s'gaw karen lessons book 3

8/19/2019 S'gaw Karen Lessons Book 3

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SAY IT IN KAREN

Book III

by

Emilie Ballard

Published by

The Thailand Baptist Missionary Fellowship

P.O. Box 29, Chiang Mai, Thailand 50000


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able to switch from the standard Karen to the colloquial way of speaking in the area

where you live and vice versa.

Evaluation

As in the case of the previous 2 books, it is strongly recommended that when you have

completed the lessons in this book you once again have your progress in using the Karen

language evaluated. Suggestions for this will be found at the end of Lesson 20, and a

suggested evaluation form in both English and Karen will be found in the appendix. You

are surely aware that you re making progress week by week, but having an evaluation of

the kind suggested will help you and your teacher to know more accurately what level of

competence you have reached.

Constructive Criticism and SuggestionsAs you study these lessons, make a note of difficulties you meet and/or constructive

criticism and suggestions you have, and upon completion of the book send them to the

Language and Orientation Committee, Thailand Baptist Missionary Fellowship, P.O. Box

29, Chiang Mai, 50000. Then, if at a later date the lessons are revised, your comments

can be considered.

Acknowledgements

Once again the author wishes to express appreciation to Thra Thu Nu, who spent many

hours helping prepare and correct the Karen lesson material, and to both him and Thramu

Christabelle for helping make the lesson tapes.


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ii


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Im@Ig qFdH`

ImPqSgWImMHg p

ImPqSgSbSa n@Ig q@Hh@ug nUbOe pIOe pWa qWImMHg pPe mTfImIPa qChKh oSa nWAh pJg a oAaOe pW

Ug o, K~MEa oImWUg o, MWf pKg oPbMr q@s gNg@Ig qMr q@HhW@ug nK~SbMr q@Hh g@Ig qTfPc mFe p Pc mBh qWUg oLlp.Sa nI Oe p Wa qPe mTfW@IbmIOe pKh oIc qMr q@s gNgPqSgSa nIOe pWa qPe mNugSaLlp,

MFbPc mSmSbMr q@s gNg@Ue pH`Lm MbmIm@Ig qPc c mFe pPc mBh qIOuioNubp

Kh o@UeUdIm@Ig qUe pINpWa qOpBe mOp@ug qBe qBe qOpOpWPf nH`@

LmMbm@ufSbImPqSg FdH`WBh mIOuioOgLlpSh q.

ImUg pSgW@uf

ImUg pSgW@ufPe mK~SbM@v f oIe mSaSbSa nWAh pJa oIOe pWMd qWUg oLlp. URpPe mNoIm@Ig qFdH`

SbSa nWAh pJa oIOe pWPf nH`@Kh oIOuhLlp @Kc oUe pLh pJh p@e qURpSbImUg pSgW@ufK~ImVe p@d pIe mSaTfWUg o. Pe mSbMr q@s gNgPqSgIm@Ig qW`Jh pKh oImUdIm@Ig qOpBe mOp@ug qW@ufW`Jh pIOuhOpI

OuhWCg ImWSg pKg p@IbmIPa qPe mSbURpKh oMr q@s gNg@Va oLlmWFb@Ih mW`Jh pSb@@Ig qU@g oIm

SbMr q@HhW@ug nWBh mLlp. IOpFg@Pg pSbMr q@s gNg@OpPqSgNugImPqSgIFbKg pKh oIFbKg pSbMr f qUh hMr f q

UhWIh mMd qLlpIBe q. PePe mIAh, PqSgTa qPqSg@e qImIc qSbMr q@s gNgUe pH`Im@Ig qWUhKh oUdWh qOpBe mOp

@ug qUeBe qBe qOpOpNfURpKh oMr q@s gNg@Ig qU@g oImWA`LlpI@e m.

ImVe p@d pVe pNo

NfURpUg pSgSa nIOe pWa qWA`Llp URpPe mJa pSb@OpOr hBe qJh p@e qImWSh mPe mWg pIIh qIh qPe m

Be q URpWImVe p@d pVe pNoSb@PqBe qJh p@e qSa nIOe pWa qPe mWg pIPa qPa qPe mBe qLlp P~W@@v f oLh pCnWh qKh oVe pOpMr q@s hNg PeIPe mPbMr q@s gNg@v f oLh pCnWBe m K~Ug oIc qMr q@s gNgPqSgSa nIOe pWa qPe mNugSaTfKh o @Fr b

URpWImVe p@d pVe pNoUe pINpWa qFd Ja Oa WfP~ WfN~ (TBMF ) WTf qSh mLlpI@e m.

ImEa oOuioEa oNr g p

QEa oOuioOpURpKg pUd̂ d oSbWPqEbqQqOpCoKh oMr q@s gNgWImPqSgSbMr q@HhW@ug nSbSa nIOe p

Wa qWMd q, Kh oQEa oOuiooOpWh q, URpPc pUa pJd, Kh oEh qVfRbpSbWPqEbqQqOpCoImUv h p ĉ nW@Sc mFdAfEf oW

Md q. Pe mSbWTfUe pPqEbqWCg QLnSbSa nIOe pWa q@fOuioSbMr q@s gNgKh oURpWBh m@UeLlpSh q.


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LESSON 1

ImPqSg 1

1.1 Useful Words and Phrases 1.1 Im@Ig qWUh SbW@fOuioINp

REPEAT after the teacher.URp--PbMrq@s g Ng IfMg nURpWAa IOh uAa Ouh .

Fg Fg Fg Fg Classifier for vehicles, ladders, stairsChChChCh Ladder, stairs

ChIFg /IOg ChIFg /IOg ChIFg /IOg ChIFg /IOg A ladder, stairwayWVa pW WVa pW WVa pW WVa pWChChChCh His/her/their house/home

Fh Fh Fh Fh To extend or occur in series, articulations,lofts, or stories; to arrange things upright in

a line with each other; numeral affix forthings occurring in a series

FhSh q FhSh q FhSh q FhSh q To set down in an upright position in a lineor series

FhSh qWUo FhSh qWUo FhSh qWUo FhSh qWUo To be arranged in a series FhSf /FhISf FhSf /FhISf FhSf /FhISf FhSf /FhISf To change the order of a series, replaceAa Fh Aa Fh Aa Fh Aa Fh Two floors, stories, levels

FhVa pFhCh FhVa pFhCh FhVa pFhCh FhVa pFhCh To take/get a wife or husband. set up ahousehold by getting married

NgUpVgNgUpVgNgUpVgNgUpVg "Youngsters . . ." (referring to persons of anyage much younger than the speaker)Xh mXh mXh mXh m Particle indicating (a) a word of caution; (b) a

word of reproach; (c) a question to

ascertain whether indications of somethingbeing contrary to one's expection are true

or not; (d) that the speaker seeksagreement; (e) a question expecting a

negative or affirmative answer

Fh p(Im) Fh p(Im) Fh p(Im) Fh p(Im) To shove, push, press Fh p@v a n Fh p@v a n Fh p@v a n Fh p@v a n To push aside or away Fh pIa m Fh pIa m Fh pIa m Fh pIa m To press down upon, hold down by

pressure Fh pJh p Fh pJh p Fh pJh p Fh pJh p To push up Fh pSh q Fh pSh q Fh pSh q Fh pSh q To push/press down Fh pSh qWUo Fh pSh qWUo Fh pSh qWUo Fh pSh qWUo To humble one's self, restrain anger,

forbear, bear with, give up one's rights

ImFh pSh qUo ImFh pSh qUo ImFh pSh qUo ImFh pSh qUo Humility, forbearance


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Lf pLf pLf pLf p Particle indicating (a) a defensive statement;(b) a rather chiding emphasis; or (c) adefinite positiveness in light of a specificcircumstance

Sd p(Im)Sd p(Im)Sd p(Im)Sd p(Im) To be particular, to have a preference@v mPf n(Im)@v mPf n(Im)@v mPf n(Im)@v mPf n(Im) To be partial, show partiality towards (usually

on the basis of wealth or position)IAv `, IAv `Pc pIAv `, IAv `Pc pIAv `, IAv `Pc pIAv `, IAv `Pc p Cousin

Av `, Av `Pc p, Av `Pc pAv Èh Av `, Av `Pc p, Av `Pc pAv Èh Av `, Av `Pc p, Av `Pc pAv Èh Av `, Av `Pc p, Av `Pc pAv Èh Terms of address used with persons of thesame age as the speaker who are not

blood relatives

PnPnPnPn Son-in-lawKf pKf pKf pKf p Daughter-in-lawPa qMr mPa qMr mPa qMr mPa qMr m Parent-in-lawKg pKg pKg pKg p Term of address or reference used between

close friends, or relatives by marriage, whoare in the same age range

KhKg pSh nUo/KhKg pSg nUo KhKg pSh nUo/KhKg pSg nUo KhKg pSh nUo/KhKg pSg nUo KhKg pSh nUo/KhKg pSg nUo To be related by marriageSg pSg pSg pSg p To need, be necessaryHbHbHbHb Variant of Hbp PePePePe Variant of Pem

1.2 Pattern Sentences and Phrases1.2 Im@Ig qWKg (1) Use of Pn, "son-in-law," Kf p, "daughter-in-law," and Pa qMr m, "parent-in-law"

(1) ImUdIm@Ig q" Pn,

" " Kf p,

"Kh o

" Pa qMrm

" REPEAT after the teacher

URp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

QBg qPh pIBqLlp LlmOpWKf pUbBqSa.QBg qPh pIBqLlp LlmOpWKf pUbBqSa.QBg qPh pIBqLlp LlmOpWKf pUbBqSa.QBg qPh pIBqLlp LlmOpWKf pUbBqSa. My friend has 3 daughters-in-law.QMc mIAhWKf pWg pIBq, WPnWg pAa QMc mIAhWKf pWg pIBq, WPnWg pAa QMc mIAhWKf pWg pIBq, WPnWg pAa QMc mIAhWKf pWg pIBq, WPnWg pAa

BqSa.BqSa.BqSa.BqSa.As for my younger sibling, he has a daughter-

in-law and 2 sons-in-law.

QNgKg pAv ÌBqLlpWPa qMr mMh nAv ÌQNgKg pAv ÌBqLlpWPa qMr mMh nAv ÌQNgKg pAv ÌBqLlpWPa qMr mMh nAv ÌQNgKg pAv ÌBqLlpWPa qMr mMh nAv ÌWg pSbqOp. WPa qMr mMh nPc pWg pSbqOp. WPa qMr mMh nPc pWg pSbqOp. WPa qMr mMh nPc pWg pSbqOp. WPa qMr mMh nPc pWg pKa o.Wg pKa o.Wg pKa o.Wg pKa o.

My nephew's father-in-law is dead. Hismother-in-law is still living.

Mr qKhPnKhPa qMr mAaBqLlpSf qCcWh pUMr qKhPnKhPa qMr mAaBqLlpSf qCcWh pUMr qKhPnKhPa qMr mAaBqLlpSf qCcWh pUMr qKhPnKhPa qMr mAaBqLlpSf qCcWh pU@h oHpFd pPoSh q.@h oHpFd pPoSh q.@h oHpFd pPoSh q.@h oHpFd pPoSh q.

That son-in-law and father-in-law go huntingfor fish energetically.

Mr qKhKf pKhPa qMr mUe pINpLlpWf pSh nWUoMr qKhKf pKhPa qMr mUe pINpLlpWf pSh nWUoMr qKhKf pKhPa qMr mUe pINpLlpWf pSh nWUoMr qKhKf pKhPa qMr mUe pINpLlpWf pSh nWUoBe qPo.Be qPo.Be qPo.Be qPo.

That daughter-in-law and mother-in-law loveeach other very much.


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(2) Use of IAv `, "cousin" and Av `/Av `Pc pAv Èh q, "term of address or reference for persons of thesame age and status (may be used interchangeaably with Kg p)

(2) ImUdIm@Ig q " IAv̀ "REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

Av `Pc pAv ÈhXb, UcVfImWa qAv `Pc pAv ÈhXb, UcVfImWa qAv `Pc pAv ÈhXb, UcVfImWa qAv `Pc pAv ÈhXb, UcVfImWa qOpWIh qOpWIh qOpWIh qOpWIh qBe qPoSh q.Be qPoSh q.Be qPoSh q.Be qPoSh q.

Friends, you have come at an opportune time

(stage in our lives or in the happenings).

WWa qIBqWa qQIAv `KpQfPbp.WWa qIBqWa qQIAv `KpQfPbp.WWa qIBqWa qQIAv `KpQfPbp.WWa qIBqWa qQIAv `KpQfPbp. This person is my own cousin!"LfAaBqLlp LKhIAv `X`.LfAaBqLlp LKhIAv `X`.LfAaBqLlp LKhIAv `X`.LfAaBqLlp LKhIAv `X`." "Pe m, MKhIPe m, MKhIPe m, MKhIPe m, MKhI

Av ÌIAv `Sh q.Av ÌIAv `Sh q.Av ÌIAv `Sh q.Av ÌIAv `Sh q." "Are you two cousins?" "Yes, we are first

cousins."

SbLlpIBqLlpQIAv `Pc pAaIAv `Sa.SbLlpIBqLlpQIAv `Pc pAaIAv `Sa.SbLlpIBqLlpQIAv `Pc pAaIAv `Sa.SbLlpIBqLlpQIAv `Pc pAaIAv `Sa. That person over there is my second cousin.QLmVdSbLKhIAv ÌNpFhVa pFhCh QLmVdSbLKhIAv ÌNpFhVa pFhCh QLmVdSbLKhIAv ÌNpFhVa pFhCh QLmVdSbLKhIAv ÌNpFhVa pFhCh

SbnSa.SbnSa.SbnSa.SbnSa.I hear that you cousins have all taken spouses

already.

(3) Use of KhKgpShnUo/ KhKgpSgnUo, "to be related by marriage"

(3) ImUdIm@Ig q " Kh KgpShnUo/ KhKgpSgnUo." REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

LMmKh oQMmKhKg pSh nUo.LMmKh oQMmKhKg pSh nUo.LMmKh oQMmKhKg pSh nUo.LMmKh oQMmKhKg pSh nUo. Your father and my father are related bymarriage..

Mr qAaBqLlpPe mMr qKhKg pSh nUo.Mr qAaBqLlpPe mMr qKhKg pSh nUo.Mr qAaBqLlpPe mMr qKhKg pSh nUo.Mr qAaBqLlpPe mMr qKhKg pSh nUo. Those two persons are related by marriage.

