• 'M b L .

PALI Language Texts: Philippines

T. MIRIKITAIVr
 The work reported herein was performed pursuant

to a contract with the Peace Corps, Washington, D.C.

20525. The opinions expressed herein are those of

the author and should not be construed as representing

the opinions or policies of any agency of the United

States government

Library of Congress Catalog Card Number 70-152468

ISBN 0-87022-532-4

Copyright © 1971 by University of Hawaii Press

All rights reserved

Manufactured in the United States of America

 PREFACE

This text forms a part of a series which includes

two others on Kapampangan: A Kapampangan-English Dic­

tionary and Notes on Kapampangan Grammar, both by

Michael L. Forman. The materials on Kapampangan in turn

are part of a larger series of texts on six other

Philippine languages.

All of these materials have been developed under

a contract (PC 25-1507) between the Peace Corps and

the University of Hawaii through its Pacific and

Asian Linguistics Institute. It is the hope of the

author of this text and the editor of the series

that these lessons will encourage many to learn

Kapampangan thus .helping to foster the traditional

good relations between the peoples of our two

countries.

Howard P. McKaughan

Editor
 TABLE OF CONTENTS

INTRODUCTION

Lesson 1: "MAYAP A YABAK."

(Good morning.)

Greetings
Response marker naman
Deferential term jvu
Deferential familial titles of address

Lesson 2: "KOMUSTA KA?"

(How are you?)

Greetings (continued)
Pronouns k¿, kayu ~ ko

Lesson 3: "AKU I JUAN."

(I am John.)

Equational clauses, singular constituents

WH- question, Ninu ika?
Inter j ectives wa, al i
Personal pronouns, ing case, emphatic form,
s ingular
Case particle, singular topic i^

Lesson 4: "ILA DI MARIA AMPO I JUAN."

(They are Maria and Juan.)

Equational clauses, plural constituents

Ing personal pronouns, emphatic form, plural
Conjunction ampo
Case particle, plural topic d_i

Lesson 5: "I MARIA YA INI."

(This is Maria.)

Non-verbal predicate clause, proper noun

predicate, demonstrative pronoun topic
<=— Demonstrative pronouns ini. iyan . ita
viii

Lesson Review of Lessons 1-5 44

Lesson 7: "LAPIS YA IYAN ." 46

(That is a pencil.)

Non-verbal predicate clause, noun predicate,

demonstrative pronoun topic
WH- question, Nanu ya (ini)?

Lesson 8: "ESTUDYANTE K U ." 54

(I am a student.)

Non-verbal predicate clause, noun predicate,

singular pronoun topic
WH- question, Nanu ka ?
Ing personal pronouns, normal form, singular
Negative ¿

Lesson 9: "MESTRA YA I MARIA." 62

(Maria is a teacher.)

Non-verbal predicate clause, noun predicate,

singular noun phrase topic
WH- question, Nanu y a ¿ Maria?

Lesson 10: "I MISS DIZON ING MESTRA." 67

(Miss Dizon is the teacher.)

Identificational equational clause

Negative a1iwa
WH- question, N in u y a ing mes t ra ?
Case particle, singular topic ing

Lesson 11: "AMERIKANO KAMI."74

(We are Americans.)

Non-verbal predicate clause, proper noun

predicate, plural pronoun topic
WH- question, Nu ko t au ?
Ing personal pronouns, normal form, plural
 ix

Lesson 12: "TAU KU AMERIKA." 82

(I'm from America.)

Non-verbal predicate clause (continued)

Location phrase
WH- question, Nukarln king Amerika?
Case particle, locative king
Case particle, plural topic deng ~ reng

Lesson 13: "MI BAIT KU KING NEW YORK." 96

(I was born in New York.)

Verbal predicate clause, intransitive verb

predicate
WH- question, Nukarin ka mib ai t ?
Locative pronoun karin
Possessive pronouns, singular

Lesson 1A : "DINATANG KU KETANG JUNIO." 109

(I came last June.)

Verbal predicate clause (continued)

WH- question words k ap i 1 an and anggang
kap ilan
Names of months

Lesson 15: "MAKATUKNANG KU KANG JUAN RUIZ." 122

(I live with Juan Ruiz.)

Verbal predicate clause (continued)

WH- question word kaninu
Case particle, locative kang, ka r i , king.
kareng
King case pronouns

Lesson 16: "MABIE LA PA RENG PENGARI KU ." 139

(My parents are still living.)

Verbal predicate clause (continued)

Adjuncts ¿a. and mu
Pronoun-adjunct portmanteau substitutes
n e , no ~ nu
Lesson 17: " A U N KUNG KAPATAD." 150
(I have a brother/slster .)

Non-verbal predicate clause, existential

predicate (at in) and numeral predicate
WH- question word pilan
Negative ala
Numerals metung ... aduang pulu
Verb of existence a tin

Lesson 18: "NANU YA ING OBRA MU?" 164

(What do you do?)

Statement (review)
WH- question nanu (expanded)
Possessive particles nang, na ning
Relational particle ning

Lesson 19: Review of Lessons 7-18 178

Expressions for memorization

Lesson 20: "ING LAGIU RA I ELAINE AMPONG JOANNE." 188

(Their names are Elaine and Joanne.)

Ning pronouns, possessive, singular (review)

and plural

Lesson 21: "I LAURA ATIU KING AMERIKA." 205

(Laura is in America.)

Non-verbal predicate clause, existential

predicate (a t i)
Verb of existence at i (negative ala)
Special pronouns, existence yjj, lu
Directional nouns

Lesson 22: "PILAN NA KANG BANWA?" 217

(How old are you?)

Non-verbal predicate clause, numeral attri-

 xi
butive noun phrase predicate
Days of the week
Dates of the month

Lesson 23: "INING TAU BAPA K E ." 241

(This man is my uncle.)

Non-verbal predicate clause, possessive

phrase predicate
Portmanteau pronouns, possessive + singular
topic
Demonstrative pronouns, singular, attributive

Lesson 24: "KANINU LANG LITRATO RENI?" 257

(Whose pictures are these?)

Possessive phrase predicate (continued)

Portmanteau pronouns, possessive + plural
topic
Demonstrative pronouns, plural deni, dya n.
de ta
Demonstrative pronouns, plural, attributive

Lesson 25: "MATAS YANG DILI KARENG BABAI." 275

(She is the tallest of the girls.)

Non-verbal predicate clause, descriptive

predicate, singular and plural
Non-verbal predicate clause, comparative
predicate, singular and plural
Non-verbal predicate clause, superlative
WH- question word sanu
Descriptive affix ma- , manga-
Superlative affix peka-
King demonstrative pronouns, singular and
plural

Lesson 26: "I PEDRO AMPONG ERMIE MIPISAN LA." 302

(Pedro and Ermie are cousins.)

Stative predicate clause

Stative affix, singular and plural m i - , miCiVi-
xi i

Lesson 27: "MUNTA KU KING ESKUELA." 320

(I'm going to school.)

Verbal predicate clause, actor focus, intran­

sitive predicate
Greeting expression, Nukarin ka munta?

Lesson 28: "SUMULAT RUNG SULAT." 332

(I'm going to write a letter.)

Verbal predicate clause, actor focus, tran­

sitive predicate
WH- question, Nanu ing gawan mu?
Verbal affix, actor focus, future tense
Case particle, object -ng

Lesson 29: "SUMULAT KU NGENI." 331

(I'm going to write now.)

Transitive verb predicate clause (continued)

WH- question, Kap ilan ka sumulat ?
Time words, non-past

Lesson 30: "NANU NA ING ORAS NGENI?" 364

(What time is it now?)

Statements, teiling time

Adverbial particles agiang . maski, manibat .
angga, pota
Telling time

Lesson 31: "BISA RUNG MUNTA KING TINDAHAN." 390

(I want to go to the store.)

Desiderative clause, quasi verb predicate

WH- question, Nanu ing buri mu(ng gawan)?
Ning case pronouns in nanu questions

Lesson 32: 409

"MUNTA KAMING MANGAN PAGTUAN KING 'KAPETIRYA' .
(We're going to the cafeteria to eat lunch.)
 xi i i

Purposive clause
Desiderative-purposive clause
Obligatory clause kailangan

Lesson 33 : 431
" BAKU? OBAT ETAMU MUNTA KING 'SWIMMING POOL'?"
(Why? Why can't we go to the swimming pool?)

Explanatory clause kasi

WH- questions bakit and obat
Possibility clause malyari

Lesson 34: "TANA!" 443

(Let's go !)

Suggestive clause tana, tara (na)

Adverbial particle, hearsay kanu
Idiomatic expression, Ik a na in g bala naman .

Lesson 35: "MAMASA YANG DYARYU I A L ." 458

(A1 is reading a newspaper.)

Verbal predicate clause, actor focus,

continuing tense
Verbal affixes, actor focus, continuing tense
Actor noun phrase expansions of ya and la

Lesson 36: "EKU PA MAGOBRA. ESTUDYANTE KU PA." 474

(I'm not working yet. I'm still a student. )
J

Statements with adjuncts 2_a> .§.• • .£_a, na, ena

Lesson 37: "MEMASA RUNG LIBRU NAPUN." 489

(I read a book yesterday.)

Verbal predicate clause, actor focus,

completed tense
Verbal affixes, actor focus, completed tense
Time words, past
Subordinating combiner, qualifier ania
xi V

Lesson 38: "BASAN KE ING DYARYU." 515

(I'm going to read the newspaper.)

Verbal predicate clause, goal focus— object,

future tense
WH- question, Nanu ing basan mu?
Verbal affix, goal focus— object, future tense
Portmanteau pronouns, non-focused actor and
focused singular object
Case particle, singular topic ing (review)

Lesson 39: "PAGARALAN MYA ING INGLIS." 533

(We're studying English.)

Verbal predicate clause, goal focus--object,

continuing tense
Verbal affixes, goal focus— object, continu­
ing tense
Expansion of ning actor pronouns na and d^a

Lesson AO: "DENG ANAK INAYOS DE ING ESKUELA." 561

(The children took care of the school.)

Verbal predicate clause, goal (object)

focus, completed tense
Verbal affixes, goal (object) focus, completed
tense

Lesson 41: "SULATANAN KE I IMA K U ." 576

(I'm going to write to my mother.)

Verbal predicate clause, referent focus,

future, continuing and completed tenses
Verbal affixes, referent focus, future,
continuing and completed tenses

Lesson 42: "I PEDRO SAUPAN N A K U ." 602

(Pedro will help me.)

Verbal predicate clause, referent focus

(continued)
WH- questions, Ninu ing saupan m u ?
Ninu ing sumaup keka?
 XV

Ing pronouns (referent topic)

Ning pronouns (non-focused actor in referent
focus clauses)

Lesson 43: "SALUBUNGAN MILA RENG KALUGURAN K U . 625

(We are going to meet my friends.)

Verbal predicate clause, referent focus,

plural referent, future tense
Desiderative clause, object and referent
focuses
WH- question nanung grado
Portmanteau pronouns, non-focused actor +
focused plural referent

Lesson 44: "MUNTA KU KANG PEDRO SAUPAN KENG 650

MANATAP KANG KOYA NA."
(I'm going to Pedro's to help him
thatch his brother's roof.)

Saupan predicate clause-- to help do something'

Embedded question clause, ___
Balu ku nung kap i 1an
ya mayari?
Conditional clause--'if ' nung
Permission clause malvar i

Lesson 45: "MAKANANU YUNG GAWAN ING BAKUD?" 672

(How do you make a fence?)

WH- question makananu

Embedded question clause (continued). Buri ku
mung akit nung makananu yung gawan ing bakud?
Probability clause pota (galan)

Lesson 46: "ABYE ME KAKU ING 'RECIPE' 693

PARA APADALA KE KANG IMA KU?"
(Can you give me the recipe so
I can send it to my mother?)

Verbal predicate clause, aptative aspect,

actor focus and non-actor focus
Aptative affixes: actor focus, future, con­
tinuing and completed tenses; non-actor
xvi

focus (tenseless)

Lesson 47: "KALUTUNG KAPAMPANGAN" 713

(Kapampangan recipes)

Aptative stative clause

Verbal affix, resultant stative maka-
Cooking terms, measures, and equipment
Serving utensils

Lesson 48: "PANGAWA KYANG BARU I IMA K U ." 734

(I'm going to make a dress for my mother.)

Verbal predicate clause, benefactive focus,

future, continuing and completed tenses
Verbal predicate clause, distributive aspect
WH- question para kaninu

Lesson 49: "PINYULAT KE ING LAPIS." 756

(I wrote with a pencil.)

Verbal predicate clause, instrument focus,

future, continuing and completed tenses
King case demonstrative pronouns

Lesson 50: "PAINUMAN MENG KASTORIA." 771

(Make her drink castor oil.)

Verbal predicate clause, causative aspect,

referent focus, future, continuing and
completed tenses
Verbal predicate clause, causative aspect,
object focus, future, continuing and
completed tenses
Causative affixes pa- , pa- and pepa-

Supplementary Lesson 1 800

DIALOGUE: IN THE CLASSROOM (1)
 xv i i

Supplementary Lesson 2 812

DIALOGUE: IN THE CLASSROOM (2)

Supplementary Lesson 3 818

DIALOGUE ON BUYING (1)

Supplementary Lesson 4 822

DIALOGUES ON BUYING (2)

Supplementary Lesson 5 830

DIALOGUES ON VISITING

Supplementary Lesson 6 836

DIALOGUE: AN INVITATION TO A PARTY

Supplementary Lesson 7 841

DIALOGUE: PLANNING A PICNIC

Supplementary Lesson 8 844

DIALOGUE: WRAPPING GIFTS FOR MAILING

Supplementary Lesson 9

DIALOGUE ON ASKING DIRECTIONS

Supplementary Lesson 10 850

NARRATIVE ON ERECTING A FENCE

xv i i i

KAPAMPANGAN-ENGLISH GLOSSARY 853

ENGLISH-KAPAMPANGAN VOCABULARY LIST 929

 INTRODUCTION

Background

Kapampangan is spoken in the Pampanga-Tarlac area

of the central plain of Luzon in the Philippines. There

are some 900,000 speakers of this important language.

There are several dialects of Kapampangan, and the

dialect used in this text is that spoken in the city of

San Fernando. The author is deeply indebted to Mrs.

Germalina Melendez for her patient assistance throughout

the months needed to develop these lessons. She and her

husband as well as others of the Kapampangan-speaking

community in Honolulu have made this effort one of

pleasure. The burden of responsibility for any errors

in the text, of course, rests solely with the author.

Purpose of the Text

Speaking Kapampangan is an elementary-intermediate

level text compiled to teach conversational Kapampangan.

The purpose of the text is to acquaint the learner with

the vocabulary and basic structures necessary for

participation in everyday conversations, and to guide

him in his acquisition of the language structure in such

a way that he will be able to use the language creatively

XX

and meaningfully. The lessons have been designed to

help the learner 'think' in the language; to help him

gain fluency in at least basic situations and basic

structures.

Basic Orientation of the Text

The text consists of 50 lessons with some additional

supplementary materials, a Kapampangan-English Glossary,

and an English-Kapampangan Cross-Reference Vocabulary

list. The supplementary materials include useful class­

room expressions and additional dialogues. The teacher

should work them in where they seem most appropriate.

Each lesson is developed around a situational topic and

includes conversation which is natural to that topic.

The topics have been selected on the basis of real life

occurrences and arranged in as natural an order as

possible. The topics in the text evolve around a main

character, John Smith. John is an American newcomer to

a Kapampangan society and the lessons include those

activities required for his becoming a participating

member of that society. The situations move from John

to his immediate surroundings, to friends and their

families, and finally to the world of activities and

experiences.
 xx i

The structures selected for teaching the language

are those which have been found to be relevant or

pertinent to the situations enumerated above. The

sequencing of the structures has been governed by the

arrangement of the situation chosen. For example, the

equational sentence is introduced in the beginning

lessons where the central theme is the identification

of self and surroundings in the process of getting

acquainted. Verbal predicative sentences are also

introduced in these early lessons, but only as items

for passive learning.^ These sentences become the

vehicles for teaching smaller structural items such as

pronouns, demonstratives, interrogativ e s , adverbial

words, case particles, etc. Predicative or action type

sentences are introduced as the situations move from the

acquaintance stage to that of activity. By this time,

^There are two kinds of learning involved in

language acquisition: the passive and the active. The
passive refers to the inital stages of language learning
where out of a babble of seemingly incoherent sounds the
learner begins to hear recognizable forms. This recog­
nition of forms motivates the hearer to investigate or
find out what the forms mean, which then leads to his
learning of the form. The recognition, understanding
and ability to produce the forms is active learning.
Both kinds of learning have been incorporated in this
text.
xx ii.
the learner has become acquainted with verbal predica­

tive sentences and has already learned the necessary

noun phrases and adverbial ideas which occur in such

sentences. The student is then prepared to go on to a

concentration on the various types of verbal predications

and the learning of the more difficult and elusive

aspects of Kapampangan structure. The learning of these

more complicated structures is made more efficient and

less taxing by the natural situations requiring them.

The aim is to get the student to learn in the classroom

highly functional items which he puts to immediate use,

thereby making the artificial situation a meaningful,

truly motivating and efficient experience.

The number of vocabulary items to introduce in a

given lesson has always been of concern to language

teachers and material developers. When too many words

are introduced, the learner becomes so involved in the

sheer memorization of new words that he is unable to

learn the system of structures. When too few words are

included, learning in an already artificial situation

becomes repetitive and increasingly dull, with the

ultimate complete loss of motivation. In this text.

the selection, number and sequencing of vocabulary have

 xxiii

been determined by the requirements of the situational

topics. Vocabulary learned in meaningful related

contexts with a tangible desire to communicate is never

a burden on the learner. The vocabulary items in this

case serve as effective tools for the learning of the

more important semantic and structural forms of the

language. This means that in some lessons there will

be a need for more vocabulary than in others. For

example, there is a need in the lessons first introducing

verbal constructions for functional verbal ideas which

relate to daily living. Vocabulary for these ideas is

therefore added at this point and used for the drilling

of the new constructions, rather than trying to build

up to the need before it appears.

However, vocabulary as such is not enough to set up

a situation. One of the most effective ways leading

to actual communication is to ask and answer questions.

The question-answer format serves as a communicative

device to learn new structures; it is an important

simulation of the 'real' art of giving and getting

information--a basic function of language in every

culture. Each basic sentence structure is therefore

introduced in this book in a question-and-answer context.

xxi V

Further comment is in order here since the question-

answer format is an important part of this text. Ques­

tions elicit specific information and in Kapampangan,

responses are structurally conditioned, often by a

specific word in the question. For example, 'What are

you going to do ?' will elicit a response that brings

out the action that will be performed by the listener.

He may respond, 'I'm going to read a book.' The ques­

tion 'Wha t are you going to read?' will elicit the

object of the listener's action: 'I'm going to read

he book' or 'It is a book that I'll read.' In Kapam­

pangan the response to the first question requires an

actor-topic; the answer to the second question requires

an object-topic. Syntactic devices in the verb and in

the noun phrases mark these topics. Thus, through

questions and answers the student will learn how to

use the structures, why particular structures are re­

quired, and what the structures mean.

The question words who and what appear in the early

lessons, used in equational sentences; when and where

are introduced with the early predicative sentences;

and finally, how and why appear in later lessons where

verbal constructions are needed for responses. Sitúa-

 XXV

tional dialogues in the lessons help integrate questions

and answers in natural ways, and thus help the learner

develop an understanding of the total language system.

Basic Principles

The effectiveness of language materials is related

to the premises upon which the materials are developed.

This text has been developed on certain linguistic and

psychological principles which the writer believes are

basic.

The linguistic principles on which the text is

based are as follows. (1) Language is a structured

system of sounds and grammatical units (language has

structure). (2) The structured system is internalized

by the speaker as a network of 'rules' which in turn

govern the ways the speaker constructs his sentences.

(3) The learner has an inborn competence or capacity

for internalizing such 'rules'. (4) The internalization

of such rules makes possible the generation of new

sentences. (5) This power of generation in turn makes

possible 'thinking in the language' which is so necessary

for effective communication. (6) Finally the production

of language is a learned, automatic behavior.

XX vi

The psychological principles underlying this text,

stated briefly, follow. (1) Successful learning is

dependent upon motivation, i.e. the greater the motiva­

tion, the more effective the learning. (2) Learning

takes place when there is ’meaningful' response to

'meaningful' stimuli, i.e. sheer automatic, unthinking

response to mere sound stimuli is never real learning.

(3) Practice in production is a necessary component

of language acquisition, i.*e. there must be a great deal

of drilling in order to acquire automatic behavior and

to retain what is learned.

Implications of Basic Principles

The following are the implications of these princi­

ples for the development of language materials. (1) The

materials must include an adequate coverage of structure

basic to the language. (2) These structures must be

interrelated so that the student learns a system rather

than a series of isolated utterances. (3) Drills must

follow a format that will provide for the internalization

of the system. (4) The learner must be given the

opportunity to generate, thereby assuring retention of

the rules governing the system. (5) The format of the

lessons must be designed to create and maintain motivati°5

 xxvii

at a high level. (6) Responses elicited from the learner

in the practice situation must be as realistic and mean­

ingful as possible, i.e. there must be as much communi ca­

tion as possible. (7) The range of drills must provide

for the learning of particular constructions and the

interrelationships existing between constructions. (8)

With all this, there must be opportunity for practice,

practice and more practice in order to be assured that

the student will acquire automatic linguistic behavior.

Implementation of Basic Principles

The basic orientation of the text reflects the basic

principles just outlined. The situational approach allows

for very practical and functional materials. Motivation

is sustained at a high level and learning becomes effec­

tive because situations are real. Further, the format

of the lessons has been designed as an attempt (1) to

provide an adequate coverage of the basic structures

necessary for communication, (2) to present the struc­

tures as an interrelated system, (3) to provide for

both the elementary and intermediate level of learning

(learning of basic constructions and generation of new

utterances based on the learned constructions), and (A)

to develop the learner's competence in the new language.

xxvi i i

Format of the Lesson

Lessons are divided into seven parts which fall

into two main divisions. The first one-half of each

lesson, encompassing the first three parts, covers the

basic elementary and essential structures that all

students must learn to converse in the language. Suf­

ficient drill (Drill I) is required (in a rote way) to

help the student memorize the structures in context.

The second half (parts 4-7) is for intermediate

learning, and is designed to assist the student in

generating or creating new material on the basis of the

more elementary parts. The seven parts of each lesson

follow.

1 STRUCTURAL CONTENT. New items of a structural

nature are presented first as they occur in statements.

Questions follow which will elicit the structure being

introduced. Finally, the new structural units are listed

for the student's reference, and to help him know what

he is trying to internalize.

2 CONVERSATIONAL CONTEXT. Following the presenta­

tion of the structure, the new items are placed in a

question-answer context. Two types of questions are

utilized: the WH-question (questions which begin with a°

interrogative word) and Yes/No questions (questions which

 xxix

require a yes or no answer). This section is especially

helpful for learners since early conversations are in

this form.

3 DRILL I. The student learns the basic struc­

tures (in an unexciting way perhaps) through the drills

presented in this section. The drills are very ele­

mentary and generally consist of rote memorization,

response and substitution drills. The name of each

drill characterizes the procedure and purpose of that

drill. Thus, Rote Memorization Drill refers to the

mimicry-memorization procedure and is used to help the

student learn individual vocabulary items related to

the situational topic of the particular lesson. Re­

sponse Drill refers to a question and answer format

procedure, using both the WH- and Yes/No questions.

Substitution Drill refers to the replacement of items

in a given frame by other substitutable items. The

drills in this section are generally arranged so that

the student first memorizes the pertinent vocabulary

items, then learns to use these items in a sentential

context and finally uses the sentences in a conversa­

tional (question and answer) context.

4 SITUATIONAL DIALOGUE. New structures are put

in a broader framework to expand the question-answer

portion of the lesson. Here the learner begins to get

an idea as to how the particular question and answer

XXX

relate to other Kapampangan constructions in a continuous

discourse; he actually 'sees' the interplay of Kapampangan

structures, thus developing an understanding for the total

language system. The situational dialogues are fairly

long in order to allow for semantic continuity. Length

should pose no problem here, however, since these dia­

logues are not meant for rote memorization. Rather, the

objective is to 'learn' the contents of the dialogue with

a flexibility that will enable the student to use the

contents as the basis for 'generating or creating' in

the language. The situational dialogues also provide an

excellent means for introducing new structures for

passive learning and also for reviewing structures al­

ready learned .

5 DRILL II. The second section of drills is

designed to help students internalize the structure by

generating and creating their own utterances. Here the

drills are recitation drills for content rather than

rote memorized utterances, composition drills for

creativity, comprehension drills for practice in under­

standing, narrative drills in which the dialogue is

restated in narrative form instead of the question and

answer approach, and dialogue drills where only students

participate.
 xxxi

6 STRUCTURAL AND CULTURAL NOTES. The emphasis in

the notes presented here is on usage and distributional

occurrences rather than on linguistic explanation. The

latter will be covered in a reference grammar being pre­

pared under this same series.

7 VOCABULARY. The final section of the lesson

lists the new items covered. This is for convenience.

A Kapampangan-English Glossary is appended to the

lessons. This glossary contains all words introduced in

the lessons in the usual Roman letter alphabetical order.

Entries include word bases in capital letters, inflected

forms pertaining to these bases listed below them, affix­

es found in the lessons, and other words. The English

meanings are followed by a number indicating the lessons

in which the entry appears.

An English-Kapampangan Vocabulary is also appended

which is a cross-reference finder list to aid the stu­

dent. Should the student wish to locate the Kapampangan

word in the lessons, he must go to the Kapampangan-Eng­

lish Glossary.

Directions for Using the Text

1 STRUCTURAL CONTENT. Each lesson has a Kapam­

pangan title to indicate the situational content. The

first section then delineates the structural content.

Actually this is a miniature table of contents and is

xxxi i

a guide. Lesson learning starts with the second section.

