Distinguishing between fortis and lenis consonants Ex. 10 –27

2.2 Pronunciation 15 4. chedo ‗late afternoon‘ 5. A or B 6. pude ‗bottle‘ Exercise 13 . Distinguishing between lenis d and fortis t The teacher says the list of words inserting either A: madu or B: matu in position 5. The student must say whether choice A or choice B was inserted. 1. ata ‗to respect‘ A: madu ‗bread‘ 2. mata ‗lake‘ B: matu ‗palm trunk‘ 3. mete ‗to throw away‘ 4. iti ‗this‘ 5. A or B 6. utu ‗to inject‘ Exercise 14 . Distinguishing between lenis g and fortis k The teacher says the list of words inserting either A: naga or B: naka in position 5. The student must say whether choice A or choice B was inserted. 1. chaka ‗parent-in-law‘ A: naga ‗foot‘ 2. iko ‗thornneedle‘ B: naka ‗mouth of river‘ 3. nika ‗to have‘ 4. uko ‗will sellgive‘ 5. A or B 6. akan ‗axe‘ Exercise 15 . Distinguishing between lenis g and fortis k The teacher says the list of words inserting either A: tage or B: take in position 5. The student must say whether choice A or choice B was inserted. 1. naga ‗foot‘ A: tage ‗to come‘ 2. nega ‗house‘ B: take ‗to see‘ 3. chiga ‗beard‘ 4. choge ‗to say‘ 5. A or B 6. mage ‗to paint‘ Exercise 16 . Distinguishing between lenis zh and fortis ch The teacher says the list of words inserting either A: achu or B: azhu in position 5. The student must say whether choice A or choice B was inserted. 1. machi ‗boy‘ A: achu ‗dog‘ 2. ochi ‗sweet‘ B: azhu ‗nose‘ 3. kucha ‗ate‘ 4. acha ‗honey‘ 5. A or B 6. kachi ‗hammock‘ Exercise 17 . Distinguishing between lenis zh and fortis ch The teacher says the list of words inserting either A: nuchu or B: nuzhu in position 5. The student must say whether choice A or choice B was inserted. 16 Basic Needs Expressed: Food And Shelter 1. mazhi ‗platano‘ A: nuchu ‗child‘ 2. ozhi ‗pineapple‘ B: nuzhu ‗worm‘ 3. nazhi ‗claw‘ 4. izhe ‗taboo‘ 5. A or B 6. chuzhu ‗little boy‘ Exercise 18 . Distinguishing between lenis zh and fortis ch The teacher chooses a word at random from the list below and says it. The student must say whether the consonant in the middle of the word is fortis strong or lenis soft. Example Teacher: achu Student: fortis 1. achu ‗dog‘ 2. azhu ‗nose‘ 3. ochi ‗sweet‘ 4. ozhi ‗pineapple‘ 5. machi ‗boy‘ 6. mazhi ‗plantains‘ 7. nuchu ‗child‘ 8. nuzhu ‗worm‘ 9. acha ‗honey‘ 10. azha ‗dregs‘ 11. iche ‗few‘ 12. izhe ‗taboo‘ 13. pichis ‗broken‘ 14. tazhi ‗opossum‘ 15. kachi ‗hammock‘ 16. ezha ‗machete‘ 17. chuchu ‗ear‘ 18. chuzhu ‗little boy‘ 19. wachi ‗watch‘ 20. nazhi ‗claw‘ Exercise 19 . Distinguishing between lenis m and fortis mm The teacher says the list of words inserting either A: mimi or B: mimmi in position 5. The student must say whether choice A or choice B was inserted. 1. amma ‗aunt‘ A: mimi ‗to divide‘ 2. kammu ‗flute‘ B: mimmi ‗baby‘ 3. kamme ‗paddle‘ 4. imme ‗full‘ 5. A or B 6. immis ‗today‘ Exercise 20 . Distinguishing between lenis m and fortis mm The teacher says the list of words inserting either A: mimi or B: mimmi in position 5. The student must say whether choice A or choice B was inserted. 1. ome ‗woman‘ A: mimi ‗to divide‘ 2. mam ‗manioc‘ B: mimmi ‗baby‘ 3. nama ‗to sing‘ 4. omo ‗to arrive elsewhere‘ 5. A or B 6. emi ‗to clear‘ Exercise 21 . Distinguishing between lenis n and fortis nn The teacher says the list of words inserting either A: ina or B: inna in position 5. The student must say whether choice A or choice B was inserted. 1. yannu ‗peccary‘ A: ina ‗medicine‘ 2. punnu ‗tail‘ B: inna ‗chicha‘ 2.2 Pronunciation 17 3. kunnu ‗rubber‘ 4. panne ‗hummingbird‘ 5. A or B 6. chunna ‗true‘ Exercise 22 . Distinguishing between lenis n and fortis nn The teacher says the list of words inserting either A: pane or B: panne in position 5. The student must say whether choice A or choice B was inserted. 1. nana ‗mother‘ A: pane ‗tomorrow‘ 2. nono ‗head‘ B: panne ‗hummingbird‘ 3. nunu ‗rotten‘ 4. noni ‗arrived here‘ 5. A or B 6. kana ‗bench‘ Exercise 23 . Identification of fortis and lenis nasals m, mm and n, nn The teacher dictates a random listing of the words below and the student is to write down whether the nasal consonant in the middle of the word is fortis or lenis. Example Teacher says: ome Student writes: lenis 1. amma ‗aunt‘ 2. mama ‗manioc‘ 3. mimmi ‗baby‘ 4. mimi ‗to divide‘ 5. kamme ‗paddle‘ 6. ome ‗woman‘ 7. kummake ‗to burn‘ 8. namake ‗to sing‘ 9. tummad ‗big‘ 10. mami ‗to lie down plural‘ 11. yannu ‗peccary‘ 12. nana ‗mother‘ 13. punnu ‗tail‘ 14. punu ‗daughter‘ 15. kunnu ‗rubber‘ 16. nunu ‗rotten‘ 17. inna ‗chicha‘ 18. ina ‗medicine‘ 19. kannan ‗again‘ 20. kana ‗bench‘ Exercise 24 . Distinguishing between lenis l and fortis ll The teacher says the list of words inserting either A: olo or B: ollo in position 5. The student must say whether choice A or choice B was inserted. 1. kollo ‗ripe‘ A: olo ‗gold‘ 2. pilli ‗cross-beam‘ B: ollo ‗empty‘ 3. kullu ‗hollow‘ 4. alle ‗to laugh‘ 5. A or B 6. olli ‗mud‘ Exercise 25 . Distinguishing between lenis l and fortis ll The teacher says the list of words inserting either A: kolo or B: kollo in position 5. The student must say whether choice A or choice B was inserted. 1. tola ‗catfish‘ A: kolo ‗will call‘ 2. eli ‗to clean‘ B: kollo ‗ripe‘ 3. kwili ‗parakeet‘ 4. moli ‗tapir‘ 18 Basic Needs Expressed: Food And Shelter 5. A or B 6. mola ‗cloth‘ Exercise 26 . Distinguishing between lenis r and fortis rr The teacher says the list of words inserting either A: mara or B: marra in position 5. The student must say whether choice A or choice B was inserted. 1. morro ‗turtle‘ A: mara ‗thunder‘ 2. purru ‗dust‘ B: marra ‗guavajungle ice cream a species of fruit‘ 3. arri ‗iguana‘ 4. arrad ‗blue‘ 5. A or B 6. orro ‗arrow‘ Exercise 27 . Distinguishing between lenis r and fortis rr The teacher says the list of words inserting either A: puru or B: purru in position 5. The student must say whether choice A or choice B was inserted. 1. ire ‗to recede‘ A: puru ‗to spin cotton‘ 2. piri ‗top of ____‘ B: purru ‗dust‘ 3. mara ‗thunder‘ 4. mure ‗tide rises‘ 5. A or B 6. amuru ‗dirty water‘