LNgINpKh oQNgINpPe mMr qKhKLNgINpKh oQNgINpPe mMr qKhKLNgINpKh oQNgINpPe mMr qKhKLNgINpKh oQNgINpPe mMr qKhKg pSh nUo. g pSh nUo. g pSh nUo. g pSh nUo. Your children and my children are related bymarriage.

Repeat the above using KhKg pSg nUo in place of KhKgSh nUo.

1.3 Question and Answer Drill1.3 ImUa @vmKh oImEa oFb(1) Study diagram (a) below while the teacher reads the explanation above it, then

answer the questions below as given by the teacher. DON'T read the questions

yourself, just LISTEN carefully and then answer according to the diagram. If you

don't understand a question the first time, the teacher should repeat it, several times if

necessary. Do the same with (b).

(1) URp--PbMrq@s g Ng @vmImBh q ( a ) SbWNh SnWa q Kh oIOuh Ch URp@OpNoLlmMrq@s g Ng SbImBemWg p@v f oWUoSbImBh qWNh Ag pINpLlp.OpFpIOpPbMrq@s g Ng @vmImUa @vmUe pINpSbWMg nJh pImBh qWAa LlpOp. Mrq@s g Ng @@vmJfImBh q.Ta qKh oURp@Ua @vmK~ ImUa @vmWg pTfWUg o Kh oMrq@s g Ng @OpIfFbK~ WWg pNu`Sb ImBh qWa qWMdqWUg o.


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Mrq@s g Ng PemILmMbmImUa @vmWAh pJa oIOuh Llp URp@No@Kh o IOuh Aa Ouh Ue. Mrq@s g Ng If ( a) PemTa qLlpPqKh o ( b ) K~ ( a ) WUg oLlp..

(a) ImBh qSbWNhSnWa qMnNu`Jh pMr q 3 Kd pWKd pNgJbNgINp. Mr q 3 Kd pWa qWg pTf ImBh qSbWNhSnWa qMnNu`Jh pMr q 3 Kd pWKd pNgJbNgINp. Mr q 3 Kd pWa qWg pTf ImBh qSbWNhSnWa qMnNu`Jh pMr q 3 Kd pWKd pNgJbNgINp. Mr q 3 Kd pWa qWg pTf ImBh qSbWNhSnWa qMnNu`Jh pMr q 3 Kd pWKd pNgJbNgINp. Mr q 3 Kd pWa qWg pTf IKd pUThIIKd pUThIIKd pUThIIKd pUThINubp IKd pUThINubpUbKd pSbnSh q.Nubp IKd pUThINubpUbKd pSbnSh q.Nubp IKd pUThINubpUbKd pSbnSh q.Nubp IKd pUThINubpUbKd pSbnSh q.

Eh qBh qKh oLh mNhEh qBh qKh oLh mNhEh qBh qKh oLh mNhEh qBh qKh oLh mNh1. Eh qNgOk u1. Eh qNgOk u1. Eh qNgOk u1. Eh qNgOk u2.2.2.2. Lh mLlNgLh mLlNgLh mLlNgLh mLlNg3. Eh qLlmOuio3. Eh qLlmOuio3. Eh qLlmOuio3. Eh qLlmOuio4. Lh mLgNg4. Lh mLgNg4. Lh mLgNg4. Lh mLgNg

Eh q@bpKh oLh mUdEh q@bpKh oLh mUdEh q@bpKh oLh mUdEh q@bpKh oLh mUd1. Lh mMSf1. Lh mMSf1. Lh mMSf1. Lh mMSf2. Eh q@uh qNh2. Eh q@uh qNh2. Eh q@uh qNh2. Eh q@uh qNh

3. Lh mSh qWf p3. Lh mSh qWf p3. Lh mSh qWf p3. Lh mSh qWf p4. Eh qImPum4. Eh qImPum4. Eh qImPum4. Eh qImPum

Eh qUo@ubqKh oLh mBe qBe qEh qUo@ubqKh oLh mBe qBe qEh qUo@ubqKh oLh mBe qBe qEh qUo@ubqKh oLh mBe qBe q1. Eh qMumT` 1. Eh qMumT` 1. Eh qMumT` 1. Eh qMumT`2. Lh mUdNh 2. Lh mUdNh 2. Lh mUdNh 2. Lh mUdNh

3. Eh qEg mNh 3. Eh qEg mNh 3. Eh qEg mNh 3. Eh qEg mNh4. Lh mOhNg 4. Lh mOhNg 4. Lh mOhNg 4. Lh mOhNg

Questions (ImUa@v m)

1. Eh qBh qKh oLh mNh FhVa pFhChTa qWSh mAaLlpWNgWg pSa v mBq. WNgTf m@gWPa qK~Sf p.1. Eh qBh qKh oLh mNh FhVa pFhChTa qWSh mAaLlpWNgWg pSa v mBq. WNgTf m@gWPa qK~Sf p.1. Eh qBh qKh oLh mNh FhVa pFhChTa qWSh mAaLlpWNgWg pSa v mBq. WNgTf m@gWPa qK~Sf p.1. Eh qBh qKh oLh mNh FhVa pFhChTa qWSh mAaLlpWNgWg pSa v mBq. WNgTf m@gWPa qK~Sf p.2. K~LlpWUg oEh q@bpKh oLh mUdWNgWg pSv a mBq. WNgTf m@gWPa qK~Sf p.2. K~LlpWUg oEh q@bpKh oLh mUdWNgWg pSv a mBq. WNgTf m@gWPa qK~Sf p.2. K~LlpWUg oEh q@bpKh oLh mUdWNgWg pSv a mBq. WNgTf m@gWPa qK~Sf p.2. K~LlpWUg oEh q@bpKh oLh mUdWNgWg pSv a mBq. WNgTf m@gWPa qK~Sf p.

3. Ic qEh qNgOk uKh oL3. Ic qEh qNgOk uKh oL3. Ic qEh qNgOk uKh oL3. Ic qEh qNgOk uKh oLh mMSfAaBqLlpFhVa pFhChSaKh o PIqINp@fMr qKhKg g pSh nUoSf p. h mMSfAaBqLlpFhVa pFhChSaKh o PIqINp@fMr qKhKg g pSh nUoSf p. h mMSfAaBqLlpFhVa pFhChSaKh o PIqINp@fMr qKhKg g pSh nUoSf p. h mMSfAaBqLlpFhVa pFhChSaKh o PIqINp@fMr qKhKg g pSh nUoSf p.4. Eh q@bpWNgAv ÀaBqIBqWPa qK~Sf p. SbKboUbNubpINubpWMd qLlpEh qUo@ubq4. Eh q@bpWNgAv ÀaBqIBqWPa qK~Sf p. SbKboUbNubpINubpWMd qLlpEh qUo@ubq4. Eh q@bpWNgAv ÀaBqIBqWPa qK~Sf p. SbKboUbNubpINubpWMd qLlpEh qUo@ubq4. Eh q@bpWNgAv ÀaBqIBqWPa qK~Sf p. SbKboUbNubpINubpWMd qLlpEh qUo@ubqWNgPc pWKg p@IbmIBqWPa qK~Sf p.WNgPc pWKg p@IbmIBqWPa qK~Sf p.WNgPc pWKg p@IbmIBqWPa qK~Sf p.WNgPc pWKg p@IbmIBqWPa qK~Sf p.

5. Eh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp Eh q@bpWNgAv Èh q@uh qNhKh oLh mUdNh Fh 5. Eh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp Eh q@bpWNgAv Èh q@uh qNhKh oLh mUdNh Fh 5. Eh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp Eh q@bpWNgAv Èh q@uh qNhKh oLh mUdNh Fh 5. Eh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp Eh q@bpWNgAv Èh q@uh qNhKh oLh mUdNh Fh Va pFhChEe m. AfWa qMr qSbWKhKg pVa pFhChEe m. AfWa qMr qSbWKhKg pVa pFhChEe m. AfWa qMr qSbWKhKg pVa pFhChEe m. AfWa qMr qSbWKhKg pSh nUoWg pMr f qBqSf p.Sh nUoWg pMr f qBqSf p.Sh nUoWg pMr f qBqSf p.Sh nUoWg pMr f qBqSf p.


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(b) Eh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp WTfUe pPqJh pWKboSbLh mMSfWPg mEh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp WTfUe pPqJh pWKboSbLh mMSfWPg mEh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp WTfUe pPqJh pWKboSbLh mMSfWPg mEh qNgOk uKh oLh mMSf FhVa pFhChTa qWSh mAaLlp WTfUe pPqJh pWKboSbLh mMSfWPg m

WMmWVa p. Eh q@uh qNhKh oLh mUdNhEe m@h oFhVa pFhChTa qWSh mAaLlp WTfUe pPqWMmWVa p. Eh q@uh qNhKh oLh mUdNhEe m@h oFhVa pFhChTa qWSh mAaLlp WTfUe pPqWMmWVa p. Eh q@uh qNhKh oLh mUdNhEe m@h oFhVa pFhChTa qWSh mAaLlp WTfUe pPqWMmWVa p. Eh q@uh qNhKh oLh mUdNhEe m@h oFhVa pFhChTa qWSh mAaLlp WTfUe pPqJh pWKboSbLh mUdNhWPg mWMmWVa pMd q. SbAaLlpWTfUe pAaKd pSbnWNgWg pJh pWKboSbLh mUdNhWPg mWMmWVa pMd q. SbAaLlpWTfUe pAaKd pSbnWNgWg pJh pWKboSbLh mUdNhWPg mWMmWVa pMd q. SbAaLlpWTfUe pAaKd pSbnWNgWg pJh pWKboSbLh mUdNhWPg mWMmWVa pMd q. SbAaLlpWTfUe pAaKd pSbnWNgWg pJh pTfIKd pAaBqIKd pAaBqSh q.Jh pTfIKd pAaBqIKd pAaBqSh q.Jh pTfIKd pAaBqIKd pAaBqSh q.Jh pTfIKd pAaBqIKd pAaBqSh q.

Eh qBh qKh oLh mNhEh qBh qKh oLh mNhEh qBh qKh oLh mNhEh qBh qKh oLh mNh1. (Eh bNg Ok u)2. Lh mLlNg2. Lh mLlNg2. Lh mLlNg2. Lh mLlNg

3. Eh qLlmOuio3. Eh qLlmOuio3. Eh qLlmOuio3. Eh qLlmOuio4. Lh mLgNh4. Lh mLgNh4. Lh mLgNh4. Lh mLgNh

Eh qNgOk uKh oLh mMSfEh qNgOk uKh oLh mMSfEh qNgOk uKh oLh mMSfEh qNgOk uKh oLh mMSf1. Eh qVfAk u1. Eh qVfAk u1. Eh qVfAk u1. Eh qVfAk u

2. Eh qUoAc 2. Eh qUoAc 2. Eh qUoAc 2. Eh qUoAc

Eh q@uh qNhKh oLh mUdNhEh q@uh qNhKh oLh mUdNhEh q@uh qNhKh oLh mUdNhEh q@uh qNhKh oLh mUdNh1. Lh mJd Fr a 1. Lh mJd Fr a 1. Lh mJd Fr a 1. Lh mJd Fr a2. Lh mMSf Fr a 2. Lh mMSf Fr a 2. Lh mMSf Fr a 2. Lh mMSf Fr a

Eh b@bpKh oLh mUdEh b@bpKh oLh mUdEh b@bpKh oLh mUdEh b@bpKh oLh mUd1. (Lh mMSf )2. (Eh q@uh qNh ) 3. Lh mSh qWf p3. Lh mSh qWf p3. Lh mSh qWf p3. Lh mSh qWf p4. Eh qImPum4. Eh qImPum4. Eh qImPum4. Eh qImPum

Eh qUo@ubqKh oLh mBe qBe qEh qUo@ubqKh oLh mBe qBe qEh qUo@ubqKh oLh mBe qBe qEh qUo@ubqKh oLh mBe qBe q 1. Eh qMumT` 1. Eh qMumT` 1. Eh qMumT` 1. Eh qMumT`

2. (Lh mUdNh )3. Eh qEg mNh 3. Eh qEg mNh 3. Eh qEg mNh 3. Eh qEg mNh4. Lh mOhNg 4. Lh mOhNg 4. Lh mOhNg 4. Lh mOhNg

Questions (ImUa@v m)1. AfWa qEh qNgOk uWNgAaBqWNcWg pMf r qBqSf p. WNaWg pMr f qBqSf p.1. AfWa qEh qNgOk uWNgAaBqWNcWg pMf r qBqSf p. WNaWg pMr f qBqSf p.1. AfWa qEh qNgOk uWNgAaBqWNcWg pMf r qBqSf p. WNaWg pMr f qBqSf p.1. AfWa qEh qNgOk uWNgAaBqWNcWg pMf r qBqSf p. WNaWg pMr f qBqSf p. (Eh q@uh qNhWNgIAh (Eh q@uh qNhWNgIAh (Eh q@uh qNhWNgIAh (Eh q@uh qNhWNgIAh

Sf p.) Sf p.) Sf p.) Sf p.)2. Eh qNgOk uWNgAaBqWPc mBmWg pMr f qBqSf p. WNÌa mWg pMr f qBqSf p. (Eh q@uh qNhWNgI AhSf p.)2. Eh qNgOk uWNgAaBqWPc mBmWg pMr f qBqSf p. WNÌa mWg pMr f qBqSf p. (Eh q@uh qNhWNgI AhSf p.)2. Eh qNgOk uWNgAaBqWPc mBmWg pMr f qBqSf p. WNÌa mWg pMr f qBqSf p. (Eh q@uh qNhWNgI AhSf p.)2. Eh qNgOk uWNgAaBqWPc mBmWg pMr f qBqSf p. WNÌa mWg pMr f qBqSf p. (Eh q@uh qNhWNgI AhSf p.)3. Eh qNgOk uWNgAaBqKh oEh q@uh qNhWNgAaBqLlpOd oSh nWUoK~Sf p.3. Eh qNgOk uWNgAaBqKh oEh q@uh qNhWNgAaBqLlpOd oSh nWUoK~Sf p.3. Eh qNgOk uWNgAaBqKh oEh q@uh qNhWNgAaBqLlpOd oSh nWUoK~Sf p.3. Eh qNgOk uWNgAaBqKh oEh q@uh qNhWNgAaBqLlpOd oSh nWUoK~Sf p.4. AfWa a qMr qKhKg pSh nWUoAfSbnWg pTfMr f qBqSf p.4. AfWa a qMr qKhKg pSh nWUoAfSbnWg pTfMr f qBqSf p.4. AfWa a qMr qKhKg pSh nWUoAfSbnWg pTfMr f qBqSf p.4. AfWa a qMr qKhKg pSh nWUoAfSbnWg pTfMr f qBqSf p.


