Ecuadorian Quichua 1-2    Syllabus                                                                                Quichua Language Learning Resources

June-July  2019   78 classroom hours.

 

Instructors:

Dr. Janis Nuckolls, Brigham Young University

Dr. Tod D Swanson, Arizona State University

Dr. Armando Muyulema, University of Wisconsin Madison

This course introduces graduate students to the Quichua language and moves them toward fluency as quickly as possible.  Morning classes present basic grammar and vocabulary thematically dealing with broad topics such as "self and other," "space and time."  Exercises are geared to teach the performative language skills needed to carry out research or other inds of work with Quichua communities. Throughout the course Quichua language is used as a window into Quichua culture and worldview.   To this end the afternoon features a lecture on some aspect of Quichua Humanities usually related to language, poetry, oral literature, or the arts using video examples in Quichua.  Following the lecture students engage in discussion with native speakers on the topic of the lecture.  Because the graduate students taking the course tend to be highly motivated but at varying levels of competence an effort is made to individualize instruction often tailoring language instruction to the research topic or needs of the student.

 

 

Objectives:    On completing this class the student should be able to

 

June:

1.  Make social introductions, use greeting and leave-taking expressions.

2.  Talk about spatial movement so as to be able to ask or give directions on how to get from one place to another. 

3.  Ask and answer simple questions about date and place of birth, nationality, marital status, occupation, 

4.  Make basic living arrangements such as renting a room or calling a taxi.  

5.  Be able make social introductions and use greeting and leave-taking expressions.

6.  Buy needed items in a store. 

7.  Be able to understand simple sentences on these topics performed at normal speed by native speakers. 

8.  Be able to construct basic sentences in the present and past tenses with correct use of the direct object marker and word order.  

9.  Be able to use the noun suffixes -pi, -ma, -manda, -gama to describe movement in space.

10.Be able to ask yes/no question using the -chu question marker; and to answer positively or negatively using the forms -mi or mana -chu correctly.

July:

1.  Be able to use coreferential or dependent verbs in more complex sentences
2.  Be able to ask and answer questions of how something is done
3.  Be able to ask and answer questions of why something occurs.  
4.  Be able to carry out a simple interview on the demographics of a community
5.  Be able to use the future tense and conditional tenses.

Grading:

6 Tests:  60%. 
PowerPoint Kichwa dialogues 40%.

Schedule (subject to change

 

II. Grading

6 Tests:  60%. 

PowerPoint Quichua dialogues 40%.

 

Schedule (Subject to change)

 

Week 1

Saturday,  June 1  Arrive in Quito

 

Sunday,  June 2   

9:30 AM Tour old Quito

12:00 Lunch at Real Audiencia

1:00  Chartered bus leaves for the Amazon

2:30  Swim in the volcanic hot springs of Papallacta

1:00  Guango Lodge Hummingbird site

3:00

6:PM Arrive at Iyarina

7:00 PM  Dinner 

 

Monday,  June 3

9:30 AM – 12:30 PM Introduction to the History and Geography of the Region.

1:00 – 2:30 PM  Lunch   

2:30 PM – 4:00 PM

Introduction.  Historical overview of Amazonian Quichua dialects. Pastaza Quichua, Tena Quichua

Teaching and learning goals.  Some early reflections on Quichua.  Explorers' and missionaries' first impressions of other Amazonian languages.  Orthographies of Ecuadorian Quichua. Cultural discussion points.  The consonants and vowels of Pastaza and Tena Quichua

Tuesday,  June 4

Part 1: The Responsive Self in a Relational World        

9:30-10:00 FLAS Meeting with Tod Swanson 

Determining your motivation for learning Quichua.  Why this is important.

Selection of personal "Islands of competence" based on your motivation and o reading  To be fluent: Adventures in language learning

10:00-12:30 

IRIS Testing instrument

Lesson 1: The most basic verbal interactions
Greetings as yes/no questions
More complex yes/no questions
Ending a social interaction

1 Practice 1.  Yes/No questions with -chu and answers with -mi  Quizlet. 

Work on Quizlet matching game for Vocabulary 1. 