2.2.6 Consonant clusters Ex. 28

A consonant cluster in Kuna is a group of two consonants, usually different, occurring next to each other. Although ch, chw, dw, gw, kw, ll, mm, mw, nn, rr, ss, sw, tw, zh, and zhw are written as two or three consonants, they each represent a single sound and, consequently, are not referred to as consonant clusters. In Paya Kuna, a consonant cluster is either lenis or fortis. If the first consonant of the cluster is lenis, the second is also lenis. If the first consonant is fortis, the second is also fortis. Consequently, most suffixes have both fortis and lenis forms. Examples 1. mak + -bi-pi = makpi ‗want to sew‘ but 2. tig + -bi-pi = tigbi ‗want to plant‘ In the case of a consonant cluster which includes ll, mm, nn, rr, or ss, these fortis consonants are written with single rather than double letters. The accompanying fortis consonant indicates the l, m, n, r, or s to be a fortis sound. However, in the case of a stem-final fortis nn followed by a suffix initial n as in -ne ‗immediate future‘ the normal pronunciation is the same as for a single fortis nn. Thus, kunne may mean ‗going to eat‘ kunne ‗to eat‘ + -ne ‗immediate future‘ or ‗to eat‘. The context is usually adequate for determining which of the two meanings is intended. Example 1 pinche ‗for nothingin vain‘ The fortis consonant ch indicates to the reader that the n is actually the fortis consonant nn and that the vowel is short. Example 2 pinzhe ‗to think‘ The lenis consonant zh indicates to the reader that the n is indeed the lenis consonant n and that the vowel is long. 2.4 Grammar 19 Exercise 28 . Pronunciation of lenis and fortis consonant clusters The teacher reads the following list of words aloud as the student reads the list silently. The teacher then reads each word separately and the student mimics the teacher aloud, giving special attention to the lenis and fortis consonant clusters and to the preceding vowels. Example Teacher: pinche Student: pinche 1. pinche ‗for nothing‘ 2. pinzhe ‗to think‘ 3. kumpi ‗to want to eat‘ 4. ambe ‗ten‘ 5. ampe ‗sister-in-law‘ 6. tampe ‗cold people‘ 7. mambak ‗with manioc‘ 8. ampak ‗with me‘ 9. anbak ‗with a branch‘ 10. nanbak ‗with mother‘

2.3 Culture

When you arrive in a Kuna village, you should ask to see the chief before you conduct any business. If the chief is out of town, there is a designated replacement who should be seen. The chief should be: 1. told who you are. 2. told the purpose of your visit. 3. told whether you are there to represent your own business or the affairs of another. 4. told who sent you. Any letter of introduction should be shown. 5. told of any needs you have which the village can supply housing, guides, etc.. 6. asked for permission before you carry on any negotiations in the village. In response to the above, the chief will designate people to help you or will advise you that you are at liberty to negotiate on your own. If something requires community approval, the chief will call a meeting. He will advise you of the decisions taken at the meeting.

2.4 Grammar

2.4.1 Word order Ex. 29 –30

Most languages allow for some variation in the normal word order for specific reasons. In Kuna, the normal word order is different from Spanish or English. Normal word order in the transitive sentence is subject, object, predicate. Example Subject Object Predicate An ogob kumpi. I coconut eat-want-to ‗I want to eat coconut.‘ Exercise 29 . Word order -- object substitution drill The teacher says Sentence 1 and the class repeats it. The teacher says Sentence 2 and the class repeats it, etc. This exercise should be repeated several times.