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Manual Learning The K'Iche' Language Student

This document presents a manual for learning the K'iche' language developed by the Ajb'atz' Enlace Quiché Association. The manual contains lessons on greetings, family, animals, professions and other topics, with the goal that students develop basic skills in listening, speaking, reading and writing in K'iche'. The manual does not formally teach grammar but includes it for reference. The Ajb'atz' Enlace Quiché Association seeks to enhance the capacity

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0% found this document useful (0 votes)

60 views

Manual Learning The K'Iche' Language Student

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LEARNING

THE K'ICHE' LANGUAGE

You
and

STUDENT MANUAL

Ajb'atz' Link Quiché

Santa Cruz del Quiché, Guatemala, October 2007
Learning the K'iche' Language Ajb'atz' Link Quiché

Work team

This manual was developed by:

Miguel Marcelino Cabrera Vicente.............................................. .......................Drafting

Juana Gricelda Lorenzo Ventura.............................................. .................. Technical support
Raquel Freixes Pérez................................................. ........Support in the Validation process

This material is licensed under the terms of the Creative

Commons, Attribution-LicenseAlike 2.5 license.

You have the freedom to:

 Copy, distribute, communicate and publicly perform this material

 Make derivative materials

Under the following conditions:

 Attribution . You must acknowledge and cite this material as follows: “This material is derived
from the manual Learning the K'iche' Language , published by Asociación Ajb'atz' Enlace
Quiché-ONG ( www.enlacequiche.org .) in October 2,007”
 License Alike . If you alter or transform this material, or generate derivative material, you may
only distribute the generated material under a license identical to this one.

When reusing or distributing material, you must make clear the license terms for this material. Some of
these conditions may not apply if permission is obtained from Asociación Ajb'atz' Enlace Quiché-ONG.
Rights arising from fair use, exhaustion or other limitations or exceptions recognized by law
are not affected by the foregoing.

This is a simple summary of the legal text (the li c full ence), available at
http://creativecommons.org/licenses/by-sa/2.5/legalcode
Learning the K'iche' Language Ajb'atz' Link Quiché

About Ajb'atz' Enlace Quiché

The Ajb 'atz' Enlace Quiché Association was born in

2003 at the initiative of Quichelense leaders as a
mechanism to strengthen and expand actions initiated by
the USAID/AED Enlace Quiché Project. From 2000 to 2003,
Proyecto Enlace worked with local partners and the Ministry
of Education to create the first CETEBIs (Intercultural
Bilingual Educational Technology Centers), with computers
and multimedia equipment to support the training of
bilingual teachers and the production of interactive
educational materials. in six Mayan languages.

Our mission is to enhance the human capacity of indigenous peoples through innovative
applications of computer and communication technology. To pursue this goal, we have three
work programs: The Ajb'atz' Community CETEBI, the Digital Weavers, and the Community Access
program. Each program works with social entrepreneurship models, seeking to combine donation funds
with generated income to achieve maximum impact on the development of the indigenous population.

The Ajb'atz' Community CETEBI opened its doors in 2006, serving the Quichelense public
seven days a week with:
 Computer courses, K'iche' language, English language, and business training.
 Internet cafe services, printing, burning, photocopying, binding and more.
 Videoconferences between Quichelenses and their families in New Bedford, USA.
 Rental of gunboat, digital camera and digital video camera.
 Repair of computer equipment.
 Sale of bookstore and computer products.

The Digital Weavers are a multi-disciplinary team of professionals in course design, multimedia
production, audio-visual production and web page design. In addition to producing the courses and
other materials that we use at CETEBI Comunitario, they develop a variety of projects for clients
around Guatemala.

The Community Access Program is a mechanism to decentralize and democratize access to

information and communication technology, through the opening of CETEBIs in communities that do not
have this access. At the same time, it seeks to support existing Internet cafés and schools equipped with
technological equipment to improve their service offering.

Ajb'atz' Enlace Quiché is a non-profit organization. When you consume our services, you
are contributing to the development of the Department of Quiché.
Learning the K'iche' Language Ajb'atz' Link Quiché

table of Contents

YO. INTRODUCTION....................................................................................................................1
III. How to use this manual?.............................................................................................................3
Rutzil taq wach.................................................................................................................................4
Greetings...........................................................................................................................................4
ri alaxik...........................................................................................................................................11
The family......................................................................................................................................11
Uch'ob'ik qawach............................................................................................................................19
Getting to know us..........................................................................................................................19
Mayab' ajilab'al...............................................................................................................................24
Mayan numbering...........................................................................................................................24
Ri awajib'........................................................................................................................................31
Animals...........................................................................................................................................31
Ri chikop k'o kixik'.........................................................................................................................37
The birds.........................................................................................................................................37
Ri ch'ab'em.....................................................................................................................................44
The visit..........................................................................................................................................44
Ri tinamit........................................................................................................................................49
The city...........................................................................................................................................49
Ri k'ayb'al.......................................................................................................................................58
The market......................................................................................................................................58
Ri tijob'al........................................................................................................................................65
The school......................................................................................................................................65
Ri achochib'al.................................................................................................................................71
Home..............................................................................................................................................71
Tob'anem pa achochib'al................................................................................................................77
Helping at home.............................................................................................................................77
Jalajoj taq ka'yb'al...........................................................................................................................83
Colors.............................................................................................................................................83
Wa'im pa ri k'ayb'al........................................................................................................................90
Having lunch at the market.............................................................................................................90
Ri q'ijilal.........................................................................................................................................97
The weather....................................................................................................................................97
Jalajoj taq chak.............................................................................................................................103
Professions....................................................................................................................................103
Ri atz'yaqb'al.................................................................................................................................108
Costumes......................................................................................................................................108
Nuch'akul......................................................................................................................................115
My body........................................................................................................................................115
Nuk'aslemal..................................................................................................................................123
My life..........................................................................................................................................123
K'otow chi'aj.................................................................................................................................130
Learning K'iche'............................................................................................................................130
Bibliography.................................................................................................................................134
Ajb'atz' Association Quiché-NGO Link...........................................................................................1
Learning the K'iche' Language Ajb'atz' Link Quiché

YO. INTRODUCTION

This document contains general and specific competencies that are intended to be developed in
the course of learning K'iche'.

This course aims to develop, in an incipient way, the four communication skills (listening,
speaking, reading and writing) in the K'iche' Mayan language.

It is important that you focus your attention on the sound and correct pronunciation of the words
you are acquiring, so that you become familiar with the language. At the end of the course you
will be able to form phrases and communicate with short sentences.

Although it is not a course to develop knowledge of grammar of the K'iche' language, part of it is
included as a reference to work on the course.

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II. GENERAL COMPETENCES

At the end of the course, you will have acquired the knowledge, skills and abilities to begin to
function in the K'iche' language. The following competencies guide the development of class
sessions.

1. Handle morning, afternoon and evening greetings when interacting with girls, boys, women,
men, old women and men.
2. You can combine greetings with names of people you interact with.
3. He presents himself without difficulty to one or more people with whom he interacts.
4. Asks questions when interacting with other people and in different environments.
5. Expresses needs, desires, thoughts and problems.
6. Use phrases and sentences to deny or affirm actions.
7. Name objects, animals, plants and people in your home.
8. Clearly identify the climates and temperatures of the context where it operates.
9. He works in the market and at home, ordering different kinds of food.
10. Count and write in Mayan numbers from jun to juk'al.

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III. How to use this manual?

The Learning the K'iche' language course manual is divided into 20 lessons, of which the last
one corresponds to the evaluation. In each of the sessions, the following three moments will be
worked on:

1. Activities without computer use

The participants:
 They listen to the facilitator.
 They listen to the facilitator and then repeat.
 They listen and then repeat with the facilitator.
 They talk with another partner, relying on gestures and movements.

2. Activities with computer use

With the support of a projection, the facilitator:
 Gives general instructions on the activities that will be effectively carried out with the
use of the computer.
 It will present the outline of each of the lessons in the manual.

 Lesson number
 Competence
 Vocabulary
 Grammar
 Activities without computer use
 Activities with computer use
 Tasks to do at home

 Give examples of how to turn on the computer and how to enter each of the lessons
and their activities to work on.
 Resolves the doubts that the participants raise about each learning lesson.

3. Homework outside of class hours

In this part you will develop different activities outside of class hours. These activities can be:
investigations, reading and writing exercises, drawing, making sentences and poems. Likewise,
strengthen dialogues with people in your home.

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Rutzil taq wach

Greetings

YO. Competence
Handle basic greetings in the morning, afternoon and night when interacting with boys, girls,
young people, adults, old men and women in the K'iche' language.

laj ali laj ala ak'alab' saqarib'al b'enaq q'ij chaq'ab'

TO. Vocabulary

1. saqarib'al sunrise
2. b'enaq q'ij late
3. chaq'ab' evening
4. saqarik good morning
5. xb'e q'ij Good afternoon
6. xok aq'ab' good night
7. tanol grandfather
8. No and grandmother
9. tattoo dad
10. nan mother
11. tate Sir
12. chuchu lady
13. ak'alab' boys and girls
14. alaj ali little girl
15. alaj ala child
16. The utz wach la? Are you OK?
17. The utz awach? Are you/are you okay?

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18. Utz, k'amo fine, thanks

19. kinb'e na goodbye/I'm leaving
20. ja'e Alright

b. Grammar

 Interrogative particles
They are used to ask or question some element and are always written at the beginning of a
sentence. Example: La utz wach la? Are you OK?

 Compound nouns
They have two roots that can be: two nouns or one noun one adjective, unlike the previous one,
they are written in separate ways, indicating a single meaning.
Example: Xok aq'ab' Good evening

 Personal classifiers
They are a play on words that necessarily accompany the proper names of people and classify
them according to their age, sex and social situation.
Example: tate – Mr. Chuchu – Mrs.

 potential intransitive verb

They indicate an action not yet carried out, but with the possibility of being carried out. Likewise,
there is only one participant, the subject. Example: Kinb'e na goodbye or I'm leaving

 Adverb of affirmation
Class of words that function to emphasize the execution of an action and affirm or ensure the
realization of the event of a verb. Example: Ja'e Okay or okay.

 Greetings
Addressing another person, when meeting or saying goodbye to him or her, with polite words,
showing interest in their health or showing respect. Example: Saqarik Good morning

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 Ordinal numbers
They give the idea of successive arrangement and establish order. Example: nab'e – first, ukab'
– second, rox/urox – third, ukaj – fourth, ujo'/uro' – fifth.

c. Activities without computer use

Activity 1: Pronunciation
1. Greet everyone and all your companions in the K'iche' language. Example: Xb'e q'ij
iwonojel, La utz iwach?
2. Read the vocabulary to learn in this session.
3. Listen carefully to each of the words or phrases that the facilitator pronounces.
 Listen and then repeat the vocabulary word or phrase that the facilitator pronounces.
 Everyone together repeats the word or phrase that the facilitator pronounces.

Activity 2: Practice
1. Listen to the facilitator's reading of the song “Saqarik”.
 Accompany the facilitator to read the song.

“Saqarik”

Saqarik, saqarik, saqarik wachalal Good morning, good morning, good morning brother -
Saqarik, saqarik, saqarik qonojel a
Saqarik, saqarik, saqarik wachalal Good morning, good morning, good morning everyone
Saqarik, saqarik, saqarik qonojel Good morning, good morning, good morning brother -
Saqarik, saqarik, saqarik wachalal a
Saqarik, saqarik, saqarik qonojel Good morning, good morning, good morning everyone
Saqarik, saqarik, saqarik wachalal Good morning, good morning, good morning brother -
Saqarik, saqarik, saqarik qonojel a
Good morning, good morning, good morning everyone
Good morning, good morning, good morning brother -
a
Good morning, good morning, good morning everyone

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2. Turn on the computer, locate the “Learning K'iche'” folder, double click on it; then double
click on the “Session 1” folder to find and listen to the audio called “Saqarik”.
3. After you have heard the song, ask them to turn off the computer.
4. Now stand in a circle to sing (as many times as necessary) and greet your classmates.

Activity 3: Expression

1. Practice greetings and dialogues, combining vocabulary words.

2. Integrate the formation of the circle with your classmates and pay attention to the character
you represent (laj ala, chuchu, tanol, nan), as well as that of the other people.
3. Practice each of the greetings and dialogues, addressing the person you are referring to.
4. Now listen and then repeat each greeting and dialogue that the facilitator mentions.
5. Now greet and talk to your colleagues.

Nab'e tzijonem / first dialogue

Ali Saqarik tanol Miss Good morning grandpa

Tanol Saqarik Ali Grandpa Good morning miss
Ali The utz wach la? Miss, are you okay?
Tanol Utz, k'amo Grandpa Well, thank you
Ali Kinb'e na tanol Miss Goodbye grandpa
Tanol Ja'e Grandpa It's okay

Ukab' tzijonem / second dialogue

Madam Good afternoon child

chuchu Xb'e q'ij alaj ala
Child Good afternoon madam
Alaj ala Xb'e q'ij chuchu
Madam, are you okay?
chuchu The utz awach?
Child Good, thank you
Alaj ala Utz, k'amo
Mrs. Goodbye child
chuchu Kinb'e na alaj ala
Child It's okay
laj ala Ja'e

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Rox tzijonem / third dialogue

 Something
Grandma Good night young man important:
No and Xok aq'ab' If you have any
Young man Good night grandma
ala questions regarding
Grandma, are you fine?
To the Xok aq'ab' noy vocabulary and
Young Good, thank you
No and The utz pronunciation, feel
Grandma Goodbye young free to ask the
awach?
Young man It's okay facilitator to help you.
To the Utz, k'amo
No and Kinb'e na
wing
tate Ja'e

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 1” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1” .
 Turn on the computer, locate the “Learning K'iche'” folder, double click on it; Now look for
the “Session 1” folder .

Activity 1: Association and writing

To work on each of these levels, do the following:

Level 1
 Double click on the “Session 1 ” folder; now double click on the “Activity 1” folder ; Look
for the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 2
Return using the green arrow located on the upper left side of the screen, to look for the “level
2” folder, double-click on it and on the “Image text” icon. Now click on any image, you will hear
an audio, write what you have heard in the blank space located below the graph. When finished,
click on the icon located on the lower right side, where it says “Rate” . Above the icon a
message will appear with the score achieved in writing the correct words.
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Level 3
 Go back, locate and double click on the “level 4” folder. Now double click on the “Image
text ” icon, a window will automatically open where there will be several images and you will
hear an order that you must perform. Upon successful completion of the activity, a
congratulations text will appear.
Activity 2: “Tree leaves”

In the initial part of the tree trunk there appears a word written in the Spanish language. Each of
the leaves that fall contains a word written in the K'iche' language. Read the word written in
Spanish and look for its translation in the K'iche' language, contained in one of the falling leaves.
When you identify the correct translation on the sheets, click on it and the corresponding sheet
will disappear.

