1GB 0

BASIC COURSE

-tl ((***

, *** - r-: **** /)

~~*4J :~\~~~{J

*.I~~~IIIIJlt$1D ~~ tidil~ £

This work was compiled and pub. lished with the support of the Office of Education, Department of Health, Education and Welfare, United States

of America.

1. B. SWIFT

A. AHAGHOTU

E. UGORJI

FOREIGN SERVICE INSTITUTE

WASHINGTON, D.C.

1962

D EPA R T MEN T 0 F S TAT E

IGBO

FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by

CARLETON T. HODGE

For sale by the Superintendent of Documents, U.S Government Printing Office Washington 25, D.C.-Price $2.25

ii

BASIC COURSE

PREFACE

The current text is a new work in every sense of the word. Together with companion courses in Twi and Y oruba, it is the fruit of the Foreign Service Institute's first venture into the preparation of teaching materials for West African languages of the Niger- Congo family as part of the Institute's Special African Language Program coordinated by Earl W. Stevick. This text was prepared under an agreement with the Office of Education, Department of Health, Education and Welfare, under the National Defense Education Act.

lgbo Basic Course represents an effort to apply a combination of proven classroom techniques, and new ones especially devised, to the teaching of complex tonal systems. Although brief and experimental, the course, in its present form, is based on classroom experience with one group of Foreign Service Officers as students.

lgbo is a language which has been less studied by trained linguists than some other African languages. Basic reference grammars and dictionaries are virtually non-~xistent. The preparation of this course therefore involved more basic research into the structure of the language than is commonly required in the preparation of classroom texts. The Institute commends the work to the attention of scholars as well as of language teachers in the belief that it represents a modest but significant contribution to the literature of African descriptive linguistics.

The course was prepared by Lloyd B. Swift, Acting Head of the Department of Near East and African Languages, with the assistance of Amako Ahaghotu and Chidiadi Ugorji, Language Instructors.

~#d~7~

Howard E. Sollenberger, Dean School of Languages and Area Studies Foreign Service Institute Department of State

iii

BASIC COURSE

Foreword

This course is based on the speech of two members of the Ezinehite group of Igbos in Central OWerri Province between the towns of OWerri and Umuahia, Eastern Nigeria. Their speech is representative "Central Igbo".

The essential phonological and grammatical structures of Igbo are presented within a small vocabulary. The omission of many common words is justified on the premise that, once the structure is grasped, vocabulary building can proceed apace. The words presented are however useful, lend themselves to the construction of natural though limited utterances, and exemplify all the phonemes of Igbo in representative environments. There are, if compounds and derivatives are not counted separately, about six hundred vocabulary items.

The course materials consist of four parts:

I. Tone Drills - a set of seventy-five exercises on the recognition of tone distinctions and patterns.

II. Twenty-four units (1-24) containing:

a. Dialogues

b. Notes

c. Drills

III. Six units (25-30) containing:

a. Dialogues

b. Short Narratives

IV. Vocabulary

The dialogues of the thirty units in the Basic Course are presented in four columns headed Pronunciation, Structure, Spelling and English. The Pronunciation column represents, as clearly as possible within the orthographic conventions adopted (and explained in Note 1.1) the speech of the Igbo authors of this course as recorded on the accompanying tapes.

The Structure column contains, where necessary, parenthetic notes concerning the tone class membership of nouns or verbs, the

v

IGBO

membership of forms in other grammatical categories and the like, plus a respelling of the utterances more nearly conforming to the shapes of the morphemes in isolation. The tone patterns of the utterances are, however, not changed in this column from those in the first column.

The Spelling column presents the same utterances in Igbo orthography. The orthography chosen is the so-called 'old' orthography which is more common than the 'new' and which serves as the basis for the transcription used in the Pronunciation and Structure columns. Because of a considerable variation in Igbo spelling in various printed materials available to the writers, the personal practice of the Igbo members of the team producing these units was generally followed. Thus the spelling column represents ~ spelling rather than the spelling and serves to introduce the student to some of the common spelling conventions and to accustom him to the appearance of Igbo written without tone marks and with spaces between 'words' and/or other units. After these materials were prepared news come of the adoption of a newer orthography for Igbo which more nearly approximates the spelling of our Structure column but which does not mark tone, aspiration or nasalization.

The final column, English, gives a more or less literal translation in accordance with the following conventions:

1. Items needed in smooth translation but not directly translating anything in the Igbo are entered in square brackets

[_].

2. Items occurring in the Igbo but not contributing to smooth

translation into English are given in parehtheses ( ).

3. More literal translations, where required, are enclosed in

single quotes within parentheses (' ').

Thus a smoother translation can usually be obtained by reading items in square brackets and omitting those in parentheses.

In accordance with these conventions, the Igbo equivalent of 'Where are you going?' might appear in the units as follows:

In Column 1:

.. ,.. ..

o Lee b Ll j 'e

vi

BASI C COURSE

In Column 2:

, ~ I ,

olee- e be - i - J ' e

In Column 3: Ole ebe i Je?

And in Column 4:

[Where] ('What place') [are] you going? ('What place you en route to?')

The grammar notes are perhaps more extensive than minimally required in a work with primarily pedagogic purposes. The absence of suitable reference grammars of Igbo makes this desirable. On the other hand, no brief course can pretend to an exhaustive treatment of structure. Many matters of derivational morphology and of syntax have been slighted in favor of more detailed treatment of the grammatical function of tone. This was done on the assumption that morphological and syntactic use of tone is the primary difficulty in Igbo for English speakers and that 'conventional' matters of grammar, such as word order and 'idiom', will be more readily apparent to the student as he progresses beyond the scope of the present course than will matters of tone.

The drills are nearly all of the substitution type. The Introduction and Unit I contain recommendations for the routine use of such drills. Any imaginative instructor will wish to supplement such routine drill both with additional appropriate substitutions and with other types of drill such as question-andanswer, occasional translation and controlled conversation. The teacher must, however, avoid puzzling the students with unfamiliar forms or constructions, since the primary goal of the student in this course is the automatic control of structure, especially the tonal patterning. Major emphasis on correct use of tone must be maintained throughout - often at the expense of exercises which are more interesting - especially to the instructor.

The course has been extensively revised and expanded since its experimental use in a twelve-week intensive class. In its present form, it can hardly be assimilated in less than 600 hours of class and laboratory time.

This material Igbo as instructor. use it without one.

is planned for use with a native speaker of However, it may sometimes be necessary to Tape recording of tone drills, dialogues,

vii

IGBO

exercises and narratives are available to assist in such use as well as to supplement the efforts of a native speaker as teacher. Even when such a teacher is available, ample time should be allowed for work with the tapes, since nearly subhuman patience is required of a teacher if he is to provide enough consistent models for student mastery of tone patterning.

The student is likely, because of the wide dialectal divergence within the Igbo community, to have an instructor whose speech differs more or less from that represented here. He must be prepared to imitate his teacher in disregard of the printed page. For example, in many dialects aspiration either does not occur or is replaced by other features. Dialect divergence is likely to be greater in vocabulary and segmental structure of forms than in overall tonal patterning. However, the student may expect tone to diverge consistently at specific points from the patterns presented here. As he discovers such consistent divergences he would be well advised to mark them in his book. He may find it both useful and interesting to attempt to predict in new exercises the places at which such tonal variation will occur.

In a work of this kind in which a fairly complex transcription must be employed with a variety of diacritic marks, it is inevitable that there should occur errors in the printed version due to faulty proof-reading. Every effort has been made to keep these

to a minimum. The marking of tone and assimilation in the materials is entirely the work of the American member of the team and he takes full responsibility for such errors as have occurred.

Introduction:

Use of the Course Materials

I Tone Drills:

Each tone drill is designed to be done entirely orally. The printed text of tone drills is solely for the convenience of a teacher in case the taped materials are unavailable.

Each individual tone drill should be repeated until the student can give correct responses without error. The correct responses are recorded on the tape and printed in the text.

viii

BASIC COURSE

After all drills in a lettered section have been successfully accomplished, the student should repeat the section writing his responses. This helps him to associate the accents used as orthographic symbols of tone with the relative pitches as perceived aurally.

When correct written responses have been made, he should proceed to the next lettered section of the drills until all are successfully completed.

II Units 1-24:

At the discretion of the instructor, the students may start with Unit 1 after all have worked at least through section N of the Tone Drills. The remaining tone drills should be completed, however, before the students progress beyond Unit 3.

Dialogues:

Step 1. The dialogues are presented by a native speaker at normal speed and the students listen with books closed. Normal speed is defined as no slower than the slowest rendering of the utterance which the speaker would use in natural conversation with another native speaker of Igbo.

Step 2: The dialogues are presented at normal speed with the individual words and phrases of the 'build-ups' as printed and the students repeat in imitation of the instructor with their books closed. If a complete utterance offers particular problems for a student, the instructor presents the utterances in parts, commonly starting from the end (with the last phrase) and building up by adding the preceding parts of the utterance. The teacher must be especially careful not to distort the tonal patterning when presenting parts of utterances. For this reason, the sentences in

the early dialogues are kept very short and the instructor is advised to prefer frequent repetition of whole utterances to partial presentation.

If one student cannot repeat correctly after three of four tries, the instructor moves on to another student, returning later to the student who made the error. The instructor looks directly at the student when presenting utterances for repetition.

ix

IGBO

Step 3: After the students are able to repeat correctly after the teacher, they open their books and practice reading the utterances from the Pronunciation column.

Step 4: After all students can do Steps 1-3 satisfactorily, the students take nhe roles in the dialogue and repeat from memory with books closed.

The instructor should be able to answer each of the following question affirmatively before progressing to the next step:

For Step 2: Can each student repeat each utterance of this dialogue after me with correct speed, phrasing, tone and pronunciation of individual sounds?

For Step 3: dialogue correctly

For Step 4: dialogue correctly

Can each student read each utterance of this (as defined above)?

Can each student take any role and perform this and naturally?

Notes:

Notes are to be read as outside work by the student and explained (only if necessary) by the linguist in charge of the course. Talking about the content of the notes should be kept to a minimum. In the absence of a linguist to explain them, the native speaker may pronounce the given examples and give additional examples of the same phenomenon while the students reread the note. Attempts at exposition of the content of the notes by linguistically untrained native speakers are discouraged.

Drills:

step 1: Drills are done first like the dialogues. That is, each new word and each utterance of the drill is repeated in imitation of the instructor until it is correctly pronounced with books closed.

Step 2: Next the students read the drill sentences from their books.

Step 3: Finally the drill is presented orally in order as printed with the instructor giving only the 'key word' or cue, and the students producing the correct response sentence.

In drills for which a translation is provided as well as for those for which two or more response sentences are given (for

x

BASIC COURSE

example positive and negative answers to a question), the drill may be varied by using the translation or one of the response sentences as cue, the students producing in turn the correct response sentence. In Unit 1 is outlined the technique of using a notched card as a guide to the instructor or the student in using the substitution drills.

A substitution drill has been successfully completed when the instructor is able to answer affirmatively the following questions:

For Step 1: Can the students repeat the drill sentences correctly after me?

For Step 2: Can the students read the sentences correctly from their books?

For Step 3: Can the students produce the correct responses when I give them only the key word (or other cue)?

Certain drills, including the are not of this substitution type. considered complete after the first

phonetic drills of Unit 1-3, Such drills can normally be two steps.

III Units 21)-30

Dialogues:

The dialogues in these units are presented and drill~d as were those Units 1-24.

Narratives:

The narratives are presented and drilled as were the dialogues. As the utterances are longer, the separate phrases may have to be presented and practiced separately. Each narrative is to be memorized as were the dialogues until each student can tell the story with smooth, fluent and correct delivery.

A Word on Vocabulary:

This course omits many very common words and thousands of less common ones which are in daily use by Igbo speakers. No satisfactory Igbo-English dictionary is known to the writers. The

xi

IGBO

student is advised, therefore, to compile a list, a notebook or a box of flash cards for use in expanding his productive vocabulary, especially when he is studying in an Igbo-speaking environment.

He should exercise care in spelling and marking tone on such lists and will doubtless wish to revise his list from time to time as his grasp of the tone class membership, etc. of Igbo words increases. Knowledge of tone class is essential to the correct use of a form and this information should be entered on all lists or cards.

xii

BASIC COURSE

Note

1.1

1.2 1.3 1.4

1.5 2.1 2.2 3.1 4.1

4.2

4.3 5.1 5.2 5.3 5.4 5.5 6.1

TABLE OF CONTENTS OF THE GRAMMAR NOTES

The Writing Systems of Igbo and the Transcription

Here Employed .

The Phonemes of Igbo ...•..........•............•.

Tone .

Personal Affixes: a-/e ..... m{u},i-/i,o-/o-First,

I I I

Second and Third Person Singular •.......•.......

Assimilation .

Greetings - The Perfect Form of the Verb ..•...•.•

Vowel Harmony .

Tone Classes of Verbs (I) - Class (L) •.....•..... Tone Classes of Verbs (II) - Classes (H) and (HL);

The RA Form of Verbs •.••.....•..•••..••••...•.••

Personal Affixes: a-/e- •••• ha, a-/e-, Third Person Plural and Impersonal ••.••.•••.•••••.•...

Questions .

The Adverbial RA Suffix .•.••.....•.....••.......• Conjunction II / nl ••...•••...•••••••..•.••••••..

Numbers up to 12 .

The Simple Form of Certain Verbs •.••.•..••••••••.

I

The Future with tga Plus the Infinitive .•••...•..

The Progressive-Iterative Form with Suffix -ghe/

Page

48 50 55

56 6~

-'

68

80 90

102

106 114 126 126 126 129 132

-gha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

7.1 Noun Classes and the Tonal Patterns of Modifica-

tions, Possessive Pronouns .

Auxiliaries l~ / n~ and j~, Verbal Noun Forms ••..

7.2 7.3 8.1 9.1 9.2 9.3 9.4

9.5 9.6 9.7

10.1 10.2 11.1 12.1

Homonyrnoua Forms •••••.•......••..•...•...•.•••...

Negative with Suffix -ghi / -ghi .••.......••.••..

,

Suffixed Verb Forms - The Imperative .•..•..••.•..

Environment 2 of Nouns ••..•..•.....•...•...•.•... Subsequential Verb Form •...•.•.....•...•...••...•

Second Clauses with the Same Subject with Auxil-

iary nil / La ••••••••••••••••••••• " •••••••••••••••

Second Clauses with Verbs with Suffix -ghe / -gha

M I d· t d b ,_. It I

eans - n a.ca e Y ~J ~ 0 use ....•••.•.••••..

The RA Adverbial Suffix in Suffixed Verb Forms •.•

Negative Imperative .

The Perfect Verb Form .

Infinitive as Expression of Purpose ..••.......•..

"~I"~ '/'

qzq qJq and qzq qJq ••••• , ...••••.•••.•.••••••

xiii

150 160 171 188 194 194 194

198 200 202 207 212 214 229 242

IGBO

12.2 12.3

13.1 13.2 14.1 14.2 14.3 14.4 15.1 15.2 15.3 16.1 16.2 17.1 17.2 18.1 18.2 '18.3 19.1 20.1 22.1 23.1 23.2 24.1

Pronoun Prefix m(v) 'I' ....•....•••••....•.••• Tone Patterns of Noun and Pronoun Subjects in

Modifying Clauses ...• , .....................••••

Negative with Suffix -na •...••......•.•...•..••

Emphatic Past Forms ••••.•...••.•.•••••.•..•.••.• Potential C1auses •..••.••...•.••••..•••••••.••..