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1.4 Pattern Sentences and Phrases1.4 Im@Ig qWKg (1) Use of Ch "stairs, ladder" and Fg, "classifier for ladders and stairs" g (1) ImUdIm@Ig q " Ch " Kh o " Fg "

REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

ChWg pSbKboPf nHÌFg, SbKboChWg pSbKboP f nHÌFg, SbKboChWg pSbKboPf nHÌFg, SbKboChWg pSbKboP f nHÌFg, SbKboSh mAaIFg.Sh mAaIFg.Sh mAaIFg.Sh mAaIFg.

There is a stairway (ladder) at the front of thehouse and one at the back.

Sb@ufNoKg p@MqLlpMr qF`ChIFgISb@ufNoKg p@MqLlpMr qF`ChIFgISb@ufNoKg p@MqLlpMr qF`ChIFgISb@ufNoKg p@MqLlpMr qF`ChIFgI FgW`Po FgW`Po FgW`Po FgW`Po

At the side of the road people sell a lot ofladders.

Eh nSh qMnImINpWa qSbChAh pJa o.Eh nSh qMnImINpWa qSbChAh pJa o.Eh nSh qMnImINpWa qSbChAh pJa o.Eh nSh qMnImINpWa qSbChAh pJa o. Carry these things down and put them at thefoot of the stairs.

LNgSf qWg pBf qSg n@f vSbChNhSn.LNgSf qWg pBf qSg n@f vSbChNhSn.LNgSf qWg pBf qSg n@f vSbChNhSn.LNgSf qWg pBf qSg n@f vSbChNhSn. Your child is stirring about and playing underthe stairs.

Wg pVa pWg pCh@h oBqKf o.Wg pVa pWg pCh@h oBqKf o.Wg pVa pWg pCh@h oBqKf o.Wg pVa pWg pCh@h oBqKf o. (We) are all in the house.WMr qVa pNgChNgAfSbnWg pQf mBq.WMr qVa pNgChNgAfSbnWg pQf mBq.WMr qVa pNgChNgAfSbnWg pQf mBq.WMr qVa pNgChNgAfSbnWg pQf mBq. His household has altogether five persons.

(2) Use of Fh, "to extend or occur in series, articulations, lofts, or stories; to arrangethings upright in a line with each other; numeral affix for things occurring in a series

(2) ImUdIm@Ig q " Fh " REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

MSf qOp@ufIOgLlp MJa pMr qFhSh qMSf qOp@ufIOgLlp MJa pMr qFhSh qMSf qOp@ufIOgLlp MJa pMr qFhSh qMSf qOp@ufIOgLlp MJa pMr qFhSh q

Sh mFe pLh qINubpINubpW`Po Sh q.Sh mFe pLh qINubpINubpW`Po Sh q.Sh mFe pLh qINubpINubpW`Po Sh q.Sh mFe pLh qINubpINubpW`Po Sh q.

On the road we went on we saw many chairs

set up (in rows or series on display).

Sb@EbmAg pLlp UThINubpFhSh qSb@EbmAg pLlp UThINubpFhSh qSb@EbmAg pLlp UThINubpFhSh qSb@EbmAg pLlp UThINubpFhSh qWUoOpBe qPoSh q.WUoOpBe qPoSh q.WUoOpBe qPoSh q.WUoOpBe qPoSh q.

The village at the top of the mountain is set upin a very orderly fashion.

FhSh qSa nINpWa qSbEOf rAg pLlp. FhSh qSa nINpWa qSbEOf rAg pLlp. FhSh qSa nINpWa qSbEOf rAg pLlp. FhSh qSa nINpWa qSbEOf rAg pLlp. Stand these books up on the table. Fh(I)Sf@a v nL@dL@qSbWUh. Fh(I)Sf@a v nL@dL@qSbWUh. Fh(I)Sf@a v nL@dL@qSbWUh. Fh(I)Sf@a v nL@dL@qSbWUh. Change your clothes for new ones. Fh(I)Sf@e qEOf rINubpWa qFdLlpI Fh(I)Sf@e qEOf rINubpWa qFdLlpI Fh(I)Sf@e qEOf rINubpWa qFdLlpI Fh(I)Sf@e qEOf rINubpWa qFdLlpI

Nubp.Nubp.Nubp.Nubp.Exchange this table for the one over there.

SbTe mMd qLlp Mr qPqJh pKboINpAa Fh SbTe mMd qLlp Mr qPqJh pKboINpAa Fh SbTe mMd qLlp Mr qPqJh pKboINpAa Fh SbTe mMd qLlp Mr qPqJh pKboINpAa Fh Ic qSbWFhIFaWg pW`Po.Ic qSbWFhIFaWg pW`Po.Ic qSbWFhIFaWg pW`Po.Ic qSbWFhIFaWg pW`Po.

In the city people have put up many houses of

two to twenty stories/floors.

KboIFhKh oIFhLlpWg pKh oEOr fWg pKh oKboIFhKh oIFhLlpWg pKh oEOr fWg pKh oKboIFhKh oIFhLlpWg pKh oEOr fWg pKh oKboIFhKh oIFhLlpWg pKh oEOr fWg pKh o

Sh mFe pLh q@h oFhKf oSh q.Sh mFe pLh q@h oFhKf oSh q.Sh mFe pLh q@h oFhKf oSh q.Sh mFe pLh q@h oFhKf oSh q.

Every floor of the houses has tables and

chairs.

Ic qMNgMSa qKg pJh pSaLlp WTfUe p@Ic qMNgMSa qKg pJh pSaLlp WTfUe p@Ic qMNgMSa qKg pJh pSaLlp WTfUe p@Ic qMNgMSa qKg pJh pSaLlp WTfUe p@OpFhVa pFhChSh q.OpFhVa pFhChSh q.OpFhVa pFhChSh q.OpFhVa pFhChSh q.

When our children are grown up, they musttake a mate.

(3) Use of Fh p, "to shove, push, press"(3) ImUdIm@Ig q " Fh p."

REPEAT after the teacher.


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URp--PbMrq@s g Ng IfMg nJv fURpWAa 2-3 Th .

Fh pJh pEbqMr qIBqLlpWIm. Fh pJh pEbqMr qIBqLlpWIm. Fh pJh pEbqMr qIBqLlpWIm. Fh pJh pEbqMr qIBqLlpWIm. Help push up that person's thing. Fh p@v a nWh qFdIm@MqLlp. Fh p@v a nWh qFdIm@MqLlp. Fh p@v a nWh qFdIm@MqLlp. Fh p@v a nWh qFdIm@MqLlp. Push it over to the side. Fh p@v a nEbqLPc mBmWImVoBh qINp Llp. Fh p@v a nEbqLPc mBmWImVoBh qINp Llp. Fh p@v a nEbqLPc mBmWImVoBh qINp Llp. Fh p@v a nEbqLPc mBmWImVoBh qINp Llp. Help push away your aunt's ruined things.

Fh pSh qIm@dIm@qFdImNhSn. Fh pSh qIm@dIm@qFdImNhSn. Fh pSh qIm@dIm@qFdImNhSn. Fh pSh qIm@dIm@qFdImNhSn. Push the clothes down to below. Fh pIa mCnWh q. Fh pIa mCnWh q. Fh pIa mCnWh q. Fh pIa mCnWh q. Press it down and hold it. Fh pIa m@e qLSh mAa. Fh pIa m@e qLSh mAa. Fh pIa m@e qLSh mAa. Fh pIa m@e qLSh mAa. Push shut [the gate] behind you [as you

leave].

Mr qIBqLlpFh pSf qFh p@e qImP^c qSf p.Mr qIBqLlpFh pSf qFh p@e qImP^c qSf p.Mr qIBqLlpFh pSf qFh p@e qImP^c qSf p.Mr qIBqLlpFh pSf qFh p@e qImP^c qSf p. What is that person pushing back and forth?WTf Fh pSh [email protected] Fh pSh [email protected] Fh pSh [email protected] Fh pSh qWUo@fPo. He is very humble. (He is very able to restrain

himself.)

Fh pIa mHbLNgPc pKh oUoBe qMmWNgAv ` Fh pIa mHbLNgPc pKh oUoBe qMmWNgAv ` Fh pIa mHbLNgPc pKh oUoBe qMmWNgAv ` Fh pIa mHbLNgPc pKh oUoBe qMmWNgAv `LlpPh p.LlpPh p.LlpPh p.LlpPh p.

How about arranging for your daughter andTha Gay Pa's son to get married. (Lit.,push them together tightly.)

(4) Use of Sd p(Im), "to be particular, have a preference;" and @v mPf n(Im), "to be partial,show partiality

(4) ImUdIm@Ig q " Sd p(Im) " Kh o " @smPfn(Im) " REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

NgKg pXb, QfLlpQISd pImOp, Pe NgKg pXb, QfLlpQISd pImOp, Pe NgKg pXb, QfLlpQISd pImOp, Pe NgKg pXb, QfLlpQISd pImOp, Pe Pe mLIfMr qIBqLlp WTfSd d pPe mLIfMr qIBqLlp WTfSd d pPe mLIfMr qIBqLlp WTfSd d pPe mLIfMr qIBqLlp WTfSd d pImKg pPImKg pPImKg pPImKg pPoXh m. oXh m. oXh m. oXh m.

Nephew, I'm not particular. However, theperson you mentioned is very particular.

QfQISd pMr qKg pImBe qOp, QSd pQfQISd pMr qKg pImBe qOp, QSd pQfQISd pMr qKg pImBe qOp, QSd pQfQISd pMr qKg pImBe qOp, QSd p

KpMr qSbWg pKh oImWf pSh q.KpMr qSbWg pKh oImWf pSh q.KpMr qSbWg pKh oImWf pSh q.KpMr qSbWg pKh oImWf pSh q.

I'm not particular whether the person is good-looking (beautiful), I'm only particular that

he/she has love.

Mr qIKbMr qIKbMr qIKbMr qIKboLlp@v mPf nMr q@ug pWÈeW`. oLlp@v mPf nMr q@ug pWÈeW`. oLlp@v mPf nMr q@ug pWÈeW`. oLlp@v mPf nMr q@ug pWÈeW`. That family shows partiality to people who arewealthy.

MIAv ÌBqLlp WTf@v mPf nMr qSbMIAv ÌBqLlp WTf@v mPf nMr qSbMIAv ÌBqLlp WTf@v mPf nMr qSbMIAv ÌBqLlp WTf@v mPf nMr qSbWPa qKg pINp.WPa qKg pINp.WPa qKg pINp.WPa qKg pINp.

That cousin of ours shows partiality to impor-tant people.

QNÌa mSbLlpIBqLlp WTfI@v mQNÌa mSbLlpIBqLlp WTfI@v mQNÌa mSbLlpIBqLlp WTfI@v mQNÌa mSbLlpIBqLlp WTfI@v mPf nMr qLhIBqOp.Pf nMr qLhIBqOp.Pf nMr qLhIBqOp.Pf nMr qLhIBqOp.

That uncle of mine over there doesn't show

partiality to anyone.

(5) Use of Sg p, "to need, be necessary"

(5) ImUdIm@Ig q “Sgp”


QSg pOpSbL@VfWg pQq.QSg pOpSbL@VfWg pQq.QSg pOpSbL@VfWg pQq.QSg pOpSbL@VfWg pQq. I need to have you come and get me.QSg pOpLPqEbqQqSbVa p.QSg pOpLPqEbqQqSbVa p.QSg pOpLPqEbqQqSbVa p.QSg pOpLPqEbqQqSbVa p. I need to have you help me at home.QISg pOpLqSbqOp.QISg pOpLqSbqOp.QISg pOpLqSbqOp.QISg pOpLqSbqOp. I don't need you any more.LSg pOpW`Jh pEeKa oX`.LSg pOpW`Jh pEeKa oX`.LSg pOpW`Jh pEeKa oX`.LSg pOpW`Jh pEeKa oX`. Do you still need more money?


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Fe@qIOe pWa qLSg pOpX`. Fe@qIOe pWa qLSg pOpX`. Fe@qIOe pWa qLSg pOpX`. Fe@qIOe pWa qLSg pOpX`. Do you need this jacket?QSg pOpSf qImAfWa q.QSg pOpSf qImAfWa q.QSg pOpSf qImAfWa q.QSg pOpSf qImAfWa q. It is necessary for me to go now.

1.5 Command and Response Drill1.5 ImPbKh oImPqJv f

For this drill you or your teacher should provide a large empty cardboard carton,suitcase, or other large container.but pretend that it is full and heavy. Arrange a

space on the top of a cupboard or bookcase onto which the container can be placed,

but have it on the floor at the beginning of the drill. Also have a pile of books

including a hymnbook and a Bible on the table and prepare ahead of time a space on

the third shelf of a bookcase or cupboard for the books. In this drill you will be

given commands sometimes using Fh and sometimes using Fh p, so listen carefully tothe tone. You (and sometimes your teacher) should actually carry out the commands.

This drill should be repeated many times, the teacher sometimes varying the order of

the commands until you can carry them out promptly.URp--PbMrq@s g Ng @Ifn@Ih qMnJbp PeIPemImKbSbWKg pIEf o Kh oMnPqK~ WCbKg pPo, Kh oPbEem@h oMrq@s g Ng VfEg nKh oSa nILh qMpCcnKh oSa nUoTa pIOe pKh oSa nEh Fr a IOe pLlp Kh oPbW@Ifn@Ih qKh oImSh mSbWWg pWUoIFh IFh K~ Ug oIm@MnSh qVg LlmIm@MnSh qSa nWBh mIIh qI@em. URp@OpPbMrq@s h Ng K~ ImWg p@v f oWUoSbWNh SnWa qWUg o Kh oMrq@s g Ng @OpPqJv f. Im@v f oPemIfSb " Fh pEbq" Llp URp@OpEoJh pPqKh oMrq@s g Ng @OpFh pEbqSh q. PqSg ImK~ Wa qWUg oW`Th Kh oIOuh Ouh Fh ISfIm@Ig qK~ Ug oMrq@s g Ng @LmMbmAk uKh oPqJv fImIOuh Ch WBh mLlp.

