H I L I GAYNON L E S S ON S

PALl L angua g e T e xt s : Ph i l i pp i n e s

( P a c i f i c and A s i an L i n gui s t i c s I n s t i t ut e )

H ow a r d P . Mc Kaugh an

E d i t or

H I L I GAYNON L E S S ON S

b y

Ce c i l e L . M a t u s

Un i v e r s ity o f H aw ai i P r e s s

Ho n olulu 1 9 7 1

The work reported herein was performed pursuant

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

20525. The opinions expressed herein are those of the

author and should not be construed as representing the

opinions or policies of any agency of the United States

government.

Library of Congress Catalog Card Number 78-152470

ISBN 0-87022-546-4

Copyright � 1971 by University of Hawaii Press

All rights reserved

Manufactured in the United States of America

PREFACE

These Lessons in Hiligaynon have been developed under the auspices of the Pacific and Asian Linguistics Institute of the University of Hawaii with the help of a Peace Corps contract (PC 25-1507). They have been tested in training sessions for volunteers at Hilo Hawaii, a project of the University of Hawaii. This text is one of three on Hiligaynon. The other two are A Hiligaynon-English Dictionary by Miss Motus, and Hiligaynon: A Reference Grammar by Elmer P. Wolfenden. These three volumes in turn form a part of a larger series entitled Pali Language Texts: Philippines edited by Howard P. McKaughan.

It is the hope of the authors and the editor that the materials on Hiligaynon will assist learners of the language to become better acquainted with the Philippines, and that they will also foster the person-to-person understanding that is traditional to peoples of these two countries.

Howard P. McKaughan Editor

I N TRODUC T ION

H i l i g ay n o n i s o n e o f t he e i gh t maj o r l an guage s of the Ph i l ipp i n e s . I t i s ' t h e dom i n ant l an guage i n C ap i z , I l o i l o , N e gr o s O c c i de n t a l , Romb l o n , and i n s ome t owns i n C o t ab at o , O c c i d e n t al M i n doro , and Or i e nt al Mindoro . ' *

Language ma t er i al s n ev er b e c ome f i xe d . N o l a s t word c an be s ai d . T he s e mat e r i a l s c over only a l i mi t e d as p e c t o f H i l i g ay n o n gr ammar and vo c abul ary . I t i s ho p e d t h a t they w i l l b e o f us e t o t ho s e i nt er e s t e d i n ac qu i r i n g a s p e ak i n g knowl e d ge o f H i l i g ay no n , and that t o l i n gui s t s and anthr opo l o g i s t s t h ey will prove a c h a l l e n g e for fur t h e r s t udy .

The s e mat e r i al s w e r e m a d e p o s s ib l e through t h e P ac i fi c an d A s i an L i n gu i s t i c s I n s t i t ut e o f t h e U n i v er s i ty o f H awai i , under t h e dir e c t i o n o f Dr . Howar d McKaughan by s upport from P e a c e Corp s , Wa s h i ng t o n D . C . Sp e c i al thanks are due Dr . Erne s t o C o n s t ant i no for advi c e and e n c o ur ag e me nt ; to R i c h ar d M c Gi n n , for e di t o r i al s ug g e s t i o n s ; t o C o r a H e n ar e s a n d C o r a Alk a l d e for r e v i ew i n g H i l i g aynon e nt r i e s i n b o t h t h e t e xt and t h e di c t i o nary ; t o t h e H i l i g ay n o n s t a f f o f P e ac e Corps Ph i l i p p i n e s XXI I I for g i v i n g t h e i r t i me t o t h e i n i t i al pr odu c t i o n o f t h e s uppleme nt ary mat e r i al s ; and t o P e a c e C o rp s H i l o for t e s t i ng t e nt a t i ve d r a ft s dur i n g trai n i ng of P e a c e Corps Vo lunt e e r s .

How Th e s e M at er i al s Ar e t o b e U s e d

I . T ime A l l o tm e n t

Th e s e l e s s o n s were wri t t e n for an ave r a g e o f f o u r o r five c l a s s r oom c o n t a c t h o ur s per l e s s on . The e s t imat e d numb er of c o n t a c t h o ur s for ma s t ery o f i t ems i nt r o duc e d i n t h i s b o o k i s around �hr e e hundr e d .

* Er n e s t o C on s t ant i no , T agalog and O t h er Major L anguage s o f t h e P h i l i pp i n e s . Unpub l i s he d . Hono lulu : I n s t i t ut e o f Adva n c e d Pr o j e c t s , E a s t We s t C e n t er . 1 9 6 8 , p . 7 .

v i i i

I I . T e a c h e r ' s R o l e

A g o o d mo d e l o f n a t i v e s p e e ch i s ext remely i mp o r t an t f o r p r o p e r l anguage a c qui s it i o n p r o g r ams . T h e i ns t ru c t o r s are t h e mo de l s o f nat i v e H i l i g ay n o n s p e e ch . They t e ac h a n d gui de t h e s tudent s t o spe ak H i l i g ay n o n , but are n o t t o t e a c h ab out t h e l an guag e . N o g r ammar expl anat i o n w i l �made i n c l as s , ex c e p t a t s p e c i al t i me s d e s i gn at e d by L anguage C o o r d i n at o r s f o r g r ammar s e s s i o n s . The f o l l o w i n g g e n e r al i n s t ru c t i o n s f o r t h e t e a c h e r may Prove h e l p ful .

1 . Mas t e r t h e d i alo gue t h o r oughly . Memo ri z e a l l t h e l i n e s i n t h e d i a l o gu e . I n t r o du c e a d i a l o gu e t h r e e t imes a t n o rmal n at i ve s p e ak e r s p e e d a n d i nt on at i o n . Th e n , mo d e l i t l i ne by l i n e , h avi n g t h e s tu d e nt s r e p e at e ach l i ne . R e p e t i t i o n o f e v e ry l i n e s houl d b e done at l e a s t t h r e e t i m e s p e r l i n e . R e p e t i t i o n c an b e done chor ally o r i n d iv i dually . I t i s s u g g e s t e d t h at cho ral r e p et i t i o n b e p e r fo rm e d f i r s t unt i l t h e s tu d e n t s g a i n e n o ugh c on f i d e n c e t o s ay a n ut t e r an c e i n d i v i dually .

2. Make t h e i nt ro duc t i o n o f m i c r o - d i a l o gue s a s me a n i n g ful as p o s s ib l e . D r amat i z e , o r us e audi o o r v i s ua l ai ds .

3 . P r e p a r e t e ac h i n g ai ds w e l l ah e ad o f c l a s s t i me . B e c aus e t r an s l at i o n i s n o t a r e c o mme n d e d t e a c h i n g metho d , v i s ual a i ds w i l l p r o v e h e l p ful e s p e c i al ly when i nt r o du c i n g new v o c abul ary i t e ms .

4 . C on du c t dr i l l s a s b r i s kly and a s l i v e ly a s p o s s ib l e . Mas t e r a l l t h e i t ems g i v e n i n t h e t e xt b o o k . Y o u are a l l ow e d t o a d d y our o w n e n t r i e s t o s ome dr i ll s , p r o v i de d t h at v o c abul ary and s t ru ctur e c on f o rm t o what h as b e e n c ov e r e d .

5 . Alway s c o r r e c t p r o nun c i at i o n o r g r ammat i c al e r r o r s o n t h e s p o t . R e i n f o r c e c or r e c t r e s p o ns e s .

6 . N o g r ammar explanat i o n s ho ul d b e g i v e n b y a t e a c h e r who i s n o t s u r e o f t h e analy s i s o f H i l i g ay n o n . R e fe r grammat i c al que s t i o ns t o L an guage C o o r d i nat o r s .

7 . R o l e - p l ay i n g i s a mus t a c t i v i t y e v e ry d ay . S itua� t i o n s s houl d c e n t e r aroun d p o s s ib l e j ob-ro l e s o f the s t udent s .

ix

8 . It is suggested that handouts for students be given half-way through the language schedule for the day. Lessons are not to be read in class while class is in progress.

9 . Give the students 9 0 per cent of the class time to use the target language. Model, but do not lecture.

III. Format

The book is divided into twelve units. A brief summary of grammatical points introduces each unit. The number of lessons in a unit vary. The format is based on a Tagalog text being prepared by Miss Teresita V . Ramos at the Pacific and Asian Linguistics Institute of the University of Hawaii.

A structural content (short description of grammatical points) heads each lesson; micro-dialogues follow. These are called micro because they are composed of Only two to four lines. The dialogues are the embryo of each lesson. They are authentic models of native conversation and illustrate grammatical points being introduced. Complete internalization of these dialogues should provide the fundamentals of simple conversational proficiency in the target language. Internalization infers more than mere memorization. It means complete mastery of structures learned, as evidenced by use in the learner's active repertoire of Hiligaynon, plus an automatic use of these inside and outside classroom situations. Model sentences (samples of native conversation organized around structures covered in the lesson) are marked in the micro-dialogues with '�'s' and numbers. The numbers count the lines of each dialogue. Complete dialogues marked 'C' follow. Complete dialogues are utterance-response arrangements of the model sentences and are also numbered to show how many complete dialogues can be derived from the models given.

Only after mastery of the micro-dialogues is achieved, can the instructor proceed to drill. Example drills are given with every lesson. Drilling should be thorough and programmed to insure movement from controlled use of structures to limited free conversation. Roleplaying, which is dramatization of situations usually centering around the future job-role of Peace Corps trainees, is a good testing activity for comprehension

X

and p r o du c t i o n o f di alo gue s i n t h e t ar g e t l anguage . I t provi d e s e n c o u r agement f o r di a l o g u e e x c h a n g e o f s t ruct ur e s dr i l l e d d ay a ft e r day . R o l e -p l ay i n g is l i mi t e d f r e e c o nve r s at i on and i s o ne a c t i v i t y i n wh i ch t r a i n e e s c an show how mu ch o f t h e nat i v e s p e ak e r ' s l i ngui s t i c , as w e l l as k i ne s i c ( b o dy movement ) , c o mmun i c at i o n s i gnals t h ey h av e i nt e r n al i z e d . I n s t ru c t i o n s f o r t h e T e a c h e r c ont a i n s ugg e s t e d r o l e -p l ay i n g s i t u at i o n s f o r e v e ry l e s s o n .

The l e s s o n s are s e que n c e d t o c ov e r o nly o n e g r ammar p o i nt at a t i me . T h e s t ru c t u r a l c on t e n t s ummar i z e s gr ammat i c al p o i n t s c ov e r e d i n t h e l e s s o n ; t h e mi c r o d i a l o g ue s g i v e s ampl e s o f n at i ve s p e e c h us i n g t h e s t r u c t u re s , and d r i l l s p rovi de h ab i t - fo rm i n g a c t i vi t i e s fo r i nt e rn al i z at i o n . G r amma t i c al e xp l an at i o ns a r e g i v e n t ow a r d t h e e n d o f t h e l e s s on . Th e s e a r e b r i e f d e s c r i pt i o n s o f g r ammat i c a l p a t t e r n s . T h e s t u d e nt i s e n c ouraged t o s e t as i de ext r a r e v i ew t i me f o r g o i n g ove r grammat i c al e xp l an at i o n s .

Cultur al n o t e s a r e g i v e n i n l e s s o n s o n a n a s - n e e d e d and ad h o c b as i s . Th e s e ar e b r i e f a c c ount s o f s ome b e h avi o r al o r l i n gui s t i c nuan c e s in H i l i g ay n o n c u l t ur e .

L i s t s o f new v o c ab u l ary i t ems a r e g i v e n t ow a r d t h e e n d of e ac h l e s s o n . Th e s e c o n t a i n vo c abul ary i nt r o du c e d for t h e fi r s t t i me i n t h at l e s s o n . T h ey ar e p r o v i d e d f o r s t udent r e fe r e n c e dur i n g r ev i ew p e r i o d s . N o t i me i s a l l ow e d for t e ac h i n g o f v o c abul ary t h r o u gh t r ans l at i on . W o r d s a r e t o b e mas t e r e d i n t h e c on t e xt o f the s i t uat i on s . They ar e t o b e c ome p ar t o f t h e s t udent ' s a c t i ve r ep e r t o i r e o f n at i ve t e rms .

Cumul at i ve d i al o gue s and e x e r c i s e s app e ar i n s e v e r a l l e s s o n s . Th e s e i n c lude s amp l e s o f n at i ve c onve r s at i o n , H i l i gaynon s t o r i e s , o r mag a z i n e f e at u r e s wh i ch c on t a i n s e nt e n c e s us i ng m o s t o f t h e g r ammat i c al p o i nt s al r e ady t ak e n up by t h e c l a s s .