The Consequential Form •...•••...•••••.••••••.•..

Summary of Suffixed Forms of the Verb to Date •.. RA Adverbial Suffix with Consequential Forms ••.. Summary of Adverbial Suffixes to Date •....•..••• Relative Particle ke / ~ke ..•...•.•....•.•••••. Non-Clause Modifiers with ke / ~ke .......•...•• The Hortative Forms - s1 'that, saying' .....••..

I

Question Words and the Word Order of Questions ••

The Verbal Noun as Emphatic Signal .•..•••....••• The Order of Possessive and Other Modifiers .••..

The Days of the Week ••.........•................ Numbers .Above 12 •••••••••••••• : ••••••••••••••... Ordinal Numerals ••..••••.•...•..................

, . th fk I'd'

Compar~sons - W~ ~ a to excee •..•.•••.•..••

I

Rev iew •••••••••.•••••••••••••••••••••••••••••.••

Adjective Clauses without Separate Subjects •..•• The Negative of the Perfect with Sufix -beghi .•• The Periphrastic Negative with od1ghi .••••••..•

I I I

Reported Speech ....•........•.•••••..•••••••••.•

xiv

245 247 260 263 274 281 290 295 300 303 306 314 318 328 329 338 346 347 358 371 380 394 399 410

BASIC COURSE

PART I

TONE DRILLS

1

IGBO

Instructlons for Tone Drllls

Each of the followlng drllls contalns ten ltems. There are two prlnclpal types of drlll:

1. Same - Dlfferent drllls In whlch each ltem lS a palr of forms. You are expected to respond 'same' or 'dlfferent' accordlng to whether you heard the same form repeated or two dlfferent forms. For example If you hear the palr:

,

ezhl

'true'

.. ,

ezhl

'compound'

you wlll respond -------- 'dlfferent' because the tone patterns of the two words are dlfferent and, If you are recordlng your responses on paper, you wlll wrlte a 'D'. Llsten agaln to the same palr:

,

ez ha,

'true'

.. ,

ezhl

'compound' ------- dlfferent

, .. ,

The flrst word ezhl means 'true'. The second ezhl means 'yard,

compound or outdoors' so you can see that these words are dlfferent In both form (tone pattern) and meanlng. The flrst two drllls are Same - Dlfferent drllls. Do these two drllls now:

Sectlon A
1. Oral Response 'same' or 'dlfferent'
Wrltten Response S or D
, .. ,
1. aka hand aka exceedlng D 1.
2. .. , .. ,
aka aka S 2.
.. , ,
3. aka aka D 3.
4· , .. , 4.
aka aka D
5. , , 5.
aka aka S
6. , , 6.
aka aka S
, .. ,
7. aka aka D 7.
8. .. , .. , 8.
aka aka S
.. , ,
9. aka aka D 9.
, ,
10. aka aka S 10.
2 BASIC COURSE

2.

3. 4. 5. 6. 7. 8.

10.

Oral Response Wr~tten Response

'same'

'd~fferent'

or or

1.

2.

3. 4. 5. 6. 7. 8. 9.

10.

2. The second type of dr~ll ~s ~dent~f~cat~on dr~ll. Here each ~tem ~s one utterance and you are expected to l~sten carefully and to descr~be the tone pattern. For example ~f you hear:

S

D

you w~ll respond -------- 'h~gh-h~gh' s~nce both syllables are h~gh ~n relat~ve tone. When you wr~te responses you w~ll wr~te two acute accents.

If you hear:

1.

,

amI

,

anu I

S

you w~ll respond -------- 'low h~gh' s~nce the second syllable ~s relat~vely h~gher than the f~rst. When you wr~te your responses you w~ll wr~te two acute accents for h~gh-h~gh and you w~ll wr~te a grave accent and an acute accent for low-h~gh.

The next two dr~lls are ~dent~f~cat~on dr~lls. Do them now:

meat

2.

" ,

any.

D

,

any.

hear~ng

,

anu I

.. ,

anu I

D

,

any.

, anu I

S

.. ,

any.

.. ,

anu I

S

.. ,

anlf

.. ,

anu I

S D

.. ,

anu I

.. ,

anlf

,

anu I

D

9.

.. ,

anu I

,

any.

D

.. ,

anu I

S

,

ezh~

'true'

.. ,

ezh~

'compound'

3

IGBO

3. Oral Response hlgh hlgh or low hlgh
" o. ,
Wrltten Response
, hand
1. aka HH l.
2. o. ,
aka exceedlng LH 2.
.. ,
3. aka LH 3.
4. .. , 4.
aka LH
5. , 5.
aka HH
6. .. , 6.
a.ka LH
7. ,
aka HH 7.
8. _, 8.
aka HH
,
9. aka HH 9.
10. o. ,
aka LH 10.
4- Oral Response hlgh hlgh or low hlgh
" o. ,
Wrltten Response
o. , hearlng
1. anu LH 1.
I
2. o. , LH 2.
anu
I
, meat
3. anu HH 3.
I
4. , 4.
anu HH
I
5. .. , LH 5.
anu
I
6. , 6.
anu HH
I
7. .. , LH 7.
anv
8. o. ,- 8.
anu LH
I
,
9. anu HH 9.
I
10. , 10.
anu HH
I 4

BASIC COURSE

Dr1lls 5 and 6 are 1dent1f1cat1on dr1lls also but the utterances do not have the same sounds - that 1S there are d1fferences here bes1des the d1fferences 1n tone patterns. You are to ldentlfy the tone pattern only and to 19nore d1fferences of other sounds.

Do these two dr1lls now.

1. 2.

3. 4. 5. 6. 7. 8. 9.

10.

6.

3. 4· 5. 6. 7.

Oral Response Wr1tten Response

or

low h1gh

"

.. ,

or

,

aka

hand

HI!

,

anu I

meat

, ,

an1f

hearlng

LH LH

.. ,

anu I

.. ,

aka

exceed1ng

LH

.. ,

aka

HI! LH

, ,

anu I

LH

,

aka

, ,

aka

LH

Oral Response Wr1tten Response

or

low h1gh

"

, ,

or

1.

,"",

ahy

see1ng

LH

2.

, ,

ez h i.

LH

compound

,

ahya

market

HI! HH LH HI!

,

anu I

meat

, ,

anno I

four

,

ebe

place

, ,

aba

Aba

LH

5

1.

2.

3. 4· 5.

6. 7. 8. 9.

10.

1.

2.

3. 4. 5. 6. 7.

IGBO

8.

,

lk'e

strength

HH

8.

9.

.. ,

kedu I

how"

LH

9.

10.

,

ok'e

male

HH

10.

You have now been lntroduced to the 2 maln types of drlll, same - dlfferent and ldentlflcatlon,uslng the tone patterns 'hlgh hlgh' and 'low-hlgh'. Contlnue the drllls for thls and other patterns In the same way. Do each drlll over untll you can glve the correct oral response to each ltem then contlnue on to the next drlll. When you have flnlshed a lettered sectlon of drllls go back and repeat the sectlon saylng your responses and at the same tlme wrltlng them on paper. The flrst exerClses seem very easy and It may not appear necessary to glve both oral and wrltten answers. However complete mastery of early drllls wlll asslst

you when you go on to harder ones and wrltlng your responses wlll assoclate the wrltten symbols wlth the tone patterns and thus help

you when you begln to see Igbo wrltten w i th tone marks.
7. Oral Response 'same' or 'dlfferent'
Wrltten Response S or D
.. , ,
1. cee thlnkJ cee walt] D 1.
2. , ,
cee cee S 2.
3. , ,
cee cee S 3.
4. , .. , 4.
cee cee D
5. .. , , 5.
cee cee D
6. .. ,. .. , 6.
cee cee S
7. , .. ,
cee cee D 7.
8. .. , .. , 8.
cee cee S
, ,
9. cee cee S 9.
, .. ,
10. cee cee D 10. 6

BASIC COURSE

8. Oral Response 'same' or 'dli'i'erent'
Wrltten Response S or D
I , ,
1. shle and cook shle cook} D 1.
2. .. , .. ,
shle shle S 2.
3. .. , o. ,
shle shle S 3.
4· , , 4.
shle shle S
5. o. , , 5.
shle shle D
6. , , 6.
shle shle S
7. , o. ,
shle sh i.e D 7.
8. .. , , 8.
shle shle D
9. .. , o. ,
shle shle S 9.
, , ,
10. shle shle D 10.
9. Oral Response h i.gh h i.gh or low hlgh
" , ,
Wrltten Response or
1. , walt}
cee HH 1.
2. ' , thlnk}
cee LH 2.
3. "
cee LH 3.
4. , 4·
cee HH
5. , 5.
cee HH
6. , 6.
cee HH
7. ' ,
cee LH 7.
8. , 8.
cee HH
9. .. ,
cee LH 9.
10. .. ,
cee LH 10. 7

lGBO

10. Oral Response hlgh hlgh or low hlgh
" , ,
Wrltten Response or
,
1. sha e and cook IDI 1.
, ,
2. shle cook! LH 2.
, ,
3. shle LH 3.
4. ' , 4.
shle LH
5. , 5.
shle IDI
6. ' , 6.
shle LH
,
7. shle IDI 7.
8. , 8.
shle IDI
,
9. shle IDI 9.
~
10. shle IDI 10.
11. Oral Response hlgh hlgh or low hlgh
" , ,
Wrltten Response or
,
1. cee waltJ HH 1.
, ,
2. shle c oo k J LH 2.
, ,
3. shle LH 3.
4· ' , 4.
cee thlnkJ LH
5. ~ 5.
shle and cook HH
6. ' , 6.
cee LH
,
7. cee HH 7.
8. , 8.
shle IDI
, ,
9. cee LH 9.
, ,
10. shle LH 10. 8

BASIC COURSE

12. Oral Response hlgh hlgh or low hlgh
" , ,
Wrltten Response or
,
1. !JUG drlnkJ HH 1.
I I
2. ' ,
J "e e go} LH 2.
, ,
3. gaa go} LH 3.
4· , untll 4.
ruo HH
5. , sell} 5.
ree HH
6. ' , wrlteJ 6.
dee LH
7. ,
shle and cook HH 7.
8. ' , stay} 8.
noo LH
I I
, ,
9. cee thlnkJ LH 9.
, walt}
10. cee HH 10. You have flnlshed sectlon A. If you have been glvlng oral responses, repeat sectlon A wrltlng your responses on paper, two acute accents for 'hlgh hlgh' and a grave plus an acute for 'low h i.gh ' •

Sectlon B lntroduces a pattern wlth mld tone. The mark for hlgh tone was an acute accent, for low tone lt was a grave accent. Mld tone lS marked by a vertlcal accent.

Sectlon B
13. Oral Response 'same' or
Wrltten Response S or
, , I
1. lme pregnancy lme
, I , I
2. ame 1Jl1e
, I , I
3. 1Jl1e 1Jl1e
4. , ,
lme 1Jl1e
5. , I ,
lme ame
9 'dlfferent'
D
to do D 1.
S 2.
S 3.
s 4.
D 5. IGBO

6. , , I 6.
ame ame D
, I ,
7. ame lme D 7.
8. , I , I 8.
arne lme S
, I ,
9. ame lme D 9.
, ,
10. ame lme S 10.
14· Oral Response 'same' or 'dlfferent'
Wrltten Response S or D
, I ,
1. lVU to carry lVU load D 1.
, I ,
2. lVU lVU D 2.
, ,
3. lVU lVU S 3.
4· , , I 4·
lVU lVU D
5. , I , I 5.
lVU lVU S
6. , , 6.
lVU lVU S
, , I
7. lVU lVU D 7.
8. , I , I 8.
lVU lVU S
, ,
9. lVU lVU S 9.
, , I
10. lVU lVU D 10.
15. Oral Response hlgh hlgh or hlgh mld
, , , I
Wrltten Response or
, -l.
1. lme pregnancy HH
2. , 2.
arne HH
3. , I to do HM 3.
lllle
4. , I 4.
lme HM
5. , I HM 5.
lme
6. , I HM 6.
lme 10

BASIC COURSE

,
7. lIDe HH 7.
8. , 8.
lIDe HH
, I
9. arne EM 9.
, I
10. ame EM 10.
16. Oral Response hlgh hlgh or hlgh IDld
" , I
Wrltten Response or
, load
1. lVU HH 1.
2. , I to
lVU carry EM 2.
,
3. lVU HH 3.
4. , I 4.
lVU HM
5. , I 5.
lVU HM
6. , I 6.
lVU EM
7. , I
lVU HM 7.
8. , 8.
lVU HH
9. ,
lVU HH 9.
,
10. lVU HH 10.
17. Oral Response hlgh hlgh or hlgh IDld
Wrltten Response " , I
or
,
1. ame pregnancy HH 1.
2. ~ I to
lVU carry HM 2.
,
3. lVU load HH 3.
4. , I 4.
lVU EM
5. , I 5.
ame to do HM
6. , I 6.
lIDe HM
,
7. lme HH 7. 11

IGBO

8. , I 8.
lVU EM
, 9.
9. lVU mr
, HH
10. ame 10.
18. Oral Response hlgh hlgh or hlgh mld
" , I
Wrltten Response or
1. ' I to awaken EM l.
lt1e
2. , , goodness 2.
mma EM
,
3. ebe place HH 3.
4. , , to want 4.
lCO EM
, ,
5. , market 5.
ahya HH
6. , male 6.
o k t e HH
7. ' ... ' water EM 7.
mlrl
8. , 8.
onye person HH
9. I I dr i.nk
PJIf to EM 9.
10. ,
anya eye HH 10.
19. Oral Response hlgh hlgh, hlgh mld or low hlgh
, '" , I .. ,
Wrltten Response , or
1. ,
toro threepence HH 1.
2. , , to have 2.
l1Jwe EM
3. .. ,
ezhl compound LH 3.
4. , 4.
lkpe Judgement HH
5. , untll 5.
ruo HH
6. .. , 6.
kedu how IJI
I
7. , ,
lre to sell EM 7.
8. , I 8.
mma well EM
12 BASIC COURSE

9. "'
erma good HH 9.
10. o. ,
J'ee go~ LH 10.
You have flnlshed sectlon B. If you have been glvlng oral
responses, repeat sectlon B wrltlng your responses wlth two acute
accents for lhlgh h.i.gh ! and an acute plus a vertlca1 accent for
fhlgh-mld' •
Sectlon C
20. Oral Response 'same' or 'dlfferent'
Wrltten Response S or D
, I , o.
1. lVU to carry lVU to be fat D 1.
, I , I
2. lVU l.VU S 2.
, I , I
3. lVU lVU S 3.
4. , o. , o. 4.
lVU lVU S
5. , I , o. 5.
lVU lVU D
6. , I , I 6.
lVU lVU S
7. ~ o. , I
lVU lVU D 7.
8. , .. , I 8.
lVU lVU D
, I , o.
9. lVU lVU D 9.
, o. , o.
10. lVU lVU S 10.
21. Oral Response 'same f or 'dlfferent'
Wrltten Response S or D
, o. , o.
1. lbl you Ilve lbl S 1.
2. 'b' to Ilve ' I
1 1 lbl S 2.
3. ' I , o.
lbl lbl D 3.
4. ' .. , I 4.
lbl lbl D
5. ' I , I 5.
lbl lbl S
13 IGBO