It is suggested that the student be assigned to look over

sections one and two before coming to class to familiar­

ize himself with the new structures to be learned.

2 CONVERSATIONAL CONTEXT. Begin each new lesson

with the recitation of the question-answer conversations

given in section two. These conversations are for

memorization; therefore the mim-mem (mimicry-memoriza­

tion) method should be used. The pace of the recitation

should be kept at normal speed with special attention

given to the pronunciation of the utterances. Markings

for accent, length, and intonation have not been included

in the text; hence, the student must rely on these

recitations, and in fact on oral work in general, to

learn the correct Kapampangan pronunciation and intona­

tion. Repeat the recitation of each question-answer set

several times, first in unison, then subsequently in a

conversation format with either individuals or portions

of the class reciting.

3 DRILL I. After the recitation, proceed to

DRILL I. In this section all new structural items are

drilled. As indicated earlier, the various drills have

been selected and arranged to allow for a logical

 xxx i i i

progression of learning (from memorization of items, to

use of item in sentences, to use of sentences in short

question-answer conversations); hence, the drills should

be used in the order given. However, modifications

may be made in individual drills as found necessary.

Drill work is effective only if it is meaningful to the

student. The teacher should always be cognizant of the

students' reaction and modify her techniques and/or

procedures accordingly.

As explained in a previous section, the names of the

drills characterize the objectives and the general pro­

cedures to be used. Special instructions enclosed in

parentheses are also given. These instructions include

notational devices: T = teacher, S = students as a

class, = the individual or the first student, and

= the second student. S indicates that unison

response is appropriate, and and that individual

response is desired. Where applicable the latter may

also refer to individual participants in a chain drill.

In order to minimize the possibility of students

responding to mere sound stimuli, pictures may be used

as response cues. These pictures may be cutouts from

magazines or stick figures drawn by the teacher. Where

xxxi V

such picture cues are not available, the 'spoken word'

cue may be used.

Most of the drills in this section are given only

in model form. The teacher must amplify the drills

using vocabulary contained in the same lesson, or in

past lessons. In order to assist in this, a list of

words according to classes (nouns, verbs, adjectives,

etc.) should be kept, both by the teacher and students.

Such lists serve as helpful self-help review aids for

the student and a convenient reference guide for the

teacher for working out or conducting drills. Further,

specific vocabulary to fit the needs of the particular

students can be given and remembered in this way.

In general the procedure for drilling is to begin

with unison response (except where variations make

unison response unlikely), then proceed to individual

response. In response drills, the progression is from

teacher-students (T-S), to teacher-student (T-S^), to

student-student (S^-S2)» All response drills should

end with student-student participation. While drilling,

the teacher should be aware of pronunciation and intona­

tion errors, correcting such errors as they occur. The

phonology of Kapampangan is fairly simple. Pronunciation

 XXXV

should not be a severe problem for the beginn^n g student.

However, if difficulty is encountered, the teacher

should conduct short pronunciation drills aa needed.

A SITUATIONAL DIALOGUES. The dialogues found in

part four are fairly long. These need not be committed

to memory, since comprehension of content is the primary

object. However, some time should be spent in class

for the recitation of these dialogues. This is to give

the students the opportunity to listen to, and to

produce in recitation form, a natural dialogue. If a

language laboratory or a tape recorder is available,

these dialogues may be put on tape and assigned to the

students as lab work or homework. The taped dialogues

should be natural. Provision should be made on the

tape for both listening comprehension first and then the

recitation of each utterance in the dialogue by the

students.

5 DRILL II. The first drill in the second section

of DRILL is the recitation of the situational dialogues

outlined above. Initially the recitation should be in

unison, then followed by recitation using a conversa­

tional format between teacher and students, or between

students. The remaining drills generally include

xxxv i

comprehension, narrative, dialogue and composition

drills. In the comprehension drill the student is

given the opportunity to generate utterances on his

own. In the early lessons, comprehension questions in

Kapampangan have been included as questions to be

asked by the teacher. This is followed by suggested

questions in English which the student is required to

transpose into Kapampangan. Until the students gain

some degree of proficiency in the language, the

questions should be written and checked for accuracy by

the teacher. Where new vocabulary is necessary for

the construction of a question, the student should

consult either the Kapampangan-Eng1ish Glossary appended

to the lessons (using the English-Kapampangan Cross-

Reference Vocabulary), the dictionary or the teacher.

Care has been taken to control vocabulary and construc­

tions. However, there may be instances where a special

word (not yet learned) will be necessary. Since oral

proficiency is the primary objective of this course,

the student should be encouraged to produce these

questions orally as soon as possible. Written work as

preparation for class work should be kept at a minimum.

 xxxv i i

A Note to the Teacher

The following are general rule-of-thumb hints for

classroom procedures.

(1) Remember that this is a course in Speaking

Kap ampangan. Oral work should therefore be speaking or

communieating, not reading aloud. Always work with the

book closed, except where reference to the text is

necessary.

(2) Be Johnny-on-the-spot about pronunciation and

intonation. Catch and correct errors made by the

students at the time they occur. Consider every utter­

ance a drill on pronunciation and intonation.

(3) Maintain natural speech at all times. Speak

at normal speed, but with clarity. Developing listening

proficiency is also an important part of language

learning.

(4) Remember that YOU, the teacher, are the

students' model. Be enthusiastic about Kapampangan

and the students will also be enthusiastic. Speak and

act like a -Kapampangan and your students will also learn

to be Pampangenos.

(5) In the final analysis, the success of the class

w^ll depend on YOU and how well you motivate your

students .
xxxvi i i

A Brief Learner's Synopsis of Kapampangan— A Word to the

Student

All languages are hard at first. The verb structure

of Kapampangan will seem difficult for some time. It

differs from English in that there are a number of

meaningful pieces to indicate tense, aspect, and focus.

The meaning of tense is easy enough: actions are

viewed as future, continuing or completed. Aspects

are a bit more difficult fo dominate. Those treated in

this text are general, aptative, distributive and

causative. The meaning of each becomes clear as one

moves through the text.

Focus may be at first a new idea. This is a key

grammatical phenomenon in Philippine languages. The

following explanation may help you prepare for it. In

sentences that have a main verb, there is the possibility

of amplifying the verbal idea by adding noun phrases

to indicate the actor of the action, the receiver

or object of the action, the place where the action

occurs, the benefactor of the action, the instrument

used in the action, etc. These roles are indicated

by small words called particles that occur first in a

phrase— something like our English prepositions.

 X X X ix

Learning the correct particle to introduce noun phrases

is important. There are a number!

Any of the noun phrases complementary to the verb

may be made the topic of the sentence— actor, object,

location, instrument, benefactor, etc. When one of

these is chosen as topic, the particle indicating

the underlying role is replaced by a special particle

(in Kapampangan ing) , and a particular affix is put with

the verb. One of the fun parts is that there are a

number of these affixes and they can go before the word

base (prefix), after the word base (suffix), or some­

where inside the word base (infix). All sorts of com­

binations of these affixes occur with the tenses and

aspects. These special affixes have been called the

focus affixes because they indicate the semantic rela­

tion between the verb and the topic of the sentence.

So plan on working hard on the verb complex!

Often the noun phrase complements we have been

talking about may be replaced by pronouns. Kapampangan

requires special forms for the topic, and other forms

for the other meanings (actor, goal, etc.). But this

is not all! Kapampangan has a special set that are

combinations of two pronouns, and you have to learn how

 I

xl

to combine topic and goal forms— and all other combina­

tions, too! You may wonder how children do it, but

th€y do— so be encouraged.

Verbs with their affixes, noun phrases with their

particles, and pronouns in special forms are all impor­

tant. Add to this the ways to modify the nouns or verbs,

the way to add adverbial ideas of time to the sentence,

and a few other points of grammar, and you will be

Speaking Kapampangan. Encourage your teacher to cor­

rect you; keep lists of vocabulary and notes on key

structures of your own, and work hard!

Note that part of the burden of pronouncing

Kapampangan is yours. Intonation, rhythm, stress and

vowel length are not marked. But as you listen to the

teacher, you will easily hear it--so carefully imitate.

Practice the sounds difficult to you until they are

automatic. It will soon be fun.

Be sure to make up your own sentences as soon as

you can. Communicate in Kapampangan often— and as soon

as possible ONLY in Kapampangan with your teacher and

classmates. We are Speaking Kapampangan!

S P E A K I N G K A P A M P A N G A N
 Lesson 1

"Mayap a yabak."

1 STRUCTURAL CONTENT

1.1 Greetings

(1) Mayap a yabak. Good morning.

(2) Mayap a yaldo. (Good day.)

(3) Mayap a ugtong aldo. (Good noon.)

(4) Mayap a gatpanapun. Good afternoon.

(5) Mayap a bengi. Good evening.

1.2 Response marker

naman too

1.3 Deferential term

pu Ma'am, Sir

1.4 Deferential familial titles of general address

(1) i apu grandmother

(2) i ingkung grandfather

(3) i tata father

(4) i ima mother

(5) i koya older brother

(6) i atchi older sister

(7) i itu younger brother

(8) 1 nang/neng younger sister

3
4

(9) Apung Galura/Carlos Grandfather Galura/

Carlos

(10) Apung Maria Grandmother Maria

(11) Tatang Ruiz/Juan Father Ruiz/Juan

(12) Kong Pedro Big brother Pedro

(13) Atching Ermie Big sister E rmie

(14) Mang Laura Mother Laura

(15) Tong A1 Little brother A1

(16) Nang Kristi Little sister Christy

2 CONVERSATIONAL CONTEXT

2.1 A : M a y ap a yabak. Good morning.

B : M a y ap a yabak naman. Good morning (too).

2.2 A : M a y ap a y aldo . Hello (Good day).

B : M a y ap a yaldo pu Hello, sir (Good day, too,

naman sir.)

2 .3 A : Mayap a ugtung aldo Hello (Good noon), ma '

pu.

B : Mayap a ugtung aldo Hello (Good noon, too)

naman.

A : Mayap a gatpanapun
CN

Good afternoon, sir.

pu.

B : Mayap a gatpanapun Good afternoon (too).

pu naman. m a 'a m .
 5

2.5 A: Mayap a bengi. Good evening.

B: Mayap a bengi naman. Good evening (too).

3 DRILL I

3.1 Rote Memorization Drill (Teacher gives the English

cue, then the Rapampangan equivalent; students

repeat the Kapampangan phrase.)

Model: T: (Good morning) Mayap a yabak.

S: Mayap a yabak.

(1) Mayap a yaldo. (Good day.)

(2) Mayap a ugtung aldo. (Good noon.)

(3) Mayap a gatpanapun. Good afternoon.

(4) Mayap a bengi. Good evening.

3.2 Identification Drill (Teacher gives time cues,

using English equivalents, clock or pictures

showing position of sun, and student gives the

appropriate greeting.)

Model: T: (8 o'clock)

S: Mayap a yabak.

3.3 S-S Response Drill (S^ says a greeting to S

according to time cue given; responds

accordingly.)

Model: T: (11 a.m.)

Mayap a yaldo.

Mayap a yaldo naman.

6

3.4 T-S Response Drill (Teacher says a greeting to

student, student responds accordingly.)

Model: T: Mayap a ugtung aldo.

S: Mayap a ugtung aldo pu naman.

3.5 S-T Response Drill (Student says a greeting to

teacher; teacher responds accordingly.)

Model: S: Mayap a gatpanapun pu.

T: Mayap a gatpanapun naman.

4 SITUATIONAL DIALOGUES

4.1 [Dialogue between two f iends, Carlos (C) and

Juan (J ) ]

mayap good

a r>* ay [linker]

abak morning

naman too

C: Mayap a yabak. C: Good morning.

J: Mayap a yabak naman. J: Good morning (too).

4.2 [Dialogue between Carlo (C) and his teacher Miss

Dizon (D)]

aldo day

pu Sir

C: Mayap a yaldo pu. C: Hello (Good day, ma'am)»

Miss Dizon. Miss Dizon.

 7

D: Mayap a yaldo naman, D: Hello (Good day, too).

Carlos. Carlos .

4.3 [Dialogue between Teacher (T) and Students (S)]

kayu you [plural], you

[singular polite]

kekayu to you

ngan all

kekayu ngan to you all

T: Mayap a yabak kekayu T: Good morning to you

ngan. all.

S: Mayap a yabak pu S: Good morning to you

kekayu naman. (too ) , ma'am.

4.4 [Dialogue between a young boy (B) and an older

male person (M)]

bengi night, evening

i Tata Father

i itu Young (Boy) Man

ka you [singular plain]

keka to you

B: Mayap a bengi pu i B: Good evening, (sir),

Tata. Father.

M: Mayap a bengi keka M: Good evening to you

naman i itu. too. Young Man (Boy).

8

4.5 [Dialogue between Roberto (R) and his two older

friends, Maria (M) and Pedro (P)]

gatpanapun af te rnoon

atchi older sister

koy a older brother

R: Mayap a gatpanapun. R: Good afternoon, (Big

Atching Maria, sister) Maria, (Big

Koyang Pedro. brother) Pedro.

M P : Mayap a gatpanapun MP : Good afternoon to

keka naman. you, too.

4.6 [Dialogue between Mr. Galura (G) an elderly man

and Carlos (C)]

ugtu noon

ng [linking particle]

apu grandfather

G: Mayap a ugtung aldo G: (Good noon). Hello.

i tu.

C: Mayap a ugtung aldo C: (Good noon, too, sir.

pu naman, Apung Grandfather Galura.)

Galura. Hello, Mr. Galura.

5 DRILL II

5.1 Rote Memorization Drill (A: T shows picture cue.

gives appropriate title of address, and S repeats.

 9

B: T shows picture cue, gives appropriate

title of address with name, and S repeats.)

Model.: T : (picture of an elderly man) i apu

A
S : i apu

Models : T : (picture of an elderly man) Apung Galura

D
S : Apung Galura

(1) (picture of an elderly i apu, Apung Galura

man)

(2) (picture of an elderly i apu, Apung Maria

woman)

(3) (picture of a middle- i tata, Tatang Pedro

aged man)

(4) (picture of a middle- i ima, Mang Laura - Aunt

aged woman) Indang Laura - friend

(5) (picture of an older i atchi, Atching Ermie

woman friend)

(6) (picture of an older i koya, Kong Pedro

man friend)

(7) (picture of a young boy) i tu, Tong A1

(8) (picture of a young i nang, Nang Kristi

girl)

5*2 Identification Drill (T shows picture cue, S gives

appropriate title of address--(l) without names,

then (2) with names.)

10

Model: T: (picture of an older woman, who is a

friend)

S: i atchi, Atching Ermie

5.3 Response Drill (T gives time and shows picture of

role assumed, S greets T accordingly, T responds.)

Model: T: (8 a.m., picture of older woman friend)

S: Mayap a yabak pu Atching Ermie.

T: Mayap a yabak naman.

5.4 T-S Response Drill (T gives time, shows picture

of role assumed, greets S accordingly, and S

responds.)

Model: T: (7 p.m., picture of young boy)

Mayap a bengi pu Kong Juan.

S: Mayap a bengi naman itu.

5.5 Role Playing Drill (Two students assume roles

given in the following situations respectively

and give appropriate greetings.)

Model: a) Carlos meets his teacher Mr. Ruiz

at 10 a.m.

S : Mayap a yaldo pu (Mr. Ruiz).

S2 : Mayap a yaldo naman.

(1) Carlos meets his teacher Mr. Ruiz at 10 a.m.

(2) Carlos meets his friend Pedro at 3 p.m.

 11

(3) Roberto meets his neighbor Mrs. Ocampo at

12 noon.

(4) The teacher meets one of his students at 8 a.m.

(5) Miss Dizon, a teacher, meets her colleague,

Mr. Galura, at 7 p.m.

(6) Maria meets an older friend, Ermie, at 11 a.m.

(7) Mr. Galura, an elderly person, meets Juan, a

young man, at 4 p.m.

6 STRUCTURAL AND CULTURAL NOTES

6.1 The following indicate the approximate time of

day when a particular greeting is used.

(1) Mayap a yabak 'Good morning', until about

9 a.m.;

(2) Mayap a yaldo 'Good day', from 9 a.m. to

12 noon;

(3) Mayap a ugtung aldo 'Good noon', at 12 noon;

(4) Mayap a gatpanapun 'Good afternoon', from

about 1 to 5 p.m.;

(5) Mayap a bengi 'Good evening', from about 6

p.m-. o n .

.2 Ñaman 'too' (cf. 1 .2) always occurs in the response

to a greeting.
12

6.3 P u 'Sir, Ma'am' (cf. 1.3) is a term marking deference

and formality of speech. It is used in the following

s ituations:

(1) when speaking to an older person or a person

of higher status and respectful speech is

required; or

(2) when speaking to a person whom you've met

for the first time or to one with whom you're

still on formal terms, even though that per­

son may be of the same age or position, or

younger.

Fsniilial titles of address (cf. 1.4) are commonly

used, establishing the relationship between speaker-

hearer as respectful but intimate. Hence, these

titles are not used in addressing strangers or

Persons with whom a close relationship is not

expected. The titles reflect familial roles and

are applied to members of the village of appropri-

ate age. Note that for an older woman imang (X) is

used for a relative and for a non-relative indang

00 .

(1) i apu, Apung (Galura/Carlos) to an elderly man

or woman of grandparent's age, or an older

person with high status;

 13

(2) i tata, Tatang (Ruiz/Juan) to an older man of

father's age ;

(3) i ima, Imang (Laura) to an older aunt of mother's

age ;

(4) Indang (Laura) to an older woman of mother's age;

(5) i koya, Kong (Pedro) to an older man of older

brother's age;

(6) i atchi , Atching (Ermie) to an older woman of

older sister's age;

(7) i itu, tong (Al) to a younger boy of younger

b rother's age ;

(8) i n.eng, neng (Kris ti) to a younger girl of

younger sister's age.

6.5 The linkers a ~ ay_ (cf. 2.1) and n£ (cf. 2.3)

have no dictionary meaning. They function to

indicate that the two connected elements or items

are particularly closely related (cf. Reference

Grammar _____ , p. .).

7 VOCABULARY

a A^ay [linking particle]

ab ak morning

aldo day

apu grandmother; [title of

 address] grandmother,

Grandmother Galura,

grandfather. Grandfather

Galura

atchi older sister [title of

address]

Atching Ermie Older sister Ermie

bengi evening, night

gatpanapun af ternoon

nang (inang) young girl [title of

address]

ima mother; [title of address]

Imang Ermie Mother Ermie [title of

address for aunt]

Indang Laura Mother Laura [title of

address for friend]

ingkong grandfather [title of

address]

ka you [singular, plain]

kayu you [sing, polite]; you

[plural]

kekayu to you [sing, polite]; to

you [plural]

koy a older brother [title of

address]
 15

Kong Pedro Older brother Pedro [title

of address]

mayap good, fine

naman too , also

ng [linking particle]

ngan all

pu sir, m a 'am
itu young boy [title of address]

tata father [title of address]

Tatang Pedro Father Pedro [title of

address]

ugtu noon
 Lesson 2

"Kumusta ka?"

1 STRUCTURAL CONTENT

1.1 Greetings

(1) Kumusta ka? How are you?

(2) Mayap naman, salamat. I'm fine, thank you

1.2 Pronouns

(1) ka you [sing, plain]

(2) kayu ~ ko you [sing, polite]

(3) kayu you [plural]

(4) kayu ngan you all

2 CONVERSATIONAL CONTEXT

2.1 [Carlos (C) and Maria (M)]

C : Kumus ta ka? C : How are you?

M: Mayap naman, salamat. M: I 'm fine, thank you

2.2 [student (S) and teacher (T) ]

S: Kumusta kayu pu? S : How are you, sir?

T: Mayap naman. T : I'm fine.

2 .3 [Juan (J) and Mrs. Ruiz (R) , a neighbor]

J: Kumusta ko pu? J : How are y o u , m a 'am?

R: Mayap naman. R : I'm fine.

16
 [a teacher (T) and Pedro (P) , a student]

T : Kumusta ka Pedro? T : How are you Pedro?

P : Mayap naman, salamat P : I m fine, thank you,

pu . in3 3m •

2.5 [Miss Dizon (D) and two students, Juan (j) and

Maria (M)]

D: Kumusta kayu? D : How are you?

JM: Mayap naman pu. JM: We're fine, ma'am.

2.6 [teacher (T) and students (S) ]

T: Kumusta kayu ngan T: How are you all today

ngeni ?

S : Mayap p u . S : Fine, ma'am.

2.7 [Juan (J) and Pedro (P), two good friends]

J : Kumus ta? J : Hi !

P : Mayap. P: Fine!

3 DRILL I

3.1 Rote Memorization Drill (T gives cue in English of

person addressed, then the Kapampangan question

'Kumus ta_____ ?' j s repeats question.)

Model: T: (to a friend)

Kumus ta ka?

S : Kumus ta ka?
18

(1) to a friend Kumusta ka?

(2) to a teacher Kumusta kayu pu? or

Kumusta ko pu?

(3) to three people Kumusta kayu?

(4) to a large group of Kumusta kayu ngan?

people

(5) to a good friend Kumus ta ?

3.2 S-T Response Drill (T gives cue of person addressed,

S asks the question 'Kumusta (X)?', using the

appropriate pronoun, and T responds.)

Model: T: (to a teacher)

S: Kumusta ko pu?

T: Mayap naman.

3.3 T-S Response Drill (T gives cue of role assumed

and asks the appropriate 'Kumusta (X)?' question

to S, and S responds accordingly.)

Model: T: (teacher)

Kumusta ka Juan?

S: Mayap naman, salamat pu.

4 SITUATIONAL DIALOGUES

4.1 [Juan (J) meets Terry (T) at noon]

kumusta how

ka you [sing, plain íp ¿.

 19

pronoun, normal form]

ngeni today

may ap fine

J: Mayap a ugtung aldo. J : Hello (Good noon).

T: Mayap a ugtung aldo T: Hello (Good noon,

naman. too .)

J: Kumusta ka ngeni? J: How are you today?

T: Mayap naman. T : I'm fine.

4.2 [Ermie (E) meets Pedro ) , her good friend, on

the way to school]

uy ! hey !

ika you [personal pronoun,

ing case, emphatic

form]

salamat thank you

E : Uy! Pedro ! E: Hey, Pedro! How are

Kumus ta? you?

P: Mayap. Ika naman? P: Fine! And you (too)?

E : Mayap naman. E: Fine, (too). Thank

Salamat. yo u.

^•3 [Roberto (R) meets his ighbor. Grandfather Juan

Ruiz (J) at night]

kay u you [ing pers. pron.,

normal form, sing,

polite]
20

ko you [ing pers . pron.,

normal form, sing,

polite; = kayu]

R: Mayap a bengi pu , R: Good evening, sir.

Apung Juan. Grandfather Juan.

J: Mayap a bengi naman J: Good evening to you,

i tu . too , young m a n .

R: Kumusta kayu/ko pu? R: How are you, sir?

J: Mayap naman. Ika J: I'm fine. And you?

naman?

R: Mayap naman, salamat R: I'm fine, thank you,

pu . sir.

5 DRILL II

5.1 Role Playing Drill (Two students assume respective

roles given in the following situations and greet

each other using Situational Dialogue models.)

(1) Teacher and Student, in the afternoon

(2) Two friends, in the morning

(3) Student and Village Elder, at night

(4) Two casual acquaintances, at noon

(5) Carlos and an older male friend, Pedro, at

3 p .m .

(6) An older woman of the village, Maria Ruiz,

and Ermie, a young girl, at 10 a.m.

 21

6 STRUCTURAL AND CULTURAL NOTES

6.1 The second person pronouns (cf. 1.2) introduced in

this lesson belong to the normal form set of the

ing personal pronouns. In Kapampangan there are

two sets of such ing pronouns, the normal and the

emphatic (cf. 4.2, ika 'you'). Kapampangan also

makes a distinction in forms between the singular

and plural in the second person, as noted in k_a

'you [sing.]' and kayu 'you [plural]', unlike

English.

6.2 Kayu or ko (cf. 2.2, 2.3) is used instead of k_a for

'you [sing.]' in deferential speech. Pu also must

occur with both polite forms.

7 VOCABULARY

ika you [ing personal pronoun,

emphatic form]

ka you [ing personal pronoun,

normal form, sing, plain]

kayu you [ing personal pronoun,

normal form, sing, polite]

ko you [ing personal pronoun,

normal form, sing, polite;

= kayu]
22

kumus ta how

may ap fine

ngeni today

salamat thank you

uy hey !
 Lesson 3

"Aku i Juan.

1 STRUCTURAL CONTENT

1.1 Equational clauses, singular constituents

1.1.1 Affirmative

Aku i Senen. I am Senen.

1.1.2 Negative

Aliwa yaku i Senen. I am not (the one who

is) Senen.

1.2 WH- Question

Ninu ika? Who are you?

1.3 Interjectives

wa yes

ali no

1.4 Personal pronouns, ing case, emphatic form,

singular

(1) aku I

(2) ika you [sing, plain]

(3) ikayu you [sing, polite]

(4) iya he, she

^■•5 Case particle, singular topic

i (+ name) [marks singular personal

proper noun as focussed]

23
24

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2 .1.1 Q: Ninu aku? Q : Who am I?

A : Ika i Senen. A : You are Senen.

2 .1.2 Q: Ninu ika? Q: Who are you?

A : Aku i Senen. A : I am Senen.

2.1.3 Q: Ninu ya? Q: Who is he?

A : Iya i Juan. A : He is Juan.

2.2 Yes/No Question and Answer

2 .2.1 Q: Ika i Senen? Q: Are you Senen?

A : Wa. Aku i Senen. A : Yes , I am Senen.

2 .2.2 Q: Ika i Senen? Q: Are you Senen?

A : Ali. Aliwa yaku i A : No , I am not (the

Senen. Aku i Juan. who is) Senen . I

Juan .

3 DRILL I

3.1 Response Drill (A: T asks the questions (1) 'Ninu

ika?', (2) 'Ninu y a ? ', S responds. B: asks the

question, responds.)

