidad
university
serbidor
waiter
serbidora
waitress
Lesson 19 "Getting Acquainted" (Review of Les. 7 - 18) 1
CONTENT
1.1
Expressions for memorization [verbal prefix] to
ma-
put into action bisita
visit
mamisita
will visit, be sure to visit there
keta
[locational
adverb] kekami
at our house
ba
so that
mula
you-them [verbal prefix, nontense, accidental, goal marker]
1.1.1
kilala
meet
akilala
can meet
Mamisita ka keta
You be sure to visit [us]
kekami ba mulang
(there) at our house so
akilala reng pamilya
that you can meet my
ku.
family. 178
179 asa
expect
-an
[verbal
asa(h)an
can expect, on
yu 1.1.2
Asa(h)an
yu.
mi-
affix,
goal]
can
count
It
you
[nlng
You
can
pron.,
count
[verbal
on
plural] It.
prefix,
reciprocal]
1.1.3
Mikit
kit
see
mikit
see
kata
we
pasibayu
again
katang
1.2
[Ing
We'll
pasi-
bayu. 1.1.4
each
other pronoun,
see
each
dual]
other
again. Good-bye.
Babay. WH- Question
and Answer
for
keti
memorization here
[locational
adverb] tuturu 1.2.1
Q: N a n u
ing
teach obra mu
keti king A: Mestro
ku.
Pilipinas?
What
do y o u do
in the I'm
a
here
Philippines? teacher.
180 1.2.2
1.2.3
Q: Nanu ing tuturu mu?
What do you teach?
A: Tuturu kung Inglis.
I teach English.
Q: Nukarin ka tuturu?
Where do you teach?
A: Tuturu ku king Jose
I teach at Jose Abad
Ab ad Santos.
Santos.
CUMULATIVE SITUATIONAL DIALOGUE [Pedro (P) Introduces John (J) to his father Mr. Cruz (C) and the following dialogue takes place.] C: Mayap a bengi.
Good evening.
J: Mayap a bengi pu naman.
Good evening (too), sir.
P : Tata, ini i John
Father, this is John Smith (sir).
Smith pu. C: 0 makanian.
Kumusta
ka? J: Mayap pu naman. Salamat pu. C: Nu ka tau Juan?
Oh, is that so.
How
are you? Fine, (sir), thank you, sir. Where do you come from Juan?
J: Tau ku pu Kalipornya.
(I come) From California.
C: Nukarin king Kalipornya?
Where in California?
J: King San Pransisko pu.
From San Francisco, sir.
C: Nukarin ka makatuknang
Where are you staying
ngeni?
now?
181 J: Ring baryo Dolores pu.
In the village Dolores, sir.
C: Kaninu ka makatuknang?
With whom are you staying?
J: Kari Mr. ampo i Mrs.
With Mr. and Mrs. Ruiz.
Ruiz. C: Ninu ila?
Who are they?
J: lia reng pengari na
They are the parents of
nlng kaluguran ku. C: Mable la reng pengari
my friend. Are your parents still
mu?
living?
J: 0 pu.
Yes, sir.
C: Makatuknang la klng
Are they living in San
San Franslsko ngenl? J: All pu.
Manuknangan
la klng Hawai ngenl. C: Atln kang kapatad?
Francisco now? No, sir.
They are now
residing in Hawaii. Do you have any brothers and sisters?
J: 0 pu.
Atln kung kapa-
tad adua lang babal at
Yes, sir.
I have two
sisters and one brother.
metung yang lalaki. C: Makatuknang la kareng pengari mu?
Do they live with your parents ?
182 J: Deng mung babai lang
Only the girls live
makatuknang kareng
with my parents.
pengarl ku.
boys live in San
Deng
lalaki makatuknang la
The
Francisco.
klng San Pransisko. C: Atln na kang asawa?
Are you married
(Do you
have a wife)? J: Ala pa pu.
Not yet, sir.
C: Kapilan ka dlnatang
When did you come to
king Filipinas? J: Dlnatang ku ketang
the Philippines? I came in May.
Mayo. C: At, kapilan ka pa dlnatang kenl klng Dolores? J: Ketang bulan a milabasan.
Pabulan kung
tlnuknang klng Menila. C: Anggang kapilan ka tuknang ketl?
And, when did you (just) come here to Dolores? (In) last month.
stayed in Manila for a month. Until when are you going to stay here?
J: Slguru pabanwa.
Maybe for a year.
C: A makanlan.
Oh, is that so.
pala.
I
Kasantlng
Nanu Ing obra mu
ketl king Piliplnas?
nice!
Bow
What do you
do here in the Philippines?
183 J: Mestro C: N a n u J:
ku.
ing
I'm a
tuturu
Tuturu kung
C: N u k a r i n k a
What
Inglis.
I
tuturu?
J: Tuturu k u king Abad
mu?
Jose
naman.
akilala
pamilya
teach
teach?
English.
do y o u
I teach
teach?
at J o s e
Abad
Santos. Mami-
sita ka keta kekami mulang
do y o u
Where
Santos.
C: 0, m a y a p
teacher.
Oh,
[that's]
sure
ba
us
reng
to
[come]
at o u r
that you
ku.
fine.
Be
visit
[house]
so
can meet
my
family. J: A s a h a n yu.
Salamat
pu.
You
can count
Thank C: 0 sige.
Mikit
katang
Okay.
J: 0 pu. P: 0 sige.
3 3.1
Yes,
Babay.
see
each
again.
sir.
Okay.
Babay.
it.
you. We'll
other
pasibayu.
on
Good-bye.
Bye-bye.
DRILL Dialogue
Drill
(T, t a k i n g
t h a t of v i s i t o r , h o l d after
the d i a l o g u e
closely but
in
role
of h o s t ,
a conversation
above.
as p o s s i b l e — n o t content.)
the
Follow
and
modelled
the d i a l o g u e
necessarily
S,
in
order,
as
184 4 STRUCTURAL 4.1
AND
Kekami was
CULTURAL
NOTES
Introduced
pronoun marking, Makatuknang
In Les.
among
other
la
set
They
of p r o n o u n s
in M a m l s i t a
our house' 4.2
(cf.
In a v e r b a l
also is
followed by
Oblique
Pronoun
to
stay
the m e a n i n g
of
'at
'You be
clause
location,
the n e c e s s a r y
Akilala Vb
is
clauses,
second
b_a 'so clause mu-la
However, whenever
der
of
are
of
the s e c o n d that'. is
at
optional or
phrases.
ba mulang
two
such
The akilala
verbal
subordinated
by
the
order
follows: pamilya
ku.
CasePhrase
b_a o c c u r s
attracted
...ba mulang
an
The u n d e r l y i n g
as
reng
SubjP-ObjP
the verb
is
order
referent
case
comprised
the
it
to v i s i t
general
reng
of
sure
a Subject Pronoun,
(object,
and
the
ka keta kekami
subordinator
us.
in w h i c h
utterance Mamisita
predicate
location.
1.1.1).
is V e r b
pamilya ku
case
going
sense
ka kekami
predicate
benefactor),
have
the
a king
are
with
(our) h o u s e 1 , w h i c h used
as
things,
kekami. This
14
the p r o n o u n ( s )
to i t ; h e n c e ,
akilala
reng
the
pamilya
following
surface ku.
or-
Note
185
that when the pronoun(s) move to the pre-verb position, the linker -ng occurs linking the pronoun(s) to the verb. 4.3
The Locational Adverb keti (cf. 1.2) 'here' and keta (cf. 1.1.1) 'there' fall into the same spatial relationship as do the Demonstrative Pronouns ini 'this', iyan 'that' and ita 'that over there'. Keti 'here' designates the place where the speaker and hearer are located, and keta 'there' designates a place away from both speaker and hearer.
The
counterpart of iyan is ken 'there', which will be introduced later . 4.4
The parenthesis around
[h] in Asa(h)an yu (cf. 1.1.2)
'You can expect me.' is to indicate that in native Kapampangan there is no [h] sound.
However, due
to the contact with Tagalog, the [h] sound is now found to occur in some people's idiolect, occuring primarily in Tagalog loan words.
The
frequency of occurrence of the [h] sound in a Kapampangan's speech is directly proportional to the contact with or influence of Tagalog on the speaker.
186 5
VOCABULARY a-
[verbal prefix, nontense, accidental, goal marker]
akilala
can meet
-an
[verbal affix, goal]
asa
expect can expect, can count
asa(h)an
on it so that
ba
visit
bisita
we [ing pronoun, dual]
kata
at our house
kekami
there
keta keti
[locational
adverb] here
[locational
adverb] kilala
meet
kit
see
ma-
[verbal prefix] to put into action
mamisita
will visit, be sure to visit
mi-
[verbal prefix reciprocal]
mikit
see each other
mula
you-them
pasibayu
again
tuturu
teach
yu
you [ning pron plural]
Lesson 20 "Ing lagiu ra i Elaine ampong Joanne." 1
STRUCTURAL CONTENT
1.1 1.1.1
Statement Affirmative (1) Ing lagiu ra i Elaine ampong
Their names are Elaine and Joanne.
Joanne. (2) Miss Dizon ya ing lagiu na ning mestra
Our teacher's name is Miss Dizon.
mi. 1.1.2
Negative (1) E ya Miss Dizon ing lagiu na ning mestra
Our teacher's name is not Miss Dizon.
mi. 1.2
WH- Question (1) Nanu (ya) ing lagiu
What are their names?
ra? 1.3 1.3.1
Ning pronouns, possessive Singular (1) ku (2) mu
you
(3) na
he/she
188
189 1.3.2
2
Plural (1) ta
our [dual]
(2) tamu
our
[inclusive]
(3) mi
our
[exclusive]
(4) yu
your
(5) da /v ra
their
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Nanu ya ing lagiu
What is your name?
mu?
2.1.2
A: Arturo ku.
It's (I am) Arturo.
Q: Nanu ya ing lagiu
What's his name?
na?
2.1.3
A: Ramon ya.
It's (he is) Ramon.
Q: Nanu ya ing lagiu
What's my name?
ku?
2.1.4
A: Pedro ka.
It's (you are) Pedro.
Q: Nanu ya ing lagiu
What are your names?
yu? A: Ing lagiu mi i Maria ampo i Ermie. 2.1.5
Q: Nanu ya ing lagiu mi?
Our names are Maria and Ermie. What are our names?
A: Maria ampong Ermie kayu.
Tour names (you) are Maria and Ermie.
Q: Nanu ya ing lagiu da reng kapatad
What are the names of your brothers?
mung lalakl? A: Ing lagiu ra i Florante ampong
Their names are Florante and Ramon.
Ramon. Q: Nanu ya ing palayo
What are our nicknames
ta? A: Ing palayo t_a i Li ampo i Ermie. Q: Nanu ya ing apelyidu
Our nicknames are Li and Ermie. What is our surname?
ta (mu)? A: Melendez tamu.
It's (we are) Melendez
es/No Question and Answer Q: Ing lagiu mu i
Is your name Ramon?
Ramon? A: Wa.
Ramon ku.
Yes.
It's (I am)
Ramon. Q: Ing lagiu na i Arturo?
Is his name Arturo?
191 All.
E ya Arturo.
Setien ya.
No, it's (he's) not Arturo.
It's (he's)
Senen. Ing lagiu ku i
Is my name Pedro?
Pedro? Wa.
Pedro ka.
Yes, it's (you are) Pedro.
Ing lagiu yu i Pedro ampo i
Are your names Pedro and Carlos?
Carlos? All.
E kami Pedro
No, we are not Pedro
ampong Carlos.
and Carlos.
We are
Roberto ampong Juan
Roberto and Juan.
kami. Ing lagiu da reng
Are the names of your
kapatad mu i
brothers Florante
Florante ampong
and Ramon?
Ramon? Wa.
Florante
ampong Ramon la. Ing apelyidu tamu Melendez? All.
and Ramon. Is our surname Melendez?
E tamu
Melendez.
Yes, they're Florante
Miranda
No, it's (we are) not Melendez. are)
It's (we
192 tamu. 2.2.7
Miranda.
Q: Ing palayo ta i
Are our nicknames
Li ampo i Ermie? A: Wa.
Li and Ermie?
Li ampong Ermie
and Ermie.
kata. 3 3.1
DRILL
Yes, they (we) are Li
I
Memorization Drill (Using conversational format, S repeats conversations 2.1, 2.2 until memorized, paying special attention to the interplay of the ning pronouns in the questions and the ing pronouns in the responses.)
3.2
Substitution Drill (T gives cues and S^ makes the appropriate substitution in the given frame.) Model:
(Frame): Nanu ya ing lagiu mu? T:
ing anak
S : Nanu ya ing lagiu na ning anak? 1" T:
ku
S„: Nanu ya ing lagiu ku? 3.3
Response Drill (A:
T asks the question Nanu ya
ing lagiu (...)? changing the pronouns, and S responds accordingly.
Use both singular and
plural pronouns with or without phrase expansions, and cue by pointing if necessary.
B:
Repeat drill
193 between S-S.) Model:
T:
Nanu ya ing laglu ku?
S^: Miss Dizon ko pu. 3.4
Restatement Drill (A:
X gives X's name Ramon ya.
and S restates it as Ing lagiu na i Ramon. B:
Repeat drill, reversing the order of drill A.
Drill on all pronouns introduced.) Model:
T: Ramon ya. S: Ing lagiu na i Ramon.
Model:
T: Ing lagiu na i Ramon. S: Ramon ya.
3.5
Response Drill (A:
T asks yes/no question Ing
lagiu (mu) (i Juan)? changing pronouns and using students' names for cueing responses, and S responds factually. responses.
B:
Elicit both yes and no
Repeat drill between S-S.)
Model: T: (to Carlos) Ing lagiu mu i Juan? C: Ali. 4
Carlos ku.
SITUATIONAL DIALOGUE [Dialogue between an elderly man of the neighborhood (I = ingkong) and John (J)] lagiu
name
apelidu
surname
194 palayo
nickname
ra
their [ning pron. , poss . ]
pangane
eldest
bunsu
youngest
pala
then [surprise]
libutad
middle
anak
child
pa
yet
yu
your [nlng pron., poss . ]
ai
our [nlng pron., poss., exclusive]
I: Nanu ya lng laglu mu?
What is your name?
J: I Juan pu.
[It's] Juan, sir.
I: Nanu ya ing apelidu mu?
What is your surname?
J: I Smith pu.
[It's] Smith, sir.
I: Atln kang palayo?
Do you have a nickname?
J : 0 pu.
Yes, sir.
I: Nanu ya lng palayo mu?
What is your nickname?
J: Junior pu.
[It's] Junior, sir.
I: Atln kang kapatad?
Do you have any brothers and sisters?
195 J: Ätin pu.
Atin kung
kapatad, adua lang
Yes, sir.
I have two
sisters.
babai. I: Nanu ya ing lagiu ra?
What are their names?
J: Ing lagiu ra i Elaine
Their names are Elaine
ampong Joanne.
I
and Joanne.
Elaine is
Elaine yang pangane,
the eldest [and] Joanne
i Joanne naman yang
is the youngest.
bunsu. I: Ika pala ing libutad
You're the middle child, then?
a anak? J: 0 pu.
Yes, sir.
I: Talasawa no reng
Are your sisters married?
kapatad mung babai? J: I Joanne e ya pa perù I Elaine talSsawa ne.
Joanne isn't yet but Elaine is already married.
I: Atin yang anak?
Does she have children?
J: Atin pu.
[Yes] (she has), sir.
Atin yang
anak, metung yang
She has one son and
lalaki ampong adua lang
two daughters
babai.
children, one is a boy
(she has
and two are girls).
196 I: 0 makanian!
Anti mu
ing pamilya yu.
Oh, is that so!
Metung
Just
like your family.
a lalaki ampong
One boy and two girls.
aduang babai. J: 0 pu.
Ing lalaki yang
Yes, sir.
libutad a anak pu
a middle child, too,
naman.
sir.
I: Nanu ya ing lagiu da
What are the names of
reng anak?
the children?
J: I Kristi, i Paul
Christy, Paul and Cora,
ampong i Kora pu. 5 5.1
The boy is
DRILL
sir.
II
Recitation Drill (S repeat recitation of dialogue 4 until contents learned.
Dialogue may be divided
into natural parts if too long for easy handling.) 5.2
Comprehension Drill (T asks questions based on dialogue 4 and S responds.) (1) Nanu ya ing apelidu nang Juan? (2) Nanu ya ing palayo na? (3) Atin yang kapatad? (4) Pilan la reng mikapatad king pamilya nang Juan?
197 (5) Balu mu nung nanu la reng lagiu da reng kapatad na? (6) Ninu ya ing pangane? (7) Ninu ya ing bunsu? (8) I Joanne yang talasawa na? (9) Pilan la reng anak na? (10) Nanu ya ing lagiu ra? 5.3
Comprehension Drill (S^ asks questions based on dialogue D and S. responds.) O ) Do you know what the elderly man's name is? (2) What is .Juan's surname? (3) Does Juan have a nickname? (4) What is his nickname? (5) Does Juan have any brothers and sisters? (6) What are their names? (7) Is Juan the eldest? (8) Who is the youngest? (9) Who is the middle child? (10) Are Juan 's sisters already married? (11) Does she have any children? (12) How many boys ? (13) How many girls? (14) What are their names?
198 (15) Who Is the eldest? (16) Who is the middle child? (17) Who is the youngest? 5.4
Narration Drill (S restates the dialogue into narrative form.)
5.5
Dialogue Drill (S^ and
carry on a conversation
modelled after dialogue D.) 5.6
Composition-Oral Presentation Drill (S writes a factual resume of himself including all the facts suggested below.
T makes necessary
corrections,
then S memorizes and presents essay orally in class.
Presentations are to be taped for play
back to aid S in his pronunciation, intonation, and general development in his oral proficiency.) 5.6.1
Facts to be included in resume: (1) name (2) nickname, if any (3) parents (a) name (4) brothers and sisters (a) how many (b) their names (c) the youngest, eldest, middle child
199 (d) w h e t h e r any 1' if
married
married
a' n u m b e r of b' their 6 6.1
STRUCTURAL AND CULTURAL The f o l l o w i n g responses
children
names NOTES
are v a r i a t i o n s w h i c h o c c u r
to a q u e s t i o n a s k i n g
Q: N a n u y a ing l a g i u
for
(X's)
(mu)? W h a t is
A^ : I Arturu.
Arthur.
Aj: Arturu
I'm
(ku).
A j : A r t u r u y a ing l a g i u
as name.
(your)
name?
Arthur.
M y n a m e is
Arthur,
M y n a m e is
Arthur.
(ku) . A ^ : Ing l a g i u
(ku) i
Arturu. The v a r i a t i o n s
reflect structural rather
semantic differences.
A ^ a n d A^ a r e
Equational
C l a u s e t y p e s a n d A^ and A ^ , N o n - V e r b a l Clause
Predicative
types.
N o t e that i n A^ and A^ the p r o p e r n a m e occurs
than
as the p r e d i c a t e
which
is n o t m a r k e d by i^ a n d is
f o l l o w e d b y the ing p r o n o u n s k u a n d
The k u
the p r o n o m i n a l s u b s t i t u t e for the s p e a k e r a n d y a , the c r o s s - r e f e r e n t p r o n o u n for ing l a g i u
is
the 'the
200
name 1 .
In A. 1 and A
the marker i does occur, and 4 ~ no pronouns follow the proper name. Note also that A, and A, are reversed 3 4 of the other.
variations
However, when the name is given in
first order, it occurs as Arturu ya, and when given in second order, as i Arturu. (1) Arturu ya 1 (2) Ing lagiu ku 2 6.2
ing lagiu ku. 2 i Arturu. 1
Thus far ing and king pronouns have been introduced. The ing pronouns (cf. Les. 8, singular, and Les. 11, plural) occur in Equational and Predicative Clause constructions, as pronominal substitutes for the subject or the actor-of-action of the utterance.
Th«y indicate that the subject or
actor-of-action is the topic or focus of the utterance. The king pronouns (cf. Les. 15) occur as pronominal substitutes for persons whose semantic roles are that of referent, location or benefactor. The ning pronouns (cf. 1.3), like the ing pronouns, are also pronominal substitutes for the
201 actor-of-action of the utterance.
The difference
is that the ing pronouns denote the feature 'Topic* while the ning pronouns denote the feature 'NonT o p i c ' — i . e . that the subject or actor-of-action is not in focus (that some other semantic entity is).
In addition, the ning pronouns occur as
possessive pronouns directly following the thing possessed.
These are the occurrences which have
been introduced thus far. (1) Mibait la naman i ima mu ampo i tata mu king Hawai.
(Les. 13)
'My mother and father were born in Hawaii.' (2) Nanu ya ing obra na?
(Les. 17)
Note that in 'what' questions Nanu ya ing... (mu)? the ning pronouns always occur. sponses the ing pronouns occur. (1) Q: Nanu ya ing obra mu? A: Doktor ku. (2) Q: Nanu ya ing tuturu na? A: Tuturu yang Inglis. (3) Q: Nanu ya ing lagiu ku? A: Pedro ka.
However, in re-
The following paradigms show the similarity, and even homonymity, in form among the three sets of pronouns. ing
ning
kin R
Is.
ku
ku
kaku ~
2s.
ka
mu
keka
3s.
ya
na
kaya
l[dl]p.
kata
ta
kekata
l[in]p.
tamu
tamu
kekatamu
l[ex]p.
kami
mi
kekami
2p.
kayu
yu
kekayu
3p.
la
da r*> ra
karela
kanaku
I Elaine yang pangane 'Elaine, she' s the youngest' (cf. A) is the colloquial version of I Elaine iya ing pangane '(Elaine, she, the one youngest)'. This construction is used when emphasizing the identification of a person or thing as X. Compare the grammatical structure of the following utterances for the semantic differences noted in the headings.
In English these differences
are indicated by voice emphasis. (1) Emphatic Identification I Elaine yang pangane.
Elaine is the eldest.
203 (2) Specific Identification I Elaine ing pangane.
Elaine is the eldest.
(3) Emphatic Description I Elaine pangane ya.
Elaine is the youngest.
(4) Description Pangane ya i Elaine. 6.4
Anak a lalaki 'son
Elaine is the youngest.
(child who is a boy)' and
anak a babai 'daughter (child who is a girl)' are similar in structure and behavior to kapatad a lalaki 'brother' and kapatad a babai 6.5
'sister'.
Stating one's name as '(I am) X', X (ku) (cf. 2.1.1, 2.1.5) is one form of response to thé question Nanu ya ing lagiu (mu)?
With plural pronouns, however,
the response given in 2.1.4 and 2.1.6 seem to be the preferred form. (1) Ing lagiu mi i Maria ampo i Ermie. and not I Maria ampo I Ermie kami. (2) Ing lagiu ra i Florante amp oil g Ramon, and not I Florante ampong Ramon la.
204 7
VOCABULARY anak
child
apelidu
surname
bunsu
youngest
da /^J ra
their
ku
I
lagiu
name
libutad
middle
mi
our [ning pron., poss., exclusive]
mu
you
na
he/she
pa
yet
pala
then [surprise]
palayo
nickname
pangane
eldest
ra
their [ning pron., poss.]
ta
our [dual]
tamu
our
yu
your [ning pron., poss.]
[inclusive]
Lesson 21 "I Laura atiu king Amerika." 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause, existential predicate
1.1.1
Affirmative Laura is in America.
1 Laura atiu king Amerika. 1.1.2
Negative Alayu i Laura king
Laura is not in America.
Amerika. 1.2
WH- Question Where is Laura?
Nukarin ya i Laura? 1.3
1.4
1.5
Verb of existence ati
is/are; was/were
ala
is/are not; was/were not
Special pronouns, existence yu
he/she/it
lu
they
Directional nouns babo
on top
lalam
under
kayli
left
wanan
right
arap
in front
lele
side 205
206
2
gulut
back
p H a t an
between
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Nukarin ya i Laura?
Where is Laura?
A: I Laura atiu king
Laura is in America.
Amerika. 2.1.2
Q: Nukarin lari Laura ampo i Lourdes?
Where are Laura and Lourdes ?
A: I Laura ampo i
Laura and Lourdes are in
Lourdes atilu king
Manila. v
Menila. 2.2 2.2.1
Yes/No Question and Answer Q: I Laura atiu king
Is Laura in the house?
bale? A: Ha.
I Laura atiu
king bale. 2.2.2
Yes , Laura is in the house.
Q: I Laura atiu king
Is Laura at school?
eskuela? A: Ali.
Alayu i Laura
king eskuela.
Atiu
king tindahan. 2.2.3
Q: Deng mestra atilu kareng kuarto ra?
No, Laura is not at school.
She 's at the
store. Are the teachers in their rooms ?
207 A: All.
Deng mestra
No, the teachers are not
alalu kareng kuarto
in their rooms.
ra.
outside in the yard,
Atilu king
They're
lual ning mula. 3 3.1
DRILL
I
Memorization Drill (Using conversational format, S repeats conversations 2.1-5 until memorized.)
3.2
Rote Memorization Drill (Using pictures or actual objects as cues, T drills on the identification of locations.) Model: T: (pointing to the top of the desk) king babo ning lamesa S: king babo ning lamesa (1) king babo ning
on top of the desk
lamesa (2) king lalam ning
under the table
lames a (3) king lele ning
beside the book
libru (4) king lalam ning
under the chair
taburete (5) king kayli ning kaun
on the left of the box
(6) king wanan ning
on the right side of the
awang
window
208
(7) king arap ning bale
at the front of the house
(8) king gulut ning
at the back of the school
eskuela (9) king pilatan ning
between the door and the
pasbul ampong litrato 3.3
picture
Statement Drill (T shows pictures of persons and things located in the various locations given in drill (3.2) as cue and S makes corresponding statements about them.) Model:
T: (picture of some books on the table) S: Deng libru atilu king babo ning lamesa.
3.4
Substitution Drill (T gives the cue and S substitutes the cue in the appropriate slot in the given frame, changing the existence verb to the corresponding form when necessary.
Give cues for the
subject and location slots, including i^, dji, ing and deng subjects and king, kareng, kang and kari locations.) Model: (frame) I Laura atiu king bale. T: ing mestra S^: Ing mestra atiu king bale. T: eskuela Ing mestra atiu king eskuela. T: Deng estudyante S_: Deng estudyante atilu king eskuela.
209
3.5
Restatement Drill (T gives an affirmative statement and S restates it into its corresponding negative.) Model:
T: Ing mestra atiu king kuarto na. S: Alayu ing mestra king kuarto na.
3.6
Response Drill (S^ asks a yes/no question about the location of X person or thing, using picture or actual situational cue, and Model:
responds accordingly.)
S^: (pointing to book on table) Ing libru atiu king lalam ning lamesa? S£: Ali.
Alayu ing libru king lalam ning
lamesa. 4
Atiu king babo ning lamesa.
SITUATIONAL DIALOGUE [Dialogue between John (J) and Senen (S)] ati
is/are, was/were
-u
he/she/it
atiu
he/she/it is
ken na
there just
-lu
they
atilu
they are
servicio
Armed services
kadete
military academy
suerte
lucky
ma-
is/are, having the quality of [descriptive affix]
masuerte
is/are lucky
reta
those
Nanu la reng lagiu da reng kapatad mu? Deng lagiu da rl Laura,
What are the names of your brothers and sisters? Their names are Laura,
Lourdes, Amella ampo 1
Lourdes, Amelia and
Florante ampong Ramon.