6. ' , , , 6.
1.b1. 1.b1. S
7. ' , , I 7.
1.b1. 1.b1. D
8. ' , , , 8.
1.b1. 1.b1. S
'b' , ,
9. 1. 1. 1.b1. D 9.
10. ' , , ,
1.b1. 1.b1. S 10.
22. Oral Response h.rgh ma d or h1.gh low
~ . , ,
Wr1.tten Response
, • 1.
1. 1.VU to carry EM
2. , • 2.
1.VU EM
3. , , to be fat HL
1.VU 3.
4. , , 4.
1.VU HL
5. , , 5.
1.VU HL
6. , I 6.
1.VU HM
7. , , 7.
1.VU HL
8. , I 8.
1.VU HM
, •
9. 1.VU HM 9.
, I HM 10.
10. 1.VU
23. Oral Response h1.gh m1.d or h1.gh low
, I , ,
Wr1.tten Response
, I to l1.ve HM 1.
1. 1.b1.
2. ' , you l1.ve HL 2.
1.b1.
, , HL 3.
3. 1.b1.
4· ' , HL 4.
1.b1.
5. 'b I HM 5.
1. 1.
6. ' I HM 6.
1.b1. 14

BASIC COURSE

, ..
7. 1b1 HL 7.
B. ' I B.
1b1 EM
, I
9. 1b1 EM 9.
, ..
10. 1b1 HL 10.
24. Oral Response h1gh m1d or h1gh low
Wr1tten ' I , ..
Response or
, I
1. 1VU to carry EM 1.
2. ' I to
1bl Ilve HM 2.
, ..
3. lbl you Ilve HL 3.
4. , .. 4.
lVU to be fat HL
5. , I 5.
lVU EM
6. , .. 6.
lVU HL
, ,
7. lbl HL 7.
B. ' I B.
1bl EM
, ..
9. lbl HL 9.
, I
10. lVU EM 10.
25. Oral Response hlgh m1d or hlgh low
, I "
Wrltten Response or
, ..
1. Od1 lt 1S HL 1.
I I
2. ' ... I water EM 2.
mlrl
, ..
3. okra malze HL 3.
I
4· , .. 4.
anYi- we HL
5. , I 5 ..
lme to do EM
6. , I 6.
llJwe to have EM
, I 7.
7. i-ga to go EM 15

IGBO

10.

26.

3. 4. 5. 6. 7. 8. q ..

10.

27.

3. 4. 5. 6. 7. 8.

8. 9.

, ..

lk'o I I

HL HL HL

to cultlvate

, ..

uyo

house

, ..

lfu I I

to go out

Oral Response Wrltten Response

8. 9.

10.

,

or

hlgh hlgh, hlgh mld, low hlgh or hlgh low

, ..

, ,

, I

.. ,

,

1.

, ..

lwe

HL HM

to take

2.

, I

lbl

to Ilve

,

]Juo

I I

drlnkJ

HH LH HM

.. ,

ole

how much

, I mma

well

, ..

uyo

house

HL

,

eg'o

money

HH

.. ,

ato

, ,

three

LH HL HH

, ..

ede

coco yam

,

ndl

I

people

1. 2.

3. 4. 5. 6. 7. 8. 9.

10.

Ora.l Response Wrltten Response

,

or

, ..

, ,

, I

.. ,

1.

, I

lla I

HM

to go home

2.

P.N. (place name)

LH HH HL HL

,

epe

orange

, ..

cldl I I

P.N. (personal name)

, ..

nna

father

, I

lnye

to glve

HM

to see

HM HL

In-1aw

16

1.

2.

3. 4· 5.

6. 7. 8.

BASIC COURSE

.. ,
9. lJlJwa ehlld LH 9.
,
10. aka hand HH 10.
You have flnlshed seetlon C. If you have been glvlng oral
responses repeat seetlon C wrltlng your responses.
Seetlon D
28. Oral Response 'same' or 'dlfferent'
Wrltten Response S or D
, .. .. wlll
1. tga you wlll tga you", D 1.
, .. .. 2.
2. tga tga D
, .. , ..
3. tga tga s 3.
4. .. .. 4.
tga tga s
5. .. . , .. 5 .
tga tga D
6. .. .. 6.
tga tga s
, .. , ..
7. tga tga s 7.
8. , .. .. 8.
tga tga D
.. , ..
9. tga tga D 9.
, .. , ..
10. tga tga s 10.
29. Oral Response 'same' or 'dlfferent'
Wrltten Response S or D
, .. ..
1. o da It lS Odl lS l t"' D 1.
I I I •
.. .. 2.
2. o d i, qdt S
• I
.. , ..
3. Odl qdt D 3.
• ,
4· ' .. , .. 4.
o da o d i S
I I , ,
5. , .. , .. 5.
o d i. o da S
, I I I
6. , .. , .. 6.
o da o da S
• • I I 17

IGBO

7. , ..
qdl o da s 7.
• •
8. ," , , 8.
qdl odJ. D
• •
, , ..
9. qdl o da D 9.
• •
, , ..
10. qdl o da D 10.
• I
30. Oral Response h1gh low or low low
" .. ,
Wr1tten Response or
, ,
1. tga you w1ll HL 1.
2. .. wJ.ll you'l 2.
tga LL
"
3. tga LL 3.
4. " 4.
tga LL
5. , " 5.
tga H~
6. " 6.
19a LL
7. ,
tga LL 7.
8. , , 8.
tga HL
, "
9. tga HL 9.
,
10. 19a LL 10.
31. Oral Response hJ.gh low or low low
" .. ,
WrJ.tten Response or
1. .. 1t't LL 1.
o da J.s
• •
2. .. LL 2.
o da
• I
3. , .. HL
qdt 1t 18 3.
4. , .. 4·
Od1 HL
• •
5. , .. 5.
o da HL
• •
6. .. LL 6.
Cjldt
.. LL 7.
7. o da
• •
18 BASIC COURSE

8. , , 8.
Od1 HL
I I
, LL 9.
9. Od1
I I
, ,
10. Od1 HL 10.
I I
32. Oral Response h1gh low or low low
" "
Wr1tten Response or
, , you w1ll
1. tga HL 1.
2. , LL 2.
ctdt 1S 1t?
3. .. 3.
ctdt LL
4· ' , 4.
ctdt 1t 1S HL
5. , .. 5.
tga HL
6. , w1ll you'l 6.
tga LL
7. ' .. 7.
qdt HL
8. , .. 8.
tga HL
,
9. ctdt LL 9.
10. .. 10.
tga LL
33. Oral Response h1gh low or low low
, .. .. ,
Wr1tten Response or
# .. 1.
1. ede coco yam HL
2. , 2.
begh1 not yet LL
3. .. t1me 3.
mme LL
4· , .. 4.
eny1 fr1end HL
5. , 5.
ala country LL
6. ~ .. father 6.
nna HL
7. , .. 7.
1J'e tr1p HL
8. , 8.
ot "u cond1t1on LL 19

IGBO

, stlll LL 9.
9. gala
, , HL 10.
10. otu one
34· Oral Response hlgh hlgh, h i.gh ma d , low hlgh,
" , . , ,
Wrltten Response ,
hlgh low or low low
, , , ..
or
, land LL
1. ala l.
, .. frlend HL 2.
2. enyl
3. , head HH 3.
lshl
4. , 4·
lJkwu palm HH
I
5. , I 5.
leo to want EM
I I
6. , .. 6.
tga you wlll HL
, ,
7. lwe to take H1 7.
8. .. , 1H 8.
dee wrlteJ
, I
9. lJgwa O.K. EM 9.
10. ' ... 1 water EM 10.
mlrl
35. Oral Response hlgh hlgh, h i.gh m.i d , low hlgh,
" , I ' ,
Wrltten Response , , ,
hlgh low or low low
" , ,
or
, ,
1. ahu body LH 1.
I
, .. H1 2.
2. uyo house
, HH 3.
3. epe orange
4· , , (plural) H1 4.
unu you
5. ' , three LH 5.
ato
I I
6. .. 11 6.
tga wlll you",
20 BASIC COURSE

.. , four
7. anno LH 7.
I
8. ' I to go home 8.
J.la HM
I
9. ' ..
o k t a maJ.ze HL 9.
I
, (tomorrow)
10. ecJ. yesterday HH 10.
36. Oral Response hJ.gh hJ.gh, h i.gh m i d , low hJ.gh,
" , I .. ,
WrJ.tten Response , , ,
hlgh low or low low
, .. .. ..
or
, ..
1. a z u to get fat HL 1.
2. , ..
p'enl penny HL 2.
.. wlld fowl
3. ovu LL 3.
4· ,- face 4.
J.hu HH
5. .. , 5.
ezhl compound LH
6. .. 6.
lte pot LL
7. .. , ten
lrJ. LH 7.
8. , I to go 8.
tga lIM
.. , drlnkJ.ng
9. alJV LH 9.
10. , strength
lk'e HH 10.
37. Oral Response hlgh hlgh, h i.gh m i.d , low hlgh,
, , , I .. ,
WrJ.tten Response , , ,
hlgh low or low low
, .. .. ..
or
, I to have
1. llJwe EM 1.
.. 2.
2. lJku wlng LL
.. 3.
3. gala stJ.ll LL
4· , bJ.g 4·
ukwu HH
21 IGBO

5. , I 5.
l.we be angry EM
6. .. 6.
o da l.S l.t? LL
I I
,
7. ebe place HH 7.
8. , market 8.
ahya HH
"8'
9. l. 0 fl.ve LH 9.
, I
10. mma well lIM 10.
You have fl.nl.shed sectl.on D. If you have been gl.Vl.ng oral
responses repeat sectl.on D wrl.tl.ng your responses.
In sectl.ons E, F, G, H, and I you are asked to respond to
onlI the last two syllables of longer utterances. 38.

1.

3. 4· 5. 6.

9. 10.

(wl.th respect to the last two syllables)

Sectl.on E

Oral Response

'same' or 'dl.fferent'

Wrl.tten Response

S or D

, .. ,

tn~neezhl.

'",1

l.seezhl.

D

2.

, ..

l.zuezhl. I I

D S

, .. ,

l.futeezhl I I I

,.. ,

tzeezhl.

,. .. ,.

ozareezhl I

IV'" ,

sanEtezhl.

, .., I

afv-falameezhl.

D

,. I

~weezhl.

s

,. .. ,

unuzv-reezhl

D

7. 8.

'",1

~sagheezhl

, I

~regheezhl

s

, I" ,.

amaakqnqneezhl

, .. ,

eb iml.e eah i

s

, I ereremezhl

# ", ,

~gttzeezhl.

D

, .

ereleezhl

S

22

1.

2.

3. 4. 5. 6.

7. 8.

10.

BASIC COURSE

39.

10.

40.

10.

Oral Response

Wrltten Response

1.

,. I

lruaba

2.

..,. I

owughlaba I I I

.. ,.

lbllaaba

3. 4· 5.

6.

,... ,.

tn»naaba

,. .. ,.. ,

uyomdtlaaba

,. I

lJ 'eruaba

7. 8.

,.. ,.

o da.Laaba I I

.. ,...,.

amurughllaaba

I I T

, I

tgaJ "aaba

" ,"",

agahamaaba

Oral Response

Wrltten Response

1.

,,, ,

anYt J ' e r-aa ba

2.

, " ,.

lnoneezhl I I

3. 4. 5. 6. 7. 8.

,. I

lreezhl

,. I

ereleezhl

,. I

agalaaba

~ , - #

e J 'erehaa ba

,. .. ,

e bamne ez ha

, ,,.,.

e J t ehaaba

9.

,. , owuezhl • •

,... ,.

ononaaba I I

'same' or 'dlfferent' (wlth respect to the last two

S or D syllables)

,... ,.

» J ' er-aaba

,. .. ,

eblmnaaba

,. I

tgaaba

..,. ... ,.

nJok'ugaraaba

I I

,." ,.

anYlruruaba

,. I I

e J 'eelemaaba

" ,.

lbllaaba

,. • I

anYlagaghllJ'aaba

I I

" ,. " ,.

erubeghlmaaba

low hlgh

,.,.

" ,.

or

23

D

S S

D

s

D

D S

s

D

1.

2.

3. 4· 5.

6. 7. 8.

9.

10.

(wlth respect to the last two syllables)

LH LH

HH HH HH

LH LH

HH

HH

LH

1.

2.

3. 4. 5. 6. 7. 8. 9.

10.

IGBO

41.

3. 4· 5.

6. 7. 8. 9.

10.

Oral Response hlgh hlgh or low hlgh

(wlth respect to the last two syllables)

, , ". ,

Wrltten Response or

l. 2.

, , ,

erurumoolu " ,

LH

I reached Orlu

,

OShlShl

tree

Illi

, , ,

afuta

I ,

If one comes out

LH

" ,

qgaraqJq

He went agaln.

LH

, .. ,

lfuahya I I

to make a debut

Illi

~, , , ,

ogaraahyaaaga ,

He really went to thlS market. LH

, ,

lt'eele

Good mornlng.

Illi

" ,

p'enaanno I

4 pence

LH

, ,

kalaba

Calabar

LH

, I

lc'aac'a I

to be rlpe

Illi

You have flnlshed sectlon E. If you have been glvlng oral responses repeat sectlon E wrltlng your responses.

42.

Sectlon F

Oral Response

'same' or 'dlfferent' (wlth respect to the last two

S or D syllables)

Wrltten Response

1.

, , ,

oJ 'eraahya

, " I

o g a a, J 'aahya I

, , , I

qbyaraJaahya

S

S

2.

, , I

J'eaahya

3. 4· 5.

6. 7. 8.

.., I

zuruahya I I

,.. ,

ozuraahya

I I

D

, " I

ogllgaahya

I I I

, I

owuahya

I j

.. , I

gaahya

D

, ,"'" ,

adlhanaahya

I

S

, .. ,

e j 'emaahya

'", I

rihyaahya

D

,.. , I

olaagaahya

I

, "., ". ,

uyomdllaahya

D

". ,'""'.

agahamaahya

, .. ,

odllaahya

I I

S

1.

2.

3. 4. 5. 6.

7. 8.

10.

1.

2.

3. 4. 5. 6.

7. 8.

BASIC COURSE

10.

43.

3. 4. 5. 6.

10.

44.

,.. , I

ununaazuahya I

,.. , I

acorom~~gaahya • • I I

Oral Response

Wr~tten Response

1.

,.. ,

'izv-reepe

2.

# '..., ,

enyeremeepe

, I

qweepe

, I

reeepe

.., I •

agagh~~~raepe I • I

.., I

zv-~eepe

7. 8.

, I

yareeepe

, ..,

any:rrareepe

9.

,.. , I

ogarazuteepe

I I I

,.. , I

unug:r:rreepe

Oral Response

Wr~tten Response

1.

,.. , I

qlaagaahya

2.

,.. ,

qzv-v-reepe

, I

owuahya

• 1

3. 4. 5. 6.

.., .

zv-~eepe

.. , .

J'eaahya

, I",

o1Jwereepe

7. 8.

