250 Situational Explanation
Examples
On a peccary hunt, the hunters had tried to head off the animals and to arrive at another point before the animals did. On their arrival at the expected meeting place, they discover...
1. Pato nas; yannude. ‗The peccaries have already gone by.‘
2. Mutik, nakwal chule amine, machide. ‗Tonight the boy is going to hunt paca upriver.‘
18.4.5.2 Direct object stated in main clause, and only adjective stated in the postpredicate position
When the speaker wishes to highlightclarify an evaluation of a direct object, only the direct object is stated in the main clause and only the adjective is stated in the postpredicate position. In other words, when the speaker
wishes to give his opinion of the object, its relative size, quantity or relative weight, etc., only the adjective occurs in the postpredicate position. All adjectives are not of an evaluatory nature. Those which are not
evaluatory e.g., colors may not occur alone in the postpredicate position.
If the evaluatory adjective is descriptive, the short form is used, and the stress changes to the last syllable of the adjective. Derived adjectives do not change their stress.
Examples 1. Tad ul chobzha; totó.
‗The grandfather made the canoe what in my opinion is small.‘ 2. Antin mol pakcha; tatár.
‗I bought a flimsy piece of cloth.‘ 3. Tad ul chobzha; ul yer tummad.
‗The elder made a very big canoe.‘ 4. Machi koe makcha; kallagwa.
‗The boy killed a in my opinion thin deer.‘
When a speaker highlights an object and evaluates it in terms of the class of similar objects to which it belongs, the suffix -gwa-kwa is added to the adjective. Some adjectives may not take the suffix, e.g., tummad
‗big‘.
Examples
1. Tad ul chobzha; totogwa.
‗The elder made what in my opinion is a one of the small ones canoe.‘
2. Machi koe makcha; kallagwa.
‗The boy shot what in my opinion is one of the small deer.‘
Exercise 8 . Postpredicate position object evaluation 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 chobzha; totó. Student: Tad ul chobzha; totó.
1. Tad ul chobzha; totó. ‗The elder made the canoe in my opinion small.‘
2. Machi koe makcha; kallagwad. ‗The boy shot in my opinion a thin deer.‘
3. Machi karpa chobzha; túmmad.
110
‗The boy made in my opinion a large basket.‘ 4. Tad yannu mecha; kwallu nikarba.
‗The elder killed in my opinion a fat peccary.‘ 5. Machi ua makcha; ichejul.
‗The boy caught in my opinion lots of fish.‘
Exercise 9 . Postpredicate position object evaluation 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.
110
The intense form of tummad ‗big‘ is túmmad. Heavy stress and an elongated mm signals the emphatic form.
18.4 Grammar 251
Example Teacher: Tad ul chobzha; totogwa.
Student: Tad ul chobzha; totogwa. 1.
Tad ul chobzha; totogwa. ‗The elder made a canoe of the small kind in my
opinion.‘ 2.
Machi koe makcha; kallagwa. ‗The boy shot a deer of the thin kind in my opinion.‘
3. Machi karpa chobzha; totogwa.
‗The boy made a basket of the small kind in my opinion.‘
4. Tad yannu mecha; kwallu nikarbagwa.
‗The elder killed a peccary of the fat kind in my opinion.‘
Exercise 10
. Postpredicate position object evaluation drill
The teacher says the sentence and the student repeats it, adding the -gwa-kwa form of a suitable evaluation from those suggested below.
Example Teacher: Tad ul chobzha.
Student: Tad ul chobzha; totogwa.
Evaluation
1. toto ‗small of the small kind, in my opinion‘
2. kalla ‗thin of the thin kind, in my opinion‘
Statement
1. Tad ul chobzha. ‗The elder made a canoe.‘
2. Machi koe makcha. ‗The boy shot a deer.‘
3. Machi karpa chobzha. ‗The boy made a basket.‘
4. Tad yannu mecha. ‗The elder killed a peccary.‘
5. Machi ua makcha. ‗The boy speared a fish.‘
Exercise 11 . Postpredicate position object evaluation drill
The teacher says the sentence and the student repeats it, adding an evaluation in his opinion from those suggested below.
Example Teacher: Tad ul chobzha.
Student: Tad ul chobzha; totó.
Evaluation
1. totó ‗small in my opinion‘
2. túmmad ‗big in my opinion‘
3. iché ‗few in my opinion‘
Statement
1. Tad ul chobzha. ‗The elder made a canoe.‘
2. Machi koe makcha. ‗The boy shot a deer.‘
3. Machi karpa chobzha. ‗The boy made a basket.‘
4. Tad yannu mecha. ‗The elder killed a peccary.‘
5. Machi ua makcha. ‗The boy speared a fish.‘
18.4.5.3 Postpredicate position of expansion of predicate The predicate may be highlightedclarified in one of the following ways:
252 Situational Explanation
1 Predicate may be stated in the minimum form of a motion verb in the simple sentence and in an expanded form in the postpredicate position
The predicate may be stated in the minimum form of a motion verb see 16.4.1, ne ‗to go‘ or tag ‗to
come ‘ in the main part of the sentence and expanded by either stating the object and other verb suffixed by
a motion verb or by stating the object and the gerundial form of another motion verb.