Activity 3: Mayan ball

Find and double click on the “Activity 2” folder. Now double click on the “Mayan Ball 1” folder,
then double click on the “Mayan Ball” icon. A window will appear with three icons “Home, Help
and Credits” . They must double click on the “Start” icon, a playing field will automatically
appear, two players, a ring to the right of the court and a ball that comes and goes to the closest
player and enters the ring again.

Upon return of each ball, it will have a word written in K'iche' or Spanish, at the same time an
audio related to it will be heard. You must remember the translation of the word and write it in
the blank space located on the bottom side of the court. If it is correct, the ball goes into the ring
and returns with a different word. If it is incorrect, the correct word will appear written in a cloud
near the head of the nearest player on the field.

Activity 4: Dialogues

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Go back, locate and double click on the “Dialogs” folder. Double click on the “dialog 1” folder.
Double click on the “Dialog” icon and a window will automatically appear with an icon in the
center called “Home”. Click on it and a window will appear with two people (a man and a
woman) and in the center of them an icon to start a dialogue. Double click on it and it will
automatically start an audio and text related to the dialogue. Listen as many times as you think
necessary.
Activity 5: Sort dialogues

Find and double-click on the “Sort Dialogs” folder and then double-click on the “Sort Dialog 1”
folder . Now double click on the “dialogs” icon and a window with a landscape will automatically
appear. Next, click on the “Start game” icon and a group of expanded words will automatically
appear and you will hear an audio related to the text. With the mouse you must drag each word
of the text heard, to arrange it in the white rectangle located at the bottom. Thus, successively
other texts will appear that must also be ordered according to the audio.

AND.
Task 10
Learning the K'iche' Language Ajb'atz' Link Quiché

1. Create two dialogues with the vocabulary from this session, to share with your classmates in
the next session.

ri alaxik

The family

YO. Competence
Greet in the morning, afternoon and night, and talk to family members in the K'iche' language.

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ala ali wanab' nuchaq' nuch'

TO. Vocabulary

1. to the young
2. Ali Miss
3. nuch' baby or baby
4. nutanol my grandfather
5. atanol your grandfather
6. nunoy my grandmother
7. year and your grandmother
8. nuch'utinan my aunt
9. ach'utinan your aunt
10. nuchaq' my little brother
11. achaq' your little brother
12. wikan my uncle
13. awikan your uncle
14. wanab' my sister (male)
15. awanab' your sister (male)
16. watz my older brother or sister
17. awatz your older brother or sister
18. tanol his grandfather
19. ikan la your uncle
20. E ri at? And you?
21. E rila? And you?
22. Jas ub'i'? What's it called?
23. Jas ab'i'? What is your name?
24. ub'i' is called
25. nub'i' my name is

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26. Kanek Mayan male name

27. Ixchel Ixchel (Mayan woman's name)

b. Grammar

 Interrogative particle
They are used to ask or question some element, they are always written at the beginning of a
sentence. Example: The utz awach? Are you OK? o Are you okay?

 Nouns
Name is what identifies the person, includes pseudonyms, nicknames or nicknames; name of
divinities or spirits. In the K'iche' language, there are original names that come from the Mayan
culture such as the following: Ixchel and Kanek

 possessives
In their written form they must always be linked to the noun they have. They cannot be
separated from the main word because they are not independent words. The possessives to
possess nouns are the following:

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Nouns that begin with a consonant. Nouns that begin with a vowel.
Example: b 'i' - name Example: i kan - uncle
grammatical person Possessive A_/C possessed noun Possessive A_/V possessed noun
In - I nu - my nu b'i' w–e w ikan
At - you to you a b'i' aw – you aw ikan
The – you b'i' the i can la
Are' – he or she u - su u b'i' r - su r ikan
Uj – we -as qa - our-a what ab'i' q – our-a q ikan
Ix – you-as i – your-a i b'i' iw – your-a iw ikan
Aläq - you b'i' aläq ikan aläq
E'are' – they or ki – sus ki b'i' k - their k ikan
them

c. Activities without computer use

Activity 2: Practice

1. Draw the members of a family according to the vocabulary on a blank sheet of paper.
2. Write under each drawing the name of the family member it represents.
3. Share your work with your colleagues.

Activity 3: Expression

1. Pay attention to the dialogues that the facilitator practices with the support of another person.
2. Now find another person to form a pair and agree on who will represent each character in
the dialogue.
3. Listen and repeat the word or phrase from the dialogue that the facilitator pronounces.

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4. Now with your partner, exercise each of the dialogues. After you have finished, change
characters.

Nab'e tzijonem
Ali Saqarik ala Miss Good morning young man
To the Saqarik Ali Young man Good morning miss
Ali The utz awach? Miss, are you okay?
To the Utz, k'amo Young Good, thank you
Ali Jas ub'i' atanol? Miss, what is your grandfather's name?
To the Kanek ub'i' nutanol. Young Kanek is called my grandfather.

Ukab' tzijonem
Alaj ala Xb'e q'ij alaj ali Child Good afternoon girl
Alaj ali Xb'e q'ij alaj ala Girl Good afternoon boy
Alaj ala The utz awach? Child, are you okay?
Alaj ali Utz, k'amo Girl Good, thank you
Alaj ala Jas ub'i' achaq'? Child, what is your little brother's name?
Alaj ali Kanek ub'i' nuchaq'. Kanek girl is called my little brother.

Rox Tzijonem
To the Xok aq'ab' chuchu Young Good afternoon madam
chuchu Xok aq'ab' ala Madam Good afternoon young man
To the The utz wach la? Young man, are you okay?
chuchu Utz, k'amo Madam Good, thank you
To the Jas ub'i' noy la? Young man What is your grandmother's
chuchu Ixchel ub'i' nunoy. name?
Mrs. Ixchel is my grandmother's name

Ukaj tzijonem / fourth dialogue

To the Saqarik Ali Young man Good morning miss
Ali Saqarik ala Miss Good morning young man
To the Jas ab'i'? Young man, what is your name?
Ali Ixchel nub'i'. E ri at? Miss Ixchel, my name is And you?
To the Kanek nub'i' Young Kanek my name is

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Uro'/ ujo' tzijonem / fifth dialogue

tate Xb'e q'ij chuchu Sir Good afternoon madam

chuchu Xb'e q'ij tate Madam Good afternoon sir
tate The utz wach la? Sir, how are you?
chuchu Utz, k'amo Madam Good, thank you
tate Jas b'i' la? Sir, what is your name?
chuchu Ixchel nub'i', E ri la? Mrs. Ixchel, my name is, and you?
tate Kanek nub'i' Mr. Kanek my name is

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 2” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing of vocabulary words

Level 1
 Ask them to double click on it; Now double click on the “Activity 1” folder ; Now look for the
“Level 1” folder, double click on it and then on the “Image text” icon. Now drag the word
that appears on the right to the corresponding image.

Level 2
 Tell them to return using the green arrow located in the upper left side of the screen when
finished, to look for the “level 2” folder, double-click on it and on the “Text image” icon.
Now click on any image, you will hear an audio, write what you have heard in the blank
space located below the graph. When finished, click on the icon located on the lower right
side, where it says “Rate”. Above the icon a message will appear with the score achieved in
writing the correct words.

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Level 3
 Ask them to locate and double-click on the “level 4” folder. Now double click on the “Image
text ” icon, a window will automatically open where there will be several images and you will
hear an order that you must perform. Upon successful completion of the activity, a
congratulations text will appear.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

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Activity 4: Dialogues

Activity 5: Sort dialogues

AND.
Task
1. Answer the following questions in writing.

1. Jas ab'i'?______________________________________________________________
2. Jas ub'i' atat?____________________________________________________
3. Jas ub'i' anan?___________________________________________________
4. Has ub'i' atanol?___________________________________________________
5. Jas ub'i' anoy?____________________________________________________
6. Jas ub'i' awatz?___________________________________________________
7. Jas ub'i' awanab'?_________________________________________________
8. Jas ub'i' achaq'?__________________________________________________
9. Jas ub'i' awikan?__________________________________________________
10. Jas ub'i' ach'utinan?_______________________________________________

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Uch'ob'ik qawach

Getting to know us

YO. Competence
Use questions to get to know and get to know people in the family and community.

TO. Vocabulary

1. Janik'apa'? How much?

2. Jas? That? As?
3. Suche? Because?
4. Jawi? Where?
5. Jachin? Who?
6. Jachin taq? Who is it?
7. Jampa'? How much?
8. Jachin chi ke? Which?
9. ajunab' your age
10. xuquje' me too
11. k'o this
12. e k'o are
13. kinwaj wanna
14. chwe'q chik see you tomorrow
15. kinb'e go
16. ruk' with
17. kawaj you want
18. utz ri' Alright
19. utz nuwach I'm fine
20. chi wachoch to my house
21. chi awachoch to your house
22. Raxche' Mayan name for a man
23. Kenek Mayan name for a man
24. Ixchel Mayan name for women

b. Grammar 19
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 Interrogative sentence
It is the that expresses a question. When asking a question, information is sought, which
aims to obtain an answer. In oral language, they establish a question intonation and in written
language they are identified by question marks.
Example: Jas ab'i'? What is your name? Jawi katb'e wi? Where are you going?

 Invariable nouns
They are nouns that do not undergo any change when possessed. Example: junab' – age to
junab' – your age Janik'apa' ajunab'? How old are you?

 Time adverb
They are the ones that indicate when the action happens. Example: chwe'q – tomorrow

 Adverb of affirmation
They are used to affirm something. Example: Utz ri' o ja'e - Okay

 Preposition chi
It has the function of indicating place. Example: chi awachoch – to your house

 Intransitive verbs
They are those words that mark only the subject, whose action does not pass to another object
or person, that is, the action remains in him. Example: kinwaj – I want
Kinwaj kinb'e chi wachoch. I want to go home.

 Relational noun uk'

The function of this is to indicate who accompanies the subject who is carrying out the action.
Example: ruk' – with Kinwaj kinb'e ruk' nunan. I want to go with my mom.

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It is used to link sentences. Example: xuquje' – also

c. Activities without computer use

Activity 1: Pronunciation

1. Greet everyone and all your companions in the K'iche' language. Example: Xb'e q'ij
iwonojel, La utz iwach?
2. Read the vocabulary to learn in this session.
3. Listen carefully to each of the words or phrases that the facilitator pronounces.
 Listen and then repeat the vocabulary word or phrase that the facilitator pronounces.
 Everyone together repeats the word or phrase that the facilitator pronounces.

Activity 2: Expression

Nab'e tzijonem

Miss Good morning young man.

Ali Saqarik ala
Young Good morning miss.
To the Saqarik Ali
Miss, how old are you?
Ali Janik'apa' ajunab'?
Young I'm twelve years old. And you?
To the Kab'lajuj nujunab' E ri at?
Miss I'm thirteen years old
Ali Oxlajuj nujunab'
Young man Thank you, I'm leaving
To the K'amo, kinb'e na
Miss It's okay
Ali Ja'e

Ukab' tzijonem

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To the Xb'e q'ij ali Young man Good afternoon young man
Ali Xb'e q'ij ala Miss Good afternoon miss
To the Jawi katb'e wi? Young man, where are you going?
Ali Kinb'e chi wachoch Miss I'm going home
To the Jachin taq e k'o chi awachoch? Young man, who is in your house?
Ali Nunan xuquje' nutat Miss My mom and dad.

Rox Tzijonem
Ikan Kanek Xok aq'ab' Ixchel Uncle Kanek Good afternoon Ixchel
Ixchel Xok aq'ab' ikan Kanek Ixchel Good afternoon uncle Kanek
Ikan Kanek Jas kawaj? Uncle Kanek, what do you want?
Ixchel Kinwaj kinb'e ruk' nunan chi Ixchel I want to go with my mother to me
wachoch E ri la? home And you?
Ikan Kanek Xuquje' kinwaj kinb'e chi wachoch Uncle Kanek I also want to go home. Ixchel
Ixchel Chwe'q chik ikan Kanek See you tomorrow uncle Kanek.
Ikan Kanek Ja'e Ixchel Uncle Kanek It's okay Ixchel

Ukaj tzijonem
Raxche' Saqarik Ixchel Raxche' Good morning Ixchel
Ixchel Saqarik Raxche' Ixchel Good morning Raxche'
Raxche' The utz awach? Raxche' Are you okay?
Ixchel Utz k'amo E ri at? Ixchel Well, thank you. And you?
Raxche' Xuquje'utz nuwach Raxche' I'm fine too
Ixchel Jachin taq e k'o chi awachoch? Ixchel Who is in your house?
Raxche' Nunan, nutat, nutanol, nunoy Raxche' My mom, my dad, my grandmother,
xuquje' laj nuchaq'. my
Ixchel Utz ri', kinb'e na grandfather and my little brother.
Raxche' Ja'e Ixchel Ixchel Very well, I'm leaving
Raxche' It's okay Ixchel

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d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 3” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: “Tree Leaves”

Activity 2: Mayan ball

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Go back, locate and double click on the “Dialogues” folder. Double click on the “dialog 1” folder.
Double click on the “Dialog” icon and a window will automatically appear with an icon in the
center called “Home”. Click on it and a window will appear with two people (a man and a
woman) and in the center of them an icon to start a dialogue. Double click on it and it will
automatically start an audio and text related to the dialogue. Listen as many times as you think
necessary.

Activity 4: Sort dialogues

AND.
Task
1. Answer the following questions in writing.

 The utz awach?____________________________________________________

 Jas ab'i'?______________________________________________________________
 Janik'apa' ajunab'_________________________________________________
 Jachin taq e k'o chi awachoch?_______________________________________

Mayab' ajilab'al

Mayan numbering

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YO. Competence
Use Mayan numbers for counting, writing and symbolic representation of quantities.