,.. , I

anamaareepe

, I I

ot 'eregaahya

,.. , I

unug~~zuahya

I I I

,.. , I

a coz-omq.j.gaahya I • T.

D

D

9.

10.

'd~fferent' (w~th respect to the last two

D syllables)

'same' or

S or

, .. , .

qg:r:rreepe

, ,- , I

anahaazuepe I

, I I oreeleepe

",.. , I

anagh:rmaareepe

.. ,

:rrareepe

, I I

meereekweepe

,.. , I

any:rnaareepe

,.. , I

qgarazv-qrqmeepe

.. ' ...

o1Jwereepe

" , I

or

25

D

s

D

s

D

D

s

D

D

s

1.

2.

3. 4. 5. 6.

7. 8.

9.

10.

(w~th respect to the last two syllables)

HM

HH

HM

HM

HM

HM

1.

2.

3. 4. 5. 6.

7. 8.

IGBO

, I
9. <iweepe HH 9.
, , ,
10. anYlnonaahya HH 10.
I I
45. Oral Response hlgh hlgh or hlgh mld (wlth respect to
" , I the last two
Wrltten Response or syllables)
, tree
1. OShlShl HH 1.
2. ' I of a male 2.
amaako name person HM
I
3. ' , I of a male 3.
n jo ku name person HM
I I
4. , 4·
akwttkw<i book HH
5. ' I to market} 5.
gaahya go HM
6. " I you won't 6.
tgaght HM
7. ' ,
lteghete nlne HH 7.
8. ' , I elght 8.
asa~<i HM
9. ' , I two HM 9.
ab'll<i
"
10. ukwuluukwu enormous HH 10.
You have flnlshed sectlon F. If you have been respondlng
orally, repeat sectlon F wrltlng your responses.
Sectlon G 46. Oral Response

Wrltten Response

1.

, I ...

orereak"W'a

2.

3. 4. 5.

, I ...

llJuakW'a I I

, I ...

oraraakW1a I

, I ...

Yakwuoakw'a • I

'same' or 'dlfferent' (wlth respect to
the last two
S or D syllables)
, I ... D 1.
reeakW'a
, I I ... S 2.
alJu<inamaakW'a
, I ... D 3.
lJuoakW'a
I I
_~_I - D 4.
saaakW'a
'N· _ D 5.
osaraakW'a
I
26 BASIC COURSE

9. 10.

47.

10.

48.

3. 4. 5.

6.

.. , I N

wereakW'a

7. 8.

" I I ...

oShlelaakW'a

.. , I N

zutaakW'a I I

, '. AI

ShlWeakW'a

~, , rJ

unUlJweraakw'a

Oral Response

Wrltten Response

1.

.. , I

z1fcranncr

, I I oreelaanno

I

2.

3. 4. 5. 6.

, I I

ereelemaanncr

.. , I

wetaanno

I I

.. , I

zutaanno

I I I

, I

1 kwU.a nno I I I

.. , I

wereanncr

7. 8.

.., I

odlghlanno

I I I I

, I I

alJ1fcrlamaanncr

9.

Oral Response

Wrltten Response

1.

, I ....

lreakW'a

2.

.. , I

lJuoanno I I I

, I ...

reeakW'a

, I I ...

alJuonamaakw'a

I I

.. , I

wetaanno

I I

.. , I ...

zuoakW'a I I

, ,..., I AI

erehamaakW'a

, I ....

yawuruakW"a I I

s

D

s

D

D

6.

7. 8.

9.

10.

'same' or 'dlfferent' (wlth respect to the last two

S or D syllables)

, I

lreanncr

, I owuanno I I I

, I lraanno I I

, I lrlanno

I

, .. ,

anYlkwuruanno

T I I I

, '-1

alJuhB.m.aanno

I I

, I

kwuoanno

I I I

, .. , I

oglllJuanno I I T I I

, , AW I

orehaanno I

or mld hlgh

"

I ,

or

27

D

s

s

D

D

s

D

D

s

D

1.

2.

3. 4. 5. 6.

7. 8.

10.

(wlth respect to the last two syllables)

HH

MH

MH

HH

MH

1.

2.

3. 4. 5.

IGBO

10.

3. 4. 5. 6.

10.

6. 7. 8. 9.

, I

anYlelJweghlanno

I I I

, I I ,~~

ereremaaAW'a

HH

You have rlnlshed sectlon G. rr you have been respondlng orally, repeat sectlon G wrltlng your responses.

50.

HH

, I I

qlJ1fqnaannq

MH

HH

~'I'<II -

saaalcW'a

MH

6. 7. 8. 9.

10.

Wrltten Response

"

I ,

(wlth respect to the last two syllables)

Oral Response

hlgh hlgh, low hlgh or mld hlgh

, ,

,

or

1.

'-'

lseezhl ,

HH

2.

, , ,

odlleezhl · ,

LH

, , ,

ozareezhl •

LH

-' ,

saeezhl

MH

'N1#"tI

osareezhl

•

HH

, ,

owuezhl

• I

HH

7. 8.

, , I

ruteezhl I •

MH LH

, , ,

arutarameezhl I I

9.

, , I

zaeezhl

MH

, ,' .......

ogllseezhl • I I

HH

Sectlon H

Oral Response

(wlth respect to the last two syllables)

hlgh mld

or

hlgh low

Wrltten Response

, I

, ,

or

1.

, . amaako I

HM

2.

, , ,

okuko

I I I

HL

28

1. 2.

3. 4. 5. 6.

7. 8.

9.

10.

1.

2.

BASIC COURSE

, , ,
3. opopo HL 3.
4. ' , I HM 4.
olee
5. ' I 5.
ag'v-v- HM
6. .. , .. 6.
mb<j>s1 HL
.. , I 7.
7. asa-yo EM
8. ' ,~ HL 8.
181111
9. ' , I 9.
1JJ<j>klf HM
, , ,
10. asaa HL 10. You have f1n1shed sect10n H. If you responded orally repeat sect10n H wr1t1ng your responses.

51.

10.

Sect10n I

1. 2.

Oral Response h1gh low or low low (w1th respect to
, .. .. .. the last two
Wr1tten Response or syllables)
, '-
c1nyere LL 1.
.. , ..
ugbua HL 2.
.. , ..
okuko HL 3.
I I I
, .. 4·
eC1ce LL
~ ,~ , 5.
umuahya HL
.. 6.
owere LL
, '-
unere LL 7.
.. , .. 8.
opopo HL
, ,
tfv--ya LL 9.
, ..
1kele LL 10. 3. 4. 5. 6. 7. 8. 9.

You have f1n1shed sect10n I. If you responded only oralJy repeat the exerC1se wr1t1ng your responses.

29

IGBO

In sectlons J, K, L, M, and N you are expected to respond only to the flrst two syllables of longer utterances.

Sectlon J

52. Oral Response 'same' or 'dlfferent' (wlth respect to

the flrst two

Wrltten Response S or D syllables)

1.

2.

3.

53.

1.

3. 4. 5. 6. 7. 8. 9.

10.

.. ,

IlllJwe~e

, -

mlJwere

D S

1.

2.

3.

Wrl tten Response

"

.. ,

(wlth respect to the flrst two syllables)

1.

D

' ......

msaa

1.

2.

3. 4. 5. 6. 7. 8. 9.

10.

54. Oral Response I same' or I d i.f f e r-errt I (Wl th respect to

the flrst two

Wrltten Response S or D syllables)

,

mkwe

,

IlllJuo I I

S

Oral Response

hlgh hlgh or

low hlgh

or

2.

.. , ..

anyaasljl

,

elekere

HH

LH

.. , ..

tomato

LH

.. , ..

opopo

LH HH HH LH

, I

lJwook'o

, ..

uguta

.. ,

19buru

I I I

" I

amaakq

HH

'., "

lshll

LH HH

, "" I

enugw1u

Sectlon K

.., I

ogaghl

I

30

1.

BASIC COURSE

3. 4. 5. 6. 7. 8. 9.

10.

56.

2.

.. ,

lJ ' eahya

, ,,..,.

+ J I ehaahya

, ~"'I

OVuha,lVU

", ",

onoghl1aahya

I I I

..

o1Jwere

.. ,

o1Jwere

Oral Response

low low

or

low hlgh

Wrltten Response

" ..

" ,

or

1.

.. , I

ogllgaahya I I I

2.

.. ,

C( 1J1.fr1fD1I1111

.. ,

11JWe:pelk1e

.., ..

o dj.gh ;

I I I

.. ,

unU1J1.fr1.f1Jkwu

.. , ... ,

e J 'ehamaa ba

.. , ..

11aaluuyo I

.., I I

19a9hllvutelvu

I I

.. ,

unuwefareeg'o

Sectlon L

Oral Response

Wrltten Response

" , I

or

1. 2.

" I lshlm

my head

, ,

lnyeJl

to glve yams

3. 4. 5.

, ..

yayuuyo

If he returns home

, , ..

blkonl

please you (pI.)

about

31

D S S

D

(wlth respect to the flrst two syllables)

LL

LH

IJI IJI

LL LH LH

LL

LH

LL

2.

3. 4. 5.

1.

2.

3. 4. 5. 6. 7. 8. 9.

10.

(wlth respect to the flrst two syllables)

HH

HM

HH EM HM

1. 2.

3. 4. 5.

IGBO

6. 7. 8. 9.

10.

57.

3. 4· 5. 6. 7. 8. 9.

10.

58.

, I

laant

only, alone your hand

, I

akaghl

I

, I lzuc'a I I

to flnlsh bUYlng

, ,

glleezhl

If you go home

, I ..

a k 'end 'u

Ndu's strength

Sectlon M

Oral Response

Wrltten Response

, 1 , ,

or

1.

, I !Jwanne

2.

, ...

lweta I

, I

lpata

I I

, I ..

tgafe

, .. ,

nzuko \ \

, .. ,

nnam

, I

19aahya I

, ..

okwuru I I I

,.. ,

nsogbu

, ..

lhafu I I

Sectlon N

Oral Response hlgh low or low low

, , , ,

Wrltten Response or

1. 2.

..

owere

, ..

eClce

3. 4·

obodo

, ..

!JwaanYi-

32

HH

HH HM

HH

HH

(wlth respect to the flrst two syllables)

HM

HL

HM HM

HL

HL HM

HL

HL HL

(wlth respect to the flrst two syllables)

LL HL

LL HL

6. 7. 8. 9.

10.

l. 2.

3. 4· 5. 6.

7. 8. 9.

10.

1. 2.

3. 4.

BASIC COURSE

5. , , 5.
ak'uk'u HL
6. , .. 6.
a1'JW1(-ry HL
7. ,
qgara LL 7.
8. ' ",.." LL 8.
ebelemrntt
.. ,
9. kalaba LL 9.
, '_
10. unere HL 10. In sectlons 0, P, Q, R, and S you are asked to ldentlfy three syllable patterns.

10.

Sectlon 0

1.

Oral Response hlgh hlgh hlgh or hlgh hlgh mld
", " I
Wrltten Response or
, I
mkpuru HEM 1.
I I
,
lk'ekwe If posslble HHH 2.
~
otutu plenty HHH 3.
I , I
, I male, 4·
l'Jwook'o HEM
, I 5.
a sham my head HEM
, 6.
mrnara If I know HHH
,
Jl<fma good yam HHH 7.
, ... I rlght hand HEM 8.
akarl
,_ I your farm 9.
orughl HHM
I I I
,
anYtyq If we return HHH 10. 2.

3. 4. 5. 6. 7. 8. 9.

33

IGBO

SectJ.on P
60. Oral Response hJ.gh hJ.gh hJ.gh or hJ.gh mJ.d hJ.gh
WrJ.tten Response ~" , . ,
or
,
1. akwukwo HHH 1.
I I I
2. , • 2.
q1J¥lf HMH
3. , • N 3.
J.rJ.rl. HMH
4. , 4·
ya1JV~ HHH
5. ' I 5.
l.meZhJ. HMH
6. , I 6.
J.ruwe HMH
7.. , 7.
gtzlfry. HHH
8. , I 8.
1Jgwant HMH
,
9. o aha sha HHH 9.
,
10. l.kpey~ HHH 10.
SectJ.on Q
61. Oral Response hJ.gh hl.gh mJ.d or hl.gh mJ.d hlgh
Wrltten Response " . , I ,
or
1. ' .
tkwttshl. HMH 1.
, I 2.
2. ohuo HHM
I • I
3. ' . 3.
1Jwanne HMH
4. ' I"" HMH 4·
tgbazht
5. ,.., I 5.
glhuya HHM
I
6. , I 6.
lZUl HMH
I I I
, I 7.
7. yanyeJl HHM
8. ' I HHM 8.
amako
I
, I
9. lzuru HMH 9.
, I I
, "" I HEM 10.
10. enugw1u
34 BASIC COURSE

Sectlon R
62. Oral Response Low hlgh hlgh or low hlgh mld
Response .. " .. , I
Wrltten or
.. ,
1. tghy.rv- LHH 1.
2. .. , I LHM 2.
asa t<;
3. i.stra LHH 3.
I
4. .. , I LHM 4.
onyewv-
5. .. , LHH 5.
oceghe
6. .. , I LHM 6.
nJokU
I I
7. .. , I LHM
papaya 7.
8. .. , I LHM 8.
olee
9. .. ' ... LHH
l1Jwere 9.
10. .. , I
nsuka LHM 10.
Sectlon S
63. Oral Response ldentlfy three syllable patterns
Wrltten Response " " " "
1. .. ' ...
o1Jwere LHH 1.
2. , ..
a c 'orom HLL 2.
3. ' .. ,
tk«Jl HLH 3.
4· .. , LHH 4·
gawant
5. ' .. 5.
lfuta HLL
I I I
6. .. 6.
obodo LLL
7. ' I 7.
agala HMH
8. , .. 8.
mmad'u HHL
I
9. .. , I LHM 9.
olee
, I
10. lruwe HMH 10.
35 IGBO

64. Oral Response ldentlfy three syllable patterns
Wrltten Response " " " "
" ,,,
1. ugbua LHL 1.
, " ,
2. eny im HLH 2.
, ,
3. ak'uk'u HLL 3.
I I
4. , 4.
akwukwo HHH
I I
5. , , , 5.
Odlght LHL
I I
6. ", I 6.
amaghlm---- LHM
I
, ",
7. gafee HLH 7.
8. , , 8.
lkele HLL
, , "
9. okuko LHL 9.
I I I
10. ' ... " HLL 10.
mlrlkl
65. Oral Response ldentlfy three syllable patterns
Wrltten Response " " " "
1. # ....... ',.. HLH 1.
ahwam
2. " ..,
o!Jwere LLL 2.
,
3. oaha sha HHH 3.
4. " 4.
ocoro LLL
I I I
5. , ".., 5.
a!JW1frv HLL
6. N~ I .. HML 6.
hyedtka
7. , , ,
lJgaa LHL 7.
8. , ' ... 8.
unere HLL
, , ,
9. opopo LHL 9.
10. ' I , HML 10.
tgafe 36

BASIC COURSE

66.

3. 4. 5. 6.

10.

Oral Response

Wrltten Response

1.

.. ,

amurughl

I I T

2.

.. ,

lkoroJl

I I I

.. ,

qzartya

.. ,

okoro Jl I I I

7. 8.

.. ,

qzartya

9.

,.. ,

amurughl

I I T

Oral Response

Wrltten Response

1.