Florante and Ramon.
Nukarin la makatuknang
Where are they living now?
ngeni? 1 Laura atlu king
Laura is in America,
Amerika, Lourdes atlu
Lourdes is in Hawaii,
king Hawai, Amelia king
Amelia in Baguio, the
Baguio, deng aduang
two boys are
lalaki ken na lang bale.
just at home.
Talasawa na la reng
(there)
Are your sisters married?
kapatad mung babai? Wa.
Talasawa no ngan.
Yes, they are all married.
1 Laura, Lourdes ampo i
Laura's, Lourdes' and
Amelia reng asawa ra
Amelia's husbands are in
atilu king servicio.
the service.
1 Laura ing asawa na
Laura's husband is in
ken yang Army ampo i
the Army and Lourdes' is
Lourdes ken yang Navy
in the Navy and Amelia's
ampo i Amelia naman
is in the military
ken yang Kadete.
academy.
211
J: 0 kasanting pala. Masuerte la reng
Oh, how nice!
Those
sisters are lucky,
mikakapatad a reta. DRILL 1
II
Recitation Drill (Using conversational format S repeats recitation of dialogue 4 until the dialogue contents are learned.)
2
Comprehension Drill (T asks questions based on the dialogue and S^ responds.) (1) Nanu la reng lagiu da reng kapatad nang babaing Senen? (2) Nanu la reng lagiu da reng kapatad nang lalaking Senen? (3) Nukarin la makatuknang deng kapatad nang babai? (4) Nukarin la makatuknang deng kapatad nang lalaki? (5) Talasawa la reng kapatad nang Senen? (6) Nanu la reng obra dareng asawa ra?
3
Comprehension Drill (S^ asks questions in Kapampangan based on the dialogue and S^ responds.) (1) Does Senen have any brothers? (2) Does he have any sisters? (3) What are his brothers' names? (4) What are his sisters' names?
212
(5) Does John have any brothers and sisters according to this dialogue (yan na ing pisasabyan)? (6) Do all of his brothers and sisters live at home? (7) Where do his sisters live? (8) Are his brothers married? (9) What about his sisters? (10) What do their husbands do? 5.4
Narration Drill (S^ restates the dialogue into narrative form.)
5.5
Composition-Oral Presentation Drill (S^ writes essay about his brothers and sisters, including such information as given in dialogue 4.
T
checks essay for necessary corrections, which S^ then memorizes and presents in class orally.) 5.6
Dialogue Drill (S^ and
hold a conversation
modelled after dialogue 4t incorporating in the dialogue own factual information as included in the essay above.) 6 6.1
STRUCTURAL CONTENT Ati 'is/are, was/were' (cf. 1.3) denotes static existence at a location.
It differs from regular
213 verbs in that it does not inflect for tense, focus, etc.
It occurs with the ing pronouns ku, ka, etc.,
with a special subset of third person singular and plural pronouns occurring in place of ya and la. These are yn
u and lu respectively.
These pro-
nouns are special in that they occur only with ati and its negative ala. The negative ala also has the non-inflectional characteristics of ati and occurs with the same pronouns including the special third person subset. Like other negatives, it occurs utterance initially. It denotes the meaning
'is/are, was/were not in
existence at a location*.
There is a difference in
meaning between ala and the negatives introduced earlier as illustrated by the following. (1) Aliwa
ya i Senen.
Senen is not the one.
(2) E ya mestro i Senen.
Senen is not a teacher.
(3) Alayu i Senen king
Senen is not in the room,
kuarto. The following illustrate the occurrences of ati and ala. (4) Q: Nukarin ka? A: Ati ku king kuarto. (5) Q: Ati ka king eskuela?
Where were you? I was in the room. Were you at school?
214 A: All.
Ala ku king
eskuela.
Atl ku
king bale. (6) Ing mestra atiu king kuarto na. (7) Deng mestra atilu kareng kuarto ra. (8) Alayu ing mestra king kuarto na. (9) Deng mestra al^lu kareng kuarto ra. 6.2
No, 1 was not at school.
1 was at
home . The teacher is in her room. The teachers are in their rooms. The teacher is not in her room. The teachers are not in their rooms.
The adjunct na 'already' (cf. 4, Talasawa na la reng kapatad mung babai?) occurs directly preceding the ing subject or actor pronouns as is shown in the following paradigm.
Note the occurrence of
the portmanteau pronouns for the adjunct plus third person singular and plural pronouns.
The
combinations naya and nala may also occur, however. (1) Talasawa na ku.
I'm already married.
(2) Talasawa na ka.
You're already married.
(3) Talasawa ne.
He's already married.
(4) Talasawa na kami.
We're already married.
(5) Talasawa na kayu.
You're already married.
(6) Talasawa no.
They're already married.
215 The portmanteau lie and no are homophonous forms and occur also as portmanteau pronouns 'he-it and he-them' respectively as will be seen later (cf. Lessons 38 and 43)• 7
VOCABULARY arap
in front
ati
is/are, was/were
atilu
they are
atiu
he/she/it is
babo
on top
gulut
back
kadete
military academy
kayli
left
ken na
there just
lalam
under
lele
side
-lu
they [ati + lu, ala + lu]
ma-
is/are, having the quality of [descriptive affix]
masuerte
is/are lucky
pilatan
between
reta
those
servicio
Armed services
suerte
lucky
-u
he/she/it
[ati + u]
216
wanan
right
-yu
he/she/it
[ala + yu]
Lesson 22 "Pilan na kang banwa?" 1
STRUCTURAL CONTENT
1.1
Non-verbal predicate clause, numeral attributive noun phrase predicate
1.1.1
Atlu kung pulung
I'm thirty-one years old.
metung a banwa. 1.1.2
Atlung pulung metung
I'm thirty-one years old.
kung banwa. 1.2
WH- Question Pilan na kang banwa?
How old are you? (Lit. How many already you years?)
1.3
Days of the week Deng lagiu da reng aldo
1.4
The names of the days
Dumingu
Sunday
Lunes
Monday
Martes
Tuesday
Mierkulis
Wednesday
Webis
Thursday
Biernes
Friday
Sabadu
Saturday
The dates of the month The date of the month
Ing petcha ning bulan 217
218 ing aprumero (ning Enero
the first (of January)
ing ados
the second
ing atres
the third
ing akwatro
the fourth
ing asingku
the fifth
ing asais
the sixth
ing asiete
the seventh
ing aotcho
the eighth
ing anuebe
the ninth
ing adyes
the tenth
ing aonse
the eleventh
ing adose
the twelfth
ing atrese
the thirteenth
ing akatorse
the fourteenth
ing akinse
the fifteenth
ing adisisais
the sixteenth
ing adisisiete
the seventeenth
ing adisiotcho
the eighteenth
ing adisinuebe
the nineteenth
ing abente
the twentieth
ing abente uno
the twenty-first
ing atrenta
the thirtieth
ing atrentay uno
the thirty-first
219 1.5
1.6
Spanish numerals uno
1
bente uno
21
dos
2
trenta
30
tres
3
trentay dos
32
kwatro
4
kwarenta
40
singku
5
kwarentay tres
43
sals
6
slngkwenta
50
slete
7
slngkwentay kwatro
54
otcho
8
slsenta
60
nuebe
9
sisentay singku
65
dyes
10
sltenta
70
ons e
11
sltentay sals
76
dose
12
otchenta
80
trese
13
otchentay slete
87
katorse
14
nobenta
90
klnse
15
nobentay otcho
98
dlsisais
16
siento
100
disislete
17
dos slentos
200
disiotcho
18
kinientos
500
dislnuebe
19
mil
bente
20
Kapampangan numerals aduang pulung metung
21
atlung pulu
30
1000
220
apat a pulu
40
limang pulu
50
anam a pulu
60
pitung pulu
70
walung pulu
80
siyam a pulu
90
dinalan
100
dinalang metung
101
aduang dalan
200 1000
libo 2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Pilan na kang
How old are you?
banwa? A: Atlu kung pulung
I'm thirty-one years old.
metung a banwa. 2.1.2
Qs Pilan neng banwa
How old is the child?
Ing anak?
2.1.3
A: Labing apat.
Fourteen.
Q: Pilan nong banwa
How old are the children?
deng anak? A: I Kristi pitu ya, ampong i A1 pabanwa ya.
Christy is seven and A1 is a year old.
221
2.2
Yes/No Question and Answer
2.2.1
Q: I Ermie adua yang
Is Ermie twenty years old?
pulung banwa? A: All.
Labi yang
siyam a banwa. 3 3.1
DRILL
No, she's nineteen years old.
I
Rote Memorization Drill (Using number chart with numbers 1 to 100, T drills on Philippine counting system.
T points to a number, gives the Kapampan-
gan equivalent and S repeats, drilling on consecutive numbers first, then numbers in random order.) Model: T: (pointing to 1) metung S: metung T: (pointing to 2) adua S : adua 3.2
Response Drill (T asks the two questions
(1) 'What
comes before (X numeral)?' and (2) 'What comes after (X numeral)?' in random order and S responds accordingly. ) Model^: T: Nanu ya ing mumuna king atlu? S: Adua. Moderi
T: Nanu ya ing tutuki king apat? S: Lima
222 3.3
Rote Memorization Drill (Pointing to the various individuals, T drills on the following questions. S repeats after T.) (]) Filan na kang banwa? (2) Filan neng banwa? (3) Pilan neng banwa (i Al)? (4) Pilan na kong banwa? (5) Pilan nong banwa? (6) Pilan nong banwa (i Juan ampo i Maria)? (7) Pilan nong banwa (deng estudyante)?
3.4
Rote Memorization Drill (T points to a number on the number chart and S gives his age accordingly, using the construction in the model below.) Model:
3.5
T:
(pointing to 39)
S:
Atlu kung pulung siyam a banwa.
Response Drill (A: T asks the question 'How old (is X)?' referring to the student himself, his kin, friends, etc. and S responds factually, if possible. Model:
B: Repeat drill between S-S.)
T:
Pilan neng banwa i ima mu?
S:
Apat a pulung pitu yang banwa i ima ku.
223 3.6
Restatement Drill (T makes a statement about (X's) age and S restates It according to the model below.) Model:
X:
Limang pulung atlu yang banwa lng mestro.
S:
Lima yang pulung atlung banwa ing mestro.
3.7
Rote Memorization Drill (Using a calendar for cueing, T drills on the days of the week, first in consecutive order then randomly.) (1) Dumingu
(5) Webis
(2) Lunes
(6) Biernes
(3) Martes
(7) Sabadu
(4) Mierkulis 3.8
Rote Memorization Drill (As T gives the English cue, then the Kapampangan equivalent and S repeats.
B: T gives the question and S repeats.)
(A) (1) ngeni
today
(2) bukas
tomorrow
(3) napun
yesterday
(A) ing aldo kaybat (Dumingu)
the day after Sunday
224 (5) ing aldo bayu
the day before Monday
Lünes (6) ing aldo panga-
the day after tomorrow
kabukasan (7) itang aldo nakadua na (1) Nanu ya ing
the day before yesterday What is the day today?
aldo ngeni? (2) Nanu ya ing aldo bukas? (3) Nanu ya ing aldo napun? (4) Nanu ya ing aldo kaybat Martes? (5) Nanu ya ing aldo bayu Säbadu? (6) Nanu ya ing aldo pangakabukasan? (7) Nanu ya itang aldo nakadua na? 3.9
What is the day tomorrow? What was the day yester day? What is the day after Tuesday? What is the day before Saturday? What is the day after tomorrow? What was the day before yesterday?
Response Drill (A: T asks the questions drilled in drill 3.8 and S responds factually. drill between S-S.)
B: Repeat
225 Model:
3.10
T:
N a n u y a ing
S:
Lünes
Rote Memorization chart,
T drills
T points
to
equivalent
Drill
on the
a number, and
tive numbers
aldo
(Using
the
Dumingu?
number
Spanish numeral gives
S repeats,
first,
kaybat
the
system.
Kapampangan
drilling
then numbers
on
in
consecu-
random
order.)
3.11
Rote Memorization on
3.12
the
dates
of
Drill
the
(Using
Drill
dates
today/tomorrow/yesterday/etc.
of
(A: T a s k s
questions
drills
about
the
and
S
re-
factually.
(1) N a n u y a i n g
petcha
ngeni?
(2) N a n u y a i n g
petcha
bukas?
(3) N a n u y a
ing p e t c h a
napun?
(4) N a n u y a
ing petcha kaybat
(5) N a n u y a i n g p e t c h a b a y u (6) N a n u y a i n g p e t c h a p a n g a (7) N a n u
Statement points
T
month.)
Response
sponds
3.13
calendar,
ing p e t c h a n a k a d u a
Drill
to a d a t e
(Using as
cue
ing
ing
atrenta?
kabukasan? na?
a 12 m o n t h and
adyes?
calendar,
S gives
the name
T of
226
the day, the month and the date according to the model.) Model:
T:
(pointing to Wed., Aug. 27)
S:
Ngenlng aldo iti Mierkulis, Agusto abente siete.
3.14
Response Drill (T asks questions about the date of various well-known holidays and S responds factually, referring to this year's calendar.) Model:
T:
Kapilan ya ing 'Christmas'? Nanu ya ing petcha ning
S:
or
'Christmas'?
King Deciembre a bente singku.
(1) Christmas
Fasku
(2) Easter
Maleldo [= Malaldo]
(3) New Year's Day
Bayung Banua
(4) Valentine's Day
'Valentine's Day'
(5) Father's Day
Aldo dareng tata
(6) Mother's Day
Aldo dareng ima
(7) Veteran's Day
'Veteran's Day'
(8) Good Friday
Biernes Santo
(9) Labor Day
'Labor Day'
(10) Independence Day
'Independence Day'
(11) Your Birthday
ing aldo mu
227
4
SITUATIONAL DIALOGUE [Dialogue between John (J) and Amelia (A)] tua
age, maturity
ma-
[descriptive affix]
matua
is old
singku
five
mil
thousand
nuebe sientos
nine hundred
sisentay dos
sixty-two
bente nuebe
twenty-nine
sisentay otcho
sixty-eight
aldo
birthday
dumingu
week
Lunes
Monday
ditak
a small amount, a little bit
anda
the spread of food on the table
munta
will come/go
reng palang
by the way
handaan
(place of the spread), the party
lupa
looks like
lugud
grace
228 Apung Ginu
God
mag-
[verbal prefix, active] to put into action
dinalan
one hundred
magdinalan
to make one hundred
A: Pilan na kang banwa?
How old are you?
J: Atlu kung pulung
I'm thirty-one years old.
metung a banwa. 0, matua kang limang banwa kanaku. 0,adua kang pulung anam a banwa?
Oh, you're five years older than 1. Oh, you're twenty-six years old?
A: Wa.
Yes .
J: Atin kang anak?
Do you have any children? (lit. How many children are you?)
A: Wa.
Atin kung adua.
Yes, I have two.
J: Deng adua lalaki la?
Are the two boys?
A: All.
No, one is a boy and the
Ing metung lalaki
ya at ing metung babai
other is a girl.
ya. Pilan nong banwa deng
How old are the children?
anak? I Kristi pitu ya, ampong Christy is seven and A1
229
is one year old.
i Al pabanwa ya. Kapilan la mlbait di Kristi ampong Al?
When were Christy and A1 born?
I Kristi mibait ya
Christy was born on
Enero a singku, mil
January 5, 1962, and A1
nuebe sientos sisentay
on August 29, 1968.
dos, at i Al mibait ya Agusto, a bente nuebe, mil nuebe sientos sisentay otcho. 0, ing aldo nang Al, ken neng tutuking
Oh, Al's birthday is next week.
Dumingu. Wa, king Lunes.
Atin
Yes, on Monday.
We're
kaming ditak ay anda.
having a small party.
Munta kayu ne?
You'll come, won't you?
Ha, salamat.
0 reng
Yes, thank you.
Oh, by
palang, apu mu atilu
the way, will your
king andaan?
grandparents be there?
Wa, atilu ngan deng dara, bapa ampong
Yes, all the aunts, uncles and cousins will be there.
pisan. Balu mu nung pilan neng banwa i ingkung?
Do you know how old Grandfather is?
230 J: Lupa neng manga
He looks like he's about
walung pulung limang
eighty-five years old.
banwa. A: 0 wa, malapit neng
Yes, he's almost eighty-
walung pulung atlung
three years old.
banwa. J: King lugud ning Apung Ginu magdinalan ya. 5 5.1
DRILL
By the grace of God he'll make one hundred.
II
Rote Memorization Drill (T drills on calendar years from 1940 to present, giving the cue in English, then the Kapampangan equivalent, and S repeats.) Model: T: (1940) mil nuebe sientos kwarenta S: mil nuebe sientos kwarenta
5.2
Response Drill (T asks when S was born and S responds factually.) Model: T: Kapilan ka mibait? S: Mibait ku Septiembre a bente dos, mil nuebe sientos kwarentay nuebe.
5.3
Recitation Drill (S repeats recitation of dialogue 4 until contents memorized, using Conversational format in the recitations.)
231 5.4
Comprehension Drill (T asks questions based on dialogue 4 and S responds.) (1) Filan neng banwa i Juan? (2) Pilan neng banwa i Amelia? (3) Pilan yang banwa i Juan matua kang Amelia? (4) Talasawa ne i Juan? (5) Anta i Amelia? (6) Atin yang anak? (7) Pilan la reng anak? (8) Lalaki la u babai la? (9) Pilan nong banwa deng anak? (10) Ninu ing makialdo
(having a birthday) king
tutuking dumingu? (11) Ninu ya ing munta king andaan? (12) Balu mu nung pilan neng banwa i bapa nang Al? 5.5
Comprehension Drill (S^ asks S2 questions based on dialogue 4 and S2 responds.
Following are suggested
questions.) (1) How old is John? (2) Is John older than Amelia? (3) How many years older than Amelia is John? (4) How old is Amelia? (5) Is Amelia married? (6) Does Amelia have children?
232 (7) How many children does Amelia have? (8) What are their names? (9) Is the son older? (10) How old is the son? (11) How old is the daughter? (12) When were they born? (13) Are they having a birthday party for Al? (14) When is the party? (15) Who are coining to the party? (16) Do you know how old Grandmother is? (17) Do you know how old Grandfather is? (18) Did he look like he was about a hundred years old? 5.6
Narration Drill (S restates the dialogue into narrative form.)
5.7
Dialogue Drill (S^ and S2 carry on a conversation incorporating the following details. any kin or friend.) (1) having a birthday party for X (2) when it is (3) where it is (4) who's coming (5) how old is X (6) when he was born
X refers to
233 6 6.1
STRUCTURAL AND CULTURAL NOTES The order of the pronouns may vary in the constructions used for stating one's age as the following examples illustrate. (1) Atlu kung pulung
I'm thirty-one years old.
metung a banwa. (2) Atlung pulung metung
I'm thirty-one years old.
kung banwa. Though there is no variation in meaning in the two constructions, the first construction is more commonly used.
The preference for the first construc-
tion may be accounted for by the fact that in pronoun attraction (see below), which both sentences reflect, the position immediately following the initial word of the sentence is the preferred one.
Pronoun attraction occurs when the predicate is comprised of a compound rather than a single word. It is the movement of the subject pronoun to a second position directly following the first word of the compound predicate and preceding the linker which connects the words in the compound predicate. Pilan na kang banwa? 'How old are you?' also illustrates this phenomenon.
It is derived from
234 Pilan a banwa na ka? 'How many years already are you?' in which the predicate is the compound pilan a banwa.
The adjunct and pronoun na ka shift from
final to second position following pilan, with the linker & changing to n£ as a result of the change in its phonological environment. 6.2
Note that dumingu stands for both 'week' and 'Sunday'.
The days of the week are written pho-
netically rather than In the traditional orthography to facilitate learning. 6.3
There are two types of numeral systems in Kapamp a n g a n — ( 1 ) the Kapampangan, or Philippine type, numerals and (2) the Spanish numerals.
Though
both systems are used interchangeably for activities such as mathematical calculations, each system has some specific functions.
The Spanish
numerals, for example, are used for dates, including years, (though recently the year is given in English particularly by the younger set), price and money, and telling time.
Kapampangan numer-
als have a more general function and are used to denote quantity and measures.
They are, there-
fore, used for counting things in general, for giving such information as one's age, measures of
235 length (metung a metro 'one meter'), and calculations of time, such as of hours, years, etc. 7
VOCABULARY aduang dalan
200 (Kapampangan)
aduang pulung metung
21 (Kapampangan)
aldo
birthday
Aldo dareng ima
Mother's Day
Aldo dareng tata
Father's Day
anam a pulu
60 (Kapampangan)
anda
the spread of food on the table
apat a pulu
40 (Kapampangan)
Apung Glnu
God
atlung pulu
30 (Kapampangan)
bayu
before
Bayung Banua
New Year's Day
bente
20 (Spanish)
bente nuebe
twenty-nine
bente uno
21 (Spanish)
Blernes
Friday
Blernes Santo
Good Friday
bukas
tomorrow
dinalan
100
(Kapampangan)
dinalang metung
101
(Kapampangan)
disinuebe
19 (Spanish)
disiotcho
18 (Spanish)
disisais
16 (Spanish)
disisiete
17 (Spanish)
ditak
a small amount, a little bit
dos
2 (Spanish)
dose
12 (Spanish)
dos sientos
200 (Spanish)
dumingu
week
Dumingu
Sunday
dyes
10 (Spanish)
handaan
(place of the spread) the party
Independence Day
'Independence Day'
ing abente
the twentieth
ing abente uno
the twenty-first
ing adisinuebe
the nineteenth
ing adisiotcho
the eighteenth
ing adisisais
the sixteenth
ing adisisiete
the seventeenth
ing ados
the second
ing adose
the twelfth
ing adyes
the tenth
ing akatorse
the fourteenth
ing akinse
the fifteenth
ing akwatro
the fourth
ing anuebe
the ninth
ing aonse
the eleventh
ing aotcho
the eighth
ing aprumero
(ning Enero)
the first (of January)
ing asais
the sixth
ing asiete
the s eventh
ing asingku
the fifth
ing atrenta
the thirtieth
ing atrentay uno
the thirty-first
ing atres
the third
ing atrese
the thirteenth
ing petcha ning bulan
the date of the month
ka-
[ordinal affix]
k a — an kabukasan
[abstract nominal affix] tomorrow, future noun ]
katorse
14 (Spanish)
kaybat
after
kinientos
500 (Spanish)
kinse
15 (Spanish)
kwarenta
40 (Spanish)
[abstract
238 kwarentay tres
43 (Spanish)
kwatro
4
Labor Day
'Labor Day'
libo
1000
limang pulu
50
lugud
grace
Lunes
Monday
lupa
looks like
ma-
[descriptive affix]
mag-
to put into action
(Spanish)
(Kapampangan)
(Kapampangan)
[verbal prefix, active] magdinalan
to make one hundred
Maleldo [= Malaldo]
Easter
natua
is old
Martes
Tuesday
Mierkulis
Wednesday
mil
1000 (Spanish)
mumuna
ahead
munta
will come
na-
[numeral affix, past]
nakadua [= naka + adua]
two days ago
napun
yesterday
ngening aldo
today
nobenta
90 (Spanish)
239 nobentay otcho
98 (Spanish)
nuebe
9
onse
11 (Spanish)
ing aldo mu
your birthday
otchenta
80 (Spanish)
otchentay siete
87 (Spanish)
otcho
8
panga
[nominal affix, distri-
(Spanish)
(Spanish)
butive ] panga kabukasan
after tomorrow
Pasku
Christmas
petcha
date
pitung pulu
70 (Kapampangan)
reng palang
by the way
Sabadu
Saturday
sais
6
siento
100 (Spanish)
siete
7 (Spanish)
singku
5
singkwenta
50 (Spanish)
singkwentay kwatro
54 (Spanish)
sisenta
60 (Spanish)
sisentay dos
sixty-two
sisentay otcho
sixty-eight
(Spanish)
(Spanish)
240 sisentay singku
65 (Spanish)
sitenta
70 (Spanish)
sitentay sals
76 (Spanish)
siyam a pulu
90 (Kapampangan)
trenta
30 (Spanish)
trentay dos
32 (Spanish)
tres
3 (Spanish)
trese
13
tua
age, maturity
uno
1 (Spanish)
Valentine's Day
'Valentine's Day'
Veteran's Day
'Veteran's Day'
walung pulu
80 (Kapampangan)
Webis
Thursday
Lesson 23 "Ining tau b. pa ke." STRUCTURAL CONTENT 1
Non-verbal predicative c ause, possessive phrase predicate
1.1
Affirmative (1) Ining tau a ini
This man is my uncle.
bapa ke. (2) Ining tau bapa ke.
This man is my uncle.
(3) Ing tau a ini bapa
This man is my uncle.
ke. This is my uncle.
(4) Bapa ke ini. 1.2
Negative (1) Aliwa ya ining
This man is not my unci
tau i bapa ku. (2) E ke bapa ining
This man is not my unci
tau. 2
WH- Question (1) Ninu ya itang tau?
3
Who is that man?
Portmanteau pronoun, pos essive + singular topic (1) ke [= ku + ya]
my-he/she
(2) me [= mu + ya]
your-he/she
(3) ne [= na + ya]
his/her-he/she
(4) te [= ta + ya]
our 241
[dual]-he/she
242
(5) taya [= tamu + ya]
our
[incl]-he/she
(6) miya [= mi + ya]
our
[excl]-he/she
(7) ye [= yu + ya]
your-he/she
(8) de ~ re [= da
ra
their-he/she
+ ya] 1.4
Demonstrative pronouns, singular, attributive
1.4.1
1.4.2
1.4.3
2
Preposed attributive demonstrative (1) ining + N
this N
(2) itang + N
that N
(3) itang + N + karin
that N over there
Postposed attributive
demonstrative
(1) ing + N + a ini
this N
(2) ing + N + a iyan
that N
(3) ing + N + a ita
that N over there
Preposed-postposed attributive demonstrative (1) ining + N + a ini
this N
(2) itang + N + a ita
that N
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Ninu ya ining tau?
Who is this man?
A: Mr. Ruiz ya itang
That man is Mr. Ruiz,
tau.
243 Ninu ya Mr.
itang
Ruiz
ya
tau?
ining
Who
is
that
This m a n
man?
is M r .
Ruiz.
tau. Ninu ya
itang
tau
karin?
Who
is
that m a n
over
there?
Mr.
Ruiz ya
tau
karin.
itang
That m a n over Mr.
N i n u y a ing
tau
a
Who
there
is
Ruiz.
is
this
man?
ini? Ing
tau a
bapa
iyan
That man
is m y
uncle.
ke.
Ninu ya
ing
tau
a
Who
is
that
man?
iyan? Ing
tau a ini
bapa
This m a n
is h i s
uncle.
ne. N i n u y a ing
tau
a
Who
is
that
man?
Xyan? Ing
tau a
bapa neng
iyan
That man
is A l ' s
uncle.
À1.