Model: T: Ninu ika? T: Ninu ya?

S: Aku i (Senen). S: Iya i Juan.

 25
3.2 Response Drill (A: T asks the questions 'Ninu aku?'

'Ninu ika?’ and 'Ninu ya?' randomly, and S responds

with appropriate answer. B: Repeat the same drill

between students.)

3.3 Response Drill (A: T asks the question 'Ika i

(Senen)?', eliciting (1) yes responses, (2) no

responses, and (3) mixed responses from the

students. B: Repeat drill between students.)

Model^: T : Ika i Juan?

S : Wa . Aku i Juan.

Mo de 12 : T : Ika i Carlos?

S : Ali . Aliwa yaku i Carlos. Aku i Juan

3.4 Identification Drill (Each student identifies self

and the person sitting next to him.)

Model: S ^ : Aku i Senen. Iya naman i Pedro.

Aku i Pedro. Iya naman i Maria.

S2 '

3.5 Repeat drill 3.4 using the deferential term p u .

Model: S ^ : Aku pu i Senen. Iya pu naman i Pedro.

Q Aku pu i Pedro. Iya pu naman i Maria.
V

4 SITUATIONAL DIALOGUES

4.1 [Dialogue between John (J), Ermie (E) and Maria

(M) ]
26
ika you [ing pers. pron.,

emphatic, sing.]

ali no

aliwa ...is not (the one).,

y aku I [= aku]

aku I

wa yes

J : Ika i Maria? J : Are you Maria?

E: Ali. Aliwa yaku i E: No, I'm not Maria. I

Maria. Aku i Ermie am Ermie.

J: [to Maria] Ika i J : Are you Maria?

Maria?

M: Wa. Aku i Maria. M: Yes, I'm Maria.

4.2 [A dialogue between the teacher (T) and her students

(S), Pedro (P), Juan (J), Maria (M) and Roberto (R)J

ninu who

ikay u you

i [focus marker, per­

sonal proper noun,

singular]

ya he, she [= iya]

o pu yes [polite; = wa]

T: Ninu aku? T Who am I?

S Ikayu pu i Miss S You are Miss Dizon,

Dizon. m a 'a m .
 27

T: Ninu ya? [pointing T: Who is she?

to Maria]

S : Iya pu i Maria. S : She is Maria, m a ’am.

T: [to Pedro] Ninu ika? T : Who are you?

P : Aku pu i Pedro. P : I am Pedro, ma'am.

T : [to Juan] Ika? T: [And] you?

J : Aku pu naman i Juan. J : I am Juan, ma'am.

T: [to Maria] Ika i T : Are you Maria?

Maria?

M: 0 pu. Aku i Maria. M : Yes, ma'am. I am Maria.

T : [to Roberto] Ika i T: Are you Pedro?

Pedro?

R: Ali. Aliwa yaku pu R : No, I am not Pedro,

i Pedro. Aku i ma'am. I am Roberto.

Roberto.

5 DRILL II

5.1 Role Playing Drill (Student takes role of

questioner as illustrated in Dialogue //2

above, and conducts similar dialogue with

the rest of the students.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 When two words, one ending and the other beginning

with [a], occur contiguously, [y] occurs at the

boundary (cf. 1 .1 .2).

28

(1) Mayap a yabak (yabak = abak 'morning')

(2) Aliwa yaku i Senen (yaku = aku 'I')

6.2 There are two types of questions, (1) interrog­

ative Ninu ika? 'Who are you?', and (2) yes/no

confirmation Ika i Senen? 'Are you Senen?'. A

rising question intonation occurs with both. An

affirmative answer for the latter question is

denoted by wa 'yes', or o pu 'yes, sir' in deferen­

tial speech, and the negative by the interjective

ali 'no' or the negative predicative aliwa '...is

not the one...'. The two negatives are not inter­

changeable in use.

6.3 The pronouns aku 'I', ika 'you' and iya 'he/she'

(cf. 1.4) are part of the emphatic set of the ing

personal pronouns. They occur as the predicative

in equational clauses or as appositional emphatic

pronouns. They contrast with the normal set (cf.

ka 'you', Les. 2), which always occurs bound to

the predicative as the subject pronouns. When

giving, or asking for one's name, the emphatic

form is used.

(1) Ninu ika? Who are you?

(2) Aku i Senen. I am Senen.

 29
6.4 I. (cf. 1.5) always occurs directly preceding a

personal proper noun, marking the noun as the

topic of the sentence. It does not occur in

direct address.

(1) Iya i Senen. He is Senen.

(2) Senen, iya i Carlos? Senen, is he Carlos?

6.5 The ing emphatic pronouns (aku, ika, iya, etc.) al­

ways occur after the interrogative word ninu 'who',

except for the third person singular where ya

(ing normal pronouns) occurs instead (cf. 2.1.1-3).

6.6 In addition to marking the response to a greeting

(cf. Les. 1), naman also marks the information

given as 'additional', whether similar or addi­

tional (cf. 4.2 also). N aman, therefore, generally

occurs in multiple introductions or se1f-intreduc­

tions from the second person on.

7 VOCABULARY

aku I [ing personal pronoun,

emphatic]

ali no

aliwa ...is not the one...

i [particle marking follow­

ing personal proper noun

as topic]
ika you [ing pers. pron.,

emph.]

ikay u you [ing pers. pron.,

emph. polite ]

iy a he/she [ing pers. pron.

emph.]

ninu wh o

naman [marks additional infor

mation]

o pu yes, sir [= wa]

wa yes

ya he/she/it [ing pers.

pron., norma 1]

y aku I [= aku]
 Lesson 4

"lia di Maria ampo i Juan."

1 STRUCTURAL CONTENT

1.1 Equational clauses, plural constituents

(1) 11 a di Maria ampo They are Maria and Juan,

i Juan.

(2) lia di Mr. ampo i They are Mr. and Mrs. Ruiz

M r s . Ruiz.

(3) Ila di Maria ampong They are Maria and Juan.

Juan.

1.2 Ing personal pronouns, emphatic form, plural

(1) ikata we [dual]

(2) itamu we [inclusive]

(3) ikami we [exclusive]

(4) ikayu you

(5) ila they

1.3 Conj unction

ampo and

1.4 Case particle, plural topic

di [plural personal proper

noun topic]
2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Ninu ikayu? Who are you?

31
32

A: Ikami di Pedro ampo We are Pedro and Carlos,

i Carlos .

2 .1.2 Q : Ninu ikami ? Who are we?

A: Ikayu di Pedro You are Pedro and Carlos.

ampong Carlos .

2.1.3 Q: Ninu ikata? Who are we?

A: Ika i Maria ampo You are Maria and I am

aku i Juan. Juan .

2.1.4 Q : Ninu ila? Who are they?

A: lia di Mr. ampo i They are Mr. and Mrs.

M r s . Ruiz. Ruiz.

2.1.5 Q : Ninu ila? Who are they?

A : Ila di Carlos. They are Carlos and his

f riends.

2.2 Yes/No Question and Answer

2.2.1 Q: Ikayu di Pedro ampo Are you Pedro and Carlos?

i Carlos?

A: Wa. Ikami di Pedro Yes, we are Pedro and

ampong Carlos. Carlos.

2.2.2 Q: Ila di Mr. ampo i Are they Mr. and Mrs.

Mrs . Ruiz? Ruiz?

 33

A: Ali. Aliwa ila. No, they're not. They

lia di Miss Dizon are Miss Dizon and Mr.

ampo i Mr. Ocampo. Ocampo.

3 DRILL I

3 1 Response Drill (A: T asks the questions (1) Ninu

i tamu? , (2) Ninu ikayu?, (3) Ninu ila? , and S

responds accordingly. B: T asks the same ques­

tions randomly, S gives appropriate responses.

C: Repeat drill between students.)

Model: T: Ninu i tamu ? Who are we?

S : Ikayu pu i Miss You are Miss Dizon and

Dizon ampo aku I am Juan.

i Juan.

Model: T : [pointing] Ninu Who are you?

ikayu ?

S : Ikami di Maria We are Maria and

amp o ng Juan. Juan .

Model: T : [pointing] Ninu Who are they?

ila?

S : Ila di Pedro They are Pedro and

ampong Ermie. E rmi e .

^•2 Response Drill— review (A: T asks Ninu

questions using singular pronouns (Les. 3) and

 ▼

34
*

plural pronouns in random order, and S responds

accordingly. B: Repeat drill between students.)

3.3 Response Drill (A: T asks the question 'lia di

I
(Maria ampong Juan?)' eliciting (1) yes responses,

(2) no responses, (3) mixed responses. B: Repeat

drill between students.)

3.4 Response Drill--review (S asks yes/no question

using both singular (Les. 3) and plural pronouns

and eliciting mixed responses cued by the use of

names of students in class, and S responds

accordingly.)

4 SITUATIONAL DIALOGUES

4.1 [Senen (S) and Carlos (C) are helping John (J)

get to know the students by their names.]

i la they

ampo and

di [plural focus marker

of personal proper

noun ]

itamu we [inclus ive]

S : Ninu aku? Who am I?

J : Ika i Senen. You are Senen.

C: Aku? [And] I?
J: Ika i Carlos. You are Carlos.

C: Ninu itamu? Who are we?

J : Ika i Carlos, iya You are Carlos, he is

i Senen ampo aku i Senen, and I am John.

John/Juan.

S: Ninu ila? [pointing] Who are they?

J: Ila di Maria ampo i They are Maria and Robert.

Roberto.

C: Ila di Mr. ampo i Are they Mr. and Mrs.

Mrs. Ruiz? [pointing] Ruiz?

J: Ali. Aliwa ila di No, they are not Mr. and

Mr. ampo i Mrs. Ruiz. Mrs. Ruiz. They are Miss

Ila di Miss Dizon Dizon and Mr. Ruiz.

ampo i Mr. Ruiz.

[Dialogue between teacher (T) and her class, John

(J), Pedro (P), Carlos (C)]

ikata we [dual]

ikayu you

ikami we [exclusive]

tab alu I don't kno w.

T : [to John] Ninu Who are we?

ikata?

J: Ikayu pu i Miss Dizon You are Miss Dizon and I

ampo aku i John. am John.

36

T: [to Pedro and Carlos] Who are you?

Ninu ikayu?

P: Ikami pu di Pedro We are Pedro and Carlos.

ampong Carlos.

T: [to Carlos] Ninu ila? Who are they?

C: Ila pu di Maria They are Maria and Ermie.

ampo i Ermie.

T: Ila? [pointing to [And] they?

two others]

C : Tabalu. I don't know.

5 DRILL II

5.1 Role Playing Drill (S ^ questions on the names

of the students in class using the Situational

Dialogues as model and incorporating as many of

the constructions learned in Les. 3 and A.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 The ing emphatic plural pronouns (cf. 1.2) intro­

duced in this lesson reflect the first person

plural trichotomy of all Kapampangan pronouns.

The three categories are as follows:

(1) dual [you and I]

(2) inclusive plural [all of us including you]

(3) exclusive plural [us, excluding you]

 37

6.2 Di^ (cf. 1.4) is the plural form of _i (cf. Les. 3)

and marks the following personal proper names as the

topic of the sentence. It occurs directly preceding

a phrase consisting of two or more proper names with

each name in turn being preceded by or if con­

joined by the conjunctive ampo, by the linking

particle n g . It may also occur before a single

proper name, in which case the name refers to the

person and others in his group, such as his family.

friends, children, etc.

VOCABULARY

ampo and

di [focus particle]

ikami we [exclus ive]

ikata we [dual]

ikay u you

ila they

itamu we [inclusive]

Tab a 1u I don't know.

 Lesson 5
"I Mar ia ya ini."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause, proper noun predicate,

demonstrative pronoun topic

1.1.1 Affirmative

I Maria ya ita. That (over there) is Maria.

1.1.2 Nega t ive

Aliwa ita i Maria. That (over there) is not

Maria.

1. 2 WH- Question

Ninu ya ita? Who is that (over there)?

1.3 Demonstrative pronouns

( 1 ) ini this

(2) iyan that

(3) ita that (over there)

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Ninu ya ini? Who is this?

A : I Gloria ya iyan. That 's Gloria.

2.1.2 Q: Ninu ya iy an ? Who is that?

A : I Maria ya ini. This is Maria.

38
 39

2.1.3 Q: Ninu ya ita? Who is that (over there)?

A: I Ermie ya ita. That (over there) is Ermie.

2.1.4 Q: Ninu ya ini/iyan/ Who is this/that/that (over

ita? there)?

A : Iy a i Ma r ia . She 's Maria.

2.2 Yes/No Question and Answer

2.2.1 Q: I Maria ya ita? Is that Maria (over there)?

A: Wa. I Maria ya ita. Yes, that's Maria (over

there) .

2.2.2 Q: I Maria ya ita? Is that Maria (over there)?

A: Ali. Aliwa ita i No, that's not Maria (over

Mari a. I Gloria there). That's Gloria

ya ita.

2.2.3 Q: I Maria ya ita? Is that Maria (over there)?

A: Ali. I Gloria ya No, that's Gloria.

ita.

3 DRILL I

3.1 Response Drill (A: T asks the question 'Ninu ya

ini/iyan/ita?' to elicit names of students in

class, and S gives appropriate response. B: Repeat

drill between S-S.)

40

Model: T: Ninu ya ini? Who is this?

[pointing]

S: I Gloria ya iyan. That's Gloria.

3.2 Response Drill (A: T asks yes/no question '(I

Gloria) ya ita?' eliciting (1) yes responses,

(2) no responses, and (3) mixed responses.

B: Repeat drill between S-S eliciting mixed

responses.)

3.3 Identification Drill (A: T using a picture of a

family drills on the identification of the

various family members.)

Model: T: [pointing to the father]

ing tata the father

S : ing tata

(1) ing tata the father

(2) ing ima the mother

(3) ing koy a the big brother

(A) ing a tch i the big sister

(5) ing wa 1 i the younger sister/brother

(6) ing ap u the g randf ather

(7) ing ingkong the g ran dmo th e r

(8) ing b ap a the un c 1e

(9) ing da ra the aunt

 41

3.4 Response Drill (A: T using picture of family asks

'Ninu ya ini?' question, and S responds. B: Repeat

drill between S-S.)

Model: T: [pointing] Ninu ya Who is this?

ini ?

S: Ing tata ya iyan. That's the father.

3.5 Response Drill (S^ using picture of family asks

yes/no question 'Ing ima ya ini?', eliciting mixed--

yes and no--responses, and S2 responds accordingly.)

Model: S^: Ing ima ya ini? Is this the mother?

S2 : Ali. Ing ing- No, that's the grand-

kong ya iyan. mother.

4 SITUATIONAL DIALOGUES

4-1 [John (J) and Maria (M) are looking at a photo­

graph and pointing to various people.]

ini th is

iyan that

y an that 1= iyan]

J : Ninu ya ini ? Who is this ?

M: I Gloria ya iyan. That's Gloria.

J: I Ermie ya ini? Is this Ermie?

M: Wa. I Ermie ya iyan. Yes , that's Ermie.

J : Ika ini? Is this you?
42

M: Ali, aliwa yaku yan. No, that's not me. This

Aku ini. is me.

5 DRILL II

5.1 Dialogue Repetition Drill (Students learn D. Situ­

ational Dialogues through repetition, assuming all

of the various dialogue roles presented. Suggested

pattern of dialogue role playing is (1) between T

and S, (2) between S and S (half of the class versus

the other half), and (3) between S^ and S2 .)

5.2 Dialogue Drill (Using the picture of the family,

S^ and S2 conduct a dialogue modelled after the

dialogue above.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 The following variations occur as responses to the

question Ninu ya ita? 'Who is that (over there)?'

(1) I Maria ya ita. That (over there) is Mari*

(2) Ita i Maria. That (over there) is Mari*

(3) Iya i Maria. She is Maria.

The ing emphatic pronouns (aku, idea, iya, etc.) may

be substituted for the name, as in the following:

(1) I Maria ya ini. This is Maria.

(2) Aku i n i . This is I .

 43

The demonstratives always occur finally in construc­

tions with the ing emphatic pronouns. In other

constructions, however, they may occur initially

or finally with no change in meaning (cf. 1, 2

above).

6.2 Demonstrative pronouns denote spatial relationships

in reference to the speaker and listener. Ini

'this' designates that which is close to the speaker;

iyan 'that', designates something close to the lis­

tener; and i ta 'that over there', designates some­

thing away from both the speaker and the listener.

7 VOCABULARY

bapa uncle

dara aunt

ing [particle marking follow­

ing noun as topic of

sentence ]

ini this

ita that over there

iy an that

y an that [= iyan]

wal i younger sister/brother

 Lesson 6

(Review of Lessons 1-5)

1 CUMULATIVE SITUATIONAL DIALOGUES

1.1 [Senen (S) and his American friend John (J) meet

Maria (M).]

S: Mayap a yabak, Maria. Good morning, Maria.

M: Mayap a yabak naman. Good morning (too).

S: Kumusta? How are you?

M: Mayap naman. I'm fine.

S: Maria, i Juan ya Maria, this is Juan.

ini. Juan, i Maria. Juan, Maria.

M: Kumusta ko pu? How are you, (sir)?

J: Mayap naman pu. I'm fine, (ma'am).

1.2 [Carlos (C) and Paul (P) meet Mr. Ruiz (R), a

visitor to the school.]

o makanian oh, is that so.

C: Mayap a gatpanapun Good afternoon, sir.

pu .

R: Mayap a gatpanapun Good afternoon.

naman.

C: Aku pu i Carlos. I I'm Carlos, sir. This is

Paul ya pu naman ini- Paul, sir.

R: 0 makanian. Kumusta Oh, is that so. How are

ka? you?
 45

P: Mayap pu naman. I'm fine, sir. Thank

Salamat pu. Ikayu you , sir. And yo u,

pu naman? sir?

R: Mayap naman. Ika, I'm fine. And you,

Carlos? Carlos ?

C: Mayap pu naman. I'm fine, sir. Thank

Salamat p u . you.

1.3 [Senen (S) introduces his friend John (J) to his

mother (ima = I).]

S :Ima, i Juan ya pu Mother, this is Juan.

ini .

I: Kumusta ka? How are you?

J: Mayap pu naman. I'm fine, ma'am. And

Ikayu? you?

I : Mayap naman. Fine .

2 DRILL

2.1 Dialogue Repetition Drill (S learns dialogue

through repetition.)

3 VOCABULARY

omakanian! oh, is that so!

NOTE to teacher: Do Supplementary Lessons 1, 2 before

going on to Lesson 7. They give the Kapampangan for

classroom procedures.
 Lesson 7

"Lapis ya iyan."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause, noun predicate

(1) Lapis ya. It's a pencil.

(2) Lapis ya iyan. That's a pencil.

-— (3) E ya lapis . It's not a pencil.

(4) E ya lapis iyan. That's not a pencil

1. 2 WH- Question

(1) Nanu ya? What is it?

(2) Nanu ya ini? What is this?

1.3 Interrogative

(1) Nanu what

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nanu ya? What is it?

A : Lapis y a . It is a pencil.

2.1.2 Q: Nanu ya ini? What is this?

A: Lapis ya iyan. That's a pencil.

2.2 Yes/No Question and Answer

2.2.1 Q: Lapis ya ini? Is this a pencil?

46
 47

A: Wa. Lapis ya Yes, (that's) it's a

(iyan). pencil.

2.2.2 Q: Lapis ya iyan? Is that a pencil?

A : Ali. E ya lapis No, (this) it is not a

(ini). Ball pen pencil. It's a ball­

ya. point] pen .

3 DRILL I

3.1 Rote Memorization Drill (Using actual objects in

the immediate surroundings, T drills on the iden­

tification of same.)

Model: T: [holding a 'ball pen']

ing ball pen

S: ing ball pen

(1) ing ball pen ball point pen

(2) ing lapis pencil

(3) ing pauntin pen fountain pen

(A) ing diksyonaryo dictionary

(5) ing 1 ib ru book

(6) ing kuaderno notebook

(7) ing papil paper

(8) ing awang window

(9) ing pasbul door

(10) ing lames a table, desk
48

(11) ing luklukan chair [general term for

place to sit]

(12) ing taburete [western style] chair

(13) ing 1and e floor

(14) ing su lu electric light, torch

[source of light]

(15) ing p amura eraser [for chalk and

pencil]

(16) ing ti sa chalk

(17) ing tinta ink

(18) ing dyaryo newspaper

3.2 Response Drill (A: T asks 'Nanu ya ini/iyan/ita?'

pointing to objects and S responds accordingly.

B: Repeat drill between S-S.)

Model: T: [pointing to window]

Nanu ya i ta?

S: Awang ya ita.

3.3 Response Drill (A: T asks yes/no question '(Lapis)

ya ini?' eliciting (1) yes responses, (2) no

responses and (3) mixed responses. B: Repeat

drill between S-S.)

Model: T: [holding a pencil]

Lapis ya ini?

S: Wa. Lapis ya iyan.

 49
Model: T: [holding a chalk]

Lapis ya ini?

S: Ali. Eya lapis iyan. Tisa ya.

4 SITUATIONAL DIALOGUE

4.1 [Miss Dizon (D) is speaking to the students in her

class (S).]
yu your [plural]
klase class
tana! let's go!
ump isa begin [word base]
mag ump isa to begin
lapis pencil
nan u what
mas álese good
bal pen bail-point pen
1ib r u book
diksyonaryo dictionary
pin certainly
D: Aku i Miss Dizon, ing I am Miss Dizon, your

mestra yu. Kumusta kayu- teacher. How are you

ngan ngeni? (all) today?

S: Mayap naman pu. Fine, m a 'am.

D: Klase, tana! Magumpisa Class , (let's g o !)

tana. Lapis ya ini. Let's begin. This is a

Nanu ya ini? pencil. What is this?

S: Lapis ya pu iyan. That is a pencil, ma'am.

50

D: Masalese. Klase, Good! Class, that is a

ball pen ya ita. ball-point pen. What

Nanu ya ita? is that?

S: Ball pen ya pu ita. That is a bail-point

pen, ma 'a m .

D: [pointing to a book] Is that a bail-point pen,

Ball pen ya naman too ?

ita?

S: Ali pu. E ya ball No, ma'am. That is not

pen ita. Libru ya. a bail-point pen. It's

a book.

D: [holding up a dic­ Is this a book, too?

tionary] Libru ya

naman ini?

S: Ali pu. E ya libru No, ma'am. That is not

iyan. Diksyonaryo a book. It's a dictio­

ya. nary .

D: Kuaderno yapin ini? This (certainly) is a

notebook, isn't it?

S: Wa. Yapin. Yes, it is [certainly]*

D : Masalese. Good !

5 DRILL II

5.1 Dialogue Repetition Drill (Students repeat dialog***'

(1) between T-S and S-T, (2) between S-S, then (3)

between and S The primary objective is to

 51

learn dialogue content through repetition rather

than memorize dialogue itself.)

5.2 Dialogue Drill (S^ assumes role of T and conducts

dialogue modelled after dialogue 4 above with the

rest of S .)

6 STRUCTURAL AND CULTURAL NOTES

6.1 Q: Nanu ya ini? What is this?

A: Lapis ya iyan. That's a pencil.

The above question and answer constructions

referring to things parallel the set introduced

in Lesson 5 which refers to people.

Q: Ninu ya ini? Who is this?

A: I Maria ya iyan. That is Maria.

In addition to the difference in the interrogatives

occurring, note that the topic marker ^ occurs with

personal names, whereas with common nouns, whether

inanimate or animate, the equivalent common noun

topic marker ing does not.

(1) Lapis ya ini. This is a pencil.

(2) Mestro ya ini. This one is a teacher.

The topic marker ing does occur in a similar con­

struction (referred to as the I dent ificationa1

Equational Clause, cf. Les. 10), the function of

52

which is specific identification. In such a

construction, however, the ing emphatic pronoun

occurs and the order of the elements is normally

reversed. For example:

(1) Ini iya ing mestra. This one is the teacher.

(2) Mestra ya ini. This one is a teacher.

7 VOCABULARY

awang window

ball pen ball-point pen

diksyonaryo dictionary

dy aryo newspap er

klas e class

kuaderno notebook

lames a desk

lande floor

lapis pencil

libru book

luklukan chair [general term for

place to sit]

masalese good

nanu what

pamura eraser [for chalk and

pencil]

p ap i 1 tablet
pasbul door

pauntin pen fountain pen

sulu electric light, torch [any

source of light]

taburete [western style] chair

tinta ink

tisa chalk

yu your [possessive plural]

 Lesson 8

"Es tudyante ku."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause, noun predicate (cont.)

1.1.1 Affirmative

Estudyante ku. I'm a student.

1.1.2 Negative

E ku estudyante. I'm not a student.

1.2 WH- Question

Nanu ka? What are you?

1.3 Ing pronouns, normal form, singular

(1) ku I

(2) ka you

(3) ya he/she/it

1.4 Negative

e no t

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q : Nanu ka? What are you?

A: Estudyante ku. I am a student.

2.1.2 Q: Nanu ku? What am I?

A: PCV ka. You're a Peace Corps

Volunteer.

54
2.1.3 Q: Nanu ya? What is he?

A : Mestro ya. He's a teacher.

2.2 Yes/No Question and Answer

2.2.1 Q: Es tudyant e ka? Are you a student?

A : Wa. Estudyante ku Yes, I'm a student.

2.2.2 Q: Estudyante ka? Are you a student?

A : Ali. E ku No, I'm not a student

es tudyante. Mestro I ’m a teacher.

ku.

3 DRILL I

3.1 Rote Memorization Drill (T drills on identification

of the following using picture cues.)