TO. Vocabulary

Spanish K'ich'e Symbology

Twenty juk'al 1
=
Nineteen b'elejlajuj )
Eighteen waqxaqlajuj, wajxaqlajuj (
Seventeen wuqlajuj /
Sixteen waqlajuj &
Fifteen jo'lajuj %
Fourteen kajlajuj $
Thirteen oxlajuj #
Twelve kab'lajuj "
Eleven julajuj !
Ten lajuj 0
Nine b'elejeb' 9
Eight waqxaqib' 8
Seven wuqub' 7
Six waqib' 6
Five jo'ob', job' 5
Four kajib', kijab' 4
Three oxib' 3
Two ka'ib', keb' 2

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One jun 1
represents zero majb'al =

22. ajilab'al number

23. chili worth
24. wachib'al image, drawing, photo or graph

b. Grammar

 Mayan cardinal numbers

Its function is to express quantity and it is vigesimal. Example: juka'l – twenty

c. Activities without computer use

Activity 1: Pronunciation
1. Greet everyone and all your companions in the K'iche' language. Example: Xb'e q'ij
iwonojel, La utz iwach?
2. Read the vocabulary to learn in this session.
3. Listen carefully to the name of each of the Mayan numbers that the facilitator pronounces.
 Listen and then repeat the name of each of the Mayan numbers that the facilitator
pronounces.
 Everyone together repeat the name of each Mayan number that the facilitator
pronounces from majb'al to juk'al .

Activity 2: Expression
 Obtain twenty items or make twenty paper balls.
 Now, count from majb'al to juk'al with the use of the objects.
 Find a partner so that you can pair up and count together three times from majb'al to
juk'al using objects.

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 Now, one of the two must do it, the other person only listens to the pronunciation and the
correct count. When your partner finishes, the next one continues with the same activity.
 Listen to the volunteer partner counting from majb'al to juk'al.
 Now, group the objects according to the quantities that the facilitator dictates. Example:
If lajuj dictates to you, you must quickly group ten objects. So on, with the other
quantities to listen to.
 Group the objects according to the quantities that the volunteer partner dictates.

Activity 3: Practice
Listen to the following explanation about the symbology of Mayan numbering.

Three symbols are used to represent quantities symbolically. Likewise, his writing starts from the
bottom up.

Bar 5 equals five. Its name in the K'iche' language is juch' .

Point 1 is equivalent to one. Its name in the K'iche' language is nak' .
The shell = represents zero. Its name in the K'iche' language is majb'al and means seed,
beginning and end, etc.

 Now draw the following güipil on a blank sheet of paper:

 After you have finished, write the name and symbol of each number, in each box of the two
birds. It must start from majb'al until it reaches juk'al (juk'al must be written on the collar of
the güipil). Likewise, you must do it from left to right and from bottom to top.

d. Activities with computer use

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1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 4” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.
 Turn on the computer, locate the “Learning K'iche'” folder, double click on it; Now look for
the “Session 4” folder .

Activity 1: Association and writing

Level 1
 Double click on the “Session 4” folder; now double click on the “Activity 1” folder ; Look
for the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 3
 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the icon
located on the lower right side, where it says “Rate” . Above the icon a message will appear
with the points achieved in the correct answers to the questions.

Activity 2: “Tree leaves”

In the initial part of the tree trunk there appears a word written in the Spanish language. Each of
the leaves that fall contains a word written in the K'iche' language. Read the word written in

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Spanish and look for its translation in the K'iche' language, contained in one of the falling leaves.
When you identify the correct translation on the sheets, click on it and the corresponding sheet
will disappear.

Activity 3: Mayan ball

AND.
Task
Count and write the number of objects, fruits or vegetables in each box, in the rectangle located
below each one.

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According to the numeral of each rectangle, draw objects, animals, vegetables or fruits.

% # 9 0 !

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Ri awajib'

Animals

YO. Competence
Incorporates characteristics and names of animals, when discussing them with people and
contexts appropriate to their environment.

koj b'alam utiw tix masat

TO. Vocabulary

1. xit' little
2. nim big
3. ko'lik medium
4. chom fat
5. b'aq skinny or skinny
6. b'alam tiger
7. koj lion
8. tix elephant
9. utiw wolf or coyote
10. kuk squirrel
11. k'oy bun
12. kok tortoise
13. imul rabbit
14. chij sheep
15. k'sik' goat
16. here pig
17. month cat
18. tz'i' dog

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19. masat deer

20. ch'o mouse
21. kej horse
22. wakax cow
23. we this or this (these-these)
24. you he or the (the - the)
25. awajib' animals

b. Grammar

 Adjective
They are words that qualify the noun, expressing qualities or qualities such as: shape, size,
color, thickness and others. They are always written before the noun.
Example: nim – large

 Demonstratives we and le
We, is used to indicate something that is close to the speaker. It always accompanies the noun
to which it points. Example: We tix keb' uxikin – This elephant has two ears.

Le, points to a noun visible to the speaker, but which is not very close to him. It always points to
the noun it points to. Example: Le tix nim ujolom. The elephant has a big head.

c. Activities without computer use

Activity 1: Pronunciation
1. Greet everyone and all your companions in the K'iche' language. Example: Xb'e q'ij
iwonojel, La utz iwach?
2. Read the vocabulary to learn in this session.

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3. Listen carefully to each of the words or phrases that the facilitator pronounces.
 Listen and then repeat the vocabulary word or phrase that the facilitator pronounces.
 Everyone together repeats the word or phrase that the facilitator pronounces.

Activity 2: expression
1. Now you will practice dialogues, formed with vocabulary words and those learned in previous
sessions.
2. Read the dialogues that the facilitator indicates.
3. Listen to each dialogue the facilitator reads.
4. Now listen and then repeat each phrase or sentence of the dialogue you are practicing.
5. At this moment, everyone read the dialogues together, using gestures and body movements.
6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character. At the end of the dialogues, change characters and practice each
dialogue again.

Nab'e tzijonem
Ali Saqarik tanol Miss Good morning grandpa
Tanol Saqarik Ali Grandpa Good morning miss
Ali The utz wach la? Miss, are you okay?
Tanol Utz, k'amo Grandpa Well, thank you
Ali Jas taq awajib' e k'o chi achoch la? Miss, what animals do you have in your
Tanol Chi wachoch e k'o chij, me's, tz'i' , house?
k'sik' xuquje' ch'o. Grandpa In my house there are sheep,
cats,
dogs, goats and mice.

Ukab' tzijonem
chuchu Xb'e q'ij alaj ala Madam Good afternoon child
Alaj ala Xb'e q'ij chuchu Child Good afternoon madam
chuchu The utz awach? Madam, are you okay?
Alaj ala Utz, k'amo Child Good, thank you
chuchu Jas taq awaj e k'o chi awachoch? Lady, what animals do you have in your
Alaj ala Chi wachoch e k'o jun nim kej, jun b'aq house?
wakax xuquje' jun chom aq. Child In my house there is a big horse,
a skinny cow and a fat pig.

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d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 5” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 5” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Activity 2: “Tree leaves”

Find and double click on the “Activity 1” folder , then double click on the “Tree Leaves 1”
folder, now double click on the “Leaves” icon, a window will be displayed containing a
landscape and a tree that sheds its leaves.
In the initial part of the tree trunk there appears a word written in the Spanish language. Each of
the leaves that fall contains a word written in the K'iche' language. Read the word written in
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Activity 3: Mayan ball

Activity 4: Dialogues

Activity 5: Sort dialogues

AND.
Learning the K'iche' Language Ajb'atz' Link Quiché

1. Answer the following question:

 Chatz'ib'aj Jas taq awajib' e k'o chi awachoch?
____________________________________________________________________________
____________________________________________________________________________

1. Read the following story, underline and write on the lines below the name of the animals that
appear in it.

Xoq' ri koj pa uq'ab' ri sta'l

The lion cried in the hands of the wasp

Pa k'iche'laj e k'o je'l xuquje' jalajoj kiwach ri tz'ikin xuquje' awäj. Ronojel taq saqarib'al, ri tz'ikin
kerapan xuquje' keb'ixon chi uwach taq ri taq'aj. Ri utiw, koj, b'alam, k'oy xuquje' yak, sib'alaj
ketyo'nik xuquje' kewu'n uloq pa ri siwan. Are ri tukur je'l kab'ixon pa taq chaq'ab' tukur, tukur,
tukur kcha' uloq.

_K'o jumul, ri koj: “In inajaw waral xuquje' inajkamsanel, xas sib'alaj kinnumik xcha'.
Rajawaxik kib'an ronojel ri kintaqan che, xcha chi kech ri awäj“.

Ronojel q'ij kub'an k'ax chi kech ri awäj xuquje' tz'ikin. K'o kraj xäq ke'ukamisaj ri chij wene ri
masat. Jumul chik, xuya jun q'ab' chi rij ri k'oy, nim xulok'a' ri k'in awäj. Pa jun q'ij chik, xroqitaj
jun ib'oy, mat xunim rib' pa ujul, xitijtaj ta ri rumal.

_Ri sta'l xub'ij: “In kink'ut chi re we jun awäj chi man utz ta ri kub'ano“. Rumal ri', xb'e
che ut'isik ri uk'ix chi utza'm xuquje' chi uqul ri koj. Ri awäj koq' rumal k'axk'olil
xuquje' xch'u'jarik xa rumal man kakowin ta che uchapik.
_Ri sta'l xub'ij chik: La kab'an na k'ax chi kech ri awäj xuquje' tz'ikin?
_Ri koj xub'ij: “Man kinb'an ta chik xcha'“.

Xäq je la' xtzalij chi uloq ri jamaril chi kixo'l ri awäj xuquje' tz'ikin.

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Ri chikop k'o kixik'

The birds

YO. Competence

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Incorporates characteristics and names of birds, by discussing them with people and contexts
appropriate to their environment.

korochoch kaqix ixpumuy no's kot q'uq'

TO. Vocabulary

1. kaqix parrot or macaw

2. xik hawk
3. tukur owl
4. xar xara
5. korochoch woodpecker
6. ixpumuy pigeon
7. ati't äk' hen
8. patux duck
9. us turkey or chompipe
10. ch'iw chick
11. ama' äk' rooster
12. t'uq broody
13. q'uq' quetzal
14. upatux ha' heron
15. kot eagle
16. kixim their corn
17. saqmo'l egg
18. kinya' give
19. k'iche'laj forest
20. xinwil I watched
21. chi la' over there

b. Grammar
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 Adverb of place
They indicate where the action happens. Example: chi la' – there
Jas xawil chi la'? What did you observe there?

 transitive completive verb

Indicates that the action has been finished or completed. The marker for this tense/aspect is x.
Example: xinwil – I observed xawil – you observed
Xinwil jun nim q'uq'. I observed a large quetzal.

c. Activities without computer use

Activity 2: Expression
1. Now you will practice dialogues, formed with vocabulary words and those learned in previous
sessions.
2. Read the dialogues that the facilitator indicates.
3. Listen to each dialogue the facilitator reads.
4. Now listen and then repeat each phrase or sentence of the dialogue you are practicing.
5. At this moment, everyone read the dialogues together, using gestures and body movements.
6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character. At the end of the dialogues, change characters and practice each
dialogue again.

Nab'e tzijonem

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Nan Saqarik alaj ala Raxche' Mom Good morning child Raxche'.
Raxche' Saqarik nan Raxche' Good morning mom.
Nan The utz awach? Mom, are you okay?
Raxche' Utz, k'amo Raxche' Good, thank you
Nan Jas kab'ano? Mom, what are you doing?
Raxche' Kinya kixim le äk', patux, no's, ch'iw Raxche' I'm giving corn to the chickens, turkeys,
xuquje' ama' äk'. chicks also roosters.

Ukab' tzijonem

Ixchel Jawi xatb'e wi Kanek? Ixchel Where did you go Kanek?

Kanek Xinb'e pa k'iche'laj Kanek I went to the forest
Ixchel Jas xawil chila'? Ixchel, what did you observe there?
Kanek Xinwil jun q'uq', jun kaqix, keb' Kanek I observed a quetzal, a parrot, two doves,
ixpumuy, jun kot xuquje' jun xik. an eagle and a hawk.
Ixchel Utz ri', kinb'e na Ixchel Very well, I'm leaving
Kanek Ja'e Ixchel Ixchel It's okay Ixchel

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 6” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 6” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

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Activity 2: “Tree leaves”

Activity 3: Mayan ball

Upon return of each ball, it will have a word written in K'iche' or Spanish, at the same time an
audio related to it will be heard. You must remember the translation of the word and write it in

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the blank space located on the bottom side of the court. If it is correct, the ball goes into the ring
and returns with a different word. If it is incorrect, the correct word will appear written in a cloud
near the head of the nearest player on the field.

Activity 4: Dialogues

Activity 5: Sort dialogues

AND.
Task
1. Read the following story, underline and write on the blank lines the names of the animals
and birds that are mentioned in the story.

Ri alaj ali Je'lkotz'i'j

The Je'lkotz'i'j Girl

K'o jumul ri chuchu Ke'l xub'ij che ri ral Je'lkotz'i'j kusolij rati't. Ri alaj ali kaki'kotik xa rumal ojer
chik, rilom ta chi uwach ri unoy Tz'ununija'. Chab'ana jun toq'ob', chaya' kan keb' rak'wa' ri
awati't chi rachoch, xuchixik. Ja'e xcha' ri alaj ali Je'lkotz'i'j, anaqil xipis ub'i ri ak'wa. Pa
ki'kotemal, ri ali kab'ixonik xumaj ub'i ri ub'e pa taq le che'.

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Naj xril uloq chi tz'apil ri ja, maj winaq, ri chuchu' b'enaq che loq'omanik. Xumaj b'inem chi upam
ri ja sutim rij ruk' xan. Are wa' xumaj rilik: jun tz'i' warnaq chi uxe' jun roxox, ri aq ch'aqal pa ri
k'olib'al qas utz karilo, ri kej kutij uq'ayes chi uwach ri taq'aj, je' ri wakax tajin knoj pa taq ri
patz'an, ri oxib' patux kemuxan pa ri cho, b'elejeb' ch'iw e taran chi rij ri kinan t'uq, pa ri chijb'al
xril kiwach waqib' chij xuquje' kijab' nima'q taq k'sik', k'isb'al rech xuto' ri ch'o koqitax rumal ri
me's pa raqan ja.

Xk'istaj uk'u'x che raye'xik nim kajb'al, xtzalej chi rachoch. Are chi' xopanik, xutzijoj ronojel ri
xuk'ulmaj che unan. Xub'ij chi nab'e 'ri k'sik', k'isb'al re xril uwach ri me's karoqataj ri ch'o pa uwi'
ja.

___________________________________ ______________________________________
___________________________________ ______________________________________
___________________________________ ______________________________________
___________________________________ ______________________________________
___________________________________ ______________________________________
___________________________________ ______________________________________

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Ri ch'ab'em

The visit

YO. Competence
Use basic vocabulary to be able to express needs and ideas with people who visit or visit you at
home.