N i n u y a ing
tau
a
Who
is
that m a n over
there?
ita? Ing te.
tau a ita
bapa
That man uncle.
over
there
is
our
244 2.1.8
Q: N i n u y a a A:
tau
Ining
tau a iyan
itang
tau
a ita? Itang
2.2.1
Yes/No
this
man?
tau a ita
Who
is
is o u r
that m a n
That man our
Question
Q: Mr.
That man
uncle,
over
there?
bapa miya. 2.2
is
taya.
Q: Ninu ya
A:
Who
ini?
bapa 2.1.9
ining
and
Ruiz ya
over
there
is
uncle.
Answer
ining
Is
this m a n Mr.
Ruiz?
tau? A: Wa. ing 2.2.2
Q:
Mr.
Ruiz ya
tau a iyan.
Bapa me
A: Wa.
itang
Bapa ke
Q:
tau? itang
itang
tau
karin?
miya.
Is
that m a n your
Yes,
that man
Is
is
that m a n over
your Aliwa ya
tau karin mi.
is
Mr.
uncle? my
uncle.
Bapa ye
A: Ali.
that m a n
Ruiz.
tau. 2.2.3
Yes,
Ining
ing
itang No, bapa
tau bapa
uncle?
that m a n
is n o t man
there
(over
our
uncle.
is o u r
uncle,
there) This
245 2.2.4
Q: Bapa neng A1 itang
Is that man Al's uncle?
taung ita? A: All.
Itang taung
Ita e ne bapang Al. 2.2.5
Q: Ing tau a iyan bapa de reng anak? A: Wa.
Itang tau bapa
re. 3 3.1
DRILL
No, that man is not Al's uncle. Is that man the children's uncle? Yes, that man is their uncle.
I
Recitation Drill (S repeats recitation of conversations in section 2 until memorized, using conversational format.)
3.2
Restatement Drill (T gives a possessive phrase in Kapampangan as c u e — e . g . tata ku, then S gives the Kapampangan utterance using the cue as predicate, Tata ke.) Model: T: tata ku S: Tata ke. (1) tata ku (2) ima mu (3) apu na (4) ingkung nang Al (5) bapa ta
246 (6) d a r a
tamu
(7) k o y a
mi
(8) k a p a t a d (9) p i s a n
da
(10) m e s t r a 3.3
yu
da reng
anak
Narration-Comprehension ment
Ini
(i t a t a n a n g A l )
Ninu ya?, Model:
and
S^:
Ini
i
(2)
ing b a p a
(4)
ing
(5)
ing p i s a n
(6)
ing
3.4
anak na ning
ya?
Al.
kaluguran
mu
atchi
and
ta
tamu da reng
estudyante
ra
Drill
(my u n c l e ) . ' stratives
Al.)
mi
ingkung
Restatement
question
yu
(9) i n g p r o p e s o r ing
Ninu
state-
Al
(7) i n g k a l u g u r a n
(10)
the
the
ku
(3) i n g m e s t r a
apu
then asks
i tata nang Al.
tata nang
(1)
(S^ m a k e s
S2 r e s p o n d s w i t h T a t a n e n g
S2: Tata neng
(8) i n g
Drill
(T g i v e s
the statement
in Kapampangan the p o s s e s s i v e
substituting phrases
and
' (This) the S
is
demon-
restates
247 it to 'This man is my uncle.' in Kapampangan, using any of the alternative attributive
constructions.)
Model: T: Bapa ke ini. S: Bapa ke ining tau. (or Bapa ke ing tau a ini.) 3.5
Restatement Drill (S^ makes the statement Mes tra (ke) (ini). 'This is my teacher', substituting the possessive phrases and the demonstratives, and S2 restates it to Ining tau ing mestra ku. 'This man is (the one who's) my teacher.' using any of the alternative attributive
constructions.)
Model: S^: Mestra ke ini. S2: Ining tau ing mestra ku. (or Ing tau a ini ing mestra ku.) (!) Mestra ke ini. (2) Anak neng lalaki iyan. (3) Kapatad deng babai ita. (4) etc. 3.6
Response Drill (T asks a yes/no question 'Is (this) person (X)?' using the appropriate attributive demonstratives and the names of persons in class as cues to elicit yes or no responses, and S responds accordingly.)
248 Model: T: (Pedro) ya (ining) tau? (pointing to Pedro) S: Wa.
Pedro ya itang tau.
Model: T: (Pedro) ya (itang) tau? (pointing to Juan) S: Ali.
Aliwa ya itang tau i Pedro.
Ining
tau i Pedro. SITUATIONAL DIALOGUE [John (J) shows Senen (S) a photograph of his family.] litrato
pho tograph
malyari
may, can, be possible
ke [= ku + ya]
I-it
[portmanteau
pronoun, focussed obj ect] lawe
look at [verbal affix, obj ect focus]
lawen [= lawe + en]
look at something
o sige
OK, all right, sure
ining [= ini + ng]
this
[preposed
attributive demons trative] tau
man, person
r eni
these
muLa [= mu + la]
your-they
[portman-
teau pronoun,
249
possessive + plural subj ect] kamaganak
relative
mila [= mi + la]
our
[excl]-they
[portmanteau pronoun, possessive + plural subject] J: Atin kung litrato na ning pamilya ku.
I have a picture of my family.
S: Malyari keng lawen?
May I look at it?
J: 0 sige.
0 sure.
S: Ee, aliwa ika ini?
Hey, isn't this you?
F: Wa, aku yan.
Yes, that's me.
S: Ninu ya ining babai?
Who is this girl?
J: Ing kapatad kung babai
That's my sister.
yan. S: 0, ining lalaki?
And, this boy?
J: Kapatad keng lalaki
That's my brother.
yan. S: Deng tau a reni pengari
parents?
mula? J: Wa.
Are these people your
Ima ke ini ampong
tatang ke yan. S: Deng aliwang tau a reni kaluguran no ning pamilya?
Yes, this is my mother and that's my father. Are these other people family friends?
250 J: All, kamaganak mila
5 5.1
No, they are our rela-
Ining tau a Ini bapa
tives.
ke, ing tau a iyan
my uncle, that person is
dara ke, at deng
my aunt, and these three
atlung tau pisan kula.
people are my cousins.
DRILL
This person is
II
Recitation Drill (S repeats recitation of dialogue 4 until the contents are learned, using conversational format.)
5.2
Comprehension Drill (T asks questions based on dialogue 4 and S responds.) (1) I Senen palawe ne ing litrato (showing a picture) kang Juan? (2) I Senen atiu king litrato? (3) Atin yang kapatad i Senen? (4) Filan la reng kapatad na? (5) Kapatad a babai la u lalaki la? (6) Atin ya pang pengari? (7) Deng aliwang tau atilu king litrato? (8) Ninu ila? (9) Pilan lang kamaganak king litrato?
5.3
Comprehension Drill (S^ asks S2 question based on dialogue 4 and S2 responds.
The following are
251 suggested questions.) (1) What is John looking at? (ing lalwen na = the thing he's looking at) (2) Is Senen in the picture? (3) Are Senen's parents in the picture? (A) Does Senen have a sister? (5) What about a brother? (6) Are they in the picture too? (7) Who are the other people in the picture? (8) How many relatives are there in the picture? (9) How many children are there in Senen's family? (10) How many children in his uncle's family? 5.4
Narration Drill (S restates the dialogue into narrative form.)
5.5
Composition-Oral Presentation Drill (S draws a picture of his family and writes an essay about them, giving the following information about each member, (1) the relationship—'This is my father.'; (2) his n a m e — ' H i s name is Mr. John Doe.'; (3) his (approximate) age; (4) his place of residence; (5) his occupation.
After T checks essay for errors,
S presents it in class using the picture to point to the members he is referring to.)
252 5.6
Dialogue Drill (Using a picture of a family, or a drawing of one, S^ and
talk about the members
in it, asking such questions as who they are, where they are or live, what they do, how old they are , etc . ) 6 6.1
STRUCTURAL NOTES The ing
demonstrative pronouns were introduced in
Lessons 5 and 7 as topic pronouns.
In Lesson 5
they were shown to occur in Equational Clauses (e.g. I Maria inl.) and in Lesson 7 in Non-Verbal Predicative Clauses (e.g. Lapis ya iyan.)
In this
lesson these pronouns are introduced as attributives of nouns with varying distributional patterns. They occur either as preposed or postposed modifiers linked to the noun modified by the linker -ng in preposition
and a_ in postposition.
The following
examples illustrate. (1) ining tau
this man
(2) ing tau a ini
this man
These pronouns also occur as preposed-postposed attributives to denote emphasis with the same rule of linking for preposition and and postposition applying :
253 (3) ining tau a ini 6.2
THIS man
When designating a singular person or object (third person singular) as being possessed by, or having a relationship to someone (general or kinship) , the portmanteau pronouns (cf. 1.3) are used. For example: (1) Ima ke.
'
She is my mother.
(2) Mestro ne?
Is he your teacher?
(3) Libru ne^
It's his book.
These constructions may also be expanded by the demonstratives as shown below. (4) Ima ke ini.
This is my mother.
(5) Mestro me yan?
Is that your teacher?
(6) Libru ne ita.
That's his book.
The portmanteau pronouns include the possessor and the topic of the sentence.
The underlying
structure of Ima ke is, therefore, Ima ku ya with ku 'my' the possessor and ¿j* 'she' the topic or subject.
The underlying structure of the sentence,
then, is predicate (Ima ku) followed by topic or subject (^a)• When the topic pronoun is other than the third person singular, the regular possessive or ning
case pronouns
(cf. L e s s o n
13
and Lesson
for plural)
and
pronouns plural)
20
(cf. L e s s o n occur
(8) P l s a n
(na + ku).
daka.
full
ing
For
They of
third person plural
topic
possessives
11
cousin. their
cousin.
are your
cousins.
with
subject
topic pronouns
the
follows.
(1) k u l a
ku +
la]
my-they
(2) m u l a
t" m u +
la]
your-they
(3) n a l a
[ - . n a + la]
his/her-they
(A)
tali
[ - ta + la]
our
[dual]-they
(5)
t&la
[ - tamu + la]
our
[incl]-they
(6) m i l i
[ - m i + la]
our
[excl]-they
(7) y u l a
[ - y u + la]
your-they
(8)
[ - da + la]
their-they
dala When
possessive case
here)
pronouns,
occur of
the ning
the
case
occur
the
for
(functioning
contiguously
following
as a l t e r n a n t s . expected ku
pronouns
The
'my'
with
homophonous
form
case
example:
You're
set
forms
and Lesson
I'm his
(9) P i s a n m u l a . The
singular
the
8 singular
contiguously.
(7) P i s a n n a k u
for
the
as ing
forms
da occurs
instead
a n d mi^ f o r
'our'. cousin.
(10) P i s a n
daka.
You
are my
(11) P i s a n
daka.
You
are
our
cousin.
255 Note that da is 'their' in the basic ning pronoun series (cf. (8) above.) 7
VOCABULARY de ~ re [= da ~ ra + ya]
their-he/she
-en
[verbal affix, accusative case]
ining [» ini + ng]
this [preposed attributive demonstrative]
kamaganak
relative
ke [- ku + ya]
my-he/she
ke [= ku + ya]
X-it
[portmanteau
pronoun, focussed object] lawe
look at
lawen [= lawe + en]
look at something
litrato
photography
me [» mu + ya]
your-he/she
mila [= mi + la]
our [excl]-they
[port-
manteau pronoun, possessive + plural subject] malyari
may, can, be possible
miya [• mi + ya]
our
[excl]-he/she
256
mula [= mu + la]
your-they
[portmanteau
pronoun, possessive + plural subject] ne [= na + ya]
his/her-he/she
o sige
okay, all right, sure
reni
these
tau
man, person
taya [= tamu + ya]
our
[incl]-he/she
te [= ta + ya]
our
[dual]-he/she
ye [= yu + ya]
your-he/she
Lesson 24 "Kaninu lang litrato reni?" 1
STRUCTURAL CONTENT
1.1 Possessive phrase predicate 1.1.1
(continued)
Litrato kula reyan.
Those are my pictures.
Kanaku la reyan.
Those are mine.
Deng litrato a reta
Those pictures are mine,
kanaku la. 1.1.2
Detang adua mikapatad
Those two are brothers.
la. Detang atlu mikaka-
Those three are brothers,
patad lang lalaki. 1.2 1.2.1
WH- Question Kaninu lang litrato
Whose pictures are these?
reni? Kaninu la rening
Whose are they, these
litrato? 1.2.2 1.3
pictures?
Ninu la rening adua?
Who are these two?
Portmanteau pronoun, possessive + plural topic (1) kula [= ku + la] ~ ko
my-they
(2) mula [= mu + la] ~ mo
your-they
(3) nala [= na + la] ~ no
his/her-they
(4) tala [= ta + la] ~ to
our
[dual]-they
(5) tala [= tamu + la]
our
[incl]-they
257'
258
1.4
[= m l + la]
our
(7) y u l a
[= y u + la] ~ yo
your-they
(8) d a l a
[= da + la] ~ do
their-they
Demonstrative pronouns,
1.5
1.5.2
1.5.3
2.1.1
plural these
(2) d y a n ~ r e y a n
those
(3) d e t a ~ r e t a
those over
pronouns, plural,
Freposed attributive
there
attributive
demonstrative
(1) d e n i n g + N
these N
(2) d e t a n g + N
those
(3) d e t a n g + N + k a r i n
those N over
Fostposed attributive
N
these
(2) deng + N + a r e y a n
those N
(3) deng + N + a r e t a
those N over
Preposed-postposed
there
demonstrative
(1) deng + N + a reni
N
attributive
there
demonstrative
(1) d e n i n g + N + a r e n i
these N
(2) d e t a n g + N + a r e t a
those
CONVERSATIONAL
2.1
[excl]-they
(1) d e n i ~ r e n i
Demonstrative
1.5.1
2
(6) m i l a
N
CONTEXT
W H - Q u e s t i o n and A n s w e r , K a n i n u Q: K a n i n u y a ing
question
W h o s e p i c t u r e is
litrato? A: Litrato ke.
It's my
picture.
it?
259 2.1.2
Q: Kaninu ya ing
Whose picture is it?
litrato?
2.1.3
A: Ka(na)ku ya.
It's mine.
Q: Kaninu lang litrato
Whose pictures are these?
reni?
2.1.4
A: Litrato kula reyan.
Those are my pictures.
Q: Kaninu lang litrato
Whose pictures are those?
reyan?
2.1.5
A: Litrato nala reni.
These are his pictures.
Q: Kaninu lang litrato
Whose pictures are those
reta? A: Litrato nalang
over there? Those are Senen's pictures.
Senen reta. 2.2 2.2.1
WH- Question and Answer, Ninu question Q: Ninu la rening tau?
Who are these people?
A: Detang tau di Alex
Those people are Alex
ampong i irmie. 2.2.2
Q: Ninu la rening
and Ermie. Who are these two?
adua? A: Detang adua mikapatad la.
Those two are brothers,
260
2.2.3
Q: Ninu la retang
Who are those three?
atlu? A: Dening atlu mika-
These three are brothers,
kapatad lang lalaki. 3 3.1
DRILL
I
Response Drill (T asks the question Kaninu ya ing litrato?, then points to some person as a response cue relative to S, and S responds accordingly. Review all the possessive-sing, subject portmanteau pronouns.) Model: T: Kaninu ya ing litrato?
(points to herself)
S: Litrato me. 3.2
Rote Memorization Drill (T gives thè English statement then the Kapampangan equivalent, and S repeats.) Model: T: 'They are my pictures. 1 Litrato kula. S: Litrato kula. (1) Litrato kula.
They are my pictures.
(2) Litrato mula.
They are your pictures.
(3) Litrato naia.
They are his pictures.
(4) Litrato tala.
They are our
[dual]
pictures. (5) Litrato tala.
They are our pictures.
[incl]
261 (6) Litrato œila.
They are our [excl] pictures.
3.3
(7) Litrato yula.
They are your pictures.
(8) Litrato dala.
They are their pictures,
Response Drill (T asks the question Kaninu la reng litrato?, then points to some person as response cue relative to S, and S responds accordingly. Drill on all 'possessive-plural subject' portmanteau pronouns.) Model: T: Kaninu la reng litrato?
(points to student
sitting beside hearer) S: Litrato nala. 3.4
Rote Memorization Drill (T gives the English cue 'It's mine.' then the Kapampangan equivalent Kaku ya, and S repeats.) Model: T: It's mine. S: Kaku ya. (1) Kaku ya a* Kanaku ya.
It s mine,
(2) Keka ya.
It s yours,
(3) Kaya ya.
It s his/hers,
(A) Kekata ya.
It s ours
(5) Kekatamu ya.
It s ours [incl].
(6) Kekami ya.
It s ours
[dual],
[excl].
262
3.5
(7) Kekayu ya.
It's yours.
(8) Karela ya.
It's theirs.
Restatement Drill (T makes the statement Libru (ke). and S restates it as Kaku ya.
Review the plural
subject pronouns also.) Model: T: Libru ke. S: Kaku ya. Model: T: Libru kula. S: Kaku la. 3.6
Response Drill (T asks the question 'Kaninu (ya) (ining) libru?' mixing the singular and plural subject pronouns ¿a and ¿a and the corresponding demonstrative ini and reni, then points to some person in class as response cue relative to S.
S
responds accordingly using the construction Kaku (ya) (Ing libru a iyan).) Model: T: Kaninu ya ining libru? (points to hearer) S: Kanaku y.a ing libru a iyan. Model: T: Kaninu la retang libru? (points to group of people away from hearer) S: Karela la retang libru.
263 3.7
Expansion Drill (A: T gives the statement in English 'He is (my brother).' and S^ gives the Kapampangan equivalent.
Then T gives a name or word in English
corresponding with the subject or the possessor pronoun in the first statement, and statement accordingly.
expands the
Drill on all the singular
portmanteau pronouns expanding all possible subject and possessor pronouns.
B: Repeat drill with the
plural portmanteau pronouns.) (A) Model: X:
('He is my brother.')
S^: Kapatad ke. T:
(Senen)
S2: Kapatad ke i Senen. Model: T:
('He is her brother.')
S^: Kapatad ne. T:
(Senen's)
S2: Kapatad neng Senen. Drill (A) (1) Kapatad ke.
(Senen)
Kapatad ke i Senen. (2) Kapatad ne.
(Senen's)
Kapatad neng Senen.
264 (3) Kapatad me.
(the teacher)
Kapatad me ing mestro. (4) Kapatad ne.
(the teacher's)
Kapatad ne ning mestra. (5) Kapatad ne.
(Senen, the teacher's)
Kapatad neng mestra i Senen. (6) Kapatad de.
(Al's and Ermie's)
Kapatad de ri A1 ampong Ermie. (7) Kapatad de.
(the children's)
Kapatad de reng anak. (8) Kapatad de.
(Al, Ermie's & Maria's)
Kapatad de i Al ri Ermie ampong Maria. (B) Model: T:
('They are my brothers.') Kapatad kula.
T:
(Senen and Al) Kapatad kula ri Senen ampong Al.
Model: T:
('They are his brothers.') Kapatad nala.
T:
(Alex's) Kapatad nalang Alex.
Drill (B) (1) Kapatad mula.
(Juan and Roberto)
Kapatad mula ri Juan ampong Roberto.
265 (2) Kapatad naia.
(Maria's)
Kapatad nalang Maria. (3) Kapatad mila.
(the teachers)
Kapatad mila reng mestro. (4) Kapatad dala.
(the teachers')
Kapatad dala reng mestro. (5) Kapatad dala.
(Al and Pedro, the teacher's)
Kapatad dalang mestro ri Al ampong Pedro. 3.8
Restatement Drill (T gives a statement using the portmanteau pronouns
(ku)la and S restates it using
the alternative form
(ko).)
Model: T: Anak kula ri Al ampong Kristi. S: Anak ko ri Al ampong Kristi. (1) kula ri Y ampong Z
ko ri Y ampong Z
(2) mula reng X
mo reng X
(3) nalang W
nong W
(4) naia ri Y ampong Z
no ri Y ampong Z
(5) nalang W ri Y ampong
nong w ri Y ampong Z
Z (6) tala reng X (ri Y
to reng X (ri Y ampong Z)
ampong Z) (7) tala reng X (ri Y ampong Z)
tala reng X (ri Y ampong Z)
266
(8) mila reng X (ri Y
mila reng X (ri Y ampong
ampong Z)
Z)
(9) yula reng X (ri Y ampong Z)
yo reng X (ri Y ampong Z)
(10) dalang W (11) dala reng X (rl Y ampong Z)
dong W do reng X (ri Y ampong Z)
(12) dalang W reng X (rl Y ampong Z) 3.9
dong H reng X (ri ampong
Z) Rote Memorization Drill (T gives a question in English, then the Kapampangan equivalent and S repeats the Kapampangan.
Then T gives substitution
cues in English, each S^ then repeating the question according to the cue.
Review as many vocab-
ulary terms learned thus far.
B: Repeat drill
with each of the following questions.) Model: T:
('Whose pencil is it?') Kaninu ya ing lapis?
S:
Kaninu ya ing lapis?
T:
(book)
S^: Kaninu ya ing libru? T:
(ballpoint pen) Kaninu ya ing ball pen.
(1) Kaninu ya ing lapis? (lapis)?
Whose (pencil) is it?
267 (2) Kaninu la reng
Whose (books) are they?
(libru)? (3) Kaninu ya ing (ball pen) a ini? (4) Kaninu la reng
Whose (ballpoint pen) Is this? Whose (papers) are these?
(papil) a reni? (5) Kaninu ya ining
Whose (newspaper) is this?
(dyaryo)? (6) Kaninu la rening
Whose (pictures) are these?
(litrato)? (7) Kaninu ya ining
Whose (dictionary) is this?
(diksyonaryo) a ini? (8) Kaninu la rening (kuaderno) a reni? 3.10
Whose (notebooks) are these?
Response Drill (S^ asks one of the questions above and S2 responds with an appropriate answer.) Model: S^: Kaninu la reng lapis? S2: Lapis dala reng estudyante. do reng estudyante.) S3:
Kaninu ya ining libru?
S^: Kaku ya iyan. S5: Kaninu la retang litrato? S^: Litrato nong Senen reta.
(or Lapis
268 4
SITUATIONAL DIALOGUE [Dialogue between Senen (S) and John (J)] kaninu
whose
kaku
mine
reta
those
oini
here
kareng
of some
kilala
recognize
a-
[verbal affix, apt.]
akilala
recognize
rening ~ dening
these [preposed attributive]
lupa
face
ClVl-
[reduplication, continuous (state or action)]
mi-
[verbal affix, stative, involuntary]
milulupa
look alike
mi-
belonging to a set (of two) [nominal affix, dual relationship ]
mikapatad
brother and sister;
269
two brothers; two sisters those
detang
[preposed
attributive demonstrative] belonging to a set
mi-C 1 V 1 -
(of three or more) [nominal affix, plural relationship] three (or more)
mikakapatad
brothers, sisters, or siblings (not) at all
bitasa J: Kaninu lang litrato
Whose pictures are these?
rent? S: Kaku la reta.
Oini
Those are mine.
Here is
litrato ya kareng
a picture of some of my
kaluguran ku.
friends.
J: Ha pin.
Akilala
Oh, yes.
I recognize
kula ri Maria, Carlos
Maria, Carlos and Pedro.
ampong Pedro.
Who are these two?
Ninu la
rening adua? S: IIa ri Kristi ampong i Al.
They are Christy and Al.
270 J: Milulupa la.
Mika-
They look alike.
brother and sister?
patad la? S: All.
All la.
Are they
Peru
No, they're not.
detang atlu mikakapa-
But those
three are brothers.
tad la. J: Ela milulupang bltasa.
They don't look alike at
Detang mlkaluguran
all.
estudyante langan?
friends students?
S: All.
Are all those
Ing metung mestra
No, one is a teacher, two
ya, deng adua sekretar-
are secretaries, and the
ya, ampong deng allwa
rest are students.
estudyante la. 5 5.1
DRILL
II
Recitation Drill (S repeats recitation of dialogue 4 until contents learned.)
5.2
Comprehension Drill (T asks questions based on dialogue and S responds.) (1) Kaninu la reng litrato? (2) Ninu ing palawe nang litrato? (3) Palawe ne (he is showing) ing litrato ning pamilya na? (A) Akilala nala reng kaluguran na ning Juan king litrato?
271 (5) N i n u la reng m i l u l u p a (6) M i k a p a t a d
ra?
la?
(7) D e n g m i k a p a t a d a t i l u k i n g
lltrato?
(8) B a l u m u n u n g n a n u la r e n g l a g l u ra? (9) M i l u l u p a
la?
(10) D e t a n g m i k a l u g u r a n k i n g l i t r a t o
estudyante
langan? (11) B a l u m u n u n g p i l a n la reng 5.3
estudyante?
Comprehension Drill
(S^ a s k s a q u e s t i o n b a s e d
the d i a l o g u e and S2
responds.)
(1) A r e the p i c t u r e s
Juan's?
(2) Do y o u k n o w h o w m a n y p i c t u r e s (3) W h o is s h o w i n g
there
are?
the p i c t u r e to w h o m ?
(A) Is it a p i c t u r e of his
family?
(5) D o e s J u a n r e c o g n i z e some (6) W h o are
on
people?
they?
(7) A r e they b r o t h e r s and
sisters?
(8) A r e t h e r e b r o t h e r s a n d s i s t e r s (9) Do they l o o k
i n the
alike?
(10) W h o a r e the two w h o l o o k (11) A r e they b r o t h e r and
alike?
sister?
(12) A r e all the p e o p l e in the p i c t u r e (13) A r e they a l l
picture?
teachers?
(14) W h o e l s e is i n the
picture?
students?
272 6 6.1
STRUCTURAL NOTES The plural demonstratives have a similar function and distribution as the singular demonstratives discussed in Lesson 23, 6.1.
Note, however, that
when these plural pronouns occur sentence medially, the alternant forms with [r] occur. 6.2
The king case personal pronouns were introduced in Lesson 15 as locative substitutes (e.g. Makatuknang ku keka.
'I'm going to stay with you.')
Here,
they are used as equivalents of the English pronoun series 'mine, yours, his/hers, ours, theirs' as shown in the following examples. (1) Ka(na)ku ya.
It is mine.
(2) Keka la.
They're yours.
The above constructions also may be expanded by demonstratives.
6.3
(3) Ka(na)ku ya ini.
This is mine.
(4) Keka la reni.
These are yours.
The possessive + plural subject pronouns were discussed in Lesson 23, 6.2 (e.g. Pisan mula. my cousins.')
'They're
There is an alternant set of port-
manteau pronouns for the plural subject equivalent to the possessive + singular subject portmanteau
273 series.
In everyday conversation the portmanteau
pronouns are used more frequently. 7
VOCABULARY a-
[verbal affix, apt.]
akilala
recognize
bitasa
(not) at all
C
[reduplication, con-
l V
tinuous (state or action)] dala [= da + la] ~ do
their-they
detang
those [preposed attributive demonstrative]
kaku
mine
kaninu
whose
kareng
of some
kilala
recognize
kula [ = ku + la] ~ ko
my-they
lupa
face
mi-
[verbal affix, stative, involuntary]
mi -
belonging to a set (of two) [nominal affix, dual relationship]
274
belonging to a set (of three or more) [nominal affix, plural relationship] mikakapatad
three (or more) brothers, sisters, or siblings
mikapatad
brother and sister; two brothers; two sisters
mila [= mi + la]
our
[excl]-they
milulupa
look alike
mula [= mu + la] ~ mo
your-they
naia [= na + la] ~ no
his/her-they
oini
here these [preposed at-
rening ~ dening
tributive] those
reta
our
[incl]-they
tàla [= tamu + la]
our
[dual]-they
tala [• ta + la] ~ to
your-they
yula [• yu + la] ~ yo
Lesson 25 "Matas yang dill kareng babai." STRUCTURAL CONTENT 1 1.1
Non-verbal predicate clause, descriptive predicate Singular Malagu ya.