IV . Suppl e ment ary L e s s o n s and Mat e r i al s

Supplement ary l e s s on s a r e i n s e r t e d i n uni t s wh i ch b e ar r e l at e d g r ammat i c al s t r u c t u r e s . S ome o f t h e s up p l e m e n t ary l e s s on s p r o v i de add i t i o n al expan s i o n o f s t r u c t u r e s alr e ady i nt r oduc e d . T h e s up p l ement ary l e s s on s a r e a s n e c e s s ary a s any o f t h e r e gu l a r l e s s o n s .

x i

A gl o s s ary o f w o r d s app e a r s at t h e e n d o f t h e b o o k . S upp l e me n t ary mat e r i al s t o go w i t h t h i s t e xt have al s o b e e n s uppl i e d . P a r t I c o n t ai ns s up p l ement ary v o c abul ary l i s t s ; Part I I c o nt a i n s a b r i e f i n t r o du c t i o n t o H i l i g ayn o n ph o n o l o gy a n d s h o r t p r o nun c i at i on dril l s . D r i l l s c ov e r o n ly s o unds wh i c h are di f f i cult for Ame r i c an E ng l i s h s p e ak e r s l e ar n i n g H i l i g ay no n . P ar t I I I c o nt ains w r i t t e n e xe r c i s e s , r e a d i n g ex e r c i s e s , and a mi s c e l l an e o u s s e c t i o n o f p o em s , s on g s , e t c . Th e s e mi s c e l l ane o u s ma t e r i al s a r e f o r e xt r a- c l as s r e ad i n g c o n s ump t i o n .

adj e c t i v e

a dv e rb

as p e c t

�- ph r as e

c o n j un c t i o n

d e i c t i c

f i l l e r

fo c u s

marke r

mo d e

morph

xiii

D EF I N I T I ON O F TERMS

a w o r d , expr e s s i o n or c l aus e qual i fy i n g o r l i mi t i n g t h e meani ng o f a noun o r any o f i t s s ub s t i t ut e s .

a wo r d , e xp r e s s i o n o r c l aus e limi t i n g o r qual i fy i n g t h e meaning o f a n adje c t i ve , a v e r b , o r ano t h e r a d v e rb .

a v e r b a l c at e g o ry i n di c at i ng wh e t h e r an a c t i o n o r s t at e i s vi ewe d a s c omp l et e d , i n p r o g r e s s , h abitual , mom e n t a ry , e t c .

a noun o r n o un format i ve phr a s e p r e ce d e d by t h e p a r t i c le �·

a w o r d wh i c h c o o r di n at e s , o r s ub o r di na t e s o n e c o nc ept t o anot h e r .

a l o c at i v e p r o noun wh i ch i n di c at e s t h e di s t an c e o f a n ob j e c t i n r e l at i o n t o t h e s p e ak e r and t h e h e a r e r .

a p a r t i c l e wh i ch adds t o t h e s emant i c c o n t e nt of an ut t e r a n c e but p e r fo rms no g r ammat i c al fun c t i o n .

t h e g rammat i c al r e l at i o n s h i p b et w e e n t h e mai n v e rb and t h e t op i c o f a s en t e n c e . I t i s t h e form o r i n fl e c t i o n o f a v e rb t o i n di c at e t h e r e l at i o n s h i p o f t h e t o p i c t o t h e a c t i o n den o t e d i n t h e ve rb .

a w o r d t h at i de n t i fi e s t h e fun c t i on o f ano t h e r w o r d o r p h r a s e .

i n d i c at e s t h e type o f a c t i o n found in the ve rb wh e t h e r i t i s p o t e n t i al , imp e r at i ve , c aus at i ve , et c .

a mi nimal u n i t o f s p e e ch that i s r e c ur r e nt and me a n i n g ful .

xiv

nomi nal p r o no un

noun

p art i c le

phoneme

pre-ve rb

p r o - v e rb

s ang-phras e

s i -phras e

s o ur c e p r o n o un

s t r e s s

verb

a p e r s o n a l p r o n oun wh i ch f i l l s t h e s l ot o f t h e �- p h r a s e .

a w o r d r o o t o r a f f i x e d w o r d wh i ch may o c c ur a ft e r t h e p ar t i c l e s ang , s ang , �. s i , n i , k ay , s an�. nanday , and k a n d ay .

a wo r d wh i ch marks t h e g r ammat i c al r e l at i o n s h i p b et w e e n t w o o r m o r e c on s t r u c t i o n s ; o r , wh i ch adds t o t h e s emant i c c o nt e n t o f an ut t e r an c e .

a u n i t o f s ou n d h av i n g a d i s t i nct i ve f e at u r e in a p ar t i c ul a r l anguag e .

a v e rb w i t h l i mi t e d i n fl e c t e d f o rms .

a que s t i o n w o r d b e ar i n g a v e r b a l a f fi x .

a noun o r noun f o rmat i v e p h r a s e p r e c e d e d b y t h e i n d e f i ni t e mark e r s ang .

a p e r s o n al n ame p r e c e d e d b y s i .

a p e r s o n a l p r o n o u n wh i c h f i l l s t h e s ame s l o t as t h e s ang-ph r as e .

t h e p r omi n e n c e g i v e n t o a s y l l ab l e i n a w o r d o r t o a w o r d i n a s en t e n c e .

a r o ot o r i n fl e c t e d r o o t whi c h m ay o c cu r a s t h e g r ammat i c a l h e a d o r c en t e r o f a s ent en c e .

e

r

XV

B I BL I O GRAPHY

l . Unpub l i s h e d Mat e r i al s

C o n s t ant i no , E r n e s t o . o f t h e Phi l ippi n e s . W e s t C e nt e r , 1 9 6 8 .

T aga l og and O t h e r Major Language s Unpub l i s h e d . Ho no lulu : E a s t

M c K aughan , H ow a r d . M i n o r Language s o f t h e Ph i l ippi n e s . Unpub l i s h e d . U n i v e r s i t y o f Haw a i i .

R ui z , M a c a r i o . An I nt e n s i v e C o u r s e i n H i l igaynon . Mime o g r aph e d . 1 9 6 0 .

The B e h a v i o r o f H i l igayn o n V e rb R o o t s . Mi me o g r aph�d . I l o i l o C i ty : C e nt r al Ph i l i pp i n e s U n i ve r s i ty . 1 9 6 8 .

Suppl e ment ary Mat e r i al s i n H i ligayno n , P e a c e C o r p s T e a ch i ng Ai d . M i me o g r aph e d f o r Ph i l i p p i ne Pr o j e c t XX I I I , Summe r , 1 9 6 8 .

Zo r c , D av i d R . e t al . P e a c e C o rps P r i m e r o f We s t e rn Vi s ayas Ph i l ippi n e s . P e a c e C o r p s L e arn i n g Ai d . M i me o g r aph e d . 19 6 7 .

2. B o o k s and Maga z i n e s

d e l a C r u z , B e at o and D avi d R . Zo r c . Ak l a n o n D i a l e c t , V o l . I Gr ammar . Ph i l i p p i n e s : P e a c e C o r p s , 1 9 6 8 .

A S t u dy o f t h e Kalib o , Aklan ,

Hi l i gayn o n . Mani l a : Liwayway Pub l i s h i n g , I n c . O c t ob e r 2, 19 6 8 .

Mani l a : O c t ob e r

.9 , 1 9 6 8 .

L i w ayway Pub l i s h i n g , I n c .

J a c ob o , E n r i que , J o s e B a ut i s t a , and F r an c i s Jamol angue J r . E ngl i s h - T agalog-Vi s ayan : C ebuan o - I l o nggo V o c ab ulary . M ani l a : Phi lipp i n e B o o k C ompany , 19 4 9 .

Kas adya G i d . Man i l a : D e p a rtment o f Edu c at i o n .

xvi

McKaugh an , Howar d , and B a t u a A . Mac ar ay a . A Maranao Di c t i o n ary . H o no lulu , U n i v e r s i ty o f H aw a i i P r e s s , 1 9 6 7 .

P e i , Mari o . Gl o s s ary o f L i ngui s t i c T e rm i no logy. G a r d e n C i t y , N e w Y o rk : D o ub l e day and C omp any , I n c . 1 9 6 6 .

Prei s e r , R o s a , e t a l . s a T at l o k a Bahi n .

Ilo i l o C i ty : Y uh um .

B ala s ahun s a N ah aun ang H a l i n t ang I l o i l o C i ty : Y uhum . 1 9 5 1 .

S a S u l u d Kag S a Gwa S ang Baryo . 1 9 5 2 .

T a l amdan S ang M anunudlo S a N ah au n a Kag I k aduh a Nga Halint ang S ang P agt ulunan . I l o i l o C i ty : Yuhum , 1 9 5 1 .

Wol f f , J o h n U . Begi n n i ng C e b u an o , P art I . N ew H av e n : Y al e Uni v e r s i ty P r e s s , 19 6 6 .

CONTENTS

INTRODUCTION .

DEF INIT ION OF TERMS.

B IBLIOGRAPHY

Summary UNIT I

Greetings and Leavetaking

LESSON l Greetings.

LESSON 2 More On Greetings.

LESSON 3 Leavetaking.

LESSON 4 Introductions.

SUPPLEMENTARY LESSON l This and That. Anu ini? . . . . . ini

ina' ina' . . . . . ini

ina' atu . . . . . atu

vii

·xii i

XV

3

5

ll

17

21

24

SUPPLEMENTARY L ESSON 2 Please do this 30

Summary

Verb Root (VR) + sa + NP /�/ VR sang

UNIT I I

EQuational Sentences

L ESSON 5 Identity . Sin' u . . . . ? / Ak u s i . . . ..

ikaw sya

LESSON 6 The Staff and Government Officials Sin'u si . . . . . ?/ Si .. ... ang . .. . .

ang ang

36

. 39

. 4 5

xvi i i

LESSON 7 N at i o na l i t i e s a n d O c c up at i o n s . Y e s / N o que s t i o n s and r e s po n s e s

LESSON 8 M o r e than One . S an d ay mark e r Manga plural mark e r N omi nal P r o n o un s : k i t a

LES SON 9 T a g s an d C h o i c e s

k ami kamu s i l a

T a g que s t i o n . . . . . . , i n di 1 b al a ? anu ? / nu ?

Ch o i c e que s t i o n w i t h £

-5 0

. 5 7

. 6 3

SUPPLEMENTARY L E S S O N 3 Home S t a t e and Home T own . 6 7 T a g a di 1 i n . . . ? T a g a . . . . D i 1 i n s a . . . . . ? S a . . . . . .

SUPPLEMENTARY L E S S ON 4 Y e s o r N o ? . 7 1 N e g at i ve que s t i o n s with

a f f i rm at i v e r e s p o n s e s

SUPPLEMENTARY L E S S O N 5 T e l l i n g T i m e . 7 5 Anung o r a s s ub un g ? A l a . . .

SUPPLEMENTARY L E S S O N 6 Bi rt h d ay s .

Summary

S a n 1 u ka n at awu? D i 1 in k a nat awu?

U N I T I I I

Alas . .

S an g . . S a . . . .

S o ur c e P r o n o u n s and P r e -v e r b s

LES SON 1 0 The F ami ly . Kay s i n ' u . . . . . ? . . . . . n akun

nimu niya

. . . . . n i . . . . .

. 7 9

8 3

. 8 5

LES S ON ll The F ami ly ( c o nt i nue d ) . . 9 0

LESSON 1 2 C ourt s hi p . . 9 5 Gus t o + s o ur c e p r o n . + N omi nal p r o n . Luy ag + n i - NP + ang-NP Ki n ah a n g l a n + nanday-NP + s i -N P

LES S O N 1 3 Fo o d . Anu ang P V + P r o n ? N P + P V + P r o n

LES S ON 14 A c t i vi t i e s . Gus t o + P r o n + / m ag- / VR . . . + ( N P ) Luy ag

S ummary UN I T I V

Go al F o c u s

LES SO N 1 5 S u r v i va l K i t . / g i n- / V R / gi n a- / VR / - u n / V R P a rt i c l e s : p a , n a

LE S S O N 1 6 C l o t h e s .

xix

· 1 0 1

. . . 1 0 6

1 1 1

. . • 1 1 5

. 119 / gi n- / V R + p o s t -posi t i o n s o u r c e pron . / g i n a- /

LE S S O N 1 7 C o r k i n g / - un / o r / -hun/ VR + P r o n 3

Mark e r s : ni , s ang, n an day

LE S S ON 1 8 Mi s c e l l a n e o u s . P V + / mag - / V R

/ -un /

LES S O N 1 9 T h e H o s p i t al . N e gat i o n o f /mag- / and / -u n /

s t at ement s

s ummary U N I T V

A c t o r Fo c us

LE S S ON 2 0 Qu e s t i o n s . S an ' u . . . . . /ma- / Vb . . . . . ? S a . . . . .