Listening skills:  Spend 1 hour transcribing video in pairs.

Practice with speaking - Nelly Shiguango

Advanced- Greetings with yes/no questions using -cha, -nda, -ra and more adverbs.

Adverbs 1for combining with yes no questions.

 

1:00 – 2:30 PM  Lunch  

2:30-3:30   Swanson Lecture:  "Shared Body or the Quichua Relational Self."       

Eulodia Dagua, "Our Babies Cry Like the Animals We Eat,"  "Newborn Child Dies Like the Snake His Father Killed."

Readings:

3:45-5:00 Discussion

7:00 PM Dinner 

 

Wednesday  June 5   

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 2

The verb ana ‘to be’

Personal pronouns

Tips for using pronouns and verbs

Pronouns (Quizlet)

Present tense(Quizlet)

Chapter 2. Practice 2. Questions and answers in third person singular (present or present perfect).

Chapter 2. Practice 3.  Questions in third person plural

1:00 – 2:30 PM  Lunch 


2:30 PM – 3:30 pm.   Guest Lecture, Prof. William Balée, Tulane University.   The Anthropogenic Quality of Amazonian Forests."  

Thursday, June 6   

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 3: Talking about family
Family and kinship terms for consanguineals (blood relations)
Asking questions about family


Telling about one’s family with charina ‘to have’ and direct object marker –ta

Use of the Present Tense with Object Markers (PowerPoint)        

Machakuy sapura mikun: practice with the direct object

Infinitive + object marker with munana

 

Exercise with kinship terms

Chapter 3, Practice 1 (Napo dialect): Questions about relatives using -yuk, -cha, ana+2nd pers; Answers with mana+ pers.                        Example: Kariyukcha angi? Ari kariyuk mani.

Chapter 3, Practice 2 Questions and answers about relatives using -charina, with -chu and -mi; Answers with mana+ 1st pers. Example: Karira charingichu? Ari. Karira charini.   (Napo dialect)

1:00 – 2:30 PM  Lunch  

2:30 PM – 5:00 pm

The Tayag Woman and Her Children.  The Tayag Woman as Clay Mother

Eulodia Dagua, The Moon's Sister Becomes the Kingu Constellation ; 

Friday,  June 7 

8:30 Breakfast

9:30 AM – 12:30 PM   Independent work on Quichua

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM   Independent work on Quichua

Test over week 1 Nuckolls and Swanson, Chapters 1-3.  

 

Saturday and Sunday  June 8-9

Monday,  June 10

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 4: Information questions, polite directives and open-ended questions

Asking information questions

The syntax of questions

Non-immediate imperatives and the politifying suffix -pa

The causative suffix –chi 

Open-ended questions with topicalizer –ga

 

4.1   Practice information questions with "ima" + question marker -ta; Question in 2nd person singular; Answer in 1st person singular with object marker. Example. (to eat 'mikuna'; meat 'aycha) Imata mikungi? Aychata mikuni.

4.2  Practice answering the following information questions which ask pi ‘who?’ Remember to add the direct object suffix. Example: llachapa 'clothing' taksana 'to launder' (ñaña 'sister of female'). Pita llachapara taksan? 'who washes clothes'? Ñañami llachapara taksan.

4.3 Practice asking and answering the following information questions for third person plural subjects, which you will insert in your answers Example: mikuna 'to eat /aycha 'meat'/wawaguna 'children' Imata mikunawn wawaguna? 'what do the children eat?' Aychatami mikunawn wawaguna 'The children eat meat.'