.. ,

It'eele

2.

, I

eg100le

3. 4· 5.

6.

.. ,

lfutala

I I I

.., I

wetaram I I I

, I

obyaala

.. ,

zuruwanl

I I I

7. 8.

, I lmeene

Sectlon T

I same' or

'dlfferent' (wlth regard to the entlre tone

D pattern)

S or

D

1.

S

2.

,.. ,

lkoroJl

I I I

D

3. 4· 5. 6.

.. ,

qzartya

S

D

.. ,

okoroJl

I I I

S

D

7. 8.

,.. ,

qzartya

D

S

9.

s

10.

Sectlon U

'same' or

'dlfferent' (wlth respect to tone patterns

D only)

S or

.. ,

keghlkwenl

S

1.

, ..

naak'uk'u I

D

2.

.. '...,

lJ 'eoru I I

S

3. 4. 5. 6.

S

D

.., I

qWl;.gtrt

',~~_ ..., I a zunu.r-a

D

S

7. 8.

S

37

IGBO

.. .. ,
9. 19akwant omegheke D 9.
I
, I .. , I ..
10. thudokto J.rlede S 10.
I I I
Sectlon V
68. Oral Response ldentlfy four syllable patterns
Wrltten Response .. , ,,, .. .. , ,
or
1. '_"AI LHHH 1.
lruwana
I I
.. ,..
2. lnodtla LLHH 2.
I I
.. ,
3. tY<fwala LLHH 3.
4· .. , 4.
19awala LHHH
I
5. .. , 5.
lshlwele LHHH
6. .. , 6.
lfutala LLHH
I I I
7. .. ,
tZlfwala LHHH 7.
8. .. , 8.
lfuwala LLHH
I I
.. ,
9. tlawala LHHH 9.
.. ,
10. lkowala LLHH 10.
I I
69. Oral Response ldentli'y four syllable patterns
Wrltten Response " " " "
.. ,
1. J.t'eele LHHH 1.
2. .. ,
lfutala LLHH 2.
I I I
3. .., ..
ahughla LHHL 3.
I I
4· ' .. , I 4.
adJ.mmma HLHM
I
5. .. , 5.
keghlkwenl LHHH
6. , I 6.
lmeene HMHH
.. ,
7. lmewene LHHH 7.
8. , I I 8.
enylanyl HMMH 38

BASIC COURSE

, .
9. ~sh~~k'e HMHH 9.
.. , •
10. ~Wlfgtrt LHHM 10.
70. Oral Response ~dent~fy four syllable patterns
Wr~tten Response " " " "
.. ,
1. ~J 'eoru LLHH 1.
• •
, ..
2. g~lJwakwan1f H111 2.
3. ' I 3.
llna-Ytya HMHH
4. ' I ... ' HMHM 4.
~kUm~r~
5. ' .. , .. 5.
tk<;ede HLHL
6. "' . 6.
eg'oole HHMH
,.... ..
7. thlfd<;kt<; HMHL 7.
8. , .. , 8.
plen~ann<; HLLH
9. ' .. ' ... I HLHM 9.
e J lennn~r~
10. .. , I ... 1HMH 10.
oleehye
71. Oral Response ~dent~fy four syllable patterns
Wr~tten Response " " " "
, .. 1.
1. onyekee HHHL
, 1 ..
2. a.r-Le de HMH1 2.
.. , 111H 3.
3. omegheke
4. ' I HMHH 4.
obyaala
I
5. ' . 5.
yabyaahya HHHM
6. ' I HMHH 6.
~lJwe~k'e
7. .. '. 1HMH 7.
oleebe
8. ' .. 8.
Laa k tuku HHL1
I I
, .. HHH1 9.
9. ebeuyo
.. 11LL 10.
10. tgakwant
39 IGBO

72.

3. 4. 5. 6.

10.

73.

3. 4· 5.

6. 7. 8.

10.

Oral Response Wrltten Response

1.

2.

.. , ..

kalcoro I I I

.., I

wetaram I

.. ,

amurughl

I I

7. 8.

,.. ,

lfuezhl I I

' ... I ..

lsaakwa I

9.

.. ,

zuruwanl

I I I

, ,,, ~

ndeewo

Oral Response

Wrltten Response

1.

.. , I

wetakwaram I

, I ewelllwe

2.

" ~,

qkqgheede

,.. , H

azughamnhye I

,.. ,

ekelelem

, I N I

°lJughamlrl

I

, .. ,

e j ' emaahya

, I ewelllwe

9.

, I I

alawalam

ldentlfy four syllable patterns

II

II

II

II

HMHM

LHLL

LHHM

HMHH

LLLH

HMHH

HLLH

HMHL

LHHH

LHLH

Sectlon W

I same I or

ldlfferentl (wlth respect only to tone)

S

or

D

S

, I I

alawalam

D

" "

p1enlasaa

S

, .. ,

e j t emaahya

S

.. , I

omegheglrl

I I

D

, I

19 I uakwukwo

I I I I

D

,.. ,

anomnaahya I

D

, I

19luakwukwo

I I I I

S

, I _,

°lJughamlrl

I

S

" "

okogheede

I I

D

40

1.

2.

3. 4. 5. 6.

7. 8.

9.

10.

1.

2.

3. 4. 5. 6. 7. 8.

9.

10.

BASIC COURSE

74.

1. 2.

3. 4. 5. 6. 7. 8. 9.

10.

75.

10.

Oral Response Wrltten Response

, .. ,

eJ ' emaahya

.. , I

we "¥akwaram

.., I

erlfwanae

,,, "

okogheede I I

, I 1

alawalam

,.. , ..

p1enaasaa

, I .... 1

°lJughamlrl I

.. , 1

werenleg'o

Oral Response Wrltten Response

1.

,.. ,

anomnaahya

1

2.

~, ~ IItI

azughamnhye 1

3. 4· 5. 6. 7. 8. 9.

, .. ,

ndlogom 1

, " ,

POSOOflSl

II I 1

, 1

ewelllwe

,.. ,

ekelelem

, 1

19 'uakwukwo I I I I

" , ,

lkelend'u 1

Sectlon X

ldentlfy flve syllable patterns

II

II

II

If

HLLHH LHHHM LHHHM HLLHL

HLLHM

HMHHM

HLLHL HMHHM

LHHHM LLLHM

ldentlfy flve syllable patterns

II

"

"

"

HLHHH HLLHH HHHLH HLHLL HMHHH

HLLLH

HLHHL

HMHLL

HMHHH

HLLHL

1. 2.

3. 4· 5.

6. 7. 8.

9.

10.

1.

2.

3. 4· 5. 6.

7. 8. 9.

10.

IGBO

BASIC COURSE

PARTS II and III

UNITS 1 - 30

43

UNIT 1

IGBO

Unlt I

Pronunclatlon

Structure

-A-

't' I 1 e

, ,

It'ee1e

, ,

l-t'ee-1e

-B-
,
ee
, , (L)l
i-fV
-~a/-~e ( ' adver-b i.a L sufflX)2
, .. (L +~
i-fv-~a
, , , , , ,
ee i-fv-~ala ee i-- fv- ta-1a -A-

.. ,

ahv-

ghi/ghf/gi/g{

'/ ' -a -e

('lndependent pronoun') (sufflX) 2

" ,

ahv-ghaa

" ,

ahv--ghi--a

-B-

-m/-mv-

, 1/' mma mma

44

BASIC COURSE

UNIT 1

BaSlc Sentences Spelllng

lte I t e e Le?

e lfu -ta

l.futa E, l. futala"

ahu gl/ghl.

-a Ahu gl a?

m

a da m nma

Ad i, m nma ,

-A-

-B-

-A-

-B-

45

Engll.sh

to awaken

Good mornlng. awakened" I)

(IHave you

yes

to go out

-motl.on toward, actlon reachlng ltS goal

to come out

Good mornlng. (IHave you come ou t'Z I)

body

you (s r.ngu.Lar- ) thl.s

How are you? (IYour health" I)

to be (state, condl.tl.on or permanent place)

I

I am

a well one, a good one I 'm f'a.rie ,

UNIT 1

IGBO

~ke/k~

.. ,

kegh1

-kwe/-kw~

- nfl-nil - nul - nlf

, I ' kweru, kwani-

.. ,

kegh1kwen1

, I' 0- cr-

, .. , I

o damna

I •

, .

1J 'e

.. I .. I ' I ' 3

na- la- na- la-

.. ,.

olee

.. , .

1J 'elo01ee

, ..

accrrcrm

-we/-wa/-we/-wa

-A-

-B-

-A-

-B-

46

.. ,

ke-gh1

(conJunct1ve adverb1al suff1X) (conJunct1ve adverb1al suff1X)

~ I'

kwe + na kwa + n:r

.. ,

ke- gh i> kwe- ru,

(pronoun pref1x)

, ..,.

q- d:r-mma

.... , I

1- J 'e-la-olee

, ..

a-ccrro-m

,.. , I

a-ccrrq-m¥-i-ga-ahya

(adverb1al suff1X 'lncept1ver)

.. ,

gawa-ni-

BASIC COURSE

UNIT 1

nke ke gl. -kwe

-nl. kwenl.

Ke ghl. kwenl."

o/f( 9 dl. nrna. l.Je

na ole

I Je n ' o Le ez

l.cf(/l.ChC( acC(rC( m l.ga

ACf(rf( m l.ga ahl.a.

-we/-wa/-nwe/-nwa Gawan i ,

9 da nma ,

-A-

-B-

-A-

-B-

47

that, the one, of yours

and, too, also then, l.n that case

and then - (l.n response

to a prevl.ous utterance) And yours'Z

he, she, l.t
(It l.s) fl.ne.
to be en route to, to
go (to)
l.n, on, at, to
whl.ch'Z wha t'Z Where are you gOl.ng'l ('You en route to whl.ch (place) ,)

to want I want to go

I want to go to market.

start to ----

Goodbye. ('Go along then. ,)

Fl.ne.

mrrTl

lGBO

Footnotes

lThese formulae refer to the tone class of these verbs--whlCh wlll be explalned below.

2Afflxes, WhlCh cannot occur alone, are not pronounced separately ln bUlld-ups.

3The tone of the preposltlon nalla lS the same as the tone of the followlng syllable.

Note 1.1 The Wrltlng Systems of Igbo and the Transcrlptlon Here Employed:

Unfortunately Igbo does not have a slngle generally accepted orthography. The two systems ln use dlffer prlmarlly ln the number of vowel symbols used ('old' orthography uses SlX, 'new' orthography elght). Furthermore, the tendency has been to wrlte In terms of

the Onltsha dlalect. ThlS dlalect has a number of dlfferences from the Central dlalect and lacks several phonemes WhlCh the latter has.

Furthermore, nelther wrltlng system employs any slgn for nasallzatlon of vowels or consonants, or for asplratlon. Slmllarly several letters In common orthographles stand for several dlfferent phonemes, doubled sounds are often wrltten slngle and an apostrophe lS lrregularly used to represent asslmllatlons. In addltlon these orthographles fall to mark tone.

For all these reasons lt lS necessary to employ ln these unlts a transcrlptlon to represent the pronunclatlon of Igbo. An effort lS made In thlS transcrlptlon both to represent all the phonemes of the language and to keep as close as posslble to the appearance of wrltten 19bo as the student may later encounter It. ThlS latter crlterlon causes departure from the 'one phoneme, one letter' prlnclple - a number of phonemes are wrltten wlth dl-graphs.

The alphabet most commonly encountered In Igbo wrltten materlals and used ln the 'spelllng' column of these unlts lS as follows:

48

BASIC COURSE

UNIT 1

a , b , g b ( l(), d , e, f, g, gh , h , 1, J, k , 1, m, n ,

~ (n), 0, q, p, kp, r, s, sh, t, u, v, w, y, z, ch (c) gw, kw, nw, ny

The 'new' orthography occaslonally seen employs also the letters i (for /e/) , ~ (for /¥/) , ~ (for /q/) and conslstently employs ~ lnstead of ch and £E lnstead of ~.

The alphabet used ln these lessons employs the slgn /'/ for asplratlon and sub-scrlpt marks /1/ to represent other departures from the value of the letters ln the above alphabet. Our alphabet lS thus:

a , b , b ! , g b , d , d ! , e, f", g , g', gh , h , 1, 1- , J , J', k, k ! , 1, m, n , ~, 0, q, p , pI, k, r, s, sh , t, t t , ~, u , ¥, v, w, y, z, z h , C, c ! , gw, gw', hv , kw, kw', ~w, ny

Also employed are the followlng slgns:

/~/ - Nasallzatlon - placed over the flrst phoneme of a nasallzed syllable, l.e. /rl/. If a syllable commences wlth a dlgraph (/kw/ etc.) or a consonant cluster (/hy/ etc.) the nasallzatlon mark lS placed over the lower consonant letter, l.e. /kWa/, /hye/, /Shl/. If both consonant letters are low, lt occurs

on the flrst, /gwlu/. Syllables commenclng wlth a nasal consonant /m/, /n/, /ny/, /~/, /~w/ are nasallzed throughout and are not mark~d wlth /N/.

/~/ - Hlgh Tone - placed over the syllablc: /a/, /m/.

/1/ _ /1/

Mld Tone - placed over the syllablc: a.

/'/ - /'/

Low Tone - placed over the syllablc: a.

/T/ - Up-step Juncture - a Juncture conslstlng of a ralslng of the pltch level of the entlre utterance.

- Space - lndlcatlng Juncture between phrases.

Tone lS marked only where pltch changes - that lS, lf a syllable has the same pltch as the precedlng syllable wlthln a phrase, no tone mark 1S employed. Thus:

49

maTI

IGBO

'I want to drlnk water. '

represents a phrase ln WhlCh the flrst syllable lS hlgh, the second, thlrd and fourth low, the flfth hlgh, the slXth lowered but not

low (that lS mld), the seventh the same pltch as the slXth (here phonemlcally hlgh) and the last agaln lowered - mld. Our marklng of tone lS thus not strlctly phonemlc. The phrase lS phonemlcally:

lac~r~m~~~¥mfr~1

Note 1.2 The Phonemes of Igbo: 1.2.1 Vowels:

Igbo has elght vowels ln two groups - these groups are the basls for the varlatlons known as 'vowel harmony'.

The elght vowel phonemes are:

Hlgh Front Back
Close (tense) 1 u
Open (lax) f ¥
Low
Close e 0
Open a q The two groups referred to are the Close Group and the Open Group.

Descrlptlon of the Vowel Phonemes:

/11 lS a very hlgh, qUlte tense, front vowel somewhat 11ke the

~ of Engllsh feet /flyt/. In the Engllsh word there lS a gllde from the /1/ Whlch we represent by Iy/. The Igbo sound lS formed wlthout any gllde, approxlmately ln the posltlon of the endlng pOlnt of the Engllsh Iy/ gllde: I{r{/ 'to eat'.

1+/ lS a hlgh relatlvely lax front vowel, more open than /11 and somewhat llke the vowel of Engllsh fate /feyt/ but wlthout the gllde and hlgher - toward the vowel of flt /flt/: lidil 'to be'.

lei lS a lower front relatlvely tense vowel approxlmatlng the vowel of Engllsh met /metl but somewhat hlgher approachlng

50

BASIC COURSE

UNIT 1

the vowel of fate, but, of course, ungllded: /~d~/ 'coco yam'.