M a ' anu . . . ? /ma-/ Vb . . . . . N a g ' anu . . ? / n ag - / Vb . . . . .

LES S ON 2 1 Mi s c e l l a n e o u s . / n a g a-/ VR . . . / g a- / VR . . . s a v e r s u s s ang

S an g . . .

. 12 3

. . . . 1 2 8

. 1 3 3

1 3 8

. 1 4 0

. 1 47

X X

LES S ON 22 T r av e l . / n ag a- / V R + N P ? Wal a ' . . . . / n ag- / H u ' u . . . . .

LES S ON 2 3 T r av e l ( c o nt i nu e d ) . / ma- / V R + N P ? I n d i ' . . . . .

H u ' u . . . . . .

Summary UNIT V I

The S ou r c e P r o nouns

LES S O N 24 T h e Th i n g s We Own . Kay s i n ' u . . . . . ? Akun . . . . .

i mu i y a k ay . . . . . .

LE S S O N 2 5 Who s e are t h e y ? Kanday s i n ' u . . . ? Kan day . . . . .

Amun . . . . . . . A tun . . . . . . . I ny u . . . . . . . I l a . . . . . . . .

LE S S O N 2 6 Mor e o n Owne r s h ip

Summary

Kay s i n ' u . . . . . ? . . . s an g . . . n i n a n d ay

U N I T V I I

B as i c Int e r r o g at i v e s

LES S O N 2 7 Wh e r e ? . D i ' i n s i . . . ? S i . . . a r i d i r i s a . . .

ang ang a r a ' d i r a '

LES S ON 2 8 Wh e r e i s i t ? . . . . a r i s a i b ab aw . . .

i dalum luyu / l ikud s ulud at ub angan

a t u d i dtu

. 1 5 2

. 1 5 6

1 6 2

. 1 6 6

. 1 7 3

. 1 8 0

1 8 6

. 1 8 8

. 1 9 4

L E S S O N 2 9 Wh e r e i s i t ( c o nt i nu e d ) ? . . . . k i l i d / h i gad . . .

malap i t m a l ay u t u n g a '

LE S S O N 3 0 B uy i n g and S e l l i n g . T agpil a ang . . . ? T ag . . . F i l a

L E S S ON 3 1 B a r g a i n i n g a n d Mat h . P a r t i c l e s : n a l an g , ab aw , s us , t an an ,

mu F o rmul a s for b ar g a i n i n g

LES S ON 3 2 Mark e t i n g . M ay . . . ? H u ' u . . .

L E S S O N 3 3 P e t s .

Wal a ' . .

May . . . ? H u ' u . . . Wal a ' . .

L E S S O N 3 4 Numb e r s , Days and M o nths . F i l a k a . . . an g . . . ? ( n umb e r ) . . . ang . . .

s a s a

LE S S O N 3 5 T h e B i g Que s t i o n o f Why . N g a ' a . . . ? Kay . . .

LE S S O N 3 6 F o r Wh om? P ar a k ay s i n ' u . . . ? P a r a k ay . . .

s a anu s a

LE S S ON 3 7 Wh i c h O n e ? .

S ummary

D i ' i n s i n i . . . ? s i n a ' s ad t u

UN I T V I I I

Mod i fi e r s

L E S S O N 3 8 T h e C o l or s . B a s e ad j e c t i v e s

xxi

-199

. 2 0 4

. 2 1 2

. 2 1 8

. 2 2 4

. 2 2 9

. 2 3 3

. 2 3 9

. 2 4 2

2 4 6

. 2 4 8

xxii

LESSON 39 D e s c r i pt i o n s . . . . n g a . . .

L E S S O N 4 0 C omp ar i s on s /ma- / adj e c t i ve format i v e

L E S S ON 4 1 S u p e r l at i ve s . . / k a- / a d j e ct i v e s up e r l at i ve / ka- / + b a s e + s a + N P

k ay s an g

LES S ON 4 2 T h e M o s t e s t .

Summary

Mas fo r c omp ar i s o n o f qual i t i e s / p i n aka- / f o r s up e r l at i v e

U N I T I X

T h e Apt at i v e

LES S O N 4 3 T al ent s / m aka- / + N P / n ak a- /

LES SON 4 4 Ab i l i t i e s /ma- / V R / n a- /

Summary U N I T X

Imp e r at i v e s and C au s at i ve s

LE S S ON 4 5 L e t H e r D o I t . / p a - / V R / - a /

/ - h a /

LE S S ON 4 6 G i v e i t t o H i m . / i - / i mp e r a t i ve a f f i x

LES S ON 4 7 D o ' s an d D on ' t ' s . i nd i ' + / p ag- / VR / - i / + N P

/ - a /

LES S ON 4 8 I n t h e D i re c t i o n o f . /magpa- / / p a- / p l a c e w o r d + N P / n ag p a- / / n a g ap a- / /map a- / / m a g ap a - /

· 2 5 1

· 2 6 1

2 7 2

. 2 7 4

. . 2 7 9

2 8 5

. 2 8 8

. 29 4

. 2 9 8

. 3 0 4

L E S S O N 4 9 Have Him D o I t . /magpa- / VR + N P / n a g ap a- / / n agpa- /

LE S S ON 5 0 G et t i ng t h i n g s d o n e . / g i np a- / VR / g i napa- / VR

S ummary U N I T X I

R e f e r e n t F o c u s

LES S O N 51 F o r Wh om a n d Wh e re ? / g i n- / VR / - a n / / g i n a - /

LES S O N 5 2 B e n e f a c t o r s a n d L o c at i o n s . / - an / f o r p r o p o s e d a c t i on c ommands / - i / for c omm ands

S ummary UN I T X I I

Noun F o rmat i v e s

L E S S O N 5 3 P l a c e s . VR / - an / o r / - h a n / n o un b a s e / - an / o r / - h a n /

L E S S O N 5 4 Mak i n g N o u n s . / p a g - / VR /manug- / VR o r noun b a s e

GLOS SARY .

SUPPLEMENTARY MAT�RI ALS .

I U S EFUL EXPRES S I O N S I I S U P PL EMENTAR Y VO CABULARY L I S T S I I I P H O N O L O G Y MATER IALS . IV WRITTEN EXERC I S E S . v READ I N G EXERC I S E S . V I M I S C E LLANEOUS .

xx iii

·3 0 8

· 3 1 3

317

. 319

. . 326

3 3 0

. 3 3 2

. . 3 3 5

. 3 4 1

·375

·376 . 3 80 .406 .413 .416 .426

H I LIG AYNON L E S S O N S

UN I T I

Gr e e t i ng s and L e av e t ak i n g

LES S O N 1 : G r e e t i n g s

L E S S O N 2 : M o r e o n G r e e t i n g s

L E S S O N 3 : L e av e t ak i n g

L E S S ON 4 : I nt r o du c t i o ns

SUP P L EMENTARY LESSON 1 :

S U PP LEMENTARY L E S S O N 2 :

Th i s and That

R e qu e s t s and Comman ds

UN I T I

G r e e t i ng s and L e av e t a k i n g

Thi s f i r s t u n i t o f t h i s b o o k g i v e s s ampl e s o f f o rmul a s for g r e e t i n gs a n d l e av e t aking . I t a l s o i n c lu d e s t h e us e o f d e i c t i c s ( l o c at i v e p r o nouns wh i ch p o i nt o u t di s t an c e b et w e e n a n ob j e c t and t h e s p e ak e r ) . Thr e e de i c t i c s i n c lu d e d h e re a r e i n f , i na ' , a n d a t u .

F i rs t c o n t a c t w i t h v e r b s i s w i t h t h e s imp l e r o o t f o rm o f the i mp e r a t i v e mo d e . F o r e x amp l e : K a ' un m e ans ' ( You ) e at . ' The a f f i x / p ag - / a l s o r e n d e r s a r o o t imp e r at i v e i n form . F o r e x amp l e : P agk a ' un , m e a n i n g ' ( Y o u ) e at . ' The w o r d palf h ug g i v e s a t o n e o f p o l i t e r e �u e s t o r mi l d c omman d .

L E S S O N O N E

Gre e t i n g s

A . S TRUC TURAL C O NTENT

F o rmulas f o r g re e t i n g s

B . MI C R O - DIAL O G U E S

l . Ml : M a ' ayu n g a g a .

Ma ' ayung udt u . Ma ' ayung h ap un . M a ' ayung g ab ' i .

M2 : M a ' ayung aga man . Ma ' ayung u dt u man . Ma ' ay ung h apun man . Ma ' ayung gab ' i m an .

C l : Ma ' ayung ag a . M a ' ayung ag a man .

C 2 : Ma ' ayung udtu . M a ' ayung udtu man .

C 3 : Ma ' ayung h apun . Ma ' ayung h apun m an .

C 4 : Ma ' ayung g ab ' i . Ma ' ayung g ab ' i m a n .

2 . M l : Kamu s t a k a ?

Kamu s t a i k aw ?

M2 : M a ' ayu man . S a kalu ' uy s an g Dyus ,

m a ' ay u inan .

C l : K amus t a k a ? M a ' ayu man .

C 2 : Kamus t a i k aw ? S a kalu ' uy s ang Dyus ,

ma ' ayu man .

5

G o o d morni n g . G o o d n o o n . G o o d a ft e rnoon . Goo d e ve n i n g .

G o o d mo r n i n g , ( t o o ) . G o o d no o n , ( t oo ) . G o o d a f t e r n o o n , ( t oo ) . G o o d e v e n i n g , ( t oo ) .

How are you? How are you?

F i n e . ( By God ' s me r cy ) I ' m

f i n e .

6

C . D R I L L S

1. R epet i t i o n D r i l l . t e ac h e r :

S t u d e nt s r e p e at a f t e r t h e

Ma ' ayung aga . Ma ' ayung u dt u . Ma ' ayung h ap un . Ma ' ayung g ab ' i . Ma ' ayung ugt u . Ma ' ayu man . S a kulu ' uy s an g Dyu s ,

ma'ayu man . Kamus t a k a ?

Go o d mor ni n g . G o o d noon . G oo'd a ft e r no o n . Goo d e v e ni n g . Go o d n o o n . Fi n e . I ' m f i n e . ( By G o d ' s

m e r c y ) How ar e y o u ?

2 . F i x e d S ub st i t ut i o n D r i l l . S t u de nt s s ub s t i t u t e t h e c u e s i n t h e s ame fixe d s l ot .

( a ) Ma'ayung aga , Mi s s C r u z . udt u h apun g ab ' i ugtu

( b ) Ma ' ayung h ap un , Ange l a . Juan C ar l o s Luc i a B arb a r a et c .

3 . Ut t e r a n c e - R e spo n s e D r i l l . S tu d e nt s r e s p o n d t o t h e ut t e r an c e .

Ut t e ran c e R e spo n s e

Ma ' ayung aga . M a ' ayung a g a man . udtu ugtu gab ' i h ap un

7 4 . C h a i n D r i l l . T e a c h e r s t ar t s w i t h t h e c ue .

T e a c h e r : M a ' ayung a g a , J uan .

J u an : Ma ' ayung aga man , M i s s S a nt o s . M a ' ayung a g a , D av i d .

Davi d : Ma ' ayung a g a man , J u an . Ma ' ayung a g a , N e n a .

N e n a : M a ' ayung a g a man , D avi d . et c .

D . GRAMMAT I CAL EXPLANAT I ON

1 . Ka i s t h e s h o r t f o rm o f i k aw ' y o u ' pronoun . The short form is mo r e c ommonly us e d in c o nver s at i o n .

2 . Th e r e i s di ale c t v a r i a t i o n b et w e e n udtu and ugtu . Both m e a n ' n o on ' .

3 . Man i s a f i l l e r wh i ch c an m e an many t h i n g s : ' a l s o , w e l l , t o o ' .