TO. Vocabulary

1. chatokoq Come in
2. chatku'loq Sit down
3. chuq'a excuse me
4. toq'ob' favor
5. kawaj need or want
6. kub'ij wish or want
7. awanima' your heart
8. ksipaj la give me
9. chak'ama' b'ik take it away
10. Talin Catarina
11. Xwan Juan
12. man utz taj I'm not well
13. kinb'isonik I'm sad
14. katb'isonik You're sad
15. in yab' I'm sick
16. ayab'il your illness
17. kamay taj Don't worry
18. akunab'al your medicine
19. chanim now
20. kinya' give

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b. Grammar

 Imperative mood (ch)

It exercises an exhortative or commanding function.
Example: chatokoq – come forward chatku'loq - sit down

 Time adverb
They indicate when the action happens. Example: chanim – right now

 Negation particles (man – ta/taj)

Their function is to deny an action.
Example: Man utz ta nuwach – I don't feel well. Man kamay taj. Don't worry.

 Intransitive verb
They are those that indicate actions in which there is only one participant, the subject. The
participant can be the one who executes the named action.
Example: kinb'isonik – I am sad katb'isonik – you are sad

 Directional (b'ik)
It designates the place to which some action of the speaker moves, in the K'iche' language, it is
written after the word that indicates action. Example: Chak'ama b'ik - take it away

 Nouns
Name is what identifies the person, includes pseudonyms, nicknames or nicknames; name of
divinities or spirits. There are names that were adapted by Spanish influence in colonial times.
Example: Talin – Catarina Xwan - Juan

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c. Activities without computer use

Nab'e tzijonem
Xwan Saqarik chuchu Talin, chuq'a Juan Good morning Mrs. Catarina.
Chuchu Talin Saqarik Xwan, chatokoq, Mrs. Catarina Good morning Juan, come in
chatku'loq go ahead, sit down.
Xwan K'amo che la. Juan Thanks to you
Chuchu Talin Jas kub'ij awanima'? Lady Catarina, what does your heart desire?
Xwan Xa kinwaj jun toq'ob'. Juan I need a favor.
Chuchu Talin Jas toq'ob' kawaj? Mrs. Catarina, what favor do you need?
Xwan Kinwaj ksipaj la jun q'eb'al Juan I need you to give me one
nuja'. water jar.
Chuchu Talin Utz ri', chak'ama b'ik. Señora Catarina Okay, take it.

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Xwan Sib'alaj k'amo che la. Juan Thank you very much.

Ukab' tzijonem
Ali Ixchel Saqarik Kanek Miss Ixchel Good morning Kanek
Wing Kanek Saqarik Ixchel Young Kanek Good morning Ixchel
Ali Ixchel The utz awach? Miss Ixchel, are you okay?
Wing Kanek Man utz taj. Young Kanek I'm not fine.
Ali Ixchel Suche man utz taj? Miss Ixchel, why aren't you okay?
Wing Kanek Kinb'isonik. Young Kanek I'm sad
Ali Ixchel Suche katb'isonik? Miss Ixchel, why are you sad?
Wing Kanek Xa rumal in yab' Young Kanek Because I'm sick.
Ali Ixchel Jas ayab'il? Miss Ixchel, what illness do you have?
Wing Kanek Sib'alaj k'ax Young Kanek My head hurts.
nucholom. Miss Ixchel Don't worry, now I'll give you your
Ali Ixchel Kamay taj, chanim medicine.
kinya' akunab'al Young Kanek Thank you very much.
Wing Kanek Sib'alaj k'amo

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 7” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: “Tree Leaves”

In the initial part of the tree trunk there appears a word written in the Spanish language. Each of
the leaves that fall contains a word written in the K'iche' language. Read the word written in

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Activity 2: Mayan ball

Activity 3: Dialogues

Activity 4: Sort dialogues

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AND.
Task
1. Form a dialogue with the vocabulary learned so far, using names of friends or family.
Likewise, you should share it with your classmates the next day of school.

Ri tinamit

The city

YO. Competence
It incorporates vocabulary to question and explain actions taken when visiting a city.

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k'ayij kaxla'n kejeb'al ch'ich' ereb'al winaq uxlanib'al k'ayib'al

TO. Vocabulary

1. let'et' bicycle
2. kaxla'n kejeb'al motorcycle
3. laj ch'ich' car
4. ch'ich' ereb'al winaq van
5. k'ayib'al market
6. nimaq'ij fair or party
7. q'atb'altzij municipality
8. tyox ha church
9. uxlanib'al park
10. k'ayij sale or trade
11. xinb'e I was
12. xatb'e you were
13. xinwila' I went to see
14. xb'e was
15. xeb'ana la was do you
16. taqkil sent
17. k'a te k'u ri' after
18. pa in or at
19. xinwa'kat uloq I went to take a walk
20. xojoj dance
21. ruk' with
22. uk' the with you
23. wuk with me

b. Grammar
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 Compound nouns
They are those that are made up of two words joined together. When possessed, the possessor
is placed at the beginning of the word. Example: nimaq'ij - party

 Neologisms
Word that the language has recently incorporated, using its own word formation procedures.
Example: let'et' – bicycle tyox ja - church

 Preposition (pa)
It has the function of indicating place. Example: Xinb'e pa tinamit. I went to the town.

 Conjunction (k'a te k'u ri')

It is used to link sentences. It has the following meanings: after, then and then. Example: Nunan
xb'e pa tyox ja k'a te k'u ri' pa k'ayb'al. My mother went to church then to the market.

 Relational noun uk'

The function of this is to indicate who accompanies the subject who is carrying out the action.
Example: uk' la – with you wuk' – with me Kinb'e uk'la. I'm going with you.

c. Activities without computer use

Activity 2: Expression
1. Now you will practice dialogues, formed with vocabulary words and those learned in previous
sessions.

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2. Read the dialogues that the facilitator indicates.

3. Listen to each dialogue the facilitator reads.
4. Now listen and then repeat each phrase or sentence of the dialogue you are practicing.
5. At this moment, everyone read the dialogues together, using gestures and body movements.
6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character. At the end of the dialogues, change characters and practice each
dialogue again.

Nab'e tzijonem

Ixchel Xb'e q'ij a Te'k. Ixchel Good afternoon Diego.

Te'k Xb'e q'ij Ixchel. Diego Good afternoon Ixchel.
Ixchel Jawi xatb'e wi? Ixchel, where did you go?
Te'k Xinb'e pa tinamit. Diego I went in the city.
Ixchel Jas xab'ana' pa tinamit? Ixchel What did you go to the city to do?
Te'k Xinwa'kat uloq. Diego I went for a walk.
Ixchel Jas taq xawil uloq? Ixchel What did you observe?
Te'k Xinwila' nimaq'ij, xojoj xuquje' ri Diego I observed the fair, the dance and the
tyox ha. church.
Ixchel Utz ri', kinb'e na a Te'k.
Te'k Ja'e Ixchel Ixchel Very well, I'm leaving Diego.
Diego It's okay Ixchel.

Ukab' tzijonem

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Talin Xb'e q'ij Kanek. Catarina Good afternoon Kanek.

Kanek Xb'e q'ij Talin. Kanek Good afternoon Catarina.
Talin Jawi xeb'e atat ruk' anan? Catarina Where did your dad and mom go?
Kanek Pa ch'ich' ereb'al winaq xeb'e pa Kanek In a van they went to the city
tinamit.
Talin Jas xkib'ana' pa tinamit? Catarina What were you doing in the city?
Kanek Nutat xuloq'o' jun let'et' xuquje' jun Kanek My dad went to buy a bicycle and
kaxla'n ukejb'al. a motorcycle.
Talin Ri anan? Catarina Your mom?
Kanek Nunan xb'e pa tyox ja k'a te k'u ri' Kanek My mother went to church and then to
xb'e pa k'ayb'al. market.

Rox Tzijonem

Raxche' Xok aq'ab' tanol Raxche' Good night grandpa.

Tanol Xok aq'ab' Raxche'. Grandpa Good night Raxche'.
Raxche' Why is it for tinamit tanol? Raxche' Did grandfather go to the city?
Tanol Xinb'e pa jun laj ch'ich'. Grandpa I left in a car.
Raxche' Jas xeb'ana' la? Raxche' What were you doing?
Tanol Xinb'ana nutaqkil pa Grandpa I went to run an errand
q'atb'altzij xuquje' pa k'ayib'al. the municipality and the market.
Raxche' Kinb'e uk' la pa jun q'ij chik tanol. Raxche' I want to go with you another day, Grandpa.
Tanol Utz ri', katb'e wuk'. Grandpa Okay, you'll go with me.

d. Activities with computer use

 Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 8” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

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Level 1
 Double click on the “Session 8” folder; now double click on the “Activity 1” folder ; Look
for the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 3
 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the
icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Level 4
 Go back, locate and double click on the “level 4” folder. Now double click on the “Image
text ” icon, a window will automatically open where there will be several images and you will
hear an order that you must perform. Upon successful completion of the activity, a
congratulations text will appear.

Activity 2: “Tree leaves”

Find and double click on the “Activity 1” folder , then double click on the “Tree Leaves 1”
folder, now double click on the “Leaves” icon, a window will be displayed containing a
landscape and a tree that sheds its leaves.
In the initial part of the tree trunk there appears a word written in the Spanish language. Each of
the leaves that fall contains a word written in the K'iche' language. Read the word written in
Spanish and look for its translation in the K'iche' language, contained in one of the falling leaves.

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When you identify the correct translation on the sheets, click on it and the corresponding sheet
will disappear.

Activity 3: Mayan ball

Activity 4: Dialogues

Activity 5: Sort dialogues

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AND.
Task
1. Complete the phrases and sentences of each of the dialogues.

Nab'e tzijonem
Ixchel Xb'e q'ij a _______.
Te'k ____________ Ixchel.
Ixchel Jawi ________ wi?
Te'k Xinb'e pa ___________.
Ixchel _____ xab'ana' pa tinamit?
Te'k _____________ uloq.
Ixchel Jas taq ________ uloq?
Te'k Xinwila' __________, xojoj xuquje' ri ___________.
Ixchel __________, kinb'e na a Te'k.
Te'k Ja'e Ixchel

Ukab' tzijonem
Talin ______ q'ij Kanek.
Kanek Xb'e ______ Talin.
Talin ______ xeb'e atat ruk' anan?
Kanek Pa ch'ich' ______________ xeb'e pa tinamit.
Talin Jas xkib'ana' pa ___________?
Kanek Nutat xuloq'o' jun let'et' xuquje' ___________________.

Talin Ri anan?
Kanek Nunan xb'e pa tyox ja ______________ xb'e pa k'ayb'al.

Rox Tzijonem
Raxche' Xok aq'ab' _________.
Tanol ____________ Raxche'.
Raxche' Why is it for ___________ tanol?
Tanol Xinb'e pa jun ______________.
Raxche' _____ xeb'ana'la?
Tanol Xinb'ana _____________________ xuquje' pa k'ayb'al.
Raxche' Kinb'e uk' la ________ q'ij chik ______.

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Tanol Utz ri', _________ wuk'.

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Ri k'ayb'al

The market

YO. Competence

Buy and sell foods for daily consumption with people who visit the market in your community.

suq'ul pix matzati' uwach taq ichaj uwach taq che' tukan

TO. Vocabulary

1. uwach taq ichaj vegetables

2. uwach taq che' fruit
3. ki' sweet, delicious, rich
4. ch'äm acid
5. matzati' pineapple
6. alanxax orange
7. tulle sapodilla
8. ankane'y banana
9. suq'ul banana
10. tapa'l nances
11. tukan Blackberry
12. limonix lemon
13. sib'o'y onion
14. oh avocado
15. k'ix güisquil
16. pix tomato
17. saqwach dad

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18. axux garlic

19. raxkinaq green beans
20. ixim corn
21. kinaq' bean
22. chak'ayij wech sell me
23. kak'ayij you sell
24. ketijowik They taste like
25. q'uq' quetzal
26. pajb'al pound
27. nuk'as I must
28. kajil worth
29. rajil OK
30. ija'

b. Grammar

 Adjectives
They are words that qualify the noun, expressing qualities or qualities such as: shape, size,
color, thickness and others. They are always written before the noun.
Example: ch'äm – sour or acid ki' – sweet, tasty, rich, delicious

 Nouns
They are words that designate people, animals and things. They are the main elements of the
sentence, where they have functions as subject, object, instrument, locative or others.
Example: ankane'y – banana tapa'l - nance Ki' ktij ri ankane'y. Banana is delicious.
 Compound nouns
These are made up of two nouns or a noun and an adjective. They are made up of two words
joined together. When possessed, the possessor is placed at the beginning of the word.
Example: raxkinaq' - green beans

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c. Activities without computer use

Activity 2: Expression
1. Now you will practice dialogues, formed with vocabulary words and those learned in previous
sessions.
2. Read the dialogues that the facilitator indicates.
3. Listen to each dialogue the facilitator reads.
4. Now listen and then repeat each phrase or sentence of the dialogue you are practicing.
5. At this moment, everyone read the dialogues together, using gestures and body movements.
6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character.
7. At the end of the dialogues, change characters and practice each dialogue again.

Nab'e tzijonem
Kanek Saqarik Ixchel Kanek Good morning Ixchel.
Ixchel Saqarik Kanek Ixchel Good morning Kanek.
Kanek Jas taq kak'ayij? Kanek What do you sell?
Ixchel Kink'ayij suq'ul, ankane'y, tulul, Ixchel I sell plantains, bananas, sapotes,
tapa'l, matzati' xuquje' tukan. pineapples and blackberries.
Kanek The k'o alanxax? Kanek Are there oranges?
Ixchel K'olik Janik'apa' kawaj? Ixchel Hay How many do you want?
Kanek Janik'apa' kajil pa jujunal? Kanek How much is each one worth?
Ixchel Jun q'uq' kajil pa jujunal. Ixchel One quetzal is worth each one.
Kanek Chak'ayij oxib' we. Kanek Sell me three.

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Ixchel Ja'e, ri'. Ixchel Okay, here it is.

Ukab' tzijonem

Xwan Le'n, Jachin chi ke ri uwach taq Juan Elena, Which of the fruits have flavor
che' ch'äm ketijowik? acid?
Le'n Are ri tukan, matzati', limonix Elena It's blackberry, pineapple, lemon and
xuquje' alanxax. orange.
Xwan Tzij kab'ij, ri tukan, matzati', limonix
xuquje' alanxax ch'äm ketijowik. Juan It's true, the blackberry, the pineapple, the
Le'n Xwan, Jachin chi ke ri uwach taq lemon and the
che' ki' ketijik? orange are acidic.
Xwan Are ri suq'ul, ankane'y, tapa'l Elena Juan, Which of the fruits taste like
xuquje' tulul. sweet?
Le'n Tzij kab'ij, ri suq'ul, ankane'y, tapa'l Juan It is plantain, banana, nances, and sapote.
xuquje' tulul ki' ketijowik.
Elena It's true, the plantain, the banana, the
nances and sapote have a sweet flavor.