1. Fh p@v a nSa nIN1. Fh p@v a nSa nIN1. Fh p@v a nSa nIN1. Fh p@v a nSa nINpWa qFdIm@MqLlp. pWa qFdIm@MqLlp. pWa qFdIm@MqLlp. pWa [email protected]. Fh pJh pEbqQqImWa qFdImNhAg pLlp.2. Fh pJh pEbqQqImWa qFdImNhAg pLlp.2. Fh pJh pEbqQqImWa qFdImNhAg pLlp.2. Fh pJh pEbqQqImWa qFdImNhAg pLlp.3. FhSh qSa nINpWa qSbEOr fAg pLlp.3. FhSh qSa nINpWa qSbEOr fAg pLlp.3. FhSh qSa nINpWa qSbEOr fAg pLlp.3. FhSh qSa nINpWa qSbEOr fAg pLlp.4. Fh pSh qImLlpFdImNhSnWa q.4. Fh pSh qImLlpFdImNhSnWa q.4. Fh pSh qImLlpFdImNhSnWa q.4. Fh pSh qImLlpFdImNhSnWa q.

5. FhSh qSa nSbLlpSbUbFhIFhWNhAg pLlp. (URp@Kc oLf pEc.)5. FhSh qSa nSbLlpSbUbFhIFhWNhAg pLlp. (URp@Kc oLf pEc.)5. FhSh qSa nSbLlpSbUbFhIFhWNhAg pLlp. (URp@Kc oLf pEc.)5. FhSh qSa nSbLlpSbUbFhIFhWNhAg pLlp. (URp@Kc oLf pEc.)6. FhSf@e qSh mFe pLh qINubpWa qFdLlpINubp.6. FhSf@e qSh mFe pLh qINubpWa qFdLlpINubp.6. FhSf@e qSh mFe pLh qINubpWa qFdLlpINubp.6. FhSf@e qSh mFe pLh qINubpWa qFdLlpINubp.7. FhSfSh n@e qSa nUoTa pKh oSa nEh Fr aAaOe pLlp.7. FhSfSh n@e qSa nUoTa pKh oSa nEh Fr aAaOe pLlp.7. FhSfSh n@e qSa nUoTa pKh oSa nEh Fr aAaOe pLlp.7. FhSfSh n@e qSa nUoTa pKh oSa nEh Fr aAaOe pLlp.

1.6 Pattern Sentences and Phrases1.6 Im@Ig qWKg (1) Use of Kg p, "Term of address or reference used between close friends, or relatives by

marriage, who are in the same age range" (may be used interchangeably with Av`) (1) ImUdIm@Ig q " Kg p."

REPEAT after the teacher

URp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

Kg pXb, LVfIc qAfSf p.Kg pXb, LVfIc qAfSf p.Kg pXb, LVfIc qAfSf p.Kg pXb, LVfIc qAfSf p. [Close friend/relative by marriage], when didyou arrive?

Kg pXb, LU`Sf qFdSh p.Kg pXb, LU`Sf qFdSh p.Kg pXb, LU`Sf qFdSh p.Kg pXb, LU`Sf qFdSh p. [Close friend/relative by marriage], where areyou going?

Kg pIBqLlp@IfK~Sh p QIfIOp Op.Kg pIBqLlp@IfK~Sh p QIfIOp Op.Kg pIBqLlp@IfK~Sh p QIfIOp Op.Kg pIBqLlp@IfK~Sh p QIfIOp Op. I can't say what he [close friend/relative bymarriage] will say.


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QKg pSbLlpIBqPqImTa qSaX`.QKg pSbLlpIBqPqImTa qSaX`.QKg pSbLlpIBqPqImTa qSaX`.QKg pSbLlpIBqPqImTa qSaX`. That close friend/relative by marriage overthere, has he finished his work yet?

Kg pXb, AfPc mFe pSf qCcWh pHpNgAaBq Ph p.Kg pXb, AfPc mFe pSf qCcWh pHpNgAaBq Ph p.Kg pXb, AfPc mFe pSf qCcWh pHpNgAaBq Ph p.Kg pXb, AfPc mFe pSf qCcWh pHpNgAaBq Ph p. [Close friend/relative by marriage], tomorrowlet's the two of us go looking for fish.

Mr qKhKg pAaBqLlpWf pSh nWUoOpSh nMr qKhKg pAaBqLlpWf pSh nWUoOpSh nMr qKhKg pAaBqLlpWf pSh nWUoOpSh nMr qKhKg pAaBqLlpWf pSh nWUoOpSh nWUoBe qPo.WUoBe qPo.WUoBe qPo.WUoBe qPo.

Those 2 in-laws certainly like each other andget along well with each other!

"QLmVdSbQMc mIBqLlpU`@KhKg pQLmVdSbQMc mIBqLlpU`@KhKg pQLmVdSbQMc mIBqLlpU`@KhKg pQLmVdSbQMc mIBqLlpU`@KhKg pKh oLMmX`.Kh oLMmX`.Kh oLMmX`.Kh oLMmX`." "IfTfK~LlpHbp.IfTfK~LlpHbp.IfTfK~LlpHbp.IfTfK~LlpHbp."

"Did I hear that my younger sibling intends to

become your father's relative by marriage?""That's what he says."

(2) Use of NgUpVg, "youngster(s) . . ." g (referring to persons of any age much younger thanthe speaker)

(2) ImUdIm@Ig q " Ng UpVg " REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

"NÌa mXb Sf qMh nQAaPh p.NÌa mXb Sf qMh nQAaPh p.NÌa mXb Sf qMh nQAaPh p.NÌa mXb Sf qMh nQAaPh p." "Sf qXf m,Sf qXf m,Sf qXf m,Sf qXf m,NgUpVgIWg pSbKboLhIBqXf m.NgUpVgIWg pSbKboLhIBqXf m.NgUpVgIWg pSbKboLhIBqXf m.NgUpVgIWg pSbKboLhIBqXf m."

"Uncle, go with me, okay?" "I"ll go. None of

the youngsters are at home."

"NÌa mXb, LNgAv Ù`@Wf pMh nPcWNÌa mXb, LNgAv Ù`@Wf pMh nPcWNÌa mXb, LNgAv Ù`@Wf pMh nPcWNÌa mXb, LNgAv Ù`@Wf pMh nPcWTfLlpX`.TfLlpX`.TfLlpX`.TfLlpX`." "Ue pH`X`. @v mUe pH`X`. @v mUe pH`X`. @v mUe pH`X`. @v mNgUpVgWUo.NgUpVgWUo.NgUpVgWUo.NgUpVgWUo."

"Uncle, is your son thinking of loving that girl?"

"I don't know. It's up to the youngster."

"UAh oUpINpLlp QIJa pWPaLh UAh oUpINpLlp QIJa pWPaLh UAh oUpINpLlp QIJa pWPaLh UAh oUpINpLlp QIJa pWPaLh IOuhSf p.IOuhSf p.IOuhSf p.IOuhSf p." "Wb, NgUpVg Wb, NgUpVg Wb, NgUpVg Wb, NgUpVg Bf qTfXf m.Bf qTfXf m.Bf qTfXf m.Bf qTfXf m."

"Those mangoes, I never see them getting

ripe." "Aw, those youngsters stir about[causing them to fall before they get ripe]."

"Mr qNgUpVgBf qW`KMr qNgUpVgBf qW`KMr qNgUpVgBf qW`KMr qNgUpVgBf qW`Kg pSf p. g pSf p. g pSf p. g pSf p." "Wb,Wb,Wb,Wb,NgUpVgLlpK~KpImLlpSh q.NgUpVgLlpK~KpImLlpSh q.NgUpVgLlpK~KpImLlpSh q.NgUpVgLlpK~KpImLlpSh q."

"Those youngsters are mighty active!" "Yes,

youngsters are like that."

(3) Use of Xh m, "particle indicating (a) a word of caution, (b) a word of reproach; (c) aquestion to ascertain that indications of something being contrary to the speaker's

expectations are correct or not; (d) that the speaker seeks agreement; or (e) a question

expecting a negative or affirmative answer h (3) ImUdIm@Ig q " Xh m "


NÌa mXb,NÌa mXb,NÌa mXb,NÌa mXb, Sf q@ufIOgLlpIBe qXh m.Sf q@ufIOgLlpIBe qXh m.Sf q@ufIOgLlpIBe qXh m.Sf q@ufIOgLlpIBe qXh m.

Mr qWbWg pNfLlp.Mr qWbWg pNfLlp.Mr qWbWg pNfLlp.Mr qWbWg pNfLlp.

Uncle, don't go by that road, please.. Badpeople are there.

NgAv `Xb, U@v aUpLlpWh pIBe qXh m. LPc mBmNgAv `Xb, U@v aUpLlpWh pIBe qXh m. LPc mBmNgAv `Xb, U@v aUpLlpWh pIBe qXh m. LPc mBmNgAv `Xb, U@v aUpLlpWh pIBe qXh m. LPc mBmWIm.WIm.WIm.WIm.

Son, don't eat those bananas, okay?. They'reyour aunt's.

Sh p, Mr qIWg pKboLhIBqXh m.Sh p, Mr qIWg pKboL hIBqXh m.Sh p, Mr qIWg pKboLhIBqXh m.Sh p, Mr qIWg pKboL hIBqXh m. Well! isn't anybody home (contrary to myexpectation)?

HpNgIOgLlpLWh pSaXh m.HpNgIOgLlpLWh pSaXh m.HpNgIOgLlpLWh pSaXh m.HpNgIOgLlpLWh pSaXh m. Have you eaten that fish (contrary to myexpectation)!


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Mr qIPr a qVfIc qSaXh m.Mr qIPr a qVfIc qSaXh m.Mr qIPr a qVfIc qSaXh m.Mr qIPr a qVfIc qSaXh m. Have the guests already arrived (contrary tomy expectation)!

LPqIe mIm SbAaIEg mNg@e qXh m.LPqIe mIm SbAaIEg mNg@e qXh m.LPqIe mIm SbAaIEg mNg@e qXh m.LPqIe mIm SbAaIEg mNg@e qXh m. Stay and work, then after a bit return home,okay?

Kg pXb, PePe mK~LlpLlp AfWa qQ@@e qXh m.Kg pXb, PePe mK~LlpLlp AfWa qQ@@e qXh m.Kg pXb, PePe mK~LlpLlp AfWa qQ@@e qXh m.Kg pXb, PePe mK~LlpLlp AfWa qQ@@e qXh m. [Close friend/relative by marriage], in that caseI'll go back home now, okay?.

VfAfPV`Xh m.VfAfPV`Xh m.VfAfPV`Xh m.VfAfPV`Xh m. Come this evening, okay?LSh qLlmMr qWMr e qIUeLhIEf oXh m.LSh qLlmMr qWMr e qIUeLhIEf oXh m.LSh qLlmMr qWMr e qIUeLhIEf oXh m.LSh qLlmMr qWMr e qIUeLhIEf oXh m. Can't you lower the price for us a little?

(4) Use of Lf p, particle indicating (a) a defensive statement; (b) a rather chiding emphasis;or (c) a definite positiveness in light of a specific circumstance

(4) ImUdIm@Ig q " Lf p "REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

MIfWh qSbWh pIBe qLf p.MIfWh qSbWh pIBe qLf p.MIfWh qSbWh pIBe qLf p.MIfWh qSbWh pIBe qLf p. WTfWh pTf. WTfWh pTf. WTfWh pTf. WTfWh pTf. We told him not to eat (it), [but] he ate it[anyway].

QIfWh qSbSf qIBe qLf p. WTfSf qTf.QIfWh qSbSf qIBe qLf p. WTfSf qTf.QIfWh qSbSf qIBe qLf p. WTfSf qTf.QIfWh qSbSf qIBe qLf p. WTfSf qTf. I told him not to go, [but] he went [anyway].QIfWh qSbPqLf p. WTfIPqOpQIfWh qSbPqLf p. WTfIPqOpQIfWh qSbPqLf p. WTfIPqOpQIfWh qSbPqLf p. WTfIPqOp I told him to do (it), [but] he [still] didn't do it.MIfSh nMUoSbSf qIBe qLf p. Ic qMIfSh nMUoSbSf qIBe qLf p. Ic qMIfSh nMUoSbSf qIBe qLf p. Ic qMIfSh nMUoSbSf qIBe qLf p. Ic q

MrMrMrMrqSf qKh oMSf q@Kh oAfSbn. qSf qKh oMSf q@Kh oAfSbn. qSf qKh oMSf q@Kh oAfSbn. qSf qKh oMSf q@Kh oAfSbn.We told ourselves not to go, [but] when the

folks went, we all went again [after all]!

Mr qMh nAv `Wg pW`, OpFpIWf pMr qLh Mr qMh nAv `Wg pW`, OpFpIWf pMr qLh Mr qMh nAv `Wg pW`, OpFpIWf pMr qLh Mr qMh nAv `Wg pW`, OpFpIWf pMr qLh IBqOp. MKg pImIBe qOp Lf p.IBqOp. MKg pImIBe qOp Lf p.IBqOp. MKg pImIBe qOp Lf p.IBqOp. MKg pImIBe qOp Lf p.

There are plenty of fellows, but none of themlove us, [probably because] we're not

pretty.

"Q@NuoJh pVh pAg pSbLlpIIh q Xf m.Q@NuoJh pVh pAg pSbLlpIIh q Xf m.Q@NuoJh pVh pAg pSbLlpIIh q Xf m.Q@NuoJh pVh pAg pSbLlpIIh q Xf m.""W`, MU`@NuoJh pLf p.W`, MU`@NuoJh pLf p.W`, MU`@NuoJh pLf p.W`, MU`@NuoJh pLf p.LPqK~LlpUeX`.LPqK~LlpUeX`.LPqK~LlpUeX`.LPqK~LlpUeX`."

"I'm going to dig up that plot of ground." "Hey,

I was going to dig there! How can you dothat?"

LSfqIcqSbLNcWWgpTaqLNÌamPemVf@eqLfLVf@eqMhnWAaLfp.

After you reach your grandfather's place,when your uncle comes back, you comeback with him.