E. CULTURAL N O TE

I n t h i s a r e a o f t h e P h i l i ppine s , t h e u s e o f Ma ' ayung � e x t e n d s from e arly i n t h e mo r n i n g unt i l lunch t i me . M a ' ayung udtu o r ugt u i s u s e d b et w e e n 11 : 0 0 a . m . and 1 : 0 0 p . m . approx imat e ly . O n e s ay s Ma ' ayung h apun wh e n t h e t i me i s b et w e e n 1 : 0 0 p . m . and 6 : 0 0 p . m . F r om 6 : 0 0 p . m . unt i l e arly m o r n i n g , t h e g r e e t i n g Ma ' ayu ng gab ' i i s in o r d e r .

S ome c o n s i de r F i l i p i n o s t o b e fat ali s t s . The r e s p o n s e S a kalu ' uy s ang Dyu s , m a ' ayu man may be e v i d e n c e o f t h i s b e l i e f . Th i s r e s p o n s e i s us e d mo s t ly b y o l de r p e o p l e o f t h e b arr i o s , and i s �ui t e unc ommo n amo ng t h e y o ung e r g e n e r at i o n and c i ty folk .

F . V O C ABU LARY L I S T

aft e r n o o n e v e n i n g f i n e , g o o d G o d H ow a r e y o u ? mo r n i ng n o o n p i t y , m e r c y y o u

h apun g ab· i ma ' ayu Dyus Kamu s t a ? a g a udt u , ugtu k alu ' uy i k aw , ka

8

G. CUMULAT I VE D IALOGUE S - - Br i e f me e t i n g

l . Gab r i e l :

T omas :

Gab r i e l :

T omas :

2 . D avi d :

O l d man :

Davi d :

O l d man :

Ma ' ayung g ab ' i , Tomas .

M a ' ayung g ab ' i man , G ab r i e l .

Kamus t a k a ?

Ma ' ayu man .

Ma ' ayung h apun , T i yu ' .

Ma ' ayung h apun man , D a v i d .

Kamu s t a ?

S a kalu ' uy s an g Dyus , ma ' ayu man , D av i d .

N ot e : T iyu ' i s a r e s p e c t f o rm us e d t o a d dr e s s o l d e r me n; i t c ome s from t iyo ' un c l e ' .

H . I N S T RUC T I ONS FOR THE TEACH E R ( c ont a c t h o ur s : 4 )

1. M i c r o - di a l ogu e .

B r i n g dr aw i n g s o r p i c t u r e s t o c l as s i l lu s t r a t i v e o f t h e d i f f e r e nt t i me s o f t h e day , and t h e g r e e t i ng fo rmul a s .

D i al o gue 2 c an b e dr am at i z e d b y s hak i ng h an d s w i t h o n e memb e r o f t h e c l a s s .

2 . D r i l l s .

( a ) R epe t i t i o n Dril l . A s t h e name s ug g e s t s , r e p e t i t i o n o f t h e ut t e r an c e s i s expe c t e d o f t h e s t udent s . T h e t e ac h e r m o d e l s a l l ut t e r a n c e s o n c e , h av i n g t h e wh o l e g r oup r e p e at . T h e n t h e t e a c h e r m o d e l s agai n , a n d t h e s t ud e nt s r e p e at in d i v i dual ly . P r o nun c i at i o n e r r o r s s h o u l d always b e c h e c k e d c ar e fully , e s p e c i a l ly f o r t h i s d r i l l wh e r e t h e s t u de n t s g e t f i r s t c o n t a c t w i t h n ew vo c ab u l a ry i t ems .

T h e t e a c h e r i s e xp e c t e d t o memo r i z e a l l e nt r i e s i n t h e dr i l l . B r i s k dr i l l i n g i s f ac i l i t at e d by c omp l e t e m as t e ry of ut t e r an c e s to be dr i l l e d . B e -

9

c aus e new vo c ab ul ary i t ems are i nt ro du c e d i n all the l e s s o n s , us ually t h r o ugh the r e p e t i t i o n d r i l l p o r t i o n o f the l e s s o n , t h e t e a c h e r s h ould s t ay w i t h i n t h e c o n t r o l l e d vo c ab ul ary i t e ms i n e a ch l e s s o n .

( b ) S ub s t i t ut i o n D r i l l . T h e r e are two typ e s of s ub s t i t u t i o n dri l l in this v o l ume , the f i x e d s ub s t i t ut i o n and t h e movab l e s ub s t i t ut i o n d r i l l s .

A f i x e d s l o t s ub s t i t u t i o n dr i l l c o nt a i n s c ue words wh i ch may o c c u r in t h e s ame p o s i t i o n or s l o t i n the ut t e r an c e . T h e t e a c h e r mo de l s an ut t e ranc e and t h e c l as s r e p e at s . Then t h e t e a c h e r g i v e s a cue word . T h e c l a s s put s t h i s c ue word i n t h e c o r r e ct s l o t , g i v i ng t h e who l e ut t e r a n c e as a r e s p o n s e . T h e t e ac h e r r e i n for c e s t h e c o r r e c t answer, an d the stude n t s r e p e at t h i s answe r . Th e r e s t of the dr i l l c o nt i nu e s with t h e t e a c h e r g i v i n g only the cue word , t h e s t u d ent s g i vi n g t h e full r e s p o n s e c h an g i n g what e v e r i s g i ve n as the cue . Th i s drill c a n be done cho r a l ly a n d i nd i v i dually .

A movab l e s l o t s ub s t i t ut i o n dr i l l h a s c u e s wh i c h c an o c c ur i n two o r more di f f e r e n t po s i t i o n s i n t h e s e nt e n c e . T h e s ame p ro c e dure i s foll ow e d i n c o n du c t i n g th i s d r i l l as i n t h e fi xe d s l o t type .

( c ) T h e U t t e r an c e -Respo n s e D r i l l i s a two-p art d r i l l in t h at two di f f e r e n t r e s p o n s e s are e xp e c t e d . T h e r e s p o n s e s may b e a QUe s t i o n and a r e s p ons e , or a cue s e n t e n c e an d a r e s p o n s e . The t e a c h e r d i v i de s t h e c l a s s i n t o t w o g r o up s . Group A r e p e at s the e nt r i e s g i v e n in c o lumn A , and Group B r e s p onds w i t h t h o s e given in c o l umn B . O n c e group i n g i s a c h i e ve d, t h e t e a c h e r g i ve s only cue words . The s t ud e nt s gi ve comp l e t e ut t e ran c e s and / o r r e s p ons e s t o t h e s t imul u s . Thi s t y p e o f d r i ll c a l l s f o r s wi t c h i n g r o l e s t o g i ve b o t h g r o up s a chanc e t o us e t h e two p at t e r ns b e i n g dr i l l e d . T h e s e c o n d t ime aroun d , Group B g i v e s t h e s t i mu l i , wh i l e Group A r e s p o n d s .

( d ) C h a i n D r i l l . A c h a i n s eQue n c e �ro g r e s s e s as fo l l ow s . Th e t e a c h e r us ually g i ve s the s t i mulus u t t e r an c e f i r s t . One s t ud e nt r e s ponds . Th i s s t u de nt t h e n g i v e s t h e s ame s t i mulus t o t h e next s t u d e nt , who ag a i n answ e r s w it h t h e s ame r e s p ons e .

1 0

The c ha i n g o e s a r o u n d t h e r o om u nt i l t h e l a s t s t u d e n t i s ab l e t o g i v e t h e s t i mulus s t at e m e n t . T h e t e a ch e r c a n c h a n g e t h e c u e s e n t e n c e a n d r e s po n s e as m any t i me s a s n e e de d .

3 . S ugge s t e d R o l e -pl aying S i t u a t i on.

( a ) Two s t ude nt s m e e t in the c or r i d o r at 10:00 a . m .

( b ) A t e a c h e r and a p r i n c i p a l g r e e t e a c h o t h e r at 4 : 0 0 p . m .

( c ) A t e ac h e r a n d a s t u d e n t g r e e t e ac h o th e r at 8 : 0 0 p . m .

L E S S ON TWO

Mo r e o n G r e e t i n g s

A . STRU CTURAL C O NT EN T

Gr e e t i n g formu l a s

B . MI C R O - D I AL O GUES

l . Ml : Ma ' ayung h ap un ,

G r e g o r i o . M a ' ayung g ab ' i ,

G r e g o r i o .

M 2 : M a ' ayung h apun man , F i de l .

M a ' ay ung g ab ' i man , F i de l .

M 3 : S u l u d anay . S ulud l an g .

Go o d a ft e rnoon , G r e g o ry .

Goo d e v e n i n g , G r e gory .

S ame t o y o u , F i de l .

S ame t o y o u , F i de l .

C ome i n . C ome i n .

M4 : S al am at . T h ank you .

C l : M a ' ayung h ap un , G r e g o r i o .

M a ' ay un g h apun man , F i de l .

S u l u d a n ay . S al amat .

C 2 : Ma ' ay ung g ab ' i , Gr e g or i o .

2 .

M a ' ayu n g g ab ' i man , F i de l .

S ul u d l a n g . S a l amat .

Ml : Uy , J o s e , k amus t a ? Uy , J o s e , k amus t a k a ?

M2 : M i y a d man . S al amat May ad .

C l : Uy , J o s e , k amus t a ? M i y a d man . S a l amat .

11

Oh , J o s e , how are you? Oh , J o s e , how are you?

F i n e . T h ank you . F i n e .

1 2

C 2 : Uy , J o s e , k amu s t a k a ? May a d man , s al amat .

3 . Ml : T agb a l ay !

M2 : S ak a ' anay , E s t r e l l a . D ayun anay , E s t r e l l a . D ayun l ang , E s trel l a .

M3 : S al amat , Kamus t a ?

M4 : May ad man . L i n g k ud an ay .

May a d man . Pungku' anay .

C l : T agb alay ! S ak a ' anay , E s t r e ll a . S al amat . Kamus t a ? M ay ad man . L i n gk ud

anay .

C 2 : T agb alay !

4 .

D ayun l ang , E s t r e ll a . S al amat . Kamus t a ? May a d man . Pungku '

anay .

Ml : S al amat .

M2 : . Wal a ' s i ng anu man . Wal a ' s an g anu man .

C l : S al am at . Wal a ' s i ng anu man .

C 2 : S al amat . Wala ' s an g anu man .

C . D R I L L S

H e l l o ! ( Anyb o dy h ome ? )

Come o n up , E s t r e ll a .

T h ank y o u . How a r e y o u ?

F i n e . P l e as e s i t down .

F i n e . P l e as e s i t d own .

Thank y o u .

Y o u are w e l c ome .

1 . R epe t i t i o n Utt e r an c e - R e spo n s e D r i l l

8 ul u d anay . 8 al amat . Kamus t a ? Kamu s t a k a ? D ayun l an g . T agb a l ay ! L i n gkud anay .

2 . Ch a i n D r i l l s

( a ) 8 l : Ma ' ayung ag a .

8 2 : M a ' ayun g a g a man . M a ' ayung ag a .

8 3 : M a ' ayung aga man . e t c .

( b ) 8 l : Kamus t a k a ?

8 2 : May ad man . Kamu s t a k a ?

8 3 : M ay a d man . e t c .

( c ) 8 l : T agb alay:

8 2 : Uy , s ul u d lang Luc i a . T agb a l ay !

8 3 : Uy , s ul u d l ang , A n g e l a .

T agb a l ay !

8 4 : Uy , s ul u d l an g , Juan . e t c .

D . G RAMMATI CAL EXPLANA T I O N

8 al amat . Wala s i ng anu man . Miyad man . May a d man . S al amat . 8 aka ' anay . 8 a l amat .

O t h e r c u e s : h apun , udtu , g ab ' i

O t h e r cue : miyad

l 3

l. Lang and anay are f i l l e r s , p a rt i c l e s wh i c h add t o t h e s emant i c c o n t e nt of an u t t e ranc e , b ut do not p e r f o rm any grammat i c al fun c t i o n . Lang may b e c al l e d a ' l imit i n g ' o r ' de f i n i t e par t i c l e '

1 4

s i n c e i t mo r e o r l e s s l i mi t s what p r e c e de s i t . I t h a s a fai r ly c lo s e meani n g e qu i v al e n t i n ' j u s t , only ' . An ay i s o n e o f t h e ' p at i e n c e part i c l e s ' l f i l l e r s wh i ch g i ve a t on e o f p o l i t e n e s s t o t h e ut t e r a n c e t h e y a r e p ar t o f . I n t h i s l e s s o n , anay i s u s e d t o m e a n ' p l e a s e ' .

2 . Mayad and miya d , s i ng and s ang a r e di al e c t v ar i ant s .