Model: T: [picture of woman teacher]

ing mestra woman teacher

S : ing mestra

(1) ing mestra woman teacher

(2) ing mestro male teacher

(3) ing es tudyanta girl student
(A) ing estudyante boy student
(5) ing sekre tarya girl secretary
(6) ing s ekre taryo boy secretary
(7) ing propesora (female) professor
(8) ing propesor (male) professor
56
i
(9) ing presidente president

(10) ing superintendente superintendent [head of

a school division,

usually one division

per province]

(11) ing janitor janitor [handyman of a

school]
I
3.2 Response Drill (A: T asks 1Nanu ku/ka/ya?' questions,

using picture cues to elicit responses, and S res­

ponds accordingly. B: Repeat drill between S-S.)

Model: T: [picture of boy student]

Nanu ya? What is he?

S: Estudyante ya. He is a student.

3.3 Response Drill (A: T asks yes/no question

'(Estudyante) ka?' eliciting negative responses,

and S responds giving correct information.)

Model: T: Propesor ka? Are you a professor?

S: Ali, e ku No, I'm not a professor,

propesor. I'm a student.

Estudyante k u .

3.4 Response Dri 11--review (T asks 'Nanu ku/ka/ya i

(Maria)?' and 'Ninu aku/ika/ya?' questions randomly

and S responds accordingly.)

 5 7
4 SITUATIONAL DIALOGUES

4.1 [Dialogue between Mr. Ruiz (R) , the teacher, and

students Pedro (P), Carlos (C) and Maria (M)]

es tudyante boy student

ku I

e not

mes tro male teacher

nanu what

ka you

ya she/he/it

es tudyant a girl student

mes tra woman teacher

R: Estudyante ku? Am I a student?

P : Ali, e kayu pu No, you are not a

es tudyante. student, sir.

R: Mestro ku? Am I a teacher?

P: 0 pu. Mestro kayu/ Yes, sir, you are a

ko p u . teacher.

R: Nanu ka? [to Carlos] What are you?

C: Estudyante ku pu. I am a student, sir.

R: Nanu ya? [pointing What is she?

to Maria]

C: Estudyanta ya pu She is a student too.

naman. sir.
58
R: [to Maria) Estudyanta Are you a student?

ka?

M: Wa. Estudyanta ku. Yes, I am a student.

R: [pointing to Miss Is she a student also?

Dizon] Estudyanta

ya naman?

M: Ali. E ya estu- No, she is not a student.

dyanta. Mestra ya. She is a teacher.

5 DRILL II

5.1 Dialogue Drill (Using above dialogue as model,

students conduct similar dialogue with each other.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 When identifying o n e ’s self by name, the ing

emphatic pronouns are used (cf. Les. 3, Aku i Maria-

When the identification is classificatory, the

normal form of the ing pronouns (cf. 1 .1 .1) are

used, as follows:

(1) Estudyante ku. I am a student.

6.2 After the interrogative nanu 'what' the k_u pronoun5

occur (cf. 1 .2) whereas after ninu 'who', the aku

pronouns occur.

(1) Nanu ka? What are you?

(2) Ninu ika? Who are you?

 59

6.3 The pronouns introduced in this lesson are the

singular forms of the ing normal pronouns (cf. 1.3).

These pronouns occur in clauses with non-verbal or

verbal predicates. They contrast with the ing

emphatic pronouns (aku , etc.) which occur in equa-

tional clauses (cf. Les. 3).

6.4 E_ ’not' (cf. 1.4) is a bound negative marker of an

utterance. In predicative clauses it always occurs

utterance initially followed directly by the ing

normal pronoun (ku^, etc.), which in turn is followed

by the predicate. In affirmative utterances these

pronouns occur after the predicate, as follows:

(1) Estudyante ku. I am a student.

(2) E ku estudyante. I am not a student.

E^ contrasts with aliwa in meaning and occurrence.

Whereas aliwa occurs only in equational clauses with

the ing emphatic pronouns, e may occur in both equa­

tional and predicative clauses with the ing emphatic

and normal pronouns. For example:

(1) Aliwa yaku ing I'm not (the one who is)

estudyante. the student. [Someone

else is. ]

(2) E yaku ing I'm not the student [you're

es tudyant e . talking about].

60

(3) E ku estudyante. I'm not a student.

(Note the variation in meaning of the three negative

sentences above.)

6.5 Gender distinctions are made for some nouns, namely

occupational and nationality names. For example:

(1) mestra mestro woman teacher man

teacher

(2) es tudy anta girl student ^ boy student

estudyante

(3) sekretarya^/ girl secretary^/ boy

sekretaryo secretary

(4) prope s o r a ^ woman p r o f e s s o r s man

propesor professor

(5) Amerikana^ [female] A m e r i c a n s [male!

Amer ikano Ameri can

(6 ) P i l i p i n a s Pilipino [female] Filipino [male!

Filipino

7 VOCABULARY

e not

es tudyant a girl student

es tudyant e boy student

j anitor janitor [handyman of a

school]
ku I ling normal pronoun]

mestra woman teacher

■estro man teacher

nanu what

presidente pres ident

propesor [male] professor

propesora [female] professor

sekretarya girl secretary

sekretaryo male secretary

superintendente superintendent [head of

a school division,

usually one division

per province]
 Lesson 9

"Mestra ya i Maria."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause, noun predicate (cont.

1.1.1 Affirmative

(1) I Maria mestra ya. Maria is a teacher.

(2) Mestra ya i Maria. Maria is a teacher.

1.1.2 Negative

(1) E ya mestra i Maria is not a teacher.

Maria.

1.2 WH- Question

Nanu ya i Maria? What is Maria?

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nanu ya i Maria? What is Maria?

A: Mestra ya i Maria. Maria is a teacher.

2.2 Yes/No Question and Answer

2.2.1 Q: I Maria mestra ya? Is Maria a teacher?

A: Wa, mestra ya. Yes, she's a teacher.

2.2.2 Q: Mestra ya i Maria? Is Maria a teacher?

A: Ali, e ya mestra. No, she's not a teacher.

Estudyanta ya. She's a student.

62
 63

3 DRILL I
3 i Response Drill (A: Using picture cues from 3.1

drill of Les. 7, T asks 'Nanu ya i (Maria)?' and S

responds accordingly. B: Repeat drill between S-S.)

Model: T: [picture of a

secretary]

Nanu ya i Maria? What is Maria?

S: Sekretarya ya i Maria is a secretary.

Maria.

3. 2 Response Drill (Using same picture cues. Si asks

'Nanu ku/ka/ya i (Pedro)?' and S2 responds accord­

ingly .)

Model: S]_: [picture of a teacher]

Nanu ku?

S2 : Mestro ko p u .

4 SITUATIONAL DIALOGUES
4. 1 [Dialogue between teacher
<T) and student (S)]
T: Nanu ya i Mr. Ruiz?
What is Mr. Ruiz?
S: Mestro ya pu. We i8 a teacher, sir.
1: I Miss Dizon mestra
Miss Dizon a teacher,
ya naman?
too?
S Ali pu. E ya mestra.
N o . sir. She is not a
Estudyanta ya pu.
teacher. She is a

J s tud ent, sir .

 T: Estudyante ka naman? Are you a student, too?
i
S: 0 pu. Estudyante ku Yes, sir, I'm a student,

pu naman. too.

A.2 [Dialogue between Roberto (R) and Alejo (A)]

prinsipal principal

superbisor [male] supervisor

anti similar to, like

mu just, only

anti mu just like

superbisora [female] supervisor

R: Nanu ya i Mr. Ocampo? What is Mr. Ocampo?

A: Prinsipal ya. He is a principal.

R: I Mr. Galura prin­ Is Mr. Galura a principal

sipal ya naman? too?

A: Ali. E ya prinsipal No, Mr. Galura is not a

i Mr. Galura. Super­ principal. He is a

{
bisor y a . supervisor.

R: 0 makanian! Anti mu Oh, is that sol Just

naman I Miss Ruiz. like Miss Ruiz. She is

Superbisora ya naman. a supervisor, too.

5 DRILL II

5.1 Dialogue Drill (Students carry on dialogue

modelled after those in section A.)

 65

6 STRUCTURAL AND CULTURAL NOTES

6.1 The ing normal personal pronoun (Les. 8) always

occurs following the word which describes the person.

(1) Nanu ku/ka/ya? Who am I/are you/is she?

(2) Mestra ku/ka/ya. I am/you are/she is a

teacher.

When the third person is identified by name,

i— +— (name) is added to the construction, either

preposed or P°stposed> with ya functioning as a
cross-referent _ . ,
pr°noun. In questions, however, it
is always postpOSed

(1) Nanu ya i M aria ? What is Maria?

(2) Mestra ya i Maria.
Maria is a teacher.
(3) I Maria mestr,
ra y a . Maria is a teacher.
The third p-
Herson ing emphatic pronoun, iya.
may be substituted for
the name . However, whereas
the name may ocr,lv
Ur initially or finally, this
pronoun always
Ccurs sentence initially.
(1) Iya mestra y a
She is a teacher.
(2) Mestra ya i Maria.
Maria is a teacher
(3) I Maria mestra
ya Maria is a teacher
There is no
significant difference in meaning
between the two
resp onses.
 (1) Mestra ya i Maria. Maria is a teacher.

(2) I Maria mestra ya. Maria is a teacher.

However, construction (1) is considered the normal

order and (2) the inverted order. In speech, there

is a slight pause after the name in construction

(2), which appears to denote a meaning more similar

to the following English equivalent: '[As for]

Maria, she is a teacher.'

Ya, which occurs following a name or the correspond

ing interrogative pronoun ninu in constructions

with a demonstrative pronoun is frequently dropped

in everyday conversation.

(1.a) Ninu ya ita? Who is that?

(l.b) I Maria ya ita. That is Maria.

(2.a ) Ninu ita? Who is that?

(2.b ) I Maria ita. That is Maria.

VOCABULARY

anti mu just like

pr ins ipal principal

superbisor [male] supervisor

superbisora [female] supervisor

 Lesson 10

"I Miss Dizon ing mestra.

1 STRUCTURAL CONTENT

1.1 Ident ificationa1 equational clause

1.1.1 Af f irmative

(1) I Miss Dizon ing Miss Dizon is (the one

mestra. who's) the teacher. [Not

Miss Rui z ]
4
(2) Ing mestra i Miss The teacher is (the one
A
Dizon. who's) Miss Dizon. [Not

the student]

1.1.2 Negative

(1) Aliwa iya ing Miss Dizon is not (the

mes tra i Miss one who's) the teacher.

Dizon. [Miss Ruiz is]

1•2 WH- Question

1*2.1 Ninu ya ing mestra? Who is the teacher?

1*2.2 Balu mu nung ninu ing Do you know who the teacher

mes tra? is?

1*3 Case particle, singular topic

ing [particle marking the

following common noun

as topic]

67
68

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Ninu ya ing mestra? Who is the teacher?

A: I Miss Dizon ing Miss Dizon is the teacher,

mes tra.

2.1.2 Q: Ninu ya i Miss Who is Miss Dizon?

Dizon?

A: Ing mestra i Miss The teacher is Miss Dizon.

Dizon.

2.1.3 Q: Balu mu nung ninu Do you know who Miss Dizon

i Miss Dizon? is?

A: Wa. Ing mestra i Yes. The teacher is Miss

Miss Dizon. Dizon.

2.2 Yes/No Question and Answer

2.2.1 Q: I Miss Dizon ing Is Miss Dizon the teacher?(

mestra?

A: Wa. Iya ing mestra. Yes, she is the teacher.

2.2.2 Q: I Miss Dizon ing Is Miss Dizon the teacher?(

mestra?

A: Ali. Aliwa iya ing No, she is not the teacher. I

mestra. I Mr. Ruiz Mr. Ruiz is the teacher,

ing mestro.
 69
2.2.3 Q: Ika ing isestra? Are you the teacher?

A: Ali. Aliwa yaku No, I'm not the teacher.

ing mestra. I Miss Miss Dizon is (the

Dizon ing mestra. teacher).

3 DRILL I

3.1 Rote Memorization Drill (Using picture cues, or other

visual cues like printed names, and names and occu­

pation, profession or title of actual people, T

drills on the identification of same.)

Model: T: [picture or name of the President of U.S.]

I Mr. Nixon ing presidente na ning Amerika.

S: I Mr. Nixon ing presidente na ning Amerika.

(1) I Mr. (Nixon) ing presidente na ning Amerika.

(2) I Presidente (Marcos) ing presidente na ning

Pilipinas.

(3) I Propesor (Constantin) ing propesor king Inglis.

(4) I Miss (Ramos) ing mestra king Kapampangan.

(5) I Pedro ing estudyante.

(6) I Maria ing sekretarya.

^•2 Response Drill (A: Basing on 3.1 drill above, T

asks 'Ninu ya ing (presidente na ning Amerika)?'

and S responds. B: Repeat drill between S-S.)

70

Model: T: Ninu ya ing presidente na ning Pilipinas?

S: I Presidente (Marcos) ing presidente na

ning Pilipinas.

3.3 Response Drill (A: T asks yes/no question 'Ika ing

(....)?' eliciting yes and no responses cued by

the information sought, and S responds accordingly.

B: Repeat drill between S-S.)

Model: T: Ika ing presidente?

S: Ali. Aliwa yaku ing presidente. I

Mr. (Nixon) ing presidente.

3.4 Narration-Comprehension Drill (S3 gives (1) the

names and (2) the fictional occupation or profession

of himself and the person next to him. T then asks

the questions 'Ninu ya ing (....)?' or 'Nanu ya i

(....)?' to other students who respond according to

information given.)

Model: S3 : Aku i Roberto ampo iya i Juan.

Estudyante ku ampo propesor ya king

Inglis.

T: Ninu ya ing estudyante?

S2 ! I Roberto ing estudyante.

T: Nanu ya i Juan?

S3: I Juan propesor ya king Inglis.

 71

4 SITUATIONAL DIALOGUES

4.1 [Dialogue between John (J) and Carlos (C) ]

ing [topic particle]

king of

Inglis English

balu know

mu you [ning pron.]

nung if

s iguru maybe, I think, I

guess

pin ...is indeed...

[conf irmatory

particle]

J: Ikayu pu ing propesor Are you the professor of

king Inglis? English, sir?

C: Ali. Aliwa yaku. E No, I'm not. I'm not a

ku propesor. Estu- professor. I'm a student.

dyante k u .

0. Balu mu nung Do you know who the pro­

ninu ing propesor fessor of English is?

king Inglis?

C: Siguru I Miss Dizon. I think it's Miss Dizon.

Ji Balu mu nung ninu i Do you know who Miss

Miss Dizon? Dizon is?

C ' Wa. Yapin ita. Yes. That's her .

72

5 DRILL II

5.1 Question Drill (S-^ asks the following questions and

S2 responds.)

(1 ) if he knows who the President of the U.S. is?

(2) if he knows who the President of the Philippines

is ?

(3) if he knows who the teacher of Kapampangan is?

(4) if he knows who the secretary of the school is?

(5) if he knows who the janitor is?

(6) if he knows who Mr. Nixon is ?

(7) if h e knows who (Miss Dizon) is?

(8) etc

5.2 Dialogue Drill (S-^ and S2 carry on dialogue modelled

after dialogue 4.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 I Maria ing mestra. 'Maria is the teacher.' (cf.

1.1.1) identifies Maria as the teacher. It con­

trasts with I Maria mestra y a . 'Maria is a teacher.'

(Les. 8) which describes what Maria is. Ing and

ya never co-occur in the same phrase— i.e. either

ing mestra or mestra ya occur but not ing mestra

ya• In the negative response to a question

asking for specific identification, aliwa '...is

not the one...' rather than e 'not' is used.

 73
7 VOCABULARY

balu know

ing [topic particle]

Inglis English

king of

mu you [ning pronoun]

nung if

pin ...is, indeed... [confirma

tory particle]

s iguru maybe, I think, I guess

 Lesson 11

"Amerikano kami."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause, (plural pron. topic)

1.1.1 Affirmative

Amerikano kami. We are Americans.

1.1.2 Negative

E "kami Amerikano. We are not Americans.

1.2 WH- Question

Nu ko tau? [lit. You are men from

where?] Where do you come

from?

1.3 Ing personal pronoun, normal form, plural

(1 ) kata we [dual]

(2) tamu we [inclusive]

(3) kami we [exclusive]

(4) kayu ^ ko you

(5) la they

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q : Nu ka tau? Where do you come from?

A: Amerikano ku. I'm an Ameri can.

74
 75

2 . 1.2 Q: Nu ya tau? Where does she come from?

A: Pilipina ya. She’s a Filipino.

2.1.3 Q: Nu ya tau i Maria? Where does Maria come

from?

A: I Maria Pilipina ya. Maria is a Filipino.

2.1.A Q: Nu ko tau? Where do you [plural] come

from?

A : Hapon kami. We are Japanese.

> i
2.1.5 Q : Nu la tau i Carlos Where do Carlos and Cora

ampong i Cora? come from?

A : Español la. They are Spanish.

3 DRILL I

3.1 Rote Memorization Drill (Using English equivalents

as cue, T drills on nationality names.)

Model: T: [American male ]

Amerikano American

S: Amerikano American

(1) Amérikano American [male]

(2) Amerikana American [f emale]

(3) Pilipino Filipino [male]

(4) Pilipina Filipino [f emale]

(5) Isik Chinese [male]

(6) China Chinese [female]

76

(7) Hapon Japanese [male]

(8) Haponesa Japanese [female]

(9) Español Spanish [male]

(10) Espa'nola Spanish [female]

(11) Italiano Italian [male]

(12) Italiana Italian [f emale]

(13) Aleman German

3.2 Response Drill (S^ asks S2 where he's from and S2

responds factually; etc.)

Model: S^: Nu ka tau? Where are you from?

S2 : Amerikano ku. I'm an American.

3.3 Response Drill (S-^ asks S2 yes/no question

'(Amerikano) k a ? ' eliciting mixed (yes and no)

responses. Use both singular and plural pronouns

in the questions.)

Model: S ^ : Aleman ka? Are you German?

S 2 • Ali. E ku No, I'm not German.

Aleman. Ameri­ I'm an American.

kano ku.

3.4 Narration-Comprehension Drill (S^ makes a

fictional three utterance statement stating who

he is, what he is and where he's from. S2 then

asks S3 questions to elicit these three facts.

 77

S3 responds on the basis of S1 's statement.)

Model: S^: Aku i Juan. I'm J uan . I 'm a

Estudyante ku student and (I'm)

ampo Amerikano an American.

ku.

S2: Ninu ya? Who is he?

S3: Iya i J uan. He is Juan.

S2: Nanu ya i Juan? What is Juan?

S 3: Estudyante ya. He's a student.

S2 : Nu ya tau? Where does he come from?

S 3: Amerikano ya. He's an American.

4 SITUATIONAL DIALOGUE

•1 [Dialogue between the teacher (T) and John (J)]

P i1 ip ino Filipino [male]

Amerikano American [male]

kami we [exclusive]

mu even

Pilipina Filipino [female]

anta what about

reng [topic marker marking

common noun as topic,

plural]

aliwa others

la they
78
la ngan they all

mal iban excep t

kang [location particle for

animate noun]

Jor j e George

I s ik Chinese [male]

nu where [short form for 1

nukarin]
i
tau man

T: Pilipino kayu ngan? Are you all Filipinos?

J: Ali pu. Amerikano No, sir. Paul, Robert and

kami i Paul, i I are Americans.

Robert ampo yaku.

T: I Maria mu naman? Even Maria, too?

J: Ali pu. I Maria No, sir. Maria is a

Pilipina ya pu. Filipino, sir.

T: Anta reng aliwa? What about the others?

J: 0 p u . Pilipino la Yes, sir. They're all

ngan maliban kang Filipino except George*

Jorj e . Is ik y a . He's Chinese. Where do (

Nu ko pu tau? you come from, sir?

T: Pilipino ku. I am Filipino.

I
 79

5 DRILL II

5.1 Comprehension Drill (A: T asks questions in

Kapampangan based on dialogue 4 and S responds.

B: Repeat drill between S-S.)

Questions: (1) Are the students all Filipinos?

(2) What nationality is John?

(3) What about Robert and Paul?

(4) Is Maria American, too?

(5) What nationality is Jorje?

5.2 Narration Drill (S restates dialogue 4 in narrative

form in Kapampangan. An illustration in English is

given in the model.)

Model: Paul, Robert and John are Americans and

Maria is a Filipino. The others are all

Filipinos, too, except George. He is

Chinese.

6 STRUCTURAL AND CULTURAL NOTES

6 .1 There are various ways of asking and saying where

one comes from (cf. Les. 12 and 13). One of the

ways not included in the lessons for drill is the

following?

Q: (a) Nu la manibat? Where do they come

from?

(b) Nu la menibat? Where did they come

from?
80

A: (a) Manibat lang Amerika. They come from America,

(b) Menibat lang Amerika. They came from America.

6.2 The pronouns introduced in this lesson are the

plural forms of the ing normal pronouns (cf. Les.

8 , sec. 6 for explanation and singular forms). The

same trichotomy of the first person plural exists

for these pronouns as explained for the ing empha­

tic pronouns in Les. 4, sec. 6 .

7 VOCABULARY

Aleman German

a 1 iwa others

Amerikana [female] American

Amerikano [male] American

anta what about

China [female] Chinese

deng reng [plural topic marker of

common noun]

Español [male] Spanish

Esparíola [female] Spanish

Hapon [male] Japanese

Haponesa [female] Japanese

Isik [male] Chinese

Italiana [female] Italian

Italiano [male] Italian

Jor j e George

kami we [exclusive]

kang iking case particle marking

referent]

kata we [dual]

kayu you [plura1 ]

la they

maliban except

mu even, only

DU where [short form of

nukarin]

Pilip ina [female] Filipino

Pilipino [male] Filipino

tamu we [inclusive]

tau man
 Lesson 12

"Tau ku Amerika."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause (continued)

1.1.1 Affirmative

(1) Tau ku Amerika. I'm from America.

(2) Tau ya Amerika i Maria is from America.

Maria.

(3) Tau ya Amerika ing The teacher is from

mes t ra. America.

(4) Tau la Amerika ri Maria and Ermie are

Maria ampong Ermie. from America.

(5) Tau la Amerika reng The students are from

estudyante. America.

1.1.2 Negative

(1) E ku tau Amerika. I'm not from America.

(2) E ya tau Amerika i Maria is not from

Maria. America.

1.2 Location phrase

King California. From California.

1.3 WH- Question

Nukarin king Amerika? Where in America?

1.4 Case particle, locative [marks common or place ncuc

king in, on, at, from

82
 83

Case particles, topic

(1) ing [case particle, singular

topic]

(2) dengw# reng [case particle, plural

topic]

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nu ya tau i Maria? Where is Maria from?

A : I Maria tau ya Maria is from America.

Amerika.
CM
H
CM

Q: Nu ya tau ing Where is the teacher from?

•
•

mes tra?

A : Tau ya Kapampangan The teacher is from

ing mestra. P ampanga.

2.1.3 Q: Nu la tau ri Pedro Where are Pedro and Carlos

ampong Carlos? from?

A : Tau la Angeles . They're from Angeles.

2.1.4 Q: Nu la tau reng Where are the students

es tudyante? from?
A : Deng estudyante. The students are from

tau la Hawai. Hawaii.

84

2.1.5 Q: Nu ka tau? Where are you from?

A: Tau ku Amerika. I'm from America.

Q: Nukarin king Where in America?

Amerika?

A: King California. From California.

2.2 Yes/No Question and Answer

2.2.1 Q: Tau kayu Pampanga? Are you from Pampanga?

A: Wa. Tau kami Yes, we're from Pampanga. \

P ampanga.

2.2.2 Q: Tau la Menila? Are they from Manila?

A: Ali. E la tau No, they're not from

Menila. Tau la Manila. They're from

Kuly a t . Kulyat [the classical

name for Angeles].

2.2.3 Q: Tau la ngan Menila? Are they all from Manila? ,

A: Ali. I Carlos na No, only Carlos. The

mu. Deng aliwa, others come from Kulyat

tau lang Kulyat. [the classical name for

Angeles].

3 DRILL I

3.1 Rote Memorization Drill (T drills students on names

of countries and cities within those countries,

using a map for cueing.)

Model; T: [Hawaii]

Hawai

S: Hawai

T : [Honolulu]

Honolulu

S: Honolulu

Amerika, Kalipornya, America, California,

Los Anheles Los Angeles

(2) Kanada, Biktorya Canada, Victoria

(3) Hapon, Tokyo Japan, Tokyo

(4) China, Piking China, Peking

(5) Espanya, Madrid Spain, Madrid

(6) Pransya, Paris F ranee, Paris

(7) Pilipinas, Pampanga, Philippines, Pampanga,

San Pernando San Fernando

(8) Rusya Russia

Response Drill (Using names of countries and cities

introduced in drill 3.1 above, S]^ and S2 hold

dialogue similar to the model.)

Model: S^: Nu ka tau? Where do you come from?

S2: Tau ku Amerika, I come from America.

S : Nukarin king Where in America?

Amerika?

S2: King Hawai. From Hawaii.

86

3.3 Response Drill (Following the model below, asks

S 2 if he knows where [he] Pedro or the teacher, or

[they] Pedro and Maria or the students come from,

and S2 gives a fictional response.)

Model: S^: Balu mu nung nu Do you know where Pedrc

ya tau i Pedro? comes from?

S 2 : Wa. Tau ya Yes. He comes from

Pampanga. Pampanga.

S^: Nukarin king Where in Pampanga?

Pampanga?

S2: King San From San Fernando.

Pernando.

3.4 Response Drill (A: Using plural pronouns, T asks

S^ yes/no question eliciting mixed responses, cued

by the place name used. If ’no', S jl responds with

the correct information. B: Repeat drill between

S-S . )

Model: T: Tau kayu Kali- Do you come from Cali­

pornya? fornia?

Sj_: Ali. E kami tau No, we don't come

Kalipornya. Tau from California. I

ku Hawai ampo come from Hawaii and

tau ya New York. he comes from New

York.
 87
4 SITUATIONAL DIALOGUE

4.1 [Dialogue between Mrs. Miranda (M) and John (J)

and Roberto (R)]

nukarin where

king [locative case

particle]

s iguru I think, maybe

ing [topic case particle,

sing. ]

Anheles [city in Pampanga]

kasanting how nice

M: Nu ko tau? Where are you from?