Rox Tzijonem

Raxche' Xb'e q'ij Le'n Raxche' Good afternoon Elena.

Le'n Xb'e q'ij Raxche' Jas kawaj Elena Good afternoon Raxche' What do you want
kaloq'o? buy?
Raxche' Jas taq kak'ayij? Raxche' What do you sell?
Le'n Kink'ayij oj, ixim, kinaq', axux, Elena I sell avocado, corn, beans, garlic,
k'ix, pix xuquje' saqwach. güisquil, tomato and potatoes.
Raxche' K'amo, are kintzukuj rax kinaq'. Raxche' Thanks, I'm looking for green beans.
Le'n Man k'o taj. Elena There is no
Raxche' K'amo, kinb'e na. Raxche' Thanks, I'm leaving.
Le'n Ja'e Raxche'. Elena Okay.

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d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 9” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 9” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 3
 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the
icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Level 4
Go back, locate and double click on the “level 4” folder. Now double click on the “Image text ”
icon, a window will automatically open where there will be several images and you will hear an
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order that you must perform. Upon successful completion of the activity, a congratulations text
will appear.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

Activity 4: Dialogues

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automatically start an audio and text related to the dialogue. Listen as many times as you think
necessary.

Activity 5: Sort dialogues

AND.
Task

1. Write a sentence for each of the following images.

__________________________ ________________________________

_________________________ _________________________________

________________________ ___________________________________

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Ri tijob'al

The school

YO. Competence
Use basic vocabulary to interact with teachers and students at an educational center.

Josb'al che' tz'ajb'al che' tz'ib'ab'al qupib'al no'jwuj wuj

TO. Vocabulary

1. tijob'al school
2. tz'ib'ab'al pencil
3. tem chair
4. wuj notebook
5. no'jwuj tijonik book
6. mexa table
7. chim bag
8. che' tz'ib'ab'al pencil
9. josb'al pencil sharpener
10. qupib'al scissors
11. chuptz'ib' draft
12. che' tz'ajb'al crayons
13. ajtij teacher
14. tijoxel student
15. Ajchaq'e owner
16. wech mine
17. awech yours
18. rech of him or her

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19. cast the yours

20. chak homework or homework
21. chakub'al School Supplies
22. kinqaj na chi awe I want you to lend me

b. Grammar

 Neologisms
Word that the language has recently incorporated, using its own word formation procedures.
Example: che' tz'ib'ab'al – pencil chuptz'ib' – eraser

 Relational nouns (ech)

It indicates possession and benefit, that is, who owns the noun that is being talked about, who is
the person who benefits from the action that is carried out or what the purpose of carrying it out
will be. Example: wech – is mine, awech – is yours, ech la – is his, rech – is his or hers.
Rech a Kanek le chim. The backpack is Kanek's.

c. Activities without computer use

Activity 2: Expression
1. Now you will practice dialogues, formed with vocabulary words and those learned in previous
sessions.
2. Read the dialogues that the facilitator indicates.

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3. Listen to each dialogue the facilitator reads.

4. Now listen and then repeat each phrase or sentence of the dialogue you are practicing.
5. At this moment, everyone read the dialogues together, using gestures and body movements.
6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character. At the end of the dialogues, change characters and practice each
dialogue again.

Nab'e tzijonem
Kanek Saqarik Ixchel Kanek Good morning Ixchel.
Ixchel Saqarik Kanek Ixchel Good morning Kanek.
Kanek Jawi xatb'e wi? Kanek Where did you go?
Ixchel Xinb'e pa tijob'al. Ixchel I went to school.
Kanek Are you going to leave for your job? Kanek What did you go to school to do?
Ixchel Xintijoj wib' ruk' ri ajtij. Ixchel I went to study with the teacher.
Kanek Jas taq achakub'al Kanek What supplies did you bring?
xak'am ub'ik?
Ixchel Xink'am ub'i nutz'ib'ab'al, Ixchel I brought my pen, my notebook, my
nuwuj, nuno'jwuj, nujosb'al, book, my pencil sharpener, my eraser,
nuchuptz'ib', nuche' tz'ib'ab'al, my
nuche' tz'ajb'al xuquje' nuqupib'al. pencil, my crayons and my scissors.
Kanek Utz ri' Ixchel, chakojo' achuq'ab'.
Ixchel K'amo chi awe Kanek. Kanek Very good Ixchel, try hard.
Ixchel Thank you Kanek.

Ukab' tzijonem
Xwan Xb'e q'ij Le'n. Juan Luenas afternoon Elena.
Le'n Xb'e q'ij Xwan. Elena Good afternoon Juan.
Xwan The utz awach? Juan, are you okay?
Le'n Sib'alaj utz, k'amo chi awe. Elena I'm very well, thank you.
Xwan Jachin ajchaq'e le chim? Juan Whose backpack is it?
Le'n Rech to Kanek. Elena It's from Kanek.
Xwan Jachin ajchaq'e le tem? Juan Whose chair is it?
Le'n Rech ri tijob'al. Elena is from school.

Rox Tzijonem

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Raxche' Xb'e q'ij Le'n Raxche' Good afternoon Elena.

Le'n Xb'e q'ij Raxche' Jas kawaj? Elena Good afternoon Raxche' What do you need?
Raxche' Chab'ana jun toq'ob', kinqaj na Raxche' Do me a favor, lend me your pen, your
atz'ib'ab'al, awuj, achak xuquje' taq notebook, your homework and your
ache' tz'ajb'al. crayons.
Le'n Utz ri', kamay taj.
Raxche' K'amo chi awe, ke'intzalej chwe'q. Elena It's okay, don't worry.
Le'n Ja'e Raxche' Thank you, I'll give them back to you
tomorrow.
Elena It's okay

Activity 3: Practice
1. Answer the questions that the facilitator or partner asks you. Example: If I asked you Jachin
ajchaq'e we tz'ib'ab'al? he must answer wech , yes it is his; awech , if it were from the
person who is asking you; ech the , if it belongs to the person, older than you, who asked
you, and reject Raxche' , if it belonged to some companion named Raxche'.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 10” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 10” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

graph. When finished, click on the icon located on the lower right side, where it says “Rate” .
Above the icon a message will appear with the score achieved in writing the correct words.

Level 3
Go back, locate and double click on the “level 4” folder. Now double click on the “Image text ”
icon, a window will automatically open where there will be several images and you will hear an
order that you must perform. Upon successful completion of the activity, a congratulations text
will appear.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

Activity 4: Dialogues

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Activity 5: Sort dialogues

AND.
Task
1. Make a sentence for each of the following school supplies:

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___________________________ ________________________________

___________________________ _______________________________

___________________________ ______________________________

Ri achochib'al

Home

YO. Competence

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Names environments, parts of a house and tasks that are carried out at home with people with
whom they interact.

uwach ha uchi' ja' pa raqan ja warb'al wa'b'al

TO. Vocabulary

1. achoch house or home

2. ha home
3. uchi' ha door
4. pa raqan ha runner
5. raqan ja pillar
6. uwach ha yard
7. b'itok window
8. xot roof tile
9. xan wall or adobe
10. uwi' ha ceiling
11. warb'al bedroom
12. wa'b'al kitchen
13. tuj temacal
14. Lu' Pedro
15. Kaqixaja' Kaqixaja' (Mayan name for a woman)
16. nojim slowly
17. kinyak I will build – I will build
18. katb'ek you go
19. kmesan sweep
20. Kinwarej I'm carrying
21. Katinto'o? do I help you?

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 Nouns of nouns
They are those that are made up of two separate words, where the first is possessed by the
second. When a noun noun is possessed, the possessor is added to the second word. Example:
uwi' ja – roof raqan ja – pillar uwach ja - courtyard

 Incomplete transitive verb

Indicates that the action has not finished or has not been completed. Example: Katinto'o – I'll
help you

 Intransitive verb
They are those words that mark only the subject, whose action does not pass to another object
or person, that is, the action remains in him. Example: katb'ek – you leave

c. Activities without computer use

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6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character. At the end of the dialogues, change characters and practice each
dialogue again.

Nab'e tzijonem
Tate Lu' Xb'e q'ij chuchu Kaqixaja' Mr. Pedro Good afternoon madam
Kaqixaja'.
Chuchu Kaqixaja' Xb'e q'ij tate Lu' Mrs. Kaqixaja' Good afternoon Mr. Pedro.
Tate Lu' The utz wach la? Mr. Pedro, are you okay?
Chuchu Kaqixaja' Utz k'amo Mrs. Kaqixaja' Well, thank you
Tate Lu' Jawi kb'e wi la? Mr. Pedro, where are you going?
Chuchu Kaqixaja' Kinb'e chi wachoch. Mrs. Kaqixaja' I'm going home.
Tate Lu' Utz ri', nojim kb'e la. Mr. Pedro Okay, be careful.
Chuchu Kaqixaja' Ja'e, k'amo che la. Mrs. Kaqixaja' Okay, thank you.

Ukab' tzijonem
Ali Kaqixaja' Saqarik ala Lu'. Miss Kaqixaja' Good morning young Pedro.
Ala Lu' Saqarik ali Kaqixaja' Young Pedro Good morning miss
Kaqixaja'.
Ali Kaqixaja' Jas upatan le xan xuquje' xot chi Miss Kaqixaja' What are the uses for you?
awe? adobes and tiles.
Ala Lu' Xa rech kinyak jun wachoch. Young Pedro Son to build my
home.
Ali Kaqixaja' Janik'apa' warb'al kab'ano? Miss Kaqixaja' How many bedrooms
will you build?
Ala Lu' Kinb'an keb' warb'al xuquje' jun Young Pedro I will build two
wa'b'al. bedrooms and a dining
Ali Kaqixaja' Utz ri' ala Lu', kinb'e na. room.
Miss Kaqixaja' Very good young Pedro,
Ala Lu' Ja'e, nojim katb'ek. bye bye.
Young Pedro Okay, you go slowly.
Rox Tzijonem

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Alaj ali Kaqixaja' Xok aq'ab' alaj ala Lu'. Girl Kaqixaja' Good night boy Pedro.
Alaj ala Lu' Xok aq'ab' alaj ali Kaqixaja'. Child Pedro Good night girl Kaqixaja'.
Alaj ali Kaqixaja' Jas kawarej? Kaqixaja Girl, What are you carrying?
Alaj ala Lu' Kinwarej xot xuquje' xan. Child Pedro I am carrying tiles and
adobes.
Alaj ali Kaqixaja' Katinto'o? Girl Kaqixaja' Can I help you?
Alaj ala Lu' Utz ri', k'amo chi awe. Niño Pedro Very good, I thank you.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 11” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 11” folder; now double click on the “Activity 1” folder ; Look
for the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

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hear an order that you must perform. Upon successful completion of the activity, a
congratulations text will appear.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

Activity 4: Dialogues

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automatically start an audio and text related to the dialogue. Listen as many times as you think
necessary.

Activity 5: Sort dialogues

AND.
Task
1. Draw a house, point out and write each of its parts mentioned in the vocabulary.

Tob'anem pa achochib'al

Helping at home

YO. Competence
Applies vocabulary related to the activities carried out at home, when talking with the people
around him in the family and community.

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ch'ajb'al tzijb'al q'aq' t'u'y rikil qumub'al joch'

TO. Vocabulary

1. mesb'al broom
2. laq bowl
3. t'u'y pot to cook meals
4. b'o'j pot to sew tamales
5. pak'b'al spoon or ladle
6. lej tortilla
7. xot comal
8. joch' atole
9. rikil meal
10. xaru' pitcher
11. ch'ajb'al laundry or sink
12. su't napkin
13. qumub'al glass
14. tzijb'al q'aq' matches
15. tukub'al wiggler
16. kinmes mud
17. tagine this or I am
18. k'o is or there is
19. k'olik is or there is
20.Katinto'? do I help you?
21. chatmesan I swept
22. waral here

b. Grammar

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 Progressive tense (tajin)

It is known as an auxiliary verb. Indicates that the action of the verb is in process.
Example: Tajin kinmes uwach le ja. I'm sweeping the yard.

 Adverb of place
They are words that indicate the place where the action of the verb is located. They are written
at the beginning and in the middle of a phrase or sentence. Example: waral – here

 Stative (k'o – k'olik)

Indicates existence or place when it is the base of a stative. Example: K'o – is
When this word (k'o) is the last of the phrase, its form is: k'olik - it is

c. Activities without computer use

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Nab'e tzijonem

Ala Raxche' Saqarik ali Talin. Young Raxche' Good morning Miss Catarina.
Ali Talin Saqarik ala Raxche'. Miss Catarina Good morning young Raxche'.
Ala Raxche' Jas tajin kab'ano? Young Raxche' What are you doing?
Ali Talin Tajin kinmes uwach le ja. Miss Catarina I'm sweeping the patio.
Ala Raxche' The k'o ri anan? Young Raxche' Is your mother there?
Ali Talin K'olik, chatokoq. Miss Catarina There, come forward.

Ukab' tzijonem

Alaj ala Raxche' Xb'e q'ij nan. Child Raxche' Good afternoon mom.
Nan Xb'e q'ij Raxche' Mom Good afternoon Raxche'.
Alaj ala Raxche' Kinwaj kinwa'ik Child Raxche' I want to eat.
Nan Utz ri', chatku'loq, chatija' Mom Okay, sit down, eat your
arikil xuquje' alej. food and tortillas.
Alaj ala Raxche' K'amo che la La k'o joch'? Niño Raxche' Thanks to you Is there atole?
Nan K'olik, chanim kinya' awech. Mama Hay, I serve you now.
Ala Raxche' Sib'alaj k'amo che la. Niño Raxche' Thank you very much.

Rox Tzijonem

Alaj ala Raxche' Xok aq'ab' laj ali Talin Child Raxche' Good night miss
Catarina.
Ali Talin Xok aq'ab' laj ala Raxche' Miss Catarina Good afternoon child Raxche'.
Alaj ala Raxche' Jas tajin kab'ano? Niño Raxche' What are you doing?
Ali Talin Tajin ke'inch'aj we b'o'j, Miss Catarina I'm washing the pot, wells,
laq, xaru', t'u'y, pak'b'al jug, pot, ladle and glasses.