4.4 Practice turning the following commands into polite, non-immediate imperatives. Example: Ali aychata apamungi 'bring nice meat' > Ali aychata apamu-pa-ngi 'please bring nice meat'

4.5 Practice the open-ended question by having someone read each of the following statements and then ask you about what you are doing. You should then respond by substituting the word in parentheses with an appropriate response 

4 Exercise 1 with -chi. Translate or match the following sentences.

 

Additional Exercises:

Simple information questions with -ta/-ra and answers (Quizlet)

Exercises with -chi and -ri

 

Performative skill for IRIS testing:

Ordering a meal

1:00 – 2:30 PM  Lunch   

 

2:30 PM – 3:30 pm. PM  "Causing anger, and causing empathy" 

Bitter, bitter ayambi: A song to ward off anger

 

3:45 PM – 5:00

 

Tuesday,  June 11

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 5: Affirming, negating and evading
More on yes/no questions
Replying to a yes/no question with a negative statement
Evasion and echo questions
Plural suffixes

Exercises on questions with -chu and -ra

Food vocabulary (Quizlet)

Ordering a meal in Quichua

1:00 – 2:30 PM  Lunch   

 

2:30 PM – 5:00 PM

Swanson Lecture-  Comparison of Japanese Art to Amazonian Art 

Reading 1:   Graham Parkes, Japanese Aesthetics

Reading 2:   Byung-Chul Han, "The Copy is the Original" 

Eulodia Dagua, The Nalpi River Bowl 

Eulodia Dagua:  A ceramic representation of the Kuwa Entza River

                                                    

Wednesday,  June 12 

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 6:   Articulating the perspectives of self and other
The speaking self –mi
-Mi + ana = mi-ana > mana
The voice of the ‘other’ –shi
Questions with –shi
Affinal  ‘others’

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM           Test over Vocabulary 1

 

Swanson Lecture and Discussion: "Why Anthropologists are Liars:  The Quichua perception of Academic Discourse as Falsification."

Reading:  Janis B. Nuckolls and Swanson, Tod D. (2014). "Earthy Concreteness and Anti- Hypotheticalism in Amazonian Quichua Discourse.    Tipití: Journal of the Society for the Anthropology of Lowland South America: Vol. 12: Iss. 1, Article 4, 48-60.

Thursday,  June 13

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 7: Human and nonhuman bodies

Ideophones for bodily movements and configurations

Impersonal verbs 

First person object suffix -wa

Possessive markers

3:00-5:00 Quichua

Possessives (Quizlet)

Possessives with nouns (Quizlet)

Overlapping vocabulary for human, plant, and animal body parts 

 

Swanson Lecture:  Comparison of Quichua verbal art and Haiku: Similarities and Differences

 

 

Friday,  June 14

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM   Independent work on Quichua

 

Saturday and Sunday, June 15-16

 

Monday,  June 17

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 8: Expressing thoughts, feelings, processes, and enumeration

Reflexive suffix –ri

The cognitive suffix –ri

The bodily configurational suffix –ri

The low animacy suffix –ri

Numbers

Exercises with numbers

8. 1 -chi and reflexive -ri. Translate or match using one of the verbs in parenthesis.

8 exercise 5. Translate the following numbers into Quichua.

9 exercise 1. Inclusive/despitative -was Fill in the blanks below by suffixing the word indicated with the most appropriate suffix, using either -wan or was.

9. 1 Practice making sentences with the instrumental -wa by suffixing it to the appropriate noun in each of the following sets of words. Vary your person/number usage and be sure to add the direct object marker -ta wherever necessary.

8. Exercise 2 with -chi, -ri. Choose the best verb with or without -ri or -chi to complete each sentence, and add the correct ending for the present tense.

8. 4 Answer the following questions using Quichua numbers.

 

1:00 – 2:30 PM  Lunch   

 

3:00-5:00  Practice with native speakers.

Llakichina: Causing empathy in Kichwa art and poetry.

 

Tuesday June 18  

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Nuckolls and Swanson, Chapter 9:  Suffixes of instrumentality, accompaniment and directness

The instrumental and comitative –wan

The despitative –was

The immediate imperative forms

Negating the immediate imperative forms

The first person plural imperative –shun

Kamachina ‘to advise’

Exercise with negative imperative in 2nd person singular

Create a power point in Kichwa describing your childhood.    Describe the places using the participle + locative construction.  Present your power points.  

