YesNo questions As stated in 3.2.3.2, the order of words in a question requiring an eye Verb tense aspect - immediate future Ex. 12 –16

3.4 Grammar 29 Examples Teacher: Machi ob tigne. ‗The boy is going to plant corn.‘ Teacher: kun ‗to eat‘ Student: Machi ob kunne. ‗The boy is going to eat corn.‘ Teacher: Machi ob kunne. ‗The boy is going to eat corn.‘ Teacher: chu ‗to fetch‘ Student: Machi ob chune. ‗The boy is going to fetch corn.‘ 1. pak ‗to buy‘ 2. kun ‗to eat‘ 3. emi ‗to weed‘ 4. tig ‗to plant‘ 5. wei ‗to harvest‘ 6. chu ‗to fetch‘ 7. uk ‗to sell‘ 8. tu ‗to cook‘ 9. che ‗to carry‘ Exercise 14 . Immediate future varied substitution frame drill The teacher repeats the frame, selects a word from the list below which can be substituted in the frame and says it. The student then substitutes the word in the correct place in the frame. Random choices of a noun or a verb by the teacher is important. Examples Teacher: An ogob pakne. ‗I am going to buy coconuts.‘ Teacher: ua ‗fish‘ Student: An ua pakne. ‗I am going to buy fish.‘ Teacher: An ua pakne. ‗I am going to buy fish.‘ Teacher: kun ‗to eat‘ Student: An ua kunne. ‗I am going to eat fish.‘ Frame An ogob pakne. ‗I am going to buy coconuts.‘ 1. ogob ‗coconut‘ 2. kallin ‗chicken‘ 3. ua ‗fish‘ 4. arri ‗iguana‘ 5. aswe ‗avocado‘ 6. pak ‗to buy‘ 7. chik ‗to cut‘ 8. chu ‗to fetch‘ 9. kun ‗to eat‘ 10. tu ‗to cook‘ 3.4.2.2 Time reference with the immediate future A time reference which may be implied or specified, is needed in the use of the immediate future. 1 Implied time reference In the case of the implied unspecified time reference, the listener understands the time to be the time the speaker made his statement. The preceding examples and exercises fall into this category. Example An ua pakne. ‗I am going to buy fish.‘ In this example, the listener understands that the speaker is going to buy fish right now at this time of speaking. 30 Conversational Replies 2 Specified time reference The speaker must specify the time an action will take place, if the action is not going to take place at the time he is speaking. This is done by the use of a time word at the beginning of the sentence. Example Pan an mol makne. ‗Tomorrow I am going to sew a blouse.‘ Exercise 15 . Time reference varied substitution frame drill The teacher repeats the frame and selects any word from the list below and says it. The student substitutes the word in the frame. Examples Teacher: An mol makne. ‗I am going to sew a blouse.‘ Teacher: pan ‗tomorrow‘ Student: Pan an mol makne. ‗Tomorrow I am going to sew a blouse.‘ Teacher: An mol makne. ‗I am going to sew a blouse.‘ Teacher: achul ‗day after tomorrow‘ Student: Achul an mol makne. ‗The day after tomorrow I am going to sew a blouse.‘ Frame An mol makne. ‗I am going to sew a blouse.‘ 1. kujal ‗later‘ 2. chedo ‗in the afternoon‘ 3. wakur ‗in the morning‘ 4. yoroku ‗at noon‘ 5. pan ‗tomorrow‘ 6. achul ‗day after tomorrow‘ Exercise 16 . Immediate future drill The teacher gives the stimulus in the desiderative form. The student replies in the form of a statement using the -ne form. This exercise should be repeated several times. Example Teacher: An ob kumpi. Student: An ob kunne. 1. Pan an ob tigbi. ‗Tomorrow I want to plant corn.‘ 2. Achul an ob emibi. ‗Day after tomorrow I want to weed corn.‘ 3. Kujal an ob pakpi. ‗Later I want to buy corn.‘ 4. Yoroku an ob chubi. ‗At noon I want to fetch corn.‘ 5. Pan an ob weibi. ‗Tomorrow I want to harvest corn.‘

3.4.3 Intransitive sentence word order

In Kuna, the normal word order for an intransitive sentence is subject, then predicate. This is similar to the word order in intransitive sentences in English. Example Subject Predicate An abarmane. I run-going-to ‗I am going to run.‘ 3.4.4 Long and short forms of words Many but not all Kuna words have a short form and a long form. The short form of a word is made by dropping the final vowel. 3.4 Grammar 31 A few short forms end in one of the fortis consonants which is represented by a double symbol, such as nn. By convention, a single symbol is used to represent the word final fortis consonant in cases in which the double symbol is used in other positions in the word. zh ch become sss respectively, in word final position 4.2.5, but both are written s. Examples 1. b nab naba ‗gourd‘ 2. p nap napa ‗earth‘ 3. d tad tada ‗grandfather‘ 4. t no known example 5. g nag naga ‗foot‘ 6. k nak naka ‗mouth of river‘ 7. n pun 1 punu ‗daughtergirl‘ 8. nn pun 1 punnu ‗tail‘ 9. m mam mama ‗manioc‘ 10. mm no known example 11. l ol olo ‗gold‘ 12. ll no known example 13. r mar mara ‗thunder‘ 14. rr or orro ‗arrow‘ 15. s kis kisi ‗pus‘ 16. ss kis kissi ‗sap of a tree‘ 17. zh nus nuzha ‗egg‘ 18. ch nus nucha ‗worm‘ 3.4.5 Contrast of subject As you begin hearing and using Kuna, you may notice that a Kuna person sometimes adds the suffix -din 2 to pronouns, proper names and nouns. This suffix is used to mark a change or a contrast of subjects see Appendix E.

3.4.5.1 Change of subject

A common use of the change of subject suffix is the exchange of greetings. One person may ask, ―How are you? ‖ Then the other person answers, ―I am fine. How are you?‖ In this case, the you refers back to the first speaker. The subject of the dialogue has changed. A Kuna speaker would signal such a change of subject by the use of the suffix -din. Example Visitor : ¿Pe igi oipos? ‗How are you this morning?‘ Villager: Ampala. ¿Pedin? ‗So-so. And you?‘ 3.4.5.2 Contrast of subject Kunas also use the suffix -din-tin to mark a contrast between what two subjects are doing. Example Machidin ua makne. ‗On the one hand, the boy is going to spear fish.‘ Omedin ua tune. ‗On the other hand, the woman is going to cook fish.‘ 1 Helps for distinguishing between short and long fortis consonants at the end of words are given in 4.2.2. 2 -din becomes -tin after a fortis consonant.