1.2
She is pretty.
Plural Mangalagu langan.
2 2.1
They are pretty.
Non-verbal predicate clause, comparative predicate Singular Mas maragul ku kesa
1 am bigger than Ramon.
kang Ramon 2.2
Plural Mas mangaragul la
The boys are bigger than
kesa kareng babai
the girls
reng lalaki 3
Non-verbal predicate clause, superlative (1) Matas yang dili i
Juan is the tallest
Juan (2) I Ramon pekamababa
Ramon is the shortest
ya 4
WH- Question (1) Ninung matas karelang adua?
Who is the taller of (them) those two?
275
(2) Ninung mas matua
Who is the older of th
kareng aduang lalaki? (3) Ninung mababa dili, ri Maria, Ermie u
two boys? Who is the shortest, Maria, Ermie or Laura
Laura? (4) Sanung makaba
Which is the longer of
karening lubid? 5
these ropes?
Descriptive affixes
5.1
Descriptive ma-
is, having the quality X
5.2
Superlative peka-
6
is the most
King demonstrative pronouns
6.1
6.2
Singular (1) keni
of this
(2) keta
of that
Plural (1) kareni
of these
(2) kareta
of those
CONVERSATIONAL CONTEXT 1 1.1
WH- Question and Answer Q: Ninung matas kari Maria ampong Juan?
Who is taller of Maria and Juan?
277
2.1.2
A: Matas ya i Juan.
Juan is taller.
Q: Ninung mababa
Who is shorter of the
kareng aduang
two boys?
lalaki?
2.1.3
A: I Ramon mababa ya.
Ramon is shorter.
Q: Ninung maragul
Who is the biggest of
karelang atlu? A: Maragul yang dill i
those three? Florante is the biggest.
Florante. 2.1.4
Q: Ninung mas matua, ika u i Ramon? A: Aku ing matua.
Who is the older, you or Ramon? I am older (the older one. )
2.1.5
Q: Ninung matas dili kekami ngan? A: Matas kang dili, Juan.
2.1.6
Q: Ninung pekamatua karela? A: Pekamatua ya karela i Ramon.
Who is the tallest of us all? You are the tallest, Juan. Who is the oldest of them? Ramon is the oldest of them.
278 2.1.7
Q: Sanung mabilis, ing eroplano u ing
Which is faster, the airplane or the car?
kotse? A: Ing eroplano (mabi-
The airplane (is faster),
lis ya). 2.1.8
Q: Sanung mas mal, ing kotse u ing
Which is more expensive, a car or a jeep?
•jeep'?
2.1.9
A: Ing kotse mal ya.
The car is more expensive.
Q: Sanung mababa dili,
Who is the shortest,
ri Maria, Ermie u
Maria, Ermie or Laura?
Laura? A: I Maria mababa yang
Maria is the shortest,
dili. 2.2 2.2.1
Yes/No Question and Answer Q: Mas matas ya kesa
Is Juan taller than I?
kaku i Juan? A: Wa.
Mas matas ya
kesa keka i Juan. 2.2.2
Q: Mas matas ya kesa kang Florante i Ramon?
Yes, Juan is taller than you. Is Ramon taller than Florante?
279 A: All.
2.2.3
E ya matas
No, he is not taller
kesa kang Florante.
than Florante.
Mababa ya.
shorter.
Q: Pekamatas ya kare-
Is Senen the tallest of
langan 1 Senen? A: All.
Eya pekamatas
karelangan.
them all? No, he Is not the tall-
I Senen
est of them all.
mababa yang dill. 3 3.1
He Is
Senen
Is the shortest.
DRILL I Rote Memorization Drill (Using pictures which illustrate comparative qualities, such as tall and short, big and small, heavy and light, etc., T drills on the following descriptive clauses.
Words in paren-
theses following the English utterance are suggestions for picture cues.
T points to a picture,
gives the descriptive utterance in English, then the Kapampangan equivalent.
S repeats the Kapam-
pangan.) Model: T: (pointing to the tall figure) He is tall. Matas ya. S: Matas ya. (1) Matas ya.
She is tall.
(2) Mababa ya.
She is short.
(babai)
280
(3) Maragul ya.
He Is big.
(4) Malati ya.
He is small.
(5) Makaba ya.
It is long.
(6) Makuyad ya.
It is short.
(7) Makinis ya.
It is smooth
(8) Magaspung ya.
It is rough.
(9) Makapal ya.
It is thick.
(lalaki)
(lubid)
(tabla)
(libru)
(10) Maimpis ya.
It is thin.
(11) Mabayat ya.
It is heavy.
(12) Mayan ya.
It is light.
(13) Masubidu ya.
It is dark.
(14) Eya (maberde).
It is light green.
(15) Mabilis ya.
It is fast.
(eroplano)
(16) Mayna ya.
It is slow.
(kotse)
(17) Marayu ya.
It is far.
(bale mu)
(18) Malapit ya.
It is near.
(unibersidad)
(19) Mayumu ya.
It is sweet.
(20) Maslam ya.
It is sour.
(21) Mapali ya.
It is hot.
(22) Marimla ya.
It is cold.
(23) Mabasa ya.
It is wet.
(24) Malangl ya.
It is dry.
(25) Masyas ya.
It- is hard.
(batu)
(26) Malambot ya.
It is soft.
(bulak)
(sakung abias) (kule)
(mangga, biyabas) (sampaluk) (ngeni, napun, nabangi, napun sabengi) (tualya, medyas)
281
3.2
(27) Malinis ya
It is clean.
(28) Marinat ya.
It is dirty
(29) Mai ya.
It is expensive
(30) Mura ya
It is cheap.
(31) Bayu ya
It is new
(32) Laun ya
It is old.
(baru)
(kotse jip)
(kotse)
Response Drill (Using the pictures for drill 3.1 as cue, T asks the question 'Ninung (matas) kareng (babai)?' and S responds using the construction '(This) A is more X.' while pointing to the correct figure in the picture.) Model: T: (showing the picture of the tall and short girls) Ninung matas kareng babai? S: (pointing to the tall girl) Ining babai matas ya.
(or Matas ya ining
babai.) (1) Ninung matas kareng babai? (2) Ninung mababa kareng babai? (3) Ninung maragul kareng lalaki? (4) Ninung malati kareng lalaki? (5) Sanung makäba karening lubid? (6) Sanung makuyad karening lubid? (7) Sanung makinis karening tabla?
282 (8) S a n u n g m a g a s p u n g (9) S a n u n g m a k a p a l (10)
Sanung maimpls
(11) S a n u n g
mabayat
(12) S a n u n g m a y a n
karening
karetang
libru?
karetang
libru?
kareng
kareng
sakung
sakung
(13)
Sanung masubidu kareng
(14)
Sanung
(15)
Sanung mabllls
eya
(maberde)
(16) S a n u n g m a y n a Sanung
marayu
(18)
Sanung malapit
a
ablas?
kule
ing k o t s e
a
reta?
u lng
u ing
eroplano?
eroplano?
ing b a l e m u u ing
unibersidad?
ing b a l e m u u ing
(19) S a n u n g m a y u m u i n g m a l u l u t malulut
ablas?
kareta?
ing k o t s e
(17)
tabla?
unibersidad?
a mangga u
ing
biyabas?
(20)
Sanung maslam
ing
(21)
Sanung
mapali
ngeni u
(22)
Sanung
marimla nabengi
(23) S a n u n g m a b a s a (24)
Sanung malangi
(25)
Sanung masyas
(26)
Sanung
(27)
Sanung malinis
ing ing
sampaluk
u lng
napun? u napun
tualya u ing t u a l y a u ing
ing b a t u u ing
malambat
sabengi? medyas? medyas?
bulak?
ing b a t u u ing ining
biyabas?
bulak?
barung
ini u itang
barung
ining barung
ini u itang
barung
ita? (28) S a n u n g ita?
marinat
283 (29) Sanung mas mal ing kotse u ing jip? (30) Sanung mas mura ing kotse u ing jip? 3.3
Statement Drill (T shows a picture of two things varying in degrees of quality and S makes a statement that '(This) A is more X than (that) B.' Model: T: (shows a picture of a long and a short rope) S: Ining lubid a ini mas makaba ya kesa ketang lubid. Model: T: (shows a picture of an airplane and a car) S: Ing kotse mas mayna ya kesa king eroplano.
3.4
Rote Memorization Drill (T drills S on asking the questions listed in drill 3.2.
T says the question
while showing the corresponding picture and S repeats.) 3.5
Response Drill (S^ shows a picture or actual objects and asks the corresponding question 'Which
more
X, the A or the B?' and S2 responds according to the cue. ) Model: Sj_: Sanung makaba ing ball pen u ing lapis? S2: Ing lapis mas makaba ya kesa king ball pen.
284 Mo^el:
3.6
S^:
Ninung
S2:
Ika mas matas
Response
Drill
or a c t u a l
(Using
such
as
tion
'Which
size,
speed,
is
T:
a
car
u
Model:
of
X,
etc.,
the A,
to
the of
Juan.
three
objects,
the
degrees
a picture
and an
aku?
illustrate
height,
according
Sanung
S:
pictures
the most
(showing
u
ya kesa kang
and superlative
S responds
Models
i Juan
objects, which
comparative
and
matas
of
descriptive, qualities,
T asks the
the
B or
ques-
the
C?'
cue.) a horse
drawn
cart,
airplane)
mabilis
dili
ing
eroplano,
kotse
kalesa?
Ing
eroplano
T:' ( s h o w i n g
ing m a b i l i s
a picture
of
dili.
a man,
a boy,
a
child) Ninung u S: 3.7
Ing
Restatement 'A
(he)
as
cue.
that
ing
dili
Drill
(T m a k e s
then gives
restates
'B is m o r e
ing
tau,
ing
lalaki
anak?
t a u ing m a r a g u l
is X . ' , S^
maragul
the
a descriptive
statement
a pronoun
in
T's
X than A.'
dili.
(B)
statement T gives
using
another
English cue
B,
pronoun
285 (C) as cue.
S2 restates S^'s statement using cue
C, that 'C is more X than B.' } etc.
Be sure to
drill on all ing and king pronouns.) Model: T:
Matas ku.
(he)
S^: Mas matas ya kesa kaku. T:
(you)
S2: Mas matas ka kesa kaya. (1) ing pronouns
(2) king pronouns
ku
kaku
ka
keka
ya
kaya
kata
kekata
tamu
kekatamu
kami
kekami
kayu
kekayu
la
karela
Substitution Drill (T gives a cue in English.
S
substitutes the cue word in the king phrase of the frame given.) Model: T: Mas matas ya kesa king mestra. (his friend) S: Mas matas ya kesa king kaluguran na.
286 (1) his friend (2) his parents (3) me (4) you (5) Juan (6) them (7) us [dual] (8) Maria and Ermie (9) all of you (10) that student (11) us [excl] (12) this boy (13) all of us [incl] 3.9
Restatement Drill (Referring to objects or people in the surroundings, T makes a descriptive statement. S^ restates it into a comparative statement naming an appropriate object, and S2, a superlative statement naming an appropriate object.
'This X', 'that
X' or 'that X over there' may also be used in place of different objects.) Model: T:
Ining libru makapal ya.
S^: Ing libru a iyan mas makapal ya kesa ketang libru. S2: Itang libru makapal yang dili. (pekamakapal ya.)
287
Model: T:
Matas ku.
S^: Aku mas matas ku basa keka. S2: I Juan matas yang dill kekayungan. 4 4.1
SITUATIONAL DIALOGUES [Dialogue between John (J) and Senen (S)] manga-
are, having the quality of [verbal affix, descriptive, plural]
santlng
handsome
mangasantlng
are handsome
ngang
whole
ma-
is, having the quality of [verbal affix, descriptive, singular]
lagu
pretty
malagu
is pretty
lalu
special
lalung lalu
especially
na
now
muku [= mu + ku]
you-me [ning case, actor—ing referent]
biru
kid, tease
case,
288 bibiru
kid
[reduplication
affix, repetitive] [verbal affix, accusative case] bibiruan
kid, tease
barya
change
tas
tall
mat as
is tall
mu
only
dili
alone
daka ~ raka
I-you [ning case actor—ing
case
referent] more
[comparative
particle] matua
is old
maragul
is big
baba
short
mababa
is short
peka-
[descriptive affix, superlative]
pekamababa
is the shortest
kesa
than
[comparative
particle]
289
sus I
gee!
yabang
proud
kayabang
how proud
pasyal
casual visit, to go for a visit, to go sightseeing
ba
so that
buri
like, want
sayang
too bad
Atin kang litrato ning
Do you have a picture of
pamilya mu?
your family?
Wa.
Atin ku.
Oini.
Yes, I have.
Here.
0, deng pengari mu ampong
Oh, your parents and your
kapatad mu mangasanting la
brothers and sisters are
ngan.
Ing ngang pamilya yu all good looking.
The
mangasanting ampong malagu
whole family is good look-
la.
ing, especially you.
Lalung lalu na ika.
E muku bibiruan.
Ala kung
Don't kid me.
I don't
barya.
have any change.
Ining kapatad mung babai
This sister (of yours) is
malagu yang malagu!
very pretty!
0, salamat naman.
Oh, thanks.
Ya ing
bunsu kareng babai.
She is the
youngest of the girls.
290
J: Matas ya mu namang dili
girls, too, isn't she?
kareng babai, ne? S: Ha.
She is the tallest of the
Ing pangane pandak
ne man kekaml ngan. J: Peru malagu ya naman.
Yes.
The eldest is the
shorty of us all. But, she is pretty, too.
Mangalagu la ngan.
They are all pretty.
G raka akit king litrato.
I don't see you in the picture.
S: Ha.
Aku ing letratista.
Yes, I was the photographer .
J: Dening adua kapatad mulang lalaki? S: Wa.
Are these two your brothers?
Ini i Ramon, iyan i
Florante.
Yes.
This is Ramon, that
is Florante.
J: Ninung mas matua kareng
Who is the older of the two boys?
aduang lalaki? S: I Ramon matua ya.
Ramon is the older.
J: Iya ing maragul?
Is he the big one?
S: Ali.
Aliwa ya.
te ita.
I Floran-
I Ramon pekama-
No, that's not he. That's Florante.
Ramon
lati ya kareng lalaki. Li-
is the smallest of the
butad kung anak at mas
boys.
maragul ku kesa kang Flö-
child and I'm bigger than
te.
Florante.
J: Susi
Kayabang mu.
Gee!
I'm the middle
How proud you are!
291 S: 0 mamasyal ka king bale
Say, come and visit us so
ba mulang akilala reng
that you can meet my fa-
pamilya ku.
mily .
J: 0 kaburi ku.
Oh, I'd love to.
S: Siguru king tutuking du-
Maybe next week.
mingu.
Peru balu mu ta-
lasawa nala reng babai. J: 0 sayang!
5 5.1
Peru e bale
But you
know my sisters are already married. Oh, too bad!
But, (no
buri kulang akilala reng
matter) anyway, I'd like
pamilya mu.
to meet your family.
DRILL
II
Recitation Drill (S repeats recitation of situational dialogue until contents learned.)
5.2
Comprehension Drill (T asks questions based on the dialogue and S responds.) (1) Nanu ya ing lalwen nang Juan? (2) Ninu ya ing atiu king litrato? (3) Balu mu nung pilan la reng kapatad nang babai? (4) Ninung matas dili kareng babai? (5) Ing pangane pekamababa ya kareng babai? (6) I Senen atiu king litrato? (7) 0 bakit? (8) Pilan la reng kapatad a lalaki king pamilya nang
292 Senen? (9) Nanu la reng lagiu ra? (10) I Ramon ing pangane? (11) Ninu ya ing pangane? (12) Akilala nalang pamilya nang Senen 1 Juan? 5.3
Comprehension Drill (S^ asks questions based on the situational dialogue and S£ responds.
The follow-
ing questions in English are suggestions.)
(1) What does Senen have? (2) Is it a picture of his parents only? (3) Is Senen's family all good-looking? (4) Who is the tallest of the girls? (5) Is the eldest a girl? (6) Is she tall also? (7) Is Senen in the picture? (8) How many of his brothers are in the picture? (9) How many boys are there in Senen's family? (10) What are their names? (11) Who is the biggest of the boys? (12) Who is the smallest? (13) Who is the eldest of the boys? (14) Who is the youngest? (15) Is Senen older than Ramon?
(16) Who is older, Ramon or Florante? (17) Does Juan want to meet Senen's family? (18) When is Juan going to meet Senen's family? 5.4
Narration Drill (S restates the situational dialogue into narrative form.)
5.5
Dialogue Drill (S^ and Sj carry on a dialogue about their families, including such information as the following.) (1) how many in the family in all (2) how many brothers and sisters (3) who is the eldest, the youngest, etc., of the boys, the girls (4) who is older, younger, bigger, smaller, etc. than whom (5) where they live now (6) etc.
6 6.1
STRUCTURAL CONTENT Words marked by the affixes ma- (singular) 'is some quality, has the quality of' and mangaare adjectivals.
(plural)
In addition to functioning as
attributives of nouns (e.g. malagung babai
'pretty
woman'), these adjectivals occur as predicates in
Descriptive Non-verbal Predicative
Clauses
as in th
following. (1) M a l a g u y a .
She is
(2) M a n g a l a g u la.
T h e y are
In Descriptive
pretty pretty. these
adjec-
t i v a l s o c c u r w i t h the c o m p a r a t i v e p a r t i c l e s
mas...
kesa
Comparative Clauses
' m o r e . . . t h a n ' f o l l o w e d by a k i n g case
which denotes
the t h i n g or p e r s o n to w h i c h
s o n is m a d e .
The f o l l o w i n g
(3) Mas m a r a g u l k u k e s a kang
example
phrase compari-
illustrates.
I'm bigger
than
Ramon.
Ramon.
The k i n g case p h r a s e in the a b o v e c l a u s e m a y r e p l a c e d b y the k i n g
be
case p e r s o n a l p r o n o u n s or
k i n g case d e m o n s t r a t i v e
pronouns
(A) M a s m a r a g u l k u k e s a
as
the
follows.
I'm bigger than
you.
keka. (5) M a s m a r a g u l y a k e s a k e n i ita.
That is b i g g e r this.
A d j e c t i v a l s m a y also b e m a r k e d as by the a f f i x p e k a -
'the m o s t ' .
o c c u r as p r e d i c a t e s C l a u s e s as in the
than
These
in D e s c r i p t i v e
following.
superlatives adjectivals
Superlative
295 (6) I Ramon, pekamababa
Ramon is the shortest.
ya. An alternate superlative construction is that in which dili 'alone1 occurs following an adjectival predicate. (7) Mababa yang dili
Ramon is the shortest.
i Ramon. Descriptive Clauses may be intensified or made more emphatic by the repetition of the adjectival. (8) Malagu yang malagu.
She is very pretty.
Repetition of the predicate for emphasis is a common occurrence in the language.
In addition
repetition may also connote that the action stated in the predicate is done over and over again. (9) Munta yang munta king sine. 6.2
He keeps going to the movies.
The king case demonstrative pronouns (cf. 1.6) occur as substitutes for the king case phrase in a Descriptive Comparative Clause. (1) Mas maragul ya kesa king mestro i Pedro. (2) Mas maragul ya kesa keni ita.
Pedro is bigger than the teacher. That is bigger than this.
296 More commonly, these pronouns occur as demonstrative modifiers of nouns in the king case. (3) Ing libru atiu king babo ning lamesa. (4) Ing libru atiu
The book is on the tab1e. The book is on that
ketang lamesa.
table.
In these functions, keni is one of the demonstrative pronouns.
A homophonous form keni was
introduced as a locational adverb Lesson 14.
'here' in
The latter keni belongs to the set
keni/keti 'here' and karin '(over) there' (cf. Lesson 13).
The following examples illustrate
their occurrences. (5) Kapilan ku pa dinatang keni king Dolores? (6) Mibait ku naman karin.
When did you come here to Dolores? I was born there, too.
A homophonous form of keta marks the time of an action which has already taken place (cf. Lesson 13).
The non-past form is king^.
(7) Dinatang ku ketang
Examples follow.
I came in June.
Junio. (8) Datang ya king Mayo.
He's going to come in May.
297 VOCABULARY baba
short
baru
dress
barya
change
batu
rock
bay u
new
berde
green
bibiru
kid
(money)
[reduplication
affix,
repetitive] bibiruan
kid, tease [redup. + -an]
biru
kid, tease [word base]
biyabas
guava
bulak
cot ton
buri
like, want I-you
daka
raka
[ning case actor-
ing case goal] alone
dili eroplano
airplane
Jip
jeep these [king case demonstra
kareni
tive pron., plural] those [king case demonstra
kareta
tive pron., plural] how proud
kayabang
298 keni
this [king case demonstrative pron., sing.]
kesa
than [comparative part.]
keta
that [king case demonstrative pron., sing.]
kotse
car
kule
color
lagu
pretty
lalu
special
lalung lalu
especially
laun
old
lubid
rope
ma-
Is, has the quality of [verbal affix, descriptive, singular]
mababa
is short
mabasa
is wet
mabayat
is heavy
maberde
is green
mabilis
is fast
magaspung
is rough
maimpis
is thin
makaba
is long
makapal
is thick
299 makinis
is smooth
makuyad
is short
mal
is expensive
malagu
is pretty
malambo t
is soft
malangi
is dry
malapit
is near
malati
is small
malinis
is clean
malulut
is ripe
manga-
are, have the quality of [verbal affix, descriptive, plural]
mangasanting
are handsome
mangga
mango
mapali
is hot
maragul
is big
marayu
is far
marinila
is cold
marinai
is dirty
mas
more [comparative part.]
maslam
is sour
masubidu
is dark
masyas
is hard
300
matas
is tall
matua
is old
mayan
is light
mayna
is slow
mayumu
is sweet
medyas
socks
mu
only
muku [= mu + ku]
you-me [ning case actoring case goal] is cheap
na
now
nabengi
last night
napun sabengi
night before last
ngang
whole
pasyal
casual visit, to go for a visit, to go sightseeing
peka-
is the most
[descriptive
affix, superlative] p ekamababa
is the shortest
sakung abias
sack of rice
sampaluk
tamarind
santing
handsome, good
sanu
which one
sayang
too bad
301 sus I
gee!
tabla
lumber
tas
tall
tualya
towel
yabang
p roud
Lesson 26 "I Pedro ampong Ermie mipisan la." 1
STRUCTURAL CONTENT
1.1
Statement»
1.1.1
stative predicate clause
Di Pedro ampong Ermie
Pedro and Ermie are
mipisan la. 1.1.2
cousins.
Deni ngang anak a
All these children are
reni mipisan pisan
cousins.
la. 1.1.3
A1 and Alex are uncle
Mibabapa la ri A1
and nephew.
ampo i Tatang Alex. 1.2
Stative affix
1.2.1
mi-
belonging to a set [stative affix]
Deng ngang anak alos
All the children are
mising idad lamu. 1.2.2
about the same age.
miC^V^-
belonging to a set [stative affix, plural]
Balamu misising idad
It seems they are all
lamu. 2
the same age.
CONVERSATIONAL CONTEXT
2.1 2.1.1
Yes/No Question and Answer Q: I Mr. Galura i
Is Mr. Galura your 302
303 tatang mu? A: Ali.
2.1.2
Bapa ke.
father? No, he is my uncle.
Iya ampóng i
and Pedro are father
Pedro mitata la.
and son.
Q: 1 Pedro ing pisan
He
Is P-edro your cousin?
mu? A: Ali.
Di Pedro
ampong Ermie
No, Pedro and Ermie are cousins.
mipisan la. 2.1.3
Q: I Mrs. Ruiz ampo lka midara kayu? A: Wa.
Midara kami.
Are you and Mrs. Ruiz aunt and niece/nephew? Yes, we are aunt and niece/nephew.
2.1.4
Q: I Mr. Ocampo bapa neng Al? A: Ali.
2.1.5
Tatang ne.
Is Mr. Ocampo Al's uncle? No, he's his father.
1 Mr. Ocampo ampo
Mr. Ocampo and I are
yaku mibapa kami.
uncle and nephew.
Q: 1 Mr. Melendez
Are Mr. Melendez and
ampong Jorje
George grandfather
mingkung la?
and grandchild?
A: Ali, ela mingkung
No, they're not grandfather and grandchild.
304 2.2
WH- Question and Answer
2.2.1
Q: Ninu karening anak ing mipisan? A: Di Maria, Roberto ampong Ermie mi-
Who of these children are cousins? Maria, Robert and Ermie are cousins.
pisanpisan langan. 2.2.2
Q: Ninung midara karening babai? A: Midara la i Ermieampong Kristi.
2.2.3
Q: Ninung mibapa karening lalaki? A: I Alex bapa neng
Who of these women are aunt and niece? Ermie and Christy are aunt and niece. Who are uncle and nephew among these men? Alex is Al's uncle.
al. 3 DRILL 3.1
I
Rote Memorization Drill (T gives the cue in English, then the Kapampangan equivalent.
S repeats the
Kap.) Model:
T: (mother and daughter) Minda la. S: Minda la.
(1) Minda la.
(mother and daughter)
(2) Mitata la.
(father and son)
(3) Midara la.
(aunt and niece)
305 (4) Mibapa la.
(uncle and nephew)
(5) Mipisan la.
(two cousins)
(6) Mlngkung la.
(grandfather and grandson)
(7) Miapu la.
(grandmother and granddaughter) (older brother and younger
(8) Mikoya la.
brother) (9) Miatchi la.
(older sister and younger sister)
(10) Miwali la.
(two younger siblings)
(11) Mikapatad la.
(two siblings)
(12) Mikaluguran la.
(two friends)
Note: The equivalent in the opposite sex may also occur for the second kinship term in each of the phrases above. occurs, so may 3.2
For example, where
'daughter'
'son'.
Restatement Drill (T makes a statement stating the relationship between two people. it in the corresponding mi- form.
S restates
Note the use of
miC^V^- form for plurality -- i.e. three or more people or two or more sets.
For example, minkung
inkung for a grandfather and many grandchildren, or two grandfathers and their grandchildren.)
306 Model:
T: I Mrs. Ruiz Ima neng Ài. S: Mlnda la ri Mrs. Ruiz ampong 1 Al.
(1) I Mrs. Ruiz Ima neng Al. (2) I Mr. Ocampo tata neng Ermle. (3) I Mang Ermle dara ke. (4) I Alex bapa neng Al. (5) I Maria plsan me. (6) I Apung Galura lngkung ye. (7) I Apung Melendez apu mlya. (8) I Pedro koya neng Maria. (9) I Laura atchl ke. (10) I Al wall me. (11) I Senen kapatad de. (12) I Juan kaluguran taya. 3.3
Response Drill (T asks questions using statements In drill 3.2 and S responds using the ml- form (1) In the affirmative, then (2) In the negative, giving fictional but necessary additional Information.) Model:
T: I Mrs. Ruiz Ima neng Al? S: Wa.
