Strong commands Anche tago.

15.4 Grammar 197 Examples A mother speaks angrily to her child. 1. ¡Tage ‗Co-o-o-ome‘ A father speaks to his child. 2a. ¡Tag ‗Come‘ The child makes no move to comply with the command, so the father speaks again. b. ¡Tage ‗Co-o-o-ome‘ The chief calls to a boy in the distance. 3. Machi, ¡Tage ‗Hey Boy, come‘ 2 Additional information included in a strong command In contrast to the polite command, a strong command is usually comprised of only a verb. It keeps additional elements to a minimum. Additional information may be used to intensify the command or to clarify a certain aspect of the command. a Intensification of strong command When a speaker wishes to make a certain aspect of command more forceful, that aspect is added to the command in the normal word order. That is to say, it precedes the verb. When the subject of the command is made more forceful, the vocative 92 form is used. It may be either the long or short form. Examples 1. ¡Machi, tage ‗Boy, come‘ 2. Negzhe ne. ‗Go home.‘ 3. Machi, negzhe ne. ‗Boy, go home.‘ b Clarification in strong command Should a certain aspect of the command be ambiguous in a situation, the ambiguity may be clarified by stating the aspect in a postpredicate position after the verb see 17.4.1. Examples 1. ¡Ne, negzhe ‗Go home‘ 2. ¡Tage, machi ‗Come, boyson‘ 3. ¡Cheddago, ina ‗Bring it, the medicine‘ Exercise 7 . Strong command frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. This exercise should be repeated several times. Example Teacher: ¡Tag Student: ¡Tag 1. ¡Tag ‗Come‘ 2. ¡Ne ‗Go‘ 3. ¡Kob ‗Drink‘ 4. ¡Kwisku ‗Stand up‘ 5. ¡Chig ‗Sit down‘ 92 See 10.4.6. 198 Commands Exercise 8 . Strong command situational drill The teacher selects a situation and gives it to the student. The student responds by giving a suitable command selected from those listed below. This exercise should be repeated several times. Example Teacher: You want somebody to come to you. Student: ¡Tag Situation 1. You want somebody to come. 2. You want somebody to eat something. 3. You want somebody to take something somewhere or to someone. 4. You want to warn somebody of danger. 5. You want somebody to take medicine. 6. You want somebody to leave. 7. You want somebody to drink something. 8. You want somebody to bring something to you. 9. You want somebody to choose something. Command 1. ¡Tag ‗Come‘ 2. ¡Kob ‗Drink‘ 3. ¡Wijir ‗Look outBe careful‘ 4. ¡Ne ‗Go‘ 5. ¡Ched ‗Takebring it somewhere‘ 6. ¡Kun ‗Eat‘ 7. ¡Chu ‗Take it‘ Exercise 9 . Strong command situational drill for widening vocabulary The teacher selects a situation and gives it to the student. The student responds by giving a suitable command selected from those listed below. This exercise should be repeated several times. Example Teacher: You want somebody to sit down. Student: ¡Chig Situation 1. You want somebody to sit down. 2. You want somebody to give something to you. 3. You want somebody to tell you something. 4. You want somebody to lie down. 5. You want somebody to get out of the way. 6. You want somebody to be quiet. 7. You want to chase a dog away. 8. You want somebody to stand up. Command 1. ¡Chig ‗Sit down‘ 2. ¡Aknir ‗Get out of the way‘ 3. ¡Uk ‗Give it‘ 4. ¡Kwisku ‗Stand up‘ 5. ¡Chog ‗Tell me‘ 6. ¡Poki ‗Be quiet‘ 15.4 Grammar 199 7. ¡Meg ‗Lie down‘ 8. ¡Kueye ‗To a dog Shoo Scat lit.: quickly.‘ c Repeated command suffix -ma 93 When a speaker realizes that a strong command he has given is not heeded, he may repeat the identical command adding the repeated command suffix -ma to the verb for emphasis. The repeated command suffix -ma parallels the English phrase, ―I told you to ...‖ Examples Mother speaks to her child. 1. ¡Kwisku ‗Stand up‘ The child does not respond and the mother speaks again.

