Quantity 39 –42 Useful expressions 43 –45 Vocabulary

116 10 GROUPING OBJECTS, PEOPLE, OR ACTIONS

10.1 Dialogue

Grouping of objects, people and actions is a very important aspect of conversation; several illustrations of it occur in the following dialogue. 1. Old man calling out: ¿Machi, pia ne? ‗Young man, where are you going?‘ The young man approaches the older man. 2. Young man: Pukurbal ne. ‗I‘m going to Pucuru.‘ 3. Old man: Mmmm. ¿Toa ne? ‗Oh Who is going?‘ 4. Young man: Anni, Ricardo, Enrique; walapá ne. ‗Richard, Henry and I, three of us are going to go.‘ 5. Old man: ¿Ricardo nemo? ‗Richard too?‘ 6. Young man: Eye, nemo. ‗Yes, he is going too.‘ 7. Old man: Aaa. ¿Inkwa noniko? ‗Oh When will you return?‘ 8. Young man: Pane. ‗Tomorrow.‘ 9. Old man: Ajáj. ¿Sagladin wis? ‗Uh huh Does the chief know?‘ 10. Young man: Eye, wiji. ‗Yes, he knows.‘ 11. Old man: Nabirde. ¿Pe akwati pako? ‗Fine. Will you buy kerosene, then?‘ 12. Young man: Eye. ‗Yes.‘ 13. Old man: An peimo. ‗I want some too.‘ 14. Young man: Nabiri. An galongwen pega pako. ‗Okay. I will buy a gallon for you.‘ 15. Old man: Nuedi. ‗Thank you.‘ 16. Young man: An nebi, tada. ‗I need to go, grandfather.‘ 17. Old man: Eye. ‗Okay.‘ The young man leaves.

10.2 Pronunciation Ex. 1 –3

Exercise 1 . Tracking the dialogue Track the teacher as he says Dialogue 10.1 Be sure to keep within two or three syllables behind him at all times. This exercise should be repeated several times. Exercise 2 . Dramatizing the dialogue Dramatize Dialogue 10.1 with two students playing the roles. The teacher will be listening and checking for 1 correct intonation patterns, 2 correct pronunciation, and 3 correct gestures. The teacher should explain and demonstrate any gestures which would help the drama be more natural. Students should incorporate such gestures into the role-playing exercise. Exercise 3 . Drill of problem areas Drill the sentences and sounds and gestures from Exercise 2 which the students found difficult or unnatural. 10.4 Grammar 117

10.3 Culture

A Kuna is expected to ask for permission from the chief, in order to go on a trip. Permission is usually requested at a town meeting. If, however, the necessity for the trip is urgent, the permission may be given at any time. In requesting permission for the trip, the person is expected to give the destination and purpose of the trip, and the length of time he expects to be away from the village. When there is a message to be sent, the chief asks someone to hand-carry the message. The chief may only request, he cannot demand, that someone take the message. A Kuna, generally, does not travel alone. He travels with one or more companions. This aspect of the culture is an important one to you, especially if you are requesting that a job be done in another area, or if you are requesting a guide. A Kuna guide expects a companion to go with him, in order that he does not need to return from your destination alone. Both the guide and the companion are given wages.

10.4 Grammar

10.4.1 Verb tense-aspect future Ex. 4 –7

An action that will occur at a future time is viewed as either occurring at an unspecific ―sometime‖ in the future, or at a specific time. Actions which occur at an unspecific time in the future use the future suffix -o attached to the verb stem or the verb stem with any of the appropriate suffixes listed in Section 10.4.5. Actions that occur at a specific time use the immediate future aspect suffix -ne see 3.4.2.

10.4.1.1 Future suffix

When the time of the future action is unspecific, ―sometime‖, the future suffix -o 43 is added to the verb stem or the verb stem with any of the appropriate suffixes see 10.4.5. Examples 1. An nao. ‗I will go sometime.‘ 2. An kabi kobo. ‗I will drink coffee sometime.‘ Exercise 4 . Future suffix 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 nao. Student: An nao. 1. An nao. ‗I will go.‘ 2. An kabo. ‗I will sleep.‘ 3. An kobo. ‗I will drink.‘ 4. An poo. ‗I will cry.‘ 5. An purko. ‗I will die.‘ Exercise 5 . Future suffix drill The teacher says the verb stem and the student adds the future aspect suffix to the verb stem. Example Teacher: eli Student: elio 1. eli ‗to clean‘ 2. aptake 44 ‗to wait‘ 43 The long form of this suffix is -oe. 44 See Appendix G.