Model:
Mlnda la rl Mrs. Ruiz ampong 1 Al.
T: I Maria plsan me? S: All.
E kaml mipisan 1 Maria ampo yaku.
Mlkapatad kaml.
307 3.4
Rote Memorization Drill (T gives the cue in English, then the Kapampangan equivalent.
S substitutes the
cue in the following frames.) (1) Mising
la reng anak. (lit. 'The children are of the same (build).')
(1) dagul
build, large
(2) katas
height, tallness
(3) baba
shortness
(4) tab a
fat
(5) puy at
skinny
(6) lagu
pretty
(2) Mising
la reng baru tamu. (lit. 'Our dresses are of the same (newness) . ')
4 4.1
(1) bayu
new
(2) laun
old
(3) gawa
design
(4) alaga
price
SITUATIONAL DIALOGUES [Dialogue between John (J), Senen (S) and Maria (M) about relatives]
308 mipis an
(two people)
cousins
mipisanpisan
(three or more people) cousins, a group of cous ins
midadara
an aunt and niece/nephew
minda
a mother and daughter/son
J: Kamaganak ne i Pedro? Is Pedro your relative? S: Wa.
Ya pisan ke.
J: I Roberto ing pisan mu naman? S: Ali.
I Roberto
ampong Ermie mipisan
Yes, he's my cousin. Is Robert your cousin, too? No, Robert and Ermie are cousins.
la. J: Anta ika, Maria?
What about you, Maria?
M: Di Ermie, Roberto
Ermie, Robert and I are
ampo yaku mipisan-
cous ins.
pisan kamingan. J: [to Maria] I Mrs.
Is Mrs. Ruiz your aunt?
Ruiz ing dara mu? M: Wa.
Midadara kami.
Yes, we are aunt and
I Mrs. Ruiz ampong
niece.
Mrs. Ruiz and
i Ermie minda la.
Ermie are mother and daughter.
309 I ima ku, i ima
4.2
My mother, Ermie's
nang Ermie, ampo i
mother and Roberto's
tatang nang Roberto
father are brother
mikakapatad la.
and sisters.
[John (J) and Ermie (E) are looking at a photograph of the Ruiz clan —
Grandmother Ruiz (Ermie's mother)»
her sons and daughters, and her grandchildren.] midaradara
(a group of) aunts
mibapabapa
(a group of) uncles
aduang pulot adua
twenty-two
[= adua + ng pulo + at adua] abe
companion
kayabe
companion
maka-
[verbal affix, stative]
makakayabe
included
bala
it seems, it's like,
balamu
it just seems like
sing
same
mising
(state of being) same
misising
(state of being) same
idad
age
alos
(all) about
mindainda
a mother and her many
[companion nom.af.]
children, many mothers and their children bayo
brother-in-law
manuya
in-law
Deni midaradara
These are all aunts and
ampong mibapabapa
uncles.
langan.
children are cousins,
Ampo reni
ngang anak a reni
And all these
too.
mipl8anpisan la ñaman. 0, denl ngant Pilan la reng anak? Aduang pulot adua langan.
Atln pang
e makakayabe. Balamu mlsising idad lamu. Deng ngang anak
Oh, all these 1
How many
children are there? There are twenty-two. There are still
[others]
not included. They look like they're all the same age. The children are all about
alos mising Idad
the same age, except
lamu, maliban
these three.
karenlng atlu. Denl mlndalnda langan?
[pointing
to Grandmother and
Are these all mother and children?
311 the men and women In the picture] E: Wa.
Maliban ka-
apat.
Manuyang
Tes, except these four. They are in-laws.
na la. J: [pointing to the men] Deng ngang
All the boys aren't brothers ?
lalaki ela mlkapatad? £: All.
Deng mung
lima, Ing metung
No, only five.
One is
our brother-in-law.
bayo mlya. J: Deng aduang lalaki ela pa talasawa ne? E: All la pa. 5
DRILL
Two boys aren't married yet, right? No, not yet.
II
5.1
Recitation Drill
5.2
Narrative Drill relationships.
(Draw a diagram showing the kin Then state in narrative style the
relationships of the characters involved in dialogue 4.1 using the ml- construction as much as possible.)
312 5.3
Narrative Drill (Draw a picture which would represent the photograph mentioned in dialogue 4.2. State in narrative form all the information given in the dialogue, including who the persons are, what their relationships are to each other, what their ages are (if mentioned), etc.
Identify the
persons you are discussing in the picture as you mention them.) 5.4
Comprehension Drill (The following are suggested questions that the students may ask. responds.
S^ asks and S
Refer to the diagram and picture above
for the responses.) Dialogue 4.1 (1) Who is Senen's cousin? (2) Is he Maria's cousin also? (3) Who is Maria's cousin? (4) Are Senen and Maria cousins? (5) Who is Ermie's mother? (6) Are Ermie's mother and Senen's mother sisters? (7) Is Ermie's mother the sister of Maria's father? (8) Do the mothers of Ermie and Maria have a brother? (9) Who is he?
313 Dialogue 4.2 (1) Wha (2) Who (3) How (4) Are (5) How (6) How (7) Are (8) Are (9) How (10) Are (11) Are (12) Are (13) Are (14) How (15) Are STRUCTURAL AND CULTURAL NOTES The affix mi-, as introduced in this lesson, is a stative affix which denotes a relationship between two persons.
existing
This relationship is defined
in terms of a set, i.e. the persons included are thought of as belonging to a set of like kind (a like set) or of a particular lineal heritage (a
314 lineal set).
Thus a like set may be a set of friends,
of siblings, of cousins, of aunts, etc. and a lineal set may be made up of two generations of persons of the same lineage, such as a parent and child or grandparent and grandchild. This affix is most frequently used with kinship terms.
The semantic possibilities of the kinship
term and/or the situational context determine whether a like or lineal set is denoted.
For
example, the term plsan 'cousin' has no semantic possibilities for implying lineal relationship, only a like-set relationship. a set of cousins.
Hence, mipisan refers to
Whereas, dara 'aunt' has semantic
possibilities for both like and lineal relationships; hence, midara may refer to a set of aunts or to one comprised of an aunt and her niece/nephew.
When
designating a lineal set, the kinship term for the older member in the set is used as the word base. The term denotes the relationship referred to and also implies the younger member in the relationship. The situational context determines the sex of the implied younger member, i.e. whether it is a son or daughter, or niece or nephew, etc.
315 Plurality of the sets discussed above is indicated as follows.
For non-kinship sets, the initial
consonant and vowel of the word base are reduplicated; hence, the affix miC^V^- as in mikakaluguran 'a group of three or more friends'.
For kinship
sets, the kinship term is repeated preceded by the affix mi- as in midaradara.
This latter form has
three Interpretations: (1) a group of three or more aunts, (2) an aunt and her many nieces/nephews, and (3) two or more sets of aunts and their nieces/ nephews.
Thus, in a like set plurality refers to a
group made up of three or more persons of like kind or kin, and in a lineal set plurality refers to two or more sets or a lineal pair, or one set of a lineal pair with plural number of younger members. The reduplicated C^V^- preceded by mi- also occurs with a kinship term.
However, except when
the word base is kapatad 'sibling', it is an alternant form of mi- plus the kinship term and denotes a singular lineal set rather than a plural one.
For
example, midara kami and mldadara kami both mean 'we are aunt and niece/nephew'.
316
Mi- words with bases other than kinship terms are not as common.
This might be due to the fact
that implicit in the affix is the notion 'with each other 1 .
Hence, when referring to two students who
are friends, mikaluguran la 'they are friends (with each other)' is possible but not miestudyante la 'they are students'.
It is, therefore, advisable to
check with a native speaker whether a particular mi- word of this type does occur in the language. Note that when mi- is prefixed to a word base beginning with an
the resulting -ii- contracts
to -_i-, as in minda (which comes from mi- plus inda). Note also that a plural pronoun always occurs as subject of a mi- word predicate. The following examples illustrate the occurrence of the affix mi- in the singular and plural for non-kinship like sets and kinship like and lineal sets. Non-kinship like sets: (1) Mikaluguran la i A1 ampoy Kristi. 'A1 and Kristi are friends.' (2) Mikakaluguran la i A1, i Kristi ampoy Ermie. 'Al, Kristi and Ermie are friends.'
317
Kinship like sets: (3) I A1 ampoy aku mlwali kami. 'A1 and I are younger siblings.' (4) Midaradara langan. 'They are all aunts.' Kinship lineal sets: (5) Mitata la. 'They are father and son/daughter.' (6) Midadara la. 'They are aunt and niece/nephew.' (7) Mindainda la. 'They are mother and children.' VOCABULARY
ab e
companion
alaga
price
alos
(all) about
bala
it seems, it's like
balamu
it just seems like
bayo
brother-in-law
gawa
des ign
idad
age
katas
height, tallness
kayabe
companion
318 makakayabe
included
manuya
in-law belonging to a set
mi-
[stative affix] grandmother and grand-
miapu
children older sister and
mlatchi
younger sister/brother uncle and nephew/niece
mibabapa
(two people who are uncle and nephew/niece to each other)
midadara
an aunt and niece/ nephew
midara
aunt and niece/nephew
mikaluguran
two friends
mikapatad
two siblings
(brother
and/or sister) older brother and mikoya
younger brother/ sister a mother and daughter/
minda
son
319 mindainda
a mother and her many children; many mothers and their children
mingkung
grandfather and grandchild
mipisan
cousins (two people who are related as cous ins)
mipisanpisan
(three or more people who are related as cousins) cousins, a group of cousins
mising
(state of being) same
misising
(state of being) same
mitata
father and son/daughter
miwali
two younger siblings
puyat
skinny
sing
same
tab a
fat
Lesson 27 "Munta ku king eskuela" 1
STRUCTURAL CONTENT
1.1
Verbal Predicate Clause, Actor Focus, Intransitive Verb Predicate (1) Munta ku king
I'm going to school.
eskuela. (2) Muli na ku.
I'm going home now.
(3) Mako na ku.
I'm leaving now.
(4) Lumakad na ku.
I'm going now (I'm walking
1.2
[away] now)
Greeting Expression Hi.'
Nukarin ka munta?
(Where are you
going?) 2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Nukarin ka munta?
Where are you going?
A: Munta ku king
I'm going to school.
eskuela. 2.1.2
Q: Nukarin ya munta?
Where is he going?
A: Munta ya king bale
He's going to my friend's
ning kaluguran ku. 320
house.
321 2.1.3
Q: Nukarin kayu
Where are you going?
munta?
2.1.4
A: Eskuela na mu.
Just to school.
Q: Nukarin kata
Where are we going?
munta?
2.1.5
A: Keta mu.
Just there.
Q: Nukarin la
Where are they going?
munta? A: Muli na la. 2.2
Yes/No Question and Answer
2.2.1
Q: Munta ka king eskuela? A: Wa.
2.2.2
Munta ku keta.
Q: Munta ya king tindahan? A: Ali.
3 3.1
They're going home now.
DRILL
Eya munta
Are you going to school? Yes.
I'm going there.
Is he going to the store? No.
He's not going to
king tindahan.
the store.
Muli ya.
home.
He's going
I
Rote Memorization Drill (Show pictures of a school, church, movie theater, store, a friend's house, "Pedro's house", and "one's home" and drill on
identification of these.) Model:
T: (picture of a school) Ing eskuela S: Ing eskuela.
(1)(picture of a school)
Ing eskuela.
(2) (picture of a church)
Ing pisamban.
(3) (picture of a movie
Ing sine.
theater) (4) (picture of a store) (5) (picture of a friend's house)
Ing tindahan. Ing bale
ning kaluguran
ku.
(6) (picture of own home)
Ing bale ku.
(7) (picture of Pedro's
Ing bale nang Pedro.
house) Rote Memorization Drill (Using pictures for cues, drill on the following sentences until memorized.) Model:
T: (picture of a school) Munta ku king eskuela. S: Munta ku king eskuela.
(1) Munta ku king
I'm going to school,
eskuela. (2) Munta ku king pis amb an.
I'm going to church,
323 (3) Munta ku king sine.
I'm going to the movies.
(4) Munta ku king
I'm going to the store,
tindahan. (5) Munta ku king bale
I'm going to my friend's
ning kaluguran ku. (6) Munta ku king bale
house. I'm going to my friend
nang Pedro. (7) Munta ku kang Pedro. 3.3
Pedro's house. I'm going to Pedro's.
Response Drill (T asks the question and S responds according to picture cue.) Model:
T: Nukarin ka munta?
(picture of a school)
S: Munta ku king eskuela. 3.4
Chain Response Drill (S^ asks the question and S^ responds according to the picture cue.) Model:
S^: Nukarin ka munta?
(picture of a church)
S^: Munta ku king pisamban. S^: Nukarin ka munta?
(picture of a store)
S^: Munta ku king tindahan. 3.5
Response Drill (T shows picture cue and asks the question Nukarin (ka) munta? and S responds according to the cue. and plural.)
Review all ing pronouns, both singular
324 Model^:
T : Nukarin ku munta?
(picture of a movie theater)
S^: Munta ka king sine. Model^:
T : Nukarin ya munta?
(picture of a store)
S^: Munta ya king tindahan. 3.6
Substitution Drill (X gives place word cue in English and S substitutes cue in the frame 'Munta ku
. ')
Model:
T: school S: Munta ku king eskuela.
(1) pisamban
church
(2) Pedro
Pedro's
(3) bale nang Pedro
Pedro's house
(4) sine
movie
(5) bale ning
my friend's house
kaluguran ku
4 4.1
(6) tindahan
store
(7) bale ku
my house
SITUATIONAL DIALOGUES [Dialogue between John (J) and a neighbor (N) whom he meets on the street]
325 munta
(is) going
keta
there
sige
okay
lakad
walk
-um-
[verb affix marking actor focus, present]
lumakad
walk
na
now
[away]
N: Nukarin ka munta?
Where are you going?
J: Keta mu.
Just there.
N: 0 makanian.
0 sige.
J: Lumakad na ku.
Oh, is that so.
I'm going now (I'm walking
4.2
Okay.
[away] now),
[Dialogue between John (J) and a neighbor (N) whom he meets on the street] ne?
isn't it?
[tag question]
lagwa
fast, hurry
mamalagwa
be in a hurry
mako
leave
N: Nukarin ka munta?
Where are you going?
J: Eskuela na mu.
Just to school.
N: 0 makanian.
Oh, is that so,
J: Sige, ne?
Mamalagwa
I'm in a
hurry.
ku.
3
It's okay?
N: 0 slge.
Okay.
J: Mako na ku.
I'm leaving now.
[Dialogue between John (J) and Senen (S)] uli
go home (to put into action) [verbal affix, actor focus, future]
muli
go home
J: Nukarin ka munta?
Where are you going?
S: Muli na ku.
I'm going home now.
J: 0 makanian.
Muli
ku naman.
I'm
going home, too.
S: 0 sige.
Okay.
J: 0 sige.
Okay.
DRILL 1
Oh, is that so?
II
Recitation and Memorization Drill (Each of the dialogues are to be memorized.)
2
Give the appropriate statement or question for the following situations.
327
What would you say: (1) when you meet your friend on the street? (2) in response to the same thing said to you, if you want to be vague? (3) in response to the same thing said to you, if you are going to Pedro's house? (4) if you're in a hurry? (5) when you take leave of your friend with whom you've been exchanging greetings? (6) when you take leave using another expression? 5.3
Dialogue Drill (S^ and S^ conduct dialogue modeled after the dialogues in section 4.)
6 6.1
STRUCTURAL AND CULTURAL NOTES The question Nukarin ka munta?
'Where are you
going?' is commonly used as a greeting equivalent to the English 'Hi!' or 'hello'.
To persons
unfamiliar with the culture and customs of the Filipinos such a greeting may appear intrusive and inquisitive.
However, it is not meant as a ques-
tion seeking information but merely a way of expressing a friendly greeting.
The response to
such a greeting may be explicit as to where the person is going which may invite further questions.
328 But
generally
'Just
the a n s w e r
there', which
appropriate
is
response
is v a g u e ,
considered
and
serves
like K e t a a polite
to e n d
the
mu
and dialogue
there. The
Situational
sequence
of u t t e r a n c e s
particular taking now.'
situation.
leave—Lumakad or M a k o
different cultural 6.2
that
the
generally
occurring
Note
expressions
that
na ku.
'I'm w a l k i n g
'I'm l e a v i n g generally
Clauses
followed
refers
to
are by
Complement
comment
illustrate
in
in an
for
away
now.'--are
said
that
also
American
context.
Predicate or m o r e
na ku.
from
Predicative
Topic
Dialogues
clauses
a Topic
thing
or p e r s o n
about which
the
is m a d e
and
a pronoun.
i.e. by
may
actor
of
the
consists
of
comment an a c t i o n
(non-verbal).
the
made
expand
the p r e d i c a t e
naming
the
about
the
designated
The
and
description
phrases
are phrases
referent,
or
predicate
Topic
information
the in
It may
or
adding
object,
is
action.
(verbal)
Complement
actor,
none
phrases.
form,
contains
plus
a
Adverbial
the p r o n o m i n a l the
pronoun
of
and/or
or s t a t e m e n t
not be
consisting
such
which as
benefactor,
329
instrument and terminus location of the stated action.
Adverbial phrases are those that
give
the general place (setting of the utterance) and time of the action.
The Predicate and Topic
obligatorily occur in a Predicative Clause, whereas Complement and Adverbial phrases occur only as needed for clarifying the particular
conversational
situation. Verbal Predicative.Clauses are clauses that contain a Verb as predicate.
The verb may be
Intransitive, as introduced in this lesson, or Trans itive, as introduced in the next lesson.
As
in English, Intransitive refers to those verbs which do not take a direct object, such as muli 'go home', mako 'leave' or lumakad
'walk away'.
Transitive, on the other hand, includes those verbs which take direct objects. The following are examples of Verbal Predicative Clauses with Intransitive Verb Predicates.
The
first contains a Predicate and Subject, both of which are obligatory.
The second includes, in
addition, an Adverbial phrase which gives the additional information of the place towards which
330
the action is going to occur. (1) Muli na ku. go home now I [Pred] [Subj] 'I'm going home now.' (2) Munta ku king eskuela. go I to school [Pred] [Subj] [AdvPhr] 'I'm going to school.' Note that king eskuela 'to school' is an Adverbial phrase rather than a terminus location. 7
VOCABULARY keta
there
lagwa
fast, hurry
lakad
walk
lumakad
walk
[away]
(to put into action) [verbal affix, actor focus, future] mako
leave
mamalagwa
be in a hurry
muli
go home
munta
(is) going
pisamban
church
331 punta
go [word base]
sige
okay
sine
movie theater, movie
tindahan
store
uli
go home [word base]
-um-
[verbal affix marking actor focus, present]
Lesson 28 "Sumulat kung sulat" 1 1.1
STRUCTURAL CONTENT Verbal Predicate Clause, Actor Focus, Transitive Verb Predicate (1) Sumulat kung sulat.
I'm going to write a letter.
(2) Sumulat ku. 1.2
I'm going to write.
Question Nanu ing gawan mu?
1.3
What are you going to do?
Verbal Affix, Actor Focus, Future (1) mag(2) mania) maN(4) maCS) M(6) -um(7) i
1.4
Case Particle, Object -ng
2 2.1
CONVERSATIONAL CONTEXT WH- Question and A n s w e r — n a n u question 332
333 Q: Nanu ing gawan na?
What is he going to do
A: Matudtud ya.
He's going to sleep.
Q: Nanu ing gawan mu?
What are you going to do?
A: Mamasa ku.
I'm going to read.
Q: Nanu ing gawan da?
What are they going to do?
A: Mamasa lang libru.
They're going to read book.
- Question and Answer—nukarin question Q: Nukarin ya matudtud?
Where is he going to sleep ?
A: Matudtud ya king kuarto na. Q: Nukarin ka sumulat?
He's going to sleep in his room. Where are you going to do the writing
(to
write)? A: Sumulat ku king eskuela. Q: Nukarin la sumulat kanta? A: Sumulat lang kanta kang Pedro.
I'm going to write at school. Where are they going t write the song? They're going to write the song at Pedro's.
s/No Question and Answer Q: Sumulat ya?
Is he going to write?
334 A: Wa. 2.3.2
Sumulat ya.
Q: Sumulat yang sulat
I Pedro
sumulat yang sulat. 2.3.3
Q: Magaral lang
Ela magaral
Inglis.
No, Pedro is going to write the letter. Are they going to study English?
Inglis? A: Ali.
Is Juan going to write the letter?
i Juan? A: Ali.
Yes, he's going to write.
Magaral
lang Kapampangan.
No, they're not going to study English. They're going to study Kapampangan.
3 3.1
DRILL
I
Rote Memorization Drill (T acts out or shows picture of action then gives the corresponding statement. Model:
S repeats.)
T: (shows picture of someone reading) Mamasa ku. S: Mamasa ku.
(1) Mamasa ku.'
I'm going to read
(2) Sumulat ku.
I'm going to write [a letter].
(3) Magaral ku.
I'm going to study.
(4) Turu ku.
I'm going to teach.
335 (5) Matudtud ku.
I'm going to sleep.
(6) Mandilu ku.
I'm going to take a bath.
(7) Mangan ku.
I'm going to eat.
(8) Maglinis ku.
I'm going to clean [the room]. I'm going to wash
(9) Mamipi ku.
[clothes]. (10) Mamlancha ku. 3.2
Response Drill (A:
I'm going to iron. T asks the question Nanu ing
gawan (mu)? then gives the answer cue in English. S responds accordingly. drill 3.1.
Review sentences given in
Vary the subject pronouns to include
all the ing (actor) pronouns, both singular and plural. S2»
B:
Repeat the same drill between S^ and
See 6.3 of this lesson for the list of pro-
nouns and where mu 'you' occurs in the frame Nanu ing gawan (mu)?) Model^.
T: Nanu ing gawan mu?
(read)
S: Mamasa ku. Model-. S.. : Nanu ing gawan na?
(write)
S^: Sumulat ya. Sj! Nanu ing gawan yu?
(study)
S.: Magaral kami. 3.3
Comprehension Drill (T gives a two sentence narration, then asks two questions—nukarin and nanu.
51
and S ? respond.) Muli na ku.
Model,
Mangan ku.
Q: Nukarin ku munta? Muli ka. Q: Nanu ing gawan ku karin? 2" Model,
Mangan ka.
T: Munta ku king eskuela.
Magaral ku
karin. Q: Nukarin ka munta? Munta ka king eskuela. Q: Nanu ing gawan ku karin? Magaral ka. Narration-Comprehension Drill (S^ gives a two sentence narration as in drill 3.3.
S^ asks the
nukarin question to which S^ responds; then S^ asks the nanu question to which S^ responds.
Each
student is to give a two sentence narration; thus, 52 begins the second round of statement, questions and answers.) Model:
S^: Munta ku kang Pedro.
Sumulat ku karin.
Q: Nukarin ya munta? S^: Munta ya kang Pedro. S,: Q: Nanu ing gawan na karin?
337 S,.: Sumulat ya karin. 3.5
Rote Memorization Drill (T shows pictures of items listed below, then gives the Kapampangan equivalent. S repeats.) Model:
T: (picture of a book) Ing libru. S : Ing libru.
(1) (picture of a book)
ing libru
(2) (picture of a news-
ing dyaryo
paper) (3) (picture of a magazine) ing magasin (4) (picture of a
ing sulat
letter) (5) (picture of a song
ing kant a
sheet) (6) (picture of a break-
ing almus al
fast) (7) (picture of a lunch)
ing pagtuwan
(8) (picture of a dinner)
ing apunan
(9) (picture of a table)
ing lamesa
(10) (picture of a room)
ing kuarto
(11) (picture of a house)
ing bale
(12) (picture of clothes)
ing imalan
338 3.6
Rote Memorization Drill (T shows pictures of items listed above in drill 3.5 and expands the sentences given in drill 3.1. Model:
S repeats.)
T: (picture of a book) Mamasa kung libru. 'I'm going to read a book.' S: Mamasa kung libru. T: (picture of a letter) Sumulat kung sulat. 'I'm going to write a letter.' S: Sumulat kung sulat.
(1) (book)
Mamasa kung libru.
(2) (newspaper)
Mamasa kung dyaryo.
(3) (magazine)
Mamasa kung magasin.
(4) (letter)
Sumulat kung sulat.
(5) (song sheet)
Sumulat kung kanta.
(6) (breakfast)
Mangan kung almusal.
(7) (lunch)
Mangan kung pagtuwan.
(8) (dinner)
Mangan kung apunan.
(9) (table)
Maglinis kung lamesa.
(10) (room)
Maglinis kung kuarto.
(11) (house)
Maglinis kung bale.
(12) (clothes)
Mamipi kung imalan.
(13) (clothes)
Mamlancha kung imalan.
339 3.7
Expansion Drill (S^ shows a picture and identifies it.
S2 responds by making a sentence using the
cue.) Model:
S^: (shows a picture of a book) Ing libru. S^: Mamasa kung libru. S^: (shows a picture of a letter) Ing sulat. S^: Sumulat kung sulat.
3.8
Response Drill (T asks the question and shows picture a s answer cue.
S responds accordingly.
Review all ing (actor) pronouns.) Model:
T : Nanu ing gawan mu? (picture of a book) S^: Mamasa kung libru. T : Nanu ing gawan na? (picture of a newspaper) S^: Mamasa yang dyaryo. T : Nanu ing gawan ku? (picture of a breakfast) S^: Mangan kang almusal.
3.9
Review Drill—Identification of Places (T shows pictures of places such as school, home, store, etc. (cf. Les. 27, drill 3.1) and students identify them.) Model:
T: (picture of a school) S: ing eskuela
340 3.10
Expansion Drill (T makes an utterance giving action (cf. drill 3.1).
S expands utterance to include
place of action according to picture cue.) Model:
T: Mamasa ku. (picture of a school) S: Mamasa ku king eskuela.
3.11
Response Drill (T asks the question 'Nukarin ka ...?', showing picture as response cue. S responds accordingly.) Model:
T : Nukarin ka mamlancha?
(picture of a
room) S^: Mamlancha ku king kuarto. 3.12
Comprehension Drill (S^ gives an utterance stating action and place of action. question 'Nukarin ya...? 1 . ly.
T asks the
S^ responds according-
Vary the subject pronouns with each utterance.)
Model:
S^: Mangan ku king bale. T : Nukarin ya mangan? Mangan ya king bale.
3.13
Expansion Drill (T gives an utterance (cf. drill 3.6), and shows picture as cue for place of action.
S expands utterance according to picture
cue.) Model:
T : Mamasa kung dyaryo. (picture of a store) S^: Mamasa kung dyaryo king tindahan.
341 3.14
Comprehension Drill (S^ makes an utterance giving action, object of action and place of action. asks the question 'Nukarin ya...?'.
T
responds
accordingly .) Model:
S^: Sumulat kaming kanto king bale nang Pedro. T : Nukarin la sumulat kanto? S^: Sumulat la king bale nang Pedro.