WTfPe mWf pMr q MWf pLf p.WTfPe mWf pMr q MWf pLf p.WTfPe mWf pMr q MWf pLf p.WTfPe mWf pMr q MWf pLf p. If she loves us, we'll love her.WTfPe mSf q MSf qLf p.WTfPe mSf q MSf qLf p.WTfPe mSf q MSf qLf p.WTfPe mSf q MSf qLf p. If he goes, we'll go.LPe mIfK~LlpKh oK~LlpLf p. MIfW`WLPe mIfK~LlpKh oK~LlpLf p. MIfW`WLPe mIfK~LlpKh oK~LlpLf p. MIfW`WLPe mIfK~LlpKh oK~LlpLf p. MIfW`W

Sh mWg pX`.Sh mWg pX`.Sh mWg pX`.Sh mWg pX`.If that's what you said, that's it. Is there any

need for us to say more?

1.7 Notes on Word Usage and Grammar1.7 URp--PbMrq@s g Ng NoKpTfSbKbo.(1) Use of IAv `, "cousin"

(See examples in 1.2(2).) The expression IAv ` refers to cousins in general or to malecousins in particular, the suffix Pc p being added to indicate the feminine gender. Firstcousins are indicated as IAv ÌIAv `, second cousins as IAv ÀaIAv `, etc. However, theseterms are used only for those of the same generation. Whereas in English we


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sometimes refer to cousins as being so many times removed (e.g., fourth cousins

once removed) indicating the difference in generations between cousins, the Karen

would simply say that the one is a niece or nephew of the other and would not call

them cousins unless they are of the same generation. In direct address the I isdropped and the cousin is addressed simply as Av ` or Av `Pc p.

You have already learned that the terms Na, Nc, Pc mBm, N`Ia m, NgKg p, Mc m Tf m, and Sa q can beused as terms of address when speaking to persons who are not related but whose age

in relationship to one's own would be the same as that indicated by the term used. In

the same way people who are unrelated but of the same age range may call

themselves "cousin," shortening the word to Av ` or Av `Pc p aas above. The general termAv `Pc c pAv `Eh is sometimes used, usually when addressing a group of persons of about thesame age, as in a gathering. These expressions may be used interchangeably with Kg p,although (at least in the Maesariang district) it is more common for Sgaw Karens to

use Kg p when speaking with or referring to fellow Sgaw Karens and to use Av `, etc.,

when speaking to Pwo Karens.

(2) Use of Ch, "stairs, ladder;" and Va pCh, "house/home" h See examples in 1.4(1). As you have seen from the examples given, the classifier for

stairways, ladders, and vehicles is Fg. You have not learned the name of any vehiclesyet in these lessons, though you may have learned the names of some on your own

(In Burma and in central Thailand, the classifier for vehicles is Ag p and the classifierfor stairs/ladders is Og.)

Long ago in the days when the Karens lived in longhouses up on stilts and added

another room and ladder each time a daughter got married and began to have a

family, it was natural that the couplet for "house/home" should be Va pCh; and theexpression continued after longhouses were no longer used. The expression is

always used with a possessive pronoun; e.g., QVa pQCh, "my household; LVa pLCh,"your household;" WVa pWCh, "his/her/their household." The couplet is also usedtogether with Mr q to refer to the members of the household; e.g., QMr qVa pNgChNg, "themembers of my household."

(3) Use of Fh, "to extend or occur in series, articulations, lofts, or stories; to arrangethings upright in a line with each other; numeral affix for things occurring in a series

See examples in 1.4(2). To arrange things such as books or stones upright in a line

with each other, the action verb FhSh q is used together with the word for the thingsbeing set upright; e.g., FhSh qSa n, "set up the books in a line/row" (i.e; set the booksdown in an upright position); but if one wishes to state that the books are standing up

in a row or series, the word for books precedes the action verb and the latter is

followed by WUo; e.g., Sa nFhSh qWUo, "the books are standing upright in a line."Other things which can be set up in an orderly series are stones or rocks (as in a

planned garden); houses (as in a planned village or town); and items set up on the


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ground on display for selling; e.g., pots, basins, chairs, statues, etc. (See the first 3

examples in 1.4(2).)

In the expression FhVa pFhCh, "to take a mate, set up a household," the Karens of northThailand see no connection between the Fh in this expression and the Fh meaning "to

extend in a series, to arrange things in a line with each other," and so they consider itto be an idiom. However, the Sgaw Karen dictionary prepared by Francis Mason

during the first half ot the 1800's states that FhVa p means "to join house to house inline," which no doubt referred to the custom of adding a dwelling place for a new

household onto a house already standing, as was the custom with the longhouse. So

even though there is no longer any occasion to use the expression FhVa p, yetunderstanding this background will make it easier for you to understand and

remember the expression FhVa pFhCh.

The verb Fh is also used together with Sf, "to exchange, as one thing for another." In

the 2 examples in 1.2(2) one thing is exchanged for another which is different; adifferent size or more comfortable chair, a clean set of clothes for a soiled set, dress

clothes for everyday ones, etc. The expressions FhSf and FhISf are interchangeable.They differ from the expression AhSf p in that with AhSf p 2 persons have similar typesof items which they exchange with one another; for example, if one has a blouse

which is too large for herself but would fit the other and the other has one that is a bit

small but would fit the first one, they may exchange (AhSf ) blouses with each other.

Although as an action verb Fh is usually used to refer to setting things up in a line orseries on a horizontal plane, yet as a numeral affix it is probably used more often

referring to things set up in vertical lofts or stories; e.g., the number of stories or

floors in a building, or the number of shelves in a bookcase or cupboard. However,

it can also be used to referring to steps in explaining a matter or in telling a story or

happening, and can be used like Ih q to refer to stages of a journey; e.g., Mr qPaSbKboWNhAg pIFh, "Folks sleep in the upper story." WTfIfImSbWPqWUoWBe mIFhOpIFhLlp,"She told about what took place happening by happening."

(4) Use of Fh p, "to shove, push, press"See examples in 1.4(3). This verb is almost always followed by another verb which

qualifies it as to the direction or type of shove, push, or pressure; e.g., Fh pJh p, "toshove or push up;" Fh pSh q, "to shove or push downward;" Fh p@v a n, "to shove or pushaway or aside;" Fh p^c n, "to shove or push into." Since this verb is usually used whenwanting to move heavy things, the word Ebq is often used together with the aboveexpressions to indicate assistance; e.g., Fh pJh pEbqQqImWa q, "Help me push this thingup." On the other hand Fh p used together with Ia m, "to be compact, close together,"is more likely to mean "to press," as when one has applied glue and wants to hold

the objects just glued tightly together until the glue dries enough to hold or if one

applies pressure over a wound to stop bleeding.


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This verb is also used in a figurative sense to mean "to humble one's self, restrain

anger, forbear, bear with, give up one's rights." The last example in 1.4(1) shows a

different kind of figurative meaning in the use of Fh p.

(5) Use of Sg p, "to need, be necessary"See examples in 1.4(5). As can be seen from these examples, the verb Sg p is alwaysfollowed by Op, "to encounter." Although this verb is used to translate the Englishexpression, "to be necessary," it really means "to need," the need being a thing,

person, or action.

(6) Use of Xh m, "particle indicating (a) a word of caution; (b) a word of reproach; (c) aquestion to ascertain whether indications of something being contrary to one's

expectation is true or not; (d) that the speaker seeks agreement; or (e) a question

expecting a negative or affirmative answer.Refer to the examples in 1.6(3). In the first 2 examples the word Xh m is used toindicate a word of caution; e.g., NgAv `Xb, U@v aUpLlpWh pIBe qXh m. LPc mBmWIm, "Son, don'teat those bananas, okay? They're your aunt's." In the third, fourth, and fifth exam-

ples the speaker had not wanted the one spoken to eat the fish (or hadn't expected the

guests to come yet, or had expected that someone would be home) but evidence

seems to indicate that the contrary is so and thus is asking whether that is correct.

The use of Xh m in the fourth example might also indicate a bit of reproach. In the next3 examples the speaker is simply seeking agreement on the part of the one spoken to,

and in these cases the particles Lh or Ph p could be used instead without changing themeaning. In the last example the Xh m has the same meaning as X`, and indicates thatthe speaker expects a negative or affirmative answer to the question. However, it

may also indicate a slight reproach. Although Xh m is written with the low falling tonemark " m," it is usually pronounced with a rising tone (which cannot be indicated inSgaw Karen and is considered to be intonation rather than true tone).

(7) Use of Lf p, "particle indicating (a) a defensive statement; (b) a rather chidingemphasis; or (c) a definite positiveness in light of a special circumstance

Refer to the examples in 1.6(4). In the first 3 examples given, someone has

evidently been blaming the speaker for not getting someone to do something or not

preventing someone from doing something and the speaker is defending

himself/herself by saying that he did try; e.g., QIfWh qSbSf qIBe q. WTfSf qTf, "I told himnot to go [but] he went [anyway]." In the fourth example the speaker is defending

herself in response to someone's surprise that she isn't married yet. In the 5th and 6th

examples the speaker is speaking chidingly; e.g., Q@NuoJh pVh pAg pSbLlpIIh qXf m." "W`,MU`@NuoJh pLf p. LPqK~LlpUeX`." "I'm going to dig up that plot of ground." "Hey, I wasgoing to dig there! How can you do that?" In each of the last four examples there

is a conditional clause using the word Pe m, "if," and the statement which follows says


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that in the event that the conditional circumstance takes place, you will definitely do

as stated; e.g., WTfPe mSf q Q@Sf qLf p, "If he goes, we'll go;" i.e., our going is definiteproviding he goes. It should be noted that the use of Lf p is always in response to whatsomeone else says about the matter. It is not used in situations where the speaker

initiates the subject.

(8) Customs concerning Arrangements for Marriage

In the typical Karen village situation, when a person gets married he/she marries not

only the mate but the whole family and clan as well; and since there are very close

ties within the clan (many of which are beneficial), it is important to the entire clan

that the right mates are found for their children. To the Western mind many of the

customs may seem old-fashioned, but it is important as you learn about these things

that you not look down upon them nor consider the ways of your own culture to be

superior, but rather keep an open mind and learn all that you can about the way the

Karens look at these matters. (When families or members of families study in the

city or go to the city to work, these customs tend to be modified to some extent, but

they are not usually thrown completely overboard, and many close ties to the clanand especially to the immediate family are still kept.)

Young people may fall in love with each other or at least be interested in each other

before marriage, though this is not considered to be a prerequisite. The important

thing is whether the young man is willing to love and become a part of the whole

larger family of the girl and whether the girl is willing to love and become a part of

the whole family of the young man. The young people concerned understand this,

and will usually want to have assurance that the parents are pleased with the

prospective mate before agreeing to the marriage.

It may happen that two young people become interested in each other, but according

to village custom unless the father of the girl takes the necessary steps to arrange for

the marriage, it will never be consummated. It is also possible that a boy and girl

may be interested in each other, but if the girl has an older sister who is not yet

married, they must wait; as it is the custom for the older daughter to be married off

first. Only after her elder sisters have been married is she considered ready for

marriage. This is not true of the boys, however, and is also not always observed in

modern days.

When children reach marriageable age the parents begin to seek a suitable mate.

However, arrangements are not made directly by the parents. Rather a go-between isasked to speak with both families involved, each in turn, in order to ascertain

whether they are in favor. If there is some objection or reluctance on the part of one

or the other, the go-between can indicate that to the other party, and the matter will

not be pursued any further. This method helps to save face for both families. If the

parents are in favor, the boy and girl involved will be asked how they feel about it. If

there is objection or reluctance on the part of either, it is not likely that the parents


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will insist upon it, as an unhappy marriage will affect the whole clan. (To be

continued)

1.8 Completion Drill1.8 ImIem^cnPqMf rqJh pIm@Ig q

(1) Fill in the blanks on the left with an appropriate word from the list below on theright, then read the whole sentence. If the word Av ` is appropriate, read the sentence 4times, once each with Av `, Av `Pc p, Kg p, and Kg pPc p.

(1) URp--PbMrq@s g Ng Va oLlmIm@Ig qINubpSbWNh SnWa qSbEcJv fIMqSbWSg qKh oIm@Ig qSbEcEe pIMqWAh pJa oI@ug q Kh oIem^cnWh qSbImSh mSh qVg Ta qNoKh @ug q. IfSg Im@Ig qSbEcEe pINp@g o@ug qKf oI@ug qOpI@ug qK~ WAh pJa oI@ug qWUg oWa q EoJh pSbWAh pJa oIcqSbW@Ibm. MEa oKpASg n Im@Ig q " Av̀ " PemSg qKh oIm@Ig qI@ug q@ug qLlp PbMrq@~ g Ng NoI@ug qCh @Kh oITh OpFpWWa qITh Iem^cnIm@Ig q " Av̀Pc p " NfImSh mSh qVg . UbTh ITh LlpPbWIem^cnIm@Ig q " Kg p," Kh oSv a mTh ITh LlpPbWIem^cnIm@Ig q " Kg pPc p."

Xb, LSf qFdSh p.Xb, LSf qFdSh p.Xb, LSf qFdSh p.Xb, LSf qFdSh p. NgUpVgNgUpVgNgUpVgNgUpVgXb, ILa qWa qMVbWg pNr g pU@h oXb, ILa qWa qMVbWg pNr g pU@h oXb, ILa qWa qMVbWg pNr g pU@h oXb, ILa qWa qMVbWg pNr g pU@h oOpCoImBe mNoKg pIPa qSh q.OpCoImBe mNoKg pIPa qSh q.OpCoImBe mNoKg pIPa qSh q.OpCoImBe mNoKg pIPa qSh q.

Av ` (Av `Pc p, Kg p, Kg pPc p)Av ` (Av `Pc p, Kg p, Kg pPc p)Av ` (Av `Pc p, Kg p, Kg pPc p)Av ` (Av `Pc p, Kg p, Kg pPc p)

Xb, Sf qWh pWg pQPe qEe m.Xb, Sf qWh pWg pQPe qEe m.Xb, Sf qWh pWg pQPe qEe m.Xb, Sf qWh pWg pQPe qEe m. Av `Pc pAv Èh Av `Pc pAv Èh Av `Pc pAv Èh Av `Pc pAv Èh Eo@v mEo@v mEo@v mEo@v m Llp. QfQIUe pHÒp.Llp. QfQIUe pHÒp.Llp. QfQIUe pHÒp.Llp. QfQIUe pHÒp.