 

1:00 – 2:30 PM  Lunch   

 

3:00-5:00  Practice with native speakers.

Swanson Lecture:  "The uses of silence and empty space in Quichua Narrative and Art."

Reading:  Keith Basso, "To Give Up on Words:  The Uses of Silence in Apache Culture."

The opacity of animal languaged as privacy.  Japanese "wabi" and Quichua minimalism.

Quichua poem, "Only and Owl Will Call."

Wednesday June 19

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Nuckolls and Swanson, Chapter 10:  Suffixes of togethernesss and separateness

 

The reciprocal suffix –naku

10 Practice 1  Make simple sentences with each of the following -naku verbs, using the given pronoun.

 

The conjunctive suffix –ndi

The exclusive suffix -pura

10 Writing Exercise 1 Choose the best suffix, -ndi or -pura for each of the following sentences:

 

The limitative suffix -lla

10 Practice 2.  For each of the following sentences, use the suffix -lla on one its words to change its meaning to 'just', 'only', or 'very'. Example: Pay kullkita shuwan 'He/she steals money' > pay kullkillata shuwan 'He/she steals only money.'

 

1:00 PM – 2:30 PM     Lunch


3:00 PM – 5:00 PM

 

Part 2: Space and Time

Thursday,  June 20

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 11

Purposive –ngaw

11 Practice 1.  Answer questions with purposive -ngaw forms. 

 

11 Practice 3.  Asking "why" questions with ima raygura and answering  purposive -ngak. Example: Ima raygura llaktama ringichi? (Why are you going to town?) palanda/katuna. Palandara katungak riunchi.
Example: Imamandata aswangi? 'Why are you making chicha? Ñuka jista/rana
Ñuka jistata rangaw aswani.

The durative suffix –u

Directional suffixes –ma and –manda

The immediate imperative forms –i and –ichi

Exercise with -ma and -manda 

Exercise: Supply the appropriate question with ima or may for answers with -ma and -manda (Quizlet)

Immediate imperative (Quizlet)

Purposive suffix -ngak (Quizlet)

-ngak PowerPoint exercize with pictures

Asking and Giving Directions (PowerPoint)

 

Asking Directions in Quichua

Directions

Place Vocabulary

1:00 – 2:30 PM  Lunch        

 

3:00 PM – 5:00 PM 

Swanson Lecture and Discussion: "Why Anthropologists are Liars:  The Quichua perception of Academic Discourse as Falsification."

Reading:  Janis B. Nuckolls and Swanson, Tod D. (2014). "Earthy Concreteness and Anti- Hypotheticalism in Amazonian Quichua Discourse.    Tipití: Journal of the Society for the Anthropology of Lowland South America: Vol. 12: Iss. 1, Article 4, 48-60.

Task:  Write the 10 best "why" questions you can in your chosen "islands of language competence" using imamandara or imaraygura.  Write the answers to these questions.  Perfect the questions and answers with a native speaker.  Put them into Quizlet.  Memorize them then work in groups practicing the why questions of your classmates.

Quichua language for talking about the weather. Performance goal:  Be able to make small talk about the weather.

Friday,  June 21

9:30 AM – 12:30 PM   Independent work on Quichua

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM   Independent work on Quichua

 

Saturday and Sunday June 22-23

 

Monday-Friday,  June 24-29  Break

 

Saturday and Sunday June 29-30

 

Monday July 1

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 12

The attributive –k

12.1 Attributive constructions. Practice making attributive constructions using verb roots along with mana 'to be' (-mi + ana):
Example:  ali/allmana > ali allmak man 'He/she is a good weeder.'

12.2 Attrbutive + immediate imperative (Pastaza). Practice constructions which use one attributive and one immediate singular imperative verb, using the following sets. Be sure to add any case suffixes necessary for words other than verbs.

 

Locative suffixes 

The past tense

Ideophonic adverbs

locative suffix -pi

12.3  Exercise:   Complete the sentence using either -y/-bi, -ma, or -manda, depending on which makes best sense.

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM 

​In class assignment on past tense: Use pictures to create a PowerPoint in Quichua with captions describing your grandparents lives in the past.  Present your power points to a native speaker and revise.