E . CULTURAL N O T E

T h e r e ar e s e ve r al w ay s o f s ay i n g ' C ome i n ' i n H i l i gayno n , d e p e n d i n g o n t h e p l a c e i nv o lv�d . S ak a ' anay i s u s e d wh e n t h e r e i s a s t a i rway o r s t ep s f o r t h e vi s i t o r t o c l i mb . Sulud anay a n d D ayun l a ng are us e d for s i t uat i on s wh e n t h e vi s i t or is r i gh t o ut s i de t h e door . S ul u d anay i s t h e formal i nv i t a t i o n t o e n t e r a n o f fi c e . D ayun l a ng i s less formal and may be us e d only wh e n h ou s e v i s i t i n g .

F . V O C ABULARY L I S T

C ome i n . S u l u d , D ayun . C ome on up . S ak a ' . fi n e , g o o d miy a d , m ay a d H e l l o ! ( Anyb o dy home ? ) T agb a l ay ! no , none w al a ' oh , h ey uy

( p ar t i c l e s ) anay , l a n g , s 1 n g , s an g s i t down 1 1 n gkud , pungku ' Th ank you . S al amat . wha t a n u You are w e l c om e . Wal a ' s i ng anu man .

G . CUMULAT I VE D I AL O GU E S - - A m a n v i s i t s a l ady at h e r hous e .

1. T h e lma : Ma 1 ayung g ab ' i .

1 • z I • R . D av�d ore , P e a c e C o r p s P r �me r f o r W e s t e rn V i s ay a s , ' P e a c e Corp s , 1 9 6 7 pp . 4 1 - 4 2 .

Ramo n : Ma ' ayung g ab ' i man .

Th elma : Kamu s t a k a ?

Ramo n : May ad man .

T h e lm a : S u l u d anay .

Ramo n : S al amat .

2 . G e r a r d o : T ag b a l ay !

Marc i a : Uy , G e r ardo , s ul u d lang .

G e r a r d o : S al amat . Kamu s t a k a , Ma r c i a?

Mar c i a : M i y a d man . Pungk u ' anay .

G e r a r d o : S al amat .

H . I N S TRUC T I ON S FOR THE TEACHER ( c o n t a c t hours : 4)

1 . Mi c r o - di al ogue .

1 5

D r am at i z e e v e ry s i t u at i o n a s w e l l a s you can t o make i t as m e an i ng ful t o t h e s t ud e n t s a s p o s s i b l e. T r an s l at i on i s n o t t o b e g i v e n at any t ime .

2 . S ugge s t e d R o l e -pl ayi ng S i t uat i o ns .

( a ) A P CV g o e s i nt o t h e o f fi c e o f h i s p r i n c i p al at 9 : 3 0 a . m .

( b ) A PCV v i s i t s t h e h ou s e o f a c o - t e a c h e r at 8 : 0 0 p . m .

( c ) A t e a c h e r make s an i n formal vi s i t t o the h ou s e of a s t ud e n t at 5 : 0 0 p . m .

( d ) A c ommu n i t y d e v e l opment w o r k e r mak e s an i n f o rmal c al l o n t h e b ar r i o c ap t a i n at 1 0 : 3 0 a . m .

3 . A f a s t p r o n u n c i a t i o n d r i l l and v o c abul ary mas t e ry d r i l l c an b e c o n du c t e d for f i v e m i nut e s . F l a s h c ar d s c a n b e u s e d f o r vo c abul ary i t ems from

16

Le s s ons 1 and 2 . O n -t h e - s p o t c o r r e c t ion o f p ronun c i at i o n e r r o r s is r e c ommen d e d .

4 . H av e t h e s tu d e n t s do t h e fir s t w r i t i ng e x e r c is e from t h e s up p l e m e nt ary mat e r i al s aft e r t h i s l e s s on i s m as t e r e d. Have t h em wr i t e t h e i r own dia l o g u e s of f o ur t o s ix lin e s .

LE S S O N T H R E E

L e av e t ak i n g

A . S TRUC TURAL C ONTENT

Fo rmul as f o r l e av e t a k i n g

B . M I C R O - D I ALO GUE S

l . Ml : T • I l. ' a r i n a aku , h a .

T . ' l. ' malakat n a aku , h a .

M2 : S i g i , M a r i a . l i w a t .

Bal i k

C l : T i ' , a r i n a aku , h a . S i gi , M ar i a . B a l i k

l iw at .

C 2 : T i ' , mal akat n a aku , h a .

2 .

S i g i , M a r i a . l iwat .

B a l i k

Ml : Mal ak at n a aku . S al am at g i d .

M2 : Wal a ' s i ng anu man . B al i k bwas .

C : Malak at n a aku . S al amat g i d .

W al a ' s i n g anu man . B al i k bwas .

3 . Ml : An ay k a , u l i h i n a

aku .

M2 : S i g i .

C : A n ay k a , u l i h i n a aku .

S i gi .

17

Well , I ' m ( o n my way ) now .

Well , I wi l l go now .

O k ay , Mary . aga i n .

C ome

I w i l l go now . y o u s o muc h .

Th ank

Y o u are wel c ome . b a c k t omo r r ow .

J u s t a m i nut e , I ' m a l r e ady l a t e .

O k ay .

C o me

18

C . D R I LLS

D .

1. R epe t i t i on D r i l l

Ar i na aku . Mal ak at n a aku . B a l i k l i wat . S i g i . S al amat g i d . B a l i k bwas. Anay k a . U l i h i n a aku .

2 . C h a i n D r i l l s

( a ) T : Mal akat n a aku , h a .

8 1 : S i gi . B a l i k l iwat. Malak at n a aku , h a .

8 2 : S i g i . B a l i k l iwat . Mal akat na aku , h a.

8 3 : S i gi . e t c .

B a l i k l i w a t .

( b ) T : S al amat g i d .

8 1 : Wal a ' s ang anu man. S alamat g i d.

8 2 : Wal a ' s ang anu man. S al amat g i d .

8 3 : Wal a ' s ang anu man . e t c .

GRAMMAT I CAL EXPLANAT I O N

I a m g o i ng now . I am g o i n g now . Come agai n . O k ay. T h ank y o u v e ry mu ch. Come b a c k t omo r r ow. J u s t a mi nut e . I am a l r e a dy l at e .

1 . T i ' i s a ' h e s i t at i n g p a rt i c le ' whi ch me ans ' w e l l . . . 1 •

2 . N a i s a ' t ime- r e l a t i n g p art i c l e ' wh i c h i s u s e d w i t h i n a c t i o n s a t a p a rt i c ul ar t i me . I f s p e ak i ng o f t h e p r e s ent , i t means ' now ' o r ' at t h i s t ime ' . Wh en us e d i n a p a s t t ime c o n s t ru c t i o n ,

na m e a n s 1 s t i l l , o nly , a l r e ady 1 •

3 . G i d i nt e n s i f i e s t h e qual i t y o f t h e w o r d i t fo l l ows .

E . CULTURAL N O T E

19

F i l i p i no s a r e w e l l -k nown f o r th e i r h o s p i t a l i t y , e s p e c i ally t o fo r e i gne r s ; m o r e o v e r , they go out o f t h e i r way t o e xt e nd i nv i t at i o n s t o n ew a c quaint an c e s .

F . V O C ABULARY L I S T

a g ai n l iwat g o / c ome b ac k b al l k h e r e ari I aku l a t e u l i h 'L o k ay s 'Lg i ( p art i c l e s ) t . I l , t omo r r ow bwas /w i l l / g o / rn a /

G . CUMULAT I VE D IALO GUE S

l . Al : Uy Manuel , k amu s t a ?

Bl : M a 1 ayu g i d , P e dr o .

A2 : Anay k a , u l i h i n a aku .

B 2 : S i g i .

2 . Al : M a 1 ayung ag a , Mr . d e l a C r uz .

Bl : M a 1 ay ung a g a man , C a r l o s .

A2 : Kamu s t a k a , Mr . de l a C r u z ?

h a , n a , g i d

l ak at

B 2 : S a kalu 1 uy s an g Dyu s , m ay a d man . Li ngkud anay .

A3 : S al amat , p e ro m a l akat na aku .

B 3 : S i g i . B a l i k l i w at .

20

N ot e : P e r o i s t h e c o n j u n c t i on ' b uy ' .

H . I N S TRUCT I O N S FOR THE TEACHER ( co nt ac t h o u r s : 3 )

l . B e s ur e t o c o l l e c t y o ur as s i gn e d w ri t t e n ex e r c i s e f r om L e s s on 2 .

2 . S u gg e s t e d R o l e - pl ay i n g S i t uat i o n s .

( a ) A PCV vi s i t s ano t h e r PCV at 6 : 0 0 p . m .

( b ) A PCV m e e t s the b a r r i o c ap t a i n o n t h e way to t own at 1 1 : 0 0 a . m .

( c ) A PCV i s i nv i t e d t o th e h o u s e o f a f r i e n d a t 8 : 3 0 p . m .

( d ) A new ar r i v a l c al l s o n t h e p r i n c i p al o f h i s h o s t s ch o o l at 8 : 0 0 a . m .

3 . F o rmally , dr i l l o n t h e £ s ound u s i n g P ho n o l o gy D r i l l l i n the s up p l e m e ntary m at e r i al s v o l um e . Make the dr i ll i n g as b r i s k as p o s s ib l e . Condu c t t h e dr i l l j us t l i k e a r ep e t i t i o n d r i l l . M o d e l t h e w o r d s f i r s t , t h e n t h e p h r as e s , a n d f i nally t h e s e nt e n c e s . Make t h e s t u d e nt s r e p e at e a ch i t em as c or r e ct ly a s p o s s ib l e . G i ve p a r t i c u l a r att e nt i o n t o t h e p ro du c t i o n o f un a s p i r at e d £·

L E S S O N FOUR

I nt r o du c t i o n s

A . STRUCTURAL C O N T E N T

I ntr o d u c t i n g f r i e n d s

B . MI C R O - D I AL O GU E S

1 . Ml : Mar c ia , g u s to ku

i paki lala s i Tomas .

T omas , s ya s i Mar c i a . T o mas , s i Mar c i a i n i .

M2 : Kal ipay ku nga mak i lala ka .

Kamu s t a ka , Tomas ? Kam u s t a ?

C l : Mar c i a , gus t o ku i pak i lala s i T omas .

Kal i pay ku nga maki lala ka .

C 2 : T omas , s ya s i Mar c i a . Kamus t a ka , T omas ?

C 3 : Tomas , s i Mar c i a i n i . Kamu s ta ?

2 . Ml : Anu an g ngalan mu?

M 2 : C lar i ta ang n galan ku . C lar i ta .

C l : Anu an g ngalan mu? C lar i t a ang ngalan ku .

C 2 : Anu ang n galan mu? C lar i ta .

2 1

Mar c i a , I would l i ke to i ntro du c e Th omas .

Th omas , s h e i s Mar c i a . Th omas , t h i s i s Mar c i a .

I am glad t o meet yo u .

How are you , Thomas ? How are you?

What is yo ur name ?

C lar i ta i s my name .

22

C . D R I L L S

l . R epet i t i o n D r i ll

Gus t o ku i p ak i l al a s i I would l i k e t o i n t r o -Rome o . duc e R o me o .

K a l i p ay ku n g a maki l a l a I am g l a d t o know y o u . k a .

Anu ang n g al a n mu? Si C e c i l i a i ni .

Wha t i s y o u r n ame ? Th i s i s C e c i l i a .

2 . F i x e d S ub s t i t ut i on D r i l l

( a ) Tomas ang ng alan ku . Wi lma P at r i c i o Lu c i a M a c ar i o P at e r n o

( b ) Gus t o k u i p aki l a l a s i M ar i a . N a n c y Kath l e e n D i ane F r e d V i n c e nt B r uc e

3 . Movab l e S ub s t i tu t i o n D r i l l

J ani c e , s y a s i D i ane .

�-------aku ________ __

Lo r e t t a ________ �--�--

=Ec-:d:- w- a--r-: d:- o-_-_-_-_-_-_-_-_-_-_

__ D

_o

_l

__ o

_r

_e_

s

-------------------'My r n a

D . GRAMMAT I CAL EXPLANAT I O N

l . U s e o f t h e mar k e r s s i , � and nga w i l l b e e xp l a i n e d i n l at e r l e s s on s .

2 . A f f i x a t i o n o f v e rb s w i l l b e c o ve r e d i n l at e r l e s s o ns .

E . CULTURAL N O T E

S t at u s d i f f e r e n c e i s not marke d b y p o l i t e forms i n H i l i g aynon ; forma l i t y o f s p e e ch i n di c at e s what i s formal .

F .

G .

H .