J: Tau kami pu Amerika. W e ’re from America, ma'am.

M: Nukarin king Where in America?

Amerika?

R: King Hawai pu. From Hawaii, m a ’am.

M: 0 makanian! Tau ya Oh, is that so! Is your

naman Amerika Ing teacher from America,

mestro yu? too?

J: Ali pu. E ya tau No, ma'am. He is not

Amerika. Siguru tau from America. I think

ya Anheles^ n e , he's from Angeles. Isn't

Roberto? that so, Robert?

R: Wa. Tau yapin Yes, he IS from Angeles.

Anheles.
88

M: O kasanting! Ing Oh, how nice! Your teacher

mestro yu Kapampan- is a Kapampangan!

gan y a .

4.2 [Dialogue between Mr. David (D) and John (J)]

deng [topic case particle,

plural]

(na) mu only

manibat from

kar i [king case particle,

marking plural

proper noun as

ref erent]

D: Deng estudyante, Do all the students come

tau la ngan Hawai? from Hawaii?

J: Ali pu. I Paul No, sir. Only Paul and

ampong Robert mu. Robert.

D: Anta i Maria? What about Maria?

J: I Maria tau ya Maris comes from Califor­

Kalipornya pu. nia, sir.

D: Deng aliwang estu­ Do the other students co*e

dyante manibat la from California, too?

naman king Kalipornya?

J: 0 pu. Tau la ngan Yes, sir. They all come

Kalipornya maliban from California except

 89

kari Dabid ampong David and Laura. They

Laura. Tau la New come from New York.

York.

5 DRILL II

5.1 Narration Drill (S restates dialogue 4.1 and 4.2 into

narrative form, making sure to include all the facts

given. If necessary, T may supply new vocabulary for

smoother, more cohesive narration.)

Model: S :: I Juan ampong Roberto tau la Hawai,

Amerika. Ing mestro e ya tau Amerika.

Tau ya Anheles. Ing mestro Kapampangan

ya .

5.2 Comprehension Drill (T asks questions based on

dialogue 4.1 and 4.2, and S responds.)

4.1: (a) Nu la tau ri Juan ampong Roberto?

(b) Tau ya naman Amerika ing mestro?

(c) Ing mestro Pilipina ya?

4.2: (a) Deng estudyante, tau la ngan Hawai?

(b) Ninu ing taung manibat Hawai?

(c) Nu ya tau i Maria?

(d) Nu la tau reng aliwang estudyante?

(e) Nu la tau ri Dabid ampong Laura?

 90

5.3 Comprehension Drill (S^ asks the following ques­

tions in Kapampangan based on dialogues 4.1 and

4.2, and S2 responds.)

4.1: (a) Where is Mrs. Miranda from?

(b) Are Juan and Roberto from there too?

(c) Where do Juan and Roberto come from?

(d) Are Juan and Roberto teachers?

(e) Where does the teacher come from?

(f) Is the teacher an American?

(g) What (nationality) are Juan and Roberto?

4.2: (a) Are Paul and Robert from California?

(b) Do you know where Juan comes from?

(c) Where does Maria come from?

(d) Is Maria the only one from there?

(e) Where do the other students come from?

(f) What about David and Laura?

5.4 Dialogue Drill (Sj and S2 conduct dialogue using

4.1 and 4.2 dialogues as model.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 Note the two ways of indicating where one comes

from.

(1) Amerikano ku. I'm an American.

(2) Tau ku Amerika. I'm from America.

 91

(1) gives the information in terms of one's

nationality and (2) in terms of one's place of

origin, which may include names of provinces,

states, or cities in addition to countries.

6.2 A case particle designates the semantic function

of the noun following. King is such a particle

designating in this instance (king Amerika 'from/

in America') the location in/at/from/to which

action occurs. In some usages the semantic func­

tion of location of action is not clear, as in

Ninu ing propesor king Inglis? 'Who is the professor

of English?' (Lesson 10, 4.1), where English is

construed as the location of the professorship.

In addition to location, king also designates refer­

ent and benefactor as will be seen in later lessons.

6*3 Ing, a topic marking case particle, was introduced

in Lesson 10 in an Equational construction, I Miss

Dizon ing mestra. 'Miss Dizon is the teacher.'

It identified MISS DIZON as the teacher. Ing also

occurs in a Predicative construction which desig­

nates the noun following as the topic or focus of

the utterance.

(1) Tau ya Amerika ing mestra. 'The teacher is from

America.'
92

In the above construction ing identifies the

TEACHER as being the one from America.

Ing is like i. (cf. Les. 3) in function (both

are topic marking case particles) as well as in

distribution (where one occurs so does the other).

The difference is that ing marks singular common

nouns as topic, whereas i^ marks personal proper

nouns. Hence, in Equational constructions the i

following combinations of ing and ^ phrases are

found to occur.

(1) Ing babai ing The WOMAN is the teacher,

mes tra .

(2) I Miss Dizon ing MISS DIZON is the teacher,

mes t ra.

(3) Ing mestra i Miss The TEACHER is Miss Dizon.

Dizon.

Deng is the plural of ing, marking plural common

nouns as topic of an utterance. The particle which

marks plural personal proper nouns is dj^ ** ri. In

Kapampangan plurality is not marked in the nouns as

in English, but rather by the particles.

The alternation of sounds between [d] and [r] is

phonolog ica1ly conditioned--i.e . , [d] occurs senten^

initially and generally after consonants in sen­

tence medial position and [r] occurs sentence

medially after vowels. The [r] is a flapped r,

[r], rather than retroflexed r. When [d] occurs

intervocalically, it is generally pronounced as

[r].

Deng and d_i - r_i occur wherever ing and i^ do.

The following are some occurrences of deng and

di.

(1) Di Miss Dizon ampo Miss Dizon and Miss

i Miss Ruiz deng Ruiz are the teachers.

mes tra.

(2) Deng babai reng The women are the

mes tra. teachers.

(3) Deng babai ri The women are Miss

Miss Dizon ampo Dizon and Miss Ruiz.

i Miss Ruiz.

VOCABULARY

Amerika America

Anheles Angeles

Biktorya Victoria

China China

deng ~ reng [topic case particle,

plural common noun]

di ri [topic case particle,

plural personal proper

94

noun]

Espanya Spain

Hapon Japan

Hawai Hawaii

Honolulu Honolulu

i [topic case particle,

sing, personal proper

noun]

ing [topic case particle,

sing, common noun]

Kalipornya California

Ranada Canada

kar i [king case particle mark-

ing plural personal

proper noun as referent]

kasant ing how nice

king [location case particle]

Los Anheles Los Angeles

Madrid Madrid

manibat from

(na) mu only

ne isn't it? [tag

question]

nukar in where

Pampangan Pampanga [name of provi®*

 95

where Kapampangan is

spoken]

Paris Paris

Piking Peking

Pransya France

Rusy a Russia

San Pernando San Fernando [capitol of

Pampanga]

8iguru I think, maybe

Tokyo Tokyo
 Lesson 13

"Mibait ku king New York."

1 STRUCTURAL CONTENT

1.1 Verbal predicate clause, intransitive verb pred.

1.1.1 Affirmative

(1) Mibait ku king I was born in New York

New York.

1.1.2 Negative

(1) E ku mibait king I was not born in New

New York. York.

(2) Ali la. No , they weren't .

1.2 WH- Question

(1) Nukarin ka mibait? Where were you born?

(2) Nu ya karin mibait? Where was he born?

1.3 Locative pronoun

(1) karin there

1.4 Possessive pronouns, singular

(1) ku my

(2 ) mu your

(3) na his/hers

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nukarin ka mibait? Where were you born?

96
 97

A: Mibait ku king New I was born in New York.

York.

2.1.2 Q: Nu ya karin mibait Where was John born?

i Juan?

A: Mibait ya i Juan John was born in New York,

king New York.

2.1.3 0: Nu la karin mibait Where were your brothers

deng kapatad mu? and sisters born?

A : Mibai t la king They were born in the

Pilipinas. Philippines.

2.2 Yes/No Question and Answer

2.2.1 Q: Mibait ka king New Were you born in New York?

York?

A : Wa. Mibai t ku Yes, I was born in New

king New York. York.

2.2.2 Q: Mibait ya i Juan Was John born in New York?

king New York?

A: Ali. E ya mibait No, he was not born there.

karin. Mibait ya He was born in California.

king Kalipornya.

2*2.3 Q: Mibait la naman Were your parents born

deng pengari mu there too?

karin?
 98

A: Ali la. Mibait la No, they weren't. They

king San Pernando, were born in San Fernando,

Pampanga. Pampanga.

3 DRILL I

3.1 Rote Memorization Drill (Using a picture of a

family T drills on use of possessives. T gives the

possessive cue in English while pointing to a

figure in the picture, gives the Kapampangan equi­

valent and S repeats.)

Model: T: (my) (pointing to father)

i tata ku

S : i tata ku

(1) i itata ku/mu/na my/your/his father

(2) i ima ku/mu/na my/your/his mother

(3) reng pen.gari ku/mu/na my/your/his parents

(A) ing kapatad kung my brother

lalaki

ing kapatad mung your brother

lalaki

ing kapatad nang his brother

lalaki

(5) ing kapatad kung babai my sister

ing kapatad mung babai your sister

ing kapatad nang babai his sister

 99

(6) ing atchi ku/mu/na my/your/her older sister

(7) ing koya ku/mu/na my/your/his older bro-

ther

(8) ing wali ku/mu/na my/your/his younger bro-

ther/sister

(9) ing bapa ku/mu/na my/your/his uncle

(10) ing dara ku/mu/na my/your/his aunt

(ID ing ingkong ku/mu/na my/your/his grandfather

(12) ing apu ku/mu/na my/your/his g randmo th e r

3.2 Identification Drill (Using the family picture,

identifies three figures (1) my _____ , (2) your

_____ , and (3) his/her _____ . Then S2 identifies

another three, etc. Do not repeat figures.)

Model: S^: (pointing to the various figures)

Ini i tata ku.

Ini i iraa mu.

Ini ing ingkong na.

S2 : Ini ing kapatad kung lalaki.

Ini ing kapatad mung babai.

Ini ing wali n a .

^•3 Response Drill (T asks 'Where were you born?' in

Kapampangan and S responds factually.)

100

Model: T: Nukarin ka mibait? Where were you born?

S: Mibait ku king I was born in Hawaii.

Hawai.

3.4 Response Drill (S^ asks 'Where was your (family

member) born?' in Kapampangan and S2 responds

factually. Do not repeat family members.)

Model: Sj_: Nu ya karin mibait (i tata mu)?

S2: I tata mu mibait ya king Kalipornya.

3.5 Response Drill (S^ asks yes/no question about the

place his/her (family member) was born and S2

gives the full negative response.)

Model: S^: Mibait la reng pengari na king New York?

S2: Ali. E la mibait karin. Mibait la king

Hawai.

4 SITUATIONAL DIALOGUE

[Dialogue between Miss Dizon (D) and Pedro (P)]

bait birth [word base]

mi- [verbal prefix, in­

voluntary stative]

mibait was born

mu your

karin there [locative

p ronoun]
 101

pengari parents

ku my

kapatad sibling, brother and

sister

nu ya karin [= nukarin ya]

na his/her

pe ru but

babai woman, girl

lalaki man, boy

D: Nukarin ka mibait? Where were you born?

P: Mibait ku pu king I was born in Hawaii, ma'am.

Hawai. Nukarin ko Where were you born, ma'am?

pu mibait?

D: King Menila. Mibait In Manila. Were your mother

la naraan i Ima mu and father born in Hawaii,

ampo i Tata mu king too?

Hawai?

P : Ali, e la pu mibait No, they were not born there,

karin. Deng pengari ma'am. They were born in

ku mibait la king the Philippines.

Pilipinas.

D: 0 makanian! Nukarin Oh, is that so! Where in

king Pilipi nas ? the Philippines?

• King San Pernando, In San Fernando, Pampanga.

P ampanga.
 102

D: Anta reng kapatad mu? What about your brothers

and sisters?

P: Deng kapatad ku My brothers and sisters

mibait la naman king were born in Hawaii.

Hawai. Anti mu aku. Just like me.

D: Balu mu nung nu ya Do you know where Juan

karin mibait i Juan Smith was born?

Smith?
I
P: Wa. King Hapon. Yes. In Japan. His

Ing kapatad nang brother, Robert, was born j

lalaki i Roberto there, too. But his sis­

mibait ya naman ters were born in America. I

karin. Peru reng

kapatad nang babai

mibait la king

Amerika.
I
D: 0 makanian! O h , is that s o !

5 DRILL II

5 1 Dialogue Recitation Drill (Students repeat dialogue,

(1) between T-S and S-T, (2) between S-S, then (3)

between Sj and S2> The primary objective is to

learn dialogue content through repetition rather

than memorize dialogue itself.)

 103

5.2 Comprehension Drill (T asks comprehension questions

based on Dialogue 4 and responds.)

(1) Nukarin ya mibait i Pedro?

(2) Nukarin ya mibait i Miss Dizon?

(3) I Ima na ampo i Tata nang Pedro (Pedro's mother

and father) mibait la naman karin?

(4) Nukarin la mibait reng kapatad nang Pedro?

(5) Mibait ya i Juan Smith king Hawai?

(6) Nu ya karin mibait i Roberto?

(7) Deng kapatad nang babai mibait la naman karin?

(8) Balu mu nung nu la karin mibait deng pengari

nang Juan?

5.3 Comprehension Drill (S¿ asks the following questions

in Kapampangan based on Dialogue 4 and S2 responds.

Then S2 asks and S3 responds, etc.)

(1) Where was Pedro born?

(2) Was Miss Dizon born in Hawaii, too?

(3) Where were Pedro's parents born?

(4) Were Pedro's sisters and brothers born there,

too ?

(5) Was John Smith born in Hawaii just like his

brother Robert?

(6) Do you know where his sisters were born?

(7) What (nationality) are his sisters?

104

5.4 Narration Drill (S restates the dialogue in

narrative form, including all information given.)

5.5 Dialogue Drill (S^ and S2 conduct dialogue modelled

after the Situational Dialogue 4.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 Note the change in order of the verb and the location

phrase or its interrogative substitute between a

statement and a question. All interrogatives occur

utterance initially followed immediately by the sub­

ject pronoun (though the third person singular pro­

noun is often dropped in an expanded construction,

as in Ninu ing mestra? 'Who is the teacher?' but

Ninu ya? 'Who is she?').

(1) Mibait ku king New York .

1 2

(2) Nukarin ka mibait?

2 1

6.2 The possessive pronouns occur immediately after the

thing possessed, as in the following:

(1 ) ing pengari mu your parents

(2) ing kapatad ku my brother (or sister)

(3) ing libru na his book or her book

When the thing possessed is a compound— i.e. two

nouns linked with the linking particle, then the

 105

possessive pronoun comes immediately after the first

of the linked items followed by the appropriate

linker and the rest of the items.

(1) ing kapatad kung lalaki (= ing kapatad a

lalaki ku)

6.3 Note that the order of the phrases i Juan and king

Hapon is not fixed. Generally, the order of such

case phrases is not restricted, though there are

some limitations as will be seen later.

(1) Mibait ya i Juan king California.

(2) Mibait ya king California i J u a n .

6.4 When speaking of one's own or someone else's mother

and father, the kinship terms are often used as

proper names. Hence, in such cases, the proper noun

case particle jL co-occurs rather than the common

noun case particle ing. Ing generally occurs with

all other kinship terms, except in direct address

when ± may occur with any of these terms.

(1) i Ima mu your mother

(2) i Tata ku my father

(3) kapatad na his brothers and sisters

106

6.5 In Kapampangan the possessive pronoun is generally

repeated in a compound phrase, which in English is

not .

(1) i Ima mu ampo i your mother and father

Tata mu

6.6 The English equivalent for kapatad is sibling. In

context it may mean brother or sister, or brothers

and sisters in the plural. When the context is

ambiguous, the full form of brother or sister is

used, as follows:

(1) kapatad a lalaki brother [sibling boy]

(2) kapatad a babai sister [sibling girl]

The a, like is a linking particle, the function

of which is to link two closely related items (cf.

Les. 1). The linking particles n_g and a are

variant forms, and the occurrence of either is

phonologically conditioned — i. e. , the rig occurs

after vowels and a t after consonants.

When phrases such as kapatad a lalaki or kapatad

a babai are possessed, the possessive pronoun occurs

in the position following the first of the two

linked items, kapatad , which causes a change in the

phonological environment of the particle, thus

causing the change of the linking particle from ^

to n g .
 107

(1) Kapatad a lalaki

(2) Kapatad kung lalaki

6.7 Appositive constructions generally occur as attribu­

tive constructions linked by the particle n¿ or _a.

For example:

(1) Mibait ya ing kapatad kung Roberto king Hawai.

'My brother, (who is) Robert, was born in

Hawaii.'

However, the appositive may occur with the topic

case particle, as in the following.

(1) Mibait ya ing kapatad ku, i Roberto, king Hawai.

'My brother, Robert, was born in Hawaii.'

VOCABULARY

babai woman, girl

bait birth [word base]

kapatad sibling; brother, sister

kapatad a lalaki brother

kapatad a babai sister

karin there
ku my [possessive pron.]
lalaki m a n , boy
mi- [verbal prefix, involuntary

s tat ive ]
108

mibait was born

mu your [poss. pron.]
na his/her [poss. pron.]
pengari parents
p e ru but
 Lesson 14

"Dinatang ku ketang Junio.

1 STRUCTURAL CONTENT

1.1 Statement

1.1.1 Verbal predicate clause, intransitive verb pred.

(1) Dinatang ku ketang I came in June.

Junio.

(2) Tuknang ku keti I ’m going to stay here

anggang Deciembre until December of

ning banwang tutuki. next year.

1.2 WH- Question

(1) Kapilan ka pa dina­ When did you come here?

tang keni?

(2) Anggang kapilan ka How long (until when) are

tuknang keti? you going to stay here?

Anggang kapilan ka How long (until when) are

keni king Pilipinas? you going to be here in

the Philippines?

Angga ka kapilan How long (until when) are

keni? you going to be here?

X
Nantes of the months

(1) Enero J anuary

(2) Febrero February

(3) Marso March

109
110

(4) Abril April

(5) Mayo May

(6) Junio June

(7) Julio July

(8) Agus to Augus t

(9) Sept iembr e September

(10) Oc tobre October

(11) Novi embre November

(12) Deciembre December

CONVERSATIONAL CONTEXT

WH- Question and Answer

.1 Q : Kapilan ka pa When did you come here?

dinatang keni?

A : Dinatang ku ketang I came here last May.

Mayo .

•2 Q : Anggang kapilan ka How long are you going to

tuknang keti? stay here?

A : Tuknang ku keti I'm going to stay here

anggang pa banwa. (until) for a year.

•3 Q : Anggang kapilan ka How long are you going to

keni king Pilipinas? be here in the Philipp****

,*|i'
A : Anggang Deciembre Until December of next

ning banwang tutuki.

 111

2.1.4 Q: Angga ka kapilan How long are you going to

keti? be here?

A: Siguru pa bulan. Maybe for a month.

3 DRILL I

3.1 Recitation Drill (Using conversational format, S

repeats recitation of 2.1.1-4 conversations until

memo ri zed.)

3.2 Rote Memorization Drill (Using calendar or printed

cards in English as cues, T drills on memorization

of the names of the months.)

Model: T: (pointing to month of January)

Enero

S: Enero

3.3 Response Drill (A: T asks the following three

questions in random order and S responds in unison,

then individually.

(1) Nanu ing lagiu na ning bulan iti?

'What is the name of this month?'

(2) Nanung bulan ya ing tutuki king (Febrero)?

'What month follows February?'

(3) Nanung bulan ya ing mumuna king (Marso)?

'What month comes before March?'

112

Model: T: Nanu ing lagiu na ning bulan iti?

(pointing to February)

S3 : Febrero

Model: T: Nanung bulan ya ing tutuki king Febrero?

S 2 : Enero

Model: T: Nanung bulan ya ing mumuna king Marso?

S 3: Febrero

3.4 Response Drill (A: Using response cues T asks the

question 'When did you come here?' and S3 responds

'I came in (X month) of last year.' B: Repeat

drill between S-S.)

Model: T: Kapilan ka pa dinatang keni? (April)

S3: Dinatang ku ketang Abril ning banwang

milabasan.

3.5 Response Drill (A: T asks the question 'How long

are you going to stay/be here?' using ’ny of the

question constructions in section B, and S responds

'I'm going to stay/be here until (X month) of this/

next year.' The response of 'this or next year'

will be relative to the actual month class is in

session. B: Repeat drill between S-S.)

Model: T: Anggang kapilan ka tuknang keti?

S3: Tuknang ku keti anggang Deciembre ning

banwang iti.
 113

4 SITUATIONAL DIALOGUES

[Dialogue between John (J), a newcomer, and Pedro

(P), one of his friends]

kap ilan when

- in- [verbal affix, past

active]

datang come

dinatang came

ketang in (past), last

[locational adverb,

temporal past]

Mayo May

at and

pa just

keni here [locational

adverb, spatial]

bulan month

oilabasan past

tuknang going to stay

tinuknang stayed
pa for (the duration of)

[adjunct]
pa bulan for a month
angga until, up to
114

keti here [locational

adverb, spatial]

b anwa year

u or

Agus to Augus t

ning of [relational

particle]

tutuki next, following

pala [adjunct registering

surprise or delight

at receipt of new

inf ormation]

P: Kapilan ka dinatang When did you come to the

king Pilipinas? Philippines?

J: Dinatang ku ketang Mayo. I came in May.

P: At, kapilan ka pa dina­ And, when did you (just)

tang keni king Dolores? come here to Dolores?

J: Ketang bulan a mila- (In) last month. I

basan. Pabulan kung stayed in Manila for a

tinuknang king Menila. month.

P: Anggang kapilan ka Until when are you going

tuknang keti? to stay here?

J: Siguru pabanwa u siguru Maybe for a year, or

anggang Deciembre ning maybe until December

banwang tutuki. of next year.

 P: A makanian. Kasanting Oh, is that so. How nice

pala.

5 DRILL II

5.1 Recitation Drill (Using conversational format, S

repeats recitation of Dialogue 4.)

5.2 Comprehension Drill (T asks questions based on

Dialogue 4 and S responds.)

(1) Balu mu nung kapilan ya dinatang king Pilipinas

i Pedro?

(2) Kapilan ya dinatang king Pilipinas i Juan?

(3) Nukarin ya tinuknang ania (when) dinatang ya

king Pilipinas?

(4) Anggang kapilan ya tinuknang karin?

(5) Anggang nanung bulan?

(6) Kapilan ya dinatang king Dolores i Juan?

(7) Nanung bulan ya ing dinatang na king Dolores?

(8) Tuknang ya keta anggang pabulan?

(9) Nanung bulan ya ngeni k i n g ^

•3 Comprehension Drill (S^ asks questions in Kapam-

pangan on dialogue 4 and S2 responds.)

(1) Did Pedro come to the Philippines with Juan?

(2) When did Juan come to the Philippines?

(3) When did he come to Dolores?

116

(4) In what month?

(5) Where did he stay for a month?

(6) How long is he going to stay in Dolores?

5.4 Narration Drill (S restates the dialogue 4 into

narrative form.)

5.5 Dialogue Drill (S^, assuming role of visitor to

Pampanga and S2 that of host, hold conversation

modelled after dialogue 4. Discussion may include

mutual friends' arrivals, forthcoming trips, etc.

Additional useful vocabulary: munta 'is going',

min ta 'went' .)

6 STRUCTURAL AND CULTURAL NOTES

6.1 King and ke tang are case particles which denote

time of an action. King indicates the time when

an action will take place and ketang, time of an

action which has already taken place. Thus, king.

is the non-past form and ketang, the past.

It has been noted that the particle king desig'

nates multiple semantic functions (Les. 12). The

following are examples of king marking location-

in-space (cf. Les. 10, 12 and 13).

(1) Mestro ku king Inglis. [subject as locati°0-

(2) Mibait ku king New York . [place as location!

 117
Examples illustrating the use of king and its

special past form ke tang as location-in-time markers

are as follows:

(1) Datang ya king Pilipinas king Junio.

'He will come to the Philippines in June.'

(2) Dinatang ya ketang Mayo.

'He came in M a y . '

6.2 When banwa 'year' is modified by 'this', 'next'

or 'last', it occurs as follows:

(1) banwang iti ~ banwa iti thisyear

(2) banwang tutuki ~ banwa tutuki nextyear

(3) banwang milabasan ~ banwa milabasan last year

Note the optional occurrence of the linker _ng and

the form iti 'this' instead of ini 'this' (cf. Les.

5).

The semantic difference between iti and ini

appears to be two-fold. The first is in the spatial

relationships designated and the second in the gen­

erality or specificity of location referred to. In

denoting spatial relationships, iti refers to 'this'

which is closer to the hearer and ini, 'this' which

is closer to the speaker. Thus, xti and ini

designate spatial relationships which are relative

to speaker-hearer positions. In reference to area

- 1i (iti) appears to denote a general area, while

-ni, a specific area.

In temporal relationships it appears that the

psychological orientation of the speaker to temporal

space governs the usage of iti or ini. If a time

word is thought to represent a wide span of time,

iti is used. If shorter or more specific, then ini

is used. The occurrence of only iti in some idio­

lects may be accounted for by the consideration by

such speakers of all temporal spaces as spans as

opposed to a specific point in time, given as an

o'clock reading.

The modifiers iti/ini, tutuki and milabasan

also occur with bulan 'month' and dumingu 'week'.

With the exception of milabasan they also occur

with aldo but with special meanings. For example:

(1) bulan a iti ~ bulan iti this month

bulan a tutuki ~ bulan tutuki next month

bulan a milabasan ~ bulan last month

milabasan

(2) dumingung iti ~ dumingu iti this week

dumingung tutuki ~ dumingu tutuki next week

 119

dumingung milabasan ~ dumingu last week

milabasan

(3) aldong iti/ini ~ aldo iti ngeni today

aldong tutuki the day after

'X day'

6.3 In asking 'how long one is staying at a place'

the verb tuknang 'going to stay' may be omitted.