The predicate cannot be omitted from the main part of the sentence and occur only in the postpredicate position of the sentence. Furthermore, this is the only situation in which the direct object is omitted from
the main part of the sentence. This construction emphasizes the purpose of the motion.
Examples 1. Machi ne; immal amine.
‗The boy is going to hunt something.‘ 2. Machi ne; immal amie.
‗The boy is going to go hunting something.‘
Exercise 12 . Postpredicate position predicate expansion 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 nad; immal aminad. Student: Machi nad; immal aminad.
1. Machi nad; immal aminad. ‗The boy went to hunt.‘
2. Ome ne; mol pakne. ‗The woman is going to buy cloth.‘
3. Tad nad; aros taknad. ‗The elder went to look after his rice.‘
4. 0me tani; mol maktani. ‗The woman is coming to sew a blouse.‘
5. Pab nad; mas chiknad. ‗Father went to cut plantains.‘
Exercise 13 . Postpredicate position predicate expansion drill
The teacher says the sentence and the student repeats it, expanding the predicate in the postpredicate position by selecting one of the suggested expansions below.
Example
Teacher: Machi ne. Student: Machi ne; ina komne.
Expansion
1. mas kun ‗to eat food‘
2. immal pak ‗to buy somethingto shop‘
3. ina kob ‗to takedrink medicine‘
Statement
1. Machi ne. ‗The boy is going to go.‘
2. Ome tani. ‗The woman is coming.‘
3. Tad ti. ‗The leader has been somewhere.‘
4. Mu nad. ‗The old lady went.‘
Exercise 14 . Postpredicate position gerund 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 ti; mas chike.
Student: Machi ti; mas chike. 1.
Machi ti; mas chike. ‗The boy has been cutting plantains.‘
2. Pun nad; mol make.
‗The girl went to sew a blouse lit.: blouse sewing.‘ 3.
Ome tani; mas kunne. ‗The woman is coming to eat lit.: food eating.‘
18.4 Grammar 253
4. Tad ne; karta nermake.
‗The elder is going to go to write a letter lit.: letter writing.‘
5. Machi arpi; ina kobe.
‗The boy went and returned to take medicine lit.: medicine drinking.‘
Exercise 15 . Postpredicate position gerund transform drill
The teacher says the sentence and the student repeats it, expanding the predicate by using the gerundial form of the verb from the suggested list below in the postpredicate position.
Example
Teacher: Machi ne. Student: Machi ne; mas chike.
Expansion
1. mas chik ‗to cut plantains‘
2. mas kun ‗to eat plantains‘
3. mol mak ‗to sew a blouse‘
Statement
1. Machi ne. ‗The boy is going to go.‘
2. Ome nad. ‗The woman went.‘
3. Pun ti. ‗The girl has been somewhere.‘
4. Mu tani. ‗The older woman is coming.‘
2 Predicate may be highlightedclarified by stating the verb in the main clause and by stating an adverb or goal of action with or without the verb in the postpredicate position
The predicate may be highlightedclarified by stating any verb in the main clause and by stating only an adverb in the postpredicate position. It may also be clarified by stating an adverb or goal of motion and
repeating the verb in the postpredicate position. Note carefully that verbs which occur in the main clause using -bal-pal or -mo cannot be highlightedclarified in this way.
Examples 1. Machi ne; kueye-kueye ne.
‗The boy is going to go quickly.‘ 2. Machi nade; negzhe nade.
‗The boy went home.‘ 3. Pab ye; ichejul ye.
‗Father is very sick.‘ 4. Tad arpanai; pinna- pinna arpanai.
‗The elder is working very slowly.‘
Exercise 16 . Postpredicate position predicate adverbial expansion 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 ne; kueye-kueye. Student: Machi ne; kueye-kueye.
1. Machi ne; kueye-kueye. ‗The boy is going to go quickly‘
2. Mu kolo; pinna-pinna. ‗The old lady will call softly.‘
3. Ome chunmas; ichejul. ‗The woman talked a lot.‘
4. Tad nad; iktual. ‗The elder went on ahead.‘
5. Machi ti; untargus. ‗The boy has been a while ago.‘
Exercise 17 . Postpredicate position predicate adverbial expansion drill
The teacher says the sentence and the student repeats it, expanding the predicate by means of an adverb selected from one of those suggested below and stating it in a highlightingclarifying position.
254 Situational Explanation
Example Teacher: Machi ne.
Student: Machi ne; kueye.