 

 

Tuesday,  July 2

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 13

Habitual aspect with attributive –k  

The cislocative suffix –mu

The translocative suffix –gri

The –gama, -kta, and –ta adverbial suffixes

Exercise with past tense (Pastaza)

More practice with past tense using questions + -chu or -ra (Quizlet)

Attributive -k (Quizlet)

Attributive -k as adjective with nouns (Quizlet)
Attributive k with m-ana (Quizlet)

Attributive -k with past tense as habitual action (Quizlet)

Attributive with n + v-durative-k-object marker (Quizlet)

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM 

 

Wednesday, July 3 

 

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 14

Co-reference suffix –sha

-sha verb’s action simultaneous with or independent of main verb’s action

-sha verb facilitating action of main verb

negating a –sha verb

questioning a –sha verb

nina + -sha

 

1:00 – 2:30 PM  Lunch  

2:45 PM – 5:00 PM

Translation and anlysis of Quichua song lyrics

Song: Tamia Tuta

Vocabulary for song "Tamia Tuta

Text of Tamia Tuta

 

Thursday,  July 4

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

 

Lesson 15

Switch reference suffix–kpi

If/then –kpi constructions

When/while/after x happens/y happens –kpi constructions 

Sequencing of –sha and -kpi

Exercises with -sha/-kpi in if..... then constructions

-sha/-kpi as if/then

-sha/-kpi as if/then with nina (If you say/want...)

-sha/-kpi as if/then with past tense conditional (If you had I would have).

-sha/-kpi in temporally sequenced actions

-sha simultaneous actions- (adverbial)

-sha/-kpi because (when one verb is the cause of the other)

-sha/-kpi combined with future tense verbs

-sha/-kpi combined with past tense verbs

-sha in polite imperative construction (dame haciendo)

Practice using -sha/kpi to construct 2 word sentences

-sha as exaggeration -nsha (pastaza -shá)

 

1:00 – 2:30 PM  Lunch   

 

3:00 PM – 5:00 PM Quichua

Task:  Write the 10 best "how" questions you can in your chosen "islands of language competence." Write the answers to these questions using verbs with -sha for the dependent steps toward the main goal.  Use verbs with -kpi for the outside or contingent circumstances affecting how you carry out the task.    Perfect the questions and answers with a native speaker.  Put them into Quizlet.  Memorize them then work in groups practicing the why questions of your classmates.

 

Reading: Rayo amarunda apin "Thunder Catches Boas"

Vocabulary for Thunder Catches Boas

 

Friday,  July 5     (Not counted toward FLAS contact hours.)

9:30 AM – 12:30 PM   Catch up and independent work on Quichua.   

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM   Catch up and independent work on Quichua.

 

Saturday and Sunday  July 6-7

 

Monday July 8

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 16

Present perfect -shka

Narrative past –shka

Grammatical characteristics of -shka

Promises, threats, and other expressions with –shka

Complex subjects with -shka

Complex predicates with -ska-ra

1:00 – 2:30 PM  Lunch  

2:45 PM – 5:00 PM

Translation and analysis and discussion of poem Uksha Urku

Vocabulary for lyrics to Uksha Urku

 

Tuesday July 9

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 17

Talking about the future

The compound future –nga + rana ‘going to do something’ construction

Questioning the compound future

Exhortative future constructions

Useful expressions for talking about temporality

Attributive future 

1:00 – 2:30 PM     Lunch  

Exercise with the future tense -nga rana

1:00 – 2:30 PM  Lunch 

 

2:45 PM – 5:00 PM

Swanson Lecture,  On the future and time in Quichua thinking

Luisa Cadena, "On the return of the animals and the dead."