2 3

VO CABUL ARY L I S T

l i k e gus t o happ i ne s s , p l e a s ure / k a / l 'L p ay I ku n ame n g al an ( p art i c l e s ) s i ' ang , n g a s h e , h e , i t s y a t o i n t r o d u c e / i p a / k i l a l a y o u mu

CUMULAT I V E D I A L O GU E

P ri n c i p al : Li ngkud a n ay kamu .

V i s i t o r s : S al amat .

V i s i t o r A : Mr . S a nt o s , gus t o ku i p ak i l al a s i Mr . Smi t h .

V i s i t o r B : Kamus t a ka , Mr . S ant o s .

P r i n c i p al : M a ' ay u man , S a l amat .

I N S T RU C T I O N S F O R T H E T E A C H E R ( C o n t a c t hours : 4 )

l . D r i l l o n t s o und us i n g Ph o n o l o gy D r i l l 2 from the s up p l ement ary mat e r i al s . U s e o nly five m i n ut e s of c l a s s t i me .

2 . S ugge s t e d R o l e -pl ayi ng S i t u at i o n s .

( a ) R o ommat e s i n a d o rm g e t a c qu ai n t e d on the f i r s t d ay .

( b ) Two s t u d e n t s di s c ov e r they c ome from the s arne t own, .

( c ) A f o r e i gn s t ud e n t and a n ati ve exchange p l e as an t r i e s .

( d ) T h r e e b ar r i o w o rk e r s i n t r o d u c e t h ems e l v e s t o th e i r f o r eman .

SUPPLEMENTARY L E S S O N ONE

T his and That

A . STRU C TURAL CONTENT

Anu i n i ?

i n a '

atu

B . MI C RO - D IALOGU E S

1 . Ml : Anu s a H i l i g aynon

ang ' t e a c h e r ' ? Anu s a H i l i gayno n

ang ' p r i n c i p al ' ?

M2 : Ma ' e s t r a . P ri n s i p al man .

Cl : Anu s a H i l i g aynon ang ' t e a c h e r ' ?

M a ' e s t r a .

C 2 : Anu s a H i l i gaynon ang ' p r i n c i p a l ' ?

P r i n s i p al man .

2 Ml : Anu i n i ?

Anu i n a ' ? Anu atu?

M2 : L ap i s i n i . L ap i s i n a ' . L ap i s atu .

C l : An u i n i ? L ap i s i n i .

C 2 : Anu i na ' ? L ap i s i n a ' .

2 4

i n i · · · · · ( i n a '

i n i . . . . . ( . ' 1n a

. . . . . . atu

Wh at is ' t e a ch e r ' i n Hi l i g ay no n ?

Wh at i s ' p r i n c i p a l ' i n H i l i g ay n o n ?

T e a ch e r . P r i n c i p al , al s o .

Wh at ' s t h i s ? Wh at ' s t h a t ? What ' s t h at ( yo n d e r ) ?

Th i s i s a p e n c i l . That i s a p e n c i l . Th at i s a p e n c i l .

2 5 c

C3 : Anu a t u ? L ap i s atu .

3 . Ml : Anu i n i ? Wh at i s th i s ?

Anu i n a ' ? Wh at i s t h at ?

M 2 : L i b r a i n a ' Th at i s a b o ok . L i b r a i n i . Th i s i s a b o o k .

Cl: Anu i n i ? L i b r a i n a ' .

C2 : Anu i n a ' ? L i b r a i n i .

c . D R I L L S

1 . R e12e t i t i o n D r i l l

Anu i n i ? Wh at i s thi s ? L ap i s i n i . Th i s i s a p e n c i l .

Anu i n i ? Wh at i s th i s ? L i b r a i n i . Th i s i s a b o ok .

Anu i n i ? Wh at i s th i s ? P a p e l i n i . Th i s i s p ap e r .

Anu i n a ' ? Wh at i s t h at ? Kw a d e rn o i n a ' That i s a n o t e b o o k .

Anu i n a ' ? Wh at i s that ? L ame s a i n a ' That i s a t able .

Anu i n a ' ? Wh at i s t h at ? P i s ar a i n a ' That i s a b l ackbo ard .

Anu at u ? Wh at i s t h at ( y o n d e r ) ? Ki s ame atu . That i s t h e c e i l i n g .

Anu atu? Wh at i s t h at ( y o n d e r ) ? Pwe r t a atu . That i s a d o o r .

Anu a t u ? Wh at i s t h at ( y o n d e r ) ? D i n g d i n g at u . That i s a wal l .

2 6

A n u i n i ? B i n t an a i na ' .

Anu i n i ? S iy a i n a 1 •

Anu i n i ? L ames a i na ' .

Anu i n a ' ? D i n g d i n g i n i .

Anu i na ' ? P i s ar a i n i .

Anu i n i ? Kwa d e r n o i na ' .

Wh at i s That i s

Wh at i s That i s

Wh at i s That i s

Wh at i s Th i s i s

Wh at i s Th i s i s

Wh at i s Th at i s

2 . C h a i n D r i l l s . The s t u d e n t h o l d s as h e a s k s a que s t i o n :

( a ) S l : Anu i n i ?

8 2 : Lap i s i n a ' . Anu i n i ?

8 3 : Lap i s i n a ' .

Swi t ch r o l e s i n que s t i o ni n g :

( b ) S l : Anu i na ' ?

8 2 : P ap e l i n i . Anu i n a ' ?

8 3 : P ap e l i ni . Anu i n a ' ?

8 4 : P ap e l i n i . e t c .

t h i s ? a w i n dow .

t h i s ? a c h ai r .

t h i s ? a t ab l e .

t h at ? a w al l .

t h at ? a b l a c kb o ar d .

t h i s ? , a n o t eb o ok .

up an ob j e c t

S t u dent s i de nt i fy ob j e c t s wh i ch a r e f a r f r om b o t h :

( c ) S l : Anu atu ?

8 2 : Ki s ame atu . Anu atu?

S 3 : Pwe r t a atu . Anu a t u ?

S 4 : D i n gd i n g atu . e t c .

3 . I n f o rm ant S e s s i o n . T h e s t u d e n t s t ake turns a s k i ng t h e i n s t r u c t o r t h e H i l i g aynon t e rm for ob j e c t s in the c l as s r oom :

S l : Anu s a H i l i gaynon ang ' c h ai r ' ?

T : S i y a .

S 2 : Anu s a H i l i g ay n o n ang ' t ab l e ' ?

T : L ame s a .

S 3 : Anu s a Hi l i g ay n o n ang ' no t eb o ok ' ?

T : Kwa d e r n o . e t c .

D . GRAMMAT I CAL E XPLANA T I O N

1 . T h e r e ar e t h r e e de i c t i c s i n H i l i gayno n :

i n i ' t h i s ' ( n e ar t h e s p e ake r ) i n a ' ' t h at ' ( far from the s p e ak e r )

2 7

a t u I t h at I ( ve ry far from b o th the s p e aker

2 . S e nt e n c e

( a ) T opi c

L ap i s

L i b r o

( b ) Comment

I n i

At u

an d

p a t t e r n s :

Comm e nt

i ni .

i n a ' .

T opi c

l ap i s .

l ame s a .

t h e h e ar e r ) .

' T h i s i s a p e n c i l . '

' Th at i s a b o ok . '

' Th i s i s a p e n c i l . '

' That ( y o n de r ) i s a t ab l e . '

2 8

E .

F .

VOCABULARY L I S T

b l ackb o ar d p i s ar a b o ok l 'Lb r o c e i l i n g k 'l s ame c h a i r s 'L y a door pw e r t a n o t eb o o k kwade r n o p ap e r p a p e l ( p art i c l e s ) s a , man p e n c i l l ap i s p r i n c i p a l p r i n s i pa l t ab l e l am e s a t e ac h e r m a ' e s t r a , m a ' e s t ro t h at i n 8. ' t h at ( y o n d e r ) a t u t h i s i n l wall d 'l n g d 'l n g w i ndow b i nt an a

I N S TRUCT I O N S F O R THE TEACHER ( Cont a c t h o u r s : 4 )

l . Th i s l e s s o n f o l l ow s L e s s o n 4 i n s e qu e n c e .

2 . Take f i v e mi nut e s t o d r i l l o n u n a s p i ra t e d � a g ai n . Wr i t e s ome t e n w o r ds o n f l a s h c ar d s and h av e t h e c l a s s r e a d them c h o r al ly and t h e n i n d i v i du ally . Co r r e c t e r r o r s o n t h e s p o t .

3 . Take f i v e mi nut e s t o d r i l l o n vo c ab u l ary i t em s t ak e n up s o far . P i c t u r e s c a n b e u s e d t o c u e di f f e r ent t e rm s . I t i s n o t a dv i s ab l e t o u s e f l a s h c ar d s wh e r e E n gl i s h e qu i v al e n t s are w r i t t e n from wh i ch s t u d e n t s m ay t r ans l at e i n t o H i l i g ay no n .

4 . An i n f o rmant s e s s i o n i s n o t a c l as s . I t i s p r o v i d e d t o g i v e t h e t e a c h e r a c h a n c e t o c at ch h i s b r e at h a ft e r h o ur s o f m o d e l l i n g . I t i s al s o a me ans t ow a r d s w i d e n i n g t h e v o c ab u l ar y o f t h e s t udent s . S t u d e nt s w i l l h av e t o a s k t h e p at t e r n que s t i o n i n H i l i g ayno n , a n d t h e t e a c h e r g i v e s o nly o n e -w o r d r e s p o n s e s f o r t e rms e l i c i t e d . Unle s s t h e r e i s s om e c ul t u r a l d i f f i c ul t y o r t h e r e i s n e c e s s i t y f o r expl anat i o n , t h e t e a c h e r i s urg e d n o t t o g i v e any l e n gt hy answe r s . Th e t e a c h e r s h o u l d t ak e n o t e o f all i t ems t ak e n up every day an d s ho ul d i n c lu d e t h e s e in t h e dai ly

2 9

l i s t o f vo c ab u l ary i t ems . The s t udents should al s o be ur g e d t o c o mp i l e a v o c ab ul ary l i s t of t h i n g s t h at c ome up .

An i n f o rmant s e s s i o n s h o u l d b e c o nduc t e d at l e as t five m i n ut e s e v ery day , e s p e c i al ly during the f i r s t three weeks of c l a s s .

5 . T h e s t u de n t s r e a d and memo r i z e Suppl ement ary V o c ab ul ary L i s t l , C l as s r o o m and O f fi c e Art i c le s , Two P a r t s o f a R o om , an d Thr ee P ar t s o f a Hous e .

S U P PL EMENTARY L E S S O N TWO

A . STRUCTURAL CONTENT

V e rb Root ( VR ) + sa + NP

IJ2..§.J!cl VR

B . MI CRO-D IALOGU E S

1 . Ml : K a ' un s an g man g g a .

D a l a s an g mang g a . Kuh a ' s ang mang g a .

M2 : S al amat . Bwas n a . H u ' u .

C l : Ka ' un s an g man g g a . S al amat .

C 2 : D a l a s an g mangg a . Bwas n a .

C 3 : Kuh a ' s an g mangg a . Hu ' u .

2 . Ml : Ma ' anu aku ?

M2 : P al i h u g p agb akal s an g g at as .

Pagh amp a n g s a l a gw e r t a .

P aghimu s ang ' as s i gnment ' .

C l : M a ' anu aku? P al ihug p agb akal s an g

gat as .

C 2 : M a ' anu aku? Paghamp ang s a l a gw e r t a .

C 3 : Ma ' anu aku? P aghimu s an g ' as s i gn

ment ' .

3 0

E a t a mang o . B r i n g a mango . G e t a m a n g o .

T h ank y o u . T omo r r ow . Y e s .

Wh at w i l l I d o ?

P l e a s e b uy s ome m i l k .

P l ay i n t h e y ar d .

D o t h e as s i gnment .

3 1

C . D R I L L S

1 . R epet i t i o n D r i l l

2 .

K a ' un s an g adob o . Eat adob o . P agka ' u n s an g adob o .

Tudlu ' s ang Mat h T e a c h Math . P ag t udlu ' s an g Mat h .

Kuh a ' s an g l i b r a . G e t a b o o k . P a gk uh a ' s an g l i b r a .

Kant a s an g kundiman . S i n g a F i l i pi no s ong . P a gkant a s an g kun d i man .

T u ' un s an g l e k s y o n . S t udy the l e s s o n . P ag t u ' un s ang l e k s y o n .

S a ' ut s an g t i n i k l i n g . D a n c e t h e t i n i kli ng . P a g s a ' ut s an g

t i n i kl i n g .