/a/ lS a low more central vowel and lS qUlte lax - much llke the vowel of Engllsh hot /hat/ but not qUlte as far back In the mouth. Actually thls sound can be approxlmated by produclng a vowel between that of hot and that of hat: /~la/ 'earth, down, country'.

The followlng back vowels are rounded. Roundlng ln Igbo lS not a purslng of the llPS lnto a fully clrcular shape but rather a tenslon produclng a more oval shaped openlng.

/u/ lS a back hlgh rounded vowel hlgher and more tense than any Engllsh vowel. It approxlmates the vowel sound of Engllsh boot /buwt/ but lS not gIlded, belng more llke the end of the /w/ gllde than any other part of that sound: /~yo/ 'house', /fr~/ 'to reach' /~nu/ 'you (plural) '.

/V/ lS a back rounded vowel more lax and more central than jul.

It approxlmates the vowel sound of Engllsh soot /sut/ but lS hlgher and a llttle more forward ln the mouth: /i~/ 'to sow' /iv¥/ 'to dlg out'.

/0/ lS a back rounded vowel lower than /V/ and qUlte tense. It approxlmates the vowel of Engllsh oats /owts/ but lS ungllded and exhlblts a much flatter roundlng of the llPS than does the Eng Li sh sound: /~yo/ 'house', /~kwu/ 'speech', /~g '0/ 'money' •

/9/ lS a·back rounded lax vowel conslderably lower than /0/ and much llke the Engllsh vowel ln caught /k8t/: /9 di/ 'he lS' /d9kt9/ 'physlclan', /~kwVkw9/ 'book, paper'.

1.2.2 Consonant Phonemes:

/p/ lS an unasplrated sound much llke the Engllsh E ln spot: /~pe/ 'orange' /Opl/ 'plpe'.

/p'/ lS a strongly asplrated sound much llke the E of Engllsh ~ but more strongly asplrate: /ip'y~/ 'to WhlP' /p'~ni/ 'penny'.

51

UNIT I IGBO

/b/ lS an unasplrated bllablal stop much llke the Engllsh E In able: /ib~/ 'to grow rlch', /ub~/ 'a cry'.

/b'/ lS a strongly asplrated bllablal vOlced stop much llke the b In Engllsh bet but more strongly asplrated than any Engllsh b: /ib'~/ 'to scold', /ubJ~/ 'a pear'.

/t/ lS an unasplrated alveolar vOlceless stop much llke the t In Engllsh stop: /rt~/ 'to bOll soup'.

/t'/ lS an asplrated alveolar vOlceless stop much llke the t In tln but more strongly asplrate: /rt,~/ 'to wake up'.

/d/ lS an unasplrated vOlced alveolar stop much llke the Engllsh d In do: /~d9/ 'rope', /tdy/ 'to follow'.

/d'/ lS an asplrated vOlced alveolar stop whlch lS, however, frequently to be heard as a vOlceless varlant made by a flap of the tongue agalnst the alveolar rldge accompanled by heavy asplratlon: /~d'9/ 'nolse, racket', /id'V/ 'to sew'.

/cl lS a vOlceless alveolo-palatal affrlcated stop much llke the consonant sound of Engllsh ltch: /rc~/ 'to thlnk'.

/ci/ lS a strongly asplrated vOlceless alveolo-palatal affrlcated stop much llke the flrst ch In church but more strongly asplrated: /rc'e/ 'dlfferent'.

/J/ lS a vOlced alveolo-palatal affrlcated stop much llke the ~ of Engllsh brldge: /rJe/ 'to lmltate'.

/J'/ lS a strongly asplrated vOlced alveolo-palatal affrlcated stop much llke the £ of Engllsh glSt but more strongly asplrated: /rJ'~/ 'to go, to travel'.

/k/ lS a vOlceless velar unasplrated stop much llke the c In Engllsh scat: /i~/ 'to rlng, to knock', /rk~/ 'to harvest', /rk~/ 'to dlVlde'.

/k'/ lS a strongly asplrated vOlceless velar stop much llke the k In Engllsh klll but more asplrated: /ik'¥/ 'to sow', /rk'~/ 'to tle up', /rkle/ 'bottom'.

/g/ lS an unasplrated vOlced velar stop much llke the E of ago: /ig~/ 'to go', /igv/ Ito pullout of water'.

52

BASIC COURSE

UNIT I

/g'/ lS a strongly asplrated vOlced velar stop much llke the g of

I,. 1/ /,. 1/

~ but more asplrate: ~g'a 'to grow', ~g'y 'to count'.

/kw/ lS a vOlceless unasplrated lablallzed (llp-rounded) velar stop much llke the ~ In squlll: /~kw~/ 'to agree'.

/kw'/ lS a strongly asplrated vOlceless lablallzed velar stop somewhat llke the ~ In qUlt but more asplrate: /~kw'~/

'to have a mlscarrlage'.

/gw/ lS an unasplrated vOlced lablallzed velar stop somewhat llke the ~ of Gwen: /igw~/ 'to tell'.

/gw'/ lS a strongly asplrated vOlced lablallzed velar stop wlth no near Engllsh equlvalent: /~nugw'~/ 'Enugu (Clty) '.

/gb/ lS an lngresslve vOlced bl-Iablal stop unllke anythlng In Engllsh or fam111ar European languages. It lS formed by a closure of the 11PS followed by a lowerlng of the glOttlS (wlth the vocal chords vlbrat1ng) formlng a vacuum 1n the mouth cavlty. When the sound lS released alr lS sucked In through the 11PS w1th a sllght b1-lablal frlctlon maklng a w-Ilke gllde: /~gb~/ 'gun'.

/kp/ lS an lmplos1ve glottallzed bl-Iablal vOlceless stop, resembllng /gb/ but formed by closure of the glott1S and the llPS slmultaneously. Lower1ng of the closed glOttlS produces a vacuum 1n the mouth cavlty followed wlth a sharply lmploslve release: /ikp~/ 'to gather', /~kpa/ Ibag', /~kpo/ 'gong'.

/~/ 1S an alveolar lmplos1ve vOlceless stop resembllng nothlng In Engllsh. It lS formed by maklng a closure llke that for /t/ or /d/ and slmultaneously a closure of the glOttlS, the lowerlng of whlch produces a vacuum so that alr lS sucked In when the tongue closure lS released: /~~9/ 'three', /+fv~a/

'to come out'. The release has vOlclng - here non-contrast1ve. /~/ a glottal stop WhlCh need be wrltten only when 1t occurs medlally as In some exclamatlons: /~~g/ 'no'.

/m/ lS a bllablal nasal much llke Engllsh /m/. It occurs In lnltlal posltlon as a syllablc homorganlc wlth a followlng /m/, /p/, fbi, /kp/ or /gb/: /~J'~m/ 'I'm gOlng', /~a/

'good' •

53

UNIT I lGBO

/n/ lS an alveolar nasal much llke Engllsh /n/ but farther forward agalnst the teeth. /n/ occurs as a syllablc In lnltlal posltlon before consonants (In whlch posltlon there lS no contrast between /n/, /ny/ and /~/): /na/ 'and', /~a/ 'father~

/ny/ lS a palatal nasal resembllng the /ny/ of Engllsh canyon. As a syllablc before palatal stops It lS wrltten £: /~nyi/ 'frlend'. /onye/ 'person', /nJo~/ (a proper name).

, I I

/~/ lS a velar nasal llke the ng of slng. We wrlte the syllablc

before velar stops /~/: ~ga 'place, spot', /{~u/ 'to drlnk'.

I I '

/~kw~/ lOll palm'.

/~w/ a lablallzed velar nasal whlch does not occur as a syllablc (hence lS probably to be lnterpreted as a cluster of /~/ plus /w/): /{~we/ 'to have', /~woke/ 'male', /~~waanYt/

'woman'.

/f/ lS a vOlceless lablo-dental frlcatlve much llke Engllsh /f/: /{fu/ 'to go out'.

I I

/v/ lS a vOlced lablo-dental frlcatlve much llke Engllsh /v/:

/{vu/ 'to dlg out'.

I I

/s/ lS a vOlceless alveolar grooved frlcatlve much llke Engllsh

lsi: /asaa/ 'seven'.

/z/ lS a vOlced alveolar grooved frlcatlve much llke Engllsh /z/: /uzo/ 'road'. /{zu/ 'to buy'.

I I ' I I

/sh/ lS a vOlceless palatal frlcatlve much llke the sh of Engllsh

shame: /sh{ni/ 'shllllng'.

/zh/ lS a vOlced palatal frlcatlve much llke the ~ of Engllsh belge: /ezh{/ 'compound, yard, household'.

/gh/ lS a vOlced velar frlcatlve unllke any Engllsh sound. It lS formed by a near closure between the back of the tongue and the velum wlth weak frlctlon: /gh{/ 'you (slngular) '.

I

/h/ lS a vOlceless pharyngeal frlcatlve much llke the Engllsh E

In hold but wlth more frlctlon: lahul 'body'.

I

/hw/ lS a vOlceless lablallzed pharyngeal frlcatlve much llke the

sound used by some Engllsh speakers In when or where: /ahwa/

'name'.

54

BASIC COURSE

UNIT I

/r/ lS a flap of the tongue agalnst the alveolar rldge close behlnd the upper teeth - qUlte unllke Engllsh /r/ but resembllng the common Amerlcan pronunclatlon of the! ln water. There lS a Sllght hlnt of a lateral release of thlS sound wlth a result that lt often sounds to Amer1can ears llke an 1 of some klnd: /fr~/ 'to eat'.

/1/ lS an alveolar lateral much 11ke Engllsh /1/: /ol~~/ 'what, WhlCh' •

/w/ lS a bablal gllde much llke Engllsh /w/: /gawant/ 'go along then' •

/y/ lS a palatal gllde much llke Engllsh /y/: /uyo/ 'house'.

Note 1.3 Tone:

Every syllable In Igbo has a pltch known as 1tS tone. The actual absolute pltch of syllables, of course, varles wlth dlfferent speakers, styles of speaklng and dlfferent poslt1ons In a phrase. What 1S lmportant to the system of Igbo lS the pltch of a syllable relat1ve to that of adJacent syllables.

Igbo has three slgnlflcant relatlve pltch levels - tones:

/ ' /

Hlgh

/ I /

Mld

/ ' /

Low

Followlng sllence (at the beg1nnlng of a tone phrase) the flrst tone of the phrase lS hlgh or low:

'you are gOlng'

/lJ 'e/

'are you go a.ng '

After a low tone the tone of the next syllable may be low (same as the precedlng syllable) or hlgh. H1gh tone followlng low tone lS never as hlgh as a precedlng hlgh tone:

'are you go lng~ ,

'body, health I

After any non-low tone the ensulng tone may be one of three posslbllltles: equally h1gh: /ahya/ 'market'; low: /d9ktq/ 'physlclan'; or somewhat lower - that lS mi.d : /l.tl~/. M1d tone

55

UNIT 1

IGBO

thus follows elther hlgh or mld tone as a step down from the precedlng, but does not follow low tone.

In an Igbo phrase, then, there lS a pattern of pltch levels decllnlng throughout the phrase - not steadlly but In steps - each tlme the pltch goes from low to hlgh the new hlgh lS a step lower than a former hlgh. Slmllarly one or more mld tones may occur produclng wlth each a step down from the prevlous tone. Igbo lS thus a 'terraced tone language~ as are a number of other Afrlcan languages.

Changes of tone pattern from the 'baslc' tone of an Igbo word are frequent and usually lndlcate somethlng about the grammatlcal structure.

Note 1.4

a) Compare the forms:

, .. , .

ad pnmma

'I'm f'a.ne , '

'It lS f'a.ne , '

, ..

The portlons of these utterances whlch dlffer are a----m In

,

the flrst compared to £ In the second. These portlons refer to

flrst and thlrd person slngular respectlvely. We call a- nd~'pronoun preflxes' and -~ a pronoun sufflX and we do not mark tone on these forms when we clte them Slnce thelr tone changes wlth dlfferent types of utterance.

Thus thlrd person 'subJect' lS ~epresented by a pronoun preflX ~ (whlch lS pronounced also ~ In accordance wlth the rules of vowel harmony).

Slmllarly flrst person slngular lS represented by a pronoun preflx ~ (or ~ wlth dlfferent vowel harmony) and by a pronoun sufflX m.

Note the flrst person slngular preflx and sufflX In:

,.. , I

aC<j>rqml-l-gaahya

Here the flrst person pronoun sufflX lS I-ml/. Actually thls

56

BASI C COURSE

UNIT 1

form represents an 'asslmllatlon' of the vowel of I /mlf/ 11 'I' to the followlng vowel The prevalence of such asslmllatlons In

Igbo lS the prlnclpal reason why there are four columns In each dlalogue - the left hand column representlng the common pronunClatlon, the left-center column glvlng an analysls of the utterance In terms of a more baslc shape of each unlt In the utterance and the rlght-center column glvlng the spelllng.

The flrst person 'subJect' form, then, lS:

a----m

or

e----m

before followlng consonants and

a----my.-

or

e----my.-

before followlng vowels (the hypen lnd1cat1ng asslm1latlon to the followlng vowel).

The thlrd person subJect' form 1S a pronoun preflx:

o

or

b) Compare the forms:

'Have you awakened. '

'Have you come out. '

These two forms lllustrate the pronoun preflX for 'you' (slngular) WhlCh corresponds to the lndependent pronoun form

, ,

ghl or ght. In these two utterances these preflxes are low In

tone 1n aff1rmatlve questlons.

The second person slngular subJect form lS:

1

or

t

Instructlons for Use of Drllls

The drllls provlded In thlS course are generally of the pattern - Substltutlon varlety. The format of vlsual presentatlon

lWhen new forms are lntroduced at any pOlnt In these unlts except In baslc dlalogues, they are enclosed In boxes.

57

UNIT 1

IGBO

lS of two columns (occasl0nally more) wlth a 'key word' or phrase on the left, the complete utterance on the rlght. These columns are so arranged that a 4 x 6 lndex card sUltably notched may be used to cover the response exposlng the key word and the pattern sentence thus:

,.. , I

acqrctmllgaahya

The part of the utterance for WhlCh the key word lS to be

, I

Thus ln the sentence above, mlrl lS

The student lS thus expected to

substltuted lS underllned. to be substltuted for ahya.

produce the utterance:

,.. , I ... I

aCctrctmllgamlrl

After havlng sald thlS sentence to hlS or hlS teacher's satlsfactl0n, the student SllPS hlS card down a llne thus:

,.. , I

acqrctmllgaahya

,

l

CARD

58

BASIC COURSE

UNIT 1

expos1ng the correct response (Wh1Ch he compares w1th what he has Just uttered), and a new key word, i, Wh1Ch he 1S to Subst1tute, 1n th1S example, for a----mt' produc1ng the sentence:

ThlS process 1S cont1nued unt1l the exerC1se 1S f1n1shed.

In class w1th a teacher th1S process 1S 1ntended to be done completely orally, w1th the teacher glv1ng the key word orally and the student produc1ng the response w1thout reference to the pr1nted mater1al.