(1) Anggang kapilan ka How long are you going

tuknang keni? to stay here?

(2) Anggang kapilan ka How long are you going

keni? to be here?

(3) Angga ka kapilan How long are you going

keni? to be here?

Note that when k_a 'you' occurs preceding, rather

than following, kapilan 'when', the linker n¿ does

not occur after angga 'until'.

6.4 Keti 'here' and keni 'here' have the same semantic

dimensions as iti and ini. They designate spatial

relationships in terms of (1) speaker-hearer, and

(2) generality or specificity of location. In the

first sense keti denotes 'here' which is closer to

the hearer, and keni, 'here' which is closer to the

speaker. In reference to the second meaning keti

120

refers to a general, wider area as location and keni

to one more specifically where the speaker is located.

The distinctions reflect psychological differentia­

tions, and, therefore, vary from speaker to speaker

and from instance to ins tance.

7 VOCABULARY

Abril April

Agus to August

angga until, up to

at and

b anwa year

bulan month

datang come

Deciembre December

d ina tang came

Enero J anuary

Feb rero February )

- in- [verbal affix, past active^

Julio July

Junio June

kap ilan when

keni here [locational adverb,

spatial]
 121

ketang in (past), last [locational

adverb, temporal past]

keti here [locational adverb

spatial]

Marso March

Mayo May

milabasan past

ning of [relational particle]

Noviembre Novemb e r

Octobre October

pa j us t

pa for (the duration of)

[adjunct]

pa bulan for a month

pala [adjunct registering sur­

prise or delight at receipt

of new information]

Sep tiembre September

tinuknang stayed
tuknang going to stay
tutuki next, following
u or
 )

Lesson 15

"Makatuknang ku kang Juan Ruiz."

1 STRUCTURAL CONTENT

1.1 Verbal predicate clause (continued)

I
Makatuknang ku kang Juan. I live with Juan.

1.2 WH- Question

Kaninu ka makatuknang? With whom do you live?

1.3 Locative case particle

1.3.1 Particles marking personal proper noun as location '

(1) kang [singular]

(2) kari [plural]

I
1.3.2 Particles marking personal common nouns as location i

(1) king [singular]

(2) kareng [plural]

case pronouns locative, referent, benefactive

(1) kanaku ~ kaku with/to/for me

(2) keka with/to/for you

(3) kaya with/to/for him/her

kekata with/to/for us [dual]

kekatamu with/to/for us [inclusive. I

(6) kekami ~ keka with/to/for us [exclusive,

kekayu ~ keko with/to/for you

(8 ) kare1a with/to/for them

122
 123

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nukarin ka makatuk- Where do you live?

nang ?

A : Makatuknang ku I live in the barrio

king barrio Dolores.

Dolores.

2.1.2 Q : Nukarin ya maka- Where does he live?

tuknang?

A : Makatuknang ya He lives with his parents,

kareng pengari na.

2.1.3 Q: Nukarin kayu maka- Where do you live?

tuknang ?

A: Makatuknang kami We live with Juan Ruiz,

kang Juan Ruiz.

2*1.4 Q: Nukarin la maka- Where do they live?

tuknang ?

A:. Makatuknang la kari They live with Mr. and

Mr. ampo i Mrs. Mrs. Melendez.

Melendez.

2*l - 5 o
Q:! Nil
Nukarin
If a r - f n ya
v a maka­
m a lr a - Where
WhP T P does
H n P fi Juan
T u a n live?
1 i 9

tuknang i Juan?
124

A : Makatuknang ya kari He lives with his Grand­

ingkong na. parents .

2.1.6 Q: Kaninu la maka­ With whom do Pedro and

tuknang i Pedro Carlos live?

ampong Carlos?

A : Makatuknang la They live with Juan and

kari Juan. his family.

2.2 Yes/No Question and Answer

2 .2.1 Q: Makatuknang ku Am I going to stay with

keka ? you?

A : Wa. Makatuknang Yes, you are going to

ka kanaku. stay with m e .

2 .2.2 Q: Makatuknang ya Is he going to stay w ith

keke ta? us [you and m e ]?

A : Ali ya. Makatuk­ No, he's not. He's going

nang ya karela. to stay with them.

2.2.3 Q: Makatuknang kami Are we going to stay w ith

kekayu? you?

A : Wa. Makatuknang Yes, you are going to st*J

kayu kekami. with u s .

2.2.4 Q: Makatuknang tamu Are we going to stay w ith

kay a? him?
 125

A: Wa. Makatuknang Yes, we are going to stay

tamu kaya. with him .

2.2.5 Q: Makatuknang kata Are we going to stay with

karela? them?

A: Ali. Makatuknang No, we are not going to

kata karela. stay with them.

3 DRILL I

3.1 Rote Memorization Drill (Using either a picture, or

the printed or spoken word in English as cue, T

drills on the acquisition of king case phrases.

With kinship terms use the possessive k u .)

Model: T: (picture of parents)

kareng pengari ku

S: kareng pengari ku

(1) (father) kang Tata ku

(2) (mother) kang Ima ku

(3) (parents) kareng pengari ku
(4) (uncle) kang bapa ku
(5) (aunt) kang dara ku
(6) (grandfather) kang ingkong ku
(7) (grandmother) kang ap u ku
(8) (grandparents) kari ingkong ku
(9) (cousins) kareng pisan ku
126

(10) (friends) kareng kaluguran ku

(11) (Mr. and Mrs. kari Mr. ampo i Mrs

Lopez) Lopez

(12) (Carlos and his kari Carlos

family)

(13) (house) king bale ku

(14) (teacher) king mestro ku

(15) (s tudents) kareng estudyante

(16) (the Ruizes) kari Mr. Ruiz

(17) (school) king eskuela

(18) (Dolores) king barrio Dolores

(19) (Hawaii) king Hawai

3.2 Response Drill (T, showing a picture or word cue,

asks the question Nukarin ka makatuknang? , and

responds according to the cue.)

Model: T: (friends)

Nukarin ka makatuknang?

S: Makatuknang ku kareng kaluguran ku.

3.3 Response Drill (Using singular as well as plural

pronouns, including the expansions of ya and

and any of the king case phrases learned in drill

3.1, asks a yes/no question to which S 2 resp°0<*

Elicit (1) yes responses, (2) no responses, and

 127

(3) mixed responses, using cues for (2) and (3)

responses. Do not repeat pronouns or king

phrases.)

Model: S^: (grandparents)

Makatuknang ya kareng pengari na i Juan?

S2 : Ali. Makatuknang ya kari ingkong na.

3.4 Rote Memorization Drill (Giving cues by pointing to

the corresponding people, T drills on acquisition

of the king case pronouns.)

Model: T: (pointing to self)

kanaku

S: (pointing to self)

kanaku

3.5 Statement Drill (Using the following English as

cue, S makes a statement stating who is going to

live wi th whom.)

Model: (I with you)

S^: Makatuknang ku keka.

(you with me)

S£: Makatuknang ka kaku.

(1) I with you

(2) you with me

(3) he with me
128

(4) you with him

(5) he with you

(6) I with him

(7) we [dual] with them

(8 ) they with you [plural]

(9) you [pi] with us [exclusive]

(10) we [inclusive] with them

(11) they with us [inclusive]

3.6 Chain Statement Drill (S^ makes a statement about

A living with B, then S2 about B living with C, etc.)

Model: S3 : Makatuknang ku keka.

S2 : Makatuknang ka kay a .

S3 : Makatuknang ya kaku.

S 4 : etc.
I
(1 ) I with you

(2) you with him

(3) he with me

(4) I with him

I
(5) he with you

(6 ) you with me

(7) we [excl] with you [plur]

(8) you [plur] with them I

(9) they with us [dual]

(10) we [dual] with them

(ID they with us [incl]

 129

(12) we [incl] with them

(13) they with us [dual]

3.7 Response Drill (I asks yes/no question using king

case pronouns Makatuknang (ka) (kaku)?, varying

the subject pronouns also; then gives answer cue

of wa 'yes' or ali 'no* , and S responds according­

ly with a fictional but appropriate response.)

Model: T: Makatuknang ka kaya? (ali)

S: Ali. Makatuknang ku keka.

3.8 Response Drill (S^ asks Kanina (ka) makatuknang?

varying the subject pronouns to which responds

with a king pronoun answer.)

4 SITUATIONAL DIALOGUE

4.1 [Dialogue between teacher (T) and John (J)]

mak a- [verbal prefix, stative]

tuknang stop; live, stay with

makatuknang live , stay with

kang [king case particle;

locative, marking

sing, personal proper

noun as location]
130

barrio village

Dolores [name of a barrio]

kareng [king case particle,

locative marking plu­

ral common noun as

location]
kari [king case particle,

locative marking plu­

ral personal proper

noun as location]

T: Nukarin ka makatuk- Where do you live?

nang?

J: Makatuknang ku pu I live with Carlos Lopez.

kang Carlos Lopez.

T: Nukarin ya makatuk­ Where does Carlos live?

nang i Carlos?

J: Makatuknang ya pu He lives in the barrio

king barrio Dolores. Dolores.

T: Makatuknang ya i Does Carlos live with his

Carlos kareng pengari parents?

na?

J: Ali. Makatuknang ya No. He lives with his

kari ingkong na Mr. grandparents Mr. and Mrs.

ampo i Mrs. Lopez. Lopez.

4.2 [A group of students are housed with different fa­

milies while on a tour of the province, and Mr. Or­

tiz (0 ) is checking the housing arrangements with

the students (S), Maria (M), John (J ) and Pedro (P).]

mi- [verb affix, stative]

al iwa other

mi aliwa different

pamilia family

kan inu with whom, whose

keka with you

kanaku with me

bale house

eskuela school

bale matter

ala none, not at all

0: Makatuknang kayu ngan Are you all staying with

kareng mialiwang pami- different families in

lia king barrio? the barrio?

S : 0 pu. Y e s , sir.

0: Maria ampo Ermie, Maria and Ermie, with

kaninu kayu makatuk­ whom are you staying?

nang?
132

M: Makatuknang kami pu We are st aying with Hr.

kari Mr. ampong Mrs. and Mrs. Melendez.

Melendez.

0: I Juan ampo i David Are Joh n and David staying

makatuknang la na"a n with the Ruizes?

kari Mr. Ruiz?

J : 0 pu. Yes, sir.

0: P e d r o , ika? [and] you, Pedro?

P: M a k a t u k n a n g ku pu I'm staying with you.

keka.

0: Wa. Makatuknang ka Yes. You're staying with

k anaku peru e tamu me but we are not staying

makatuknang king at my house. We are

bale ku. Makatuk­ staying at the school. I

nang tamu king hope you don't mind [it

eskuela. E bale doesn't matter to you]?

keka ?

P: Alang bale pu ita. No, I don't mind it [that

doesn't matter], sir.

5 DRILL II

5.1 Recitat io n Drill (S repeats recitation of dialogues

4.1 and 4.2 for memorization of content.)

5.2 Comp rehen sio n Drill (T asks questions based on

dialogues 4.1 and 4.2, and S responds.)

 133

Questions on 4.1 dialogue

(1) M a k a t u k n a n g ya i Juan kareng pengari na?

(2) M a k a t u k n a n g ya i Juan kin g kaluguran (friend)

na .

(3) Ninu ing kaluguran na?

(4) Nuka rin ya m a k a t u k n a n g i Carlos?

(5) Kaninu ya m a k a t u k n a n g ?

(6) Di Mr. ampo i Mrs. Lopez, deng pengari na?

Questions on 4.2 dialogue

(1) Deng estudyante kaninu la m a k a t u k n a n g ?

(2) Di Maria ampong Ermie nukarin la m a k a t u k n a n g ?

(3) Anta ri Juan ampo i David?

(4) Ninu ing m a k a t u k n a n g kang Mr. Ortiz?

(5) Nukarin la m a k a t u k n a n g ?

5.3 Comprehension Drill (S^ asks questions on d i a l o g u e

4.1 and 4.2 and S2 responds. The following are

sample questions.)

Questions on Dialogu e 4.1

(1) Where does John live?

(2) Is Carlos Lopez the teacher?

(3) Where does Carlos live?

(4) Does Carlos live with his pa rents?

 134

(5) Who are his grandparents?

(6 ) Where do his grandparents live?

Questions on Dialogue 4.2

(1) Are the students staying at a school in the

barrio?

(2) Who are staying with the Melendezes?

(3) Are John and David staying with them too?

(4) Where is Mr. Ortiz staying?

(5) Who is staying with him?

(6 ) Does it bother Pedro to stay at the school?

5.4 Narration Drill (S restates dialogues 4.1 and 4.2

into narrative form.)

5.5 Dialogue Drill (S^ and S2 hold dialogues similar

to 4.1 and 4.2.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 The king case particles make the same distinction

between singular and plural number and common and

personal proper noun as do the ing or topic case

particles (cf. Les. 12). However, where the ing

case particles designate the one semantic function

of topic of an utterance, the king case particles

denote the semantic functions of location, referent

 135

or benefactor. The usage introduced in this lesson

is that of location.

When personal common nouns, such as pengari

'parents' or ingkong 'grandfather, grandparents'

are designated as the locations of an action, they

may be treated as either common or proper.

E.g. (1) Makatuknang ya kareng pengari n a .

'He lives with his parents.'

(2) Makatuknang ya kari ingkong n a .

'He lives with his Grandparents.

In (2) kari indicates that the speaker regards

ingkong as a proper name (of two people) rather

than a common kinship term.

A singular personal common noun or proper noun

may also stand for a plural noun with the meaning

'X and his group (family, friends, etc.)'.

E.g. (1) Makatuknang ya kari ingkong n a .

'He lives with his Grandparents.'

(2) Makatuknang ya kari Juan.

'He lives with Juan and his family.’

Here the meaning of plurality and proper is added

to the common term ingkong and that of plurality

to Juan.
136
Thus, case particles not only designate the

semantic function but specify also the number and

class (whether common or proper) of the noun

following.

6.2 As denoted by the classifier term king, the king

case pronouns are substitute pronouns for persons

designated as location, referent or benefactor.

In this lesson they are introduced as locative

substitutes. This set also displays the same

trichotomy of first person plural pronouns dis­

cussed earlier (cf. Les. 11). In colloquial

speech the alternant or shorter forms occur more

frequently.

VOCABULARY

ala none, not at all

bale house

bale mat ter

barrio barrio, village

Dolores [name of barrio]

es kuela school

kaku [short form of kanaku]

kaluguran friend

kanaku with/to/for me [kinj> c

pron., location]
 137

kang with [king case particle,

location, sing., pers.

proper noun]

kaninu with whom, whose

karela with/to/for them [king

case pron., location]

kareng with [king case particle,

location, plur. pers.

common noun]

kari with [king case particle,

location, plur. pers.

proper noun]

kaya with/to/for him [king case

pron., location]

keka with/to/for him [king case

pron., location]

keka [short form of kekami]

kekami with/to/for us (excl) [king

case pron., location]

kekata with/to/for us (dual) [king

case pron., location]

kekatam u with/to/for us (incl) [king

case pron., location]

keko [short form of kekayu]

138

maka- [verbal prefix, stative]

makatuknang is living, live, stay with
mialiwa different

pamilia family

pisan cousin

tuknang stop; live, stay with

 Lesson 16

"Mabie la pa reng pengari k u ."

1 STRUCTURAL CONTENT

1.1 Verbal predicate clause (c ont inued)

1.1.1 Mabie la pa reng My parents are still

pengari ku. living.

1.1.2 Atin ku pang pengari. My parents are still

living. (lit. I still

have parents.)

1.2 Ad j unct

(1) pa still, yet

(2) mu only, just, even

1.3 Pronoun-adjunct portmanteau substitute

(1) no ~ nu already they [= na + la]

(2) ne2 already he/she [= na + ya]

2 CONVERSATIONAL CONTEXT

2.1 Yes/No Question and Answer

2.1.1 Q: Mabie la pa reng Are your parents still

pengari mu? living?

A: Wa. Mabie la pa Yes, my parents are still

reng pengari ku. living.

2 . 1.2 Q: Mabie la pa reng Are your parents still

pengari mu? living?

139
1A O

A: Ali. E la mabie No, my parents are not

retig pengari ku. living.

2.1.3 Q: Mabie la pa reng Are your parents still

pengari mu? living?

A: Ing tatang ku mabie (Only) my father is

ya mu perú i ima [still] living, but my

ku mete neng mother died (already)

malamba t . a long time ago.

2.1.4 Q: Atin ka pang (Do you still have par­

pengari ? ents?) Are your par­

ents still living?

A: Wa. Atin ku pang Yes, (I still have par­

pengari. ents) my parents are

still living.

2.1.5 Q: Atin ka pang (Do you still have par­

pengari ? ents?) Are your p a re n ts

still living?

A: Wa, atin ku pa. Yes, (I still have) they

are .

2.1.6 Q: Atin ka pang (Do you still have par­

pengari? ents?) Are your p a r e n t *

still living?
 1A 1

A: Ala na kung pengari. (I have no parents al­

ready.) No, they're not.

3 DRILL I

3.1 Recitation Drill (S repeat conversation 2.1-6 until

memorized, using the various conversational format

of T-S, S-T, S-S, S^-S 2 .)

3.2 Response Drill (A: asks yes/no question Mabie

la...? or At in k a ...? about the parents and S2 res­

ponds factually. B: asks same questions, then

gives response cue of wa or ali , and S2 responds

accordingly.)

’•3 Statement Drill (T gives kinship terms learned in

Les. 1 and 5 as cue, and S makes statement that 'X

is still living.')

Model: T: (uncle)

S-^: Mabie ya pa ing My uncle is still

bapa k u . living.

Response Drill (S-^ asks Mabie la/ya.. .? or At in

Ra. ..? about a kin X, and S2 gives an affirmative

response. Then asks where X lives, and S2 gives

either a factual or fictional response.)

142
Model: S-^: Mabie ya pa ing Is your grandmother

apu mu? still living?

S2 : W a . Mabie ya Y e s , she's still

pa. living.

S^: Nukarin ya Where is she living?

makatuknang?

S£: Makatuknang ya She is living in

king Hapon. Japan.

4 SITUATIONAL DIALOGUE

[Dialogue between Carlos (C) and John (J)]

a tin have

pa still

pang [= pa + ng]

ngeni now

-an [verbal suffix,

location]

tuknangan place of stay

man- [verbal prefix, dis*

tributive or rep®^

tive ]

manuknangan [= man + tuknang +

an ]

mu only

mung [= mu + ng]
 1A 3

ilang [= ila + ing]

tala- member of the set...,

in the ranks o f ...

asawa spouse; husband or

wife

talasawa [= tala + asawa]

nu already they [= na +

la]

at and

aliwang another [= aliwa + n g ]

lugar place

tatang Daddy

ma- [descriptive prefix]

b ie life

maki alive

mete died, is dead

ne already he/she [= na

+ ya]

neng [= ne + ng]

malambat a long time ago

Pag- [verbal prefix, instru

mental]

^3™•.•*an [nominal affix]

144

lungkut sad

pagkalungkutan saddens, causes great

sadness

C: Atin ka pang pengari? Are your parents still

living?

J: Wa, atin ku pa. Yes, they are.

C: Nukarin la makatuknang Where are they living now?

ng eni ?

J : Manuknangan la king They are living in

Kalipornya. California.

C: Ing pamilya yu karin Do [the rest of] your

langan makatuknang? family live there?

J: Ali. Deng mung pengari No, just my parents live

ku ilang makatuknang in California. My b r o t h e r

king Kalipornya. Deng and sister are married an-

kapatad ku talasawa live elsewhere (in anothc-

nungan at makatuknang place). What about yoU-

la king aliwang lugar. Are your parents still

Anta ika? Mabie la living?

reng pengari mu?

C: Ing tatang ku mabie (Only) my father is livi^'

ya mu perú i ima ku but my mother died a l°n-

k

mete neng malambat. time ago (already).

J: Pagkalungkutan ku. I'm sorry to hear that.

 145

(That saddens me. That

causes me great sadness.)

5 drill II

- i Recitation Drill (S repeats 4.1 dialogue until

dialogue content learned.)

5 2 Comprehension Drill (T asks questions based on

dialogue 4.1 and S responds.)

(1) Atin ya pang pengari i Juan?

(2) Anta i Carlos?

(3) Nukarin la makatuknang reng pengari nang Juan?

(John's parents)

(4) I Juan atin yang kapatad?

(5) Atin ya mung kapatad a lalaki?

(6) Manuknangan la kareng pengari ra (their)?

(7) Deng kapatad na talasawa no?

(8) I Juan talasawa ne?

5.3 Comprehension Drill (S^ asks S2 question in Kapam-

pangan based on dialogue 4.1.)

(1) Are John's parents still living?

(2) Are Carlos' parents still living?

(3) Is John living with his parents now?

(4) Where are his parents living?

(5) Do his parents live with his grandparents?

146
(6) Does John have siblings?

(7) Does he have only sisters?

(8) Where do his siblings (brother and sister)

live?

(9) Is his brother married?

(10) What about his sister?

(11) Do you know where they are living now?

5.4 Narration Drill (S restates the dialogue 4.1 into

narrative form.)

5.5 Dialogue Drill (S^ and S2 hold conversation modelled

after dialogue 4.1.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 Both of the utterances asking if one's parents are

still living are used with equal frequency. Though

these utterances elicit information in common, they

differ in their basic meaning and type of construc­

tion. Utterance 1.1.1 Mabie la pa reng pengari ku.

'My parents are still alive.' is a verbal predica­

tive construction, whereas 1.1.2 Atin ku pang

pengari. 'I still have parents.' is an existential

predicative construction. The differences in the

meaning and in the construction of their respective

negative responses are noted in the following:

 147

(1) Q: Atin ka pang pengari? Do you still have

parents ?

A: Ala na kung pengari. I don't have [any]

parents (already).

(2) Q: Mabie la pa reng Are your parents still

pengari mu? alive?

A: Ali. E la mabie No, my parents are not

reng pengari ku. (alive already) living.

6.2 Though makatuknang and manuknangan are used inter­

changeably when making inquiries about, or stating,

where someone lives, their basic meanings are res­

pectively (1) 'staying at/with' and (2) 'residing'.

When staying temporarily at a place, like a hotel,

makatuknang is used.

^•3 Note the freedom of occurrence of karin.

(1) Karin langan maka- Do they all live there?

tuknang?

(2) Makatuknang langan Do they all live there?

karin?

-n_g_ is a frequently occurring segment with a varia­

tion of meaning. The following illustrates some of

the variations:
148
(1 ) as part of the word

1. Makatuknang ya karin He lives there,

2 . Ing tatang ku My father

3. D e p e n g a r i ku My parents

(2) as linker

1 . aliwan¿ lugar another place

2 . kapatad kun£ 1a1aki my brother

(3) as ellision of ing

1 . ilang makatuknang They live in

king Kalipornya. California.

(A) as linker particle

1. A tin k un¿ kapatad. I have siblings.

7 VOCABULARY

al iwa another

-an [verbal suffix, locative]

as awa spouse; husband or wife

at and [combiner]

a tin have

b ie life

ka-...-an [nominal affix]

lugar place

lungkut sad
 1A 9

ma­ [descriptive prefix]

líab ie al ive

malambat a long time ago

■an- [verbal prefix, distribu­

tive or repetitive]

manuknangan is residing

mete died, is dead

ne already he/she [= na + ya]

no ~ nu already they [= na + la]

pa still, yet

Pag- [verbal prefix, instrumen­

tal]

Pagkalungkutan causes great sadness

tala- [prefix] in the ranks of,

a member of the set

talasawa married, member of the

married set [= tala +

as awa]
catang Daddy [= tata ’father']

tu k n an g an place of stay
 Lesson 17

"Atin kung kapatad."

1 STRUCTURAL CONTENT

1.1 Non-verbal predicate clause, existential predicate

(atin)

1.1.1 Af f irmative

(1) Atin kung kapatad. I have a (sibling(s))

brother (s)/sister(s).

(2) Atin kung kapatad I have a sister,

a babai .

(3) Atin kung kapatad I have two sisters,

adua lang babai.

1.1.2 Negative

(1) Ala kung kapatad. I don't have any brothers

and sisters.

1.2 Non-verbal predicate clause, numeral predicate

(1) Anam katning mikaka- We are six [in all]./

pa tad. There are six of us.

(We are six siblings.)

(2) Lima la. I have five. (They are

five. )

1.3 WH- Question

(1) Pilan kayung mikaka- How many brothers and

patad? sisters are you in all-

150
 151

(2) Pilan la reng How many brothers and

kapatad mu? sisters do you have?

(How many are they,

your brothers and

sisters?)

(3) Pilan la reng How many brothers?

lalaki? (How many are they,

the boys?)

Numerals

me tung 1 lab ing me tung 11

adua 2 labing adua 12

at lu 3 labing atlu 13

apat 4 labing apat 14

lima 5 labing lima 15

anam 6 labing anam 16

pitu 7 labing pitu 17

walu 8 labing walu 18

s iyam 9 labing siyam 19

apulu 10 aduang pulu 20

2 CONVERSATIONAL CONTEXT

2.1 Yes/No Question and Answer

2.1.1 Q: Atin kang kapatad? Do you have any

brothers or sisters?

A: Wa. Atin kung Yes, I have brothers

kapatad. and sisters.

152

2 .1.2 Q: At in kang kapatad? Do you have any b r o t h e r s

or sisters?

A : Wa. Atin kung kapa- Yes, I have a s i s t e r .

tad a babai.

2.1.3 Q: At in kang kapatad? Do you have any b r o t h e r s

or sisters?

A : Wa. Atin kung kapa- Ye s, I have two s i s t e r s .

tad adua lang babai.

2.1.4 Q: At in kang kapatad? Do you have any b r o t h e r s

or sisters?