Lutu ' s ang utan . Co o k s ome v e g e t ab l e s . P ag l ut u ' s an g u t an .

I num s an g t ub i ' . D r i nk s ome wat e r . P ag ' i num s an g t u b i '

Lakat s a b uluthu ' an . Walk to s c h o o l . P ag l akat s a b uluthu ' an .

H amb al s a k l as e . T a lk i n c las s . P agh amb al s a klas e .

L i ku ' s a t u ' u . Turn to the r i ght . P a g l i ku ' s a t u ' u .

Kad t u s a e s kwelah an . G o t o s ch o o l . P ag k a d t u s a e s kw e l ah an .

T u l u g s a k a t r e . S l e e p o n t h e b e d . P agtulug s a kat r e .

L i k u ' s a wal a . Turn to the l e ft . P ag l i ku ' s a w al a .

F i x e d Sub s t i t ut i on D r i l l

3 2

( a ) P aglutu ' s ang u t an . pagkuh a ' p agka ' un p agb ak al

( b ) P agk ant a s an g H i l i g aynon . p agtudlu ' p aghamb al p a gt u ' un

3 . T r an s format i o n Dr i l l . D ro p t h e / �/ p r e f i x e s o f t h e v e r b s i n t h e ut t e r an c e s :

Cue R e spo n s e

P aglut u ' s ang adob o . Lutu ' s an g adob o . P agbakal s ang u t a n . P agtudlu ' s an g E n gl i s h . P aghampang s an g

' b as k e t b al l ' . P agka ' un s an g p agka ' un . P agh amb al s ang

H i l i g aynon . P agkuh a ' s ang pap e l . P ag l ak at s a H i l a . P agtudlu ' s an g S c i e n c e . P agh amb al s a ' Mayor ' .

D . GRAMMAT I CAL EXPLANAT I O N

l . S ang i s an i n d e f i n i t e noun marke r . p r e c e d e s t h e di r e c t ob j e c t .

U s u a l ly , i t

B akal s ang t i n ap ay . I nurn s ang t s a .

' Buy s om e b r e ad . ' ' D r i nk s ome t e a . '

2 . S a i s a di r e c t i o n a l mark e r r e l a t i n g t h e s ub s t ant i ve ob j e c t t o t h e a c t i o n w o r d in the s ent e n c e . I t c an m e an ' i n , o n , at , t o , t oward , o f , e t c . '

3 . T ub i ' and t ub ig a r e di a l e c t v ar i an t s for w at e r .

4 . S e nt e n c e p at t e rn s :

E .

3 3

( a ) T opi c C omment

0 Vb s ang N ( Obj . )

K a ' un s ang s ag i n g . ' E at a b anana .

B ak a l s ang t i ni p ay . ' Buy s ome b r e ad . 1

Pagka ' un s an g s ag i n g . ' E at a b anana . 1

( b ) T opi c C omment

0 Vb s a Di r

L akat s a buluthu ' an . ' Walk t o s ch o o l . 1

P ag l i ku ' s a wala . ' Turn to t h e l e ft . I

CULTURAL NOTE

Adobo is a p o p u l a r me at d i s h amo n g F i l i p i n o s and i s s ai d t o r e p r e s e nt F i l i p i n o c o ok i n g ab r o ad . I t i s c h i c k e n an d / o r pork c o o k e d w i t h g a r l i c , s oy s au c e , and v i n e g ar .

U t an m e a n s fr e s h o r c o oke d ve g e t ab l e s . I t c an al s o m e an ' vi an d ' o r main di s h / f o o d o f t h e m e al e at e n w i t h r i c e .

Kun d i ma n i s a l o v e s on g wh i ch may b e o f a g ay o r s ad mo o d , ·wr i t t e n i n t h e nat i ve l an guage t o mi r r o r f e e l i n g s o f ' j oy , mel an c h oly , o r d e s p ai r - - emot i o ns as s o c i at e d e v e rywh e r e with l o ve ' .

T i n i k l i ng i s a d an c e im i t at i n g t h e movement s o f a l o n g- l e g g e d b i r d c al l e d t i k l i ng . T h e dan c e i s p e r f o rme d b y j ump i n g i n and out o f two c l app i n g b amb o o p o l e s .

F . V O CABU LAR Y L I S T

1

3 4

adob o ( F i l i p i no meat d i s h )

b e d b r i n g b uy c l as s c o o k dan c e d r i nk e at f o o d g e t , t ake g o l e ft l e s s o n make , do mango mi lk Ph i l ip p i n e b amb o o

dan c e Ph i l ip p i n e l ov e s o n g p l ay p l e as e p r o- v e rb ( wh at t o d o ? ) r i ght s ch o o l s l e e p s p e ak / t alk s t u dy s i ng t e ach t urn v e g e t ab l e walk wat e r y a r d y e s

a d6b o

k a t r e / p a g / d a l a / p ag / b ak a l k l a s e / p a g / lut u ' / p ag / s a ' ut / p ag / i num / p a g / k a ' un / p a g / k a ' un / p ag / kuh a ' / p a g / k a d t u w a l a l e k s y 6 n / p ag / h 'l mu m a n g g a g at a s

t i n 'l kl i ng kund'lman / p a g / h amp a n g p al 'lhug ma ' anu t u ' u e s kwe l ah an /b ul ut h u ' an / p a g / tu l u g / p a g / h amb al / p ag / t u ' un / p a g / k ant a / p ag / t u d l u ' / p a g / l i ku ' ut an l ak at t ub i ' / t ub i g l agw e rt a h u ' u

G . I N S TRUC T I O N S F O R T H E TEAC HER ( C o n t a c t h o ur s : 7 )

1 . Th i s mat e r i al f o l l ow s Supp l em e nt ary L e s s o n 1 i n s e que n c e .

2 . A Trans format i o n D r i l l i s c o nd u c t e d b y c h an g i n g o n e g r ammat i c al p ar t o f t h e s e n t e n c e i n t o anoth e r r e l a t e d t o i t . T h e c h a n g e c an b e from o n e a f f i x t o anot h e r , from a p o s i t i v e c o n s t ru c t i o n t o a ne g at i ve c o n s t ru c t i o n , e t c .

3 5

T h e t e a c h e r g i v e s t h e cue s e nt e n c e and the s t u d e nt s t rans form f r o m o n e f o r m i nt o anoth e r , g i v i n g c ompl e t e s e n t e nc e r e s p o n s e s .

3 . I t i s s ug g e s t e d that c ommands and r e que s t s ( p r e di c t e d a s c ommo n t o t h e fut ure j ob o r i ent at i on o f t h e s t u d e nt s ) b e dr i l l e d upo n .

4 . T h e s t ud e n t s r e ad and memo r i z e Supplement ary V o c abul ary L i s t 4 , C ommo n v e rb r o o t s .

5 . S ugge s t e d R o l e -pl ayi ng S i t u at i o n s .

( a ) A t e a c h e r g i v e s h i s s t udent s mat e r i al s for r e adi n g , s i ng i ng , o r wr i t i n g .

( b ) A t e a c h e r r e que s t s h i s s t ud e nt s t o g e t s ch o o l s up pl i e s from t h e s t o r e r o om .

( c ) A mo t h e r a n d fath e r as s i gn j ob s for t h e i r c h i l d r e n t o d o wh i l e t h e y a r e g o n e f o r t h e day .

( d ) A h o u s ewi fe g i v e s t h e day ' s i n s t r u c t i o n s t o h e r c oo k o r l aundrywoman .

( e ) A P CV g i v e s c o ok i ng i n s t ru c t i o ns t o h i s h o u s eboy .

U N I T I I

E qu at i o n a l S e nt e nc e s

LES S ON 5 : I de n t i t y

L E S S ON 6 : T h e S t a f f a n d Gove rnment O f f i c i al s

LES S ON 7 : N a t i o n a l i t y a n d O c c u p at i o n s

L E S S O N 8 : M o r e t h an O n e

L E S S ON 9 : T ag s and C ho i c e s

S UPPLEMEN TARY L E S S O N 3 : Home S t a t e and H ome T own

SUPPLEMENTARY LE S S ON 4 : T ime - t e l l i n g

SUPPLEMENTARY L E S S O N 5 : B i rt h d ay s

U N I T I I

E quat i o n a l S e n t e n c e s

H i l i g aynon l i k e a l l o t h e r Ph i l i pp i ne l anguag e s h a s a s i mp l e s e n t e n c e p at t e r n wh i ch i s unl i k e anyth i n g i n Engl i s h . A s im p l e E n g l i s h d e c l ar a t i v e s ent e n c e has two part s : the s ub j e c t and the p r e d i c at e . Th e p r e d i c a t e i s always a v e rb .

In t h e Ph i l i p p i n e lan guag e s , a s i mp l e s e nt e n c e al s o has two maj o r p a r t s : a t o p i c , and a c omme n t . The t o p i c i s n o t n e c e s s ar i ly t h e a c t o r o f t h e s e n t e nc e . I t i s wh at i s b e i n g t alke d ab out and i s c o n s i de r e d t h e mo s t i mp o r t ant e l ement i n t h e ut t e ranc e . T h e t op i c c an b e the a c t o r , o r t h e ob j e c t o f t h e s e nt e n c e ; i t c an b e a noun , p r e c e de d by an � ( b e fo r e c ommo n nouns ) , o r a � ( b e fo r e p e r s o n a l n ame s ) ; i t c an b e a de i c t i c , or a nom i n al p r o n oun .

Ma ' e s t r a s i M i s s S a nt o s .

M a ' e s t r o � l a l ak i . Ma ' e s t r o � ·

' M i s s S ant o s i s a t e a c h e r . '

' Th e man i s a t e a c h e r . ' ' H e i s a t e ac h e r . '

Unlike E n gl i s h , t h e c ommen t o r t h e p r e di c a t e part o f the s e nt e n c e may o r m ay n o t b e a v e rb . A c ompl e t e s e nt e n c e c an have t w o n o un phr a s e s t o g e t h e r . I f , for e x amp l e , the p r e d i c a t e o r c o mment ab o ut a t o p i c i n i ' t hi s ' i s t o i de nt i fy i t a s a memb e r o f a c l a s s l i k e ' h ou s e ' b al ay ; B a l ay i n i me ans ' Th i s i s a hous e . ' Or i f the c omme nt d e s c r i b e s a t o p i c l i k e s i M a r i a . The de s c r i p t i v e word mat ahum ' p r e t ty ' with the t op i c r e n d e r s the s t atement Mat ahum s i Mar i a as ' M a r i a i s p r e t t y ' .

The o r d e r o f t op i c and c omme nt do e s not a f fe c t s e mant i c c o n t e n t . T h e t o pi c c an o c c u r b e f o r e t h e c omme nt o r vi c e - v e r s a .

Mat ah um s i Mar i a . S i Mar i a m a t ah um .

' M ar i a i s p r e t ty . ' ' M ar i a i s p r e t ty . '

Th i s p at t e r n o f two n o un phr a s e s j o i n e d t o g e t h e r i s cal l e d a n e quat i o nal s e n t e n c e .

I n t h i s un i t , t h e nomi n al s e t o f p r o nouns i s a l s o i n t r o du c e d . Th i s s e t f i l l s t h e p o s i t i o n o f t h e t o p i c i n t h e

3 7

3 8

s en t e n c e t o s ub s t i t ut e f o r an ang-ph r a s e o r a s i - p h r a s e . H i l i g aynon p r o noun s y s t em h a s two f o rms f o r f i r s t p e r s o n plural : a n i n c lus i ve k i t a ' we ' ( y o u , me , and o t h e r s ) , and an e x c lu s i v e kami ' w e�e and o t h e r s , e x c lu d i n g y o u ) . The nomi n al s e t o f p r onouns i s :

aku i k aw , k a s y a k i t a k ami k amu s i l a

' I , me ' ' y ou ( s i n gular ) ' ' h e , s h e ' ' we ( i n c lus i v e ) ' ' w e ( e x c lu s i v e ) ' ' you ( plural ) ' ' th e y '

Th i s unit al s o i n c lu d e s t h e y e s / n o p a t t e rn s o f que s t i o n s and r e s p on s e s wh i ch f a l l i n t h e c at e go ry o f e qu at i o n a l s e nt e n c e s . T h e n e g at i v e p a r t i c l e di f fe r s a c c o r di n g t o t h e type o f que s t i o n a s k e d . T h e a f f i rmat i v e p art i c l e i s hu ' u ' y e s ' . T h e n e gat i v e p a rt i c l e s a r e i nd i ' and wal�no ' or ' no n e ' .

