Verb tense in completive aspect Verb form in completive aspect Ex. 8 –10

38 Questions Examples 1. An mol pakcha. I blouse buy-completive ‗I bought a blouse.‘ 2. An madun kobzha. I chicha drink-completive ‗I drank chicha.‘ 3. Ti nos. river rise-completive ‗The river rose.‘ 4. Ti nojal ... river rise-completive-when ‗When the river had risen ...‘ Exception : kun + -cha = kucha ‗ate‘ This irregular form should be memorized. Exercise 8 . Completive aspect frame 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. Examples Teacher: An mol pakcha. Student: An mol pakcha. Teacher: An mol chikcha. Student: An mol chikcha. 1. An mol pakcha. ‗I bought a blouse.‘ 2. An mol chikcha. ‗I cut out a blouse.‘ 3. An mol ukcha. ‗I sold a blouse.‘ 4. An mol makcha. ‗I sewed a blouse.‘ 5. An mol enukcha. ‗I washed a blouse.‘ 6. An ua 16 chwas. ‗I caught a fish.‘ 7. An ua chus. ‗I fetched the fish.‘ 8. An ua tus. ‗I cooked the fish.‘ 9. An ua ches. ‗I carried the fish.‘ 10. An ua chabos. ‗I put away the fish.‘ Exercise 9 . Completive aspect substitution frame drill The teacher repeats the frame. The teacher selects any word from the list below and says it. The student then substitutes the word in the frame, adding the completive aspect. Examples Teacher: An mol pakcha. Teacher: uk Student: An mol ukcha. Teacher: An mol ukcha. Teacher: echu Student: An mol echus. 16 See 4.2.4, note on transitional w. 4.4 Grammar 39 1. pak ‗to buy‘ 2. uk ‗to sell‘ 3. chik ‗to cut out‘ 4. enuk ‗to wash‘ 5. mak ‗to sew‘ 6. chu ‗to fetch‘ 7. che ‗to carry‘ 8. yo ‗to put on‘ 9. echu ‗to take off‘ 10. chabo ‗to put away‘ Exercise 10 . Completive aspect stimulus response drill The teacher gives the stimulus in the form of a yesno question. The student replies using the correct form of the completive aspect suffix. This exercise should be repeated several times. Example Teacher: ¿Ome sabured pakne? Student: Chuli. Pato mol pakcha. Frame Chuli. Pato mol ____. ‗No, she already ____ a blouse.‘ 1. ¿Ome sabured pakne? ‗Is the woman going to buy the skirt?‘ 2. ¿Ome sabured enukne? ‗Is the woman going to wash the skirt?‘ 3. ¿Ome sabured chune? ‗Is the woman going to fetch the skirt?‘ 4. ¿Ome sabured makne? ‗Is the woman going to sew the skirt?‘ 5. ¿Ome sabured chikne? ‗Is the woman going to cut out the skirt?‘ 6. ¿Ome sabured chabone? ‗Is the woman going to put away the skirt?‘ 7. ¿Ome sabured ukne? ‗Is the woman going to sell the skirt?‘ 8. ¿Ome sabured amine? ‗Is the woman going to look for the skirt?‘

4.4.3 Content Questions Ex. 11 –18

Content questions are questions which require something other than yesno answers see 3.2.3.2. The information required is signalled in English by a question word such as ―Who?,‖ ―What?,‖ ―When?,‖ etc. In Kuna, there are three types of content questions: amplificatory questions, topic-establishing questions, and confirmation questions.

4.4.3.1 Amplificatory questions

Amplificatory questions are asked about a topic that may be already under discussion, or so obvious that it requires no introduction. Most of the time, more information is being sought about the action referred to in the discussion at hand. For example, the questioner may want to know who did the action, or when the action happened. In dealing with amplificatory questions, two things must be remembered: the intonation pattern of the question and the formation of the question. 1 Intonation pattern of amplificatory questions Amplificatory questions have a characteristic intonation pattern. Do the following exercise to familiarize yourself with this pattern. Exercise 11 . Intonation of amplificatory questions 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. Example Teacher: ¿Pia ne? Student: ¿Pia ne? 40 Questions 1. ¿Pia ne? ‗Where areis youhe going?‘ 2. ¿Ibi chobzha? ‗What did youhe make?‘ 3. ¿Igi choge? ‗What how dodoes youhe say?‘ 4. ¿Toa noni? ‗Who arrived?‘ 5. ¿Inkwa noni? ‗When did youhe arrive?‘ 2 Form of amplificatory questions To form an amplificatory question, the appropriate question word is used and the verb about which more information is wanted is repeated. The subject is usually omitted. Exercise 12 . Amplificatory questions frame 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. Examples Teacher: ¿Toa chikcha? Student: ¿Toa chikcha? Teacher: ¿Ibi chikcha? Student: ¿Ibi chikcha? 1. ¿Toa chikcha? ‗Who cut it?‘ 2. ¿Ibi chikcha? ‗What did he cut?‘ 17 3. ¿Inkwa chikcha? ‗When did he cut it?‘ 4. ¿Pia chikcha? ‗Where did he cut it?‘ 5. ¿Igi chikcha? ‗How did he cut it?‘ Exercise 13 . Amplificatory questions substitution frame drill The teacher repeats the frame and selects a word from the list below, which can be substituted in the frame, and says it. The student then substitutes the word in the correct place in the frame. Examples Teacher: ¿Toa makcha? Teacher: ibi Student: ¿Ibi makcha? Teacher: ¿Ibi makcha? Teacher: inkwa Student: ¿Inkwa makcha? Frame ¿____ makcha? ‗____ did she sew it?‘ 1. pia ‗Where?‘ 2. inkwa ‗When?‘ 3. ibi ‗What?‘ 4. igi ‗How?‘ 5. toa ‗Who?‘ Exercise 14 . Amplificatory questions, varied substitution frame drill The teacher repeats the frame and selects a word from the list below which can be substituted in the frame and says it. The student then substitutes the word in the correct place in the frame. 17 Here and throughout this grammar, where no subject is overtly indicated by a noun or pronoun, an appropriate pronoun is supplied. In another context, it might be a different one.