A: Ala kung kapatad. I don't have any b r o t h e r s

and sisters

2.2 WH- Question and Answer

2 .2.1 Q: Pilan kayung mikaka- How many brothers and

p a tad ? sisters are (you) there

A : Anam kaming mikaka- There are six [of us]*

p a tad.

2 .2.2 Q: Pilan la reng kapa­ How many brothers and

tad mu? sisters do you have?

A : Lima 1a . I have (they are) five*

2.2.3 Q: Pilan la reng lalaki? How many (are they)

brothers?

A: Adua la. (They are) two.

 153

3 DRILL I

3.1 Recitation Drill (Using conversational format of

T-S, S-T, S-S, and S^-S2 , S repeat recitation of

B.l-7 conversations until memorized.)

3.2 Counting Drill (A: T drills on recitation of

numerals using cards with printed numbers. B: T

asks S to count objects in the surroundings of

which there are more than one. Use pictures for

higher denomination numbers if objects in room

are limited to lower denominations.

Modelg: T: Bilangan me reng libru. Count the

books .

S^: metung, adua, atlu, etc.

3.3 Response Drill (S-^ asks S2 how many of X there are,

and S2 responds factually, using picture or numeral

cues where necessary.)

Model: S^: Pilan la reng libru?

S2 : Apulu l a .

Counting Drill (Using picture and/or numeral cues

(from 1 to 20) T drills on 'the number of X s '.)

Model: T: (picture of ball pen

with numeral 1)

ing metung a ball pen one ball pen

S: ing metung a ball pen

 154

(1) picture of book with reng aduang libru

numeral 2

(2) picture of pencil reng atlung lapis

with numeral 3

(3) picture of table with reng apat a lamesa

numeral 4

(4) picture of chair reng limang taburete

with numeral 5

(5) etc.

3.5 Response Drill (S^ asks (1) if he has X and S2

responds yes; then asks (2) how many of X he has

and S2 responds giving the number. Pictures may

be used for cueing responses.)

Model: S1 : At in kang Do you have ball pens?

ball pen ?

s2 : Wa. At in Yes, I have.

ku .

S1 : Pilan. la reng How many ball pens do y°“

ball pen mu? have ?

S2 : At in kung I have six ball pens.

anam a ball

pen.

»
*
 155

3.6 Response Drill (A: T asks if he has any brothers

or sisters, and Si responds factually. B: S ^ asks

S2 (1) if he has any sisters and (2) any brothers,

and S2 responds factually to both questions.)

3.7 Chain Response Drill (A: T asks the following

questions and responds factually to each: (1)

if he has any brothers or sisters; if yes, (2) how

many in all; (3) how many brothers; and (4) how

many sisters. B: Repeat the drill between S^-S2.)

4 SITUATIONAL DIALOGUES

4.1 [Dialogue between Mr. Ruiz (R) and Juan (J) about

his family]

-ng [linker particle]

pilan how many

m i- [nominal prefix, rela­

tionship marker]

- ka - [-C1V 1- plural affix]

mikakapatad related to one another

as set of siblings

1 ima five

ad ua two

at lu three
156

R: Atin ka pang Are your parents still

pengari? living?

J: 0 pu. Atin ku pa Yes, sir. My parents

pung pengari. are still living.

R: Atin kang kapatad? Do you have any brothers

and sisters?

J: 0 pu. Atin ku pung Yes, sir. I have

kapatad. brothers and sisters,

sir.

R: Pilan kayung mikaka- How many brothers and

p a tad ? sisters are you in all?

J : Lima kaming raikaka- We are five (brothers

patad p u . and sisters) in all, sir.

R: Pilan la reng How many brothers?

lalaki ?

J : Adua la p u . Two, sir.

R: Pilan la reng babai? How many sisters?

J : Atlu la p u . Three, sir.

4.2 [Roberto (R), Senen (S), Carlos (C), Maria (M) , and

Juan (J) are talking about their families.]

man too [= naman]
dakal many
ne? don't you?
wap in yes , indeed
labing metung eleven
 157

pitu seven

apat four

anak child

3nak children [length as

plural marker]

ka- how (adj.)I [intensi-

fier marker]

dagul large, big

karagul how large, what a

large . . .

u or

R: Atin kang kapatad? Do you have any

[to Senen] brothers and sisters?

S: Wa. Atin kung kapa­ Yes, I have a brother.

tad a lalaki .

R: Anta ika? [to What about you?

Carlos ]

C: Ali. Ala kung No, I don't have any

kapatad. brothers or sisters.

R: Aku man, aku mu I'm an only child, too.

ing anak.

C: Maria, atin kang Maria, you have many

dakal a kapatad. brothers and sisters.

ne ? don't you?
158

M: Wapin. Labing metung Yes, indeed. We are

kami. Pitung lalaki am- eleven. Seven boys and f

pong apat a babai. four girls.

R: Labing metung a anak! Eleven children! Oh,

0 , karagul a pamilya! what a big family! Juat, '

Juan, atin kang kapatad? do you have any brothers ^

and sisters?
I
J: Wa. Atin kung apat. Y e s , I have four.

S: Babai la u lalaki? Sisters or brothers?

J: Atlu lang babai ampong I have three sisters and I

metung yang lalaki. one brother. )

5 DRILL II

5.1 Recitation Drill (Using various conversational for­

mat, S repeats A.1,2 dialogues until contents learn

ed .)

5.2 Comprehension Drill (T asks questions based on 4.1

and 4.2, and S responds.)

Dialogue 4.1

(1) Atin yang kapatad i Juan?

(?) Pilan lang mikakapatad?

(3) Atin yang kapatad a lalaki?

(4) Anta reng kapatad a babai?

 159

Dialogue 4.2

(1) Pilan la reng kapatad na i Roberto?

(2) Anta i Carlos?

(3) Atin yang kapatad i Maria?

(4) Pilan lang mikakapatad ila ri Maria?

(kari Maria?)

(5) Pilan la reng lalaki?

(6) Pilan la reng babai?

5.3 Comprehension Drill (S^ asks questions in Kapam-

pangan based on 4.1,2 dialogues and responds.)

Dialogue 4.1

(1) Does Juan have any brothers or sisters?

(2) Does he have any sisters?

(3) How many?

(4) Does he have any brothers?

(5) How many brothers?

(6) How many brothers and sisters are there in

all?

Dialogue 4 .2

(1) Does Roberto have any brothers and sisters?

(2) How many brothers and sisters does Carlos

have ?

(3) Is Maria an only child?

(4) How many brothers and sisters are there in

Maria's family?
 1

160
(5) Are they all sisters?

(6) Does she have brothers, too?

5.4 Narration Drill (S restates 4.1,2 dialogues into

narrative form.)

5.5 Dialogue Drill (S-S hold conversation modelled

after 4.1,2 dialogues.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 The following are affirmative responses

to the question Atin kang X ? 'Do you have X?'

(1) Atin.

(2) Atin ku.

(3) Atin kung 1ibru/kapatad/kapatad a babai.

(4) Atin kung atlu.

(5) Atin kung atlung 1ibru/kapatad.

(6) Atin kung kapatad atlu lang babai.

When a numeral occurs as a modifier, it is always

preposed to the thing modified linked by the

linking particle n¿ or a (cf. (5) above). When the

thing modified is a compound noun, however, such as

kapatad a babai 'sister', the preferred

construction is that given as (6).

Utterance (6) is made up of two sentences: (a)

Atin kung kapatad. 'I have sibling(s ).', and

 161

Atlu lang babai. 'They are three sisters.'

According to the numeral modifier rule, which calls

for preposed numerals, at lung babai la should occur.

However, in such constructions the pronoun attrac­

tion rule supercedes, thus giving atlu lang babai

instead. The pronoun attraction rule applies to

constructions where the element preceding the

pronoun is a compound element, comprised of two

linked elements, and accounts for the movement of

the pronoun to the position directly following the

first of the two linked elements. The same phenom­

enon occurs in kapatad kung lalaki 'my brother'

(cf. Les. 13), the underlying structure of which

is kapatad a lalaki ku 'my brother' .

It should be noted that the l_a of atlu lang babai

and the k_u of kapatad kung lalaki differ in their

grammatical functions. Lji is a subject pronoun and

JiH» a modifier possessive pronoun.

The numerals introduced in this lesson are the Phi­

lippine type numerals. They are used for counting

and for denoting quantity in general. In addition

there are the Spanish numerals (cf. Les. 22), which

are used for telling time, giving dates, and quoting

Prices .
162

7 VOCABULARY

adua two
aduang pulu twenty
anak child
anak
children
anam six
apat four
apulu ten
a tlu three
dagul large, big
dakal many
ikapin •.•, don't you? [tag

question]
ka- how..., what a... [inten

s i fier marker]
-ka- [-C1V1-, reduplicated

affix marking plural]

karagul how big, what a big.**
labing adua twelve
labing anam sixteen
labing apat fourteen
labing atlu thirteen
labing lima fifteen
labing netung eleven

labing pitu seventeen

labing siyam nineteen

labing walu eighteen

lin a five

■an also, too [= naman

■etung one

■1- [nominal prefix,

relationship marki

mikakapatad related to one ano

as set of three o

more siblings

~ng [linker particle]

P ila n how many

p itu seven

slyam nine
u or

walu eight
wapin y e s , indeed I
 Lesson 18

"Nanu ya ing obra mu?"

1 STRUCTURAL CONTENT

1.1 Statement (review)

1.1.1 Mestro ku. I'm a teacher.

1.1.2 Propesor ya i Al. Al is a professor.

1.1.3 Doktor ya ing kapa- My brother is a doctor.

tad k u .

1.2 WH- Question

1.2.1 Nanu ya ing obra mu? What do you do? (What is

your job?)

1.2.2 Nanu ya ing obra What does A1 do? (What

nang Al? is Al's job?)

1.2.3 Nanu ya ing obra na What does your brother

ning kapatád mu? do? (What is your

brother's job?)

1.3 Possessive Particle

1.3.1 nang _____ 's, of [marks

following personal

proper noun as

possessor]

1.3.2 na ning _____ 's, of [marks

following personal cobsoS

noun as possessor]
 165

1,4 Relational Particle

1.4.1 ning of [used in proper name

of institutions,

marking following N as

attributive to preced­

ing N]

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nanu ya ing obra What do you do?

mu?

A: Mestro ku. I'm a teacher.

‘•1.2 Q: Nanu ya ing obra What do you do?

mu?

A: Ala kung obra. I don't work (I don't

Estudyante ku. have any work). I'm

a student

^■1.3 Q: Nanu ya ing obra What does Al do?

nang Al?

A: Propesor ya i Al. Al is a professor.

Q: Nanu ya ing obra What does your brother

na ning kapatad mu? do?

A: Doktor ya ing kapa­ My brother is a doctor.

tad ku.
2.2 Yes/No Question and Answer

2 .2.1 Q: Doktor ka? Are you a doctor?

A l : Wa. Doktor ku. Yes , I'm a doctor.

A 2 : Ali. E ku doktor. No, I'm not a d o c to r.

Mestro k u . I'm a teacher.

2 .2.2 Q: Doktor ya i Al? Is Al a doctor?

A l : Wa. Doktor ya i Yes, Al is a doctor.

Al.

a2: Ali. E ya doktor No, Al is not a doctor

i Al. Propesor ya. He's a professor.

2.2.3 Q: Propesor ya ing Is your brother a

kapatad mu? professor?

A l : Wa. Propesor ya Yes, my brother is a

ing kapatad ku. professor.

No, my brother is not

<

Ali. E ya propesor
CM

ing kapatad ku. a professor. He's a

Doktor ya. doctor.

3 DRILL I

3.1 Recitation Drill (S repeats Conversations 2.1» 2.2

until memorized.)

3.2 Identification Drill (T drills S on names of o ccu *

pation, using either picture or printed or spoke#

word cues.)
 167

(1) d o k t o r ~ doktora doctor ( M ) , (F)

(2) abu gado ~ abugada lawy er ( M ) , (F)

(3) d e n t i s t a denti st ( M ) , (F)

(A) m i n i s t r o ~ minister ( M ) , (F)

m i n i s t r o n g babai

(5) inhinyero en gineer

(6) meka niko mech ani c

(7) narses nurse

(8) teleponista telephone operator

(9) empleyado ~ employee ( M ) , (F)

empleyada

(10) letratista photographer

(11) ortelano farmer

(12) kontratista contractor

(13) karpentero carpenter

(14) pintor painter

(15) kartero mailman

(16) pulls police

(17) guardya guard

(18) piloto pilot

(19) sundalos soldier

(20) kasaup helper

(21) janitor j anitor

(22) hardinero gardener

 168

(23) serbidor waiter

(24) serbidora waitress

3.3 Response Drill (S^ shows picture cue, then (1)

says who it is, and (2) asks what his job is. S.

responds with 'X is a Y.' Identification of the

person can be by name or by kinship term.)

Model: (picture of soldier)

Ini ing ka- This is my brother,

patad ku. What does he do?

Nanu ya ing

obra na?

Sundalos ya Your brother is a

ing kapatad soldier.

mu.

3.4 Response Drill (S^ shows picture cue then asks a

yes/no question about the person's occupation

which elicits a negative response. responds

giving the full negative response.)

Model: S : (picture of a nurse)

Teleponista ya ing kapatad kung babai-

Ali. E ya teleponista ing kapatad

mung babai. Narses ya.

 169

4 SITUATIONAL DIALOGUE

4,1 [Dialogue between Juan (J) and Maria (M)]

obra job, work

nang 's , of [personal

proper noun poss.

marker]

unibers idad un ive rs i ty

ning of [relational marker]

ning 's , of [common

noun poss. marker]

as aw a wife

op is ina office

seguru insurance

J: Nanu ya ing obra mu? What do you do?

M: Mestra ku king Taga- I'm a teacher of

log. Mes tro ka Tagalog. Are you a

naman? teacher, too?

J: Wa. Mestro ku naman Yes, I'm a teacher of

king Inglis. Atin English. Are your

ka pang pengari? parents still living?

Wa. Atin ku pang Yes, my parents are

pengari. still living.

d: Nanu ya ing obra What does your father

nang tata mu? do?

170

M: I tatang propesor ya My father is a professor

kareng Math ampong of math and physics.

Physics.

J : Nukarin? Where?

M: King Unibersidad ning At the University of

Pilipinas. the Philippines.

J : Anta i ima mu? What about your mother?

M: Tau yang bale i ima My mother is a housewife.

ku.

J : Yapin i M r . Ruiz Tha t’s Mr. Ruiz, isn't

i ta? it?

M : Wa. Yapin. Yes. That's he.

J: Mestro ya naman? Is he a teacher, too?

M: Ali. Iya ing prin- No. He is the principal

sipal king eskuela ku. of my school.

J: 0 makanian. Atin Oh, is that so! Does he

yang asawa? have a wife?

M : Wa . Yes .

J: Nanu ya ing obra na What does his wife do?

ning asawa na?

M: Ing asawa na His wife is a secretary’

sekretarya ya.
 171

J: Nukarin? Where?

M: King opisina ning At an insurance office,

seguru.

5 DRILL II

5.1 Recitation Drill (Using conversational format,

repeat recitation of dialogue 4.1 until dialogue

content learned.)

5.2 Comprehension Drill (T asks questions based on

4.1 and S responds.)

(1) Nanu ya ing obra na i Maria?

(2) Ing kaluguran na mestro ya naman?

(3) I tata nang Juan ing propesor?

(4) Nanu ya ing obra nang ima nang Maria?

(5) Nu ya karin propesor i tata nang Maria?

(6) I Mr. Ruiz prinsipal ya?

(7) Nukarin?

(8) I Mr. Ruiz talasawa ne?

(9) Nanu ya ing obra na ning asawa na?

^•3 Comprehension Drill (S^ asks the following

questions in Kapampangan based on 4.1 dialogue, and

responds .)

(1) What does Juan do?

(2) What does his friend Maria do?

172

(3) Are Maria's parents still living?

(4) Is Maria's father a principal?

(5) Who is the principal?

(6) Is Maria's mother a teacher, too, just like

Maria ?

(7) Is Mr. Ruiz married?

(8) What does she do?

(9) Where?

5.4 Narration Drill (S restates the dialogue 4.1 into

narrative form.)

5.5 Dialogue Drill (Using the format of dialogue 4.1,

and S£ hold conversation. Include as topics of

conversation yourselves and three or four others--

i.e. friends and relatives.)

6 STRUCTURAL AND CULTURAL NOTES

6.1 (cf. 1 .1 , 1 .2)

6.1.1 In the question Nanu yawing obra n a ? , ya is the

cross-referent pronoun for ing obra and not for

the person about whom the inquiry is made. The

literal meaning of the question is 'What is it,

his job?'

Ya which occurs in the response, however, refer»

to the person spoken of. Thus, Mestra ya means

'He is a teacher.'
 173

6.2 (cf. 1.3)

j 2.1 The singular possessive pronouns ku, mu, n_a 'I,

you, his/her' were introduced in Les. 13.

LU KU.
(1) Mibait la i ima JekT ampo i tata king Hawai.

'My mother and father were born in Hawaii.'

6.2.2 When the possessor is a third person, identified

by either name or description, the possessed thing,

denoted as X na 'his possessed thing', is expanded

to include a following phrase which gives the

name or description of the third person possessor.

When the possessor is identified by name n¿ (per­

sonal proper noun) occurs and if by description

ning (common noun) occurs. For example:

(1) ing obra na + ng Juan (his job + of John)

John 's job

(2) ing obra na + ning (his job + of my

kapatad ku brother) my brother's

job

6*2.3 The expansion of the possessive phrase is recur­

sive and may occur as many in a row as is pragmati­

cally necessary or possible. For example:

(1) ing obra na + ning tata na + ning kaluguran

(his job of his father of his friend

+ °g Juan
of Juan)

'Juan's friend's father's job.'

17 4

6.2.4 The phonological phrase junctures do not

coincide with the grammatical phrase boundaries.

In actual speech the phrasing is as follows:

(1) ing obra # na ning tata # na ning kaluguran

# nang Juan

6.3 (cf. 1.4)

6.3.1 In proper names of institutions the relational

particle ning occurs between the institution noun

and the following attributive place noun.

(1) Unibersidad ning The University of the

Pilipinas Philippines

(2) Banko ning The Bank of America

Amerika

6 .3.1.1 Note the difference in meaning between ning

[relational particle] and king [locative

particle] as illustrated in the following:

(1) Unibersidad ning The University of the

Philipp ines
Pilipinas
(2) unibersidad king a university in the

Pilipinas Philippines
6.4 (cf. 4.1)

6.4.1 In the situational dialogue Nanu ya ing obra

nang tata mu? occurs. Kinship terms such as

tata, ima, bapa, apo, etc. are frequently used

 175

as proper nouns (cf. direct address, Les.l). In

direct reference, such terms are also regarded

as proper names; hence, the occurrence of the

following :

(1) ing obra na + ng my father's job

tata ku

(2) ing obra na + ng your mother's job

ima mu

6.4.2 When the reference is indirect, i.e. when referring

to a third person's father, for example, such

terms are more often regarded as common kinship

terms; hence, the following occurs.

(1) ing obra na + ning his father's job

tata na

1 VOCABULARY

abugado ~ abugada lawyer (M), (F)

asawa spouse; husband, wife

dentis ta dentist (M), (F)

doktor ~ doktora doctor (M), (F)

empleyado — empleyada employee (M), (F)

guardya guard

hardinero gardener

inhinyero engineer
176

janitor janitor

karpentero carpenter
kartero ma ilman

kasaup helper

kontratista contractor

letratista photographer

mekaniko mechanic

ministro ~ ministrong babai minister (M), (F)

nang 's, of [personal

proper noun possessive

marker]

nars es nurse

ning 's , of [common

noun possessive marker]

ning of [relational marker]

obra work

opis ina office

ortelano farmer

piloto pilot

pintor painter

pulis police

seguru insurance

sundalos soldier
teleponis ta telephone operator
unibers idad university
serbidor waiter
serbidor a waitress
 1

Lesson 19

"Getting Acquainted"

(Review of Les. 7 - 18)

1 CONTENT

1.1 Expressions for memorization

ma- [verbal prefix] to

1
put into action

b is i ta visit

mamisita will visit, be sure

to visit

keta there [locational

adverb]

kekami at our house

¡
ba so that 1

mula you-them

a- [verbal prefix, non-

tense, accidental.

goal marker]

kilala meet 1
akilala can meet

Mamisita ka keta You be sure to visit (us)

kekami ba mulang (there) at our house so

akilala reng pamilya that you can meet my

ku. family.
»

178
f
179

asa expect

-an [verbal affix, goal]

asa(h)an can expect, can count

on it

yu you [ning pron. , plural]

1.1.2 Asa(h) an yu. You can count on it.

mi- [verbal prefix,

reciprocal]

kit see

miki t see each other

kata we [ing pronoun, dual]

p as ib ayu again

1*1.3 Mikit katang pasi- We'll see each other

bayu. again.

1,l<* Babay. Good-bye.

^•2 WH- Question and Answer for memorization

ke ti here [locational

adverb]

tuturu teach

1*2.1 Q: Nanu ing obra mu What do you do here

keti king Pilipinas? in the Philippines?

A: Mestro ku. I'm a teacher.

180

1.2.2 Q: Nanu ing tuturu mu? What do you teach?

A: Tuturu kung Inglis. I teach English.

1.2.3 Q: Nukarin ka tuturu? Where do you teach?

A: Tuturu ku king Jose I teach at Jose Abad

Abad Santos. Santos.

2 CUMULATIVE SITUATIONAL DIALOGUE

[Pedro (P) introduces John (J) to his father Mr. Crur

(C) and the following dialogue takes place.]

C : Mayap a bengi. Good evening.

J: Mayap a bengi pu naman. Good evening (too), sir.

P: Tata, ini i John Father, this is John

Smith p u . Smith (sir).

C: 0 makanian. Kumusta Oh, is that so. How

ka? are you?

J: Mayap pu naman. Fine, (sir), thank you,

Salamat pu. sir.

C: Nu ka tau Juan? Where do you come from

Juan?

J: Tau ku pu Kalipornya. (I come) From California.

C: Nukarin king Kalipornya? Where in California?

J: King San Pransisko pu. From San Francisco, sir-

C: Nukarin ka makatuknang Where are you staying

ngeni ? now?
r

181

j: King baryo Dolores pu. In the village Dolores,

sir.

C: Kaninu ka makatuknang? With whom are you

staying?

J: Kari Mr. ampo i Mrs. With Mr. and Mrs. Ruiz.

Ruiz.

C: Ninu ila? Who are they?

J: Ila reng pengari na They are the parents of

ning kaluguran ku. my friend.

C: Mabie la reng pengari Are your parents still

mu? living?

J : 0 pu. Yes, sir.

C: Makatuknang la king Are they living in San

San Pransisko ngeni? Francisco now?

J: Ali pu. Manuknangan No, sir. They are now

la king Hawai ngeni . residing in Hawaii.

C: Atin kang kapatad? Do you have any brothers

and sisters?

J: 0 pu. Atin kung kapa­ Yes, sir. I have two

tad adua lang babai at sisters and one brother.

metung yang lalaki.

C: Makatuknang la kareng Do they live with your

pengari mu? parents ?

182

J: Deng mung babai lang Only the girls live

makat u k n a n g kareng with my parents, ^he

pengari ku. Deng boys live in San

lalaki makatu k n a n g la Francisco.

king San Pransisko.

C: Atin na kang asawa? Are you married (Do y 0u

have a wife)?

J: Ala pa pu. Not y e t , s i r .

C: K a pilan ka dinatang Whe n did you come to

king Pilipin as ? the Philippines?

J: Dinata ng ku ketang I came in May.

Mayo .

C: At, k a pilan ka pa d i n a ­ And, whe n did you (just)

tang keni king Dolores? come here to Dolores?

J: Ketang bulan a milaba- (In) last month. I

san. P a b ulan kung stayed in Manila for

tin uknang king Menila. a month.

C: A n ggang k a pilan ka Un ti l wh en are you

tuknang keti? going to stay here?

J: Siguru pabanwa. Maybe for a year.

C: A makanian. Kasan t i n g Oh, is that so. How

pala. Nanu ing obra mu nice! What do you

keti king Pil ipin as ? do here in the Phi­

lippines?
 j: Mestro ku. I'm a t e a c h e r .

C: Nanu ing tuturu mu? What do you teach?

J: Tuturu kung Inglis. I teach English.

C: Nukarin ka tuturu? Where do you teach?

J: Tuturu ku king Jose I teach at Jose Abad

Abad Santos. Santos.

C: 0, mayap n a m a n . Mami- Oh, [that's] fine. Be

sita ka keta kekami ba sure to [come] visit

mulang akilala reng us at our [housej so

pamilya ku. that you can meet my

fa m i l y .

J: Asahan yu. Salamat pu. You can count on it.

Thank you.

C: 0 sige. Mikit katang Okay. We'll see each

pasibayu . other again.

J: 0 pu. Bab ay . Yes, sir. Good-bye.

P : 0 sige . Babay. Okay. Bye-bye.

DRILL

1 Dialogue Drill (T, taking the role of host, and S,

that of visitor, hold a conversation modelled

after the dialogue above. Follow the dialogue as

closely as possible— not necessarily in order,

but in content.)
184
T
4 STRUCTURAL AND CULTURAL NOTES

4.1 Kekami was introduced in Les. 14 as a king case

pronoun marking, among other things, location.

Makatuknang la They are going to stay

kekami. with u s .

This set of pronouns also have the meaning of 'at

(our) house', which is the sense in which it is

used in Mamisita ka kekami 'You be sure to visit at

our house' (cf. 1.1.1).

4.2 In a verbal predicate clause the general order

is Verb followed by a Subject Pronoun, an optional

Oblique Pronoun (object, location, referent or

benefactor), and the necessary case phrases. The

utterance Mamisita ka keta kekami ba mulang akilala

reng pamilya ku is comprised of two such verbal

predicate clauses, the second subordinated by the

subordinator bji 'so that'. The underlying order

of the second clause is as follows:

Ak i lala mu-1a reng pamilya k u .