4 4.1
SITUATIONAL DIALOGUES [Dialogue between John (J) and a neighbor
(N).]
gawan
thing doing
sulat
letter
sumulat
going to, will write
N: Nukarin ka munta?
Where are you going?
J: Munta ku kang Pedro.
I'm going to Pedro's.
N: Nanu ing gawan mu
What are you going to
karin? J: Sumulat ku.
do there? I'm going to write [a letter].
4.2
[Dialogue between John aral
and a neighbor study, sermon
(N).]
342
mag-
[verbal affix, actor focus, future]
magaral
going to, will study
turo
teach, going to teach
N: Nukarin ka munta?
Where are you going?
J: Munta ku kang Pedro.
I'm going to Pedro's.
N: Nanu ing gawan mu
What are you going to do there?
karin? J: Magaral kung Kapampangan. N: Turo ya 1 Pedro?
I'm going to study Kapampangan. Is Pedro going to teach?
J: Ali.
Turo ya ing
kapatad nang lalaki. 4.3
No.
His brother is
going to teach,
[Dialogue between John (J) and Senen (S)] kan
eat [word base]
man-
(to put into action) [verbal affix, actor focus, future]
mangan
to eat
-ng
[case particle, object]
pagtuwan
lunch
at saka
and then
343 tudtud
sleep [word base] (to put into action) [verbal affix, actor focus, future]
saguli
a little while
J: Nukarin ka munta?
Where are you going?
S: Muli na ku.
I'm going home now.
J: Nanu ing gawan mu king
What are you going to do at home?
bale? S: Mangan kung pagtuwan,
I'm going to eat lunch,
at saka ku matudtud
and then sleep for
saguli.
a little while.
Sige, ne?
Lumakad na ku.
I'm going
Okay?
(walking)
now. J: 0 sige. 5
DRILL
Okay.
II
5.1
Recitation Drill
5.2
Dialogue Drill (S^ and S 2 conduct a dialogue modeled after those in section A.
Include
expressions learned in Lesson 27 also.
Vary
the place going to, and the activity or activities to be done there for each new dialogue.
344 6 6.1
STRUCTURAL AND CULTURAL NOTES In Philippine languages the comment carried by the Predicate is always made with reference to either the actor of the action, the direct object of the action, the recipient of the action, or the terminus location of the action.
That is, any
one of these entities may be placed in Focus, or be the Topic about which the comment is made. Hence, if the actor of the action is in focus, the clause is said to be in the Actor Focus.
So it
follows that if the direct object of the action is the Topic, it is in the Object Focus; if the recipient of the action, the Referent Focus ; if the beneficiary of the action, the Benefactive Focus; if the instrument of the action, the Instrumental Focus; and if the terminus location of the action, the Locative Focus. The verb, whether Transitive or Intransitive, contains the marker or affix which indicates which of the entities designated by the Complement phrase is in focus for that particular utterance.
The
entity so indicated is the Topic and is also marked as such.
345 In this Verbal
lesson we
Predicative
which mark
the
introduce
Clause.
a c t o r as
The v e r b a l
the
are
as f o l l o w s : m a g - , m a N - ,
The
following
focus
verbs .
Affix
+
chart shows
Word base
=
the A c t o r
t o p i c of ma-, m -
the
Focus
affixes
the
utteranc
—u m - ,
formation
and
of
actor
Verb
mag-
aral
magaral
' to s t u d y '
maN-
kan
mangan
' to e a t '
basa
mamas a
' to r e a d '
dilu
mandilu
1
to t a k e
ma-
tudtud
matudtud
1
to s l e e p '
m-
uli
muli
' to g o
0
turu
turu
' to t e a c h '
Note
that w i t h
before first and
/d/, /ng/
/b/ We
are
the
and and
a bath
home'
t h e 1J b e c o m e s
/k/
and
respectively,
/b/
and
it
then
/n/ becomes
the
/k/
dropped.
cannot
yet
which word base. guage must
affix maN-
that b e f o r e /m/
0.
rely
predict Hence,
on rote
which
affix
the b e g i n n e r learning.
occurs in the
with lan-
346
The actor of the action, the topic of the utterance, is so indicated by the ing pronouns. These pronouns were introduced in Lesson 8 (singular) and Lesson 11 (plural).
They may occur in
Verbal as well as Non-verbal Predicative Clauses, but always after the Predicate.
The following
examples illustrate. Verbal Predicative Clauses: (1) Sumulat ku.
'I'm going to write.'
(2) Mamasa kung libru.
'I'm going to read a book.'
Non-Verbal Predicative Clauses:
6.2
(3) Amerikano
'He's an American.'
(4) Estudyante kami.
'We are students.'
The Object Complement Phrase occurs in the predicate that contaids a transitive verb as explained in the preceding lesson.
The object complement
is introduced by the objective case particle which is the bound form -ng attached to the topic pronoun. The Transitive Verb Predicate Clause with an optional Object Complement Phrase is illustrated in the following sentences.
347 (1) Sumulat ku -ng sulat. write I P letter [Pred] [Subj] [ObjCompPhr] 'I'm going to write a letter.' (2) Sumulat ku. write I [Pred] [Subj] 'I'm going to write.' 6.3
The following are the pronouns which occur in the question Nanu ing gawan (mu)? 'What are you going to do?' Nanu ing gawan ku?
7
What am I_ going to do?
mu
you
na
he
ta
we [dual]
ta(mu)
we[incl]
mi
we[excl]
yu
you[pl]
da
they
VOCABULARY almusal
breakfast
-an
[verbal affix, goal focus, future]
apunan
dinner
348 arai
sermon, study
at saka
and then
basa
read [word base]
dilu
bath [word base]
gawa
make, design [word base]
gawan
thing one is going to do
imalan
clothes
Inglis
English
kan
eat [word base]
Kapampangan
Pampango, language spoken in Pampanga
kanta
song
kuarto
room
linis
clean [word base]
m-
(to put into action) [verbal affix, actor focus, future] (to put into action) [verbal affix, actor focus, future]
349
mag-
(to put into action) [verbal affix, actor focus , future]
magaral
to study
magasin
magazine
maglinis
to clean
mamasa
to read
mamipi
to wash
(clothes)
mamlancha
to iron
(clothes)
(to put into action) [verbal affix, actor focus, future] maN-
(to put into action) [verbal affix, actor focus, future]
mandilu
to take a bath
mangan
to eat
matudtud
to go to sleep
-ng
[case particle, goal]
pagtuwan
lunch
pipi
wash (clothes) [word base ]
350
plancha
iron (clothes) [word base]
saguli
a little while
sulat
letter
sumulat
going to write, will write
tudtud
sleep [word base]
turu
teach [word base]
turu [0 affix]
to teach
-um-
(to put into action) [verbal affix, actor focus, future)
a
(to put into action) [verbal affix, actor focus, future]
Lesson 29 "Sumulat ku ngeni." 1
STRUCTURAL CONTENT Transitive verb predicate clause
(continued)
1.1.1
Sumulat ku ngeni.
I'm going to write now.
1.1.2
Mamasa kung dyaryo
I'm going to read a newspaper now.
ngeni. 1.1.3
1.2 1.2.1
Magaral kung Kapam-
I'm going to study
pangan king eskuela
Kapampangan at school
bukas.
tomorrow.
WH- Question Kapilan ka sumulat?
When are you going to write?
1.2.2
Kapilan ka sumulat
write the song?
kanta? 1.2.3
What are you going to
Nanu ing gawan mu
do now?
ngeni? 1.3
When are you going to
Time Words, non-past (1) ngeni
now
(2) ngening aldo
today
(3) potang gatpanapon
this afternoon
(4) potang bengi
tonight
(5) bukas
tomorrow
(6) pota
later 351
352 2
CONVERSATIONAL CONTEXT
2.1 2.1.1
2.1.2
WH- Question and Answer Q: Kapilan ka mangan?
When are you going to eat?
A: Mangan ku ngeni.
I'm going to eat now.
Q: Kapilan ka maglinis When are you going to kuarto?
clean the room?
A: Maglinis kung
I'm going to clean the
kuarto pota. 2.1.3
Q: Nanu ing gawan mu
room later. What are you going to
ngeni?
do now?
A: Sumulat kung sulat. I'm going to write a letter. 2.2 2.2.1
Yes/No Question and Answer Q: Mamasa kang dyaryo
newspaper now?
ngeni? A: Wa.
Are you going to read the
Mamasa ku.
Yes, I'm going to read now.
ngeni. A: Ali ku.
Mamasa ku
pota. 2.2.2
Q: Magaral kang
No, I'm not.
I'm going to
read later. Are you going to study
Kapampangan king
Kapampangan at school
eskuela bukas?
tomorrow?
A: Wa.
Magaral ku
karin bukas.
Yes, I'm going to study there tomorrow.
353 A: All ku.
Magaral
na ku mu king bale. 3 3.1
DRILL
No, I'm not.
I'm just
going to study at home.
I
Rote Memorization Drill (T gives English cue, then Kapampangan equivalent. Model:
S repeats the Kapampangan.)
T: (now) ngeni S : ngeni
3.2
a) (now)
ngeni
b) (today)
ngening aldo
c) (this afternoon)
potang gatpanapon
d) (tonight)
potang bengi
e) (tomorrow)
bukas
Response Drill (T asks the question, then gives the response cue in Kapampangan.
S responds according-
ly.) Model:
T : Kapilan ka sumulat?
(ngeni)
S^: Sumulat ku ngeni. 3.3
Chain Response Drill (S^asks the question.
S^
responds without repeating responses already given.) Model:
S^: Kapilan ka mamasa? S^:
3.4
Mamasa ku
potang gatpanapon.
Comprehension Drill (T gives an utterance stating action, object of action, and time, then asks the
35 A question 'Kapilan ku...?'.
S responds according-
ly.) Model:
T : "Mamasa kung dyaryo ngeni." Q: Kapilan ku mamasa? S^: Mamasa ka ngeni.
3.5
Chain Utterance-Comprehension Drill (Using format of Comprehension Drill 3.4, S^ makes utterance, then asks the question and S^ responds.) Model:
S^: "Mamipi kung imalan potang gatpanapon." Q: Kapilan ku mamipi? S^: Mamipi ka potang gatpanapon.
3.6
Yes/No Response Drill (T asks a question stating action, object of action and time of action.
S
responds affirmatively the first round then negatively the second round.) Model^: T : Mamasa kang libru ngeni? S : Wa.
Mamasa ku ngeni.
Model^: T : Mamasa kang libru ngeni? S : Ali ku. 3.7
Mamasa ka potang bengi.
Yes/No Response Drill (S^asks the question, T gives the response cue of yes or no, and S^ responds accordingly.
3.8
Use above model.)
Yes/No Response Drill (T asks a question stating action, object of action, and place of action.
355 S responds affirmatively the first round, then negatively the second round.) Model^: T : Mangan kang pagtuwan king eskuela? S : Wa.
Mangan ku king eskuela.
Model^: T : Mangan kang pagtuwan king eskuela? S : Ali ku. 3.9
Mangan ku king bale ku.
Expansion Drill (S^ makes an utterance giving action.
X gives cues in English for (1) object
of action, (2) place of action, and (3) time of action. Model:
After each one S^ then S2, etc. responds.) S^: Mamasa ku. T : (libru) $2= Mamasa kung libru. T : (eskuela) S^: Mamasa kung libru king eskuela. T : (ngeni) S^: Mamasa kung libru king eskuela ngeni.
3.10 Movable Slot Substitution Drill (T makes an utterance giving action, object of action, place of action, and time of action which students repeat. Then T gives substitution items which the students substitute in the appropriate places of the preceding sentences.) Model:
T : Mamasa kung libru king eskuela ngeni.
356 S
Mamas a kung llbru king eskuela ngenl.
T
(bukas)
S
T S
bukas.
1 (sulat) sulat
2
T
(sumulat)
S
Sumulat
3
T S
ayandam. For the aptative aspect the usual tenses are marked only in the actor focus aptative verbs.
The
future tense is marked by the affix itself; the continuing by the lengthening of the first vowel in the affix, maka-, makapag- and makapaN-; and the
709
completed by the replacement of the first vowel a in the affix with
meka-, mekapag- and mekapaN-.
For the non-actor focus aptative, the affix asignifies a general non-past tense rather than the usual three tenses.
This affix is added to future
and continuing tense forms of non-actor focus verbs, the latter denoting frequency of action rather than action in progress. The actor focus aptative sentence is constructed the same way as the general actor focus sentence. Thus, we have the following:
(1) the actor is in
focus, and therefore, denoted by the ing pronouns; (2) the direct object is connected to the pronoun by case particle -n£; and (3) all other elements occur with their respective case particles, e.g. referent and location with king, and benefactive with para king.
The following illustrate.
(1) Makapamasa kung dyaryu ning Kapampangan. 'I can read a Kapampangan newspaper.' (2) Makaturu kang terak kanaku? 'Can you teach me to dance? 1 The construction of a non-actor focus aptative sentence is the same as general non-actor focus
710 sentences.
The form of the verbs, of course, differs
in the various sentences.
The elements in the sen-
tence, otherwise, take the same form and distribution. For example, the actor is indicated by the ning pronoun, the focused object, referent or benefactor by the ing pronoun, amplified optionally by an ing phrase and all other phrases by their respective case particles.
The actor and focus pronouns occur
in sequence or as portmanteaus after the aptative verb.
Generally the topic ing phrase follows and
then the other phrases.
The following sentences
illustrate the non-actor aptative aspect. (1) Apalis ke ing lande ngeni. 'I can sweep the floor now. 1 (2) Eke apanyulat ining bal pen. 'I can't write with this pen. 1 (3) Asulatanan ke ing Director. 'I can write the Director.' 7
VOCABULARY a-
can [aptative, nonactor focus]
abye
can give something [aptative, object]
711 akopya
can copy something, can follow something [aptative, object]
apadala
can send
[aptative,
causative] arinan
can give to someone [aptative, referent]
bang kanita
so (like) that
ka-
[reduplication]
kakwentu
talking [continuing]
kalutu
the thing cooked, the cooked dish
kasaya
how fun, how happy
komplimiento
compliment
kopya
copy, follow
ma g a Li n g
smart, good
magkalutu
(to do the thing(s) cooked)
maka-
can [aptative, actor f ocus, future]
makasaup
can help
masyatiu
i_s too, is v«ry
712
mitauli
to be late
pupuntalan
the place one will go to
sangkap
ingredients
syadu
too much [word base]
Lesson 47 Kalutung Kapampangan 1 1.1
STRUCTURAL CONTENT Aptative Stative
clause
Makalutu ya ing adobong manok.
cooked.
makaputut a manok 1.2
The chicken adobo Is
chopped chicken
Verbal Affix, Resultant Stative maka-
1.3
Cooking Terms pabukal
boil, stew
pabukalan
steam
pritu
fry
gisa
saute
litsun (babi)
roast (pig)
mag'bake'
bake
nangnang
(asan)
roast oven coals/barbecue (fish)
1.4
Cooking Measures tasa
cup
kutsarita
teaspoon
kutsara
tablespoon
metung
one 713
714
1.5
1.6
kapitnan
one-half
kapat a dake
one-fourth
atlung dake
one-third
atlu yang kapat a dake
three-fourths
adua yang atlung dake
two-thirds
Cooking Equipment kaldera
pot
takap
cover
kawall
frying pan
kuran
kettle
sandok
ladle
kalang
native stove
kusinilya
stove
kutsilyo
knife
tagnan
cutting board
Serving Utensils plato
plate
silyo
bowl
baso
drinking glass
bandeado
serving platter
tinidor
fork
kutsara
spoon
kutsilyo
knife
tasa
coffee cup/tea cup
715 2 2.1
CONVERSATIONAL CONTEXT Q: Makananu mung gawan lng dabong kwayan
How do you make bamboo shoots salad?
enselada? A: Pututan ampong igili
You cut the bamboo shoots
meng maplnung pakaba
into thin narrow strips.
lng dabong kwayan.
You add kalamansl juice
Idagdag me lng sabo
to the patis or bagoong
kalamansl king patls
sauce.
o kaya bagok.
the bamboo shoots with
Anlang
kayl sangkapan lng
Then you season
this mixture.
dabong kwayan kanlnlng makasangkap. 3 3.1
DRILL
I
Rote Memorization Drill (T drills on vocabulary listed in section 1 under Cooking Measures, Cooking Equipment, Serving Utensils.
T shows a
picture cue, then gives the Kapampangan term. S repeats.) Model.
T: (picture of a cup) tasa S : tasa T: (picture of pot) kaldera S: Kaldera
716 3.2
Response Drill (A: T shows pictures of dishes cooked in the various ways listed in 1.3 Cooking Terms, then gives the Kapampangan term.
S repeats.
B: T shows a picture of a cooked dish and asks the question 'Makananu mung gawan ining
(kalutu)?'
and S^ responds.) Model A.
T: (picture of steamed fish) pabukalan S: pabukalan
Model B.
T: Makananu mung gawan ining asan? S n : Pabukalan me.
3.3
Rote Memorization Drill (T shows pictures of ingredients in various states of preparation, then gives the Kapampangan equivalent. Model.
S repeats.)
T: (picture of chopped chicken) makaputut a manok S: Makaputut a manok
(1) makaputut a manok
chopped chicken
(2) makaputut a mapinung
finely chopped onion
sibuyas (3) makagiling mapinung pakabang
finely sliced strips of carrots
(4) makasangkap a arina
seasoned flour
(5) makapritung manok
chicken browned in hot
king mapaling taba
oil
717 (6) makabating ebun
beaten eggs
(7) dinildik a bawang
crushed garlic and
ampong laya
ginger
(8) (at saka manga nanu nanu pa) 3.4
Statement Drill (T gives a word base.
S states
it in the Aptative-Stative in the frame sentence given.
Change the frame sentence to fit the
Aptative-Stative verbs used.
Review verbs given
in Lesson 40, drill 3.2, plus new vocabulary introduced in subsequent lessons.) Model.
Frame: (Maka-...) ya ing karne. T: putut S^: Makaputut ya ing karne. T: gili S2: Makagili ya ing karne. T: pritu S^i Makapritu ya ing karne. (at saka manga nanu nanu pa)
3.5
Restatement Drill (T gives a word base.
S^ uses
the word base in an Aptative Actor Focus statement. S
restates it in the Aptative Statlve.)
718 Model.
T: lutu S^: Makapaglutu kung manok. S M a k a l u t u ya ing manok.
SITUATIONAL DIALOGUES [Dialogue between John (J) and Maria (M)] M: Oy Juan, oini ing
Hi, John, here are the
reclpeng pingako ku
recipes I promised
keka.
you.
Asulat ke ing
apat nabengi.
Sumulat
I was able to
write four last night.
ku pa potang dakal ku
I'll write more for
panaun.
you later when I have the time.
J: Salamat.
Siguradong
Oh, thanks.
I'm sure
masaya ya i Ima potang
Mom will be very happy
tanggapaan na la.
to get them.
Ibaldug kula kaya
mail them to her right
kaagad.
away.
(1) kwayan
bamboo
dab o
shoot
dabong kwayan
bamboo shoot
enselada
salad
kutsara
tablespoon
I'll
719
patis
vinegar sauce
bago
shrimp sauce
kalamans1
citrus fruit (like lime)
tasa
cup, coffee/tea cup
maka-
[aptative-stative affix]
putut
cut, chop [word base]
makaputut
is cut, is chopped
gili
slice [word base]
makagili
is sliced
pinu
fine [word base]
mapinu
is fine
kab a
long [word base]
pakaba
strip [abstract nominal]
tamtam
medium [word base]
katamtam
medium
kamatis
tomato
dagdag
add [word base]
Idagdag
to add something
[nominal]
[object, future] makas angkap
mixture
dekorasyun
decoration
dekorasyunan
to decorate something
kapipanganan
servings an]an]
[ka-+ [pi [pangan]
720 Dabong Kwayan Enselada
Bamboo Shoots Salad
aduang kutsSrang patis
2 tablespoons patis or bagoong sauce
o kaya bag6k aduang kuts£rang sab(5
2 tablespoons kalamansi (lime) juice
kalamansi metung a tasang dab6ng
1 cup cooked bamboo
kwayan makaputut
shoots, cut into thin
ampong makagiling
narrow strips
mapinung pakaba aduang katamtamang
2 medium sliced tomatoes
giling kamatis Idagdag ing sabo
Add kalamansi juice to
kalamansi king patis
patis or bagoong sauce.
o kaya bagok.
Season bamboo shoots
Sang-
kapan ing- dabong
with this mixture.
kwayan kanining
Garnish with sliced
makasangkap.
tomatoes.
Dekorasyu
nan ing kamatis. Aduang kapipanganan.
2 servings.
721
(2) pitnan
half
[word base]
kap itnan
one-half
kutsarita
teas poon
dildik
crush [word base]
dinildik
crushed
pamiritu
frying
[abstract
nominal] bukal
boil [word base]
pa-
[causative affix]
pabukal
cause to boil, stew
as in
salt
toyo
shoyu, soy sauce
bilog
whole [word base]
mabilog
is whole
lara
pepper
mabilog a paminta
pepper corn
makis angkap
(together with mixture) mix together
lako
remove [word base]
ilako
to remove something
makasangkap
is seasoned
tagan
leave over [word base]
mitagan
is left over, remaining
722 Adobong Manok
Chicken Adobo
metung a katamtamang
1 medium chicken, cut
manok, makaputut
into serving portions
kapltnang tasang danum
1/2 cup water
kapitnang tasang aslam
1/2 cup vinegar
aduang kutsaritang
2 teaspoons crushed
dinildik a bawang
garlic (1 teaspoon for
(metung a kutsarita
frying, 1 teaspoon for
para pamiritu, metung
stewing)
a kutsarita para pabukal) kapitnang kutsaritang
1/2 teaspoon salt
asin aduang kutsarang toyo
2 tablespoons shoyu
apulong mabilog a paminta 10 pieces pepper corn metung a laurel
1 bay leaf (laurel)
limang kutsarang tabi
5 tablespoons cooking fat
Pabukal ing manok a
Stew chicken in a mixture
makisangkap danum
of water, vinegar, 1
ampong aslam, metung
teaspoon garlic, salt,
a kutsaritang bawang,
shoyu, pepper corn
asin, toyo, mabilog a
and bay leaf.
paminta ampong laruel.
chicken is tender,
When
723
Fotang malambot ne ing
remove liquid left.
manok, ilako ing sabo.
Brown chicken in hot
Prituan ing manok king
cooking fat flavored
mapaling tabä makasang-
with remaining garlic.
kap king mitägan a
Return liquid and
bäwang.
cook over moderate
Ibalik ing sab6
at iluto king maynang
heat until sauce is
pali anggang ing sabo
thick.
lumapot.
6 servings.
Anam a
kapipanganan. sigang
soup
s ibuyas
onion
miso
miso,soy bean paste
abias
rice
talakitok
edible whitish fish
mus tas a
mustard cabbage leaves
purgadas
inch
gisa
saute [word base]
igisa
to saute something [object, future]
bubukal
is boiling
as an
fish
vet-sin
monosodium glutamate seasoning
724 silbin
serve [word base]
isilbin
to serve something
Sigang a Yasan
Fish Sigang
metung a kutsarang taba
1 tablespoon cooking fat
metung a kutsaritang
1 teaspoon minced garlic
dinildik a bawang kapitnang sibuyas a
1/2 medium sliced onion
makagili kapitnang tasang
1/2 cup sliced tomatoes
kamatis aduang kutsarang miso
2 tablespoons miso
atlung tasang sabo abias
3 cups rice washing
anam a talakitok a
6 sliced
talakitok
makagili aduang tasang mustasang makaputut manga pitnang purgadas ing kaba apat a kutsaritang asin, ampong ditak a paminta.
2 cups mustard leaves cut into 1/2 inch lengths 4 teaspoons salt and a dash of pepper
Igisa ing bawang, sibuyas »Saute garlic, onion, kamatis ampong miso.
tomatoes and miso.
Idagdag ing sabo abias.
Add rice washing.
Fotang bubukal na ing
mixture boils, add
sangkap idagdag ing asan
fish.
When
Cook 3 minutes.
725 Iluto atlung minuto.
Add mustard leaves
Idagdag ing mustasa
and seasonings.
ampong vet-sin.
7 minutes.
Ilutong pitong minuto.
6 servings.
Isilbing mapali.
Cook
Serve hot.
Anam
a kapipanganan. laman
lean meat
ate
liver
labanos
radish
lutu
red [word base]
malutu
is red
lara
pepper
sangkapang
[= sangkapan
+ ing]
to season, mix something
dagdagang [= dagdagan + ing]
to add something
Kilawin aduang kutsarang taba metung a kutsaritang dinildik a bawang aduang kutsarang makagiling sibuyas kapitnang tasang makagiling kamatis
Pork Kilawin 2 tablespoons cooking fat 1 teaspoon crushed garlic 2 tablespoons
chopped
onion 1/2 cup chopped
tomatoes
726 metung a tasang laman babi pepabukal ampong
1 cup lean pork, boiled and sliced
makagili metung a tasang ate babi 1 cup pork liver, boiled pepabukal ampong makagili apat a kutsaritang
and sliced asin, 4 teaspoons salt and
ditak a paminta atlung dakeng tasang
a dash of pepper 1/3 cup native vinegar
aslam kapitnang tasang danum
1/2 cup water
atlung tasang makagiling 3 cups sliced radish lab anos kapitnang tasang malutung lara
1/2 cup red pepper, cut into narrow strips
makagiling mapinong pakab a Igisa ing bawang,
Saute garlic, onion and
sibuyas ampong
tomatoes.
kamatis.
pork and liver.
Idagdag ing
Add lean Season
laman babi ampong ate.
with salt and pepper.
Sangkapang asin ampong
Add vinegar and water.
paminta.
Bring to a boil, add
Dagdagang
aslam ampong danum.
radish and red pepper.
727
Pabukal, idagdag ing
Cook 7 minutes.
labanos ampong malutong
servings.
lara. minuto.
6
Ilutong pitong Anam a
kapipanganan. 5
DRILL
II
5.1
Recitation Drill of the Recipes
5.2
Narrative Drill (Restate each recipe into narrative form, as if you are telling someone how to make the particular dish.)
5.3
Composition Drill (Either referring to cookbooks or to experience, each student writes two recipes in Kapampangan.
T checks them for errors, then
the students present them orally to the class. After the presentation of each recipe, a member of the class asks the question 'How do you make (X)?' and the writer tells him how.) 6 6.1
STRUCTURAL AND CULTURAL NOTES The affix maka- (when not identified with pag-) draws attention to a state resulting from the performance of an action.
This affix occurs with
certain verb bases which take direct objects.
The
728 result of an action on the direct object must be visible to an observer.
Thus, verbs like gili
'slice', putut 'cut', and gawa 'make' may appear with this form, but a verb like turu 'teach' may not, because the results of teaching are not visible in this sense.
The object of this maka-
verb, as the topic of the sentence, requires the ing phrase or its equivalent.
This use of maka-
is reminiscent of ipaka- used with the aptative in the actor focus. both instances.
The aptative idea is present in With the maka- of this lesson, the
action in view is always possible—it
can be done.
Thus both a resultant state, and a possible action (aptative) are signified by this affix.