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xuquje' qumub'al.
Alaj ala Raxche' Katinto' che ub'anik mes? Child Raxche' Can I help you sweep?
Alaj Ali Talin Utz ri', chatmesan waral. Miss Catarina Okay, sweep here.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 12” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 12” folder; now double click on the “Activity 1” folder ; Look
for the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Activity 2: “Tree leaves”

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Activity 3: Mayan ball

Activity 4: Dialogues

Activity 5: Sort dialogues

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AND.
Task
1. Make sentences with each of the following kitchen utensils:

_____________________________ __________________________________

_____________________________ ______________________________

____________________________ ________________________________

Jalajoj taq ka'yb'al

Colors

YO. Competence
Use adjectives when naming objects, fruits, vegetables, animals and other characteristics of
their environment.

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q'eqq'oj q'anaq'oj kaqkoj saqsoj raxti'toj raxkaj

TO. Vocabulary

1. raxti'toj purple
2. rax green
3. q'an yellow
4. q'eq black
5. saq white
6. raxkaj blue
7. chaj grey
8. q'eqq'oj coffees
9. kaqkoj pink
10. kyaq red
11. xolo'p I paint
12. q'anq'oj - alanxax orange
13. saqpe'r pale
14. saqsoj cream
15. uka'yb'al its color
16. roxox pink
17. cho lagoon
18. kaj darling

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b. Grammar

 Adjectives
They are words that qualify the noun, expressing qualities or qualities such as: shape, size,
color, thickness and others. They are always written before the noun.
Example: rax – green q'an – yellow Q'an uka'yb'al le kotz'i'j. The flower is yellow.

 Never possessed noun

They are the ones that are never owned. They make no logical sense in owning them.
Example: kaj – sky cho – lake

 Invariable nouns
They are nouns that do not undergo any change when possessed. The non-possessed form
does not change when adding a possessor. Example: ka'yb'al – color u ka'yb'al – its color

c. Activities without computer use

Activity 2: Expression
1. Practice greetings and dialogues, combining vocabulary words.
2. Integrate the formation of the circle with your classmates and pay attention to the character
you represent (laj ala, chuchu, tanol, nan), as well as that of the other people.
3. Practice each of the greetings and dialogues, addressing the person you are referring to.
4. Now listen and then repeat each greeting and dialogue that the facilitator mentions.

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5. Now greet and talk to your colleagues.

Nab'e tzijonem

Raxche' Saqarik ali Talin. Raxche' Good morning miss

Catarina.
Talin Saqarik ala Raxche'. Catarina Good morning young Raxche'.
Raxche' K'o kinta chi awe. Raxche' I'll ask you something.
Talin Utz ri' Catarina It's okay
Raxche' Jas taq kika'yb'al ri kotz'i'j Raxche' What color are the flowers
awilom kiwach? what have you seen?
Talin E k'o q'an, saq, raxti'toj, Catarina There are yellow, white,
q'anaq'oj, kaqkoj xuquje' saqsoj. purple, orange,
grated and creams.
Raxche' Tzij kab'ij, Jas taq kika'yb'al ri Raxche' Is it true what you say, is it true?
tz'i' awilom kiwach? what color are dogs
what have you seen?
Talin Wilom q'eqq'oj, q'eq, chaj xuquje' Catarina I have seen brown colors,
xolo'p kij. black, gray and pinto.
Raxche' Tzij kab'ij, kinb'e na Talin. Raxche' It's true what you say,
goodbye Catarina.
Talin Ja'e Raxche' Catarina It's okay Raxche'.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 13” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

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Activity 1: Association and writing

Level 1
 Double click on the “Session 13” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 3
 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the
icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Activity 2: Coloring

Locate and double click on the “Color” folder, then double click on the “color” icon where a
window will automatically appear with glyphs of various colors on the left side, a glyph on the
right side and the cursor represented by a pencil. Now take the pencil to any glyph and when
you click on it, you will hear the name of its color. Then click on the glyph on the right side, and it
will automatically change from the color it has to the color of the glyph on the left previously

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selected. They can do it as many times as they want. They should take advantage of listening
carefully and try to repeat the audio fluently.

Activity 3: “Tree Leaves”

Find and double click on the “Activity 3” folder , then double click on the “Tree Leaves 1”
folder, now double click on the “Leaves” icon, a window will be displayed that contains a
landscape and a tree that sheds its leaves.

Activity 4: Mayan ball

Find and double click on the “Activity 4” folder. Now double click on the “Mayan Ball 1” folder,
then double click on the “Mayan Ball” icon. A window will appear with three icons “Home, Help
and Credits” . They must double click on the “Start” icon, a playing field will automatically
appear, two players, a ring to the right of the court and a ball that comes and goes to the closest
player and enters the ring again.

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Activity 5: Dialogues

Activity 6: Sort dialogues

AND.
Task

1. Draw and paint flowers, fruits, animals or objects in the boxes below. Then write the name of
the color with which you painted each of the drawings, in the lower rectangle of each box.

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Wa'im pa ri k'ayb'al

Having lunch at the market

YO. Competence
Spontaneously expresses needs in contexts such as the market, to ask for and give thanks for
sacred foods.

uti'j wakax uti'j nos uti'j aq uti'j äk' sa'om ti'j saqmo'l

TO. Vocabulary

1. uti'j aq Pork Meat

2. uti'j wakax cow meat
3. uti'j äk' chicken meat
4. uti'j no's Turkey meat
5. sa'om ti'j roast meat
6. uwa'l soup of
7. uwa'l uti'j äk' chicken soup
8. saqmo'l egg
9. kinaq' bean
10. lej tortilla
11. sub' tamalito
12. joch' atole
13. joron pure water
14. miq'in Hot water
15. ik chili
16. atz'am salt
17. k'olik there is
18. Man k'o taj there is no

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19. chujwa'q b'a' let's eat then

20. Jas kqatijo? What will we eat?
21. Chanim now
22. kink'am uloq I bring

b. Grammar

 Invariable nouns
They are nouns that do not undergo any change when possessed. The non-possessed form
does not change when adding a possessor. Example: lej – tortilla nulej – my omelet

 Adverbs of manner
They indicate how an action is done. Example: chanim – now

 Negation particles (man – ta/taj)

Their function is to deny an action. Example: Man k'o taj – is not there

 Directional particle (uloq)

They are words that in their written form must always be separated from the verbs they
accompany, since their pronunciation and function is extreme, that is, they do not condition the
use of the verbs in any way, since they are used only when you want to indicate direction.
Example: kink'am uloq – I bring it

 Imperative mood (ch)

It exercises an exhortative or commanding function. Example: chujwa'q b'a' – let's eat then

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c. Activities without computer use

Activity 2: Practice
1. Ask participants to draw the first 16 vocabulary words on a blank sheet of paper. Example:
saqmo'l
2. After having made the drawings, have them write their name in the K'iche' language next to
or below each figure.
3. Now ask each participant questions in the K'iche' language about the drawings made.
Example: Jas ub'i' we wachib'al? and points to the graph that wants to be mentioned.
Example: sub'. Thus, successively with the other graphs. Now ask one of them to ask
questions to their classmates.

Activity 3: Expression
1. Now you will practice dialogues, formed with vocabulary words and those learned in previous
sessions.
2. Read the dialogues that the facilitator indicates.
3. Listen to each dialogue the facilitator reads.
4. Now listen and then repeat each phrase or sentence of the dialogue you are practicing.
5. At this moment, everyone read the dialogues together, using gestures and body movements.
6. Now, pair up with another partner and practice the dialogues, without first having agreed who
represents each character. At the end of the dialogues, change characters and practice each
dialogue again.
Nab'e tzijonem

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To the Xb'e q'ij chuchu Young Good afternoon madam

Chuchu ajk'ay Xb'e q'ij ala Saleswoman Good afternoon young man
To the The k'o wa? Young man Is there food?
Chuchu ajk'ay K'olik, chatku'loq. Saleswoman Hay, sit down
To the k'amo che la, jas taq rikil Young man Thank you, What kinds of food
k'olik? there is?
Chuchu ajk'ay K'o saqmo'l, sa'om ti'j, kinaq' Saleswoman There are eggs, meat, beans and
xuquje' uwa'l uti'j äk'. chicken soup
To the Kinwaj sa'om ti'j ruk' kinaq'. Young man I want hoe meat with beans.
Chuchu ajk'ay Utz ri', chanim kink'am uloq. Saleswoman Okay. Now I bring it to you.

Ukab' tzijonem

Nan Kanek, chatija' awa. Mama Kanek, come eat.

Alaj ala Kanek Ja'e, Jas kqatijo nan? Child Kanek Very well, what shall we eat?
Nan Kqatij sa'om ti'j, ik xuquje' lej. Mom We'll eat hoe meat, chili and
tortillas.
Alaj ala Kanek Kinwaj saqmo'l ruk' sub'. Kanek Boy I want eggs and tamales.
Nan Man k'o taj. Mom There is no
Alaj ala Kanek Utz ri' nan, chujwa'q b'a'. Kid Kanek Okay, let's eat then.

Rox Tzijonem

Ala Raxche' Xok aq'ab' ali Talin. Raxche' Good evening Miss Catarina
Ali Talin Xok aq'ab' ala Raxche'. Catarina Good evening young Raxche'
Ala Raxche' The k'o wa? Raxche' There is food
Ali Talin K'olik, Jas kawaj katijo? Catarina Hay, what do you want to eat?
Ala Raxche' Kinwaj kintij uti'j aq ruk' sub'. Raxche' I want to eat pork and
tamales
Ali Talin Utz ri', chanim kink'am uloq. Catarina Okay, now I bring it to you.
Ala Raxche' K'amo chi awe Raxche' I thank you

d. Activities with computer use

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1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 14” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 14” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 2
 Return using the green arrow located on the upper left side of the screen, to look for the
“level 2” folder, double-click on it and on the “Image text” icon. Now click on any image,
you will hear an audio, write what you have heard in the blank space located below the
graph. When finished, click on the icon located on the lower right side, where it says “Rate” .
Above the icon a message will appear with the score achieved in writing the correct words.
Level 3
According to dialogue two, answer the questions posed to you at this level.
 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the
icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Activity 2: “Tree leaves”

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Activity 3: Mayan ball

Upon return of each ball, it will have a word written in K'iche' or Spanish, at the same time an
audio related to it will be heard. You must remember the translation of the word and write it in
the blank space located on the underside of the court. If it is correct, the ball goes into the ring
and returns with a different word. If it is incorrect, the correct word will appear written in a cloud
near the head of the nearest player on the field.

Activity 4: Dialogues

Activity 5: Sort dialogues

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of the text heard, to arrange it in the white rectangle located at the bottom. Thus, successively
other texts will appear that must also be ordered according to the audio.

AND.
Task
1. Make a sentence for each of the following drawings:

_____________________________ _______________________________

_____________________________ ______________________________

___________________________ _______________________________

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Ri q'ijilal

The weather

YO. Competence

He locates himself in time and identifies natural phenomena to communicate his feelings and
ideas with the people around him.

tew saq'ïj sutz' xkuq'ab' jab'

TO. Vocabulary

1. jab' rain
2. saq'ïj summer or sunny
3. q'aläj winter
4. q'eqmuj cloudy
5. saqb'och graniso
6. xkuq'ab' rainbow
7. sutz' cloud
8. muslim drizzle
9. kaqulja Thunders and lightnings
10. q'aq' heat
11. tew cold
12. iwir yesterday
13. mer a while ago
14. kamik later
15. chwe'q tomorrow
16. q'ij day
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17. kub'ano does or doing

18. q'ijilal time
19. Jas ub'anom? How are you doing?

b. Grammar

 Nouns never possessed

They are the ones that are never owned. They make no logical sense in owning them.
Example: sutz' – clouds kaqulja – thunder

 Adverbs of time
They express meanings of numbers of past or future days from the number of two. They also
indicate when the action happens.
Example: kamik – today chwe'q - tomorrow

c. Activities without computer use

Activity 1: Pronunciation
1. Greet everyone and all your companions ( Xb'e q'ij iwonojel, La utz iwach? ) in the K'iche'
language.
 When the facilitator asks: Jas ub'i' ri q'ij chanim? What is the name of today? Answer: Ri q'ij
chanim are Monday. Today is Monday (Monday is an example).
2. Read the vocabulary to learn in this session.
3. Listen carefully to the facilitator when he pronounces each of the vocabulary words in the
K'iche' language.

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 Listen to the word the facilitator says.

 Now listen and then repeat the word mentioned by the facilitator.
 Repeat the word with your classmates.

Activity 2: Practice
1. Draw the first 9 vocabulary words on a blank sheet of paper. Example: jab'
2. After having made the drawings, write next to or below each figure, its name in the K'iche'
language.
3. Now answer the questions that the facilitator asks you in the K'iche' language.
4. At this time, ask your classmates questions about what they drew. For example: Do you tajin
kk'ulmataj pa le wachib'al?
5. Make and say sentences using the new words from this session. Example: Iwir xub'an
sib'alaj jab'.

Activity 3: expression
1. Declamation, supported by gestures and body movements.
2. Listen and see the gestures that the facilitator will make with each of the poems to be
exercised.
3. Now, together, read and make the corresponding gestures and movements.
4. Read and practice the poem you like the most, then go on to recite it in front of your
classmates.

Ri loq'alaj jab' The sacred rain

Are chi' kpe ri jab', When the rain comes,

Konojel ri che', kotz'i'j xuquje' tz'ikin, All the trees, flowers and birds,
keki'kot chi uxe' ri jab'. They are happy in the rain.
K'amo che ri Ajaw, k'o ri loq'alaj jab'. Thank God, there is sacred rain.

Sib'alaj tew Very cold

Are chi' kpe ri jab', When the rain comes,

sib'alaj tew kub'ano. It is very cold.
Are chi kel uloq ri q'ij, kb'e ri tew. When the sun comes out, the cold
goes away

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Taq tz'i'kin keb'ixonk. The birds sing.

Ri loq'alaj saqïj The sacred summer

Are chi kub'an saqïj, When it's summer,

sib'alaj q'aq' kub'ano. it's really hot.
Konojel ri awaj xuquje' winaq, all animals and people,
sib'alaj kkiqumuj ha'. They drink a lot of water.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 15” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 15” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

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Level 3
 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the
icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Activity 2: “Tree leaves”

Having finished the first activity, find and double click on the “Activity 2” folder , then double
click on the “Tree Leaves 1” folder, now double click on the “Leaves” icon, a window will be
displayed containing a landscape and a tree that sheds its leaves.
In the initial part of the tree trunk there appears a word written in the Spanish language. Each of
the leaves that fall contains a word written in the K'iche' language. Read the word written in
Spanish and look for its translation in the K'iche' language, contained in one of the falling leaves.
When you identify the correct translation on the sheets, click on it and the corresponding sheet
will disappear.