Vb SubjP-ObjP CasePhrase

However, whenever b_a occurs the pronoun(s) following

the verb are attracted to it; hence, the surface or­

der of ...ba mulang akilala reng pamilya k u . Note

 185

that when the pronoun(s) move to the pre-verb

position, the linker -n£ occurs linking the

pronoun(s) to the verb.

1.3 The Locational Adverb keti (cf. 1.2) 'here1 and

keta (cf. 1.1.1) 'there1 fall into the same spatial

relationship as do the Demonstrative Pronouns ini

'this', iyan 'that' and i ta 'that over there'.

Keti 'here' designates the place where the speaker

and hearer are located, and keta 'there' designates

a place away from both speaker and hearer. The

counterpart of iyan is ken 'there', which will be

introduced later .

4.4 The parenthesis around [h] in Asa(h)an yu (cf. 1.1.2)

'You can expect me.' is to indicate that in native

Kapampangan there is no [h] sound. However, due

to the contact with Tagalog, the [h] sound is

now found to occur in some people's idiolect,

occuring primarily in Tagalog loan words. The

frequency of occurrence of the [h] sound in a

Kapampangan's speech is directly proportional

to the contact with or influence of Tagalog on the

speaker.
186

5 VOCABULARY

a- [verbal p r e f i x , non­

tense, a c c id e n t a l,

goal marker]

akilala can meet

-an [verbal affix, g o a l]

asa expect

asa (h)an can expect, can count

on it

ba so that

bisita visit

kata we [ing pronoun, dual]

kekaml at our house

keta there [locational

adverb]

keti here [locational

adverb]

kilala meet

kit see

ma- [verbal prefix] to Put

into action

mamis ita will visit, be sure

visit
 [verbal prefix,
mi-
reciprocal]

■ ik it see each other

■ola you-them

p a s ib a y u again

tu tu ru teach

you [ning pron.

p lu ra l]
 Lesson 20

"Ing lagiu ra i Elaine ampong Joanne."

1 STRUCTURAL CONTENT

1.1 S tatement

1.1.1 Affirmative

(1) Ing lagiu ra i Their names are

Elaine ampong Elaine and Joanne.

Joanne .

(2) Miss Dizon ya ing Our teacher's name

lagiu na ning mestra is Miss Dizon.

mi .

1.1.2 Negative

(1) E ya Miss Dizon ing Our teacher's name

lagiu na ning mestra is not Miss Dizon.

mi .

1.2 WH- Question

(1) Nanu (ya) ing lagiu What are their names?

ra?

1.3 Ning pronouns, possessive

1.3.1 Singular

(1) ku I

(2 ) mu you

(3) na he /she

188
 189

i.3.2 Plural

(1) ta our [dual]

(2) tamu our [inclusive]

(3) mi our [exclusive]

(A) yu your

(5) da /v ra their

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nanu ya ing lagiu What is your name?

mu?

A: Arturo ku. It's (I am) Arturo.

2.1.2 Q: Nanu ya ing lagiu What 's his name?

na?

A: Ramon ya ♦ It's (he is) Ramon.

2-1.3 Q: Nanu ya ing lagiu What 's my name?

ku?

A: Pedro k a . It's (you are) Pedro

2.1.4 Q: Nanu ya ing lagiu What are your names?

y u?

A: Ing lagiu mi i Our names are Maria

Maria ampo i Ermie. and Ermie.

Q: Nanu ya ing lagiu What are our names?

mi ?
190

A: Maria ampong Ermie Your names (you) are

kayu. Maria and Ermie.

2 .1.6 Q: Nanu ya ing lagiu What are the names of

da reng kapatad your brothers?

mung lalaki?

A: Ing lagiu ra i Their names are

Florante ampong Florante and Ramon.

Ramon.

2.1.7 Q: Nanu ya ing palayo What are our nicknames?

ta?

A: Ing palayo tji i Li Our nicknames are Li

ampo i Ermie. and Ermie.

2.1.8 Q: Nanu ya ing apelyidu What is our surname?

ta (mu)?

A: Melendez tamu. It,s (we are) Melendez.

2.2 Yes/No Question and Answer

2 . 2.1 Q : Ing lagiu mu i Is your name Ramon?

Ramon?

A: Wa. Ramon k u . Yes. It's (I am)

Ramon.

2 .2.2 Q: Ing lagiu na i Is his name Arturo?

Arturo?
 191

A: Ali. E ya Arturo. No, it's (he's) not

Senen y a . Arturo. It's (he's)

Senen.

2.2.3 Q: Ing lagiu ku i Is my name Pedro?

Pedro?

A: Wa. Pedro ka. Yes, it's (you are)

Pedro.

2.2.4 Q: Ing lagiu yu i Are your names Pedro

Pedro ampo i and Carlos?

Carlos ?

A: Ali. E kami Pedro No, we are not Pedro

ampong Carlos . and Carlos. We are

Roberto ampong Juan Roberto and Juan.

kami .

2.2.5 Q: Ing lagiu da reng Are the names of your

kapatad mu i brothers Florante

Florante ampong and Ramon?

Ramon?

A: Wa. Florante Yes, they're Florante

ampong Ramon la. and Ramon.

2 , ,
•‘ •o Q ; Xng apelyidu tamu Is our surname

Melendez? Melendez?

A: Ali. E tamu No, it's (we are) not

Melendez. Miranda Melendez. It's (we

are)
 192

tamu. Mi randa.

2.2.7 Q: Ing palayo ta i Are our nicknames

Li ampo i Ermie? Li and Ermie?

A: W a . Li ampong Ermie Yes, they (we) are Li

kata . and Ermie.

3 DRILL I

3.1 Memorization Drill (Using conversational format,

S repeats conversations 2.1, 2.2 until memorized,

paying special attention to the interplay of the

ning pronouns in the questions and the ing pronouns

in the responses.)

3.2 Substitution Drill (T gives cues and S ^ makes the

appropriate substitution in the given frame.)

Model: (Frame): Nanu ya ing lagiu mu?

T: ing anak

S^: Nanu ya ing lagiu na ning anak?

T: ku

S2 ¡ Nanu ya ing lagiu ku?

3.3 Response Drill (A: T asks the question Nanu ya

ing lagiu (...)? changing the pronouns, and S

responds accordingly. Use both singular and

plural pronouns with or without phrase expansions,

and cue by pointing if necessary. B: Repeat drill

 193

between S-S.)

Model: T: Nanu ya ing lagiu ku?

S^: Miss Dizon ko pu.

3.4 Restatement Drill (A: T gives X's name Ramon y a .

and S restates it as Ing lagiu na i Ramon.

B: Repeat drill, reversing the order of drill A.

Drill on all pronouns introduced.)

Model: T: Ramon ya.

S: Ing lagiu na i Ramon.

Model: T: Ing lagiu na i Ramon.

S : Ramon y a .

3.5 Response Drill (A: T asks yes/no question Ing

lagiu (mu) (i Juan)? changing pronouns and using

students' names for cueing responses, and S

responds factually. Elicit both yes and no

responses. B: Repeat drill between S-S.)

Model: T: (to Carlos) Ing lagiu mu i Juan?

C : Ali. Carlos k u .

* SITUATIONAL DIALOGUE

[Dialogue between an elderly man of the neighborhood

(I - ingkong) and John (J)]

lagiu name

apelidu surname
194

palayo nickname

ra their [ning pron.,

poss .]

p angane eldest

bunsu younges t

pala then [surprise]

libutad middle

anak child

pa yet

yu your [ning pron.,

poss .]

mi our [ning pron.,

poss., exclusive]

I: Nanu ya ing lagiu mu? What is your name?

J : I Juan p u . [It's] Juan, sir.

I: Nanu ya ing apelidu mu? What is your surname?

J : I Smith p u . [It's] Smith , sir.

I: Atin kang palayo? Do you have a nickname?

J : 0 pu. Y e s , sir.
I : Nanu ya ing palayo mu? What is your nicknam®*
J : Junior p u . [It's] Junior, sir.
I: Atin kang kapatad? Do you have any brotk®

and sisters?
 195

J: Atin pu. Atin kung Yes, sir. I have two

kapatad, adua lang sisters.

babai.

I: Nanu ya ing lagiu ra? What are their names?

J: Ing lagiu ra i Elaine Their names are Elaine

ampong Joanne. I and Joanne. Elaine is

Elaine yang pangane, the eldest [and] Joanne

i Joanne naman yang is the youngest.

bunsu.

I: Ika pala ing libutad You're the middle

a anak? child, then?

J: 0 pu. Yes , sir.

I: Talasawa no reng Are your sisters married?

kapatad mung babai?

J: I Joanne e ya pa perú I Joanne isn't yet but

Elaine talasawa n e . Elaine is already

married.

I: Atin yang anak? Does she have children?

J: Atin pu. Atin yang [Yes] (she has), sir.

anak, metung yang She has one son and

lalaki ampong adua lang two daughters (she has

babai. children, one is a boy

and two are girls).

196

I: 0 makanian! Anti mu Oh, is that so! Just

ing pamilya yu. Metung like your family.

a lalaki ampong One boy and two girls.

aduang babSi.

J: 0 pu. Ing lalaki yang Yes, sir. The boy is

libutad a anak pu a middle child, too,

naman. sir.

I : Nanu ya ing lagiu da What are the names of

reng anak? the children?

J: I Kristi, i Paul Christy, Paul and Cora,

ampong i Kora pu. sir.

5 DRILL II

5.1 Recitation Drill (S repeat recitation of dialogue 4

until contents learned. Dialogue may be divided

into natural parts if too long for easy handling.)

5.2 Comprehension Drill (T asks questions based on

dialogue 4 and S responds.)

(1) Nanu ya ing apelidu nang Juan?

(2) Nanu ya ing palayo na?

(3) Atin yang kapatad?

(4) Pilan la reng mikapatad king pamilya nang Juan?

 197

(5) Balu mu nung nanu la reng lagiu da reng

kapatad na?

(6) Ninu ya ing pangane?

(7) Ninu ya ing bunsu?

(8) I Joanne yang talasawa na?

(9) Pilan la reng anak na?

(10) Nanu ya ing lagiu ra?

5.3 Comprehension Drill (S^ asks questions based on

dialogue D and responds.)

(1) Do you know what the elderly man's name is?

(2) What is Juan's surname?

(3) Does Juan have a nickname?

(4) What is his nickname?

(5) Does Juan have any brothers and sisters?

(6) What are their names?

(7) Is Juan the eldest?

(8) Who is the youngest?

(9) Who is the middle child?

(10) Are Juan's sisters already married?

(11) Does she have any children?

(12) How many boys?

(13) How many girls?

(14) What are their names?

 198

(15) Who is the eldest?

(16) Who is the middle child?

(17) Who is the youngest?

5.4 Narration Drill (S restates the dialogue into

narrative form.)

5.5 Dialogue Drill (S^ and S£ carry on a conversation

modelled after dialogue D.)

5.6 Composition-Oral Presentation Drill (S writes a

factual resume of himself including all the facts

suggested below. T makes necessary corrections,

then S memorizes and presents essay orally in

class. Presentations are to be taped for play

back to aid S in his pronunciation, intonation,

and general development in his oral proficiency.)

5.6.1 Facts to be included in resume:

(1) name

(2) nickname, if any

(3) parents

(a) name

(4) brothers and sisters

(a) how many

(b) their names

(c) the youngest, eldest, middle child

 199

(d) whether any married

1 ' if married

a' number of children

b ' their names

6 STRUCTURAL AND CULTURAL NOTES

6.1 The following are variations which occur as

responses to a question asking for (X's) name.

Q: Nanu ya ing lagiu (mu)? What is (your) name?

A^: I Arturu. Arthur.

A^: Arturu (ku). I'm Arthur.

A^: Arturu ya ing lagiu My name is Arthur.

(ku) .

A^: Ing lagiu (ku) i My name is Arthur.

Arturu.

The variations reflect structural rather than

semantic differences. A^ and A^ are Equational

Clause types and A^ and A^, Non-Verbal Predicative

Clause types .

Note that in A^ and A^ the proper name which

occurs as the predicate is not marked by i^ and is

followed by the ing pronouns ku and y_a. The ku is

the pronominal substitute for the speaker and the

ya t the cross-referent pronoun for ing lagiu 'the

200
name'. In A
1
no pronouns follow the proper name.

Note also that and A^ are reversed variations

of the other. However, when the name is given in

first order, it occurs as Arturu y a , and when

given in second order, as i Arturu.

(1) Arturu ing lagiu k u .

1 2

(2) Ing lagiu ku i Arturu.

2 1

Thus far ing and king pronouns have been introduced.

The ing pronouns (cf. Les. 8 , singular, and Les. 11,

plural) occur in Equational and Predicative

Clause constructions, as pronominal substitutes

for the subject or the actor-of-action of the

utterance. Th-ey indicate that the subject or

actor-of-action is the topic or focus of the

utterance.

The king pronouns (cf. Les. 15) occur as

pronominal substitutes for persons whose semantic

roles are that of referent, location or benefactor.

The ning pronouns (cf. 1.3), like the ing

pronouns, are also pronominal substitutes for the

 201

actor-of-action of the utterance. The difference

is that the ing pronouns denote the feature 'Topic'

while the ning pronouns denote the feature 'Non-

Topic'--!.e. that the subject or actor-of-action

is not in focus (that some other semantic entity

is). In addition, the ning pronouns occur as

possessive pronouns directly following the thing

possessed. These are the occurrences which have

been introduced thus far.

(1) Mibait la naman i ima mu ampo i tata mu king

Hawai. (Les. 13)

'My mother and father were born in Hawaii.'

(2) Nanu ya ing obra nji? (Les. 17)

Note that in 'what' questions Nanu ya ing... (mu)?

the ning pronouns always occur. However, in re­

sponses the ing pronouns occur.

(1) Q: Nanu ya ing obra m u ?

A: Doktor k u .

(2) Q: Nanu ya ing tuturu na?

A: Tuturu y^ang Inglis.

(3) Q: Nanu ya ing lagiu ku?

A : Pedro k a .
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The following paradigms show the similarityt

and even homonymity, in form among the three sets

of pronouns.

ing ning king

Is . ku ku kaku kanaku
2s . ka mu keka

3s . ya na kay a

l[dl]p. kata ta kekata

1 [in]p. tamu tamu kekatamu

1 [e x ]p . kami mi kekami

2p • kay u yu kekayu

3p • la da /w ra karela

6.3 I Elaine yang pangane ’Elaine, she's the youngest'

(cf. 4) is the colloquial version of I Elaine iya

ing pangane '(Elaine, she, the one youngest)'.

This construction is used when emphasizing the

I
identification of a person or thing as X.

Compare the grammatical structure of the

following utterances for the semantic differences

noted in the headings. In English these differences

are indicated by voice emphasis.

(1) Emphatic Identification

I Elaine yang pangane. Elaine is the eldest.

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(2) Specific Identification

I Elaine ing pangane. Elaine is the eldest.

(3) Emphatic Description

I Elaine pangane ya . Elaine is the youngest.

(4) Description

Pangane ya i Elaine. Elaine is the youngest.

6.4 Anak a lalaki 'son (child who is a boy)' and

anak a babai 'daughter (child who is a girl)' are

similar in structure and behavior to kapatad

a lalaki 'brother' and kapatad a babai 'sister'.

6.5 Stating one's name as '(I am) X', X (ku) (cf. 2.1.1,

2.1.5) is one form of response to the question Nanu

ya ing lagiu (mu)? With plural pronouns, however,

the response given in 2.1.4 and 2.1.6 seem to be the

preferred form.

(1) Ing lagiu mi i Maria ampo i Ermie.

and not (^)

I Maria ampo I Ermie kami.

(2) Ing lagiu ra i Florante ampong Ramon,

and not (t)

I Florante ampong Ramon la .

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7 VOCABULARY

anak child

apelidu surname

bunsu youngest

da ra their

ku I

lagiu name

libutad middle

mi our [ning pron., poss.,

exclus ive]

mu you

na he /she

pa yet

pala then [surprise]

palayo nickname

pangane eldest

ra their [ning pron., P088’^

ta our [dual]

tamu our [inclusive]

yu your [ning pron., Po88‘^

 Lesson 21

"I Laura atiu king Arner ika ."

1 STRUCTURAL CONTENT
1 Non-verbal predicate clause, existential predicate

1.1.1 Affirmative

I Laura atiu king Laura is in America.

Arne r ika.

1.1.2 Negative

Alayu i Laura king Laura is not in America.

Amerika.

1.2 WR- Question

Nukarin ya i Laura? Where is Laura?

1.3 Verb of existence

ati is/are; was/were

ala is/are not; was/were not

* Special pronouns, existence

yu he/she/it
lu they

directional nouns

b ab o on top

lalam under
kayli left

vanan right
arap in front
lele side

205
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gulut back

pilatan between

2 CONVERSATIONAL CONTEXT

2.1 WH- Question and Answer

2.1.1 Q: Nukarin ya i Laura? Where is Laura?

A: I Laura atiu king Laura is in America.

Amerika.

2.1.2 Q: Nukarin lari Laura Where are Laura and

ampo i Lourdes? Lourdes ?

A : I Laura ampo i Laura and Lourdes are in

Lourdes atilu king Manila.

Meni1a .

2.2 Yes/No Question and Answer

2 .2.1 Q: I Laura atiu king Is Laura in the house?

bale?

A : Wa . I Laura atiu Yes, Laura is in the

king bale. house.

2 .2.2 Q: I Laura atiu king Is Laura at school?

eskuela?

A: Ali . Alayu i Laura No, Laura is not at

king eskuela. Atiu school. She's at the

king tind ah an . store.

2.2.3 Q: Deng mestra atilu Are the teachers in tb*

kareng kuarto ra? rooms ?

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A: Ali. Deng mestra No, the teachers are not

alalu kareng kuarto in their rooms. They’re

ra. Atilu king outside in the yard.

lual ning mula.

3 DRILL I

3.1 Memorization Drill (Using conversational format,

S repeats conversations 2.1-5 until memorized.)

3.2 Rote Memorization Drill (Using pictures or actual

objects as cues, T drills on the identification

of locations.)

Model: T: (pointing to the top of the desk)

king babo ning lamesa

S: king babo ning lamesa

(1) king babo ning on top of the desk

lamesa

(2) king lalam ning under the table

lamesa

(3) king lele ning beside the book

libru

(4) Ring lalam ning under the chair

taburete

(3) king kayli ning kaun on the left of the box

(6) king wanan ning on the right side of the

avang window
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(7) king arap ning bale at the front of the house

(8) king gulut ning at the back of the s c h o o l

eskuela

(9) king pilatan ning between the door and th e

pasbul ampong litrato picture

3.3 Statement Drill (T shows pictures of persons and

things located in the various locations given in

drill (3.2) as cue and S makes corresponding

statements about them.)

Model: T: (picture of some books on the table)

S: Deng libru atilu king babo ning lamesa.

3.4 Substitution Drill (T gives the cue and S substi­

tutes the cue in the appropriate slot in the given

frame, changing the existence verb to the corres­

ponding form when necessary. Give cues for the

subject and location slots, including jl, <H, in-&

and deng subjects and king, kareng , kang and kari,

locations.)

Model: (frame) I Laura atiu king bale.

T : ing mes t ra

S^: Ing mestra atiu king bale.

T: eskuela

S£: Ing mestra atiu king eskuela.

T: Deng estudyante

S^: Deng estudyante atilu king eskuela*

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3.5 Restatement Drill (T gives an affirmative statement

and S restates it into its corresponding negative.)

Model: T: Ing mestra atiu king kuarto na.

S: Alayu ing mestra king kuarto n a .

3.6 Response Drill (S^ asks a yes/no question about the

location of X person or thing, using picture or

actual situational cue, and responds accordingly.)

Model: S^: (pointing to book on table)

Ing libru atiu king lalam ning lamesa?

Ali. Alayu ing libru king lalam ning

S2 :
lamesa. Atiu king babo ning lamesa.

SITUATIONAL DIALOGUE

[Dialogue between John (J) and Senen (S)]

a ti is/are, was/were

-u he/she/it

atiu he/she/it is

ken na there just

-lu they

atilu they are

servicio Armed services

kadete military academy

suerte lucky
na- is/are, having the

quality of [descrip

tive affix]
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masuerte is/are lucky

reta those

J: Nanu la reng lagiu da What are the names of your

reng kapatad mu? brothers and sisters?

S: Deng lagiu da ri Laura, Their names are Laura,

Lourdes, Amelia ampo i Lourdes, Amelia and

Florante ampong Ramon. Florante and Ramon.

J: Nukarin la makatuknang Where are they living now?

ngeni?

S: I Laura atiu king Laura is in America,

Amerika, Lourdes atiu Lourdes is in Hawaii,

king Hawai, Amelia king Amelia in Baguio, the

Baguio, deng aduang two boys are (there)

lalaki ken na lang bale. just at home.

J: Talasawa na la reng Are your sisters married?

kapatad mung babai?

I
S: Wa. Talasawa no ngan. Yes, they are all married.

I Laura, Lourdes ampo i Laura's, Lourdes' and

Amelia reng asawa ra Amelia's husbands are in

atilu king servicio. the service.

I Laura ing asawa na Laura's husband is in

ken yang Army ampo i the Army and Lourdes' is

Lourdes ken yang Navy in the Navy and Amelia's

ampo i Amelia naman is in the military

ken yang Kadete. acad emy .

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J: O kasanting pala. Oh, how nice! Those

Masuerte la reng sisters are lucky,

miklkapatad a reta.

5 DRILL II

5.1 Recitation Drill (Using conversational format S

repeats recitation of dialogue 4 until the dia­

logue contents are learned.)

5.2 Comprehension Drill (T asks questions based on

the dialogue and responds.)

(1) Nanu la reng lagiu da reng kapatad nang babaing

Senen?

(2) Nanu la reng lagiu da reng kapatad nang lalakin8

Senen?

(3) Nukarin la makatuknang deng kapatad nang babai?

(4) Nukarin la makatuknang deng kapatad nang lalaki?

(5) Talasawa la reng kapatad nang Senen?

(6) Nanu la reng obra dareng asawa ra?

*•3 Comprehension Drill (S^ asks questions in Kapampan-

gan based on the dialogue and S^ responds.)

(1) Does Senen have any brothers?

(2) Does he have any sisters?

(3) What are his brothers' names?

(4) What are his sisters' names?

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(5) Does John have any brothers and sisters

according to this dialogue (van na ing

pisasabyan)?

(6) Do all of his brothers and sisters live at

home ?

(7) Where do his sisters live?

(8) Are his brothers married?

(9) What about his sisters?

(10) What do their husbands do?

5.4 Narration Drill (S^ restates the dialogue into

narrative form.)

5.5 Composition-Oral Presentation Drill (S^ writes

essay about his brothers and sisters, including

such information as given in dialogue 4. T

checks essay for necessary corrections, which S

then memorizes and presents in class orally.)

5.6 Dialogue Drill (S ^ and S2 hold a conversation

modelled after dialogue 4 > incorporating in the

dialogue own factual information as included in

the essay above.)

6 STRUCTURAL CONTENT

6.1 At i 'is/are, was/were' (cf . 1.3) denotes static

existence at a location. It differs from regular

 213

verbs in that it does not inflect for tense, focus,

etc. It occurs with the ing pronouns ku, ka, etc.,

with a special subset of third person singular and

plural pronouns occurring in place of ya and la.

These are yu u and lu respectively. These pro­

nouns are special in that they occur only with

ati and its negative ala.

The negative ala also has the non-inflectional

characteristics of ati and occurs with the same

pronouns including the special third person subset.

Like other negatives, it occurs utterance initially.

It denotes the meaning 1is/are , was/were not in

existence at a location*. There is a difference in

meaning between ala and the negatives introduced

earlier as illustrated by the following.

(1) Aliwa ya i Senen. Senen is not the one.

(2) E ya mestro i Senen. Senen is not a teacher.

(3) Alayu i Senen king Senen is not in the room,

kuar to.

The following illustrate the occurrences of ati

and ala.

(A) Q: Nukarin ka? Where were you?

A: Ati ku king kuarto. I was in the room.

(5) Q: Ati ka king eskuela? Were you at school?

 T
214

A: Ali. Ala ku king No, I was not at

eskuela. Ati ku school. I was at

king bale. home.

(6) Ing mestra atiu king The teacher is in her

kuarto na. room.

(7) Deng mestra atilu The teachers are in

kareng kuarto ra. their rooms.

(8) Alayu ing mestra king The teacher is not in

kuarto na. her room.

(9) Deng mestra al^lu The teachers are not

kareng kuarto ra. in their rooms.

6.2 The adjunct na 'already' (cf. 4, Talasawa na la

reng kapatad mung babai?) occurs directly preceding

the ing subiect or actor pronouns as is shown in

the following paradigm. Note the occurrence of

the portmanteau pronouns for the adjunct plus

third person singular and plural pronouns. The

combinations naya and nal a may also occur, however.

(1) Talasawa na ku. I'm already married.

(2) Talasawa na ka. You're already married.

(3) Talasawa n e . He's already married.

(4) Talasawa na kami. We're already married.

(5) Talasawa na kayu. You're already married.

(6) Talasawa no. They're already married.

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The portmanteau n_e and n_o are homophonous forms

and occur also as portmanteau pronouns 'he-it and

he-them' respectively as will be seen later (cf.

Lessons 38 and A3) .

7 VOCABULARY

arap in front

a ti is/are, was/were

a tilu they are

a tiu he/she/it is

babo on top

g u lu t back

kadete military academy

k a y li left
ken na there just

Is la m under
le le side
* lo they [ati + lu, ala + lu]
na— is/are, having the quality

of [descriptive affix]

* S 8 u e r te is/are lucky
P H a ta n be tween
re ta those
8 e rv i c i o Armed services
®Uer t e lucky
-u
he/she/it [ati + u]
216

wanan right

-yu he/she/it [ala + yu]