Expansion
1. kueye ‗quickly‘
2. pinna ‗slowlysoftly‘
3. ichejul ‗much‘
Statement
1. Machi ne. ‗The boy is going to go.‘
2. Ome mol makcha. ‗The woman sewed a blouse.‘
3. Tad kolnai. ‗The elder is calling.‘
4. Sagla chunmanai. ‗The chief is talking.‘
5. Machi karpa chobzha. ‗The boy made baskets.‘
Exercise 18 . Postpredicate position predicate adverbial expansion drill
Do Exercise 17, repeating the predicate in the postpredicate position.
Example Teacher: Machi ne.
Student: Machi ne; kueye ne.
3 Predicate may be stated in a generic form in the main clause and in a specific form in the postpredicate position
The predicate may be stated in a generic form accompanied by the generic form of the direct object in the main clause, and then stated in a specific form accompanied by the specific form of the direct object in the
highlightingclarifying position. In using this form of the predicate, you must be extremely careful to select a generic form of the verb which is compatible with the specific form of the verb. For example, you
cannot use che
‗to do‘ in the main clause with the verb kun ‗to eat‘ in the postpredicate position.
The form of the verb in the postpredicate position may be either the same as the form of the generic verb, or it may be in the gerundial form.
Examples 1. Ome immal chene; mol makne.
‗The woman is going to sew a blouse.‘
or
2. Ome immal chene; mol make. ‗The woman is in the act of sewing a blouse.‘
Exercise 19 . Postpredicate position specific predicate 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: Ome immal chene; mol makne. Student: Ome immal chene; mol makne.
1. Ome immal chene; mol makne. ‗The woman is going to do something: sew a blouse.‘
2. Machi immal chene; karpa chomne. ‗The boy is going to do something: make a basket.‘
3. Tad immal chedi; ul chobdi. ‗The elder did something: made a canoe.‘
4. Ome immal imane; mas kunne. ‗The woman is going to do something: eat food.‘
5. Machi immal imane; ina komne. ‗The boy is going to do something: drink medicine.‘
6. Ome immal chene; mol make. ‗The woman is going to do something: blouse-sewing.‘
7. Machi immal chene; karpa chobe. ‗The boy is going to do something: basket-making.‘
8. Tad immal chedi; ul chobe. ‗The elder did something: canoe-building.‘
9. Ome immal imane; mas kunne. ‗The woman is going to do something: food eating.‘
10. Machi immal imane; ina kobe. ‗The boy is going to do something: drinking of medicine.‘
18.5 Vocabulary 255
255
Exercise 20 . Postpredicate position emphasis drill
The teacher gives the element to be emphasized and repeats as an example the sentence with the emphasized element in the postpredicate position. From then on the teacher gives the element to be emphasized. The student
gives the sentence, with the emphasized element in the postpredicate position. The teacher repeats the answer. The teacher gives the next element to be emphasized and so on. Examples
Teacher: nakwal Teacher: Machi chule amine; nakwal.
Teacher: chule Student: Machi nakwal immal amine; chule.
Teacher: Machi nakwal immal amine; chule. Teacher: machi
1. Machi nakwal chule amine. ‗The boy is going hunting paca upriver.‘
Emphasis
1. nakwal ‗upriver‘
2. chule ‗paca‘
3. machi ‗boy‘
2. Chedo, machi nanga mol ukcha. ‗At dusk, the boy gave his mother the cloth.‘
Emphasis
1. chedo ‗afternoondusk‘
2. nanga ‗to his mother‘
3. machi ‗boy‘
4. mol ‗cloth‘
3. Machi opakal aros tigne. ‗The boy is going to plant rice across the river.‘
Emphasis 1. opakal
‗across the river‘ 2. machi
‗boy‘ 3. aros tig
‗to plant rice‘ 4. Ome negzhe ostikid pelene.
‗The woman is going to carry the sugar home.‘
Emphasis 1. negzhe
‗to home‘ 2. ome
‗woman‘ 3. ostikid
‗sugar‘ 5. Wakur, machi ankin palu pakcha.
‗This morning, the boy bought salt from me.‘
Emphasis 1. wakur
‗morning‘ 2. ankin
‗from me‘ 3.
palu ‗salt‘
18.5 Vocabulary
1. aturcha ‗to steal‘
2. imia ‗eye‘
3. chuchu ‗ear‘
4. uaya ‗ear canalhole‘
5. azhu ‗nose‘
6. kaka ‗mouth‘
7. chunkala ‗hand‘
8. uka ‗skin‘
9. apkan ‗body‘
10. nugal ‗tooth‘
11. ko ‗fingertoe‘
12. tuba ‗vinethreadropestring‘
13. tudu ‗flower‘
256 Situational Explanation
14. tiwala ‗main river‘
15. tian ‗creekstream‘
16. melu ‗How much?‘
17. tenal ‗but‘
18. neba ‗plainvalley‘
19. mata ‗lakeflat thing‘
20. unila ‗only‘
21. alle ‗to laugh‘
22. po ‗to cry‘
23. atake ‗to respect‘
24. ulgo ‗board‘
25. pilal ‗to love‘
26. nugu kulle ‗deliciousgood to eat‘
