Speaking Kapampangan 9780824885922

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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