Machi achu parpad mecha; achu tummadi.

240 Telling Stories 2. Sagla ul tummadgin nade; ul tummad-tummadgin . ‗The chief left in a really big canoe.‘ 3. Ul tummad noni; ul yer tunkus. ‗A very big canoe arrived. lit. the big canoe arrived, the very grown one.‘ 4. Ul tummad noni; ul tummad-tummad. ‗The very big canoe arrived. lit.: the big canoe arrived, the big, big canoe.‘ Exercise 21 . Postpredicate position repeated adjective with direct object 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: Tad ul tummad chobzha; ul tummad-tummad. Student: Tad ul tummad chobzha; ul tummad-tummad. 1. Tad ul tummad chobzha; ul tummad-tummad. ‗The elder made a really big canoe.‘ 2. Ome mol kinnid pakcha; mol kinnid-kinnid. ‗The woman bought a pure red piece of cloth.‘ 3. Machi karpa toto chobzha; karpa toto-toto. ‗The boy made a really small basket.‘ 4. Wag wawadun kollo pakpi; wawadun kollo-kollo. ‗The outsider wanted to buy really ripe bananas.‘ 5. Wag kullubal ul nungus ebes; ul nungus-nungus. ‗The outsider left a very rotten canoe on the river bank.‘ An adjective is normally only modified by an adverb when it has been mentioned by a previous speaker and the present speaker wishes to intensify andor clarify the attribute of the adjective. For example, a speaker may say, ―Did he make a big canoe?‖ The reply may intensify the adjective by saying, ―He made a very big canoe. ‖ or ―He made a big canoe, a very big one.‖ Long and short forms of the modified adjectives and the evaluation classification suffix -gwa-kwa may be used where applicable see 18.4.5.2 and also for cases in which just the modified adjective may occur in the postpredicate position. Examples Adjective modified by an adverb 1. Tad ul tummad chobzha; ul yer tummad. ‗The elder made a very big canoe.‘ 2. Tad ul toto chobzha; yer toto. ‗The elder made in my opinion a very small canoe.‘ 3. Tad ul toto chobzha; yer totogwad. ‗The elder made in my opinion one of the very small canoes.‘ Examples Adjective modified by duplication 1. Tad ul tummad chobzha; ul tummad-tummad . ‗The elder made a very big canoe.‘ 2. Tad ul tummad chobzha; ul tummad-tummadi . ‗The elder made one of the very big canoes.‘ 3. Tad ul tummad chobzha; tummad-tummad . ‗The elder made in my opinion a very big canoe.‘ 4. Tad ul toto chobzha; toto-totogwadi. ‗The elder made in my opinion one of the very small canoes.‘ Exercise 22 . Postpredicate position modified adjective with direct object response drill The teacher says the question and the student answers it using a modified direct object in the main clause and an adjective modified by an adverb in the postpredicate position. 17.4 Grammar 241 Example Teacher: ¿Tad ul tummad chobzha? Student: Eye. Tad ul tummad chobzha; ul yer tummad. Adverb 1. yer ‗very good‘ 2. pezhe ‗very bad‘ Question 1. ¿Tad ul tummad chobzha? ‗Did the elder make a big canoe?‘ 2. ¿Wagde, win arrad ukcha? ‗Did the outsider sell blue beads?‘ 3. ¿Machide, mas kollo chikcha? ‗Did the boy cut ripe plantains?‘ 4. ¿Omede, mol kinnid pakpi? ‗Did the woman want to buy red cloth?‘ 5. ¿Wagde, motor iskus ukcha? ‗Did the outsider sell the broken motor?‘ 17.4.2.4 Element stated in a non-specific form in the simple sentence and in a specific form in the postpredicate position Occasionally, when the term for an element is momentarily forgotten, a non-specific generic term with the appropriate suffix occurs in the simple sentence and the specific term and suffix occur after the predicate. Such generic terms as immal ‗thinganimal‘ tule ‗people‘ and iwen ‗what‘s-his-namewhat-you-call-it‘ are often thus used. In such a case, however, the preferred construction is to omit a peripheral element from the simple sentence and include it only in the postpredicate position. Exercise 23 . Postpredicate position peripheral element specific term 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: An iwenga mol pakcha; Pedroga. Student: An iwenga mol pakcha; Pedroga. 1. An iwenga mol pakcha; Pedroga. ‗I bought cloth for what‘s-his-name, Peter.‘ 2. An tuleje ekisne; saglaje. ‗I am going to ask a Kuna, the chief.‘ 3. An iwengin es onos; ulgin. ‗I found the machete, m-mmm, in the canoe.‘ 4. Wag iwen akar tani; Pukur akar. ‗The outsider came from m-mmm, from Pucuru.‘ 5. Ua iwengin pukwa; mesagin. ‗The fish is on the ... on the table.‘ In the case of the subject, the generic-specific construction is sometimes deliberately used to withhold information and thus highlight it after the predicate. Either the long or short form if available may be used for the subject when it occurs after the predicate. Examples 1. Immal noni; nu. ‗A dove arrived lit.: something arrived, a dove.‘ 2. Iwen noni; Pablo. ‗Paul arrived lit.: someone arrived, Paul.‘ 3. Tulemal arpi; Pay tolgan. ‗The people from Paya went and came back lit.: some people went and came back, the Paya inhabitants.