Consonant clusters Ex. 28 Pronunciation

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. 20 Basic Needs Expressed: Food And Shelter Examples Teacher: An kallin pakpi. Student: An kallin pakpi. Teacher: An nuzha pakpi. Student: An nuzha pakpi. 1. An kallin pakpi. ‗I want to buy a chicken.‘ 2. An nuzha pakpi. ‗I want to buy eggs.‘ 3. An mol pakpi. ‗I want to buy cloth.‘ 4. An kachi pakpi. ‗I want to buy a hammock.‘ 5. An ogob pakpi. ‗I want to buy coconuts.‘ 6. An mas kumpi. ‗I want to eat plantains.‘ 7. An ua kumpi. ‗I want to eat fish.‘ 8. An chan kumpi. ‗I want to eat meat.‘ 9. An mam kumpi. ‗I want to eat manioc.‘ 10. An aswe kumpi. ‗I want to eat an avocado.‘ Note 1 : Phonological Changes In forming words, it is important to realize that if certain consonants occur before certain other consonants, the first consonant changes: n nn: see section 2.2.6 becomes m if it occurs before p. Example kun + -pi = kumpi ‗want to eat‘ Note 2 : Concept of Plural In Spanish and English, in most cases, the speaker must distinguish between singular and plural, e.g., the speaker must choose between boy and boys, egg and eggs, etc. In Kuna, this is not so. The speaker does not need to distinguish and generally does not distinguish between singular and plural. The concept of plural and the means of distinguishing plural from singular is dealt with in Lesson 13.4.3. Exercise 30 . Direct object substitution drill The teacher repeats the frame and then says any word from the list below. The student then substitutes the word in the frame. Example Teacher: An kallin pakpi. Teacher: mola Student: An mola pakpi. Teacher: An mola pakpi. Teacher: ogob Student: An ogob pakpi. Frame An ____ pakpi. ‗I want to buy ____.‘ 1. kallin ‗chicken‘ 2. nuzha ‗egg‘ 3. padu ‗duck‘ 4. chin ‗pig‘ 5. mam ‗manioc‘ 6. ogob ‗coconut‘ 7. aswe ‗avocado‘ 8. wawadun ‗bananas‘ 9. mol ‗cloth‘ 10. kachi ‗hammock‘ 11. win ‗beads‘ 12. tub ‗thread‘