---

L E S S O N F I VE

I de n t i ty

A. S T RU C TURAL C ONTENT

S i n ' u . . . ? / Aku s i . . i k aw s y a

B . M I C R O - D IALOGUES

l . Ml : M a ' ay ung udt u .

M 2 : Ma ' ayung udt u

M 3 : S i n ' u i n a ' ? S i n ' u n a ' ?

M 4 : Aku s i Mari a . S i M ar i a .

man .

M 5 : Ay , i k aw g a l i ' Mari a . S u l u d .

Ay , i k aw g al i ' Mari a . D ayun l an g .

C l : M a ' ayung udt u . Ma ' ayung udtu man . S i n ' u i n a ' ? Aku s i Mar i a . Ay , i k aw g al i ' Mari a .

Sulud .

C 2 : Ma ' ayung udt u . M a ' ay u n g udtu man . S i n ' u n a ' ? S i M ar i a . Ay , i k aw g a l i ' Mari a .

D ayun l an g .

2 . Ml : S i n ' u i n i ?

S i n ' u n i ? S i n ' u s y a ?

M 2 : I n i s i R o g e l i o . S i R o g e l i o n i . S i R o g e l i o s y a .

3 9

G o o d noon .

S ame t o y o u .

Wh o i s that ? Who i s t h at ?

I am M ari a . Mari a .

Oh , i t ' s you , C ome i n .

Oh , i t ' s you , Come i n .

Who i s thi s ? Who i s th i s ?

Mari a .

Mari a .

Who i s h e / s h e / i t ?

Th i s i s R o g e r . Th i s i s R o g e r . He i s R o g e r .

4 o

C l : S i n ' u i n i ? I n i s i Ro g e l i o .

C 2 : S i n ' u n i ? S i R o ge l i o n i .

C 3 : S i n ' u s y a ? S i Ro g e l i o s y a .

3 . Ml : S in ' u aku?

I k aw s i M i s s C ru z . S i Mi s s C r u z k a .

C l : S i n ' u aku ? I k aw s i Mi s s C r u z .

C 2 : S i n ' u aku? Si Mi s s C ru z ka .

4 . Ml : S i n ' u at u ?

S i n ' u t u ?

M2 : S i C a r l o s atu . S i C a r l o s s y a .

C l : S i n ' u atu ? S i C arlo s at u .

C 2 : S i n ' u t u ? S i C ar l o s s y a .

c . DRI LLS

1 . R e:12e t i t i o n D r i l l

Aku s i S e ne n . S i S en e n aku .

Aku s i P e dr o . S i P e dr o aku .

Aku s i Rome o . S i Rome o aku .

I k aw s i B e n . S i B e n i k aw .

Wh o am I ? Y o u are M i s s C ru z . Y o u are M i s s C r u z .

Wh o i s t h at ( y o n d e r ) ? Who i s t h at ( yo n de r ) ?

That i s C ar l o s . H e i s C a r l o s .

I am S e n e n .

I am P e t e r .

I am R o me o .

Y ou a r e B e n .

I k aw s i C ar lo s . S i C a r l o s k a .

I k aw s i C arme n . S i C armen i k aw .

Sya s i L u c i l a . S i Luc i l a s y a .

S y a s i L o u r de s . S i L o u r d e s s y a .

S y a s i Tomas . S i Tomas s y a .

41

You are Charl e s .

Y o u a r e C armen .

S h e i s Lu c i l l e .

S h e i s Lourde s .

H e i s Th omas .

2 . Que s t i o n a n d Answe r Dr i l l . T h e s t u d e nt answers t h e que s t i o n s us i n g r e al name s o f his c l as s mat e s .

Cue : S i n ' u aku ?

C u e : S i n ' u i kaw ?

Cue : S i n ' u s y a ?

C ue : S i r, ' u i n i ?

C u e : S i n ' u i n a ' ?

I k aw s i M i s s R e y e s . I k aw ________________ _ I k aw ________________ _ I k a w ---------------I k aw ________________ _

Aku s i An a . Aku Aku Aku Aku

Sya s i M ari a . S y a Sya Sya S y a

S i Al i c i a . S i S i S i S i

S i s i ---------s i --------S i s i ---------

4 2

C u e : S i n ' u atu? S i S i __

__ _

S i S i __

__ _

S i ____ _

3 . T r ans format i o n D r i l l - -P o s i t i ve t o n e g at i v e

C u e

M a ' e s t r a aku . T r a i n e e aku . E s t u dy an t e i k aw . Ab o g ado i k aw . P r op e s o r a s y a . P i nt o r s y a .

D . GRAMMAT I CAL E XP LANAT I ON

S e nt e n c e p at t e r n s :

( a ) C omme nt

I P P r o n

Anu k a ?

Anu s y a ?

( b ) C omme nt T opi c

N P r on

Ame r i k ano k a ?

F i l i p i no k a ?

Ame r i kano aku .

H apun k a .

R e spo n s e

I ndi ' aku ma ' e s t r a . I ndi ' aku t r a i n e e . I n di ' i k aw e s t u dy ant e . I nd i ' i k aw ab o g a do . I ndi ' s y a p r op e s o r a . I n d i ' s y a p i nt o r .

' Wh at a r e y o u ? '

' What i s s he ? '

' Ar e y o u a n Ame r i c an ? '

' Ar e y o u F i l i p i n o ? '

' I am an Ame r i c an . '

' Y ou a r e a J a p an e s e . 1

( c ) C omme n t

Adv N

Hu ' u , dokt o r s y a .

I ndi ' dokt o r s y a .

E . V O CABULARY L I S T

oh , g e e ( p a rt i c l e ) t h at t h at ( y o n de r ) t h i s who

F . CUMULAT I VE D I ALOGUES

l . Al : Ma ' ayung h apun .

Bl : M a ' ayun g h apun man .

A2 : Aku s i Mari a .

B2 : Aku s i Mr . R amo s .

' Y e s , h e i s a do c t o r . '

' H e i s n o t a d o c t o r . '

ay g a l l: ' n 8. ' t il ni s l n ' u

K amus t a ka , Mari a ?

A 3 : May a d man . Kag i k aw ?

4 3

B 3 : S a kalu ' uy s ang Dyus ma ' ay o man . L i n gkud anay .

A 4 : S al amat .

2 . Al : M a ' ayung a g a .

Bl : Ma ' ayung a g a man .

A2 : S u lud anay .

B2 : S al amat .

A 3 : L i n gkud anay .

B 3 : S al amat . Aku s i Davi d .

4 4

G .

A4 : K amus t a k a , D av i d . s i A l f r e d o .

B 4 : Kamus t a k a , Al f r e do ?

C l : M ay a d man , S al amat .

Aku s i Mar i no .

No t e : Kag i s t h e c on j un ct i o n ' an d ' .

D av i d , s y a

I N S T RU C T I O N S F O R T H E T E A C H E R ( C o nt a c t h o ur s : 4 )

1 . A que s t i o n an d a n s w e r dr i l l i s g o o d ( l i k e a di a l o gue ) . The t e a c h e r a s k s t h e que s t i o n s and t h e s t udent s p r o vi de p at t e rn e d r e s p o ns e s . S om e t imes t h e que s t i on s may b e a s k e d b y t h e s t ud e nt s , cue d b y t h e t e a ch e r .

·

2 . S ugge s t e d R o l e -pl ayi ng S i t uat i o n s .

( a ) Two P CV ' s me e t e a ch o t h e r f o r t h e f i r s t t i me .

( b ) A P CV a c c ompan i e d b y a n ew P CV ar r i va l m ak e s a s urpr i s e vi s i t a t t h e h om e o f a c o -t e a c h e r aft e r c l as s hour s .

( c ) A c ommuni ty d e v e l o pme nt w o r k e r m ak e s h i s f i r s t c al l o n t h e b a r r i o c ap t a i n a t 8 : 3 0 a . m .

( d ) A t ouri s t m e e t s an o l d man o n t h e s t r e e t .

3 . T e ach t h e s o ng , Ay, ay Kal i s u d .

L E S S O N S I X

Th e S t a f f a n d Gove rnment O f f i c i al s

A . S T RU CTURAL C O NT E N T

S i n ' u s i . . . ? / ang

Si . . . a n g . . ang

B . M I C R O - D I AL O GU E S

l . Ml : S i n ' u s i R i c h a r d

N i xo n ? S i n ' u s i D i c k M c G i nn .

M2 : S i R i c h a r d N i xon a n g P r e s i dent e s ang E s t ad o s U n i d o s .

A n g ' C o unt ry D i r e c t or ' .

C l : S i n ' u s i R i c h a r d N i x o n ?

S i R i c h a r d N i xon ang P r e s i de n t e s an g E s t a d o s Uni do s .

C 2 : S i n ' u s i D i c k M c G i n n ? Ang ' C o unt ry D i r e c t o r ' .

2 . Ml : S i n ' u ang B i s i

P r e s i de nt e ? S i n ' u a n g ' S i t e

D i r e c t·o r ' ?

M2 : S i S p i r o Agnew ang B i s i - P r e s i de n t e .

S i C h a r l e y R e c h . A n g ' S i t e D i r e c t or '

s i C h a r l e y R e c h .

C l : S i n ' u ang B i s i P r e s i de n t e ?

S i S p i r o Agnew ang B i s i -P r e s i dent e .

Who i s R i c h ar d N i xo n ?

R i c h a r d N i xo n i s t h e P r e s i de nt o f t h e Un i t e d S t at e s .

The C o untry D i r e c t or

Who i s t h e V i c e P r e s i dent ?

S p i ro Agnew i s t h e Vi c e -Pr e s i d ent .

C h ar l e y R e c h . Charley R e ch i s the

S i t e D i r e c t o r .

4 6

C 2 : S i n ' u a n g ' S i t e D i r e ct o r ' ?

S i Charley R e ch .

C 3 : S i n ' u ang ' S i t e D i re c t or ' ?

Ang ' S i t e D i r e c t or ' s i Charley R e c h .

C . DRILLS

1. C h a i n Que s t i o n and A n s w e r D r i l l

S l : S i n ' u s i Mayor F a s i ?

S 2 : S i May o r F a s i ang may o r s an g H o no lulu .

S i n ' u s i Gob e r n a d o r Burn s ?

2 . F i xe d S ub s t i tut i o n D r i l l

Que s t i on

( a ) S i n ' u ang ' C o unt ry D i r e ct o r ' ? ' S i t e D i r e c t o r ' ' C ent e r D i r e ct o r ' ' L anguage C o o r d i nat o r ' ' C C S C o r d i n at o r ' ' TE S L C o o r d i n at o r '

( b ) S i n ' u ang e s t u dyant e ? s up e rb i s o r p r i ns i p al m a ' e s t r o p r e s i de n t e gob e rn a d o r m ay o r

C u e

M a y o r F a s i M a o - T s e -T u n g H o C h i M i nh Mar c o s L o p e z

Ans w e r

S i D i c k M c G i nn .

S i Juan .

3 . C omplet i o n D r i l l . T h e s t u d e n t s c on s t ru ct t h e i r own s e nt e n c e s u s i n g t h e c u e s g i v e n b y t h e t e a ch e r . N ame s a r e t o b e o f p e r s o nn e l o n t h e s i t e :

( a ) S i C h ar l i e R e ch S i Alan Wh i t e S i Mi s s Alc alde Si Mr s . S i nd i c o

( b ) ______________ ang ' S i t e D i r e c t o r ' . ______________ .ang ' C C S C o o r d i n at o r ' ______________ ang ' Phys i c al Educ at i on

D i r e c t o r ' . -------------�a ng ' As s i s t ant S i t e D i r e c t o r '

The c u e s w i l l b e g i v e n o n f l a s h c ards . The s t udent s c o n s t r u c t th e i r own s e nt e n c e s u s i n g t h e c u e s . Two c o r r e s po n d i ng c ar d s are t o be f l as h e d t o g eth e r .

( c ) Al an Wh i t e D i c k M c G i n n C h ar l i e R e c h Mr . Ap o r t a d e r a M r s . S i n d i c o

C e nt e r D i r e c t o r C o un t ry D i r e c t o r S i t e D i r e c t o r Ma ' e s t r o Ma ' e s t r a

( d ) S t u d e n t s c o ns t r u c t que s t i on s w i t h s i n ' u us i n g t h e s am e c u e s as i n ( c ) ab o v e .

D . GRAMMAT I CAL EXPLANAT I ON

l . S e nt e n c e p a t t e r n :

T opi c C omme nt

S i P e r N ame � N

S i