Activity 3: Mayan ball

Find and double click on the “Activity 3” folder. Now double click on the “Mayan Ball 1” folder,
then double click on the “Mayan Ball” icon. A window will appear with three icons “Home, Help
and Credits” . They must double click on the “Start” icon, a playing field will automatically
appear, two players, a ring to the right of the court and a ball that comes and goes to the closest
player and enters the ring again.

Activity 4: Listening to poems

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Locate and double click on the “Poems” folder and then double click on the audio of the poem “
Ri loq'alaj jab'” to listen to it. Likewise, with the following poems: “ Sib'alaj tew” and “Ri
loq'alaj saqïj”.

Activity 5: Sort poems

Find and double-click on the “Sort Dialogues” folder and then double-click on the “Sort Poem
1” folder . Now double click on the “dialogs” icon and a window with a landscape will
automatically appear. Next, click on the “Start game” icon and a group of expanded words will
automatically appear and you will hear an audio related to the text. With the mouse you must
drag each word of the text heard, to arrange it in the white rectangle located at the bottom. Thus
successively, other texts will appear that must also be ordered according to the audio.

AND.
Task
1. Write a one-stanza poem according to your creativity and your vocabulary.
2. Make a drawing related to the poem.

Jalajoj taq chak

Professions

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YO. Competence
It incorporates different professions from its context into its vocabulary, to correctly refer to
people according to their profession.

ajch'imi'y ajanel ajyakal ja ajt'iso'n ajtij ajq'ij

TO. Vocabulary

1. ajyakal ja construction worker

2. ajanel carpenter
3. ajtij teacher
4. iyom midwife
5. ajq'ij spiritual guide
6. ajkun doctor
7. ajch'imi'y assistant mayor
8. ajb'anal kaxlanwa baker
9. ajt'iso'n tailor or seamstress
10. ajkem weaver or weaver
11. ajtz'ib' secretary or secretary
12. chajinel police

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b. Grammar

 Professions or trades
The names of many trades and jobs in K'iche' are made up of a verb plus the suffix el. Example:
ajan the – carpenter chajin el – police

Other trade names are made up of the prefix aj plus a noun. Example: ajyakal ja – bricklayer
aj ch'imi'y – assistant mayor aj q'ij – spiritual guide

c. Activities without computer use

Activity 2: Practice
1. Ask participants to draw the first 16 vocabulary words on a blank sheet of paper. Example:
ajyakal ja.
2. After having made the drawings, have them write their name in the K'iche' language next to
or below each figure.
3. Now ask each participant questions in the K'iche' language about the drawings made.
Example: Jas ub'i' we wachib'al? and points to the graph that wants to be mentioned.
Example: ajyakal ja. Thus, successively with the other graphs. Now ask one of them to ask
questions to their classmates.

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Nab'e tzijonem

Ixchel Xok aq'ab' Xwan Ixchel Good night Juan

Xwan Xok aq'ab' Ixchel Juan Good night Ixchel
Ixchel Jachin xb'anow awachoch? Ixchel Who built your house?
Xwan Are jun ajyakal ja Juan was a bricklayer.
Ixchel Sib'alaj je'l xub'an ch Ixchel built it very beautifully.
Xwan K'amo John Thank you

Ukab' tzijonem

Ixchel Xb'e q'ij a Xwan, The utz awach? Ixchel Good afternoon Juan, are you
good?
Xwan Utz k'amo. Juan Well, thank you.
Ixchel Jas uchak atat? Ixchel, what does your dad do?
Xwan Nutat kub'an tem, mexa xuquje' Juan My dad makes chairs, tables and doors.
uchi' taq ja.
Ixchel Janik'apa' rajil jun tem? Ixchel How much does a chair cost?
Xwan Lajuj q'uq' Juan Diez quetzalez

Rox Tzijonem

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Xwan Saqarik Ixchel Juan Good morning Ixchel.

Ixchel Saqarik Xwan Ixchel Good morning Juan
Xwan Jachin xuk'ut tz'ib'anik chi awe? Juan Who taught you to write?
Ixchel Are ri ajtij Ixchel was the teacher.
Xwan Jawi xuk'ut wi? Juan, where did he teach you?
Ixchel For tijob'al Ixchel At school.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 16” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
 Double click on the “Session 16” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

 Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the

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icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

Activity 4: Dialogues

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automatically start an audio and text related to the dialogue. Listen as many times as you think
necessary.

Activity 5: Sort dialogues

AND.
1. Write
Taska sentence related to each of the following professions:

___________________________ ______________________________

___________________________ _______________________________

___________________________ ______________________________

Ri atz'yaqb'al

Costumes

YO. Competence

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It incorporates vocabulary related to the different garments of the female and male clothing of
the Mayan and Ladino culture.

Ximb'al saka'w po't koton kaxla'n po't pas

TO. Vocabulary

1. po't güipil
2. pass wad of bills
3. uq court
4. xaq'ab' tape
5. ch'uqb'al chi'aj scarf
6. for' shirt
7. kaxla'n po't blouse
8. kaxla'n uq skirt
9. saka'w pants
10. ximb'al cincho
11. koton coat
12. to'q underwear or underpants
13. laj saka'w shorts
14. pisb'al raqan ixoq socks
15. pisb'al raqan achi socks
16. pwi' hat
17. pera'j bitch
18. su't handkerchief
19. xajab' shoes
20. kaxla'n koton sweater
21. wa'a' apron
22. atz'yaqb'al locker room

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b. Grammar

 Invariable nouns
They are nouns that do not undergo any change when possessed. The non-possessed form
does not change when adding a possessor. Example: pas – sash nu pas – my girdle

 Complex nouns
They are those that are made up of two separate words. When possessed, the possessor's
marker is added to the second word.
Example: nim – a- big q'ij – day nima'qij – party

 Neologism
Word that the language has recently incorporated, using its own word formation procedures.
Example: kaxla'n po't - blouse

c. Activities without computer use

Activity 1: Pronunciation
1. Greet everyone as follows : Xb'e q'ij iwonojel, La utz iwach? and then they greet each
other in the same way.
2. Read the vocabulary to learn in this session.
3. Listen to the pronunciation of words that the facilitator will make. Example: po't
 Listen and then say the word that the facilitator utters. Example: po't
 With everyone, they repeat the word that the facilitator pronounces. This will be the
case with the other words in the vocabulary.

Activity 2: Practice
1. Draw the vocabulary words on a blank sheet of paper. Example: po't

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2. After having made the drawings, write next to or below each figure, the name of each one of
them in the K'iche' language.
3. With the help of your partners, make sentences using the new and old words. Example: Le
po't rech nunan.
4. After you have finished the drawings and texts, answer the questions that the facilitator asks
you. Example: Chak'utu' jawi k'o wi ri po't. Then point your finger at the answer which is the
drawing of po't .
5. Now ask your classmates questions related to the drawings you made.

Activity 3: Expression
1. Recite, supporting yourself with gestures and body movements.
2. Listen and see the gestures and movements that the facilitator makes when declaiming.
3. Now, with everyone, read and perform the gestures and movements that the facilitator
makes.
4. Read and practice the poem that you like the most, and then go on to recite it in front of your
classmates, with the corresponding gestures and movements.
5. Answer the questions that the facilitator asks you about the content of the poems. Example:
Jas uka'yb'al we kaxla'n po't? You will respond in K'iche' q'an .

Nab'e nab'alil first poem

Je'l nunan My beautiful mother

Je'l rilik nunan are chi', My mother looks beautiful
ukojom uxaq'ab', upo't, upera'j when he wears shoes, güipil, hardware
uwa'a' xuquje' ri q'eq ruq. Apron and a black cut.
Sib'alaj je'l rilik nunan. My mother looks very pretty.

Ukab' nab'alil Second poem

Nutat My dad
Are chi' nutat kb'e pa nimaq'ij, When my dad goes to a party,
kukoj upwi', uxajab', jun saq uxa', He wears his hat, shoes, a white shirt,
jun kyaq ukoton a red sweater
xuquje' jun raxkaj usaka'w. and blue pants.

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Rox nab'alil Third poem

Je'l ali Beautiful young lady

Je'l rilik ri ali Rosa Miss Rosa looks pretty
Are chi' ukojom ri q'an kaxla'n upo't, when she wears a yellow blouse,
ri rax kaxla'n ruq her green skirt
Xuquje' ri q'eqq'oj kaxla'n ukoton and his brown sweater.

d. Activities with computer use

1. Chatzija' ir kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 17” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: Association and writing

Level 1
2. Double click on the “Session 17” folder; now double click on the “Activity 1” folder ; Find
the “Level 1” folder, double click on it and then on the “Image Text” icon. Now drag the
word that appears on the right to the corresponding image.

Level 2
3. Return using the green arrow located on the upper left side of the screen, to look for the
“level 2” folder, double-click on it and on the “Image text” icon. Now click on any image,
you will hear an audio, write what you have heard in the blank space located below the
graph. When finished, click on the icon located on the lower right side, where it says “Rate” .
Above the icon a message will appear with the score achieved in writing the correct words.

Level 3

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4. Go back again until you reach the “Level 3” folder. Double click on it and then on the
“Image Text” icon. By clicking on any image, you will hear a question, to which you must
respond in writing in the blank space located below the graph. When finished, click on the
icon located on the lower right side, where it says “Rate” . Above the icon a message will
appear with the points achieved in the correct answers to the questions.

Level 4
5. Return to location and double click on the “level 4” folder. Now double click on the “Image
text ” icon, a window will automatically open where there will be several images and you will
hear an order that you must perform. Upon successful completion of the activity, a
congratulations text will appear.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

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and returns with a different word. If it is incorrect, the correct word will appear written in a cloud
near the head of the nearest player on the field.

Activity 4: Listening to poems

Activity 5: Sort poems

Find and double-click on the “Sort Poems” folder and then double-click on the “Sort Dialogue
1” folder . Now double click on the “dialogs” icon and a window with a landscape will
automatically appear. Next, click on the “Start game” icon and a group of expanded words will
automatically appear and you will hear an audio related to the text. With the mouse you must
drag each word of the text heard, to arrange it in the white rectangle located at the bottom. Thus,
successively other texts will appear that must also be ordered according to the audio.

AND.
Task
1. Write a one-stanza poem according to your creativity and your vocabulary.
2. Make a drawing related to the poem.

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Nuch'akul

My body

YO. Competence
It incorporates vocabulary related to the internal and external parts of your body, to express
feelings, desires, needs and ideas about it.

TO. Vocabulary

1. ch'akul body
2. b'aqil bones

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3. jolom head
4. wi' hair
5. b'aq'wach eye
6. xikin ear
7. tza'm nose
8. chi' mouth
9. q'o'tz cheekbone
10. wach forehead
11. uxe' chi'aj chin
12. utz'u'mal palaj cheeks
13. what neck or throat
14. teleb' shoulders
15. miske'l armpits
16. k'alk'a'x ribs
17. pam stomach or abdomen
18. muxu'x belly button
19. to' leg or thigh
20. ch'ek knee
21. aqan foot
22. q'ab' hand
23. ch'u'k elbow
24. kowil testicles
25. uchi' ch'akul vagina or vulva
26. you' breast or breast
27. uwi' you' nipple
28. k'u'x chest
29. ij back
30. uche'al ij spine
31. uxe' pam waist
32. rij achaq buttock
33. uxukutil aqanaj heel
34. uwi' taq q'ab' fingers of the hand
35. uwi' taq aqan toes
36. upam ch'ekaj calf
37. uwach ch'ekaj shin
38. rij qul nape

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39. uche'al q'ab' arm

40. umopil aqan ankle
41. potzpo'y lung
42. ixko'l intestine
43. seseb' liver
44. tzantzaq'or brain
45. tyo'jil muscle
46. tz'u'mal fur
47. ismal hairs
48. kik'el blood
49. ib'och' veins or nerves
50. k'ax pain, hurt or problem
51. man k'ax taj it does not hurt

b. Grammar

 Invariable nouns
They are nouns that do not undergo any change when possessed. The non-possessed form
does not change when adding a possessor. Example: cholom – head nu cholom – my
head
 Nouns of nouns
They are those that are made up of two separate words, where the first is possessed by the
second. When a noun noun is possessed, the possessor is added to the second word. Example:
Uch'i ch'akul – vagina or vulva

 Aggregative nouns
They are those that, when possessed, add a small part to the end. The parts that are added are
il, al, el. Example: kik' - blood nukik' el – my blood

 Negation Particles
Their function is to deny an action. Example: man k'ax taj – it doesn't hurt

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Activity 1: Pronunciation
1. Greet everyone as follows : Xb'e q'ij iwonojel, La utz iwach? and then they greet each
other in the same way.
2. Read the vocabulary to learn in this session.
3. Listen and see the gestures that the facilitator makes.
 Listen, point to the part of your body and repeat the name after the facilitator.
 Together with the facilitator, classmates pronounce and point to the part of the body you
are learning. So it will be with the other parts of the body.

Activity 2. Practice
1. Draw on a blank piece of paper a naked man from the front and back, and a woman from the
front.
2. After having made the drawings, have them point out and write the name of each part of the
body according to the vocabulary in the K'iche' language.
3. Together, form 10 or more sentences using the new words. Example: Sib'alaj k'ax nujolom.
4. After you have finished the drawings and texts, answer the questions that the facilitator asks
you. Example: Chak'utu' jawi k'o wi awach. Chak'utu' jawi k'o wi awaqan. Jachin chi ke
ak'u'x? Jachin chi ke awij? Thus, successively with the other graphs.
5. Now, ask your classmates questions related to the parts of the body.

Activity 3: Expression
1. Practice “My body” dialogues through role play.
 Listen and observe the gestures that the facilitator and another partner make when
exercising each of the dialogues.
 Now, in pairs, exercise the following dialogues:

Nab'e tzijonem

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Ixchel The utz awach B'alam? Ixchel Are you okay B'alam?
B'alam Man utz taj B'alam I don't feel well.
Ixchel Jas k'o chi awe? Ixchel, what do you have?
B'alam Sib'alaj k'ax nujolom B'alam My head hurts a lot.
Ixchel Rajawaxik katij akunab'al Ixchel You need to take medicine.
B'alam Tzij ri', k'amo chi awe. B'alam It's true, I thank you.