‘ Exercise 24 . Postpredicate position subject specific 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: Immal noni; chule. Student: Immal noni; chule. 1. Immal noni; chule. ‗Something arrived, a paca.‘ 2. Chikwi pistagin pukwa; taki-taki. ‗Birds are on the airstrip, gallito del agua species of bird.‘ 242 Telling Stories 3. Ua yapa mae; kwinuba. ‗The fish won‘t bite, the sabalos.‘ 4. Tule pato nade; machimala. ‗The people have already left, the boys.‘ 5. Tule noni; saglagana. ‗People have arrived, chiefs.‘ Exercise 25 . Postpredicate position subject specific substitution drill The teacher says the sentence and the student selects an appropriate specific subject from the list below and puts it in the postpredicate position of the sentence. Example Teacher: Tule ormapukwa. Student: Tule ormapukwa; macherganbi. Subject 1. macherganbi ‗only the men‘ 2. omegan ‗the womengirls‘ 3. punamal ‗the young womengirls‘ 4. nuskan ‗the children‘ Statement 1. Tule ormapukwa. ‗The people are discussing in a meeting.‘ 2. Tule neg turwinai. ‗The people are sweeping the town.‘ 3. Tule mol enuknai. ‗The people are washing clothing.‘ 4. Tule turtanai. ‗The people are learning.‘ Exercise 26 . Postpredicate position subject generic drill The teacher gives the sentence and the student substitutes a generic subject in the main part of the sentence and moves the specific subject to the postpredicate position. Example Teacher: Chule noni. Student: Immal noni; chule. Subject 1. immal ‗thingsanimal‘ 2. tule ‗personpeople‘ 3. iwen ‗what‘s-its-name‘ Statement 1. Chule noni. ‗The paca arrived.‘ 2. Nuskan todonani. ‗The children are playing.‘ 3. Machergan arpanani. ‗The men are working.‘ 4. María mol enuknai. ‗Mary is washing clothes.‘ 5. Chigli namanai. ‗The wild turkey is calling singing.‘ 6. Yannu nas. ‗The peccary passed by.‘ Similarly, a direct object may be highlighted by stating it in a generic term in the simple sentence and stating a specific term in the postpredicate position. Such a generic term as immal ‗animal‘ may be used. The long or short form of the specific noun may be used where applicable. The short form of the specific term refers to a class of objects whereas the long form refers to an animal within the class. In many cases, however, the specific form of the object is not withheld because of a desire to emphasize the object, but rather the generic form accompanied by a verb may convey a single concept. One such phrase is immal pak meaning ‗to shop‘ rather than ‗to buy something‘; similarly immal amine means ‗to hunt‘ rather than ‗to look for something‘. In sentences using the generic term and accompanying verb to convey a single concept, the purpose of the postpredicate position is clarification. 17.5 Vocabulary 243 Examples 1. Machi immal amine; chul. 107 ‗The boy is going to hunt for the class of monkeys known as spider monkeys.‘ 2. Machi immal amine; chulu. ‗The boy is going to hunt for a spider monkey.‘ Exercise 27 . Postpredicate position specific object 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: Machi ua makcha; arki. Student: Machi ua makcha; arki. 1. Machi ua makcha; arki. ‗The boy speared fish, huacuco.‘ 2. Tad iwen mecha; koe. ‗The elder killed a deer.‘ 3. Wag immal pakpi; kwallu. ‗The outsider wants to buy cooking oil.‘ 4. Ome mas tus; kwam. ‗The woman cooked pheasant.‘ 5. Machi chapi olas; urwal. ‗The boy felled a cedar tree.‘ Exercise 28 . Postpredicate position specific object drill The teacher says the sentence and the student repeats it, adding a specific object and repeating the object in the postpredicate position, using one of the specific objects suggested below. Example Teacher: Machi immal tigne. Student: Machi immal tigne; ob. Object 1. koe ‗deer‘ 2. kwinub ‗sabalo fish‘ 3. ob ‗corn‘ Statement 1. Machi immal tigne. ‗The boy is going to plant something.‘ 2. Machered immal makcha. ‗The man shotspeared something.‘ 3. Machi immal chus. ‗The boy fetched something.‘ 4. Wag iwen pakcha. ‗The outsider bought a ―what-do-you-call-it‖.‘ 5. Tad iwen kumpi. ‗The elder wants to eat ―what-do-you-call-it‖.‘

17.5 Vocabulary

1. turtake ‗to learn‘ 2. pele ‗to carry toleave behind‘ 3. ozhi ‗pineapple‘ 4. oyoe ‗to show‘ 5. yeskwa ‗medium‘ 6. nugal nikad ‗sharp‘ 7. chowid ‗tall‘ 8. yer ‗goodvery‘ 9. pezhe ‗very bad‘ 10. ekis ‗to ask‘ 11. ono ‗to find‘ 12. yo ‗to put on‘ 107 chulu ‗spider monkey‘ and chule ‗paca‘ should be distinguished carefully. There is no short form of chule. 244 Telling Stories 13. opake ‗to cross over‘ 14. waki ‗to escaperun away‘ 15. chapi ‗tree‘ 16. chikwi ‗small bird‘ 17. todo ‗to play‘ 18. arpa ‗to work‘ 19. kwallu nikarba ‗very fat‘ 20. tagar ‗thatch wild plantain leaves‘ 21. tadagwadi ‗huge lit.: a granddaddy size‘ 22. tataragwa ‗thinflimsy‘ 23. kalla ‗thinboney‘ 24. tunkus ‗full grownbig‘ 25. nalas ‗orange fruit‘