Under
these circumstances we may call this an aptativestative aspect. Examples (1) Makalutu ya ing manok. 'The chicken is cooked
(as one can see it on
the table).' (2) Makagili la reng gule. 'The vegetables are cut [as you can see].'
729 Maka- verbs may also function as nouns (cf. 3 below) or modifiers.
As modifiers they precede or follow the
noun modified, generally preceding when occurring alone and following when occurring as a phrase (cf. 4 and 5 below).
The following
illustrate.
(3) Sangkapan ing dabong kwayan kanining season-[Obj] the shoot-Lk bamboo with-this-Lk makasangkap. [Stat] mixture 'Season the bamboo shoots with this mixture.' (4) kapitnang tasang makagiling kamatis one-half-Lk cup-Lk [Stat]-chop-Lk tomato 'one-half cup chopped
tomatoes'
(5) metung a tasang dabong kwayan makaputu ampong one Lk cup-Lk shoot-Lk bamboo [Stat]-cut and-Lk makagiling mapinung pakaba [Stat]-slice-Lk [Adj]-fine-Lk
[Nom]-strip
'one cup bamboo shoots cut (and sliced) into thin, narrow strips' 7
VOCABULARY abias
rice (for eating)
agad
right away [word base]
ako
promise
asan
fish
asin
salt
ate
liver
babi
pig
730
bagok
shrimp sauce
baldug
mail [word base]
bandeado
serving platter
baso
drinking glass
bilog
whole [word base]
bubukal
is boiling
dabo
shoo t
dabong kwayan
bamboo shoot
dagdag
add [word base]
dagdagang
[= dagdagan
to add something
+ ing] dake
portion
dekorasyunan
to decorate something
dildik
crush [word base]
dinildik
crushed
ebun
eggs
enselada
salad
gisa
saute [word base]
ibaldug
to mail something
idagdag
to add something
igisa
to saute something
ilako
to remove something
isilb in
to serve something
kaagad
right away
[nominal]
731 kaba
long [word base]
kalamansi
citrus fruit (like lime)
kalang
native stove
kaldero
pot
kamatis
tomato
kapat [= ka + apat]
fourth
kapat a dake
one-fourth, a fourth
[nominal]
portion kapipanganan
serving [= ka + ((pi + (pangan) + an))]
kapitnan
one-half
katamtam
medium
kawali
frying pan
kuran
kettle
kus inilya
electric range
kutsara
tablespoon
kutsarita
teaspoon
kutsilyu
knife (kitchen and table)
kwayan
bamboo
labanos
radish
lako
remove [word base]
lapot
thick [word base]
lar a
pepper
[abstract nominal]
[nominal]
732 laya
ginger
litsun
roast (over coals, usually pig)
lumapot
becomes thick
mabilog
is whole
mabilog a paminta
peppercorn
mag'bake'
to bake
makagili
is sliced
makalutu
is cooked
makasangkap
is mixed, mixture; is seasoned
malutu
is red
mapinu
is fine
makisangkap
mix together with
makaputu
is cut, is chopped
mayna
is weak
miso
miso, soy bean paste
mitagan
is left over, remaining
mus tasa
mustard
nangnang
roast over coals,
cabbage
barbecue
(anything)
pa-
[causative, future]
pabukal
cause to boil, to stew
pabukalan
to steam
pakaba
length, strip nominal]
[abstract
733 pamiritu
frying [abstract nominal]
panaun
time
patis
vinegar sauce
ping-
[instrument, completed]
pingako
promised
(with something)
[instrument] pinu
fine, narrow [word base]
pit
half [word base]
plato
plate
purgadas
inch
putut
cut, chop
sangkapang [= sangkapan
to season, mix something
+ ing] sibuyas
onion
sigang
soup
silbin
serve
tagan
leave over [word base]
tagnan
cutting board
talakitok
edible whitish fish
tamtam
medium [word base]
tasa
cup, coffee/tea cup
vet-sin
monosodium glutamate seasoning
Lesson 48 "Pangawa kyang baru i Ima ku." STRUCTURAL CONTENT 1 1.1
Predicative Clause, Benefactive Focus Future Tense Pangawa kyang baru i Ima ku.
1.2
dress for my mother.
Continuing Tense Pangawa kyang baru i Ima ku.
1.3
I'm making a dress for my mother.
Completed Tense Pengawa kyang baru 1
I made a dress for my mother.
Ima ku. 2
I'm going to make a
Predicative Clause, Distributive Aspect Abala kung masyado mangawa
(It seems) I was (too
kareng aliwa maliban keng
much) very busy doing
kanaku.
things for
(others)
everyone else except
3 3.1
WH- Questions Para kaninu ya ing
For whom are you going
barung gawan mu?
to make the dress? 734
735 3.2
Ninu ing pangawa mung baru?
For whom are you going to make the dress?
CONVERSATIONAL CONTEXT 1 1.1
WH- Question and Answer, ninu question Q: Ninu ing pangawa mung baru? A: Pangawa ke i Ima ku.
For whom are you going to make the dress? I'm going to make
[it]
for my mother. 1.2
Q: Ninu ing pengawa mung baru?
For whom did you make the dress? \
A: (Pengawa ka) i Ima ku. (I make [it]) for my mother. 2 2.1
WH- Question and Answer, para kaninu question Q: Para kaninu ya ing barung gagawan mu?
2.2
For whom are you making the dress?
A: Para kang ima ku.
For my mother.
Q: Nanu ing gawan mu?
What are you going to do
A: Gawa kung baru.
I'm going to make a dress.
Q: Para kaninu ya ing gawan mung baru? A: Gawan ke para kang ima ku.
For whom are you going to make a dress? I'm going to make it for my mother.
736 2.2.3
Q: Nanu ing gagawan mu?
What are you doing?
A: Gagawa kung baru.
I'm making a dress.
Q: Para kaninu ya ing
For whom are you making
barung gagawan mu? A: Para kanaku ya.
3 3.1
DRILL
the dress? For myself.
After I
Potang ayari ke ini,
finish this, I'm going
pangawa kya namang
to make one (a dress)
baru i Ima ku.
for my mother
(too).
I
Rote Memorization Drill (T gives a word base, then the benefactive form of the word base.
S repeats
the latter.) Model.
T: gawa, pangawa S: pangawa
(1) gawa
(i)pangawa
(2) linis
(i)paglinis
(3) pipi
(1)p amip i
(A) plancha
(i)pamlancha
(5) kua
(i)pangua
(6) tayi
(i)panayi
(7) sali
(i)paniali
(8) lampaso
(i)paglampaso
(9) sulat
(i)panyulat
737
3.2
(10) palengke
i)pamalengke
(11) lutu
i) paglutu
(12) dusug
1)pandusug
(13) dala
1)pagdala
(14) buklat
i)pamuklat
(15) sara
1) panyara
(16) kanta
i)pagkanta
Restatement Drill (Using the word bases given in drill 3.1, T gives a statement in the actor focus. S restates it in the benefactive.) Model.
T: Gawa kung baru para kang Ima ku. S: Pangawa kyang baru i Ima ku
(1) Gawa kung baru para kang Ima ku. Pangawa keng baru i Ima ku. (2) Maglinis kung kuarto para king kapatad kung lalaki. Ipaglinis keng kuarto ing kapatad kung lalaki. (3) Mamipi kung imalan para kang Maria. Ipamipi keng imalan i Maria. (4) Mamlancha kung imalan para king mestra. Ipamlancha king imalan ing mestra. (5) Kuma kung kendi kari Apu para kang Ima ku. Ipangua keng kendi 1 Ima ku kari Apu ku. (6) Manayi kung kamisadentro para kaya. Ipanayi keng kamisadentro.
(7) Sali kung baru para king kapatad kung babai. Ipaniali keng
ing kapatad kung babai.
(8) Maglampaso kung lande para karela. Ipaglampaso kong lande. (9) Sumulat kung kwentu para keka. Ipanyulat ra kang kwentu. (10) Mamalengke ku para kang Ima ku. Ipamalengke ke i Ima ku. (11) Maglutu kung apunan para kang tata ku. Ipagluto keng apunan i tata ku. (12) Magdusug kung lamesa para king mestra. Ipandusug keng lamesa ing mestra. (13) Magdala kung pamangan para keka. Ipagdala ra kang pamangan. (14) Mamuklat kung pasbul para kinR mestra. Ipamuklat king pasbul ing mestra. (15) Manyara kung awang para keka. Ipanyara ra kang awang. (16) Magkanta kung kanta para kareng ânak. Ipagkanta kong kanta reng ânak. Response Drill (S^ asks a benefactive ninu questio and
responds accordingly.
Ask ninu questions
which will elicit the benefactive statements drill in 3.2 above.)
739 Model.
S^: Ninu ing pangawa mung baru? Sj! Pangawa ke i Ima ku.
3.4
Rote Memorization Drill (T gives a benefactive verb in the future tense, then in the continuing and completed tenses.
S repeats the three forms.
Use
the verbs drilled in 3.1.) Model.
T: pangawa, pangawa, pengawa S: pangawa, pSngawa, pengawa
3.5
Response Drill (S^ asks a benefactive ninu question and S2 responds accordingly.
Ask ninu questions
which will elicit benefactive statements in the continuing or completed Model.
tenses.)
S^: Ninu ing pangawa mung baru? S2: PSngawa ke ing wali ku. Ninu ing piglinis mung kuarto? S^: Piglinis ke ing mestra.
3.6
Substitution Drill (T gives a response cue in English.
S^ substitutes the Kapampangan equivalent
in the slot of the frame sentence given.) Model.
Frame: Isulat ke ing kwentu para T: (my brother) S^: Isulat ke ing kwentu para king kapatad kung lalaki.
.
740 Frame: Isulat ke ing kwentu para
i_.
(1) my brother (2) you (3) them (4) us [dual] (5) the children Frame: Miglutu kang almusal para
?
(1) father (2) Al and Kristi (3) me (4) us
[exclusive]
(5) yourself Frame: Sinali lang pasalubung para (1) you (2) us
.
[plural] [inclusive]
(3) Maria (4) her (5) Mr. Ruiz (and his family) 3.7
Response Drill (S^ asks a para kaninu question then gives a response cue in English. accordingly.)
S2 responds
741 Model.
S^: Para kanlnu ya ing linisan mung kuarto? S^: (the teacher) S2: Para king mestra ya. S2: Para kanlnu ya ing planchaan mung imalan? S2:
(them)
S^J Para karela ya. 3.8
Rote Memorization Drill (T gives a word base, then its corresponding distributive form. the latter.
S repeats
Use verb list given in Lesson 40,
drill 3.2, plus verbs introduced in subsequent les sons.) Model.
T: gawa, mangawa S: mangawa T: sali, manyali S: manyali
3.9
Restatement Drill (T gives a statement in the actor focus future.
S^ restates it in the
distributive aspect.) Model.
T: Sali kung baru. S^: Manyali kung baru.
4 4.1
SITUATIONAL DIALOGUES [Dialogue between John (J) and Laura(L)] pangawa
to make for
[benefac-
tive future]
742 kamisadentro
shirt
tela
material
J: Nanu ing gagawan mu?
What are you doing?
L: Gagawa kung baru.
I'm making a dress.
J: Para kaninu ya ing
(For whom is it the
barung gagawan mu?
dress you are making) For whom are you making the dress?
L: Para kanaku ya.
Potang
For myself.
After I
ayari ke ini, pangawa
(can) finish this,
kya namang baru i Ima
I'm going to make one
ku.
[a dress] for my mother
J: Biasa kang manaying kamisadentro? L: Ha, biasa ku.
(too).
Do you know how to sew shirts?
Gawa
rakang metung? J: Wa, kasanting nung e abala keka.
Yes, I do [know how]. Shall I make you one? Yes, that'll be nice if it's no trouble (to you).
L: Gawa ra kang barung kening telang aini.
I'll make a barong shirt for you with this material.
(here)
743 J: O kasanting. Salamat. L: Alang nanu naman. Buri me ing telang aini? J: Wa, kasanting ning telang yan. 4.2
Oh, that'll be nice. Thank you. Don't mention it.
Do
you like this material? Yes, that's a nice piece of material,
[Dialogue between John
and Ermie (E)]
mangawa
do many things
[distrib-
utive] peN-
[benefactive, completed]
pemalengke
went marketing for someone
[benefactive,
completed] pepaglutuan
asked/made someone cook [causative, referent completed]
kaya
so
Pig-
[benefactive, completed]
piglutu
cooked for someone
agawa
can/could do [aptative]
ginawa
made [actor, completed]
burarol
kite
nita
[ning case dem.]
744
dime ~
rime
feel bad, embarrassed
marime
[w.b.]
is embarrassed, feels bad
pasaup
ask/make to help do something
ipasubli
[causative]
ask/cause to return something
paki-
please
[causative]
[causative,
polite request affix] pakisali
please buy (in spite of what time),
baski nanung oras
anytime [benefactive, completed
piN-
affix] bought for someone
pinyali
[benefactive]
J: Nanu ing gewa mu napun?
What did you do yesterday?
E: Dakal ku gewa.
Abala
I did a lot of things.
kung masyado mangawa
(It seems) I was (too
kareng aliwa maliban
much) very busy doing
keng kanaku.
things for
(others)
everyone else except me.
745 J: Nanung gewa mu?
What did you do?
E: Primero, sinulat kung
First [of all], I wrote
sulat Inglis para
a letter in English for
kang Tatang ku.
my father.
Aniang kayi miglinis
cleaned the house for
kung bale king kapatad
my sister, and then I
kung babayi at saka
went marketing for my
pemalengke ke i Ima
mother.
ku.
asked me to cook dinner
Ing kapatad kung
Then, I
My brother
lalaki pepaglutuan na
for him since he [had
kung apunan kasi mangan
to] eat early, so I
maranun, kaya piglutu
cooked
keng apunan.
By that time, I
Aniang
[his] dinner.
kayi ora na, e kune
couldn't do my own work.
agawa ing sarili kung
And then after dinner,
obra.
I watched T.V. for a
At aniang kaibat
apunan, menalbe kung
little while, and then
T.V. saguli at saka
I helped my sister make
sinaupan ke ing kapatad
a kite for my younger
kung babayi ginawang
brother.
burarol para king
I did yesterday.
waling lalaki. gewa ku napun.
Yan ing
That's
[what]
746
J: Kaibat na nita, marime
After [all] that, I feel
kung pasaup keka
badly asking you to
ipasubli ke ing libru
help return the book
king kapatad mung
to your brother for
lalaki para kaku.
At
me.
And then, if you
saka, nung munta ka
are going to town
king balen pakisali mu
(please) could you
kung pasalubung para
buy me a present for
kang Maria.
Maria.
Aganaka
mu 'birthday' na.
Eku
You remember,
[it's] her birthday.
balu nung nanu ing
I don't know what to
ibye ku kaya.
give her.
E: Ha, para keka baski nanung oras.
Eke
Yes, for you anytime. I haven't bought [my
pamu na naman piniali
present] for Maria
i Maria.
either.
Panyali ra
na ka mu naman.
Buri
mu baski nanu?
I'll buy
[one]
for you (too) at the same time.
(Do you
like anything) Will anything be all right? J: Wa, maski nanu ing
Yes, anything you buy
salwan mu areglado
will be all right with
kanaku.
me.
E: Areglado, salamat.
All right, thanks.
747
5
DRILL
II
5.1
Recitation Drill
5.2
Comprehension Drill (Suggested questions follow. S^ asks and S£ responds.) Dialogue 4.1 (1) Who is John talking to? (2) Where are they? (3) What is Laura doing? (4) Is John doing the same thing? (5) What is Laura making? (6) Is the dress hers? (7) After she finishes her dress, what is she going to do? (8) Does John want her to sew a dress for his mother? (9) What did John ask her? (10) Does she know how to do that? (11) Will she make one for him? (12) Are they going to the store to buy the material? (13) Do you know what kind of material it is? (14) Does John like the material?
748 Dialogue 4.2 (1
Who is John talking to?
(2
Are they at her house?
(3
What are they talking about?
(4
Did she do just one or two things?
(5
What is the first thing she did?
(6
Then, what did she do?
(7
What did she do in addition?
(8
Then what did she do?
(9
Did she do anything else before dinner?
(10
What did she do after dinner?
(11
How many things did she do in all?
(12
Why does John feel badly?
(13
What is he asking her to do first?
(14
And then, what does he want her to do for him after that?
(15
What is the present for?
(16
Do you know when her birthday is?
(17
Does John know what he wants to give her?
(18
Is Ermie going to buy (a present) for John?
(19
Did she already buy hers?
(20
Did she tell John what she will buy?
(21
Did John tell her what to buy?
(22
What did he tell her?
749
5.3
Narration Drill (Restate the dialogues into narrative form.)
5.4
Dialogue Drill (Two students hold a dialogue using the format of dialogue 4.1.
The dialogue may be
short but be sure to include the benefactive form of the verb.) 6 6.1
STRUCTURAL AND CULTURAL NOTES The Benefactive focus of a predicative clause indicates that the topic of the clause is the person for whom, or for whose benefit, the action is done. The affixes which mark the benefactive focus are (i)pag- and (i)paN-.
The parentheses indicate that
may be present or not with the future tense. The difference is noted by some speakers as meaningful, by others as not meaningful.
Generally
(i)pag- is added to word bases beginning with m, n and 1, and
(i)paN- to those beginning with
vowels and the remaining consonants.
Exceptions
to the above rule do occur, however, as in pandusug vs. pagdala and pangua (^ kua) vs. pagkanta; therefore, the learner is advised to check each form with a native speaker.
750 The usual sound changes occur with N in the affixation of (i)paN- (cf. Lesson 43 6.5).
The rules ampli-
fied are that N becomes m before j> and la; n£ before Jc and j>; n before vowels and all other consonants.
The
first consonant of word bases that begin with j>, _b, k, £ and t^ is then dropped. is replaced by
An initial £ of a word base
The following
illustrate
(i)pag+ maneo
(i)pagmaneo
'drive for someone 1
+ nangnang
(i)pagnangnang
'barbecue for someone '
+ linis
(i)paglinis
'clean for someone'
+ kanta
(i)pagkanta
'sing for someone'
+ dala
(i)pagdala
'take for someone'
(i)pamalengke
'go marketing for
Exceptions
(i)paN+ palengke
someone' + buklat
(i)pamuklat
'open for someone'
+ kua
(i)pangua
'get for someone'
+ gawa
(i)pangawa
'make for someone'
+ tayi
(i)panayi
'sew for someone'
+ dusug
(i)pandusug
'move for someone'
+ sara
(i)panyara
'close for someone'
+ atcha
(i)panatcha
'throw for someone'
751 The tenses of the benefactive focus are marked as follows: (1) the present tense by the affix itself; (2) the continuing tense by the lengthening of the vowel in the affix, (i)p3g- and
(i)paN-; and
(3) the completed tense by the replacement of the _a by _e in the affix paN- and by i^ in pag-.
The
following examples illustrate. (i)pamalengke
pamalengke
pemalengke
'go marketing for'
(i)paglutu
piglutu
piglutu
'cook for'
The actor pronouns of benefactive focus verbs are from the ning set and those which denote the benefactor are from the ing set.
These occur in
sequence following the verb, actor first and benefactor second. The complement phrase which amplifies the benefactor is marked by the topic particle ing (or any of its alternants).
In an actor focus
sentence this phrase is marked by para + king (or 'its alternants). (1) Actor: Gawa kung baru para kang ima ku. 'I'm going to make a dress for my mother.' (2) Benef: Fangawa keng baru i ima ku. 'I'm going to make a dress for my mother.'
752 If a direct object occurs with the benefactive verb, the object is linked by -nj* to the second pronoun in the sequence or to the portmanteau. (3) Pangawa keng baru i ima ku. (4) Xpaglinis ra kang kuarto. 'I'll clean the room for you.' 6.2
There are two ways of asking the question "For whom is something being done?" (1) Ninu ing (pangawa mung baru)? who the making you-Lk dress 'For whom are you making the dress?' (2) Para kaninu ya ing (barung gagawan an)? for whom it the dress-Lk making you 'For whom are you making the dress?' A benefactive focus sentence occurs as the response to the first question.
The response to
the second question is Para (kanaku) ya 'It is for me.'
(Parentheses in the Kapampangan utterances
mean that the enclosed elements are replaceable by like constructions.)
The following are examples
of the questions and answers in the dialogue. (1) Q: Ninu ing panayi mung kamisadentro? 'For whom are you going to sew the shirt? 1 A: Panayi ke ing mestro. 'I'm going to sew [it] for the teacher.'
753 (2) Q: Ninu ing ipanyali dang pasulubung 'For whom are they buying the present?' A: Ipanyali do ri Apu ra./Di Apu ra. 'They're buying For their
tit] for their
grandparents./
grandparents.'
(3) Q: Para kaninu ya ing pasalubung
a seli mu?
'For whom did you buy the present?' A: Para king pisan ku. 'For my
cousin.'
(4) Q: Para kaninu ya ita? 'For whom is that?' A: Para kareng 1
6.3
For the
anak.
children.'
The Distributive aspect indicates that the action is distributed
either through time or space, among
several people, or in several ways.
With the actor
focus it is marked by the affix maN- with JN undergoing the sound changes discussed
in 6.1
As with other aspects the basic form also future tense.
indicates
Remember that maN- also occurs as a
variant of the actor focus affix
(cf. Lesson
The following illustrate actor focus claus es.
above.
28).
distributive
754 (1) General:
Sali kung baru. 'I'm going to buy a dress.'
Distributive:
Manyali kung baru. 'I'm going to buy several dresses.'
(2) General:
Gawa kung baru kaya. 'I'm going to make a dress for her. '
Distributive:
Mangawa kung baru karela pane. 'I make dresses for them all the time.'
7
VOCABULARY agawa
can/could do [aptative]
baski nanung oras
(in spite of what time), anytime
burarol
kite
dime ~ rime
feel bad, embarrassed
ginawa
made [actor, completed]
ipasubli
ask/cause to return something
[causative]
kamisadentro
shirt
kaya
so
marime
is embarrassed, feels bad
nita
of that [ning case
755
possessive demonstrative] paki-
please
[causative,
polite request affix] pakisali
please buy
pangawa
to make for
[benefactive,
future] pasaup
ask/make to help do something
pemalengke
[causative]
went marketing for someone
[benefactive,
completed] peN-
[benefactive, completed affix]
pepaglutuan
asked/made someone cook [causative, referent, completed]
Pig"
[benefactive, completed affix]
piglutu
cooked for someone
piN-
[benefactive, completed affix]
pinyali
bought for someone [benefactive]
tela
material
Lesson 49 "Pinyulat ke ing lapis." 1
STRUCTURAL CONTENT
1.1 1.1.1
Predicative Clause, Instrument Focus Future Tense Panyulat ke ing lapis.
I'm going to write with a pencil.
1.1.2
Continuing Tense Panyulat ke ing lapis.
I'm writing with a pencil.
1.1.3
Completed Tense Pinyulat ke ing lapis.
1.2
I wrote with a pencil.
WH- Question Nanu ing panyulat mu?
What are you going to write with?
1.3
King Case Demonstrative Pronouns kanini
with this
kanian
with that
kanita
with that (over there)
756
757
2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Nanu ing panyulat mu?
What are you going to write with?
As Panyulat ke ing lapis. I'm going to write with a pencil. 2.1.2
Q: Nanu ing plnyulat na?
What is she writing with?
A: Panyulat ne ing lapis. She's writing with a pencil. 2.1.3
Q: Nanu ing pinyulat yu?
What did you[pl]
write
with? A: Pinyulat mya ing
We wrote with pencils,
lapis. 2.2 2.2.1
Yes/No Question and Answer Q: Miglinis kang kotse kanining basan? A: Ali.
Pinlinis ke
itang basan. 2.2.2
Q:.Sana eya magobra
Did you clean the car with this rag? No.
I cleaned with
that rag. I hope he isn't going
king gabun kanining
to work in the garden
bayung nang imalan.
with these new clothes.
A: Ali, sigurado pangobra No,
I'm sure he's going
ne ing luma nang baru. to wear his old clothes.
758 3 3.1
DRILL
I
Rote Memorization Drill (T gives a word base, then the corresponding instrument focus form. the latter.
S repeats
The following are some examples.
Add
other verbs from the list used for the drills in Lesson 48.) Model.
T: linis, panlinis S: panlinis
(1) linis
(i)panlinis
(2) sulat
(i)panyulat
(3) pipi
(i)pamipi
(4) plancha
(i)pamlancha
(5) sulud
(i)pansulud
(6) pali
(i)pangpali
(7) tayi
(i)panayi
(8) lampaso
(i)panlampaso
(9) obra
(i)pangobra
(10) kit
(i)panakit
(11) gili
(i)pangili
(12) litsun
(i)panlitsun
(13) dusug
(i)pandusug
(14) dilig
(i)pandilig
(15) sara
(i)pansara
(16) buklat
(i)pangbuklat
759 3.2
Restatement Drill (T gives a statement in the actor focus.
S^ restates it in the corresponding
instrumental focus, giving both variant sentence constructions where applicable.) Model.
T: Maglinis kung lamesa king Panlinis keng lamesa ing
'ajax'. 'ajax 1 .
S^: Panlinis ke ing 'ajax' king lamesa. (1) Maglinis kung lamesa king
'ajax'.
Panlinis keng lamesa ing 'ajax'. Panlinis ke ing 'ajax' king lamesa. (2) Sumulat kung sulat king bal pen. Panyulat keng sulat ing bal pen. (3) Mandilu ku king mapaling danum. Pandilu ke ing mapaling danum. (4) Mamipi kung imalan king 'Tide'. Ipamipi keng imalan ing 'Tide'. (5) Mamlancha kung imalan king 'steam iron'. Ipamlancha keng imalan ing 'steam iron'. (6) Magsulud kung baru kung luma. Pansulud ke ing baru kung luma. (7) Magpali kung danum king dutung. Pangpali keng danum ing dutung. (8) Manayi kung baru king makina mu. Panayi keng baru ing makina mu.
760 (9) M a g l a m p a s o
kung
lande king
Panlampaso
keng
lande
(10) M a g o b r a
ku king
Pangobra (11) M a n a k i t
ke
ining
luma kung
ke
ing
king
salamin
kung
gule
king maragul
Pangili
keng
gule
ing m a r a g u l king
Panlitsun keng manok
taburete
king
Pandusug
keng
taburete
ing
(15) M a n d i l i g
kung
tanaman kanitang 'hose'
(16) M a n y a r a
kung
pasbul
king
Pansara
keng
pasbul
ing
(17) M a m u k l a t
kung
Pangbuklat Response
Drill
question
and
questions statements
awang
keng
which will drilled
in 3.2
a
abias. abias.
(cart).
'hose'. tanaman.
dutung. dutung. dutung.
ing
dutung.
accordingly.
elicit
a
karitun.
an instrumental
Sj responds
glasses).
kutsilyo.
karitun
king
king
awang
(S^ a s k s
a
gabun.
kutsilyo.
ing m a k a s a n g k a p
kung
ke itang
(new
a
imalan.
salamin.
makasangkap
(14) M a g d u s u g
Pandilig
3.3
bayu kung
bayu kung
kung manok
luna kung
Imalan king
(12) M a n g i l l
(13) M a g l i t s o n
(rag).
basan.
gabun kanining
ku masalese
Panakit
Ing
basan
the
nanu Ask
nanu
instrumental
above.)