The tapes WhlCh accompany the course are des1gned w1th suff1c1ent t1me between the utterances for the student to produce the utterance after the key word 1S pronounced and also to repeat the utterance after the recorded V01ce. Thus th1S dr11l as done w1th the tape should go llke th1S:

Tape V01ce

,.. , 1

ac'tr'tmttgaahya

Student

,.. , 1

ac'tr'tmttgaahya

Student

,.. , 1

ac'tr'tmttgaahya

,.. , 1

ac'tr'tm:n·gaahya

Tape V01ce

Tape V01ce

'...,1

m1r1

student

student

Tape V01ce

Tape V01ce

,

1-

Student

student

Tape V01ce

Tape V01ce

... , "'"

lJgaaha

student

" ,." ""'"

tC'tr:ngalJgaaha

Tape V01ce

59

UNIT 1

IGBO

Drl11 1.1

Student

Tape VOlce

etc.

Useful words:

,

q

,

ya

'he, she, lt' (lndependent pronoun correspondlng to the pronoun preflx

0 or £)
-
,
mv- 'I '
.. the name of a Clty
owere Ower-r a ,
'..,' water, stream, body of water,
mlrl raln
..
lJga place
, .....
aha that
.. _'N, there
lJgaaha a) Var-z.a tn on Dr-a.Ll, on a BaS1C Sentence

Word or pr-e f'ax for
Substltutlon -
'Key Word'
1.
2. '..,' (water)
mlrl
,
3. i-
4. .. '''''
lJgaaha
5. ,
q Sentence - 'Pattern'

,.. , I

acqrqml-i-gaahya

,.. , I

a-cqrq-mV-l-ga-ahya

,.. , I

a-cqrq-mV-l-ga-mlrl

~ " , I" ,"",

l--cqrq-i-ga-lJga-aha

60

BASIC COURSE

UNIT 1

6.

..

owere

,.. , I"

~cqr:rtgoowere

,.. , I ..

acqrqm:rtgoowere

,.. , 1

acqrqm:H·gaahya

, " , I "

q-cqrq-tga-owerre

,.. , I ..

a-cqrq-mv-tga-owerre

,.. , 1

a-cqrq-mv-tga-ahya

b) Varlatlon Drlll on the same sentence wlth pronoun Substltutlons glven ln 'baslc' form - the student lS to produce the proper pronoun pref~/suff~:

7. 8.

, ..

a----mv

,.. , I

acqrqmttgaahya

,.. , I _I

acC(rq!!!l:rgamlrl

".. , I"

~cC(rttgoowere

,.. , '"

tcqrttgoowere

,.. , I

acC(rC(m:r:rgaahya

,.. , I

a-cqrq-mV-tga-ahya

, , , I _

q-cC(rq-tga-mlrl

., .. , I ..

q-cqrq-tga-owere

, .. , 1 ..

t-cqrq-tga-owere

, , , I, ,-,

t-cqrq-tga-~ga-aha

" , '" ,-,

a-cqrq-mv-:rga-~ga-aha

,.. , I

a-cqrq-mV-tga-ahya

Drlll 1.2 Phonetlc Drllls on Vowels Ill, Itl, lui and Ivl a) 11/ lnltlally before varlOUS consonants

,

ahya

1.

2.

3. 4· 5. 6. 7. B.

,

ya

..

owere

" 'N'

t)gaaha

,

mv

,

ahya

, 1

lbe

, 1

lb'o

..

19bo

, I

a de

, I

a d 'owe

, ..

lfe

, ..

19UZO

, I

19he

.. ,

lfe

,-

lhu

to cry

to accuse

Igbo

to wrlte

to dlscard

to pass

to stop

to fry

Ife (place)

face

, I

lJ 'e

,

lkpe

'-'

lSO

,

lshl

..

lte

, I

It'e

,

lVU

,

lwe

,

lyl

61

to be en route to

Judgement

ten

flve

head

pot

to awaken

load

anger

stream

UNIT I

IGBO

~ .. ~ I
1.ZU week 1.kwe to agree
~ ..... ~ I
1.zh1. to de La.vez- 1.1Jwe to have
(message) ~ I
1.nye to g1.ve
~ I
1.ce to awa1.t
, ..
1.gwe b1.cycle
b) /1./ f1.nally
, I ~
1.b1. to 11.ve a sha head
, , I 1.nto
d1. husband 1.t1.1. to put
~ ~
J1. yam 1.y1. stream
~ ... I ~
m1.r1. water OW1. message
~ .. ~ ..
plen1. penny eny1. fr1.end
~ I
1.r1. to eat
c) /t/ 1.n1.t1.ally before var1.OUS consonants
~ .. (of day) ~ I go home
1.bo to break 1.la to
I I I
~ .. ~ I
1.bla to go 1.n 1.mu to g1.ve b1.rth to
I I I
~ I ~ ..
1.gba to run tnq to stay
I
~ I , I
1.d1. to be tpa to carry
I I
~ .. ~ I
1.d'a to fall 1.kpo to call
I I I
~ .. to out ~ ... I to work
1.fu go 1.ru
I I I I
~ I ~ I to
tga to go 1.S1. say
I I
~ I ~ . 11.e
1.g'u to read 1.sh1. to
I I I •
~ I , ..
1.gha to 11.e 1.VU to d1.g out
I • I
~ .. ~ I
lho to choose 1.WU to be
I I I I
~ I ~ ..
t J1f to ask tyq to slft
, .. ~ I
lko to cultlvate lZU to buy
I I I I
~ I ~ I
lk'u to sow lCO to want
I I I I
62 BASIC COURSE

UNIT I

, I lcla

to be rlpe

to tell

d) I tl flnally

,

kwant

to be

that

and then

, ..

anYt

e) lui lnltlally

.. ,

uble

.. , ..

ugbua

, ..

ud i.

.., ..

uJlShl

, .. ",

unere

we

pear

now

Udl (place)

nlghttlme

banana

f) lui flnally

,.. ,

nsogbu

, I lru

, ..

unu

., ..

lVU

, ..

juunu

,

cukwu

trouble

to reach

you (plural)

to be fat

June

God

g) Ivl lnltlally

, ..

ubocl I I I

,

ugbo

I I

.. ,

ufodu

I I I

.. ,

ugha

I

day

powered vehlcle

some

falsehood

, ","

lhwa I

, I

lkwu I I

, .. ,

ntaklrt

I I

~ ' ...

mmll I I

, ..

unu

, ..

uru

, ..

uyo

,

ukwu

,

ukwu

, I

19bu

, I

lku

,

tutu

, ..

lZU

, ..

19WU

.. ,

uko

I I

, ..

umu I I

,

ukpa

I

' ...

ura I

63

to be pleasant

to pay

aIle

small

wlne

teachlng

you (plural)

galn, beneflt

house

to da.p up

before

to meet

to SWlm

scarclty

offsprlng

type, brand

sleep

UNIT 1

IGBO

.. ~ .. .. ~
ut 'ut 'u mornlng uc 'a wha t.e
I I I I
~ .. ~
uzo road ukwu foot, leg
I I I I
.. ~ ~
uco sweet 1fgw~ debt
I I
h) lui flnally
I
~ .. I I
lfu to go out pJ¥ to dr i.nk
I I
~ I ~ I to
19'U to read lkpu entertaln
I I I I
~~I to ~~
lhu see oru work
I I I I
~ I ~ I to
tJ¥ to ask tWV be
tklf ~ I to
to knock lZU buy
I I
~ I ~ I to
lk'u to sow tgWV flnlsh
I I
~ .. ~ I
lIDU to learn lkwu to pay
I I I I
~ I
lnu to hear
I I 64

BASIC COURSE

UNIT 1

Note 1.5 ASSlmllatlon

Note these utterances as they appeared ln the Pronunclatlon and Structure columns:

,~ ,

ahughaa I

" ,

ahu-ghl-a

I I

, , I

oloot'u

, ~ I

olee-ot'u

, , I ,

o Lee ba i j 'e

, , I

olee-ebe-l- J ' e

, ,

J'ee-ot'u-oma I

The dlfferences between the representatlons of these utterances ln the rlght-hand column and ln the left are largely matters of vowel asslmllatl0n although there lS also represented a tendency for a three-vowel sequence to contract to only two ln length.

Asslmllatlon lS very wldespread ln Igbo and tends to take place from left to rlght (on the wrltten page) the flrst-occurrlng sound tendlng to asslmllate to the followlng one.

The above paragraphs speak of a 'tendency' to asslmllate Slnce no broad generallzatlons can cover the varylng degrees of asslmllatl0n WhlCh occur. In general, hlgh vowels asslmllate less readlly than low ones, Wlth /1/ rarely ass1mllated at all. However, thlS matter of aSSlmllatl0n lS not entlrely one of phonology Slnce expected asslmllatlons can be observed not to take place for no other apparent reason than that the meanlng of the resultant utterance would be amblguouS. Untll more research has been done

on thlS matter the student lS advlsed to lmltate ass1mllatl0ns as marked ln the lessons and heard from the teacher and to note that fallure to asslmllate correctly marks haltlng and labored style

but does not usually lnhlblt communlcatl0n.

65

UNIT 2

IGBO

Pronunc1.at1.on

, I

i-bya

.. ,

i-byala

.. ,

kedu

I

, ;'

o t tu o t tu

.. .# I

oloot'u

, ..

unu

, .. ,. I .. , I ..

adfffiMIDa oloot'uunudi-

..

lJwa

, ..

gi-lJwa

,

ebe

-A-

-B-

-A-

-B-

-A-

-B-

66

Un1.t II

Structure

, ,

i--bya-la

, " I .. , ..

q-di--mma ah¥-ghi--a

.., I

olee-ot 'u

, .. , I "1

a-di--m-mma olee-ot'u-unu-di-

.. 1.-

1.- J 'e-qr¥

, .. I. ....

ee e- J 'e-m¥-qrv

BASIC COURSE

UNIT 2

Bas~c Sentence

Spell~ng

-A-
~b~a
I b~ala'l
-B-
ke du't
E ke duz
-A-
0 d~ rona. Ahu g i. a'l
I
-B-
otu
ole otu
unu
Ad~ m rona. Ole otu unu
d~'Z
-A- Any~ d~ rona. oru/olu

I I

I Je oru'l

I

-B-

E, eJe m qru.

nwa

g~nwa

ebe

67

Engl~sh

to come

Greet~ngs. ('Have you come'l ,)

how'l hello, how are you'l

Yes, how are you'l

(It's) f~ne. How are you'l

manner, cond~t~on

how'l a.n wha t manner-s

you - plural

I'm f~ne. How are [all of]

you'l

we

We're well.

work, farm

Are you en route to work'l

Yes, I'm en route to work.

self

yourself

place

UNIT 2 lGBO

.. ,. , , I

oleebe olee-ebe

" .. '1' ~, , '1 ,

gluwakwant oleebllJ'e gl-~wa-kwa-nl olee-ebe-l-J'e

-A-

, , ,

e j 'emaahya

, .. ,

e- J I e- mv-- ahya

-B-

, ,

J'ee

(lInpera t i ve)

,

qma

, " I .. ,

)l d:pnrna J' 00 t 'uqma

, " I "

q-dt-mma J'ee-ot'u-)lma

1The tone Shlfts wlll be explalned later.

Note 2.1 Greetlngs:

Compare the utterances:

Structure
.. , , ,
lt'eele Have you awakened" l-t'ee-le
.. , .. ,
If¥tala Have you come out'1 t-fv-ta-la
.. , , ,
lbyala Have you come" t- bya-la These forms represent the 'perfect' form of the Igbo verb, a form WhlCh has a sufflX -le/-la (or -ne/-na). The dlfferences ln the vowels of the several forms of thlS sufflX, llke the dlfferences ln the vowels of pronoun pref~xes, are due to vowel harmony. The sufflX has /n/ after nasal or nasal~zed sounds, /1/ elsewhere.

Most mono-syllablc verb roots occur before hlS sufflX ln a

68

BASIC COURSE

UNIT 2

ole ebe

where"

Gl nwa kwenl. Ole ebe l

And you, where to? ('And

yourself, WhlCh place you go", ,)

-A-

I'm en route to market.

-B-

Jee

g01

qma

good, well

Flne. Farewell. ('It's good.

Go well. ,)

9 dl nma. Jee otu qma.

stem form WhlCh has a vowel sufflx - also harmonlcally determlned. The form /it!~ele/ represents In thlS respect the normal monosyllablc verb pattern.

Polysyllablc verb stems - WhlCh are lnvarlably compound verbs or verbs wlth certaln 'adverblal' sufflxes (of WhlCh /-~a/ lS an example) - occur wlth or wlthout the vowel sufflX dependlng on the partlcular adverblal sufflX. /tf¥~ala/ lS an example of such a compound wlthout vowel sufflX.

Some monosyllablc verbs, of WhlCh /tby~/ lS an example, occur In thlS form wlthout the vowel sufflX. Such verbs are mostly very

, ,

common. Note: lbyala

The dlfferences In tone on these forms are due to dlfferent 'baslc' tones of the verbs lnvolved, WhlCh wlll be dlscussed shortly.

Common Igbo greetlngs such as /k~d~/ 'Hell01' (llterally

UNIT 2

IGBO

'How~') are questlon words or phrases. In addltlon to such

common all-purpose greetlngs, the large body of Igbo greetlngs conslsts of questlons approprlate to the sltuatlon such as /it'~ele/ 'Have you awakened?'. These greetlngs dlffer from questlons asklng for lnformatlon In that they have no obJect followlng the verb.

.. ,

Thus, wlth the word ezhl 'yard, outdoors, homestead, household

.. '1 I h ( .. .., el z ha ) 1

t~~a eez l t + fv~a + la +

means 'Have you come outdoors~' and lS asklng for lnformatlon whlle:

.. ,

t£V~ala

'Have you come out~ ,

lS a greetlng. Note that In both questlons the pronoun preflX /t-/ has low tone.

In the second person plural, greetlngs requlre the use of ~n~ 'you (pl.)' wlth low tone and a vowel preflx to the verb

(whlch preflX lS characterlstlc of many verb forms wlth noun and
lndependent pronoun SUbJects) :
.. , (~nu , + la) (plural)
unaafv-~ala +a + fv~a Have you come out z
.. , (Unu ,_ + Ie) (plural)
uneet'eele + e + tree Have you awakened'l IThe shlfts of tone on words In phrases as compared to the 'baslc' tone wlll be dlscussed later.

Drlll 2.1

Pronunclatlon

Structure

70

BASIC COURSE

UNIT 2

Note 2.2 SuffLXes -kwe/-kwa, -n1/-nt/-nu/-n¥

These two suffLXes, or a comb1nat10n of the two, occur very w1dely on verb or noun 1n conversat10n to 1nd1cate that the utterance lS a cont1nuat10n of the context. /-n1/ (and 1tS var1at10ns) softens the 1mpact of 1mperat1ve or other abrupt utterances.

Examples:

1. A. ' , AI ,
acqrqmakQ'a
.. , I .. , ..
B. olee1Jgaqdtkwant
2. .. ,
gawan1
, .. , I ..
3. A. acqrqm11.J 'eowere
,
B. ahyakwan1 'I want an egg'

'And where (Wh1Ch spot) then 1S 1t'l'

'Go, then.'

'I want to go to Owerr1.'

'What about market?'