Ukab' tzijonem

B'alam Ixchel, The utz uwach atanol? B'alam Ixchel, your grandfather is fine.
Ixchel Yab' nutanol Ixchel My grandfather is sick.
B'alam Jas uyab'il atanol? B'alam What illness do you have?
Ixchel Sib'alaj k'ax upam. Ixchel His stomach hurts a lot.
B'alam Chaya jun umiq'in iya che. B'alam Give him some pericón tea.
Ixchel Kinya wa', k'amo chi awe. Ixchel I'll give it to him, I appreciate it.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 18” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.
Activity 1: Anatomy

To work on each of the activities, you must follow the steps suggested.
Level 1
Double click on the “Activity 1” folder, then double click on the “Anatomy” icon. Now, click on any
part of the female or male human body and you will hear its name.

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Level 2
Look for the “level 2” folder of “activity 1”, then double click on the “Anatomy and name” icon.
Now click on any part of the body, you will hear the name and in the blank box on the right side,
its name will appear.

Level 3
Double click on the “Level 1” folder, then double click on the “Writing Anatomy” icon. Now you
must click on any part of the human body, you will hear the name and you must write it in the
rectangle located on the upper right side.

Activity 2: “Tree leaves”

Activity 3: Mayan ball

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Activity 4: Dialogues

Activity 5: Sort poems

AND.
Task
1. Underline and write on the lines located at the bottom, the parts of the human body that are
mentioned in the following narration.

Ri ch'akul

- Ktzijoxik chi k'o jun q'ij ri qul are wa' xub'ij:

Ri pamaj ma k'o ta kub'ano. Qonojel kujchakunik, xaq xuw ri pam man kachukuntaj.
Xpe ri qul xukoj kik'u'x ri teleb' rech man kesilob' ta ri q'ab' xuquje' xukoj kik'u'x ri ware rech man
kike'ej ta chi ri wa. Xub'ij che ri chi' man kutor ta chi rib'; che ri aq' man kuna' ta chi jas ketijow ri
sutaq, chi ke ri b'aq'wach man keka'y ta chik, chi ke ri xikin man kkita ta chik, che ri jolom man
kusolob'isaj ta chi rib' xuquje 'che ri tza'm man kuna' ta chi kik'ok'al ri sutaq.

- Konojel ri uch'aqapil ch'akul xkich'ab'ej kib', ri qul xub'ij:

Ri pam man kchakun taj, xuw kraye'j kqatzuqu.

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Konojel xkikoj utzij ri qul, xkib'an ronojel ri xb'ix chi ke, k'i q'ij man xkitzuq ta chi ri pam.

- Xuriqa' jun q'ij ri ch'ek, ri a' xuquje' ri aqan xkib'ij:

Uj man k'o ta chi qachuq'ab' kujb'inik.

- Ri aq' xub'ij:
In sib'alaj kchaqij nuchi', kwaj nuja'.

- Ri b'aq'wach xkib'ij:
Man kujka'y ta chikj, xaq kujmoymot chik.

- Ri cholom xub'ij:
Kinna' in k'o kab'raqan, xa rumal kina'o chi ksilob' ri ja xuquje' ulew.

- Are chi' xuta utzijol ri pamaj chi konojel kkich'ij ta chik, xub'ij chi ke:
Chiwila' k'ut kib'ij ya' che kinchakun taj, xa iweta'm taj che in kinke'ej ronojel ri qawa, kincha' ri
kuya qachuq'ab' xuquje' kinb'an qakik'el rech qonojel kujchakunik.

- Xkiriq chi kib', xetzijonik, xechomanik k'a te k'u ri' are wa' xikib'ij:
Tzij b'a' qonojel k'o ri qachak, k'o qapatanij, ruk' jun man kachakun taj xuquje' ri ch'akul man
kchakun ta chik.

Xäq jewa k'o ta chi xkich'a'o, konojel xkib'än ri kichak jachom pa kiq'äb'.
Pa cha kchakun ronojel qach'akul, jewa' kraj kujchakun uj, qonojel kqab'an ri qachak ya'talik pa
utzil xuquje' ruk' ki'kotemal.

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Nuk'aslemal

My life

YO. Competence
Use basic vocabulary to present yourself to people with whom you communicate on a daily
basis.

TO. Vocabulary

1. uro' junab' fifth grade or year

2. uwaq junab' sixth grade or year
3. wachalal brother
4. nuchaq' my little brother
5. Tujal Capula puller
6. uq'ab' tinamit municipality
7. nujunab' my age
8. xoq'o'l mud or mud
9. chqab'ana' let's do
10. awuk' with you

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11. chqato' let's help

12. junab' tijonik school grade
13. awanab' sister
14. karayij you want
15. chikop k'o kixik' birds

b. Grammar

 Nouns
Name is what identifies the person, includes pseudonyms, nicknames or nicknames; name of
divinities or spirits. Also, in the K'iche' language there are original names that come from the
Mayan culture. Example: Example: Je'lkotz'i'j and Kaqixaja'

In addition, there are names that were adapted by Spanish influence in colonial times. Example:
Kel – Miguel

 Invariable nouns
They are nouns that do not undergo any change when possessed. The non-possessed form
does not change when adding a possessor. Example: anab' – sister w anab' – my sister

 Interrogative sentences
It is the that expresses a question. When asking a question, information is sought, which
aims to obtain an answer. In oral language, they establish a question intonation and in written
language they are identified by question marks.
Example: Janik'apa' ajunab'? How old are you?

c. Activities without computer use

Activity 1: Pronunciation
1. Greet everyone in the K'iche' language as follows: Xb'e q'ij iwonojel, La utz iwach? and
then they greet each other in the same way.

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Learning the K'iche' Language Ajb'atz' Link Quiché

2. Read the vocabulary to learn in this session.

3. Listen and pronounce what the facilitator does.
 Listen and see the gestures that the facilitator makes.
 Listen and repeat the word after the facilitator.
 Together with the facilitator, classmates say the learning word.

Activity 2: Practice
1. Practice greetings and dialogues, combining vocabulary words.
2. Integrate the formation of the circle with your classmates and pay attention to the
character it represents (laj ala, chuchu, tanol, nan), as well as that of the others
people.
3. Practice each of the greetings and dialogues, addressing the person you are addressing.
referring.
4. Now listen and then repeat each greeting and dialogue that the facilitator mentions.
5. Now greet and talk to your colleagues.

Nab'e tzijonem

Ali Saqarik ala Miss Good morning young man

To the Saqarik Ali Young Good morning miss
Ali Jachin ri at? Miss, who are you?
To the Nub'i' Kel, kajlajuj Young man My name is Miguel, I am fourteen years
nujunab', old,
In k'o pa uro' junab' tijonik, I am in fifth grade, I have three
e k'o oxib' wachalal xuquje' brothers and I come from the municipality
kinpe pa ri uq'ab' tinamit Tujal. of
Ali Jas ub'i' anan xuquje' atat. Capula puller
To the Nunan Ixchel ub'i', Miss, what's your mom and dad's name?
ri nutat Lu' ub'i'. Young My mom's name is Ixchel, my dad's name is
Pedro.

Ukab' tzijonem

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To the Xb'e q'ij ali Young Good afternoon miss

Ali Xb'e q'ij ala Miss Good afternoon young man
To the Jachin ri at'? Young man, who are you?
Ali Nub'i' Je'lkotz'i'j, Miss My name is Je'lkotz'i'j, I am thirteen years old,
oxlajuj nujunab', I'm in sixth grade, I have two
in k'o pa uwaq junab' tijonik, little brothers and I come from the town
e k'o keb' nuchaq' xuquje' called
kinpe pa ri tinamit K'iche'. K'iche'.
To the Jas ub'i' awati't xuquje' atanol?
Ali Ri wati't Kaqixaja' ub'i'. Young man, what is the name of your grandmother
Nutanol Raxche' ub'i'. and grandfather?
Miss My grandmother's name is Kaqixaja', my
grandfather is
called Raxche'.

Rox Tzijonem

Alaj ala Kanek Xb'e q'ij alaj ali Saqkotz'i'j Child Kanek Good afternoon girl
Saqkotz'i'j.
Alaj ali Saqkotz'i'j Xb'e q'ij alaj ala Kanek Girl Saqkotz'i'j Good afternoon child
Kanek.
Alaj ala Kanek The utz awach? Kid Kanek How are you?
Alaj ali Saqkotz'i'j Utz k'amo Girl Saqkotz'i'j Good, thank you
Alaj ala Kanek Jas karayij kab'ano? Child Kanek What do you want to do?
Alaj ali Saqkotz'i'j Kinwaj kinetz'an awuk' Girl Saqkotz'i'j I want to play with you
Alaj ala Kanek Utz ri', chqab'ana' laj taq b'o'j, Kid Kanek Okay, let's do it
xaru' xuquje' xot ruk' xoq'o'l. pots, jugs and
clay comales.

Ukaj tzijonem

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Learning the K'iche' Language Ajb'atz' Link Quiché

Xwan Saqarik Le'n Juan Good morning Elena

Le'n Saqarik Xwan Elena Good morning Juan
Xwan Jas taq chak kab'an chi awachoch? Juan What jobs do you do at home?
Le'n Kinb'an mes, ch'ajo'n xuquje' rikil. E ri at? Elena Barro, I wash clothes and make
food.
Xwan In, kintijoj wib' xuquje' kinpaq' si'. And you?
Le'n Utz ri', rajawaxik kujtob'an chi qachoch. Juan I, study and chop firewood.
Elena Okay, you need to
Xwan Tzij ri', chqato' b'a' qanan qatat. Let's help in our home.
Juan It's true, let's help mom now
dad.

d. Activities with computer use

1. Chatzija' ri kematz'ib', chatzukuj ri k'olchak “Learning K'iche'” , chaya kapitz' chi uwach;
chanim chatzukuj ri k'olchak “Session 19” , chaya kapitz' chi uwach; k'a te k'u ri' chatzukuj
xuquje' chaya kapitz' chi uwach ri k'olchak “Activity 1”.

Activity 1: “Tree Leaves”

Activity 2: Mayan ball

127
Learning the K'iche' Language Ajb'atz' Link Quiché

Activity 3: Dialogues

Activity 4: Sort dialogues

AND.
Task
 Answer the following questions in the K'iche' language:
1. The utz awach?____________________________________________________
2. Jas ab'i'?______________________________________________________________

128
Learning the K'iche' Language Ajb'atz' Link Quiché

3. Janik'apa' ajunab'? ________________________________________________

4. Jas junab' tijonik at k'o wi?__________________________________________
5. Jas ub'i' anan?___________________________________________________
6. Jas ub'i' atat?____________________________________________________
7. Jawi katpe wi?____________________________________________________
8. Has ub'i' atanol?__________________________________________________
9. Jas ub'i' awati't?__________________________________________________
10. Jas taq awaj e k'o chi awachoch?_____________________________________
11. Jas taq chikop k'o kixik' e k'o chi awachoch?______________________________
12. Jas uwach taq che' karayij katijo?_____________________________________
_________________________________________________________________
13. Jas uwach taq ichaj karayij katijo?____________________________________
14. Jas taq rikil karayij katijo?___________________________________________
15. Jas taq kika'yb'al ri kotz'i'j e k'o chi awachoch?__________________________
_________________________________________________________________
16. Jas taq atz'yaqb'al kukoj anan?______________________________________
_________________________________________________________________
17. Jas taq atz'yaqb'al kukoj atat?_______________________________________
_________________________________________________________________

18. Is there anything you can do for your job?

________________________________________________________________________
________________________________________________________________________
__________
19. Jas taq mayab' ajilab'al kach'ob' kiwach?____________________________________
________________________________________________________________________
20. Jas taq sutaq e k'o chi awochoch?__________________________________________
_________________________________________________________________________

129
Learning the K'iche' Language Ajb'atz' Link Quiché

K'otow chi'aj

Learning K'iche'

Chatz'ib'aj ab'i':____________________________________________________

Chatz'ib'aj ri q'ij uj k'o

chanim:_______________________________________________

First series
Instructions:
Locate the “Evaluation” folder, then double click on the “First series” folder. Now, click
on each of the images and write what you hear in the box located below each image on
the evaluation sheet.

130
Learning the K'iche' Language Ajb'atz' Link Quiché

Second series
Instructions:
Open the “Second series” folder, click on each image, listen to the questions and write
the answer to each one in the box located below each image on the evaluation sheet.

131
Learning the K'iche' Language Ajb'atz' Link Quiché

132
Learning the K'iche' Language Ajb'atz' Link Quiché

Third series

Instructions:
Create a poem with a 5-line stanza. At the end of the evaluation, go on to recite it with
the support of gestures and movements, in front of your classmates.

Fourth series
Instructions:
Locate the story “Alaj ala Raxche'” and listen as many times as you think necessary .
When you have finished, go to the facilitator to ask you some questions related to the
narration and you must answer them orally and in the K'iche' language.

Sib'alaj k'amo chi awe

133
Learning the K'iche' Language Ajb'atz' Link Quiché

Bibliography

1. Ministry of Education MINEDUC. (2004), K'ak' taq tzij K'iche'. Guatemala.

2. K'iche' Mayab' Cholchi' ALMG. (2004), K'iche' Normative Grammar. Guatemala.
3. England, N. (1999), Introduction to linguistics: Mayan Languages. Guatemala. Edit
Cholsamaj.
4. General Directorate of Intercultural Bilingual Education DIGEBI. (2000), Maya K'iche' as a
second language. Guatemala. SICAREBI.
5. Sis, M. (1993), K'iche' Pedagogical Grammar. Guatemala. Edited by Rafael Landívar
University.
6. Sis, M. (2004), K'iche' Pedagogical Grammar. Guatemala. Edited by the Institute of
Linguistics and Education, Rafael Landívar University.
7. URL/EDUMAYA/USAID. (2002), Jujun täq tzijob'äl. Guatemala. Edited by the Institute of
Linguistics and Education, Rafael Landívar University.
8. Ocean One Color. (1999), Encyclopedic Dictionary. Spain. Edit Milanesat
9. Ajb'atz' Link Quiché. (2006), Ukemik nutzij K'iche'. El Quiché, Guatemala.
10. Cabrera, M. (2006), Mayan narratives and poems. El Quiché, Guatemala.

134
Ajb'atz' Association Quiché-NGO Link
2nd. Av. 7-19, Zone 5
Santa Cruz del Quiché
Guatemala
(502) 7755-4801, 7756-3373
www.enlacequiche.org .
[email protected] .

The development of this material was

possible thanks to the financial support of
the Indigenous Peoples Partnership
Programme, IPPP-CIDA, and Web
Networks.

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