761 Model.
S^: Nanu Ing panlinis mung lamesa? S 2 : Panlinis ke Ing
3.4
'ajax 1 .
Rote Memorization Drill (T gives an instrumental focus verb in the future, continuing and completed tenses in succession. Model.
S repeats the three forms.)
T: (i)panyulat, pänyulat, pinyulat S: (i)panyulat, pinyulat, pinyulat
3.5
Response Drill (S^ asks an instrumental nanu question an the continuing or completed
tenses.
responds accordingly.) Model.
S^: Nanu ing pinyulat mung sulat? S 2 : Pänyulat me ing lapis. S^: Nanu ing pinlinis mung lamesa? S^: Pinlinis me ing 'ajax'.
3.6
Substitution Drill (T gives a response cue in English.
S^ substitutes the Kapampangan equivalent
in the slot of the frame sentence given.) Model.
Frame: Eka maglampaso king
.
T: (a rag) S^: Eka maglampaso king basan. Frame: Eka maglampaso king (1) a rag (2) that
.
762 (3) that rag over there (4) this (5) that over there (6) those rags (7) these (8) the rags Frame: Manyara kung awang king
.
(1) the stick (2) this stick (3) that (4) these sticks (5) those sticks (6) this (7) that over there 3.7
Restatement Drill (S^ gives a statement in the actor focus which contains a king case demonstrative pronoun--kanini, kanian, k a n i t a — i n the instrument phrase.
restates it in the corresponding
instrument focus.
Vary the tense in the actor
focus statement.) Model.
S^: Maglampaso kung lande kanining basan. Sjî Panlampaso keng lande iniflg basan. Sjî Miglinis kung lamesa kanian. S,: Pinlinis keng lamesa iyan.
763 4 4.1
SITUATIONAL DIALOGUES [Dialogue between John (J) and Pedro paN-
(P)]
[instrumental, future affix] to write with
panyulat
[instru-
ment] J: Atln kang bal pen?
Do you have a ball pen?
P: Wa, atln ku.
Yes, I have.
Bakit?
J: Ala kung bal pen at
Why?
I don't have a pen and
eke burlng panyulat
I don't want to write
lng lapis.
with a pencil.
Oini, ing bal pen ku.
Here is my pen.
Salamat.
Thank you.
[Magumpisa yang sumulat
[Juan begins to write
i Juan king bal pen
with Pedro's pen.]
nang Pedro.] Uy, eku makasulat
4.2
Hey, I can't write with
kanining bal pen.
this ball point pen.
Isipan ku ala neng
I think there's no ink
tinta.
(already).
[Dialogue between Pedro (P) and his younger brother Ramon (R)] silatanan
wrote to someone [referent, completed]
linguaye
language
764
piN-
[instrumental, completed affix] wrote with something
pinyulat
[instrument] gumamit
to use [actor, future]
kut
ask [word base] to ask someone
kutnan
[referent, future] to use something
gamitan
[object, future] mine [king case pronoun]
kanaku P: Nanu ing gewa mu napun?
What did you do last night?
R: Slnulat kung sulat.
I wrote a letter.
P: Kaninu ka slnulat?
To whom did you write?
R: Silatanan ke i Bapang
I wrote to Uncle Carlos.
Carlos. P: King nanung linguaye me slnulat?
In what language did you write it?
R: Slnulat ke king Inglis.
I wrote it in English.
P: 0 kasanting na.
Oh, that's nice.
ya kanyan.
Saya
Sana eme
slnulat king lapis.
be pleased
He'll
(with that).
I hope you didn't write it in pencil.
765 R: Peru pinyulat ke ing
But, I wrote it in
lapis kasi ala kung
pencil because I
bal pen.
didn't have a pen.
P: Dapat gumamit kang
You should always use
bal pen para king sulat, e lapis.
a pen for letters, Pa-
not a pencil.
Next
sibayu, kutnan luku
time, ask me and use
at gamitan me ing
mine.
kanaku. 5
DRILL
II
5.1
Recitation Drill
5.2
Comprehension Drill (The following are suggested questions.) Dialogue 4.1 (1) What is John going to do? (2) What is he asking Pedro? (3) Why is he asking Pedro that? (4) Did Pedro have what John wants? (5) Was John able to use what Pedro loaned him? (6) Why? (7) Did he borrow another one from someone else?
766 Dialogue 4.2 (1) Who is Pedro talking to? (2) What did Ramon do last night? (3) Did he write in Kapampangan? (4) Does his uncle know English? (5) Would his uncle be happy receiving a letter in English? (6) How do you know that? (7) What did Ramon write the letter with? (8) Was Pedro pleased with that? (9) What did Pedro say to Ramon about it? (10) 1£ Ramon does not have a pen the next time he writes a letter, what is he to do? 5.3
Dialogue Composition Drill (Using the situational dialogues as models, compose a dialogue around situations which necessitate the use of instrument focus verbs.
Check the dialogue with the teacher
for errors, then present it to the class orally. Another student then restates the dialogue into narrative form.) 6 6.1
STRUCTURAL AND CULTURAL NOTES A predicative clause is said to be in the Instrumental focus when the topic of the utterance
767 is the instrument of or the thing used to bring about the action.
The affix which signifies the
instrument focus is (i)paN-.
(Note that the
benefactive has (i)pag- and (i)paN-.
The distri-
bution of these with word bases does not overlap with the Instrumental affix (i)paN-, but the student will need to observe the topic in some instances to tell the difference between Benefactive and Instrumental focuses.) The rules for the change of N in affixation given in Lesson 48, 6.1 apply here with some modifications.
In some cases the initial s_ of the
word base is not replaced by
initial l> and £
of some word bases are not dropped and N becomes n£ before such; and N becomes n£ before vowels.
Here,
too, a general statement of the rule needs to be worked out for the word bases affected.
The
learner at this point must memorize the forms. Tense formation is regular:
the focus affix
itself indicates future; lengthening of the affix vowel indicates continuing; and replacement of the affix vowel by i/js indicates completed: (i)paN- + linis >
(i)panlinis, pSnlinis, pinlinis.
768 See drill 3.1 for other examples.
Note that as
with the benefactive focus affix, the (i) occurs optionally with the future tense only. The portmanteau pronouns, both singular and plural, occur in the Instrument focus.
These
pronouns signify the non-focused actor and the focused instrument(s).
They follow the verb in
the sentence. The complement phrase which contains the instrument used in the action is designated the topic of the utterance by the particle ing (or one of its alternants).
This phrase is marked by the
case particle king when not in focus.
Remember that
king denotes a number of other things: referent, benefactor (preceded by para), location and time. The following show the instrument phrase as it occurs in the various focus sentences . (1) Actor: Sumulat kutig sulat king bal pen. 'I'll write a letter with a pen.' (2) Object: Isulat ke ing sulat king bal pen. 'I'll write the letter with a pen.' (3) Referent: Sulatanan keng sulat ing maestro king bal pen. 'I'll write a letter to the teacher with a pen.'
769 (4) Instrument: Panyulat keng sulat ing bal pen king maestro. 'I'll write a letter to the teacher with the pen. ' It should be noted that in actual speech generally no more than two or three complement phrases are included in an utterance.
If the context is clear,
even the topic phrase may be omitted. The direct object of the verb may occur linked to the portmanteau pronoun by -nj> or it may be introduced as a phrase by the particle king.
If it
is the latter, then the object phrase occurs after the topic instrument phrase.
This latter phrase
comes after the portmanteau pronoun.
The following
illustrate. (1) Panlinis keng lamesa ing 'ajax'. (2) Panlinis ke ing 'ajax' king lamesa. 'I'm going to clean the table with ajax.' 7
VOCABULARY gamitan
to use something [object, future]
gumamit
to use [actor, future]
kanaku
mine
kut
ask [word base]
770
kutnan
to ask someone [referent, future]
linguaye
language
paN-
[Instrument, future affix]
panyulat
to write with something [instrument, future]
piN-
[instrument, completed affix]
pinyulat
wrote with something [instrument, completed]
silatanan
wrote to someone [referent, completed]
Lesson 50 "Painuman meng kastoria." 1
STRUCTURAL CONTENT
1.1 1.1.1
Predicative Clause, Causative Aspect, Referent Focus Future Tense Painuman meng Castoria.
(You) make her drink Castoria.
1.1.2
Continuing Tense Painuman meng gatas aldo aldo.
1.1.3
milk everyday.
Completed Tense Pepainuman na kung 'aspirin'.
1.2 1.2.1
She made me drink aspirin.
Predicative Clause, Causative Aspect, Object Focus Future Tense Pasulat ne kang A1 ing sulat.
1.2.2
(You) make her drink
She's going to make/ let A1 write the letter.
Continuing Tense PSsulat ne kang A1 ing
She makes A1 write
sulat king kapatad na
letters all the 'time
pane.
to his brother.
771
Ill 1.2.3
Completed Tense Pepasulat ne kang A1 ing sulat napun.
1.3
She made Al write the letter yesterday.
Causative Affixes
1.3.1
Future Tense [indicates that someone
pa-
permits or causes an action to take place] 1.3.2
Continuing Tense pa-
[indicates that someone permits or causes an action to take place frequently, regularly]
1.3.3
Completed Tense pepa-
[indicates that someone permitted or caused an action to take place]
2
CONVERSATIONAL CONTEXT
2.1 2.1.1
WH- Question and Answer Q: Ninu ing pasulatanan mu? A: Pasulatanan ke i Al.
Who are you going to let write? I'm going to let Al write.
773 2.1.2
Q: Nanu ing pasulat mu kang Al? À: Pasulat ke kaya Ing kwentu king Inglis.
What are you going to make A1 write? I'm going to make him write a story in English.
2.2
Yes/No Question and Answer
2.2.1
Q: I Ima nu pepamialung ne ing bingo keka? A: Ha.
Pepamialung ne
ing bingo kanaku. 2.2.2
Q: Papamialungan mu ku keti king bale? A: Ali.
Papamialungan
Did your mother let you play bingo? Sure.
She let me play
bingo. Will you let me play here in the house? No, I'll let the baby
me ing anak king
play in the house,
bale, peru ika
but you play outside.
mamialung ka king lual. 3 3.1
DRILL I Rote Memorization Drill (T gives a word base, then the Causative-Referent form of the word base. repeats the latter.) Model.
T: basa, pabasan S: pabasan
S
774
(1) basa
pabasan
(2) sulat
pasulatanan
(3) aral
papagaralan
(4) turu
paturu
(5) linis
palinisan
(6) kan
pakanan
(7) pipi
papamipian
(8) plancha
papamlanchaan
(9) inun
palnuman
(10) kua
pakuan
(11) p ialung
pamlalungan
(12) tayi
patayan
(13) subll
pasublian
(14) salí
pasalwan
(15) gawa
pagawan
(16) lampaso
papaglampasuan
(17) albe
payalben
(18) dusug
papagdusugan
(19) palis
papamalisan
(20) bili
papagbilian
(21) kana
pakanaan
(22) dilig
papandlligan
(23) lutu
papaglutuan
(24) dala
papagdalan
(25) andam
payandaman
(26) maneo
papagmanewan
775
3.2
(27) sara
papagsaraan
(28) buklat
papagbuklatan
(29) kanta
papagkantaan
(30) terak
papagterakan
(31) litsun
papaglitsunan
(32) putut
papagpututan
Restatement Drill (T makes an actor focus statement. S^ restates It in the Causative-Referent as in the model.) Model.
T: Mamasa kung libru. S^: Pabasan keng libru i A1 mu naman.
3.3
Response Drill (S^ asks the ninu question and responds with an appropriate answer.) Model.
S^: Ninu ing papamasa? 'Who let you read?' S^' Ing mestra pabasan na ku. 'The teacher let me read.'
3.4
Rote Memorization Drill (T gives a word base, then the Causative-Object form of the word base. repeats the latter.) Model.
X: basa, pabasa S: pabasa
S
(1) basa
pabasa
(2) sulat
pasulat
(3) arai
papagaral
(4) turu
paturu
(5) linis
palinis
(6) kan
pakan
(7) pipi
pamipi
(8) plancha
pamlancha
(9) inum
painum
(10) kua
pakua
(11) pialung
pamialung
(12) tayi
patayi
(13) subii
pasubll
(14) sali
pasali
(15) gawa
pagava
(16) lampaso
papaglampaso
(17) albe
payalbe
(18) dusug
papagdusug
(19) palis
pamalis
(20) bili
papagbili
(21) kana
pakana
(22) dilig
papandilig
(23) lutu
papaglutu
777
3.5
(24) dala
papagdala
(25) and am
payandam
(26) maneo
papagmaneo
(27) sara
papagsara
(28) buklat
papagbuklat
(29) kanta
papagkanta
(30) terak
papagterak
(31) litsun
papaglitsun
(32) putut
papagputut
Restatement Drill (T gives a statement in the Object Focus.
S^ restates it in the Causative-
Object as in the model.
Use verbs given in the
drill .above.) Model.
T: Basan ke ing libru. S^: Fabasa ne kanaku ing libru mu naman.
3.6
Response Drill (S^ asks the ninu question, and responds with an appropriate answer.) Model.
S^: Ninu ing papabasa king libru? Sj! Ing mestra pabasa ne kanaku ing libru.
3.7
Rote Memorization Drill (T gives the CausativeReferent in the three tenses. Model.
S repeats.)
T: pabasan, pabasan, pepabasan S: pabasan, pabasan, pepabasan
778
3.8
Restatement Drill (T gives a statement In the Causative-Referent Future.
S restates it in the
completed tense adding an appropriate time word. Model.
T: Pabasan keng libru i Al. S: Pepabasan keng libru i Al nabengi.
3.9
Rote Memorization Drill (T gives the CausativeObject in the three tenses. Model.
S repeats.)
T: pabasa, pabasa, pepabasa S: pabasa, pabasa, pepabasa
3.10
Restatement Drill (T gives a statement in the Causative-Object Future.
S restates it in the
completed tense adding an appropriate time word.) Model.
T: Pabasa ke kang Al ing libru. S: Pepabasa ke kang Al ing libru napun.
3.11
Expansion Drill (T gives a Kapampangan word cue. S^, then $2» etc., expand the frame sentence accordingly.) Model.
Frame: Pasulat ne. T: (ing sulat) S^: Pasulat ne ing sulat. T: (ning mestra) $2= Pasulat ne ning mestra ing sulat. T: (kanaku)
779 S^: Pasulat ne ning mestra kanaku ing sulat. T: (king Director) S^: Pasulat ne ning mestra kanaku ing sulat king Director. (1) Frame: Pasulat ne. Cues: (ing sulat) (ning mestra) (kanaku) (king Director) (2) Frame: Pabasa ne. Cues: (ing kwentu) (-ng Al) (kaya) (kareng änak) (3) Frame: Pasulatanan ne. Cues: (ning mestra) (i Al) (-ng sulat) (king Director) (4) Frame: Pabasan ne. Cues: (-ng Al) (ku) (-ng kwentu) (kareng änak) (5)(at saka manga nanu nanu pa) etc.
780 3.12
Substitution Drill (T gives English word cues. S^, then
and S^, substitute each cue in the
underlined slot of the frame sentence.) Model.
Frame: Pamialungan na kung
'bingo'.
T: (the teacher) S^: Pamialungan na kung 'bingo' ning mestra. T: (A1) Pamialungan na kung bingong A1. T: (they) S^: Pamialungan dakung
'bingo'.
T: (my friends) S^: Pamialungan da kung 'bingo' reng kaluguran ku. (1) Frame: Pamialungan 11a kung
'bingo'.
Cues: (the teacher) (Al) (they) (my friends) (2) Frame: Papagaralan jla lang Inglis deng pengari. Cues: (Mr. and Mrs. Ruiz) (my grandparents) (we) (my mother)
781 (3) Frame: Palutuan na kung manok. Cues:
(Maria) (the children) (her younger sister) (Ermie and Laura)
(4) Frame: Papandiligan neng gabun i AI ning mestra. Cues:
(us[in]) (you) (her) (them)
(5) Frame: Patayi ke kaya ing baru ku. Cues: (my friend) (my mother) (them) (you) (6) Frame: Paturu ke keka ing Inglis. Cues: (she) (Miss Ruiz) (the teacher) (they) (we[ex])
782 4 4.1
SITUATIONAL DIALOGUES [Dialogue between Mrs.
z (R) and Mrs. Ocampo.s
(0)] pinta
took someone someplace [object, completed]; (idiomatic usage of punta 'go')
masak.it
is sick
atyan
stomach
masakit atyan
has a stomach ache
ipunta
to take someone someplace [object, future]
pulate
pinworms
purga
purge [word base]
ipurga
to purge someone [object, future]
pa-...-an
[causative-referent, future]
painuman
to make someone drink [causative-referent]
pupunta
taking someone someplace
[object,
continuing]
783 R: Nuka minta napun?
Where did you go yesterday?
0: Minta ku king balen.
I went to town.
R: Nanu ing gewa mu?
What did you do?
0: Pinta ke ing anak
I took the child to the
king doktor. R: Nanu ing sakit na?
doctor. (What is his illness) What is the matter with him?
0: Masakit ya atyan.
He has a stomach ache.
Ipunta ke pa pasibayu
I'm going to take him
king doktor.
to the doctor again (still).
R: Siguru atin yang búlate. Maybe he has pinworms. 0: Siguru pin.
Maragul ya
atyan.
Maybe so.
(He has a
big stomach) His stomach is so big.
R: Ipurga me.
Painuman
meng Castoria. 0: 0, masanting pa yata.
You purge him.
Make
him drink Castor oil. Oh, maybe that'll be
Eku ne pupunta king
good
[and] I won't
doktor bukas.
[have to] take him to the doctor tomorrow.
784
4.2
[Dialogue between John (J) and the postal clerk (C)] pasalwan
to make someone sell [causative-referent]
s elyu
s tamp
pa-
[causative-obj ect, future]
papunta
to go/send something to someplace
[causative-
obj ect ] cha
price for each
binye
gave something
[object,
completed] busun
mailbox
gulut
behind
J: Pasalwan na pung selyung Let me have an airmail 'airmail'papuntang Amerika.
stamp for (to go to) America.
C: Pilan ing burl mu?
How many do you want?
J: Dinan yu ku pung
Give me two'airmail'.
aduang'airmail'. C: Cha sitentay slngku ya ing metung, deng adua uno singkwenta la.
It's 75 cents each. $1.50 for two.
785 J: Oini pu.
Here, sir.
[Ing 'clerk' binye ne
[The clerk gives the
ing aduang selyu kang
two stamps to John.]
Juan.] Salamat pu.
Nukarin ya
Thank you, sir.
Where
is the mailbox?
ing busun? C: 0, atiu king gulut mu.
Oh, it's right behind you.
J: Salamat. 4.3
Thanks.
[Dialogue between John (J) and a clerk pago
shoulder
panulu
medicine
karton
box
J: Masakit ku pago.
Nanu
ing panulu kanini?
(C)]
(I have a shoulder ache) My shoulder aches. What is the medicine for this?
C: Dinan meng Salongpas.
I'll give you Salonpas.
J: Pasalwan na pung
Let me have Salonpas.
Salonpas. C: Pilan karton ing buri mu? J: Metung mu, pu.
How many boxes do you want? Just one, sir.
786
C: Singkwenta sentimus
It's (just) 50 cents.
yamu. J: Oini pu lng pera. Salamat. 4.4
Here is the money, sir. Thank you.
[Dialogue between John (J), Senen (S), and a store clerk (C)] sigarilyo
cigarettes
banda
located
lipat
across
katuki
right next
barbero
barbershop
kahan
pack
mangailangan
need
pakldinan
please give to someone
kata
can
magkanu
how much
sukli
change
J: Nukarln ku saling
Where can I buy
sigarilyo? S: Keta king tindahang
[distributive]
(container)
cigarettes ? At the Chinese store.
Isik. J: Nukarin ya banda in; tindahan?
Where is the store located?
787 S: Keta king lipat dalan katuki na ning
It's across the street next to the barbership.
barbero ya. [King tindahang Isik] J: Pasalwan na pung sigarilyo. C: Nanung klaseng
[At the Chinese store] Let me have some cigarettes, sir. What king of cigarettes?
sigarilyo ? J: Lucky Strike, metung pung kahan. C: Mangailangan kang
Lucky Strike, one pack, sir. Do you need matches?
kasapuego? J: Opu, dinan yu kung metung.
0, atin ka
pung 'lighter fluid 1 ?
Yes, sir. one.
(You) give me
Oh, do you have
lighter fluid?
C: Wa, atin kami.
Yes, we have.
J: Pakidinan yu ku pung
Will you please give me
metung a katang
one can of lighter
'lighter fluid' IU
fluid, too?
naman? C: Atin ka pang salwang aliwa pa?
(You have still anything else to buy) Is there anything else?
788
J: Ala na pu.
(None already) No, that's all, sir. How much is it, sir?
Magkanu ya pu? C: Ing sigarilyu uno
The cigarettes are
bente ya, ing 'lighter
$1.20, the lighter
fluid' uno trentay
fluid is $1.35 and
singku, at saka ing
the matches are 5
kasapuego singku
cents.
sentimus.
$2.60 only,
Eganagana
In all it's
dos sisentay yamu. J: Oini pu ing atlung pesus. Here's 3 pesos, sir. C: Oini ing sukli mu,
Here's your change,
kwarentay sentimus.
5
40 cents.
J: Dakal pung salamat.
Thanks a lot, sir.
C: Alang nanu naman.
You're welcome.
DRILL
II
5.1
Recitation Drill
5.2
Comprehension Drill (Suggested questions follow.) Dialogue 4. 1 (1) Who is Mrs. Ruiz talking to? (2) Where did Mrs. Ocampos go yesterday? (3) What did she do there? (4) Did she also go shopping?
789 (5) What is the matter with her child? (6) Did the doctor tell her what was wrong
(was
his illness) with her child? (7) Does she have to take the child to the doctor again? (8) What does Mrs. Ruiz think? (9) Why does she think so? (10) What did she tell Mrs. Ocampos? Dialog-ue 4.2 (1) Who is John talking to? (2) What does he want? (3) How many does he want? (4) How much is each stamp? (5) How much
for two?
(6) Did he mail the letters? (7) How do you know? (8) Where was the mailbox? Dialogue 4.3 (1) Where is John? (2) Who is he talking to? (3) What is the matter with him? (4) What medicine did he buy for his illness? (5) Did he buy many boxes? (6) How much is it?
790
Dialogue 4.4 (1) What did John ask Senen? (2) What did Senen answer? (3) Where is the store located? (4) What kind of cigarettes did John buy? (5) Did he buy a carton? (6) What else did he buy? (7) How many matches did he buy? (8) How many cans of lighter fluid did he buy? (9) Do you think John has a lighter? (10) Why do you think so? (11) Did he buy anything else? (12) How much did the cigarettes cost? (13) And the lighter fluid and matches? (14) How much was it in all? (15) How much did John give to the clerk? (16) How much was his change? 5.3
Narration Drill (Restate the dialogues into narrative form.)
5.4
Rote Memorization Drill—Counting money
(Using a
1-100 number chart, T drills on counting money, first in sentimus 'cents', then in pesus
'pesos'.
T points to a number, gives the Kapampangan reading and S repeats.)
791 Model.
T: (pointing to 1) uno sentimus S: uno sentimus
5.5
Restatement Drill (T gives a price cue in English, using the short form (e.g. four-fifty).
S^ gives
the Kapampangan equivalent and S£ restates it, using pesus and sentimus.) Model.
T: (four-fifty) S^: kwatro singkwenta 82^ kwatru pesus ampong singkwenta sentimus
5.6
Response Drill—Money conversion from dollar to peso (T asks the question 'How many pesos is X dollars? 1 Model.
and S^ gives the information.)
T: Pilan lang pesus king dolyar? S^: Anam yang pesus king metung a dolyar. T: Pilan lang pesus king atlung dolyar? S 2 • ...
5.7
Response Drill (S^ points to an object and asks how much it costs.
S2 gives a factual response in
pesos. ) Model.
S^: (pointing to Sj's wrist watch) Magkano ya yan? S2: Singkwentay singku pesus.
792 5.8
Rote Memorization Drill (T drills on the general cost of goods in the Philippines, using pictures or a chart of various goods and their respective prices in pesos.
Include a sampling of all goods
pertinent to daily living, such as foods, clothing, medicine, stationery supplies, etc.) Model.
T: (pointing to a bunch of green onions) ing taling sibuyas Cha magkanu ing sibuyas? S^: Ing sibuyas cha kinse ing tali.
5.9
Mathematical Exercise (Each student presents a short mathemetical problem to the class according to the model. the answer.
The first student to solve it gives Refer to drill 5.7 for the goods and
prices.) Model.
S^: Minta ku king tindahan napun at minyali kung limang lapis cha singku sentimus ing metung ampong atlung kwarderno cha trentay singku sentimus ampong metung a bal pen cha otcho pesus.
Magkano ngan ing apinyali ku?
S^: Eganagana ing apinyali mu nuebe pesus biente singku sentimus.
793 5.10
Dialogue Drill
(Role-play a buying situation.
takes the role of the clerk and S^ that of
T
customer.
Follow the format of the dialogues in section 4. If necessary, refer to the supplementary on Buying for suggestions on dialogue
dialogues
progression.
Vary the buying s i t u a t i o n — i . e . have each buy a different 6 6.1
student
thing.)
STRUCTURAL AND CULTURAL NOTES The Causative aspect denotes that an action is permitted or caused to take place.
This aspect
occurs with the following general focuses: actor, object, referent, and instrument; we have the Causative-Actor, the the Causative-Referent, and the
the
hence,
Causative-Object, Causative-Instrument.
The focus part of the causative verb
construction
signifies which sentence element is the topic of the caused action.
Thus, the topic is the actor
or person who causes the action to take place in the Causative-Actor
construction; the direct
object of the caused action in the
Causative-
Object; the referent or person made or permitted to do the action in the Causative-Referent; the instrument by which the caused place in the
Causative-Instrument.
action
and
takes
The affix which signifies the Causative aspect is pa-.
For the Instrumental Causative,
the affix pa- is added to the instrument focus verb form.
Other focuses seem more complicated.
Basically, however, the combination magpa- indicates the Causative-Actor, pa- alone the CausativeObject, and pa- + -an(an) the Causative-Referent. These affixes are sometimes added to a word base and sometimes to a word base with pag- or paN-. The student, at this point, will have to memorize the combinations required. The following paradigm illustrates the formation of the causative verbs in the various focuses discussed.
Sulat is an example
of the
Causative formed by the affixation of pa- to a word base, lutu to a base plus pag-, and pipi to a base plus paN-. (1) magpa-
+ sulat
> magpasulat
Caus-Act
pa-
+ sulat
>
pasulat
Caus-Obj
pa-...-an
+ sulat
>
pasulatanan
Caus-Ref
pa-
+ panyulat
>
papanyulat
Caus^Ins t
(2) magpa-
+ paglutu
> magpapaglutu
Caus-Act
pa-
+ paglutu
> papaglutu
Caus-Obj
pa-...-an
+ paglutu
>
Caus-Ref
papaglutuan
795 (3) magpa