Add1t10nal Useful Greetl.ngs

Spelll.ng

Engl1sh

to work (work)

1ru qru

I runwana'l

Have you begun to work'l (a

greet1ng to one who 1S

71

UNIT 2

IGBO

"' .'",

unaar-y.wana

.. ,

1r1Wele

.. ,

uneer1wele

.. ,

unaag'-y.wala

, I

1 daakw1jkw't

.. ,

1dewele

.. ,

uneedewele

.. ,

tgawala

.. ,

unaagawala

.. ,

1J 'ewele

.. ,

une e J 'ewele

, I

1re

72

, AI~N

unu-a-rlfwa-na

.. ,

1-r1We-Ie

.. ,

unu-e-r1we-Ie

.. ,

t-g'-y.wa-Ia

.. ,

unu-a-g'-y.wa-Ia

.. ,

1-dewe-Ie

.. ,

unu- e- dewe-Ie

.. ,

t-gawa-Ia

.. ,

unu-a-gawa-Ia

.. ,

1- J 'ewe-Ie

.. ,

unu-e- J 'ewe-Ie

BASIC COURSE

UNIT 2

Unu arunwana'l

1r1 nr1 I rlwele'l

Unu er1wele'l akwukwC(

19U akwukwC( I guwala?

Unu aguwala'l

1de akwukwq I dewele'l

Unu edewele'l

I gawala'l Unu agawala'l

I Jewele'l Unu e Jewele'l

1re

73

worklng)

Have you (plural) begun to work'l

to eat (food)

Have you started to eat'l (greet1ng to a person who 1S eat1ng)

Have you (pl.) started to eat'l book, paper, leaf, school to read (book), to study Have you started to read'l (greet1ng to a person who

1S read1ng)

to wr1te (letter)

Have you begun to wr1te'l (greet1ng to a person who 1S wr1t1ng)

Have you set out? (greet1ng to one en route or start1ng to go)

Have you set out'l (greet1ng to one en route or startlng to go)

to sell

UNIT 2

IGBO

.. ,

1.rewele

.. ,

uneerewele

,. I

tzvahya

.. ,

tZ\lwala

.. ,

unaaz\lwala

.. ,

1.sh1.wele

.. ,

uneesh1.wele

,

!Jkw1f

.. ,

unaak'\lwala

,.,~~_ ... 1 J.~UlIlJ.r1.

.. ,.

1.kuwele

.. ,

uneekuwele

, ,

akwa

',.., I ,

tsaakwa

74

.. ,

1.-rewe-le

.. ,

unu-e-rewe-le

.. ,

t-z\lwa-la

.. ,.

unu-a-z\lwa-la

.. ,

1.- shawe-Te

.. ,

unu-e-sh1.we-le

.. ,

t-k'\lwa-la

.. ,

unu-a-k'\lwa-la

( ) , I ... I H 1.ku-m1.r1.

.. ,

1.-kuwe-le

.. ,

unu-e-kuwe-le

( ) ' ... I , H 1.sa-akwa

BASIC COURSE UNIT 2

I rewele~ Have you started to sell~

Unu erewele~ (greet1ng to a person who lS selllng)

1ZU ahya I z uva Laz

to buy market [to shop] Have you started to bu~ (greet1ng to a person who 1S bUY1ng)

Unu azuwala'l

lSl nrl

to cook food

a ku nkwu

Have you started to coo~ (greet1ng to a person who lS cooklng)

011 palm (tree or frult) to tap W1ne (from an

011 palm - ~kwlf.)

I slwele'Z

Unu eS1wele'l

nkwu

I kuwala'l

Have you begun to tap W1ne~ (greetlng to a person up 1n a palm tree)

to fetch/d1p up water Have you begun to fetch/d1p up (water)~ (greetlng to

Unu akuwa.Lae

I kuwele'Z

Unu ekuwele't

one fetchlng water or dlpplng

akwa

cloth

lsa akwa

to do the laundry (to wash cloth)

75

UNIT 2

IGBO

, .N-'1IeI

t-sawana

, H'N

unaasawana

, -'-

unu-a-sawa-na

( )' - I H pJu-mlrl

.. '-

FJ'twana

, '-

t-lJ'twa-na

, '-

unaalJ'twana

, '-

unu-a-lJ'twa-na

, '-

lmewene

, '-

l-mewe-ne

, '-

uneemewene

, '-

unu-e-mewe-ne

.. , j' ,

unaalqla unaayqla

, , j' ,

unu-a-lq-la unu-a-yq-la

.. ,

tbyala

.. , 1

unaabyala

.. ,

t- bya-la

.. ,

unu- a- bya-la

l' •

tbya 'to come' lS one of a falrly short llSt of common verbs

WhlCh occur In the perfect and In other 'sufflXed' verb forms wlthout the vowel sufflX or other sufflX WhlCh most monosyllablc verb roots have.

76

BASIC COURSE

UNIT 2

I sanwana'1

Have you started to wash. (greet1ng to one d01ng the

Unu asanwana'l

laundry)

to dr1nk water

I nunwana'i

Have you begun to dr1nk'l (greet1ng to one who 1S dr1nk1ng)

Unu anunwanaz

I menwene'l

Have you started to do ----" (all purpose greet1ng for a person occup1ed)

Unu emenweriez

1lq I lola"

I

to return

Have you returned" (greet1ng

Unu al<jlla"

to a member of ones own

group upon h1S return to the

group locale)

Unu ab1ala'1

Have you come'l (greet1ng to anyone upon h1S arr1val)

77

UNIT 2 IGBO

Dr111 2.2 Substltut10n Dr111s on Greet1ngs:

a) Substltute the followlng verbs 1n the greet1ng form:

Verbs

Pattern Sentence

, 1

a de

.. ,

1dewele

.. ,

tgawala

_,. 1

1J ' e

.. ,

1J 'ewele

,. 1 lre

.. ~

1rewele

, 1

pJ1f-

.. ' ..

pJvwana

_,. 1 1me

.. ' ...

1mewene

.. ,

tzvwala

' ... 1

tsa

, 1

1ku

.. ,

1kuwele

,. 1

lshl

.. ,

lsh1wele

b) Subst1tute the follow1ng verbs 1n the pattern sentence:

Verbs

Pattern Sentence

.. ,

uneer1wele

.. ,

unaag'vwa1a

, 1

1de

.. ,

uneedewele

.. ,.

unaagawala

78

BASIC COURSE

UNIT 2

, I lJ Ie

.. ,

unee J I ewele

, I lre

.. ,

uneerewele

' ... '

i-sa

, """#l1li

unaasawana

, I

lshl

.. ,

uneeshlwele

.. ,

unaakl1fwala

, I

lkU.

.. ,

uneekuwele

, I lme

.. ' ...

uneemewene

, ",,',.,

unaar1fwana

c) Produce a greetlng approprlate to the followlng llSt of persons to be greeted, uSlng the pattern provlded:

Persons to be greeted:

Pattern

.. ,
ldewele
.. , .. ,
one startlng to go i-gawala or lJ 'ewele
.. ,
one bUylng i-z1jwala
.. ,
one tapplng Wlne i-k'lfwala
.. ,
one selllng lrewele
'#III'''''' .. ,-
one worklng i-rlfwana or llnewene
.. ,
one cooklng lshlwele
.. ,
one dlpplng lkuwele
.. ' ...
one dr-a.nka.ng FJlfwana
washlng '",,',...,
one i-sawana
.. ,
one readlng i-gllfwala
.. ' ...
one dOlng somethlng lmewene
.. ,
one eatlng lrlwele
.. ,
one wrltlng ldewele 79

UNIT 2

IGBO

d) Produce a greetlng approprlate to the followlng groups of persons to be greeted, uSlng the pattern provlded:

Groups to be greeted:

Pattern

.. ,

unaagawala

people bUYlng people selllng

.. ,

unaazv-wala

.. ,

uneerewele

people worklng

'~'- "-

unaarv-wana or uneemewene

people cooklng

.. ,

uneeshlwele

people wash1ng

, ..,'-

unaasawana

people tapP1ng W1ne

.. ,

unaak'-y.wala

people read1ng

.. ,

unaag'-y.wala

people eat1ng

.. ,

uneer1wele

people wr1t1ng

.. ,

uneedewele

people start1ng to go people d1pp1ng people dr1nk1ng

.., ..,

unaagawala or uneeJ'ewele

.. ,.

uneekuwele

.. '..,

una a 1J-y.wana

Note 2.3 Vowel Harmony:

All the verbs glven are c1ted 1n a form Wh1Ch commences w1th

a vowel. Th1S form, used as the c1tat1on form for verbs, 1S called the 'lnf1n1t1ve' of the verb. The vowel preflX of the 1nf1n1t1ve lS elther /1/ or /~/. Th1S pref1X 111ustrates one k1nd of vowel harmony 1n Igbo. Remember the Igbo has e1ght vowel phonemes:

Front

Back

Close

Open

Close

Open

Low

e

a

o

1

u

80

BASIC COURSE

UNIT 2

The general prlnclple of vowel harmony ln Igbo lS that vowels of the close serles 11 e u 01 do not commonly occur adJacent to those of the open serles I~ a V 91 and Vlce versa. Compound words WhlCh have two roots wlll often have vowels of dlfferent serles In them. Slnce words are bUllt up by preflXes and sufflXes ln Igbo, most preflxes and sufflxes wlll have at least two shapes - one wlth close vowel(s), the other wlth open vowel(s). Many sufflXes have four shapes wlth close and open alternates of both back and front low vowels Ie, a, 0, 9/, some four shapes wlth the hlgh vowels

/1, ~, u, V/ and some sufflxes occur wlth all elght vowels. Preflxes are generally restrlcted to two vowels.

The preflX of the lnflnltlve of elther the close one III or the open

Close serles:
, I
lrl to eat
, I to be route to
lJ ' e en
, •
lku to d i.p up
, . ° to accuse I
lb'o verbs lS a hlgh front vowel -
one I~/. Compare:
Open serles:
, I
~d~ to be
, I
~ga to go
, I
~zV to buy
, I
~Y9 to return 0Verbs wlth /0/ ln the root are relatlvely rare - thlS one has not yet appeared ln these lessons and lS lntroduced here only to make the pattern complete.

In note 1.3 we noted that some of the personal subJect forms have vowel preflxes ('pronoun preflxes'):

Slngular

1st Person e ••. m / a ••• m
2nd Person 1- I ~-
3rd Person 0- / 9- The preflX for flrst person slngular lS: /e-/ or /a-I. Compare:

, ,

eJ 'em

I'm gOlng

, ,

I want

81

UNIT 2

IGBO

We have not yet drllled these forms of other verbs but, for purposes of understandlng the vowel harmony, we can also compare:

, •
erlrlm I ate
, .
ekurum I dlpped up
~ ..
eb'orom I accused
, ..
e j 'erem I went to •••
, ..
adi-m I am
, ..
agaram I went
, .. I bought
aZlfrvm
, ..
akqr<fm I cultlvated Thus lt lS clear that the preflX here lS a low front vowel: /e-/ wlth the close vowel serles, /a-/ wlth the open vowel serles.

Slmllarly the second and thlrd personal preflxes are harmonlcally condltloned. Compare:

, • (s) , ..
lrlrl you ate i-di-
, I ..
lkuru d i.ppe d up i-gara
,. .. , ..
lb'oro accused i-zlfr1j
, .. traveled ' ..
lJ 'ere i-k<fr<f
, , (etc. ) , ..
orlrl He ate <fdi-
, I , ..
o kuru da.ppe d up qgara
, .. , ..
ob 'oro accused <fz1fr1f
, .. , ..
o j ! ere traveled qk<fr<f you (s) are

went

bought planted

He (etc.) lS

went

bought

planted

The second person slngular preflX lS thus a hlgh front vowel, /1/ before the close serles, /i-/ before the open one; whlle the thlrd person preflX lS a low back vowel, /0/ before the close serles, /q/ before open vowels ln the verb root.

82

BASIC COURSE

UNIT 2

Drlll 2.3 Phonetlc Drllls on Vowels /0/ and /9/ a) /0/ lnltlally

, ..

Obl

..

obodo

,

o f'e

.. ,

ogrl

, ,

ogle

,

ohere

, '"

ohYl

, ,

okoro

,

o k t e

.. ,

ole

, ..

oryo

,

oshlshl

b) /0/ f'a.na LLy

, I

blk10

..

19bo

, '/' ..

lZO lJO

heart

town

soup

a seasonlng

tlme, occaSlon

chance

theft

youth

male

how much

2nd day of the market cycle

tree, plant

please

Igbo

to fall (of raln)

,

obula

I I

~ ,.,'.....,

ob'yaa I

..

oha I

,

ohya

I

any

guest, stranger

long tlme

relatlve In law

publlc

bush, forest

, ,

otu

..

ot 'u

,

ovu

..

owere

'",

ozhl

, oce

, ..

octo

, ..

ogwe

okwu

,

onye

, ..

uyo

, ,

moto

..~, loO

,

ok'u • •

.. , ,

okuko

I I I

, oma I

83

one, a

manner

bush fowl

Owerrl (place)

appolntment

message

seat

grand{father)

self

speech

person

house

car

kola nut

another

flre, heat

chlcken

Orlu (place)

flne

UNIT 2

lGBO

, .. ,
onu mouth ozo another
I I I I
, eldest ' ......
qpara son ogwlu medlclne
I I
5ru ' "
work okwuru okra
I I I I I
, , month
oso race qlJwa
I I
, . ..
owula every
I I
d) /0/ flnally
I
, .. (of day) , I to call
lbo to break lkpo
I I I I
, .. , ..
lho to choose ty,? to slft
I I
I I , I want
lko to narrate lCO to
I I I I
, I to ' , to be rlpe
lla return lcla
I I I I
, ..
l.no to stay
• I
Drlll 2·4 Phonetl.c Drllls on Consonants
/bl /b'l Igb/
.. , ..
bekee CaucaSlan
, I please
b i.k !o
, I , .. to go ' I to
lbya to come l-bla In tgba run
I
, .. , I klll
lbo to break 19bu to
I I (of day)
" , , .. (a seed)
aba Aba abla bottle agbi(n«
(place)
" , I two
abuo
I J
, .. heart
Obl
..
obodo town
.. , ".,' ....
obula any ob'yaa guest
I I I
.. , " , ..
ub'e pear ugbua now 84

BASIC COURSE

UNIT 2

, , ,
UbOCl day ugbo powered
I I I I vehlcle
, ,
ebe place egbe hawk
,
l.gbo Igbo
, ,
19buru cassava
I I I 85

UNIT 3

lGBO

Pronunclatlon

, ..

nd'lf

~ '" ~-

nd'lf amewene

, ..

enYl

, -m

, "

enYlm

, 'I '

lJlJwa lJwa

,

ok'e

, II' I

lJwook'e lJwook'o

, , , I

enYlmlJwook'O

, , .. , I .. ,

ee enYllnlJwook'o 19awala

, eCl

.. , I ..,

oleebl-l-gareecl

, .. , ..

umuahya

,,, , " ,

agaramuumuahya

-A-

-B-

-A-

-B-

86

Un i t 3

Structure

, "" '-

nd'lf l-mewe-ne

, "

enya.-m

, II' I

lJwa-ok'e lJwa-ok'o

, .., • I

enYl-m-lJwa-oklo

, .., I..,

ee enYl-m-lJwa-ok'o l-gawa-la

.. , I ..,

olee-ebe-l--gara-ecl

,,, , " "

a-gara-mv-umuahya