Pronunciation Ex. 1 –4 LCDD 14 Paya Kuna. LCDD 14 Paya Kuna

176 Social Interaction Exercise 3 . Problem sounds drill Drill the problem sounds, sentences and gestures encountered in Exercise 2 above. Exercise 4 . Laryngealization drill Repeat Exercises 1 and 2 above using a laryngealized intonation and pronunciation such as described in the disclaimer intonation discussion see 6.2.2.

14.3 Culture

Often during the course of a conversation your host ‘s wife will bring a drink of madun ‗chicha‘. Madun is a very tasty drink made from boiled, ripe plantains and sugar cane juice. It is often flavored with chocolate. You should take the bowl offered to you. Sometimes you will go visiting just after you have eaten a meal. It is polite to decline the drink, or drink only part of it as you explain to your hostess that you are very sorry, but you have just eaten. As you drink the madun, your hostess, or the lady who brought you the drink, will stand on the sidelines. It is customary to drink the full bowl down without a pause. When you finish, hold the bowl away from you slightly. This gesture will indicate to the hostess that you are done and that she may take your cup. It would be impolite for her to leave you holding an empty cupbowl. The lady will take it back to the kitchen, wash it, and serve the next person. As you give the bowl back it is appropriate to signal your appreciation with nuedi ‗thank yougood‘ or even a simple ajáj ‗acknowledgement‘. If the woman fails to notice that you are holding out the bowl to be taken, you may say murruk ‗bowl‘ to draw her attention to it. Correct etiquette dictates that the male visitors be served first, starting with the most important man present. If there is no clear difference in social status, older men are served first in order of decreasing age. If status or age differences are unclear, you may start at one end of the room and go around offering the various people in attendance a drink. The host is served after the men visitors have been served. Boys are served next, then the women, and finally the girls. When guests are served a meal, they are allowed to eat alone. The hostess hovers in the sidelines to be available to cater to any needs which may arise. The host does not eat with the guests. Conversation during meals is minimal.

14.4 Grammar

14.4.1 Inceptive aspect -ali Ex. 5 –6

The inceptive aspect -ali is suffixed to verbs to refer to the beginningstarting of an action. It parallels the English construction ―began to ...‖ Examples 1. Mimmi poal. ‗The baby began to cry.‘ 2. Ti wial. ‗It began to rain.‘ Exercise 5 . Inceptive aspect -ali frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. Example Teacher: Mimmi poal. Student: Mimmi poal. 1. Mimmi poal. ‗The baby began to cry.‘ 2. Ti wial. ‗It began to rain.‘ 3. Ome pato mas tual. ‗The woman has already started to cook the food.‘ 4. Ti noal. ‗The river is starting to rise.‘ 14.4 Grammar 177 5. Machergan pato neg emial. ‗The men have already begun to clean the town.‘ Exercise 6 . Inceptive aspect -al stimulus response drill The teacher says the sentence and the student replies using the -al form of the verb in the frame. Example Teacher: ¿Ome ampayo mas tu? Student: Chuli. Ome pato mas tual. Frame Chuli.____ pato ____-al. 1. ¿Ome ampayo mas tu? ‗Is the woman not cooking the food yet?‘ 2. ¿Ti ampayo no? ‗Is the river not rising yet?‘ 3. ¿Tad ampayo neg chob? ‗Is the elder not building his house yet?‘ 4. ¿Mu ampayo upchan mag? ‗Is the grandmother not dyeing the cotton yet?‘ 5. ¿Machi ampayo igal emi? ‗Is the boy not clearing the trail yet?‘

14.4.2 Preparatory aspect –chogal-zhogal-jogal Ex. 7–8

If the action is about to begin rather than actually starting, the suffix -chog-zhog-jog is inserted before -ali. The preparatory aspect parallels the English construction ―about to ...‖, ―ready to ...‖ etc. Examples 1. Antin pato nejogal. ‗I‘m already about to go.‘ 2. Tad karpa chobzhogal. ‗Grandfather is about to make a basket.‘ 3. Ome mol chikchogal. ‗The woman is about to cut cloth.‘ Exercise 7 . Preparatory aspect frame drill The teacher says Sentence 1 and the student repeats it; the teacher says Sentence 2 and the student repeats it, etc. Example Teacher: Antin pato nejogal. Student: Antin pato nejogal. 1. Antin pato nejogal. ‗I‘m already about to leave.‘ 2. Ina dule iko yojogal. ‗The doctor is about to give the injection put in the needle.‘ 3. Machi pato ua kunchogal. ‗The boy is about to eat the fish.‘ 4. Ome mol makchogal. ‗The woman is about to sew the blouse.‘ 5. Antin pato ob tigzhogal. ‗I‘m already about to plant corn.‘ Exercise 8 . Preparatory aspect substitution frame drill The teacher says the frame and selects a verb from the list below and says it. The student substitutes the -chogal-zhogal-jogal form of the verb in the frame and says it. Example Teacher: Ome mol pakchogal. Teacher: chik Student: Ome mol chikchogal. Frame Ome mol ____-chogal. ‗The woman is about to ____ the blouse.‘ 1. pak ‗buy‘ 2. nerma ‗writedraw a design‘ 3. chik ‗cut‘ 4. mak ‗sew‘ 5. yo ‗put on‘ 6. echu ‗take off‘ 7. enuk ‗wash‘ 8. owei ‗hang out‘