(2) Fill in the blanks on the left-hand side with one of the 2 particles on the right-hand

side, then read the entire sentence. (If you are not sure of the difference in use of the

2 particles, refer back to 1.6(3) and (4) and 1.7(5) and (6).)(2) URp--PbMrq@s g Ng Va oLlmIm@Ig qINubpSbWNh SnWa qSbEcJv fIMqSbWw@boTfOpTf

Kh oIem^cnWh qSbIm Sh mSh qVg Sb Im@Ig qWAh pJa oI@ug qSbEcEe pIMqTa qNoKh @ug q.IfSg Im@Ig qFd HÌNpSbEcEe pIMqI@ug qOpI@ug qK~ WAh pJa oI@ug qWa qWUg oEoJh pSbWAh Ja oIcqSbW@Ibm.

LPe mSf q M@Sf qLPe mSf q M@Sf qLPe mSf q M@Sf qLPe mSf q M@Sf q .... Xh mXh mXh mXh mAfPV`VfAfPV`VfAfPV`VfAfPV`Vf .... Lf pLf pLf pLf pNgXb, Nh pIBe qNgXb, Nh pIBe qNgXb, Nh pIBe qNgXb, Nh pIBe q ....MIfLq Wh pMIfLq Wh pMIfLq Wh pMIfLq Wh p ....Sh p, Kg p, L@e qSh p, Kg p, L@e qSh p, Kg p, L@e qSh p, Kg p, L@e q . LMr k qImW`Sa. LMr k qImW`Sa. LMr k qImW`Sa. LMr k qImW`Sa ....MIfWh qSbMr k qIBe qMIfWh qSbMr k qIBe qMIfWh qSbMr k qIBe qMIfWh qSbMr k qIBe q , WTfMr k qTf., WTfMr k qTf., WTfMr k qTf., WTfMr k qTf.

1.9 Conversation Practice--Learn the previous sections well first.1.9 ImPqSg OpCoIm@IfU@g oIm (IAuioURpUg pSg ImI@Ih mWa qKa oOpLlp Mrq@s g Ng w@boLmMbmImPqSg SbWMdq@v a nBeqBeqOpOpIEf o.)(1) The conversation below is part of a longer conversation divided into 4 parts which

will be taught in Lessons 1-4 illustrating Karen customs in connection with arranging

for a marriage partner. As you listen to and study these conversations, notice not

only the use of your new vocabulary, but also the way that the Karens present matters


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and express their feelings in an indirect way. Westerners tend to be direct and blunt

and business-like, whereas the Karens (especially in village situations) use a much

more indirect, round-about, less hurried procedure, and often talk together quite a bit

before the real purpose of the visit is made clear. It should be kept in mind also that

in a village situation where everyone is related by blood or by marriage and where

everybody soon knows everyone else's business, it is important that each person becautious in what he/she says lest he/she seem to be too bold or exalts himself/herself

and later loses face. In fact, it is customary for Karens to speak deprecatingly of

themselves and to flatter the other party. Yet you can see that even in such a culture,

it is possible to reveal one's true feelings.

LISTEN as the teacher reads the following conversation through twice. (Do not

listen to it on the tape or read it in the book beforehand.) After listening to it twice,

answer the following questions without looking at the book. If you answered any of

them incorrectly or did not know the answer to any of them, instead of correcting

you, the teacher should make a note of the ones missed. Then after you have tried to

answer all of the questions, the teacher should reread the conversation once more,then see if you can answer the missed questions correctly this time.

(1) URp@OpNoIm@Ig qUe pINpWa qEoJh pSbWAh pJa oIcqSbW@IbmAa Th Kh oPbMrq@s g Ng @Lp. NfURpNoWA` URp@OpNoJh pEem@h oMrqIfImINpWPa qK~ Ug oMrq@s g Ng @Ue pH`TfMrqPIqIBq@Ig qImSf p.IcqURpNoIm@Ig qAa Th Ta qSa Llp PbMrq@s g Ng IfFbImUa @vmSbWMg nSg nMrqAa BqWIm@Ig qWAa Wa q. Nf Mrq@s g Ng Ea oFbImWA` IOpPbMrq@s g Ng @vmSbSa nMdqOp. Mrq@s g Ng Ea oFbImUa @vmI@g uq@g uqPemIOpOpKh oURp@OpPqLh pCnImUa @vmWTfLlp. URpUa @vmImUa @vmAfSbnPemTa qSa Llp ImUa @vmSb Mrq@s g Ng Ea oFbTfIOpKa oOpPemWg pLlp URp@OpNo@eq MrqAa BqWIm@Ig qITh @Kh oTa q Ua @vm@Kh oMrq@s g Ng SbImUa @vmSbWIfFbIOpKa oOpINpIOh u Kh oPbMrq@s g Ng Ea oFbWh q.

LlmOuioMmLlmOuioMmLlmOuioMmLlmOuioMm--------@s h, LVfAfSf p.@s h, LVfAfSf p.@s h, LVfAfSf p.@s h, LVfAfSf p.Lh mNhMmLh mNhMmLh mNhMmLh mNhMm --------QVfSbPVÌLa qSa.QVfSbPVÌLa qSa.QVfSbPVÌLa qSa.QVfSbPVÌLa qSa.LlmOuioMmLlmOuioMmLlmOuioMmLlmOuioMm--------LVfOpIPa qPa qX`.LVfOpIPa qPa qX`.LVfOpIPa qPa qX`.LVfOpIPa qPa qX`.Lh mNhMmLh mNhMmLh mNhMmLh mNhMm --------QVfVoWg pNÌa mLh mBe qMmXf m.QVfVoWg pNÌa mLh mBe qMmXf m.QVfVoWg pNÌa mLh mBe qMmXf m.QVfVoWg pNÌa mLh mBe qMmXf m.LlmOuioMmLlmOuioMmLlmOuioMmLlmOuioMm--------@s hXb, LNgPc pTf m@gIBqUe FhVa pFhChSa.@s hXb, LNgPc pTf m@gIBqUe FhVa pFhChSa.@s hXb, LNgPc pTf m@gIBqUe FhVa pFhChSa.@s hXb, LNgPc pTf m@gIBqUe FhVa pFhChSa.Lh mNhMmLh mNhMmLh mNhMmLh mNhMm --------UeSaXf m. Mr qIWg pWf pWh qLhIBqOpLlp.UeSaXf m. Mr qIWg pWf pWh qLhIBqOpLlp.UeSaXf m. Mr qIWg pWf pWh qLhIBqOpLlp.UeSaXf m. Mr qIWg pWf pWh qLhIBqOpLlp.LlmOuioMmLlmOuioMmLlmOuioMmLlmOuioMm--------PeK~LlpLlp Fh pIa mHbKh oTf mIBqLlpWNgAv `LlpPh p.PeK~LlpLlp Fh pIa mHbKh oTf mIBqLlpWNgAv `LlpPh p.PeK~LlpLlp Fh pIa mHbKh oTf mIBqLlpWNgAv `LlpPh p.PeK~LlpLlp Fh pIa mHbKh oTf mIBqLlpWNgAv `LlpPh p.Lh mNhMmLh mNhMmLh mNhMmLh mNhMm --------WPeWf pMr qLlp MPqLf p. QfQISd pImOp.WPeWf pMr qLlp MPqLf p. QfQISd pImOp.WPeWf pMr qLlp MPqLf p. QfQISd pImOp.WPeWf pMr qLlp MPqLf p. QfQISd pImOp.

(LlmOuioMmKh oLh mNhMmSf qFdTf mN`zMf oMmWWg p.)(LlmOuioMmKh oLh mNhMmSf qFdTf mN`zMf oMmWWg p.)(LlmOuioMmKh oLh mNhMmSf qFdTf mN`zMf oMmWWg p.)(LlmOuioMmKh oLh mNhMmSf qFdTf mN`zMf oMmWWg p.)

LlmOuioMmLlmOuioMmLlmOuioMmLlmOuioMm--------Tf m, LU`@IfK~Sh p. L@Wf pEe mX`.Tf m, LU`@IfK~Sh p. L@Wf pEe mX`.Tf m, LU`@IfK~Sh p. L@Wf pEe mX`.Tf m, LU`@IfK~Sh p. L@Wf pEe mX`.N`zMf oMmN`zMf oMmN`zMf oMmN`zMf oMm --------Wb, @s oSbNgUpVgLlp. QfLlpISg pOp.Wb, @s oSbNgUpVgLlp. QfLlpISg pOp.Wb, @s oSbNgUpVgLlp. QfLlpISg pOp.Wb, @s oSbNgUpVgLlp. QfLlpISg pOp.LlmOuioMmLlmOuioMmLlmOuioMmLlmOuioMm--------Wbp, PePe mK~Llp Q@Wbp, PePe mK~Llp Q@Wbp, PePe mK~Llp Q@Wbp, PePe mK~Llp Q@@s oLNgAv `Xh m.@s oLNgAv `Xh m.@s oLNgAv `Xh m.@s oLNgAv `Xh m.N`zMf oMmN`zMf oMmN`zMf oMmN`zMf oMm --------@s oIAh. WLh mKg pSa. QfLlpQUoShQKf pSaEe m. Kg pIBqLlpWNgPc p@s oIAh. WLh mKg pSa. QfLlpQUoShQKf pSaEe m. Kg pIBqLlpWNgPc p@s oIAh. WLh mKg pSa. QfLlpQUoShQKf pSaEe m. Kg pIBqLlpWNgPc p@s oIAh. WLh mKg pSa. QfLlpQUoShQKf pSaEe m. Kg pIBqLlpWNgPc p

IWf pMNgAv `Xm Ue pH`X`. IWf pMNgAv `Xm Ue pH`X`. IWf pMNgAv `Xm Ue pH`X`. IWf pMNgAv `Xm Ue pH`X`.Lh mNhMmLh mNhMmLh mNhMmLh mNhMm --------Wb, QfQNgPc pLlp@v mTfSbQqSh q. QPe mIfWf pKh oWf pTfSh q.Wb, QfQNgPc pLlp@v mTfSbQqSh q. QPe mIfWf pKh oWf pTfSh q.Wb, QfQNgPc pLlp@v mTfSbQqSh q. QPe mIfWf pKh oWf pTfSh q.Wb, QfQNgPc pLlp@v mTfSbQqSh q. QPe mIfWf pKh oWf pTfSh q.

(This conversation will be continued in the next lesson.)


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Questions (ImUa@v m)

1. LlmOuioMmKh oLh mNhMmAaBqLlpOd oSh nWUoK~Sf p.1. LlmOuioMmKh oLh mNhMmAaBqLlpOd oSh nWUoK~Sf p.1. LlmOuioMmKh oLh mNhMmAaBqLlpOd oSh nWUoK~Sf p.1. LlmOuioMmKh oLh mNhMmAaBqLlpOd oSh nWUoK~Sf p.2. Mr qSbWLa pWg pW`LlpPe mMr qNfSf pIBqSf p.2. Mr qSbWLa pWg pW`LlpPe mMr qNfSf pIBqSf p.2. Mr qSbWLa pWg pW`LlpPe mMr qNfSf pIBqSf p.2. Mr qSbWLa pWg pW`LlpPe mMr qNfSf pIBqSf p.3. Lh mNhIFhVa pFhChKa oOpPe mWOpP^c qSf p.3. Lh mNhIFhVa pFhChKa oOpPe mWOpP^c qSf p.3. Lh mNhIFhVa pFhChKa oOpPe mWOpP^c qSf p.3. Lh mNhIFhVa pFhChKa oOpPe mWOpP^c qSf p.4. LlmOuioMmFg@Pg pSbPIb@Wf pWh qSf p.4. LlmOuioMmFg@Pg pSbPIb@Wf pWh qSf p.4. LlmOuioMmFg@Pg pSbPIb@Wf pWh qSf p.4. LlmOuioMmFg@Pg pSbPIb@Wf pWh qSf p.5. Ic qLlmOuioMmUa@v mN`zMf oMmWImLlp N`zMf oMmIf@hIfAfImX`.5. Ic qLlmOuioMmUa@v mN`zMf oMmWImLlp N`zMf oMmIf@hIfAfImX`.5. Ic qLlmOuioMmUa@v mN`zMf oMmWImLlp N`zMf oMmIf@hIfAfImX`.5. Ic qLlmOuioMmUa@v mN`zMf oMmWImLlp N`zMf oMmIf@hIfAfImX`.6. N`zMf oMmFg@Pg pSb6. N`zMf oMmFg@Pg pSb6. N`zMf oMmFg@Pg pSb6. N`zMf oMmFg@Pg pSbWNgAv `@Wf pLh mNhX`.WNgAv `@Wf pLh mNhX`.WNgAv `@Wf pLh mNhX`.WNgAv `@Wf pLh mNhX`.7. N`zMf oMmOpWUoSbLh mNh@@fWKf pEe mX`.7. N`zMf oMmOpWUoSbLh mNh@@fWKf pEe mX`.7. N`zMf oMmOpWUoSbLh mNh@@fWKf pEe mX`.7. N`zMf oMmOpWUoSbLh mNh@@fWKf pEe mX`.8. Lh mNhMmFg@Pg pSbWNgPc p@Wf pN`zMf oX`.8. Lh mNhMmFg@Pg pSbWNgPc p@Wf pN`zMf oX`.8. Lh mNhMmFg@Pg pSbWNgPc p@Wf pN`zMf oX`.8. Lh mNhMmFg@Pg pSbWNgPc p@Wf pN`zMf oX`.9. Af@h nLlp LlmOuioMm@PqKa oImK~Sf p.9. Af@h nLlp LlmOuioMm@PqKa oImK~Sf p.9. Af@h nLlp LlmOuioMm@PqKa oImK~Sf p.9. Af@h nLlp LlmOuioMm@PqKa oImK~Sf p.