2. ¡Kwiskuma ‗I told you to stand up‘

Exercise 10 . Repeated command suffix -ma frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. This exercise should be repeated several times. Example Teacher: ¡Kwiskuma Student: ¡Kwiskuma 1. ¡Kwiskuma ‗Stand up, I said‘ 2. ¡Mellema ‗Don‘t do it, I said‘ 3. ¡Kobma ‗Drink it, I said‘ 4. ¡Chuma ‗Take it, I said‘ 5. ¡Chogma ‗Tell me, I said‘ Exercise 11 . Stimulus response drill with repeated command suffix -ma The teacher selects and gives a command from the list below and the student rephrases the command using the -ma form. Example Teacher: ¡Kwisku Student: ¡Kwiskuma 1. ¡Kwisku ‗Stand up‘ 2. ¡Kob ‗Drink‘ 3. ¡Chu ‗Fetch it‘ 4. ¡Chog ‗Say it‘ 5. ¡Kun ‗Eat‘ 6. ¡Chig ‗Sit down‘ d Respectful form of strong commands A respectful attitude can be maintained when using a strong command form by adding the suffix -ra to the long form of the strong command long form of the verb stem. Example ¡Togera ‗Do come in‘ 93 -ma is an intensifier suffix and may be added to the end of other verb forms following all other suffixes to intensify the action. Experience will help you to understand situations in which the suffix -ma is appropriate. It is not a common suffix. 200 Commands

15.4.1.3 Very polite commands

A very polite command in Kuna is an even more polite form than the polite command. The speaker still expects the action to be carried out, but phrases the command in a most courteous, tactful, polite manner. The very polite command also tends to be used to coax a friend into doing something. 1 Verb form of a very polite command A very polite command may be formed in one of three ways: a Insert the suffix -gwel-kwel between the verb stem and the future aspect suffix -o of the polite command form. No subject is used. In the case of the verb ne ‗to go‘, the request command form is negwelo , that is to say, the polite command form of the verb, nao, is not used in this construction. Examples 1. An pentakkwelo. ‗I would like you to be so kind as to help me.‘ 2. Anche taggwelo. ‗I would like you to be so kind as to come to me.‘ b Use the future aspect form of the verb preceded by the word wis ‗a little‘. In this case as in future statements, the subject is included. The intonation pattern of a command is used. Example Pe wis an pentako. ‗I would like you to be so kind as to help me.‘ c Use both the word wis ‗a little‘ and the suffix -gwel-kwel with the future aspect of the verb. That is to say, wis precedes the verb and the suffix -gwel-kwel is inserted before the future aspect suffix -o in the verb. The subject is included. Example Pe wis an pentakkwelo. ‗I would like you to be so kind as to help me.‘ 2 Additional information stated in the request As stated above, a subject must be used when the word wis ‗a little‘ is used in the request command. The subject precedes wis and the rest of the very polite command follows normal word order. Wis can be repeated before the verb to make the request very polite: vocative + subject + wis + indirect object + direct object + verb + -gwel-kwel + -o. Example Pedro, pe wis anka ina wis ukkwelo. ‗Peter, I would like it if you would give me the medicine.‘ 3 Questioning request When the speaker is not sure whether or not the listener can meet a request, he uses a questioning request. This construction is formed by using the word wis ‗a little‘ with the suffix -ji following the future suffix. A question intonation pattern is used see 3.2.3. The use of -ji expects a positive yes answer. Example ¿An wis pentakoji? ‗Would you be so kind as to help me?‘ Exercise 12 . wis very polite command frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. This exercise should be repeated several times. Example Teacher: Pedro, pe wis an pentako. Student: Pedro, pe wis an pentako. 1. Pedro, pe wis an pentako. ‗Peter, I would like you to please help me.‘ 2. Nestor, pe wis negzhe nao. ‗Nestor, I would like you to please go home.‘ 3. Amma, pe wis nanbak nao. ‗Aunt, I would like you to please go with Mother.‘ 4. Luis, pe wis anche tago. ‗Louis, I would like you to please come to me.‘ 5. María, pe wis anka tub uko. ‗Mary, I would like you to please give me some thread.‘