Whorf article

Taita Carnaval,

Pelizzario, Uwi

 

Wednesday July 10

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 18

Nominalizing verbs with –y suffix

Passive -y verb +tukuna for passives

Completive –y verb + pasana  for perfective aspect 

Inceptive –y verb + kallarina for inceptive action 

General principles of sentence construction: subject deletion; subject transposition

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM

Swanson, Lecture on Perspectivalism 

Readings:  Viverios de Castro,  "Amerindian Perspectivalism."

Pedro Andi, The Musician Wren

Yaqui,  "Night People."

Contrast to sermon on the bat.

 

Thursday July 11

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 18 Nominalizing verbs continued

18.1 Nominalized -y verb +tukuna for passives 

Nominalized –y verb + pasana  for perfective aspect 

18.2  Answer the following questions by making use of the words in parentheses. 

Example: Imata tukushun? (mikuna, puma) ‘What will become of us?’

Mikuy tukushun pumamanda. ‘We’ll end up being eaten by a jaguar.’

18.3 Practice expressing the completive construction by responding to direct imperatives.

Example: Mikwi! 'eat!' Ña mikwi pasanimi! 'Well I've (already) eaten!'

18.4 Nominalized –y verb + kallarina for inceptive action 

18.5

18.6

Exercise with -y pasana and -y tukuna

1:00-2:30 Lunch

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM

 

Friday,  July 12   (Not counted toward FLAS contact hours.)

9:30 AM – 12:30 PM   Catch up and independent work on Quichua.   

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM   Catch up and independent work on Quichua.

 

Saturday and Sunday July 13-14  Swanson and Carson in Yasuni 

Monday,   July 15  FLAS students leave for Yasuni 

Undergrads return from Yasuni

Tuesday,  July 16,  FLAS students in Yasuni

9:30-12:30 Quichua. 
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.

Lunch 1:00-2:30

3:00 – 5:00 PM.  Quichua  
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.
 

Wednesday, July 17  FLAS students in Yasuni

9:30-12:30 Quichua. 
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.

Lunch 1:00-2:30

3:00 – 5:00 PM.  Quichua  
Quichua narratives on plants and animals: Supervised interviewing, translation and discussion in Quichua.

Thursday July18 FLAS students return from Yasuni

 

Friday,  July 19   (Not counted toward FLAS contact hours.)

9:30 AM – 12:30 PM   Catch up and independent work on Quichua.   

1:00 – 2:30 PM  Lunch   

3:00 PM – 5:00 PM   Catch up and independent work on Quichua.

Saturday- Sunday,  July 20-21 

 

Monday,  July 22

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 19

The conditional mood

The relative order of meaningful elements

When order is not strictly regulated

19.1

19.2

19.3

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM

Tuesday, July 23

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

The conditional mood continued

The relative order of meaningful elements

When order is not strictly regulated

19.1 Translate the following conditional sentences

19.2  Form sentences using instrumental, locative, or direct object markers. Assume subjects are deleted. Inflect verb for present using 123 word order. Example: Alberto/upichina/aswa > Aswawan masha Albertota upichinma (123 present conditional)

19. Practice 3 Now construct sentences, again following the 123 or 321 order, using the following word sets, and also, including -gama or -manda suffixes wherever possible. Assume that subects have been deleted, and use the 'going-to-do' compound future

Conditional present tense

Conditional past tense 

Conditional present tense sentences

Conditional past tense sentences

 

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM

Wednesday, July 24

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Lesson 20

Evidential -cha

Inchoative –ya 

The subjunctive

Tools for sequencing actions

20. Writing Exercise 1.   Dubative questions with -chuy?

20. Writing Exercise 2.  Expressing perspective with nisha nin

20. Practice 1 Practice turning subjunctive clauses into negated subjunctive clauses.

20. Practice 2 with the subjunctive -chun

 

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM

 

Thursday, July 25

8:30 Breakfast

9:30-10:00 FLAS Meeting with Tod Swanson 

10:00 AM – 12:30 PM  

Windup,  Final exam and IRIS Assessment.

1:00 – 2:30 PM  Lunch  

3:00 PM – 5:00 PM

Friday,  July 26 

Travel to the airport

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