After you can answer all the questions correctly, repeat the whole conversation after

the teacher once. Then you take the part of Naw Paw Pa and Pha Preh Pa while yourteacher takes the part of Nay Blut Pa. Practice a number of times both with the

teacher and with the tape, so that you can respond for the most part without looking

at the book. Then change parts and drill some more. Review this conversation every

day for several days even though you start studying the next lesson. After you know

your part well, you and the teacher can try making slight changes.URp--Mrq@s g Ng Ea oFbImUa @vmAfSbnPemOpSa Llp URp@OpNoIm@Ig qSbWNh Ag pINpWa q Kh oPbMrq@s g Ng IfMg nURpWAa ITh Ta qKh oPbMrq@s g Ng @fLh mNh NmKh oN`zMf oMm Kh oURp@@fLlmOuioMm. @Ig qSg U@g oIm@Ig q W`Th IEf oK~ Ug oMrq@s g Ng @IfWIm@Ig qOpOueBeqIEf o.IcqMrq@s g Ng IfImOpOe uBeqSa Llp PbMrq@s g Ng @f@eq LlmOuibMmKh oURp@@f@eqLh mNh MmKh oN`zMf oMmTa q IfSg @Kh oW`Th IEf o. IcqMrq@s g Ng IfImOpOueBeqSa Llp@ Ig qSg U@h oIm@Kh oIOuh

OpFpWWa qIOuh Llp URpPemBeqMrq@s g Ng PemBeq@OpSf@eqIm@Ig qMdqNubp MdqNubpFdIm@Ig qWBqSbMrq@s g Ng PqSg IemSa TfLlpSh q. IfSg U@g oImK~ Wa qWUg o@g oLa qKf oFd H`ErqUh WIh mMdq.

(2) You and your teacher should spend some time each day talking together about

various things using both the old and the new vocabulary and expressions. For example,

How many of your siblings and/or their children have gotten mates, if any? How many

sons-in-law and/or daughters-in-law do you and your siblings (or your parents and their

siblings) have? (Ask your teacher the same questions.) How many people are in your

household and who are they? How many are in your teacher's household and who are

they? How many stairways and ladders do you have? What about your teacher? How

many stories does your house have? Your teacher's house? In the town/city where youlive (or nearest to you) what buildings have the most stories? (If possible, show a picture

or photo of tall buildings in a city and discuss about how many stories they have.) You

can also discuss about people living near you using many of the above questions.(2) URp--@g oLa qKf oURpKh oMrq@s g Ng BeqVa oLlmWFb@Ih mILh qSb@@Ig qU@g oImSbMrq@Hh @ug nOpCoImBemW@Scn@ScnK~ Ug o@UdIm@Ig qSbMrq@s g Ng PqSg IemSa Ue pINpWBh m. WKg --Mrq@s g Ng WKh McmTfmPeIPemWKh McmTfmWNg INpLlpFh Va pFh Ch Mr fqBqSa Sf p. WPnWg pMr fqBqSf p. WKf pWg pMr fqBqSf p. (Mrq@s g Ng WKh McmTfmPemIWg pOpKh o, Ua @vmSbWPg mWMmKh oWPg mWMmWKh McmTfmWBemUe.) Mrq@s g Ng WMrqVa pNg Ch Ng Wg pMr fqBqSf p.


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Mrq@s g Ng W KboWCh Wg pMr fqFg Sf p. WCh WBqWg pMr fqFg Sf p. WKboWg pMr fqFh Sf p. (ImUa @vmK~ WNh Ag pWUg oINpWa qLlp Mrq@s g Ng BeqUa @vm@K`@eqURpEem@h oSh q.) SbTemSbMrq@s g Ng Wg pTfLlpWMdqKboPeIPemImMr kqImF`WSh mSbW Wg pKh oWFh WW`@IbmLlpWg pTfNfSf p.(PemUeLlpURpPeIPemMrq@s g Ng @VfEg nIboSbTemMdqWBh q Ta qKh o@IfU@g oImSbIboUe pINpLlpWg pMr fqFh Sf pWBemLlpSh q.)

1.10 Reading and Writing1.10 ImPqSg NoKh o@v f oMrq@Hh @g un

Repeat the following sentences after the teacher. Then at home copy them 2 times

each in the spaces provided. The next day the teacher should check what you have

written. Also, you should read the sentences aloud, the teacher correcting any

mistakes in pronunciation.URp--PbMrq@s g Ng NoMg nURpWAa I@g uqOpI@g uqITh Ta q PbMrq@s g Ng @v f oSbKboI@g uqLlpAa Th NfImSh mSh qVg .SbAa ILa qURp@Op@vmMrq@s g Ng WIm@v f oUe pINpWa q PemWOpX`. Ta qPbMrq@s g Ng NoQcqURp. Mrq@s g Ng NoPem@Pp URp@OpNoQcqMrq@s g Ng IOh uKh o.

QPa qMr mI@v mPf nMr qLhIBqOp.QPa qMr mI@v mPf nMr qLhIBqOp.QPa qMr mI@v mPf nMr qLhIBqOp.QPa qMr mI@v mPf nMr qLhIBqOp.

LNg FhVa pFhCh@g oBqKf oSaX`.LNg FhVa pFhCh@g oBqKf oSaX`.LNg FhVa pFhCh@g oBqKf oSaX`.LNg FhVa pFhCh@g oBqKf oSaX`.

Fh pSh qEbqQqImUe pINpWa qFdImNhSn. Fh pSh qEbqQqImUe pINpWa qFdImNhSn. Fh pSh qEbqQqImUe pINpWa qFdImNhSn. Fh pSh qEbqQqImUe pINpWa qFdImNhSn.

QMr qVa pNgChNgWg pCg oBqQMr qVa pNgChNgWg pCg oBqQMr qVa pNgChNgWg pCg oBqQMr qVa pNgChNgWg pCg oBq--------QqKh oQNgWMmAaBq, MNgAaBq, MPnIBq, MKf pIBq, Kh o MSa qAaBq.QqKh oQNgWMmAaBq, MNgAaBq, MPnIBq, MKf pIBq, Kh o MSa qAaBq.QqKh oQNgWMmAaBq, MNgAaBq, MPnIBq, MKf pIBq, Kh o MSa qAaBq.QqKh oQNgWMmAaBq, MNgAaBq, MPnIBq, MKf pIBq, Kh o MSa qAaBq.


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1.11 Listening and Speaking1.11 ImPqSg @LpKh o@Ig qMrq@Hh W@g unSbMrq@Hh WVa p.

Continue to take time to converse with Karens and to listen to them converse witheach other. Look over the new words and expressions learned in this lesson, then

plan and seek opportunities to use them. For example, ask older married people

about sons-in-law and daughters-in-law--how many they have, if any; who they are;

where they live, etc. Ask young married people when they got married, and who

their parents-in-law are, where they live, etc. Or ask whether everyone in the village

is related to each other (KhKgSh nWUo) or whether there is any family which is not. Orask about something that you need (Sg p), where you can get it or whether the personspoken to has one. Or tell someone that you need his/her help--perhaps to push

something heavy or to set something heavy up high.

(2) URp--PbMrq@s g Ng SfqWg pU@g oMrq@Hh K~ Ug o@@Ig qSg Im@Ig qUe pINpSbWPqSg IemSa Tf Kh oK~ Ug o@@LpMrq@Hh @Ig qU@g oIm.

1.12 Cultural Assignment1.12 ImCcUe pH`Mrq@Hh WScmWSm

Observe the range of work activities which take place around the home and in the

village. What is the division of labor according to sex? according to age? Try to

assess the work load of people. Note the amount of cooperation there is in

performing certain tasks. What jobs are done daily? seasonally? whenever there is

a demand? Are there specialists in certain jobs? How are they repaid for their labor?

Do any of the households have servants? How are they cared for? Are they paid a

wage? What is their status?URp--ImPqSg I@Ih mWa qLlpIOpCoKh oMrq@Hh @ug nOp. Mrq@s g g Ng @PqKpTf.


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ImPqSg 2

2.1 Useful Words and Phrases

2.1 Im@Ig qWUh SbW@fOuioINpREPEAT after the teacher.URp--PbMrq@s g Ng IfMg nURpWAa IOh uAa Ouh .

Ic nIc nIc nIc n To cease, stop, refrain; to attain full growth orutmost size

Mr f qMr f qMr f qMr f q To be full, completePqMr f q PqMr f q PqMr f q PqMr f q To fill, completeKg pIc nAg pMr f q Kg pIc nAg pMr f q Kg pIc nAg pMr f q Kg pIc nAg pMr f q To be full grown, fully developed

SbSbSbSb To be sufficient, enoughSbMr f q SbMr f q SbMr f q SbMr f q To be complete, fulfilled, perfect(ed)

Wf pLlm/Wf pEbqWf pLlm/Wf pEbqWf pLlm/Wf pEbqWf pLlm/Wf pEbq To want or desire for someoneEhISg mMm/EhISg mPg mEhISg mMm/EhISg mPg mEhISg mMm/EhISg mPg mEhISg mMm/EhISg mPg m Go-between for prospective matesPPPPqSh p/PqK~Sh p qSh p/PqK~Sh p qSh p/PqK~Sh p qSh p/PqK~Sh p Contraction of ImPqWUoK~Sh p ImBe mIm@ug qImBe mIm@ug qImBe mIm@ug qImBe mIm@ug q Series of facts and events, information,

matter, business@b/@b@h p@b/@b@h p@b/@b@h p@b/@b@h p To be fit, proper, suitableKb/Kbo/KcKb/Kbo/KcKb/Kbo/KcKb/Kbo/Kc Particle indicating (1) uncertainty as to the

reason for some action or something said;(2) a feeling of being

à¡Ã§ã ̈/ WnoLnIQ~1 or wanting toprevent others from feeling that way; or (3)

indicating a slight pause, similar to Llp. @m@m@m@m Particle indicating that the speaker is reason-

ably sure of the statement made but seeksconfirmation from the one spoken to

^c /^c q^c /^c q^c /^c q^c /^c q Particle indicating a question expecting anegative or affirmative answer where thespeaker had thought that things would beother than stated but sees indications thathe/she might have been wrong.

PqUeWh pOpPqUeWh pOpPqUeWh pOpPqUeWh pOp To be well offWKd pWJbWKd pWJbWKd pWJbWKd pWJb Family (families), clan(s), tribe(s)

WKd pNgJbNg WKd pNgJbNg WKd pNgJbNg WKd pNgJbNg Family/clan/tribe members

Kd p Kd p Kd p Kd p Classifier for families/clans/tribesAaKd p AaKd p AaKd p AaKd p Two families/clans/tribes

Mrm To be mature, elderly, old (refers to livingthings)JhpMrm To be married

1For an explanation of the meaning of these words, see 2.8(5).


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UoMrm To be mature, elderly, old (refers to humanbeings); an elder or headmanFhPgmMrm Mature hen (maturity being indicated bystarting to lay eggs)PcMrm A woman who is married or has beenmarried; term used to refer to one's wife

when speaking to someone else

NcMrm A man who is married or has beenmarried; term used to refer to one'shusband when speaking to someoneelse.

MrmUCfo Very old, very mature

Sb(W)Bhm For it/him/her/them

2.2 Pattern Sentences and Phrases 2.2 Im@Ig qWKg

(1) Use of Ic n, "to cease, stop, refrain; to attain full growth or utmost size"

(1) ImUdIm@Ig q"

Icn "


@ufIc nSa,@ufIc nSa,@ufIc nSa,@ufIc nSa, MSf qIUeSbqOp.MSf qIUeSbqOp.MSf qIUeSbqOp.MSf qIUeSbqOp. The road has come to an end. We can't goany farther.

FhPg mIOe pWa qKa pIc nSa. FdH` FhPg mIOe pWa qKa pIc nSa. FdH` FhPg mIOe pWa qKa pIc nSa. FdH` FhPg mIOe pWa qKa pIc nSa. FdH`IKa pSbqOp.IKa pSbqOp.IKa pSbqOp.IKa pSbqOp.

This hen has stopped laying eggs. In thefuture it won't lay any more.

LPqImWa qIc qWIc nLlp Im@@h LPqImWa qIc qWIc nLlp Im@@h LPqImWa qIc qWIc nLlp Im@@h LPqImWa qIc qWIc nLlp Im@@h SbLBh m.SbLBh m.SbLBh m.SbLBh m.

If you do this (e.g., selling illegal drugs) until itcomes to an end, it will go hard for you.

LSf qIc qWIc nLlp L@Ja pMr qWg pLSf qIc qWIc nLlp L@Ja pMr qWg pLSf qIc qWIc nLlp L@Ja pMr qWg pLSf qIc qWIc nLlp L@Ja pMr qWg p

NfLlp@h oBqKf o.NfLlp@h oBqKf o.NfLlp@h oBqKf o.NfLlp@h oBqKf o.

You go till you come to the end [of your

journey]. You will find everybody there.@ufIc nSa, MSf qIUeSbqOp.@ufIc nSa, MSf qIUeSbqOp.@ufIc nSa, MSf qIUeSbqOp.@ufIc nSa, MSf qIUeSbqOp. The road has come to an end. We can't go

any farther.UAh oUpINubpWa qPaIc nSa. Wh pUAh oUpINubpWa qPaIc nSa. Wh pUAh oUpINubpWa qPaIc nSa. Wh pUAh oUpINubpWa qPaIc nSa. Wh p

@v a nWh q@v a nWh q@v a nWh q@v a nWh qThis mango is at the end of getting ripe. Eat it

up.

QfQNgKg pIc nAg pMr f qSbnSa.QfQNgKg pIc nAg pMr f qSbnSa.QfQNgKg pIc nAg pMr f qSbnSa.QfQNgKg pIc nAg pMr f qSbnSa. All of my children are full grown.

(2) Use of Mr f q, "to be full, complete"(2) ImUdIm@Ig q " Mr fq"

REPEAT after the teacher

URp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .JaMr f qSa. KbpSbqIBe q.JaMr f qSa. KbpSbqIBe q.JaMr f qSa. KbpSbqIBe q.JaMr f qSa. KbpSbqIBe q. It is already full of water. Don't draw water any

more.AfWa qNu`SbLMr f qKh oImUoAcPoSf p.AfWa qNu`SbLMr f qKh oImUoAcPoSf p.AfWa qNu`SbLMr f qKh oImUoAcPoSf p.AfWa qNu`SbLMr f qKh oImUoAcPoSf p. Now it appears that you are full of great joy!LNgWg pSbWPg mWSg qWS`Mr f qJh pSaLNgWg pSbWPg mWSg qWS`Mr f qJh pSaLNgWg pSbWPg mWSg qWS`Mr f qJh pSaLNgWg pSbWPg mWSg qWS`Mr f qJh pSa Your child that the mother is carrying inside

(lit., on her person), her time (lit., months)is complete.

PqMr f qJh p@e qLImPqILa qWa q.PqMr f qJh p@e qLImPqILa qWa q.PqMr f qJh p@e qLImPqILa qWa q.PqMr f qJh p@e qLImPqILa qWa q. Complete your [back] work today.


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Ve pMr f qJh pEbqQqSbLEeI@QqUe X`.Ve pMr f qJh pEbqQqSbLEeI@QqUe X`.Ve pMr f qJh pEbqQqSbLEeI@QqUe X`.Ve pMr f qJh pEbqQqSbLEeI@QqUe X`. Can you give me 100 baht of yours to helpcomplete [the amount I need]?

LPqImWLa qWUhIMr f qKa oOp,LPqImWLa qWUhIMr f qKa oOp,LPqImWLa qWUhIMr f qKa oOp,LPqImWLa qWUhIMr f qKa oOp, @@@@Mr f qJh pSbS`Mr f qAf@h n.Mr f qJh pSbS`Mr f qAf@h n.Mr f qJh pSbS`Mr f qAf@h n.Mr f qJh pSbS`Mr f qAf@h n.

You haven't completed your days yet. Theywill be completed at the coming full moon.

Mr qIc qSbWKg pIc nAg pMr f qLlp MIf Mr qIc qSbWKg pIc nAg pMr f qLlp MIf Mr qIc qSbWKg pIc nAg pMr f qLlp MIf Mr qIc qSbWKg pIc nAg pMr f qLlp MIf

ImKh oWh q@hKg pPo.ImKh oWh q@hKg pPo.ImKh oWh q@hKg pPo.ImKh oWh q@hKg pPo.

When people have become fully grown up, itis very difficult for us to tell them things.

(3) Use of Sb, "to be sufficient, enough" and SbMr f q, "to be complete, perfect, fulfilled"(3) ImUdIm@Ig q " Sb "


MNhPe qMr f qWa qSbSa.MNhPe qMr f qWa qSbSa.MNhPe qMr f qWa qSbSa.MNhPe qMr f qWa qSbSa. This amount of rice we have cooked isenough.

@UdWa qISbKa oOp.@UdWa qISbKa oOp.@UdWa qISbKa oOp.@UdWa qISbKa oOp. This stew (curry) is still not sufficient.LMr k qLa pLlpLEeSbX`.LMr k qLa pLlpLEeSbX`.LMr k qLa pLlpLEeSbX`.LMr k qLa pLlpLEeSbX`. Do you have sufficient money for buying the

skirt?

LPqImWh pSbMr f qBe qPo.LPqImWh pSbMr f qBe qPo.LPqImWh pSbMr f qBe qPo.LPqImWh pSbMr f qBe qPo. Your fixing the food was just perfect.QKg pIBqWImMr k qImF`WSh mLlpQKg pIBqWImMr k qImF`WSh mLlpQKg pIBqWImMr k qImF`WSh mLlpQKg pIBqWImMr k qImF`WSh mLlp

ImWg pWSbWMr f qSh q.ImWg pWSbWMr f qSh q.ImWg pWSbWMr f qSh q.ImWg pWSbWMr f qSh q.My close friend's shop has a complete stock.

ImSg pSbImWh pIOuhWa qSbSaX`.ImSg pSbImWh pIOuhWa qSbSaX`.ImSg pSbImWh pIOuhWa qSbSaX`.ImSg pSbImWh pIOuhWa qSbSaX`. Is there already sufficient food for our needsthis time?

Mr qIBqLlpPe mPqImIPa qPa q, Mr qOpMr qIBqLlpPe mPqImIPa qPa q, Mr qOpMr qIBqLlpPe mPqImIPa qPa q, Mr qOpMr qIBqLlpPe mPqImIPa qPa q, Mr qOpPqSbPqMr f qLlm@e qWh qJhOg.PqSbPqMr f qLlm@e qWh qJhOg.PqSbPqMr f qLlm@e qWh qJhOg.PqSbPqMr f qLlm@e qWh qJhOg.

If that person does something, people have tocomplete the work for him every time.

Mr qIKd pLlpPqImWh pImSbJh pMr qIKd pLlpPqImWh pImSbJh pMr qIKd pLlpPqImWh pImSbJh pMr qIKd pLlpPqImWh pImSbJh pMr f qJh pBeMr f qJh pBeMr f qJh pBeMr f qJh pBe qPo. qPo. qPo. qPo.

That family Is well-to-do [lit., works and eatsfully].

QPqEbqWh qSbSbMr f qMr f qSa.QPqEbqWh qSbSbMr f qMr f qSa.QPqEbqWh qSbSbMr f qMr f qSa.QPqEbqWh qSbSbMr f qMr f qSa. I helped her fully (completely).

ImSbImMr f qLlpIWg pKh oMr qLhIBq Op.ImSbImMr f qLlpIWg pKh oMr qLhIBq Op.ImSbImMr f qLlpIWg pKh oMr qLhIBq Op.ImSbImMr f qLlpIWg pKh oMr qLhIBq Op. Nobody is perfect (lit., has perfection).

(4) Use of ImBe mIm@ug q, WBe mW@ug q, "information, matter, business, series of facts andevents"

(4) ImUdIm@Ig q " ImBemIm@ug q/WBemW@ug q" REPEAT after the teacherURp--PbMrq@s g Ng IfMg nURpWAa 2-3 Th .

ImWg pNr g pWBe mW@ug qIPa qWa qQLmIMbImWg pNr g pWBe mW@ug qIPa qWa qQLmIMbImWg pNr g pWBe mW@ug qIPa qWa qQLmIMbImWg pNr g pWBe mW@ug qIPa qWa qQLmIMb m. m. m. m.

I don't understand this item of the meeting'sbusiness.

ImBe mIm@uImBe mIm@uImBe mIm@uImBe mIm@ug qPe mVfWUoK~Wa qLlp g qPe mVfWUoK~Wa qLlp g qPe mVfWUoK~Wa qLlp g qPe mVfWUoK~Wa qLlpMPqFdH`@@h.MPqFdH`@@h.MPqFdH`@@h.MPqFdH`@@h.If the matter comes out like this, it will be

difficult for us to work/do [anything] in thefuture.

ILa pWa qImBe mIm@ug qWg pJh pW@ILa pWa qImBe mIm@ug qWg pJh pW@ILa pWa qImBe mIm@ug qWg pJh pW@ILa pWa qImBe mIm@ug qWg pJh pW@Sc n@Sc n.Sc n@Sc n.Sc n@Sc n.Sc n@Sc n.

This year many kinds of matters were broughtup [or came up].

ImWg pNr g pIOuhWa qSf qSbWBeImWg pNr g pIOuhWa qSf qSbWBeImWg pNr g pIOuhWa qSf qSbWBeImWg pNr g pIOuhWa qSf qSbWBemW mW mW mW@ug qOpBe qPo.@ug qOpBe qPo.@ug qOpBe qPo.@ug qOpBe qPo.

The meeting this time went in a very orderlyfashion.


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2.3 Command and Response Drill 2.3 ImPbKh oImPqJv f

The teacher will ask you to read the directions below aloud and then carry them out.URp@OpPbMrq@s g Ng NoIm@Ig qSbWNh SnINpWa qKg pKg pTa qPqJv fWAa .

@v mIm@Ig qSWNhSnWa qSbEcEe pI@MqI@ug qOpI@ug qTa qKh o CcJbJh pIm@Ig qSbEcJv fI@MqWa qSb@PqSbJh pMr f qJg pIm@Ig qSbEcEe pI@MqLlp Kh o@v f oMr f qJh pWh q.Pe mTa qLlp No@g o@ug qKf oKg pKg pIOuh. (Im@Ig qSbEcJv fINpLlp LCcJbWh qUeAaOuhAa OuhSh q.)

Mr q@VfW`Jh pIBqOpFpPe qKh oMr q@VfW`Jh pIBqOpFpPe qKh oMr q@VfW`Jh pIBqOpFpPe qKh oMr q@VfW`Jh pIBqOpFpPe qKh o@Ud@Ud@Ud@Ud___Ka o.Ka o.Ka o.Ka o.

Ic n Ic n Ic n Ic nSb Sb Sb Sb

WLa qWUh@WLa qWUh@WLa qWUh@WLa qWUh@___Jh pNfS`SbnWa qJh pNfS`SbnWa qJh pNfS`SbnWa qJh pNfS`SbnWa q Mr f q Mr f q Mr f q Mr f qU@v aUpPaU@v aUpPaU@v aUpPaU@v aUpPa___Sa.Sa.Sa.Sa.LPqLPqLPqLPq___Jh pQSh mUeX`.Jh pQSh mUeX`.Jh pQSh mUeX`.Jh pQSh mUeX`.@ufIOgWa q@ufIOgWa q@ufIOgWa q@ufIOgWa q___Sa.Sa.Sa.Sa.L@Mr k qImHpLlpLEeL@Mr k qImHpLlpLEeL@Mr k qImHpLlpLEeL@Mr k qImHpLlpLEe___X`.X`.X`.X`.

2.4 Question and Answer Drill 2.4 ImUa @vmKh oImEa oFb

In the drill below the teacher will ask the questions and you will answer using theanswers given. Then the teacher will change some words and/or amounts in thequestion and you should vary your answers. After you can respond reasonly fluently,you and your teacher should change parts.URp@Ua @vmMrq@s g Ng Kh oMrq@s g Ng @Ea oFbK~ WNh SnWa qWUg oTa q SbAa ITh LlpURpKh oMrq@s g Ng @SfSg nImBem

Kh oImWLh pBa mINp. PqK~ Wa qUbTh Sv a mTh . IcqMrq@s g Ng IfFbImOpOk uBeqSa Llp URpKh oMrq@s g Ng @Fh ISf Sg nWIm--Mrq@s g Ng @Ua @vmImKh oURp@IfFbImITh Ta qKh oMrq@s g Ng @SfSg nImBemKh oImWLh pBa mINp.

(@)(@)(@)(@) URpURpURpURp --------QEeIMr f qJh p 40 Op. LEeSb@PqMr f qJh pLlmQqWg pX`.QEeIMr f qJh p 40 Op. LEeSb@PqMr f qJh pLlmQqWg pX`.QEeIMr f qJh p 40 Op. LEeSb@PqMr f qJh pLlmQqWg pX`.QEeIMr f qJh p 40 Op. LEeSb@PqMr f qJh pLlmQqWg pX`.Mr q@s gNgMr q@s gNgMr q@s gNgMr q@s gNg--------QEeWg pILh q OpFpIMr f qJh pKa oOp.QEeWg pILh q OpFpIMr f qJh pKa oOp.QEeWg pILh q OpFpIMr f qJh pKa oOp.QEeWg pILh q OpFpIMr f qJh pKa oOp.

(A)(A)(A)(A) URpURpURpURp --------Fe@qIOe pWa qWMr k q 150 Oo. L@Mr k qWh qLEeSbX`. Fe@qIOe pWa qWMr k q 150 Oo. L@Mr k qWh qLEeSbX`. Fe@qIOe pWa qWMr k q 150 Oo. L@Mr k qWh qLEeSbX`. Fe@qIOe pWa qWMr k q 150 Oo. L@Mr k qWh qLEeSbX`.Mr q@s gNgMr q@s gNgMr q@s gNgMr q@s gNg--------QEeISbOp. Sg pKa o 25 Oo. LVe pMr f qJh pLlmQqUeX`.QEeISbOp. Sg pKa o 25 Oo. LVe pMr f qJh pLlmQqUeX`.QEeISbOp. Sg pKa o 25 Oo. LVe pMr f qJh pLlmQqUeX`.QEeISbOp. Sg pKa o 25 Oo. LVe pMr f qJh pLlmQqUeX`.

(B)(B)(B)(B) URpURpURpURp --------QSh mFeQSh mFeQSh mFeQSh mFepLh qISbOp. Sg pKa o 5 Nubp. LVe pMr f qJh pQqSbLSh m pLh qISbOp. Sg pKa o 5 Nubp. LVe pMr f qJh pQqSbLSh m pLh qISbOp. Sg pKa o 5 Nubp. LVe pMr f qJh pQqSbLSh m pLh qISbOp. Sg pKa o 5 Nubp. LVe pMr f qJh pQqSbLSh m

Fe pLh qUeX`. Fe pLh qUeX`. Fe pLh qUeX`. Fe pLh qUeX`.Mr q@s gNgMr q@s gNgMr q@s gNgMr q@s gNg--------Pe m. QVe pMr f qJh pLlmLqUe.Pe m. QVe pMr f qJh pLlmLqUe.Pe m. QVe pMr f qJh pLlmLqUe.Pe m. QVe pMr f qJh pLlmLqUe.

2.5 Pattern Sentences and Phrases 2.5 Im@Ig qWKg

(1) Use of Kb/Kbo/Kc, "particle indicating regret, an uncertainty as to the reason for some

action or something said; a feeling of being à¡Ã§ã ̈/WnLnIQ~ or wanting to prevent


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others from feeling that way; or a brief pause similar to Le p but more colloquial"(1) ImUdIm@Ig q " Kb/Kbo/Kc"


(@)(@)(@)(@) "Sf qCcWh pHpAaBqPh p.Sf qCcWh pHpAaBqPh p.Sf qCcWh pHpAaBqPh p.Sf qCcWh pHpAaBqPh p." "Kb,Kb,Kb,Kb,QImIAuioOpWa qXf m.QImIAuioOpWa qXf m.QImIAuioOpWa qXf m.QImIAuioOpWa qXf m."

(b) "Let's the two of us go fishing." "But--, I just don't have time."

"Wh pIe mPe qIAhXf m. Q@OpWh pIe mPe qIAhXf m. Q@OpWh pIe mPe qIAhXf m. Q@OpWh pIe mPe qIAhXf m. Q@OpSf qIm.Sf qIm.Sf qIm.Sf qIm." "Kb,LPe mSf qImLlpKb,LPe mSf qImLlpKb,LPe mSf qImLlpKb,LPe mSf qImLlpWh pFgPe qQbp.Wh pFgPe qQbp.Wh pFgPe qQbp.Wh pFgPe qQbp."

"You stay and eat. I have to go." "Well, ifyou are going, eat rice first, of course."

"M@Sf qImAfSbn, PIq@M@Sf qImAfSbn, PIq@M@Sf qImAfSbn, PIq@M@Sf qImAfSbn, PIq@Wg pKh oKboSf p.Wg pKh oKboSf p.Wg pKh oKboSf p.Wg pKh oKboSf p." "Kb, LNaKh oLNc Kb, LNa

s'gaw karen lessons book 3

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